campbell university school of osteopathic medicine: 2013 special edition

w w w . c a m p b e l l . e d u / m a g a z i n e C a m p b e l l m a g a z i n e 1

A NEW ERA BEGINSCampbell University will be a destination for health care education on

several levels in a state hungry for change. A giant step in this goal has been realized with the opening of the School of Osteopathic Medicine.

School of Osteopathic Medicine

2 S u m m e r 2 0 1 3 w w w . c a m p b e l l . e d u / a l u m n i

VISIoN to REAlItyA 2009 trip to Mississippi inspired Campbell President Jerry Wallace

to move on establishing North Carolina’s first medical school in

35 years; but the idea was planted much, much earlier ...

PAGE 8

MIND, BoDy & SpIRItOsteopathic medicine was created in the 1800s by A.T. Still, MD, who

refused to believe the common way to practice medicine at the time

was the only way. The fruits of his labor continue to grow today ...

PAGE 4

Special Section: School of Medicine

Photo by Bryan Reagan


MEEt oUR pEoplESee how some of our talented

students, faculty and staff found their way to medical education

and what attracted them to Campbell University's School of

Osteopathic Medicine ...

PAGE 36

tHE FACIlItyTake a visual tour of the

Leon Levine Hall of Medical Sciences, the 96,500-square- foot state-of-the-art home of

Campbell University's School of Osteopathic Medicine ...

PAGE 26

School of Osteopathic Medicine


CAMPBELL’S INTERPROFESSIONAL APPROACH TO HEALTH

Established programs, new programs and programs yet to come will allow Campbell University to become a leader in North Carolina when it comes to interprofessional studies in health science education.

OSTEOPATHIC MEDICINEResponding to the need for primary care physicians in North Carolina, especially in rural areas, the School of

Osteopathic Medicine — North Carolina’s first new medical school in 35 years — will primarily focus on training community-based osteopathic physicians who work in underserved regions.

PHARMACyCampbell began addressing health care issues when its nationally-acclaimed Doctor of Pharmacy program

started in 1986. Since then, Campbell has offered clinical-oriented pharmacy training to prepare pharmacists who go on to assume active and crucial roles as drug therapy specialists.

PHySICAL THERAPyCampbell anticipates rolling out its first students in the new Doctor of Physical Therapy program in January 2014. This

36-month, full-time program will be committed to producing licensed physical therapists who are passionate about expanding health care access to underserved communities, especially in rural areas.

PHySICIAN ASSISTANTThe N.C. Institute of Medicine predicts a shortage of primary care providers in North Carolina over the next

decade. Campbell’s Master of Physician Assistant Practice program aims to help fill this void by placing an emphasis on primary care and practicing in underserved areas.

PUBLIC HEALTHService that benefits underserved communities is at the core of Campbell’s Master of Science in Public Health. To

complement an educational foundation in research and outcomes evaluation, this program embeds students in rural communities through service and experiential learning opportunities.

CLINICAL RESEARCHCampbell’s master’s and bachelor’s degrees in clinical research are grounded in scientific method and hands-

on training. The graduate program places students under the guidance of research mentors, while undergraduate students receive tangible experiences through extensive internships at clinical research organizations

NURSINGThe National Institute of Medicine has called for the training of more nurses at the baccalaureate level because of the

growing shortage of these professionals. That’s why Campbell has proposed launching a Bachelor of Science in Nursing program in 2014, contingent on the N.C. Board of Nursing approval.

OSTEOPATHIC EDUCATION FACTS

• The American Osteopathic Association’s Commission on Osteopathic College Accreditation currently accredits 29 colleges of osteopathic medicine offering instruction at 37 locations in 28 states.

• Osteopathic medicine is the fastest growing medicalfield in the U.S., according to the U.S. Bureau of Health Professions. D.O.s are expected to number 52,700 by the year 2010. The D.O. population is growing at a rate of about 1,300, or five percent, per year.

• Some 15 percent of D.O.s practice in remote or rural areas with populations of 10,000 or less. They are the front-line health care providers for people who might otherwise lack access to care.

LEON LEVINEThe 96,500-square-foot Leon Levine Hall of Medical Sciences will house Campbell University’s School of Osteopathic Medicine and physician assistant program, in addition to serving as a learning facility for other University health science programs in the future.The facility is named for the North Carolina philanthropist who founded the Family Dollar retail chain in Charlotte in 1959. His foundation, founded in 1980, provided an early grant of $850,000 to go toward the construction of a facility to house Campbell’s health programs.

The Campbell University School of Osteopathic Medicine received support from The Golden LEAF Foundation and the Kate B. Reynolds Charitable Trust.

®


about the CoverRaleigh photographer Bryan Reagan shot the cover photo and many of the building and profile photos you'll see in our special medical school edition. Visit his website at bryanreaganphotography.com

Med school 126 years in the making

When 25-year-old James Archibald Campbell accepted the challenge to establish a school for children living

in Harnett County in 1887, little could he have imagined the eventual impact that decision would have on this state, country and the world.

Campbell dreamed that all students should have an opportunity to learn, despite the limitations of their rural surroundings and circumstances. Over the next 126 years, thousands of men and women have been welcomed into this institution and given the academic, personal and spiritual foundations to lead successful lives and impact their communities.

That same mission of extending opportunities to students and communities drives the leadership of Campbell University today. It’s in the way our professors teach; it’s in the way we engage with students; and it’s in the development of academic programs and initiatives.

The Campbell University School of Osteopathic Medicine extends that mission to meet a

great need in North Carolina. The shortage of physicians and other health care professionals in our state, particularly in rural and underserved areas, is an alarming problem.

We believe this new initiative, North Carolina’s first new medical school in 35 years, not only will help to meet the needs of our state, but will uphold the significant standards of academic excellence that Campbell has already established with programs in law, pharmacy, business, divinity and education.

In this edition of the Campbell Magazine, I hope you will take time to celebrate with us the establishment of this new school and facility and the incredible efforts of our faculty, staff, donors and friends to bring this vision into reality.

The pioneering spirit of James Archibald Campbell can be seen in each step of this process as we endeavor to meet the needs of our community and our world.

We can all be Campbell Proud.

Jerry Wallace President

president Jerry Wallace

Vice president for institutional advancement

and marketing Britt Davis

Director of university Communications and publications

Haven Hottel

assistant Director for publications

Billy Liggett

Digital Content Coordinator Cherry Crayton

graphic Designer Jonathan Bronsink

Web Design Team Bob Dry

Angie Barker

Founded in 1887, Campbell University is a private, coeducational institution where faith and learning excel. Campbell offers programs in the liberal arts, sciences and professions with undergraduate, graduate and doctoral degrees. The University is comprised of the College of Arts and Sciences, the Norman Adrian Wiggins School of Law, the Lundy-Fetterman School of Business, the School of Education, the College of Pharmacy & Health Sciences and the Divinity School. Campbell University was ranked among the Best Regional Universities in the South by U.S. News & World Report in its America’s Best Colleges 2012 edition and named one of the “100 Best College Buys” in the nation by Institutional Research & Evaluation, Inc.

Photo by Bryan Reagan


Andrew Taylor Still’s life was fraught with tragedy.

As a boy in Virginia, Still learned everything he knew about medicine from his father, a physician and Methodist preacher who moved his family to the plains of Kansas in 1853 when Andrew was 25 years old (and married with two young children).

In his 30s, Andrew enlisted in the 9th Kansas Cavalry and would become a captain and major in the Kansas Militia during the Civil War.

His grim experiences as a war medic did little to prepare him for what awaited at home after his service. An epidemic of spinal meningitis killed three of his children. His first wife had died during childbirth, and a daughter from his second wife died of pneumonia at a young age.

Shaken by war and his inability to save his wife and children, Still rejected most of what he had learned about medicine.

There had to be another way.

“When Andrew Still first began to practice medicine, even before the war, he was disappointed in the practice as a whole,” says Dr. John Kauffman, founding dean of the Campbell School of Osteopathic Medicine. “At the time, bloodletting [the practice of withdrawing blood in small quantities to cure an illness or prevent disease] was used heavily. Heavy metals like mercury were common. Some believed if you gave

someone diarrhea [using mercury], it forced the ‘bad stuff’ out of you. What better way to make you feel better than to give you diarrhea and burn your intestine with a poison like mercury?

“Still knew this wasn’t right,” Kauffman adds. “The body has the ability to heal itself. The role of the physician should be to help the body do just that. The doctors of his day were poisoning their patients. Of course, that’s not good medicine.”

Still decided to dedicate his life to finding alternative ways to cure disease. In 1870, he completed a short course in medicine at the new College of Physicians and Surgeons in Kansas City, and would begin investigating treatments such as hydropathy [using water in therapeutic treatments], improved diet, bonesetting and magnetic healing. He imagined a day when rational therapy would include manipulation of the musculoskeletal system, surgery and less use of drugs.

He named his approach "osteopathic medicine" because of his focus on the musculoskeletal system. He founded the first school of osteopathic medicine — the American School of Osteopathy [now A.T. Still University] — in Kirksville, Mo., in 1892 at the age of 64.

“An osteopath is only a human engineer,” Still later said, “who should understand all the laws governing his engine and thereby master disease.”

OSTEOPATHIC vs. ALLOPATHIC

As a recruiter for the Campbell School of Osteopathic Medicine, Shelley Hobbs deals a lot with students and others who have never heard of or are mostly unfamiliar with the term “osteopathic.”

She has her answers down pat.

"Osteopathic medicine is 'whole-person' medicine," Hobbs says. "It’s all about treating the whole person (mind, body and spirit), and not just a set of symptoms or disease. Osteopathic medicine places the emphasis not just on treating the problem at hand, but also on promoting health and wellness."

Osteopathic graduates (DOs) have the same training as allopathic graduates (MDs). Legally and professionally, they’re equals and can apply for the same residencies nationwide [and actually, some MDs aren’t suited for residencies requiring extensive musculoskeletal training]. MDs have been around longer. DOs are newer, but growing. Currently, 1-in-5 physicians in the U.S. are DOs. By 2020, it’ll be 1-in-4.

Osteopathic medicine is on the rise. More and more DOs are making their way into the world of medicine, serving in medically underserved areas.

Hobbs has said these lines more times than she can remember. She returned home in the spring after spending four months traveling the country and visiting colleges and job fairs to promote Campbell’s new medical school. Her selling point is simple.

MIND, BoDy & SpIRItOsteopathic medicine was created in the 1800s by a man who refused to

believe the common way to practice medicine at the time was the only way. The fruits of his labor continue to grow today ...

BY BILLY LIGGETT


“As a medical student, it’s all about finding which path is right for you,” Hobbs says. “When I explain osteopathic medicine and Campbell’s goals, I see the light bulb go on above these students’ heads. They say, ‘That sounds more like the kind of physician I want to be anyway.”

The AACOM describes DOs, or doctors of osteopathic medicine, as physicians who work in partnership with their patients. They consider the impact that lifestyle and community have on the health of each individual and work to “break down the barriers to good health.”

DOs tout that they spend more time in personal contact with their patients — a claim supported by the 1999 National Ambulatory Medical Care Survey, a summary that compared the practice of DOs and MDs in the family practice setting. According to the survey, osteopaths spent an average of 19 minutes with their patients per visit, as opposed to 15 minutes by MDs.

“There’s a reason why many people say osteopathic physicians are just nicer docs,” says Dr. William Morris, professor and director of Campbell’s manipulative medicine department. “It’s all about human contact. You’re a human being, and I’m a human being, and I’m here to help you get better. There’s a powerful message there.”

Patients who visited osteopathic physicians were more likely to be middle-aged and referred, according to the survey. In

addition to spending more time with patients, DOs ordered a greater number of “non-traditional” tests and provided more manual and complementary modes of therapy. In contrast, MDs had a greater number of patients who were minorities, and they ordered a greater number of traditional diagnostic tests and prescribed more medications.

DOs are more likely to go into solo practice and are more commonly found in the midwest region of the U.S., while MDs are more likely to be primary care physicians with hospital-owned clinics more likely to be equipped with lab facilities.

“DOs tend to serve in more rural and underserved areas,” says Kauffman. “They’re both good models, and they’re complementary. MDs create more sub-specialists, and we create more general specialists.”

There are still critics of osteopathic medicine. Some believe DOs exaggerate the value of manipulative therapy. Others claim MD programs require better grades from incoming students than schools of osteopathic medicine. Other published criticisms say osteopathic schools are more focused on practical application and less focused on research and scientific discovery.

Kauffman is well aware of the criticisms, but he says DOs have battled them for over a century.

“MDs spent years trying to get rid of us,” he jokes. “DOs couldn’t even serve in the military during World War II. The military put politics above saving lives.”

Today, the two practices have become better partners. MDs and DOs share many of the same residencies and work side-by-side in hospitals and clinics across the nation.

And DOs today are one of the fastest growing segments of health care professionals in the U.S., according to a 2012 professional report by the American Osteopathic Association. At the current rate of growth, it is estimated that more than 100,000 osteopathic physicians will be in active medical practice by the year 2020. In May 2012, that number was estimated to be around 69,000.

Osteopathic medicine provides all of the benefits of modern medicine including prescription drugs, surgery, and the use of technology to diagnose disease and evaluate injury. It also offers the added benefit of hands-on diagnosis and treatment through a system of therapy known as osteopathic manipulative medicine. Osteopathic medicine emphasizes helping each person achieve a high level of wellness by focusing on health promotion and disease prevention.

— The American Association of Colleges of Osteopathic Medicine

They may look like simple massage chairs, but they're in fact learning tools for the School of Osteopathic Medicine's department of manipulative medicine.

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Of North Carolina’s 100 counties, more than half of them — 51 to be exact — have

fewer than six physicians per 100,000 of the population.

Twenty of them — that’s right, 1-in-5 counties — have no general surgeons.

None.

And the news gets worse. With a growing and aging population in the state and the U.S., the gap between the number of people needing health care and the number of people able to provide it is getting wider. The Association of American Medical Colleges estimates that the U.S. will face a shortage of more than 90,000 physicians by 2020 — a number that will grow to more than 130,000 by 2025.

That shortfall will affect everyone, but the impact will be greater in medically underserved areas — the 20 percent of Americans who live in rural or inner-city locations deemed “health professional shortage areas.”

There is hope, however.

In addition to the opening of Campbell University’s School of Osteopathic Medicine — which by 2020 will have graduated approximately 600 physicians — the number of medical schools nationwide is increasing. The result could be an additional 7,000 graduates every year over the next decade.

And many schools, like Campbell, are focusing on the underserved.

“Campbell is following the more distributive model,” says founding dean of the University’s school of medicine, Dr. John Kauffman. “Our students will be on campus here for two years, then they’ll go out across the state for two years for clinical rotations.”

Campbell is working with several hospitals and clinics in the eastern portion of the state, where the need is greatest, to have students perform their rotations in areas where they can reach the underserved.

“Imagine you have a student going to Lumberton,” Kauffman says. “And he or she is there two years for their clinical residency and maybe another three to five years starting their careers. They’re in their mid- to late-20s … what happens in that time of their life? They usually meet someone and fall in love. They start families. They plant roots. They become members of their community.”

Despite being home to four medical schools — UNC, Duke, Wake Forest and East Carolina — and being the 10th most populous state in the nation,

North Carolina ranks 30th out of 50 in physicians per capita. Kauffman said part of the problem is the MD model at those four schools — great schools, he says, but models that don’t do well to serve rural areas.

“Many of this state’s medical graduates are specialists, and many of them are staying in Orange and Durham counties [two of the three counties in the state with more than 25 physicians per 100,000 of the population],” Kauffman said. “That’s why we think the DO model will work in North Carolina. There’s a huge maldistribution of doctors in North Carolina, and if we took out Orange and Durham counties, we’d be near the bottom of the heap.”

In 1945, UNC-Chapel Hill expanded its medical school to a four-year school and built a large general hospital to affiliate with the school as a result of a study appointed by the governor that determined North Carolina’s state of health was “woeful.” It was a visionary plan set forth by ambitious leaders who saw a need and acted.

Kauffman feels Campbell’s plan in 2013 is equally visionary.

