how long does a phd in genetics take

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Additional responsibilities, md/phd studies, admission & financial aid.

The program of study leading to the PhD degree emphasizes a broad approach to the fundamental principles of genetics, development and molecular biology combined with extensive research training. The program is designed to permit close interaction between graduate students, postdoctoral fellows, and faculty, while also encouraging full participation in the larger community of biological scientists at Yale.

The PhD program in Genetics is designed to provide the student with a broad background in general genetics and the opportunity to conduct original research in a specific area of genetics. The Genetics student is expected to acquire a broad understanding of genetics, spanning knowledge of at least three basic areas of genetics, which include molecular, cellular, organismal, and population genetics. Normally this requirement is accomplished through the satisfactory completion of formal courses, many of which cover more than one of these areas. Students are required to pass at least six graduate level courses.

Students enter the Genetic Graduate Program following the completion of their first year of studies within the BBS Program. Students who enter the Genetics Graduate Program normally select a faculty thesis advisor with an appointment in the Department of Genetics. Read more about our research labs here . Advanced graduate study becomes increasingly focused on the successful completion of original research and the preparation of a written dissertation under the direct supervision of a faculty advisor along with the guidance of a thesis committee.

A qualifying examination is given during the second year of study. This examination consists of a period of directed reading with the faculty followed by the submission of two written proposals and an oral examination. Following the completion of course work and the qualifying examination, the student submits a dissertation prospectus (by the end of the sixth term) and is admitted to candidacy for the PhD degree. There is no language requirement.

The completed research is presented in the form of a written dissertation and a formal seminar. Typically four to six years are required in total to complete work for the PhD degree.

An important aspect of graduate training in genetics is the acquisition of communication and teaching skills. Students participate in presentation seminars and are asked to serve as teaching assistants during two terms (or the equivalent). Teaching duties normally involve assisting in discussion sections, seminar groups or laboratories, and grading, and do not require more than 10 hours per week. Teaching activities are drawn from a diverse menu of lecture, laboratory, and seminar courses given at the undergraduate, graduate, and medical school level. Students are not expected to teach during their first year.

Exchange of information with colleagues is an essential component of scientific life. The Genetics Department hosts a Genetics Journal Club as well as a weekly seminar series. Advanced graduate students present the results of their research to members of the Department in a Research in Progress series each year.

The annual departmental retreat consists of a weekend program of informal research talks, poster sessions, and discussions. This provides an outstanding opportunity to keep up-to-date with the diverse research underway in the department and to participate in vigorous scientific discussions. In addition to these intradepartmental activities, there are many additional seminar programs in which outside speakers from the U.S. and abroad present their work to the Yale scientific community. Students have the opportunity to meet with these guests as well as to select and host seminar speakers. Students are also encouraged to travel to scientific meetings and to present their research.

The breadth of the Program, the flexible nature of its graduate studies, and the increasing recognition of the importance of genetics and development in medicine make this Program ideal for MD/PhD students who wish to pursue a career combining basic and clinical research. Interested students should contact:

Kayla McKay , Registrar, MD/PhD Program Yale School of Medicine 367 Cedar St. New Haven, CT 06510-8046 Tel. 203.785.4403

All the resources for genetic and molecular biology research are available at the University. Major items include the Biomedical Computing Unit, nucleotide and peptide synthesis and sequencing, high throughput microarray technology for functional genomic and proteomic analysis, and facilities for electron microscopy, laser scanning, confocal microscopy, and transgenic mouse and hybridoma construction.

Research laboratories are located throughout the Yale University campus. The Departments of Cell Biology, Genetics, Immunobiology, Microbial Pathogenesis, Neurobiology, Pathology and a portion of Molecular Biophysics & Biochemistry are located in the School of Medicine, while the Molecular, Cellular & Developmental Biology Department, Computational Biology & Bioinformatics, Ecology and Evolutionary Biology, and the balance of Molecular Biophysics & Biochemistry are in the Science Hill area of Yale College.

Research in the biological and biomedical sciences has become increasingly integrated between Yale’s campuses and departments. Research laboratories are located both in the School of Medicine and in the Science Hill area of Yale College. The Molecular Biophysics & Biochemistry Department, as well as interdepartmental programs in Neurobiology and Computational Biology and Bioinformatics, have branches in both campuses. The School of Medicine and Science Hill are within walking and bicycling-distance, and a free shuttle bus operates daily to provide transportation between these sites.

Three newly constructed buildings and renovated spaces have added state-of-the-art facilities to the Yale campus. The Boyer Center for Molecular Medicine at the School of Medicine helps bring together both basic and clinical scientists in areas such as molecular genetics, molecular oncology and development, and molecular neurobiology. The new Anlyan Center for Medical Research and Education houses laboratory space, the new Magnetic Resonance Research Center, the Section of Bioimaging sciences, modern teaching facilities and new animal care facilities. The Nancy Lee and Perry R. Bass Center for Molecular and Structural Biology provides a state-of-the-art teaching and research facility that brings together researchers from throughout the University to study gene expression and protein structure. This four-story structure on Science Hill is linked via bridges to the Sterling Chemistry Laboratory and the Josiah Willard Gibbs Research Laboratory. The Yale Center for Genome Analysis (YCGA) is a state-of-the-art DNA Sequencing Center Launched in 2010 on Yale's West Campus to provide a centralized facility for services, equipment and expertise required for carrying out large-scale sequence analysis studies. Yale has allocated entire building to YCGA with over 7000 sq. ft. of custom-designed laboratory and office space equipped with all modern amenities.

Admission to the Department of Genetics graduate program is through an interest-based track, usually the Molecular Cell Biology, Genetics & Development Track (MCGD) in the Combined Program in the Biological and Biomedical Sciences (BBS) . Appropriate preparation for graduate study in Genetics includes a bachelor’s degree in the natural sciences including course work in biology, chemistry, and mathematics. Almost all successful applicants have undergraduate or postgraduate research experience and have completed courses in genetics, biochemistry, or molecular and cell biology.

Approximately 25 new students enter the Molecular Cell Biology, Genetics and Development Track (MCGD) Track each year. Admission is competitive and is based on evaluation by an admissions committee of academic performance, potential, and letters of recommendation. The top applicants are invited to New Haven at the program's expense for a day of introduction and interviews to assist in the admissions decision.

Students accepted into our graduate program receive a full tuition scholarship including health coverage and a yearly allotment for travel to scientific meetings. All students also receive a stipend for living expenses for the duration of their graduate studies. In most cases, tuition and stipend funds are from predoctoral training grants awarded to Yale by the National Institutes of Health.

Financial aid from international students is extremely competitive and is arranged on an individual basis. International applicants are strongly urged to apply for scholarships or funding from their government or other agencies. Prospective students should submit a completed application form (download application forms), transcripts, graduate records exam scores, and letters of recommendation to the Office of Graduate Admissions by that date. International applicants are also required to submit scores on the Test of English as a Foreign Language (TOEFL). Applications and further information may be obtained by contacting the Office of Graduate Admissions:

Office of Graduate Admissions Yale University PO Box 208323 New Haven, CT 06520-8323 USA

Important Documents

• Graduate Student Handbook
• Genetics PhD Milestones & Deadlines
• Individual Career Development Plan Form
• Qualifying Committee Form
• 1st Thesis Committee Meeting Form
• 2nd+ Thesis Committee Mtg Form
• Genetics Advising Guidelines

Human Genetics and Genomics, PhD

School of medicine, ph.d. program.

The Johns Hopkins Human Genetics and Genomics Training Program provides training in all aspects of human genetics and genomics relevant to human biology, health and disease. 

Advances in human genetics and genomics continue at an astounding rate and increasingly they are being integrated into medical practice. The Human Genetics and Genomics Program aims to educate highly motivated and capable students with the knowledge and experimental tools that will enable them to answer important questions at the interface between genetics and medicine. Ultimately, our trainees will be the leaders in delivering the promise of genetics to human health.

The overall objective of the Human Genetics program is to provide our students with a strong foundation in basic science by exposure to a rigorous graduate education in genetics, genomics, molecular biology, cell biology, biochemistry and biostatistics as well as a core of medically-related courses selected to provide knowledge of human biology in health and disease. 

This program is also offered as training for medical students in the combined M.D./Ph.D. program.  Students apply to the combined program at the time of application to the M.D. program. (See section entitled Medical Scientist Training Program).

Research Facilities

Research laboratories are well equipped to carry out sophisticated research in all areas of genetics. The proximity to renown clinical facilities of the Johns Hopkins Hospital, including the Department of Genetic Medicine, and Oncology Center provides faculty and students with access to a wealth of material for study. Computer and library facilities are excellent. Laboratories involved in the Human Genetics Program span Johns Hopkins University; consequently supporting facilities are extensive.

Financial Aid

The program is supported by a training grant from the National Institute of General Medical Sciences. These fellowships, which are restricted to United States citizens and permanent United States residents, cover tuition, health care insurance and a stipend during year one.  Once a student has joined a thesis lab, all financial responsibilities belong to the mentor.   Students are encouraged, however, to apply for fellowships from outside sources (e.g., the National Science Foundation, Fulbright Scholars Program, Howard Hughes Medical Institute) before entering the program.

Applicants for admission should show a strong academic foundation with coursework in biology, chemistry and quantitative analysis.   Applicants are encouraged to have exposure to lab research or to data science.  A bachelor's degree from a qualified college or university will be required for matriculation.  GREs are no longer required.

The Human Genetics and Genomics site has up-to-date information on “ How to Apply .” For questions not addressed on these pages, please access the contact information listed on the program page: Human Genetics and Genomics Training Program | Johns Hopkins Department of Genetic Medicine .

Program Requirements

The program includes the following required core courses: Advanced Topics in Human Genetics, Evolving Concept of the Gene, Molecular Biology and Genomics, Cell Structure and Dynamics, Computational Bootcamp,  Pathways and Regulation, Genomic Technologies, Rigor and Reproducibility in Research, and Systems, Genes and Mechanisms of Disease. Numerous elective courses are available and are listed under sponsoring departments.

Our trainees must take a minimum of four electives, one of which must provide computational/statistical training.

The HG program requires the “OPTIONS” Career Curriculum offered by the Professional Development and Career Office.  OPTIONS is designed to provide trainees with the skills for career building and the opportunity for career exploration as well as professional development training

Human Genetics trainees also take a two-week course in July at the Jackson Labs in Bar Harbor, Maine entitled "Human and Mammalian Genetics and Genomics: The McKusick Short Course" which covers the waterfront from basic principles to the latest developments in mammalian genetics. The faculty numbers about 50 and consists roughly in thirds of JAX faculty, Hopkins faculty and “guest” faculty comprising outstanding mammalian geneticists from other US universities and around the world.

The courses offered by the faculty of the program are listed below. All courses are open to graduate students from any university program as well as selected undergraduates with permission of the course director.

Trainees must complete three research rotations before deciding on their thesis lab.  They must also participate in the Responsible Conduct of Research sessions offered by the Biomedical Program; starting at year 3, students must attend at least two Research Integrity Colloquium lectures per year. 

Our trainees participate in weekly journal clubs, department seminars, monthly Science & Pizza presentations as well as workshops given twice a year on diversity, identity and culture.

At the end of the second year, trainees take their Doctoral Board Oral Examination.  Annual thesis committee meetings must be held following successful completion of this exam.

Average time for completion is 5.3 years.

