medical phd usa

MD-PhD Degree Programs by State

New section.

Combined MD-PhD degree programs provide students the opportunity to earn both the MD and the PhD in areas pertinent to medicine.

Combined MD-PhD degree programs provide students the opportunity to earn both the MD and the PhD in areas pertinent to medicine. Below is a list of schools offering a combined MD-PhD degree, with links to their web sites. Please contact the institutions directly for curriculum information and admission requirements. School administrators may contact [email protected]  with any omissions or corrections to this listing.

University of Alabama School of Medicine Birmingham, Ala.

University of South Alabama College of Medicine Mobile, Ala.

University of Arizona College of Medicine Tucson, Ariz.

University of Arizona College of Medicine - Phoenix Phoenix, Ariz.

University of Arkansas College of Medicine Little Rock, Ark.

Kaiser Permanente Bernard J. Tyson School of Medicine Pasadena, Calif.

Loma Linda University School of Medicine  Loma Linda, Calif.

Stanford University School of Medicine Stanford, Calif.

University of California, Davis School of Medicine Davis, Calif.

University of California, Irvine School of Medicine Irvine, Calif.

University of California, Los Angeles School of Medicine Los Angeles, Calif.

University of California, San Diego School of Medicine La Jolla, Calif.

University of California, San Francisco School of Medicine San Francisco, Calif.

Keck School of Medicine of the University of Southern California Los Angeles, Calif.

University of Colorado Health Sciences Center Denver, Colo.

Connecticut

University of Connecticut School of Medicine Farmington, Conn.

Yale University School of Medicine New Haven, Conn.

District of Columbia

Georgetown University School of Medicine Washington, D.C.

Howard University College of Medicine Washington, D.C.

University of Florida College of Medicine Gainesville, Fla.

University of Miami Miller School of Medicine Miami, Fla.

University of South Florida College of Medicine Tampa, Fla.

Emory University School of Medicine Atlanta, Ga.

Morehouse School of Medicine Atlanta, Ga.

Medical College of Georgia at Augusta University Augusta, Ga.

Loyola University of Chicago - Stritch School of Medicine Maywood, Ill.

Northwestern University Medical School  Chicago, Ill.

Rosalind Franklin University of Medicine and Science - Chicago Medical School North Chicago, Ill.

University of Chicago Pritzker School of Medicine (MTSP) Chicago, Ill.

University of Chicago Pritzker School of Medicine (MD/PhD) Chicago, Ill.

University of Illinois at Chicago College of Medicine Chicago, Ill.

University of Illinois at Urbana-Champaign Carle Illinois College of Medicine Urbana, Ill.

Indiana University School of Medicine Indianapolis, Ind.

University of Iowa College of Medicine Iowa City, Iowa

University of Kansas School of Medicine Kansas City, Kan.

University of Kentucky College of Medicine Lexington, Ky.

University of Louisville School of Medicine Louisville, Ky.

Louisiana State University, New Orleans School of Medicine New Orleans, La.

Louisiana State University, Shreveport School of Medicine Shreveport, La.

Tulane University School of Medicine New Orleans, La.

Johns Hopkins University School of Medicine Baltimore, Md.

National Institutes of Health Intramural MD-PhD Partnership Bethesda, Md.

Uniformed Services University of the Health Sciences Bethesda, Md.

University of Maryland at Baltimore School of Medicine Baltimore, Md.

Massachusetts

Boston University School of Medicine Boston, Mass.

Harvard Medical School Boston, Mass.

Tufts University School of Medicine Boston, Mass.

University of Massachusetts Medical School Worcester, Mass.

Michigan State University College of Human Medicine East Lansing, Mich.

University of Michigan Medical School Ann Arbor, Mich.

Wayne State University School of Medicine Detroit, Mich.

Mayo Medical School Rochester, Minn.

University of Minnesota Medical School Minneapolis, Minn.

Mississippi

University of Mississippi School of Medicine Jackson, Miss.

Saint Louis University School of Medicine St. Louis, Mo.

University of Missouri - Columbia School of Medicine Columbia, Mo.

University of Missouri - Kansas City School of Medicine Kansas City, Mo.

Washington University School of Medicine St. Louis, Mo.

Creighton University School of Medicine Omaha, Neb.

University of Nebraska College of Medicine Omaha, Neb.

University of Nevada School of Medicine Reno, Nev.

New Hampshire

Geisel School of Medicine at Dartmouth Hanover, N.H.

Rutgers - New Jersey Medical School Newark, N.J.

Rutgers - Robert Wood Johnson Medical School Piscataway, N.J.

University of New Mexico School of Medicine Albuquerque, N.M.

Albany Medical College Albany, N.Y.

Albert Einstein College of Medicine of Yeshiva University Bronx, N.Y.

Columbia University College of Physicians and Surgeons New York, N.Y.

Hofstra North Shore - LIJ School of Medicine Hempstead, N.Y.

Weill Cornell/Rockefeller/Sloan-Kettering Tri-Institutional MD/PhD Program New York, N.Y.

Mount Sinai School of Medicine New York, N.Y.

New York Medical College Valhalla, N.Y.

New York University School of Medicine New York, N.Y.

SUNY at Buffalo School of Medicine Buffalo, N.Y.

SUNY at Stony Brook Health Sciences Center Stony Brook, N.Y.

SUNY Downstate Medical Center College of Medicine Brooklyn, N.Y.

SUNY Upstate Medical University Syracuse, N.Y.

University of Rochester School of Medicine Rochester, N.Y.

North Carolina

Wake Forest School of Medicine Winston-Salem, N.C.

Brody School of Medicine at East Carolina University Greenville, N.C.

Duke University School of Medicine Durham, N.C.

University of North Carolina at Chapel Hill School of Medicine Chapel Hill, N.C.

North Dakota

University of North Dakota School of Medicine Grand Forks, N.D.

Case Western Reserve University School of Medicine Cleveland, Ohio

Northeastern Ohio College of Medicine Rootstown, Ohio

Ohio State University College of Medicine Columbus, Ohio

University of Cincinnati College of Medicine Cincinnati, Ohio

University of Toledo College of Medicine Toledo, Ohio

Wright State University School of Medicine Dayton, Ohio

University of Oklahoma Health Sciences Center Oklahoma City, Okla.

Oregon Health Sciences University School of Medicine Portland, Ore.

Pennsylvania

Drexel University College of Medicine Philadelphia, Pa.

Sidney Kimmel Medical College at Thomas Jefferson University Philadelphia, Pa.

Penn State University College of Medicine Hershey, Pa.

University of Pennsylvania School of Medicine Philadelphia, Pa.

University of Pittsburgh School of Medicine Pittsburgh, Pa.

Temple University School of Medicine Philadelphia, Pa.

Rhode Island

Brown University School of Medicine Providence, R.I.

South Carolina

Medical University of South Carolina Charleston, S.C.

University of South Carolina School of Medicine Columbia, S.C.

South Dakota

University of South Dakota School of Medicine Vermillion, S.D.

East Tennessee State University James H. Quillen College of Medicine Johnson City, Tenn.

Meharry Medical College School of Medicine Nashville, Tenn.

University of Tennessee, Memphis College of Medicine Memphis, Tenn.

Vanderbilt University School of Medicine Nashville, Tenn.

