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YSM MD Program Curriculum

Md curriculum, building on a tradition of excellence.

Our curriculum, launched in 2015, embraces the proud traditions of our past while keeping an eye towards the future. Nine Competencies and Five Guiding Principles form the foundation of the curriculum. You will see that these goals focus on areas essential for students to become successful future leaders in medicine. In addition, our Guiding Principles ensure that the curriculum is built upon the principles and values of the Yale system of medical education, including respect for student initiative and maturity, curricular flexibility, close faculty mentoring and a required thesis to promote scientific inquiry, all hallmarks of our unique learning environment.

Curriculum Timeline

Below is a description of the curriculum timeline. This video provides additional details.

Phase 1 – Pre-clerkship Period

Students participate in the Integrated Course Curriculum , as well as Clinical Skills , Interprofessional Longitudinal Clinical Experience , and Medical Clinical Experience .

Over the summer, students conduct research , participate in electives , and enjoy time off. From September through December, students participate in the Integrated Course Curriculum , as well as Clinical Skills and Medical Clinical Experience .

Phase 2 - Clerkship Period

In January of the second year, students start their Clinical Clerkships . Between January and July they complete two of the four required twelve week Integrated Clerkships.

From July through December, students engage in their Clinical Clerkships , completing the remaining two of four required Integrated clerkships.

Phase 3 – Advanced Training Period

The Advanced Training Period begins in January of the third year, with students studying for and taking USMLE Step 1 and Step 2 and participating in subinternships , electives , and research .

The Advanced Training Period continues, with students participating in subinternships , electives , and research .

Yale offers fantastic physician and physician-scientist training and presents students with a unique medical school curriculum that places less of an emphasis on competition & grades and a greater emphasis on collaboration & curiosity. I ultimately decided Yale was the right place for me because students openly supported one-another in and outside of the classroom and students here seemed genuinely happy.

Accreditation Statement

The Doctor of Medicine (MD) program is accredited by the Liaison Committee on Medical Education, and as such, it meets the educational requirements for licensure in all fifty states and the District of Columbia.

YSM Curriculum Update

• December 18, 2023
• October 5, 2023
• May 16, 2023
• February 9, 2023
• January 18, 2023
• December 13, 2022
• November 17, 2022
• October 10, 2022

Academic Expectations

The Duke University School of Medicine strives to attract, educate, and guide students who have extraordinary empathy and compassion,  are visionary leaders and dedicated to caring for others. We have consistently encouraged our applicants to have a broad and balanced undergraduate academic education in addition to a wealth of productive life experiences. To accomplish this growth and maturation process, a rigorous, challenging, and interdisciplinary academic preparation in the sciences and humanities is of paramount importance.

Our medical students are required to have fulfilled “academic expectations” based on competency-based, cross-disciplinary training in the traditional biomedical sciences. Students need to appreciate the influence the basic sciences have on informal training in medicine. In conjunction with the traditional preparation of the biomedical sciences , the need to understand the larger psychosocial context in which medicine plays a role requires significant exposure to the social sciences.

Duke University School of Medicine acknowledges the constant evolution of the biomedical sciences and the challenges presented by the socially-driven disparities in medicine. Those aspiring for clinical and research careers must be prepared to expertly address the ever-changing healthcare environment. The faculty of the School of Medicine, knowledgeable of these constant challenges, continues to create modifications to the curriculum to align our expectations with this evolving  environment of medical school.

Coursework Expectations & MCAT Examination:

For those planning on applying to the School of Medicine, our "academic expectations" include multidisciplinary coursework in a number of areas and completion of the MCAT examination.  We will accept MCAT scores from 2020.

While not required , the courses denoted below would be helpful in your preparation for the MCAT and for the first year of our medical school curriculum. These are considered a component of the ‘academic expectations’ as part of more formal training in undergraduate or post-baccalaureate programs.

The fast-paced curriculum requires that applicants have a minimum MCAT of 500 to be reviewed and evaluated by our committee.

Biochemistry : May be fulfilled by a single course in Biochemistry, or through coursework which incorporates principles of Biochemistry as part of an interdisciplinary course in Cell and/or Molecular Biology and/or Genetics.

Cellular Biology : May be fulfilled by a single course in Cell and/or Molecular Biology and/or Genetics.

Statistics/Biostatistics : An understanding of the application of statistical methods in the analysis of data is expected given the increasing reliance on current biomedical and healthcare research as part of the curriculum.

Physics : An understanding of the correlation of basic physics to human physiology and anatomy (e.g. physics and/or biophysics) should be completed. Labs are optional.

Sociology : An introduction to the principles of social organization, with particular emphasis on the social determinants of healthcare is expected.

Psychology : An introduction to the basic principles of psychology with emphasis on the biological basis of behavior are recommended.

Expository Writing : Experience in expository writing across the humanities, including but not limited to formal courses in English, is a fundamental element in the preparation for medicine. This may be accomplished through coursework in a number of disciplines, including but not limited to Philosophy, History, Public Policy, Political Science, Religion, etc. and may be accomplished through an Honors Thesis or completion of a major research paper.

The preliminary coursework leading up to the cross-disciplinary courses, e.g. Biochemistry, Cell/Molecular Biology, etc., will vary among colleges and universities, therefore the academic expectations as listed represent a sample of the courses we hope to see in our matriculants to the School of Medicine.

Any courses that are taken at community colleges and accepted at your undergraduate institution will also be accepted. In addition, we will consider AP coursework if approved by your undergraduate institution.

DukeMed uses holistic review of applicants. 

Grading:  For the upcoming admissions cycle (2024) DukeMed will accept courses on a Pass/Fail, Pass/No Pass, and Satisfactory/Unsatisfactory basis. In addition, DukeMed will also accept online courses.  We prefer, however, that science and laboratory classes are conducted in person and for a letter grade.   MCAT:  Duke requires the MCAT for acceptance consideration.  MCAT scores from January 2020 through September 2023 dates are considered

Advancing students’ scientific and self-discovery with our flexible curriculum Stanford Medicine's Discovery Curriculum

REACH Initiative REACH Initiative to expand equity and diversity at Stanford

#ThisIsMyWhy Watch the youtube series here

Our mission statement.

To educate and inspire a diverse group of leaders in medicine and science who will improve human health through discovery, innovation, scholarship, education, and the delivery of outstanding patient-centered care.

Our commitment to diversity, inclusion, and societal citizenship is evident in the Stanford Affirmation

"On my admission to the Practice of Medicine

I pledge to devote my life to the service of humanity.

The care of my patients will be my first consideration.

I will strive to acquire and share new knowledge with my colleagues and my patients;

I will practice my profession with conscience and dignity, and to the best of my ability and judgment.

I will approach each patient with charity, attention, humility, and commitment;

I will hold all life dear, and let knowledge, wisdom, courage, and compassion guide my therapy;

I will use my medical knowledge and skills to promote human rights, social justice, and civil liberties;

I will not permit considerations of age, disease or disability, faith, ethnic origin, gender identity, nationality, race, sexual orientation, social standing or other forms of discrimination to intervene between my duty and my patient;

I will respect the confidences with which I will be entrusted;

I will give gratitude and respect to those from whom I have learned my Science and my Art;

I will uphold the integrity of the medical profession;

I will cultivate peace in both personal conduct and political expression;

I will not use my knowledge contrary to the spirit of this Affirmation.

I make these promises in witness of those who have stood here before me, and those will come after,

Solemnly, freely, and upon my honor."

Based on the Declaration of Geneva, as modified by the graduating class of 1990 and revised in 2008

For Prospective Students

Only at stanford.

Stanford School of Medicine offers a one-of-a-kind environment for the education and training of leaders in medicine. Our unique offerings include:

• A flexible MD curriculum with multiple learning pathways
• A diversity of clinical and leadership opportunities within and outside of Stanford
• A wide range of dual degree opportunities at the medical school and schools across Stanford University
• Subsidized dual degree programs for students who also want to complete a PhD degree at Stanford
• A strong sense of community with an intimate cohort size of 90-100 students
• A co-location with other schools at Stanford University and a beautiful campus embedded in Silicon Valley, the country's innovation center

MD Admissions

The School of Medicine recruits students who are passionate about their interests and who bring enthusiasm and creativity to their work. To learn more, visit MD Admissions

Physician-Scientist Training Program

The Stanford Medicine Physician-Scientist Training Program (PSTP) enable students to pursue their interests in laboratory or biomedical informatics research as an integral part of their Stanford experience. To learn more, visit  PSTP  

Medical Scientist Training Program

The Stanford Medical Scientist Training Program (MSTP) provides a rich environment and unparalleled opportunities for students to pursue a career in academic investigative medicine. To learn more, visit MSTP

Scholarly Concentrations

Scholarly Concentrations are a required part of the Medical Student Curriculum, providing students with opportunities to pursue in-depth learning and scholarship in areas of interest. To learn more, visit SC

Doctor of Medicine (MD) section navigation

Md curriculum.

Highlights of the MD Curriculum

The MD curriculum was designed by the faculty and student leadership in keeping with the following desired characteristics of Emory School of Medicine graduates.

