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Office of International Medicine Programs

Medical research fellowship program.

The  Medical Research Fellowship Program  (MRFP) at the George Washington University (GW) School of Medicine and Health Sciences (SMHS) provides international medical graduates with the opportunity to enhance their research and clinical skills, preparing them to be strong candidates when applying for U.S. residency programs in the United States. Since the MRFP launched in 2012,  86% of research fellows have successfully matched into U.S. residency positions after completion of the program.

We are now accepting applications for the next program that begins in May 2024! Please refer to the information below for more details.

The goals of the program include providing opportunities for research fellows to:

• Develop a rich and longstanding relationship with a GW faculty member
• Create a network of professional contacts for future support in international medicine
• Develop critical thinking, analytical, and practical inquiry skills utilizing the latest approaches in U.S. healthcare and medical research
• Build a foundation for utilizing evidence-based medicine
• Increase skills in critical appraisal, research design, and understanding of the entire medical research process
• Publish articles or abstracts in peer-reviewed journals and present research posters or papers at conferences
• Gain first-hand knowledge of the U.S. healthcare delivery and medical education system
• Develop personal and group leadership skills necessary for advancement in clinical practice and research
• Develop strategies for communicating clinical research and medical information in spoken and written English
• Gain broad public speaking and presentation experience and participate in at least one professional conference in field of interest

Research : Research fellows attend weekly critical appraisal sessions to increase their knowledge of research methods, analyze the latest in medical publications, and publish letters to the editor. Research fellows also participate in individual and group research projects alongside their faculty mentor aiming to present at a national conference and publish in a peer-reviewed journal.

Clinical observation : Research fellows actively and successfully participate as members of a clinical team. While direct, hands-on patient contact is not permitted, the research fellow engages with the team in all other clinical activities. 

One-on-one mentorship : Each research fellow is matched with a GW faculty mentor in their specialty of choice. Research fellows join the faculty mentor and are integrated into the clinical team, which includes faculty, residents, and students. The faculty mentor provides counseling and guidance through weekly meetings.

U.S. residency application preparation : Research fellows are supported by IMP staff and the Program Medical Director who provide residency preparation interviews and review of curriculum vitae and personal statements. Research fellows can obtain detailed and personalized letters of recommendation from GW faculty members when appropriate. 

Professional development : Research fellows attend regular clinical department grand rounds, conferences, and lectures with their team of faculty, residents, and students. Research fellows are key members of the team and fully participate in department activities. 

Application Process

Research fellows can participate in the program for a duration of 6 months or 12 months and the recommended start date is in May. Earlier or later start dates are also considered on a case-by-case basis. 

Applicants should submit the following required documents to the Office of International Medicine Programs (IMP) at  [email protected] :

• Headshot photograph
• Curriculum vitae 
• Personal statement (1 page)
• Medical school degree
• Medical school transcript
• Three letters of recommendation
• USMLE Step 1 and 2 score reports (if available)

Contact [email protected]  with any questions or to request additional information about the program fees.

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To improve health care and offer new solutions and hope for patients, Mayo Clinic conducts basic, translational, clinical and epidemiological research at its campuses in Arizona, Florida and Minnesota and throughout Mayo Clinic Health System. Researchers investigate today’s medical mysteries, generating new knowledge and translating discoveries into therapies to advance patient care. You will become a vital member of a dynamic health care team, where you’ll experience the exceptional environment of one of the world’s cutting edge health care institutions.

You will discover a culture of teamwork, professionalism and mutual respect, with colleagues who inspire you to stretch and grow. Most of all, you will find a career that can change your life!

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Your Roadmap to a Medical Career in the USA

How to unlock research opportunities as an international Medical Graduate

Research experience and publications are important for keeping international medical graduates worldwide up-to-date and helping them give the best care possible. 

During the USMLE journey, IMGs are confronted with the question of their research and publishing experience. 

As the residency match gets more competitive each year, research experiences and published work can considerably boost one’s residency application. 

However, many IMGs are unfamiliar with the processes of conducting research and getting a paper published. 

There are, of course, numerous paths to doing research and getting published, including applying for research positions in the US.  

