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If you can’t imagine a medical career without helping patients and participating in research, you’ve probably considered the MD-PhD track. Learn all about applying to MD-PhD programs and get our expert tips for strengthening your application.

Is an MD-PhD Program right for you?

The MD-PhD is a dual doctorate degree program for students who are interested in careers as “physician-scientists." By graduation, you’ll have fulfilled requirements for both the MD and PhD degrees. The MD-PhD takes about 8 years to complete during which you receive medical training AND become an expert in a specific research field. The program also requires dissertation research in your field of graduate study, which can range from biomedical laboratory disciplines like biochemistry or genetics to fields like economics, sociology, or anthropology . After graduation, MD-PhD students usually work as researchers or as faculty members at medical schools and universities.

Learn more about MD combined degree programs .

What are Medical Scientist Training Programs?

Medical Scientist Training Programs (MSTP) are MD-PhD programs that are funded by the National Institute of Health. Students who are admitted to these highly-competitive programs receive full tuition coverage, living expenses, and a stipend. There are currently 45  NIH-funded MSTP programs .

Are all MD-PhD programs free?

Over 60 medical and osteopathic medical schools  maintain their own MD-PhD or DO-PhD programs that are not funded by the NIH. Depending on the school, these programs offer full or partial financial support for their students.

Applying to MD-PhD Programs

Nearly all MD-PhD programs use the same application process as MD admissions—via the American Medical College Application Service (AMCAS) application . One key difference? MD-PhD applicants submit two additional essays: the MD-PhD Essay and the Significant Research Experience Essay:

• The MD-PhD Essay asks you to explain your reasons for pursuing the combined degree program.
• The  Significant Research Experience Essay asks you to describe your key research experiences, including your research supervisor's name and affiliation, the duration of the experience, the nature of the problem studied, and your contributions to the project.

Read More: Guide to Your Med School Applications

Do you need to take the GRE Test to apply for the Md-Phd Program?

Programs have different policies, so some schools may require both the MCAT and the GRE for combined degree applicants. For example, an MD-Phd in Anthropology at one school may require the GRE, while the MD-PhD in Immunology may not. Check with your prospective med schools to make sure you’re covered.

Timeline for MD-PhD Admissions

The MD-PHD application timeline is virtually the same as for MD admissions. (Remember you are using the same application service!) Here are the important dates for MD-PHD admissions:

• Early May: AMCAS opens and begins accepting transcripts
• Early June:  AMCAS begins accepting application submissions
• October–March: MD-PhD applicant interviews
• December–March: Admissions decisions sent to applicants
• March–April: Md-PhD applicants make their final decisions
• June–August: MD-PHD programs begin!

Tips for Boosting Your Md-Phd Application

Competition for MD-PhD applicants is fierce. After all, you have to convince medical schools to invest significant time and financial resources in you. Of the total 1,936 MD-PhD applicants in 2016–17, only 649 matriculated in a U.S. med school. Here’s what you can do to strengthen your overall application.

1. You need strong MCAT scores and a high GPA

If your grades and scores aren’t where they need to be, address it before you apply!  Check out these admissions stats for MD-PhD matriculants to U.S. medical schools from 2016-2017:

SOURCE:  Association of American Medical Colleges

Make a smart MCAT prep plan and retake the exam if necessary. Consider completing additional grad school work to raise your GPA and take advantage of our online tutors for pre-med requirements!

2. You need sustained research background + a clear picture of your future in research

3. you need the right recommenders.

Most letters of recommendation should come for your research mentors, professors who run the labs you work in, and the postdoctoral fellows you work with. Make sure your recommenders know that you are applying to MD-PhD programs as this will affect the letters they write.

Want to get an edge over the crowd?

Our admissions experts know what it takes it get into med school. Get the customized strategy and guidance you need to help achieve your goals.

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Admissions: Applying to the MD-PhD Program

We seek applicants who are committed to pursuing a career as a physician-scientists. We value students who are curious, creative, compassionate, and resilient, and bring a diverse range of personal experiences, viewpoints, and academic interests to our collaborative and innovative community.

Candidates must submit their application to the Yale School of Medicine which includes the AMCAS and the Yale Secondary Applications and indicate their interest in being considered for the MD-PhD Program. All applications are holistically reviewed to find candidates whose academic and personal experiences indicate exceptional potential and a commitment to pursue MD and PhD training at Yale. Among the things we look for in a candidate's application are:

• Significant research experience(s) with evidence of increasing independence, responsibility, and depth of contributions
• Outstanding letters of recommendation, including those from research mentors who can reflect upon your potential for success as a physician-scientist
• Personal statements that allow us to understand your reasons for training as a physician-scientist
• Activities that reflect your curiosity, compassion, maturity, leadership, grit
• Broad academic excellence, not reflected solely in MCAT scores or GPA

Admissions Timeline

Invitations for interview will be sent via email from September to January. All interviews are virtual and will be scheduled over a two-day period. Candidates have interviews with members of both the MD and MD-PhD Interviewing subcommittees, non-evaluative meetings with MD-PhD program faculty and students, and informational sessions with the program director and current students. Social events and student buddies will help you learn more about the MD-PhD community at Yale and about living in New Haven. As part of the invitation to interview, we will provide a survey link that allows you to request informal meetings with up to five Yale faculty whose research is of interest to you. These informal discussions are not part of the admissions evaluation but are made available to you so that you can get a more complete picture of what Yale has to offer. Applicants who are not invited to interview for the MD-PhD Program will be offered the option to have their application considered for MD-only admission.

Special Instructions for Applicants Interested in “non-traditional” PhD programs

MD-PhD applicants who plan to pursue their PhD in Anthropology, Economics, History of Science & Medicine, Philosophy, Religious Studies or Sociology must submit applications to both the MD-PhD program and to the PhD program. (A link to the PhD program application will be sent to such students when their complete MD-PhD program application is received.) Interview invitations will be made after both applications have been reviewed. Materials required to support the PhD program application are detailed below. Students interested in these programs are encouraged to contact the MD-PhD program to indicate their interest and to obtain the most up-to-date information about specific PhD program requirements. Please note: the completed MD-PhD application must be received by October 15th and the PhD application completed by November 1st to allow full review and consideration for interview.

Requested additional materials:

• Anthropology
• History of Science and Medicine
• Religious Studies
• Please upload a current resume/CV.
• Applicants to Economics (Only) – GRE Test Scores required

Important information to keep in mind:

• The " personal statement of academic purpose " is carefully evaluated by PhD program faculty; when requested, it should be prepared with this audience in mind. This document should be a succinct statement of 500-1,000 words explaining why you are applying to Yale for graduate study, describing your past research, your preparation for the intended field of study, your academic plans for graduate study at Yale (e.g. your proposed research project), and your subsequent career objectives. Explain how the faculty, research, and resources at Yale would contribute to your future goals.
• You may submit a letter of recommendation from the same individual as part of both the AMCAS and GSAS applications; we encourage you to ask the recommenders most capable of speaking to your preparation for the PhD program of study to submit their letters to both AMCAS and GSAS. Once you identify a recommender in the GSAS Admissions Portal, they will receive an email providing instructions and access information.
• No application fee to GSAS will be required to submit these additional materials.
• The MCAT will be accepted in lieu of the GRE except for candidates to Economics.

Gap years are not necessary for applicants . Nationally, >75% of MD-PhD students have taken at least one gap year after college 1 . Gap years can help applicants gain research or clinical experience necessary for deciding whether dual-degree training is right for them. Or they can provide time to travel, work, or take the MCAT and apply. But gap years per se are not necessary to be admitted to MD-PhD programs! The distribution of gap years taken by Yale MD-PhD applicants, interviewed or accepted candidates, and matriculated students for 2019-2023 shows a median “gap” of 2 years for interviewed, accepted, and matriculated applicants But 18% of our current students joined the program immediately after graduating from college.

Diversity and inclusion are central to our mission; our goal is to train students with a wide range of backgrounds, personal identities, and research interests to become physician-scientists. MD-PhD students who matriculated in the past five years completed their undergraduate degrees at accredited four-year institutions all over the United States and territories, and include students who have attended community colleges, historically black colleges and universities (HBCUs) and small, non-research-intensive colleges. Demographics of current students, as self-identified in their AMCAS medical school applications, are shown below. We encourage individuals with disabilities or who may be from economically, socially, culturally and/or educationally disadvantaged backgrounds to apply to our Program. Yale is committed to providing an accessible and inclusive environment to individuals with disabilities by ensuring that appropriate academic and technical accommodations are available to students. Please contact the MD-PhD Office and Student Accessibility Services for further information. U.S. citizens, permanent residents, refugees, asylees, DACA recipients and international students are all eligible to apply for admission to the MD-PhD Program.

1 Brass LF, Fitzsimonds RM, Akabas MH. Gaps between college and starting an MD-PhD program are adding years to physician-scientist training time. JCI Insight. 2021;e156168 [ PMC free article ] [ PubMed ] [ Google Scholar ]

Yale's MD-PhD Program grants full consideration to students who plan to pursue a PhD program in departments that are part of the Biological and Biomedical Sciences (BBS) , the School of Public Health (YSPH) , School of Engineering and Applied Sciences (SEAS) , and some departments of the Graduate School of Arts and Sciences (GSAS ). Please click on the links for more information on specific PhD programs. Current students are pursuing their PhD training in the following programs and departments.

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MD-PhD: Physician-Scientist

What is an md-phd career and is it right for me.

