uw madison medical physics phd

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Medical Physics, MS

One of the basic science departments of the UW–Madison School of Medicine and Public Health, the Department of Medical Physics offers comprehensive training in diagnostic and therapeutic medical physics and in health physics. Achievement of the MS degree in this department reflects strong scholarship in one of the top medical physics programs in North America. Graduates are prepared for teaching and/or research positions in universities, national laboratories, or in the medical and nuclear technology industries. Graduates are also prepared for admission into medical physics residency programs to become board eligible for clinical medical physics positions.

Medical physicists may participate professionally in the treatment of patients, in advanced medical imaging and diagnostic procedures, or in related areas of research and teaching. Health physicists may operate radiation protection programs at nuclear industrial facilities, hospitals, or laboratories, or may perform research on methods of measuring ionizing radiations (i.e., dosimetry).

A unique quality of the medical physics program is the broad range of expertise and research interests of the faculty.  Students receive training in diagnostic x-ray physics, x-ray computerized tomography (CT), magnetic resonance imaging (MRI) and spectroscopy, nuclear medicine and positron emission tomography (PET) imaging, biomagnetism, medical ultrasound, elastography, radiation dosimetry, radiation treatment planning, and radiobiology.

The department also houses the Medical Radiation Research Center and the Accredited Dosimetry Calibration Laboratory, one of four in the U.S. accredited by the American Association of Physicists in Medicine. In addition, the department provides clinical support services to the radiology and human oncology departments. It also operates a PET radiotracer production facility (with two cyclotrons available), a medical image analysis laboratory, and a small bore MRI scanner and photoacoustic ultrasound system in the Small Animal Imaging Facility. Each of these facilities provides unique training and support opportunities for graduate students. Access to state-of-the-art x-ray angiography, CT, MRI, and PET/CT and PET/MR systems is readily available.

Students apply to the Master of Science in Medical Physics through one of the named options:

• Medical Physics: Accelerated Program, MS
• Medical Physics: Clinical/Research, MS

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

The department typically supports 85%–95% of all students enrolled in the medical physics graduate program through department or university fellowships, research or teaching assistantships, or NIH NRSA training grant appointments. All awards include a comprehensive health insurance program and remission of tuition. The student is responsible for segregated fees. While most of the students in the program are funded, less than one-fifth of the students in the Medical Physics Graduate Program are terminal MS degree students, and financial support for terminal MS degree students is not guaranteed.  

Minimum Graduate School Requirements

Major requirements, named options.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Curricular Requirements

Required Courses

Select a named option for courses required.

A named option is a formally documented sub-major within an academic major program. Named options appear on the transcript with degree conferral. Students pursuing the Master of Science in Medical Physics must select one of the following named options:

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Students should refer to one of the named options for policy information:

• Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Learning Outcomes
• Articulates, critiques, and/or elaborates theories, research methods, and approaches to inquiry in the field of medical physics in oral or written formats.
• Evaluates and/or synthesizes information pertaining to questions or challenges in the field of medical physics.
• Demonstrates ethical research and professional conduct.

Faculty:  Please see a comprehensive list of  our faculty  on the department website.

• Accreditation

Commission on Accreditation of Medical Physics Education Programs (CAMPEP)

Accreditation status: Accredited through December 31, 2027. Next accreditation review: Spring 2026.

• Requirements

Contact Information

Medical Physics School of Medicine and Public Health Medical Physics, MS https://www.medphysics.wisc.edu

Graduate Program Coordinator [email protected] 608-265-6504 1005 Wisconsin Institutes for Medical Research (WIMR), 1111 Highland Ave., Madison, WI 53705-2275

Michael Speidel, Director of Graduate Studies [email protected]

Grievance Advisor, Wesley Culberson, Associate Professor (CHS) [email protected]

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Between our program rotations and clinical practice scope, our residents are well-prepared for a career on the forefront of clinical radiation oncology.

Radiation Oncology Physics Residency Program

Welcome to the radiation oncology physics residency program..

Thank you for your interest in the Radiation Oncology Physics Residency Program. We are proud of our program’s history of training impactful therapeutic medical physicists, and we are excited about making you part of that heritage. We hope you will find our website helpful and informative as you go through the process of selecting and applying for a residency program.