However, as it’s only an option for some IMGs, I’d like to share alternative research and publication methods. 

Interested? 

Let’s dive in!

Research experience VS individual research

First, it’s crucial to distinguish between research and publication. 

What I mean by that is, only some research results in publication and only some publications count as the result of research experience on a resume. 

So, what is the difference, and why does it count? 

Research experience:

Research experience is any professional or academic research done while working for an institution. 

In other words, it implies that you hold or were holding a position in an establishment. 

Besides potentially publishing the results of your work, research experience has many advantages, including the following:  

• You’ll benefit from the guidance and experience of mentors and fellows, which is especially helpful if you have no experience with research and publishing.
• Positive impact on a resume and ERAS application, regardless of whether or not the research resulted in publication.
• Opportunities to make connections.

Depending on whether it’s funded research or unfunded research, the flip sides of both research experiences are that: 

• Unfunded research proposes only unpaid positions. Therefore, you’ll have to sustain yourself financially throughout the research experience.
• Funded research offers paid positions. However, there are fewer positions for a large pool of applicants, and it usually requires applicants to have previous research experience and a solid resume to be considered.

What are the remaining options for IMGs who cannot sustain themselves financially to apply for unfunded research and do not have enough research experience to apply for funded research?

One answer to this question is – Individual Research!

Individual research:

So, what do we mean by individual research? 

Individual research can be conducted without working with an institution and results in the publication of an article.

Individual research won’t be considered as research experience; however, it’s a good compromise for IMGs and an excellent opportunity to acquire the skills to conduct research and get more familiar with the process of getting published. 

So, what are the key elements of conducting individual research? 

Which study type best fits individual research?

As you won’t hold a position in an institution, you won’t have access to a laboratory or direct access to patients to conduct the study. 

Therefore, the most straightforward way to run individual research is to work on existing data, which results in either conducting a Systematic Review or a Meta-Analysis.

The systematic review:

A systematic review involves the collecting, critical assessment, and synthesis of previous research on a particular topic.

The meta-analysis:

A meta-analysis is a systematic scientific approach that, using a repeatable process, combines the findings of numerous independent investigations on a specific issue. It’s a statistical synthesis of the research that was a part of a systematic review. By analyzing many cases and reaching a general conclusion, meta-analysis enables a more accurate interpretation of the data.

Here are some links that will guide you in the process of conducting a meta-analysis or a systematic review: 

• A Meta-Analytic Methodology Guide from frontiersin.org
• A very interesting article on how to run a systematic review from ncbi  

From topic selection to publication

Once you have decided which type of study you want to conduct, it’s time to start taking concrete actions. 

So, where do you start?

Select a subject

This step is crucial and shouldn’t be taken lightly. 

Taking the time to select the appropriate topic is vital. You don’t want to invest time and effort into something only to realize halfway through that your chosen topic is irrelevant and unfeasible. 

So, what is a good subject? 

Ideally, the topic you decide to investigate should revolve around an interest of yours. For example, if you are interested in dermatology, look for a subject in that field. 

Also, writing articles in the field you want to work in will help your application significantly. 

Once you have defined the field you want to research, you’ll have to clarify the research question, which is, in my experience, the trickiest part! 

To determine the research question, you must first go through what’s already been done and what new questions the researchers have brought to light.

Reading the trending articles in Pubmed or highly-accessed journals can help you in this step and familiarize you with how research is conducted, how results are presented, how a paper is written, and so on.

Don’t hesitate to reach out to doctors or medical residents in your home country or elsewhere to ask about what subject they think is worth investigating. 

I recommend you use the PICO method to formulate a research question.

What are the steps to publish a paper?

Form a team:.

Although we’re talking about “individual”  research, publishing a paper is a result of collective work. 

As you determine the tasks that need to be accomplished to achieve the goals of your study, you can start reaching out to individuals who possess the necessary skills and establish clear roles and responsibilities for each team member, as well as a system for communication and collaboration.

With your team, you’ll have to complete the following steps: 

Conduct a literature review:

Conducting a literature review will allow you to highlight what’s already been established and documented, and confront the study you’re conducting with the previous one. 

Define the design of the study:

Your research design is like your house’s foundation: Essential. 

