md program information

MD Program Information Copyright © 2021 e-Medical Education LLC. All rights reserved. PAGE 1
MD Program Information 2021 – 2022 CATALOG
OCEANIA UNIVERSITY OF MEDICINE INTERNATIONALY ACCREDITED
Oceania University of Medicine CATALOG 2021/22
The policies, regulations, and tuition fees stated in the OUM Catalog are
subject to change at the discretion of the University. The OUM Catalog is
reviewed annually and updated as needed for important changes. The most
recent version of the Catalog is available at oum.edu.ws.
WELCOME FROM THE CHAIRMAN
For many individuals who seek a medical education, becoming a medical practitioner has been a
lifelong dream. Perhaps realizing such a dream has led you here to learn about Oceania University of
Medicine (OUM). We welcome your inquiry.
OUM’s innovative approach has helped many aspiring medical practitioners overcome distance,
personal, and professional barriers to achieve their dream. We hope you will be one of them. Founded
in 2002 in the South Pacific island nation of Samoa, OUM has evolved from a local mission to better
meet the health needs of underserved island communities to an international medical school with
students and graduates in many countries.
When first accredited in 2010 by the Philippine Accrediting Association of Schools, Colleges and
Universities (PAASCU), OUM became the only internationally accredited medical school in the South
Pacific. The school was reaccredited in 2020 for five more years. Rigorous accreditation validates the
quality education we provide to our students and identifies our curriculum and programming as
comparable to traditional, more established institutions. It also provides the requisite credentials which
graduates of foreign medical schools need for licensing and to practice medicine in many countries
including Australia, Canada, New Zealand, and the United States.
As you read through this publication, you will find every piece of information needed to become a
student in our MD Program. The majority of our students live in Australia, New Zealand, and the United
States, but the student body represents more than 50 countries of origin and an equally diverse array of
professional backgrounds. Many OUM students are already practicing healthcare professionals. This
enhances class discussions and provides support throughout the rigorous course of study. While the
students’ backgrounds and professions are diverse, their visions are identical. The school’s flexible
distance-learning curriculum is ideal for individuals who have professional and family commitments but
wish to study medicine and become medical practitioners.
We welcome your interest and look forward to helping you realize your own personal dream.
Sincerely,
Table of Contents
Accreditation & Official Designations 6
II. OUM’s Unique Approach to Learning 9
III. Technical & Academic Standards for Admission 11
IV. The MD Program Curriculum 12
V. Master of Health Sciences & Non-Degree Program 22
VI. Curriculum Delivery & Technology’s Role 23
VII. Student Support: Advising, Skill-Building & More 26
VIII. Assessments & Examinations 30
X. Admissions & Enrollment Process 38
XI. Tuition, Fees, Refunds & Payment Plans 43
XII. Student Policies & Regulations 44
XIII. Samoa: OUM’s Roots 49
XIV. For More Information 50
ACCREDITATION & OFFICIAL DESIGNATIONS
Oceania University of Medicine was granted formal accreditation by the
Philippine Accrediting Association of Schools, Colleges and Universities
(PAASCU) in 2010, making OUM the only internationally accredited medical
school in the South Pacific.
In 2020, PAASCU’s Board of Directors re-accredited OUM for five years until
2025. PAASCU has been recognized by the US Department of Education’s
National Committee on Foreign Medical Education and Accreditation
(NCFMEA). NCFMEA identifies and vets accrediting bodies outside the United
States that use standards comparable to those used to accredit medical
schools in the United States.
During each round in the accreditation process, an accreditation team visits the
OUM campus in Apia, Samoa and meets with students, alumni, and faculty in
Australia, New Zealand, and the United States. The team reviews programs
and procedures in eight areas: faculty, curriculum and instruction, clinical
facilities, research, students, library, administration, and facilities.
Founded in 1957, PAASCU is a service organization that accredits academic
programs meeting standards of quality education. Since 1991, PAASCU has
been a full member of the International Network for Quality Assurance
Agencies in Higher Education, composed of 200 accrediting agencies in more
than 90 different countries.
PAASCU and other medical school accrediting bodies around the world are
required by the Education Commission for Foreign Medical Graduates to meet
World Federation of Medical Education (WFME) standards by 2024. Students
graduating in 2024 and beyond will not be allowed to practice in the United
States unless their medical school has been accredited by a WFME- approved
body. PAASCU is currently undergoing that certification process. For more
information, visit https://www.ecfmg.org/about/initiatives-accreditation-
requirement.html.
OUM is accredited in Samoa by the Samoa Qualifications Authority, which
coordinates and assures the quality of post-school education and training in the
nation of Samoa.
Throughout the accreditation process and beyond, OUM remains listed in the
World Directory of Medical Schools—a joint publication of the Foundation for
the Advancement of International Medical Education and Research—and is
recognized by the ECFMG. Being recognized by these organizations is a
prerequisite in many countries for foreign medical school graduates applying
for licensure.
Internationally Accredited
I. THE UNIVERSITY’S MISSION & CHARTER
he mission of Oceania University of Medicine is to help qualified individuals overcome distance
personal, and professional barriers to become highly-trained medical practitioners – committed to
life-long learning – with the requisite knowledge, skills, and attitudes to care for patients; to
prevent, treat and cure disease; and to create and apply new knowledge to improve the health of
underserved communities in Oceania and beyond.
As set forth in the University’s Constitution and in support of the University’s mission, the specific
objectives of the medical program are to:
Graduate general practitioners with foundation competencies in the basic and clinical sciences
that prepare them for work in a hospital or community setting, while also developing the vision,
sense of national and professional need, motivation, and perseverance necessary to pursue
specialty training;
Produce graduates with skills and motivation needed to be life-long learners;
Produce graduates with a strong orientation toward community practice, by allowing students to
study in their own communities;
Produce graduates who are socially responsive and ethically responsible in their approach to the
practice of medicine;
experiences which allow them to localize their learning outcomes;
Broaden access to medical education by allowing students to minimize the social, geographic,
family, and financial disruption normally experienced with the study of medicine;
Utilize current and emerging information technologies which allow students to complete their
studies within flexible settings and timeframes;
Give a central role to practicing community medical practitioners, utilizing their experience, role
modeling, and mentoring capacity. OUM sees this relationship as a pioneering “new
apprenticeship” model of medical education, supporting it with high-quality educational resources
to assist in the personal and professional development of OUM students.
Contribute to the development of undergraduate and postgraduate health sciences training in
Samoa and the Pacific region, also promoting professional development of healthcare
professionals, actively pursuing alliances with regional educational institutions.
The University was founded on these principles, which have driven the development of the program into
its current state and will provide guidance for its future advancement. The future of medicine will be
marked by rapid change, and OUM’s medical graduates are expected to adapt and actively participate
in those changes. The mission includes redefining medical education to make it relevant to societal
needs. We encourage our graduates to maintain life-long, self-directed learning, and to pursue
evidence-based medical practices that support advances in patient care, community service, research,
and education. With the University’s mission and objectives in mind, OUM aims to graduate medical
practitioners who:
Engage in professional relationships to acquire, evaluate, and communicate information;
Apply critical reasoning to medical care;
Apply understanding of illness to its prevention, identification, and management and to the
promotion and maintenance of health;
Apply understanding of the practice of medicine in a community or population;
Take responsibility for self-education and self-evaluation.
T
The OUM Charter
Oceania University of Medicine (OUM) operates under a charter executed by the Government of
Independent Samoa (formerly Western Samoa), as an autonomous statutory corporation operating in
partnership with the Samoan government, represented by the Prime Minister. The school’s authority
derives from the Oceania University of Medicine Act, ratified by the Parliament of Samoa in January
2002. e-Medical Education, LLC, an international software and health science education company,
operates OUM as part of the agreement.
II. OUM’S UNIQUE APPROACH TO LEARNING
he University’s MD program is a full and rigorous medical school curriculum, based largely on US
and Australian medical education models. The difference is that our approach facilitates online
delivery of the pre-clinical portion of the curriculum, enabling students to complete the pre-clinical
modules while remaining in their communities. Similar to traditional medical schools, once OUM
students successfully complete their pre-clinical modules, clinical rotations occur on-site at select
teaching hospitals, community hospitals, and private medical practitioner practices .
