usmle research opportunities

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. 

About The Author

Dr. Zineb Moustaatif

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How to Find Research Opportunities for IMGS

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The medical research field has become more globally oriented, offering numerous opportunities for IMGS. Participating in research projects based in the US can provide IMGs with valuable skills that enhance their competitiveness when applying to American residency programs. But do you know where to start in your search for research opportunities? 

You may have already read about the types of research opportunities for IMGs. In this article, we will outline several avenues through which IMGs can find research opportunities.

University Affiliated Programs

University-affiliated programs are a promising avenue for IMGs to find research opportunities in the United States. These programs, often tied directly with esteemed medical and educational institutions, offer a wide range of health-related projects covering basic sciences, clinical trials, or public health studies that could be suitable based on individual interests. Examples include postdoctoral fellowships or summer internships that provide hands-on experience and help build professional relationships within respective fields.

These university-affiliated programs typically formulate details around fostering international collaboration in addressing global healthcare challenges. Participants work under experienced investigators gaining direct exposure to innovative methodologies while partaking actively throughout different stages of particular studies- from planning phases through data analysis and interpretation up until manuscript preparation. Thus enhancing their overall competency as future physicians capable of thriving amidst dynamic clinical landscapes.

Online Platforms

Online platforms have transformed information sharing, opening new avenues for IMGs pursuing research opportunities. These digital resources and research projects across various disciplines within the medical field.

Websites such as the Scholar Universe are effective starting points. They allow users to browse by discipline or researcher name, providing summaries of individuals’ work along with corresponding contact details. This feature can aid IMGs in identifying potential collaborators whose interests align closely with their own. To maximize these benefits, it may be helpful to keep your profiles up-to-date on similar sites. This ensures visibility to other professionals who search through these directories.

Science Careers, an online job board for scientists, has a dedicated section for postdoctoral positions, including those open to non-US residents. This provides a glimpse into prestigious institutions’ wider-scope projects in the US.

There are various websites that specialize in facilitating global academic connections, for example, ResearchGate, which is renowned for its networking capabilities between experienced researchers and beginners. Additionally, widely recognized platforms like Coursera and edX, which offer Massive Open Online Courses, have established direct partnerships with prestigious universities across the globe. Upon finishing these courses, participants receive access codes that not only enhance their credentials but also broaden their knowledge horizons, all conveniently accessible from personal computers or mobile devices.

Networking is a crucial tool for IMGs seeking research opportunities in the US.] It involves building and maintaining professional relationships that can lead to career-related benefits, such as job and research information.

Medical conferences bring together health professionals from different specialties to discuss the latest developments and network. By attending these gatherings, IMGs can interact directly with prominent researchers in their fields of interest, providing unique opportunities to initiate collaborations on potential projects.

Joining specialized professional groups, both online and offline, can expand your network beyond geographical constraints. Local chapter meetings are platforms for researchers to connect with experts, gain wisdom and guidance, and discover hidden research prospects.

Apart from conventional methods like in-person meetups or seminars, social media present revolutionary tools for interprofessional connectivity. LinkedIn profiles display user credentials, allowing you to gauge compatibility before reaching out, while Twitter provides real-time updates on current trials, possibly seeking additional collaborators.

Utilizing Social Media Channels

Social media channels have become a valuable tool in the professional world, including medicine. Platforms such as LinkedIn and ResearchGate are renowned for their career-oriented focus that brings together professionals from across disciplines around the globe. LinkedIn has groups exclusively dedicated to doctors where discussions about recent advancements, job openings, or research opportunities frequently take place. Joining these groups provides broader access to people involved in similar areas of interest within your specialty.

YouTube houses a wealth of content from experienced medical professionals providing guidance to IMGs on navigating their USMLE exams and career aspirations. Maintaining an active presence on these platforms allows access to industry insights and potential collaborations that may culminate in meaningful contributions to ongoing research initiatives. Twitter is also widely used within scientific circles. Follow accounts relevant to your interests, as researchers frequently discuss published papers directly related to their work, offering direct avenues to understand those seeking contributors for future studies.

While social networking has value, it’s just one aspect. Consistent effort and proactive engagement are key to success.

Volunteer Work

Volunteering is a practical way for IMGs to get involved in US healthcare research. By offering their services for free, they can become part of ongoing projects and studies. This offers great exposure and helps understand how various elements fuse seamlessly within live public health environments. 

Volunteering allows IMGs to showcase transferable skills like teamwork, communication, and leadership in dynamic projects, bolstering professional credibility and demonstrating a commitment to community development. The networking opportunities could be invaluable, as professionals may recommend you based on your volunteer work.

Mentors/Advisors

A robust mentorship can be a game-changing factor for IMGs, offering guidance in navigating the complex medical research landscape. These mentors or advisors are professionals with firm roots within the American healthcare system and extensive knowledge of its intricacies. Academic experts are ideal guides to help you find suitable opportunities in the field of academic medicine.

Developing this relationship may seem challenging initially; however, it can often start by contacting faculty members whose work aligns with your interests or connecting through professional organizations such as AMA (American Medical Association). Furthermore, attending conferences relevant to one’s field might also prove helpful when looking for potential mentors. As these relationships grow stronger, you have a better chance of receiving personalized advice to secure advantageous positions in ongoing projects, which will significantly enhance your profile as a residency applicant.

Clinical Observership

Clinical Observerships are vital for IMGs to gain important exposure to the U.S. healthcare system. These experiences, often organized by medical institutions or universities, allow IMGs to observe physicians’ clinical practices in real-world contexts without direct patient interaction. Observership provides an understanding of American clinical protocols and hospital workflows and the role of interdisciplinary collaboration in patient care.

While Observership programs are primarily focused on offering clinical experience, they are also frequently linked with ongoing research projects. This association offers the opportunity to gain insight into U.S. medical practices while potentially engaging in groundbreaking research under the guidance of renowned investigators.

Email Correspondence

Email correspondence remains one of the most effective and direct methods for securing research opportunities. The initial step involves identifying researchers or project leaders in your desired field whose work aligns with your aspirations. Medical journals, published papers, faculty directories from universities or institutes, and even LinkedIn are excellent resources for finding such contacts.

When establishing contact with a potential advisor or researcher, it is important to craft a well-composed email that presents oneself in a professional manner. In this email, kindly introduce yourself, mentioning the institution where you pursued your medical studies abroad, any noteworthy experiences related to their field of work (including clinical practice), and express the reasons behind your interest in their specific research area. It is essential to maintain a courteous yet confident tone, showcasing how joining their team would bring significant mutual benefits. This can be achieved by elaborating on the value you can bring to their research through your distinctive background and perspective.

Fellowship Programs

The fellowship programs offer an advanced, specialized learning pathway that allows IMGs to gain deeper knowledge and skills within their field of interest. They vary in length – from a one-year short-term program to three or more years for subspecialties. During this time, fellows participate not only in patient care but also get involved heavily with research projects under the mentorship of seasoned professionals.

Fellowships provide valuable practical experience in a clinical setting, allowing individuals to gain extensive hands-on training. Additionally, fellows have the opportunity to engage in innovative research projects utilizing advanced facilities, thereby augmenting the attractiveness of their curriculum vitae for residency applications. These fellowships are often associated with prestigious teaching hospitals, such as Harvard Medical School and John Hopkins University, thus offering exceptional prospects for profound scientific exploration. Moreover, participating in these programs facilitates fruitful collaborations across global healthcare landscapes.