“This is why North Carolina needs a DO school,” he told The DO Magazine in 2012. “If half of our graduates go into primary care and half go into emergency medicine, psychiatry, general surgery, and obstetrics and gynecology — and most of them practice in underserved parts of North Carolina — that would be a triumph for patients in our state.”

SERVING THE UNDERSERVED

Campbell’s school of medicine comes at a time when North Carolina and the nation face a drastic shortage in physicians

BY BILLY LIGGETT

1IN 5NC COUNTIES

HAVE zERoSUrgEONS


COVER STORYThe sudden rise of North Carolina's first new medical school in 35 years.


Jerry Wallace had already made up his mind.

There was no way little William Carey University — a Baptist school half the size of Campbell, tucked away in the center of Mississippi — could afford to launch a medical school. Especially in 2009, when the country was still trying to crawl out of the Great Recession.

Yet there Wallace was, part of a team tasked by the Southern Association of College and Schools to review William Carey’s application to launch a school of osteopathic medicine, a term (“osteopathic”) Wallace had limited knowledge of.

Fast forward four years — a mere four years — to early June 2013, just 60 days before Wallace and Campbell University will greet its own class of 162 osteopathic students to North Carolina’s second-largest medical school and the first in the state in 35 years. A fixed smile on his face, Wallace leans back in the couch in his office’s adjoining meeting room as he recalls that trip to Mississippi … the trip that inspired Campbell’s boldest move since the establishment of its pharmacy school in the 1980s.

The smile is there because Wallace admits he was biased about William Carey’s chances at accreditation and, ultimately, very wrong.

“When I left Mississippi, it was clear to me they could launch that school,” Wallace says. “And they’d be successful in doing it.”

‘So AWESoME oF AN UNDERtAKING’Long before he visited Mississippi and discovered that spending millions on a hospital to support a medical school is the old way of doing things — and long before he first picked up the study by the N.C. Institute of Medicine that warned of a massive shortage of physicians in the next 10 years — Jerry Wallace was asked to head a feasibility study on whether Campbell could and should launch a physician assistant program and a nursing school.

A BolD StEpA 2009 trip to Mississippi inspired Campbell President Jerry Wallace

to move on establishing North Carolina’s first medical school in 35 years; but the idea was planted much, much earlier ...

BY BILLY LIGGETT

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The year was 1981, and at the time, Wallace was the new dean of Campbell’s College of Arts & Sciences. Then-President Norman A. Wiggins had successfully created a law school five years prior, and he knew Wallace had an interest in starting a PA program (his daughter graduated from Wake Forest’s program that same year).

Despite what seemed like serendipity, Wallace concluded that Campbell wasn’t ready for either program just yet. Around that time, however, he visited the Southern School of Pharmacy at Mercer University in Atlanta to talk to its dean about Campbell’s interest in a pharmacy school.

“I met with the dean and asked him, ‘Is there a need for a new pharmacy school,’” Wallace recalls, noting the fact that the U.S. had not seen a new pharmacy school in nearly 35 years. “And he said, ‘Definitely yes. But they’ll all tell you no.’ … And that’s exactly what happened.”

In 1986, Campbell University defied the odds and turned a deaf ear to its critics and launched a pharmacy school. The school’s founding dean was Dr. Ronald Maddox, chairman of the Department of Pharmacy Practice and two time “professor of the year” at … you guessed it … Mercer University.

Today, Maddox is still dean of Campbell’s

esteemed College of Pharmacy & Health Sciences and in 2010 was named the school’s vice president of health programs. Wallace says Maddox was instrumental in the University’s efforts to launch a medical school.

In 2011, Campbell began the physician assistant program it once considered 30 years earlier. This fall, the medical school will welcome its first class of 162 students in a new 96,500-square-foot facility just a quarter-mile from Campbell’s 126-year-old Buies Creek campus. And earlier this spring, the school announced its efforts to earn accreditation for a new four-year nursing program.

“It’s interesting how it all comes full circle,” Wallace beamed on June 3, 2013, the day he welcomed the first class of PA students as the first inhabitants of the new medical school facility, the Leon Levine Hall of Medical Sciences. “I believe strongly there is a religious foundation in all of this. Without a doubt in my mind, this is a God-achieved event. It could not be otherwise, because it was so awesome of an undertaking and has been so wonderfully fulfilled.”

SEttING tHE StAGEIf the pharmacy school paved the road for the opening of Campbell’s medical school,

its law school — which opened 10 years earlier in 1976 — beat the path.

While news of the school of osteopathic medicine has been met with optimism and positive press from state and national media outlets, that wasn’t the case for its predecessors. The Raleigh News & Observer, which had previously questioned Campbell’s law school, came out against the pharmacy school in 1985, writing, “Not all private schools are as expansionist as Campbell, which opened a law school in a state overrun with lawyers.” The Wilmington Star and UNC-Chapel Hill’s pharmacy school dean were also publicly critical of Campbell at the time, fearing the new pharmacy school would cut into public school funds and enrollment.

The law school immediately set out to prove its critics wrong with an inaugural class of 97 students who matched the larger schools’ performance on the North Carolina Bar Exam and would go on to pass their peers consistently, hitting a 100-percent passage rate for the first time in state history in 1994. Campbell became the only law school in the state capital when it moved to Raleigh in 2009.

The pharmacy school also excelled. After becoming the nation’s first pharmacy school in 35 years in 1986, the inaugural Class of 1990 had a 100-percent passage rate on the

Campbell University’s third president, Norman A. Wiggins, welcomes the charter class of 97 students to Campbell law School in August. During Wiggins’ tenure, he inspired the establishment of five professional schools, which led to Campbell College’s transformation into a university in 1979.

Jerry Wallace — then the dean for Campbell’s College of Arts & Sciences — is tasked by Wiggins to look into the feasibility of starting nursing and PA programs at Campbell. Wallace concludes at the time Campbell is not ready for either venture.

Despite skepticism from other schools and even some media, Campbell launches a school of pharmacy (the nation’s first in 35 years) and appoints Dr. Ronald Maddox as the school’s founding dean. today, Maddox remains dean and is Campbell’s vice president of health programs.

The pharmacy school’s charter class graduates in May and later posts 100 percent on the national and state board exams, putting to rest any and all questions about Campbell’s jump into medical education.

1976 1981 1986 1990


national pharmacy board exam, and the school has since maintained a 98-percent passage rate.

“The pharmacy school, in particular, has brought Campbell hundreds of new undergrads who’ve come here because they wanted to study to enter our pharmacy program,” said Britt Davis, Campbell’s Vice President of Admissions and Advancement. “It’s strengthened our undergraduate science base and has expanded our clinical research and ultimately led to our physician assistant program and now the medical school.

“No doubt about it, law and pharmacy have helped set the stage to open the med school. All of this has been years in the making.”

And now, the media is embracing Campbell’s medical school with open arms.

“Many of us are fond of raising a toast to good health,” wrote the Fayetteville Observer in December 2011.

“Up the road at Campbell University, they've hoisted the cup in the biggest way imaginable — breaking ground for a medical school that will change this state's health in ways more profound than any toast can induce.”

IDEA tAKES HolDWallace’s doubts about William Carey University’s ability to launch a medical school were rooted in his understanding at the time of how medical education worked.

For decades, North Carolina has been home to some of the nation’s top medical programs and university-run hospitals. UNC-Chapel Hill’s medical program dates back to the post-Civil War era, while Duke University Medical Center traces its roots to the early 1930s. They and the Brody School of Medicine at East Carolina University and the Wake Forest School of Medicine are

all affiliated with large medical centers that serve as both classroom for the students and hospital for the general public. That’s where the big costs come into play — funding and manning a hospital. That’s why Wallace found it difficult to believe William Carey, which has about half the enrollment of Campbell, could handle such a large undertaking.

“My first interview was with the dean,” Wallace recalls. “I wanted to make sure the school was behind this and that establishing a medical school was not robbing Peter to pay Paul. I wanted to make sure the English

Jerry Wallace is sworn in as the fourth president in Campbell University’s history. During his inauguration speech, Wallace says, “Campbell will respond to the existing and developing needs of the region, state and nation by providing new … programs that complement and extend Campbell’s mission.”

Campbell announces its law school will move to downtown Raleigh in 2009, opening up Wiggins Hall to eventually house the University’s library. the library’s evacuation from Carrie Rich Hall opens up a home for Campbell’s future physician assistant program in 2011.

A task Force convened by the North Carolina Institute of Medicine concludes that the state is likely to face a severe shortage of physicians. the results of this study play a big part in Campbell’s decision to launch a pA program and medical school.

In october, the University’s Board of trustees approve the addition of a master’s program in physician assistant studies, subject to the completion of the accreditation process. tom Colletti is named director of the program in 2009.

2003 2007 2008

The sun rises behind early morning construction at the Leon Levine Hall of Medical Sciences four months into construction of the 96,500-square-foot facility in March 2012.

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or math departments weren’t being affected and that the school could finance itself and not drain everyone else.”

As Wallace interviewed the dean, the school’s vice president and the president, he learned more about the osteopathic medical education model and how it differs from the “MD” model. Unlike the medical schools at UNC and Duke, osteopathic schools do not house a hospital. The didactic portion of an osteopathic education occurs on campus (usually the first two years), while the clinical part is distributed among partner hospitals and clinics.

“As I learned this, I thought … ‘goodness, this is the way we’re doing pharmacy,’” Wallace said. “Instantly, this whole idea just really took hold of me. I kept asking questions, and when I returned home, I read about other osteopathic medical schools.”

Wallace didn’t just learn about osteopathic education, he read as much as he could about osteopathic medicine in general. His one experience with a DO had come a few years earlier when his son, McLain, then an attorney in Rocky Mount and chief counsel for Nash General Hospital, was scheduled to have shoulder surgery. Before the procedure, Wallace met his son’s surgeon, and noticed a “DO” where he thought the “MD” should be.

“I knew nothing about DOs,” Wallace says. “This surgeon was a nice young man, but I thought he was some kind of specialist in orthopedics. McLain explained ‘osteopathic’ to me briefly, but I didn’t think much about it until, of course, just recently.”

What Wallace learned is that a DO degree is the equivalent of an MD degree, legally and professionally. The big difference? Osteopathic physicians are trained to take a holistic perspective of medicine based on a belief in treating the whole patient (mind, body and spirit) and the primacy of the musculoskeletal system and utility of manipulative medicine, while DOs emphasize prevention.

Because of their equality, in addition to substantial decrease in costs to launch one, osteopathic schools have nearly doubled in the United States since 2000. In 2011, there

were about 74,000 osteopathic physicians, compared with about 29,500 in 1990.

With the additions of Campbell, Alabama College in Dothan, Ala., and Marian University in Indianapolis — all opening this fall — there are now 29 colleges of osteopathic medicine, four branch campuses and four additional teaching locations.

A quarter of all medical students in the United States are currently studying to become a DO.

‘tHE ANSWER IS yES’North Carolina ranks 30th in the nation in physician density, with approximately 202 practicing physicians per 100,000 people. For primary care physicians — the “front line” physicians who are typically the first contact for an undiagnosed patient with a health concern — the state ranks 34th.

Despite North Carolina’s reputation as a mecca for medical education, the state simply isn’t meeting the needs of the population, according to Dr. John Kauffman, the founding dean of the Campbell School of Osteopathic Medicine.

“One of the first questions in Campbell’s feasibility study was whether or not the state needed a new medical school,” Kauffman

Wallace is tasked by the Southern Association of College and Schools to review William Carey University in Mississippi and its application to launch a school of osteopathic medicine. It is during his trip to Mississippi where Wallace learns about this model of medical education and becomes interested in looking at the feasibility of launching such a school at Campbell.

Campbell receives a grant from The Leon Levine Foundation to establish a health sciences center for the pA program. plans for that center are later scratched after the addition of Campbell’s osteopathic medical school. the facility housing both programs today is named for levine, a Charlotte philanthropist and founder of the Family Dollar chain of stores.

The School of Pharmacy changes its name to the College of Pharmacy & Health Sciences to “reflect the University's commitment to educating not only qualified pharmacists, but other health sciences professionals in our community.”

the Campbell University Board of trustees votes in August to authorize a feasibility study to consider the establishment of a College of Osteopathic Medicine, beginning with a charter class in August 2013.

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says. “The question was answered in a 2007 white paper put out by the Institute of Medicine, which concluded that by 2020, our state will be 90,000 physicians short. And that’s not just primary care physicians … we’re short on surgeons and specialists as well.”

The need is even greater in the rural parts of the state, according to Kauffman. Twenty of North Carolina’s 100 counties are without a single general surgeon, many of those counties are east of Harnett. Kauffman pointed out that counties without an obstetrician suffer from a higher infant mortality rate.

“So to answer the question, ‘Do we need a new medical school?’ … the answer is yes,” Kauffman says. “Our current doctors are getting older. People are living longer. If our graduates head out into primary care, emergency medicine and other areas, and if the majority of them are practicing in underserved regions of our state, that would justify Campbell’s decision to launch this school.”

Wallace learned of these shortages while reading the 2007 report as part of his feasibility study for the PA program. Wallace says Campbell’s PA program — a two-year program which will graduate around 40-plus students each year — will provide much-needed manpower and

assistance to MDs and DOs across the state.

“Launching the PA program was a very important step for us,” Wallace said. “The idea of the medical school was born out of the research that justified bringing in

physician assistants. The stars have lined up for us, and the PA program has been eminently successful.”

‘UNDER CoNVICtIoN’Benjamin Thompson, now chairman of Campbell University’s Board of Trustees,

was in his second year with the board the day when Wallace first brought up the idea of establishing a medical school.

He remembered it well.

“We quickly understood that he not only had the vision, but had also thoroughly considered the impact,” says Thompson, an attorney in Raleigh. “First and foremost, we knew he had considered the purpose of the medical school would be consistent with the longstanding principles of Campbell University.”

Second, Thompson said, the board had confidence that Wallace had thoroughly analyzed the costs and the economic impact the school would have. And third …

“Dr. Wallace likes to use the expression, ‘In order to make things happen, you have to be under conviction,’” Thompson adds. “He was clearly under conviction that we could raise the funds to make the medical school a reality.”

The Board of Trustees unanimously approved conducting a feasibility study to consider establishing the state’s first medical school in 35 years on Aug. 4, 2010. Five months later, they picked Kauffman to lead as the school’s founding dean, and in October of 2011, just 14 months after that first vote, Campbell’s medical school

John M. Kauffman Jr. D.O. is named the founding dean of Campbell University’s proposed College of osteopathic Medicine. His selection follows a national search that attracts candidates from throughout the United States.

the North Carolina Academy of Family physicians and the organization’s 2,900 members across the state extend their support to Campbell’s medical school.

Classes begin in Campbell’s physician assistant program. A total of 34 students make up the inaugural class, and their 28-month journey will culminate in December 2013 when they become the program’s first graduates.

Campbell’s Medical School Founders Board — made up of trustees, president’s advisors, University friends and medical community representatives — holds its first meeting in August to discuss the progress in making the medical school vision a reality.

2011

“It has been tremendous to have some of the biggest

names in North Carolina philanthropy and health care involved ... It’s a

tremendous validation of our pursuit of medical

education.”


was awarded pre-accreditation status by the Commission on Osteopathic College Accreditation.

Around the same time Kauffman came on board, Britt Davis joined the team as the University’s Vice President for Institutional Advancement, moving over from his position as director of development at Campbell’s law school. On Day 1 in early January 2011, Davis was tasked with creating a fundraising plan for the med school.

Davis calls the first six months of 2011 “quiet fundraising,” as he, Wallace and their

team reached out to Campbell friends and involved alumni.

“We spent a lot of time explaining our vision of medical education and trying to generate support,” Davis says. “We weren’t going public with our fundraising yet, because we were still trying to determine how much we needed to raise and trying to understand the full financing model of the school.”

They spent months learning how much to invest in lab equipment and faculty [their initial guess on faculty salaries was far less than what reality demanded]. In

August, after announcing the news of pre-accreditation, Davis kicked off an official, public financing campaign with an announced goal of $30 million to make the school a reality [three times their initial fundraising estimate].

“This is by far the most costly initiative the University has ever taken on,” Davis said. “We’ve been able to fund it through a combination of external support and Campbell resources. The fact that it’s a medical school [and something much-needed in North Carolina] has opened the doors to support from individuals and organizations that otherwise may have never become involved with Campbell.”