Graduates from the Human Genetics program pursue careers in academia, medicine, industry, teaching, government, law, as well the private sector.  Our trainees are encouraged to explore the full spectrum of professional venues in which their training my provide a strong foundation. Driven by curiosity and a desire for excellence, our trainees stand out as leaders in the chosen arenas of professional life. They are supported in the development of their career plans by a program faculty and administration who are dedicated to their success, and by a myriad of support networks across the Johns Hopkins University, many of which are provided by the Professional Development Career Office of the School of Medicine.

Ph.D. in Genetics and Genomics

General info.

• Faculty working with students: 100
• Students: 64
• Students receiving Financial Aid: 100%
• Part time study available: No
• Application terms: Fall
• Application deadline: December 2

Amanda Shipp Program Coordinator Graduate Program in Genetics and Genomics Box 103855 Duke University Medical Center Durham, NC 27710

Email: [email protected]

Website:  http://upg.duke.edu

Program Description

The program provides a unified curriculum of study in genetics and genomics leading to the Ph.D. Areas of specialization include population and evolutionary genetics, microbial and viral genetics, human and mammalian genetics, developmental genetics, epigenomics, and plant genetics. This is an interdisciplinary program with faculty drawn from several departments (Biochemistry, Biology, Cell Biology, Chemistry, Molecular Genetics and Microbiology, Immunology, Neurobiology, Pathology and Pharmacology and Cancer Biology) as well as from the Institute of Molecular Physiology.

• Genetics and Genomics: PhD Admissions and Enrollment Statistics
• Genetics and Genomics: PhD Completion Rate Statistics
• Genetics and Genomics: PhD Time to Degree Statistics
• Genetics and Genomics: PhD Career Outcomes Statistics

Application Information

Application Terms Available:  Fall

Application Deadline:  December 2

Graduate School Application Requirements See the Application Instructions page for important details about each Graduate School requirement.

• Transcripts: Unofficial transcripts required with application submission; official transcripts required upon admission
• Letters of Recommendation: 3 Required
• Statement of Purpose: Required
• Résumé: Required
• GRE Scores: GRE General (Optional)
• English Language Exam: TOEFL, IELTS, or Duolingo English Test required* for applicants whose first language is not English *test waiver may apply for some applicants
• GPA: Undergraduate GPA calculated on 4.0 scale required

Department-Specific Application Requirements (submitted through online application)

Writing Sample None required

Additional Components Optional Video Essay: How would a Duke PhD training experience help you achieve your academic and professional goals? Max video length 2 minutes; record externally and provide URL in application.

We strongly encourage you to review additional department-specific application guidance from the program to which you are applying: Departmental Application Guidance

List of Graduate School Programs and Degrees

Begin PhD Study in Genetics

Students enter the PhD program through the Indiana BioMedical Gateway (IBMG) Program for PhD Study , which provides a shared first-year experience for all IU School of Medicine biomedical science PhD students. Students have the freedom to explore research areas through three rotations in laboratories across programs and choose entry into any of the ten PhD programs at the conclusion of the first academic year. The open enrollment system enhances the community of graduate students by offering a shared collaborative culture; a vital component of today’s inter-disciplinary nature of biomedical science research.

Students in the Genetics PhD program have the opportunity to participate in medical genetics clinics to facilitate an understanding of the bench to bedside approach to medical science.

Advisory Committee

Each PhD student who declares Medical and Molecular Genetics as their departmental choice will have chosen a major advisor (and advisory committee) by the end of their first year in open admission (by July). The student’s research committee is formed after admission to candidacy to supervise the progress of the student’s research toward the dissertation, evaluate the thesis, and administer the doctoral defense.

Program Requirements

The requirements for graduation from this program include completion of coursework, successful performance on the department qualifying examination, successful defense of a research proposal, completion of an original research project, and defense of the thesis. Helpful degree progression information.

Graduates from the program are knowledgeable in the spectrum of medical genetics and take courses in molecular and biochemical genetics, cytogenetics, clinical genetics, and population genetics. All PhD students in Medical and Molecular Genetics are required to take a minimum of 30 hours of course work (of that, six hours are G718 rotations), and the remaining hours are research and seminar credits, for a total of 90 credit hours. A student must maintain an average 3.0 GPA for all coursework; courses with less than a B- do not count toward degree requirements.

Examination

The Qualifying Examination consists of two parts: Part I, Written Comprehensive Exam and Part II, Written Research Proposal and Defense of Proposal.  All parts of the qualifying examination must be passed before candidacy status is awarded, preferably by the end of the third year of graduate school.

Dissertation

A dissertation on a research project in the area of Human/ Medical and Molecular Genetics is required.

The second seminar is a public seminar to coincide with the student’s dissertation defense. The dissertation defense seminar is held during the departmental seminar series time (Wednesday at noon). The defense seminar is not for credit. Student attendance is recorded for each departmental seminar, and every student must register for Q660 each semester.

All Medical and Molecular Genetics PhD students are required to complete at least 12 coursework hours in a chosen PhD minor. Medical and Molecular Genetics PhD students who chose the Life Sciences minor using the core open admission curriculum may not count G716 Molecular Biology and Genetics toward the 12 hours of required MMGE coursework. These students need to take an additional three credits to replace G716 used in the Life Sciences minor.

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PhD in Genetics & Genomics

For contact information, please visit the Graduate Program in Genetics & Genomics website .

The Graduate Program in Genetics & Genomics aims to teach our students not only how to apply the approaches of hypothesis-testing genetics and hypothesis-generating genomics to biomedical research, but also how to function as ethical members of the scientific community who can clearly communicate ideas, critically evaluate biomedical research, mentor others in scientific scholarship, and promote equity in their professional activities.

Learning Outcomes

The doctoral programs in Graduate Medical Sciences at BU Chobanian & Avedisian School of Medicine are designed to train scholars to be leaders in their respective fields of biomedical research. Trainees become fluent in their areas of specialization, as well as develop competencies that provide the foundation for lifelong learning and practice in their chosen field. Trainees will demonstrate and apply the professional and scientific skills necessary to benefit society. The program objectives are delineated below.

By graduation, a Genetics & Genomics PhD student will:

• Generate an original body of work in the biomedical sciences that reflects critical thinking and independent thought.
• Demonstrate competencies in advanced research skills and critical thinking.
• Develop the ability to communicate both through writing and orally within their chosen field of expertise, with specialists and non-experts.
• Demonstrate a commitment to professional development and continued learning in their chosen field.

Toward this end, we have designed a complementary set of degree requirements to meet these goals consisting of traditional coursework, journal clubs, seminar series, and a research proposal–based qualifying examination for PhD students. The coursework will be completed during the first two years of study. Students matriculate in September of their first year as Program in Biomedical Sciences (PiBS) PhD students, and they choose their degree-granting program at the end of their first year. The academic program requirements below reflect the combined program of study.

Please see the general description of the MD/PhD program for combined degree requirements.

PhD Course Requirements

• GMS FC 708 Professional Development Skills
• GMS FC 711 Foundations in Biomedical Sciences I: Protein Structure, Catalysis, and Interactions
• GMS FC 712 Foundations in Biomedical Sciences II: Structure and Function of the Genome
• GMS FC 713 Foundations in Biomedical Sciences III: Architecture and Dynamics of the Cell
• GMS FC 714 Foundations in Biomedical Sciences IV: Mechanisms of Cell Communication
• GMS FC 715 Foundations in Biomedical Sciences V: Translational Genetics and Genomics or  GMS MM 710 Stem Cells and Regenerative Medicine
• GMS FC 721 Statistical Reasoning for the Basic Biomedical Sciences or GMS FC 709 Research Design and Statistical Methods for Biomedical Sciences or GMS MS 750 Fundamentals of Biostatistics Using R
• GMS FC 764 Professional Presentation Skills
• GMS GC 716 Social, Cultural, and Ethical Issues in Genetics (3 units) or GMS GE 706 Deconstructing Systemic Bias: Where Biology Ends and Bias Begins or ENG BF 752 Legal and Ethical Issues of Science and Technology
• GMS GE 701 Principles of Genetics and Genomics
• GMS GE 703 Genetics and Genomics Colloquium I
• GMS GE 704 Genetics and Genomics Colloquium II
• ENG EK 800 Ethics and Responsible Conduct of Research
• 4 elective units

For MD/PhD Candidates:

For PhD/MS Candidates:

• GMS FC 708 Professional Development Skills
• GMS FC 715 Foundations in Biomedical Sciences V: Translational Genetics and Genomics or GMS MM 710 Stem Cells and Regenerative Medicine
• GMS FC 764 Professional Presentation Skills
• GMS GC 601 Professional Issues in Genetic Counseling
• GMS GC 602 Clinical Genetics
• GMS GC 603 Embryology, Teratology and Prenatal Genetics
• GMS GC 604 Cancer Genetics
• GMS GC 605 Clinical Application in Genetics
• GMS GC 606 or GC 607 Genetic Counseling Seminar
• GMS GC 608 Fundamentals of Counseling in Genetics
• GMS GC 700 Fieldwork I
• GMS GC 702 Fieldwork II
• GMS GC 703 Fieldwork III
• GMS GC 704 Fieldwork IV
• GMS GC 711 Advanced Genetic Counseling
• GMS GC 712 Metabolism and Advanced Risk Assessment
• GMS GC 714 Advanced Medical Genetics (3 units)
• GMS GC 716 Social, Cultural, and Ethical Issues in Genetics (3 units)

See Courses for detailed descriptions.

Laboratory Rotations

Our PhD candidates participate in a minimum of three laboratory rotations to ensure exposure to a variety of scientific approaches. These rotations will last 7–10 weeks each, with one during the fall term and two during the spring term. The rotations are organized during the first year of study while the students are PiBS students and before they officially join the Graduate Program in Genetics & Genomics. PiBS students begin their first year of studies in the fall term and join their degree-granting program at the end of the spring of their first year. Due to time constraints, MD/PhD students will have the option of joining a dissertation laboratory after two rotations. The academic and research components of the program together typically take 5–6 years of full-time academic study to complete for PhD students, and 4–5 years for dual degree MD/PhD students.

Teaching Requirement

Upon successful completion of the core courses, PhD students serve as teaching assistants (TAs) for one of the program’s courses. The TAs will lead discussion and review sections as well as support exam and homework grading. The TA assignments will be made according to academic performance in the courses in question and with student input. Acting as a TA for one course will satisfy the teaching requirement for the PhD degree, but further teaching opportunities will be available for students who are interested in developing these skills.

The Qualifying Process

Successful completion of the coursework and rotations during the first two years of graduate study will prepare the PhD students to advance to PhD candidacy through the qualifying process. This process depends on the following sequence of events:

• Completion of all required core and elective courses with a passing grade (A to B– average for all courses, with the exception of 900-level courses [research units], which are graded on a Pass/Fail scale).
• Skilled preparation of a 5–10-page, written, grant-style dissertation proposal based on the dissertation research. This portion of the qualifying process will satisfy the written qualification requirement of Graduate Medical Sciences. Students are encouraged to submit this proposal to funding agencies after the completion of the qualifying process.
• Expert performance in an oral examination based on the written proposal. This forum will test the student’s ability to think critically about the area of their dissertation research and about biological problems in general. The examining panel will also be free to explore outside topics in order to assess the student’s knowledge of genetics and genomics broadly. The examining panel will be chosen by the student and dissertation advisor based on related areas of expertise to the proposed dissertation research. The panel will be composed of five faculty members, three members who must be faculty of the Graduate Program in Genetics & Genomics and two additional members who are faculty members at Boston University but outside the program. The examining panel will be required to adhere to the written guidelines of the Qualifying Examination Format Committee to ensure equitable administration of the exam.
• For students in the dual degree program, they are advised to complete the qualifying exam prior to transitioning to the genetic counseling program of study.