• Superb clinicians who demonstrate the highest degree of professionalism, outstanding clinical competency and problem-solving skills, and the ability to understand and utilize basic science in the clinical setting
• Curious and creative thinkers with the ability to utilize available resources to answer clinical and research questions and to assess information critically
• Lifelong adult learners with the ability to take ownership of their own present and future educational needs
• Physicians who continue to be passionate about medicine and about making a difference, who are involved in and appreciate efforts to improve the health of local and global communities, and who see medicine as a profession that seeks to address issues of social justice
• Physicians committed to understanding the sociological, psychological, and economic issues of the patient, the family, and the community
• Future leaders eager and able to play leadership roles in their chosen field of medicine or biomedical science, and in their community

The Emory University School of Medicine MD curriculum prepares you to:

• Cultivate professional attitudes and behaviors under the guidance of skilled clinicians
• Integrate basic and clinical science
• Begin clinical clerkships in the middle of the M2 Year
• Complete all core rotations before applying to residency programs
• Gain valuable hands-on exposure to specialty and subspecialty fields
• Graduate with the experience of completing their own research project; writing an academic paper; and acquiring presentation skills
• Benefit from a diverse and committed faculty
• Develop close, one-on-one relationships and mentorships with multiple faculty members
• Develop supportive relationships with small group classmates, spanning the entire four years of medical school
• Care for patients earlier
• Understand and meet the needs of our evolving communities and populations
• Develop critical professional attitudes and skills that foster compassion and empathy
• Develop team leadership skills with healthcare professionals from other disciplines, such as physician assistants, nurses, medical imaging specialists, genetic counselors, and physical therapists
• Practice critical skills in simulated, highly realistic team-training exercises
• Graduate well-prepared for life as a successful and fulfilled physician

Four Phases in Four Years

Include Foundations of Medicine, Application of Medical Sciences, Discovery, & Translation of Medical Sciences

Clinical Training

You learn clinical skills in a wide variety of clinical environments. Students first learn basic communication skills within their small groups.

Societies & Small Group Learning

An integral part of the curriculum involves our Society System. There are four Societies (named after four historic physicians) with four experienced

The M.D. Program at Harvard Medical School comprises two curricular tracks, Pathways and Health Sciences & Technology (HST). Pathways incorporates pedagogical approaches that foster active learning and critical thinking, earlier clinical experience, advanced clinical and basic/population science experiences, and a scholarly project. HST is a joint program with the Massachusetts Institute of Technology (MIT) and is oriented toward students with declared interest in careers in biomedical research or a strong interest and background in physical or molecular science.

Harvard Medical School (HMS) offers Harvard medical students the opportunity to complete a Master of Academic Discipline (M.A.D.) degree between the third and fourth years of medical school, following completion of the Principal Clinical Experience (PCE) phase of the M.D. curriculum. Students who enroll in the MD-MAD dual degree complete a 36-credit Master of Academic Discipline course of study, which includes a four-credit capstone requirement, in addition to the requirements for the MD degree. The dual M.D.-M.A.D. degree is currently offered in the Master of Bioethics, Master of Biomedical Informatics and Master of Healthcare Quality and Safety degree programs.

Harvard Medical School (HMS) offers Harvard medical students the opportunity to complete a Master of Medical Science (M.M.Sc.) degree between the third and fourth years of medical school, following completion of the Principal Clinical Experience (PCE) phase of the M.D. curriculum. Students who enroll in the M.D.-M.M.Sc. program complete a 56-credit Master of Medical Sciences course of study, as well as the 32-credit mentored research requirement, in addition to the requirements for the M.D. degree. The dual M.D.-M.M.Sc. degree is currently offered in the following programs: Clinical Investigation, Global Health Delivery, Immunology, and Medical Education.

Doctor of Medicine, MD

School of medicine.

The curriculum is organized to allow each of our graduates to achieve the eleven educational objectives noted in the Mission and Medical Education Program Objectives for the Johns Hopkins University School of Medicine . The regular M.D. curriculum comprises four academic years designated First through Fourth Years. The academic requirements of this program can be combined with graduate study leading to a Master's or Ph.D. degree. 

The Genes to Society curriculum is highly integrated both vertically and horizontally across the four years. Elective time is available beginning in Quarter 4 of the Second Year. Elective courses are described in the programs of the various departments in the section under Departments and Divisions, Centers, Institutes, and Subjects of Instruction. This information is supplemented by an elective book which is updated annually. Selected students may interrupt the regular curriculum for one or more years in order to pursue special studies.

The study of science basic to the practice of medicine begins in the First Year with four months of Foundations courses, including Foundations of Human Anatomy, Scientific Foundations, Clinical Foundations, and Foundations in Public Health: Epidemiology, Ethics, and the Health Care System. These courses are intended to introduce students to the basic language and concepts of biomedical science, including molecular biology, cell biology, biochemistry, anatomy, and the social and behavioral sciences. During Clinical Foundations, students begin training in the physician-patient medical interview, physical diagnostics, and clinical reasoning. Each student is assigned a college advisor (see Student Advising, page 77) upon entry to medical school, who serves as the instructor in Clinical Foundations, and academic and career advisor for the remainder of the four years.

Following winter break in First Year, students begin an 13-month organ systems-based course, Organ Systems Foundations of Medicine, which presents genetics, molecular biology, advanced anatomy, physiology, pathology, pathophysiology, and clinical presentations related to each organ system. Immunology, Infectious Disease, Dermatology, Hematology/Oncology, Brain, Mind and Behavior, and Nerve System and Special Senses are covered in the First Year. One half-day per week is devoted to a precepted clinical experience, the Longitudinal Ambulatory Clerkship, which provides further training in patient-centered interviewing, physical diagnosis, and health care systems.

Beginning with the first week of medical school and periodically in between courses, 3-day TIME (Topics in Interdisciplinary Medicine) courses will focus students on a multidisciplinary topic related to the social and behavioral sciences. The First Year TIME courses are Disparities and Inequalities in Health Care, Nutrition and Behavior Change, High Value Healthcare, Disaster Medicine, Clinical Informatics, Global Health, and Pain Care. Students will have a variety of lecture and small group discussions supplemented by experiential and skill learning in each course. In the afternoons of these TIME courses students will be attending a Scholarly Concentration course in one of five concentrations: Basic Science Research, Clinical Research, Public and Community Health Service, Ethics and the Art of Medicine, and History of Medicine. Beginning as a seminar series, each student will eventually complete a mentored scholarly project by the end of the Second Year of study.

Second Year students return in late August to complete the Organ Systems Foundations of Medicine course in the following organ systems: Pulmonary, Renal, Cardiovascular, GI/Liver, Endocrine, Musculoskeletal, and Reproductive. The Longitudinal Clerkship continues one-half day per week until the winter break. The TIME courses in the Second Year are Substance Use Disorders, Patient Safety, and End-of-Life/Palliative Care. The Organ Systems Foundations of Medicine course ends in February of the Second Year, and is followed by a 3-week Transitions to the Wards course, which provides intensive training in procedural skills, team communication skills, and clinical reasoning in preparation for the hospital-based clerkships that follow.

In the final quarter of the Second Year, students begin the core clinical clerkships. These are 8-week rotations in the clinical disciplines of Medicine, Surgery, Pediatrics, and Women’s Health; 4-week rotations in Neurology and Psychiatry; and a 4.5-week rotation in Emergency Medicine. A week of Translational Science is required after each 8-week clerkship; during these weeks, students will return to a discussion of state of the art biomedical investigation. Students may elect to delay one Third Year 8-week rotation, but should complete this required core of rotation by the end of the first quarter in Year 4. Two 1-month advanced clinical rotations are required prior to graduation: a Subinternship and either the Advanced Critical Care Clerkship or the Advanced Adult Ambulatory Clerkship.

The clinical clerkships are devoted to the study of health and disease in the various clinical departments of the School of Medicine, The Johns Hopkins Hospital, Johns Hopkins Bayview Medical Center, Howard County General Hospital, Johns Hopkins All Children’s Hospital, Sinai Hospital of Baltimore, Anne Arundel Medical Center, St. Agnes Hospital, and other affiliated hospitals. Students are introduced to practical clinical problems through instruction and participation in a health care team. Elective courses available in every department range from direct participation in current biomedical research to advanced clinical work. Many clerkships and elective courses may be taken during the summer.

In addition to the advanced clinical clerkships noted above, students are required to complete a 2-week capstone course in the Fourth Year designed to refresh clinical skills and prepare them for internship. This course, Transition to Residency and Internship and Preparation for Life (TRIPLE), is offered twice in the spring of the Fourth Year, and includes simulation-based training, advanced cardiac life support, and advanced communication skills.

The academic year for first year students begins in August and ends in mid-June. There is a Thanksgiving break, winter break in December and a spring break in March.

Between the First and Second Years, there is a summer vacation of seven to nine weeks when students may engage in research or other studies. Students must arrange their schedules to include, between the start of the fourth quarter of the Second Year and graduation in May of the Fourth Year, 7 quarters of required clinical clerkships and 24.5 weeks of elective work; two additional vacation periods may also be scheduled. At the student’s discretion, vacation quarters may be used for research, board preparation, or additional elective study. Graduating students cannot schedule required core or advanced clerkships during the fourth quarter of the Fourth Year, unless approved by the Associate Dean for Student Affairs.