An example — the University received $4 million toward the school in 2012 in the form of two $2 million gifts from the Kate B. Reynolds Charitable Trust and the Golden LEAF Foundation. The school, in turn, is naming its state-of-the-art simulation labs for the two organizations.

“It’s been tremendous to have some of the biggest names in North Carolina philanthropy and health care involved with us in such a meaningful way,” Davis adds. “They believe in what we’re doing here. It’s a tremendous validation of our pursuit of medical education.”

Davis says even in the early days of

The medical school is awarded pre-accreditation status by the Commission on osteopathic College Accreditation of the American osteopathic Association. pre-accreditation is the initial recognition status awarded by CoCA, which is headquartered in Chicago.

october is a big month for health education in Buies Creek. Within two weeks of each other, Campbell announces it will work toward launching both a public health degree and a doctor of physical therapy degree.

on Dec. 8, a large crowd gathers under a big tent at the site for Campbell’s 96,500-square-foot medical training facility to see the ceremonial golden shovels break dirt on North Carolina’s first medical school in 35 years. More than a dozen speakers, including N.C. Gov. Bev perdue, talk of what the school will mean not only to the area’s economy, but to health care in general in North Carolina and the southeastern portion of the U.S.

Campbell University President Jerry Wallace receives a hug from then North Carolina Gov. Bev Perdue during the groundbreaking ceremony for the Leon Levine Hall of Medical Sciences in December 2011.

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fundraising for the program, the words “medical school” raised eyebrows and caused people to sit a little straighter in their chairs. He recalled a meeting with Raleigh News & Observer Publisher Orage Quarles in 2011 when Davis went asking for media coverage of Campbell’s bold step.

“We were in his office, and Orage was relaxed, leaning back in his chair when we began talking about Campbell’s next big project — a school of medicine,” Davis says. “I remember when we said that, he immediately leaned forward in his chair, put his elbows on his desk and was instantly engaged. ‘Tell me more about this.’”

A week later, the N&O ran a front-page, above-the-fold feature on Campbell’s venture. After that, the milestones were fast and furious.

In October 2011, on the heels of pre-accreditation for the medical school and the launching of the PA program, Campbell announced it would launch a new doctor of physical therapy program in 2013.

On Dec. 8, 2011, hundreds gathered in a bare pasture on a cold, windy day under a tent to celebrate the official groundbreaking of the Leon Levine Hall of Medical Sciences, a 96,500-square-foot facility, which finished major construction in spring 2013 and will open its doors to the first

class of medical students in the fall.

In April 2012, the medical school received a $1.75 million pledge from BB&T.

That same month, Campbell received provisional accreditation from COCA, allowing it to recruit students in the summer of 2012.

“I believe in this life, we are put in certain places for certain reasons,” says Jim Roberts, Campbell’s vice president for business and one of the key administrators, according to Wallace, who made the medical school a reality. “When all of this comes together, and we look at how this happened so quickly, we’ll simply have to admit there was a guiding hand that made all of these pieces of the puzzle fit. And everything has certainly fit.”

‘BIG IDEAS & BIG DREAMS’“The question I’m always asked is, ‘How can North Carolina compete?’” former North Carolina Gov. Bev Perdue asked the crowd of a few hundred huddled under a large tent on a particularly cold and blustery early December morning in 2011.

The tent stood in the vacant field of grass roughly a quarter of a mile west of main campus — the site where a 96,500-square-foot medical school now stands.

“The answer is simple,” Perdue continued at the groundbreaking ceremony for the Levine Hall of Medical Sciences. “We compete by having big ideas and big dreams. Campbell’s big dream will transform the town of Buies Creek, Harnett County and the state.”

Sixty days before the first medical school classes — still leaning back in the couch in the building on campus named for University founder J.A. Campbell — Jerry Wallace said his dream has come true.

“Campbell will make a huge difference,” Wallace says. “Come August, we will be the second-largest medical school in North Carolina, and soon we’ll have graduates in the communities where they’re needed most. This will open many doors for Campbell. And I pray Campbell will be just as bold for the next challenge as it has been for the PA program and this medical school.”

Days after saying these words, Wallace was on hand to welcome the class of 40-plus PA students as the first students to study under the roof of the Levine Hall of Medical Sciences. PA students man a few of the classrooms in the building and will share all labs, lab equipment, libraries and other amenities with medical school students, physical therapists and, hopefully, nursing students (the University approved taking the steps to launch a nursing program last

Campbell announces two partnerships that result in $4 million toward the medical school, the largest foundation gifts in the University’s history. Campbell receives $2 million each from Kate B. Reynolds and the Golden lEAF Foundation.

the school is approved to begin recruiting students after receiving provisional accreditation from COCA.

BB&T pledges $1.75 million toward the medical school. “providing accessible primary health care is one of the major issues facing many of the markets we serve,” says Eastern Region president Scott Evans. “In order for these communities to grow, our citizens will need the type of care the Campbell graduates will provide.”

Brick work begins in August on the 96,500-square-foot medical school facility.

on June 1, Campbell University begins accepting applications from the students who’ll make up the first graduating class for the medical school. In just three weeks, the school receives 500-plus applications and more than 700 applications by August.

the medical school and Southeastern Health announce a partnership in February in lumberton to offer medical training opportunities for Campbell’s students. the agreement is one of several academic health center partnerships between the newly formed medical school and major health care institutions in the region.

2012 2013


spring) in the future.

“Campbell will be a destination for health care education on several levels,” Wallace says. “It’s glorious to imagine having pharmacy, PA, physical therapy, osteopathic medicine, nursing, public health, athletic training, social work, community counseling, exercise science, chaplaincy and the other programs I’ve failed to mention … all here in a place called Buies Creek.”

That vision is exciting to students like Jeffrey Pennings, who’ll be in the first class of medical students at Campbell

set to graduate in 2017. A graduate of Clemson University, Pennings says he chose Campbell because he’s convinced the school will help lead the way in changing the approach of medical education. He said he was asked by several friends where Campbell was located and whether or not he’d feel “trapped” in a small town like Buies Creek for the next few years. Pennings told them no.

“This school is right where it needs to be,” he says. “The community will benefit, and the students will be trained in an

environment similar to the areas of this state that need physicians and improved health care. I’m going to be very comfortable here.”

Location doesn’t seem to be a hindrance at all in the early going. Three weeks after Campbell opened up student applications on June 1, 2012, the school already had 500 applications for its openings, more than many established schools received, according to Kauffman. That number had reached 700 by August 2012.

And aside from the influx of doctors the school will provide in the coming years, it’s also going to mean an economic shot in the arm as well. Already, about 65 full-time faculty and staff have been hired with more to come as the school grows and more classes matriculate in. In the first 10 years of operation, the school is expected to mean 1,158 new jobs created in North Carolina and a $300 million regional economic impact.

All of it the result of one man’s desire to launch a PA program and, eventually, something even bigger.

“I’m grateful to God,” Wallace says when asked to describe his emotions as his vision becomes reality. “I’m grateful for His provision and his guidance in opening doors we never could have dreamed we could open here at Campbell University.”

More than 100 of the 162 students who’ll make up the first medical school class (the Class of 2017) and their families meet in the lundy-Fetterman School of Business in April for a day of presentations and tours and for insight into what to expect when the school opens and classes begin. the event marks the school’s first Accepted Students Day.

the Board of trustees approve the development of a bachelor of science in nursing degree. the proposed start date of the program, if accredited, is fall 2014.

Major construction of the medical school facility is complete, and in May, faculty and staff begin moving their belongings into their new offices.

Campbell physician assistant students become the first to officially learn within the walls of the new leon levine Hall of Medical Sciences, which will also house the first class of osteopathic medical students this fall. the University marked the milestone with a small ceremony led by president Jerry Wallace.

Wallace was accompanied by the Campbell University Board of Trustees during their first official tour of the Levine Hall of Medical Sciences facility in spring 2013.

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lEADING tHE WAyJoHN KAUFFMAN, Do | FoUNDING DEAN, CAMpBEll UNIVERSIty

SCHool oF oStEopAtHIC MEDICINEBY BILLY LIGGETT, PhoToS BY BrYan rEaGan

It’s 11:30 a.m. on a gorgeous spring day in Buies Creek, and I’m waiting patiently in a vast, mostly empty

lobby on the second floor of Carrie Rich Hall — at the time the unimpressive temporary home to Campbell University’s School of Osteopathic Medicine.

“Patiently waiting” for Dr. John Kauffman — the founding dean of North Carolina’s first new medical school in 35 years — and an interview that was supposed to begin 30 minutes earlier.

“I’m so sorry you’re waiting,” his executive assistant, Nancy Lawrence, tells me at approximately 11:31. “Dean Kauffman’s on a phone call …”

She goes on to further explain the call, the important people on the other line and a few other details that I won’t remember. It’s not the first time she’s told this to somebody, and it won’t be the last.

Thirty-two minutes in — pretending to read emails and occasionally checking Facebook for anything interesting — I completely understand. Founding deans have a lot on their plate. Launching a med school is no easy task.

At minute 33, the dean is ready for me. I walk in and shake his hand, noticing the books, notepads and laptops strewn about the office he’d occupied for less than two years [the one he’d be leaving

in just a month for newer, more spacious state-of-the-art digs].

“Do I need to reschedule?” I ask, knowing the interview I had planned would now probably dig into his lunchtime … likely his only “alone time” that day if there were no business lunches to attend.

“No, no … now’s perfect,” he responds cordially. “Let me make sure I have nothing coming up.”

He breaks out his laptop, now connected to a wall projector that displays calendar software full of colored blocks marking past and future meetings and phone calls. The calendar is 90 percent full … most of his days start and end well before and after 9 a.m. and 5 p.m.

I notice the green block labeled “Magazine Interview.” One of the rare white spots followed.

We have time, he confirms.

I explain the point of the interview — an introduction to the man who will lead Campbell’s medical school … who he is, how he got here, where he’s taking us. I explain that the next edition of Campbell Magazine will be dedicated to the medical school.

Kauffman is excited to get started. His suit jacket has been shed, and his tie is a little looser. No doubt both will be back in place once the orange block on today’s

calendar coincides with 1 p.m.

My first question is about why he got into medicine and medical education in the first place.

“Well, my father was a school teacher,” he begins.

“And I always enjoyed the sciences …”

John Kauffman did always enjoy the sciences, and from an early age, he always thought he’d grow up to be a scientist … even if he never really thought about what being a “scientist” entailed.

He also loved music, but Kauffman says he had “very wise parents” who encouraged him in high school to perhaps pursue a career in science or medicine instead. He spent much of his senior year in high school studying abroad in Australia, which made for little time to apply to several colleges. The one college he did try for, Allegheny College in Meadville, Pa., accepted him … and that was that. Kauffman studied biology and psychology there, and worked as an orderly at a local hospital during his summers. During that time, he was heavily influenced by a doctor of osteopathic medicine, Jerry Powell, s.

Dr. Powell was a missionary doctor who worked a lot as a surgeon in Indonesia.

Dr. John Kauffman has built programs from scratch before. He believes his career — and divine providence — have prepared him for his next role as

founding dean of Campbell’s medical school.


“I was very impressed by him,” Kauffman recalls. “He was a larger-than-life figure in my life at the time. I was impressed by what a great doctor he was and how compassionate he was to his patients. I wanted nothing more than to go to medical school where he went to school.”

That school was the Philadelphia College of Osteopathic Medicine, one of the oldest and largest DO schools in the nation. He was an internal medicine resident at Allentown Osteopathic Medical Center in Allentown, Pa., and it was during college and his early professional career when he decided he wanted to become a family doctor.

But there was something else he loved about Lehigh Valley — interacting with his fellow resident doctors. He enjoyed research. He enjoyed participating in lectures. He liked the idea of helping build residencies and new programs. Three years removed from medical school, Kauffman began teaching in addition to practicing medicine.

Then in 1993, an opportunity arose. Lehigh Valley Hospital was seeking a director of medical education — a full-time position coming at a time when most DMEs were part time.

“I felt like this was what I was created

to do,” says Kauffman, who with his wife Sharon had just become parents of twins at the time. “And I loved it … but after four years, that hospital was bought by another hospital, which already had a DME. So I was back out in private practice, which I did until 2001. I still taught some during that time, but I found I missed full-time academics.”

In 2001, Kauffman joined University Hospitals in Cleveland and became director of medical programs. At the age of 41, he was taking over a 150-bed hospital that had previously closed and lost all of its residency programs a few years prior. UH charged Kauffman to start from scratch and establish university-based osteopathic residencies in dermatology and pediatrics.

Today, University Hospitals is considered one of the nation’s leading health care systems. In 2006, after five years helping build from the ground up, Kauffman left Ohio to become the associate dean for postgraduate affairs (and eventually the vice dean) at the Edward Via College of Osteopathic Medicine.

During Kauffman’s time at VCOM, the number of residency positions grew from 40 to 280 positions in family medicine, internal medicine, dermatology and neurosurgery.

“We just worked ourselves nonstop,” Kauffman says with a smile, which flows easily into his next sentence. “And I loved every minute of it. We developed programs in Virginia, West Virginia and North Carolina. I was there about four-and-a-half years when in April 2010, the dean came to me to talk about a school opening up in North Carolina.

“A school called Campbell.”

It took a little prodding for Kauffman to give Campbell a call. Not because he didn’t think it was a great opportunity, but he was still enjoying his work in Virginia.

In November 2010, a full seven months after first hearing about the small university in Buies Creek, N.C., Kauffman called Dr. Ronald Maddox, dean of Campbell’s pharmacy school and vice president of health programs at the University. On Dec. 5, Kauffman was invited to Buies Creek for a formal interview.

Kauffman was impressed by what he heard about Campbell, and he thought the interview “went well, but he knew more than one of the men and women who were also being considered for the


position. Men and women who had more experience. Some of them who had been deans at other schools.

In other words, it came as a surprise when on Dec. 16, he received a call from Campbell asking to meet Maddox and Campbell President Jerry Wallace at a hotel in Sheraton for another meeting. That other meeting was actually a job offer.

“They offered me the job on two conditions,” Kauffman recalls. “No. 1: That I can start in two weeks. No. 2: That I can have a feasibility study done in two months. Now, feasibility studies can take up to six months … but what do you say? How often do you get the chance to be the founding dean of a medical school?”

Kauffman was officially appointed dean on Jan. 3, 2011, and was formally appointed three days later on campus at Butler Chapel. His first impression of Campbell was its beauty.

“I liked the fact that we were in a rural setting,” he says. “I grew up in a farm community in western Pennsylvania, so it felt like home. I was also impressed by how genuine the people were and how excited everyone was about the future and this medical school. It was just a wonderful introduction to Campbell.”

Three weeks after Kauffman’s appointment, Campbell received the endorsement of the N.C. Academy of Family Physicians and the organization’s 2,900 members. Five months later, a study conducted by North Carolina State University economist Mike Walden revealed Campbell’s medical school would bring nearly $300 million and 1,150 jobs to Harnett County in its first 10 years.

The medical school was off and running long before the first bricks would be laid on the 96,500-square-foot facility that would break ground that December. Kauffman credited Campbell’s administration with the school’s success in those early months.

“I had never worked anywhere where the leadership was so approachable and just

so excited about the future,” Kauffman says, citing Wallace, Maddox, Vice President of Business and Treasurer Jim Roberts and Vice President for Academic Affairs and Provost Dwaine Greene, among others. “How do I explain success we’ve had to this point? First and foremost, we have a president with a phenomenal vision and an incredibly and supportive administration to work with.”

As he did in Virginia and Ohio before that, Kauffman has worked himself "silly” the past two years in preparation for Aug. 5, 2013, the day the first class of 162 medical students step inside the Leon Levine Hall of Medical Sciences to being their education.

“The last two years have been an absolute joy and pleasure,” Kauffman says. “I started with a blank slate here, as I’ve had in every job before this. I think I work best in a ‘blank slate’ environment. … I’ve recruited and surrounded myself with some of the top talent in the nation.”

It was 2 a.m., another late night during those first two months when Kauffman was assigned to write a feasibility study for accreditation purposes.