Study design refers to the methods used to collect and analyze the data and ultimately represent the quality of your work. 

Collect the data and do a statistical analysis:

The data correspond to the articles selected to be integrated into your systematic review and meta-analysis. 

Once you have collected all the data, you will have to do a statistical analysis of the results.

Although you can task a statistician to do the statistical analysis, I highly recommend you learn and do it yourself as you will acquire a new valuable skill and get a better ,broader perspective of the study you are conducting. 

You can find courses on Coursera or Udemy .

While writing, pay special attention to the following: 

• Vocabulary and grammatical errors

Do not hesitate to ask mentors or fellows to proofread your work, or use professional tools to assist your writing, such as Grammarly. 

But remember that it’s not enough to proofread with this kind of tool. It’s better to seek assistance from a professional proofreader who’s a native English speaker. Feel free to contact us as we work with several native writers.

Identify a journal

The final step of your publication journey is to identify a journal where you want your work to be published.

However, don’t be too quick to shout victory, as this step can be daunting. 

Once you’ve identified a list of potential journals, I recommend you read their specific guidelines to ensure your research fits within the journal’s scope before submitting your work. 

Keep in mind that some journals have a longer turnaround than others and that the process can take many months. With that in mind, choose a journal that aligns with your timeline for publication. 

How to make it to the next level

Besides maximizing your chances of getting matched with your dream specialty, getting published is a unique opportunity to learn, acquire new skills, and make new connections.  

As you define a study question worth investigating, use it as an opportunity to contact doctors who have conducted studies on a related topic and, if possible, suggest a collaboration. 

Email the institution you want to apply to with your project study, motivations, goals, and an attached resume. 

Again, this is not just about getting published to put it on ERAS, but rather a chance to start taking action and building a network.  

Besides good scores and US clinical experience, research and publications have become much more important in the matching process. 

Since getting a research position might not always be an accessible option for all IMGs, individual research represents an excellent compromise to get started in research and publishing. 

Selecting the appropriate subject and acquiring the necessary skills to publish your first piece of work is key in the USMLE journey. It will help you match 

with your dream specialty, and it also presents a unique opportunity to start reaching out to hospitals and making new connections. 

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Dr. Zineb Moustaatif

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10 facts about today’s college graduates

Having a bachelor’s degree remains an important advantage in many sectors of the U.S. labor market. College graduates generally out-earn those who have not attended college, and they are more likely to be employed in the first place. At the same time, many Americans say they cannot afford to get a four-year degree – or that they just don’t want to.

Here are key facts about American college graduates.

This Pew Research Center analysis about U.S. college graduates relies on data from sources including the Census Bureau, the Bureau of Labor Statistics, the National Center for Education Statistics, the National Student Clearinghouse and the Federal Reserve Bank, as well as surveys conducted by the Center.

Everyone who took the Pew Research Center surveys cited is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about  the ATP’s methodology .

Nearly four-in-ten Americans ages 25 and older have a bachelor’s degree, a share that has grown over the last decade. As of 2021, 37.9% of adults in this age group held a bachelor’s degree, including 14.3% who also obtained a graduate or professional degree, according to data from the Census Bureau’s Current Population Survey. That share is up 7.5 percentage points from 30.4% in 2011.

An additional 10.5% had an associate degree in 2021. About four-in-ten Americans ages 25 and older had a high school diploma with no further education (25.3%) or completed some college but didn’t have a degree (14.9%).

In a reversal, women are now more likely than men to graduate from college, according to the Current Population Survey . In 2021, 39% of women ages 25 and older had a bachelor’s degree or more education, compared with 37% of men in the same age range. The gap in college completion is even wider among adults ages 25 to 34: 46% of women in this age group have at least a bachelor’s degree, compared with 36% of men.

In an October 2021 Pew Research Center survey of Americans without a degree, 34% of men said a major reason why they have not received a four-year college degree is that they just didn’t want to. Only one-in-four women said the same. Men were also more likely to say a major reason they didn’t have a four-year degree is that they didn’t need more education for the job or career they wanted (26% of men said this vs. 20% of women).

