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As you are applying for admission to the PhD program, keep in mind that your application will also serve as your scholarship application. 

All of the materials that you submit with your online application are important for the scholarship review process - especially personal statements, academic records and letters of recommendation.

The following NIH-sponsored predoctoral training grant programs are available for U.S. citizens and permanent residents who are admitted to the Department's PhD program.

Agency for Healthcare Research and Quality (AHRQ)

Provides predoctoral support to students interested in health care policy and health services research, specifically primary care policy.

National Institute on Aging (NIA)

Provides pre- and post-doctoral support to scholars who are interested in person- and family-oriented health services and outcomes research that relates to aging populations.

National Institute of Mental Health (NIMH)

1. Provides pre-doctoral support to students interested in mental health and addiction policy. 

2. Provides pre- and post-doctoral support to students who will become leaders in mental health services and systems research, jointly administered by the Department of Mental Health .

National Institute for Occupational Safety and Health (NIOSH)

Provides predoctoral support for students focusing on injury prevention. 

Injury and Violence Prevention Endowments

Endowed scholarships supporting doctoral study in injury and violence prevention. All are welcome to apply.

Robert Wood Johnson Foundation Funding

Provides pre- and post-doctoral support for students interested in the intersections of gun violence prevention, equity, and policy. This funding is intended to support students from historically underrepresented groups.  All are welcome to apply.

Other Sources of Funding

In addition to the above institutional funding provided by these agencies, students may also apply for individual training support (you may not receive both awards.) The individual National Research Service Award (NRSA) may provide tuition and stipend support for up to three years for doctoral candidates planning to undertake research in certain areas. Typically, applications for NRSA awards are completed during the student's first year in the doctoral program.

Once a student begins work on a dissertation proposal, the Department strongly encourages the student to seek dissertation-support funding. Government agencies and private organizations provide funding for students once they are working on an approved thesis topic.

In addition to scholarships, other sources of funding include federal aid and grants from organizations outside of the Department and School. Contact the Financial Aid Office for more information on loans or federal aid. Browse multiple funding resources through Funding Opportunities .

PhD Fellowships for Health Professionals

Wellcome’s PhD Programmes for Health Professionals offer health professionals outstanding research training in supportive and inclusive research environments. Fellowships supported through these programmes aim to create knowledge, build research capability and train a diverse group of future leaders in clinical academia, within a positive research culture.

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Scheme at a glance  

Salary and research expenses covered

3 years (full-time equivalent)

Key dates  

Individual programmes recruit PhD fellows annually. Please contact individual programmes for more information on recruitment cycles and the application process.

Eligibility and suitability  

Who can apply, who can't apply show, who can apply.

The  PhD Fellowships for Health Professionals are for individuals who have demonstrated the potential to pursue a career as an academic health professional.  

Our programmes are based in centres of excellence throughout the UK. These programmes provide research opportunities for registered health professionals and specialities, including:   

• allied health professionals (art therapists, chiropodists/podiatrists, dieticians, drama therapists, music therapists, occupational therapists, operating department practitioners, orthoptists, osteopaths, paramedics, physiotherapists, prosthetists and orthotists, radiographers, and speech and language therapists)
• chiropractors
• clinical psychologists
• dental hygienists
• dental nurses
• dental therapists
• doctors (all specialities, including General Practitioners)
• healthcare scientists (in life sciences, physiological sciences, physical sciences and biomechanical engineering, and bioinformatics)
• health visitors
• non-medical public health specialists
• optometrists and dispensing opticians
• pharmacists
• social workers
• pharmacy technicians
• practitioner psychologists

Individual programmes have their own eligibility requirements. See ‘How to apply’ for more details.

Who can't apply

You can’t apply for this award if you’re looking for funding to do a PhD outside of our programmes. See details of the recruiting programmes in ‘How to apply’.

You can’t apply to carry out activities that involve the transfer of grant funds into mainland China.

What we offer  

Costs you can claim for, what we don't offer show, costs you can claim for.

A PhD undertaken as part of one of our programmes is for three years. Some programmes may offer opportunities for additional support pre- or post-PhD. Fellowships can be undertaken on a part-time basis.

Each programme includes support for:

• a salary in line with the most appropriate clinical salary scale in the UK, as determined by the host organisation
• PhD registration fees at the home (UK) rate. We will not fund the difference between this rate and the international fee rate. Visit the individual programme pages or contact the programme teams for more details on the fees you may be required to pay.
• college fees (where required)
• research expenses
• essential travel costs, including registration fees, childcare and costs for other caring responsibilities. Find out about the costs Wellcome fellows can claim on a grant .
• training costs, including for technical, discipline-specific and transferrable skills.

What we don't offer

We don’t fund overheads .

How to apply  

Individual programmes show.

To apply for a PhD Fellowship for Health Professionals, contact the relevant programme directly. Please don’t apply to the Wellcome Trust. 

The following PhD programmes for health professionals will recruit once per year.

4Ward North PhD Programme for Health Professionals

Available at:

• Newcastle University
• University of Leeds
• University of Manchester
• University of Sheffield.

Visit the programme page .

Contact: Saini Manninen ( [email protected] ). 

Edinburgh Clinical Academic Track  – Inclusive (ECAT-I) PhD Programme

• University of Edinburgh.

GW4-CAT PhD Programme for Health Professionals

• Cardiff University
• University of Bath
• University of Bristol
• University of Exeter.

Health advances in underrepresented populations and diseases (HARP) PhD Programme

• City University of London
• Queen Mary University of London.