Kauffman was gathering information about Campbell for the study, and while browsing the University’s website, he came across the school's stated mission.

Campbell University is a university of the liberal arts, sciences, and professions which is committed to helping students

develop an integrated Christian personality characterized by a wholeness of body, mind and spirit that includes a method of critical judgment ...

The mission statement mirrored the first tenet of osteopathic medicine: The body is a unit; the person is a unit of mind, body and spirit.

“I got to thinking about the connection between osteopathic medicine or the medical profession as a whole and faith-based schools like Campbell University,” Kauffman says. “There’s a link there. I believe coming to Campbell was a calling for me. My ending up here is very providential.”

It’s because of this Kauffman had no trouble using the word “Christian” in the school’s mission statement (despite suggestions to keep it out from outside agencies). Campbell’s begins: The Mission of the Campbell University School of Osteopathic Medicine is to educate and prepare community-based osteopathic physicians in a Christian environment to care for the rural and underserved populations in North Carolina, the Southeastern United States and the nation.

The medical school is not the beginning, nor is it the end of Campbell University’s goal of becoming a leader in health education in North Carolina and points beyond. The pharmacy school and its programs have been established for 26 years, and already Campbell is working toward programs in physical therapy, nursing and more.

But today, Kauffman is thinking of August 2013 and the day Campbell’s first osteopathic medical school students walk through those doors to learn.

“It will be a proud moment,” he says. “The day we had our trustees touring the building … even then, I couldn’t stop smiling. The joy comes from knowing that all of this has been a wonderful team effort. This is the dawn of a new day at Campbell … we’re training the next generation of physicians who will go out and make a difference for rural and underserved North Carolina.”

"I believe coming to Campbell was a calling for me. My

ending up here is very providential.”


During the planning for the Campbell University School of Osteopathic Medicine, Ron

Maddox met with leaders at various hospitals and research institutions to gauge their willingness to provide training opportunities for Campbell’s medical students.

Over and over Maddox, the vice president for health programs and the founding dean of the College of Pharmacy & Health Sciences, got a similar response: “I don’t know a lot about osteopathic medical

education, but I know you’ve got a good pharmacy school. Sure we’ll work with your students.”

The medical school wouldn’t exist if the pharmacy school hadn’t been successful, Maddox says, and the pharmacy school wouldn’t exist if not first for the Norman Adrian Wiggins School of Law. “Those schools and their reputations laid the foundation.”

That wasn’t lost on students who applied to be part of the medical school’s first class.

“Though the medical school is new, I feel confident with the education I will receive because of the reputation of Campbell’s pharmacy and law schools,” says Anthony Parker, a 2013 graduate of N.C. State University and a medical student at Campbell. “They are among the best in the state and nation.”

How did these programs become so successful? The following is an overview of how they began and what set them apart.

WHAt CAME BEFoRECampbell’s medical school wouldn’t have been possible if not first for the

success of the university’s law and pharmacy schools

BY ChErrY CraYTon

The late Norman A. Wiggins, Campbell University's third president, set a precedence for successful professional and graduate education by launching the School of Law and School of Pharmacy during his tenure.


lAW SCHool

ThE IdEa: A few years into his presidency at Campbell College, Norman Wiggins got asked one question more often than others: “When are you starting a law school?”

Wiggins earned his law degree at Wake Forest University and taught there before joining Campbell in 1967. He and Campbell’s trustees and presidential advisors were concerned about the state of legal education. They saw recent law graduates who lacked ethics, who clustered to urban centers and who hadn’t been thoroughly trained. But it was only in 1963 that Campbell graduated its first four-year class after operating as a junior college for 35 years, Wiggins would say. “We are not ready right now.”

Campbell’s academics got a boost in 1972 when an accrediting agency visited. The school also began its first major fundraising campaign, leading to a stronger library, enhanced curriculum and improved physical space — all important for law school accreditation. The right time came in 1974. In October, Wiggins told the N.C. Baptist State Convention that Campbell planned to start a law school that emphasized “ethical, moral and Christian standards” and trained “people with the idea that a lawyer is a special kind of person, that he is doing more than just making money.”

ThE CrITICISm: Not everyone supported it. Several state newspapers and UNC System leaders spoke out in opposition. They pointed to a 1974 study by the Triangle Research Institute that concluded there was “no need for additional law schools in North Carolina,” because the state needed to produce only 200 lawyers a year between 1974 and 1984, though its four law schools were admitting 450 students each year.

Also, the leaders of peer institutions expressed concerns that funding allocated to their schools would be redirected to support Campbell’s law school at a time when their budgets were already strained. They urged Campbell to reconsider.

“If it hadn’t been for President Wiggins’ foresight and determination, that might have been the end of it,” says Olivia Weeks,

an assistant professor and the library director at the Campbell Law School who is writing a history of the school.

ThE nEEd: North Carolina needed Campbell’s proposed law school, because too many people in the state didn’t have access to quality legal service, Wiggins told his peers at a follow-up meeting with the N.C. Baptist State Convention in July 1975. According to a study by Harold Wren, the dean of the University of Richmond’s School of Law, seven of the 100 counties in North Carolina — 30 percent of the state’s population — had half of the state’s lawyers; the remaining 93 counties shared the other half. Some counties, like Pamlico, didn’t have a single lawyer.

“Experience has shown that lawyers are somewhat like doctors in that they tend to practice in cities and metropolitan areas,” Wiggins told the N.C. Baptist State Convention. Campbell’s graduates, however, tended “to settle in small towns.”

Campbell was also financially able to support a law school without additional funding from the convention, he added. The school had secured $500,000 in pledges and was beginning a five-year, $12 million fundraising campaign. The convention approved the law school.

ThE dIffErEnCE: Margaret Currin was among the first 97 law students who began studies at Campbell in August 1976. She was also just one of two non-Harvard students who completed a summer internship in a division of the U.S. Attorney’s Office following her second year. At first, she says, she was unsure how her Campbell education “would stack up against any other law school, let alone Harvard’s.” But the interns from the more established law schools were not familiar with some of the basic practical procedures that Campbell had taught its students.

“That impressed upon me the quality of the legal education I was getting,” says Currin, now a Campbell law professor.

When Leary Davis left his practice to become founding dean of Campbell’s law school, he saw an opportunity at Campbell “to do something different” with legal education, he says. Among the innovations: a rigorous curriculum that emphasized practical education. Students were required to complete 10 hours of procedural courses, at least one planning course, and a trial and appellate advocacy program. “... Few law schools go as far as Campbell in requiring the experiential learning experiences that helps students learn to think, think critically, and solve problems,” says Davis, today retired.

When the law school’s first class graduated in 1979, nearly every graduate passed the bar exam. It wasn’t beginner’s luck. Campbell’s overall record of success on the N.C. Bar Exam has been

unsurpassed by any other law school in the state for the past 26 years.


When Currin and the law school’s first class graduated in 1979, nearly every one of them passed the bar exam. It wasn’t beginner’s luck. Campbell’s overall record of success on the N.C. Bar Exam has been unsurpassed by any other law school in the state for the past 26 years.

ThE LEGaCY: The law school was renamed in honor of Wiggins in 1988. Twenty-one years later, it moved to downtown Raleigh, where its externship program has flourished. Any given semester, 60 to 70 students complete externships, further strengthening Campbell’s experiential learning opportunities. In March 2013, the law school moved into the top tier among law schools and collected its highest ranking ever. “Dr. Wiggins would certainly be proud to see where the law school is today,” Davis says.

pHARMACy SCHool

ThE IdEa: Why would Campbell President Norman Wiggins, a lawyer, be interested in opening the first pharmacy school in the United States in 35 years? That was what Ronald Maddox wanted to know when Wiggins asked him to be the founding dean of Campbell’s pharmacy school.

At the time, Maddox was an associate dean and professor of pharmacy at Mercer University, and he was helping the pharmacy dean conduct a feasibility study on Campbell’s proposed school. Maddox knew North Carolina was a growing hotbed for the pharmaceutical industry, but he wanted to be sure Wiggins was fully committed to the success of a pharmacy school. Maddox peppered Wiggins with questions.

As to his interest in starting a pharmacy school, Wiggins told Maddox: “I grew up in Burlington, N.C., and my mother took my siblings and me to a community pharmacist for our health care needs. I would like to see pharmacists like the ones just around the corner trained in a Christian environment who’ll go on to make a difference in the lives of their own communities.”

Maddox liked what he heard and agreed to be dean. Campbell announced in January 1985 its plan to open a pharmacy school.

ThE CrITICISm: Former UNC School of Pharmacy Dean Tom Miya told the Associated Press in 1985 that he was concerned that a new school would cut into UNC-Chapel Hill’s ability to enroll students and fill vacancies for faculty positions. He said enrollment in the nation’s 71 pharmacy schools declined 23 percent in the 10 years leading up to 1983-84; and at UNC-Chapel Hill, enrollment had dropped by 2.7 percent between 1982-83 and 1983-84.

“We struggled like mad to get [student enrollment] where we wanted this year,” Miya said. “We’d be competing for the same qualified applicant pool.”

Campbell's law school (above) and pharmacy school (pictured right during recent 25th Anniversary Gala) have not only strengthened the University's professional programs, they've strengthened the undergraduate programs as well.

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In response, Wiggins told The Campbell Times that Miya “raised legitimate questions of concerns” but stressed there was “no competition of an unwholesome type with UNC.”

ThE nEEd: When Campbell announced plans to start its pharmacy school, there was only one in North Carolina. But with the state’s increasing population, there was already a need for more than 600 pharmacists in North Carolina to meet the national average, a study found. At the same time, pharmaceutical and medical device manufacturers were flooding to the state, creating jobs that needed to be filled. Though total manufacturing jobs declined in North Carolina between 1972 and 1984, the employment rate for pharmaceutical and related jobs jumped 350 percent.

“There were huge opportunities for pharmacy education in North Carolina,” Maddox says. The pharmacy admissions coordinator at Mercer University told Maddox, too, that students from North Carolina frequently chose to attend Mercer because they preferred studying at a private Christian university and that 30 percent of Mercer’s pharmacy students came from East Tennessee.

“There was fertile ground to draw pharmacy students from,” Maddox says, adding that North Carolina had a strong foundation of hospitals and clinical sites, such as Duke Health, Wake Forest Medical Center, and Cape Fear Valley Health, that could provide ample training and hands-on experiences.

ThE dIffErEnCE: Pharmacist Rene’ Smith grew up a Carolina fan and thought she’d attend UNC-Chapel Hill for her pharmacy degree. She got accepted, but she chose to attend Campbell’s School of Pharmacy, making her one of the 55 students in the inaugural class that began August 1986. Two things made the difference, she says: the supportive and accomplished faculty and staff that she met during her campus visit to Campbell; and the five-year Doctor of Pharmacy degree (PharmD) Campbell offered. UNC-Chapel Hill’s five-year degree led to a bachelor’s at the time, and it wasn’t until 2000 when the national accreditation body required pharmacy programs to transition from the bachelor’s to PharmD.

“To get your doctorate in five years, that carried some weight,” she says.

In line with Wiggins’ vision for community pharmacists, Campbell was also the first university in the U.S. to require a community-pharmacy rotation. Another required rotation that’s standard now was in geriatrics.

“Dr. Maddox had a vision of what the field would look like 20 years in the future,” says Todd King, a student in the first class who is today a senior clinical director at Omnicare. “The school prepared us well for the duration of our careers.”

Part of that preparation included an additional 1,500 internship hours that Campbell’s pharmacy students completed before they took board exams. Unlike the majority of pharmacy schools offering a bachelor’s, Campbell’s PharmD program incorporated 1,500 clinical hours into nine one-month rotations during their fourth year, reducing the gap between finishing coursework and taking board exams.

Success followed. The pharmacy school’s first class graduated in 1990 and had a 100 percent passage rate on the national boards. Since then, Campbell’s pharmacy students have maintained a 98.5 passage rate, one of the highest in the nation.

ThE LEGaCY: In 2007, Campbell dedicated its pharmacy teaching facility in honor of Maddox. Two years later, Campbell changed the name of the pharmacy school to the College of Pharmacy & Health Sciences when the trustees approved the addition of a physician assistant program. The physician assistant students began in August 2011, and a year later, the first Master of Science in Public Health students started their studies. The trustees have also approved Doctor of Physical Therapy and Bachelor of Nursing degrees.

“The pharmacy school has … strengthened our undergraduate science base and has expanded our clinical research and ultimately led to our physician assistant program and now the medical school,” says Britt Davis, Campbell’s vice president for institutional advancement. “No doubt about it, law and pharmacy have helped set the stage to open the medical school. All of this has been years in the making.”

StudentS will be trained in hoSpitalS

around the State

Unlike the current medical school models at UNC, Duke, East Carolina and Wake Forest — which train and teach in university-affiliated hospitals — Campbell University’s School of Osteopathic Medicine will partner with at least 11 hospitals and clinics in North Carolina to train its students.

Campbell’s curriculum will place a strong emphasis on maintaining a balance between hospital-based and out-patient medical training.

"Harnett Health [pictured above] is proud to partner with Campbell as we work to transform health care in Harnett County and foster growth of local medical professionals," said Harnett Health President and CEO Ken Bryan. "Our strong partnership will cultivate quality, compassionate health care providers who will help advance medical science and vital members of the community.

The following hospitals/health systems have provided letters of commitment pledging to take students:

Our parTnerS

Betsy Johnson Regional Hospital (Harnett Health)

Harnett County Hospital

WakeMed Raleigh Campus

New Hanover Regional Medical

Center

Southeastern Regional Medical

Center

Forsyth Hospital (Novant Health)

Presbyterian Hospital (Novant Health)

Cape Fear Valley Regional Medical

Center

Alamance Regional Medical Center

Central Carolina Hospital

Johnston Medical Center


When Campbell University set out to construct the home for its School of Osteopathic Medicine, it was imperative that the building be both well-designed and innovative, says Dr. John

Kauffman, founding dean of the medical school.

It had to be well-designed to send the message that Campbell was launching a well-planned, top-notch School of Osteopathic Medicine, and it had be innovative to reflect the distinct medical education the school planned to deliver, he says.

Melissa Stout Davies (’10), a student in the School of Osteopathic Medicine, says Campbell hit the mark with the 96,500-square-foot, state-of-the-art Leon Levine Hall of Medical Sciences. “It’s beautiful,” Davies says. “I think it’ll make a major difference in attracting students to the school. It says that Campbell is committed to providing a top-quality medical education and that it will prepare us well for our careers.”

Consider the building’s largest classrooms. They were designed so that every two rows are on the same level, which allows students to be easily broken into small groups to work together during classes. This will help students learn to work collaboratively within a small team, a crucial skill in health settings, says Michael Mahalik, the School of Osteopathic Medicine’s senior associate dean for academic affairs and research. “The students will learn here that in the real world that they will have to work together,” he says.

The Hall of Medical Sciences, which was constructed between December 2011 and May 2013, also boasts one of the top simulation centers in the region. Located on the second floor are six simulation lab rooms that mimic an emergency room, an operating room, an intensive care unit, a labor and delivery room, and debriefing rooms.

There’s also a virtual lab where students will gain experience with surgical simulations and be exposed to equipment that teaches about colonoscopies, esophagogastroduodenoscopies, and bronchoscopies. There’s even a prayer chapel. The building’s top level features a 5,500-square-foot anatomy lab and fresh tissues lab. “Because the students are coming here to be physicians, we need to keep their learning experiences interactive, and that’s what you see as an emphasis with this building,” Mahalik says. “We want our students in the labs and doing early clinical experiences that will poise them for success.”

A BEACoN oF MEDICAl EDUCAtIoNInside the Leon Levine Hall of Medical

Sciences, home of the Campbell University School of Osteopathic Medicine

BY ChErrY CraYTon PhoToS BY BrYan rEaGan


StAtE-oF-tHE-ARt lABSJim roberts: “our fourth-floor anatomy center is a state-of-the-art lab where we treat the human body in a manner that is expected of a Christian institution. … the oSCE (objective structured clinical examination) rooms are basically exam rooms. that’s the room where our pAs and Dos learn to be a doctor. they learn how to interact with their patients. And every room — the classrooms, the labs, all of it — is recorded so [lectures and labs] can be studied and used again and again.”