Women (44%) were more likely than men (39%) to say not being able to afford college was a major reason they don’t have a bachelor’s degree. Men and women were about equally likely to say a major impediment was needing to work to help support their family.

There are racial and ethnic differences in college graduation patterns, as well as in the reasons for not completing a degree. Among adults ages 25 and older, 61% of Asian Americans have a bachelor’s degree or more education, along with 42% of White adults, 28% of Black adults and 21% of Hispanic adults, according to 2021 Current Population Survey data. The share of bachelor’s degree holders in each group has increased since 2010. That year, 52% of Asian Americans had a four-year degree or more, compared with a third of White adults, 20% of Black adults and 14% of Hispanic adults.

The October 2021 Center survey found that among adults without a bachelor’s degree, Hispanic adults (52%) were more likely than those who are White (39%) or Black (41%) to say a major reason they didn’t graduate from a four-year college is that they couldn’t afford it. Hispanic and Black adults were more likely than their White counterparts to say needing to work to support their family was a major reason.

While a third of White adults said not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults said the same. White adults were also more likely to cite not needing more education for the job or career they wanted. (There weren’t enough Asian adults without a bachelor’s degree in the sample to analyze separately.)

Only 62% of students who start a degree or certificate program finish their program within six years, according to the most recent data from the  National Student Clearinghouse , a nonprofit verification and research organization that tracked first-time college students who enrolled in fall 2015 with the intent of pursuing a degree or certificate. The degree completion rate for this group was highest among students who started at four-year, private, nonprofit schools (78.3%), and lowest among those who started at two-year public institutions (42.2%).

Business is the most commonly held bachelor’s degree, followed by health professions.  According to the  National Center for Education Statistics , about a fifth (19%) of the roughly 2 million bachelor’s degrees conferred in 2019-20 were in business. Health professions and related programs were the second most-popular field, making up 12.6% of degrees conferred that year. Business has been the single most common major since 1980-81; before that, education led the way.

The  least  common bachelor’s degrees in 2019-20 were in military technologies and applied sciences (1,156 degrees conferred in 2019-20), library science (118), and precision production (39).

There is a growing earnings gap between young college graduates and their counterparts without degrees. In 2021, full-time workers ages 22 to 27 who held a bachelor’s degree, but no further education, made a median annual wage of $52,000, compared with $30,000 for full-time workers of the same age with a high school diploma and no degree, according to data from the Bureau of Labor Statistics. This gap has widened over time. Young bachelor’s degree holders earned a median annual wage of $48,481 in 1990, compared with $35,257 for full-time workers ages 22 to 27 with a high school diploma.

The unemployment rate is lower for college graduates than for workers without a bachelor’s degree, and that gap widened as a result of the coronavirus pandemic. In February 2020, just before the COVID-19 outbreak began in the U.S., only 1.9% of college graduates ages 25 and older were unemployed, compared with 3.1% of workers who completed some college but not a four-year degree, and 3.7% of workers with only a high school diploma. By June 2020, after the pandemic hit, 6.8% of college grads, 10.8% of workers with some college, and 12.2% of high school grads were unemployed.

By March 2022, the unemployment rate had nearly returned to pre-pandemic levels for college graduates (2%) while dropping to 3% among those with some college education but no four-year degree, and 4% among those with only a high school diploma.

Recent college graduates are more likely than graduates overall to be underemployed – that is, working in jobs that typically do not require a college degree, according to an analysis of Census Bureau and BLS data by the Federal Reserve Bank of New York . As of December 2021, 41% of college graduates ages 22 to 27 were underemployed, compared with 34% among all college graduates. The underemployment rates for recent college grads rose in 2020 as the COVID-19 outbreak strained the job market, but have since returned to pre-pandemic levels.

As of the end of 2021, only 34% of underemployed graduates ages 22 to 27 worked what the Fed defines as “good non-college jobs” – those paying at least $45,000 a year – down from around half in the 1990s. The share of underemployed graduates ages 22 to 27 in low-wage jobs – those earning less than $25,000 annually – rose from about 9% in 1990 to 11% last year.

