md phd programs us

MD-PhD, Combined Degree

School of medicine, md - phd, combined degree program.

From its inception, the physician-scientist has been a hallmark of Johns Hopkins medicine and the Johns Hopkins School of Medicine. Indeed, the Hopkins tri-emblem represents the three core values of the institution: teaching, patient care, and research.

The Johns Hopkins School of Medicine offers a variety of opportunities for the training of medical scientists, including a combined curriculum leading to both MD and PhD degrees.  This enables students who aspire to careers in academic medicine to obtain intensive training in specialized areas of the biomedical sciences in addition to top-flight medical training. The traditional diversity and flexibility of the educational opportunities at Johns Hopkins permit the design of individualized programs to meet the needs of students with a variety of interests, educational backgrounds, and career goals.

To accomplish our training goals, we expect students to fully commit to medical training while in medical school and research training while in graduate school.  However, we also take important steps to ensure that students are exposed to the intersection of both worlds early in their training, as well as given the professional and career development advice they need to succeed.

In a word, the MD-PhD curriculum at Johns Hopkins is flexible. Most students decide to complete the first two years of medical school before they begin graduate school and finish the last two years of their medical training after completing their thesis work (see the Timeline below). However, students who want more first-hand experience in clinical medicine before beginning graduate work can elect to complete three years of medical school, followed by their graduate training, and then the last year of medical school. This can give them a better appreciation of the potential clinical relevance of their research. In making a choice, trainees consult extensively with the Program Director, the Dean of Students, members of the MD-PhD Committee, prospective research mentors, and their faculty advisors. Students in the MD-PhD Program are accepted to all graduate programs, so decisions regarding graduate training programs can be made with a strong understanding of each program.  The MD-PhD Committee is responsible for program oversight and admissions.  Students complete MD-PhD training on average in eight years.

Johns Hopkins interdisciplinary organizational structure means each faculty member may be affiliated with several clinical departments, research sections, and graduate programs. 

Formal graduate programs in the School of Medicine encompass the following areas: Biochemistry, Cellular, and Molecular Biology; Biological Chemistry; Biomedical Engineering; Molecular Biophysics; Functional Anatomy and Human Evolutionary Studies; Cell Biology; Cellular and Molecular Medicine; History of Medicine; Human Genetics; Immunology; Neuroscience; Pathobiology; Pharmacology and Molecular Sciences, and Cellular and Molecular Physiology. Students are also eligible to obtain their PhD in one of the 11 graduate programs at the Bloomberg School of Public Health or the School of Arts and Sciences on the Homewood Campus.  

The MD-PhD Program also sponsors special seminars and lectures, and maintains a dedicated library, the Paul Talalay MD-PhD Library, to enrich the educational opportunities of all MD-PhD students. Efforts are made to acquaint MD-PhD candidates with the major advances, concepts, and cutting-edge techniques in contemporary medicine and biomedical sciences.  We also create an environment that promotes  collegiality and a more intimate personal contact with successful medical scientists in this institution.

Admission Procedures.  Individuals who wish to apply for admission to the combined MD-PhD Program of the School of Medicine must submit an application through AMCAS  in which they will indicate the MD-PhD Program.  Once the AMCAS application has been verified and submitted to Hopkins, the applicant will receive an invitation to complete the Hopkins Secondary Application.  Here the applicant will submit the additional materials required for the combined degree.  Johns Hopkins does not allow applicants to apply to both the traditional MD program and the combined program during the same cycle.   

All combined-degree applications are reviewed by a subcommittee of the  MD-PhD Committee , which is comprised of faculty from the basic sciences and clinical arena, as well as faculty from the Bloomberg School of Public Health.  A separate Graduate School application is not necessary. The MD-PhD Committee determines whether or not an interview is indicated.  In general, the committee is looking for students with a passion for research and a commitment to medicine.  This assessment is based on the applicant’s research experience, letters of recommendation, academic performance and extracurricular activities. The Committee considers standardized test scores only in the context of the applicant’s other credentials. If an interview is granted, the applicant is notified by the MD-PhD Office and after the applicant accepts, the process for scheduling an interview begins.  Interview visits generally occur over two days. Applicants are interviewed by members of the MD-PhD Committee and other faculty members who share their research interests. Applicants have many opportunities to meet with current students and tour the campus during their visit. 

Approximately 10-12 MD-PhD students matriculate each year. Students who matriculate to the traditional MD Program but have a clearly demonstrated interest and experience in scientific research, are eligible to apply to the combined MD-PhD Program.  These students may apply for admission during the fall of their first or second year of medical school.  These qualified applicants are evaluated and placed in the pool for the current application cycle and will be considered for MSTP funding.  

All eligible applicants who are admitted to the MD-PhD Program are funded by the NIH Medical Scientist Training Program (MSTP) Award.  This program, supported by the National Institutes of Health, provides full tuition, stipend, and medical and dental insurance for students. Due to federal restrictions, only U.S. citizens and permanent residents are eligible for MSTP funding.  

Graduates of The Johns Hopkins University School of Medicine MD-PhD Program have gone on to become leaders in many areas of academic medicine.  Advice on the scope and opportunities offered by the MD-PhD Program may be obtained from the Director or Administrative Director.

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MD-PhD Program

Our mission.

Our mission is to provide students with integrated training in clinical medicine and research that qualifies them to perform at the highest standards as rigorous clinicians and scientists; to create a diverse and inclusive physician-scientist community to support and mentor trainees along axes of personal identity, clinical discipline and research domain; to cultivate the characteristics of curiosity, creativity, compassion and service in our trainees; and to develop skills associated with success in a broad range of physician-scientist research careers through experiential learning.

Our commitment to diversity & inclusion

Director's welcome: yale md-phd program, message from the director.

Whether you are a prospective or current student, alumnus, faculty or staff member, you are here because of a shared interest in how physician-scientists can advance patient care through their unique and rigorous training in both clinical medicine and research.

Here at Yale, we have world-class scientists and clinicians engaged in basic, translational and clinical research that runs from sub-atomic bonds to the bonds that hold society together, and everything in between. Our students come from diverse backgrounds, with different scientific and clinical interests, but share the desire to make an impact through their work and practice. Our program has didactic, clinical and research opportunities within divisions, departments and schools that span the entire University. I am glad to report that the Yale System still lives and continues to promote a culture of independence of thought, creativity, mission and service among our collaborative students and faculty. I am very proud of our past and current students who do groundbreaking research that leads to advances in medicine.