Anatomy lab made possible by Dr. P.K. Vyas, Eastern Carolina Medical Center. Simulation labs made possible by the Golden LEAF Foundation and the Kate B. Reynolds Charitable Trust.


BUIlt FoR lEARNINGJim roberts: “our two large auditoriums seat 200-plus and have seating arranged so students can have their eyes on the professor or the large screens in the front, then spin their chairs around to work in group settings of eight. … Medical libraries are mostly electronic these days, and our library will provide all materials both in hard copy and electronic form. All lectures and training exercises will be available in the library.”

tHE StRUCtURECampbell University Vice President of Business Jim roberts: “Architects often talk about

buildings with form following function. that’s what we’ve done here. the building is set up with two structures that are tied together to provide wonderful student spaces, wonderful open study spaces,

light and access and facilities that meet the needs of the way medical education is taught today.”


tHE FlooR plANRoom-by-room map of Campbell University's 96,500-square-feet

Hall of Medical Sciences

oFFICES

ClASSRooMS

lABoRAtoRIES

CoMMoN AREAS

StUDENt CoMMoNS

lIBRARy

UtIlIty

FIRSt FlooR

SECoND FlooR

tHIRD FlooR

FoURtH FlooR

MANIpUlAtIVE MEDICINE lAB

MEDICAl SIMUlAtIoN lABS

StADIUM-SEAtING ClASSRooMS

ANAtoMy lAB

ENtRANCE

BY THE NUMBERSThe Leon Levine Hall of Medical Sciences:

1Prayer chapel

1Java City café

2 Lecture halls

4 Levels

5 Types of flooring

6 Simulation labs

8 Primary examination and instruction areas

13 Bathrooms

18 Months to complete construction

24 Study group rooms

30 Designers who worked on the project at architectural

firmLittle

30 Contractors who worked on the building project

withfirmT.A.LovingConstruction Company

42 Cadavers in anatomy lab

300 Workers who worked on site during the

building of the Levine Center

624 Lockers for students

800 Tons of structural steel used

1,700 Light fixtures

19,700 Concrete masonry blocks used

96,500 Square footage

210,000 Brick veneers used

$60 million

Construction and initial start-up operation costs


WARM, INVItING, EFFICIENt“the building draws upon many successful design components seen in the heart of main campus, yet possesses its

own unique identity. In keeping with basic principles of osteopathic medical practice, the campus uses many sustainable design concepts, including north-south solar orientation for daylighting; bioswales; long-lasting, easily maintainable

materials; and a high-performance energy system yielding long-term environmental benefits.” — SchoolDesigns.com


CLASS OF 2017Meet the future doctors who will make up the med school's charter class


BACK IN tHE GAMEANtHoNy pARKER | StUDENt | WAllACE, N.C.

UNDERGRAD: NoRtH CARolINA StAtE UNIVERSItyBY ChErrY CraYTon, PhoTo BY BrYan rEaGan

About five years ago, Anthony Parker was a senior at Wallace-Rose Hill High School playing

in the first half of a varsity football game when he made a catch as the tight end. He took off, running for 42 yards, before a hard tackle brought him down and caused his head to hit the field and suffer whiplash. He didn’t play the rest of the game.

A few days later, Parker was in the team’s weight room lifting a 40-pound dumbbell with his left hand, effortlessly. He tried to lift the weight with his right hand. He couldn’t. He tried a 20-pound weight. He couldn’t lift that one either. He told a coach: “Something’s wrong. Why can’t I do this?”

Coach told him: “It’s time you go see someone.”

Parker missed the next game and visited a chiropractor in Wallace, N.C., his hometown. Parker had a pinched nerve. The chiropractor made a manipulation, and Parker got back to playing. And with just a few more manipulations, Parker had regained his full strength. What the chiropractor did – how he helped others – stayed with Parker.

So when he was a freshman at N.C. State University and thinking about different career options, Parker went back to the chiropractor and asked if he could shadow him for a day. Parker liked

what he saw and how the chiropractor interacted with his patients. The chiropractor knew who the teachers were and who the fire fighters were. He knew patients’ mothers and grandmothers. He offered free adjustments for children on certain weekends.

Parker told the chiropractor: “I love what you do, and I want to do what you do.”

The chiropractor was honest: “I love my career, but if I had to do it over again, I would probably go into osteopathic medicine.”

Parker had never heard of osteopathic medicine before. He read up on the profession and shadowed a Doctor of Osteopathic Medicine. He fell in love with it. “As a DO, you’re not just fixing people when they’re hurt or sick. You’re working on total body wellness and lifestyle changes,” Parker says. “That’s something that was really important to me: helping people with their whole lifestyle.”

When Parker found out that Campbell University was opening its School of Osteopathic Medicine, he felt like he had found his calling. He became a biological sciences major at N.C. State, where he graduated from in May 2013. He became a volunteer at Duke Raleigh Hospital. He participated in the hospital’s shadowing physician program, which gave him the opportunity to watch a

couple of surgeries and procedures. And he mentored children with disabilities at Learning Together, a nonprofit in Raleigh. “I knew [osteopathic medicine] was what I was supposed to do and Campbell was where I was supposed to be,” says Parker, adding that Campbell was the only medical school he applied to.

He was in his vehicle, just coming from a gym playing basketball, when he got a phone call that he had been accepted into Campbell’s medical school. He thought: “I’m one step closer to where I want to be.”

This October, two months after he starts medical school classes, he’ll marry his high school sweetheart, Carrie Sanderson. Then, after he graduates from medical school and completes a residency and a fellowship, he hopes to go back to his hometown and open up a family and sports medicine practice and, down the road, perhaps a total wellness center and even a fitness center. There are no fitness centers like Gold’s Gym or Planet Fitness currently in Wallace.

“I want to give back to my community and help people,” he says. “If I were able to go back and help only 100 people, that’ll be OK, because that’s a 100 people who might not otherwise have had help.”


CHASING HER DREAMMElISSA DAVIES | StUDENt | FAyEttEVIllE, N.C.

UNDERGRAD: CAMpBEll UNIVERSIty (’10)BY ChErrY CraYTon, PhoTo BY BrYan rEaGan

In 2011, Michael Davies (’08) received an issue of Campbell Magazine in the mail that featured

an article about Campbell University’s plans to open a School of Osteopathic Medicine. The article included an explanation of osteopathic medicine, which sent him running to his wife, Melissa Stout Davies (’10).

“Read this!” Michael said to Melissa. “This seems right up your alley.”

About a dozen years earlier, somewhere around the age of 10, Melissa had decided she wanted to be a doctor. It started with “The Cosby Show.” She grew up watching the sitcom and was fascinated by the character that actor and comedian Bill Cosby played: Dr. Cliff Huxtable, an obstetrician. Melissa pictured herself delivering babies, too. “I wanted to help people,” she says.

After graduating from Fayetteville’s Pine Forest High School, where she met her husband, Melissa attended Campbell. She liked the small size, the emphasis on faith, and the strong programs in the sciences. She was a biology major and planned to enter medical school immediately after finishing her undergraduate degree. She applied to M.D. programs, but things didn’t work out.

So she took a job with a medical office in Erwin, N.C., and studied to improve her MCAT scores. She helped the medical office move to electronic record keeping and measured patients’ weight and

checked their blood pressure. In time she was trained to do EKGs, draw blood, and communicate with pharmacies. She loved the work, and it kept afloat her desire to be an OBGYN or a primary care physician.

It was about a year into the job when her husband encouraged her to read the article about Campbell’s new medical school. Melissa was familiar with osteopathic medicine, and she still planned to attend medical school, but she wasn’t sure if she wanted to wait a couple more years for Campbell’s to open. She talked with several of her former professors for advice, researched more about osteopathic medicine, and shadowed a radiologist with a Doctor of Osteopathic Medicine degree.

The more she saw and heard, the more she became convinced that osteopathic medicine was the right fit for her and waiting for Campbell’s school in the profession to open was worth the wait. “Maybe things didn’t work out initially because I had this opportunity waiting for me here,” she says.

She was drawn to the focus on preventive medicine and the holistic approach to working with patients. “One of the things I love about osteopathic medicine is the recognition that taking medicine is not always going to solve the problem,” she says.

Osteopathic medicine, she adds, fell exactly in line with the kind of doctor she hoped to be—one that’s emphatic,

a good listener, and communicates well with her patients and that serves others much like her mother, Jung Stout, does.

When Melissa was growing up in Fayetteville, Stout’s mother lived with her and her parents. Her grandmother had suffered several strokes and needed constant care. Stout provided it. Stout’s mother died during Melissa’s freshman year at Campbell, and three years later, when Melissa was a senior, her father was diagnosed with pancreatic cancer. Her mother took care of him, too, until he died shortly after Melissa graduated in May 2010. “Seeing how my mother took care of her mother and my father set the example of how I want to be as a doctor,” she says.

Last October, a couple of months after being accepted into Campbell’s School of Osteopathic Medcine, Melissa learned she was pregnant with her first child. Her due date was June 15, about six weeks before her first medical school classes were set to begin.

When she shared the news with family and friends, a few questioned her: Starting medical school is a big transition, and the work can be intensive, so doing that, while caring for a newborn? Do you really still plan to attend medical school?

It’s true that the pregnancy wasn’t part of the plan at this point in her life, Melissa told them, but becoming a doctor was her dream. “So I’m going with it,” she said, “and it’s going to be worth it.”


IN HIS FAtHER’S FootStEpS

JEFFREy pENNINGS | StUDENt | GoSHEN, Ny UNDERGRAD: ClEMSoN UNIVERSIty

BY BILLY LIGGETT, PhoTo BY BEnnETT SCarBorouGh

Jeffrey Pennings has been wearing stethoscopes and seeing patients since he was a toddler.

Of course, the equipment and the patients weren’t his … they were his father’s. The son of osteopathic physician Dr. Nicholas J. Pennings, Jeffrey Pennings grew up in the industry and early on developed a curiosity and admiration for the work his dad performed in Warwick, N.Y., located a little over an hour north of New York City.

“Growing up, I loved the stories about his experiences, and when I would hang around his office, I always liked the way he interacted with his patients,” the younger Pennings says. “That personable approach and the relationships he built over the years … that’s the same thing I desire when I practice medicine.”

After high school, Pennings enrolled at Clemson University with medicine in mind. He majored in bio science and minored in psychology. He also ran cross country and long distance events for the Clemson track team.

When it came time to look at medical schools, Pennings was set on following in his father’s footsteps by seeking

admission into a school of osteopathic medicine. Excited about the chance to blaze a trail and be a part of the first class of doctors at a new school, Pennings chose Campbell University’s new med school.

As it turns out, Jeffrey’s father ended up following in his son’s footsteps … joining Campbell after Jeffrey’s acceptance as an assistant professor for the med school’s Department of Family Medicine.

“Campbell just seemed like a healthy, exciting environment for both of us,” Jeffrey Pennings says. “It’s an interesting time to be in medicine, and this school is coming at a great time. Campbell’s program and its curriculum, I think, will lead the way in this new approach to medical education, and I think you’ll start seeing other med schools follow.”

Pennings says he wasn’t familiar with Campbell until he started researching for the med school. But he already likes the community — Buies Creek reminds him of his hometown of Goshen, N.Y. — and he’s excited about what the school and his class will mean to the university and the community.

“My friends have asked me, ‘Where’s Buies Creek?’ and I’ll tell them, ‘Just

outside of Raleigh.’ They’ll respond with ‘How close to Raleigh?’ and I’ll say, ‘That’s not important,’” Pennings says. “This school is right where it needs to be. The community will benefit, and the students will be trained in an environment similar to the areas of this state that need physicians and improved health care. I’m going to be very comfortable here.”

As for his future, Pennings says he wants to go into primary care, preferably in North or South Carolina. Not only will be following in his father’s footsteps, but his siblings as well (he has three brothers — one of them a registered nurse — and a sister who is getting her masters in public health).

His goal is to be the kind of physician his father was — someone who cared deeply about his patients’ wellness and became an important part of his community.

“When my dad left his practice, his patients cried,” Pennings recalls. “They were happy for him, but they were sad to lose him. He worked for years in a small farming town, and he had a huge impact on their lives.

“That’s the kind of doctor I want to be.”


tHE BoRN lEADERERASMo ESpINo | StUDENt | EAGlE pASS, tExAS

UNDERGRAD: CAMpBEll UNIVERSIty ('12)BY BILLY LIGGETT, PhoTo BY BrYan rEaGan

It was a question that needed to be asked during his interview process to get into Campbell University’s

School of Osteopathic Medicine ... but considering Erasmo Espino’s background, both he and interview conductor felt a little silly when it was asked.

Tell us about a time in your life when you had to display leadership.

Where do we begin?

A native of Eagle Pass, Texas, located near the Mexican border about two hours west of San Antonio, Espino joined the Army soon after high school at the age of 18 in 2000. Not long into his service, the country was attacked on Sept. 11, 2001; and Espino would serve his country as a special forces medic on the frontlines in Iraq and Afghanistan. He would experience multiple intense moments during his deployments, treating soldiers injured in battle … some of them would not survive their injuries.

There were positive moments as well. One of Espino’s commanding officers was a doctor of osteopathic medicine, and on more than one occasion, they served the Afghan population by treating the sick and providing basic modern health care to regions that had never seen it.

So, back to the “leadership” question …

“My whole experience in the military was about [leadership],” says Espino, now 31. “But I’m not one to dwell on the past. I’m excited about my future. I’m excited to be part of something new.”

Espino, who began taking undergraduate courses at Campbell’s Fort Bragg campus while stationed there, left active duty in 2010 to focus more on his education and earn his degree in health sciences in December 2012.

Having had exposure to rural medicine in underserved areas of the world, Espino says applying for admission into Campbell’s med school seemed like a natural step.

“My family is in Fayetteville, my wife works here and my children [ages 6 and 4] were born here … this school just seemed like the right fit,” he says. “A lot of my decisions in life have come from instinct, and I have no doubt this was the right decision for me.”

Espino applied late to be a part of the first class and was initially put on a waiting list. Soon after being told this, however, a spot opened up, and Espino was chosen over hundreds of others also on the list at the time. He says simply being chosen was an honor for him.

“Being a part of the first class, that’s something special,” he says. “This class needs to set the example for future classes. It’s our responsibility to carry on the tradition of prestige in Campbell’s graduate programs. The fact that they chose us to be a part of this shows that they believe in us. And that means a lot.”

Espino has options when he finishes med school. He can choose to go back into active duty and finish his military career with an early retirement — and then open a civilian practice. Or he can choose to go straight to civilian life and practice medicine in North Carolina.

“I can see myself 10 years from now practicing emergency medicine,” he says, “and contributing to reversing the shortage of physicians in this state.”

No matter what he chooses, Espino will be a trailblazer in more than one way. The son of immigrants from Mexico, he is already the first person in his family to earn an undergraduate degree. He says his parents are beyond proud of his military service and his decision to enter medical school.

“It means a lot to me that I’m able to validate their sacrifice,” Espino says. “Coming here to this country and taking a chance … they can say it was worth it.”


HERE FoR tHE UNDERSERVEDKAtE tAyloR | StUDENt | HARRISBURG, N.C.

UNDERGRAD: FURMAN UNIVERSItyBY BILLY LIGGETT, PhoTo BY BEnnETT SCarBorouGh

Barely into her 20s, Kate Taylor has already seen the world.

The Czech Republic, Costa Rica, Romania, Mexico … Taylor has to think hard to recall everywhere she has been, most of these trips the result of missions she took part in while a student in high school and at Furman University in Greenville.

And it was during her world travels when she got to see first hand and hear stories about the impact qualified physicians and modern medicine can have on medically underserved populations. A neuroscience and Latin American studies major in college, Taylor was student president of Furman University Medical Missions, and her group helped set up clinics in the outskirts of San Jose, the capital of Costa Rica.

“Their medical system is such that people have to wait months for proper care,” she says. “So the people there were just so happy to see us and so happy to see that we cared enough to help. That trip showed me the need that exists out there, and it got me even more excited to get into medicine.”

Taylor’s experience — and her career goals — fit in well with the mission of Campbell University’s School of Osteopathic Medicine. The school aims to educate and prepare community-based osteopathic physicians who will one day fill the need for doctors in rural and underserved populations not only in North Carolina, but around the nation and the world.

