md phd program columbia

Skip to content

Explore CUIMC

Diversity, equity, and inclusion.

At CUIMC, we are committed to continuous improvement in providing culturally inclusive medical education and clinical care.

Columbia Vagelos College of Physicians and Surgeons is dedicated to developing the next generation of leaders in medicine

Patient Care

• Find a Doctor

Search for a provider by specialty, expertise, location and insurance. Schedule an appointment online.

Read the latest news stories about CUIMC faculty, research, and events

Columbia Creates Fast-Track MD for PhD Scientists

Share this page.

• Share on Facebook
• Share on X (formerly Twitter)
• Share on LinkedIn
• Share by email

NEW YORK—Columbia University College of Physicians and Surgeons (P&S) has launched a three-year Doctor of Medicine (MD) program for PhD-trained biological scientists. The accelerated curriculum prepares graduates for physician-scientist careers that combine their knowledge of fundamental biomedical science with an understanding of how diseases and their treatments affect humans. The first students in the new program are expected to graduate in 2016.

“This program reflects our commitment to finding innovative ways to teach the clinical medicine of today, while preparing our students to discover the cures of tomorrow,” said Lee Goldman, MD, dean of the faculties of health sciences and medicine and executive vice president for health and biomedical sciences, CUMC.

a_physician-scientist_on_columbias_fast-track_phd-to-md_program

Donald W. Landry, MD, PhD , chair of the Department of Medicine at CUMC, who developed P&S’s PhD-to-MD program, said, “The skills acquired in the course of PhD and MD training are complementary; a PhD requires intense focus on a single area of research, while medical training requires mastery of the science across a broad range of topics.”

One of the nation's most research-intensive medical schools, P&S is consistently ranked among the best medical schools in the nation.

P&S PhD-to-MD Program Application Requirements and Curriculum

Applicants must hold a doctorate in a biological or related science and meet the same requirements as all applicants to P&S’s MD program.

“We are looking for exceptional candidates who are committed to pursuing research informed by clinical practice,” said Stephen W. Nicholas, MD , associate dean for admissions at P&S, professor of pediatrics at CUMC, and professor of population and family health at Columbia’s Mailman School of Public Health.

As part of the application process, prospective PhD-to-MD students meet with CUMC clinical-research faculty. These faculty members can speak to the dedication that a biomedical career requires and provide applicants with a sense of how they might contribute as physician-scientists.

Jonathan Barasch, MD, PhD , associate vice chair for research in the department of medicine and professor of medicine and of pathology and cell biology at CUMC, directs the PhD-to-MD program with Nicholas H. Fiebach, MD , vice chair for graduate and continuing medical education and professor of medicine at CUMC.

Students in the new three-year program will follow the same curriculum as the MD-only medical school class until the completion of their preclinical training, which lasts 18 months. Their clinical training, which lasts 16 months, includes their Major Clinical Year and electives. Because the PhD-to-MD students will already have demonstrated their scholarly skills in earning their PhD, the scholarly project requirement for the fourth year of medical school will be waived. Students will apply for residency during the Major Clinical Year; they will be encouraged to pursue the abbreviated residency training that some specialties offer to prospective physician-scientists.

Even though news of the program was communicated mostly by word of mouth, more than 40 candidates applied in early 2013. The four who enrolled took the Hippocratic Oath and accepted their white coats alongside the class of 2017 on Aug. 12, as part of the annual White Coat Ceremony for first-year P&S students.

The first students in the P&S PhD-to-MD program (from l to r.): Gloria Sheng, PhD; Siyan "Stewart" Cao, PhD; Li-Wei Change, PhD; and Matthew Fleming, PhD (credit: CUMC). As Dr. Sheng said, "In just the first few weeks of medical school, it's been great to see the integration with my science background. For example, I got to hear about a patient who had trouble synthesizing sugar, and realized that I'd read a paper about this type of condition during my doctoral work. I'm happy to realize that I don't have to give anything up to do what I want to do - can have a career that involves both science and medicine."

The program is in addition to the combined MD/PhD degree , which P&S has offered since the early 1970s.

About the P&S PhD-to-MD program: http://bit.ly/Phd_to_MD .

Columbia University Medical Center provides international leadership in basic, preclinical, and clinical research; medical and health sciences education; and patient care. The medical center trains future leaders and includes the dedicated work of many physicians, scientists, public health professionals, dentists, and nurses at the College of Physicians and Surgeons, the Mailman School of Public Health, the College of Dental Medicine, the School of Nursing, the biomedical departments of the Graduate School of Arts and Sciences, and allied research centers and institutions. Columbia University Medical Center is home to the largest medical research enterprise in New York City and State and one of the largest faculty medical practices in the Northeast. For more information, visit cumc.columbia.edu or columbiadoctors.org .

Related links:

http://www.columbiamedicinemagazine.org/ps-news/spring-2013/goal-new-program-more-physician-scientists

http://www.columbiamedicinemagazine.org/features/spring-2013/inaugural-scholarly-projects

Skip to content

Degree Programs

Student life.

• Job Opportunities

Med into Grad Program

​integrating medical knowledge into graduate education.

The training of medical and graduate students is quite distinct. While medical education must focus on clinical application, PhD students usually attack a research problem that has no obvious clinical connection. We are secure in our belief that many of these research projects will pay off for medicine, public health, or industry. Graduate students who are exposed to the rapid progress of basic research might, if properly trained, bring that knowledge and energy to clinical problems.

Columbia University offers such a mechanism through the Med into Grad Program, which is led by Ronald Liem, PhD, professor of pathology and cell biology, with co-directors Howard Worman, MD, professor of medicine and of pathology and cell biology, and Patrice Spitalnik, MD, professor of pathology and cell biology.

The Howard Hughes Medical Institute (HHMI) started this initiative to support the programs that incorporate an understanding of the principles of medicine and disease into the education of PhD researchers, in 2005. After initial support by the HHMI, most of these programs are continuing, including the one at Columbia.

Mechanisms of Human Disease

To foster a direct interest in disease and the complexities that clinicians and researchers confront, we developed a course called Mechanisms of Human Disease. It is directed by the Director of the Med into Grad Program, Dr. Ron Liem, and is taken by students interested in translational research.

Note: At least one semester of this course is required for admission to the Med into Grad Program.

This one-year course has six modules, with three each semester. Each module is primarily concerned with one organ system and one or more diseases associated with this organ system. Each module describes the physiology, nutritional status, health, pathophysiology, and anatomy of an organ system and its role in disease. Intensive reading and discussion cover the pathologies associated with the disease and their molecular basis. Finally, interventions and therapeutics are discussed for each disease. Students meet patients or caregivers of patients. This is a new experience for PhD students, who do not usually see the effects of a disease on a person.

Structure of the Med into Grad Program

As part of the Med into Grad Program, students will be assigned a clinical mentor in their area of research. They will attend clinic or rounds with their clinical mentor once or twice a month. The students also go on hospital rounds at least once during the year. The Program Directors meet with all the students twice a month and the students take turns presenting cases that they observed. Students get course credit for their participation in the Med into Grad Program and it will count as an elective course in their home program.

Students will observe the requirements of their home programs with regard to other coursework, the qualifying examinations, seminar attendance, or other elements of the graduate programs.

Applications

The program will start in January and continue through the calendar year.  All eligible students will receive an email informing them that applications are open late during the fall semester.  To be eligible, students must have completed at least one of the semesters of the  Mechanisms of Human Disease  course.  For the application, students are asked to submit their academic records and an application essay describing their interest in the Med into Grad Program.  They will also have a personal interview with the Program Directors.