When it comes to income and wealth accumulation, first-generation college graduates lag substantially behind those with college-educated parents, according to a May 2021 Pew Research Center analysis . Households headed by a first-generation college graduate – that is, someone who has completed at least a bachelor’s degree but does not have a parent with a college degree – had a median annual income of $99,600 in 2019, compared with $135,800 for households headed by those with at least one parent who graduated from college. The median wealth of households headed by first-generation college graduates ($152,000) also trailed that of households headed by someone with a parent who graduated from college ($244,500). The higher household income of the latter facilitates saving and wealth accumulation.

The gap also reflects differences in how individuals finance their education. Second-generation college graduates tend to come from  more affluent families , while first-generation college graduates are more likely to incur education debt than those with a college-educated parent.

Most Americans with college degrees see value in their experience. In the Center’s October 2021 survey , majorities of graduates said their college education was extremely or very useful when it came to helping them grow personally and intellectually (79%), opening doors to job opportunities (70%) and developing specific skills and knowledge that could be used in the workplace (65%).

Younger college graduates were less likely than older ones to see value in their college education. For example, only a third of college graduates younger than 50 said their college experience was extremely useful in helping them develop skills and knowledge that could be used in the workplace. Among college graduates ages 50 and older, 45% said this.

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Katherine Schaeffer is a research analyst at Pew Research Center

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A top 100 national public research institution, Rowan University offers bachelor’s through doctoral and professional programs in person and online to 22,000 students through its main campus in Glassboro, N.J., its medical school campuses in Camden and Stratford, and five others. The University has earned national recognition for innovation, commitment to high-quality, affordable education, and developing public-private partnerships. A Carnegie-classified R2 (high research activity) institution, Rowan has been recognized as the fourth fastest-growing public research university, as reported by The Chronicle of Higher Education. For more information on Rowan University, click here

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Director, Rowan-Virtua SOM Health Sciences Libraries

Apply now Job no: 499467 Work type: Regular Full-Time Location: Stratford, New Jersey Categories: Library

Job Title: Director, Rowan-Virtua SOM Health Sciences Libraries

Department: Rowan University Libraries

Reports to: Associate Provost for Library Information Services

Rowan University Libraries seeks a customer-service-oriented, collaborative, and entrepreneurial leader to serve as our next Director of the Rowan-Virtua SOM Health Sciences Libraries.

Job Description & Core Functions

The Director is responsible for leadership and management of all aspects of the Hope Brings Strength Library in Stratford, NJ, and the Information Commons in Sewell, NJ (collectively referred to as the Health Sciences Libraries) including personnel management, organization and administration, strategic planning, fiscal management, and policy and program development. The Director supervises a team of four full-time health sciences librarians, the Access Services Supervisor, and a part-time Administrative Assistant, as well as indirectly supervising an additional four full- and part-time staff and a varying number of student workers. In partnership with university research administration, they advise researchers in the evaluation of grant opportunities and in meeting funder and university requirements for providing public access to research publications and data. They work closely with administrators, faculty, staff, and students to promote the missions of Rowan-Virtua SOM and Rowan University Libraries (RUL). As a member of the RUL Leadership Team, they participate in library planning and serve on library-wide committees, task forces, and teams.

Rowan-Virtua School of Osteopathic Medicine

The Director is a member of the RV-SOM Dean’s leadership team, representing the Health Sciences Libraries on various committees, including the Curriculum Committee and the Admissions Committee, and/or designating representatives from among their direct reports. The Director works closely with the Dean of Curriculum and the Dean of Students to ensure RV-SOM students, staff, and faculty have access to and training in the use of information resources they require in their instructional, research, and clinical roles. The Director guides their librarians in supporting both the Problem-Based Learning and the Synergistic Guided Learning curricula, and in providing instruction in core medical research skills. The Director is also responsible for promoting the professional development and growth of their team, cultivating a collegial, collaborative workplace culture guided by a philosophy of service excellence. The Director is likewise responsible for fostering an inclusive and collegial environment that supports the information needs of a diverse group of end-users, including students, staff, faculty, and administrators.

Rowan-Wide Services

The Director ensures that the Systems Librarian, Access Services Supervisor, and Administrative Assistant coordinate with their Glassboro- and Camden-based colleagues to ensure seamless provision of acquisitions, technology, and access services. The Director sponsors the Access Services Committee to provide a cross-campus forum for surfacing and addressing ongoing operational issues across libraries and identifying and implementing changes to enhance these services, which notably include Interlibrary Lending and the provision of Course Reserves.

