Retention & Student Success Procedures

The purpose of this is to document the systematic and proactive approach to student retention at Ohio University Heritage College of Osteopathic Medicine. The procedure aims to ensure that students are provided with the academic, emotional, and professional support necessary to successfully complete their medical education. It also seeks to identify and intervene early with students at risk of academic or professional difficulty.

This procedural document applies to all enrolled students in the DO program and some specific academic tracks (such as the Postbac program) that exist under the direction of HCOM.

The Heritage College is committed to fostering a supportive and inclusive environment where students can thrive. Retention efforts will focus on early identification of risk factors, timely intervention, continuous academic support, and regular monitoring to ensure student success.

The school will implement evidence-based practices to minimize attrition and maximize the academic and professional success of its students.

• Monitor year-to-year student retention rates and search for trends.
• Identify and support students at risk for academic failure, burnout, or withdrawal.
• Provide a framework for early intervention and support services.

5.1 Early Alert System

• Attendance issues and accommodation requests will be monitored by OME and Student Affairs. Students with frequent or unexplained absences will be referred to a Success Navigator and or counseling resources for follow-up. In instances where acute or chronic conditions are identified, the student will be referred to a Navigator
• The Learning Services Team reaches out to any student who scores under 70% on any content exam and offers support and resources
• PreClinical students – following current HCOM processes (as outlined in annual curricular documents) any first or second year student whose content exam average drops below 70% after the second content exam will have a required “Performance Meeting” with curricular leadership. For the 2025-26 academic year, this would include one of the following: Dr. Chris Vinyard, Associate Dean of Curriculum; Dr. Christine Fall, Associate Clinical Professor or Dr. Sarah Rubin, Associate Professor of Instruction AND one of the Associate Directors of Learning Services.
• Clinical Students- COMLEX failures – following the current HCOM COMLEX policy, any COMLEX failure requires a Student Success Meeting which includes the student’s APA, and members of the Student Success Committee for the purpose of discussing the options available and beginning for formulate a COMLEX retake plan. COMLEX 2CE failure Student Success Meetings may include members from the Residency Advising Team to provide additional direction related to the Match process.
• Postbac students – during the Postbac year, after students have been assigned to their preclinical campus, a Student Success Navigator from their future campus will be assigned to each Postbac student.
• In the future – in connection with the Admissions Office, build connections with admitted students to emphasize welcome & support prior to matriculation.

5.2 Academic Support

• APSL’s: The Learning Specialist team coordinates the tutor program, called “Academic Peer Support Leaders”, which pays qualified 2nd year students and those with specific knowledge content to provide tutoring at no cost to any OU-HCOM student who requests tutoring assistance.
• Learning Communities – With oversight and coordination from the Learning Specialists, select APSL’s run Learning Communities on each campus. The Learning Communities support first-year students with content understanding and review. The Learning Communities focus on high-yield information contained in the objectives of the weekly session guides. Learning Communities are a safe space for students to ask questions, review content and apply their knowledge of the session guides.
• Learning Services Team - Academic counseling is provided through the Learning Services team, five professionals (currently 4 pending new hire) who work together across the three medical campuses to consistently serve student academic needs through medical school years one through four. The Associate Directors of Learning Services, all Learning Specialists, comprise the Learning Services team. All five are available to serve all students across all three campuses.
• Small Group Academic support – first and second year students are assigned to a small group each semester. Students meet weekly in required small group sessions that are overseen by faculty. The small group sessions provide opportunities to review content from the previous week.
• MEAs – Medical Education Associates – MEA’s are students between their third and forth year who opt to spend an extra year in a role similar to junior faculty. The MEAs provide free tutoring for the second-year students and students who have failed COMLEX.

5.3 Board Exam Support

• Annual presentation of COMLEX information & materials
  • COMLEX timeline & procedures document (Level 1 & 2) and TCC students.
  • Follow-up Q & A sessions as needed per campus.
  • Access to COMBank Levels 1 & 2.
  • WelCOM
  • COMSAEs (two with new gateway information)
• Learning Service Team – individual meetings to assist students with preparing a COMLEX study schedule and test taking strategies.
• Community Board Preparation – for COMLEX Level 2CE preparation, this series is offered by fourth year students who have passed COMLEX 2CE and reviews content materials for the exam.
• MEAs - Medical Education Associates who have already passed COMLEX Level 1 tutor students on COMLEX content and preparation.

No cost Mental Health and Wellness Services

• No cost embedded on-site counseling and mental health support services provide confidential and free of charge.
• The addition of Timely Care provides 24/7 access to HCOM students for mental and physical health services at no cost.
• HCOM’s Wellness Committee provides events and programs for students that help address Wellness issues.
• MSAP – Medical Student Assistance Program is comprised of dedicated, caring professionals (faculty & staff) who are available to encourage and support students during difficult time such as after a board exam failure or a family crisis, etc. Interacting with MSAP is private and voluntary.
• Free Health and Wellness Coaching – One of the current Learning Specialist is a nationally board-certified health and wellness coach and is available to meet with students at no charge.

5.4 Student Progress Monitoring

• The Office of Student Affairs & the Office of Medical Education will monitor academic performance at key academic milestones.
• Regularly scheduled Retention Meeting (Learning Services, Navigators, other staff/faculty as needed) will allow for close follow-up with identified students and ensure that staff & resources are deployed to meet the needs of all students.
• Students identified as “at risk” (e.g., course failures, personal issues, professionalism concerns, exam performance below national average) will be flagged for intervention and follow up.

6.1 Identification of At-Risk Student Cohorts

• Depending on the nature of their issues, at-risk students who are identified will be assigned to the Learning Services Team and/or the Success Navigators and/or MSAP for individualized support, which includes monitoring at intervals determined by the student and Navigator.
• Focused support for students with academic issues will be provided by the Learning Services Team.
• Focused support for students with personal or family challenges can be facilitated by the Success Navigator Team.

6.2 Development of Individualized Guidance

• Students flagged as “at risk” will meet with an assigned Learning Specialist or Success Navigator and, if appropriate, be referred to a mental health professional for guidance.
• The guidance may include a mandatory Performance meeting, which includes the Learning Specialist and potential referral for tutoring, physical and/or mental health counseling sessions, or temporary or 1-year leave of absence.

6.3 Monitoring and Follow-Up

• Individual student progress will be reviewed at the Retention Meeting every other week or as circumstances may require.
• Progress will be documented and adjustments made as necessary

• Students who take a Leave of Absence (LOA) for medical, academic, or personal reasons will receive a re-entry plan to support a successful transition back to the curriculum.
• The re-entry plan may include academic review, clinical skills refreshers, or advising.