Dissertation Research

Upon advancing to PhD candidacy, graduate students will focus on their dissertation research. This research will be conducted under the supervision of their chosen graduate advisor. The student will be responsible for conducting a rigorous, in-depth program of investigation into an area of research that is within the scope of their graduate advisor’s expertise and interests. The student’s progress will be assessed continuously by the graduate advisor and annually by a Dissertation Advisory Committee. This committee will be composed of the student’s advisor and at least four other faculty members with a minimum of two faculty members from the Graduate Program in Genetics & Genomics and one division faculty member from an outside program. The Dissertation Advisory Committee will serve to provide outside perspectives on the research program.

While the student is conducting dissertation research, they are expected to actively participate in program seminar series, lab meetings, and other research activities of their dissertation lab. It should be noted that the Boston University Genome Science Institute hosts seminars, including talks from prominent scientists from other institutions as well as talks from scientists with overlapping interests to the program here at BU. Students also have the opportunity to interact more privately with visiting seminar speakers through organized student lunch forums. Students and postdocs also participate in a Research in Progress series of seminars that gives trainees an opportunity to share their research and to learn more about the science going on in the Genetics & Genomics community of Boston University. Furthermore, students will be expected to study “The Responsible Conduct of Research” that is currently available to the Chobanian & Avedisian School of Medicine through ENG EK 800.

It is the job of the Dissertation Advisory Committee to facilitate expeditious progress toward the PhD, with most students graduating in 5–6 years total. Once the research has developed into several chapters of publication-quality work, the advisory committee will ask the student to begin compiling their written dissertation, and a date for the Graduate Medical Sciences public seminar and formal dissertation defense will be scheduled. The public seminar will be delivered to a general audience of Graduate Medical Sciences faculty, students, and researchers. Later that day, the public seminar will be followed by a formal dissertation defense, which will occur behind closed doors in the presence of the Dissertation Advisory Committee. This committee will evaluate the student’s dissertation defense and written dissertation for satisfactory completion of the degree requirements.

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Furthering our understanding of biology and human disease

Program Overview

The Department of Human Genetics at the University of Michigan was founded by Dr. James V. Neel in 1956 and was the first human genetics department in the United States. The initial focus of the department was human heredity, and this view has grown in breadth and depth through the genomic and post-genomic eras.

Our faculty include AAAS, National Academy and Institute of Medicine Fellows, Howard Hughes Investigators, and winners of University and Medical School teaching awards. Interactions among students and faculty ensure a comprehensive foundation in the many aspects of genetics, from genome function, to population diversity and the molecular mechanisms of disease. Collaborations within the department, across the University, nation-wide and internationally emphasize the crucial role of genetics in addressing global problems in human biology and disease.

A central mission of the Genetics and Genomics Graduate Program is to train students to confront these problems scientifically through a rigorous but flexible foundation in coursework and research.

Apply through our PIBS application

Graduate students have the opportunity to carry out interdisciplinary genetics research in diverse areas.

Examples of current research topics include:

• Cancer genetics
• Developmental genetics
• DNA recombination and repair
• Epigenetics
• Evolutionary and population genetics
• Genome structure, function, and regulation
• Genetic mapping of complex traits and diseases
• Medical genetics
• Molecular basis of Mendelian Disorders
• Neurogenetics
• Statistical genetics and genetic epidemiology

The multidisciplinary nature of this research is demonstrated by strong faculty involvement in the Genetics Training Program and Genome Science Training Grants, which are both supported by the NIH for 40 and 25 years, respectively. The Genetics Training Program is directed from the Department of Human Genetics, with faculty and student participation from five other PhD programs. The Genome Science Training Grant is co led by HG, with faculty and student participation from eight other PhD programs across the University of Michigan campus.

Genetics and Genomics students and faculty also participate in training programs in Bioinformatics; Cancer Biology; Genome Sciences; Organogenesis; Reproductive Biology; and Hearing, Balance, and Chemical Senses.

The core training in Genetics and Genomics consists of courses in molecular genetics, the genetic basis of human disease, and quantitative and statistical genetics. Additional courses are selected from within the Department of Human Genetics and throughout the University to strengthen one or more core areas. Coursework is designed to meet the individual training goals of students in the Program.

In addition to the core courses, students participate in the weekly student seminars, in which they learn to analyze and present research literature before the greater genetics community, including faculty and students. In the second year, students take Current Topics, a small class that focuses on current methods in genetic research through discussions of selected primary scientific literature, with student-led presentations.

The interactive and interdisciplinary nature of Genetics and Genomics is also highlighted by Departmental and training program seminars on cutting-edge topics presented by high-profile outside speakers, some of whom are selected by the students.

Preliminary Examination

Students take a preliminary examination during the Summer after their first year. The exam is a written and oral defense of the student’s proposed thesis research. Students advance to candidacy once they have passed the preliminary examination, completed certain course requirements, and received the approval of their thesis research mentor.

Teaching Requirement

While teaching is not a Program requirement, most Genetics and Genomics students spend at least one term as a teaching assistant, generally in their second or third year. Additional teaching opportunities are available through several outreach programs.

Expected Length of Program

After completion of required coursework, the doctoral dissertation is generally completed within 5 years of graduate study; however, this varies among students.

The Department of Human Genetics includes more than 21 Genetics and Genomics PhD students, as well as 27 primary faculty and 16 joint faculty whose primary appointments represent six additional departments. Up to eight students join our program each year and the Department is in an active growth phase with faculty added over the last few years and more recruitment planned.

Our students have received national fellowships and awards for their research, have served on national committees including in the American Society of Human Genetics, and have been recognized with the University of Michigan Distinguished Dissertation Award , the highest honor the University confers to recognize graduate student accomplishments.

Students get to know faculty and their research through numerous events throughout the year, including the Department retreat, Genetics and Genomics Retreat, the James V. Neel Lectureship, and the Thomas D. Gelehrter Lectureship. The Department of Human Genetics sponsors a seminar series of external speakers, short courses with several speakers on a related theme, and a weekly seminar given by trainees in the Department. There are also a variety of informal special interest groups that offer opportunities for students to present and get advice on their research findings.

Over 180 Genetics and Genomics PhD graduates have gone on to successful careers in academic research and teaching, biotechnology, and scientific consulting, among other professions.

Learn more about the Department of Genetics and Genomics.

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• Genetics, PhD

Graduate training in genetics emphasizes study and research leading to a PhD degree in genetics.

The goal of the genetics graduate training program is to train the next generation of professional geneticists. This includes selecting the most promising university graduates for admission to the program and training those students in the methods and logic of genetic analysis. Such analyses are increasingly important in contemporary biological and biomedical research. The curriculum includes:

• Coursework on the principles of genetics and on the methods of genetic and genomic analyses, and
• Original research in a specialized area, which culminates in the writing and defense of a doctoral thesis. 

The genetics graduate program is supported by the oldest and one of the largest NIH-funded genetics training grants in the country. 

The strength of genetics research at Wisconsin derives in large part from the Laboratory of Genetics, but state-of-the-art genetics research is conducted in many campus departments and centers. Mentoring faculty of the genetics PhD program includes over 80 mentors selected from 22 campus departments and schools based on the strength of their scholarly genetics research. A key feature of the mentors is that they conduct genetic research, using any number of tools, and can therefore provide students with a solid foundation of genetic knowledge and experiences. The genetics research pursued on campus provides an exceptional community.

Genetics PhD students choose one of the mentoring faculty as the graduate thesis advisor and mentor. Genetics graduate students spend time during the first semester of graduate school rotating in the laboratories of three or four faculty mentors, selected by the student. Following rotations, a graduate thesis advisor is chosen by mutual consent of both student and mentor. Students are expected to acquire a broad and fundamental knowledge of genetics during their coursework, after which they conduct independent scholarly research based on individual interests and under the guidance and mentoring of the thesis advisor. Formal coursework requirements are modest, and independent study that includes original research is of paramount importance in the program. Students choose an individualized thesis advisory committee that approves formal coursework and provides scientific and career development advice throughout a student's graduate career.

Laboratory of Genetics

The Laboratory of Genetics is the oldest and one of the finest centers of genetics in the nation. It is highly regarded for its research contributions in the areas of  disease genetics ,  cell biology , neurogenetics ,  developmental genetics ,  gene expression ,  genomics ,  evolutionary and population genetics , and  computational biology . The laboratory consists of two departments: Genetics, in the College of Agricultural and Life Sciences; and Medical Genetics, in the School of Medicine and Public Health. Although administratively distinct, these two departments function as one at both the faculty and student levels.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Applicants in genetics choose to attend UW-Madison because of their commitment to the discipline of genetics and because of Wisconsin's strength in that area. For admission to graduate study in genetics, the applicant should have earned a grade point average of 3.0 or better and completed a BS or BA degree from an accredited college or university. There are no specific requirements in supporting fields, but applicants are encouraged to acquire adequate background in mathematics, physics, and biology. There is no formal language requirement for the PhD in genetics.  Undergraduate research experience is also strongly recommended in order to be competitive.

Admission to the genetics PhD program is highly competitive. A committee of the Laboratory of Genetics reviews applications each fall, invites meritorious applicants for personal interviews each January and February, and accepts approximately 15 percent of the total applications received. An application for admission consists of:

• personal statement that discusses the reasons for pursuing a genetics PhD,
• transcript of undergraduate college or university coursework,
• three or more letters of recommendation,
• report, if appropriate, of scores received on English proficiency exams, and
• any other information or documentation that would help the admissions committee evaluate an applicant's potential for success in graduate study.

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  Genetics Training Program is supported by an NIH Training Grant. Domestic students receive 1–2 years of funding, typically their first year and second or third year. We encourage students to apply for fellowships. Other funding sources include professors' research grants and university fellowships. The Genetics Training Program nominates competitive applicants for fellowships including the Advanced Opportunity Fellowships and Wisconsin Distinguished Graduate Fellowships . Funding includes a stipend, health care benefits, and tuition costs. Students must be making satisfactory progress toward their degree.

Prospective students should see the program website for funding information.

Minimum Graduate School Requirements

Major requirements.

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

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

GENETICS/​MD GENET  707 Genetics of Development and GENETICS/​MD GENET  708 Methods and Logic in Genetic Analysis are taken by the first and second years together; GENETICS/​MD GENET  707 is offered one year and GENETICS/​MD GENET  708 the next.

Permission must be obtained to register from the cancer biology department.

Students wishing to take a course outside of Genetics course offerings may petition the Graduate Program Committee.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

For well-prepared advanced students, the program may accept prior graduate coursework from other institutions toward the minimum credit requirement and minimum graduate coursework (50%) requirement. The minimum graduate residence credit requirement can be satisfied only with courses taken as a graduate student at UW–Madison. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

Undergraduate Credits Earned at Other Institutions or UW-Madison

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Credits earned as a university special student at uw–madison.

Refer to the  Graduate School: Transfer Credits for Prior Coursework  policy.

Refer to the Graduate School: Probation policy.

Advisor / Committee

When students have identified a major professor and joined their lab, that professor will assume the duties of their advisor. At that time students will form a PhD Advisory Committee consisting of three to five faculty members (ultimately it must be five) three of whom must be Genetics trainers, including two members of the Laboratory of Genetics faculty, and one minor advisor, if needed. One member must also be from a different department (all 5 cannot be Genetics faculty members). The PhD Advisory Committee should be established no later than the end of the second semester. Under normal circumstances, the committee membership will remain in effect for the entire tenure of the student’s graduate career.