Do you like science and are you inspired by making new research discoveries? Then you should seriously consider pursuing a PhD in some area of the sciences. Are you drawn to clinical work and rewarded by the opportunity to offer a healing hand? Then certainly a medical degree would be the training you should seek. Some students have a passion for both careers and are conflicted, unable to choose between them. These students have a broad set of attributes and are ideally suited to become physician-scientists. In this exciting career, physician-investigators are trained to recognize new ways that clinical care benefits from research discoveries and are strategically poised to exploit state-of-the-art scientific approaches to address unmet medical challenges in the clinic. It is clear that in the 21st century these specially trained doctors, through positions in academic medical centers, research institutes and biotechnology companies, will be leaders in discovery and application of new knowledge about the mechanisms, diagnosis, and treatment of human disease. Talented students committed to this career should seek training in one of the MD-PhD Programs around the country. These programs are very competitive and only a few applicants are accepted each year. The good news is that as an undergraduate at Johns Hopkins University, you are fortunate to be training in one of the best universities in the country for placing the highest number of its students into MD-PhD programs. An excellent link for a wealth of information about MD-PhD Careers and training can be found at the American Association of Medical Colleges (AAMC) website. See a list below of helpful links:

• MD-PhD Dual Degree Training
• Helpful tools and information regarding medical MD-PhD programs
• Applying to MD-PhD Programs
• MD-DO/PhD Training Program FAQ

You can also check out the American Physician Scientists Association (APSA) Undergraduate Resources page for more information.

How do MD-PhD programs train you to be both a scientist and a physician?

The curricular goals of medical school and graduate school are fundamentally different. Medical schools emphasize the learning and application of existing knowledge, while graduate schools emphasize the discovery of new knowledge. MD-PhD programs creatively mix the MD and PhD curricula, provide integration, and offer specialized MD-PhD courses to prepare aspiring physician-scientists. MD-PhD programs have a variety of approaches to integrate and streamline medical and graduate curricula, thus reducing total training time while maintaining a quality experience in both medical and graduate schools. The typical eight-year MD-PhD training curriculum is termed the “2-4-2” track, which reflects the number of years that a student studies in the three components of MD-PhD training: preclinical medical courses, PhD training, and finally clinical training. The medical education components are often similar among MD-PhD programs, since students must pass Step I and Step II of the United States Medical Learning Examination (USMLE) to complete the MD component of the training program. In contrast, graduate school activities vary, since PhD curricula and research opportunities differ by institution and faculty expertise. Thus research experiences obtained during graduate school training are one of the crucial differences between MD-PhD programs. The biomedical research experiences of MD-PhD trainees continue to expand beyond the “traditional” basic science disciplines to include computational-, bioinformatics-, engineering-sciences, and public health, to name a few of many diverse research opportunities. Overall, the goal is to train you for a successful research-driven career since many MD-PhD graduates spend more time in research than in the clinic.

What type of research projects should I choose? How much research is required?

If you are interested in applying MD-PhD, it is important to become involved in research early in your undergraduate years. Students often ask about the extent and quality of the research required. Generally, research experiences are extensive, with more expected than one finds for PhD-only applicants. Substantive research experiences are critical. By this we mean research projects where students are involved in hypothesis-driven experiments rather than simply serving as a “lab tech” (ordering supplies, making buffers, etc.) The best experiences are those where you have been actively involved in some experimental planning, trouble shooting, and data interpretation, i.e. taking some ownership of the project. While it is not necessary that you have publications from your work, ultimately you should have sufficient in-depth experiences to possess a deep appreciation of the opportunities and challenges of research careers.

A great advantage of attending Johns Hopkins University is the rich selection of research opportunities for undergraduates. These include laboratories in Biology, Biophysics, Chemistry, Neuroscience, Psychology, and Engineering on the Homewood campus, along with Departments downtown in the Medical Institutions and the Bloomberg School of Public Health.

To learn more about requirements for undergraduate research, how to find an undergraduate research position, and how to register for undergraduate research, go to the following sites:

• School of Medicine Research Opportunities
• School of Public Health Research & Centers
• Krieger School of Arts & Sciences Research Opportunities
• Whiting School of Engineering Research Opportunities

Seek out projects in areas that stimulate you and are rewarding. We want you to follow your passions as you participate in cutting edge projects in your field of interest. Do not forget that there are numerous awards available to fund research such as:

• Provost Undergraduate Research Awards

You should plan to be actively involved in full-time research during the summers after each academic year. You might continue on the research team you work with during the year. Alternatively, to broaden your research training, full-time research internships over the summer are encouraged. Many major medical institutions and several MD-PhD Programs offer excellent Summer Research Training Experiences for Undergraduates ; a list found on the AAMC website. You can also check out the American Physician Scientists Association (APSA) Undergraduate Resources for research opportunities.

NIH also offers an exciting summer research internship program for talented undergrads.

You should consistently be involved in research over the years so that by the time you apply you will have a rich portfolio of research experiences. Remember no applicant has ever been turned down because he/she has too much research training.

How can you best prepare to be a successful MD-PhD applicant?

In order to be a well-prepared applicant for MD-PhD programs, it is crucial to know what impresses their admissions committees. Because MD-PhD Programs are very competitive, strong academic credentials (GPA and MCAT) are essential. Beyond these metrics, most importantly, MD-PhD program admission committees are looking for students that have extensive research experiences, expecting a level of research beyond that required for PhD-only applicants as discussed above. The most successful applicants possess maturity, integrity and show concern for others, leadership potential, and an aptitude for working with colleagues. They are often involved in and committed to extracurricular activities, frequently occupying leadership roles in these endeavors. The most compelling applicants have a set of substantive clinical experiences that is best complimented by shadowing experiences with role model physician scientists in an academic setting. Thus, MD-PhD applicants are distinguished from PhD applicants in that they are committed to clinical activities. They are distinguished from medical student applicants in that they are very inquisitive and have a strong desire for scientific discovery to be an integral part of their careers.

Because of the unique set of experiences required of MD-PhD applicants, it is essential that you begin to focus early on your plan of study. (Freshman year is not too early!) Where to start? Once you are committed to exploring this training plan and have attended Pre-Health 101, make an appointment to meet with one of our advisors to discuss your goals and a timetable to achieve them. As part of our advising plan, we schedule workshops, small group sessions, and visits from MD-PhD program directors. Accordingly, you will be expected to attend and participate in these sessions to deepen your insights and to allow us to know you better.

Below is a timetable that approximates a reasonable schedule for the major milestones in your training and serves as a guideline for your planning.

First Year (where to start?)

• Attend Pre-Health 101
• Attend a fall or spring MD-PhD workshop for freshmen/sophomores
• Schedule one-on-one meeting with pre-med advisor
• Seek long-term research at the Hopkins Homewood campus or at the Hopkins medical campus
• Plan on conducting summer research
• Get involved in extracurricular activities- follow your passions!

Second Year

• Formulate a feasible plan for completion of coursework requirements for both pre-med and your major/minor
• Attend a fall or spring MD-PhD workshop for freshmen/sophomores (especially if you didn’t as a freshman).
• Continue with research; taking on more independence
• Set up clinical experience(s)
• Plan on conducting summer research; if applying for an internship, most applications are due in January or February
• Continue extracurricular activities; take on more responsibilities

Junior Year

• Continue research; gaining independence in the lab
• Attend a fall or spring MD-PhD workshop for juniors/seniors
• Start clinical volunteering if you haven’t yet
• Set a timeline and schedule for MCAT prep
• Consider taking the MCAT the summer before senior year

Senior Year

• Continue research; gaining more independence in the lab
• Continue clinical volunteering
• Apply for bridge year research jobs or research master’s programs
• Request letters of recommendation—especially from research mentors
• Submit primary AMCAS application as early as possible (late May).

What is the application process for MD-PhD programs?

Most schools participate in the American Medical College Application Service and offer the MD application as part of the MD-PhD application. It is important that you reference the AAMC website for applying to MD-PhD programs. Be aware that schools differ greatly in how admissions committees function. For example, some MD-PhD programs make completely independent decisions separate from their medical school. Others require admissions first into the MD program before consideration for the MD-PhD program. You will need to check with each school to get precise information on their admissions process.

Only U.S. citizens and Permanent Residents are supported by the pre-doctoral MD-PhD federal grants, however there are some institutions that accept international MD-PhD applicants.

Components of AMCAS Primary Application

• Official Transcript (complete all pre-med requirements!)
• JHU Committee Letter
• Document/describe activities, accomplishments, awards well—particularly research awards and presentations.
• Very important: Letters of recommendation from research mentors
• MD Essay – a personal essay on why you want to be a physician.
• MD-PhD Essay – why you want to pursue MD-PhD. Document life experiences that compel you to strive for a career as a physician-scientist.
• Significant Research Experience Essay – Describe your research experiences, each in scientific detail. Also convey how you have matured a research scientist.

Secondary Application

After you submit your primary AMCAS application, the schools you select will send you their secondary applications. Submit these as soon as possible so your application can be evaluated for interview selection.

Since MD-PhD programs only interview a fraction of applications received, the early applicants have a much better chance of receiving interviews. Interviews take place September through February. Final decisions are announced from November through March. You need to check each program for specific information on these dates as they vary. All programs offer second visit opportunities that generally take place in March or April. Once accepted you will have ample opportunity to acquire the information you need to make an informed decision about the best program for your training. Final decisions must be made by April 30. MD-PhD Programs start in the June to August time period.