Note: Participation in the Med into Grad program is only open to students currently enrolled in one of our existing eligible graduate programs. Potential applicants for these programs can find more information about the application process and guidelines by visiting our  Applying  section.

For questions regarding the Columbia University Med into Grad Program, please contact:

Dr. Ron Liem

• Professor of Pathology and Cell Biology
• [email protected]

Columbia University in the City of New York

Columbia College | Columbia Engineering

Combined degree programs (md/phd and md/mph).

• Combined Degree Programs

Many medical schools and other health professions schools offer students the opportunity to pursue combined or dual degree programs in a variety of different disciplines.  Some of the more common dual degree programs include:

• Master of Public Health (MPH)
• Master of Business Administration (MBA)
• Juris Doctorate (JD)
• Doctorate of Philosophy (PhD).

MD-PhD Dual Degree Training

Applicants who are very interested in a research career may consider a combined MD/PhD program. These combined MD/PhD programs tend to be between 7-9 years in length.  MD-PhD programs provide training in both medicine and research. They are specifically designed for those who want to become physician scientists. Please visit the MD/PhD pathway  section of the AAMC website. This content was developed by seasoned MD-PhD directors and administrators and  is an ideal tool for applicants and potential applicants.

Medical Scientist Training Program (MSTP)

The Medical Scientist Training Program (MSTP) funds many of these combined MD/PhD programs, allowing students to get their full tuition for medical and graduate school paid plus a stipend. 

The American Physician Scientists Association (APSA) is a national organization dedicated to addressing the needs of future physician scientists with respect to their training and career development. The APSA strives to be the student physician-scientists' leading voice for improving educational opportunities, advancing patient-oriented research, and advocating for the future of translational medicine.

NIH MD/PhD Intramural Partnership Training Program

This innovative program allows MD/PhD students to obtain all or part of their research training in one of the more than one thousand biomedical research laboratories in the NIH intramural research program and maintain eligibility for medical school training at most of the MSTP-funded M.D./Ph.D. programs around the country.

Perspective: Three Crucial Questions when Applying to MD/PhD Programs

Preprofessional Advising

403 Alfred Lerner Hall 2920 Broadway New York, NY 10027

Call:  212-854-6378

Advising by Appointment

Mon - Fri, 9am - 5pm 

Prehealth Virtual Drop-In Advising Hours

Mon - Thu, 12pm - 1pm 

Drop in Hours Zoom link *

Schedule an Appointment

Academic Calendar

Allopathic and Osteopathic Medicine

PhD in Biomedical Informatics

The PhD program in Biomedical Informatics is part of the   Coordinated Doctoral Programs in Biomedical Sciences . Students are trained to employ a scientific approach to information in health care and biomedicine. Students may only enroll full-time, as required by the Graduate School of Arts and Sciences (GSAS). The first two years are generally devoted to coursework and research. Subsequent years focus on independent research that culminates in a dissertation. 

Our PhD students come from top universities in the country and around the world. The group is dynamic and engaged, breaking new ground in informatics research as evidenced by their strong publication records. Our students are highly collaborative, frequently assisting on each other’s projects, sharing ideas, and supporting each other.

The program consists of core courses that are required of every student and provide a foundation in general biomedical informatics methods, techniques and theories, while electives enable students to apply these methods to one or more areas of specialization in bioinformatics, translational, clinical informatics, clinical research informatics, or public health informatics. In addition, students conduct research, assist in teaching (if PhD or postdoctoral trainees), and attend colloquia.

Degree Requirements

​ Courses : A minimum of 60 points of Columbia University graduate (4000 level or above) coursework, 6 residence units, consisting of:

• Research each term (BINF G6001, BINF G9001)
• 5 core classes
• 2 domain (specialization) courses
• 3 educational objectives courses
• 1 ethics course (spring term of first year)
• serving as a TA for 2 classes (or 1 class for MD-PhD students)
• 1 research seminar each term

Students must complete a minimum of 60 points of Columbia University instruction at the 4000 level or higher, address any admission deficiencies, and complete DBMI degree requirements. In years three and above, research is the primary focus of the student’s degree program, and the number of hours spent on research increases with each year in the program. Students enroll in BINF G6001 fall and spring terms as follows: a) 6 points each term year one, 9 points each term year two, 12 points each term years three and above. Students enroll in BINF G9001 in lieu of BINF G6001 the term following successful completion of the Oral II/Depth Exam. In their final term of enrollment, students will also register for BINF G9999 Doctoral Dissertation for 0 points. Students should pursue five goals when conducting research, and the grade earned in the required research classes (BINF G6001, BINF G9001) will reflect how well the student has achieved these goals: 1) understand the nature of informatics research 2) master intellectual and technical skills necessary for research 3) read and apply the scientific literature, 4) develop skill in scientific writing 5) demonstrate a responsible working attitude.

Ethics:  PhD students are required to enroll in CMBS G4010 Responsible Conduct of Research and Related Policy Issues in their second term in the program.

Teaching Assistantship: Students are required to serve as teaching assistants (TAs) for two courses in the department. In order to earn credit for TA responsibilities, students need to register for two points of BINF G8010 MPhil Teaching Experience each semester in which they serve as a TA. Students and faculty are solicited in spring term for their top 3 preferences. The Training Committee assigns TAs based on faculty and student preferences and departmental needs. The assignments will be communicated to students and faculty by the Graduate Program Manager. PhD students are required to TA two courses. Two-year postdoctoral research fellows TA one course; three-year postdoctoral research fellows TA two courses. MD-PhD students TA one course.

Seminar: PhD students are required to enroll in the weekly DBMI seminar. PhD students in the bio track are required to enroll in the DBMI seminar in their first year in the program, and may substitute the Systems Biology seminar in year 2 and beyond.

Residence Units: PhD students accrue 6 residence units for the degree. They are enrolled in the appropriate residence unit category by the GSAS Office of Graduate Affairs every fall and spring term.

Milestones: There are four milestones for PhD students:

• Breadth Exam
• Dissertation Proposal
• Dissertation Defense

Academic progress is tracked each semester by the students and their academic advisors (see Forms page for semester forms)

Research Rotations With the exception of MD-PhD students whose research rotation occurs between years 1 and 2 of medical school, all PhD students rotate in two different research labs their first year. Research rotations begin by the end of the change of program (add/drop) period of each term. The second research rotation begins the first day of classes of spring term. Projects should be completed prior to the start of the subsequent term. The permanent research advisor is chosen by May 15 of the first year. The Training Committee grants final approval of research rotations and permanent research advisor selections. Work with the permanent research advisor commences the next business day following the last day of final exams. A third summer rotation is possible with the Committee’s permission.

For first year students rotating with different research advisors, the Fall term dates for the first research rotation of BINF G6001 are the second week of September through the MLK, Jr. Holiday. For Spring term, the dates are the day following the MLK, Jr. holiday (the first day of classes) until the last date of final examinations ( see the online University academic calendar ) .  Work with the permanent research advisor commences the next business day following the last day of final exams.

Rotation Research Advisor Prior to the start of the Fall and Spring semesters, first-year PhD students should contact the faculty with whom they are considering doing a rotation to request an appointment. Selection of a research rotation advisor must be official by the end of the drop/add period of each semester. Students should discuss expectations for the rotation as well as a finite project to be completed by the end of the term of the rotation with the research advisor. This prevents projects continuing into the next semester which impacts the output of the new research rotation. The project should not depend on applying for a new IRB as this will delay the research into the subsequent semester, which is ill-advised. The Training Committee grants final approval of research advisors.

Register for research credit and a letter grade (6 points in fall and spring of first year, 9 points in fall and spring of second year, 12 points in fall and spring all subsequent years).