Libraries Leadership Team

The Director is a key member of the RUL Leadership Team, managing the operations of two of its six locations and serving as the Leadership Team’s primary oversight for several of RUL’s most essential shared services, which fall under the Access Services umbrella. They also coordinate with the other RUL directors to ensure robust support for faculty, staff, and students on the Stratford and Sewell Campuses for those shared services managed by the other directors. In collaboration with the Libraries Leadership Team, the Director of RV-SOM Health Sciences Libraries ensures that Rowan University Libraries lives up to its mission to anticipate and fulfill the curricular, research, and clinical information needs of the Rowan community.

Partnerships

The Director builds key relationships with leadership in the Virtua Health College of Medicine & Life Sciences, and with the Graduate Medical Education teams at various institutions that partner with RV-SOM to host clerkships, residencies, and other medical education opportunities, ensuring robust and functional communication about service needs and support. The Director also coordinates with the Director of the CMSRU Library and the Director of the Veterinary Library to ensure full engagement and participation with the relevant professional associations, including MLA, AAHSL, and others as appropriate. The Director communicates a clear, focused vision for the future of the RV-SOM Health Sciences Libraries across Rowan and through these partnerships, advocating for the resources necessary to achieve that vision.

Required Qualifications

● Master's Degree from an ALA-accredited graduate school

● A minimum of eight (8) years of professional library experience with at least five (5) years of supervisory experience, preferably in an academic or health sciences library

Preferred Qualifications

● An additional advanced degree in biomedical sciences or another relevant discipline

● A record of active participation in state and/or national organizations

● Experience working in a multi-campus library system

● Demonstrated commitment to being a strong advocate for the library and its stakeholders

● Advanced knowledge of and experience with current resources, vocabularies, and research techniques in the biomedical sciences, including evidence-based practice tenets and teaching methodologies

● Expertise in marketing and/or grant writing

● Managerial experience in a unionized workplace

• Candidates must be legally authorized to work in the US, and the university will not sponsor an applicant for a work visa for this position. 

Advertised: Apr 20 2024 Eastern Daylight Time Applications close: May 5 2024 11:55 PM Eastern Daylight Time

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About Rowan University

A top 100 national public research institution, Rowan University offers bachelor’s through doctoral and professional programs in person and online to 22,000 students through its main campus in Glassboro, N.J., its medical school campuses in Camden and Stratford, and five others. Rowan University is home to eight colleges and nine schools. For more information on these colleges, please click here .

Now celebrating its Centennial, Rowan focuses on practical research at the intersection of engineering, medicine, science, and business while ensuring excellence in undergraduate education. The University has earned national recognition for innovation, commitment to high-quality and affordable education, and developing public-private partnerships. A Carnegie-classified R2 (high research activity) institution, Rowan has been recognized as the fourth fastest-growing public research university, as reported by The Chronicle of Higher Education.

Non-Discrimation at Rowan University

Rowan University celebrates diversity and is committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to age, ethnicity, race, religion, sex, gender identity or expression, genetic information, marital status, national origin, (dis)ability status, military status, and other NJ protected classes. Rowan University does not discriminate on the basis of sex in its educational programs and activities, including employment as required by Title IX. Rowan is committed to providing access, equal opportunity, and reasonable accommodation for individuals with (dis)abilities.

To request reasonable accommodation, contact Christy Mroz, Administrative Assistant, [email protected], 856-256-5494. Rowan strongly encourages applicants from underrepresented groups to apply. 

Pursuant to Title IX of the Education Amendments of 1972 and supporting regulations, Rowan does not discriminate on the basis of sex in the education programs or activities that it operates; this extends to admission and employment. Inquiries about the application of Title IX and its supporting regulations may be directed to the Assistant Secretary for Civil Rights, Office for Civil Rights, U.S. Department of Education, or to the University’s Title IX Coordinator, Office of Student Equity & Compliance, Rowan University, Hawthorne Hall, Suite 312, 201 Mullica Hill Rd, Glassboro, NJ 08028, [email protected] , 856-256-5440.