“The idea behind this school is to reach people who really need us, and the fact that this is a faith-based school is really exciting to me,” Taylor says. “It’s rare to find that combination — a school with prestige and a great reputation that also has a great mission behind it.”

Taylor is no stranger to Campbell. Her grandfather was a Campbell supporter who often talked about the school when Taylor was younger. When she discovered the university would launch a school of osteopathic medicine in the fall of 2013, she learned more about it and followed the milestones like accreditation and the facility groundbreaking online.

And now, Taylor will be one of the first students to step foot inside that facility as part of the inaugural class of medical

students — the Class of 2017.

“I’m excited to be a trailblazer,” she says. “I love the idea of coming in to a new program alongside the students and professors who’ll work to make it better as we go along. I wanted to come here because I want to help lead the way and pass what we’ve learned on down to future classes.”

She says osteopathic medicine and Campbell’s approach fits in well with the type of physician she wants to be — “My grandmother was a nurse, and she’s so caring and sweet,” Taylor says. “I associate her with the idea of how you should care for people. I want to be that kind of presence as a doctor.”

As for her plans after school, Taylor says she’ll go wherever God takes her. Her husband is studying missiology at Southeastern Baptist Theological Seminary, so it’s quite possible that her skills will be put to use one day serving people in countries like Costa Rica that need her most.

“If we could pair up and serve together, that’d be a dream,” she says.


tEAM MENtAlItypHIllIp DEAl | StUDENt | HUNtERSVIllE, N.C.

UNDERGRAD: UNC WIlMINGtoNBY BILLY LIGGETT, PhoTo BY BrYan rEaGan

Phillip Deal loved anatomy as an undergrad at the University of North Carolina Wilmington

— so much that he led supplemental instruction sessions and taught his fellow students three times a week.

But a year into grad school studying clinical research, Deal came to a realization. Part of what he loved so much about science during his undergrad days was the interaction he had with his classmates. He missed those study sessions that combined a subject he was really interested in and the chance to discuss and explain the subject with and for others. The lab setting was too isolated, and Deal’s heart wasn’t in it.

“I wasn’t communicating with others as much as I had been,” he says. “The science was there, the interest was there, but something was missing. I had to take a step back and reassess my future.”

In 2012, he chose to alter his course — he applied for medical school. This fall, he’ll be among the first class of students to attend Campbell University’s School of Osteopathic Medicine.

“I have a good friend who attended Campbell’s pharmacy school, so I’d heard of Campbell before, and I knew about

their professional programs,” Deal says. “I looked up to this friend a lot, and he said great things about his experience here. He made me want to be part of one of those programs, and now I get to be part of an inaugural class … it’s an opportunity very few people have. We get the set the standard for all classes that follow us.”

Deal’s love of interacting with others also played a part in his decision to come to Campbell. One of the med school’s selling points to prospective students is its small-group learning approach. Groups of eight students will practically become one when it comes to study sessions and even classroom involvement. The school’s two large auditorium classrooms are designed with groups in mind, with seating rows having the ability to turn 180 degrees so students can interact with those sitting behind them.

“As students, we’ve been competing against each other to even get here, and now that we’re here, we’re coming into an environment where the competition is gone,” Deal says. “If someone in our group is struggling, we’re there to pick them up. There’s a huge emphasis on teamwork and helping everyone

out here. Getting the better grade than everyone else isn’t the goal. It’s simply understanding the material. The teamwork approach is the best way to facilitate that.”

Deal says he has an open mind when it comes to where med school will take him. If he had a choice, he’d prefer to stay in North Carolina, where he’ll do his residencies. Wherever he ends up, he hopes to get into family medicine, where he can settle down and build relationships in a community setting.

“I shadowed a few family medicine practices when I was in school, and I like the idea of having continuity with your patients,” Deal says. “The biggest difference between a DO and MD to me, is the overall attitude of the physician. What attracted me to osteopathic medicine is the idea of taking the entire patient into context when treating them. Someone could come into my office with a cold, and I could simply give them medicine, but I want to find out more. Is there something else going on? Is there a systematic behavior that can be changed to make them healthier overall? This holistic view of medicine is something that intrigues me.”


Robert Adams Concord, N.C.

Ballantines Alegre Egoavil Stafford, Va.

Victor Appau Worcester, Mass.

Richard Baggaley Cottonwood Heights, Utah

laura Barba Newark, Del.

lauren Baumgardner Waynesboro, Pa.

Michae Beattie Victoria, Va.

tiffani Beebe Millville, N.J.

Christopher Benton Morganton, N.C.

Neil Bhathela Cary, N.C.

William Brady Sarasota, Fla.

Mary Brewer Sanford, N.C.

travis Bridges Morning View, Ky.

Erica Brotzman Richmond, Va.

Ilona Brown Armed Forces, Pacific

Anna Brownstein Rockville, Md.

John Bunyasaranand Fayetteville, N.C.

William Cagle Salisbury, N.C.

Maria Campolo Newark, Ohio

Alexander Carrese Lavallette, N.J.

Samantha Carson Canfield, Ohio

launa Clough Gainesville, Fla.

Matthew Conti Raleigh, N.C.

Sara Cowles Grand Rapids, Mich.

Eric Creed Mount Airy, N.C.

Rachel Cutlip Marbury, Md.

Ibrahim Dagher Dearborn, Mich.

Sudarshawn Damodharan Hoffman Estates, Ill.

Melissa Davies Dunn, N.C.

phillip Deal Huntersville, N.C.

Rachel Dellehunt Kinderhook, N.Y.

Stephen Despins Oak Hill, Va.

leigh Dickinson Wilkesboro, N.C.

Cherie Dickson Matthews, N.C.

Rosemarie Dizon Great Mills, Md.

Richard Dobson Atlanta, Ga.

patrick Downs Charlotte, N.C.

Daniel Durocher Lynchburg, Va.

Ashley Duzik San Dimas, Calif.

Erasmo Espino Fayetteville, N.C.

Karen Farris Lombard, Ill.

Michael Firtha Akron, Ohio

Adam Fish Camarillo, Calif.

Erin Fitzpatrick Reston, Va.

Daren Fomin Springdale, Ark.

Janet Fontanella West Chester, Pa.

Adam Foster Brownstown, Mich.

Jessica Garcia Pepperell, Mass.

timothy Gaw Gibsonia, Pa.

leslie George Davie, Fla.

Elizabeth Gibbs Marion, N.C.

John Goforth Kings Mountain, N.C.

Colin Good Phoenix, Ariz.

David Gregory Paoli, Pa.

Jacquelyn Greiner Shallotte, N.C.

Amanda Gutwein Xenia, Ohio

Meredith Haley Hingham, Mass.

Allyson Hansen Clearwater, Fla.

Isaac Hanson Hastings, Minn.

Jonathan Hanson Columbia, S.C.

Melanie Hardin Sterling Heights, Mich.

Andrew Harrison Knoxville, Tenn.

Jillian Hartwell Jaffrey, N.H.

David Henry Battle Creek, Mich.

liem Hong Largo, Fla.

James Hooper Davidson, N.C.

Jessica Hulbert Kentwood, Mich.

Erica Iafelice Stamford, Conn.

Ami Jackson Waxhaw, N.C.

Shadi Jahangard-Mahboob Northridge, Calif.

tHE CAMpBEll UNIVERSIty SCHool oF oStEopAtHIC MEDICINE

CHARtER ClASS oF 2017


Jessica Jones Saginaw, Mich.

Wesley Jones Glen Ellyn, Ill.

Gunjan Joshi East Patchogue, N.Y.

Jean Jubert New Orleans, La.

priyanka Kailash Maplewood, Minn.

liza Kessling Port Matilda, Pa.

Aatiqah Khalid Cary, N.C.

Brianna Knott Greenville, S.C.

Daniel Kopatich Oconomowoc, Wisc.

Katherine lang Somerdale, N.J.

Andrew lee Stedman, N.C.

Angela lee Morristown, N.J.

Jaclyn leong Sacramento, Calif.

Kyle levitt Oxford, N.C.

Wayne lindsay Pinehurst, N.C.

Mark lorenzini Manlius, N.Y.

Richard lussier Nokesville, Va.

Sarah Mackey Asheville, N.C.

Alexander Madeira Chambersburg, Pa.

Ahsan Mahmood Winterville, N.C.

Ching Mak Cary, N.C.

Kayla McManus Ijamsville, Md.

Benjamin McMichael Whispering Pines, N.C.

David McMullen Etowah, N.C.

Stephanie Meadows Kinston, N.C.

Amara Mian Burr Ridge, Ill.

Ashley Michael Newton, Mass.

Sadia Mobeen Albany, N.Y.

Daniel Moses McLean, Va.

Christopher o’Keeffe Cornelius, N.C.

Venus oliva Long Beach, Calif.

Samuel olson Bentonville, Ark.

Michael ouzts Manning, S.C.

Renata palmeri Rochester Hills, Mich.

Anthony parker Wallace, N.C.

Jessica parker Evergreen, Colo.

Kinjalben patel Belcamp, Md.

Shaina paulraj Monroe Township, N.J.

tiffany payne Lexington, N.C.

Jeffrey pennings North Myrtle Beach, S.C.

paul poidomani New Britain, Conn.

Anne Marie pop Farmington Hills, Mich.

Dayton preslar Gainesville, Ga.

Briana promutico Reading, Pa.

Ryan pursley Norwalk, Conn.

Jessica Ratliff Miami, Fla.

Flint Ray Orem, Utah

Ryan Reese Nottingham, Md.

Angela Riccio Blairstown, N.J.

Marc Rodrigue Ocala, Fla.

Kyle Romero Annandale, N.J.

Marcos Rosado Dunn, N.C.

Corey Sadler Corinth, Tx.

James Salisbury Blacksburg, Va.

Christina Samaan Orlando, Fla.

John Samies Orangeburg, S.C.

lauren Schopman Kingwood, Texas

Irina Severenchuk Asheville, N.C.

Margaret Shaffer Chapel Hill, N.C.

Daniel Shapiro Brooklyn, N.Y.

Kelli Shortt Fayetteville, N.C.

Kaela Simpson Panora, Iowa

Rajbir Singh Miami, Fla.

Chase Smith Lake Dallas, Texas

Jeffrey Sobecki Powell, Ohio

tom Soker Greensboro, N.C.

Gaurish Soni Schaumburg, Ill.

Jaclyn Stacy Pisgah Forest, N.C.

Seth Stallard Boykins, Va.

Kelly Stanley Cambridge, Mass.

Dominique Stasulli Shenandoah, Pa.

patrick Stevens South Bend, Ind.

Jonathan Stormer Lyman, Maine

Michael Sumner Cliffside Park, N.J.

Blake taylor Pleasant Grove, Utah

Kathryn taylor Wake Forest, N.C.

tarreyca taylor Winston-Salem, N.C.

Gary tollin North Bellmore, N.Y.

Minhngan truong Wichita, Kan.

Aleksey tsarevskiy Charlotte, N.C.

Donata Vaiciunaite Fort Myers, Fla.

John Vu Edmonds, Wash.

Heather Wagner Point Pleasant, W.V.

Matthew Walker Clarksville, Tenn.

Andrew Walters Concord, N.C.

Jamie Weaver Henderson, N.C.

Evan Wenig Oostburg, Wisc.

Brooke Williams Lewisville, N.C.

Elizabeth Willis Raleigh, N.C.

Matthew Wrench Fayetteville, N.C.

Josiah Ziegler Greeley, Colo.

Mary Zulty Jarrettsville, Md.


FACULTY & STAFFThe men and women who'll train and guide North Carolina's future physicians


A pASSIoN FoR pAtHoloGy

BoNNIE BRENSEKE, pHD | INtERIM CHAIR oF pAtHoloGy EARNED pHD At VIRGINIA tECH

BY havEn hoTTEL, PhoTo BY BrYan rEaGan

It wasn’t until the second year of her professional medical training that Bonnie Brenseke discovered her

professional passion. She was fascinated by pathology, the study of disease, and how that knowledge could help improve and extend the lives of her patients. Her four-legged patients.

Brenseke, the new Interim Chair of Pathology at the School of Osteopathic Medicine, admits she took an unconventional path to get to Buies Creek. A Winston-Salem native, Brenseke wanted to become a veterinarian from childhood and pursued that dream as an undergraduate and veterinary student at North Carolina State University. She had a clear goal — to become a practicing small-animal veterinarian. However, in her second year of vet school, she discovered the discipline of pathology and spent much of the next two years in the necropsy, or animal autopsy, lab. By the fourth year, she’d made up her mind. She was going to be a pathologist. Brenseke went on to a pathology residency at the vet school on the Virginia Tech campus and, while there, earned her PhD at Virginia Tech.

“Everyone asks me ‘What department are you in?’ And I say ‘I’m with CUSOM,

the osteopathic medicine school….’ And they’re like ‘Oh, so you’re a doctor.’ ‘Yes, I am a doctor. I’m a veterinarian,’” says Brenseke. “There’s always that pause and then they ask ‘Why are you here?’”

But for Brenseke, the answer is clear. Knowledge of disease, its causes and treatments and how it affects biological systems, is essential for understanding how to treat patients, whether on four legs or two.

“Pathology is the study of disease. For humans and animals — disease is often the same. Animals can give humans disease; we can give them disease. Some of the diseases are exactly the same,” says Brenseke, a board certified pathologist. “So I picked a good discipline that actually blends well with any kind of medicine. “

In her role with the medical school, she has not only designed curriculum for pathology courses, but will also be teaching the pathology portions of courses and assisting with some of the anatomy labs. Students will be presented with courses in histology of tissues and cells and general pathology courses for systems, such as the renal system, cardiorespiratory system and pathology

of the heart.

The freedom to design and teach curriculum at a new medical school is an exciting venture and a bit daunting. Just a short time ago, she was a student presented with tried and tested lectures. Now, she gets to start from scratch and decide how information is presented to medical students.

“It’s almost scary. How do you want to teach this lecture? How do you want to teach this lab? It’s a very unique experience,” says Brenseke. “It takes a special group of people who have a positive attitude and are enthusiastic to make this school successful.”

And she expects her students to take on that same pioneering spirit.

“They’re going to have to go to the faculty to ask questions if they don’t understand and to rely on each other. There’s no prior class to tell you how things work,” she says. “They’re going to be one the ones that define the success of the school. I hope they come out of this program with a sense of pride and ownership that they feel they accomplished something.”


HANDS-oN AppRoACHWIllIAM MoRRIS, Do | pRoFESSoR oF MANIpUlAtIVE MEDICINE

GRADUAtE oF UNIVERSIty oF NEW ENGlAND CollEGE oF oStEopAtHIC MEDICINE (‘92)

BY BILLY LIGGETT, PhoTo BY BrYan rEaGan

William Morris didn’t enter medical school until he was 47. He describes his career

before then as, well … erratic.

Paratrooper in the military. Construction worker. Photographer. Rescue squad. Motorcycle safety instructor for the Department of Motor Vehicles.

To name a few.

But each job and each experience uniquely prepared Morris for that new chapter in his life when he was accepted into the University of New England School of Osteopathic Medicine in the late 1980s. There was serendipity involved as well — lifelong back problems were the result of “several collisions with Mother Earth” during his days as a paratrooper, and they got worse during his days in construction.

This led to a visit with an osteopathic physician … a life-changing visit in more ways than one.

“His name was Dr. Wakefield, and I remember not seeing the ‘MD’ after his name and almost walking away,” Morris recalls. “He had this really weird-looking table in his exam room, too. He did all the regular ‘doctor stuff’ with my eyes and nose, but then when he examined my back, I remember thinking, ‘This is a very thorough exam.’”

Wakefield told Morris where his pain was after minutes feeling around his spine, and after several minutes of “crunching

sounds” and Morris literally fearing for his life, Wakefield was finished.

“He said, ‘You can sit up now,’ and A) I was amazed that I could actually sit up so easily and B) about three seconds later, it hit me that my pain was gone,” Morris says with a smile. “This pain I’d suffered for decades … it wasn’t just less. It was gone. Holy cow.”