Baylor College of Medicine Houston, Texas

McGovern Medical School at UTHealth/MD Anderson Cancer Center/University of Puerto Rico Tri-Institutional Program Houston, Texas

Texas A&M University Health Sciences Center College of Medicine College Station, Texas

Texas Tech University School of Medicine Lubbock, Texas

University of Texas Medical Branch at Galveston Galveston, Texas

University of Texas Health San Antonio, Long School of Medicine San Antonio, Texas

University of Texas, Southwestern Med Center - Dallas Dallas, Texas

University of Utah School of Medicine Salt Lake City, Utah

University of Vermont College of Medicine Burlington, Vt.

Eastern Virginia Medical School Norfolk, Va.

Virginia Commonwealth University School of Medicine Richmond, Va.

University of Virginia School of Medicine Charlottesville, Va.

University of Washington School of Medicine Seattle, Wash.

West Virginia

Marshall University School of Medicine Huntington, W.Va.

West Virginia University School of Medicine Morgantown, W.Va.

Medical College of Wisconsin Milwaukee, Wisc.

University of Wisconsin Medical School Madison, Wisc.

McGill University Faculty of Medicine Montreal, Quebec

McMaster University of Faculty of Health Sciences Hamilton, Ontario

Memorial University of Newfoundland Faculty of Medicine St. John's, Newfoundland and Labrador

Universite de Montreal Faculte de Medecine Montreal, Quebec

Universite de Sherbrooke Faculte de Medecine Sherbrooke, Quebec

Universite Laval Faculte de Medecine Quebec, Quebec

University of Alberta Faculty of Medicine and Dentistry Edmonton, Alberta

University of Calgary Faculty of Medicine Calgary, Alberta

University of British Columbia Faculty of Medicine Vancouver, British Columbia

University of Manitoba Faculty of Medicine Winnipeg, Manitoba

University of Saskatchewan College of Medicine Saskatoon, Saskatchewan

University of Toronto Faculty of Medicine Toronto, Ontario

University of Western Ontario London, Ontario

Related Programs

NIH MD-PhD Partnership Program

• Like AAMC Pre-Med
• Follow @AAMCpremed

Information on how to become a research physician, also known as a physician-investigator or a physician-scientist.

A Personal Plea to Premeds

Trisha Kaundinya | January 13, 2021

When I was in college, I was in a premed “bubble” a lot of the time. I took many of my courses and labs alongside hundreds of other aspiring physicians. I would see the same people throughout my academic day, and sometimes even outside of the lecture hall. Because of this, I unintentionally overheard conversations […]

Get important information, resources, and tips to help you on your path to medical school—delivered right to your inbox each month.

• Student/Faculty Portal
• Learning Hub (Brightspace)
• Continuous Professional Development
• Admissions and Application Process
• Prerequisites and Requirements
• Financial Support
• Curriculum Overview
• Initiative for Maximizing Student Development (IMSD)
• Career Development Internships
• Tracks Overview
• Biochemistry and Molecular Biology
• Biomedical Engineering and Physiology
• Clinical and Translational Science
• Molecular Pharmacology and Experimental Therapeutics
• Neuroscience
• Regenerative Sciences
• Virology and Gene Therapy
• Find a Mentor
• Student Life Overview
• Student Organizations
• Graduate Student Workspaces
• Events and Programs
• Alumni Perspectives

Discover the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Sciences

Ph.d. program, ph.d. program overview.

At Mayo Clinic Graduate School of Biomedical Sciences, you’ll discover a unique research training environment of academic inquiry and scientific discovery, combined with exceptional intellectual and technological resources designed to help you achieve your highest scientific career goals.

Through the Ph.D. program, you’ll acquire a broad expertise in biomedical science with the opportunity to go deeper into your primary area of research interest.

year average time to degree

Best graduate school rankings

a top school for biological sciences as ranked by U.S. News & World Report

Guaranteed 5-year internal fellowship

includes full tuition, stipend, and benefits

Whether you’re preparing for graduate school or applying now, the Mayo Clinic experience for biomedical science Ph.D. students is different.

Program highlights:

• Research training by leading investigators in fields ranging from molecules to populations, all in the context of exceptional health care.
• Embedded within a top academic medical center, you’ll have access to clinical data from more than 6 million patient histories.
• A Career Development Internship program where senior students experience networking opportunities in career settings different from those of their research mentors.
• A national destination for research training of students from backgrounds underrepresented in science. Mayo’s NIH-funded IMSD is more than two decades old, and Mayo invented the NIH PREP concept.
• Join about 250 students who have access to 300+ faculty members in small class sizes.
• 87% of graduates since 1989 are employed in academia or industry.
• Three campuses in Minnesota, Florida, and Arizona with diverse research opportunities.
• Every student is awarded a fellowship for five years that fully covers tuition.
• Ph.D. students receive a stipend and health benefits.

See yourself here

Hear from students and faculty to get an idea of what it's like to learn here, live here, and be a Ph.D. student at Mayo Clinic College of Medicine and Science.

"I can be the scientist I want to be"

Choosing your area of specialization.

You'll choose from one of eight  biomedical science specialty tracks within our Ph.D. Program. Track choice is indicated during the application process and confirmed after admission. But you'll be able to do research and learn in any Mayo laboratory that interests you, even if it's not within your track.

Perspectives on our Ph.D. Program

"Collaboration is massive here"

Collaborative research and learning environment

The hallmark of research at Mayo Clinic is the highly collaborative interaction that occurs between investigators in basic science and clinical areas. While each investigator has a competitively funded independent lab, collaboration with graduate students and staff across the institution is common. As a Ph.D. student, you’re free to select any Mayo mentor, regardless of which track you choose.

"Allowed me to build my own team"

Teaching opportunities

Tutoring and teaching opportunities are available and optional for our Ph.D. students. If you’re interested in developing these skills, serving as a tutor or a teaching assistant can help cement the knowledge you gain from your coursework.

Application window

Apply between Sept. 1 and Dec. 4 for the following academic year.

To get in touch with the Ph.D. Program, fill out the form on the Contact Us page .

Ph.D. and master's degree program catalog (2024-2025), rev. 6-13-24

Virtual visits

Explore our virtual visit options or sign up for a video chat to get a personalized look at our program.

• Utility Menu

c4459eb33aea6237e015ff3d1eced73d

72cd7925dc2edbcd3f41327961f666c0.

• Student Handbook
• Harvard Medical School
• Harvard University
• News & Events

MedEd's Custom Google Search

The Harvard/MIT MD-PhD Program at Harvard Medical School (HMS), sponsored primarily by the  National Institutes of Health (NIH)  through its  Medical Scientist Training Program (MSTP)  since 1974, provides fellowship support for selected and highly qualified students who have elected to pursue both the MD and PhD degrees. The overall mission is to train the next generation of premier and diverse physician-scientist leaders, who represent a rich spectrum of clinical disciplines and research areas from basic and translational sciences to bioengineering to the social sciences.

MD-PhD Website MD-PhD Curriculum Maps Policy in the Student Handbook Affiliate Program - Students who enter HMS as MD students and decide after admission to pursue both the MD and a PhD degree are eligible to apply for affiliate status in the MD-PhD Program.

Loren Walensky, MD, PhD

Elizabeth barks, johnathan cheng, phd, jennifer deangelo, halie nicolosi, steve obuchowski.

• Office of the Dean for Medical Education
• Program in Medical Education
• Academic Societies
• Anatomical Gift Program (AGP)
• Disability Services
• Finance & Administration
• Financial Aid
• Health Sciences & Technology (HST)
• Learning Resources & Support
• Office of Medical Education (OME)
• Recruitment & Multicultural Affairs (ORMA)
• Scholarly Engagement (OSE)
• Student Affairs

The Harvard/MIT MD-PhD Program Daniel C. Tosteson Medical Education Center 260 Longwood Avenue, Suite 168 Boston, MA 02115

Phone: 617-432-0991 [email protected] www.hms.harvard.edu/md_phd

Skip to content

Explore VP&S

Academic programs.