The total number of students in each class of the regular four year program is 120.

Programs in which elective study and research leading to graduate degrees are integrated with the medical program are described in a later section (“M.D.-Ph.D. Programs”). A limited number of stipends are available for students who wish to devote one full year to research.

Approval may be granted for elective study at institutions other than the Johns Hopkins University. In such instances, the student must present a description of the elective including goals and objectives to the Associate Dean for Student Affairs for approval. Electives are generally 4-4.5 weeks in length, and may not overlap with required courses for Johns Hopkins School of Medicine students.  One of the required elective quarters may be taken at another non-affiliated medical institution. Students desiring to study at other institutions must make final arrangements through the Office of the Registrar of the Johns Hopkins University School of Medicine.

Students visiting other institutions and those who devote their free time to elective courses in this institution will be held responsible for proficient work just as in the case of the required subjects of instruction.

Formal registration for elective quarter programs is through the Office of the Registrar of the School of Medicine. The elective work for the Second through the Fourth Years is denoted by the symbol E (e.g., Neurology E). Such courses are listed numerically by department or sub-department. The catalogue does not list all elective courses. The Elective Book, an up-to-date description of all elective opportunities, is maintained by the Registrar and is available from the Registrar’s Office or the following website: http://www.hopkinsmedicine.org/som/students/Academics/electives.html .

Required Work

The required departmental work for each course and core clerkship is usually regarded as a unit. It may be offered and graded as a single course, although the catalogue may indicate various course elements that comprise the whole. Formal registration for all required courses must be made through the Registrar of the School of Medicine.

Requirements for M.D. Degree

To be eligible for the M.D. degree, candidates must successfully complete the prescribed course of study of the First through the Fourth Years.

Preparation for Medical School

The courses taken and the grades earned are but a portion of an applicant’s credentials. Certain areas of study (i.e. introductory biology, chemistry, physics and organic chemistry with associated laboratory exercises, and calculus) have traditionally been of value to medical students. Beyond the successful fulfillment of these basic prerequisites the Committee on Admissions is concerned solely with the quality and scope of an applicant’s undergraduate educational experience. The field of concentration for undergraduate studies and the selection of additional courses in the sciences and mathematics should be the choice of the student and will not affect the admissions process.

Requirements for Admission

The following general requirements must be met by all applicants:

• Accredited Institution . All applicants must be or have previously been in attendance at an institution on the list entitled “Accredited Institutions of Postsecondary Education,’’ authorized and published by the American Council on Education, One DuPont Circle, N.W., Washington, D.C. 20036. Extension or evening courses taken in fulfillment of premedical course requirements are not acceptable unless they are identical to courses offered in the college’s regular academic program. Preparation in foreign universities, in most cases, must be supplemented by a year or more of course work in an accredited United States university. The School of Medicine accepts prerequisites completed at the community college level. The change in policy acknowledges that as part of the holistic review process used to select applicants to interview at Hopkins, many factors are considered. These factors include the rigor of the applicant’s course of studies, grades, MCAT scores, clinical and research exposure, letters of recommendation, personal statement, and the applicant’s understanding of medicine. In addition, we consider the path the applicants have taken which led to their desire to apply to medical school and become a physician.
• Required Academic Work. A list of specific pre-medical course requirements may be found under Course Requirements for Regular MD and MD-PhD Applicants. In order to assess the classroom performance of an applicant, the Committee on Admission requires that all of the coursework submitted in fulfillment of admission requirements must be evaluated on the basis of a traditional grading system. Such a system must employ a range of numbers or letters to indicate the comparative level of performance. If the applicant has received a grade of Pass/Credit for any of the specified premedical course requirements, the instructor must supply, in writing, a statement evaluating the student’s performance in that course. CLEP credits may not be substituted for any course requirement.
• Conditions of Admission. Students admitted to the School of Medicine on a conditional basis (i.e., requirement(s) yet to be completed) must fulfill those conditions prior to matriculation in the School of Medicine.
• Standardized Testing. The Medical College Admissions Test (MCAT) is required for acceptance. The MCAT must be taken no later than September in the year the application is submitted. The oldest MCAT considered will be from four years prior to the year of matriculation.
• Letters of Recommendation. A recommendation from the applicant’s college premedical committee or an officially designated premedical advisor is required. If the college does not have a premedical advisor or premedical committee, two letters of recommendation are required from science faculty members in science departments who have taught the applicant and one non-science faculty member who has also taught the applicant. In addition to the letters indicated above, applicants with advanced degrees and/or full-time employment are required to submit recommendations from each component of their education and major work experiences.  In addition to those letters required for application to the MD Program, two additional letters of recommendation are required for all MD-PhD applicants. These letters are typically from faculty with whom the applicant has done research.
• Non-U.S. Citizen Applicants. Preparation in foreign universities, in most cases, must be supplemented by a year or more of course work in an accredited United States university. Official transcripts are required from all colleges attended outside the United States and Canada. Non-U.S. resident students are not eligible for federal or state funds. Financial aid funding is available to all current and newly admitted non-U.S. resident medical students. Financial aid assistance will be provided in the form of institutional loan and/or scholarship.
• Application Review. Following receipt of all required credentials, the committee on admission will review applications and make interview decisions. Applicants selected for interview will be notified by the committee. 

Application for Admission

Applicants must first submit an online application at American Medical College Application Service (AMCAS). The deadline for submitting an application to AMCAS for Johns Hopkins is October 15th.

Once you have completed your AMCAS application and it is verified, you will be invited to submit the Johns Hopkins University School of Medicine secondary application. The deadline for submission of the secondary application for admission to either program is November 1st. 

Letters of recommendation to either the MD or MD-PhD Programs must be received by November 15th. 

Application Fee: The secondary application fee is non-refundable and must be paid online when submitting the secondary application. The application fee will be waived for applicants who have received an AMCAS fee waiver. Specific details are available in the secondary application instructions.

Committee on Admissions, Johns Hopkins University School of Medicine, 733 N. Broadway, Suite G-49, Baltimore, MD 21205 or via email at [email protected] .

Accepted Applicants: It is the policy of the Johns Hopkins University School of Medicine to require criminal background investigations on accepted students in any professional or graduate program at the School of Medicine, interns, residents, and clinical fellows in any Graduate Medical Education program sponsored by Johns Hopkins, and other clinical and research postdoctoral fellows at the School of Medicine.

School of Medicine Technical Standards for Admission

Technical standards for medical students.

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The mission of the Johns Hopkins School of Medicine is to prepare physicians to practice clinical medicine of the highest standard with compassion and to identify and solve fundamental questions in the mechanisms, prevention and treatment of disease, in health care delivery and in the basic sciences. 

JHUSOM is committed to diversity and to attracting and educating students who will make the population of health care professional representative of the national population.  

Although students learn under the supervision of faculty, students interact with patients throughout their medical school education. Patient safety and wellbeing are therefore critical factors in establishing requirements involving the physical, cognitive, and interpersonal abilities of candidates for admission, promotion, and graduation. The necessary abilities and characteristics described below are also referred to as technical standards. They are defined in several broad categories including observation, communication, motor function, intellectual-conceptual, integrative, quantitative abilities, social and behavioral skills, and legal and ethical standards.

JHUSOM will consider for admission any applicant who meets its academic and nonacademic criteria and who demonstrates the ability to perform the skills listed in this document, with or without reasonable accommodations. 

The stated intention of a medical student to practice only specific areas of clinical medicine, or to pursue a non-clinical career, does not alter the School of Medicine’s requirement that all medical students achieve competence in the full curriculum required by the faculty.

Technical Standards 

Observation:  .

Medical students must acquire information as presented through demonstrations and experiences in the foundational sciences. Medical students must be able to obtain and interpret information through a comprehensive assessment of patients, correctly interpret diagnostic representations of patients’ physiological data, and accurately evaluate patients’ conditions and responses.   

Communication:  

Medical students must exhibit interpersonal skills to enable effective caregiving for patients, including the ability to communicate effectively, with all members of a multidisciplinary health-care team, patients, and those supporting patients. Medical students must be able to record information clearly and accurately interpret verbal and nonverbal communication.  

Motor Functions:  

Medical students must be able to perform routine physical examination and diagnostic maneuvers. Medical students must be able to provide general care and emergency treatment for patients, and to respond to emergency situations in a timely manner. These activities require some physical mobility, coordination of both gross and fine motor neuromuscular functions, and balance and equilibrium. Medical students must be able to meet applicable safety standards for the environment, and to follow universal precaution procedures.  

Intellectual-Conceptual, Integrative and Quantitative Abilities: 

Medical students must be able to effectively interpret, assimilate, understand, and communicate the complex information required to function within the medical school curriculum both in person and via remote technology, and engage in problem solving individually and in small groups. Medical students must demonstrate the ability to comprehend three-dimensional relationships and adapt to different learning environments and modalities.

