Doctoral / PHD Programs in Medicine

Biomedical Sciences Stanford MSTP students who are interested in PhD programs within the biomedical sciences, including those within the School of Medicine, the School of Humanities and Sciences (Departments of Biology, Chemistry, and Physics), and the School of Engineering (Bioengineering, Computer Science, Electrical Engineering, and ).

Health Research and Policy Students interested in programs within the School of Medicine Health Research and Policy (HRP) may apply through the Stanford MSTP (MD-PhD) application process.

Social Sciences A separate process MSTP application in conjunction with social science PhD programs is only permitted for current Stanford MD students previously admitted to a social science PhD program, through their PhD application process. MD students admitted to a Social Science PhD Program may apply for MSTP funding through the MSTP internal admissions process.

PhD only A separate process There is a separate application process for admission to a PhD-only program. Please refer to the Biosciences PhD Programs site for admissions instructions for the School of Medicine Biosciences PhD program.

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Certificate in Leadership and Research Management for Physician Scientists.

158 Current Students, 400 Graduates, 16 PhD Programs or Departments, 8 Years Average Time to Degree, 54 Years of NIGMS support.

The training of MD-PhD students has been central to this mission for nearly 50 years, with the establishment of the MD-PhD training program at Yale in 1969 that has graduated 348 students since 1973. Our goals go beyond collecting key outcomes information on all of our graduates, but to have them be an active part of our community of physician-scientists.

All MD-PhD students have passed the USMLE Step I and Step 2 CS CK exams, which are a requirement for graduation with the MD degree. MD and MD-PhD students do equally well on the required C-OSCE exams taken in Year 2 and in Year 4 (after return to wards). residencies as these become common.

The total time-to-degree averaged 8.2 y (median 8, range 6-11) for students who graduated between 2009 and 2018. This number is calculated by subtracting the year of matriculation from the year of graduation and adjusting by any formal leaves of absence (LOA) of 0.5y or longer. The time to degree is the same for students who join the program as medical students (average 8.1 y, median 8, range 6-9) or who belong to underrepresented groups (average 8.3 y, median 8, range 6-9).

The figure shows the specialty choices of our graduates, including 2 who did not pursue residency training. Even Emergency Medicine (ER) is a research-intensive path for one graduate, who is in the Yale Emergency Scholar program.

To measure efficacy, we examined how many graduates since 2009 have held individual NRSA fellowships, a predictor of subsequent academic success. Thirty-four graduates held F30s, and 2 held F31s (32% of 111). We continue to have good success in teaching students write proposals, as 24 of our current students have been awarded F30s and 3 have received F31s.

Even Emergency Medicine (ER) is a research-intensive path for one graduate, who is in the Yale Emergency Scholar program.

As of October 2018, the MD-PhD Program at Yale had 348 graduates spanning the years 1973-2018 35% (n 121) are women and 65% (n 227) are men. Our alumni gender distribution is similar to the percentages reported for MD-PhD programs nationwide (as reported in the AAMC National MD-PhD Outcomes Study) where women make up 27% of MD-PhD graduates between 1974 and 2014. The gender distribution of all current students in the program (134 students total, as of 2018) is 48% (n 64) women and 52% (n 70) men (data not shown).

We have used a combination of survey data and online data searches to examine the career outcomes of our alumni. 24% of all graduates are still in training (includes residency, fellowship, postdoctoral research training). 15% of alumni are in clinical practice (defined as any organization, e.g., hospital, clinic, private practice, where the primary responsibility is providing healthcare) 8% work in a for-profit setting (defined as any organization that operates to make a profit, including industry and consulting) 2% are employed in a government organization (i.e., operated by federal, state, local or foreign governments) 1% work in non-profits, and 4% include those who are on an extended leave of absence from the workforce, whose employment status is unknown, or deceased.

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Doctor of Medicine and Doctor of Philosophy (MD PhD).

Master of Applied Science (MAS) in Patient Safety and Healthcare Quality.

Master of Applied Science (MAS) in Population Health Management.

Master of Applied Science (MAS) in Spatial Analysis for Public Health.