Join our MD program to become a physician with compassion, a sense of self, and true grit in all medical pursuits. 

For Researchers

Areas of research.

VP&S continues to be a world leader across the entire spectrum of basic science, translational, and clinical research

• Patient Care

Departments & Centers

Clinical departments and divisions.

Our mission is to provide world-class patient care, foster innovative research, and train the next generation of leaders in medicine.

PhDs in Biomedical Sciences

The Coordinated Doctoral Programs in Biomedical Sciences are part of the medical school and the Columbia University Graduate School of Arts and Sciences. The programs are located at the Columbia University Irving Medical Center campus. PhD students have access to more than 250 training faculty when selecting their research direction, ensuring that each student receives optimal training and research experience. We also provide a supportive environment which goes beyond academics. 

PhD Programs include:

• Biochemistry, Molecular Biophysics and Structural Biology
• Biomedical Informatics
• Cancer Biology
• Cellular and Molecular Physiology & Biophysics
• Genetics and Development
• Microbiology and Immunology
• Molecular Pharmacology and Therapeutics
• Neurobiology and Behavior
• Nutritional and Metabolic Biology
• Pathobiology and Mechanisms of Disease
• Stem Cell Biology
• Systems Biology

Please visit the Applying to the PhDs in Biomedical Sciences application page to access the online application or to view application guidelines.

Biomedical PhD Programs

The following programs are administered in the School of Medicine by the  Office of Biomedical Graduate Education  (OBGE).

Each PhD program has its own course work and preliminary exam requirements, but all programs follow a general academic pattern. The first year is generally devoted to course work and laboratory rotations. At the beginning of the second year, students enter their thesis labs, finish course work and assemble dissertation committees. At the end of the second year, students complete their preliminary exam, which is generally based on their proposed dissertation project. After passing the preliminary exam, the student is fully devoted to research. Some programs have a teaching requirement but all students can serve as teaching assistants with the approval of their dissertation mentor.

Learn more about specific departmental requirements, offerings, leadership, and faculty on each program’s webpage.

• Biochemistry
• Biostatistics
• Cell & Molecular Biology *
• Cell Biology  (non-admitting)
• Cognitive Neuroscience † *
• Computational Biology & Bioinformatics *
• Developmental & Stem Cell Biology † *
• Integrated Toxicology & Environmental Health Program † *
• Medical Physics
• Medical Scientist Training Program - MD/PhD
• Molecular Cancer Biology
• Molecular Genetics & Microbiology
• Neurobiology
• Pharmacology
• Population Health Sciences
• University Program in Genetics & Genomics *

† Admitting program

Admitting interdisciplinary programs offer students an opportunity to develop foundational skills with interdisciplinary faculty from the admitting program in the first two years of study. Students then affiliate into a degree-granting program to join a lab, continue study, and earn the Ph.D. degree.

*Interdisciplinary program

Interdisciplinary programs offer training from faculty from across Duke departments who bring together valuable field knowledge from a variety of academic perspectives. Some interdisciplinary programs are admitting programs and constitute only the first two years of training; others are degree-granting and see students through the entire PhD degree. Admitting programs are denoted with a †.

MEMP PhD Program

Hst’s memp phd program, is this program a good fit for me.

HST’s Medical Engineering and Medical Physics (MEMP) PhD program offers a unique curriculum for engineers and scientists who want to impact patient care by developing innovations to prevent, diagnose, and treat disease. We're committed to welcoming applicants from a wide range of communities, backgrounds, and experiences.

How is HST’s MEMP PhD program different from other PhD programs?

As a MEMP student, you’ll choose one of 11 technical concentrations and design an individualized curriculum to ground yourself in the foundations of that discipline. You’ll study medical sciences alongside MD students and become fluent in the language and culture of medicine through structured clinical experiences. You’ll select a research project from among laboratories at MIT, Harvard, affiliated hospitals and research institutes , then tackle important questions through the multiple lenses of your technical discipline and your medical training. As a result, you will learn how to ask better questions, identify promising research areas, and translate research findings into real-world medical practice.

What degree will I earn?

You’ll earn a PhD awarded by MIT or by the Harvard Faculty of Arts and Sciences.

What can I do with this degree?

Lead pioneering efforts that translate technical work into innovations that improve human health and shape the future of medicine.

How long will it take me to earn a PhD in HST’s MEMP program?

Similar to other PhD programs in MIT's School of Engineering, the average time-to-degree for MEMP PhD students is less than six years.

What are the degree requirements?

Science / engineering.

Choose one of the established concentration areas and select four courses from the approved list for the chosen area. Current MEMP concentration areas are:

• Aeronautics & Astronautics
• Biological Engineering
• Brain & Cognitive Sciences
• Chemical Engineering
• Computer Science
• Electrical Engineering
• Materials Science & Engineering
• Mechanical Engineering
• Nuclear Engineering

Harvard MEMPs fulfill Basic Science/Engineering Concentration and Qualifying Exam through their collaborating department (SEAS or Biophysics).

Biomedical Sciences and Clinical Requirements

Biomedical sciences core.

• HST030 or HST034: Human Pathology
• HST160: Genetics in Modern Medicine
• HST090: Cardiovascular Pathophysiology

Restricted Electives - two full courses required*

• HST010: Human Anatomy
• HST020: Musculoskeletal Pathophysiology*
• HST100: Respiratory Pathophysiology**
• HST110: Renal Pathophysiology**
• HST130: Introduction to Neuroscience
• HST162: Molecular Diagnostics and Bioinformatics*
•  HST164: Principles of Biomedical Imaging*
• HST175: Cellular & Molecular Immunology

*  May combine two half-courses to count as one full course **Must choose at least one of HST100, HST110

Clinical Core

• HST201: Intro. to Clinical Medicine I and HST202: Intro. to Clinical Medicine II
• HST207: Intro. to Clinical Medicine

PhD Thesis Guide

Letter of intent #1:.

Research advisor and topic. Due by April 30 of 2nd year.

Letter of Intent #2:

Tentative thesis committee. Due by April 30 of 3rd year.

Thesis proposal:

Defended before thesis committee. Due by April 30 of 4th year.

Final Thesis:

Public defense and submission of final thesis document.

Harvard MEMPs must an electronic copy of the final thesis including the signed cover sheet. Harvard MEMPs should not register for HST.ThG.

Qualifying Exam

TQE: Technical qualification based on performance in four concentration area courses and Pathology

OQE: Oral examination to evaluate ability to integrate information from diverse sources into a coherent research proposal and to defend that proposal

Professional Skills

Hst500: frontiers in (bio)medical engineering and physics.

Required spring of first year

HST590: Biomedical Engineering Seminar

Required fall semester of first year. Minimum of four semesters required; one on responsible conduct of research and three electives. Topics rotate.

Required for all MEMP students. (Biophysics students may substitute MedSci 300 for HST590 term on responsible conduct of research.)

Professional Perspectives 

Required once during PhD enrollment 

What can I expect?

You’ll begin by choosing a concentration in a classical discipline of engineering or physical science. During your first two years in HST, you’ll complete a series of courses to learn the fundamentals of your chosen area.

In parallel, you’ll become conversant in the biomedical sciences through preclinical coursework in pathology and pathophysiology, learning side-by-side with HST MD students.

