Curriculum Overview 

Students can choose to enter one of three core PhD programs in the Medical Scientist Training Program – the Biomedical Sciences Graduate Program, the Neuroscience Graduate Studies Program or the Biomedical Engineering Graduate Program. In addition, we are offering the option of pursuing a PhD degree in one of many participating PhD programs. If you have an interest in a PhD program other than one of our core PhD programs, please contact the MSTP at  

Each of these pathways couples with the new medical school curriculum - called Lead. Serve. Inspire. Inquire. Investigate (or LSI3), a curriculum specifically designed for MSTP students. A brief outline of the curricular timeline is listed below.

Program Years 1 and 2

  • Summer lab rotations, Medical School Year 1 coursework, Medical School Year 2 coursework, MSTP Roundtable, MSTP-specific seminar
    • For students in BME who select to start with their first year of graduate coursework, their curriculum would include: graduate coursework, MSTP Roundtable, MSTP-specific seminar. The second year in the program would start with Medical School Year 1 coursework as listed above.

Program Years 3-6

  • Graduate coursework, grant writing, patient-centered research, ethics, MSTP-specific seminar, clinical preceptorship

Program Years 7 and 8

  • Medical School Year 3 and 4 curriculum, MSTP-specific seminar

Student Projects

Throughout the curriculum, students participate in a variety of longitudinal projects, including health coaching with patients, studies in patient safety, understanding health systems, and solving problems through interdisciplinary teamwork. A systems longitudinal project allows students to incorporate basic science and clinical learning across their medical school experience under the guidance of a faculty mentor.

Assessment and Evaluation

The new curriculum employs an evaluation system that facilitates student self-assessment and individualized education plans. Evaluation is competency-based using multiple domains to measure progress toward mastery. Students see their progress in different competencies along the way by receiving immediate and frequent feedback.

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