OUM’s distance-learning approach:
utilizes an internationally-accepted medical education model;
increases access to a medical education for students in rural/remote locations; and
utilizes Clinical Mentors for greater clinical exposure and Academic Advisors to
customize the student’s learning experience.
OUM utilizes Zoom for a live real-time teaching environment. Students may record lectures for future
reference and review. Since the OUM curriculum uses a distance-learning, computer-based format,
student success may be determined, to a certain extent, upon his/her understanding and comfort level
using these technologies.
Program Summary
OUM offers one MD program with two distinct Pathways: the Standard Pathway and the USMLE
Pathway, described below. All pre-clinical coursework is completed via distance learning, beginning with
a 12-week non-credit Introduction to Medicine prep course to measure readiness for medical school.
Students must meet a threshold of 70% on the Introduction to Medicine post-course exam to continue to
the pre-clinical portion of the program.
Upon completing Introduction to Medicine, students choose either the Standard Pathway or the USMLE
Pathway, based on where they plan to practice. Both Pathways cover the same basic science
disciplines, but the USMLE Pathway offers more intensive study (54 weeks vs. 30 weeks) for those
students who intend to practice in the United States and must pass the United States Medical Licensing
Exam (USMLE), which is heavily focused on the Basic Sciences.
After completing the Basic Science modules, students in both Pathways proceed to the System-Based
Modules (SBMs), which include nine body system modules plus a Trends and Topics module about
emerging medical issues. The Research Methodology module and Translational Medicine are taken
concurrently with the Basic Science Modules and SBMs. The Standard Pathway pre-clinical phase
takes 90 weeks and the USMLE Pathway, takes 114 weeks, in addition to the required Introduction to
Medicine. USMLE Pathway students must pass USMLE Step1 before advancing to the clinical
curriculum. Standard Pathway students must pass the Final Pre-Clinical Exam (FPCE) before
commencing the clinical curriculum.
The clinical phase begins with an eight-week Clinical Skills Course which includes a 5-day Practicum
and MCQ exam, followed by 72 weeks of core and elective clinical modules (clerkships) for learning
hands-on patient care in approved clinical settings. Students also are required to complete a minimum
of one four-week clinical rotation at OUM’s home in the South Pacific, in the independent nation of
Samoa.
T
OUM allows new students to enroll in January or July. For continuing students, six terms are offered
each year, with short breaks in between and a longer break from late December to early January. Full-
time students who complete all six annual terms without interruption may finish the program in as few as
4.5 years (5 years for USMLE Pathway). Part-time students needing flexibility for work or family, may
complete the program in seven years, (four years for pre-clinical studies and three for clinical rotations).
Year One Academic Calendars- January 2022 Intake
III. TECHNICAL AND ACADEMIC STANDARDS FOR
ADMISSION
ceania University of Medicine welcomes students from all backgrounds. Students are selected
without regard to age, gender, race, religion, national origin, or sexual orientation. While OUM
reserves the right to vary requirements based upon standards in a student’s country of
residence, a basic set of requirements and procedures is applied to all admissions candidates.
Technical Standards
(This section currently being updated in accordance with requirements in Australia/New Zealand, and
North America. Previous content was based on North America requirements only. We are waiting for
review from the OUM team in Australia.)
Academic Standards and Prerequisites
Applications are accepted from students with all undergraduate majors. OUM students come from a
variety of backgrounds. While the basic sciences are foundational to our curriculum, a science major is
not a prerequisite for acceptance to OUM. The Medical College Admission Test (MCAT) and the
Graduate Australian Medical School Admissions Test (GAMSAT) are not required, however students
must successfully complete the 12-week Introduction to Medicine course before progressing to the pre-
clinical portion of the OUM program.
Our Admissions Panel takes a holistic approach for every application, taking into consideration the
overall quality of your academic performance and whether you exhibit the intellectual curiosity,
discipline, and empathy that are characteristic of successful medical practitioners.
• All candidates must have completed a bachelor’s degree or higher at an accredited and
recognized tertiary institution.
• Applicants are expected to have a credit-level degree or GPA of at least 3.0 on a 4.0 scale, or
its equivalent.
Applications are welcomed from transfer candidates in good standing at an accredited medical school
whose accrediting agency has been certified by the World Federation of Medical Education. Depending
upon their standing, successful transfer applicants may be asked to complete examinations such as the
OUM In-House Exam, or USMLE.
Prospective students are encouraged to speak with an OUM admissions counselor early in the
admissions process. The counselor will answer questions regarding the medical school’s unique
curriculum and the timeline for completing medical school and postgraduate training, and may connect
prospective students with current members of the student body. Upon the first phone call or e-mail to
the Office of Admissions, prospective students are assigned to an admissions counselor who will walk
them through the application process and remain their advisor throughout the admissions process.
To speak with an OUM admissions counselor:
For North America,
or call 1-877-463-6686 (toll free in the US and Canada).
For Australia, New Zealand and other countries,
e-mail [email protected]
or call 1300 665 343 (toll free in Australia only) or 0800 99 01 01 (toll free in New Zealand only).
IV. THE MD PROGRAM CURRICULUM
UM’s overall academic goal is to produce well-rounded graduates with a foundation of
knowledge, attitudes, behavior, and skills to foster success in postgraduate training, as well as
to maintain professional competence throughout their careers.
INTRODUCTION TO MEDICINE
After an online Orientation, students commence a 12-week Introduction to Medicine (ITM) prep course
to assess their readiness for medical school. Although the course does not appear on transcripts,
students will be required to take pre- and post- exams and meet a threshold of a 70% score on the post-
course exam before progressing to the pre-clinical portion of the program. The pre- and post-course
exams measure medical school readiness and should help students identify strengths, weaknesses,
and learning styles. The ITM subjects include Biochemistry, Biology, Chemistry, Physiology, Critical
Thinking, Study Skills, Medical Textbook Reading/Retention, and Vocabulary of the Basic Sciences.
PRE-CLINICAL CURRICULUM
Upon completion of the Introduction to Medicine course, students begin the pre-clinical phase of the MD
curriculum through one of two entry points: the Standard Pathway or USMLE Pathway, depending on
where the student wishes to practice. The Standard Pathway is for students who do not intend to
practice in the United States, and the USMLE Pathways is for students who intend to practice in the
United States and must pass the United States Medical Licensing Exam (USMLE), a hurdle exam with a
strong focus on the basic sciences.
The Standard Pathway includes 30 weeks of Basic Sciences while the USMLE Pathway covers the
same nine Basic Sciences in greater detail over 54 weeks. The content in both Pathways allows
students to appreciate the clinical significance of Basic Science principles, utilize online technical
resources, and effectively articulate the scientific basis of disease. This ensures that all students
progress in the pre-clinical curriculum with comparable levels of Basic Science knowledge and mastery,
which will be built upon during the System-Based Modules. Pre-clinical students also enroll in the
Research Methodology course concurrently with the Basic Sciences and the System-Based Sciences.
A formal Research Project is a requirement for graduation.
After completing the eFoundation 300 Standard Basic Sciences or the eFoundation 100 USMLE Basic
Sciences, students progress to the System-Based Modules and then the clinical curriculum – which are
the same for students in both pathways.
STANDARD PATHWAY
In the Standard Pathway, the eF300 Standard Basic Sciences are presented over 30 weeks in modules
ranging from two to five weeks. Students attend live instructor-led interactive sessions four days each
week. Lectures are held Tuesday through Friday, late morning to Midday for students in Australia/New
Zealand, and Monday through Thursday from 8:00-10:00 PM Eastern Time for students in North
America.
USMLE PATHWAY
The USMLE Pathway includes the intense eF100 USMLE Basic Sciences, presented over 54 weeks of
instruction in preparation for the USMLE Step1. Students attend live instructor-led interactive sessions
four days each week. Lectures are held Monday through Thursday from 8:00-10:00 PM Eastern Time
(US) and Tuesday through Friday, late morning to Midday, for students in Australia/New Zealand.