Behavioral and Social Attributes:  

Medical students must exercise good judgment; attend to the responsibilities necessary for the care of patients; and develop mature, sensitive, and effective relationships with patients. Medical students must demonstrate the skills required to effectively manage heavy workloads, function under stress, adapt to changing environments, display flexibility, and learn to function in the face of the uncertainties inherent in the clinical problems of patients. Medical students are expected to exhibit professionalism, personal accountability, compassion, integrity, concern for others, and interpersonal skills including the ability to accept and apply feedback and treat all individuals in a respectful manner, regardless of gender identity, age, race, sexual orientation, religion, disability, or any other protected status.   

Ethics and Professionalism 

Medical students must maintain and display ethical and moral behavior commensurate with the role of a physician in all interactions with patients, faculty, staff, students, and the public. Medical students should understand and function within the legal and ethical aspects of the practice of medicine. 

The technical standards delineated above must be met with or without accommodation. Students who, after review of the technical standards, determine that they require reasonable accommodation to fully engage in the program should contact Student Disability Services to confidentially discuss their accommodation needs. Given the clinical nature of our programs, time may be needed to create and implement the accommodations. Accommodations are not retroactive; therefore, timely requests are essential and encouraged.  

Equal Access to the JHUSOM Educational Program   

Our core values translate into our work with all students, including those with disabilities. JHUSOM actively collaborates with students to develop innovative ways to ensure accessibility and creates a respectful accountable culture through our confidential disability services. JHUSOM is committed to excellence in accessibility; we encourage students with disabilities to disclose and seek accommodations.

Candidates with Disabilities   

• Candidates who have questions about or want to request accommodations, auxiliary aids and/or services should contact Student Disability Services .
• In accordance with Johns Hopkins’ policies which, in turn, embody applicable federal, state, and local laws (e.g., the Americans with Disabilities Act and the Rehabilitation Act), the Medical School does not discriminate in admissions or educational programs against any individual on the basis of their disability or handicap. No otherwise qualified individual with a disability/handicap will be excluded from admission. 
• All candidates must be able to perform essential functions in a reasonably independent manner. Their use of senses such as touch, pain, temperature position, pressure, movement, stereognosis, and vibration must be sufficiently intact to enable them to carry out all activities required for a complete medical education. Candidates must have motor function capabilities to meet the demands of medical education and the demands of total patient care. The candidates for the medical degree must be able to independently demonstrate a range of abilities and skills. The use of trained intermediaries to carry out functions described in the technical standards will not be permitted. Intermediaries, no matter how well trained, apply their own powers of selection and observation, which could affect the student’s judgment and performance.

Requests for Accommodations  

• A candidate who has not been offered admission to the School of Medicine may disclose a disability and request accommodation during the admission process.  This is not required unless the candidate wants to request an accommodation for the admission process .  
• After admission, medical students (including admittees who have not yet accepted a place in a class at the School of Medicine, admittees who have accepted a place, and matriculating medical students) can disclose a disability and request accommodation through the Student Disability Services office  using our on-line registration system.  Documentation for accommodations must provide the specific functional limitations in which the student is seeking accommodations for. 
• While medical students can disclose a disability and request an accommodation at any time during their enrollment, students are encouraged to disclose the need for accommodation(s) as soon as possible. Time for documentation review and arrangement of accommodation(s) is necessary and may take up to four to six weeks. Accommodations are not retroactive. 

Ability to Meet the SOM Technical Standards   

Candidates for admission must review and verify their ability to meet the School of Medicine technical standards when completing the application for admission.

If at any point an enrolled medical student ceases to meet the technical standards of the School of Medicine, they may choose to work with Student Disability Services to determine if reasonable accommodations could remove barriers. They also may work with the Office of Medical Student Affairs to see what other services are available. Should, despite reasonable accommodation (whether the candidate chooses to use the accommodation or not), a candidate or student’s existing or acquired disability interferes with patient or peer safety, or otherwise impede the ability to complete Johns Hopkins School of Medicine’s undifferentiated program and advance to graduation, residency, training, or licensure, the candidate may be denied admission or may be separated, discontinued, or dismissed from the program.

Responsibility 

Monitoring of the ability of a candidate or student to meet the technical standards is the responsibility of a continuum of School of Medicine committees, faculty, and the medical student. For medical students who have matriculated into the School of Medicine, issues related to technical standards are evaluated by the Pre-Clerkship or Clerkship Student Assessment and Formational Committee and the Medical Student Promotions Committee and considered on an individual basis.

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Early Decision

We do not accept applications for early decision.

Deferred Admission

The Deferred Admission Plan enables students to diversify their educational and life experiences as they prepare for a career in medicine. Deferred admission may be approved for a period of one to two years to pursue international fellowships (Rhodes, Rotary, Marshall, Watson, Fulbright scholarships, etc.), join the Peace Corps, participate in service assignments in the United States or abroad, teach, or conduct research. Admitted applicants who are interested in deferring their matriculation into the first-year class, must submit a written request by April 15th for review and approval by the Deferral Committee. If approved, applicants must complete an AMCAS application by October 1st of the year prior to matriculation. Please contact the Admissions Office for further information.

Combined Study-MD-PhD

The Committee on Admission accepts applications not only from applicants for the MD program but from those who are interested in a combined MD-PhD degree. Provided with the Johns Hopkins application for the MD program is a supplemental form which should be completed by those applicants for the combined degree. Under the section “Graduate Programs’’ in this catalogue, those departments which offer study leading to a PhD degree are listed. When the application for the MD program as well as the “Application Supplement for Admission to Combined MD-PhD Study” are received along with all necessary letters of recommendation, they will be reviewed by the Committee on Admission, the MD-PhD Committee, and by the appropriate graduate department. If admitted to both degree programs, the student will ordinarily be expected to complete at least the first year of MD study before starting full-time PhD work. Students initially accepted for only one of the two degrees are eligible to reapply for study towards the other at a later time. Students enrolled in the MD program can make application for a graduate program at any time during the course of their medical training. See section entitled “The Training of Medical Scientists: MD- PhD Programs.”

Advanced Standing

Due to space limitations, the School of Medicine is unable to admit transfer students.

Doctor of Medicine

Persons who have already received the degree of Doctor of Medicine elsewhere or the equivalent will not be admitted as candidates for that degree from the Johns Hopkins University.

Course Requirements for Regular MD and MD-PhD Applicants

• Biology College Biology with laboratory, one year (8 semester hours) The student should have an appreciation for the diversity of life such as viruses, prokaryotes, plants and animals, and a familiarity with the life cycles and metabolic activities of these organisms. The student should attain a basic understanding of the structure and function of the mammalian cell. Included should be a basic understanding of mammalian genetics. Applicants with Advanced Placement (AP) or International Baccalaureate (IB) credits in biology, acceptable to the student’s undergraduate college, may be used in fulfillment of the requirement, but they must take one additional semester of an advanced biology with lab. Individuals who have completed their studies in biology more than 4 years prior to their application are strongly advised to take a one semester advanced mammalian biology course. We will accept online prerequisite courses completed at an accredited college or university.
• Chemistry General college chemistry with laboratory, one year (8 semester hours) Organic Chemistry with laboratory, one semester, and one semester of biochemistry without a laboratory. The student should have knowledge of chemical equilibrium and thermodynamics, acid/base chemistry, the nature of ions in solution and redox reactions, the structure of molecules with special emphasis on bioorganic compounds, reaction rates, binding coefficients, and reaction mechanisms involved in enzyme kinetics. Also important is a basic understanding of the structure of nucleic acids including how they store and transfer information. Applicants with Advanced Placement (AP) or International Baccalaureate (IB) credits in general chemistry acceptable to the student’s undergraduate college, may be used in fulfillment of the requirement, but they must take one additional semester of an advanced chemistry with lab. We will accept online prerequisite courses completed at an accredited college or university.
• Humanities, Social, & Behavioral Sciences The study of the humanities, social, and behavioral sciences is an essential foundation for the study of medicine. (24 semester hours) An applicant’s educational experience must include at least 24 semester hours in these disciplines. Effective communication skills are essential and candidates must be proficient in spoken and written English and be able to communicate well. Successful passage of the TOEFL examination is required for all students whose undergraduate instruction was conducted primarily in a language other than English. We will accept online prerequisite courses completed at an accredited college or university.
• Mathematics Calculus or statistics, one year (minimum of 6 semester hours) Mathematics courses should enable the student to develop equations, to interpret graphical representations of function, and to evaluate probability involved in testing hypotheses. Advanced Placement (AP) or International Baccalaureate (IB) credit for calculus, acceptable to the student’s undergraduate college, may be used in fulfillment of the math requirement. Regardless of such credit, it is strongly recommended that applicants take at least one semester of statistics or epidemiology. We will accept online prerequisite courses completed at an accredited college or university.
• Physics General College Physics with laboratory, one year (8 semester hours) The student should have an understanding of the constants and units of physical measurement; Newtonian mechanics; the physical properties of various states of matter such as liquids, solids, and gases; and the basic aspects of electricity, magnetism, and optics. Advanced Placement (AP) or International Baccalaureate (IB) credit for physics, acceptable to the student’s undergraduate college, may be used in fulfillment of the physics requirement. We will accept online prerequisite courses completed at an accredited college or university.

Program Requirements

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• not an Australian permanent resident, or
• a temporary resident (visa status) of Australia.