With that foundation, you’ll engage in truly immersive clinical experiences, gaining a hands-on understanding of clinical care, medical decision-making, and the role of technology in medical practice. These experiences will help you become fluent in the language and culture of medicine and gain a first-hand understanding of the opportunities for — and constraints on — applying scientific and technological innovations in health care.

You’ll also take part in two seminar classes that help you to integrate science and engineering with medicine, while developing your professional skills. Then you’ll design an individualized professional perspectives experience that allows you to explore career paths in an area of your choice:  academia, medicine, industry, entrepreneurship, or the public sector.

A two-stage qualifying examination tests your proficiency in your concentration area, your skill at integrating information from diverse sources into a coherent research proposal, and your ability to defend that research proposal in an oral presentation.

Finally, as the culmination of your training, you’ll investigate an important problem at the intersection of science, technology, and medicine through an individualized thesis research project, with opportunities to be mentored by faculty in laboratories at MIT, Harvard, and affiliated teaching hospitals.

Interested in applying? Learn about the application process here.

HST MEMP grad Carmen Martin Alonso looks ahead to a bright future as a medical researcher

Stanford MD Physician Scientist Programs

Become a Physician-Scientist at Stanford School of Medicine

Developing Tomorrow’s Leaders in Discovery and Care

As part of our mission to train future leaders and scholars in multiple domains, Stanford School of Medicine offers unique, highly flexible curricula that enable MD students to pursue clinical investigation during medical training.

With several degree and non-degree physician-scientist pathways available, most Stanford MD students pursue scholarly investigation and biomedical research – giving them the skills to translate research, create better understanding of disease, and lead clinical trials. In addition to traditional physician-scientist areas such as basic science, students have recently pursued research in diverse areas, including epidemiology, global health, health policy, and clinical trials and biomarkers.

Our novel physician-scientist training programs offer:

• Funding: Opportunities for fully funded research training
• Flexibility: The ability to change pathways to deepen scholarly pursuits
• Faculty Mentorship: One-to-one guidance from faculty physician-scientists

The Physician-Scientist Pathway at Stanford School of Medicine

• Physician-Scientist Training Program (PSTP) : Students engage in a broad range of biomedical research, within the medical school, on the university campus or abroad as part of global health projects led by Stanford faculty.
• Berg Scholars : Berg Scholars pursue a MS in Biomedical Investigation while enrolled in the MD program at Stanford.
• Medical-Scientist Training Program (MSTP, MD/PhD) : One of the nation’s most recognized programs, MSTP trains students and prepares them for careers dedicated to biomedical research.

• *Does not include other non-research master’s degrees
• **Internal MSTP admits who move into MSTP, which typically occurs after MD2, receive full funding the fall quarter after acceptance.

What role do physician-scientists have in medicine?

Physician-scientists — doctors trained as both expert care providers and scientists – possess a mix of skills and expertise that enable them to have central roles in the basic science discovery process, test new diagnostics and therapeutics in clinical settings, and deliver discoveries at individual and societal levels.

Though physician-scientists make up less than 1% of the physician workforce in the United States, they account for 37% of all Nobel laureates in physiology or medicine and some 70% of chief scientific officers of major pharmaceutical companies and National Institutes of Health (NIH) leadership.

What does physician-scientist training at Stanford look like?

Stanford’s MD students admitted into physician-scientist training programs pursue curiosity-driven research to the depth of their interests. This flexibility allows them to transition from one pathway to another as they immerse themselves more into physician scientist training. Some trainees opt for exposure to biomedical research in a non-degree pathway, while others choose to pursue more research-intensive programs and graduate with an MD/MS or MD/PhD.

What is the Split Curriculum?

Stanford's "Split Curriculum" provides medical students an opportunity to acquire in-depth research experience alongside academic coursework. More beneficial than a gap-year approach, the Split Curriculum starts after the first year of medical training, with students dedicating half their time to lectures or clinical activities and the rest for research. Unlike gap year pathways offered by other medical schools, the Split Curriculum is unique to Stanford and allows students to combine research and preclinical coursework over seven consecutive quarters.

What does the funding structure for physician-scientist training look like?

Stanford School of Medicine is committed to creating an environment where a student’s training is defined by their interests, not concerns about future debt. Our clinician-scientist pathways provide full funding for research pursuits, and some pathways also include full funding for the student’s medical training.

Another differentiator, Stanford offers the Medical Scholars Research Program , a fellowship that supports medical student research, including scholarly concentration projects. With MedScholars funding, students carry out research under the direction of faculty members in the medical school, hospital and clinics,  throughout the university, and in some cases across the globe.

Addressing the physician-scientist shortage

The number of U.S. physicians engaged in research has dropped more than 50% over the past 40 years, and this has accelerated since the start of the pandemic. Stanford School of Medicine aims to address this urgent crisis by reinvigorating this pipeline through funding, flexibility, and faculty mentorship. These unprecedented offerings enable Stanford MD students to become physician-scientists who serve as a bridge between biomedical research and patient care. With transformative medical advances on the brink of reality – including cures for genetic illnesses, the ability to program cells, vaccines for cancer, personalized medicine, and AI-enabled medicine – the unique skills of physician-scientists will become only more important to advancing research, translation, and care.

Who should consider becoming a physician-scientist?

Stanford’s physician-scientist pathways are designed for MD students who have an interest in conducting independent scientific investigation during their medical training. The skills developed in these programs have broad application in professional environments, with demand across academia, health systems, and biotech and pharmaceutical companies. Most importantly, Stanford wants to attract and develop the abilities of students who have a keen interest in developing innovative solutions to today’s greatest health challenges.

• School Home
• Residency Success
• Scholarships
• Financial Aid
• Basic Medical Sciences Faculty
• Clinical Faculty
• International Partnerships
• Affiliated Hospitals
• Read Our Blog
• 4-Year MD Program
• 5-Year MD Track
• 6-Year MD Track
• 7-Year MD Track
• MD Transfer Students
• BSc/MD Dual Degree
• Dual MD/MPH Program
• Dual MD/MSc Program

Medical PhD Degree

• Medical School Blog

A Program for the Next Generation of Leading Research Physicians

As you explore medical schools with medical PhD programs, consider SGU’s Doctor of Philosophy (PhD) program. Our medical PhD courses allow you to pursue a variety of clinical disciplines and research areas, combined with a rigorous medical education with global impact.

Capitalize on your drive for research and patient care with a medical PhD degree to advance medical science to pursue a career in clinical research or as a medical school instructor.

Choose from among four specialty areas for your PhD degree:

• Medical PhD in Anatomical Education   Provides you with an academic anatomist perspective with training in clinical teaching methodology and practice.
• Medical PhD in Anatomical Sciences Deepen your training in clinical and anatomical research.
• Medical PhD in Microbiology (option 1) Concentrate your studies in clinical microbiology, marine microbiology, parasitology, mycology, immunology, and virology.
• Medical PhD in Microbiology (option 2) Focus your PhD on planning and conducting research, writing in scientific style, and publishing independently.
• Medical PhD in Physiology and Neuroscience Gain in-depth knowledge in the spheres of physiology and neuroscience as a project-managing physician with specialized expertise.

At a Glance

Next Start Date August 2024

View Curriculum

View Resources

"SGU has a special place in my heart. I wouldn’t have done anything differently."

Lewis Musoke, MD

I always tell people that medical school was the best experience of my life. I would go back and do it all again in a heartbeat.

Philip Manners, MD

Train for your calling in medicine with an innovative MD program.