I hope you take a moment to learn more about our program from these web pages, or by contacting any of our students, faculty or staff. If you are a student who is ready to accept the challenges, responsibilities and rewards of preparing for a career that makes a positive impact on human health and well-being, I invite you to apply to our MD-PhD program. We hope that you will become part of the Yale MD-PhD family, and join us in celebrating our 50th anniversary in 2020!

With warm regards,

Barbara Kazmierczak, MD PhD Professor of Medicine & Microbial Pathogenesis Gustavus and Louise Pfeiffer Research Foundation MD-PhD Program Director

• Medical School Application

MD-PhD Programs: The Definitive Guide

Including a list of md-phd programs in the us and canada.

Featured Expert: Dr. Jacquelyn Paquet, MD

An MD-PhD program might be the right choice for you if the question “ Why do you want to be a doctor? ” leaves you feeling excited but a little unsure. Are you inspired to work in medicine but not interested in concentrating exclusively on clinical work? MD-PhD programs accept applicants who want to become physician-scientists, a career path that focuses on scientific innovation and research. 

In this definitive guide to MD-PhD programs, you will learn everything you need to know about applying, medical schools in North America that offer this program, admission requirements, funding for MD-PhD programs, and tips to help you get accepted!

>> Want us to help you get accepted? Schedule a free initial consultation here <<

Article Contents 1 min read

List of md-phd programs.

Many schools offer the MD-PhD program in Canada and the United States, and the number of available programs is growing. Here is an up-to-date list, which is also available on the AAMC website. Schools funded through MTSP are starred.

·       University of Alabama School of Medicine*

·       University of Arizona College of Medicine *

·       University of Arizona College of Medicine - Phoenix

·       University of Arkansas College of Medicine

·       Loma Linda University School of Medicine

·       Stanford University School of Medicine*

·       University of California, Davis School of Medicine *

·       University of California, Irvine School of Medicine*

·       University of California, Los Angeles David Geffen School of Medicine*

·       University of California, San Diego School of Medicine*

·       University of California, San Francisco School of Medicine*

·       Kaiser Permanente Bernard J. Tyson School of Medicine

·       Keck School of Medicine of the University of Southern California

·       University of Colorado Health Sciences Center

·       University of Colorado Denver*

·       Colorado State University College of Veterinary Medicine and Biological Sciences*

·       University of Connecticut School of Medicine

·       Yale University School of Medicine*

·       Georgetown University School of Medicine

·       Howard University College of Medicine

·       University of Florida College of Medicine

·       University of Miami Miller School of Medicine*

·       University of South Florida College of Medicine

·       University of Central Florida College of Medicine

·       Emory University School of Medicine*

·       Morehouse School of Medicine

·       Medical College of Georgia at Augusta University

·       Loyola University of Chicago - Stritch School of Medicine

·       Northwestern University Medical School *

·       Rosalind Franklin University of Medicine and Science - Chicago Medical School

·       University of Chicago Pritzker School of Medicine (MTSP) *

·       University of Illinois at Chicago College of Medicine *

·       Carle Illinois College of Medicine

·       Indiana University School of Medicine *

·       University of Iowa College of Medicine *

·       University of Kansas School of Medicine

·       University of Kentucky College of Medicine

·       University of Louisville School of Medicine

·       Louisiana State University, New Orleans School of Medicine

·       Louisiana State University, Shreveport School of Medicine

·       Tulane University School of Medicine

·       Johns Hopkins University School of Medicine *

·       National Institutes of Health Intramural MD-PhD Partnership

·       Uniformed Services University of the Health Sciences

·       University of Maryland at Baltimore School of Medicine *

·       Boston University School of Medicine

·       Harvard Medical School *

·       Tufts University School of Medicine *

·       University of Massachusetts Medical School *

·       Michigan State University College of Medicine

·       University of Michigan Medical School *

·       Wayne State University School of Medicine

·       Western Michigan University Homer Stryker M.D. School of Medicine

·       Mayo Medical School *

·       University of Minnesota Medical School *

·       University of Mississippi School of Medicine

·       Saint Louis University School of Medicine

·       University of Missouri - Columbia School of Medicine

·       Washington University School of Medicine *

·       University of Nebraska College of Medicine

·       Creighton University School of Medicine

·       University of Nevada School of Medicine

·       Geisel School of Medicine at Dartmouth

·       University of Medicine & Dentistry of New Jersey - New Jersey Medical School

·       University of Medicine & Dentistry of New Jersey - Robert Wood Johnson Medical School

·       Cooper Medical School of Rowan University

·       University of New Mexico School of Medicine

·       Albany Medical College

·       Albert Einstein College of Medicine of Yeshiva University *

·       Columbia University Vagelos College of Physicians and Surgeons *

·       Donald and Barbara Zucker School of Medicine at Hofstra/Northwell

·       Weill Cornell/Rockefeller/Sloan-Kettering Tri-Institutional MD/PhD Program

·       Icahn School of Medicine at Mount Sinai *

·       New York Medical College

·       New York University Grossman School of Medicine *

·       Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo

·       SUNY at Stony Brook Health Sciences Center *

·       SUNY Downstate Medical Center College of Medicine

·       SUNY Upstate Medical University

·       University of Rochester School of Medicine *

·       Wake Forest School of Medicine

·       Brody School of Medicine at East Carolina University

·       Duke University School of Medicine *

·       University of North Carolina at Chapel Hill School of Medicine *

·       University of North Dakota School of Medicine

·       Case Western Reserve University School of Medicine *

·       Northeastern Ohio College of Medicine

·       Ohio State University College of Medicine *

·       University of Cincinnati College of Medicine *

·       University of Toledo College of Medicine

·       Wright State University School of Medicine

·       University of Oklahoma Health Sciences Center

·       Oregon Health & Science University School of Medicine *

·       Drexel University College of Medicine

·       Penn State University College of Medicine *

·       Perelman School of Medicine School of Medicine *

·       Sidney Kimmel Medical College at Thomas Jefferson University  

·       University of Pittsburgh School of Medicine *

·       University of Pennsylvania School of Medicine  

·       Lewis Katz School of Medicine at Temple University Philadelphia, Pa.