PROGRAM SUMMARY

The Radiation Oncology Physics Residency Program is a two-year, CAMPEP-accredited program. It is designed for individuals with a graduate degree in medical physics, physics or engineering and who have graduated from a CAMPEP-accredited graduate program, successfully completed a CAMPEP-accredited certificate program or successfully completed the core didactic coursework identified on the  CAMPEP website.

The program provides comprehensive clinical training in all aspects of radiation oncology physics, including

• linear accelerator operation and quality assurance
• basic and advanced treatment planning
• radiation detectors and measurement systems
• brachytherapy
• imaging systems as applied to radiation oncology
• radiosurgery
• treatment planning system modeling and validation
• special clinical procedures
• shielding and radiation safety
• radiation equipment and procedure commissioning

Our residents participate in clinical work under the supervision of experienced radiation oncology physicists and have access to many research opportunities and resources.

Graduates of the program positively impact patients by enabling the highest quality of care and ensuring the safest therapeutic use of radiation. They are well prepared for professional careers in radiation oncology physics and board certification in therapeutic radiological physics by the American Board of Radiology.

ORGANIZATIONAL STRUCTURE

The Radiation Oncology Physics Residency Program is an official program within the Department of Human Oncology. The department is responsible for all technical and professional components of radiation oncology in the UW Health system (including the employment of physics residents). The residency program faculty consists of faculty and academic staff within the School of Medicine and Public Health and UW Health staff at the University Hospital.

Across our clinics, we have 19 radiation oncologists and eight physician residents engaged in intramural and cooperative group clinical protocols and patient care. The physician staff is responsible for the treatment of approximately 2,000 new cancer patients per year. The Radiation Oncology Physics Division consists of 17 faculty and staff radiation oncology physicists along with dosimetrists, clinical engineers and physics residents.

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• Radiation Oncology Physics Residency Home
• About Madison

Program Structure

• Introduction
• Clinical Rotations
• Integrated Clinical Activities
• Cross-Institutional Training
• Resident Assessment
• Program Oversight
• Compensation and Benefits

About the Department

• Where We Are
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Current and Former Residents

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Admissions Process

• Application Guidelines
• Admission Requirements
• Number of Residents
• Equity, Diversity, and Inclusion
• Immigration Sponsorship

Abby Besemer, PhD, DABR (she/her)

Director of radiation oncology physics residency program, jordan slagowski, phd, dabr (he/him), associate director of radiation oncology physics residency program.

Faculty and Staff

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Medical Physics

Emborg, marina.

Parkinson’s disease

Harshil Mamidi

Position title: MSPQC Student

Email: hmamidi@wisc.edu

Graduate Program Admissions and Recruitment Coordinator II

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/DEANS OFFICE
• Academic Services and Student Experience
• Partially Remote
• Staff-Full Time
• Opening at: Aug 28 2024 at 09:25 CDT
• Closing at: Sep 11 2024 at 23:55 CDT

Job Summary:

The Neuroscience Training Program (NTP) at the University of Wisconsin-Madison was established in 1971. Currently, it comprises over 100 faculty members whose research interests range from molecular neurobiology to integrative systems and computational modeling. The program is designed to prepare students for careers in research and teaching. Training leads to the Ph.D. degree in neuroscience or an M.D./Ph.D. degree in cooperation with the School of Medicine and Public Health. The NTP Graduate Program Admissions and Recruitment Coordinator II is responsible for daily administrative duties of NTP including organizing, implementing, and attending science outreach activities, providing recruitment and advising services promoting graduate student succession, retention, and degree completion. This position will be working closely with students of all backgrounds. The incumbent must be a great team player with excellent communication skills, self-starting qualities, and the ability to work both independently and collaboratively.

Responsibilities:

• 5% Counsels prospective and admitted graduate students on educational planning and career opportunities
• 25% Reviews, evaluates, and responds to student applications for admission to a graduate program according to established policies and procedures
• 15% Identifies opportunities for and develops admissions and outreach events
• 5% Schedules logistics and secures resources for events to promote the Institution
• 5% Evaluates program effectiveness and provides recommendations for improvement
• 5% Creates targeted communication plans and materials based on established goals
• 10% Delivers directed admissions program messaging to internal and external audiences
• 10% Identifies, promotes, and maintains internal and external partnerships focusing on outreach, recruitment, and admission
• 5% Schedules logistics and secures resources for student teaching opportunities and guests for meetings, conferences, travel, and work unit operations
• 5% Engages outreach and recruitment events, representing the university to prospective students
• 5% Assists with tracking graduate student data on academic progress, support data collection and management for preparation of program training grant tracking scholarship metrics for success
• 5% Reconciles original purchase documents with payments per university policies