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Doctor of Medicine

Our UQ Doctor of Medicine will provide you with a world-class medical education. You'll gain hands-on experience preparing you to work in any global setting.

We nurture and educate medical graduates who are clinically excellent, team players, kind and compassionate, serve responsibly and dedicated to continual improvement of health among people and communities.

From 2023, we’ll be offering our revisioned Doctor of Medicine (MD) program, designed to build on the enthusiasm, maturity and diversity of our students. It features a streamlined structure that takes an integrated approach to active learning. Across the program you’ll be able to tailor your learning by choosing enrichment opportunities.

You'll join a 'learning community', a clinical home for your ongoing learning through the program.

• Year 1 focuses on fundamental concepts of medical sciences, clinical, professional and procedural skills, and the role of the doctor.
• Year 2, learn in clinical practice settings, developing knowledge and skills for medical practice, focusing on symptomatology of common conditions and clinical reasoning. 
• Year 3, be immersed in hospital and community settings, with structured teaching and clinical learning in the workplace.  

Your final semester is a dedicated Transition to Practice term where you will be an active pre-intern member of a clinical team – this will help you make the safe and effective transition to internship/residency and your ongoing medical career. 

USA citizen or permanent resident? You may be interested in our Doctor of Medicine (Ochsner) program, which provides students with an opportunity to spend 2 years in Brisbane, Australia and 2 years in New Orleans, Louisiana. Learn more

Program highlights

• Develop the advanced critical thinking and clinical reasoning skills required for safe, high-quality clinical practice.
• Build your own unique medical degree.
• Integrated, clinically-contextualised learning with early patient contact.
• Incorporate research into your medical degree.
• Accredited by the Australian Medical Council and recognised by the Medical Board of Australia.

31 in the world for life sciences and medicine

QS World University Rankings 2024

39 in the world for public health

Global Ranking of Academic Subjects 2023

How you'll learn

Your learning experiences are designed to best suit the learning outcomes of the courses you choose.

• Work placements
• Overseas study
• Laboratory work
• Peer-assisted study sessions

What you'll study

At UQ, degrees are called 'programs' and subjects are called 'courses'. Here's a sample of the courses you could study in this program:

• Foundations of Medicine
• Developing Skills in Medicine
• Clinical Immersion
• Advanced Practice
• Transition to Practice

See courses and program structure

Career possibilities

Postgraduate study can take you anywhere. Here are some of the careers you could be on your way to:

• General practitioner
• Patient assessor
• Public health manager
• Clinical academic
• Clinical research coordinator
• International aid worker
• Defence force member

Professional memberships

When you graduate, you may be eligible for memberships with the following professional organisations. Contact the organisation to find out how to become a member.

• Medical Board of Queensland

Program accreditation

The Doctor of Medicine is accredited by:

• Australian Medical Council

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Entry requirements

To be eligible for entry, you'll need:

• an adjusted ATAR 95 (or equivalent)
• Queensland Year 12 ( or equivalent ) English
• a competitive University Clinical Aptitude Test for Australia and New Zealand (UCAT ANZ) aggregate score from the year you apply, and
• to attend a multiple mini-interview (MMI) .
• to complete your first degree at UQ within the minimum time specified for the program
• a grade point average (GPA) of 5.0 on a 7-point scale in your first degree, and
• to complete the MD subject prerequisite courses .
• a bachelor's degree (or equivalent) (known as a key degree)
• a grade point average (GPA) of 5.0 on a 7-point scale in your key degree
• a minimum score of 50 in each section of the Graduate Medical School Admissions Test (GAMSAT) or for international applicants 504 in the Medical College Admission Test (MCAT)
• to attend a multiple mini-interview (MMI) , and
• successful completion of the required MD subject prerequisite courses .
• your key degree within 10 years prior to the year you commence the MD, and
• the GAMSAT or MCAT within 4 years before the year you commence.

GPA equivalent

Select where you studied and your qualification to see the GPA equivalent you need to be considered for this program.

Use the GPA equivalent as a guide. When you apply, we’ll calculate your GPA using the UQ grading scale. Any failing grades will be included. Entry requirements are subject to change.

Equivalent subjects

English language requirements.

IELTS overall 7; reading 7; writing 7; speaking 7; listening 7. For other English Language Proficiency Tests and Scores approved for UQ

TOEFL iBT (including Paper Edition) - Overall 100, listening 25, reading 25, writing 27, speaking 23.

PTE Academic - Overall 72, sub bands minimum 72.

CES - Overall 185, All sub bands minimum 185.

Other OET - A minimum grade of B for each sub skill (L,S,R,W).

BE is not accepted.

There are other ways to meet the English language requirements. For some programs, additional conditions apply.

Learn how to meet the English language requirements

Student visas

International students who are accepted into full-time study in the Doctor of Medicine are eligible to apply for an Australian student visa (subclass 500).

There are a number of requirements you must satisfy before a visa is granted, including the Genuine Student (GS) requirement.

Learn more about student visas

Additional application information

There are additional entry pathways if you:

• are an Aboriginal or Torres Strait Islander student
• want to study in the Darling Downs or Southwest Queensland region
• want to study in the Central Queensland and Wide Bay region
• are a US citizen or Permanent Resident seeking to study in Australia and America

Fees and Scholarships

Indicative annual fee.

Approximate yearly cost of tuition (16 units). Your fees will vary according to your selected courses and study load. Fees are reviewed each year and may increase.

If you’re a provisional entry student, you’ll also need to pay fees for your chosen undergraduate program.

Student Services and Amenities Fee (SSAF)

In addition to course fees, you'll also be charged an SSAF. This used to fund non-academic services for students, including sports and recreation, employment and career advice, child care and food services. Learn more about the Student Services and Amenities Fee (SSAF)

Approximate yearly cost of full-time tuition (16 units). Your fees will vary according to your selected courses and study load. Fees are reviewed each year and may increase.

AUD $91,819

Additional costs.

• Students are expected to fund travel and living expenses associated with placements, some of which may be outside the Brisbane metropolitan area.
• First Aid Certificate (including CPR) (approximately $130 renewed every 3 years)
• Police check for criminal history ($45)
• Costs for vaccinations and serology are the responsibility of the student and will vary based on individual and program requirements.

Government assistance

Financial aid.

As an international student, you might be eligible for financial aid – either from your home country, or from the Australian Government.

Learn more about financial aid

Domestic places in the Doctor of Medicine are Commonwealth Supported. This means the cost of your education is shared between you and the Australian Government.

Instead of tuition fees, Commonwealth Supported students pay what are called student contribution amounts.

HECS-HELP is an Australian Government loan scheme to assist eligible students with the cost of their student contribution amounts.

Learn more about HECS-HELP

Commonwealth supported places (CSPs)

Commonwealth supported places are offered in 2 categories: bonded and  non-bonded . 

Bonded Medical Program (BMP) : This Australian Government initiative aims to proactively improve health services and reduce doctor shortages outside metropolitan areas. 28.5% of all Doctor of Medicine CSP offers to a medical program at UQ are made in return for a commitment to work in eligible regional, rural, and remote areas for a specified period after completion of the MD program. 

Commonwealth Supported Places (non-bonded medical places) : Approximately 71.5 % of all Doctor of Medicine CSP offers are to non-bonded places. 

Learn more about Commonwealth supported places

Centrelink support

The Australian Government offers a number of income-support payments to eligible Australian university students.

Learn about Centrelink payments for students

Scholarships

You may be eligible for more than 100 scholarships, including:

Applying online

How you apply depends on what type of applicant you are.

Provisional entry (for school leavers)

If you're finishing high school, you'll apply to the Doctor of Medicine through the provisional entry pathway. Choose your situation to view how to apply:

• I want to apply to study in Greater Brisbane

Graduate entry (for university graduates)

If you have completed or are in your final year of a bachelor's degree, you can enter the Doctor of Medicine through the graduate entry pathway. Choose your situation to view how to apply:

• I want to apply to study in Greater Brisbane
• I'm a US citizen or Permanent Resident and want to study in Australia and America
• I want to apply to study in Greater Brisbane
• I want to apply to study in the Darling Downs and South West Queensland region
• I want to apply to study in the Central Queensland and Wide Bay region
• I'm an Aboriginal and/or Torres Strait Islander student
• I want to apply to study in Greater Brisbane

Important dates

Check the important dates that apply to your situation.

• See important dates for provisional entry (for school leavers)
• See important dates for graduate entry (for university graduates)

The closing date for this program is:

• Please refer to the GEMSAS website for application dates.
• Please refer to the QTAC website ( www.qtac.edu.au ) for details of closing dates for the submission of applications, documentation and changes of preference.

To learn more about UQ dates, including semester start dates, view the Academic Calendar .

Aboriginal and Torres Strait Islander applicants

For support with applying – or if you have any questions about university life – get in touch with our Aboriginal and Torres Strait Islander Studies Unit.

Contact the ATSIS Unit

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How to Become a Doctor: A Step-by Step Guide

Becoming a physician is a lengthy process that requires years of hard work and tremendous patience.

How to Become a Doctor: A Guide

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A young person who dreams of becoming a doctor should investigate the profession as much as possible before embarking on this arduous career path.