·       University of Puerto Rico School of Medicine

·       Brown University School of Medicine

·       Medical University of South Carolina College of Medicine *

·       University of South Carolina School of Medicine

·       University of South Dakota School of Medicine

·       Meharry Medical College School of Medicine

·       East Tennessee State University James H. Quillen College of Medicine

·       University of Tennessee, Memphis College of Medicine

·       Vanderbilt University School of Medicine *

·       Baylor College of Medicine *

·       Texas A&M University Health Sciences Center College of Medicine

·       Texas Tech University School of Medicine

·       University of Texas Medical Branch at Galveston

·       McGovern Medical School at the University of Texas Health Science Center *

·       University of Texas, San Antonio Medical School *

·       University of Texas, Southwestern Med Center - Dallas *

·       University of Texas Rio Grande Valley School of Medicine

·       University of Utah School of Medicine

·       University of Vermont College of Medicine

·       Virginia Commonwealth University School of Medicine

·       University of Virginia School of Medicine *

·       University of Washington School of Medicine *

·       Marshall University Joan C. Edwards School of Medicine

·       West Virginia University School of Medicine

·       Medical College of Wisconsin *

·       University of Wisconsin Medical School *

·       McGill University Faculty of Medicine and Health Sciences Montreal, Quebec

·       McMaster University of Faculty of Health Sciences Hamilton, Ontario

·       Memorial University of Newfoundland St. John’s, Newfoundland

·       Queen’s University School of Medicine Kingston, Ontario

·       Universite de Montreal Faculte de Medecine  Montréal, Québec

·       Universite de Sherbrooke Faculte de Medecine  Sherbrooke, Quebec

·       Universite Laval Faculte de Medecine  Québec, Québec

·       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 Winnipeg, Manitoba

·       University of Ottawa Faculty of Medicine Ottawa

·       University of Toronto Faculty of Medicine Toronto, Ontario

·       University of Western Ontario London, Ontario

MD-PhD programs allow you to obtain a dual degree in medicine and research. When deciding between MD-PhD vs MD programs, it is important to know what MD-PhD programs entail. Upon graduation, students receive a combined degree with advanced, hands-on research training and expertise in a field of their choice.

“MD-PhD … students enter their first year of medical school and complete their pre-clerkship years. During this period they are likely exploring what they are interested in, solidifying their focus in research and seeking supervisors. Then they will take approximately 5 years off of their medical training to complete their PhD. They will then re-engage in their medical training completing their clerkship training, which will complete their program. MD-PhD is a rigorous program and the committee is looking for individuals who are academically strong and possess research skills to succeed in the PhD program. Applicants should be strong clinicians, thus having a breadth of leadership, extracurricular, volunteerism and research experience.” - Dr Jacquelyn Paquet, MD

Is the md-phd program right for me.

The MD-PhD program is for exceptional students interested in a career in medical research, but you’ll still need to be a well-rounded medical school applicant.

“For the MD-PhD they are wanting individuals to possess additional research skills, however recognizing the unique leadership positions of those with doctoral degrees, they are often situated in academic centers, thus involved in administrative and teaching roles as well! They are still wanting applicants to be strong clinicians, thus having a breadth of leadership, extracurricular, volunteerism and research experience are sought.” – Dr. Jacquelyn Paquet, MD.

Keep in mind that even if you choose not to pursue a dual degree program, MDs can still earn their PhDs—and vice versa!

“I pursued a PhD during residency. I had considered doing a MD-PhD as it would provide more opportunities to focus on research prior to initiating my residency training. I opted to complete my MD first and pursue my MSc and PhD during residency as I was concerned about having 5 years off between my pre-clerkship and clerkship years would impact my clinical skills.” – Dr. Jacquelyn Paquet, MD.

Finally, ask yourself, \u201c What is your greatest weakness? \u201d If the answer is research, an MD-PhD program might not be for you. However, if you are determined to pursue medicine and research simultaneously, the MD-PhD program is perfect! ","label":"Question to Ask Yourself","title":"Question to Ask Yourself"}]" code="tab4" template="BlogArticle">

Struggling to decide between MD-PhD and MD programs? Check out our video below!

The most important admission requirements and prerequisites for MD-PhD programs are your research background and lab experience. MD-PhD programs require the completion of a four-year undergraduate degree and background in the following disciplines:

2 years of clinical training to prepare you for residency. After clerkships, you will complete the USMLE Step 2 exam and any other MD requirements of your program.  "}]">

These medical school prerequisites are the baseline. Your academic record should include a variety of science and non-science courses. Admissions committees will note your coursework’s difficulty levels and academic improvement over time.

Check with your program of choice for specific course requirements.

We’ve compiled a list of our top tips for getting accepted into an MD-PhD program, based on expert advice and experience:

GPA and MCAT

According to the latest AAMC statistics, the average GPA of MD-PhD matriculants is 3.7, while the average MCAT score is 511. If your academic record does not reflect these numbers, you need to get your grades up. Here are four ways you can start to get into medical school with a low GPA.

• Re-enroll in classes you performed poorly in and get a higher grade.
• Ask your instructors and teaching assistants for extra credit assignments.
• Find a tutor to help with areas where you struggle.
• Plan your school schedule to include subjects in which you excel.

Your MCAT score is an indicator of your academic prowess. Before you take the test, make sure you know what is a good MCAT score and when to start studying for the MCAT . Here are four strategies that can help your MCAT score.

• Give yourself ample time to prepare.
• Start by taking an MCAT practice test to determine areas for improvement.
• Create an MCAT study schedule.
• Take multiple practice tests to monitor improvement. If you consistently score at the 90% percentile in your practice tests, you can start planning to take the actual MCAT.

If you’re still wondering “ When should I take the MCAT ?”, read our blog for tips.

CASPer Test

If your schools require the completion of the Acuity Insights Suite, you will complete the Duet profile and CASPer test. Preparing for each component is challenging, but CASPer remains the most intimidating.

The CASPer test is an online situational judgment test designed to assess the suitability of students applying to professional schools. The timed format is challenging, so knowing how the CASPer test is scored is helpful. Learn how to prepare for CASPer and review these CASPer practice questions to ace your test!

“Thanks to BEMO I got a 4th quartile on my casper test!!!!! It took me long to understand the BEMO structure but practice and great coaching made the difference. Without BEMO I would of probably gotten a 2. So don’t hesitate signing up with them, if you are committed, you will also get a 4! Also, buy the BEMO casper book!” - Mike, Former BeMo Student

You will need to submit a total of three essays for the MD-PhD program:

• Your personal statement,
• The research interest statement , and
• The MD PhD essay .

Note: If you’re applying through TMDSAS, you will need to submit the Dual Degree essay along with the other essay application components.

“In your personal statement you want to highlight your breadth and skillset in research and areas of interest. You also want to highlight how completing a PhD will make you a stronger clinician and if you are aware, how you see yourself fulfilling the roles of researcher and clinician.” – Dr. Jacquelyn Paquet, MD.