For information on the Title IX Sexual Harassment/Sexual Assault policy and grievance procedures, please click here . 

More Information

Rowan University is subject to the residency requirements of the NJ First Act (N.J.S.A. 52:14-7, P.L. 2011, Chapter 70). Any person hired to a non-exempt position shall either have their principal residence in New Jersey or have one (1) year from the date of employment to establish, and then maintain, principal residence in the State of New Jersey. Any person hired to an exempt position shall either have their principal residence in New Jersey, Delaware, Pennsylvania, or New York or have ninety (90) days from the date of employment to establish, then maintain, principal residence in the State of New Jersey, Delaware, Pennsylvania, or New York.

Rowan University is committed to assisting all members of the Rowan community in providing for their own safety and security. The Annual Security and Fire Safety Report is available on the Department of Public Safety website at: https://sites.rowan.edu/publicsafety/_docs/annual_security_report.pdf

If you would like to receive a hard copy of the Annual Security and Fire Safety Report which contains this information, you can stop by the Department of Public Safety Office, located at Bole Hall Annex, 201 Mullica Hill Road, Glassboro, NJ 08028 or you can request that a copy be mailed to you by calling (856) 256-4562 or 4506.

The report contains information regarding campus security and personal safety including topics such as: crime prevention, public safety authority, crime reporting policies, fire safety, disciplinary procedures and other matters of importance related to security on campus. The report also contains information about fire statistics in Rowan University Residential Facilities and crime statistics for the three previous calendar years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by the University; and on public property within, or immediately adjacent to and accessible from the campus. This information is required by federal law, Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or "Clery Act" and is provided by the Rowan University Department of Public Safety.

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UGA breaks ground on new medical education and research building

The groundbreaking was a "transformational moment at the University of Georgia"

The University of Georgia broke ground Friday on a new medical education and research building that will significantly expand teaching and research capabilities at the university’s future School of Medicine .

Located on UGA’s Health Sciences campus, preliminary plans for the building include medical simulation suites, standardized patient rooms, clinical skills labs, a gross anatomy lab, and a medical library. The building will also feature student support spaces like conference rooms, study spaces, lounges, and faculty and staff offices dedicated to student support.

In total, the proposed building will measure approximately 92,000 square feet. Roughly 67,000 square feet of the building will be dedicated to medical education while the remaining 25,000 square feet will house biomedical research laboratories.

Gov. Brian Kemp speaks at the groundbreaking ceremony for the Medical School Building on the Health Sciences Campus. (Andrew Davis Tucker/UGA)

The new building will complement existing facilities and provide the UGA School of Medicine with capacity to expand from 60 students per class to 120 in the future.

“Today is an exciting and transformational moment at the University of Georgia,” said UGA President Jere W. Morehead. “As a land-grant university and Georgia’s flagship research institution, the University of Georgia is uniquely positioned to address the health care needs of our state through world-class medical education, research and community outreach.”

Following the recommendation of Governor Brian Kemp, the Georgia General Assembly passed a fiscal year 2024 amended budget that includes $50 million in funding for a new University of Georgia School of Medicine facility.

President Jere W. Morehead speaks along with USG Chancellor Sonny Perdue and Gov. Brian Kemp at the groundbreaking ceremony for the Medical School Building on the Health Sciences Campus. (Andrew Davis Tucker/UGA)

The $50 million in state funding will be matched by private contributions to fund the $100 million medical education and research building.

The University System of Georgia Board of Regents authorized the University of Georgia to establish a new independent School of Medicine in Athens in February.

In March, Dr. Shelley Nuss was named founding dean of the UGA School of Medicine. She previously served as an associate professor of internal medicine and psychiatry in the Augusta University/University of Georgia Medical Partnership. In 2016, she was named campus dean of the Medical Partnership, which has been educating physicians in Athens since 2010.

“The fact is, Georgia needs more doctors, and we need them now,” said Nuss. “The new UGA School of Medicine will increase the number of medical students in the state, translating to more practicing physicians to help address Georgia’s greatest health care challenges.”