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree

Qualifications:

Required: - At least 1 year of relevant work experience in admissions, recruitment, and/or outreach in a higher education setting. Preferred: - Experience working with graduate students in admissions, recruitment, advising, or a related function. - Experience working with a variety of audiences (undergraduate and graduate students, faculty, advisory committees, instructional program staff, etc.) - Experience organizing events from start to finish - Experience with travel planning and/or reimbursements - Demonstrated ability to manage simultaneous projects, prioritize tasks, work collaboratively, and meet deadlines in a high-paced environment

License/Certification:

Required Drivers License - Valid Travel is required. Must provide a valid driver's license. Employees may use their own transportation or receive approval for University Car Fleet usage. Employment is conditional pending the results of a Pre-hire Driver Authorization Check. See https://businessservices.wisc.edu/managing-risk/driver-authorization-and-insurance/driver-authorization/#become-authorized-driver  (click on "Become an authorized driver;" then click on "Required criteria").

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $57,000 ANNUAL (12 months) Depending on Qualifications The starting salary for the position is $57,000 but is negotiable based on experience and qualifications. Employees in this position can expect to receive benefits such as generous vacation, holidays, and sick leave; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ) and ( https://uwmadison.box.com/s/r50myohfvfd15bqltljn0g4laubuz7t0 ).

Additional Information:

University sponsorship is not available for this position, including transfers of sponsorship. The selected applicant will be responsible for ensuring their continuous eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. This position is an ongoing position that will require continuous work eligibility. UW-Madison is not an E-Verify employer, and therefore, is not eligible to employ F1 STEM OPT Extension participants. If you are selected for this position you must provide proof of work authorization and eligibility to work.

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current resume/CV and a cover letter briefly describing your qualifications and experience.

Kelly Rose [email protected] 608-265-8069 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Grad Prog Adm & Rctmt Coord II(AE073)

Department(s):

A53-MEDICAL SCHOOL/ADMIN/NEURO GRAD PROG

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Senator Baldwin, WEDC Secretary Hughes WIMR tour highlights UW–Madison collaborations, innovations in biohealth

Wisconsin Senator Tammy Baldwin visited the Wisconsin Institutes for Medical Research on the University of Wisconsin–Madison campus Wednesday, highlighting the university’s experience and expertise as a collaborative powerhouse in bioscience and technology.

“It’s great to be here at the Wisconsin Institutes for Medical Research and to see the groundbreaking innovations that are occurring here,” stated Senator Baldwin, adding that she appreciates “the partnerships that have been built between a public university research institution, and private sector health care industry leaders.”

The tour is part of an effort to highlight a new statewide biohealth consortium of 15 private and public partners, including UW–Madison.

Announced by the Wisconsin Economic Development Corporation (WEDC) earlier this month, the consortium’s educational institutions, biohealth companies, precision manufacturers, and investors will work together to develop and facilitate shared initiatives and to pursue a Regional Tech Hub designation for the state of Wisconsin. This designation, which is awarded by the federal Economic Development Administration, would give the state access to at least $50 million in federal funds under the CHIPS and Science Act of 2022.

WEDC Secretary and CEO Missy Hughes highlighted the multiplier effect of such a collaboration, noting, “Economic development is really about injecting resources into something that’s already happening. Where we have this organic opportunity arising because of our industry and our universities, we can knit together efforts to help entrepreneurs or to do more workforce training and to do more research.”

“I think what I’ve really seen today is the Wisconsin Idea coming to life, where we have government and university and industry all working together. It’s classic Wisconsin,” added Hughes.

Secretary Hughes accompanied Senator Baldwin on the tour, underlining the assets UW–Madison brings to the consortium’s efforts. Connected to UW School of Medicine and Public Health and UW Health’s University Hospital, the Wisconsin Institutes for Medical Research (WIMR) is a cutting-edge translational and interdisciplinary research facility that brings together human and technological resources in one location. The tour included the UW–Madison Cyclotron lab, Radiopharmaceutical Production Facility, WIMR PET Imaging Center, and the Photon Counting CT Scanner.