The PhD Advisory Committee will advise the student with regard to major and minor requirements. It will also act as their Prelim B Examination Committee and as the Final Oral PhD Examination Committee. After the advisor, this committee is the primary monitoring instrument to assure satisfactory progress toward degree. The PhD Advisory Committee will meet with the student at least once per year. During these annual meetings anticipated timelines for progress of the thesis project will be discussed and concrete guidance will be given about completing the thesis. The student will complete an annual committee meeting form each year during the meeting. The annual meeting will address the assessment of the student’s progress and outline any suggestions or recommendations, in addition to verifying the discussion of the student’s  Individualized Development Plan .

Credits Per Term Allowed

Time limits.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

College of Agricultural and Life Sciences: Grievance Policy  

In the College of Agricultural and Life Sciences (CALS), any student who feels unfairly treated by a member of the CALS faculty or staff has the right to complain about the treatment and to receive a prompt hearing. Some complaints may arise from misunderstandings or communication breakdowns and be easily resolved; others may require formal action. Complaints may concern any matter of perceived unfairness.

To ensure a prompt and fair hearing of any complaint, and to protect the rights of both the person complaining and the person at whom the complaint is directed, the following procedures are used in the College of Agricultural and Life Sciences. Any student, undergraduate or graduate, may use these procedures, except employees whose complaints are covered under other campus policies.

• The student should first talk with the person at whom the complaint is directed. Most issues can be settled at this level. Others may be resolved by established departmental procedures.
• If the complaint involves an academic department in CALS the student should proceed in accordance with item 3 below.
• If the grievance involves a unit in CALS that is not an academic department, the student should proceed in accordance with item 4 below.
• If informal mediation fails, the student can submit the grievance in writing to the grievance advisor within 10 working days of the date the student is informed of the failure of the mediation attempt by the grievance advisor. The grievance advisor will provide a copy to the person at whom the grievance is directed.
• The grievance advisor will refer the complaint to a department committee that will obtain a written response from the person at whom the complaint is directed, providing a copy to the student. Either party may request a hearing before the committee. The grievance advisor will provide both parties a written decision within 20 working days from the date of receipt of the written complaint.
• If the grievance involves the department chairperson, the grievance advisor or a member of the grievance committee, these persons may not participate in the review.
• If not satisfied with departmental action, either party has 10 working days from the date of notification of the departmental committee action to file a written appeal to the CALS Equity and Diversity Committee. A subcommittee of this committee will make a preliminary judgement as to whether the case merits further investigation and review. If the subcommittee unanimously determines that the case does not merit further investigation and review, its decision is final. If one or more members of the subcommittee determine that the case does merit further investigation and review, the subcommittee will investigate and seek to resolve the dispute through mediation. If this mediation attempt fails, the subcommittee will bring the case to the full committee. The committee may seek additional information from the parties or hold a hearing. The committee will present a written recommendation to the dean who will provide a final decision within 20 working days of receipt of the committee recommendation.
• If the alleged unfair treatment occurs in a CALS unit that is not an academic department, the student should, within 120 calendar days of the alleged incident, take his/her grievance directly to the Associate Dean of Academic Affairs. The dean will attempt to resolve the problem informally within 10 working days of receiving the complaint. If this mediation attempt does not succeed the student may file a written complaint with the dean who will refer it to the CALS Equity and Diversity Committee. The committee will seek a written response from the person at whom the complaint is directed, subsequently following other steps delineated in item 3d above.

Professional Developement

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

• Learning Outcomes
• Demonstrate a broad understanding in the principles of genetics and heredity in all organisms. They will develop particular expertise in at least one of the broad subject areas of the doctoral program.
• Demonstrate a broad understanding of major current and past theories, research findings and methodologies and techniques in genetics, with particular expertise in their area of concentration, both orally and in writing.
• Develop critical thinking skills. They will retrieve and examine scientific literature, evaluate evidence for and again hypotheses, identify knowledge gaps, strengths and weaknesses in existing literature, synthesize knowledge, develop conclusions, and formulate plans for moving the current state of knowledge forward.
• Develop and complete original research that advances a specific field of study within one of the broad areas subject areas in genetics.
• Retrieve, evaluate and interpret professional peer-reviewed literature and use this information to develop theoretical frameworks, testable hypotheses, and predictions for their own research projects.
• Design research projects that are feasible, based on well-designed and internally controlled experiments, and address important unsolved problems in genetic or biomedical research.
• Conduct independent research, critically evaluate and interpret the resulting data, and, based on that analysis, design future experiments that advance the state of the field.
• Write, edit, and assemble manuscripts resulting from their independent research and submit these for publication in peer-reviewed professional journals.
• Communicate effectively to diverse audiences in writing, through oral presentations, and during formal and informal discussions.
• Write clear and concise research articles for publication in professional journals.
• Present at scientific conferences and in both formal and informal seminars.
• Master methods of communicating and interacting effectively with professional colleagues, and will prepare successful applications for research grant support.
• Articulate their research and its significance both formally and informally to diverse audiences.
• Give and receive feedback on communication skills both orally and in writing.
• Be provided with opportunities to engage in public outreach and education.
• Effectively teach the principles of genetics and the methods used in contemporary genetic research.
• Receive in-class educational training by serving as teaching assistants for at least one semester of an undergraduate genetics course.
• Be provided with opportunities to mentor other students (for example, undergraduate students) in a laboratory research setting. Interested students will have opportunities to perform outreach activities in which they educate school-age students or individuals from other fields on the principles of modern genetics.
• Be provided with diverse training that will prepare them for a range of flexible and sustainable careers in, for example, academia, industry, government, science policy, administration, commerce, journalism, law, education and community outreach.
• Develop broadly applicable skills in critical thinking and problem solving.
• Be provided with opportunities for teamwork, written and oral communication skills and collaborations.
• Receive training in professional ethics and the responsible conduct of science.
• Be trained to use scientific rigor when designing experiments, collecting and analyzing data, and interpreting and reporting results.
• Discuss and formulate opinions on the many situations that working scientists encounter involving professional ethics and conflicts of interest.
• Receive training in laws, regulation, permits and licenses, occupational health, safety standards and best practices, will demonstrate understanding of such and adhere to compliance.

Pelegri, Francisco (Chair); Chang, Qiang; Drummond-Barbosa, Daniela; Gasch, Audrey; Hittinger, Chris; Ikeda, Aki;  Masson, Patrick; Payseur, Bret; Perna, Nicole; Pool, John; Prolla, Tom; Schwartz, David; Skop, Ahna; Wassarman, David;  Yin, Jerry

Associate Professors

Anderson, Matt

Assistant Professors

Brunkard, Jake; Richardson, Claire; Schrodi, Steven; Sharp, Nathaniel; Werling, Donna; Wolter, Justin

• Requirements
• Professional Development

Contact Information

Genetics College of Agricultural and Life Sciences genetics.wisc.edu

Nicole Perna, Director of Graduate Studies [email protected]

Martha Reck, Graduate Program Manager [email protected]

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Department of Molecular and Cell Biology

Genetics and Genomics

Phd requirements.

The requirements outlined below apply to students pursuing the degree of Doctor of Philosophy in Molecular and Cell Biology with concentration in Genetics and Genomics (G&G AOC) with enrollment beginning in the fall of 2022 or later. Students who began enrollment prior to fall 2022 may follow these curriculum suggestions, or follow the Ph.D. requirements for the G&G AOC in effect at the beginning of their enrollment in the program (found here for students who began enrollment prior to fall 2018; and here for students who began enrollment from fall 2018 through fall 2021.)

General requirements for PhD students enrolled in the Genetics and Genomics AOC within MCB (note that the Graduate School requirements are in bold):

• Organize your committee (five faculty) and submit your plan of study by the end of the Spring semester of your first year.
• Complete a second year review by the end of the Spring semester of your second year.
• Take your qualifying exam by the end of August of your third year.
• Successfully passed the qualifying exam for PhD candidacy (also known as general exam/thesis proposal/prospectus) and filed the exam report with the graduate school.  Link to report form here.  
• Course credits (15 total): Defined as content-driven, interactive coursework in MCB or a closely-related field of study, as discussed with and approved by the major advisor and committee.  No class may be repeated to satisfy this requirement.
• Research credits (30 total): A minimum 15 credits of MCB research and/or special topics (such as MCB 6897) and a minimum of 15 credits of GRAD 6950.  These courses may be repeated to satisfy this requirement and to keep in good standing (you must register for a minimum of 6 credits each semester; MCB 6897 and GRAD 6950 may be used for this purpose) .

More details about the MCB PhD requirements for the first year can be found here.

Information about the PhD milestones for MCB can be found here.

Information on the General exam (dissertation proposal) can be found here.

Graduate school requirements for graduation can be found in the current graduate catalog

Course requirements and timeline:

1 st semester (Fall), you must register for:

MCB 5896-038 Introduction to MCB Research (3 credits)

MCB 5896-037 Investigation of Special Topics: Intro to MCB Faculty Research

MCB 5896-013 Rotations in MCB (3 credits)

MCB 5884-001 MCB Research in Progress (1 credit)

  2 nd semester (Spring), you must register for:

MCB 5801 Scientific Writing and Project Development for MCB Graduate Students

GRAD 5910 Responsible Conduct in Research

MCB 6897 Research, 3 credits (this can be served with your newly chosen faculty advisor or with the advisor overseeing a fourth, semester-long rotation if you opted for an extra rotation)

And for one of the following courses:

MCB 5426 Genetic Engineering and Functional Genomics (3 credits)

MCB 5219 Developmental and Regenerative Biology (3 credits)

Or, for students needing a more basic background in genetics and functional genomics you may instead take one of these courses following discussion with your advisor, the course instructor, and/or AOC head:

MCB 3201 Gene Expression (3 credits)

MCB 5896-037 Concepts of Genetic Analysis (3 credits)

In addition, you may register for:

MCB 5484 Current Topics in Genetics and Genomics (1 credit)

Prior to registering for courses for your third semester, you must discuss planned coursework with the AOC head and/or your faculty advisor.

3 rd semester (Fall), pick one didactic course:

MCB 5445 Genome Dynamics and Epigenetics (3 credits)

MCB 5452 Problems in Genetics of Eukaryotes (3 credits)

MCB 5217 Biosynthesis of Nucleic Acids and Proteins (3 credits)

MCB 5621 Molecular Biology and Genetics of Prokaryotes (3 credits)

In addition to one course selected from above, you may register for:

MCB 5427 Laboratory Techniques in Functional Genomics (offered in Fall and Spring)

MCB 5672 Applied Bioinformatics (Fall)

From the 4 th semester onward:

Between years 2 and 4, all students must take MCB 5984 MCB Invited Seminar.