Publications PhD students and postdoctoral fellows are expected to make submissions to publications and conferences each year. The frequency and appropriateness of these submissions are decided by the research advisor. No student or fellow may submit work to any publication or conference without the expressed prior approval of their research advisor. Prior to submission, the research advisor must review final versions of all papers and abstracts submitted to journals, conferences, books or other publications. This policy applies to all publications, regardless of authorship, that deal with work that has been done at DBMI, Columbia University, or any affiliated institution(s).

Funding More information about funding sources and fellowships is available in the Student Funding page .​

MD-PhD Degree Programs by State

New section.

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

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

University of Alabama School of Medicine Birmingham, Ala.

University of South Alabama College of Medicine   Mobile, Ala.

University of Arizona College of Medicine Tucson, Ariz.

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

University of Arkansas College of Medicine Little Rock, Ark.

Loma Linda University School of Medicine   Loma Linda, Calif.

Stanford University School of Medicine Stanford, Calif.

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

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

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

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

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

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

University of Colorado Health Sciences Center   Denver, Colo.

Connecticut

University of Connecticut School of Medicine   Farmington, Conn.

Yale University School of Medicine   New Haven, Conn.

District of Columbia

Georgetown University School of Medicine   Washington, D.C.

Howard University College of Medicine   Washington, D.C.

University of Florida College of Medicine   Gainesville, Fla.

University of Miami Miller School of Medicine   Miami, Fla.

University of South Florida College of Medicine   Tampa, Fla.

Emory University School of Medicine   Atlanta, Ga.

Medical College of Georgia   Augusta, Ga.

Morehouse School of Medicine   Atlanta, Ga.

Medical College of Georgia at Augusta University Augusta, Ga.

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

Northwestern University Medical School   Chicago, Ill.

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

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

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

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

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

Indiana University School of Medicine   Indianapolis, Ind.

University of Iowa College of Medicine   Iowa City, Iowa

University of Kansas School of Medicine   Kansas City, Kan.

University of Kentucky College of Medicine   Lexington, Ky.

University of Louisville School of Medicine   Louisville, Ky.

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

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

Tulane University School of Medicine   New Orleans, La.

Johns Hopkins University School of Medicine   Baltimore, Md.

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

Uniformed Services University of the Health Sciences   Bethesda, Md.

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

Massachusetts

Boston University School of Medicine   Boston, Mass.

Harvard Medical School   Boston, Mass.

Tufts University School of Medicine   Boston, Mass.

University of Massachusetts Medical School   Worcester, Mass.

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

University of Michigan Medical School   Ann Arbor, Mich.

Wayne State University School of Medicine   Detroit, Mich.

Mayo Medical School  Rochester, Minn.

University of Minnesota Medical School   Minneapolis, Minn.

Mississippi

University of Mississippi School of Medicine   Jackson, Miss.

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

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

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

Washington University School of Medicine   St. Louis, Mo.

Creighton University School of Medicine   Omaha, Neb.

University of Nebraska College of Medicine   Omaha, Neb.

University of Nevada School of Medicine   Reno, Nev.

New Hampshire

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

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

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

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

Albany Medical College   Albany, N.Y.

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

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

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

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

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

New York Medical College   Valhalla, N.Y.

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

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

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

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

SUNY Upstate Medical University   Syracuse, N.Y.

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

North Carolina

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

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

Duke University School of Medicine   Durham, N.C.

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

North Dakota

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

Case Western Reserve University School of Medicine   Cleveland, Ohio

Northeastern Ohio College of Medicine   Rootstown, Ohio

Ohio State University College of Medicine   Columbus, Ohio

University of Cincinnati College of Medicine   Cincinnati, Ohio

University of Toledo College of Medicine   Toledo, Ohio

Wright State University School of Medicine   Dayton, Ohio

University of Oklahoma Health Sciences Center   Oklahoma City, Okla.

Oregon Health Sciences University School of Medicine   Portland, Ore.

Pennsylvania

Drexel University College of Medicine   Philadelphia, Pa.

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

Penn State University College of Medicine   Hershey, Pa.

University of Pennsylvania School of Medicine   Philadelphia, Pa.

University of Pittsburgh School of Medicine   Pittsburgh, Pa.

Temple University School of Medicine   Philadelphia, Pa.

Rhode Island

Brown University School of Medicine   Providence, R.I.

South Carolina

Medical University of South Carolina  Charleston, S.C.

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

South Dakota

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

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

Meharry Medical College School of Medicine   Nashville, Tenn.

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

Vanderbilt University School of Medicine   Nashville, Tenn.

Baylor College of Medicine   Houston, Texas

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

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

Texas Tech University School of Medicine   Lubbock, Texas

University of Texas Medical Branch at Galveston   Galveston, Texas

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

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

University of Utah School of Medicine   Salt Lake City, Utah

University of Vermont College of Medicine   Burlington, Vt.

Eastern Virginia Medical School   Norfolk, Va.

Virginia Commonwealth University School of Medicine   Richmond, Va.

University of Virginia School of Medicine   Charlottesville, Va.

University of Washington School of Medicine   Seattle, Wash.

West Virginia

Marshall University School of Medicine   Huntington, W.Va.

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

Medical College of Wisconsin   Milwaukee, Wisc.

University of Wisconsin Medical School   Madison, Wisc.

McGill University Faculty of Medicine   Montreal, Quebec

McMaster University of Faculty of Health Sciences   Hamilton, Ontario

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

Universite de Montreal Faculte de Medecine   Montreal, Quebec

Universite de Sherbrooke Faculte de Medecine   Sherbrooke, Quebec

Universite Laval Faculte de Medecine   Quebec, Quebec

University of Alberta Faculty of Medicine and Dentistry   Edmonton, Alberta

University of Calgary Faculty of Medicine   Calgary, Alberta

University of British Columbia Faculty of Medicine   Vancouver, British Columbia

University of Manitoba Faculty of Medicine   Winnipeg, Manitoba

University of Saskatchewan College of Medicine   Saskatoon, Saskatchewan

University of Toronto Faculty of Medicine   Toronto, Ontario

University of Western Ontario   London, Ontario

Related Programs

NIH MD-PhD Partnership Program

• Like AAMC Pre-Med
• Follow @AAMCpremed

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

A Personal Plea to Premeds

Trisha Kaundinya | January 13, 2021

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

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

• School of Medicine Columbia
• Location Location
• Contact Contact
• Colleges and Schools
• M.D. Program

Our dual degree offers lab mentorship, an abundance of hands-on clinical opportunities and all the research resources you'd expect from a Tier 1 research institution. When you've completed the program, you'll have a deep understanding of both patient care and research practices.

About the Program

Start your degree in the M.D. program, where you'll complete your basic science courses as well as hands-on research. During this time, you should begin thinking about your potential research interests. Our Ph.D. program gives you some space to explore different options, however, our strong mentor/mentee focus means you should have an idea of what you would like to study and which  professors could help you meet your research goals.

Over the course of seven years, you'll alternate between a focus on the M.D. program and a focus on research. This allows you to streamline courses that overlap, develop the clinical skills you need to practice medicine and develop the research skills you need to pursue a competitive post-doc. 

Why Get a Dual Degree

A dual degree will give you a deeper understanding of medical research and how it applies to patient care. When you've completed the program, you'll be able to practice medicine and conduct high-impact research. 

How to Apply

In order to be qualified for the dual degree program, students must already be admitted to the M.D. program. After your first year in the program, you'll be able to apply for the dual degree. You should show an interest in both science and medicine by participating in prior medical research activities, such as internships in university departments, the NIH or CDC.