O
BASIC SCIENCE DISCIPLINES
Both the Standard Pathway and the USMLE Pathway include these Basis Science Disciplines:
Biochemistry. Classic and molecular biochemistry, including structure, function, and biosynthesis
of macromolecules, metabolic interrelations and control mechanisms, and biochemical genetics.
Application of recent advances in knowledge of molecular bases for cellular function to disease
states (diagnosis, prevention, and treatment).
Molecular Biology. The study of the structure and function of the genetic material, including DNA
structure, DNA replication and recombination, regulation of gene expression, and protein synthesis.
Both prokaryotic and eukaryotic systems are examined, including contemporary recombinant DNA
technology and applications of molecular cloning procedures.
Physiology. Functional features of the major organ systems in the human body. Emphasis on
homeostasis and the interactions of organ systems in health and disease.
Pharmacology. Various classes of drugs are covered, particularly those used in specific or
symptomatic treatment of disease states. Drugs of abuse are also covered. Emphasis is on the
mechanisms of drug action at the organ and system level and on their use in medicine.
Medical Genetics. An introduction to human genetics. Topics include human gene organization
and expression, chromosome structure, karyotyping, chromosomal aberrations, sex determination
and sex chromosome abnormalities, patterns of single gene inheritance, linkage analysis, human
gene mapping, inborn errors in metabolism, human population genetics, polymorphic cell surface
antigens, multifactorial inheritance genetics of cancer, prenatal diagnosis, and uses of recombinant
DNA in medical genetics.
Microanatomy/Cell Biology. Microanatomy is designed to provide students with knowledge of the
major features of the structural organization of cells, tissues, and organs, and how that organization
is related to function. Cell biology involves an analysis of the basic structure and function of human
cells, with an emphasis on the regulation of cellular processes. The basic features of membranes,
cellular compartmentalization, protein trafficking, vesicular transport, cytoskeleton, adhesion, signal
transduction, and cell cycle are covered.
Anatomy. A systems approach to the analysis of human structure. Molecular, cellular, tissue,
organ, and organ system levels of structure and organization are integrated throughout.
Neuroanatomy. How neuroscience uses tools of many disciplines, from imaging to behavior, to
develop and test hypotheses about functions of specific parts of the brain. Basic organization of
nerve cells and the human nervous system, methods of visualizing nerve cells, neural connections,
and neural activity patterns are covered.
Embryology. Embryologic development from ovulation through birth is covered and is organized
by organ systems. Topics are integrated with human anatomy to facilitate understanding of
anatomic relationships, selected birth defects, and anatomic variants.
Microbiology. Comparative metabolism of small molecules and cell structure and relationship to
microbial classification are covered, including macromolecule synthesis and regulation, cell
division, growth, and effects of antibiotics.
Immunology. A study of humoral and cellular immunology. Topics include lymphoid systems, cells,
antigens, antibodies, antibody formation, cellular immunity, and tumor and transplantation
immunology. Diseases and each topic’s altered immune states are discussed in detail.
Pathology. An overview of the molecular mechanisms of human diseases, including neurologic,
hematologic, neoplastic, and infectious diseases.
SYSTEM-BASED PRE-CLINICAL STUDY
The Role of Problem-Based Learning
OUM recognizes that problem-based learning (PBL) is the cornerstone of modern medical school
teaching and has adopted this style in developing its curriculum content. During the MD program,
students are exposed to 270 clinical entities through PBL cases, lectures, and group discussions
covering a diverse range of pathologies. Each PBL case begins with a virtual patient
presentation/scenario and follows patient progression through the following stages:
Patient presentation
Provisional diagnosis
Short-term management
Long-term management
Pre-clinical PBL case studies link Basic Sciences with the development of clinical reasoning through virtual patient
scenarios to demonstrate the practical application of the basic sciences to clinical scenarios and the practice of
medicine. PBL cases provided during the clinical phase of study will focus on patient management and other patient
care issues and concepts. All PBL cases reference current core medical and Basic Science textbooks, journal
articles, and verified websites.
System-Based Modules
Each of the nine System-Based Modules (SBMs) is six weeks long, providing material which combines the basic and
clinical sciences in a PBL case format. Each week, cases and supporting materials are accessed online through
Moodle and are fully examined as the basis for classroom discussion. Two days each week, faculty lectures in Zoom
focus on a detailed case presentation, covering key concepts and engaging in directed independent study. While the
interactive lectures complement the case, the required reading covers the organ system in its entirety. On the other
two days of the week, faculty members will lead discussions of two mini-cases each day, with students contributing
content from discussion points derived from the readings. Twenty four cases are covered during each six-week
module, with weekly quizzes, and with a review period and the final exam taken during the seventh week.
The System-Based Modules include:
arrhythmia, infective endocarditis, and congenital heart disease.
Endocrinology. The endocrinology cases include thyroid disease, parathyroid disease, pituitary disease,
adrenal disease, type 1 diabetes mellitus, and type 2 diabetes mellitus.
Gastrointestinal. The gastrointestinal cases include esophageal disorders, gastric and duodenal disorders,
intestinal disorders, hepatic disorders, cirrhosis, and pancreatic and biliary disorders.
Hemic-Immune. The hemic-immune system cases include immunodeficiency disorders, systemic lupus
erythematosus, leukemia, lymphoma, anemia, and hemostasis.
Musculoskeletal. The musculoskeletal cases include rheumatoid arthritis, muscular dystrophy, osteogenesis
imperfecta, gout, osteoporosis, and osteosarcoma.
Neurology & Neuroscience. The neurology and neuroscience cases include multiple sclerosis, bacterial
meningitis, epilepsy, Alzheimer’s disease, Parkinson’s disease, and stroke.
Renal. The renal module focuses on glomerulonephritis, nephrotic syndrome, acute and chronic renal failure,
fluids and electrolytes, acid-base balance, and nephrolithiasis via written case vignettes with a strong emphasis
on the underlying Basic Science principles.
Reproduction. The reproduction cases include sexual development, amenorrhea, prolactinoma, cervical cancer,
breast cancer, and prostate cancer.
Respiratory. The respiratory cases include asthma, tuberculosis, pneumonia, HIV, lung cancer, and COPD.
The Basic Sciences integrated into PBL cases and covered throughout the pre-clinical curriculum are:
Anatomy
Biochemistry
Histology
Immunology
Microbiology
Pathology
Pharmacology
Physiology
As students progress through each pre-clinical module, they develop and improve their clinical reasoning skills,
applying their knowledge to medical scenarios depicting unique, as well as common, human conditions and ailments.
To further prepare for their clinical clerkships, students complete additional modules, taken concurrently with other
modules, to round out their pre-clinical experience:
Research Methodology
A formal Research Project is a requirement for graduation from OUM. A student must select his/her topic
and have the prospectus approved by the Director of Research before commencing clinical clerkships.
Students will be assigned to a research advisor to help oversee their research project and manuscript
preparation. The Research Methodology course, which may be taken concurrently with the Basic Science
modules, provides recorded lectures and other activities to help the student develop the research project
and provides 20 hours of faculty time to work with the student on the project. Because scholarly publications
are career-enhancing, students are encouraged to attempt to publish their research manuscript in Medical
Student International, the student research journal created by OUM faculty, or in an external peer-reviewed
journal. The final grade for the research requirement is based upon the quality of the manuscript, quizzes
and other assessments.
Trends & Topics in Medicine. Trends & Topics in Medicine includes case studies in behavioral medicine,
legal medicine, medical ethics, integrative medicine, nutrition, and preventive medicine, offering the student
a well-rounded exposure to current issues facing the medical profession. This module may be taken
concurrently with an SBM.
Journal Club
Students are required to participate in Journal Club (JC) upon enrolling in the System-Based Modules, though all pre-
clinical/clinical students and faculty are invited to attend JC sessions. Students in the System-Based Modules and
beyond are required to attend at least 75 percent of the sessions. All students must present at least one article at
Journal Club while enrolled as a student at OUM. At least one faculty member is present at each session to facilitate
and guide discussion central to the student presentation and the article’s subject matter.