Join Professional Organizations

Joining professional organizations is a potent way for IMGs to access research opportunities while expanding their networking circle. These organizations regularly host conferences, seminars, and workshops that foster interaction among individuals sharing similar interests. By being an active member of such an organization, you increase your visibility in the field which may lead to fruitful collaborations on future research projects.

In addition, these institutions frequently publish medical journals and newsletters comprising recent advancements from various disciplines. Participating in creating articles or reports can significantly enhance one’s expertise while offering exposure to potentially gain significant roles within ongoing studies across the globe.

U.S. Governmental Agencies

U.S. Governmental Agencies, such as the National Institutes of Health (NIH) and Centers for Disease Control and Prevention (CDC) , offer vast research opportunities that often welcome participation from IMGs. The NIH, one of the world’s foremost medical research centers, funds numerous projects covering various specialties each year. These projects cover areas ranging from clinical trials to laboratory studies in unique fields like microbiology or epidemiology. Opportunities at CDC are also furnished generously, emphasizing prevention-focused public health initiatives.

These agencies allow IMGs to collaborate with top-notch professionals in their respective fields while investigating global healthcare issues affecting populations. Moreover, they provide exposure to cutting-edge tools and technologies integral to shaping modern scientific inquiry. Roles could involve anything from assisting principal investigators on pivotal findings towards combating diseases via evidence-based strategies or authoring publications highlighting key insights derived throughout your residency. Both are valuable contributions when attempting residency matches within highly competitive programs inside U.S. borders.

While finding adequate research experiences might seem daunting initially, recognizing available resources will unquestionably smooth out your journey. Remember that each connection made, course attended, or opportunity pursued contributes cumulatively towards strengthening your candidacy profile when applying for residency placements.

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The United States is at the forefront of medical care in the world. Medical students and graduates from around the globe compete to get a spot in a residency program. International Medical Graduates (IMGs) need to pass the USMLE exams and have an illustrious profile that includes US clinical and research experience. The journey doesn't end there, as IMGs also need to display exhibit good interpersonal skills and be prepared to crack the interview in order to impress the interview panel. Usually, IMGs apply to multiple hospitals for clinical and research experience. They also need help to write a well formatted CV & personal statement. In addition to interview preparation. Given the long, complex, and exhausting process of this journey. Time management, efficiency, and good interpersonal skills are as important as having good test scores. IFMGE provides a one stop platform for medical students and IMGs to explore the necessary resources to stay ahead of the game and have the necessary guidance and resources at hand. Our team will get you the guidance, education, clinical and research experience. We will also ensure that you have a well-rounded CV a compelling personal statement and sharpen your interview skills to have you stand out at the time of your application for the physician you are and the physician you want to be.

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How to Write and Publish Clinical Research in Medical School

From working hard on the USMLE® exams to holding leadership positions in a specialty’s academic society, there are many ways medical students can work towards matching into the residency of their choice. One such activity that looks great on residency applications is finding clinical research opportunities in medical school to write and publish papers. No one knows this better than Dr. Eve Bowers. 

An Otolaryngology resident at the University of Miami/Jackson Memorial Hospital, Eve became an expert in writing, submitting, and publishing manuscripts during her final years in medical school. Check out Eve’s blog post below to get valuable insights on how to get published in medical school. 

As medical students, we’re told that research is important and that publications are “good”, and even “necessary to match ” into residency, but we often aren’t given the tools we need to turn ideas into manuscripts. This is especially true given our rigorous schedules. 

When I looked through my CV, I saw I had a few abstracts and presentations, but no manuscripts. I wanted to write, but publishing seemed like just checking another resume box. On top of that, I didn’t know where to begin. 

My writing journey started with a case report I nervously picked up during my surgery clerkship . Then, over ten months of typing, editing, and sending unanswered emails, I went from writing 0 to ten manuscripts. The process was sometimes painful but mostly gratifying (yes, research can be gratifying), and you can do it, too.

To make finding, starting, and publishing high-quality research articles a little bit easier and a lot more enjoyable, check out my five tips for publishing clinical research in medical school.

1. Build your network to find publication opportunities in medical school

When looking for projects, finding great mentors is often more useful than finding the perfect project. This is especially true when starting out. Use your time on clerkships to identify attending and resident mentors who you trust to support your budding author ambitions.

At this stage, residents especially are your friends . When you demonstrate follow-through and receptiveness to feedback, you will be given more research opportunities. Don’t be shy about asking mentors for tasks if you can juggle multiple projects, but don’t bite off more than you can chew. It’s important to communicate honestly and be transparent about the amount of time you have.

2. Kickstarting your research during medical school: start small 

If you have no research experience, start with a case report. Volunteer to write an article about an interesting case you saw in the operating room or clinic. It’s much easier and more rewarding to write about patients you have experience with, and case reports are a great way to demonstrate your writing ability to more senior authors.

Pro tip : Try to figure out as much as you can independently by using published reports as blueprints before asking for help. Nevertheless, don’t be afraid to seek guidance when you need it! If you approach a mentor with a problem, come prepared with 2-3 realistic solutions or examples of how you tried to figure it out on your own.

3. Know the criteria for writing a clinical research paper 

Before you begin, ask your mentor where they would like to submit the completed work. Each journal has specific standards, styles, and submission criteria. For guidance, look to papers previously published in that journal. 

As far as annotations and citations are concerned, download and learn how to use Endnote or Zotero right now! You’ll save days of work formatting your references.

Additionally, consider creating folders and spreadsheets to keep track of projects. Set goals and timelines for yourself from the beginning, and block off dedicated time to conduct a literature review, analyze data, and write.

Pro tip : If you are the first author and overseeing a large team, improve communication and efficiency by making everyone’s roles and expectations very clear to the group via email.

4. Follow up with your mentor

Sometimes you’ll send your mentor a draft, but she won’t get back to you with edits and feedback in a reasonable timeframe. Surprisingly, many projects do not get past this point because of insufficient persistence. Here’s what to do if this happens:

• Politely nudge your mentor with follow-up emails and schedule a meeting to discuss in person or via Zoom.
• Set deadlines and give specific reasons why the paper needs to be submitted. Some reasons could include, “I need this submission for my residency application ” or “this is a requirement for my school.”
• Ask your co-author resident and/or fellow to advocate for edits and submission.

Whatever happens, don’t give up at this point. You’ve put in the work, and persistence makes or breaks a successful student-author.

5. Write about the medical topics that you love

Writing is fun when you focus on subjects you’re really passionate about. You also don’t have to stay within your institution: feel free to branch out if you come across an interesting research opportunity at a different program. A little cold email can go a long way!

If your goal is quantity, you can increase output by asking around about “productive” research mentors and sticking to topics related to clinical practice or medical education. However, my advice is to never let relatively quick publication opportunities compromise the quality of your work. Remember — every paper you write gets easier and more enjoyable, and your work will be truly important to advancing the field you care about. Good luck!

About the Author : Eve is an Otolaryngology Resident at the University of Miami/Jackson Memorial Hospital. She attended medical school at the University of Pittsburgh School of Medicine and undergrad at the University of Pennsylvania. She is passionate about medical education, mentorship, and increasing minority and female leadership in surgical fields. For more tips and tricks, follow her on Twitter and Instagram !

For more information on residency applications, check out the AMBOSS Residency Applications Clerkship Survival Guide. 