Applying to the School of Medicine 

The School of Medicine uses the  American Medical College Application   to process it's applications. Before you apply, be sure you meet all the   requirements for the program . 

Applying to the Ph.D. Program

You'll apply to the Ph.D. program through the USC Graduate School . Before you apply, be sure you meet all the requirements for the program . 

Requirements

• Application deadline for M.D. program is November 1st
• Application deadline for Ph.D. program is April 1st 
• MCAT scores

Challenge the conventional. Create the exceptional. No Limits.

How to Get Into Columbia Medical School: The Definitive Guide

by internationalmedicalaid

Part 1: Introduction

When listing off the top ten medical schools in the United States, Columbia Medical School will likely make your cut. Known for its excellent faculty, challenging academics and residency opportunities, Columbia Medical School is very selective. Their acceptance rate is slightly higher than Brown or Washington University, but it’s still very low at less than four percent. If Columbia Medical School is your dream school, or if they’re among your top choices, then this article is for you. 

We’ve created a definitive guide for you, detailing everything you need to know to have the very best shot at getting into Columbia Medical School. In this guide, we’ll discuss the different programs that Columbia offers, as well as their tuition costs, secondary application essays (samples included!), and interview process. This five-part guide will prepare you to confidently apply to Columbia Medical School. 

Part 2: Programs at Columbia Medical School

You have four application routes to choose from when it comes to applying. 

• Traditional MD program that takes four years to complete
• Three-year PhD-to-MD program for students who hold a science PhD
• Columbia’s Medical Scientist Training Program (MSTP) that grants students the coveted MD-PhD degree
• The Columbia-Bassett MD program that focuses on rural healthcare

Each program is unique and has its advantages. The Columbia-Bassett track is nearly impossible to get into, with  only ten students  from the four-year MD program being accepted. But this track is almost guaranteed to get you into your top residency choice. 

Let’s take a look at where each route takes you. 

Traditional MD Program

The traditional, four-year MD program focuses on science and medicine for your first two years. In your third and fourth years, you get to branch out and take elective courses and clerkships, as well as spend time in medical offices and hospitals to gain hands-on experience and prepare you to become a doctor. Each student can choose their own, unique path to becoming a doctor. Additionally, Columbia offers a fifth year of study to students who want to focus on research.

Three-Year MD-to-PhD Program

This program is  only  for students who already  have a PhD in science . With that PhD in hand, these students go through the following program.

• Preclinical courses: 16 months
• Major clinical year: 12 months
• Electives, board preparation and interviews: 5 months

These students aren’t required to complete a scholarly project. Their major clinical year involves residency applications.

Columbia Medical Scientist Training Program (MSTP) / MD-PhD Program

Don’t let the similar names confuse you. While the MD-to-PhD is for students who already hold a PhD, the MD-PhD program is for incoming students who want to earn  both an MD and a PhD . Students in this program focus on research and medicine as they study to become doctors. The program is small with only a dozen students admitted per year. Each student gets to choose courses specific to their interests. Epidemiology, neurobiology, cancer biology and immunology are just a few of the courses that the MD-PhD program offers. 

In addition to being small, student-focused and curriculum-rich, this program is also diverse, with US natives and international students who come from 48 different undergraduate universities in the United States. 

Students who are enrolled in the MD-PhD program usually have a two-year gap between earning their bachelor’s degree and continuing their education at Columbia Medical School. The most popular programs are the Integrated Program in Cellular, Molecular and Biomedical Studies (CMBS) and the Doctoral Program in Neurobiology and Behavior. Students who are admitted into either of these programs are focused on research.

The Columbia Bassett MD Program

The elite Columbia-Bassett program trains students to become doctors in rural areas. The program has students in NYC for their first year and a half, and then they spend the rest of their schooling in Central New York State, where they receive training in performance improvement and trauma-informed care. The training these students receive prepares them for residency. They are known to match with their first choice. 

Cost of Attendance at Columbia Medical School

Columbia Medical School greatly helped its students by  instituting scholarships in place of student loans . The change took place in 2018 and was backed with a $300 million scholarship fund. If you qualify for financial aid, you’ll be receiving scholarship money instead of student loans, making the cost of your education more reasonable. 

There are variables and conditions. Your family can’t make more than or have assets exceeding $125,000 per year. If your family does, you’ll be paying out of pocket, and Columbia is just under $100,000 per year, or $50,000 per semester. 

But if your family earns less than $125,000 per year, you’re eligible and any student loans that would have been included in your financial aid offer will be replaced with scholarship money. So, if you’re in the right financial range, you’ll graduate from Columbia without any student loans from tuition. 

Part 3: Getting In Is Hard: Stats for Columbia Medical School

For the class of 2024, Columbia Medical School received 7,297 applicants but only invited 878 to interview, bringing them to a 12 percent acceptance rate. The most recent data for Columbia shows that they accepted 250 students (3.5 percent) for their incoming year. 

The Grades You Need to Get In

Columbia Medical School is extremely picky. They expect you to be at the very top of your academic game. For the most recently accepted incoming class, the  median GPA was 3.91  and the  median MCAT score was 521 . With scores that high, Columbia has set a prestigious precedent for hopeful applicants. Pairing your high scores with outstanding application essays will help you get a coveted interview at Columbia. 

Part 4: Secondary Application Essays (with samples) for Columbia Medical School

The first step to applying for medical school is to submit your  American Medical College Application Service application . The AMCAS application is a system used by medical schools across the nation. After submitting this application, you’ll then submit your secondary application directly to Columbia Medical School. 

Applications for Columbia Medical School open in July. Since they use a rolling admissions system, you’ll get an answer sooner if you apply early. However, if you don’t apply in July, Columbia accepts applications through October. 

Part of the secondary application includes essay prompts. For many students, answering essay prompts can feel daunting and unnerving. There isn’t a single correct way to answer a question, and you don’t know who will read it or how they will take what you say. Where a resume is straightforward with detailed information, an essay allows you to get personal.

As part of its grueling application process, Columbia Medical School requires answers to  seven different essay prompts  for the MD program alone. Additional essays are required if you apply for any of the other programs we described above. 

Because we know how challenging this might seem, we’ve rounded up all of Columbia’s questions for you and given you detailed insights into  why  they ask the questions they ask and  how  to answer them. We want you to be as prepared as possible. 

Before we dive in, we want to remind you that you don’t have to write all these essays at once. We highly recommend starting your application early enough that you can take time to write thoughtful responses to each essay prompt. 

Columbia Medical School’s Essay Prompts

Question #1 If you didn’t complete your bachelor’s degree in the traditional eight-semester time-frame, please explain why. (250 words)

There’s no need to answer this question if you didn’t take time away from your studies. If you did, you need to answer the question, but don’t feel like you have to write a full 250 words. Just be sure to include the following information.

• Provide dates and the duration of time for your break
• Give your reason why. Did you decide to take a break, or did you need to?
• Provide specific details as to what you did. Don’t overshare, but don’t under share, either. Honesty is important here.
• Highlight the positives from your break. Taking time away from school can sometimes be seen in a negative light. But if your time away bettered you as a person, tell this to the admissions committee. Don’t be afraid to even show them  why  you wanted or needed to take this time off.

Knowing my ultimate goal was to be a doctor, I was eager to fast-track my education and graduate with my bachelor’s degree as quickly as possible. I took courses in the fall and spring, as well as all the summer courses that were available. However, I had the unique opportunity to travel to Zimbabwe to administer vaccines to infants who were in a rural area and who didn’t have easy access to medical care. The parents of these children desperately wanted to protect them from infectious diseases but didn’t have the means to get them to the doctor. This summer program allowed me to assist in vaccinating these children and thus protecting their futures. The summer electives offered at my university could not possibly have given me the real-world training and experience that my time in Zimbabwe did. Seeing modern medicine go to a poor, rural, underserved community further ignited the fire inside me to become a doctor and help everyone receive the healthcare that they need.