Advice for the MD-PhD Interview

This advice is offered by Brian P. Sullivan, Executive Director, Medical Scientist Training Program, Washington University in St. Louis:

MD-PhD interviews attempt to assess the candidate’s potential to become an independent researcher. To do this, interviewers will first typically ask the candidate to describe their research projects. This is not a presentation, so the 12-minute talk with a 3-minute Q&A they gave at the student research symposium will not be enough to prepare them. Presenting at lab meetings is also insufficient; unlike the candidate’s PI, the interviewer will often have little, if any, specific knowledge of the research. The best practice is for the candidate to meet with other scientists & engage in a give and take on the candidate’s research. This forces the candidate to learn how to explain their work to someone who is not an expert in the candidate’s project, but who, nonetheless, is very smart. The interviewer will evaluate them on basic scientific knowledge, but they are not expected to know everything. More important is how the candidate handles a question: do they think clearly? Are they able to assimilate new information and engage in a lively discussion?

Another aspect of the interview is the interviewer describing their own work to the candidate. The candidate is evaluated on the basis of their ability to follow the research description and ask insightful questions. Intellectual curiosity is very important, and successful candidates are able to follow research descriptions outside their immediate field and ask relevant, relatively sophisticated questions. This is challenging, but individuals who spend a good deal of time talking about science with folks outside their lab usually do well.

Bottom line: candidates should immerse themselves in research & take every opportunity to talk about their work with others.

Here are a few tips I have gleaned over many years of observing MD-PhD admissions:

• Do not be afraid to say “I do not know.” It is far better to admit a knowledge shortage (which can be filled by exposure to source materials) than to pretend you know more than you really do. For obvious reasons, the ability to know & accept your limitations is important in science, and critically important in medicine.
• Do not attempt to cover all aspects of your work; there simply is not enough time. Pick the project that is most interesting, and best shows your ability to carry out independent work. Ideally, these should be the same project. Interviewers want to determine your ability to make intellectual contributions to the project, so you need to demonstrate your ability to think creatively, cogently, and deeply. A 10,000-foot survey of all your research experiences is not good enough. Leave the elevator talk in the elevator.
• If your name is on a paper, even as 10th author, you better be familiar with the entire paper. If you are fuzzy on the details the interviewer will wonder about your intellectual curiosity.
• Do not aggrandize your accomplishments.
• State the hypothesis. You would be amazed how many candidates fail to do this.
• Focus more on ideas than details. We want to know how you think, not that you are good at regurgitating facts.
• Ask your interviewer about her/his work.
• Ask thoughtful questions about your interviewer’s work.
• Remain engaged when your interviewer describes her work, even if it is deadly boring. She thinks it is the most interesting stuff in the world, and if you seem disinterested, she will attribute that to your thick headedness. (Tip: avoid foods that spike your blood glucose; post-prandial interviews are typically the candidate’s worst.)
• Be nice and appreciative towards the staff people you interact with. Many a brilliant jerk has been brought low by a mistreated secretary. Brains are plentiful in this business, but truly nice people are precious.

Finally, remember that this is an MD/PhD interview, not just a PhD interview. The student must be an outstanding candidate for med school, and must have a compelling rationale for pursuing combined degree training.

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How to Write M.D.-Ph.D. Application Essays

M.D.-Ph.D. applicants should write essays that highlight their scientific curiosity and knowledge.

Getty Images

M.D.-Ph.D. applicants are usually expected to write more admissions essays than traditional medical school applicants.

Pursuing an M.D.-Ph.D. degree , which combines the rigors of medical school with the difficulty of a doctoral thesis, is not a challenge to be taken lightly. Becoming a physician-scientist requires demanding training; people who pursue this profession must be prepared to both heal sick patients and conduct biomedical research.

M.D.-Ph.D. programs usually last between seven to eight years, so admissions officers for these programs want to ensure that the students they choose are ready to commit to many years of strenuous study.

Admissions officers also want to select students who have a history of conducting meaningful academic research and who have the potential to increase knowledge in the medical profession. Because M.D.-Ph.D. students frequently attend medical school for free through full scholarships and also receive stipends to pay their living expenses, M.D.-Ph.D. programs hold applicants to high academic standards.

Dr. McGreggor Crowley, an admissions counselor at the education consulting firm IvyWise who previously served on the Harvard Medical School admissions commitee, says that M.D.-Ph.D. programs seek students who are diligent and self-motivated.

"They're going to want someone who is going to dive into a project and take ownership of it and take control of it," Crowley says.

M.D.-Ph.D. applicants are typically expected to write more admissions essays than traditional medical school applicants. In addition to the personal comments essay , which is mandatory for all M.D. applicants who submit their credentials using the American Medical College Application Service, M.D.-Ph.D. hopefuls who use this application method are also obligated to write two supplemental essays. They must write an M.D.-Ph.D. essay, where they explain why they want both a traditional medical degree and a Ph.D. degree, and a significant research experience essay, where they describe the scientific research they have conducted.

Learn about how M.D.-Ph.D. programs

M.D.-Ph.D. admissions officers say that when they read these supplemental essays, they are looking for evidence that an applicant has the grit, initiative, academic aptitude and love of science necessary to excel in an M.D.-Ph.D. program.

Dr. Michael Donnenberg, the senior associate dean for research and research training at Virginia Commonwealth University School of Medicine and director of its M.D.-Ph.D program, says when he reads M.D.-Ph.D. applications, he looks for signs that these students wouldn't be satisfied by a career that didn't involve both clinical medicine and research medicine.

Pursue a medical career

"I'm always looking for that, not that they can't decide which one they want to do, but that they can't imagine giving one up for the other," he says. "I think that's a really essential quality of a physician scientist."

Dr. Andrew Zinn, director of the Medical Scientist Training Program and dean of the graduate school of biomedical sciences at University of Texas Southwestern Medical Center , says he appreciates when M.D.-Ph.D. applicants demonstrate strong interest in a particular area of medicine. Ideally, applicants have completed a series of significant research projects on a specific topic, he says.

"I like to see somebody who has prioritized depth over breadth," Zinn says.

With that in mind, below are two M.D.-Ph.D. admissions essays that impressed admissions officers. The first is an M.D.-Ph.D. motivation essay submitted by a student who was accepted to the M.D.-Ph.D. program at University of Texas Southwestern Medical Center but ultimately decided to go elsewhere.

Zinn says one key reason why this M.D.-Ph.D. motivation essay made a positive impression is because it conveyed the applicant's strong interest in investigating treatments for a specific disease, which in this case was multiple sclerosis. Zinn says very few M.D.-Ph.D. applicants have identified the particular medical problem that they want to solve using their research.

"That's unusual for an individual at his stage of training," Zinn says. "It indicates a sophistication, a maturity. It's not absolutely essential, but it does stand out. It's unusual to see somebody who really found their passion in 10th grade and has worked toward that passion."

The second essay is a significant research experience submission authored by an incoming M.D.-Ph.D. student at Virginia Commonwealth University.

Donnenberg says the aspect of this significant research experience essay that impressed him the most was how it conveyed the applicant's persistence when faced with research challenges.

While he personally doesn't care if an M.D.-Ph.D. applicant knows what field they want to study in the Ph.D, portion of an M.D.-Ph.D. program, he is focused on finding students who are prepared to handle the rigors of scientific research.

Donnenberg says he was especially intrigued by the applicant's description of the problems she faced in her various research projects, what she did to address those problems and the lessons she learned from those difficult circumstances. Many M.D.-Ph.D. applicants avoid discussing lab failures to only highlight the experiments that went well, but he was impressed that this applicant took the opposite approach.

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Everything You Need to Know About MD-PhD Programs

Posted in: Applying to Medical School

Table of Contents

MD-PhD programs are dual-degree programs for pre-medical students who want to both practice medicine and conduct extensive research.

In an MD-PhD program, the medical education of the MD program is combined with the in-depth research training of a PhD program. Students learn to practice medicine, diagnosing and treating patients all while gaining research experience to investigate medical conditions and diseases.

These programs are more intense than standard medical school. Students take additional coursework, typically in the biomedical sciences, graduate training, rotations in different laboratories, and intensive research.

The extra education gives students the tools to advance in the medical field after graduation. If you are interested in investigating diseases as you treat patients and developing innovative ways to provide care, an MD-PhD path may be for you!

What are MD-PhD programs?

MD-PhD programs are unique dual-degree programs designed for students who have an interest in both patient care and research. In these programs, students complete both a medical degree (MD) and a doctorate (PhD). This prepares graduates to function as physician-scientists, seamlessly bridging the gap between the laboratory and the clinical setting.

What is the difference between an MD and an MD-PhD? The difference between MD and MD-PhD graduates is that while both degrees are conferred to medical doctors, MD programs focus on clinical practice. MD-PhD programs, on the other hand, combine medical education with extensive biomedical research training. 

Is MD-PhD easier than MD? MD-PhD programs are not easier than MD programs. They require a longer time commitment, but in the end, provide graduates with a broader skill set to pursue careers that integrate medicine and scientific research.

How rare is an MD-PhD? Only about 3% of students that enroll in medical school are in MD-PhD programs. There are 122 MD-PhD programs in the U.S. and 13 in Canada listed on the AAMC MD-PhD Degree Programs by State directory .

Graduate programs aren’t confined to a specific area of study. Each school with this type of program has its own options for its PhD degree. PhD students commonly choose to specialize in topics such as:

• Cell biology
• Biochemistry
• Pharmacology
• Neuroscience
• Biomedical engineering

Upon completion of an MD-PhD program, graduates are awarded the dual degree for their proficiency in both clinical practice and research. 

MD-PhD Program Duration

A significant commitment of time is necessary to complete an MD-PhD program, but the career path is rewarding and well-compensated. 

How many years are MD-PhD programs ? Students can expect to spend 7-8 years total between graduate school and med school, but there is no strict timeline for completing an MD-PhD. Some students complete their programs in as little as six years, and others take as long as 10.