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Students in the Gap Year Program train under consultant mentors in the Division of Orthopedic Surgery Research. Research focus areas may include sports medicine; hip and knee; shoulder and elbow; spine; oncology; pediatrics; trauma; hand; and foot and ankle.

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The latest in plab, usmle, post graduation, research and professional medical education curated for you daily., what after usmle.

Dr. Juan Martinez is an experienced Medical Career Guidance Counselor and Healthcare Blogger. He provides personalized advice and support to individuals seeking to enter international healthcare career paths.

The United States Medical Licensing Examination (USMLE) is an essential step in the journey to becoming a licensed physician in the United States. Upon successfully completing the USMLE, medical graduates often wonder what the next steps are in their career path. This article aims to provide a comprehensive guide on what comes after USMLE , highlighting various career options and opportunities for medical professionals.

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Residency Program

After successfully passing the USMLE, the next crucial step for medical graduates is to secure a residency program. Residency programs offer hands-on clinical training in a specialized area of medicine and are essential for honing your clinical skills and knowledge. To apply for a residency program, candidates must participate in the National Resident Matching Program (NRMP), commonly known as “The Match.”

The Match is a system that pairs medical graduates with available residency positions across the country. To participate in The Match, candidates submit their applications through the Electronic Residency Application Service ( ERAS ). The process involves submitting a personal statement, letters of recommendation, and your USMLE scores. It’s essential to meet the application deadlines and ensure your application is complete and well-prepared.

Specialties and Subspecialties

During the residency application process, medical graduates can choose from a wide range of specialties and subspecialties. Specialties include fields such as internal medicine, pediatrics, surgery, obstetrics and gynecology, psychiatry, and many more. Within each specialty, there are further opportunities to pursue subspecialties, allowing physicians to focus on specific areas of interest.

Fellowship Programs

For medical professionals who wish to further specialize in a specific area of medicine, fellowship programs provide advanced training opportunities. Fellowships typically follow the completion of a residency program and allow physicians to gain expertise in their chosen subspecialty. These programs vary in duration and offer focused training to develop advanced clinical and research skills.

Academic Medicine

Another path that medical professionals can consider after USMLE is pursuing a career in academic medicine. Academic medicine involves combining clinical practice with teaching and research. Many academic medical centers offer faculty positions where physicians can contribute to medical education, conduct research, and provide direct patient care. Academic medicine can be an enriching and fulfilling career choice for those who enjoy teaching and advancing medical knowledge.

Private Practice

For medical professionals seeking more autonomy and control over their practice, establishing a private practice is an attractive option. Private practice allows physicians to build their patient base and provide specialized care within their chosen field. However, setting up a private practice requires careful planning, including considerations such as location, finances, and marketing strategies.

Hospital Employment

Joining a hospital or healthcare organization as an employed physician is another common career choice after USMLE. Hospitals often offer a stable work environment, access to resources, and a network of colleagues for collaboration. Hospital employment provides physicians with the opportunity to focus on patient care while benefiting from the support and infrastructure provided by the organization.

Research Opportunities

For medical professionals interested in advancing medical knowledge and contributing to scientific discoveries, pursuing research opportunities can be an excellent option. Many academic institutions and research organizations offer research fellowships and grants to support physicians interested in conducting clinical or basic science research. Engaging in research not only contributes to the medical community but also enhances critical thinking and problem-solving skills.

International Opportunities

The USMLE provides medical professionals with a globally recognized qualification, opening doors to various international opportunities. Physicians can explore options such as volunteering in underserved regions, participating in medical missions, or working in international healthcare organizations. These experiences not only broaden professional horizons but also allow physicians to make a positive impact on healthcare worldwide.

Continuous Medical Education (CME)

Regardless of the career path chosen after USMLE, it is essential for medical professionals to engage in continuous medical education (CME). CME ensures physicians stay up-to-date with the latest advancements in their field and maintain their medical licenses. Attending conferences, workshops, and online courses are some ways to fulfill CME requirements while expanding knowledge and skills.

In conclusion, passing the USMLE is a significant milestone for medical professionals, but it is only the beginning of a rewarding career. After USMLE, medical graduates have various career options, including residency programs, fellowship programs, academic medicine, private practice, hospital employment, research opportunities, international opportunities, and continuous medical education. It is crucial for physicians to explore these options and make informed decisions based on their interests, aspirations, and long-term goals.

1. What is the next step after passing the USMLE?

After passing the USMLE, the next step is to secure a residency program for hands-on clinical training in a specialized area of medicine.

2. How do I apply for a residency program?

To apply for a residency program, candidates must participate in the National Resident Matching Program (NRMP) by submitting their applications through the Electronic Residency Application Service (ERAS).

3. What are specialties and subspecialties in the residency application process?

During the residency application process, medical graduates can choose from a wide range of specialties such as internal medicine, pediatrics, surgery, obstetrics and gynecology, psychiatry, and more. Within each specialty, there are further opportunities to pursue subspecialties, allowing physicians to focus on specific areas of interest.

4. What are fellowship programs?

Fellowship programs provide advanced training opportunities for medical professionals who wish to further specialize in a specific area of medicine. These programs follow the completion of a residency program and offer focused training to develop advanced clinical and research skills.

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The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators

Ahmad ozair.

1 Miami Cancer Institute, Baptist Health South Florida, Miami, FL, United States

2 Faculty of Medicine, King George’s Medical University, Lucknow, India

3 St John's Medical College, Bangalore, India

Donald K E Detchou

4 Department of Neurosurgery, Hospital of the University of Pennsylvania, Philadelphia, PA, United States

5 Thomas William Langfitt Neurosurgical Society, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, United States

The United States Medical Licensing Examination (USMLE) Step 1, arguably the most significant assessment in the USMLE examination series, changed from a 3-digit score to a pass/fail outcome in January 2022. Given the rapidly evolving body of literature on this subject, this paper aims to provide a comprehensive review of the historical context and impact of this change on various stakeholders involved in residency selection. For this, relevant keyword-based searches were performed in PubMed, Google Scholar, and Scopus to identify relevant literature. Given the unique history of USMLE Step 1 in the US residency selection process and the score’s correlation with future performance in board-certifying examinations in different specialties, this scoring change is predicted to significantly impact US Doctor of Medicine students, US Doctor of Osteopathic Medicine students, international medical graduates, and residency program directors, among others. The significance and the rationale of the pass/fail change along with the implications for both residency applicants and educators are also summarized in this paper. Although medical programs, academic institutions, and residency organizing bodies across the United States have swiftly stepped up to ensure a seamless transition and have attempted to ensure equity for all, the conversion process carries considerable uncertainty for residency applicants. For educators, the increasing number of applications conflicts with holistic application screening, leading to the expected greater use of objective measures, with USMLE Step 2 Clinical Knowledge likely becoming the preferred screening tool in lieu of Step 1.

Introduction

The United States Medical Licensing Examination (USMLE) consists of 3 examinations (USMLE Step 1, Step 2, and Step 3) that medical students/graduates must pass before entering and completing postgraduate clinical residency training in the United States [ 1 ]. The USMLE program is jointly administered by the National Board of Medical Examiners (NBME), the Educational Commission for Foreign Medical Graduates (ECFMG), and the Federation of State Medical Boards (FSMB) [ 2 - 4 ]. The USMLE Step 1 tests candidates’ knowledge of the preclinical basic sciences, namely, anatomy, biochemistry, immunology, microbiology, pathology, and pharmacology, while Steps 2 and 3 test candidates’ clinical knowledge. Typically, USMLE Steps 1 and 2 are completed by US students—both MD (Doctor of Medicine) and DO (Doctor of Osteopathic Medicine) candidates during medical school. USMLE Step 2 has historically been composed of 2 components: Step 2 CK (clinical knowledge) and Step 2 Clinical Skills. USMLE Step 3 is typically completed by these students just after medical school graduation or during residency.