While your medical school personal statement answers the question “Why do you want to be a doctor?”, the MD-PhD specific essays demonstrate your research expertise and explain why you have chosen to pursue an MD-PhD. The significant research experience essay outlines your most valuable research experiences, including the nature of the work, your role and contributions, project length, and details about the principal investigators. Your MD-PhD essay tells the story of how you became involved in scientific research and how you want to apply your research to medical practice.

“I used BeMo consulting when applying to my MD/PhD programs this year. As a first time applicant to these programs, it can be overwhelming. Luckily, BeMo’s services are helpful and easy-to-use. They have a fast response and helped me greatly in writing my essays." -- Zhinan Liu, former BeMo student.

Want to know how to write an MD-PhD essay? Check out our video below!

Research Experience

As an MD-PhD program applicant, you must have research experience to demonstrate your exposure to research methods and techniques.

Dr. Monica Taneja, BeMo expert and Psychiatry resident at Harvard South Shore, reminds students that it is important to consider your own passion when finding research opportunities, not focusing solely on what you think the admission committee is looking for.

“I definitely felt that public health gave me a lot of unique opportunities to delve into research related to the social determinants of health and health equity. I noticed that research in this area was not as common compared to basic science or clinical research.” - Dr. Monica Taneja, MD, Harvard South Shore – Psychiatry.

Make sure you can identify what you learned from your research experiences – you will have to outline valuable lessons and skills you acquired in multiple parts of your MD-PhD application and interviews. To bolster your research background, try looking for research assistant positions.

• Talk to your instructors and teaching assistants about participating in their research projects.
• Check for research position postings on your school’s website.
• Reach out to former instructors and ask about research opportunities.
• Contact physicians you volunteered with or shadowed to find out if they are involved in research projects. Even if they are not, physicians can often recommend research-oriented organizations and medical professionals.

You need a strong application, including a research assistant cover letter and CV, to apply to research positions. If academia is your passion, you might want to look into special master’s programs . These graduate degrees are designed to enhance students’ medical school applications and may improve the quality of your research background.

Clinical experience is one of the essential extracurriculars for medical school , and having no clinical background will decrease your chances of being accepted to an MD-PhD program.

You can gain clinical experience through:

• Working and volunteering in clinics, hospitals, and hospices.
• Volunteering in long-term care and retirement homes.
• Working as a health professional’s assistant.
• Volunteering as a medical scribe or a personal caretaker.

Shadowing a physician can also increase your knowledge of clinical practice. Take note of memorable lessons you learn – they may be invaluable sources for your MD-PhD essays. Make sure you know how many shadowing hours are required for medical school to fulfill the requirement and how to ask to shadow a doct or.

Dr. Neel Mistry, MD, a graduate from the University of Ottawa medical school and a BeMo admissions expert, says this about his clinical experience:

“These experiences helped solidify my passion for medicine and why I wanted to become a doctor. I was able to draw on these experiences during my medical school application and the interview process.” - Dr Neel Mistry, MD

Md-phd residency.

As an MD-PhD student, you need to find residencies developed to train physician-scientists by fully integrating research into clinical training. The number of residency programs for MD-PhDs is growing, and a wide range of clinical specialty choices exist. During your dual degree program, you’ll have plenty of opportunities to explore research in different medical specialties.

“By having an area of focus, it allows you to explore if you do want to indeed be a clinician-scientist in the area you have considered or if you have a different scope of the project that might lend itself better to a complimentary specialty. For instance, someone who is interested in head and neck cancers may be quite interested in pursuing otolaryngology however when they focus on their project, they recognize that they prefer the radiology or oncologic treatments and thus pursue interventional radiology, radiation oncology or oncology.” – Dr. Jacquelyn Paquet, MD.

You will use the ERAS application to apply to American residency programs and CaRMS to apply to programs in Canada.

1. WHAT ARE MY CAREER OPTIONS WITH AN MD-PHD?

Individuals with an MD-PhD have career options across academia, research institutions, healthcare organizations, and private industry. The versatility of an MD-PhD equips graduates to make significant contributions to medical practice and scientific innovation.

Career paths for MD-PhDs include:

• Academic careers, working in universities or medical schools, where time is shared between patient care, teaching, and conducting research.
• Leadership roles within healthcare organizations, directing research programs or shaping healthcare policy.
• Private industry, such as pharmaceutical companies, biotechnology firms, or healthcare consulting.
• Government agencies, advancing medical research and public health initiatives.

2. HOW LONG ARE MOST MD-PHD PROGRAMS?

MD-PhD programs can take up to 8 years to complete. Factors influencing the duration include clinical and PhD requirements and research progress. Two common tracks are the 2-3-2 or 2-4-2, involving initial MD coursework, followed by PhD research, and concluding with clinical training.

3. IS IT HARDER TO GET INTO AN MD-PHD PROGRAM?

Getting into an MD-PhD program can be harder because you have to meet the admission requirements for both the MD and PhD programs, and have research experience. MD-PhD programs can be very selective and highly competitive.  

4. ARE THERE ANY FUNDED MD-PHD PROGRAMS?

MD-PhD program funding can include tuition waivers and a stipend to help cover the costs of living expenses. The National Institute of General Medical Sciences (NIGMS) provides financial support to dozens of MD-PhD programs through the Medical Scientist Training Program (MSTP). These programs are extremely competitive as the funding offers a tuition allowance and a basic stipend, with most institutions supplementing the stipend.

5. DO I STILL NEED TO GET CLINICAL AND SHADOWING EXPERIENCE IF I AM APPLYING TO THE COMBINED PROGRAM?

While research is going to be the major focus of the MD-PhD, you must still have sufficient clinical and shadowing experience to assure that medicine is also a desired component of your career.

6. SHOULD I GET A MASTER’S DEGREE BEFORE I APPLY TO MD-PHD?

Most applicants do not have master’s degrees. However, some students pursue a special master’s program to gain valuable research experience and bolster their MD-PhD applications.

7. WHAT IS A GOOD RESEARCH EXPERIENCE FOR MD-PHD?

You do not need to have research experience in the medical field to qualify for MD-PhD. Many research skills are transferable across disciplines. As long as you learn valuable research skills and understand the process, your research experience can come from any field you like.

8. HOW MUCH RESEARCH EXPERIENCE DO I NEED TO GET ACCEPTED?

The quality of your research experience is most important. It is not necessary to be involved in dozens of research projects or make any ground-breaking scientific discoveries to enter the MD-PhD program. In your application, focus on what you have learned and accomplished and don't be afraid to discuss your setbacks in addition to your accomplishments.