TIME COMMITMENT: PRE-CLINICAL PHASE
Each pre-clinical module requires mastery of an extensive amount of information during a relatively short period of
time. Students generally enroll in only one module at a time. Each module is designed anticipating a minimum of 40
hours per week for completion.
In a recent survey, OUM students reported spending an average 43.7 hours per week on their studies, which may be
broken down as follows:
8 hours for live lectures, case discussions, and online interaction with the instructor and fellow students;
2 hours for recorded didactic lectures;
1 hour for individual interaction with an Academic Advisor;
1 hour of interaction with their Clinical Mentors (during System-Based Module enrollment);
2 hours for Journal Club, Research Club, Case of the Week, or any other OUM optional (but essential) learning
activities; and
30-plus hours for reading assigned text material and other resources related to cases, completing course
assignments, and other self-directed learning. The faculty recommends devoting more than 40 hours per week to
reading.
United States Medical Licensing Examination (USMLE) Step 1
After completion of the final System-Based Module, MD students who intend to complete clinical rotations at US
teaching hospitals, and all students seeking to practice medicine in the United States, must pass the USMLE Step 1
to be eligible to proceed to the clinical phase of study. The Basic Science pre-clinical modules in the USMLE Pathway
are benchmarked to cover much of the content required by the (USMLE) Step 1.
Students must pass the University’s In-House Exam (IHE) to receive the University’s approval to sit for the USMLE
Step 1. The University estimates the IHE/USMLE Step 1 study period to be approximately three months and has
many resources to help students prepare for the exams. The Structured Study Protocol offers students the structure
and support they need. See details in Chapter VII: Student Support. Students are strongly encouraged to research
and abide by the timeframe during which they are required to complete all three steps of the USMLE, according to
University regulations and the individual state in which licensing is desired.
NOTE: Students who will not be rotating at US teaching hospitals are not required to pass USMLE Step 1 to begin
clerkships and may commence clerkships after completing the pre-clinical curriculum, once proper contracting is in
place with his/her teaching facility. These students will take the Final Clinical Exam (FCE) at the end of their rotations.
Final Pre-Clinical Examination (FPCE) for Standard Pathway Students
Standard Pathway students will take the FPCE at the end of their ninth System-Based Module. The FPCE is a 100-
question exam that focuses on basic science concepts covered in the eF300 Standard Basic Sciences. A passing
grade of 60% is required for progression to the clinical curriculum
CLINICAL CURRICULUM
Students commence the clinical phase of the curriculum with the eight-week Clinical Skills Course, which includes an
online academic component and a five-day, face-to-face practical instruction component followed by an MCQ exam.
Students must pass the Clinical Skills Course before they are eligible to enter the required 72 weeks of clinical
clerkships/rotations. Core clinical clerkships cover 56 weeks, followed by 16 additional weeks of advanced
medical/surgical and general elective rotations.
At least one four-week clinical rotation must be completed at OUM’s home in the South Pacific. Clinical clerkships are
available at OUM’s campus in Apia, Samoa at Tupua Tamasese Meaole (TTM ) Hospital, the medical school’s
primary teaching hospital in Samoa’s National Health Complex.
During rotations, students acquire and maintain skills needed to provide total patient care by gaining an:
understanding of the therapeutic nature of the patient-medical practitioner relationship;
ability to listen to and identify concerns of patients and their families and to respond to those concerns;
ability to systematically elicit and interpret clinical signs/symptoms by interviewing and examining patients with
sensitivity; and
understanding of how to evaluate difficult situations and make decisions.
Clinical students will have an opportunity to train in both ambulatory and in-patient settings. The time spent on each
will differ from clerkship to clerkship and from one hospital to another, but these differences are not significant in
terms of enabling students to meet the module objectives.
In addition to hospital and clinic time, students will be expected to complete reading assignments and other activities
during the core clinical clerkships. Clinical knowledge will be evaluated in weekly quizzes and end-of-rotation exams.
Clinical students will be expected to keep logbooks of their cases, which must be submitted to their Dean for
evaluation and grading.
The clinical portion of the curriculum is designed both to highlight important learning objectives and to complement
knowledge acquired during rotations. OUM expects personal dedication to scholastic achievement and active
participation in completing the learning activities outlined in each case. The goal of these problem-based cases and
directed-learning activities is to bring specific issues forward in an appropriate clinical context.
CORE ROTATIONS
The core clinical modules in OUM’s MD program and their durations are:
Core Modules Module Code Duration
Internal Medicine IM 12 weeks
Surgery SUR 12 weeks
Pediatrics PED 8 weeks
Psychiatry PSY 4 weeks
Internal Medicine. Building on the Clinical Skills Course, students learn the steps necessary for proper patient
diagnosis and treatment. This includes learning to take complete medical, personal, and family histories.
Students also learn how to perform a diagnostic work-up and develop a plan for managing patient care. Students
participate in clinical conferences where they learn to report findings and conclusions, logically and succinctly.
Surgery. Students acquire knowledge, skills, and attitudes necessary for the recognition and management of
patients with disorders that require surgical evaluation and surgical intervention. In the process, they become
familiar with the principles, clinical reasoning, techniques and tools used by surgeons, and with operating room
policies/procedures.
Pediatrics. Students acquire special skills and knowledge required for the treatment of infants, children, and
adolescents. Students gain an appreciation of acute pediatric illnesses, assessment of child health, pediatric
outpatient, and community pediatrics.
Obstetrics & Gynecology. Students learn about the body’s response to pregnancy, labor, delivery, and the
postpartum period – both normal and abnormal. They also become familiar with the diagnosis and treatment of
major gynecological disease and various family planning methods.
Community Medicine. Students acquire the principles of family medicine and their application to community
practice. Emphasis is placed on continuous and comprehensive healthcare for people of all ages within the
context of their families, social groups and communities, and on understanding influential factors in a
population’s health and the respective roles of health promotion, prevention, and treatment of disease.
Emergency Medicine. Students familiarize themselves with the key principles, such as assessment of acutely ill
patients, triage, trauma management, and resuscitation.
Psychiatry. Students become familiar with the major categories of mental illness, including diagnosis and
methods of therapy. In the process, they learn how to take a psychiatric history and to evaluate mental status.
The order of core clinical modules may vary. Modifications may be necessary to accommodate more established
clerkship programs at affiliated teaching hospitals.
Samoan Clerkship Requirement
OUM students are required to complete at least one four-week clerkship at the OUM-affiliated teaching hospital in
Samoa. Students are responsible for travel and living accommodations, and affordable housing is available near the
hospital, as is staff assistance with all aspects of the clerkship. Community/Family Medicine is typically the
recommended rotation, but students should discuss the Samoa clerkship with their respective Dean prior to beginning
the clinical modules. Assistance obtaining student visas will be provided when traveling to Samoa. It is recommended
that students plan to take an elective, rather than a core rotation, in Samoa.
ELECTIVE ROTATIONS
Upon completion of the core clinical rotations, students will take 16 weeks of University-approved elective rotations
(typically four four-week rotations). Electives usually cover three main areas: medical, surgical, and general
subspecialties. The electives focus on patient management problems, exposure to the specialties, and the acquisition
of additional procedural skills prior to beginning a supervised internship/residency program.
Medical elective options include exposure to medicine at a higher level, integrating other specialties and
introducing internal medicine subspecialties such as endocrinology, rheumatology, and infectious diseases, as
well as pediatric specialties, pain management, and hyperbaric medicine.
Surgical electives continue development of surgical techniques and patient management, as well as exposure
to subspecialties such as anesthesiology, trauma surgery, orthopedics, ophthalmology, and plastic surgery.
General electives provide exposure to a broad range of medical and healthcare specialties ranging from
forensic medicine to sleep medicine and occupational health.
One elective rotation that is not approved for OUM students is Clinical Research. The faculty feel that students get
sufficient exposure to research during the Research Methodology module and that electives are better spent in
clinical subspecialties. Students are encouraged not to take all electives in one specialty, nor repeat general core
clerkships as electives. The purpose of electives is to give students a broad exposure to different specialties.