• Mission Statement
• Accreditations and Approvals
• Diversity and Inclusion
• Administration and Faculty
• Grenada Partnerships
• Facts and Figures
• Enrollment and Demographics
• Virtual Tour
• Employment Opportunities
• The Office of Career Guidance and Student Development
• Student Accessibility and Accommodation Services
• The Office of Dean of Students
• Office of the University Registrar
• Health and Psychological Services
• Student Manuals
• Preference Center
• Consumer Disclosures
• Nondiscrimination Statement
• Office of Information Technology
• Privacy Policy
• SGU Weather Emergency Plan
• Submit Website Feedback

Your browser is unsupported

We recommend using the latest version of IE11, Edge, Chrome, Firefox or Safari.

Department of Medical Education

Phd in health professions education.

The Department of Medical Education (DME) is thrilled to announce the establishment of a new online PhD program in Health Professions Education (HPE). The PhD in HPE evolved from our successful former collaboration with the UIC College of Education’s Department of Curriculum and Instruction. The PhD in HPE also builds upon the success and strong reputation of DME’s Master of Health Professions Education (MHPE), as well as upon the department’s broader expertise in HPE research and teaching excellence.

Program Overview Heading link Copy link

What is the phd in hpe.

The PhD in HPE program will produce exemplary scholars who advance the field of health professions education by developing innovative research agendas that shape educational policy, standards, and practices, with the ultimate goal of improving healthcare. While the PhD in HPE will share course offerings with DME’s renowned MHPE program, it will include a greater emphasis on research design, data collection, and original scholarship for students who aim to serve as principal investigators in HPE studies in the future.

Who is this program for?

Typical students in the program may include students from a wide range of professional backgrounds, including MDs, other clinicians, and non-clinical educators, aiming to deepen their methodological training and increase their knowledge of the health professions education canon. The student body is also likely to be heterogenous in terms of career stage, and thus may include students ranging from trainees (e.g., residents and fellows) to administrators and leaders (e.g., program directors and deans).

The program is designed for students to have the option to pursue the program on a part-time basis, in conjunction with their regular employment or full-time.

What should students expect to gain?

After completion of the PhD in HPE, students will be able to:

• Integrate theories in the social sciences and health professions to define and understand challenges in health professions education, research, and practice
• Employ a range of relevant research designs, research methodologies, and other scholarly practices to advance the field of health professions education as an independent investigator and eventual leader of a research team
• Situate education and education science within the sociopolitical context of health care and health professions education, and translate educational science into practice
• Additionally, students will have the opportunity to make numerous connections with experts in HPE in order to grow their professional networks.

Program format and cost

What is the program format.

The PhD in Health Professions Education is an online program, though some courses included in the curriculum have short-term, in-person requirements.

What is the cost of the program?

The online tuition is currently $925 per credit plus fees (information about fees can be found on the UIC Registrar’s website. The program/department (DME) does not offer any funding at this time. Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers. Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College will be supported in their applications by departmental and PhD program administration.

Degree Requirements Heading link Copy link

Students must achieve the following requirements to graduate with a PhD in Health Professions Education.

Details on hours

The PhD in HPE degree requires 96 credit hours past the baccalaureate. However, we anticipate that the majority of admitted students will be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree or advanced clinical degree (e.g., MDs), thus leaving 64 credit hours to complete the degree. (For more details, see FAQs.)

The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

To accommodate the heterogeneity of the expected student body, the curriculum aims to be quite flexible. Rather than being prescriptive about specific courses, the program focuses on the specific domains and competencies that were determined by program faculty to be fitting for rigorous, doctoral-level training in HPE. Specifically, students will work with their advisors and the Director of Graduate Studies (DGS) to develop programs of study based upon their scholarly and methodological needs.

• View course descriptions

Details of mentorship

Students must complete a mentored, Applied Health Professions Education Experience in order to better facilitate integration of coursework and their understanding of HPE concepts within applied settings. These experiences might include working on DME faculty members’ research projects, engaging in HPE journal editorial work, helping to teach a course taught by a DME faculty member, or something comparable.

There are 3 exams

• Departmental Qualifying Examination: This comprehensive exam will evaluate students’ knowledge of foundational readings within health professions education and their ability to synthesize and critique these readings.
• Graduate College Preliminary Examination: Students are required to draft a dissertation prospectus and defend this prospectus at a virtual hearing in front of their Preliminary Examination committee (and future dissertation committee).
• Dissertation Defense: Students are required to complete a written dissertation with a public, virtual oral defense before their dissertation committee and other members of the academic community.

Dissertation details

PhD in HPE students must complete a Dissertation research project. Dissertation research must include original data collection (i.e., the research needs to include the development of a dataset, identification of sample/analytic subject, etc.). The project can include one large project with multiple components or serial linked studies/experiments. The most common format for the dissertation is the multiple-article model (three publishable articles, plus an introduction and conclusion), though a single monograph is also acceptable.

How to Apply Heading link Copy link

The application deadline for Fall 2025 is December 1 st , 2024. Only two applicants are accepted each year.

All applicants submit materials via Online Application . The Department of Medical Education Admissions Committee will then develop a ranked short list for subsequent interviews with potential PhD advisors. Short-listed applicants will interview (via Zoom) with the DGS and two potential advisors, all of whom will submit reviews for the applicants, which will then be used to develop the final ranked list for admissions.

Please review the admission and application requirements before applying.

Applicants will be informed of admissions decisions in the spring. Please note that all admitted students will be required to attend the 1-week in-person introductory course (MHPE 506), which takes place at the end of July in Chicago.

Application requirements Heading link Copy link

Details on prior degree requirements.

Applicants must have earned a baccalaureate degree.

A combination of a master’s degree in education, social science, or related fields and significant experience in a health professions setting or  A master’s degree in health professions education and/or an advanced professional degree in a health professions discipline.

Applying as a graduate of the Department of Medical Education MHPE program

Graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Transfer credits

Advanced standing credit determinations will be considered for applicants with master’s degrees in health professions education; master’s degrees in education, social science, or related fields; and advanced professional degrees in a health professions discipline. Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree.

Transfer of graduate credits from other institutions will be handled on a case-by-case and course-by-course basis, pursuant to the transfer process described on the Graduate College website.

Read more on the policies around transfer of credit on the Graduate College website .

GPA details

Applicant’s previous grade point average must be above 3.75 on a 5-point scale or 3.0 on a 4-point scale.

Which tests to take

The GRE is not required for this program; however, applicants may submit their scores if they wish.

Applicants whose native language is not English must take either the Test of English as a Foreign Language (TOEFL), the exam of the International English Language Testing System (IELTS), or the Pearson’s PTE Academic. The test score cannot be more than two years old. For English proficiency test score minimums, reporting requirements, and exemptions, see the UIC Admissions International Requirements page for more details.

• UIC Admissions International Requirements

Review for submitting

To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Additionally, applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials. Applicants must submit:

• UIC online graduate application  (All application materials must be submitted through the UIC online graduate application.)
• Registrar-issued transcripts from each college and professional school attended
• Letters of Recommendation (3)
• Recommendation letters should address the applicant’s academic qualifications, research ability/experience, and ability to carry out advanced degree studies (including institutional/financial support, if available)
• Your background and/or experiences (past or present) that are relevant to the field of health professions education (these may include research, teaching, curricular development, administration, etc.).
• Future potential research agenda – please include at least one future project idea.
• Fit with program and why the applicant is pursuing the PhD in HPE at DME
• Applicant characteristics or experience likely to contribute to applicant success in the PhD program, including experience with online/virtual learning, prior graduate programs, institutional support, local mentorship, etc.
• If applicants are planning to pursue the degree in connection with their employment (i.e., part-time), they also must include a statement of how the doctoral program of study will fit in with their professional schedules and commitments.
• A Curriculum Vitae (CV) highlighting research, teaching, and service experience, particularly in HPE

Read if you are applying from outside the United States

International applicants must follow all UIC Admissions International Requirements for graduate admission. Please visit the UIC Admissions website for more details.