There are few professions with higher stakes than the field of medicine. The consequences of a doctor's decisions can be enormous, leading to either marvelous or disastrous results.

Premeds and Compassion in Medicine

Ali Lotfi, M.D. Nov. 17, 2020

Becoming a physician in the U.S. is a time-consuming endeavor , and anyone who intends to pursue a medical career in this country should expect medical training to last at least seven years beyond college.

Doctors are typically well compensated. According to the U.S. Bureau of Labor Statistics, the median salary among U.S. doctors in May 2019 exceeded $200,000.

Here is a list of the rungs on the ladder into the U.S. medical profession.

• Explore your options.
• Take premed classes and earn good grades.
• Participate in meaningful extracurricular activities.
• Prep for the MCAT and ace it.
• Prepare applications to multiple medical schools.
• Impress med school interviewers and get at least one acceptance letter.
• Enroll in the right type of medical school for you.
• Pass the first two portions of the allopathic or osteopathic national medical licensing exam.
• Apply for and match with a residency program.
• Graduate from medical school.
• Start your residency and get a general medical license.
• Achieve board certification within your medical specialty or subspecialty.

Step 1: Explore Your Options

A young person who dreams of becoming a doctor should investigate the profession as much as possible before embarking on this arduous career path, experts say. Aspiring physicians should conduct informational interviews with doctors and gain some clinical experience so they can gauge whether they would excel at and enjoy the practice of medicine.

Potential doctors should also take demanding science classes to assess their personal affinity for technical fields of study, since those academic disciplines aren't right for everybody, experts say.

College hopefuls who are contemplating a career in medicine should look for undergraduate institutions with high-quality premedical student advisers and significant student research options. High school juniors and seniors who are determined to become doctors should investigate baccalaureate-M.D. programs , which can allow them to earn both a college degree and medical degree within seven years, experts suggest.

Step 2: Take Premed Classes and Earn Good Grades

Because medical schools have a significant number of academic prerequisites , premeds need to consult with their academic advisers to ensure that they take all of the necessary undergraduate courses, according to experts. Individuals who discover their desire to become doctors after they receive their college degree may opt to enroll in a post-baccalaureate premed program so that they can complete all of the required premed classes.

Petros Minasi Jr., senior director of premed programs at Kaplan, says a college's premed or prehealth adviser should be able to tell a premed precisely which undergraduate courses he or she needs to take. Premeds should not overload themselves with multiple extremely difficult classes in a single semester, Minasi warns, but they should take challenging classes as a general rule.

Solid academic performance in premed coursework is the norm among competitive med school applicants, and a stellar undergraduate GPA is a big plus.

Step 3: Participate in Meaningful Extracurricular Activities

A premed who does well in his or her courses but does nothing else is unlikely to get noticed by and admitted into top medical schools. So it's important that prospective med students do something besides study, experts say.

However, the quality of a person's activities outside the classroom matters much more than either the quantity of activities or the number of hours devoted to those activities.

Substantive scholarly research or a job as either a medical scribe or a medical assistant tends to be viewed positively in the admissions process, med school admissions officers say. They also suggest that accomplishments in nonscientific or nonmedical endeavors such as music or athletics are an asset, since they make a candidate appear to be well-rounded and suggest that he or she is an interesting person.

Dr. Mark Rosenberg, vice dean for education and academic affairs at the University of Minnesota Medical School , says that premeds should not focus on maximizing the amount of extracurricular experience they possess, since what really counts is the valuable lessons from extracurricular activities.

Rosenberg, a professor of medicine and a nephrologist, says that his med school looks for evidence of an inclination toward serving others, "socio-cultural humility" and reliability.

Dr. Megan Boysen Osborn, associate dean for students at the University of California—Irvine School of Medicine , emphasizes that it is OK to take a break between college and medical school, since that extra time can allow premeds to gain additional research and clinical experience beyond what they could get as an undergraduate.

Step 4: Prep for the MCAT and Ace It

The Medical College Admission Test is one tool that med schools use to screen applicants, so it is important for premeds to perform well on this exam. The multihour test requires extensive content knowledge; it is not a test that anyone should attempt to cram for, experts warn.

Perfect MCAT scores are rare, since the test is very hard. Premeds should research the median MCAT scores at the med schools they are most interested in, and they should take the MCAT only when they are consistently capable of reaching their target score on practice exams, experts recommend.

Step 5: Prepare Applications to Multiple Medical Schools

Because medical schools generally have lofty standards, prospective med students should take extreme care when crafting their personal statement and when drafting their secondary, school-specific application essays , according to med school admissions officials.

Osborn, an emergency medicine physician, warns med school hopefuls not to rush through the completion of their secondary application forms, since the information that med schools request is often pivotal during the selection process.

Premeds should think strategically about which extracurricular activities they include in their application and how they describe those activities, since admissions officers will scrutinize the activities list , experts suggest. Also, given the low acceptance rates at most medical schools, premeds should plan on applying to numerous schools to increase their odds of admission, experts warn, noting that it is better to err on the side of excess rather than restraint.

Step 6: Impress Med School Interviewers and Get at Least 1 Acceptance Letter

Candidates who look good on paper will be invited to medical school interviews so that admissions committees can gauge if the person is truly as outstanding as they appear on paper, so it is important to thoroughly prepare for those interviews, experts suggest.

Anyone who receives an interview invitation should bear in mind that this is a positive sign about their candidacy, experts say.

Step 7: Enroll in the Right Type of Medical School for You

Aspiring physicians can elect to attend either a research-oriented academic institution or at a school that focuses on primary care .

They also have a choice between two types of medical degrees : the Medical Doctor, or M.D., degree and the Doctor of Osteopathic Medicine, or D.O., degree. Both programs involve a mix of medical science courses and clinical rotations. However, one key difference is that D.O. schools teach numerous hands-on healing techniques that are distinctive to the practice of osteopathic medicine.

Step 8: Pass the First 2 Portions of the Allopathic or Osteopathic National Medical Licensing Exam

Allopathic and osteopathic medical students at U.S. medical schools typically take two of the three parts of their national licensing examinations during medical school, experts say. M.D. students take the United States Medical Licensing Examination, or USMLE, while D.O. students are required to take the Comprehensive Osteopathic Medical Licensing Examination of the United States, or COMLEX-USA. D.O. students may elect to take the USMLE in addition to the COMLEX-USA.

Dr. Chris Cimino, a vice president with Kaplan Medical – the unit of Kaplan that prepares aspiring doctors for the USMLE licensing exams – says the vast majority of U.S. medical students pass the licensing exams they take during med school.

Step 9: Apply for and Match With a Residency Program

Fourth-year medical students generally attempt to match with a residency program within the medical specialty they find most interesting. Most medical students participate in the National Resident Matching Program, though some get involved with specialty-specific matching programs such as those for aspiring urologists and ophthalmologists. Some medical specialties, such as orthopedic surgery , are highly competive so usually only the highest-achieving medical students are able to match.

Step 10: Graduate From Medical School

Once someone has earned a medical degree and graduated from medical school, he or she is officially a doctor. However, even after a person obtains a medical degree, he or she typically needs to complete a medical residency within a particular medical specialty, such as pediatrics or radiology , in order to practice medicine independently in his or her community.

There are some regions of the U.S. where med school grads who have not obtained residencies can work as health care providers, such as Missouri, Utah and Arkansas. The intention behind this accommodation for individuals with a medical degree but without a residency is to address doctor shortages.

Step 11: Start Your Residency and Get a General Medical License

Medical residencies vary in length, usually ranging from three to seven years depending on the specialty. Residencies allow medical school grads to learn the art and science of a particular area of medicine, whether it is obstetrics-gynecology or dermatology .

Toward the beginning of their residency, medical residents take the last part of either the USMLE or the COMLEX-USA, which makes them eligible for a general medical license that allows someone to practice medicine without being supervised by another doctor.

However, they still need to apply for a medical license in their jurisdiction, since medical licensing boards not only evaluate licensing exam scores but also conduct background checks. Licensure candidates should plan on submitting their curriculum vitae or resume to their licensing board, since one reason for the licensure procedure is to ensure that candidates are technically qualified.

Residents who want to develop extraordinary expertise within a particular niche of medicine, such as cardiology or hand surgery , may opt to pursue a medical fellowship within that field.

Step 12: Achieve Board Certification Within Your Medical Specialty or Subspecialty

After someone has completed the necessary residency and fellowship training, they must pass the applicable board exam. Then they can apply for board certification within their discipline through the American Board of Medical Specialties.

What to Consider Before Trying to Become a Doctor

Since it takes many years to become a board-certified doctor, it's foolish to pursue a career in medicine solely out of desire for prestige or money, experts say. Medicine is a demanding profession, so once someone becomes a doctor, the struggle isn't over.

Employment as a physician often requires irregular hours and sometimes involves significant stress, according to experts, and it often necessitates a degree of selflessness since there are numerous inconveniences involved in health care professions. However, there is something exhilarating about helping patients through dark times in their lives, doctors say, adding that they take pride in their work and receive gratification from improving the well-being of others.

"It's a long journey and it's a hard journey," Osborn says to aspiring doctors, "and so I hope that you enjoy each step."