This answer works well because it combines the student’s passion with real-world opportunities and experience in the field. The response is also straightforward.

Question #2 Did you have a job during college? Any job during the school year or summer should be included, along with how many hours you worked each week. (300 words)

If you didn’t work, a simple response will work. “I chose not to work while I was in school so I could focus on earning high grades in my classes. Mastering the material was what mattered the most to me.” There’s no shame in simply being a full-time student. 

Here’s a sample essay if you  did  work.

My financial aid package covered most–but not all–of my expenses. To stay out of debt, I took a job at the university bookstore. This was a blessing, as it allowed me to work around my class schedule. I never had to worry about being scheduled when I would be in class or the lab. While I applied for a position in tech support, I began as a sales clerk, ringing up purchases. That was the only open position. I stayed in that position for a year until a position in tech support became available. There, I was able to use my skillset from high school computer science courses to help students fix basic problems with their laptops. This saved them time and money by not having to buy new parts or prematurely replace their computers. I stayed in this position until I graduated.

This essay works because it demonstrates a strong work ethic while keeping academics as a high priority. It also shows humility. It can be hard to take what’s available instead of what you want. But this student took what was available, worked hard and was ultimately moved into the position they wanted. Their hard work paid off, and they graduated debt-free.  

Question #3 If you have your bachelor’s degree, please tell us what has occupied your time since then. (300 words)

This is a very common question, so we recommend writing a basic essay and then tailoring it to each university. An excellent format for this type of essay  begins with a thesis statement  defending what you’ve spent your time doing.  Relevant experience  will appropriately prove the value of how you’ve spent your time. End your essay by sharing what you’ve  learned  and how your experience has  made you a better person . 

Example: After graduating with my bachelor’s degree in English, I set out to find a job in technical writing. I wanted to gain experience writing about subjects that are more difficult to understand. I became an independent contractor for a company that summarizes technical documents. It was perfect for me. I learned to summarize multiple pages of dense information into several paragraphs. This taught me to be clear and succinct and to make information more clear for a broader audience.  Being an independent contractor allowed me to set my schedule. I was able to volunteer at the local outreach center where discounted clothes were sold to families in need. A lot of people came to our outreach center to find extra resources to help get them on their feet. Being a small part of getting them where they wanted to be was a privilege and a great way to spend my spare time.  To prepare myself for medical school, I rotated my work schedule between morning, evening, and night shifts, and worked anywhere from 8-20 hours straight. I wanted to condition my body to be prepared for overnight hospital shifts and long rotations, and I couldn’t think of a better way to do that. I still work as an independent contractor but plan to leave this job right before I start medical school. My volunteer time has been interrupted by COVID-19, but I participate in any way I can, including being at the outreach center to answer phone calls and help with contactless pick-up orders.  My interim time between my bachelor’s degree and medical school has taught me how to effectively manage my time, improve myself as a person and keep my focus on achieving my long-term goals.

This essay works because it has a clear thesis with proof that they are preparing themselves for medical school by working at a job that will improve their skill set as a doctor. Their experience has been personally enriching, and they are ready to continue forward on their journey. 

Question #4 Please tell us about your most meaningful leadership positions. (300 words)

You can consult your AMCAS application for this question. Go over your resume and CV, and pull out your most meaningful leadership roles to highlight. Don’t worry if you weren’t the president of a club or shift lead at work. Leadership can happen in a lot of different settings. Speaking up in a hard situation or finding a place where you can be yourself are also great examples.

Here’s an example:

After growing up in a strict Catholic family, college was a cultural shock for me. Almost no one in any of my freshman-level courses shared my faith. I had been more sheltered as a child than I realized, and this concerned me. I wanted to broaden my horizons while also staying true to my faith. Halfway through my first semester, I learned that there was a student organization called Catholics on Campus. I joined this organization and met tons of fellow students. I even met someone who was in one of my classes! We became really good friends and still talk to this day. In the Catholics on Campus group, we made a goal to make one new friend every week who wasn’t Catholic. I wasn’t the only one who had been sheltered growing up. We all wanted to branch out.  At the end of the semester, we had a potluck meeting where each of us invited one of the friends we had made. I was asked to speak at the meeting, and I shared how much I had grown by meeting other Catholics, as well as making new friends of different faiths. I’m thankful for the friends I made through Catholics on Campus. My faith means a lot to me, but so does mingling with a diverse group of people. This experience taught me that I love public speaking and organizing events. I volunteered several different times throughout my undergraduate studies to organize events–both for Catholics on Campus and for the other student organizations I joined. When I look back on my undergraduate studies, I’m proud of my involvement in different student organizations. My time at USC would not have been the same otherwise.

This essay works because it shows growth and development. This student stepped outside their comfort zone and found a group of like-minded people, while also making friends with a more diverse group. This shows growth and leadership potential. Speaking at the concluding meeting for the semester also shows leadership skills to help bring the group together. Finally, taking those skills and using them to further branch out and organize events for different student organizations shows continued growth over a longer period of time. This suggests that their leadership skills can still grow and develop more.

Question #5 Columbia Vagelos College of Physicians and Surgeons seeks after a diverse population, both for faculty and students. Please explain to us how your background and experiences will add to this focal point and help you in your future career as a doctor. (300 words)

This question is a  classic diversity question . Shemmassian Consulting has a great  guide  for writing diversity essays. The most important aspect of this essay is to take your experience and convince the admissions committee that it will benefit Columbia Medical School. 

Question #6 Is there anything else you want to tell us? (400 words)

With this being the sixth question you are asked, you might feel exhausted or like there’s nothing left to say. If that’s the case, you can skip this question. But this is also an opportunity to elaborate on anything you haven’t found space for somewhere else. The following topics would be appropriate to discuss here:

• Your volunteer work.  If volunteering is important to you and has taken up a significant amount of your time, this would be a great place to share some of those experiences. We highly recommend tying them back to Columbia Medical School, and how your experience would make you a good fit  and  add to the diversity of their student population.
• Research experience.  This essay would be good for students who aren’t interested in the dual PhD/MD program. If you have a significant amount of research under your belt, we recommend writing your essay on this topic.
• Achievements, awards, anything that will impress.  Maybe you were born in France but grew up in Mexico before emigrating to the United States, so you speak French, Spanish and English fluently, and you’re working to become fluent in American Sign Language. This would be a fantastic way to show your diversity and convince Columbia Medical School that you would be a great addition to their student body.

You’re almost done. If you’re applying to the Columbia MSTP (dual PhD/MD) program, you’ll need to answer these questions as well.

MSTP Question #1 What academic honors have you received? (examples include prizes/awards, scholarships, fellowships, etc.) (5000 characters)

If you’re applying to the PhD/MD program, you have some accolades to your name. Take pride in what you’ve accomplished, and share this with Columbia Medical School. They need to know what sets you apart from the rest of their applicants. After all, they only accept  ten students  into this prestigious group! We don’t recommend writing about topics that you’ve mentioned in other essays. This is your chance to discuss something new that will impress the admissions committee.

MSTP Question #2 What are your major research interests? (20 words) Okay, it’s crunch time. There’s no room for wordiness here. In one sentence, state what you have researched. Be as  descriptive  as possible. 

Example: My research focuses on the genetic sequences of Autism Spectrum Disorder to find new medications for treatment.