Throughout the visit, WIMR leadership and researchers highlighted industry collaborations and innovative UW–Madison advances in a variety of important medical fields.

As Senator Baldwin noted following the tour: “Personalized medicine and a new word to me— theranostics, which is sort of the combination of therapy and diagnostics—are huge opportunities to deal with some of the most challenging chronic and acute diseases that we experience, whether that’s cancer [or] Alzheimer’s. All of that could really be developed and scaled here in Wisconsin, and it would not just have helpful, healthy impacts here in the States, but globally. It could be a real game changer.”

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Assistant, Associate, or Full Professor of Cancer Biostatistics

Shared Resource. 15% Advise graduate, post-graduate, or other learners in their research and teaching activities. The successful applicant will be a trainer in the Biomedical Data Science MS/ PhD program

Assistant Professor Weed Ecologist

on campus, please visit: Diversity and Inclusion Education: Required PhD in Weed Science, Agronomy, Horticulture, Plant Science, Crop Science, Agroecology, or closely related discipline is required by

Scientist II

on campus, please visit: Diversity and Inclusion Education: Required PhD Biological or Agricultural Science field Qualifications: Required Qualifications: -Experience managing multiple projects simultaneously

Lecturer in Integrative Biology

Master's Degree in biological science field focusing on marine and freshwater invertebrate biology. Preferred PhD in biological science field with focus on marine and freshwater invertebrate biology

Scientist I

Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion Education: Required PhD In a biological sciences field is required Qualifications

Radiology Informatics Data Scientist

. Preferred PhD  in Medical Imaging, Physics , Biomedical Statistics, Computer Science, or related field. Qualifications: Required: - Experience working with medical imaging and/or electronic health record data

Scientist I/II

background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion Education: Required PhD

WIDA Director of Psychometrics and Research

implementation process . To learn more about these policies, visit https://businessoffice.education.wisc.edu/human-resources/remote-work/ . WIDA values linguistic and cultural diversity both as an end and a means

Field Instructor in Social Work

information on diversity and inclusion on campus, please visit: Diversity and Inclusion Education: Required: Master's Degree Preferred: PhD Qualifications: Required: Minimum of two years post MSW practice

Breast/Gyn Surgical Pathology Fellow

Terminal Degree MD, MD/ PhD , or DO Qualifications: Graduate of a certified U.S. based pathology residency-training program. Board eligible or board certified in AP or AP/CP. License/Certification: Required MD

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☰ In This Section

Graduate School Placement

Undergrad Majors & Programs Department of Physics & Engineering

Physics & Engineering

• + Majors & Programs
• Applied Physics Major: Biomedical Emphasis
• Applied Physics Major: Computational Emphasis
• Applied Physics Major: Electronics Emphasis
• Applied Physics Major: Mechanics Emphasis
• Applied Physics Major: Optics Emphasis
• Computer Engineering Major
• Electrical Engineering Major
• Mechanical Engineering Major
• Physics Major (B.A.)
• Physics Major (B.S.)
• Software Engineering Major
• Physics Minor
• + Opportunities
• Awards & Recognition

At Bethel, we're proud of our physics and engineering graduates. Many have been accepted into some of the finest graduate programs in the country, and in a wide variety of fields.

Virtually all of the grads listed here received full financial support (stipend and tuition) in the form of fellowships, teaching assistantships, or research assistantships.

Recent Grads

Jacob '20 U of Minnesota (R esearch Assistant ) Mechanical Engineering

Blake '20 U of Washington-Seattle Applied Mathematics

Eric '20 U of Minnesota (industrial support) Mechanical Engineering

Aidan '20 U of Wisconsin-Madison (Full financial support) Medical Physics

Sam '19 U of Minnesota Data Sciences

Nathaniel '19 U of Minnesota (Research Assistantship ) Aerospace Engineering

Sarah '19 U of Minnesota Mechanical Engineering

Ben '19 U of Minnesota (Fellowship ) Chemical Engineering and Material Science

Drew '19 U of Minnesota (industrial support ) Electrical Engineering

Jacob '19  Stanford Mechanical Engineering

Josh '19 U of Minnesota (Research Assistant, tuition waiver) Electrical Engineering Tom '19 U of Minnesota (industrial support) Mechanical Engineering

Matt '19 U of Minnesota (Assistantship and industrial support)  Mechanical Engineering