The creation of the UGA School of Medicine marks the natural evolution of the longest-serving medical partnership in the United States. Similar programs founded around the same time have already transitioned to independent medical schools.

USG Chancellor Sonny Perdue speaks from the podium along with Gov. Brian Kemp at the groundbreaking ceremony for the Medical School Building on the Health Sciences Campus. (Andrew Davis Tucker/UGA)

UGA will continue to work closely with the Medical College of Georgia to ensure a smooth transition for current medical students as UGA seeks accreditation from the Liaison Committee on Medical Education (LCME).

The development of a new public school of medicine at UGA promises to help address a significant shortage of medical professionals. Georgia’s growing population tops approximately 11 million residents, straining the state’s existing medical infrastructure.

Now the nation’s eighth largest state, Georgia is forecasted to experience further population growth in the coming years, and nearly one-third of the state’s physicians are nearing retirement.

“Georgia is growing,” said Sonny Perdue, chancellor of the University System of Georgia. “We may only be only eighth today, but in just a few short years Georgia could be the fifth largest state. And that means we are going to need more health care, and people are going to get it here and across the state.”

Founding Dean of the School of Medicine Shelley Nuss, middle, is surrounded by medical students at the groundbreaking ceremony for the Medical School Building. (Andrew Davis Tucker/UGA)

Georgia currently ranks No. 40 among U.S. states for the number of active patient care physicians per capita, according to the Association of American Medical Colleges (AAMC), while it ranks No. 41 for the number of primary care physicians and No. 44 for the number of general surgeons per capita. The shortage of medical providers is particularly acute in rural and underserved areas, where access is even more limited.

UGA faculty are already engaged in human health research, and the establishment of a school of medicine will bolster their efforts.

“Our flagship institution, the University of Georgia, is tasked with the vital mission of educating and preparing the next generation of leaders,” said Gov. Brian Kemp. “To that end, one of our top priorities is building a strong health care workforce pipeline. This UGA facility will be an essential part of those efforts.”

Alongside funding from state government, strong private support will fortify efforts to create a School of Medicine at UGA. Donors have demonstrated robust support for UGA initiatives in recent years. In fiscal year 2023, UGA raised over $240 million in gifts and pledges from alumni, friends and foundation and industry partners. The university’s three-year rolling fundraising average is now a record $235 million per year, with annual contributions exceeding $200 million for the past six consecutive years.

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Pirogov Russian National Research Medical University

1 Ostrovityanova st. , Moscow 117997 Russian Federation | Website

# 1705 in Best Global Universities (tie)

Pirogov Russian National Research Medical University Rankings

Pirogov Russian National Research Medical University is ranked #1705 in Best Global Universities. Schools are ranked according to their performance across a set of widely accepted indicators of excellence. Read more about how we rank schools .

• # 1705 in Best Global Universities  (tie)
• # 581 in Best Global Universities in Europe  (tie)
• # 23 in Best Global Universities in Russia

Pirogov Russian National Research Medical University Subject Rankings

• # 825 in Clinical Medicine  (tie)

2022-2023 Indicator Rankings

Thirteen indicators were used to calculate Pirogov Russian National Research Medical University's overall Best Global Universities rank. Here is a breakdown of how this institution ranked relative to other schools for each indicator.

Global Universities

Global score

Global research reputation

Regional research reputation

Publications

Conferences

Normalized citation impact

Total citations

Number of publications that are among the 10% most cited

Percentage of total publications that are among the 10% most cited

International collaboration - relative to country

International collaboration

Number of highly cited papers that are among the top 1% most cited

Percentage of highly cited papers that are among the top 1% most cited

Clinical Medicine

Clinical Medicine overall score

Clinical Medicine global research reputation

Clinical Medicine regional research reputation

Clinical Medicine publications

Clinical Medicine normalized citation impact

Clinical Medicine total citations

Clinical Medicine number of publications that are among the 10% most cited

Clinical Medicine percentage of total publications that are among the 10% most cited

Clinical Medicine international collaboration - relative to country

Clinical Medicine international collaboration

Clinical Medicine number of highly cited papers that are among the top 1% most cited

Clinical Medicine percentage of highly cited papers that are among the top 1% most cited

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