Additionally, students may choose from didactic courses not previously taken from the above lists and from the following:

Spring Semester

MCB 5446: 3D Genome in Development, Disease, and Evolution

MCB 5895 Special Topics: Non-Mendelian Inheritance and Meiotic Drive

MCB 3895-002 Special Topics: Fundamentals of light microscopy and digital imaging

EEB 4100 Big Data Science for Biologists (4 credits)

EEB 5300 Applied Genomics for Ecology and Evolution (3 credits)

Fall Semester

MCB 5430 Analysis of Eukaryotic Functional Genomic Data (3 credits)

MCB 5243 Molecular Analysis of Development (3 credits)

Optional courses for students with a research focus in molecular evolution/microbial genetics:

MCB 5471 Current Topics in Molecular Evolution (1 credit)

MCB 3637 Practical Methods in Microbial Genomics (3 credits)

EEB 6486 Systematics Seminar (1 credit)

The following Intensive didactic courses are recommended for students with a research focus on molecular evolution/population genetics (note that these are not offered every year):

EEB 5348 Population Genetics (3 credits)

EEB 5349 Phylogenetics (3 credits)

Updated 10/28/2021

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PHD, Genetics

Our program brings together a broad array of faculty in many areas of molecular genetics, evolutionary biology, and genomics into one group. A graduate degree in Genetics from UGA will put you at the forefront of this scientific revolution.

Degree Type: Doctoral

Degree Program Code: PHD_GENE

Degree Program Summary:

Research in genetics has brought about one of the major scientific revolutions of humankind. The advent of recombinant DNA technology provided the tools to isolate, sequence and characterize genes, the building blocks of life. Evolutionary biology has allowed us to reconstruct the history and selective pressures acting to shape those genes. In the past ten years, a remarkable synthesis of molecular and evolutionary genetics has taken place and created the field of genomics, which promises unprecedented scientific breakthroughs in medicine and agriculture. Our program is unique in that it brings together a broad array of faculty in many areas of molecular genetics, evolutionary biology, and genomics into one group. A graduate degree in Genetics from the University of Georgia will put you at the forefront of this scientific revolution.

The Department of Genetics offers a graduate program leading to the PhD degree. The department is particularly strong in the areas of recombinant DNA technology, gene regulation, prokaryotic molecular genetics, plant molecular biology, mammalian genetics, evolutionary genetics, and population genetics. After a student is admitted, a faculty advisory committee is appointed to recommend a program of study based on the individual student’s academic background and research interests. A master’s degree is not required for entrance into the doctoral program, and students without a master’s degree are encouraged to enter the doctoral program directly.

Physical facilities available for research include all modern equipment and facilities necessary for research in the various areas of genetics. Special on-campus facilities include a DNA and protein sequence and synthesis facility, a molecular marker analysis facility, a complete electron and confocal microscopy laboratory, controlled-environment equipment, equipment for radioisotope studies, a special fermentation facility, a monoclonal antibody production facility, and extensive computer facilities. Cooperative arrangements for joint research exist with such off-campus facilities as the Russell Agricultural Research Center, the Yerkes Primate Center, the Sapelo Island Marine Institute, the Savannah River Ecology Laboratory, and the Oak Ridge National Laboratory.

Prospective students should address inquiries to the Graduate Coordinator, Department of Genetics. E-mail: [email protected]. Our World Wide Web address is genetics.uga.edu. Graduate doctoral students in the department are eligible for a number of university fellowships and research and teaching assistantships. Interested applicants primarily apply through the Integrated Life Sciences program, although some students may choose to enter through the Integrated Plant Sciences program.

Locations Offered:

Athens (Main Campus)

College / School:

Franklin College of Arts & Sciences

346 Brooks Hall Athens, GA 30602

706-542-8776

Department:

Program Deadlines:

The deadline for applications is December 1. Students are normally only admitted at the beginning of the fall semester.

Graduate Coordinator(s):

Bob Schmitz

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Ph.D. Program

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Welcome to the UW-Madison Genetics Training Program. As director of the Training Program, I invite you to explore our web site to learn about the outstanding research, training opportunities, and professional development we provide our students. We in the program take very seriously our role in training the next generation of geneticists for a range careers in science. We are proud to be recognized as one of the leading genetics training programs in the country.  We care about our students and aim to provide the best possible training to position them as outstanding independent scientists.

The Genetics Training Program is a campus-wide program administered by the UW-Madison Department of Genetics.  The Training Program includes over 80 faculty mentors whose labs collectively reside in 20 departments within 4 different colleges, providing students many options in faculty mentors and research topics while maintaining a scientific focus on genetics and genomics, broadly defined.  Students in the program are supported by the program during rotations and then on individual fellowships or faculty mentor research grants.

Researchers in the UW-Madison Genetics Training Program conduct a wide range of world-class research on a variety of topics, combining genetics perspective with cutting-edge technologies to answer novel questions and tackle new problems in genetics and biology.  This research is translating into significant benefits to society, impacting human health, agricultural practices, climate and bioenergy research and more.

Our goal is to train the next generation of geneticists for diverse careers that leverage world-class expertise in genetic and genomic research. Students have a wide range of options in terms of laboratories to join and coursework to conduct; at the same time, students from our program are recognized as leaders in genetics and genomics because of the core intellectual focus of our program. An unparalleled feature of UW-Madison is the extensive level of interdisciplinary and cross-departmental collaboration, providing our students unique training experiences in doing modern biological research. We also provide diverse opportunities for professional development. UW-Madison has outstanding resources that many of our students participate in, including opportunities in entrepreneurship, teaching innovations, patent law, policy, and more. Graduates of the Genetics Training Program go on to fulfilling careers that include directing their own research labs, leading clinical genomic sequencing centers, teaching and inspiring students at small and large colleges and universities, and contributing to the rapidly expanding areas of biotechnology, agriculture, and clinical and personalized medicine.

I welcome you to find out more about our program, our students, and our community on the pages that follow.

Nicole Perna, PhD

Director, UW-Madison Genetics Training Program

Program Leadership

Nicole Perna

Position title: Professor & Graduate Program Director

Email: ntperna @wisc.edu

Martha Reck

Position title: Graduate Program Manager

Email: mreck2 @wisc.edu

Position title: Professor & Graduate Program Director of Admissions

Email: jpool @wisc.edu

How To Become A Geneticist

Stan T. April 28, 2020 Career , Requirements

How Long Does It Take, What Degree Do You Need, and More

Geneticists

Geneticists research and study the inheritance of traits at the molecular, organism or population level. May evaluate or treat patients with genetic disorders.

Table of contents

• Steps to become one
• Popular degree levels

How long does it take

To become a Geneticist, you will need a Bachelor’s Degree in Genetics, Biology, Chemistry, or a related field. You can get a job as a researcher once you have a Bachelor’s Degree.

If you want to work in a management or teaching position in Genetics, you will need to go to graduate school to earn a Master’s or Doctorate Degree in Genetics.

In graduate school, you can specialize in the branch of Genetics that is most interesting to you. You can specialize in Ecological Genetics, Medical Genetics, Behavioral Genetics, and more.

Geneticists Requirements

Step 1: study the sciences in high school.

Genetics is a field of science, so you will want to develop a strong foundation in sciences in high school. You should focus on Biology, Chemistry, and other science classes so that you are prepared for college level courses.

Step 2: Earn a Bachelor’s Degree

If you want to become a Geneticist, you need to earn your Bachelor’s Degree in Genetics, Biology, or Chemistry. You will take a lot of science courses in addition to your General Studies requirements. During this time, you should develop an idea of what branch of Genetics interests you. If you only obtain the Bachelor’s Degree, your employment opportunities are limited to research as a laboratory assistant, and there is very little opportunity for advancement in your career.

You need to decide which brand of Genetics you want to pursue so that you can prepare for graduate school. Your courses will help you learn enough about Genetics to determine which field is most interesting to you. You will take courses such as Zoology, Botany, Biochemistry, Molecular Chemistry, Microbiology, and more. You will need to decide whether you want a career that deals with people, plants, or animals, and you can narrow this down as you advance through college.

Step 3: Earn Your Graduate Degree

The type of graduate degree you pursue is dependent on the type of Geneticist you aspire to become. You can pursue a Master’s Degree, which takes approximately two years. If you earn your Master’s Degree in an accredited program, you can become a Genetics Counselor. You can specialize in prenatal counseling or work with people who have rare genetic disorders.

If you are looking for greater opportunities for career advancement, you will want to earn a PhD or a Medical Degree. If you earn your PhD, you will be able to get a job teaching at a college and heading up a research team. You can specialize in any field of Genetics and pursue your career.

If you are interested in becoming a Medical Geneticist, you will need to go to Medical School. There are two different types of degrees offered by Medical Schools, including the DO and the MD. You can choose either one to become a Geneticist. A DO is a Doctor of Osteopathic Medicine, and it takes a more holistic approach to medicine by considering nutrition, environment, and the body system as a whole. An MD is a Doctor of Medicine, and it is designed to help people improve their health.

Medical Geneticists treat patients who have genetic disorders. They begin Medical School with two years of science and laboratory training. Then, they move to two years of supervised clinical experience in various medical fields. In the fourth year of Medical School, students take a Medical Licensing exam and apply for residency positions.

Step 4: Secure a Residency

Once students complete Medical School, they move on to their residency training. They spend the first two years in a general medical field such as internal medicine, obstetrics and gynecology, or pediatrics. After two years, they can move into a genetics subspecialty.

Clinical Genetics is a primary specialty, and students take the board exam after two years of experience in residency. If you want to specialize further, you can continue training in subspecialties, including molecular genetics, medical biochemical genetics, and more.

Step 5: Become Board Certified

Once you have completed your residency, you can take the board exams offered by the American Board of Medical Genetics and Genomics . You must pass this exam to become certified as a Clinical Geneticist.

Step 6: Maintain Your Certification

You will need to maintain your certification with continuing education courses and seminars. It is important to stay current in the field so that you can provide the latest treatments and tests to your patients.

What degree do most Geneticists have

We did a survey to ask other Geneticists what degree they had when they first became one. Here are the results.

If you want to earn your PhD in Genetics, it will take you approximately eight or nine years of school before you earn your PhD in Genetics. Once you complete your Doctorate Degree, you can apply for jobs in a University setting.

If you are pursuing a career as a Medical Geneticist, you will need to attend Medical School followed by your residency. You will spend four years earning your Bachelor’s Degree followed by four years of Medical School. Then, you will spend three or four years completing your residency before you become a Medical Geneticist.

Explore other careers

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Learn more about Geneticists

• PhD in Molecular Genetics and Genomics
• MD-PhD in Molecular Genetics and Genomics
• MS in Molecular Genetics and Genomics
• MS in Genetic Counseling
• Summer Undergraduate Research Program

PhD and MS in Molecular Genetics and Genomics FAQ

1. who can apply.

Students who meet our requirements have at least a bachelor's degree with major preparation in the sciences. We look for strong enthusiasm and aptitude for scientific research and evidence of ability.

2. How do I apply?

You complete an application at http://wayne.edu/admissions/graduate . If you would like to talk with our Graduate Officer Professor Russell Finley, Jr., Ph.D. about the program or have any individual questions about the application process, please feel free to contact him at [email protected] .

3. When is the application deadline?

Applications to our PhD program submitted by  December 15, 2024  will be given priority consideration. Applications received later will be considered based on available funding at the time. Our application deadline for our MS program is March 31, 2024.

4. What are the CMMG admission standards?

Applicants to the PhD Program should have a minimum grade point average of 3.0 majoring in biological or chemical sciences and in most cases will also have experience in a working laboratory environment. Applicants should have their official academic transcripts and three letters of recommendation sent directly to us. The Graduate Record Examination is optional (not required), but if taken, the scores should be sent directly to us. International applicants must be proficient in English and demonstrate above average performance on the TOEFL English proficiency examination.  A personal statement describing an interest in molecular genetics and genomics and future and career plans is required. Applicants meeting admissions criteria will be selected for interview.