Daniel '19 U of Minnesota (Fellowship, research assistant, tuition waiver) Electrical Engineering

Aaron '19 Harvard (Full Fellowship) Physics

Ike ’19 U of Colorado-Colorado Springs (accepted for 2021) Mathematics

Peter '18 U of Minnesota (Fellowship, research assistant, tuition waiver) Electrical Engineering

Luke '18 U of Minnesota (industrial support) Industrial Engineering

Greyson '18 U of Michigan (Fellowship, tuition waiver) Biomedical Engineering

Keith '18 U of Minnesota Mechanical Engineering

Max '18 U of British Columbia (Fellowship, tuition waiver) Physics

Mike '18 Montana State (Fellowship) Mechanical Engineering

Sam '18 Carnegie Mellon Electrical & Computer Engineering

Josh '18 Georgia Tech (Industrial Support) Computer Science

Connor '15 U of Colorado–Boulder (Fellowship) Physics

Andrew '15 U of Minnesota (Fellowship) Electrical Engineering

Andrew '15 U of Arizona (Fellowship) Optical Science

Caleb '15 Iowa State Mathematics

Chris '15 U of Minnesota (Fellowship) Electrical Engineering

Sarah '15 U of Georgia (Fellowship) Chemistry

Dan '14 U of Minnesota Electrical Eng.

Robbie '14 Baylor University Mechanical Eng.

Tony '14 University of Iowa Biomedical Eng.

Jared '14 U of Minnesota Electrical Eng.

Jared '14 Northeastern University Civil Eng.

Curtis '14 U of Minnesota Mathematics

Ben '14 U of Minnesota Electrical Eng.

J.D. '14 Appalachian State (Fellowship/Scholarships) Exercise Science

Matt '13 U of Minnesota (Fellowship) Electrical Eng.

Steve '13 U of Minnesota Electrical Eng.

James '13 Duke University Mechanical Eng.

Dan '13 U of Minnesota (NSF Fellowship) Electrical Eng.

Jon '13 U of Minnesota (Fellowship) Electrical Eng.

Michael '13 U of Minnesota (CSE Fellowship) Computer Science

Ben '13 U of Minnesota Electrical Eng.

Carter '13 U of Minnesota (Fellowship) Medicinal Chemistry

Andreas '13 U of Georgia (Pres. Fellowship) Chemistry

Brandon '13 Loma Linda University Medical School

Andrew '12 Stanford University Electrical Eng.

Nathan '12 University of Minnesota (CSE Fellowship) Electrical Eng.

Andrew '12 University of Minnesota (Fellowship) Physics

Tim '12 University of Minnesota Physics

Lauren '12 University of Minnesota (CSE Fellowship) (NSF Fellowship) Electrical Eng.

Kayse '12 University of Michigan (Rackham Fellowship) (NSF Fellowship) Industrial and Operations Eng.

Sarah '12 University of Waterloo (Fellowship) Quantum Computing

Tim '12 Oklahoma State (Fellowship) Physics

Carter '12 University of Minnesota (Fellowship) Medicinal Chemistry

Jessica '12 University of Arizona (Fellowship) Physics

Brian '12 Georgia Tech Mechanical Eng. Nanocomposites

Adam '11 Stanford University Mechanical Eng.

James '11 University of Minnesota Cognitive Science

Jack '11 University of Colorado, Boulder (Fellowship) Physics

Jami '11 Boise State Biomedical and Mechanical Eng.

Brandon '11 University of Minnesota Biomedical Eng.

David '11 University of Minnesota (Fellowship) Biomedical Eng.

Nathan '11 University of New Mexico Physics

Jordan '10 University of Minnesota Mechanical Eng.

Carolyn '10 University of Illinois Physics

Nicole '10 Penn State (Fellowship) Chemistry

Brandon '10 University of Minnesota Electrical Eng.

Peter '10 Purdue Mechanical Eng./Design

Accreditation

University accreditation.

Bethel University has been continuously accredited by the Higher Learning Commission since 1959. This regional accreditation, recognized by the United States Department of Education, demonstrates that the university meets quality educational standards.

Program accreditation

Physician-Scientist Training Program (PSTP)

The Stanford School of Medicine Physician-Scientist Training Program (PSTP) was established to provide medical students greater opportunities for engaging in biomedical research while taking the required coursework and clinical practice leading to the MD degree.

