Ronnie B. Martin, PharmD, D.O., FACOFP-dist
Dean, College of Osteopathic Medicine
Professor of Family Medicine
Eric E. Gish, D.O., FHP
Associate Dean for Clinical Affairs
Chair and Associate Professor, Department of Manipulative Medicine
Timothy O. Leonard, M.D., Ph.D., FCAP
Associate Dean for Biomedical Affairs and Research
Associate Professor of Pathology, Department of Specialty Medicine
Joseph F. Smoley, M.M., Ph.D.
Associate Dean for Academic Affairs
Associate Professor, Department of Primary Care
Sherri L. Martin, A.A., B.S.
Affiliations, Credentialing, and Accreditation
R. James Cook, B.S.
Director of Admissions and Student Services
Meesha Hickson, B.A.
Director of Administration and Finance
DEPARTMENT OF PRIMARY CARE
Division of Emergency Medicine
Thomson, Chris M.; B.S., M.S., M.D.
Chair, Division of Emergency Medicine
Associate Professor, Department of Primary Care
Weigner, Michael; B.A., M.D.
Assistant Professor of Emergency Medicine
Department of Specialty Medicine
Division of Family Medicine
Michael Hueber, B.S., M.Sc., D.O.
Assistant Professor, Division of Family Medicine
Linda Mintle, B.A., M.S.W., Ph.D.
Associate Professor of Behavioral Health
DEPARTMENT OF ANATOMICAL SCIENCES
Robert J. Swanson, B.S.N., M.S., Ph.D.
Chair and Professor of Anatomical Sciences
Jason E. Wells, B.S., Ph.D.
Chair, Division of Neurosciences and Vice-Chair
Associate Professor of Neurosciences
DEPARTMENT OF INTEGRATIVE PHYSIOLOGY & PHARMACOLOGY
Kenneth J. Dormer, M.S., Ph.D., FAHA
Chair and Professor of Physiology
C. David Ianuzzo, B.Sc., M.Sc., Ph.D.
Professor of Physiology
Eugene Patterson, B.S., Ph.D.
Professor of Pharmacology
DEPARTMENT OF SPECIALTY MEDICINE
Division of Internal Medicine
Carl R. Hoegerl, B.S., M.Sc., D.O.
Chair and Assistant Professor of Neurology
DEPARTMENT OF MOLECULAR & CELLULAR SCIENCES
Joseph W. Brewer, B.S., Ph.D.
Chair and Professor of Molecular and Cellular Sciences
Mark E. Hemric, B.S., Ph.D.
Professor of Biochemistry
Yingguang Liu, B.M., M.M., Ph.D.
Associate Professor of Microbiology
Matthew K. Pelletier, B.S., Ph.D.
Associate Professor of Human Genetics
DEPARTMENT OF OSTEOPATHIC MANIPULATIVE MEDICINE
/OSTEOPATHIC PRINCIPLES & PRACTICES
James W. Kribs, B.A., D.O.
Chair and Associate Professor
The College of Osteopathic Medicine is provisionally accredited by the American Osteopathic Association Commission on Osteopathic College Accreditation (AOA-COCA) in the United States.
Liberty University College of Osteopathic Medicine [LUCOM] exists to educate osteopathic physicians in a Christian environment. LUCOM prepares physicians who dedicate themselves to excellence in the practice of osteopathic medicine through service toward their fellow man, life-long learning, and the advancement of medical knowledge. Instilling the Christian values of integrity and professionalism, LUCOM trains physicians who will provide ethical, compassionate, competent, and patient-centered osteopathic medical care.
The curriculum is built around a trimester schedule utilizing an integrated, interdisciplinary, systems-based model with an emphasis on active learning. It combines lecture demonstration with active learning techniques including team learning activities, interactive classroom learning, case-based education, a strong emphasis on utilization of simulation, and standardized patient events. It emphasizes biomedical and clinical interdisciplinary collaboration, guiding students to develop a holistic, and importantly, an osteopathic approach to medicine. We continually correlate basic scientific information and methodology with fundamental clinical application.
After an introductory foundations course during the first 6 weeks of the curriculum, the remainder of the first year consists of a system-based look at normal structure and function – from the molecular level to the whole-person level – as well as general pathological processes that affect human health. During the second year of the student’s education, a second pass through the system-organized courses places more emphasis on the pathological conditions common to humans that detract from human health during the second year of the student’s education. Throughout the first two years, students have an active introduction to and interaction with challenges related to the professional, ethical, moral, humanitarian, and business aspects of the life and work of a physician. Additionally, students examine the dynamic nature of national and global health policy and health care delivery.
Students have extensive lab based active learning opportunities during the first two years designed to develop problem solving, osteopathic principles and manipulative techniques, diagnostic and clinical skills. Students have extensive anatomy education with cadaveric education encountered across the first two years of the curriculum.
Students begin clinical exposure in their first trimester, with shadowing experiences, standardized patients, simulation encounters and patient care opportunities that give them exposure to and prepare them for the “real world” of medicine.
Each student’s clinical exposure expands in the second year. Students have increased opportunity to interact with standardized patients and high fidelity simulators on campus as well as be involved, under physician supervision, with real patients in the office and hospital setting.
Students are assigned to one of LUCOM’s core clinical education centers for their entire third year of medical school. Clinical rotation experiences are supplemented with an on-line, computer based module curriculum based on best practices established by each core discipline provided by the faculty of the COM. This foundational clinical education ensures quality, consistency and coordination of the students’ clinical education as well as preparation for graduate medical education (GME) and board examinations. In the fourth year of medical school, each student has ample opportunity to explore GME training opportunities through four elective rotations. During the hospital based sub-internships - consisting of four core selective rotations in medicine, emergency medicine and surgery - students are expected to develop the knowledge and skills required to be a resident in their desired GME training program.
Our core curriculum is designed to fulfill our mission of training students who are competent and ready to enter graduate medical education in any medical discipline, with an emphasis on preparing students to become community based and primary care physicians.
A notable aspect of the clinical program is a required month long rotation in a rural practice setting. In community health centers, rural clinics and hospitals throughout the state of Virginia, our students participate in providing health care to medically underserved and indigent patients. Our students learn to treat various patients whose lifestyles, practices, and attitudes toward health care differ from those seen in more traditional training sites. This enriching educational experience is one that cannot be taught in the classroom.
LUCOM students have the opportunity to perform clinical rotations globally during their OMS-3 and OMS-4 year, as well as the opportunity to participate in medical outreach events during break times beginning near the end of the first year of education. Liberty University has clinical affiliations with institutions in Africa, Asia, and Europe as well as Central, North and South America.
PROGRAM LEARNING OUTCOMES
Upon successful completion of the Doctor of Osteopathic Medicine, the student will be able to:
Highlighted text indicates a change from the official version of the catalog.