Students usually start with the first year to two years of medical school, followed by 3-5 years of research, then finish with another two years of medical training and clinicals. Current students entering into MD-PhD programs are older , on average, than when these programs first began, and many take longer to complete their studies.

How much does an MD-PhD program cost?

Most MD-PhD programs offer enrolled students tuition-free training and a stipend to cover living expenses.

The cost of an MD-PhD program varies widely depending on the institution, but the stipend and tuition-free training makes many of these programs significantly less burdensome financially compared to standalone MD or PhD programs.

Financial support is available through the Medical Scientist Training Program (MSTP) funded by the National Institutes of Health (NIH). Scholarships are offered that cover tuition and provide a stipend for living expenses, making these intensive dual degree programs more attainable.

Not all MD-PhD programs are funded by the MSTP, but some schools offer similar financial support to their MD-PhD students. For any school you plan to apply to, double-check their program website or call an admissions counselor to see if there are options for financial aid. 

MD-PhD Residencies

MD-PhD residencies provide a unique opportunity to bridge the gap between patient care and research. Graduates often enter residency programs to acquire hands-on training in a particular medical specialty. Some even opt for a fellowship in a subspecialty after that. This training phase can range from 3 -7 years, depending on the specialty.

Although they can enter any medical specialty, they frequently gravitate towards specialties with a strong research component. Here are a few common residencies that MD-PhDs typically enter:

• Internal Medicine: This field covers a broad range of diseases in adults and often involves solving complex medical problems. It’s a popular choice for MD-PhD graduates because of the diversity of patients and conditions, which provides many opportunities for research.
• Neurology: The complexity and the largely untapped understanding of the nervous system provide abundant research opportunities. Advances in neuroimaging, AI , and genetics also offer tools for physician-scientists to explore the nervous system in unprecedented ways.
• Psychiatry: Studying the pathophysiology of mental disorders, exploring new therapeutic interventions, and examining the genetic basis of psychiatric conditions are just a sample of the ways an MD-PhD can continue research in this specialty.
• Pathology: Pathologists often work behind the scenes in medicine, studying the causes and effects of diseases. This field is deeply rooted in medical research, which makes it a good fit for many MD-PhD graduates.
• Pediatrics : Pediatric physician-scientists research a wide array of topics, including childhood diseases, growth and development, pediatric therapies, and many other areas related to child health.

The choice of residency program should align with each graduate’s clinical interests, research interests, and career goals. There is great flexibility in the MD-PhD pathway, and physician-scientists span all specialties in medicine.

MD-PhD Career Path & Salary

Careers for MD-PhD’s often sit at the intersection of healthcare, academic medicine, and industry. Roles vary from practicing physicians, medical researchers, educators, and policy advisors to leaders in biotech and pharmaceutical companies.

After completing their residency, MD-PhDs typically divide their professional time between research and clinical practice. They often work in academic medical centers or research institutions where they can see patients and conduct research. Their research may be basic, translational, or clinical, depending on their interests and training.

MD-PhDs may also grow to take on teaching roles, educating the next generation of physicians and scientists. This path can bring them to leadership roles such as department chair, dean of a medical college, or even hospital CEO with their unique understanding of both medicine and research.

The salary for MD-PhDs does vary depending on the chosen career path. Earning potential is generally high due to the advanced and specialized nature of their training.

On average, physician-scientists in the US earn a median salary that is well above the national average for all occupations. According to Doximity’s 2023 Physician’s Compensation Report , the average salary for physicians in the Pharmaceutical/Industry employment setting is highest at $392,534.

Those working in academia or research may have different salary scales. These salaries are frequently dependent on research grants, but still typically fall within a comfortable range.

An MD-PhD opens up a wide range of career options, particularly in the intersecting areas of healthcare and research. Below are careers someone with an MD-PhD might pursue:

• Academic Physician: They divide their time between seeing patients, conducting research, and teaching students and residents. These professionals usually work at medical schools or teaching hospitals.
• Biomedical Researcher: MD-PhDs often find employment as researchers in the field of biomedical sciences. They can work in research institutions, pharmaceutical companies, or government organizations such as the NIH.
• Clinical Investigator: These are physicians who conduct research involving human subjects (clinical trials). They develop and implement studies to understand the effects of new drugs or therapeutic strategies.
• Pharmaceutical/Biotech Industry Professional : Many MD-PhDs work in the pharmaceutical or biotechnology industry. They may be involved in drug development, clinical trials, regulatory affairs, or medical affairs.
• Medical Director: In this role, an individual would oversee the medical aspect of a healthcare facility, biotech company, or department in a hospital. This position often requires both a medical and research background.
• Science Policy Analyst/Advisor: They can work in government or nonprofit organizations, helping to shape policies that affect scientific research and healthcare.
• Public Health Official: Some MD-PhDs choose to work in the public sector, addressing health issues at the population level. They may work for entities like the Centers for Disease Control and Prevention (CDC) or World Health Organization (WHO).
• Medical Science Liaison: This role often involves serving as a bridge between pharmaceutical companies and healthcare professionals, explaining new therapies and scientific findings to physicians, researchers, and other stakeholders.
• Medical Educator: MD-PhDs are uniquely qualified to educate future doctors and researchers, teaching in areas such as pharmacology, pathology, genetics, or any other medical specialty. They may design and implement courses, advise students, and contribute to the educational mission of their institution.

These are just a few of the potential career paths. A career choice often depends on an individual’s specific interests, such as which medical specialties they are drawn to, whether they prefer working with patients or in a laboratory, and how they want to contribute to advancing medical science.

Medical Science Training Programs

Some MD-PhD programs in the United States are funded by the National Institutes of Health (NIH) through the Medical Scientist Training Program (MSTP). This means that students receive full tuition remission, health insurance, and a living stipend throughout their training.

Because of this financial support, admission to an MSTP is very competitive. Many schools have financial support available to MD-PhD students even if they are not part of the Medical Scientist Training Program to allow them to focus on their studies and research.

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4 Benefits of Becoming an MD-PhD

Earning dual degrees in medicine and research is an ambitious endeavor, but the impacts you can make on patient care and scientific research are significant and valuable to public health. An MD-PhD degree comes with some great benefits.

1. Interdisciplinary Perspective

The duality of the MD-PhD training allows graduates the ability to translate clinical observations into research questions, then taking research findings to enhance patient care. You will essentially be a bridge to the gap between the laboratory and the clinic.

2. Career Flexibility

Graduates can become practicing physicians, medical researchers, educators, and/or policy advisors. They may also take on leadership roles within academic institutions, hospitals, biotech companies, or pharmaceutical firms. 

The wide range of possible careers allows the flexibility to pursue a path that aligns with your passion.

3. Influential Impact 

The rigorous training in MD-PhD programs allows graduates to drive innovation in healthcare and medical science. This advanced education will have you asking critical questions and finding answers that can change the course of medical treatment and patient care. 

The potential to make significant contributions to the field of medicine is a rewarding and prestigious aspect of this career path.

4. Community and Mentorship

During their training, MD-PhD students join a tight-knit community of fellow dual-degree students, mentors, and faculty. This network can provide valuable support, guidance, and camaraderie during the demanding years of study. 

Post-graduation, this network continues to serve as a resource for collaboration, mentorship, and career advancement.

Are MD-PhD programs more competitive than MD programs?

In general, yes, MD-PhD programs are more competitive than MD programs. 

The statistics here can be a little confusing, though. 10% of applicants are accepted to an MD-PhD program, which is higher than the 3% that get accepted into MD programs. Acceptance rates are nearly the same as traditional medical programs, too.

But the quality of application for MD-PhD programs is inherently higher than traditional pre-meds. Your GPA and MCAT need to be higher, with well-developed extracurricular experiences and glowing letters of recommendation to have a chance at an MD-PhD program. 

Learn more about how we can help you boost your MCAT score.

Preparing to Apply to MD-PhD Programs

Applying for an MD-PhD program is done through AMCAS, just like MD programs. Preparation is key in the application process .

Being proactive, getting relevant experiences, understanding the requirements, and applying to multiple programs will significantly enhance your chances of success in securing a spot in an MD-PhD program. Applicants must be prepared to showcase themselves as doctor material and make a case for their desire to take part in research.

Here are a few tips for increasing your chances at acceptance.

Make sure you have the right extracurriculars under your belt.

Gaining relevant experiences beyond the classroom is crucial to showcase your commitment to a career in medical research. Admissions committees are looking for candidates with experience in research projects. 

It is absolutely necessary to have taken part in research to have a chance at getting into an MD-PhD program.

Check application requirements well in advance.

You’ll be required to meet all the AMCAS application requirements of MD programs. This includes the prerequisite coursework, your MCAT score and GPA, letters of evaluation, and personal statement . 

There are also two additional essays that are required on MD-PhD applications, which we’ll cover later.

We advise checking with each specific medical school on the requirements for their applications . Non-medical graduate programs may ask for your GRE scores. You want to make sure you’ve taken this test well in advance of the AMCAS open date. 

Our advisors can help you craft a personal statement for your MD-PhD that will stand out.

Apply to several programs.

Because of the limited number of programs and the competitive nature of MD-PhD programs, you should apply to multiple programs. Students who have gotten into these programs report applying to as many as 30 programs for the best chance to be accepted. 

Along with MD-PhD programs, we also recommend applying to some MD programs as well. On your AMCAS application, you can easily designate as an MD candidate or MD-PhD candidate.

Even if you don’t make it into the MD-PhD program of a medical school, you will still have the opportunity to be considered for their MD program.

MD-PhD Application Timeline

Get your medical school application in early — the same goes for MD-PhD applications. In fact, it’s even more important to have your primary application in as soon as possible to give yourself plenty of time to write your secondary essays. 