To enable that goal, a curriculum was created that embodies substantial periods free from formal classwork during the second and third academic years (see description of the “split” curriculum below). That format provides students with opportunities to engage in scholarly investigation and laboratory or clinical research within the medical school or on the university campus.

We believe that electing the combined academic/research opportunity provides students with a foundation for careers as physician investigators, a depleted but urgently needed phenotype. We have dubbed the program described above as the “Physician-Scientist Training Program (PSTP)” because throughout the period of studying and exploring, students will be guided and aided by faculty mentors committed to their progress and success.

• In the news:
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• AAMC National MD-PhD Program Outcomes Study

The Split Curriculum

The “Split Curriculum”.   While many American medical schools are decreasing the extent to which medical students study basic science, advances in molecular medicine, and research in general, Stanford created a curriculum – the “Split Curriculum”- that restores vigor to the basic courses and provides opportunities to engage in other scholarly activities available at Stanford University. An important feature of the split curriculum is to provide to students who aspire to careers as physician-scientists the opportunity and means for acquiring an in-depth research experience concurrently with the academic coursework required to become a doctor. Thus, the split curriculum permits students who have completed the first-year course work to use the unscheduled blocks of time in the ensuing years to pursue a research project while they complete the remaining preclinical course requirements. Students choosing to pursue research in the split curriculum can immerse themselves in challenging problems, follow the research wherever it leads, and, possibly, be a part of solving the problem they set for themselves.   Further, we believe that the concentrated focus on a challenging, longitudinal research project made possible by the split curriculum is more beneficial for gaining research experience than taking a gap year following completion of the preclinical coursework.

Students formally decide whether to split the curriculum at the end of their first year of medical school. Students who do so will begin their research during the Summer Quarter after their first year.   Splitting their remaining pre-clerkship curriculum amounts to 3 half days per week spent in classroom lectures or clinical activities (Mondays and Tuesdays in the second year, called “M2A”), Thursdays and Fridays in the third year (called “M2B”). The remaining 7 half days per week and summers are available for the student’s research project, as overseen by their selected research mentor. Funding is provided by Med Scholars, to ensure that no additional medical school debt accrues when spreading education and research over 5 years.

The split curriculum may appeal to medical school applicants and matriculated students who already have substantial research experience. However, students with only limited research experience but who have participated in summer research programs before applying to medical school are also strongly encouraged to consider research opportunities and to join the PSTP.   Any MD student who matriculates at Stanford is eligible to pursue the split curriculum, even if they choose not to participate in PSTP activities.

The 5-Year MD Program Timeline

Research training and career development for all PSTP students, regardless of pathway chosen, include :

• Significant, immersive research training for students who matriculate for 5 or more years, either as “splitters” or as gap year students
• Weekly lab meetings
• INDE 217 – Physician Scientist Hour (3 total units - 1 unit each for autumn, winter, and spring quarters)
• INDE 267 - Planning and Writing a Research Proposal (1 unit, winter quarter of first year of medical school)
• MED 255 – Responsible Conduct of Research (1 unit, available all quarters)
• Other coursework is tailored to a student’s chosen Scholarly Concentration
• Poster presentations at the annual Stanford Medical Student Symposium - Students will be expected to attend the Symposium during their first year, and present during their second or third year
• Annual research conferences in the discipline most closely associated with their lab research project
• A full day of career development topics bringing together MD-only medical students, MSTP students, research residents & fellows, and physician-scientist faculty
• “How to find a research mentor” programming led by the Associate Dean for Medical Research begins the summer prior to matriculation
• Quarterly meetings with PSTP director(s)
• Monthly Physician-Scientist Work-in-Progress (WIP) Seminars
• Stanford Women’s Association of Physician Scientists ( SWAPS ) quarterly events (organized together with MSTP)
• Preparation for application to research clinical residencies after graduation
• Student-led social events including, lunches, dinners, PSTP Happy Hour, and other gatherings
• Annual PSTP welcome barbecue

Physician-Scientist Opportunities

Stanford MD program students can pursue their interests in laboratory or biomedical informatics research as an integral part of their Stanford experience. Although many medical schools are decreasing medical students' exposure to basic science, molecular medicine, and research, Stanford has an attractive option for students who wish to pursue becoming physician-scientists. Stanford’s unique 5-year Discovery Curriculum  enables research-oriented students to complete their pre-clinical curriculum in three years instead of two years. The three year pre-clerkship schedule creates unscheduled blocks of time to pursue longitudinal research, early clinical experiences, and student wellness activities.