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Should You Become a Doctor?

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Doctor of Medicine Program

• Social and Public Health Responsibility
• Collaboration and Communication
• Respect/ Ethical Behavior/ Professionalism
• Fiscal Responsibility and Accountability

Our Mission and Vision

The University of Maryland School of Medicine  provides an inclusive learning environment and that develops leaders in medicine who strive to improve the health and well-being of patients and communities through high-quality and equitable patient care, research, education, and engagement in a culturally relevant and socially responsible manner.

Our Vision is to create an environment where a diverse student body has the opportunity and support to achieve at the highest levels in all areas and missions of careers in medicine.

Undergraduate Medical Education Offices

The four Undergraduate Medical Education Offices work collaboratively to successfully steward our medical students from application to graduation.

Combined Degrees

MD/PhD MD/PhD Our mission is to train a diverse and creative cadre of physician- scientists who will become leaders in their chosen fields of research, develop new knowledge and translate it to enhance clinical practice. Medical Scientist Training Program (MSTP)

MD/Masters The MD/Masters Programs at the UMSOM provide medical students with advanced training in specific areas to complement and enhance their medical training and maximize opportunities after graduation.

Doctor of Medicine Program Resources

Undergraduate Medical Education Leadership

Donna Parker, MD Senior Associate Dean for Undergraduate Medical Education, Professor of Medicine 410-706-7476 [email protected]

Paul Moore, BS Instructional Support Services: Director HSF-I 316 [email protected]

Kevin Brown, MS Assistant Dean for Undergraduate Medical Education Operations [email protected] 410-706-7668

Doug Clarke, MEd Associate Director: Quality, Compliance and Accreditation HSF-I 316 [email protected]

Personalise your experience

Graduate Coursework

Doctor of Medicine

• Arrow-right #1 in Medicine in Australia
• Arrow-right #24 in Medicine globally
• Course code:   MC-DMED

Course overview

Launched in 2011 as the first Australian medical course at masters level , the Melbourne MD created a new benchmark in 21st century medical education.

Ten years later, it was time to once again take the educational lead by introducing our redesigned MD course, offering unprecedented levels of flexibility to those beginning their medical career.

Designed for students who have completed their undergraduate studies and are committed to professional training, the Melbourne MD supports both the personal and professional development of each individual. The redesigned course aims to produce high quality medical professionals who can thrive in complex environments and be the leaders of change.

It delivers advanced clinical and academic training to ensure students are prepared for the challenges of internship and an increasingly diverse medical career. With an emphasis on choice and customisation, the Melbourne MD allows students to build their own future.

Rural Pathway

As part of the University of Melbourne’s commitment to rural health, the Melbourne Medical School in the Faculty of Medicine, Dentistry and Health Sciences offers a Rural Pathway option to the Doctor of Medicine, where training for the entire degree is conducted in rural Victoria.

The first intake commenced in 2022 with a total of 30 Commonwealth-Supported Places (Bonded Medical Places) offered admission into the Doctor of Medicine through the rural pathway.

15 places are reserved in each intake for graduates of La Trobe University’s Bachelor of Biomedical Sciences (Medical) degree, based in Bendigo and Albury-Wodonga. Students must apply through VTAC or UAC and enquiries should be directed to La Trobe University.

A further 15 places are available for students who have completed an undergraduate degree and are able to demonstrate their rural origins and continuing commitment to rural life. Applications for these 15 places are made directly to the University of Melbourne. For more information on the application process for the Rural Pathway please see the How to Apply section.

For more information, please see the Rural Pathway page .

Strong partnerships

As one of the world's premier medical and research institutions, the Melbourne Medical School has strong partnerships with outstanding hospitals in the public and private sectors as well as some of Australia's leading medical research institutes. Exciting new developments in the fields of cancer, neuroscience and infectious diseases will enrich the research experiences of our students.

Recent information sessions

Doctor of medicine information session: 2025 intake.

When:   Wednesday 17 April 2024, 6.00-7.00pm AEST

Hear from key academics at the Melbourne Medical School and learn more about the Doctor of Medicine (MD). This will also be an opportunity for you to ask questions and meet our current students and find out more about their MD experiences.

Watch recording

Doctor of Medicine Rural Pathway Information Session: 2025 Intake

When:   Thursday 18 April 2024, 6.00-7.00pm AEST

Hear from key academics at the Melbourne Medical School and learn more about the MD Rural Pathway. This will also be an opportunity for you to ask questions, meet our current students and find out more about their MD Rural Pathway experiences.

Related study areas

• Programs and courses
• Doctor of Medicine (5099)

How to apply

Doctor of medicine.

• Domestic students
• International students

Program code

Available at.

Mount Gravatt

4 years full-time

Credit points

Indicative fee.

$12,500.00* per year ( more ) * 2024 indicative annual CSP fee

Admission requirements

Commencing in.

Trimester 1

• Overview and fees
• Course list and requirements
• Student support

The Doctor of Medicine (MD) program at Griffith University is a GRADUATE ENTRY program. As such, ALL applicants are to have completed or be in the final year of completing an undergraduate degree before they are eligible to apply for entry.

Applicants to the MD are encouraged from all degree backgrounds.

The medical selection criteria comprise three essential components:

• completion of a Bachelor degree or other 'key degree' (see below) achieving an overall GPA of 5.0 or above on a 7-point scale calculated using the GEMSAS schema.
• performance in the Graduate Medical School Admission Test (GAMSAT) - applicants must achieve a minimum score of 50 in each GAMSAT section.
• performance in the Griffith University Multi Station Admissions Assessment (GUMSAA) .

The GPA will be added to the GAMSAT score (50:50) by converting GPA and GAMSAT to a percentage score in order to rank applicants for selection for GUMSAA .

Applicants must have achieved a minimum GPA of 5.0 in their most recent Bachelor or other key degree. A key degree is a Bachelor degree, Honours degree, Masters (coursework or research) or a PhD .

Applicants are ranked for interview based on selections rank derived from a 50/50 combination of an unweighted GPA (converted to a percentage) and the overall GAMSAT score (also from 100). This combination rank means that a lower GAMSAT score may be offset by a higher GPA and vice versa (within the minimum requirement limits).

Griffith recognises two year accelerated Bachelor degrees or one year conversion degrees for the purposes of admission to Medicine. However, these degrees MUST be complete at the time of application.

For completed Bachelor degrees , the GPA will be calculated using the GEMSAS grading schema and will be calculated over the final three years of full-time study. Applicants who are in the final year of a Bachelor degree at the time of application will have a GPA calculated over all grades available to date.

The GPA for completed Honours degrees will have a final year GPA applied according to the classification awarded (as per the conversion table from the GEMSAS Admissions Guide, available at the GEMSAS website ). The balance of the GPA calculation will be based on the final two years of the undergraduate degree.

Completed Masters by Research only (where the degree is non-graded) will receive a GPA of 7.0 for the duration of equivalent full-time study up to a maximum of two years. The balance of the GPA calculation will be based on the final one or two years of the undergraduate degree.

Completed Masters by Coursework (or a combination of coursework and research) will have a GPA calculated from the graded components of the program for the duration of equivalent full-time years of study in the program with the balance of the GPA calculation being based on the final one or two years of the undergraduate degree.

Completed PhDs will receive an overall GPA of 7.0.

The key degree must have been completed within 10 years of the projected commencement date. Applicants whose key degree was completed outside the 10 year period will be considered for admission if they have also completed (with a passing GPA ) the equivalent of one year of full time tertiary study at Diploma level or higher within the past 10 years.

Offer types

There are 198 Commonwealth Supported Places available in the graduate entry Doctor of Medicine (MD) program at Griffith University. One of the place types has bonding arrangements.

To qualify for the bonded offer type that the School has available, applicants must be an Australian citizen or permanent resident of Australia at the time of application (citizens of New Zealand do not meet this requirement).

Approximately 80 places each year are reserved for students entering the graduate entry medical program from the Bachelor of Medical Science facilitated entry into the Medicine pathway.

Griffith University Rural Priority Access Scheme

A proportion of the Griffith University medical intake will be required to be from a rural background (MM 2-7) . Therefore, applicants who meet these criteria will be given priority access to Griffith University selection interviews ( GUMSAA ). More information is available here .

Griffith University First Peoples' Health Pathway

Griffith upholds a commitment to support people of Aboriginal and Torres Strait Islander descent to pursue a medical career. More information is available here .

Graduate Medical School Admission Test (GAMSAT)

All applicants may apply using a valid GAMSAT score. The minimum GAMSAT score for applications to be considered further is 50/50/50.

GAMSAT scores are required to be no more than four years old at the time of application.

MD / PhD pathway

Applications for admission are to be submitted to the Dean of Medicine during Year 2/Trimester 2 of study in the Doctor of Medicine program. Applicants to the MD / PhDs pathway should have:

• a numerical score equivalent to a Distinction for Year 1 of the MD ;
• a Bachelor degree with first-class Honours or second-class Honours (Division A); or
• a Masters degree incorporating a significant research component from a recognised institution; or
• a record of research, such as publication authorship, research employment, or a qualification granted by a professional or other body deemed by the Dean, Griffith Graduate Research School, to be of a standard comparable to a Bachelor degree with second-class Honours (Division A).