The MD-PhD application process follows the AMCAS application timeline :

• May: AMCAS application opens. You’ll receive your secondary application shortly after you submit your primary. 
• July-August: Submit your supplemental application within two weeks.
• October-March: Prepare for and attend all scheduled interviews.
• December-March: Application committees make final decisions. For schools with rolling admissions, this may happen shortly after an interview. Other institutions wait until after all interviews are complete to make decisions.
• March-April: Applicant decisions are made.
• June-August: Your MD-PhD begins.

Additional Essays in the MD-PhD Application

The MD-PhD application process includes two additional essays that showcase your commitment to a career as a physician-scientist. 

MD-PhD Essay

The MD-PhD Essay is your opportunity to express why you have chosen the dual-degree path and how it aligns with your career goals. Discuss your motivation for pursuing the ambitious MD-PhD degree. You should explain why both clinical practice and research are integral to your career vision and share personal experiences that ignite your interest in this path.

Describe your career goals and how integrating clinical practice and scientific research will allow you to achieve those goals. If you’re interested in a particular field, discuss how the blend of clinical and research training in the MD-PhD program will enhance your contributions to this field.

Significant Research Experience Essay

This essay is your chance to elaborate on your research experiences and demonstrate your scientific curiosity, perseverance, and ability to work independently. You’ll explain the objectives of the research project you have been involved in, your role in achieving these objectives, and the significance of the research.

You can also write about instances where you faced challenges and had to use your problem-solving skills, perseverance, and critical thinking to overcome them. Highlight your ability to learn from others, like your mentors, how you can collaborate, and contribute to a team-oriented goal.

If your work led to any significant findings, presentations, or publications, be sure to include this. Use this opportunity to communicate your passion for research and how these experiences have prepared you for a career that combines patient care and scientific investigation.

MD-PhD: The career path that moves medicine forward.

MD-PhD candidates have a commitment to both medical practice and research on this path. The journey is long and at times challenging, but for those driven by a passion for both clinical medicine and biomedical research, the reward lies in the unique ability to contribute to the advancement of healthcare as a physician-scientist.

Speak with a member of our enrollment team who can help you prepare your MD-PhD application.

Kachiu Lee, MD

Dr. Lee specializes in BS/MD admissions. She was accepted into seven combined bachelor-medical degree programs. She graduated Summa Cum Laude from Northwestern University and proceeded to Northwestern University’s Feinberg School of Medicine in Chicago, IL. After completing a dermatology residency at Brown University, Dr. Lee pursued a fellowship in Photomedicine, Lasers, and Cosmetics at Massachusetts General Hospital and was a Clinical Fellow at Harvard Medical School. Academically, she has over 100 peer-reviewed publications and lectures internationally.

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How to Apply

Sidebar application.

MSPP funding applications will open July 8, 2024. GPP applications for fall 2025 admission will Open August 2024

Have you already started medical school?

If yes , you are a Track 2 applicant

If no , please answer the next question.

Are you planning to attend medical school BEFORE you begin PhD research?

If yes , you are a Track 1 applicant

• Basic Eligibility Requirements
• Application Components
• Letters of Recommendation
• Frequently Asked Questions

The NIH MD/PhD Partnership Training Program application process for fall 2024 admission has changed. Students who are either applying to or enrolled in a U.S. medical program or Medical Scientist Training Program (MSTP) are eligible to apply for the NIH MD/PhD Partnership Program. A general overview of the new application process is provided below. 

The first step in the application process is to determine whether you are eligible for the NIH MD/PhD Partnership Training Program. The second step is to identify which of the two tracks apply to you. The third step is to submit a MSPP funding application. The last step is to apply to the appropriate track/pathway via the NIH GPP application portal. The components of the standard NIH Graduate Partnerships Program (GPP) application are listed below. More detailed information about eligibility requirements and the application process is listed on the individual track pages. 

I.  Eligibility Requirements

• United States citizenship or permanent residence
• Bachelor’s degree (minimum)
• MCAT scores
• Currently enrolled in or applying to a United States clinical degree program, medical school, or Medical Scientist Training Program (MSTP) 
• Research experience with a focused plan for PhD training at both the NIH and a partnering university

II.  To determine your track, please answer the following question(s):

• If yes, you are a  Track 2  applicant.
• If no, please answer the next question.  
• If yes, you are a  Track 1  applicant.  

III.  Application Process

• Candidates who are applying to or enrolled in any U.S. clinical program, medical school, or MD/PhD program may participate in the NIH MD/PhD Partnership Program  
• The funding application opens July 8, 2023 and closes August 8, 2023
• Track 1 applicants should contact NIAID staff to receive specific instructions on how to apply at least 90 days before the submission deadline by sending an email to [email protected] 
• Track 2 applicants should contact their school's business or grants administration staff at least 90 days before the submission deadline  
• The NIH GPP application portal will open August 21, 2023 and close December 1st
• There is no application fee for the NIH GPP application
• MCAT scores are required for Track 1 admission only; Track 2 applicants are not required to provide MCAT scores for consideration

A few helpful hints are provided below.

• NIH GPP applications for the NIH MD/PhD training open every year in August and close in December. Applications for fall 2024 admission will open August 21, 2023 and close December 1, 2023 .  
• To submit an application, visit the  NIH Graduate Partnerships Program (GPP) Application Center .  
• Prospective students must first submit the NIH GPP Application for admission consideration. If desired, interested candidates may delay submission of the UK University application until notification of program acceptance. Please note that students seeking consideration for external scholarships such as Rhodes or Gates-Cambridge must submit the UK application by the University deadline. If interested, a list of University fellowships are provided here .   
• It is highly recommended that prospective students read the FAQs prior to submitting an application.  
• There is  no  application fee for the NIH GPP application.   
• MCAT scores are required for Track 1 applicants only. Track 2 applicants are not required to provide MCAT scores.  
• Students selected to interview will be notified by late-January.  
• Candidate interviews will be held in-person February 20-22, 2023 . Invited interviewees are expected to participate all three days.  
• Interviews may occur virtually or in-person at the NIH in Bethesda, Maryland. If candidate interviews are held in-person, the program will cover the individual's transportation and lodging costs during interviews.  
• Students admitted into the program will be notified by the end of February.  
• Students admitted to the NIH MD/PhD Program must obtain approval from their medical school/MSTP Director in order to participate.   

NIH GPP  Application Components

CV/ Resume:

• Field(s) of research in which you are interested (e.g., neuroscience, imaging, immunology, biostatistics)  
• Research project title and aims
• Research internships
• Independent undergraduate research
• Major accomplishments and findings
• Research techniques learned  
• Papers with complete author list and citation
• Thesis, abstracts, poster and oral presentations at meetings, etc.  
• Undergraduate awards and recognitions
• Dean’s lists
• Research fellowships
• Community citations  
• Leadership roles
• Memberships in professional associations  

Additional Information:

• List any scholarships (Marshall, Rhodes, Gates-Cambridge, NIH Cambridge Trust, Churchill, Fulbright, Gilliam etc.) for which you are currently applying.
• List potential mentors at the NIH and partnering universities in whose research interests you are interested. You can search for NIH faculty members on the individual NIH institute web sites, which can be found through the NIH Intramural Research Program site.

Letters of Recommendation:

• Requests for letters of recommendation will be sent to individuals as soon as you enter their contact information and save your application. It is not necessary for the applicant to submit the final application in order for these requests to be sent.
• Letters must be written and dated within the last 12 months.
• Only letters uploaded to the online application site will be accepted.
• Applications with less than three letters of recommendation are incomplete and will not be considered for admission.

Questions related to the NIH MD/PhD Program application may be directed to the program administrators at  [email protected] .

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An Admitted Johns Hopkins MD/PhD Candidate Reflects on His Journey

Learn how real students and recent grads have navigated their way through the medical school admissions process and med school itself with our  What is Medical School Really Like?  series .

Meet Luke, an incoming MD/PhD student at The Johns Hopkins University School of Medicine.

Luke, thank you for sharing your story with us!

Let’s start at the beginning… Where did you go to undergrad and what did you major in?

Luke: I went to the Georgia Institute of Technology and majored in Chemical & Biomolecular Engineering. This certainly isn’t the most traditional premed major, but I’m glad I chose it for many reasons (the main one being that I can always find a job if this whole medicine thing doesn’t work out).

What was your inspiration or epiphany for deciding to pursue a career in medicine?

Luke: It was definitely more of a slow boil rather than an epiphany. At the beginning of undergrad, I really enjoyed the basic science research I was doing, so I planned on eventually applying to PhD programs. 

Cue the COVID-19 pandemic. During the first summer of the pandemic, I had the chance to do research in a lab that was developing antibody-based therapeutics against SARS-CoV-2. It was a frenetically-paced 3 months, but the timing of this experience helped me realize that research can meaningfully respond to changes in society and doesn’t have to be limited to a lab bench. As I reflected on this internship, I realized that I was most excited by translational, patient-focused research. Applying to MD/PhD programs seemed like the most logical next step.

I also had the good fortune of meeting some fantastic physician-scientist mentors along the way. During informal conversations with each of them, they consistently spoke to how they would do it all again despite the challenges and lengthy training timeline. From then on, I knew it was the right career path for me.

During the application process, were you also working full-time? What did that look like and how were you able to balance it all?

Luke: Yes, I took one gap year so throughout the application cycle I was working full-time as a research assistant in an academic lab. As an MD/PhD applicant, this was the ideal position for me because it allowed me to do research full-time (which isn’t possible during undergrad) and provided a flexible schedule for applications and interviews.