9. DO I NEED TO BE A PUBLISHED RESEARCHER TO ENTER THE MD-PHD PROGRAM?

Having published research can give you a competitive edge as not every applicant will have this experience. Keep in mind that you must have an in-depth understanding of this research because you will be asked about it during your interviews. However, many students apply directly out of undergrad and admissions committees understand that it is difficult to contribute to publication at such an early stage in your education.

10. WHAT IS THE DIFFERENCE BETWEEN MD-PHD AND MSTP?

Medical Scientist Training Program (MSTP) is an MD-PhD program that has been awarded a training grant (T32) from the National Institute of General Medical Science that financially supports trainees in the program. There are currently about 49 MD-PhD programs that have T32 awards. Non-MSTP MD-PhD programs also provide environments where students obtain outstanding dual-degree training.

11. WHO SHOULD WRITE MY RECOMMENDATION LETTERS FOR THIS TYPE OF PROGRAM?

Ideally, at least one of your writers will be the head of a research project in which you participated. It is important to have a person who can speak to your research skills and progress. Other writers can include professors and instructors, volunteer and work supervisors, athletics coaches, or a physician you worked with or whom you shadowed.

12. CAN I CHANGE MY RESEARCH INTERESTS DURING MY STUDIES, OR WILL I HAVE TO STICK TO THE RESEARCH FIELD I IDENTIFIED IN MY PERSONAL STATEMENT AND MY MD PHD ESSAY?

It is completely normal to change direction in your research throughout your studies and many students change their research fields after they gain more research experience.

13. CAN I BECOME A PHYSICIAN-SCIENTIST WITHOUT OBTAINING AN MD-PHD DEGREE?

It is certainly possible to become a physician-scientist without obtaining an MD-PhD degree. However, the joint program is the most effective way to become a physician-scientist. You can also complete an MD and PhD separately, but this route takes much longer. Some schools will let you transfer into their MD-PhD program if you've completed a year or two in their medical program.

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• 2023 FACTS: Applicants and Matriculants Data

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

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

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MD-PhD and Other Dual Degrees

Summary Data

Additional Resources

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

• Medical Education

Is an MD-PhD Right for Me?

New section.

Do you want the opportunity to train in both medicine and research? An MD-PhD allows you to do just that. But what does it mean to become a physician scientist? We asked AAMC experts to explain why you might want to consider this type of training.

As you prepare to apply to medical school, it’s valuable to explore other potential career paths beyond a traditional MD degree. One path to consider is an MD-PhD degree, which provides training in both medicine and research.

But how do you know if it’s the right career path for you? We asked AAMC experts to explain the advantages of training to be a physician scientist through an MD-PhD program.  

Who are physician scientists? Physician scientists are focused on scientific discovery and patient care at the intersection of science and medicine, understanding human health and disease from a scientific and clinical perspective. Physician scientists have the unique ability to identify and study important questions in health care. There are four pathways to become a physician scientist:

• Complete MD training and then conduct extended research through fellowship training.
• Complete MD training and then return to graduate school to earn a PhD degree.
• Complete PhD training and then enter medical school to earn an MD degree.
• Work towards both degrees simultaneously in a dual MD-PhD degree program.

In each pathway, students are exposed to a career in scientific research while also treating patients in a clinical setting.

What are MD-PhD Programs? MD-PhD programs provide training for the dual degree by integrating research and clinical training experiences where students learn to conduct hypothesis driven research in a mentored environment. There are over 100 MD-PhD programs affiliated with U.S. medical schools, and the National Institute of General Medical Sciences partially supports approximately 45 programs, known as Medical Scientist Training Programs (MSTPs). 

These programs provide unique training experiences, including MD-PhD specific courses and professional development workshops, visiting scholar seminars, retreats, opportunities to attend national conferences and join organizations, and mentoring for graduate and residency training. The students and mentors in these programs are a vibrant community, working to advance the trainees’ development as a scientist and physician. 

How long does training take?

The MD-PhD career path is a commitment, as training to complete both MD and PhD degrees takes about 7 or 8 years.

How do I pay for a MD-PhD program?

Most programs offer financial support, including stipends, tuition waivers, and health insurance to help students cover the cost of their scientific and medical training.

Who are MD-PhD students?

Annually, an estimated 600 students matriculate into MD-PhD programs. This is only about 3% of all students who matriculate into medical school. PhD training for MD-PhD students is typically in biomedical sciences, such as molecular, cellular, or human or animal studies in biochemistry, cell biology and microbiology, immunology and genetics, neuroscience, pharmacology, and physiology. However, PhD training may also be in fields outside of the classical biomedical sciences, such as bioengineering, chemical biology, bioinformatics, public health, anthropology, and bioethics. 

What do MD-PhDs do after graduation?

Most MD-PhD graduates train in a residency program and become licensed to practice in a specific field of medicine. From there, they typically go on to careers that blend research and clinical medicine, though their research topic may or may not be closely related to their field of medical practice. Most MD-PhDs work in academic medical centers, such as medical schools or teaching hospitals. MD-PhDs also conduct research in institutes such as the National Institutes of Health or other government or private agencies, or work for pharma or biotech companies.

MD-PhD careers provide unique perspectives on questions about basic scientific discovery, medical intervention, or translational research. During their career, MD-PhDs may remain focused as a basic or clinical scientist, or become an administrative leader within their academic medical center. Their training provides opportunities to be successful in either environment. 

Is an MD-PhD path right for you? To find out more, visit the AAMC website for information on MD-PhD dual degree training . 

• @AAMCpremed

Helpful tools and information regarding medical MD-PhD programs.

Information about applying to MD-PhD programs, emphasizing the application process during COVID-19.

Information about MD-PhD programs, emphasizing the career and application process.

Learn about MD-PhD Programs from program leaders.

Upcoming short presentations will describe features of MD-PhD training, alumni careers, and detailed logistics of the application process.

Emily battled viral encephalitis for years during college, and now as a MD/PhD student, she reminds premeds that it's okay to ask for help.

Cesar couldn't apply to medical school when he first graduated from college due to his undocumented status. Now he's in a MD-PhD program and hopes to practice in the Southwest where there's a high need for Spanish-speaking physicians.

Stanford MD Physician Scientist Programs

Become a Physician-Scientist at Stanford School of Medicine

Developing Tomorrow’s Leaders in Discovery and Care

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

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

Our novel physician-scientist training programs offer:

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

The Physician-Scientist Pathway at Stanford School of Medicine

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

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

What role do physician-scientists have in medicine?

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

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

What does physician-scientist training at Stanford look like?

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

What is the Split Curriculum?

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

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

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

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

Addressing the physician-scientist shortage

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

Who should consider becoming a physician-scientist?