5. What will I learn?

You will develop the basic current knowledge of the field as well as the tools that will let you keep up with new developments when your current knowledge becomes dated. In addition, you will learn the process of asking and answering scientific questions with a critical mindset that will of course apply to your research and perhaps also to your broader role in society.

6. How long will my study period be?

Course work will typically be finished or nearly finished by the second year (during which you will have chosen an advisor and started your thesis research). The total time to graduation is 4 to 6 years for most students.

7. Which courses would I take?

All students in PhD programs in the School of Medicine are required in their first year to take a common core course in Interdisciplinary Cell and Molecular Biology (IBS 7015). Our students in Molecular Genetics and Genomics also take courses in Genetics (MGG 7015), Functional Genomics and Systems Biology (MGG 7030), Advanced Human Genetics (MGG 7600), Research Training in Molecular Genetics and Genomics (MGG 7460), Biostatistics (FPH 7015), and Scientific Communication (MGG 7091), and choose from other elective courses in Bioinformatics, Quantitative Data Analysis, and other specific subjects.  MS students take some of the same classes. See recommended and required classes for the MS Program.

8. When will I start working in the lab?

You will normally do three research rotations during the first year, starting soon after you arrive. The goal will be to pick a lab where you would like to carry out your dissertation/thesis research. Programs during the first few weeks will introduce you to faculty members and their research programs and help you choose your research rotations.

9. What level of student support is available?

Students accepted into the Center’s PhD program are eligible to receive a Graduate Research Assistantship, which includes an annual stipend of $32,000 plus subsidized dental, medical, and vision insurance, and fully paid tuition. In addition, students moving from out of the Detroit area are eligible for a one-time moving offset of $500. Currently, there are no fellowships or scholarships available for first-year MS students.

10. What is the MD/PhD program?

Students of exceptional ability and motivation can apply to the combined MD/PhD program . Briefly, if you are accepted you would complete the first two years of medical school, then complete a research thesis for the PhD degree, and finally return to medical school for the final two years. A number of combined degree students have completed their PhD portion in the Center for Molecular Medicine and Genetics.

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Modern genetics research seeks to provide a systems-level understanding of biology by relating genome sequence to function and phenotype. The research in the Department of Genetics covers a wide spectrum of biological problems, united by the application of genetics tools and approaches. Research themes range from understanding basic mechanisms in cell biology relating to the mechanics of division, migration, and communication through the large-scale analysis of genome regulation and epigenetic control to aspects of population biology focused on issues of ecological, evolutionary, human health significance, and infectious disease.

Genetics has evolved beyond its traditional boundaries to become a fundamental part of biology and medicine. The department reflects this pervasiveness with research interests encompassing several high-impact themes, including functional genomics and systems biology, developmental genetics, epigenetic inheritance, evolution and population genetics, microbial genetics,  infectious disease, and cell biology.

The Department of Genetics hosts between 70 and 80 postgraduate students across 20 research groups, researching a wide range of biological problems, from population genetics and ecology to the detailed analysis of genome sequence. The department is based in a historic building on the Downing Site but has research groups located in the Gurdon Institute and Sainsbury Labs, as well as an impressive range of local, national, and international collaborations.

It is mandatory for applicants to contact  prospective supervisors  to discuss potential projects before making a formal application; applicants who have not done this are unlikely to receive full consideration.  Prospective students must then indicate their potential Supervisor(s) on their application form. Supervisors and their research areas are listed on the Department of Genetics website on the  Research Groups  pages. 

Most candidates taking this option start in October to take advantage of Departmental and University induction programmes and Funding competitions, but admission in January or April is also possible.

Please note: part-time study may not always be viable and will be considered on a case-by-case basis, so please discuss this option with your proposed Supervisor before applying for this mode of study. 

Learning Outcomes

By the end of the programme, students will have:

a comprehensive understanding of techniques, and a thorough knowledge of the literature applicable to their own research;

demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;

shown abilities in the critical evaluation of current research and research techniques and methodologies;

demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research;

independence in designing and conducting a substantial body of original research, and preparing that data in a format suitable for publication in peer-reviewed journals.

The University hosts and attends fairs and events throughout the year, in the UK and across the world. We also offer online events to help you explore your options:

Discover Cambridge: Master’s and PhD study webinars - these Spring events provide practical information about applying for postgraduate study.

Postgraduate Virtual Open Days - taking place in November each year, the Open Days focus on subject and course information.

For more information about upcoming events visit our events pages .

Please check our  website  and  social media platforms  for the Department of Genetics Virtual Open House, which runs over the summer. 

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, department of genetics, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:.

Some courses can close early. See the Deadlines page for guidance on when to apply.

Easter 2025

Michaelmas 2025, easter 2026, funding deadlines.

These deadlines apply to applications for courses starting in Michaelmas 2025, Lent 2026 and Easter 2026.

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Is an MD/PhD program right for me? Advice on becoming a physician–scientist

We are living in a golden age of biomedical research in which it is increasingly feasible to translate fundamental discoveries into new diagnostic and therapeutic approaches to human illnesses. Inherited diseases are being cured with gene therapy. Cancer cells are being eliminated with less toxic small molecule inhibitors and reengineered T-cells. Direct connections are being made between the central nervous system and prosthetic devices. These efforts are being led by scientists and engineers, some of whom are also physicians. This article is intended to help anyone considering a career as a physician–scientist, but unsure about how best to begin. It is also intended for faculty, staff, and parents who are on the front lines of advising talented students about the options that they have for their future. With this in mind, I have tried to answer common questions about MD/PhD programs, but I have also included information about other paths to becoming a physician who does research.

INTRODUCTION

Because this is a perspectives piece, I will begin it with a confession: I have been a physician–scientist for more than 30 years and I like what I do. I am also a graduate of one of the earliest MD/PhD programs and have been director of the University of Pennsylvania’s MD/PhD program for 20 years. Being a physician who is also a scientist already makes me atypical. According to the American Medical Association, only 14,000 U.S. physicians (out of nearly 1 million) consider research to be their major job, and a search of National Institutes of Health (NIH) databases in 2012 turned up only 8200 physicians who were principal investigators on NIH research grants ( Ginsburg et al. , 2014 ). To put that number in context, there were 28,000 total investigators with NIH grants in 2012. In other words, most NIH principal investigators are PhD scientists, not physician–scientists (MD or MD/PhD).

My primary day (and sometimes night and weekend) job as a card-carrying physician–scientist is overseeing an NIH-funded research team. My clinical responsibilities include taking care of patients with the kinds of bleeding and blood clotting disorders that we study in the lab. Some of these patients have medical problems that are common in the United States. Some of them are true “zebras,” the kinds of patients who get referred to a well-respected academic medical center because physicians are unsure how best to proceed or lack the resources to manage the patient’s problem. I also teach medical students and graduate students, and I direct a very large MD/PhD program. In my spare time, I talk to lots of undergraduates and recent college graduates who are thinking about becoming physician–scientists and wondering whether they should be applying to MD/PhD programs. I meet them at Penn, but also on visits to other colleges and universities. This article is a distillation of some answers to questions that I am commonly asked. If you are an undergraduate trying to decide whether to go to medical school, graduate school, or both, this article may help you. Whatever you decide, I wish you success.

WHAT IS THE PURPOSE OF MD/PhD TRAINING?

MD/PhD programs were established in the 1950s to combine training in medicine and research. They were specifically designed for men and women who wanted to become research physicians, also known as physician–investigators or physician–scientists. Most of the graduates of MD/PhD programs in the 60-plus years since then have become faculty members at medical schools and universities, investigators at research institutes such as the NIH, or leaders in in the pharmaceutical and biotech industries ( Brass et al. , 2010 ). Regardless of where they eventually end up, MD/PhD trainees are being prepared for careers in which they will spend most of their time doing research or translating that research into new therapeutic and diagnostic approaches. It is a busy, challenging, and hugely rewarding career. A study of what has happened to MD/PhD program graduates from 24 schools appeared in Academic Medicine in 2010 and is worth reading not only for the data set, but also for the discussion of what the data mean ( Brass et al. , 2010 ). An even larger outcomes study that includes data on over 10,000 MD/PhD program graduates is scheduled for publication as a AAMC report in April 2018 ( Akabas et al. , 2018 ).

HOW CAN ONE PERSON DO TWO JOBS?

When I was an undergraduate and trying to decide what to do with my life, my mentors told me that I could become a doctor or a scientist, but that trying to combine two busy professions was futile. Many years later, I know that many current undergraduates are being told the same thing. However well-meant, that advice misses the point. The goal of MD/PhD program training is not to prepare you for two unrelated full time jobs. Instead, you should think of physician–scientists as chimeras—blends of a physician and a scientist with the two parts fitting closely together. A more relevant question is: if you are going to become a physician–scientist, do you have to go through an MD/PhD program? I will try to answer that one a bit later in this article. First, I’ll provide some definitions.

WHAT IS THE DIFFERENCE BETWEEN AN MD/PhD PROGRAM, A COMBINED DEGREE PROGRAM, AND AN MSTP PROGRAM? A BIT OF HISTORY AND A WORD ABOUT FUNDING

None. Programs designed to train physician–scientists go by all of these names. For the most part, the terms are interchangeable, although at some schools “combined degree” programs can include MD/JD and MD/masters programs as well—also VMD/PhD programs, which train veterinary physician–scientists. A list of MD/PhD programs can be found at http://www.aamc.org/students/research/mdphd/applying_MD/PhD/61570/mdphd_programs.html . The NIH uses the term MSTP (short for “medical scientist training program”) to refer to programs at schools that have been competitively awarded special training funds to help support MD/PhD candidates. There are currently 46 MD/PhD programs that receive support from the National Institute of General Medical Studies. A list can be found at http://www.nigms.nih.gov/Training/InstPredoc/PredocOverview-MSTP.htm .

When they first started, there were only a handful of MD/PhD programs. I can clearly remember reading a small booklet about applying to medical school that had a single page at the back about MD/PhD programs. Over time, the number of programs has grown. Now there are ∼90 active MD/PhD programs that admit anywhere from a few students per year to 25 or more. The average size of an MD/PhD program in 2017 was ∼90 students in all stages of training. Compared with the many thousands who apply to medical school in each year, only 1900 (∼3%) apply to MD/PhD programs. About one-third of the applicants are accepted, which is similar to the acceptance rate for medical school. 1 When I began medical school, there were very few MD/PhD trainees—I was one of two in my entering class. That has changed considerably. There are currently ∼5500 men and women in training in MD/PhD programs.

Most MD/PhD programs provide tuition waivers for both medical school and graduate school plus a stipend to help cover living expenses. Such fellowships are exceedingly valuable for trainees and very expensive for medical schools and the NIH, so admissions committees work hard to pick the right students for their programs. Despite the high training costs, when I visit other MD/PhD programs to conduct reviews, it is not uncommon to hear deans refer to their MD/PhD program as “the jewel in the crown.” One can easily argue that the existence of MD/PhD programs is evidence of the high value that our society places on physician–scientists.

ARE MD/PhD PROGRAMS LIMITED TO THOSE INTERESTED IN LABORATORY RESEARCH?

The answer varies from school to school. Not all schools offer PhD programs in all disciplines. The majority of MD/PhD students receive their PhD in biomedical laboratory disciplines such as cell biology, biochemistry, genetics, immunology, pharmacology, neuroscience, and biomedical engineering. The names of departments and graduate programs vary from school to school. At some schools, MD/PhD trainees do their graduate work outside of the laboratory disciplines, in fields such as economics, epidemiology, health care economics, sociology, medical anthropology, or the history of science. This is not an exhaustive list, and you should check before you apply to see what is actually offered at any particular school.