Master of Arts (MA) in Geography and Environmental Engineering.

Master of Arts and Master of Science in Public Health (MA MSPH).

Master of Arts in Public Health Biology (MAPHB).

Master of Health Science (MHS) Biochemistry and Molecular Biology.

Master of Health Science (MHS) Epidemiology.

Master of Health Science (MHS) Mental Health.

Master of Health Science (MHS) Molecular Microbiology and Immunology.

Master of Health Science (MHS) in Environmental Health.

Master of Health Science (MHS) in Health Economics and Outcomes Research.

Master of Health Science (MHS) in Social Factors in Health.

Master of Health Science Biostatistics.

Concurrent School-Wide Master of Health Science Program in Biostatistics.

Master of Health Science Population, Family and Reproductive Health.

Master of Health Science Online (MHS) Population, Family and Reproductive Health.

Master of Health Science in Global Health Economics.

Master of Science (MS) in Geography and Environmental Engineering.

Master of Science (MS) in Occupational and Environmental Hygiene.

Master of Science (MS) in Toxicology for Human Risk Assessment.

Master of Science (ScM) Biochemistry and Molecular Biology.

Master of Science (ScM) Biostatistics.

Master of Science (ScM) Epidemiology.

Master of Science (ScM) Molecular Microbiology and Immunology.

Master of Science in Engineering (MSE) in Geography and Environmental Engineering.

Master of Science in Public Health (MSPH) in Health Education and Health Communication.

Master of Science in Public Health (MSPH) in Health Policy.

Master of Science in Public Health International Health.

Master of Science in Public Health (MSPH) in Global Disease Epidemiology and Control.

Master of Science in Public Health (MSPH) in Health Systems.

Master of Science in Public Health (MSPH) in Human Nutrition.

Master of Science in Public Health (MSPH) in Social and Behavioral Interventions.

Master of Science in Public Health Population, Family and Reproductive Health.

Doctor of Philosophy (PhD) Biochemistry and Molecular Biology.

Doctor of Philosophy (PhD) Biostatistics.

Doctor of Philosophy (PhD) Epidemiology.

Doctor of Philosophy (PhD) Mental Health.

Doctor of Philosophy (PhD) Molecular Microbiology and Immunology.

Doctor of Philosophy (PhD) Population, Family and Reproductive Health.

Doctor of Philosophy (PhD) in Geography and Environmental Engineering.

Doctor of Philosophy (PhD) in Health Policy and Management.

Doctor of Philosophy (PhD) in Social and Behavioral Sciences.

Doctor of Philosophy International Health.

Doctor of Philosophy (PhD) in Global Disease Epidemiology and Control.

Doctor of Philosophy (PhD) in Social and Behavioral Interventions.

Certificate Programs Start Terms and Application Due Dates.

Food Systems, the Environment and Public Health Certificate Program.

Healthcare Epidemiology and Infection Prevention and Control Certificate Program.

Leadership for Public Health and Healthcare Certificate Program.

Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Public Health Certificate Program.

Mental Health Policy, Economics and Services Certificate Program.

Public Health Training Certificate for American Indian Health Professionals.

Quality, Patient Safety and Outcomes Research Certificate Program.

Requirements for Successful Completion of a Certificate Program.

Rigor, Reproducibility, and Responsibility in Scientific Practice Certificate Program.

Online Professional Training in Epidemiology for Health Managers.

Mixed Methods Research Training Program for the Health Sciences.

A rigorous combination that prepares graduates for prestigious careers in academic medicine.

Fosters the ideal environment for this combined six or eight year program.

Students complete two years of medical school before devoting themselves full-time to their PhD studies. After completion of the PhD degree requirements, students then complete their MD degree.

PennVIEW is a postdoctoral diversity initiative designed to expose graduate doctoral candidates in biomedical sciences to postdoctoral research at the University of Pennsylvania. Our goal is to match trainees with excellent mentors at the School of Medicine.

Interdisciplinary training for modern population and health research.