SCHEDULING CLINICAL ROTATIONS
Clinical students in North America work with the Student Affairs Coordinator, and students in Australia work with
OUM’s network of regional clinical coordinators to schedule rotations. The Dean for New Zealand will assist students
from that region.
Although rotation planning begins early, actual contracting and scheduling will commence either once a student has
passed the OUM In-House Exam (for students in USMLE Pathway) or during the final/ninth System-Based Module
(for students in Standard Pathway), to ensure that all information is current and complete.
All cores and many electives are available at TTM Hospital in Samoa. OUM students have also trained at clerkship
sites in Australia, New Zealand, India, and Europe. All students, regardless of their home country, may complete
rotations at teaching facilities in the US where OUM has established formal relationships, primarily in Illinois and in
Texas.
While students may reach out to colleagues to explore clerkship opportunities, the affiliation agreement process is
complex and students should not contact the sites directly or attempt to negotiate any aspect of affiliation.
Students furthest along in their pre-clinical curriculum take priority in the research and negotiations for rotations.
After the student provides administrative contact information, OUM staff will research the facility for suitability. A Dean
or other OUM administrator will make the direct contact with the proposed site and make every effort to
accommodate a student’s location preference.
In the US, OUM prefers to contract with facilities that are identified as accredited teaching hospitals by the
Accreditation Council for Graduate Medical Education (ACGME). Medical centers without the official infrastructure in
place to enroll, evaluate, and record student rotations may not be able to verify training should a licensing body
contact them in the future. Many US states will not license medical practitioners who did not train in accredited
teaching hospitals. Consequently, the Dean for North America strongly discourages rotations in private practices or
other clinics not associated with a teaching facility or with medical practitioners who do not have formal teaching
experience and credentials.
In addition, the University has been accepted into the Visiting Student Learning Opportunities® (VSLO®) program of
the Association of American Medical Colleges (AAMC). The program enables medical and public health students
from its affiliated sites to pursue short-term learning opportunities in locations away from their home institutions.
Please note that clinical rotation schedules are subject to interruption by epidemics, pandemics, border closures, and
other actions beyond OUM’s control. Students are urged to comply with local laws and hospital regulations and
should not proceed with a rotation in a location where they do not feel comfortable.
TIME COMMITMENT: CLINICAL PHASE
Between hands-on rotations and completing the clinical curriculum assignments, students will spend 60+ hours per
week completing their clinical modules. In addition to hospital and clinic time, students should plan for a minimum
two-week break between rotations, to complete their logbooks and take their end-of-rotation exam. Students should
plan to complete the required 72 weeks of clinical rotations in at least two years.
Learning Activity Clinical Location / Delivery Approximate Time
Allocation
Patient rounds/bedside teaching (hospital-
Seeing patients (outpatient rotations) Affiliated clinic-based sites 10 hours/week
Clinical tutorials Affiliated sites 2 hours/week
Grand Rounds Affiliated teaching hospital 1 hour/week
Clinical Knowledge
in the rotations.
rotation exam, logbook preparation,
exam, clinical assessment tasks etc.
Affiliated sites and OUM 2-3 hours/week
Preparing for Graduation (Australia, New Zealand, and beyond) After core rotations are completed, students in the Standard Pathway will prepare for and take OUM’s Final Clinical
Examination (FCE). The 250-question written exam will measure the student’s clinical knowledge. The clinical skills
portion, set up as a multiple-station Objective Structured Clinical Examination (OSCE), will evaluate the student’s
clinical skills in a variety of different patient scenarios.
Depending on where the student intends to undertake postgraduate training and to eventually practice, licensure or
registration exams may be required before or after graduation, depending upon local medical board requirements.
OUM has information about the requirements of the Australian Medical Council and the Medical Council of New
Zealand. For other jurisdictions, the student should check with local authorities.
Preparing for Graduation (North America)
Upon passing the USMLE Step 1 and completing core rotations, all students seeking to practice medicine in the
United States must also pass both parts of the USMLE Step 2, Clinical Knowledge (CK) and Clinical Skills (CS),
which are required for US licensure and for postgraduate training. As USMLE has directed that CS is now the
responsibility of individual medical schools, OUM conducts its own approved OSCEs.
Prior to the final year of study, after having passed the USMLE Steps1 and 2, North American students gather the
appropriate documentation necessary to apply for the National Residency Match Program. It is strongly
recommended that all core rotations be completed prior to applying for the annual match. Following extensive
application reviews and personal interviews, students and residency programs are “matched” electronically, based
upon mutual preferences given by the students and the programs. Match Day for US residency acceptance is held
each year in March.
V. MASTER OF HEALTH SCIENCES
OUM offers a Master of Health Sciences degree to students who want exposure to the pre-clinical sciences but do
not wish to devote four-plus years to earning an MD degree.
The program is open to:
Current pre-clinical students who do not wish to proceed with clinical clerkships.
Prospective students who are interested in sampling the medical school curriculum before making a four-
year commitment.
Prospective students who want to broaden their medical knowledge to enhance their own careers or to seek
new opportunities in healthcare administration, science and medical technical writing, or medical research.
The curriculum for the Master of Health Sciences degree is the same as the pre-clinical modules in the MD program,
beginning with the 12-week Introduction to Medicine prep course, then the eFoundation 300 Standard or eFoundation
100 USMLE Basic Sciences and System-Based Modules plus Research Methodology, Translational Medicine,. and
Trends & Topics in Medicine.
At the conclusion of the final pre-clinical module and required research project, the student must pass OUM’s In-
House Exam and present his/her thesis, suitable for publication in Medical Student International. The research project
must focus on a healthcare issue relevant to Samoa and the South Pacific and must follow the research approval
process. Because of the faculty supervision required (up to two hours per week or 20 total contact hours), the
research project and thesis will be treated as an additional module and subject to tuition fees.
Completing the requirements of the Master’s program does not qualify the graduate to practice medicine in any
jurisdiction, as the completion of clinical clerkships and commensurate licensing exams are required to become a
medical practitioner.
VI. CURRICULUM DELIVERY & TECHNOLOGY’S ROLE
UM’s MD program utilizes a blend of traditional face-to-face learning, online curriculum materials and real-
time virtual classrooms, offering students the best of today’s e-learning capabilities. Online delivery
applications Moodle and Zoom are the focal point of OUM’s medical education program and a student’s
success may depend, to a certain extent, upon his/her understanding and comfort level using these technologies.
Curriculum content and delivery utilizing Moodle and Zoom are continuously monitored by medical scholars based in
Australia, North America, and Samoa.
Moodle: OUM’s Learning Management System
OUM’s prime curriculum delivery vehicle is an established web-based education software system called Moodle
(www.moodle.org). OUM has tailored this program to maximize efficiency and function as a teaching tool, while
remaining user-friendly for students. Students access material utilizing secure Internet connections from their
personal computers. In addition to presenting the weekly problem-based learning (PBL) case studies, exhibits, and
assessments, Moodle:
provides students with access to Zoom and its live interactive and recorded lectures and case discussions;
posts important instructional and administrative information for students, ranging from the academic calendar
and library resources, to exam results, and club announcements;
contains electronic copies of all curriculum documents; and
gives instant messaging capabilities for registered users and the ability to send private messages to instructors
and fellow classmates.
The Zoom classroom enables students to “raise their hand” to ask questions and answer instructor questions using a
polling system. Zoom’s “web tour” feature enables instructors to show students relevant websites during class
sessions and easily move among websites, white boards, outlines, and PowerPoint presentations. Students also may
use these resources for class presentations and articles presented during Journal Club. All lectures are recorded for
students to revisit for additional review.
In the nine six-week System-Based Modules, an essential disease process is addressed in a 2-page summarywhich
integrates the basic and clinical sciences. Students participate in interactive lectures via Zoom, which focus on the
diagnosis and management of the clinical condition based on the current understanding of the Basic Sciences and
existing technology. The principles of the case and lectures are reinforced with extensive reading and assessed with
a comprehensive examination.
Clinical students also participate in lectures via Zoom. Specialists deliver presentations on essential clinical topics
which are tested at the completion of each core clerkship, and include the epidemiology, presentation, differential
diagnosis, evaluation, treatment, and follow-up of the symptom/disease process.
