DOCTOR OF CHIROPRACTIC
ADMISSIONS REQUIREMENTS
The Doctor of Chiropractic degree program has multiple admissions paths, as listed below.
Logan University encourages students to complete their bachelor’s degree prior to enrolling in the DCP or entering through a 3+1-degree program and recommends students complete the following courses as part of their life and physical science requirements to best prepare them for the rigor of the degree program:
6 semester hours of biological sciences (with related lab)
12 semester hours of chemistry: General/inorganic and organic/biochemistry (with related lab)
6 semester hours of physics: 3 semester hours with labs
3 additional hours in additional physics, biomechanics, kinesiology, statistics, or exercise physiology
Some states require students to have an earned bachelor’s degree for licensure. Students are responsible for knowing the licensure requirements for the state in which they intend to practice or may practice in the future. Logan University strongly recommends all students who have not yet earned a bachelor’s degree do so during their time at Logan to help prepare them to be ready to practice in all 50 states.
Acceptance into the Doctor of Chiropractic program does not imply acceptance into a Bachelor of Science program at the university. Students who wish to earn both a bachelor’s degree and the Doctor of Chiropractic must apply and be admitted into both programs.
OPTION ONE: GENERAL ADMISSION
Earned at least 90 credit hours with preference given to those earning a baccalaureate degree.
Credits and degrees earned must accredited by an organization recognized by the U.S. Department of Education or the Council for Higher Education Accreditation (CHEA). If the baccalaureate degree was earned at an unaccredited institution, an accredited post-baccalaureate degree is an acceptable alternative.
International applicants should see section titled, “International Applicants.”
Requested that an official transcript be sent directly to Logan from the institution awarding the qualifying entrance degree. If the applicant attended
multiple institutions, an official transcript must be sent from each institution directly to Logan.A Technical Standards acknowledgement form on file.
Earned a minimum of a 3.0 on a 4.0 for the best of 90 credits earned with preference given to those earning a cumulative grade point average of a 3.0
on a 4.0 scale in their qualifying bachelor’s degree.An applicant with qualifying post undergraduate coursework may have those courses and cumulative GPA re-evaluated by the Admissions Committee.
Complete the prerequisite course work listed below from an accredited institution:
24 hours of life and/or physical science
Half of these hours must have labs.
Students are encouraged to complete their bachelor’s degree prior to entering the Doctor of Chiropractic program. Those entering under Option One are strongly encouraged to complete their bachelor's degree through a 3+1, 3+3 or like program as many states require a bachelor’s degree for licensure. Students admitted through the general admission pathway typically select the standard 10 trimester Academic Degree Plan (ADP).
OPTION TWO: DUAL DEGREE PROGRAM
Logan University’s Bachelor of Science in Life Science degree allows a student to enter as a first-time first-year student or transfer student (some highly qualified candidates may begin courses as a high school student seeking dual credit). It is understood that students admitted into this program have the intention of enrolling into the Doctor of Chiropractic degree program for their final year of their bachelor’s degree.
Students complete their first three years of their bachelor’s degree coursework taking undergraduate courses and finish their undergraduate degree program through designated courses within the first year of their Doctor of Chiropractic degree program. This reduces the time students need to complete their degrees and saves tuition on the final year of their undergraduate program, thus reducing their overall cost of education.
Students enrolled in the Bachelor of Life Science degree program must earn a best of 90 semester hours GPA of 3.0 grade point average before beginning courses in the Doctor of Chiropractic (DC) program. Students with a best of 90 GPA between 2.99 to 2.75 may be admitted to DC through the Alternative Admissions Track Program (AATP). Students with a best of 90 GPA below a 2.75 who do not meet the admission requirements of the DC program may consider changing their major to Human Biology (see the requirements for Bachelor of Science – Human Biology). Students with a cumulative grade point average below a 2.0 may be academically dismissed from Logan University.
OPTION THREE: PARTNER COLLEGES
Logan University has partnership agreements with many universities across the United States. These agreements allow students to begin their university career at the partner school and enter Logan’s Doctor of Chiropractic program once the required minimum credits and courses are completed.
Required credits and courses from partner universities include:
Earned at least 90 college credits with at least 24 hours of life and/or physical science (unless otherwise outlined in the partner agreement)
at least half of those science courses must have lab components.
International applicants see the section in the handbook titled “International Applicants.”
Request that an official transcript be sent directly to Logan from the institution awarding the qualifying entrance degree. If the applicant attended
multiple institutions, an official transcript must be sent from each institution directly to Logan.A Technical Standards acknowledgement form on file.
An earned cumulative grade point average of 3.0 or above.
Students who have a cumulative grade point average higher than 2.75 but less than 3.0 at the time their Doctor of Chiropractic courses are scheduled to commence may be admitted through the Alternate Admission Track Program (AATP).
Students then transfer the remaining 30 or more credits from their first year of the chiropractic program at Logan University back to their original university in order to complete their bachelor’s degree at the partner school.
This reduces the time students need to complete their degrees and saves tuition on the final year of their undergraduate program, thus reducing their overall cost of education.
Students are responsible for reviewing the partner agreement with both their “home” school and Logan University admissions as some partner agreements have more prescriptive requirements than others as to what classes the home school requires the student to take at their institution and what grades the home school requires the student to earn at Logan University.
Current Partner Schools
If your institution is not listed as a partner school on the Logan University website and you are interested in a 3+1 or 3+3 arrangement with Logan, please contact admissions@logan.edu.
OPTION FOUR: ALTERNATIVE ADMISSION TRACK PROGRAM (AATP)
The AATP program is for those candidates who do not meet the admission requirements outlined. Applicants must have one of the following to be reviewed:
Earned a minimum of a 3.0 on a 4.0 for the best of 90 credits earned with preference given to those earning a cumulative grade point average of a 3.0 on
4.0 scale in their qualifying bachelor’s degree.
