OUTCOMES

2020-2021 2021-2022 2022-2023
Verified applicants 1,283 2,055 1,822
Completed secondary applications 472 594 831
Applicants interviewed 425 438 688
Seats filled 90 135 190
2020-2021 2021-2022 2022-2023
Matriculants 90 135 190
Average age 26 28 27
% Female 39% 45% 43%
% Male 60% 55% 57%
% Other 1% 0% 0%
Average cumulative GPA 3.38 3.47 3.42
Average science GPA 3.3 3.38 3.32
Average MCAT 504 504 503
% from Intermountain West 52% 58% 49%
% White 62% 61% 56%
% Asian 18% 20% 24%
% Black/African American 7% 4% 3%
% Native American or Alaskan Native 3% 1% 2%
% Native Hawaiian or Pacific Islander 1% 1% 1%
% Hispanic 9% 13% 14%

COM 2025:听 听 听 听 听 听83%

COM 2026:听 听 听 听 听 听92%

COM 2027:听 听 听 听 听 听99%

The Comprehensive Osteopathic Medical Licensing Examination (COMLEX) is a series of standardized tests for osteopathic medicine students and graduates in the U.S. Administered by the National Board of Osteopathic Medical Examiners (NBOME), the exam consists of two levels鈥擫evel 1 and Level 2-CE (Cognitive Evaluation). Level 1 covers foundational science and Level 2 assesses clinical knowledge and skills. Students take Level 1 during the summer after their second year. Successful completion of the COMLEX is essential for obtaining licensure as an osteopathic physician, ensuring practitioners have the necessary skills for quality patient care.

COMLEX Level 1

ACADEMIC YEAR PASS RATE (%)
2024-2025 94.9%
2023-2024 78%

 

COMLEX Level 2-CE

ACADEMIC YEAR PASS RATE (%)
2024-2025 88%

*The 2024-2025 NBOME cycle has not yet closed. The numbers will be finalized at the end of the cycle (Level 1 April 11, 2025, and Level 2-CE April 25, 2025).

Coming spring of 2025!

Coming spring of 2025!

The institution identifies and publishes expected outcomes and metrics for student achievement, including, but not limited to, graduation, retention, completion, licensure, and measures of post-graduation success. The indicators of student achievement are disaggregated by race, ethnicity, age, gender, socioeconomic status, first-generation college student, and any other institutionally meaningful categories that are used to help promote student achievement and close barriers to academic excellence and success (equity gaps).