Although there is no fully up-to-date and reliable list of which MD/PhD programs offer training in which graduate disciplines, a place to start is at the Website of the AAMC MD/PhD section (which is a good source for other types of information as well). 2

ARE THERE OTHER WAYS TO BECOME A PHYSICIAN–SCIENTIST?

Yes. Definitely. MD/PhD programs are a great choice for people who decide early that that they want to be physician–scientists and have built the necessary track record of academic success and research experience before they apply. Not everyone does this, however, either because he or she did not learn about the option early enough, he or she did not make a decision in time, or he or she does not have an academic and research experience record that supports an application. Not finding out early enough turns out to be a common problem. In my experience, college prehealth advisors know much less about MD/PhD training than MD training—not surprisingly, since only 3% of medical school applicants in the United States every year apply for MD/PhD training. As a result, some people choose (or are obliged) to do MD/PhD training in series, rather than parallel—finishing one degree and then starting the other. The disadvantages of this approach include taking longer to finish training and the likely need to cover the cost of medical school on your own.

I am frequently asked about the strategy of starting medical school and then applying to graduate school as a medical student. Some schools will consider you for transfer into their MD/PhD programs after you have completed a year or two of medical school or graduate school at the same university. Although it is very rare that an MD/PhD program will consider accepting a medical or graduate student from a different school, it does occasionally happen when faculty move from one institution to another and want to bring their students with them. The rules and requirements vary from school to school.

Other programs worth checking out include the NIH MD/PhD program that provides support for the PhD phase at the NIH campus or in Oxford/Cambridge, with the MD training taking place at one of the participating MSTP-designated programs. Note that not all of the MSTP programs have chosen to participate, so if you have your heart set on a specific medical school, you should be sure to ask. 3

Another option is to complete medical school and residency training before doing an extended period of supervised research. A number of Nobel Prize–winning physician–scientists did just that. However, with the increase in the number of MD/PhD training programs nationwide, most people who make the decision to become physician–­scientists while still in college should think hard about doing both degrees together in an integrated MD/PhD program that combines graduate school and medical school into a joint program that currently takes 8 years on average to complete ( Akabas et al. , 2018 ).

DO I REALLY NEED A PhD TO DO RESEARCH? CAN I SAVE TIME BY SKIPPING IT?

The answer to the first of these questions is “Clearly not.” However, while medical school will put you firmly on the path to becoming an accomplished clinician, it does not provide training in how to do research. At some point you will benefit from that additional piece of your education if you intend to become a physician–scientist.

As noted above, in years past it was not uncommon to learn how to do research by doing an extended postdoctoral fellowship after (or instead of) a clinical residency. I am often asked whether it is possible to save time on the path to becoming a physician–scientist by skipping graduate school and just going to medical school. The available data suggest that the answer to this one is “No.” Physician–scientists get their first jobs in academia and their first independent NIH grants at approximately the same age regardless of whether they completed an MD/PhD program or went solely to medical school and then did a more extended postdoc ( Ginsburg et al. , 2014 ). As a result, I normally tell undergraduates that if they are ready to make the commitment before starting medical school, MD/PhD programs offer many advantages, including integrated training, mentored research training, and medical school tuition waivers. On the other hand, if you are sure you want to be a doctor, but less sure about being a scientist, then my advice is to go to medical school and figure out the rest of what you need when you know more about the opportunities that being a physician provides.

HOW DOES MD/PhD TRAINING WORK AND HOW LONG DOES IT TAKE?

The answer varies from school to school, but historically students begin with 2 years of medical school, switch to graduate school in the third year of the program, and then return to finish medical school after completing (and defending) a thesis research project. When I was an MD/PhD student in the 1970s, there was little, if any, communication between the medical and graduate phases of the program. That has changed considerably. Now most programs emphasize integration of the MD and PhD parts of the training, with graduate school courses during years 1 and 2 and clinical experiences during graduate school. Some programs allow completion of 3–12 months of clinical training before the start of full-time graduate training. Be sure to ask how things are organized at schools that you are considering. In programs leading to a PhD in laboratory science, MD/PhD trainees usually spend the summer between the first and second years of medical school working in the laboratory of the faculty member they are considering as a potential thesis advisor. Some programs also ask students to do one of these “lab rotations” in the summer before starting medical school classes as well. Depending on the number of clinical months completed before starting the thesis research, students returning to medical school will need 1–2 years to finish their training and meet the requirements for medical licensure. The stated goal is to complete an MD/PhD program in 7 or 8 years. However, numbers from across the country show that some students finish in 6 years, while others take 10 years (or more). The average currently is 8 years ( Akabas et al. , 2018 ). Note that medical education in the United States continues to evolve. One trend is away from the classic two years of preclinical education followed by 2 years of clinical education. The earlier start in clinical training made possible by shortening preclinical time enables some MD/PhD programs to offer full-time clinical experiences before the start of graduate school. However, some schools are choosing not to do this. The only way to find out what is being done is to ask, if it is not evident from the program’s Website.

HOW LONG DOES IT TAKE TO COMPLETE TRAINING AFTER GRADUATING FROM AN MD/PhD PROGRAM?

Corny as this may sound, the process is never really finished. Your education will continue throughout your career. A more pragmatic answer is that training will extend beyond medical school and graduate school as you complete your post graduate education. Here are some typical numbers: MD/PhD program, 8 years. Residency, 3–6 years. Postdoctoral fellowship, 3–6 years. For most people the term “postdoctoral fellowship” includes another year or two of clinical training, followed by a return to research for 2 or more years ( Figure 1 ). For example, I completed an MD/PhD program in 6 years, followed by a residency in internal medicine (3 years) and a fellowship in clinical hemato­logy and oncology that was combined with postdoctoral training back in a lab (3 years). After that I became an assistant professor and started my own lab. That timing was fairly typical when I did it. Now it would be considered fast. On the other hand, my job description when I finished included running a research team, looking after postdocs and graduate students, and taking care of sick people with complicated medical problems, so maybe all of that training time was necessary.

Paths to becoming a physician who is also a scientist. Integrated MD/PhD training programs that combine research and medical training are not the only path to becoming a physician–scientist. Alternatives begin with doing a research year in medical school (MD+ in the figure) or just doing the standard four-year medical school education. These save time at the start, but usually require a longer period of postgraduate clinical and research training to reach the point where a job as a physician–scientist in academia becomes feasible. As a result, physician–scientists often arrive at the “get a job” point at about the same age whether they began as medical students, MD+ students, or MD/PhD students, although usually with greater student debt if they have not been in an MD/PhD program. See the text for details.

WHAT HAPPENS TO THE GRADUATES OF MD/PhD PROGRAMS?

Short-term, nearly all do additional clinical training. Those who do not are usually headed toward careers at research institutes or outside clinical medicine entirely. Those who do apply for residencies often find that their MD/PhD training makes them particularly appealing to residency programs at top institutions. Long-term, most program graduates end up with careers in which they combine patient care and research. The research may be lab-based, translational, or clinical. Most (75–80%) end up at academic medical centers, at research institutions such as the NIH, or in the pharmaceutical/biotech industry ( Figure 2 ; Brass et al. , 2010 ; Akabas et al. , 2018 ). A much higher percentage of MD/PhD program graduates have ended up in academia than of medical school graduates in general ( Brass et al. , 2010 ). Those who build research careers and apply for NIH research grants find that having the PhD in addition to the MD improves their chances of obtaining funding ( Ginsburg et al. , 2014 ).

Where are they working? Data from 2202 MD/PhD program alumni who have completed all phases of postgraduate clinical and research training. Adapted from Brass et al. (2010) . Industry includes the biotech and pharmaceutical industries. Pvt Practice refers to full-time clinical practice outside of an academic medical center.

HOW DO I APPLY?

The process of application varies from school to school. Some schools have an MD/PhD-focused committee that will screen your application and coordinate the interview and admission process. Other schools consider MD/PhD applicants only after a decision has been made about MD admissions. Finally, some schools consider students for the MD/PhD program only after they have completed a year or more of medical school. Schools that subscribe to AMCAS will ask you to indicate your interest in an MD/PhD program and then to provide additional information as part of a secondary application.

WHEN DO I APPLY?

Most people apply after finishing their junior year in college, but a growing number of applicants finish college and work for a year or more before applying. Some people use the time after college to take courses needed for medical school admission or to gain more full-time laboratory research experience. Some people simply were not ready to make decisions about their future careers and postponed choosing beyond the finish of college. It is a mistake to assume that MD/PhD programs are interested only in applicants who have worked in a lab for a year or more after college. That is clearly not the case, and some of us who direct MD/PhD programs are concerned about the growing percentage of applicants who have waited to apply after they graduate in the mistaken impression that it will improve their resumes. My advice is that for a training path that lasts as long as this one does, it is best to get started as soon as possible.

WHAT DO ADMISSIONS COMMITTEES LOOK FOR?

The answer clearly varies from school to school, but some basic principles apply. In general, admissions committees will look for evidence of academic success, extended research experience, letters of recommendation from people who know you well, and your plans for the future.

• Evidence of academic success. This includes your GPA and MCAT scores, but is not limited to them. Admission committees use a holistic approach and will undoubtedly consider where you went to college and what types of courses you took. They will not necessarily be dismayed if you got off to a slow start, as long as you did well later. They will place the greatest emphasis on courses that are relevant to your chosen area of graduate school training. I have not encountered a program director who seriously believed that the MCAT tests your ability to be a physician–scientist. Nonetheless programs use MCAT scores in a variety of ways, including seeing how you compare with the national pool of applicants and predicting how you will do on the numerous standardized tests that all of us have to take in medical school and beyond.
• Extensive research experience. If you plan to get a PhD in one of the laboratory sciences, then prior laboratory experience counts heavily, particularly if you spent a year or more in the same laboratory. Summer laboratory experience can be helpful because they are usually opportunities to do research full time, but summers are short. Whenever possible, you should try to do research during the academic year, or at least spend multiple summers in the same lab. If you are planning a PhD outside of the laboratory sciences, seek equivalent experiences. The idea is to be sure you like the experience and to create a track record upon which your past performance can be judged and your future success predicted.
• Letters of recommendation. The most important letter(s) are from the faculty members or other senior investigators with whom you worked. The letters should ideally comment on your talents, skills, and potential for success as an independent investigator. If you are working with a senior faculty member, it is very helpful if he or she can compare you with other students with whom he or she has worked. Note that such a letter is not necessarily the most appropriate for an MD-only application. MD/PhD program admissions committees are usually most interested in your talent and ability as a physician–scientist, although they will definitely also consider whether you are likely to become a successful and caring physician. Fortunately, medical schools allow you to submit more than one letter of recommendation.
• Your plans for the future. Because training to be a physician–­investigator is so costly in terms of your time and the school’s resources, your career goals should be compatible with MD/PhD training. Becoming a full-time practitioner is a laudable goal, but does not require a PhD in addition to an MD. Your goal as a trained physician–investigator should be to spend at least 75% of your time on research. You do not need to know the specific problem you want to work on at this point (many do not, and it is likely to change), or with whom you would like to train, but your commitment to becoming an investigator should be clearly communicated in your essays and interviews, and you should have given thought to what will be required.

HOW DO I DECIDE WHERE TO APPLY?