The Office of International Services is working to obtain authorization to allow international students to be admitted to this new academic program. In the event that the authorization is not in place in time prior to the start of the term of admission, admitted international students may defer their admission until the following year.

Contact for more program info Heading link Copy link

Laura e. hirshfield, laura schaaf, thank you to the uic college of education heading link copy link.

In 2010, the Department of Medical Education, in collaboration with faculty in the College of Education, developed an area of emphasis within the PhD in Curriculum and Instruction for students interested in Health Professions Education and Curriculum. This concentration in Curriculum Studies/Critical Pedagogies and Urban Teacher Education (Health Professions Education Area of Emphasis) focused on the exploration of curriculum across multiple educational contexts. The program has successfully graduated a diverse set of students from a variety of social identities, professional backgrounds, and ranks within their profession.

The Department of Medical Education is extremely grateful for the long-term collaborative relationship it has had with the College of Education, especially with the CS/CPUTE program. The department will continue to support students who are currently enrolled in the Collaborative PhD program; however, DME will no longer admit new students into the HPE Area of Emphasis. Instead, the PhD in HPE will effectively replace this offering.

FAQs Heading link Copy link

Q: what is the difference between the mhpe and phd in hpe.

A: The PhD in HPE is similar in content to the MHPE, except that it focuses on developing in students a deeper methodological training, with increased independence and greater knowledge of the HPE canon. The goal of the PhD program is to shift students away from the more applied focus of the MHPE to a broader scholarly, theoretical approach. Specifically, the PhD in HPE shares course offerings with the MHPE program, but the program has a greater emphasis on research design, data collection, and original scholarship for students who wish to serve as principal investigators in HPE studies.

Q: Why should someone pursue a PhD in HPE at DME?

A:  DME’s PhD in HPE is focused on training our students to become independent researchers and scholars in health professions education. Graduates of the HPE PhD program would be particularly well poised to be hired by health professions scholarship units (or organizations and institutions that  “share a commitment to the production and dissemination of rigorous educational practices and research” ). Clinical faculty who are heavily involved in health professions education research that guides educational policy or practice may also find the degree valuable for deepening their research expertise.

Q: What are you looking for in applicants?

A: To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Typical students may include MDs, other clinicians (e.g., nurses and physical therapists), and non-clinical educators (e.g., student services or curricular affairs) aiming to deepen their methodological training and increase their knowledge of the health professions education canon. We welcome applicants from a variety of career stages. That said, all applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials.

Q: Is the program entirely online?

A:  No, not entirely.  Students are required to come to Chicago for the 1-week on-campus orientation course (MHPE 506), in which they are introduced to core course content and faculty and begin to develop the peer relationships that will form the basis of a lasting community of practice. For students who are not able to attend (e.g., international students unable to attain short-term visas) alternative opportunities for participation will be negotiated with course faculty members. Some MHPE courses may also have additional on-site components.

Q: How long does it take to complete the program?

A:  It’s hard to say, as it really varies based on a lot of different factors (i.e., if the student must complete 64 or 96 credit hours; how many credit hours a student takes each semester; when courses are offered and the availability in them; how long it takes the student to complete the exams and the dissertation; etc.).  The program will adhere to UIC Graduate College timelines for student completion of the program ( https://grad.uic.edu/doctoral-degrees/ ).

Q: How many courses/credits should I take each semester?

A:  It depends on your workload outside of the PhD in HPE. Most of our students will take the program part-time while they are working full-time; these students generally will take 4-6 credits per semester. Students should work with their advisor and PhD Director of Graduate Studies (DGS) to develop a plan that works best for them.

Q: What is advanced standing credit?

A:  Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree, thus making it 64 credit hours to complete the doctoral degree.  For consideration, the degree must be posted as completed on a transcript from an accredited institution, and, if international, equivalent to a U.S. master’s degree (as determined by the Graduate Admissions Office and the Graduate College).  Students who are not granted advanced standing credit will be required to complete 32 additional credit hours of 400-level and 500-level coursework in related areas.  A minimum of 16 of these credit hours must be letter-graded courses (A to F), rather than project or thesis credits. For more information on advancing standing credit, please see the UIC Graduate College website :

Q: Where can I learn more about the coursework taken in the program?

A:  The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

For more information about the above mentioned MHPE courses, please go to the MHPE brochure  https://chicago.medicine.uic.edu/wp-content/uploads/2022/04/MHPE-Information-Brochure.pdf

Q: Can graduates of the DME MHPE program apply?

A: Yes, graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Q: How much does the program cost?

A:  The cost of the program varies depending on how many credits you need to complete.  The program requires at least 96 credits from the baccalaureate or at least 64 credits from the master’s degree.  Doctoral students who have previously earned a relevant master’s degree (or its equivalent) from UIC or another accredited institution or health professionals with advanced degrees (e.g., MD, DO, DDS, PA, DPT, etc) may possibly be granted 32 semester hours of credit toward the doctoral degree if approved by the program and the Graduate College at the time of admission. The 32 hours are subtracted from the total hours required for the degree.  Degree equivalency from foreign institutions is determined by the Office of Admissions. To calculate online tuition please see the UIC Registrar’s Graduate Tuition and Fees website:   https://registrar.uic.edu/financial-matters/graduate-tuition-and-fees/ .

Q: Is there funding available?

A: The program/department (DME) does not offer any funding at this time. The majority of PhD in HPE students are not eligible for the most common ways that UIC PhD students fund their graduate degrees; specifically, funding is most often made available only to full-time graduate students. That said, full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College https://grad.uic.edu/funding-awards/ will be supported in their applications by departmental and PhD program administration. PhD students may also be able to seek funding through their employers.

Q: How many students are accepted each year?

A: At this time, we are only able to accept up to two students per year.

Please note that Internet Explorer is incompatible with this site.

We recommend upgrading to the latest Microsoft Edge , Google Chrome , or Firefox .

• Patient Care

MCOM Graduate & Postdoctoral Affairs

Quick links, graduate & postdoctoral affairs, phd admissions.

PhD applicants are only considered for Fall and cannot apply to any other term. Details about admission requirements, deadlines, and the application process can be found on this page.

If you have any questions please don’t hesitate to contact us at 813-974-2836 or [email protected] .

Requirements

Minimum admission requirements can be found in the Graduate Catalog at the link below. 

Graduate Catalog

Please review the "Application Process" section of this page for details about what documents to submit. 

GRE Scores are NOT required for admission. 

Admissions decision factors.

Students seeking a PhD in Medical Sciences from the University of South Florida are selected by an admissions committee that considers the overall qualities of the applicant. Areas of consideration include academic achievement, research experience and interests, and letters of recommendation. All selected candidates will be required to have personal interviews with members of the PhD admissions committee.

The PhD Program typically receives more than 100 applications each year, and fewer than 30% of applicants are admitted.

The undergraduate GPA of the middle 50% of students admitted for Fall 2023 was 3.4-3.78. 

Deadlines & Decision Timeline

Application.

The Medical Sciences PhD Program priority deadline is December 1. Students should apply and submit all required documents (including letters of recommendation) by this date for the best chance of consideration. Our final application deadline is February 15. 