Students participating in a physician-scientist curriculum participate in laboratory or biomedical informatics research for 7 consecutive quarters beginning in the Summer Quarter after their first medical school year.  Funding is provided by the Medical Scholars Research Program  (Medscholars). This option may appeal to medical school applicants and matriculated students who already have substantial research experience. However, students with only limited research experience, but have participated in summer research programs before applying to medical school are also encouraged to consider research opportunities. 

The defining philosophy for our physician-scientist oriented curriculum is that students should immerse themselves in a longitudinal bench or biomedical informatics research project for 2 years. Students will start research the Summer Quarter after their first medical school year, then will “split” their remaining pre-clerkship curriculum, which amounts to only 3 half days per week spent in classroom lectures or clinical activities. The remaining 7 half days per week will be devoted to hypothesis-driven experiments in their research mentor’s lab. Three academic quarters have no coursework (two summer quarters and spring quarter of year 2).

PSTP Admissions

How does a prospective student seeking such an opportunity join PSTP? For students seeking admission to Stanford MD in 2022-2023, they can apply on the Stanford Secondary application. To facilitate the MD Committee on Admission’s ability to assess the applicant’s aptitude for, and interest in, pursuing the PSTP option, two additional essays are required. Applicants who are accepted into the MD program through the AMCAS portal are automatically accepted into the PSTP.

Applicants who apply through the traditional MD portal (e.g., who do not select the PSTP option in the application) and who are accepted for MD admission are also eligible to apply for the PSTP after matriculation. PSTP application following matriculation is not competitive, and we strongly encourage students to participate. Stanford PSTP’s guiding philosophy is simple – matriculate to Stanford and know that once you arrive, we will help you determine which of the many paths available will allow you to best reach your full potential as a physician-scientist.

PSTP Research Opportunities

Almost all PSTP students pursue one or more additional years of research, usually funded through the Medical Scholars Research Program  (Med Scholars). Deciding whether to pursue the “split curriculum” 5-year program, or add a full gap year for research, typically occurs in the first year of medical school. This is a highly individualized decision, made with guidance from the Associate Dean for Medical Research, research faculty, and advising deans. A subset of students will choose to apply for a longer, more focused training, either as Berg Scholars (6 years) or through the internal MSTP track (7+ years).

Research Residency Programs

Stanford University School of Medicine's Physician-Scientist Training Program (PSTP) serves as an umbrella program designed to integrate and maximize career development of physician-scientists across the career continuum. The program's goal is to increase the number and diversity of successful physician researchers in the U.S. workforce. The focus of the PSTP is on trainees participating in each of Stanford’s 14 individual Research Residency PSTPs (below) across the School of Medicine as well as the  Advanced Research Training at Stanford  (ARTS) and Translational Research and Applied Medicine (TRAM) programs. The ARTS program enables research residents and fellows to pursue PhD training as part of their postgraduate clinical training.  The TRAM program focuses on removing barriers and communication gaps between scientists and clinicians.

• FARM program
• Integrated Cardiothoracic Surgical Training Program
• ACLAM Residency
• Clinical Scholars Track
• ACCEL Program
• Translational Investigator Pathway
• Neuroscience Scholar Tracks
• Neurosurgery Research Programs  (Enfolded Clinical Fellowship and/or Basic/Clinical Research)
• SOAR Research Program
• Clinician-Scientist Training Program
• Physician-Scientist Scholars Program
• Physician Scientist Track
• Research Track
• Radiation Oncology

Other ways to be a part of the PSTP Community

Students who enter with substantial research experience (e.g., have already earned a PhD) are also encouraged to participate in PSTP activities but typically complete their MD studies in 4 years. Students who are concurrently enrolled in MS programs often participate in a subset of PSTP career development activities that complement their MS coursework.

FAQ and Additional Resources

Why train to become a Physician-Scientist?

Physician-scientists (PS) play central roles in the basic science discovery process, testing new diagnostics and therapeutics in clinics and hospitals, and delivery of discoveries to individual patients (or even large populations of patients) as practicing clinicians.  A physician scientist shortage already exists in the United States and is expected to worsen over the next decade. As a result, PS career opportunities in academia, government, world health, and industry will expand over time, offering the thrill of discovery and the flexibility to effectively combine both laboratory research and patient care. Finally, clinicians with training as physician-scientists who later focus primarily as caregivers benefit from rigorous research experiences and acquisition of foundational basic science skills.