Morris had applied to med schools before and once worked toward a doctorate in endocrinology, but with his interest in medicine again piqued — specifically osteopathic medicine and the “mind, body and spirit” approach — Morris applied for med school at New England. Scared out of his wits entering his first interview, Morris knew questions would arise about why he’d waited so long to do this … why he dropped out of school in the past … other questions he knew would make him doubt his decision.

But the first question was, “Why do you want to be an osteopathic physician?”

“My answer was simply, ‘Because I love putting my hands on people,’” Morris recalled, tears welling in his eyes. “I began to feel at ease. There were other questions, some of them more difficult, but I began to think during that interview, ‘OK … this is going to work. This is what I was meant to do.’”

He described the next four years as the most challenging years in his life. He credited prayer and his collaboration with a few other 40-somethings in his

class for getting him through school. Not long into his new career, Morris thought about teaching. And in the same way his military days led him to that physician’s weird table years earlier, his experience as a motorcycle instructor gave him the confidence to get in front of classrooms and reach young minds.

“I truly believe that you really learn the material well when you have to teach it,” Morris says. “I had learned techniques from my past professors, whom I have a great deal of respect for … even those I didn’t always agree with. … I love teaching, and I love watching when a student finally ‘gets it.’ They don’t have to say anything … when they see the way things are supposed to happen, their face lights up. And you didn’t do that … they did it. They got it. It makes it all worth it to me.”

In addition to his role as professor at Campbell, Morris is chairman of manipulative medicine for the med school. He’ll be teaching future physicians the same hands-on approach and distinct osteopathic philosophy that led to the healing of his back and, ultimately, his career in medicine.

“There’s a reason why many people say osteopathic physicians are just nicer docs,” he says. “It’s all about human contact. You’re a human being, and I’m a human being, and I’m here to help you get better. There’s a powerful message there. And that’s why I’m still doing this.”


tHE RECRUItERSHEllEy HoBBS | ADMISSIoNS RECRUItER AND CoUNSEloR

EDENtoN, N.C. | CAMpBEll UNIVERSIty (’09)BY BILLY LIGGETT, PhoTo BY BrYan rEaGan

Shelley Hobbs doesn’t have “DO” at the end of her name, nor does she carry the title of “Dr.” at the

beginning.

But when the first graduates of Campbell University’s School of Osteopathic Medicine walk the stage with degrees in hand as the Class of 2017 four years from now, Hobbs will have played a big role in the medical education for many of those students.

She’s the one who brought them here.

And if there’s anyone best suited to introduce outsiders to Campbell University, it’s Shelley Hobbs. A 2009 graduate of the school, Hobbs went to work for her alma mater soon after earning her degree in communication studies by joining the admissions staff as the private schools and Christian market counselor. For over two years, that job required her to champion a school she loved.

In other words, it was a job that came naturally.

“At no time as a student did I think I’d end up working for Campbell,” says the native of Edenton. “But over the course of time, I really grew to love it here. There are so many great things happening at Campbell and so many great people. I had no idea I’d love it as much as I did, so I jumped at the chance to work in

admissions and witness new students coming here and getting excited about their futures.”

Her time in admissions — in addition to the precognitive choice to take courses in health communication as an undergrad — made Hobbs the perfect fit once a recruiting and admissions staff for the new school of medicine was needed in 2012.

“There was no way to know we’d have a medical school here when I was a student, and I always thought I’d end up in PR for a hospital or elsewhere in the health care industry,” Hobbs says. “But when they announced the new school … oh my goodness, I knew this was where I wanted to be.”

She was the third person to join the student affairs team under Executive Director Mattie Bendall and Director of Admissions Joy Henderson. As a recruiter, Hobbs was required to hit the road shortly after joining the staff in August 2012. Three weeks after taking the job, Hobbs spent three months traveling the country — from New York to California — visiting colleges and universities to spread the word about North Carolina’s first new medical school in 35 years.

Much to her surprise, Campbell’s reputation and name recognition arrived in many of those states before she did.

“When I worked in undergrad admissions, name recognition was always an initial hurdle for out-of-state students,” Hobbs says. “But for whatever reason, students who want to go to medical school are a different breed. They’ve done their homework, so to speak. People would approach me in California and say, ‘You’re the new med school!’ And I’d say, ‘Yes I am. How in the world have you already heard of us?’”

At 25, Hobbs says she’s living the dream. She has a job she loves, she gets to travel the country and she’s meeting some of the nation’s brightest young minds. That happiness makes it much easier for her to exude excitement about Campbell’s new school.

And that’s why she’s here.

“President Wallace has done an outstanding job growing our university, and to be a part of this latest endeavor is really exciting for me and really humbling,” Hobbs says. “I don’t have a PhD, and I’m not a doctor. I tend to think of myself as really nobody special. But here I am, a part of something that will make an impact on our school, our community and our state. Sometimes I just have to take a step back and ask myself, ‘Is this really happening?’”


A lEAp oF FAItHBRIAN KESSlER, Do | ASSoCIAtE DEAN oF ClINICAl AFFAIRS

GRADUAtE oF lAKE ERIE CollEGE oF oStEopAtHIC MEDICINE ('94)BY BILLY LIGGETT, PhoTo BY BrYan rEaGan

Students fortunate enough to be in the charter class or even the first few classes of a new medical school go on

to do great things, says Dr. Brian Kessler.

They become leaders in the profession. They become innovators of their practice.

“Up until that first class graduates and proves themselves, every student who enrolls at a new school is taking a leap of faith,” says Kessler. “It’s easier to go to an established school. It takes courage to be part of something new … to set the tone for classes to come.”

Kessler tells this to the students who’ll make up the charter class of Campbell University’s new School of Osteopathic Medicine, and he’ll tell it to next year’s class and the following year’s as well. And he firmly believes every word of it, because about 20 years ago, he was a wide-eyed risk-taker enrolling at the Lake Erie College of Osteopathic Medicine as a member of its second class.

“I think the experiences I learned going to a new school … they gave me the ability to take on challenges I normally wouldn’t have taken on,” says Kessler, Campbell’s associate dean of clinical affairs and professor.

A native of Delaware who moved to central Pennsylvania during his teens, Kessler earned a degree in biology from tiny St. Vincent College in Latrobe, Pa. After graduation, he chose to attend LECOM, a free-standing school not under any university or college umbrella. Unlike Campbell, which has built a reputation with strong professional schools over the last 25-plus years, Lake Erie was unchartered territory.

“I got a lot of criticism from friends in college for choosing a new school with no reputation,” Kessler recalls. “That’s why I use the cliche, ‘leap of faith.’ I have no better way to describe it. It was close enough to home, yet far enough away, and my father helped me research it going in. Now today, LECOM is considered one of the top-tier osteopathic medical schools in the country and one of the largest med schools overall in terms of number of students.”

At LECOM, he met his wife, Ioanna, who was in the following year’s class. In his first year of residency, Kessler moved to Cleveland to be near Ioanna’s family and became a resident with Southpoint Hospital, a multi-speciality academic medical center affiliated with the Cleveland Clinic. Upon graduation, he started a clinical practice with the Cleveland Clinic and eventually transferred to University Hospitals in Cleveland. The director of medical education at UH at the time was one Dr. John Kauffman, the future founding dean at Campbell who would one day hire Kessler to help launch North Carolina’s first medical school in 35 years.

“I didn’t know Dr. Kauffman well at the time, but I’m pretty sure we had met,” Kessler says.

Kessler left UH and returned to the Cleveland Clinic Southpoint as director of medical education, and before long, Kauffman was recruiting him to join the administration at a medical school in Virginia. Kessler declined twice … the second time after bringing his family to Virginia to visit one of the towns where he was up for DME at a hospital under Kauffman.

Kessler laughs as he recalls the story of taking his wife, mother and young children to a local restaurant during the trip. His son preferred the Chick-fil-A next door, so Kessler ran over there to grab his food while his family waited and ordered. When he returned, his family was in tears.

“Keep in mind, the town was struggling economically … and the waitress comes up to my family and says, ‘You’re not from around here, are you?’” Kessler says. “They tell her no, and the waitress responds, ‘You don’t want to be here, you don’t want to live here … get out while you can.’ Needless to say, I didn’t take the job.”

Kessler and his family found no such warnings when Kauffman contacted him about Campbell a few years back. His family found North Carolina to be friendly and charming, and Kessler fell in love with Campbell instantly. The move was not only the right move for Kessler’s career, but for his family as well. Ioanna, who in 2006 was named the Ohio University College of Osteopathic Medicine Family Physician of the Year, now works with WakeMed and will be a part-time faculty member at Campbell. Their children, ages 9 and 11, are adjusting well and the family has found a home in Fuquay-Varina that they love.

Life is good for Brian Kessler and the Kessler family. And he’s ready to get this new medical school going.

“I want to make an impact on these students and their careers,” he says. “I had great role models growing up and early in my career. I want to be a positive role model, too.”


No StRANGER toA BlANK SlAtE

FRANCINE ANDERSoN, pHD, pt | CHAIR oF ANAtoMy GRADUAtE oF tExAS WoMAN’S UNIVERSIty

BY havEn hoTTEL, PhoTo BY BEnnETT SCarBorouGh

Recruiting students. Creating curriculum. Educating the community. Launching the first

osteopathic medical school in North Carolina is a daunting task. But Francine Anderson isn’t fazed — she’s done it before and she knows it can be done again.

Anderson, the new chair of Anatomy for the Campbell University School of Osteopathic Medicine, was there in the beginning for the start of the Edward Via College of Osteopathic Medicine (VCOM) in Blacksburg, Va., the first osteopathic medical school in that state. “The challenges were huge in terms of establishing a medical school and perceptions of the community and osteopathic medicine… but once we got through that door and began educating the public, educating communities about osteopathic medicine and what the education entailed, the attitude of the community was like 'Oh, this is pretty cool,'" she says.

Born and raised in the military, Anderson studied physical therapy at Howard University. She worked in private practice for some years between military moves before returning to school to earn her PhD in physical therapy from Texas Woman’s University, becoming the first African American to graduate

from the program. After moving with her family to Virginia, she joined the VCOM faculty as the anatomy discipline leader for the school and later became anatomy chair and eventually associate dean.

“It’s one of those things that taught me to never say ‘never.’ You never know where you’re going to end up as long as you keep one foot in front of the other,” says Anderson. “I don’t think anything happens by accident. When opportunities arise, I always say, ‘Well, let’s see.’”

It’s that “let’s see” attitude that led her to Buies Creek. When her daughter and her husband of Raleigh welcomed Anderson’s first grandchild and she learned that fellow VCOM faculty alumnus John Kauffman was named dean at Campbell’s new osteopathic medical school, her interest was piqued.

“It wasn’t my plan to move here. I had no idea at this age and this stage in my life that I would be starting again at a new school. I had no idea,” says Anderson. “But I knew from my past experience at VCOM, that the challenges would be similar, because I had already done it. Not that we’re not going to have bumps along the way. I feel like I am prepared for that in coming here.”

Anderson says she has always been fascinated by the study of human anatomy and says osteopathic medicine is uniquely designed to fully utilize a clear knowledge of gross anatomy to promote health.

“Through osteopathic manipulative medicine, we have to know the mechanics of the musculoskeletal system in order to treat it, to know that this sort of treatment will increase blood flow to this area, or this sort of treatment will improve alignment or will improve the elasticity of tissues,” she says.

Of course, technology has also enhanced the study of anatomy by allowing the addition of cameras and visual aids to promote a clinical understanding of basic medical knowledge.

“The problem with anatomy was always the volume of information to learn. But now, with so many methods to deliver that information and the fact that we can integrate basic anatomy with clinical anatomy like radiology, we’re able to present an integrated picture to students,” says Anderson. “So, as we are teaching the skeletal system, we can show X-rays of an ailment. We’re able to integrate the basic sciences with the clinical sciences and utilize all of our technology for such a visual topic.”


tHE MAN BEHIND tHE CURRICUlUM

Dr. Michael Mahalik's experience key in helping lead Campbell's med school through its early stages

BY ChErrY CraYTon

Michael Mahalik’s career in medical education began with the question: Why are some

children born with cerebral palsy and others aren’t?

His godson had been born with the condition, and Mahalik thought if he understood what caused it, he could help his godson overcome it.

“I had this altruistic idea that I was going to heal the world,” Mahalik says.

That led Mahalik to the Temple University School of Medicine to earn a Ph.D. in pharmacology and to specialize in teratology, the study of birth defects. As part of his research activities, he became the first scholar in the world to find that cocaine can cause birth defects in pregnant women. He followed that up by looking at the effects of aspartame, or Nutrasweet.

Both of these studies resulted in more than 70 print, radio and TV interviews with the likes of NPR, Time magazine and “60 Minutes.”

But these days, Mahalik doesn’t conduct this kind of research. Rather, over the past two decades, he has helped start five osteopathic medical schools, including the Campbell University School of Osteopathic Medicine, where he’s the senior associate dean for academic affairs and research. In this role, he’s overseeing curriculum development and helping the school navigate through the accreditation process.

He’s plenty familiar with the accreditation process. He sits on the Bureau of Osteopathic Education, where he has helped write the standards for accreditation. He’s also one of just 12 people in the nation certified to be a consultant on the medical school accreditation process.

Mahalik’s knowledge in the area is why Dr. John Kauffman, founding dean of Campbell’s School of Osteopathic Medicine, reached out to him during the school’s early stages of development.

At the time, Mahalik was the associate dean for biomedical affairs and medical education at the Edward Via College of Osteopathic Medicine’s branch campus

in Spartanburg, S.C., which opened in 2011. The two initially got to know each other when Kauffman was a student of Mahalik’s at the Lake Erie College of Osteopathic Medicine in the mid-1990s.

Mahalik liked the vision Kauffman laid out for Campbell’s medical school, and a consulting gig evolved into a full-time position.

“I got to see how Campbell operated, and I was impressed,” Mahalik says. “They had very high standards, and we want the same thing — to graduate students with empathy.”

How do you develop a standardized curriculum that does that and also maximizes each student’s ability? This

Dr. Michael Mahalik (left) talks to Ron Maddox, dean of the College of Pharmacy & Health Sciences, during a ceremony recognizing the first PA classes at the new health sciences facility in May.


has been the question that Mahalik has immersed himself in since he moved into administration about 20 years ago when he was on the faculty at the Philadelphia College of Osteopathic Medicine.

There, he found he had the personality that fits the skills and qualities administrators need. He’s fair, inclusive and decisive, he says. He rose in the ranks from assistant professor to full professor to a dean-level position in just nine years

It was also at PCOM where Mahalik came to embrace osteopathic medicine. Before PCOM, he wasn’t familiar with the profession, but he discovered that it shared similarities with pharmacology. Both take a logical and holistic approach to treating patients. “Drug therapy can do wonderful things when drugs are needed, but a pharmacologist will tell you to avoid drugs until they’re needed,” he says. “Osteopathic medicine looks at the body healing itself and considers alternative ways to approach treatment, too.”

Mahalik also appreciated osteopathic medicine’s emphasis on doctors treating the whole person and relating to patients.

That appreciation came in 1995 when he was in a serious car accident that left him partially paralyzed. In an 18-month span, he had three neurosurgeries. After each one, he had to wear a neck brace for several months around the clock. After one of the surgeries, as his neurosurgeon was giving him directions for wearing the neck brace, Mahalik cut him off: “Now wait a minute. Have you ever worn a neck brace?”

No, the neurosurgeon hadn’t. Mahalik suggested he wear one for a weekend. The neurosurgeon did so and reported back to Mahalik: “Wow. That was awful.”

The neurosurgeon asked Mahalik why he wanted him to wear the neck brace. Mahalik’s answer then reflects what he hopes Campbell’s medical students today will never forget about one of the keys to being an effective doctor: “to experience, even just a little bit, what your patients are going through.”

Dr. Michael Mahalik talks about the type of students Campbell’s medical school is looking for and what they can expect in the next four years.

On accepted Campbell students: Everyone is top notch academically. They have to be. We try to make sure we have people who, especially with first few classes, … who can convince me that they have what it takes to be part of something special. Because it’s really, really special to be part of an inaugural class.