Whether applicants are working full-time or still in school, applications will consume a lot of your time and energy, especially during the summer (secondaries) and fall (interviews). They are definitely manageable, but it’s important to outline expectations with your professors, PI’s, or supervisors ahead of time.

Which “tools” – such as an app, technique, lifehack, website, guide, mantra, or advice – got you through the application process and into your target school?

Luke: As a podcast junkie, I found various podcasts to be helpful when I was first learning about the medical school admissions process. A few of my favorites were: The Prospective Doctor , The Premed Years, All Access: Med School Admissions , and of course, Admissions Straight Talk .

Many applicants would agree that one of the biggest hurdles in medical school admissions is the MCAT. Study tips for this test can be found other places online, so my biggest piece of advice would be to minimize the amount of money you spend on study resources. Outside of AAMC material, most of these are unnecessary and there are plenty of low-cost or free resources on the internet. I’d also like to plug a great initiative, MD Collective , which provides free, personal MCAT tutoring and long-term advising to first-generation and low-income students.

Once you crush the MCAT and submit your primary AMCAS application, secondary essays will become the next big boss you need to beat. The name of the game with secondaries is efficiency and organization. I would recommend making a spreadsheet with deadlines and secondary prompts (diversity, adversity, leadership, etc.). This will help you realize where you can use control-C to kill several birds with one stone.

Aside from these tools, the best “lifehack” for getting into medical school is finding good mentors. Whether they’re current students or attending physicians, they will help you avoid common pitfalls and be great resources for reviewing essays and conducting mock interviews.

Speaking of, the best piece of advice I received from one of my mentors was to take the road less traveled as a premed. This doesn’t mean to go against the grain for the sake of it, but rather to try and carve out your own unique journey to medical school. Some of the most interesting accepted students I’ve met have stories and backgrounds that aren’t “traditional” in premed terms , so try not to lose sight of what makes you different.

Johns Hopkins University School of Medicine Secondary Application Essay Tips >>

There are so many factors that go into accepting an offer at a med program! Which metrics did you use and what was most important to you?

Luke: Receiving multiple admission offers is a difficult, but good, problem to have. It’s a very personal decision in the end, so I can only speak to what I valued during the decision process.

• Location Can you envision yourself living in a certain city for 4 (or even 8 years)? Also, medical school is challenging and life will happen along the way, so it can be helpful to be close to your support system.
• Research opportunities This was more important for me as an MD/PhD applicant, but could be a consideration for MD students as well. While all research-focused medical schools will offer plenty of opportunities, each institution has its strengths. For someone like me, interested in biomedical engineering and cancer immunology, it’s a dream to be at a place like Hopkins .
• Clinical education I think the preclinical education is fairly consistent across institutions and most medical schools will do a good job of teaching you. What’s important to consider, though, is the environment you’ll be in and the patients you’ll be interacting with during your clerkship rotations. As an example, Johns Hopkins has a very unique and diverse patient population being situated in East Baltimore, and I think that contributes to the quality of its medical training in many ways.

Studying is a huge part of any med school student’s life – and studying truly never ends for medical professionals! What is your approach to studying? What does an ideal study session look like for you?

Luke: The best approach to studying varies between students and is also dependent on the subject matter. For example, my undergraduate engineering curriculum was very problem-solving focused, so it was helpful to study and work through practice problems in a group.

However, the MCAT and most medical school classes require you to study for long stretches and retain vast amounts of information. This is where the Pomodoro method and spaced-repetition flashcards like Anki come in handy.

I’m easily distractable so I typically like to study alone in a quiet library with brown noise playing through my headphones. Of course, a cup of coffee is always within reach.

Med school is intense, to say the least! How has it forced you to get outside your comfort zone?

Luke: Outside of challenging myself academically, I think being a premed made me much more willing to put myself out there in search of new opportunities. In fact, my most formative shadowing experiences, research internships, and mentor relationships came from cold emails.

In a similar way, applying to med school made me much more comfortable with the idea of failure and rejection. Even if you’re a successful applicant with numerous acceptances, there will be a long trail of failures and shortcomings that others don’t see. As someone much smarter than me once said, “the best formula for success is to double your rate of failure.”

Does Johns Hopkins have any traditions or superstitions that med students participate in?

Luke: I’m sure there will be plenty of informal traditions that I’ll learn more about once I start classes, but one thing stands out to me as an incoming student is the Colleges Advisory Program (CAP). During orientation, the entire class is randomly sorted (Harry Potter style) into one of four colleges, each named after significant historical figures at Hopkins. 

The colleges provide an informal environment for students to interact with peers and faculty. They also host a 3-day Olympics each fall with a wide range of activities. I haven’t participated yet, but it seems quite fun.

CAP is symbolic of a larger theme that many might not suspect about Hopkins, which is that it’s a very friendly and collegial place. From my interactions with future classmates, current students, and faculty, I can definitely say that the medical school feels like one, big family.

Where can people follow your journey to get an unfiltered view of what it’s like to be a med student?

Luke: I’m most active on Twitter ( @luketomasovic11 ), where I tweet about life as an MD/PhD student and occasionally geek out on science.

And finally… What advice would you give your younger self just beginning the med school application process?

Luke: Wow, where do I begin? I’ll do my best to condense my advice into three main points:

• Be kind to yourself It’s easy to fall into the trap of perfectionism along the way, but I can assure you that most things in life tend to work out as long as you make your best effort.
• It’s a marathon, not a sprint If undergrad felt like a long time, then the application process will feel even longer. Don’t forget to fit the rest of your life into this period, and try to stop to smell the roses every once in a while. You won’t remember whether you got an A or an A- on an exam, but you will remember a weekend spent with friends. The journey is the reward, so take it all in stride.
• Comparison is the thief of joy An overused quote, but maybe for good reason. One of your goals in the application process should be to reflect on what makes you unique, so comparing yourself to others defeats the whole point. You should be more concerned with being the best version of yourself, instead of keeping up with the Joneses.

Do you want to be featured in our next  ‘ What is Medical School Really Like? ’  post? Know someone else who you’d love to see featured? Are there questions you’d like us to ask our students in this series?  LET US KNOW!

Are you setting out on your own medical school journey? We can help you reach the finish line!  Check out our Med School Admissions Consulting Services  to team up with an admissions expert who will help you join the ranks of thousands of Accepted clients who get accepted to their dream schools.

Related resources:

• What is Med School Really Like?
• How to Write About Your Research Interests
• What Med School Applicants Must Know About Johns Hopkins , a podcast episode
• Johns Hopkins University School of Medicine Secondary Application Essay Tips

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MD/PhD Program

Updated July 2023

Welcome to the Georgetown MD/PhD Program. The mission of our program is to train a diverse pool of medical scientist for dedicated careers in biomedical, bioethical and clinical research. Particular strengths of our program include cancer research (in conjunction with the Lombardi Comprehensive Cancer Center), neuroscience, pharmacology, and bioethics. Students accepted in the 2023-2024 application cycle will receive a full tuition scholarship and stipend for the entirety of their training. Please consider applying to our program!

Todd Waldman, MD, PhD Director

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• v.130(1); 2020 Jan 2

Using admission statistics to encourage diverse applicants to MD-PhD programs

Briana christophers.

1 Weill Cornell/Rockefeller/Memorial Sloan Kettering Tri-Institutional MD-PhD Program, New York, New York, USA.

Ruth Gotian

2 Mentoring Academy and

3 Department of Anesthesiology, Weill Cornell Medicine, New York, New York, USA.

There has been consistent interest in bolstering the physician-scientist workforce to fuel discovery and translational research ( 1 , 2 ). In 2014, the Physician-Scientist Workforce Working Group assembled by the NIH identified increasing diversity of the physician-scientist workforce as a priority for the future advancement of the profession; at the time, almost three-quarters of NIH research project grant recipients with an MD-PhD were White, and greater than two-thirds were male ( 3 , 4 ). Even so, women and underrepresented minorities (URMs), which include Black/African Americans, Hispanics/Latinos, and Native Americans/American Indians, remain underrepresented. The enrollment data for 2018–2019 show that women made up 39.9% of matriculated MD-PhD students, up from 37.7% in 2014–2015 ( 5 ). In the past five years, the rate for women enrolled has increased at about 0.55% per year. Even if growth continued at the 2018–2019 rate (1.1%), it would take another ten years for parity to be reached between men and women enrolled in MD-PhD programs.

Similar trends emerge for URM MD-PhD students: the graduating class of 2018 had 13.8% URM graduates, whereas 2018–2019 matriculants included 12.1% URMs ( 6 , 7 ). For that academic year, 16% of applicants were URMs ( 8 ). These data highlight that there has been almost no growth in the number of URM MD-PhD students matriculating compared with those who matriculated 8–10 years prior (i.e., graduating class of 2018). Additionally, it is necessary to examine reasons why potential women and URM applicants decide not to apply to MD-PhD programs from the outset.

The story admissions statistics tell

Potential applicants spend considerable time on the internet looking for information about individual MD-PhD programs. A study focused on minority students who applied to medical school revealed that “[t]he few [participants] who searched school websites for information about the admissions process reported that the quality of the websites mattered, being critical resources for students with no other access to information” ( 9 ). Although the study population focused on medical students, this suggests that providing accurate and clear data on websites could be a way of raising awareness about programs for women and URM applicants with no other source of reliable information about applying, such as a mentor, family member, or pre-health advisor. URM premedical students cite lack of mentorship and advising as a barrier to applying to medical school, with some receiving information when they felt it was too late, leaving them at a disadvantage ( 10 ). Data on premedical women college students show that they are more likely than male undergraduates to view premedical course grades as a barrier to medical school admission ( 11 ). Thus, potential applicants look online for details to inform whether or not they should apply in order to maximize their chances relative to the upfront costs of applying.