Some applicants have decided that they want to work in a particular field or with a particular faculty member. For them, choosing where to apply is defined by where that faculty member works or where the field is best represented. Most applicants have only a general idea of what they might want to work on in the future and know that their interests are likely to evolve as they are exposed to new things. For them, choice will be defined by issues such as the reputation of the school (hopefully not based solely on U.S. News and World Report rankings!), the success of the graduates of the program (be sure to ask!), and geography. Schools vary in the difficulty of gaining admission. The directors and nonfaculty administrators of MD/PhD programs nationwide are a large pool of resources that you can tap. Most of us get e-mail from future applicants all the time. Take advantage of our willingness to talk with you. Ask questions about the things that are important to you.

FINAL THOUGHTS

I began this perspective with the confession that I am a physician–scientist and I like what I do. It is not unusual these days to encounter articles and opinion pieces that lament the difficulty of becoming and remaining a physician–scientist. I will not cite them here—you can find them on your own. Fortunately, our society is still willing to make a large investment in biomedical research through the NIH and through numerous foundations. If you want to become a physician who discovers the new stuff, there are jobs waiting to be filled. However, you will need good training and great mentorship as you learn the skills needed to be a physician and a research team leader. Good luck with your decision.

Acknowledgments

My thanks to my colleagues who direct MD/PhD programs, the NIH for supporting physician–scientist training (including my own), and the hundreds of MD/PhD candidates and alumni who have taught me so much over the past 20 years.

Abbreviations used:

DOI: 10.1091/mbc.E17-12-0721

1 www.aamc.org/data/facts/enrollmentgraduate/ .

2 www.aamc.org/students/research/mdphd/ .

3 http://mdphd.gpp.nih.gov .

• Akabas MH, Tartakovsky I, Brass LF. (2018). The National MD–PhD Program Outcomes Study. American Association of Medical Colleges Reports.
• Brass LF, Akabas MH, Burnley LD, Engman DM, Wiley CA, Andersen OS. (2010). Are MD–PhD programs meeting their goals? An analysis of career choices made by graduates of 24 MD–PhD programs . Acad Med , 692–701. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Ginsburg D, Shurin SB, Mills S. (2014). NIH Physician–Scientist Workforce (PSW) Working Group Report. [ Google Scholar ]

Stanford Cancer Institute

Search stanford cancer institute.

Cancer Biology PhD Program

Established in 1978, the interdisciplinary Cancer Biology PhD Program is designed to provide graduate and medical students with the education and training they need to make significant contributions to the field of cancer biology. The program is led by Laura Attardi, PhD, and Julien Sage, PhD, and currently has over 60 participating faculty members representing a variety of specialties.

Coursework during the first year equips students with a broad understanding of the molecular, genetic, cellular biological and pathobiological aspects of cancer. By the beginning of the second year, students have chosen a research advisor and begun work on their dissertation projects. An annual program conference provides students with an opportunity to present their research findings, receive feedback and forge collaborations with faculty and fellow students. 

The Cancer Biology program also sponsors a postdoctoral scholar track in which accepted MD and PhD scholars pursue research under the guidance of a faculty mentor. 

Program Directors

Laura Attardi

Catharine and howard avery professor of the school of medicine and professor of genetics.

Julien Sage

Elaine and john chambers professor of pediatric cancer and professor of genetics.

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Frequently Asked Questions for PhD Applicants

If you have questions about the application process, please consult the Application FAQ

Program FAQ

• When is the application deadline?  December 7, 2024 11:59 PM PST is the application deadline for Autumn 2025-2026.
• I will have just earned my bachelor’s degree before starting graduate study at Stanford. Should I apply to the MS or the PhD program?  You should apply to the degree program that can fulfill your ultimate degree goal. For example, if obtaining a PhD is your ultimate goal, you should apply directly to the PhD program.
• Do I need to have a master’s degree before applying to the PhD program?  No; the minimum degree requirement is a bachelor’s degree. Students who enter the PhD program may opt to pursue the master’s degree along the way to earning the PhD.
• If I apply to the PhD program but do not get admitted, will I be considered for the MS program?  The Electrical Engineering Department does not consider PhD applicants not admitted into the PhD program for the MS program. 
• If I am admitted and enrolled in the MS program, may I enter the PhD program later?  Admission to the PhD program is possible only through the  annual general admissions process . Current MS students must reapply through this process to be considered for the PhD program.
• May I apply for a start term other than autumn? No; applications are reviewed on an annual basis for autumn quarter start only.
• How long does it take to complete the PhD?  Typical completion time for the PhD program is 5-7 years.
• How important is it to contact faculty before I apply?  Contact with faculty members is not a required part of the application process nor does it guarantee admission to our graduate program. Admissions decisions are made by the Admissions Committee, not by individual faculty members.
• Is financial assistance available for PhD students?  Yes; all PhD students who maintain satisfactory academic progress receive full financial support for the duration of the doctoral program. For more information, please see  Financial Assistance for PhD Students .
• What are the minimum GPA requirements for admission?  Applicants do not need to meet any minimum grade point average (GPA) to secure admission, and we do not release information about average GPAs of admitted students. As a guideline, successful applicants typically earn undergraduate cumulative GPAs among the top of their class. However, please keep in mind that admission to our graduate programs depends on a combination of factors, and all areas of a student’s application are weighed when applications are reviewed.
• Am I eligible to apply if my undergraduate major is not Electrical Engineering?  Yes; students who meet the minimum degree requirements with a strong technical background in engineering, physical sciences, or mathematics are welcome to apply. A bachelor's degree in electrical engineering is not strictly required.
• Are specific prerequisite courses required for admission?  No; we advise prospective applicants to review the  EE Graduate Handbook  and the  Stanford Course Catalog  to evaluate what prerequisites are needed for graduate-level courses in your area(s) of interest.
• What is the minimum level of study required of international applicants from an academic institution outside of the U.S.?  Please refer to  Stanford Graduate Admissions | International Applicants  for eligibility guidelines related to study outside of the U.S.
• What is the process for transferring to the PhD program from another institution?  Students who wish to transfer to our PhD program from another institution must complete the same application procedure as new applicants. If you are admitted and enrolled, you may request to transfer up to 45 units of coursework from your previous institution toward the PhD degree requirements at Stanford, by following the procedures for  Graduate Residency Credit . Students must complete one quarter at Stanford before requesting to transfer units, and all transferred units are subject to approval by the Registrar’s Office.
• If I am admitted to a EE graduate program, can my admission be deferred?  The Department greatly discourages deferral of matriculation dates.  Deferrals are granted only to PhD applicants, and only in exceptional circumstances such as for US military service or visa issues for students arriving from designated countries.  Admitted students wishing to defer admission must send a written request (along with documentation if possible) to  [email protected] . Requests will be reviewed by the Admissions Committee. MS and Coterm applicants cannot defer admission dates.

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• Doing a PhD in Bioinformatics

What Does a PhD in Bioinformatics Focus On?

Bioinformatics is the application of computational methods in the representation and analysis of biological data. The field of research has become increasingly popular as technological advancements in computing and greater understanding of genome sequencing and other biological metrics has revealed a wealth of potential applications.

Due to overlapping research areas, a PhD in Bioinformatics may see you work with other departments within your University, including biological science, computer science, data science , mathematics , statistics , and physics.

Some of the core areas a PhD in Bioinformatics may focus on are:

• How to store, process, analyse and interpret complex digital data.
• The use of bioinformatics to diagnose and treat diseases, for example, investigating antimicrobial resistance.
• The use of bioinformatics to better understand biological function, for example, investigation protein folding and transcriptional networks.
• Applications in molecular structure and interaction.
• Applications in agriculture, for example developing sustainable methods for food production and improving food security.

A PhD in Bioinformatics can also allow you to use a university’s facilities, industry links, and international research groups to broaden our understanding of the field and find new applications of knowledge.

Some PhDs have elective courses which are designed to further a student’s specific area of expertise in the field of bioinformatics. Courses in molecular biology, microbiology , and cell and molecular evolution are popular electives within this field of study. Students can also choose to take an elective in computer science, statistics, data science or business, depending on the focus of their research project and future career plans.

Entry Requirements for A PhD in Bioinformatics

Candidates applying for a Bioinformatics PhD degree will usually need to hold an upper second class honours bachelor’s degree or overseas equivalent. This does not need to be a bioinformatics degree, but must be a graduate degree in a related subject area, for example biology or computer science.

International graduate students are normally asked to provide evidence of their English Language ability. A number of examinations (online and in-person) are available, and the university will specify which transcripts (and minimum scores) they require. The most commonly requested certifications for prospective applicants are the IELTS and the TOEFL.

Browse PhDs in Bioinformatics

A next-generation genetic technology to identify biotechnologically-valuable enzymes and transporters, ubiquitin-dependent signalling pathways in ageing, exploring the impact of microplastic-bacterial complexes on animal health and the gut microbiome, energy dissipation in human soft tissue during impacts, micro-manufacturing of surface textures for enhanced electrosurgery, how long does it take to get a phd in bioinformatics.

A standard PhD in Bioinformatics requires 3 to 4 years of full-time study, whilst a part-time Bioinformatics course typically takes 6 to 7 years to complete. A Bioinformatics MPhil typically takes 1 to 2 years of full-time study.

Some Bioinformatics courses include additional training modules, outside the core courses, which typically cover transferable skills and prepare you for aspects of research life. These training courses can cover specialist subjects such as computational biology, machine learning biostatistics, and biomedical engineering.

Costs and Funding

The annual tuition fee for a full-time Bioinformatics PhD programme in the UK is typically around £5,500 – £6,000 for home (UK) students. Full-time tuition fees for overseas students are typically around £24,000 – £28,000 per academic year. Tuition fees for UK students studying part-time are normally around £3,000 per annum. The typical cost of a part-time PhD project for overseas students is around £13,000 per year. EU Students starting their programme in the academic year 2021/22 will pay international tuition fees.

Funding for Bioinformatics PhDs is available through UK Research Councils, charities and industry. Most universities also advertise other funding opportunities for students including internal awards and postgraduate scholarships which cover the tuition fees for Bioinformatics PhD programmes. You can also search our database of funded PhD opportunities .

PhD in Bioinformatics Career Paths and Jobs

Due to the various applications and large scope of bioinformatics, there are a number of potential career paths for bioinformatics graduates.

Many PhD in Bioinformatics careers focus on academia. A PhD in bioinformatics salary of those who become professors or lectures can be read in more detail here . You can also join interdisciplinary research groups including related subject areas such as biomedical science, computational biology, molecular biology and systems biology .

In clinical roles, you can use bioinformatics tools to make advances in oncology, genomics and genetic testing, IVF cell scanning and more. This is ideal for those who enjoy the practical application of essential bioinformatics concepts to real world biological problems.

Bioinformatics jobs require specialist knowledge, which PhD students possess. Because of this, the typical bioinformatics scientist salary in the UK is generous, with sufficient experience exceeding £40,000.

Another bioinformatics job is a software developer. Here you are responsible for developing new algorithms and managing data analytics. The salary for bioinformatics doctorates working as software developers can exceed £70,000 at the senior level. This is ideal for those whose PhD project was data oriented, for example those involving statistical genetics, computational methods or artificial intelligence .

Another popular career destination for doctoral students is within agriculture. Those with a doctoral degree in this field can use their knowledge in plant genetics to improve crop yield and reliability. The wheat industry is an example of a common employer in this field.

Other bioinformatics jobs include working as a laboratory technician . As a PhD student you will likely have laboratory experience. These professionals can work in drug development, biopharmaceutical plants, and clinical laboratories.

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