For over 16 years, the USMLE Step 1, Step 2 CK, and Step 3 have been criterion-referenced, computer-based assessments. These exams historically provided a 3-digit score, similar to the Medical Council of Canada Qualifying Examination (MCCQE) Part I examination in Canada [ 5 ], the National Eligibility cum Entrance Test for Post-Graduation (NEET-PG) in India [ 6 ], and the Comprehensive Osteopathic Medical Licensing Examination (COMLEX) of the United States, taken by students of DO schools alongside the USMLE, which all provide numeric scores and percentiles. However, these exams are different from USMLE’s counterparts in the United Kingdom, where the Professional and Linguistic Assessment Board 1 and 2 examinations function as pass/fail-only assessments. Meanwhile, the USMLE Step 2 Clinical Skills exam evaluated candidates through an in-person structured clinical assessment and provided only a pass/fail outcome. However, the latter, first introduced in 2004, was permanently suspended in 2020 due to COVID-19–related restrictions on testing [ 1 ]. This change resulted in only 3 tests remaining for candidates aiming to join and complete a residency program in the United States, all providing 3-digit scores for candidates passing them.

In March 2019, the Invitational Conference on USMLE Scoring (InCUS) was held with delegates from 5 major bodies of medical education in the United States—Association of American Medical Colleges, American Medical Association, NBME, FSMB, and ECFMG—with the aim being to “facilitate broader system-wide changes to improve the transition from undergraduate medical education to graduate medical education” [ 2 ]. The group, as a consensus, felt that the current system merited wide-spanning changes. In the following year, in 2020, FSMB and NBME announced that score reporting for USMLE Step 1 would change from a 3-digit numeric score to reporting a pass/fail outcome [ 3 , 4 ]. This change finally came into effect on January 26, 2022. Notably, NBME and ECFMG announced that all scores for USMLE Step 1 exams taken prior to the date of change will continue to be reported as the traditional 3-digit score, with no retroactive alteration of transcripts [ 7 ]. In a parallel move, the National Board of Osteopathic Medical Examiners announced that COMLEX Level 1—the first of the 3 exams taken by DO candidates as a requirement for osteopathic medicine licensure, as well as medical school graduation, would also transition to a pass/fail reporting system from May 2022 [ 8 ].

At the time of writing this paper, less than a year has passed since the scoring change came into effect. Importantly, candidates who had taken and obtained a score on USMLE Step 1 would not have their scores turned to pass/fail at any time in the future. In the US Residency Match Cycle of 2023, which is ongoing at the time of writing, there is a substantial, although unquantified, proportion of candidates with a pass/fail outcome, while several applicants have Step 1 scores. The vast majority of medical students receiving pass/fail reports will likely apply only in the Match Cycle of 2024 and beyond; therefore, definitive implications of this change remain to be seen.

Given the rapidly evolving body of literature on this subject, this paper aims to provide a comprehensive summary of the historical context of this change and the potential impact on various stakeholders involved in residency selection. This paper also aims to review the key studies that have emerged since the pass/fail change was announced to happen. For this, appropriate keyword-based searches were performed in PubMed, Google Scholar, and Scopus in order to identify relevant literature. Empirical data on the impact of this change can only be assessed from literature emerging after the conclusion of Match 2023 and potentially even Match 2024. However, some comprehension may be reached from reviewing the surveys and perspectives coauthored by applicants, program directors, leadership of professional organizations, etc, discussing the potential impact of the change.

Significance of the USMLE scores

The USMLE was originally intended only for licensure purposes [ 2 ]. However, over the years, residency and fellowship programs increasingly co-opted USMLE scores for secondary uses, with these scores gradually becoming one of the most important factors influencing residency selection [ 9 ]. According to a 2020 survey by the National Residency Matching Program, 90% of the program directors considered candidates’ USMLE Step 1 score while deciding whether to invite them for an interview, with 55% reporting that they had a target score for candidates, implying the use of Step 1 as a screening tool [ 9 ]. The reliance on USMLE Step 1 scores for residency application considerations was particularly notable in competitive specialties. A case in point is a survey of over half of all neurosurgical residency program directors that found that 77% of them had always screened candidates using Step 1 scores [ 10 ], and a score of >245 was the most significant predictor of success in the neurosurgery match (1990-2007) [ 11 ]. Thus, aspirants for these specialties would find their specialty of choice out of reach if they had a low Step 1 score. In addition to residency selection, Step 1 scores were utilized for selection into honor societies and away rotations, which also influence, albeit to a lesser extent, the residency selection.

Performance in the Step 1 examination was also known to be widely correlated with performance on in-training exams taken during residency and with board certification passing rates, as demonstrated by a large amount of published literature across numerous specialties. For instance, Swanson et al [ 12 ] reported in 2009 that orthopedic surgery residents having low scores on Step 1 and Step 2 CK were at significantly higher risk of failing the Part I of the American Board of Orthopedic Surgery Certifying Examination. Similarly, in 2010, Dougherty et al [ 13 ] reported that Step 1 scores correlated with American Board of Orthopedic Surgery Part 1 scores and commented that it may continue to be used in resident selection. Likewise, in a multicentric study, de Virgilio and colleagues [ 14 ] reported that those general surgery residents who were potentially at risk of failing the American Board of Surgery qualifying and certifying examinations could be identified early if they had a low Step 1 score. Additionally, Step 1 and Step 2 CK scores were correlated with better performance in the American Board of Emergency Medicine certifying examination, as reported in a multicenter study by Harmouche et al [ 15 ]. Further, in 2021, Filiberto et al [ 16 ], through a single-institution study of interns in all specialties, determined that step scores were significantly associated with better evaluations of intern performance by program directors.

Rationale Behind the Scoring Change

The original purpose of the criterion-referenced examinations such as the USMLE, COMLEX, and MCCQE was not for sorting candidates for residency selection as done by the NEET-PG in India [ 6 ]. Rather, these exams were intended to be an assessment of the candidate’s competence for practice [ 2 , 3 ]. Thus, the USMLE Step 1 was primarily intended to deliver a pass/fail standard, but its scores in effect gradually became the major attribute being utilized by stakeholders in residency selection for decades [ 2 ]. Although the pass/fail standard (criterion-referencing) of the USMLE Step 1 was valid, reliable, and defensible, the same could not be said for its sorting function (norm-referencing). Thus, the primary rationale for the change was the attempt by licensing authorities to restore the USMLE Step 1 and COMLEX Level 1 to their original intended purpose [ 2 ]. Additionally, the overreliance on Step 1 as a screening tool often led students to prioritize this exam over the in-house medical curriculum at their respective institutions, with students reportedly showing less commitment to competencies not deemed “high yield” on the Step 1 exam [ 17 - 20 ]. A reported mismatch between their in-house curriculum and Step 1 preparation existed, in effect, a parallel curriculum [ 21 - 23 ]. Furthermore, students belonging to disadvantaged and underrepresented groups in medicine have historically and consistently scored lower on standardized exams, including the USMLE Step 1, stemming from a multitude of socioeconomic factors. Step 1 scores were therefore correlated with racial and demographic disparities, disproportionately impacting underrepresented minority candidates [ 24 , 25 ]. Additionally, several medical educators argued that Step 1 scores could not assess other crucial, yet subjective, competencies such as interpersonal skills and professionalism [ 26 ]. Thus, it was hoped that decreasing the reliance on Step 1 could help expand the holistic consideration of applicants from all backgrounds [ 26 ]. Although these limitations have been long-standing, little change had taken place in several years; therefore, when this change was announced, it was met with much surprise and concern.