The Health Sciences Integrated PhD Program (HSIP) offers doctoral student training across multiple disciplines within the health sciences, spanning from informatics and program evaluation to implementation science and outcomes research. It builds upon existing master degree programs in these fields and incorporates new areas of strength in measurement and health behavior. Integration across these programs provides the flexibility for doctoral students to receive rigorous interdisciplinary training in the core content needed for population and health research in the 21st century.

Lindsay dissertation focused on understanding the relationship between social determinants of health and cardiovascular health using sequential pattern mining and machine learning techniques.

Dissertation Title: Complex Exposures to Social Determinants of Health through Young Adulthood and Associations with Mid-life Cardiovascular Health and Events: The Coronary Artery Risk Development in Young Adults (CARDIA) Study.

The doctoral program in Health Quality and Patient Safety within the Health Sciences Integrated Program enabled Gayle to develop practical skills for improving healthcare quality and patient while also researching methods for advancing the field. Gayle dissertation on end-of-life care quality for older adults with multiple chronic conditions was supported by an R36 research grant from the Agency for Healthcare Research and Quality.

Clinical Services Research Fellow, Psychiatry, University of California, San Francisco, Health Services and Outcomes Research.

Dr. Yonek holds a Bachelor of Science in Animal Physiology from the University of California at San Diego and a Master of Public Health in Epidemiology and Biostatistics from San Diego State University.

Julie is currently completing an NIMH-funded clinical services research fellowship in the Psychiatry at UCSF.

Postdoctoral Fellow, Center for Population Epigenetics, Robert H. Lurie Comprehensive Cancer Center and Preventive Medicine, Northwestern University Feinberg School of Medicine, Health and Biomedical Informatics.

Yinan is continuing this research as a Postdoctoral Fellow at the Center for Population Epigenetics at the Robert H. Lurie Comprehensive Cancer Center within the Northwestern University Feinberg School of Medicine Preventive Medicine. He also serves as a member of the Student Editorial Board for the Journal of American Medical Informatics Association (JAMIA). And he is a New Investigators Committee member at the Coronary Artery Risk Development in Young Adults Study (CARDIA).

HSIP Student: Yikuan Li Receives AHA Pre-doctoral Fellowship.

Global Health Day Highlights Education, Research and Outreach.

Northwestern Announces New Global Primary Care Center to Foster Health Care Equity in the Developing World.

The latest news and stories from Duke’s innovation and entrepreneurship community.

The academy is the latest activity to arise from the department’s ambitious Research Strategic Plan, which highlighted innovation and entrepreneurship as one of its priorities.

In response, Kathleen Cooney, MD, chair of the Medicine, and Scott Palmer, MD, MHS, vice chair for research, engaged I E director Jon Fjeld, PhD, and Sharlini Sankaran, PhD, I E director of translational programs.

Critical to the future of medicine is the training of physician-scientists. The profession of medicine has entered an especially challenging and exciting period as the health care system undergoes revolutionary changes in its organization and focus. In addition, we are experiencing an explosion of new knowledge in the basic sciences. There is, therefore, an increased need for leaders who can use powerful, newly developed technical and conceptual tools to diagnose, treat, and prevent illness. One of the most effective ways to provide leadership on these issues and to advance our knowledge of health care and the human condition is through an educational program such as the MD-PhD Program. The training provided to the MD-PhD student is unique as it provides for developing basic science analytical skills coupled with the acquisition of highly diagnostic clinical skills.

The MD-PhD program at Dartmouth combines systematic and rigorous research preparation for the PhD degree with the full MD curriculum. The program at the Geisel School of Medicine offers opportunities that are both challenging and rewarding for students who are committed and motivated. Dartmouth financially and academically provides the support and guidance needed by students pursing the MD-PhD degrees.

Geisel School of Medicine Student Named a Sadler Fellow.

The Warren Alpert Physician-Scientist M.D./Ph.D. and Advanced Training Program prepares students for careers in translational research, where they can develop discoveries made in the lab into treatments for their patients.

Physician-scientists are uniquely positioned to take insights gleaned from their clinical work into the lab, where they can pursue research questions that will have an impact on their patients’ health. M.D./Ph.D. students typically complete the first two years at the Warren Alpert Medical School, then five years of Ph.D. training, followed by the last two years of medical school.