University application deadlines can be found in the Graduate Catalog.

Application Deadlines

Well-qualified applicants will be invited to participate in interviews with faculty members prior to final admissions decisions being made. An interview is required to be eligible for admission into the program and invitations to participate in interviews are sent between mid-December and mid-March. For Fall 2024 admission, we intend to host three rounds of virtual interviews on the dates outlined below: 

January 8-11 February 12-15 February 26-29

During interview weeks, interviewees are typically invited to a virtual program overview on Monday evening, then select from one of six available interview times (Tuesday morning or afternoon, Wednesday morning or afternoon, Thursday morning or afternoon). This schedule is subject to change, but additional details will be communicated to selected applicants. 

Review & Notification

Students who participate in an interview are typically notified of the committee's admission's decision within 7-10 days of interviewing. Admitted students will be invited to visit campus; our visit weekends are currently scheduled for: 

February 8-10 March 7-9 March 28-30

Admitted students have until April 15 to notify the PhD office if they will attend USF. 

Application Process

• Submit an online application . Select the Medical Sciences program. 
• Pay the $30 application fee . You will be prompted to pay as soon as you submit your application. If you are unable to pay when you submit, you can do so within 30 days by logging into your OASIS account at my.usf.edu . 
• Submit transcripts.  To upload documents to your application, log into the application website , then navigate to My Workspace > My Documents. Unofficial copies can be uploaded directly to your application and can be used for our admissions review. If you are offered admission, you will be required to submit official transcripts from all postsecondary institutions you have attended (undergraduate and graduate).
• Submit supplemental information .** 
• Curriculum Vitae or Resume 
• Research background
• Reasons for selecting the Morsani College of Medicine to pursue a PhD
• Future career goals following graduation from the Medical Sciences PhD program
• Recommendations should come from faculty or other professionals familiar with applicant's academic performance and/or research potential 

**If you are applying to more than one program at USF, it is imperative that your supplemental information clearly indicate that it should be used for your application to the Medical Sciences PhD Program. This is especially important for letters of recommendation. Failure to appropriately indicate the PhD program may prevent your application from being reviewed.

GRE scores are no longer required. 

Additional requirements for international students.

In addition to the requirements listed above, international students must also submit the documents listed below. Unofficial copies can be used for admissions review, but final admission will not be granted until official documents are received and processed by the Office of Admissions.

• World Education Services
• Josef Silny & Associates, Inc.
• Academic Evaluation Services
• Educational Credential Evaluators, Inc.
• A copy of the original document that was evaluated and an English translation (if applicable) must be included with the evaluation.

If you cannot provide a foreign credential evaluation when you apply, you may submit the documents outlined below and we can conduct a preliminary review based on this information. Documents should be uploaded to the online portal within the application. (Please note, it is still best to submit a course-by-course foreign credential evaluation if you are able to).

• Unofficial college transcript (must be in English)
• You may use a free online resource such as Scholaro or WES
• Must be your cumulative undergraduate GPA

Formal admission to the university will not be granted until an official course-by-course foreign credential evaluation is provided, but this can be submitted after an applicant is interviewed if necessary.

• Proof of English language proficiency .

If you have any questions about our Medical Sciences PhD Program, how to apply, or the status of your application, please don’t hesitate to contact us at 813-974-2836 or [email protected] .

• 2023 FACTS: Applicants and Matriculants Data

2023 FACTS: Enrollment, Graduates, and MD-PhD Data

• 2024 FACTS: Electronic Residency Application Service (ERAS) Data
• FACTS Glossary

By Institution

By Gender and Race/Ethnicity

MD-PhD and Other Dual Degrees

Summary Data

Additional Resources

Graduation Rates and Attrition Rates of U.S. Medical Students (PDF) This AAMC Data Snapshot provides information on the graduation and attrition rates of U.S. Medical Students.

• Medical Education

• BE Headquarters
• Open Positions
• Staff Directory
• Diversity, Equity, and Inclusion
• Restricted Electives
• Concentrations
• Biomedical Engineering
• Toxicology and Environmental Health
• Career Resources
• Undergraduate Thesis
• PhD Course Requirements
• Advisor Selection
• Graduate FAQ
• Meet The Graduate Students
• How Do I Apply?
• Application Assistance Program
• Masters Degree
• Graduate Life
• Biomechanics
• Biomolecular Design
• Cancer Biology
• Chemicals and Materials
• Computational Systems Biology
• Climate, Environment, and Toxicology
• Immunoengineering
• Instrumentation and Measurement
• Microbiome Engineering and Infectious Disease
• Neurobiology
• Plant and Agriculture
• Synthetic Biology
• Tissue Engineering
• Research Centers
• Named Lectureships
• Wishnok Prize
• Student Leadership
• BioMaker Space
• Communication and Data Labs
• Faculty Only
• Thesis Committee
• PhD Oral Exam
• PhD Dissertation Requirements

PhD Program

MIT Biological Engineering’s mission is to generate and communicate new knowledge in the application of engineering principles in biological systems and to educate leaders in our discipline. We focus at the interface of engineering and biology on combining quantitative, physical, and integrative engineering principles with modern life sciences research. MIT BE offers a graduate PhD degree, and only accepts PhD applications through the annual Departmental process for admission fall term of the following year.

PhD-level training in BE prepares students to conduct research that will:

• Explain how biological systems function in terms of biological/chemical/physical mechanisms, and how they respond when perturbed by endogenous, environmental, and therapeutic factors
• Engineer innovative technologies based on this understanding and apply technologies to address societal needs across all sectors including, but not limited to, biomedicine
• Establish new biology-based paradigms for solving problems in areas of science and engineering that have not historically been impacted by biological approaches

In addition, PhD-level training in BE prepares students to translate this research for positive impact in the world by developing skills to:

• Explain technical subject matter clearly, accurately, and in a compelling and contextual manner for a range of audiences
• Engage collaboratively in diverse teams to contribute biological engineering expertise needed for multidisciplinary projects
• Exercise intellectual and operational leadership to advance on goals in technically and organizationally complex scenarios
• Exhibit integrity and ethical judgment in the design of research and the application of research results

Degree Requirements

BE PhD students complete two core courses in the first year, supplemented with four additional electives ( Course Requirements ). Individual students pace their own progress through elective coursework in consultation with their academic advisor.

In addition to the course requirements, students present an oral thesis qualifying exam to be completed by the end of the fall term in their third year.

BE PhD students complete research rotations in the fall and winter of their first year and select a BE Faculty member as a research and thesis advisor. Students carry out thesis research with the guidance and support of their advisor and a thesis committee formed by the student. Technical communication is an important part of the BE PhD curriculum. Students gain and practice scientific communication skills through one or more terms of teaching experience at the graduate or undergraduate level and research-focused activities including poster and oral presentations at Departmental events including our retreat, the Bioengineering and Toxicology Seminar (BATS) seminar series, and culminating in delivery of a written PhD thesis and oral defense of their thesis work.

For More Information

• Graduate application
• Graduate student FAQ
• BE Application Assistance Program
• Graduate student life
• Graduate student handbook
• Meet the graduate students

Please contact the BE Graduate Academic Office for additional information regarding BE educational programs.

Katja Pinker-Domenig, MD, PHD

Locations and Appointments

Cuimc/herbert irving pavilion, about katja pinker-domenig, md, phd.

Dr. Katja Pinker-Domenig is an internationally renowned physician-scientist and board-certified radiologist with expertise in breast imaging. She is a professor of radiology at Columbia University Irving Medical Center and chief of the Division of Breast Imaging. She is an attending radiologist at NewYork-Presbyterian Hospital.

