COMLEX-USA

The Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA or the Boards) is a series of three osteopathic medical licensing examinations administered by the National Board of Osteopathic Medical Examiners (NBOME) similar to the United States Medical Licensing Examination (USMLE). COMLEX-USA is the most common pathway by which osteopathic physicians (D.O.s) apply for medical licensure, and is accepted in all 50 states. The 3-digit standard scores of COMLEX-USA Level 1, Level 2- Cognitive Evaluation (CE), and Level 3 have a range of 200-871 and a mean of 500. 400 is the minimum passing score for COMLEX-USA Levels 1 and 2; 350 for COMLEX-USA Level 3.

COMLEX-USA Level 1 is typically taken after completion of the second year of medical school. The exam consists of 400 questions administered in one day and consists of two, four-hour exam sessions separated by a 40-minute break. Each of the four-hour sessions allows a ten-minute break which is subtracted from the time allotted for the respective four-hour session. Candidates are expected to know the basic mechanisms of health and disease process. The mean score for the COMLEX-USA Level 1 is approximately 520 (for first time test-takers), with a standard deviation of about 85 (although this may vary slightly from year to year), and is an important factor in determining a medical student's competitiveness when applying to residency programs. Student performance on COMLEX-USA Level 1 strongly correlates with MCAT biology section scores and undergraduate science GPA, as well as medical school grades.

Specifically, level one covers basic medical sciences, including:

COMLEX-USA Level 2, taken during the third or fourth year of medical school, consists of two parts: Level 2-Cognitive Evaluation (CE) and Level 2-Performance Evaluation (PE). Level 2-CE requires candidates to demonstrate knowledge of clinical concepts and medical decision-making. The mean score for the COMLEX-USA Level 2 CE is approximately 540 (for first time test-takers), with a standard deviation of about 100 (although this may vary slightly from year to year). The examination is problem-based and symptoms-based, integrating the clinical disciplines of:

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