OUM has integrated Zoom into all aspects of the University, from classroom instruction and student study groups to
faculty/staff meetings. Zoom is also utilized for school-wide student meetings and information sessions regarding new
resources and academic programming, as well as for webinars introducing OUM to prospective students.
Expert Faculty Facilitators
OUM's faculty represents the world of medicine at its finest and most diverse. Medical practitioners and PhD Basic
Science instructors trained in the world's most respected universities guide students through the online learning
process, utilizing small student discussion groups in regular tutorial sessions, or focusing on intensive problem-based
learning, self-instruction, and formative assessments. In addition, a variety of Basic Science and clinical specialists
from Australia, the United States, and other countries are invited to give live student seminars and lectures on the
Zoom platform.
ClinicalKey & OUM Library
OUM uses ClinicalKey for its online textbooks. ClinicalKey is an Elsevier product which provides online access to
textbooks, journals, practice guidelines, multimedia, and more. ClinicalKey is more than just an online repository of
books; it is a comprehensive searchable knowledge base suitable for practicing medical practitioners,as well as for
medical students at every level of education. ClinicalKey includes:
Journals (500+)
Books (1,000+)
Practice Guidelines
Patient education resources
In addition, ClinicalKey Student provides access to hundreds of acclaimed textbooks, powerful study tools and a
library of video resources, including more than:
200 textbooks covering 40 medical specialties
850 associated videos ranging from practice demonstrations of anatomical dissections to instructional clinical
examination examples
1,500 quick access summaries distilling complex medical conditions into easy-to-understand synopses
The OUM Library located in Moodle provides links to:
ClinicalKey newsletter of updated titles
PubMed, the comprehensive database of citations in health and medical research
Training resources on how best to use ClinicalKey and PubMed
Document Supply Registration and Request forms to ask for help from an OUM librarian or to secure
documents (including book chapters and journal articles) that students have not been able to find
Exam Proctoring
Remote exam proctoring provides a secure test-taking environment from any location, offering OUM students
maximum convenience while preserving exam integrity. The medical school’s remote proctor for all testing is
Respondus. Through each student’s own computer (webcam, speaker, microphone), Respondus uses facial
recognition technology to verify the student’s identity, lock the computer to prevent access to other information, and
record/monitor the student’s actions during an exam. Proctoring services “flag” a wide array of actions ranging from
wearing earbuds to laying one’s head on the desk. While many of the actions seem benign, monitoring them
preserves exam integrity. Students pay an annual fee for exam proctoring and monitoring.
Students will have a 48-hour window for eFoundation 300 Standard and the eFoundation 100 USMLE Basic Science
quizzes and final exams as well as the SBM quizzes. The SBM final exam has a 24-hour window at the end of review
week and a 48-hour window at the end of exam week.
Technology Requirements for Students
The University requires that students have access to a computer that has high-speed Internet connectivity, is reliable,
functioning, free from viruses, and is Java-enabled. Students should always have a back-up plan in case their
computer experiences problems and/or is no longer in working order.
The following are minimum requirements for students’ computers:
Broadband internet connection with an upload speed of at least 200kbps
At least 2.4 GHz dual core processor
At least 4 GB RAM
Webcam, microphone, and speakers
The following are recommendations for students’ computers:
Less than two years old (strongly recommended)
Laptop or notebook computer preferred
PC: Windows 10
Mac: OS version 10.14
NOTE: Due to the requirements of OUM’s exam proctoring software, the following are NOT supported for exam
taking: Chromebooks, Linux, Virtual machines, or mobile devices (including iPads and iPhones).
Students who travel to Samoa to complete clinical clerkships would be better prepared with a laptop or notebook
computer. Technology owned by OUM may not be used to download videos or music and may not be used for
Internet telephone, audio or video streaming, or other high-bandwidth activities.
VII. STUDENT SUPPORT: ADVISING, SKILL-BUILDING & MORE
here are many vehicles in place to engage and connect students with each other, faculty, and other resources.
Clinical Mentors and Academic Advisors connect students to experts in the field, and the OUM Student
Association (OUMSA) connects students directly. Additionally, students may participate in a variety of
programs to boost their fund of knowledge.
Clinical Mentors
A student resource unique to OUM, the role of a Clinical Mentor is that of guide, coach, role model, and aide in
student assessment. Mentors do not teach course content or Basic Science material, but they offer clinical
experience and advice relevant to the student’s current System-Based Module. Mentors provide students with a
positive role model and:
explain the career paths, in addition to the personal, professional, scientific and ethical aspects of life as
medical practitioners;
explain how knowledge gained through case studies is applied to the diagnosis and management of a patient’s
problem;
demonstrate basic clinical skills related to each module’s cases; and
complete a checklist assessment of the student’s clinical skills.
Students are urged to identify their prospective Clinical Mentor early during their Standard or USMLE Pathway study.
Students will not be allowed to register for their first System-Based Module until OUM has approved their Clinical
Mentor.* Mentors must be a currently-practicing registered/licensed medical practitioner holding an MBBS or MD
degree in good standing, be in or have completed a specialty-training program, and have at least four years of clinical
experience. In the US, a Doctor of Osteopathy (DO) is also an acceptable mentor. OUM provides materials for
students to present to prospective mentors, who complete an application for review and approval by the student’s
regional dean. Mentors receive a modest honorarium after submitting an assessment and invoice after each system-
based term.
Students are expected to meet with their approved mentor one hour each week, during the pre-clinical phase of the
curriculum, to discuss issues arising from the problem-based learning cases, as well as to observe patient-medical
practitioner interactions, and to become familiar with the local healthcare system. In some instances, due to distance
or time constraints, students and mentors combine their hourly sessions and meet less frequently, for longer periods
of time, up to three hours in one meeting. Each Clinical Mentor must have Internet access and use e-mail regularly to
communicate with the student and the school. Mentors also monitor the student's behavior and attitudes toward
patients, other healthcare professionals, and the practice of medicine, in general. Through the mentor, OUM monitors
student well-being. If a mentor identifies that his/her mentee appears to be excessively stressed or not coping with
the workload, the mentor is asked to contact the school, which will arrange for counseling. During the clinical phase of
the curriculum, Clinical Mentors meet with their student for one hour, fortnightly, and refer any clinical queries to the
appropriate Clinical Core Course Specialist.
OUM anticipates that mentors will provide positive role modeling to students in three key areas:
1. Commitment to professionalism and the medical practitioner’s role
These impressions will likely be informal, casual observations of the student by his/her Clinical Mentor, noting
punctuality, proper dress, good manners, appropriate language, organizational acumen, etc. More serious
discussions also may take place regarding global health issues, such as bioethics, continuing medical
education (CME), and practicing medicine in the face of increasing social, political, and economic pressures.
T
2. Communicating with patients, their families, other health professionals, and colleagues
While most medical schools have formal courses in medical practitioner-patient communication, these
classroom sessions could never replace a student’s direct observation of a mentor and his/her patient.
3. Commitment as a life-long learning professional
One of the most important messages OUM conveys to students is the need to become a life-long learner. In
order to stay up-to-date, medical practitioners must continue to learn throughout their careers. OUM hopes
mentors will demonstrate a commitment to this principle.
* In order to prevent a potential conflict of interest, a student is not permitted to select as his/her mentor anyone
related by blood or marriage, e.g., spouse, mother, father, son, daughter, brother, sister, grandparent, aunt, uncle, or
cousin.
Academic Advisors
The primary contact for students regarding their academic status and program progression is their Academic Advisor.
Academic Advisors help customize a student’s transition into the OUM program and meet with him/her for one hour
each week via telephone/email/Skype. Academic Advisors are available upon request for students in good academic
standing but are required for students who are experiencing academic difficulty.
The Academic Advisor provides continuity in the program and helps students overcome impediments inherent in a
distance-learning environment. Many Academic Advisors are also instructors for the Standard or USMLE Pathway
and/or the System-Based Modules, so they are familiar with the OUM curriculum. The Academic Advisor serves as
the student’s coach for benchmark exams such as the USMLE, by assisting with preparation and overcoming
deficiencies in the student’s knowledge base through recommending and facilitating reading assignments, test
questions, and practice exams.
