MSOM
Meritus Health
MSOM
Curriculum

Curriculum

MSOM offers a unique approach to student learning including the team-based learning (TBL) approach. TBL’s innovative methodology uses continuous active participation to fostering collaborative problem-solving skills. Medical students thrive in an environment that encourages teamwork, immediate feedback and the practical application of medical knowledge. MSOM’s curricular approach prepares students to become physicians, thought leaders and versatile team members. TBL permeates every aspect of the curriculum, enhancing critical thinking, communication, and adaptability.

The MSOM curriculum is aligned with the American Osteopathic Association (AOA) Seven Osteopathic Core Competencies for Medical Students. Under each of these competency domains, there are measurable curricular goals which, upon student attainment and completion, indicate competence in the domain. These curricular goals broadly shape and define the courses & clerkships within the 4-year MSOM curriculum. For each curricular goal, there are accompanying learning activities, whose purpose is to help students achieve the goal and learn course content. Each learning activity is guided by a set of specific, measurable learning objectives that state what the student will accomplish during the activity. 

Read more on the Program Learning Objectives here. 

Click here for a full list of our Clinical Rotation Affiliate Campuses 

Curriculum-at-a-Glance

  • First and second-year students are trained in classroom and laboratory settings. Team-based learning modules and interactive lectures will be integrated alongside reading assignments as students learn from the systems approach, transitioning from normal to abnormal across each system after completing 8-week foundations in biomedical sciences course. The first part of each system course will focus on normal structure and function by using anatomy, physiology, and biochemistry. The second part focuses on abnormal pathophysiology, microbiology and disease processes with pharmacotherapeutics and treatments. Attention will be placed on common disease states as well as abnormalities, and this will be elicited through the molecular, cellular and system levels.  

    Topics related to pediatrics & geriatrics, research methodologies, community health & nutrition, social determinants of health, Interprofessional Education, Diversity, Equity and Inclusion will be included in the pre-clinical phase of the curriculum. 

    During the Pre-Clinical Phase, students will cover the following topics and courses: 14 Integrated Systems Courses, 4 Osteopathic Principles & Practice, Clinical Skills, Interprofessional Education, Research courses and 1 Capstone Review/Board Preparation integrated course. 

    The Clinical Skills (I-IV) courses are designed to develop the skills needed to complete a comprehensive history and physical examination and demonstrate documentation and order-writing skills. These courses will also develop students' competency in the clinical application of basic medical procedures and the delivery of case presentations. It includes early clinical exposure with standardized patients and simulation technology.  

    The Osteopathic Manipulative Medicine (OMM) Principles and Practice (I-IV) courses are designed to provide the student with a fundamental understanding of the principles and philosophies of osteopathic medicine as well as the importance of osteopathic manipulative techniques and treatments. 

    All aspects of medical education integrate the biomedical sciences and are applied to clinical scenarios to garner higher learning outcomes using critical thinking led by experienced biomedical and clinical faculty. Interprofessional Education (IPE I-IV), Research (I-IV) and Capstone Review courses are also included in the preclinical curriculum. Vertical and horizontal integration facilitates linkage between courses and clinical work across the two years of the pre-clinical curriculum. 

    Msom Block Schedule Msom and Oms Iii and Oms Iv

     

  • The Clinical Phase, comprising the third and fourth years, focuses on integrating and expanding the medical student's knowledge through clinical and patient experiences. Carried out under the supervision of clinical faculty, medical students progress through clerkships as a continuation of their medical education, building upon and advancing integrating lessons and skills from the first two years. The two-year clinical curriculum provides for a variety of experiences and exposure, from preceptorships in physician ambulatory practices to service as team members in acute care inpatient settings. Asynchronous and self-directed learning experiences are incorporated into the required rotations, and each includes relevant and high-yield clinical cases. Integration of osteopathic principles and practice, structural evaluations, and osteopathic manipulative treatment are essential elements throughout all courses.

    Across the 20 clinical clerkships, emphasis is placed on clinical experiences in underserved communities and with team based care. Additional focus is placed on rural and underserved populations and the families, communities, and social circumstances that impact their health. Integration of specialty clinical cases, grand rounds, OMM and clinical workshops, DO days, research days, and other opportunities promote ongoing connection. Clinical rotations are directly supported with linkage to the MSOM curriculum. Lastly, osteopathic principles and practices (OPP) are integrated throughout the program OPP content that is integrated into each required clerkship.

    Msom Block Schedule Msom and Oms Iii and Oms I V2

  • Students will have the advantage of using active learning modalities such as integrated Team-Based Learning (TBL). TBL is an evidence-based collaborative learning strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: pre-class preparation, in-class readiness assurance testing, and application-focused exercises. TBL engages learners in learning activities and provides an active, structured form of small-group learning in large classes. Our integrated TBL is supported by pre-recorded lectures, focused prework, immediate feedback from content experts as well as peers and debrief discussions that help gauge understanding of the content. In a team environment, students will work on clinical cases, clinical problem-solving activities, COMLEX-style problems, real-life scenarios that include health care disparities, as well as symptoms-based discussions during the application phase of the TBL. Student teams are encouraged to work together to problem-solve and support their responses with effective clinical reasoning.  Team Based Learning Tbl Poster 2 Proof

  • Students will use the latest in medical training technology, a mixed augmented reality learning platform with a colorful state-of-the-art lab that will help them gain a better understanding of the human anatomy system-by-system. MSOM is leading the way as one of only a few osteopathic medical schools in the country that incorporates holographic imaging technology instead of traditional cadavers and dissection labs.