Impact of the USMLE Step 1 Scoring Change on Applicants

The impact of the USMLE Step 1 scoring change is likely to be enormous on all applicants, including US-MDs, US-DOs, and international medical graduates (IMGs), who may be either US citizen IMGs or non-US citizen IMGs, with the latter also known as foreign medical graduates. This impact was captured in several publications through surveys of residency program directors and applicants. However, these data should be interpreted with caution, as surveys are intrinsically limited by their response rates. If the response rate is 45%—the rate in the survey by Makhoul et al [ 27 ]—the survey’s bias is estimated to be 55% [ 28 ]. Response rates may also be related to representativeness, which further exacerbates this bias. Additional limitations include (1) a central tendency bias due to the use of a Likert scale [ 29 ], (2) potential selection bias of those with stronger opinions regarding the change, and (3) a lack of subgroup analysis of responding programs due to anonymity in reporting. Additionally, there are studies such as those done on the otorhinolaryngology residency application process [ 30 ], which have used different questionnaires; hence, findings from specialties may not be compared directly.

The major works that have been published on USMLE Step 1 scoring conversion are summarized in Table 1 . Of note is the paper by Makhoul and colleagues [ 27 ] in the New England Journal of Medicine, with similar specialty-specific papers derived from data collected by this research group also published and widely available. The authors conducted a seminal survey of over 2000 program directors from various specialties, with responses providing clues regarding the impact of the scoring change on applicants [ 27 ]. Approximately 81% of the program directors felt that USMLE Step 2 CK would acquire more importance; therefore, it was perceived that the emphasis and anxiety had merely been shifted from Step 1 to Step 2 CK.

Specialty-specific data and selected perspectives regarding the impact of United States Medical Licensing Examination Step 1 pass/fail conversion and the perceptions of various stakeholders.

a USMLE: United States Medical Licensing Examination.

Exam-related anxiety is likely only to increase, as candidates now only have one chance to obtain a top score; this change has also removed the chance to demonstrate an improvement in scoring from Step 1 to Step 2 CK. A shift to a greater emphasis on performing well on Step 2 CK, which is taken later in medical school, has been hypothesized to adversely impact US-MD and US-DO performance in clinical rotations [ 31 ]. Importantly, given that IMGs have historically relied on high Step 1 scores for demonstrating their competitiveness in the residency match, the potential impact of this change cannot be overstated.

A focus on research productivity was already a prominent requirement for a successful match into competitive specialties [ 64 ]. This may potentially further increase with the elimination of Step 1’s objective scoring. For IMGs in particular, this is anticipated to be a significant hurdle—medical student research opportunities remain abysmal in low- and lower-middle-income countries [ 65 , 66 ]. Even in institutions where research is encouraged, such as the authors’ medical schools, publishing is difficult with paywalls and publishing fees limiting integration into peer-reviewed indexed journals. In addition to research, an emphasis on letters of recommendation, Alpha Omega Alpha Honors Medical Society membership, and clerkship grades have been expected to become more pronounced in applications, particularly in competitive specialties. For example, according to a recent comparative study, orthopedics program directors were more likely to prioritize these factors when compared with internal medicine program directors [ 32 ]. This represents another limitation for IMGs and students outside of institutions with faculty whose letters carry weight in decision-making processes.

Rotating at outside institutions and subsequently obtaining a letter of recommendation from the said institution’s program director was considered instrumental in receiving invitations to competitive specialties such as dermatology, neurosurgery, orthopedics, and plastic surgery. Concerningly, with the move to pass/fail reporting and completing away rotations, colloquially called “audition rotations,” may become important even for noncompetitive specialties [ 67 ]. This may substantially increase the out-of-pocket costs for each medical student, further disadvantaging IMGs and financially less capable candidates [ 68 ].

Approximately 57% of the program directors reported that they would consider medical school prestige while evaluating candidates [ 27 ]. In the United States, Black medical schools and schools in Puerto Rico have historically produced the majority of African-American and Hispanic graduates; yet, these medical schools are rarely ranked highly [ 69 ]. Socioeconomic status and race are linked [ 70 ], and many of these disadvantaged students opt to attend more affordable institutions even if they are less prestigious. Thus, this scoring change could lead to a paradoxical worsening of the holistic review for these disadvantaged groups, leading to a further worsening of diversity across training programs [ 27 ].

In addition, a survey of plastic surgery program directors reported that personal prior knowledge of the applicant was one of the most important factors in evaluation [ 37 ]. This subjective metric of evaluation, often driven by multiple socioeconomic factors, may prove to be a less than ideal tool compared to objective measures, following the conversion of USMLE Step 1 to a pass/fail outcome. However, with the pressure to score well on standardized exams like USMLE Step 1 removed, or at the very least, delayed, to taking Step 2 CK, medical students may be able to pursue specialty interests via research early on, translating to better knowledge on clinical rotations and subsequent assessment metrics. They may be able to participate in more community activities and volunteering efforts. Additionally, it is possible that their mental health may improve, in the absence of a minimum score to aim for. Still, these perceived benefits should be contrasted with the aforementioned risks, as the net effect may still disadvantage underrepresented applicants as well as IMGs, particularly those aiming for competitive specialties [ 71 ].

Through direct and indirect effects, the Step 1 pass/fail change may likely impact IMGs adversely, especially foreign medical graduates, and may decrease foreign medical graduate representation in US residency positions. IMGs fill a crucial gap in the US health care system, serving groups of all backgrounds and in underserved areas [ 72 , 73 ]. IMGs constitute a significant proportion of the American physician workforce. In 2018, almost 25% of the residents and fellows were IMGs, even representing over 50% in some specialties [ 74 ]. They have provided and will continue to provide significant contributions toward addressing the physician gap in the United States. In neurology, for example, the physician workforce gap is projected to increase by 18% by 2025 [ 73 , 75 , 76 ]. Interestingly, after accounting for physician and practice characteristics, IMGs deliver medical care more often than US graduates for complex patients, with lower mortality rates for older Medicare patients, and reports indicate no differences in readmission rates while accounting for hospital indices, patient characteristics, and socioeconomic status [ 77 ]. Given the high-quality care provided by IMGs and the dependence of the American health care system on IMG service for sustenance, the change of USMLE Step 1 to a pass/fail outcome has, thus yet, unclear but far-reaching consequences for IMGs and their matching into primary care specialties.

An important demographic to also consider includes DO candidates. Their match success rates, particularly in competitive specialties, have traditionally been far worse than their MD counterparts [ 78 ]. A standardized DO candidate will write the COMLEX Levels 1, 2, and 3, typically taking USMLE Step 1 in tandem with COMLEX Level 1 for consideration in the residency match. In addition to the loss of the opportunity to becoming a more competitive applicant with a high USMLE Step 1 score, DO students may now need to prepare for USMLE Step 2 CK in tandem with COMLEX Level 2 following their clinical rotations. However, most osteopathic programs maintain a traditional curricular calendar with clinical rotations ending in June, thus leaving DO applicants without protected time to adequately prepare for USMLE Step 2 CK, COMLEX Level 2, and subinternships/away rotations, further exacerbating the residency match for osteopathic medical students [ 62 , 79 ].