Applicants have access to the Medical School Admissions Requirements database if they purchase it through the Association of American Medical Colleges (AAMC), which compiles statistics such as grade point average (GPA) and Medical College Admission Test (MCAT) scores that are useful for those creating a list of schools to which to apply. However, these data are not as useful for those applying to MD-PhD programs, who have a slightly different application process. For MD-PhD applicants, quantity and quality of research experience often play into the admissions decision, but this is difficult to compare across applicants, since many (29.7%) who end up matriculating in programs have at least one year of prior research ( 12 ). Therefore, potential applicants may try to use metrics that can be compared among applicants, such as MCAT score or GPA, to guide their application process. Some potential applicants might even turn to anonymous online forums such as Student Doctor Network and Reddit, where they can scroll through posts to gauge their chances of being considered for, and accepted into, an MD-PhD program. The self-selection bias of those who post on these sites may paint an unbalanced picture of who is applying, and the advice provided is given by anyone on the internet, whether or not they are familiar with the admissions procedures at different programs. Furthermore, postings represent the perception of just one person using a pseudonym, so their reliability cannot be confirmed.

Some potential applicants may come across statistics published by the AAMC that show the mean, minimum, and maximum GPA and MCAT scores for MD-PhD matriculants. For 2018 matriculants the mean GPA was 3.79 ± 0.19 with a range of 2.68–4.00, and the mean MCAT score was 515.6 ± 5.6 with a range of 497–528 ( 13 ). These data can be both intimidating and comforting. The data are intimidating if one considers the means and standard deviations, which suggest a distribution with a very negative skew, with 50 percent of matriculants earning an MCAT score above the 92nd percentile or having a GPA greater than 3.8. However, the data might be comforting to some because the minimum GPA and MCAT composite score of matriculants are 2.75 and 495.0, respectively. It should also be noted that a study of MD-PhD enrollees who took the MCAT in the early 2000s showed that 92.1% of applicants had an MCAT score in the upper two quintiles, which may be daunting to those with lower scores ( 14 ). The fact that this information can be both intimidating and comforting simply adds to the uncertainty of potential applicants trying to determine whether they are competitive.

The MCAT and GPA data on interviewees, accepted applicants, and matriculants provided by MD-PhD programs vary drastically. Searching the internet in late June 2019, we identified that 116 of 121 MD-PhD programs had a website with specific admissions-related details. More than 50 percent of programs included no information regarding MCAT score or GPA for individuals who applied to, interviewed at, were accepted to, or matriculated into their program ( Figure 1 ). One-fifth of program websites listed a mean MCAT score and GPA; the majority did not include a standard deviation, making the mean difficult to interpret. Less than ten percent of programs included a range for these statistics on their website, although NIH-funded Medical Scientist Training Programs were more likely than other MD-PhD programs to include a range (13% vs. 1%, respectively).

( A ) MCAT exam scores. ( B ) Grade point averages. Pie charts represent the data for all MD-PhD programs (left), Medical Scientist Training Programs (MSTPs; middle), and other MD-PhD programs (right). The colors represent the categories of admissions statistics (minimum, median, mean, range, and no statistics reported) presented on the websites.

These data points are used by potential applicants as critical information when deciding whether and where to apply. Therefore, these data can serve to encourage more potential applicants to submit applications because they may feel more qualified, or they can be a deterrent, depending on how they are presented. Similarly, information (e.g., means without standard deviations) suggesting that only those with high scores are accepted into a program may contribute to self-selection by women and URM applicants out of the application process due to fear of not being sufficiently qualified. The lack of accurate information may be feeding into imposter syndrome for women and URM applicants and thus acting as a deterrent. Interestingly, women are more likely to apply to lower-ranking MD-PhD programs, again suggesting that some applicants may be applying depending on the programs for which they believe they are qualified ( 15 ).

Imposter syndrome

Students battling impostor syndrome feel they are not smart or talented enough to pursue this profession ( 16 ). Furthermore, they live in constant fear that they will be exposed as a fraud and asked to leave their program. This perception is internalized and over time eats away at their self-confidence. The fear, when exacerbated, can result in anxiety, stress, or depression ( 17 ). Imposter syndrome is manifested by comparing oneself to others, not feeling academically prepared and on par with peers, and questioning the validity of one’s acceptance into a program ( 18 , 19 ).

The literature about the experience of premedical students, especially women and minorities, is currently limited. However, there is evidence for increased attrition of these groups in premedical required courses and STEM majors due to seeing grades and GPA as a marker of competency or fit for the career path ( 11 , 20 , 21 ). The fear associated with imposter syndrome may cause individuals not to apply if they do not feel they are the perfect applicant with average or above-average MCAT scores and GPA. Lack of knowledge as to the full ranges of these scores does little to alleviate their concerns.

Redefining the ideal MD-PhD candidate

Having clear and accessible information on successful applicants to individual programs would be a simple step toward improving equity in the MD-PhD application process. Publishing the range of MCAT scores and GPAs of those that a program has accepted, perhaps over a range of time such as ten years, would allow those considering applying to make informed decisions about their candidacy. In this way, women and URM applicants who may have been deterred by lack of information or misleading high-mean statistics for many programs would instead have sufficient information that might make them more likely to apply. Pooling the data for accepted students over a certain period of time would ensure that this range would not identify individuals who matriculate at smaller programs or specific individuals in a matriculating class. Above all, this strategy would be a simple step toward redefining the manufactured image of academic perfection (i.e., high GPA and MCAT score with many publications) that many believe represents those who will be successful applicants and future physician-scientists.

Acknowledgments

BC was supported by a Medical Scientist Training Program grant from the National Institute of General Medical Sciences of the NIH under award number T32GM007739 to the Weill Cornell/Rockefeller/Memorial Sloan Kettering Tri-Institutional MD-PhD Program.

Version Changes

Version 1. 12/09/2019.

Electronic publication

Version 2. 01/02/2020

Print issue publication

Conflict of interest: The authors have declared that no conflict of interest exists.

Copyright: © 2020, American Society for Clinical Investigation.

Reference information: J Clin Invest . 2020;130(1):17–19. https://doi.org/10.1172/JCI134941.

MD-PhD Admissions (internal candidates)

This information is intended only for current Harvard Medical School (HMS) MD students applying to the HST Medical Engineering and Medical Physics (MEMP) PhD Program.

There is a long and distinguished history of Harvard MD-PhD students earning two HST degrees - MD and MEMP PhD - and HST acknowledges the many ways these students strengthen bonds between the individual degree programs and enrich our community.  At the same time, the key purpose of MEMP is to train engineers and scientists who are fluent in the language and culture of medicine and who will impact human health by developing innovations to prevent, diagnose, and treat disease - without needing to become clinicians themselves . MEMP provides a unique interdisciplinary curriculum that combines training in engineering or a physical/quantitative science discipline with classes in biomedical sciences and clinical experiences. As a result, the MEMP admissions process generally favors candidates who would benefit from both elements of the training over those candidates who already hold a medical degree or are enrolled in medical school.

Due to these considerations, as well as limited funding specifically earmarked for MD students interested in MEMP, we anticipate admitting at most two HMS MD-PhD students per year .

HMS MD students applying to the MEMP PhD program  via MIT   should follow the instructions below. Applications to the MEMP PhD program via Harvard should be submitted by following the instructions found  here .

General advice

• HMS MD-PhD students should register with the  Harvard/MIT MD-PhD  Program prior to applying to PhD programs.  Note: Cycle 1 students are enrolled as MD-PhD students at the time of matriculation at HMS so no additional action is needed.
• Applications are typically submitted during the second year of medical school.
• As a current HMS MD student, your statement of purpose should specifically address the rationale for your proposed training in MEMP - as opposed to traditional science or engineering PhD program.  How will the MEMP curriculum enhance your career path, given that you have already obtained biomedical sciences training and deep clinical perspectives?
• Please coordinate with HMS MD-PhD program staff to have the following materials sent to Laurie Ward at  hst-phd-admissions [at] mit.edu (hst-phd-admissions[at]mit[dot]edu) :
• Selected letters of recommendation from your original application to HMS. You may reuse some previous letters; we recommend that you submit at least one new letter reflecting more recent activities;
• Evaluations if you have performed any research rotations as part of the MD-PhD program.

All of the MEMP biomedical sciences and clinical requirements are waived for any student who has successfully completed the preclinical elements of one of the HMS MD curricula – either HST or Pathways.

Each admitted MEMP candidate, including those currently enrolled at HMS, will receive an offer letter identifying the source of funding for their first academic year in the MEMP program (September thru May). This is typically an HST-funded fellowship, although in some cases an MD-PhD student may receive a PI-funded research assistantship for their first academic year in MEMP. (Unlike most applicants to MEMP, current HMS MD students have had ample time to engage in research rotations prior to the start of their PhD program.) Starting with the first summer after enrollment in MEMP, students receive financial support from a combination of research assistantships (RAs), teaching assistantships, and fellowships as described here . 

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Dual MD-PhD Program , MD+PhD · September 4, 2021

MD-PhD Program: What is it and is right for me?

As an MD-PhD trainee, I will share insights on what an MD-PhD program is and my own perspective as someone going through the training. As an application coach, I also meet with college, post-baccalaureate, and master’s students to discuss if the program is the right fit for them. This article also shared some of my advice on how to decide if this path is right for you.

What is an MD-PhD program?

An MD-PhD program is an integrated medical and scientific training program. The intent is to develop trainees as future physician-scientists who can practice clinical medicine and independently conduct research. Moreover, at the intersection of science and medicine, MD-PhDs are well poised to discover new scientific knowledge and conduct translational research. 