Language requirements

English language requirements apply to International applicants and other applicants whose previous study was undertaken in a language other than English. The minimum English language requirements for such applicants for entry to these programs are described below .

Credit and recognition of prior learning

Griffith University awards credit for prior learning which may relate to prior formal learning or prior informal and non-formal learning. For more information see below .

There are four steps in the Domestic application process. Applicants are required to:

• Complete an undergraduate degree or other key degree with a GPA of 5.0 or better on a 7-point scale calculated using the grading schema and calculation method available on the Graduate Entry Medical School Admissions System (GEMSAS) website.
• Register for and sit the Graduate Australian Medical Schools Admissions Test (GAMSAT).
• Apply for entry to the Griffith School of Medicine and Dentistry via GEMSAS * and nominate in your GEMSAS application if you wish to be considered under the Griffith University Rural Priority Access Scheme .
• Be invited to attend a multiple station assessment procedure at the Griffith School of Medicine and Dentistry.

* Applicants must have a valid GAMSAT ID number.

You can find further information and register online for GAMSAT at the Australian Council for Educational Research (ACER) website. If required, please refer to the School of Medicine and Dentistry website for further advice.

Applicants should also note that no direct entry applications for new students will be accepted by the Griffith School of Medicine and Dentistry.

Applicants who identify as Aboriginal and/or Torres Strait Islander should refer to Griffith University First Peoples' Health Pathway.

The following application closing dates apply for this pathway:

• 1 December - applications are to be submitted directly to the Dean of Medicine (Head of School, School of Medicine and Dentistry ).
• 1 June - applications are to be submitted directly to the Dean of Medicine (Head of School, School of Medicine and Dentistry ).
• 6 September (one month prior to scholarship round closing date) - documentation is to be submitted to the Griffith Graduate Research School .

Applications for this pathway are to be submitted to the Dean of Medicine (Head of School, School of Medicine and Dentistry ) during Year 2/Trimester 2 of study in the Doctor of Medicine program.

English language requirements apply to International applicants and other applicants whose previous study was undertaken in a country other than Australia, Canada, New Zealand, Republic of Ireland, United Kingdom, the United States of America or South Africa or undertaken in a language other than English. The minimum English language requirements for such applicants for admission to this program are as follows:

• a minimum overall band score of 7.0 on IELTS (Academic) with a minimum of 7.0 in each sub-score;
• OR the Occupational English Test (OET) with a minimum score of B in each of the four components (listening, reading, writing and speaking);
• OR an internet-based (iBT) TOEFL score of 94 (minimum score of 24 for listening and reading, 27 for writing and 23 for speaking);
• OR a minimum overall score of 65 in the Pearson Test of English (Academic) with no score less than 65;
• OR successful completion of at least two years of secondary and your entire tertiary studies taught and assessed solely in English from a recognised country*;
• OR successful completion of at least two years in the last five years of tertiary study taught and assessed solely in English from a recognised country* prior to commencement.

English test results must be no more than two years old.

* Recognised countries: Australia, Canada, New Zealand, Republic of Ireland, South Africa, United Kingdom and the United States of America.

Applicants should refer to the Australian Health Practitioners Regulation Agency (AHPRA) for the English Language Skills Standard for all Doctor of Medicine graduates seeking registration as an Intern.

The Direct Entry Program (DEP) pathway is not accepted for this program.

The above requirements are HIGHER than the requirements stipulated in University policy. Applicants should refer to the following procedure for further information:

• Admission Procedure

Normally credit will not be granted in this program. However, credit transfer in lieu of prior studies will only be awarded in instances where the relevant Dean or nominee determines that the study is equivalent in level and content to courses in the program. Such studies normally would have been completed in an equivalent medical program.

Program level

Griffith college, course level, subject area, discipline area, degree type.

Search historical course profiles

Entry criteria

Overall position, availability, available to.

The Doctor of Medicine Degree (M.D.) is a four-year full-time medical education program that prepares students to enter a physician residency program for specialized training in every area of medicine. The M.D. curriculum is a lockstep model that features three distinct phases that comprise the four years of medical school: the foundation phase (years 1 and 2), the clerkship phase (year 3), and the individualization phase (year 4).

The Thomas F. Frist, Jr. College of Medicine at Belmont University has received Preliminary Accreditation from the Liaison Committee on Medical Education (LCME).

Foundation Phase (Year 1)

• MDD 5120 Immunology, Basic Microbiology, and Dermatology 6 Hours
• MDD 5110 Molecular and Cellular Foundations 6 Hours
• MDD 5130 Hematology/Basic Principles of Oncology 5 Hours
• MDD 5101 Integrated Clinical Practice 1A 3 Hours
• MDD 5111 Social and Spiritual Foundations of Health 1A 2 Hours
• MDD 5140 Cardiovascular 8 Hours
• MDD 5160 Musculoskeletal 5 Hours
• MDD 5150 Pulmonary 6 Hours
• MDD 5102 Integrated Clinical Practice 1B 3 Hours
• MDD 5112 Social and Spiritual Foundations of Health 1B 2 Hours

Foundation Phase (Year 2)

• MDD 5210 Gastrointestinal 5 Hours
• MDD 5220 Renal 5 Hours
• MDD 5230 Neurology/Behavioral Science 7 Hours
• MDD 5201 Integrated Clinical Practice 2A 3 Hours
• MDD 5211 Social and Spiritual Foundations of Health 2A 2 Hours
• MDD 5240 Endocrinology and Reproduction 7 Hours
• MDD 5250 Multi-Systems Course 2 Hours
• MDD 5202 Integrated Clinical Practice 2B 3 Hours
• MDD 5212 Social and Spiritual Foundations of Health 2B 2 Hours

Clerkship Phase (Year 3)

Individualization phase (year 4).

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General Information

Cornell University College of Veterinary Medicine Ithaca, New York 14853-6401

Program Expectations

Is veterinary medicine right for you.

Veterinary medicine is a highly rewarding profession, with unique opportunities to improve animal health and well-being. However, is important to remember that veterinarians must be able to:

• Work effectively with people, including animal owners and diverse health care teams
• Learn, integrate, and apply large amounts of complex knowledge
• Continually develop and improve knowledge and skills
• Plan, focus, prioritize, and make timely decisions in the workplace
• Handle the fast pace and long workdays of clinical practice 
• Be resilient, adaptable, and resistant to stress

Succeeding at Cornell

The veterinary curriculum at Cornell is a rigorous four-year program designed to prepare graduates to be successful across the breadth of the profession. If you are considering applying to the program, please familiarize yourself with the essential skills, abilities, and attitudes described below. Students enrolled in the program are expected to meet all of the requirements.

Essential Skills and Abilities

The Doctor of Veterinary Medicine (DVM) degree signifies that the holder is a veterinarian prepared for entry into the practice of veterinary medicine with or without further postgraduate study. All Cornell veterinary students must acquire broad scientific knowledge and technical skills necessary for them to function independently in a wide array of clinical, research, and other situations. Candidates for the DVM degree must demonstrate the requisite skills and abilities to satisfy both the overall and course-specific requirements of the curriculum. Moreover, students must be able to function safely and effectively in multiple environments, such as classrooms, laboratories, examinations, large and small animal clinics, and a variety of animal environments. Exposure to chemicals (e.g., medications, disinfectants, anesthetics, tissue fixatives) and pathogens are unavoidable during veterinary school and beyond.

Veterinarians are governed by a code of ethics and professional behavior that forms a social contract between the profession and society. The DVM degree is conferred only after the student has achieved satisfactory mastery of the necessary scientific and clinical knowledge as well as technical skills, while also demonstrating the professionalism, attitudes, and behaviors that are consistent with the professional degree of veterinarian. Throughout the curriculum, students must demonstrate a high level of compassion for all animals and people, excellent interpersonal and communication skills, the highest moral and ethical standards, a motivation to serve, and are expected to interact effectively with people of all ethnic, social, cultural, and religious backgrounds.

Essential Requirements

The following information will familiarize applicants and students with the abilities, skills, and attitudes expected to meet the requirements of the curriculum and the profession. The avowed intention of an individual student to practice only a narrow part of clinical medicine, or to pursue a non-clinical career, does not alter the requirement that all veterinary students take and achieve competence in the curriculum required by faculty.

The College of Veterinary Medicine at Cornell University has an ethical responsibility for the safety of patients and clients with whom students and veterinarians interact and interrelate. Patient and client safety and well-being are therefore essential factors in establishing requirements involving the physical, cognitive, and emotional abilities of candidates for admission, promotion, and graduation. Candidates for the DVM degree must be able to elicit and receive a variety of inputs from their environment, including tactile, visual, and auditory stimuli, then process these inputs based on their knowledge and experience, and finally make appropriate responses that include both verbal communications and a variety of physical actions. A candidate for the DVM degree must demonstrate abilities and skills in five areas: observation, communication, motor, intellectual (conceptual, integrative, and quantitative), behavioral, and social.

Observation

Communication, motor function, intellectual (conceptual, integrative, and quantitative), behavioral and social attributes.