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

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About This Track

In a world of rapid innovation in the biological sciences, the emergence of new diseases, and changing environmental pressures, health security risks to the global community are a rising concern. This program will train future researchers studying major biological and health security risks who could contribute unique voices to the academic community and ultimately inform global policies that will shape future preparation and responses to health security and global catastrophic biological risks.  Graduate students in this program will learn skills that relate to prevention, preparedness, and response to potential health security threats. Topic areas are wide ranging, with a common thread of reducing health security threats or their impacts and increasing resiliency of communities to global catastrophic biological risks.

Competencies

Identify major health security threats; characterize the human, social, economic and political risks they pose to societies; and demonstrate the importance of public health to national security

Apply risk assessment principles to program planning, implementation and goals, particularly in the context of emergency response and health security problems

Examine the origin and evolution of major US and international organizations and initiatives to prevent, detect, and respond to health security threats; and assess those areas of health security where preparedness is strongest and where additional progress is needed

Evaluate the effectiveness of strategies to enhance health security and prevent or mitigate health security threats

Synthesize and communicate important health security information in a way that enables political leaders and policymakers to take appropriate action

Track Faculty

Gigi gronvall, phd ; global catastrophic biological risks, biotechnology and health  security, tara kirk sell, phd ; global catastrophic biological risks, emerging infectious diseases, risk communication and decision making, monica schoch-spana, phd ; health security, public health preparedness, public engagement, crystal watson, drph ; global catastrophic biological risks, risk assessment, crisis decision making.

Browse an overview of this program's requirements in the JHU  Academic Catalogue  - See Track Requirements for Health Security and explore all course offerings in the Bloomberg School  Course Directory .

Tuition and Funding

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the  CBA to review specific benefits, compensation, and other terms.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

[email protected]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Speech-Language Pathology SLP

| 20 August 2024

Master’s in Communication Disorders: 2024 Ultimate Guide

What is a master’s in communication disorders degree.

A Master’s in Communication Disorders is a graduate degree that prepares students to diagnose, treat and research communication and swallowing disorders . The curriculum for a Master of Science (MS) in Communication Sciences and Disorders (CSD) typically includes coursework that gives a broader overview of speech, language, hearing and swallowing disorders. This includes research methodologies, assessment techniques, policy overviews and other academic subject areas.

For students looking for a more specific degree rather than the holistic introduction to communication disorders that a communication sciences and disorders graduate program provides, there’s the Master of Science in Speech-Language Pathology (MS-SLP) . Typically, the curriculum for an MS-SLP highlights clinical practice in addition to communication disorder foundations. For example, the curriculum for the hybrid online MS-SLP graduate program at the University of St. Augustine for Health Sciences (USAHS) may include:

• Language development and disorders
• Neuroanatomy and neurophysiology
• Research methods
• Clinical practicum each trimester

The MS-SLP at USAHS typically takes one year and eight months to complete *, including academic coursework and clinical practicum experiences.

A master’s in communication disorders and an MS-SLP allow you to pursue a career as a licensed speech-language pathologist. Graduating from an accredited program is required for certification and licensure as a speech-language pathologist in most states. 1 The Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) is the primary accrediting body for communication sciences and disorders master’s programs in the US. USAHS’ MS-SLP program is accredited by the CAA. 2

What Can I Do with a Master’s in Communication Disorders or an MS-SLP?

A master’s in communication disorders or an MS-SLP can lead to several rewarding career paths:

Speech-Language Pathologist

Pursuing a career as a Speech-Language Pathologist (SLP) can be immensely fulfilling. SLPs make a profound impact on individual lives by diagnosing and treating communication and swallowing disorders . With a projected job growth of 19% from 2022 to 2032, the field offers exceptional job security and opportunities for advancement. 3

In addition to job prospects, SLPs with a Master of Science in Communication Sciences and Disorders (MS-CSD) or MS-SLP enjoy competitive compensation. The 2023 median pay for SLPs is $89,290 yearly, or $42.93 per hour. 3 The profession also offers the flexibility to work in a variety of settings, including schools, hospitals, clinics and private practices, allowing SLPs to find the environment that best suits their interests and skills.

Speech-language pathologists can explore diverse career paths beyond traditional clinical roles. With a master’s in communications disorders or an MS-SLP, SLPs can work in pediatric and bilingual specializations, research roles, management positions and executive leadership.

They can  get involved in nonprofit leadership, training and development, sales and marketing. There are numerous possibilities to leverage expertise as an SLP across various industries to support communication and language initiatives.

Audiologist

Being an audiologist can be a rewarding career choice for those looking to make a meaningful difference in people’s lives by diagnosing, managing and treating hearing and balance disorders. 4 With a projected 11% yearly growth in the number of audiologist jobs from 2022 to 2032, the field offers job security and opportunities. 5 Moreover, audiologists enjoy competitive salaries, with a 2023 median pay of $87,740 per year or $42.19/hour. 5 Keep in mind, however, that becoming an audiologist requires pursuing advanced education beyond earning a Master’s in Communication Disorders or an MS-SLP. Audiologists must complete 8–10 years of education and clinical training, and earn their AuD (doctor of Audiology), PhD, or an AuD/PhD combination degree. 4

Is Communication Sciences and Disorders or an MS-SLP the Best Path?

Earning a Masters of Communication Sciences and Disorders can be fulfilling. Both this degree and an MS-SLP offer the opportunity to build a flourishing career and get clinical experience as a speech-language pathologist. SLPs rank in the top 10 out of 100 best jobs in America and the top three in healthcare, according to U.S. News and World Report. 6 A systematic review of 17 studies that reported on well-being in SLPs found consistent evidence of average to high job satisfaction among SLPs in the USA and Canada. 7

SLPs with either an MS-SLP or a Masters in Communication Disorders often enjoy excellent benefits, the flexibility to work in various settings alongside diverse patients and great job security. 8

Employment rates for SLPs are strong, with Texas, California, New York, Illinois, and Florida being the top five states for employment. 9 As of 2023, Texas employed 18,790 SLPs, followed by California (17,270), New York (16,610), Illinois (8,260) and Florida (7,850). 9

A Masters of Communication Sciences and Disorders and an MS-SLP can equip students with valuable technical and soft skills. For example, the MS-SLP curriculum at USAHS includes classes that help foster the following skill sets in future SLPs:

Technical Skills

• Assessing and diagnosing speech, language, communication and swallowing disorders
• Developing and implementing treatment plans for a variety of disorders in people across the lifespan
• Using specialized tools and technologies for assessment and therapy (e.g., augmentative and alternative communication devices, endoscopy equipment)
• Administering and interpreting diagnostic tests for speech, language and swallowing differences/disorders
• Applying evidence-based practices and research findings

Essential Skills

• Effective communication with patients, families and healthcare teams
• Active listening and empathy to understand patient needs
• Problem-solving and critical thinking to develop individualized treatment plans
• Collaboration and teamwork with other healthcare professionals
• Adaptability to work with diverse populations and in various settings
• Time management and organizational skills to handle multiple cases and documentation requirements

Is Communication Disorders or MS-SLP a STEM Pursuit?