Typically, the combined medical and graduate school training takes an average of 8 years to complete. 

The Beginning

MD-PhD programs have been around since the 1950s. First established by Case Western Reserve University, the initial program was small but offered an opportunity to obtain both an MD and a Ph.D. at its institution in less time than pursuing both degrees independently.

In 1964, the National Institute of Health began institutional support for MD-PhD programs through the T32 Medical Scientist Training Program (MSTP). Importantly, this grant provides financial funding to support trainees, as most MDPhD programs offer stipends, health insurance, and tuition waivers. 

Today the programs still offer accelerated training to gain both degrees. While there have been individuals who have earned both doctorate degrees without going through the integrated MD-PhD program. However, their training would have been substantially longer.

An average MD takes four years to complete and an average Ph.D. takes an average of 5-6 years. Therefore, it is attractive that dual degree programs accelerate the training timeline by offering both degrees in an average of 8 years. 

MSTP vs MD-PhD – is there a difference?

While all MSTP programs are MD-PhD programs, not all MD-PhD programs are MSTP. Out of ~100 active programs, ~45 receive the MSTP T32 award. This provides partial support for about 900 trainees per year, along with research grants, fellowships, and institutional resources. Therefore programs that receive the T32 award are specified as MSTP. 

A list of all MD-PhD programs can be found here .

MSTP programs can be found here .

Cost of MD-PhD programs

To offset financial barriers that may deter individuals from pursuing much longer training to obtain both an MD and PhD, most integrated MD-PhD programs offer tuition waivers, stipends, and basic health insurance. It should be noted that the level of support varies by institution. For example, these are stipends that trainees receive at these particular programs:

Size of MD-PhD programs 

The size of an MD-PhD program varies by institution. For example, I have interviewed at a program that had ~20 trainees per cohort, which was on the larger end. On the smaller end, I’ve heard of institutions with as few as two trainees per cohort. 

MD-PhD training timeline 

The timeline of the MD-PhD curriculum varies by institution but in general, there is a 2-4-2 model. Trainees do 2 years of medical school, 4 years of graduate school, and then completion of the last 2 years of medical school. 

In the first year, you will likely do the medical school curriculum with the rest of your incoming medical school class. Additionally, there will likely be some incorporation of graduate school activities.

At my program, I did research rotations before Year 1 of medical school and during the summers between Year 1 and Year 2. During Year 1, I also took graduate school courses. A friend at another MD-PhD program did lab rotations alongside medical school classes during Year 1. As you can see, every program does it a little differently. Additionally, how much the graduate school and medical school talk to each other and integrate varies by institution. 

MD-PhDs pursue their thesis dissertation in a variety of subjects including the following common ones, according to the AAMC:

Biomedical Sciences include:

• Biochemistry & Macromolecular Biophysics
• Cell & DevelopmentalBiology
• Molecular Biology & Genetics
• Microbiology & Infectious Disease
• Neuroscience
• Pathology & Mechanisms of Disease
• Pharmacology

Other choices include:

• Bioengineering & Biomedical Imaging
• Chemical and Physical Sciences
• Computational Biology & Bioinformatics
• Public Health, Epidemiology & Preventative Medicine
• Social and Behavioral Sciences

Not every program offers every PhD discipline, so ask to be sure to ask or check out their website.

Career Path and outcomes 

More training .

After obtaining an MD-PhD, trainees will continue their education and hone their skills. Typically, graduates will pursue residency as their next steps, which last 3-7 years.

Then, individuals will do a postdoctoral fellowship which can be another 3-6 years as well. Cumulatively, individuals pursue 6-13 more years of training after graduating from their MDPhD programs. Eventually, individuals may apply to professor positions at academic institutions to begin their own independent labs, teach, and see patients. 

This, of course, varies by individuals. For example, I’ve known MD-PhD graduates who decide that they want to focus on a research career and opt to not do a residency. Rather, they do postdoctoral fellowships right after. Other MD-PhD graduates decide to forgo their research career, so they pursue only residency to become full-time clinicians. 

Post-training Roles

Data from the AAMC National MD-PhD Program Outcomes Study showed the following breakdown of MD-PhDs’ roles post-training:

• Academia: 68%
• Private Practice : 14%
• Industry : 7%
• Institutes: 5%

Most MD-PhDs pursue residency after graduation

However, the vast majority of MD-PhD trainees go onto residency . Long-term, they are more likely to take on permanent positions in academia compared to their MD-only counterparts. These positions can be at academic medical centers, such as medical schools or teaching hospitals.

Additionally, some MD-PhDs will take on research positions at the National Institutes of Health or other government or private agencies. MD-PhDs that complete their training may also work for pharma or biotech companies.

Most popular specialities for MD-PhDs: internal medicine, pathology, pediatrics, and neurology 

For the most part, MD-PhD graduates continue their education through residency and go into various clinical specialties. According to the AAMC, the most popular specialties pursued by MD-PhDs are as follows:

• Internal medicine: 25.3%
• Pathology: 13.2% 
• Pediatrics: 12.6%
• Neurology: 8.2%
• Other: 7.4%

MD-PhDs pursue a variety of research topics

Typically after training, MD-PhDs will engage in various types of research. The AAMC National MD-PhD Program Outcomes Study found the following breakdown of the types of research that the respondents conducted:

• Translational: ~70%
• Basic Science: ~58%
• Health Services: ~10%
• Other : ~10%

Competitiveness

Investing in an MD-PhD trainee is expensive. Thus, it’s not surprising that admissions committees invest significant time and effort to screen and interview the right candidates. According to the AAMC 2018-2019 entering class data, 1,855 individuals applied and 672 enrolled in the MD-PhD program. Moreover, MD-PhD applicants represent 3% of the medical school applicant pool ( Brass, 2018 ). Typically, about one-third of the applicants are accepted, which is similar to the acceptance rate for medical school.

According to the AAMC 2018-2019 entering class data, the average GPA is 3.8 (range 2.8-4.0) and average MCAT is 515 (range: 495-528 ).

What does an ideal MD-PhD applicant look like?

According to the AAMC, they look for the following:

• Applicants with integrity and maturity who show creativity
• Leadership potential
• Ability to work with others
• Aptititude to address big questions in biomedical research
• Research experiences
• Academic record (MCAT, GPA)
• Personal Statement
• Strong letter of recommendations from research mentors
• Experience in caring for others
• Extracurricular activities and life experiences

According to the AMCAS 2018-2019 entering class data, all students had shadowing experience and clinical exposure. Many of the applicants also had a community service experience. Most applicants completed multiple summer research projects sustained undergraduate research or both; some also had postbaccalaureate research experience. Some had publications and first-author publications were rare.

Application Timeline

Primary application.

If you are aiming to apply for the Class of 2023, then you would prepare your primary AMCAS application in the summer of 2022 . As a matter of fact, I advise my students to begin drafting their personal statements and asking for letters of recommendation from professors in the Winter-Spring. I highly recommend students submit their applications within a couple of weeks of the AMCAS opening in early May.

This is because you can be considered for medical school as the first group of applicants in the cycle. Additionally, it would reduce the time for your application to be reviewed.

Secondary Application

Then after submitting your primary application, you will wait for it to be processed. Schools will then send you secondary essays which can range in prompts, from “Why this school?” to “Tell me a time when you’ve overcome a challenge.” You can learn more about addressing common secondary prompts here .

When you complete secondary applications, you will then wait and hopefully receive an interview invite. These invites get sent anytime in October to February typically. Although, it will vary by school.

You may also begin receiving decisions and waitlist offers from November to March – again this varies by the program. I began hearing back from MD-PhD programs as early as December.

Subsequently, from March to April, there are revisit programs where you can meet your potential peers in the cohort. For example, we take our accepted students to see New York City and plan fun activities for them to get to know the current students and institution better.

For more information, you can read more in-depth on medical school applications and timeline here:

MD, DO, and MD-PhD application: timeline and essential strategies

The Primary Application for MD-PhDs

The AMCAS primary application requires the following components:

Why MD-PhD Essay:

In this first MD-PhD specific essay, you will describe what motivated you to pursue an MD-PhD program.

Significant Research Experience Essay:

The second MD-PhD-specific essay asks you to describe your research experience. To do so, the AAMC recommends the following:

• Describe the research in your lab
• Describe your research project
• Did you test a hypothesis or conduct discovery research?
• Describe your role on each project
• What did you learn?
• What did this project teach you about your career path?

Is MD-PhD right for you?

It really comes down to what your goals are and what you are passionate about. MD-PhD trainees have the opportunity to solve mechanisms underlying disease, combined with the ability to treat patients. Being chimeras of both the medical and scientific fields can also help incubate new scientific questions and generate new discoveries that can be brought back into the clinic to help patients.

For me, I always knew that I wanted to devote a substantial amount of my career to research but also wanted to remain connected to patients. Undoubtedly, the extra four years to gain significant research training on top of the 4 years of medical school was worth it for me.

The MD/PhD programs are great ways for individuals who’ve decided early on that they want to become physician-scientists and train in both medicine and research. I’ve found that the MD/PhD program has helped me begin building a track record of success.

Not only do I gain the skills to conduct research projects independently, but I’ve also learned grant-writing. Without a doubt, grant-writing is an important skill that independent researchers need, as funding is required to run a successful laboratory. Moreover, applying and obtaining the NRSA Individual Predoctoral Fellowships (F30) is a great achievement to show that you are capable of writing a grant and obtaining funding to support your research.

Suggested Reading:

What is the difference between MD, MD-PhD, and PhD?

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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