Impact of the USMLE Step 1 Scoring Change on Educators

The impact of the Step 1 scoring change on educators, particularly program directors, will likely be multifaceted. Each year, candidacy to residency programs has steadily risen, with over 40,000 applicants in 2020 [ 9 ]. Similarly, the number of applications submitted per applicant has increased, forcing program directors to use Step 1 scores as a screening tool. This is especially true for IMGs in internal medicine—the specialty taking the largest number of IMGs. In 2019, IMGs submitted an average of 98 applications [ 80 ] compared to an average of 35 applications by US-MDs/DOs [ 63 ], making Step 1 to be the one reliable metric for program directors to screen candidates. Considering this, only 15.3% of all program directors surveyed by Makhoul et al [ 27 ] agreed with the USMLE Step 1 scoring change. In fact, the Association of Program Directors in Radiology announced their opposition to the USMLE Step 1 pass/fail format in August 2019 [ 81 ]. Importantly, although the InCUS meeting was supposed to represent all stakeholders, it was reported that leaders from the Graduate Medical Education community felt underrepresented in this decision-making process [ 82 ]. For educators, the increasing number of applications conflicts with the holistic application screening, leading to greater use of objective measures, with USMLE Step 2 CK likely becoming the preferred screening tool in lieu of Step 1 after the pass/fail change. Over 77% of the program directors indicated their belief that this change would make it more difficult to objectively compare candidates [ 27 ]. In some specialties such as neurosurgery, Step 1 scores have been shown to correlate with neurosurgery board exam scores [ 83 ], and similarly, in obstetrics and gynecology, USMLE performance was correlated with that of resident evaluation exams [ 84 ]. In the otorhinolaryngology board exam [ 30 ], underperforming (score<210) was linked to a higher chance of not passing board exams. Regardless of the debate surrounding their predictive utility [ 11 ], underperforming in specialty boards incurs fines on programs; therefore, these potential correlations were valuable for program directors.

It remains to be seen how medical institutions will adapt their curricula to the USMLE Step 1 scoring change. US medical schools may change their calendar to allow students to take Step 2 CK earlier, with a clear advantage for candidates from programs with an accelerated preclinical curriculum. Some authors have pointed out that this change may allow medical schools more curricular flexibility and take courses on topics not related to Step 1 but those useful for medical practice [ 26 ]. For many IMGs whose schools follow a 6-year schedule with inflexible preclinical curricula designed by national authorities in response to their national need, modifications in response to a US exam–related change are unlikely. One noteworthy concern for program directors is a decrease in the basic science knowledge, which forms the bulk of the Step 1 curriculum of medical graduates [ 49 ]. For specialties like anesthesia [ 49 ], which utilize conceptual frameworks heavily from basic sciences, this unintended consequence could have potential far-reaching, but currently little understood, impact.

After the scoring conversion, it is anticipated that program directors may now have to more closely look at Medical Student Performance Evaluations (MSPEs) or dean’s letters. Medical schools in the United States have continued to move from a ranked or scored evaluation to a pass/fail curriculum or similar broad categories [ 46 , 85 ]. Although dean’s letters are often lengthy and time-consuming to evaluate, they offer detailed insight into a candidate’s suitability for a particular residency position. However, because the evaluation criteria for international medical schools vary widely, MSPEs of IMGs have historically carried a significant degree of heterogeneity, with their distinguishing capability often questionable.

Taken together, the conversion of USMLE Step 1 from a 3-digit numeric score to reporting a pass/fail outcome alone may leave program directors with a challenging task for adequate and holistic, yet time-bound, evaluation of applicants. Efforts are being made through the introduction of Preference Signaling and ERAS Supplemental Application in the residency match to provide for a more holistic review and to ensure a better match between programs and applicants. Odei and colleagues [ 47 ] suggested the consideration of 7 components for residency candidates: research achievements, academic scores, commitment to the field, demonstrated compassion, demonstrated leadership, interpersonal skills, and diversity of life experiences [ 47 ]. Similarly, Makhoul et al [ 27 ] suggested a composite score consisting of shelf exam results in the major clinical subjects as an objective measure [ 27 ]—this may offset the bias toward Step 2 CK [ 86 ].

Recommendations for Residency Applicants

To further break down the path to a competitive application to any residency program, at the beginning of their medical school career, often referred to as the preclinical or preclerkship years, junior doctors should seek mentorship and advice regarding various avenues available prior to residency application. Concurrently, they should seek shadowing and research opportunities with faculty members at their respective institutions, if possible, or at nearby medical programs if they do not have a home program [ 87 - 89 ]. As with every field, attaining familiarity with faculty members in the desired discipline may facilitate opportunities for increased success, which may be reflected through research (published abstracts, peer-reviewed manuscripts, textbook chapters, etc), strong letters of recommendation, additional biomedical honors (eg, research paper prizes), time devoted to specialty (summer research, research electives, away rotations in the specialty, etc), and attendance at key networking events (conferences, continued medical education accredited events, grand rounds, etc). Utilizing these opportunities may help applicants aiming for competitive residency programs. Additionally, given the increasing conversion of standardized national and international examinations to pass/fail, medical students should ensure securing the highest marks in every facet of their application that still provides scores or grades, such as preclinical exams, clerkships, or subinternships, COMLEX Level 2, and USMLE Step 2 CK. Importantly, securing protected research time becomes paramount to differentiate one’s application for residency, and medical students, including IMGs, considering a competitive match ought to consider taking one or more years dedicated solely to increasing their research productivity [ 90 ]. With regard to research productivity, in recent years, especially for competitive specialties, the average number of research experiences has increased, with some using the term “arms race” to describe this [ 64 ]. With the Step 1 scoring change, such experiences may only acquire potentially heightened importance. This is especially true for medical students from institutions known to have prolific research output—programs may have heightened expectations [ 10 , 91 ]. Of note, taking time out of clinical occupation for research may necessitate a serious commitment to readjusting to the demands of a clinical medical curriculum to maintain high academic marks, and students must perform effective cost-benefit analyses before every decision. Still, the combination of a stellar academic record, outstanding letters of recommendation, effective networking, and demonstrated interest in research may be more than sufficient for obtaining a competitive residency position. We have summarized some key official resources that applicants may refer to in Table 2 [ 2 , 68 , 92 - 95 ].

Key official resources for applicants.

Conclusions

Given the unique history of USMLE Step 1 in the US residency selection process and the score’s correlation with future performance in specialty board–certifying examinations, this scoring change is predicted to significantly impact all stakeholders involved in residency selection. Empirical data on the impact of this change will likely only be available from the literature emerging after the conclusion of Match 2023 and potentially even Match 2024. However, some comprehension may be reached from reviewing the surveys and perspectives coauthored by applicants, program directors, leadership of professional organizations, among others. For aspiring physicians pursuing a US residency, considering the progressive conversion of both medical school and national examinations from a scored outcome to pass/fail, the focus should be made on building a holistic application for the specialty of choice. Candidates aiming to secure competitive residency positions may take additional steps, including, but not limited to, engaging in specialty-specific research opportunities, networking with candidates at every stage of their medical careers, and becoming involved in organized groups around the world.