STEM (Science, Technology, Engineering and Math) pursuits focus on scientific principles, problem-solving and technological applications. 10 In line with STEM principles, communication sciences and disorders graduate programs and MS-SLP paths like the program USAHS often include coursework in anatomy, physiology, language development and neurological bases of communication . These involve scientific principles from biology, psychology and physics, similar to any STEM pursuit. Students also often learn to use technological tools for assessment and treatment.

However, both a master’s in communication sciences and disorders as well as an MS-SLP emphasize human interaction and clinical application, with subjects such as phonetics, clinical methods, counseling and professional ethics. These components are less common in traditional STEM paths .

Ultimately, while both an MS in communication disorders program and an MS-SLP share some characteristics with STEM fields, their classifications may vary depending on the specific criteria used by the institution or organization making the determination.

How Does Either Degree Relate to Public Health?

Both a master’s in communication disorders and an MS-SLP degree are related to public health. Public health professionals make significant contributions to the prevention, identification and treatment of communication disorders , which can have far-reaching impacts on overall health and well-being.

Graduates in both degree paths promote public health through early diagnosis and intervention. By identifying communication disorders in early childhood, practitioners prevent or mitigate long-term consequences, such as academic difficulties, social isolation and unemployment. Research has shown, for example, that early intervention for children with autism spectrum disorder can improve their language skills, social interaction and cognitive development. 11

In addition to early intervention, professionals holding either an MS in communication disorders or a Master of Science in Speech-Language Pathology can lead community-based programs. These initiatives: 12

• Raise awareness about communication disorders
• Provide accessible screening and treatment services
• Often target underserved populations who may face barriers to care

The American Speech-Language-Hearing Association (ASHA) supports the Identify the Signs campaign, which educates the public about early warning signs of communication disorders and encourages early intervention. 13

Interdisciplinary collaboration is another crucial aspect of how graduates with either an MS-SLP or MS in communication disorders contribute to public health. 14 They work closely with professionals such as:

• Pediatricians
• Neurologists
• Psychologists
• Occupational therapists

By focusing on prevention, community outreach and interdisciplinary care, graduates with either an MS-SLP or a Master of Science in Communication Disorders can promote public health and improve outcomes for individuals with communication disorders.

Want to know more about our SLP program?

Prepare for a career in slp with usahs.

Working as a speech-language pathologist offers numerous advantages, such as a competitive salary, job security and the chance to positively impact patient lives. 3 ,8 Consider embarking on your journey to earn an MS-SLP with USAHS. We’ve been committed to graduate health sciences education since 1979, and our Master of Science in Speech-Language Pathology (MS-SLP) program focuses on student success with collaborative cohorts and expert faculty-practitioners.

The USAHS MS-SLP program spans approximately five trimesters* and offers spring, summer, and fall start dates** to accommodate various schedules. No GRE is required for admission, and students benefit from cutting-edge technology and a blend of virtual and face-to-face clinical practicums — including work at a pro-bono clinic.

Learn more about our dynamic, flexible MS-SLP program and apply today .

The Master of Science (M.S.) education program in Speech-Language Pathology {residential Austin, TX; satellite Dallas, TX; satellite San Marcos, CA; satellite St. Augustine, FL; all distance education} at the University of St. Augustine for Health Sciences is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.

*Time to completion may vary by student, depending on individual progress, credits transferred and other factors. **Start dates vary by campus.

• American Speech-Language-Hearing Association, “Certification,” ASHA, 2024, https://www.asha.org/certification/
• Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2024, https://caa.asha.org/
• Bureau of Labor Statistics, U.S. Department of Labor, “Speech-Language Pathologists,” Occupational Outlook Handbook, April 17 2024, https://www.bls.gov/ooh/healthcare/speech-language-pathologists.htm
• American Speech-Language-Hearing Association, “Who Are Audiologists, and What Do They Do?” ASHA, 2024, https://www.asha.org/public/who-are-audiologists/
• Bureau of Labor Statistics, U.S. Department of Labor, “Audiologists,” Occupational Outlook Handbook, April 17 2024, https://www.bls.gov/ooh/healthcare/audiologists.htm
• U.S. News & World Report, “Speech-Language Pathologist,” U.S. News Best Jobs Rankings, 2024, https://money.usnews.com/careers/best-jobs/speech-language-pathologist
• Clair Ewen, et al., “Well-being, job satisfaction, stress and burnout in speech-language pathologists: A review,” International Journal of Speech-Language Pathology, May 14 2020; 23:180-190, https://www.tandfonline.com/doi/full/10.1080/17549507.2020.1758210
• American Speech-Language-Hearing Association, “A Rewarding Career for You. A Better Life for Others,” ASHA, https://www.asha.org/siteassets/careers/a-rewarding-career-for-you.pdf
• Bureau of Labor Statistics, U.S. Department of Labor, “Occupational Employment and Wages, May 2023,” Occupational Employment and Wage Statistics, April 3 2024, https://www.bls.gov/oes/current/oes291127.htm#st
• “Science, Technology, Engineering, and Math, including Computer Science,” U.S. Department of Education, https://www.ed.gov/stem/
• Slavica Maksimović, et al, “Importance of Early Intervention in Reducing Autistic Symptoms and Speech–Language Deficits in Children with Autism Spectrum Disorder,” Children (Basel), January 2023; 10(1):122, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9857540/
• American Speech-Language-Hearing Association, “Social Responsibility at ASHA,” ASHA, 2024, https://www.asha.org/about/social-responsibility/
• “Identify the Signs of Communication Disorders,” ASHA, 2024, https://identifythesigns.org/
• Kathryn Y Hardin and James P Kelly, “The Role of Speech-Language Pathology in an Interdisciplinary Care Model for Persistent Symptomatology of Mild Traumatic Brain Injury,” Seminars in Speech and Language, February 2019; 40(1):65-78, https://pubmed.ncbi.nlm.nih.gov/30616296/

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UMBC students expand skill sets, explore career opportunities with summer 2024  internships

Published: Aug 28, 2024

By: Adriana Fraser

This summer, UMBC students have hit the ground running in exploration of possible post-graduation opportunities with internship placements across a wide range of industries and career fields that include companies such as NASA, House of Ruth, Morgan Stanley, Art with a Heart, Doordash, and more. 