MSTP Question #3 PhD Goals (5000 characters)

Unlike the last question, you’ll have plenty of space to answer this.  Shemmassian Consulting  has a guide for this type of question. And here at  Medical Aid , we’re prepared to help you. We offer packages to review your secondary application, including your essays. Visit our  website  for more information. Our website is also a great place to explore internship opportunities that will provide you with the kind of experience you need for your essays.

MSTP Question #5 Additional Information (5000 words) Don’t feel like you have to answer this question. You’ve already had plenty of space to provide extra information. If you  do  write an essay here, make sure it’s very important and  not  something you could have included in your MD prompt. 

The last question you might need to answer is if you’re applying for Columbia Medical School’s Columbia-Bassett program.

What part of the Columbia-Bassett track is most ideal for you? You are competing for a spot among nine other students. It’s  tough  to get in. Since this program is for doctors who want to focus on rural medicine, this is an important question to get right. 

Make sure to tackle these points:

• Do you have a connection to rural areas?
• Do you foresee challenges? Do you believe you can overcome those challenges?
• Now, turn those challenges into positives that you can’t wait to tackle.

In one sense, it’s stressful to only have one question to answer for this section. It means you only have one chance to impress the Columbia-Bassett admissions committee. On the other hand, it’s a blessing, since you only have to worry about one question! Carefully answer it, but don’t overthink it. 

Part 5: Preparing for Your Interview at Columbia Medical School

Congratulations if you receive an invitation to interview from Columbia Medical School. This is a huge accomplishment since only 12 percent of applicants are lucky enough to get an interview. 

Columbia Medical School uses the traditional medical school interview format, so you’ll get asked questions like, “Why is Columbia Medical School right for you?” “What contributions will you bring to our university?” “How will you contribute to our university’s diversity?” They will focus on how you’ve prepared for medical school at Columbia. 

Prepare your answers to these questions to the best of your ability, and remember to breathe. Remember that you’re on your A-game if you’re interviewing with Columbia Medical School. Answer with confidence, even if you’re nervous!

Due to COVID-19 and safety regulations, the 2020-2021 application cycle is being held virtually. This means you won’t need to travel to Columbia for your interview.

International Medical Aid provides  global internship opportunities  for students and clinicians who are looking to broaden their horizons and experience healthcare on an international level. These program participants have the unique opportunity to shadow healthcare providers as they treat individuals who live in remote and underserved areas and who don’t have easy access to medical attention. International Medical Aid also provides  medical school admissions consulting  to individuals applying to medical school and PA school programs. We review primary and secondary applications, offer guidance for personal statements and essays, and conduct mock interviews to prepare you for the admissions committees that will interview you before accepting you into their programs. IMA is here to provide the tools you need to help further your career and expand your opportunities in healthcare.

Take the Next Step

• Academic Departments
• Centers, Institutes & Labs
• Faculty Directory
• Offices & Programs
• Patient Care
• Student Resources
• Faculty Resources

Can't find what you're looking for?

• Centers, Institutes & Labs
• Offices & Programs

This is a site-wide search. if you already know what you're looking for, try visiting a section of the site first to see A-Z listings.

Results for " "

MD-PhD Program

Section menu.

The Tom and Anne Smith MD-PhD Program allows students to receive training in a comprehensive program to prepare dual-degree physician-scientists for a career in academic medicine. MD-PhD students pursue a seven- to eight-year course of study that combines the traditional four years of medical school with the three to four years typically required to earn a doctorate in a scientific discipline. 

Physician-scientists who complete the MD-PhD program are uniquely prepared to lead independent research programs and train others in translational bench-to-bedside research. They are also able to provide exceptional patient care to assimilate the latest scientific knowledge to the practice of medicine.

Plan of Study

The MD-PhD program allows a flexible approach to training as a medical scientist. The typical course of study is as follows:

• Years 1-2: School of Medicine patient-based learning curriculum
• Years 3-5:  Doctoral degree course work
• Years 6-8:  Medical school clerkships and doctoral degree dissertation

Although this is the recommended track for MD-PhD students, scheduling is flexible and based on students' needs.

Degree programs are offered in a wide range of scientific disciplines, including: 

• Translational Biosciences
• Biochemistry
• Microbiology
• Pharmacology and Physiology

Click HERE for a full list of degree programs.

Scholarships

The School of Medicine offers two full scholarships for incoming MD-PhD students. Each scholarship includes full tuition for four years of medical school as well as a stipend to help with living expenses for each year of study. Funded labs provide full graduate support during the PhD years of study.

Program Elements

Collaboration in all stages of the MD-PhD program is encouraged, and students actively support their peers to become better students, physicians and researchers.

The key elements of the MD-PhD program include:

• Lab rotations (to choose a PhD supervisor)
• Summer research fellowship (after M1 year)
• Journal clubs
• MD-PhD program grand rounds
• Active participation in the research education program across the School of Medicine
• Monthly meeting with MD-PhD executive committee

Mentoring and advising is provided by co-mentors for both the scientific and clinical components of the program. The MD-PhD executive committee is an exceptional resource for students. It includes members with diverse areas of expertise who are dedicated to training a new generation of physician-scientists. Many committee members are physician-scientists themselves, and they all share a passion for teaching, challenging and inspiring students.

More Offices and Programs

• Admissions Office
• Advancement Office
• Alumni Affairs Office
• Bryant Scholars Pre Admission Program
• Continuing Medical Education and Physician Lifelong Learning
• Coulter Biomedical Accelerator Program
• Community, Professional Proficiency and Student Success (CaPS) Office
• Faculty Affairs Office
• Fellowship Programs
• Financial Aid Office
• First Impact Program
• Gift of Body Program
• Graduate Medical Education
• Heyssel Senior Teacher Educator Partnership (STEP) Program
• Information Technology Office
• Legacy Teachers Program
• MARC/IMSD Program
• Medical Education Office
• Medzou Community Health Clinic
• Midwest Biomedical Accelerator Consortium (MBArC)
• Missouri Telehealth Network
• PARTNORS Program
• PHD Masters Degree Programs
• Pre-Med Outreach Program
• Research Office
• Residency Programs
• Rural Scholars Program
• Shelden Clinical Simulation Center
• ThinkFirst Missouri Program
• Translational Biosciences Graduate Program
• University Physicians
• Well-Being Office
• Women in Medicine and Medical Sciences

Charlotte Phillips, PhD

W. David Arnold

Christa Smith

[email protected]

573-882-0172

Chelsea Stone

[email protected]

573-882-0955

Happenings at MU School of Medicine

Stories that inspire.

From Columbia to Springfield to Salt Lake: Tessa Foti’s journey

Medical Students Discover Their Residency Placements

Welcoming the Class of 2027

CALEB Science Club Connects Kids to Medicine

See All News

Columbia, MO 65212 Contact

Emergency Information

Sign up for our monthly newsletter

Copyright © 2023 — Curators of the University of Missouri . All rights reserved. DMCA and other copyright information . Equal Opportunity/Access/Affirmative Action/Pro Disabled & Veteran Employer . For website information, contact the Office of Communications . Contact the MU School of Medicine .

Skip to content

Explore VP&S

Academic programs.

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

For Researchers

Areas of research.

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

• Patient Care

Departments & Centers

Clinical departments and divisions.

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

MD-PhD Dual Degree Program

Phd program, years 3, 4, 5 (or 6): the graduate years.