How do I become a Physician-Scientist?

The most common route to become a physician-scientist is through research residencies and fellowships following MD/PhD training. Stanford PSTPs actively recruit from Medical Scientist Training Program (MSTPs) across the country, including our own MSTP. Stanford has an exceptional MSTP with over a 50 year history of sustained funding and successful trainee outcomes. Most trainees equate physician-scientist training with MD/PhD programs. However, there are many other potential paths to becoming a physician-scientist along the career continuum. Abundant examples exist of MD-only physician-scientists doing cutting-edge, NIH-funded basic research. These individuals often became interested in research during a short medical school research experience, later receiving more intensive research training as part of a clinical or research fellowship prior to starting their academic careers.  Many Stanford medical students “try out” research for the first time in medical school through the Medical Scholars Research Program . For these students, this is when the “research bug” is caught. They then choose to take advantage of the 3-year pre-clerkship curriculum for Physician-Scientists.

Alternatively, Stanford medical students may choose to take 1 or more gap years to study deeper research questions or to pursue advanced degrees in various disciplines. Other Stanford medical students arrive on campus with substantial research experience already and continue to pursue their goals as MD-only physician-scientists. Still other Stanford medical school graduates will become “late bloomers” who choose to pursue research as a career during residency or fellowship training, in “research residencies” or “short-track residencies”. Some late bloomers even choose to pursue a PhD during clinical training through the Advanced Residency Training at Stanford (ARTS) program.

What opportunities can I pursue?

Students may choose to continue research training after graduation by matching to research residencies at Stanford or elsewhere. A database of research residencies can be found on the American Physician Scientist Association (APSA) website. The Burroughs Wellcome Fund has established a Physician Scientist Institutional Award to fund 10 centers in North America that promote physician scientist careers. Stanford University is one of the 10 institutions.

Stanford's goal for MD program students who wish to pursue physician-scientist careers is to provide trainees with foundational skills that will enable them to succeed. A subset of Stanford MD program students will apply to the  Berg Scholars Program  to pursue an MS in Medicine in Biomedical Investigation or apply for participation in  MSTP  to pursue a PhD.

Why choose Stanford?

Stanford currently offers 14 different research residency programs across a wide variety of different disciplines. Each residency offers discipline-specific curricula, individualized mentoring, and career development opportunities. An umbrella PSTP through Stanford Medicine has been created to develop cross-disciplinary career development opportunities, including a full day PSTP Symposium that is open to all research residents and fellows, MSTP and Berg Scholars students, and junior faculty. Stanford’s umbrella PSTP is partially funded by the Burroughs Wellcome Fund and is in the process of linking to a national PSTP consortium. Stanford’s commitment to developing physician scientists from medical school up through faculty is one of the best reasons to choose Stanford.

For medical students, Stanford has specifically designed flexibility in our curriculum to increase the number of medical students who wish to pursue careers in laboratory or biomedical informatics research areas.

Our philosophy is that MD program students should immerse themselves in a longitudinal bench or biomedical informatics research project for 2 years.  The Discovery Curriculum's pathways allow students to start research the summer after their first medical school year, "spliting" their remaining pre-clerkship curriculum.  Their schedule has 3 half days per week spent in classroom lectures or clinical activities. The remaining 7 half days per week are devoted to hypothesis-driven experiments in their research mentor’s lab. Three academic quarters have no coursework (two summer quarters and the spring quarter of year 2) in order for students to devote themselves to biomedical investigation.

Mentoring and Training Opportunities

Stanford also strives to provide “near peer” mentoring and training opportunities for the following educational levels:

• Residents and Fellows
• Residency & Fellowship Programs
• Medical Students
• Berg Scholars Program
• Medical Scientist Training Program (MSTP)
• Stanford Women Association of Physician Scientists (SWAPS)
• Undergraduates
• SSRP-Amgen Scholars Program
• High Schools
• Stanford Institutes of Medicine Summer Research Program (SIMR)
• Stanford Medical Youth Science Program (SMYSP)

For inquiries about our program, please contact:

[email protected]

updated August 2022