With the help of UMBC’s Career Center , hundreds of students have continued their educational pursuits beyond the classroom with summertime experiential learning opportunities that provide hands-on, real-world exposure to professional roles that are specific to students’ individual career interests. These students are joining a record number of Retrievers who have completed applied experience opportunities—internships, research fellowships, service learning, study abroad, student teaching, and leadership positions while at UMBC—before graduating, says Christine Routzahn , Career Center director. 

“Our students pursue applied learning in significant numbers, and these experiences have an impact on their career success following graduation,” says Routzahn.

Expanding existing skill sets 

Luna Siesko , a rising senior studying visual arts, didn’t journey too far from UMBC’s Catonsville campus to continue developing her skills in photography and the arts as the intern for the Baltimore County Arts Guild . She expanded her experience in social media content development, website posts, space management, and event planning for the local nonprofit .

“I’ve always had this dream of having my own studio space, and some sort of exhibit space for my work,” Siesko says. “And so this internship has been really applicable to that—making sure that the space is managed and accessible, and everything is running smoothly.”

Parag Shinde, a biotechnology master’s student, spent his summer interning at Vici Health Sciences, a pharmaceutical research and development firm in Elkridge, Maryland. After emailing his resume to dozens of local companies in the spring, Shinde landed an analytical chemist role at Vici, testing drug compounds for purity, shelf-life, and many other attributes before they can be formulated into medications or other medical treatments. 

“You can gain knowledge through books, but then you actually go to a company and start doing something, and you feel like you know nothing. My plan was to work here and get physical experience, as much as possible,” says Shinde. 

Left: Parag Shinde got the hands-on experience he wanted this summer at Vici Health Sciences. (Photo courtesy of Shinde) Right: Ortisemoyowa Ikomi (front left) with fellow interns and staff in a lab at AstraZeneca. (Photo courtesy of Mark Benesch)

Ortisemoyowa Ikomi, chemical engineering, also explored her career interests in pharmaceuticals with an internship at AstraZeneca . Ikomi, a rising senior, connected with an AstraZeneca representative at a recent UMBC Career Fair and learned about the opportunity to work on the company’s management of a new drug manufacturing plant in Rockville, Maryland. In Ikomi’s eventual internship, she investigated a software tool that could track construction progress.

“It’s not traditional chemical engineering, more within the realm of project management of large-scale engineering projects. I definitely enjoyed it,” Ikomi says. “I’ve learned so much during the internship. The experience has made me think I’d like to continue working in the engineering project management sphere.”

Career explorations in space

Leah Narat , business technology administration, landed a business intelligence internship at the NASA Goddard Space Flight Center —an opportunity she never previously thought she could achieve, says Narat. 

During the internship, Narat, a senior, worked on computer systems that help keep NASA missions safe and its employees engaged. In one project, she created and updated databases to track awards given to NASA employees. The agency will use the information to maximize employees’ recognition and success and guide them toward career paths that best take advantage of their strengths.

“It’s been great to have this real world experience, where I can get my hands dirty and decide: Is this the type of work I want to do?” Narat says.

In Baltimore, Katherine Carver , physics and mathematics, secured a placement in the Space Astronomy Summer Program at the Space Telescope Science Institute (STScI) at Johns Hopkins University. This is the second internship role Carver landed at Johns Hopkins since attending UMBC—as a first-year student in 2023 she secured a Johns Hopkins Applied Physics Laboratory CIRCUIT internship. 

During her STScI internship, Carver, a rising junior, has been digging into developing open-source software that allows astronomers anywhere to analyze data arriving from the James Webb Space Telescope, the most powerful space telescope ever launched.

Carver shares that while she was able to secure these highly competitive internships, it didn’t come without a lot of rejection.

“Shoot for the internships even if you feel like you won’t get them. Be persistent, ask around, talk to your professors. And then once you are there, take maximum advantage of every opportunity,” she says. 

International experiential learning

After several semesters volunteering at the Baltimore Animal Rescue and Care Shelter (BARCS), including an internship working with BARCS medical professionals, Liz Willman , biological sciences, took her skills and education in animal care overseas for a six-week summer internship with the Scottish National Wildlife Rescue Center. 

Willman, a senior enrolled in the pre-vet track, worked with wildlife animals for the first time—rehabilitating birds that were injured or abandoned by their parents when they were still too young to care for themselves, performing daily exams, and helping to build their strength to prepare them to return to the wild.

“It wasn’t only a new experience for me to be working with wildlife, but it was also wildlife that you don’t see in the U.S., like finches native to the United Kingdom,” she says. “It has just really reaffirmed that I’m not just trying to live out my childhood dream—I’m meant to do this.” 

Robert Barry , a rising senior majoring in ancient studies and visual arts, also looked internationally for a place to dig deep into his skill set. He traveled to Greece for the second summer to work at an archeological site with Michael F. Lane , associate professor of ancient studies and field director on the Kopaic Cultures, Economies, and Landscapes research program.

After joining Lane’s six-week summer archeological fieldwork team last year, Barry returned to Greece as a trench supervisor with more responsibilities. This opportunity allowed Barry to develop his leadership skills and get more experience collaborating with fellow researchers on an international level. 

“Last year, I was digging and following directions from my supervisor. Now, I’m giving the orders and having to be responsible for the health and safety of everyone else while getting the job done,” says Barry. 

Opening doors 

While many Retrievers have found success in securing internships that closely align with their majors, there’s a long list of UMBC students who have also found success with internships that may not have initially been on their radar. These nonlinear internships are helping students to “get to their longer-term goal,” says Marykate Conroy , associate director of internships and employment in UMBC’s Career Center. “Diverse experiences also may open doors for students that they didn’t even see as possible.”

These internship opportunities have proven to yield positive outcomes. The Career Center’s class of 2023 survey found that after graduation, 93 percent of the university’s new graduates go directly into the job market, continue their education by pursuing an advanced degree, or both. 

Preparation for these opportunities typically start with a search on Handshake , UMBC’s job and internship search platform, or a visit to the Career Center’s Internship and Career Fair. The center will host its Fall 2024 career fair on September 18, from 11:30 a.m. – 3:30 p.m. 

Read more about where internships took Retrievers this summer . 

Tags: CAHSS , Career Center , CNMS , COEIT , Internships

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