After the student takes Step I of the USMLE, those who have selected laboratories will begin work under the direction of their thesis advisors combining laboratory work with the completion of any remaining course requirements. In addition, the completion of the preliminary examination must occur by the end of the third year. Students who have not selected laboratories will have the option of completing a third rotation in the summer preceding the third year but are still expected to complete the preliminary examination by the end of year three. The progress of each student is monitored by his/her mentor, by the thesis advisory committees, which must meet annually, and by meetings with the Program Director and members of the Executive Committee. We expect that most students will have developed a thesis proposal by the end of the first year of graduate work and that the majority of course work will have been completed by that time. It is expected that most students will have defended their theses by the spring of their 4th graduate year (6th year total). Throughout the years in the PhD, students participate in the Clinical Competence Program and MD-PhD student specific Statistics and Ethics in Research courses.

During subsequent years, students work on their thesis research under the direction of their advisors. Progress continues to be monitored by the thesis advisory committee, by the director of the graduate program in which the student is enrolled, and by the MSTP directors. Depending on progress, the thesis is written and defended by December of the sixth year, so that the student can return to medical studies by January of the following year.

Skip to content

INTEGRITY Post-Baccalaureate Program

Integrating transdisciplinary research and training to eliminate cancer health disparities.

INTEGRITY (Integrating Transdisciplinary Research and Training to Eliminate Cancer Health Disparities) is a comprehensive two-year cancer post-baccalaureate (‘postbac’) research program funded by the American Cancer Society (ACS) Center for Diversity in Cancer Research (DICR) , with support from the Herbert Irving Comprehensive Cancer Center . Our goal is to train a new generation of health disparities researchers through an educational and training experience that will empower trainees to visualize and embrace their future studies with confidence, excitement, and purpose within a culture that fosters fearless scientific inquiry, communication, and belonging. Fellows will be taught and mentored by internationally recognized experts in the science of cancer health disparities research, community outreach, and community-based research participation.

The American cancer rate now approaches 5.5% of the population. However, certain communities are impacted more than others. Black Americans have a lower incidence of cancer compared to non-Hispanic Whites but suffer from significantly higher cancer mortality rates. The reasons for these disparities are complex and involve many factors, such as social determinants of health (SDoH) and tumor biology. To better understand how these factors contribute to cancer health disparities, a transdisciplinary collaboration, including scientists, physicians, and community health researchers, is required. Unfortunately, the traditional approach to cancer research often hinders this collaboration, making it difficult to develop effective interventions to eliminate cancer inequities. The INTEGRITY Pathway Program is our response to this critical need.

At the core of INTEGRITY is the completion of a substantial mentored research project presented at a national conference with complementary coursework credits. In addition, throughout the program, post-bac fellows will attend seminars, lectures, and other educational events around Columbia University. By the program’s end, our fellows will have the foundational scientific knowledge and forward-looking career guidance to successfully transition to the next phase of their education with a fundamental understanding of the power of transdisciplinary research to transform cancer research and clinical outcomes.

Apply here . 

Program Director

Kevin l gardner, md, phd.

• Professor of Pathology and Cell Biology
• Chair, Pathology and Cell Biology

Eligibility

The INTEGRITY Program is committed to training cancer researchers from diverse ethnic, cultural, educational, and socioeconomic backgrounds. We will be able to accept 4 INTEGRITY fellows per year.

Eligibility requirements

• Must have a bachelor’s degree, in any STEM discipline or health profession, from an accredited college or university awarded before applying to the program.
• Must be able to commit to full-time participation in the program for two years and cannot be simultaneously enrolled in a graduate degree program.
• Preference will be given to applicants from economically or educationally disadvantaged backgrounds, such as economically low-income households, a person with a disability, or a first-generation college attendee, determined by self-report on the application.
• US Citizenship is not required for DICR Post-Baccalaureate Fellows.

Application Information

Apply Here . 

Applications are reviewed and evaluated on a rolling basis.

Application Deadline: March 31, 2024, 11:59 pm EST

Required components:

• Resume/CV. Preference will be given to candidates with prior research experience.
• Qualifications (prior research experience)
• Scholarly interests and long-term education and career goals, including intent to apply to PhD or MD/PhD programs within two years of beginning the DICR Post-Baccalaureate Program
• Interest in a career in cancer research
• Commitment to fostering diversity and
• Their choice of up to two potential faculty mentors, named on the website, with reasons for their selection.
• If applicants wish to explain factors that affected their undergraduate performance, such as family care responsibilities, illness, disability, or military service, they will do so here.
• Two Letters of Recommendation. Referees will be asked to comment on the applicant’s interest in cancer research, their potential for conducting research, and how the applicant will benefit from the INTEGRITY Program.
• Transcripts. Official or unofficial. Transcripts from international universities or colleges require a written explanation of the institution’s grading system and criteria.

What we look for in INTEGRITY candidates

Throughout the selection process, we will use a holistic approach to assess commitment to a cancer research career. What we look for in the application includes:

• Interest in pursuing a career in cancer disparity research
• We recognize that personal circumstances can impact academic performance (especially during pandemics).  We will consider extenuating circumstances that may have affected undergraduate GPA, including the impact of COVID-19.
• The INTEGRITY program is an intensive research experience, and candidates will require intellectual curiosity, interest in particular areas of cancer research, motivation, rationale for research, and resilience.
• Individuals who bring diversity to graduate study in the biological or biomedical sciences because of their culture, class, background, disability, work and life experiences, skills, and interests are encouraged to apply for the program. 

What INTEGRITY provides

INTEGRITY is a comprehensive two-year post-baccalaureate (‘postbac’) research program. As such, we provide participants with the following:

• Full-time research experience with mentorship from faculty and peers
• Workshops, symposiums, and courses on rigorous research and cancer disparity topics
• Professional development and scientific networking activities
• Support in applying for graduate programs or jobs toward the end of the program
• $15,000 stipend
• On-campus housing

Sign up for program updates!

Important Dates

• January 2024 : Application Opens. Apply here .
• March 31, 2024 : Application Deadline (Late applications will not be accepted)
• April 2024 : Interviews with the Selection Committee
• Late-April, 2024 : Cohort decisions announced
• August 2024 : Program starts

Program Directors and Administrators

Kevin Gardner, MD, PhD , INTEGRITY Program Director; Chair, Pathology and Cell Biology

Have questions about the INTEGRITY program? You can reach us by emailing [email protected]

Apply Here!

Apply here . 

Related Pathways Programs at Columbia

Visit Columbia University Pathways Programs (CUPP) for many more programs that serve as a bridge for candidates from historically underrepresented groups.

Affiliations

• American Cancer Society (ACS): https://www.cancer.org/
• The Herbert Irving Comprehensive Cancer Center (HICCC): https://www.cancer.columbia.edu/

In Partnership with:

• QUICK LINKS
• How to enroll
• Career services

Comparing the differences between MD vs. PhD vs. professional doctorate

By Michael Feder

This article has been vetted by University of Phoenix's editorial advisory committee.  Read more about our editorial process.

Reviewed by Marc Booker, PhD, Vice Provost, Strategy

At a glance

• MD is the abbreviation for Doctor of Medicine and PhD stands for Doctor of Philosophy. These are two types of doctoral degrees in addition to professional doctorates. 
• An MD is a doctoral degree for medical professionals, while a PhD is an academic degree focused on original research. Somewhat similar to a PhD are professional doctorates, which focus on applying practical research to problems in workplaces or communities.   
• A professional or practice-based doctorate (EdD, DBA, etc.) can be medical, and others are for scholar-practitioners in disciplines like education, business or psychology.
• University of Phoenix does not offer MD or PhD programs, but students can earn a doctorate in business, nursing, education or healthcare that allows them to build upon their industry expertise. Learn more about the differences between these degree programs and if one of the  five doctoral programs  at University of Phoenix is right for you !