Abbreviations

Authors' Contributions: AO conceptualized, drafted, edited, and revised the manuscript. VB conceptualized, drafted, edited, and revised the manuscript and corresponded with the journal. DD revised the manuscript. All authors approved this publication.

Conflicts of Interest: None declared.

Comparative investigations of aftersintering of UO 2 fuel pellets

• Theory and Processes of Formation and Sintering of Powdered Materials
• Published: 06 May 2010
• Volume 51 , pages 173–176, ( 2010 )

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• V. V. Basov 1  

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The basic parameters of comparative tests of UO 2 fuel pellets produced by the technology of powder metallurgy for aftersinterability using their repeated thermal treatment (aftersintering) in different gas media, namely, with and without humidification, are presented. The results of an evaluation of the level of aftersinterability of these pellets by different procedures is presented, they are analyzed, and a substantiation of the expediency of using this operation manual for evaluating afersintering without the humidification of the gas medium developed at the OAO Machine Building Works (MSZ), Elektrostal’, Moscow oblast, is presented.

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Original Russian Text © V.V. Basov, 2009, published in Izvestiya VUZ. Poroshkovaya Metallurgiya i Funktsional’nye Pokrytiya, 2009, No. 3, pp. 27–30.

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Basov, V.V. Comparative investigations of aftersintering of UO 2 fuel pellets. Russ. J. Non-ferrous Metals 51 , 173–176 (2010). https://doi.org/10.3103/S1067821210020185

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Add to Calendar: Add to Calendar 2024-04-19 09:00:00 2024-04-19 17:00:00 Spring 2024 Public Health Innovations Conference This conference is hosted by the Master of Public Health Program in the School of Medicine's Department of Population & Quantitative Health Sciences. It is the primary forum through which MPH students present the results of their community-based practical experiences and research projects. These experiences - collectively referred to as the Culminating Experience - are the centerpiece of the CWRU MPH program. The conference gives students the opportunity to apply the knowledge and skills they have acquired through their academic coursework to a problem involving the health of the community.  Bringing together students, faculty, alumni, and community partners, the Public Health Innovations Conference is an opportunity for students to showcase the results of that work. Hybrid Weatherhead School of Management Weatherhead School of Management UTC public

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This conference is hosted by the Master of Public Health Program in the School of Medicine's Department of Population & Quantitative Health Sciences. It is the primary forum through which MPH students present the results of their community-based practical experiences and research projects. These experiences - collectively referred to as the Culminating Experience - are the centerpiece of the CWRU MPH program. The conference gives students the opportunity to apply the knowledge and skills they have acquired through their academic coursework to a problem involving the health of the community.  Bringing together students, faculty, alumni, and community partners, the Public Health Innovations Conference is an opportunity for students to showcase the results of that work.

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As a paid research intern, you can learn first-hand what is involved in conducting research in the areas of linguistics, psycholinguistics and cognitive neuroscience in the context of deafness and sign language.

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Unlocking the Path: Exploring Medical Research Careers

Dive into the world of medical research careers and discover the pathway to becoming a physician-scientist. Explore the roles, responsibilities, and educational requirements while uncovering exciting opportunities in healthcare advancement.

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Medical Research Careers: Pathways to Becoming a Physician-Scientist

Welcome to our comprehensive guide on medical research careers, focusing on the intriguing pathway to becoming a physician-scientist. In this article, we'll delve into the multifaceted world of medical research, exploring the roles, responsibilities, and educational journey required to pursue this esteemed profession.

The Role of Physician-Scientists

Physician-scientists play a vital role in bridging the gap between clinical medicine and scientific research. These professionals are trained to not only diagnose and treat patients but also to conduct cutting-edge research that leads to medical breakthroughs. By integrating clinical insights with scientific inquiry, physician-scientists contribute significantly to the advancement of healthcare.

Pathways to Becoming a Physician-Scientist

There are several pathways one can take to embark on a career as a physician-scientist. One common route is to pursue a combined MD-PhD program, which integrates medical training with graduate-level research education. These programs typically span seven to eight years and equip students with the knowledge and skills needed to excel both clinically and academically.

Alternatively, individuals with a medical degree (MD or DO) can pursue research opportunities during residency or fellowship training. This allows them to gain hands-on research experience while completing their clinical training. Subsequently, many physician-scientists go on to pursue additional research-focused fellowships or postdoctoral positions to further hone their research skills.

Educational Requirements

The educational requirements for aspiring physician-scientists are rigorous and demanding. To pursue a combined MD-PhD program, candidates typically need a strong academic background in the sciences, including coursework in biology, chemistry, physics, and mathematics. Additionally, they must demonstrate a passion for research and have experience working in a laboratory setting.

For those pursuing research during residency or fellowship training, a medical degree from an accredited institution is required. Many residency programs offer research tracks or opportunities for residents to engage in scholarly activities, such as conducting clinical trials or publishing scientific papers.

Skills and Attributes

Successful physician-scientists possess a unique combination of clinical acumen and research expertise. They must be adept at critically analyzing scientific literature, designing experiments, and interpreting data. Strong communication skills are also essential, as physician-scientists often collaborate with interdisciplinary teams and communicate their findings to both scientific and clinical audiences.

Furthermore, creativity, curiosity, and resilience are important qualities for physician-scientists, as they navigate the complexities of both medical practice and scientific inquiry. The ability to think innovatively and adapt to new challenges is crucial for driving forward medical breakthroughs and advancing patient care.

Research Opportunities

Aspiring physician-scientists have a wealth of research opportunities available to them across various fields of medicine and scientific disciplines. Many academic medical centers and research institutions offer research fellowships, grants, and mentorship programs specifically tailored to train the next generation of physician-scientists.

Additionally, government agencies such as the National Institutes of Health (NIH) and private foundations like the Howard Hughes Medical Institute (HHMI) provide funding and support for medical research projects. These organizations play a crucial role in fostering innovation and advancing scientific knowledge in healthcare.

Career Paths and Specializations

Upon completing their training, physician-scientists have diverse career paths and specialization options to consider. Some may choose to pursue academic positions at universities or research institutions, where they can conduct independent research, mentor students, and contribute to medical education.

Others may opt for careers in industry, working for pharmaceutical companies, biotechnology firms, or healthcare organizations. In these roles, physician-scientists may be involved in drug discovery and development, clinical trials, or medical affairs.

Furthermore, some physician-scientists choose to combine clinical practice with research, maintaining active roles in patient care while conducting translational research to directly impact patient outcomes.

Challenges and Rewards

While a career as a physician-scientist offers many rewards, it also comes with its own set of challenges. Balancing clinical responsibilities with research commitments can be demanding, requiring excellent time management and organizational skills.

Moreover, securing research funding and navigating the competitive landscape of academic research can be daunting. Physician-scientists often face pressure to publish high-impact research and secure grant funding to sustain their research programs.

However, despite these challenges, the rewards of making meaningful contributions to medical science and improving patient care are immensely gratifying. The opportunity to translate scientific discoveries into clinical practice and witness firsthand the impact on patient outcomes is a driving force for many physician-scientists.

In conclusion, the pathway to becoming a physician-scientist is both challenging and rewarding. By combining clinical practice with scientific research, physician-scientists play a pivotal role in advancing medical knowledge, developing innovative treatments, and improving patient care.

Whether pursuing a combined MD-PhD program or integrating research into residency training, aspiring physician-scientists embark on a journey that requires dedication, perseverance, and a passion for discovery. Despite the obstacles along the way, the opportunity to make a meaningful impact on healthcare makes the journey worthwhile.