Academic Advisors will:
guide students through the high volume of required readings assigned during each module;
assess the student’s knowledge as applied to material in the current module and overall, in light of other
modules taken;
interact with instructors and/or Clinical Mentors, if necessary, to gain insight into academic or clinical
performance;
make assignments to facilitate learning or to supplement formal instruction;
establish a means by which to document comprehension and assess the student’s fund of knowledge and
readiness to progress from one module to the next.
All OUM Academic Advisors hold an MD, MBBS, or a PhD in one of the Basic Sciences. They will also have
familiarity with licensure exam requirements in their respective country.
Preparing for USMLE
Any OUM students who need additional exposure to the Basic Sciences, especially students in the USMLE Pathway,
should avail themselves of the Structured Study Protocol, to ensure that their fund of Basic Science knowledge is
competitive with peers at other medical schools.
Structured Study Protocol
The Structured Study Protocol (SSP) is an intensive, comprehensive study regimen to help prepare pre-clinical
students for USMLE Step1. As the name implies, the program provides an added level of structure and discipline for
students during the pre-clinical phase. In addition to the assigned reading and lectures for the eF100 USMLE Basic
Sciences and System-Based Modules, students on this intensive track will have additional reading assignments as
well as daily quizzes to confirm a high level of reading comprehension and a weekly cumulative examination that
serves as an ongoing review. Enrollment in the SSP and completion of the quizzes and examination alone will not
assure USMLE readiness. To adequately prepare for USMLE Step 1, it is recommended that students complete ALL
the assigned reading and score 80+% on all quizzes and examinations.
The SSP is available in several versions to fit students’ needs:
The Concurrent-SSP (C-SSP) is available throughout the pre-clinical phase of the USMLE Pathway.
Beginning January 2022, remediation for a performance of <70% in any eF100 USMLE Basic Science
module will require enrollment in the C-SSP for the failed subject.
Students who have completed the SBMs may take the Study Hall SSP, which runs for 36 weeks and
requires four hours of study time per day. There is a nominal tuition fee for the Study Hall SSP.
Students who have completed the SBMs and want to prepare for USMLE at a faster pace than the Study
Hall SSP may enroll in the Accelerated SSP, which runs for 16-weeks and requires eight hours of study time
per day. There is a nominal tuition fee for the Accelerated SSP.
When not required as part of a remediation, enrollment in any of the SSPs is completely optional (at the request of
the student or upon the recommendation of the Academic Advisor, Student Progress Committee, Student Affairs
Committee, or Dean), but highly recommended for anyone intending to practice medicine in the US. All versions of
the SSP include daily reading assignments, daily quizzes, and weekly comprehensive examinations.
The Study Hall SSP and the Accelerated SSP run continuously. Students may enroll or when a topic begins (every
four weeks), on the first Monday of each month. Students will be expected to maintain a comprehensive examination
average of 75%to remain in good standing in the Study Hall or Accelerated SSP; however, a comprehensive
examination score of 80+% correlates with a passing score on USMLE Step 1.
In-House Examination for USMLE Pathway Students
Following the ninth System-Based Module, USMLE-bound students take the IHE to gauge their fund of Basic Science
knowledge. Offered monthly, students may take the IHE throughout their preparation period for USMLE Step 1 to
determine their readiness for the exam. Since the IHE’s 100 questions are randomized, students should expect a
different exam at each sitting. OUM will work with students to help them prepare and adhere to study plans to prepare
for the exam. Upon attaining a score of 80+%, students are approved to sit for USMLE Step 1.
Case of the Week
The Case of the Week program helps students strengthen critical thinking, diagnostic, test ordering, and patient
management skills. This online program is based on a weekly case that is presented in daily increments with a new
case every Monday. The cases involve actual patients and represent what is likely be encountered in a primary care
setting. Each day’s presentation is followed by a brief quiz consisting of one to four questions. There is no preparation
or supplemental reading required. Thus, participating in the Case of the Week will help students confirm what they
know and identify concepts which may need additional study. There is no tuition for the Case of the Week and no
transcript entries. Both pre-clinical and clinical students are encouraged to participate. Students will be exposed to
200 unique cases during their years in the MD curriculum. A live version of the Case of the Week is offered weekly
Sunday at 8 PM US (Eastern) and Monday at 8 AM Sydney.
Oceania University of Medicine Student Association (OUMSA)
The OUM Student Association (OUMSA), formed by students in early 2014, is a chapter of the American Medical
Student Association (AMSA), one of the largest medical student organizations in the world. Though AMSA is located
in the US, over 70 international medical schools have chartered chapters. Membership in AMSA and in OUMSA is
open to all OUM students, no matter where they live.
The OUMSA seeks to represent and promote OUM student interests, to promote awareness among OUMSA
members about issues relevant to the study and practice of medicine, and to effect change in the medical education
process. To that end, OUMSA serves as a helpful source of information to students as they navigate the various
medical registration pathways and global internship opportunities available to OUM’s diverse student body.
International Medical Honor Society
OUM students who excel academically will be eligible for nomination by the faculty for membership into the relatively
new international medical honor society, Mu Delta Iota (MDI). Following criteria used by the renowned Alpha Omega
Alpha (AOA) national medical honor society, MDI will accept faculty nominations of students in their first year of
clinical rotations. MDI is now an option for academically gifted international medical students who previously were not
eligible for membership in AOA.
Student-to-Student Learning—An Added Bonus at OUM
In addition to the structured programs and resources that OUM provides to students, the program attracts a student
population with a wealth of clinical experience, many with extensive careers (up to 30 years) as nurse practitioners,
senior nurses, respiratory therapists, physician assistants, paramedics/ambulance officers, physiotherapists,
chiropractors, and other health specialists. These individuals bring many skills and life experiences to the classroom
and help to nurture rich and vibrant discussions, creating a unique classroom dynamic conducive to learning. This
highly interactive environment produces students who are supportive and encouraging to fellow classmates. There
are numerous opportunities for students to meet informally online as study groups, and to meet face-to-face at
regular student conferences.
VIII. ASSESSMENTS & EXAMINATIONS
UM has developed a series of assessment and examination instruments to measure the competencies
expected of its graduates, as outlined in the Pathways to Practice section. Additionally, to ensure that all MD
students are receiving the necessary support in their quest for a degree, the Student Progress Committee—
comprised of an administrator and two faculty members, one from North America and one from Australia/New
Zealand—meets regularly to monitor the progress of each student. Below is a summary of the specific modalities
used to measure student readiness to meet the University’s graduation requirements.
1. Knowledge: Acquisition and Retention
Tools to assess gained medical knowledge include:
Weekly quizzes and a final examination after each pre-clinical module and core clinical rotation
USMLE Pathway Pre-Clinical: USMLE Step 1
Standard Pathway Pre-Clinical: Final Pre-Clinical Exam (FPCE)
End-of-rotation exams during core clinical clerkships
Clinical Supervisor Reports during core rotations and electives
Standard Pathway: FPCE and FCE (Part 1)
USMLE Pathway: USMLE Step 2 CK (Clinical Knowledge)
Publication of research paper in Medical Student International
2. Clinical Skills Development
Clinical skills assessment tools include:
Head-to-toe physical examination final exam and MCQ at the end of the Clinical Skills Course
Standard Pathway: FCE (Part 2) OSCE (Objective Structured Clinical Examination)
USMLE Pathway: OSCE
Clinical Supervisor Reports
Clinical Logbook Assessment
Tools to evaluate the attributes and behaviors necessary to successfully practice medicine include:
Pre-clinical Student Assessment forms completed by the student’s Clinical Mentor
Pre-clinical module faculty assessment
Medical School Performance Evaluation (MSPE) for US residency applications
With its diverse international student body, OUM acknowledges that its students face a broad range of licensing
exams from their home countries or those in which they plan to practice medicine. To align these needs with the
medical curriculum and assessment process, OUM has developed a pre-clinical question bank (QBank) of multiple-
choice questions (MCQs). Many of these questions involve a “clinical vignette” that requires each student to adopt a
clinical reasoning process and to test Basic Science or clinical knowledge. This style of MCQ has been incorporated
into OUM’s formative and summative assessments, with practice exams available to enhance individual exam
preparation.