Dr. Pinker-Domenig has extensive expertise in all aspects of state-of-the-art breast imaging and interventions, including mammography, digital breast tomosynthesis, ultrasound, MRI, and biopsy procedures.

She is widely recognized for her pioneering work advancing the field of breast MRI through the development, improvement, and implementation of multiparametric MRI (which give more detailed pictures) into routine patient care, enabling the most accurate breast cancer detection. Her current research is focused on advanced functional multimodality breast imaging and the implementation of artificial intelligence into breast imaging with the goal of enabling personalized medicine in breast care.

Dr. Pinker-Domenig is the author of more than 200 peer-reviewed papers in prestigious journals, and she has been recognized with numerous awards. She is the editor-in-chief of the British Journal of Radiology Open, deputy editor of the Journal of Magnetic Resonance Imaging and section editor and reviewer for numerous medical journals.

After studying medicine at the Medical University of Vienna, Austria, Dr. Pinker-Domenig completed a residency in radiology in the Department of Biomedical Imaging and Image-Guided Therapy at the Medical University of Vienna, Austria. She then completed a research fellowship at Barts and the London School of Medicine and Princess Grace Hospital in London, UK, and obtained a PhD at the Medical University of Vienna, as well as earning the European Diploma in Breast Imaging (EBBI) of the European Society of Breast Imaging.

Specialties & Expertise

• Breast Biopsy
• Breast Cancer
• Breast Cancer High Risk Screening
• Breast Imaging
• Breast Ultrasound
• Fine Needle Aspiration Biopsy
• Imaging Guided Biopsies
• Mammography
• Needle Core Biopsy
• Stereotactic Breast Biopsy
• Tomosynthesis
• Ultrasound Guided Breast Biopsy
• Medical School: Medical University of Vienna, Austria
• Residency: Medical University of Vienna, Austria

Leadership, Titles & Positions

• Chief, Division of Breast Imaging
• Professor of Radiology

Awards & Honors

• 2014: Carla Boetes Young Investigator Award of the European Society of Breast Imaging (EUSOBI)
• 2014: Hans and Blanca Moser Award for Translational Cancer Research
• 2017 & 2019: Radiology Editors Recognition Award (with Distinction)
• 2021: Grand Decoration of Honour in Gold for Services to the Republic of Austria

Need Help Finding a Doctor?

latest in US News

NY hate crimes skyrocket to record high — with Jews targeted in...

Hochul vows NY State Fair milk will cost a quarter as long as...

Backpage.com founder Michael Lacey sentenced to 5 years, fined...

Bumbling murder suspect hiding during raid falls through ceiling...

NYC woman with long rap sheet busted for biting own pit bull:...

House Dem calls for ‘immediate ceasefire’, claims Israel...

'Screwber' scheme reaped whopping $40M in bogus surge fares for...

NYC finally tears down oldest sidewalk shed that's rotting -- but...

Phd student accused of killing her friend’s newborn baby could face death penalty if convicted.

A PhD student charged with killing her friend’s newborn baby and injuring his infant twin brother could face the death penalty if she’s convicted of the horrific crime, according to Pennsylvania prosecutors.

The Allegheny District Attorney’s Office revealed in court Friday it plans to seek capital punishment against Nicole Virzi , who allegedly smashed the skull of 6-week-old Leon Katz while she was baby-sitting the tot inside the family’s Pittsburgh-area home in June.

Virzi, 30, was watching the baby after Leon’s parents, Ethan Katz and his wife, Savannah Roberts, took his twin sibling, Ari, to the hospital for injuries that the California woman was later also accused of inflicting.

Prosecutors filed notice that they intend to pursue the death penalty in the June 15 homicide, citing various aggravating factors for the rare step, including allegedly committing the homicide by means of torture, the Pittsburgh Post-Gazette reported.

Virzi claimed that Leon tumbled from his bouncer chair when she stepped away, but doctors found the injuries “consistent with having been sustained as a result of child abuse, as these are inflicted injuries that are not natural and not accidental,” WTAE previously reported, citing court records and police.

The county’s medical examiner ruled Leon’s cause of death was blunt force trauma to the head. A head CT scan showed Leon suffered a severe skull fracture to the left side of the head, along with multiple brain bleeds.

She’s facing charges of homicide, aggravated assault and child endangerment.

Virzi, who was reportedly a clinical psychology student at UC San Diego’s Joint Doctoral Program, was referred to as a “trusted family friend” in a fundraising page established in the aftermath of the death.

While Virzi hails from California, she was staying in a Pittsburgh-area Airbnb at the time of the killing.

Virzi’s attorney, David Shrager, said last month that his client was devastated by Leon’s death while claiming she was innocent.

“If there was something that she would want to convey, it would just be the absolutely horrible pain that she’s feeling,” Shrager said, according to the newspaper. “These were her close friends.”

No woman is currently on death row in Pennsylvania and Gov. Josh Shapiro, a Democrat, has vowed not to sign off on any death warrant while he’s in office.

Virzi didn’t appear during her formal arraignment Friday and waived a preliminary hearing last month, the Post-Gazette reported.

Advertisement

PhD student accused of killing friend's baby faces death penalty if convicted

Pittsburgh prosecutors are seeking the death penalty in the case of a woman accused of killing a 6-week-old baby and injuring his twin brother in June, a new court filing shows.

Nicole Virzi, 30, a PhD student, was charged with homicide and multiple counts of aggravated assault and endangering the welfare of children. The charges stem from an incident in June when Virzi was babysitting the twin boys of a couple she knew in Pittsburgh.

According to a criminal complaint, Virzi called the police on the night of June 15, claiming that one of the twins had fallen from a bassinet. The baby, named Leon Katz, was rushed to a nearby children's hospital, where he was pronounced dead.

The next evening, Virzi discovered injuries to Leon’s twin brother, including scratches, bruising and swelling. After the second baby was taken to the hospital, doctors found the injuries sustained by both twins were neither natural nor accidental.

An examination by the medical examiner's office revealed that Leon had suffered from a severe skull fracture and multiple brain bleeds, with the cause of death determined to be blunt force trauma to the head, resulting from homicide.

Virzi, who had been staying at an Airbnb property in Pittsburgh, told police that Leon was in a bouncer seat when she left the room to get him a bottle. She then heard the baby screaming and found him on the floor before she contacted police. Virzi also alleged that Leon's twin brother got a scratch to his face when she tried to put him in a car seat and he flailed his arms.

The twins' parents denied inflicting any injuries on their children.

The Allegheny County District Attorney's Office cited torture as one of the aggravating factors justifying its pursuit of the death penalty.

Virzi’s defense attorney, David Shrager, told NBC News that Virzi was close friends with the twin’s parents and maintains her innocence.

“This was not the direction we hoped the case would go,” Shrager said. “We strongly disagree with the allegations made by the DA’s office regarding the death penalty. We will of course be litigating this case aggressively until the truth comes out.”

Virzi was pursuing her doctorate at the University of California, San Diego. According to the university's website , she was studying behavioral medicine in the joint doctoral program in clinical psychology.

She is being held in the Allegheny County Jail without bond.

Pennsylvania is one of 27 states where the death penalty remains legal. Over 100 people remain on death row in the state — including just one woman — but no executions have been carried out since 1999.

When Gov. Josh Shapiro took office last year, he a nnounced that he would not issue any execution warrants during his term. He called on the General Assembly to abolish the death penalty, saying, "The Commonwealth shouldn't be in the business of putting people to death."

News Associate