Frequently Asked Questions (FAQs)

What is the difference between a physician-scientist and a clinician.

A physician-scientist is trained to conduct research in addition to providing clinical care, while a clinician primarily focuses on patient care without engaging in research activities.

How long does it take to become a physician-scientist?

The length of training varies depending on the chosen pathway, but it typically takes several years of education and postgraduate training to become a physician-scientist.

What are some examples of research opportunities for physician-scientists?

Research opportunities for physician-scientists include conducting clinical trials, studying disease mechanisms, developing new medical technologies, and investigating potential treatments.

Can physician-scientists work in both academia and industry?

Yes, physician-scientists have the flexibility to pursue careers in academia, industry, or both, depending on their interests and career goals.

How can I learn more about medical research careers?

For more information on medical research careers and pathways to becoming a physician-scientist, visit our website at Usmle Preps: https://usmlepreps.com/

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CURO ignites passion for research with student symposium

University of Georgia undergraduate students came together to showcase their individual research projects and achievements on April 8-9 at the Center for Undergraduate Research Opportunities (CURO) Symposium.

For 25 years, the CURO Symposium has served as an opportunity to highlight the breadth and depth of undergraduate research across multiple disciplines. CURO enables undergraduates to engage in faculty-mentored research as early as their first year, regardless of discipline, major, or GPA. The program supports students in discovering and seizing opportunities, selecting mentors, and showcasing and disseminating research.

“Students benefit in so many ways, including hands-on experience that goes beyond what they learn in the classroom,” CURO Program Coordinator Andrea Silletti said. “They have the ability to contribute to the body of knowledge in their chosen fields, and mentors get support for their own research endeavors while also training the next generation of scholars.”

The two-day event took place at the Classic Center and included a keynote address by Ron Walcott, vice provost for graduate education and dean of the Graduate School. Walcott also serves as a professor in the College of Agricultural and Environmental Sciences Department of Plant Pathology .

“The CURO Symposium is a lot like a seed,” Walcott said in his keynote address. “It’s like a seed that was planted 25 years ago and has positively impacted the lives of many students, whose careers have blossomed and are now producing seeds of their own.”

The 2024 Symposium featured 623 undergraduates pursuing 188 different majors from 16 schools and colleges. Almost 280 faculty members from 75 departments served as mentors. This year’s symposium featured new components, such as Cafe CURO, an opportunity for students and mentors to network over coffee, and a training session for graduate student mentors.

“This year’s symposium turned out even better than we could have imagined,” Silleti said. “We had a significant increase in the number of student presentations this year and the feedback we’ve gotten so far from participants and audience members has been fantastic.”

Cecilia Rhine is a third-year exercise and sports science student in the Mary Frances Early College of Education. Rhine’s project studied the effects of daily step counting on the strain of tibial cartilage. With a step intervention that aimed to increase participants’ daily step counts, she hypothesized that there would be a smaller decrease in cartilage thickness with greater daily steps.

“This is because I thought ‘conditioning’ of the knee would mean that the cartilage wouldn’t compress as much with more load presented on the knee,” Rhine said. “After all, it’s gotten used to having that much weight on the knee.”

After seeing her friend participate in CURO during her freshman year, Rhine wanted to do the same before she graduated.

“This journey not only provided me with valuable research experience but also fostered meaningful connections with scholars in the same field as me and supported my academic pursuits,” she said. “I know that research is an important part of kinesiology and science, which is why I wanted to be a part of it during my undergraduate studies.”

After she finishes her degree, Rhine plans to go to physical therapy school to eventually earn a Doctor of Physical Therapy license.

For Riley Forrestall, a third-year student double majoring in plant biology and ecology, this is his second time presenting at CURO. His project, titled “Comparison of Forested and Edge Communities of Flower Flies (Syrphidae),” is part of a larger study headed by CAES Department of Entomology Graduate Research Assistant Miriam Edelkind-Vealey that focuses on pollinator communities in the forest. Forrestall specifically focused on hover fly (Syrphidae) communities and how they might change between forest interior and edge communities.

“I grew up appreciating flowers and making sense of how nature is connected, so that’s why this research means so much to me,” Forrestall said.

After he graduates next year, Forrestall plans to pursue a master’s degree in evolutionary botany and entomology. Eventually, Forrestall hopes to become a professor of ecology or evolutionary biology and botany and continue his research on the origins of different species.

Thinking about the future of CURO, Silletti hopes to see an increase in presentations from non-STEM fields, such as the arts and humanities, and creating a better sense of community among UGA’s undergraduate research scholars.

“Overall,” she said, “I hope we continue to engage students across campus in projects that excite, educate, and prepare them to be successful, whatever their goals.”

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Dear Colleague Letter: Joint National Science Foundation and United States Department of Agriculture National Institute of Food and Agriculture Funding Opportunity: Supporting Foundational Research in Robotics (FRR)

April 18, 2024

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Recognizing the importance of use-inspired collaborations in promoting scientific discoveries, the National Science Foundation (NSF), in collaboration with United States Department of Agriculture National Institute of Food and Agriculture (USDA/NIFA), seeks proposals to advance foundational research in agricultural robotics. These proposals should be of mutual interest to the NSF Foundational Research in Robotics (FRR) program and to USDA/NIFA .

NSF's FRR program, jointly led by the Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE), supports research to create innovative robots with unprecedented new functionality. USDA/NIFA has the mission to provide leadership and funding for programs that advance agriculture-related sciences. Proposals submitted under this Dear Colleague Letter (DCL) should present a compelling vision for pioneering robots with transformative potential in agricultural contexts. It is highly suggested that potential proposers contact the USDA/NIFA program director first (listed below) with a short narrative to determine project applicability for this program. If appropriate, an NSF program director will be further consulted.

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NSF will manage and conduct the review process of proposals submitted in accordance with NSF standards and procedures, as described in the PAPPG. USDA staff will participate in panels as observers during the discussion of USDA-focused proposals. Information about proposals and unattributed reviews of proposals will be shared with USDA staff. NSF and NIFA will meet as soon as possible after the proposals have been reviewed to formulate a set of funding recommendations consistent with the goals of this DCL. Note that if a proposal is selected for an award to be funded by NIFA, NSF will request the submitting institution withdraw their NSF proposal and submit to NIFA.

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CHIPS Metrology Small Business Innovation Research (SBIR) Funding Opportunity 

This funding opportunity will give small businesses the opportunity to take innovative ideas and scale them for the commercial marketplace.  

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On April 16, 2024, the U.S. Department of Commerce issued a Notice of Funding Opportunity (NOFO) to seek applications from eligible small businesses to explore the technical merit or feasibility of an innovative idea or technology for developing a viable product or service for introduction in the commercial microelectronics marketplace.  

The CHIPS for America program anticipates up to approximately $54 million in funding across multiple topics on research projects for critically needed measurement services, tools, and instrumentation; innovative manufacturing metrologies; novel assurance and provenance technologies and advanced metrology research and development (R&D) testbeds to help secure U.S. leadership in the global semiconductor industry.

This funding opportunity is provided through the Small Business Innovation Research (SBIR) Program, the federal government’s largest platform to promote U.S. technology innovation research and private-sector commercialization. NIST is one of eleven federal government agencies that operate an SBIR program.

There are two fillable forms mentioned in the NOFO. You can find the Application Cover Sheet (Appendix A) here and the Required Disclosures of Foreign Affiliations or Relationships to Foreign Countries (Appendix C) here .

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