What is a doctorate? Breaking down the three types

Some people might confuse an  MD (Doctor of Medicine)  with a  PhD (Doctor of Philosophy) , and vice versa. While both an MD and a PhD are prestigious degrees near the top of the  academic ladder , they each have a different meaning and come with very  different requirements .

Different still from both of those degrees are professional doctorates, which allow industry professionals to translate their education and experience into credibility and leadership through research. Professional doctorates have similar requirements to PhDs, such as a dissertation and residency, but focus on the application of research and professional growth over original research.

Upon graduation, those who have earned any of these three degrees can call themselves a “doctor,” but the path to a degree, the purpose behind it and its applications vary based on the choice. MD graduates want to work in medicine and healthcare. PhDs want to bring new knowledge and research to the world. A practice-based doctoral graduate wants to grow in their professional expertise. (If the last one sounds like you, University of Phoenix can help!)

Keep reading to learn more about these doctoral programs and which is right for you.

What does MD stand for?

MD is an abbreviation for Doctor of Medicine and identifies a  medical practitioner  who has completed undergraduate studies and four years of medical school. An MD program teaches medical students about the human body and diseases through a combination of classroom instruction and hands-on clinical labs.

Several  types of physicians  might have this degree, depending on their area of study. For example, medical practitioners with an MD degree might become a medical doctor and potentially specialize in dermatology, cardiovascular disease, family medicine, oncology, pediatrics, neurology or preventive medicine. As you can see, this degree  can lead to a variety of career paths , depending on which specialty interests you and what your medical education is.

Learn more about online doctoral degrees at University of Phoenix. 

How to earn an MD

Becoming a Doctor of Medicine  requires a significant investment of time and money, but the reward can be well worth it. Before medical school, you’ll need to  take the Medical College Admission Test  (MCAT ® ) and earn a passing score. You’ll also need to build a portfolio of coursework and experience to help you gain admittance to medical school.

Medical school typically takes students four years to complete. You’ll learn the latest techniques and approaches for patient assessment, diagnosis and treatment. Medical schools commonly provide a combination of classroom,  research and clinical experience . You’ll work alongside peers and healthcare professionals as you develop skills in general medicine.

You’ll choose a field to specialize in during your final year of medical school. Students have more than 120 options to choose from when specializing, including  primary care,   pediatrics, geriatrics, emergency medicine and family medicine .

After graduating, you’ll complete residency training to further develop skills in your specialty. Residency typically lasts three to seven years, depending on the field you’ve selected. During the residency portion of your education, you’ll treat patients under the supervision of more experienced physicians.

Even after you begin to practice as an MD,  the educational portion of your career never stops . As practices change, patient needs evolve and research continues, MDs benefit from ongoing education to stay current.

What does PhD stand for?

A PhD, or  Doctor of Philosophy , is a doctoral degree that recognizes graduates who have completed a full postsecondary program. Students can earn a PhD in more fields than philosophy. After completing the necessary coursework, original research and hands-on experience, you can earn a PhD in fields like science, the humanities and engineering.

Earning a PhD can help unlock a wide range of potential career opportunities. Computer engineers, research scientists, statisticians, healthcare administrators, professors, chemists and other careers commonly require a PhD degree, in addition to appropriate undergraduate study.

How to earn a PhD

Becoming a PhD is also a  serious commitment  that requires an investment of  time, money and energy .

Here is what’s typically required to become a PhD:

• Complete a bachelor’s degree in your field
• Complete a master’s degree in an appropriate field
• Pass any program entrance exams
• Fulfill coursework, research and hands-on lab requirements in your program
• Finalize and defend your dissertation as a  doctoral candidate  (unless your program specifies otherwise)

It’s important to note that many PhD  programs have different requirements , prerequisites and parameters for students. Check with your preferred institution for a more detailed explanation of these requirements.

What is a professional doctorate?

While some professional or practice-based doctorate programs are medical,  others are designed for professionals in other fields . These programs are meant for  scholar-practitioners  in disciplines like education, business or psychology. One of the key differences between this degree and a PhD is the focus on applying research to a professional setting rather than conducting theoretical and research-focused studies. Often, programs are differentiated as academic versus professional.

Examples of doctoral degrees are Doctor of Education, Doctor of Nursing Practice and Doctor of Business Administration. Each of these programs focuses on a specific discipline and applying research in those areas to a professional setting.

How to earn a doctorate

While  practitioner doctoral programs  teach different skills, they all share common requirements. You’ll need to  complete a bachelor’s degree  in your field and sometimes a master’s degree, depending on program requirements.

After completing the necessary coursework and research, students also typically need to finish a supervised thesis and defend their dissertation or capstone project-specific coursework, research and hands-on labs alongside other students in the same field. However, this will depend on the specific program and its requirements.

What does the title “Dr.” really mean?

The term “doctor” or “Dr.” is commonly used today to describe a wide variety of occupations. Students who complete a doctoral degree can earn the title of “Dr.” even though they earned their credentials in a non-medical field like education or business management.

While a variety of professionals can earn a doctorate, the term is often still  reserved for medical practitioners . In conventional use,  doctors typically refer to medical physicians . However, it is appropriate to use “Dr.” if you graduated from any of the three programs discussed above.  

read similar articles

What is doctoral candidacy?

Practitioner doctoral degree programs at university of phoenix.

While University of Phoenix (UOPX)  does not have  MD or PhD programs, it does offer several professional doctoral degrees that can be earned completely online. Students might choose the UOPX programs because classes are flexible and offered online, and because of the University’s unique “ Scholar-Practitioner-Leader model .”

If you are curious about a doctoral degree, the following programs are available at UOPX:

• Doctor of Business Administration  — This doctorate can help you gain strategic vision and skills to position yourself as a business leader. It explores how to solve organizational problems, how to design and conduct research studies, how to introduce innovative business ideas to the industry and more.
• Doctor of Management   — This doctorate equips you with critical thinking skills to find creative solutions to complex problems.
• Doctor of Education  — This doctoral program prepares you to use analytical, critical and innovative thinking to improve performance and solve complex problems in education.
• Doctor of Health Administration  — If you’re a health professional who is seeking greater responsibility in shaping the future of the health sector, this doctorate can help you meet the challenges inherent to today’s healthcare landscape, including economic fluctuations, burgeoning patient needs and industry-changing legislation.
• Doctor of Nursing Practice  — This doctorate is designed for working nurses who require a doctorate for advanced practice or nurses who desire their terminal degree. It does not prepare students for professional certification or state licensure as a nurse or as an advanced practice nurse.

These doctoral studies are only some of the many options for professionals who want to gain the  highest academic credentials  in their fields. Doctoral programs offer significant benefits to program graduates, including  newly developed skills , insight into field trends, hands-on research opportunities and  leadership capabilities .

Completing a doctoral program is also a strong indication to employers that you’re serious about your career and your field. With so many options for advanced study, these programs are available for most major fields. Even if you have already completed a bachelor’s or master’s degree in your discipline, a doctorate lends further credibility to your reputation and  can help prepare you for a leadership position .

ABOUT THE AUTHOR

Michael Feder is a content marketing specialist at University of Phoenix, where he researches and writes on a variety of topics, ranging from healthcare to IT. He is a graduate of the Johns Hopkins University Writing Seminars program and a New Jersey native!

want to read more like this?

Can I Go to a University Without Taking the SAT or ACT?

Online degrees.

July 21, 2023 • 7 minutes

Should I get a Doctor of Education (EdD) Degree?

September 08, 2022 • 9 minutes

What Can You Do With a Business Administration Degree? | University of Phoenix

May 26, 2023 • 10 minutes