     

     Hololens

  • Medical students will learn and develop hands-on skills in this state-of-the-art learning environment equipped with exam tables and technology to facilitate learning. Students learn to give a complete osteopathic examination, which includes every system range of motion, palpatory skills, and specific treatment techniques. Integration of structural evaluations and osteopathic manipulative treatment is expected throughout all clerkships and preclinical courses.  

  • Students participate in scheduled simulations with manikins and human standardized patients at our state-of-the-art Simulation Center. Equipped with the latest medical simulation technology, students will be immersed in a realistic clinical setting, including our simulation hospital and standardized patient center, VR immersion room, to prepare for work with real patients in an integrative healthcare environment.

  • MSOM is committed to improving the lives of the community through research and scholarly activities. One day per week in the curriculum is dedicated to conducting research. It includes team-based research projects with student groups assigned to faculty mentors as guides. Each student will participate in developing and testing research questions that will include the social determinants of health for marginalized populations. Before starting their research project, students will complete CITI training and introductory topics to understand basic research and scientific methodology during the foundations in biomedical sciences course. All the student research groups are expected to present their research outcomes as a publication or a poster by the end of the second year. 

  • Students have test question prep for the COMLEX along the entire pathway, from the first week of matriculation to graduation. All board-style questions are interwoven into a capstone review board prep course to allow deeper learning and understanding (not cramming). MSOM will provide board preparatory materials such as TrueLearn COMBANK and Scholar RX.

  • Students will have a wonderful opportunity to collaborate with Meritus Medical Center, which has more than 327 beds and is a Joint Commission-accredited hospital. Meritus Medical Center has been an academic medical center training residents and nurses, as well as for more than 1,000 students from health professions annually. 

  • Interprofessional activities (IPE) and Diversity, Equity, and Inclusion (DEI) topics are interwoven throughout the curriculum. Through team-based learning and community health experiences, students will gain a deep understanding of the implications and impacts of social determinants of health and health disparities. Topics such as violence with cases of healthcare workers, pediatric, adult, and gun abuse, intellectually disabled adults and children and community resources, among other important topics, will be discussed. This will equip them with the skills needed to become socially responsible, culturally competent, and patient-centered healthcare providers. IPE and DEI are carefully integrated throughout all four years of the MSOM's curriculum.  

  • During the orientation week, MSOM will assess the student's learning styles and the manner in which students choose to or are inclined to approach a learning situation (visual/aural/read/write/kinesthetic, etc.). Students are supported by connecting with educational skills specialists and academic advisors early in the curriculum to plan the best study methods and create study plans so that their success begins on the first day and continues throughout the four years. Students are also supported by tutors, content experts, course directors, behavioral specialists and a Students at Risk (StARk) committee to avert learning problems. 

  • The SPICES model presents a way of re-focusing a traditional curriculum by the addition of various educational strategies or ‘SPICES'. These ‘SPICES' meet perceived deficiencies in a conventional teaching program and can contribute to the delivery of a reformed curriculum that addresses the educational needs of contemporary osteopathic professionals. MSOM is including the ‘SPICES’ in the systems-based clinically integrated curricular model. 

    Spices

  • MSOM will award grades on a Pass/Fail grading system. We advance our mission through a carefully planned active learning, systems-based, and clinically integrated curriculum that takes an evidence-based approach to educating osteopathic medical students and incorporates the following:

    • Active Retrieval & Spaced Repetition Methods
    • Variation of Learning & Teaching Strategies
    • Self-Directed Learning
    • Long-Term Complex Learning
    • OPP/IPE/DEI/Research Inclusion and Immersion
    • Integration of innovative technology in the classroom  
    • Use of Multiple Objective Measures to Provide Timely Feedback on Learning; and
    • A systems-based approach integrating clinically applicable biomedical science concepts into the clinical application of medical knowledge
    • Use of a combination of:
      • Team-based learning
      • Interactive lectures
      • Didactics
      • Clinically integrated sessions
      • Embedded board preparation every week/capstone review
      • Designated self-study assignments
      • Individual and team readiness assurance tests
      • Team application exercises by using real-life scenarios
      • Symptoms-based/case-based application exercises
      • Frequent assessment
      • Formative assessments
      • Active assessment practices (by using question banks)
      • Weekly quizzes/assessments
      • Imaging and histopathology clinical assessments
      • Ongoing summative assessment/capstone review 
      • Objective structured clinical examinations (OSCEs) throughout the curriculum 

  • MSOM faculty members develop the curriculum with input from the larger college Curriculum Committee and the Department Chairs and Course Directors.  Integration is ensured by Course Directors and Course Teams of subject matter experts (individualized faculty for each course) overseeing the appropriateness of the content.  A Course Leadership team with course directors, chairs, and the Office of Academic Affairs assists in the organization and operationalization of the curriculum and supports the Associate Dean of Academic Affairs and the Dean in ensuring that faculty have the tools they need to succeed in delivering their content to our students. 

    Msom Curriculum Development

  • SLOs are designed to map with the American Osteopathic Association (AOA), Entrustable Professional Activities (EPAs), Accreditation Council for Graduate Medical Education (ACGME), and National Board of Osteopathic Medical Examiners (NBOME) core competencies.

     Slo Graphic

  • Msom Oms 1 Fall 2025 Oms 2 Fall 2026

    Msom Oms 1 Fall 2025 Oms 2 Fall 20262

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    Msom Viual Week 1 and Week 2

     

  • Msom Block Schedule Msom and Oms Iii and Oms I V3

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