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: 83%
COM 2026: 92%
COM 2027: 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—Level 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% |
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).