In 20 years, when future students are all dressed up and interviewing in the medical building, photos of our first class will be on the wall. Those incoming students are going to respect what each of the first class did to start this. There will be thousands of people graduating over the decades and tens of thousands of people are going to be helped by this. The inaugural class and the founding faculty will have each played a role in making that happen. That’s a legacy.

On getting adjusted to med school: For each student, it’s going to be a little different. But all students have two things in common. All will be excited when they start, but that will fade at different times for some. Each student at each medical school in the country will have to deal with one or more transition issues.

If someone is coming from Utah, for example, well, North Carolina is not Utah. If they are coming from a big city and living in Buies Creek, that’s something to consider. The way they studied as an undergrad may not work as well in med school — these are all students who got A’s in everything, and they are not used to failing. But they will be sitting around others who got all A’s as well, and the bar will be really high, as will our expectations of them. I like to tell them when they interview, “you don’t know how good you can be unless we challenge you.”

That’s a big thing to me. And when they get challenged, they rise to the occasion and the light bulb comes on for almost everybody.

On the academic experience: Students will be very busy. They will have a lot of homework and other activities. My goal is for the faculty to help students learn how to learn. Because if you think about it, it’s still only a four-year curriculum. That’s the same amount of time as it was back in the 1940s, but there is so much more to know today.

How can they possibly cope and go through all of that? Well, physicians don’t have a faculty member they can go talk to for answers once they’re out of school. They have to learn the skills to solve

problems, so the sooner we get them to think on their own and figure it out, then they’ve truly learned how to learn, and they become self-sufficient.

On the curriculum: We obviously have all of the necessary courses, but I tell students when I interview them, there is no Holistic Medicine 101. Pieces of it are brought into the lectures; however, they’ll learn most of it when they interact with the physicians, especially the osteopathic physicians. I’m very confident that our curriculum covers everything the students need to know to graduate and be effective physicians. Of course, when they do their residency, that’s really when they will become a top-notch doctor. But to get to that point, everything builds on each other.

On clinical skills: For clinical skills, they will interact with a ”pretend” patient acting out a disease. They are going to start to learn how to talk to their patients, not talk at their patients. They’ll learn to talk so the patient will share with them what they need to know to make the proper diagnosis and identify a proper treatment. They’ll build a rapport so the patient will listen to them.

On keeping students engaged: In the first two years, we have a lot of foundational material. you have to have the building blocks to start with. But we are also bringing in professional core competencies and some foundations of medical practice. While they’re learning the foundations, we have all these other learning approaches going on, including outreach. It’s not just classroom time.

We want them in the lab and doing early clinical experiences and other types of things to keep them engaged. They are coming here to be physicians, so we want to keep it interactive. And that’s why the classrooms are structured the way they are [for group learning].

WHAT STUDENTS CAN ExPECT


FIRSt INHABItANtSPhysician assistant students the first to

take advantage of new state-of-the-art facility

BY BILLY LIGGETT, PhoToS BY BILL ParISh

The giant, red-bricked 96,500-square-foot medical school facility looming along

U.S. 421 near Lillington welcomed Campbell University’s first class of osteopathic medical school students in early August.

But those students weren’t the first to enjoy the facility’s state-of-the-art offerings.

Since May, Campbell’s physician assistant students have been breaking in the equipment and warming the seats at the Leon Levine Hall of Medical Sciences, which features high-tech labs, a floor designed to look and feel like a hospital and an impressive fourth-floor anatomy lab.

The building — located less than half a mile from Campbell’s main campus in Buies Creek — definitely sticks out on a stretch of highway in central Harnett County that otherwise features mostly untouched farmland, trees and the occasional home or small business. For students like Stephen Pacini, a first-year PA student from Colorado, it’s a giant, untouched medical wonderland just waiting to be explored.

“Before this, we were in 40-capacity classrooms [in Campbell’s Carrie Rich Hall, located on the main campus] with 40 total students, so it was a little tight,” said Pacini. “We had to travel to WakeMed in Raleigh to work in an ICU setting or to be in the SIM labs. But now we have it all here. We’re happy about that.”

He and his classmates have likened the new facility to a teaching hospital.

And while the School of Osteopathic Medicine — which will welcome a class of 162 students in less than a month — is brand new, Campbell’s PA program is fairly new as well. The program launched in August 2011 with a class of 34 students, all of whom made it to the Year 2 rotation phase, when they work outside of the classroom in hospitals and clinics throughout the region. This second class will finish out their classroom work in the new facility this summer, then begin their rotations this fall, just in time for Campbell to welcome its third class of PA students.

The PA program is a 27-month adventure, and Campbell’s first class is due to graduate this December.

With the PA students and its first class of medical school students, approximately 200 future physicians and physician assistants will call the new learning facility “home” this fall. That number

will jump to about 350 in 2014 when the second class of med school students climb aboard.

Campbell’s goal — with an already established pharmacy school and new physical therapy and nursing programs possibly on the horizon — is for the Levine Hall of Medical Sciences to become a mecca for interprofessional medicine, where students from different programs will work together toward a common goal of reaching the medically underserved statewide and beyond.

“It’s very important that we work together as a team,” said College of Pharmacy & Health Sciences Dean and Vice President of Health Programs Dr. Ronald Maddox. “Really, that’s what this building and these programs are all about — helping people. One of the things [Campbell President] Dr. [Jerry] Wallace and I talked about continuously during this process is how Campbell can fulfill its mission of helping others. There’s a huge number of people out there who need our care.”


tHE FIRSt NURSEMarie Mason served Campbell (and her country) as a nurse in the ’40s, and

she’s giving again with a scholarship for the new school of medicine

BY BILLY LIGGETT

marie mason (’41) was 23 years old and already a registered nurse when she enrolled at

Campbell College to start pursuing a degree in the liberal arts.

Her new school asked quite a lot of her.

Until that time, “nursing” responsibilities fell on the dean of men and women at Campbell, and because of her experience, Mason was asked to work part time as a nurse, working from dorm rooms (with a desk and no beds) in the men’s and women’s halls. During her third year, she became not only Campbell’s first-ever full-time nurse, but she also was director of physical education and coach of the school’s women’s basketball team.

Unlike her job as nurse, she wasn’t chosen to coach because of experience.

“I was tall, and when I played, the girl I guarded never scored,” Mason says with a laugh. “Needless to say, I got a lot of help from the boys' coach.”

Mason would go on to serve her country as a nurse overseas during World War II, become director of nursing programs at the University of Kentucky and become dean of students at Meredith College in Raleigh.

Despite her affiliation with other schools and decades of service as a teacher at Meredith, Mason — who turned 97 this July — hasn’t forgotten about the school that asked so much of her, and in turn,

gave so much back. This year, Mason has provided one of the first scholarships to the new Campbell University School of Osteopathic Medicine; and if Campbell’s efforts to launch a nursing program in 2014 are successful, that scholarship will eventually help nursing students.

“The way Campbell was then is the way it still is now,” says Mason. “When I was

a student, the people there cared for us. Our teachers were on small salaries, and I guess the school still felt the effects of the Great Depression. The president [Leslie Campbell] would hire boys to dig a hole in his backyard just so they’d have some money. Then he’d hire another group of boys to come and fill the hole up. Some even stayed at his home. We were poor, but I guess we were poor together.”

And the nursing job? Mason says that was set up so she could pay her tuition.

A LIFE OF SERVICE

Mason remained as a nurse at Campbell after graduation through 1942 before working the night shift at Rex Hospital in Raleigh. In 1943, the start of the U.S. involvement of World War II, her brothers were going overseas to fight in Europe.

“My youngest brother was in England piloting B-29s and dropping bombs over Berlin,” Mason recalls. “He’s the reason I went. I remember thinking, ‘If he’s hurt, I hope somebody takes care of him.’ Then I asked myself, ‘Why can’t you be the one taking care of him?’”

Mason was commissioned as a second lieutenant in the U.S. Army that year, and by 1945, she was working overseas for a hospital that cared for Allied soldiers as well as German prisoners of war. Some of the German patients were elite officers in the German army, and Mason says many refused to acknowledge her ranking.

“Oh, they didn’t like that one bit,” Mason says with a laugh. “They were prisoners and they had to walk a straight line, so they didn’t say much. But their body language and attitudes let us know they didn’t appreciate it at all.”

Mason returned home in 1946 and enrolled at Meredith College to study psychology. She found it difficult to concentrate early on, as she says it was difficult to adjust to civilian life. Bit by bit, she says, she relearned to concentrate and earned her degree (she would earn her PhD from the University of Kentucky nearly 20 years later).

After leading the nursing program at Kentucky for several years, she was asked to return to Meredith as dean of students. She initially turned down the offer, because it didn’t include the chance to teach, but Meredith’s president — Carlyle Campbell,

Some of the German patients were elite

officers in the German army, and Mason

says many refused to acknowledge her ranking as an officer.

Building a legacy at campBellCreating a named scholarship at Campbell University provides permanent source scholarship support for deserving students. An endowed scholarship can be created for $25,000, which can be funded over a multi-year period and directed toward any academic program. Contact Campbell's Department of Advancement for more information: (910) 893-1215 or [email protected].


brother of Campbell Dean Leslie Campbell and son of Campbell founder J.A. Campbell — gave in a year later and included teaching as part of the package.

Mason calls dean of students “the worst job I ever had.”

“Everybody in Raleigh brought their problems to my office,” she says, rolling her eyes as if it all happened yesterday. “The faculty, the teachers, the parents, the presidents, the students … everybody wanted me to solve their problems. A history teacher, for example, came to me once to complain that one of her students wore clothing that exposed her navel. I had to tell her that was something she’d have to take care of.”

The president called her one winter day to come in and tell students they couldn’t walk on the frozen lake, for safety reasons. And when the rowdy boys from North Carolina State invaded campus for “panty raids” at 2 a.m., it was Mason who received the first calls.

“The president didn’t want the boys arrested, but the police didn’t want any part if they couldn’t arrest the boys,” Mason recalls, laughing. “So what do I do? See what I mean? I could give you several more stories.”

Eventually, Mason was able to shed the dean job and continue doing what she loved — teach psychology, a job she held for decades before her retirement.

Today, at 97, Mason lives at home in Raleigh and is still very much involved in her church as a volunteer, despite a recent hip surgery. She credits her good health and longevity to good genes (she has one brother who is 102, and of her and her six siblings, all lived into their 80s, and four made it to their 90s), eating healthy and working hard.

Tim Prentice ’04 My freshman year the women's basketball team won the taaC tournament. it was in alabama, so there weren't many fans, but the pep band and cheerleaders rushed the court! a week later we drove to durham and played duke in Cameron for the first round of the nCaa tournament. we lost, but it was a neat experience being there and being a part of it all.

Matt Pittman ’91 Just before i started the Fine arts building opened and we had a women's all american basketball player.

Nolan Perry ’13 Move of Campbell law to downtown raleigh!

Joe Southern ’95 the Men's basketball team making the nCaa tournament and playing duke in the first round...fond memories!

Susan Holmes Jackson ’89 the taylor botts rogers Fine arts building was new in 1985. the Music appreciation students had to listen to me sing during voice lessons by Susan Horton's open office window.

John M. Wells ’81 Soap suds in the fountain by Marshbanks, orange aids, graveyard at midnight, the actual creek that trickled through town, 18 inches of snow that shut Campbell down, and so much more!

Connie Odham Crocker ’75 when i attended, Campbell was still a college. during my senior year, they were planning to add a master’s level degree in business and become a university. this did not sit well with me at the time as i thought they should expand and improve the education and fine arts departments. Most of my college friends were going to be teachers or were in music. who knew that Campbell would grow to where it is now?

Kay Abbott Bissette ’79 i graduated with a b.a. the same year the law school graduated its first class; a few weeks later, we became Campbell uniVerSitY. also, in 1977, the men’s basketball team lost in the title round to texas Southern for the naia men’s division i basketball tournament held in March 1977 at Kemper arena in Kansas City, Mo.

Becky Wroten ’84 Campbell achieved its university status. also Fine Arts Building was constructed; my husband who was also a student did some of the brickwork, particularly the arches in the front. now, our 20-year-old daughter will graduate in 2014 with degree in art and graphic design.

Dustin S. Maybin ’17 PharmD Medical school, police standoff, [men’s basketball player] Eric Griffin, night football games, new dorm, 125th anniversary, Campbell proud campaign.

April Paszkiewicz ’09 MED Medical school; Camel baseball team owning 2013 season; Law moves to Raleigh; Physician Assistant program starts; construction everywhere; roundabouts; ACBSP accreditation for [lundy-Fetterman School of business], 125th anniversary gala

LeBrone Hale ’10, ’13 JD ‏ hmm. after 7 years here, i don’t think i can compile all of Campbell’s awesome stories i’ve seen into 140 characters.

Jon Goforth ’13 125 ‏th anniversary, Mike Minter named football coach, Cu baseball 2013, no more stoplight, Switchfoot, healthcare Mgmt, bronze camel, football under the lights, new intramural fields, Campbell proud! Graduation 2013

Julia Yiznitsky ’12 the addition of the Convocation Center, butler Chapel and bronze camel; and the 125th anniversary.

i was there when ... Campbell alumni, students share their memories of the biggest campus stories over the yearsThe first day of classes on Aug. 5, 2013, for the Campbell University School of Osteopathic Medicine marked one of the biggest moments in the university’s 126-year history. as the historical day approached, Campbell Magazine asked the university’s followers on Facebook and twitter to identify some of the biggest news stories on campus during their time at Campbell. here are some of their responses, which have been edited for clarity and length.

Marie Mason meets with her friend Jerry Wood at her home in Raleigh.

WE’VE ONLY SCRATCHED THE SURFACE ...

campbell.edu/CUSOM

learn more about North Carolina’s first new medical school in 35 years online today!

APPLYING ISQUICK AND EASY

After reviewing our school’s admissions and requirement information, you’ll be linked to the American Association of Colleges of Osteopathic Medicine online application to complete your process.

STAY UP TO DATEON CUSOM NEWS

Regular visitors to the website can stay

current on news regarding CUSOM and

health education in N.C. through our regularly updated news feed

FACULTY &STAFF LISTINGS

A complete listing of faculty and staff can be

reviewed under the website’s About Us section. Each listing

includes a photo, contact information and

brief biography.

TUITION AND FINANCIAL AID

Learn more about the costs and financial aid options for Campbell University’s four-year Doctor of Osteopathic

Medicine program


WE’VE ONLY SCRATCHED THE SURFACE ...

campbell.edu/CUSOM

learn more about North Carolina’s first new medical school in 35 years online today!

APPLYING ISQUICK AND EASY

After reviewing our school’s admissions and requirement information, you’ll be linked to the American Association of Colleges of Osteopathic Medicine online application to complete your process.

STAY UP TO DATEON CUSOM NEWS

Regular visitors to the website can stay

current on news regarding CUSOM and

health education in N.C. through our regularly updated news feed

FACULTY &STAFF LISTINGS

A complete listing of faculty and staff can be

reviewed under the website’s About Us section. Each listing

includes a photo, contact information and

brief biography.

TUITION AND FINANCIAL AID

Learn more about the costs and financial aid options for Campbell University’s four-year Doctor of Osteopathic

Medicine program


AverAge Age is 24

Many in the charter class are recent college grads, while others are getting

started in their 30s

gender rAtio

Campbell's male/female percentage for its charter

class is close to equal, with men only slightly ahead

top 10 Home stAtesNorth Carolina, Florida, Virginia, Michigan, New

Jersey, Maryland, California, New york, Ohio and Illinois

Longest trip Home

Ilona Brown comes to Buies Creek from Okinawa, Japan (7,800 miles), where her husband was deployed

CLAss of 2017The Campbell University School of Osteopathic Medicine Class of

2017 consists of 162 students from more than 30 states and several countries. A few facts about the medical school’s first class:

P.O. Box 567 • Buies Creek, NC 27506

LEON LEVINE HALL OF MEDICAL SCIENCES

rIBBON-CUTTINg CErEMONySEptEMBER 19, 2013

Join us at the new 96,500-square-foot leon levine Hall of Medical Sciences as we celebrate the official grand opening of North Carolina's first new medical school in 35 years and welcome the 162-member Campbell

University School of osteopathic Medicine charter Class of 2017.

campbell university school of osteopathic medicine: 2013 special edition

Documents

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new medical school

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osteopathic physicians

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