An applicant with qualifying post undergraduate coursework may have those courses and cumulative GPA re-evaluated by the Admissions Committee.
Completed the prerequisite course work listed below from an accredited institution:
24 hours of life and/or physical science.
Half of these hours must have labs.
*If a student has a best of 90 GPA of 2.75 or higher and less than 24 hours of life and/or physical science, they can be reviewed by the Admissions Committee for possible admittance.
Students may be required to have a specialized acceptance plan designed to optimize their success. These plans may include additional preparatory coursework, admissions through Logan’s 3+1 Bachelor of Science in Life Science degree program, regular meetings with academic success coaches, scheduled meetings with tutors, and/or other reasonable provisions designed to increase a student’s chances for success. These requirements will be outlined in the student’s acceptance letter.
OTHER
Students who do not fit any of the four admissions pathways may choose to take courses as a non-degree-seeking student to work toward one of the above options. Taking courses as a non-degree student does not guarantee admission. Students may not take classes in the Doctor of Chiropractic program as non-degree students without the approval of the Vice President of the College of Chiropractic.
TECHNICAL STANDARDS: ALL ADMISSIONS PATHWAYS
To facilitate the attainment of course and program objectives, demonstrate required clinical competencies, and assure patient safety, students must meet certain technical standards for admission, progression, and completion of the Doctor of Chiropractic program.
In addition to didactic learning, clinical learning occurs throughout the program and involves considerations (such as patient safety and clinical facilities) that are not applicable to classroom accommodations. For this reason, any applicant or student who seeks accommodations prior to or after enrolling in the chiropractic program must also request an assessment of the types of reasonable accommodations that may be needed and available for the clinical training components of the program.
An individual must be able to independently, with or without reasonable accommodation, meet the following technical standards. Individuals unable to meet these technical standards, with or without reasonable accommodation, will not be able to complete the program and are counseled to pursue alternate courses of study.
General Abilities: The student must possess functional use of the senses of vision, touch, and hearing, so that data received by the senses may be integrated, analyzed, and synthesized in a consistent and accurate manner. The student must also possess the ability to perceive pain, pressure, temperature, position, vibration, and movement, which are important for gathering the necessary information to effectively evaluate patients. The student must be able to respond promptly to urgent situations that may occur during clinical training activities and must not hinder the ability of other members of the health care team to provide prompt treatment and care to patients.
Observational Ability: The student must have sufficient capacity to make accurate visual observations and interpret them in the context of laboratory studies and patient care activities. In addition, the student must be able to document these observations and maintain accurate records.
Communication Ability: The student must effectively communicate both verbally and non-verbally to elicit information and to translate that information to others. The student must have the ability to read, write, comprehend, and speak the English language to facilitate communication with patients, their family members, and other professionals in health care settings. In addition, the student must be able to maintain accurate patient records, present information in a professional, logical manner, and provide patient counseling and instruction to effectively care for patients and their families. The student must possess verbal and written communication skills that permit effective communication with instructors and students in both the classroom and clinical settings.
Motor Ability: The student must be able to perform gross and fine motor movements with sufficient coordination to perform complete physical examinations, utilizing the techniques of inspection, palpation, percussion, auscultation, and other diagnostic maneuvers. The student must develop the psychomotor skills reasonably needed to perform or assist with procedures, treatments, management, and operation of diagnostic and therapeutic health care equipment, and such maneuvers to assist with patient-care activities such as lifting and mobility. The student must have sufficient levels of neuromuscular control and eye-to-hand coordination as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving, and physical exertion required for satisfactory and safe performance in the clinical and classroom settings, including performing CPR and manual manipulation therapy. The student must possess the manual dexterity to perform fine motor movements such as light palpation.
Intellectual, Conceptual and Quantitative Abilities: The student must be able to develop and refine problem-solving skills that are crucial to practice as a Doctor of Chiropractic. Problem-solving involves the abilities to measure, calculate, reason, analyze and synthesize objective and subjective data, and make decisions, often in a time-sensitive environment, that reflect consistent and thoughtful deliberation and sound clinical judgment. The student must demonstrate mastery of these skills and possess the ability to incorporate new information from peers, teachers, and the chiropractic and other reputable health care literature to formulate sound judgment in patient assessment, intervention, evaluation, teaching, and setting short- and long-term goals.
Behavioral and Social Attributes: Compassion, integrity, motivation, effective interpersonal skills, and concern for others are personal attributes required of those in the chiropractic program. Personal comfort and acceptance of the role of a chiropractor functioning under supervision of a clinical instructor or preceptor is essential for a chiropractic student. The student must possess the skills required for full utilization of the student’s intellectual abilities: the exercise of good judgment; the prompt completion of all responsibilities in classroom and clinical settings; and the development of mature, sensitive, and effective relationships with patients and other members of the health care team.
The student must be able to exercise stable, sound judgment and to complete assessment and interventional activities.
The ability to establish rapport and maintain sensitive, interpersonal relationships with individuals, families, and groups from a variety of social, emotional, cultural, and intellectual backgrounds is critical for practice as a chiropractor.
The student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in classroom and clinical settings; effectively interact in the clinical setting with other members of the health care team; and learn to function cooperatively and efficiently in the face of uncertainties inherent in clinical practice.
Ability to Manage Stressful Situations: The student must be able to adapt to and function effectively in stressful situations in both classroom and clinical settings, including emergency situations. The student will encounter multiple stressors while in the chiropractic program. These stressors may be (but are not limited to) personal, patient care, family, faculty/peer, and/or program related.
In the event a student is unable to maintain these standards, with or without accommodation, the student may be required to withdraw from the course or program.