O
Pre-clinical Module Assessment
CONTINUOUS ASSESSMENT
As medical practitioners must perform well on the job every day, OUM medical students are evaluated on a
continuous basis, whether on campus in Samoa or in the distance-learning curriculum. Continuous assessment
parameters may include:
Grading of weekly assignments and interaction with fellow students and instructors;
Live lecture attendance and participation on Zoom for distance-learning students.
FORMATIVE ASSESSMENT
OUM’s distance-learning curriculum has a weekly assessment during all pre-clinical and core clinical modules in the
form of a multiple-choice quiz based on that week’s required reading. This assessment is intended to help the learner
identify his/her strengths and weaknesses, and to confirm comprehension of the week’s reading. Since the quizzes
are administered on a weekly basis, students may identify and concentrate on areas that may need remediation. In
this learning environment, students with differing strengths often help one another study and master the material.
SUMMATIVE ASSESSMENT
A summative assessment (examination) is held at the end of each pre-clinical module, which counts for 50 to 100 %
of the final grade.
applied knowledge questions containing a clinical vignette, with others being recall questions, usually one-line
questions assessing isolated facts. Half the questions are derived from lecture material whereas all others are from
mini case discussions.
Exams are administered online and proctored virtually by web-based testing software. Respondus locks student
computers into a testing program, which monitors activity and prohibits access to browsers or other operating
systems during the exam to preserve academic integrity.
GRADE REPORTS
Module final grade results are made available on Moodle where students may access their account to see individual
grades for each module/block. Students will have access to all their grades in their enrolled classrooms and may
request a transcript at any time while enrolled in the program.
The grading system for OUM pre-clinical modules and core clinical clerkships assessments is as follows:
90% or above = High distinction (HD)
80-89% = Distinction (D)
70-79% = Credit (C)
60-69% = Pass (P)
0-59% = Fail (F)
The passing score for eFoundation 300 Standard Basic Sciences courses is 60%.
The passing score for eFoundation 100 USMLE Basic Sciences courses is 70%.
The passing score for all students for SBM courses is 60%.
The Passing score for the FPCE, Clinical Skills, Clinical rotations, and FCE is 60%.
USMLE STEP 1 AND ROTATIONS
Following completion of the pre-clinical modules, students in the USMLE Pathway must pass the USMLE Step 1
before progressing to the clinical curriculum of the OUM MD program. USMLE Step 1 is required for rotations at US
teaching hospitals.
FINAL PRE-CLINICAL EXAMINATION (FPCE) FOR STANDARD PATHWAY
Standard Pathway students will take the FPCE at the end of their ninth System-Based Module. The FPCE is a 100-
question exam that focuses on basic science concepts covered in the eF300 Standard Basic Sciences. A passing
grade of 60% is required for progression to the clinical curriculum.
CLINICAL MENTOR EVALUATION
As students meet with their mentors each week during the System-Based Modules, progress is continually monitored.
Students may also have the opportunity to observe patients and discuss with their mentor aspects of the weekly case
and/or the module’s body system focus, in general.
Mentors are required to complete a student performance evaluation at the end of each module. Students are
assessed on the following criteria:
Reliability and responsibility (duty),
Self-improvement and adaptability (progress), and
Relationship with colleagues and the mentor’s patients and their families (professionalism).
Mentors evaluate student behavior and attitudes toward patients, other healthcare professionals, and the overall
practice of medicine. This information is detailed in the evaluation forms submitted by mentors. As mentioned
previously, the mentor also monitors student well-being. If a student is not coping well with the workload/course
material, the mentor is asked to contact the school, which will arrange for academic support. While the mentor may
be a convenient learning resource, OUM’s online instructors and Academic Advisors with specialized expertise also
are called upon to tutor struggling students, as necessary.
STUDENT FEEDBACK AND MOODLE SURVEY
At the end of each module, all students are expected to complete a detailed Moodle survey to provide invaluable
feedback on the quality of teaching, curriculum content, and learning resources (ClinicalKey, Zoom). OUM faculty and
administration carefully review and summarize student feedback following each module and incorporate key
recommended changes into future programming.
A confidential annual student survey, conducted at the end of each calendar year, gauges student satisfaction and
gathers opinions on a variety of current and proposed academic and administrative topics. Student input has been
the genesis of many OUM programs, enhancements, and procedural changes.
Clinical Module Assessment
END-OF-ROTATION EXAM
The end-of-rotation exam must be taken within seven calendar days after completion of a core clerkship and is taken
via Respondus. The exam consists of 50 “single best answer” multiple-choice questions and its content is derived
from the assigned readings. The passing score is 60% and the exam accounts for 60% of each core clerkship grade.
Student mastery of clinical content is collectively assessed again when students take the USMLE Step 2 CK or
OUM’s Final Clinical Examination (FCE) at the completion of their seven core clinical modules.
CLINICAL LOGBOOK
Students are required to maintain a log of their clinical experiences during each rotation. A minimum number of
entries must be recorded for each activity, including case histories taken, clinical procedures attempted, seminars
attended, etc. Following each rotation, students must get their logbooks signed by clinical supervisors and returned to
their OUM clinical rotations coordinator at [email protected]. Students should take care to respect patient
confidentiality in the logbooks, as mandated by local laws and customs. The clinical logbook grade represents part of
the final grades for core and elective clinical clerkships.
CLINICAL SUPERVISOR’S REPORT
At the completion of each clinical rotation, both core and elective, supervising medical practitioners submit a student
performance evaluation. The clinical supervisor awards quantitative marks based upon predetermined criteria
including assessment of medical knowledge, clinical competency, skills, and professional behavior. Students must
score 60+% (≥ 21/35) on their Clinical Supervisor Reports to pass the module. If a student’s report score is less than
60%, he/she must repeat the entire clinical module at his/her own expense.
STUDENT FEEDBACK
Student feedback is a vital component of the clinical curriculum review process and helps the faculty improve rotation
quality. All clinical students are expected to complete a survey at the end of each rotation.
Assessment After Clinical Module Completion
FINAL CLINICAL EXAMINATION (FCE)
Students in the Standard Pathway are required to pass OUM’s Final Clinical Examination (FCE) in order to graduate.
The FCE is designed to assess clinical knowledge and clinical competencies. To qualify for the FCE, students must
successfully complete the required 72 weeks of clinical modules, submitting a signed logbook and clinical supervisor
report for each clinical module.
The 250-question written portion of the FCE measures clinical knowledge and is administered via Respondus. The
clinical skills portion of the FCE, called the Objective Structured Clinical Examination (OSCE), uses standardized
patients (people trained to portray real clinical conditions) and 16 “stations” featuring various specialties. An
Examination Fee is charged for the OSCE.
USMLE STEP 2
In addition to Step 1, USMLE Pathway students are required to pass USMLE Step 2 Clinical Knowledge and OUM’s
approved OSCE, in lieu of the FCE, in order to graduate from OUM. USMLE Step 2 assesses whether or not a
student has acquired the medical knowledge and skills needed to provide supervised patient care in a residency
training program. Step 2 Clinical Knowledge (CK) evaluates a student’s clinical science understanding, primarily
related to medical practitioner tasks and disease categories. For the Step 2 Clinical Skills (CS) OUM uses the
Objective Structured Clinical Examination (OSCE), with standardized patients (people trained to portray real clinical
conditions) in case-scenarios covering common/important situations that a medical practitioner is likely to encounter.
IX. PATHWAYS TO PRACTICE: GRADUATION & LICENSING
he OUM faculty has established a set of educational objectives which identify the knowledge, skills, and
personal attitudes/behaviors that its graduates must gain in order to successfully practice medicine in today’s
changing medical landscape. OUM graduates will have attained the following competencies upon completion
of the program:
Knowledge
Knowledge of the n

md program information

Documents