King’s PhD Programme in Mental Health Research for Health Professionals

• King’s College London.

Visit the programme page.

Leicestershire Healthcare Inequalities Improvement PhD Programme (LHIIP)

• Loughborough University
• University of Leicester.

Contact: [email protected] . 

Liverpool Clinical PhD Programme for Health Priorities in the Global South

• Liverpool School of Tropical Medicine.
• University of Liverpool.

Midlands Mental Health & Neurosciences PhD Programme for Healthcare Professionals

• University of Birmingham
• University of Leicester
• University of Nottingham
• University of Warwick.

Contact: Roxanne Lockett ( [email protected] ). 

Multimorbidity PhD Programme for Health Professionals

• University of Dundee
• University of Edinburgh
• University of Glasgow
• University of St Andrews.

PhD Programme for Health Professionals at the Universities of Cambridge and East Anglia

• University of Cambridge
• University of East Anglia
• Wellcome Sanger Institute.

PhD Programme for Primary Care Clinicians

• Keele University
• Queen Mary University of London
• University College London
• University of Exeter
• University of Oxford
• University of Southampton.

Visit the programme page . 

PhD Programme in Global Health Research in Africa

• King's College London
• London School of Hygiene and Tropical Medicine
• St George's University of London
• University of Sussex.

Contact: Katherine Barrett ( [email protected] ).

More information  

Read more information on how we selected these programmes through our  PhD Programmes for Health Professionals competition . This competition is closed to new applicants.

Our previously funded Clinical PhD Programmes are no longer recruiting new fellows.

Find out how we've worked with the funding community to develop principles and obligations  setting out what we expect from those responsible for clinical academic training across the UK.

If you have a question about your application, contact the relevant university PhD programme.

PhD Funding

To help our students fully dedicate themselves to academic achievement, Graduate Medical Sciences now offers fully funded financial aid packages to our incoming first year PhD students through various sources including NIH Training Grants.

Full funding includes tuition, fees, a stipend to meet living expenses and health insurance. In subsequent years, funding will be provided through departments, programs, training grants and/or faculty research grants.

Additional scholarships, fellowships and grants or paid teaching and research opportunities may be available through individual departments/programs. Students should contact their department/program directly to learn more about these opportunities.

Funding for the PhD programs, effective September 2023:

Students in good academic standing are eligible to receive full tuition coverage, fees, and a $41,200 stipend per year . In addition to the living expenses stipend, students receive health insurance options. 

Graduate Medical Sciences also provides a fully funded financial aid package for all MD/PhD Candidates.  Information on the combined MD/PhD program can be found here.

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PhD Funding

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PhD Funding and Benefit Packages

Charles river campus.

Boston University’s PhD programs on the Charles River Campus subscribe to a full funding model. This system guarantees all PhD students in good standing five years of stipend support, 100% tuition scholarship, and a health insurance credit. This approach reflects BU’s commitment to nurturing the next generation of researchers across the humanities, social sciences, sciences, and engineering. Stipend level minimums vary by PhD program, but for the 2024-25 academic year, minimums will range from $27,318 for 8 months to $40,977 for 12 months. Students receive health insurance (the SHIP basic plan) through Aetna Student Health. Full tuition and student services fees are also covered for PhD students on the Charles River campus.

Medical Campus

PhD students in Graduate Medical Sciences (GMS) at Boston University’s School of Medicine and the School of Public Health (SPH) also enjoy a full-funding model. GMS and SPH PhD students receive a full tuition scholarship, are exempt from paying student fees, receive health insurance coverage as part of their support, and are entitled to an annual stipend. For more specific information, please visit the PhD funding sections of GMS and SPH .

PhD Stipend Extensions for Students Impacted by the COVID Pandemic

Boston University believes it is crucial to ensure that current PhD students who have had their progress impeded by the pandemic are able to complete their degrees. While individual PhD programs and the schools/colleges in which they are housed are the primary source of academic and financial support for PhD students, in rare circumstances, programs and schools/colleges may not have adequate resources to support all students whose progress has been hindered by the pandemic. For this reason, the Office of the Provost has established a fund to support PhD stipend extensions necessitated by this circumstance. Learn more about this funding opportunity and how to apply .

Please note that this program will end after the 2023-2024 academic year, concluding in early spring 2024 for logistical and operational purposes.

PhD Funding by School/College

You can learn more about specific funding packages through the school or college to which you are applying or in which you are enrolled:

• Graduate School of Arts & Sciences
• Wheelock School of Education and Human Development
• College of Engineering
• College of Communication
• College of Fine Arts
• PhD Human Physiology
• PhD in Rehabilitation Sciences
• PhD in Speech, Language and Hearing Science
• Faculty of Computing and Data Sciences
• School of Medicine (Graduate Medical Sciences)
• PhD in Biostatistics
• PhD in Environmental Health
• PhD in Epidemiology
• PhD in Health Services Research
• School of Social Work
• School of Theology
• Questrom School of Business

Scholarships for Medical School

How to find funding for medical school.

It is well worth your time to search for scholarships both before and after you enroll for medical school. There are many opportunities to receive special funding support. Eligibility requirements vary from scholarship to scholarship. For example, some rewards may be based on premedical status or your year in medical school, specialty choice, academic achievement, service obligation, or affiliation with a specific organization.

These opportunities can be applied toward a range of costs, from tuition to travel for special activities like conferences. Many family medicine conferences and meetings give students money to help them attend and broaden their professional experience.

Although not everyone qualifies for a large enough scholarship to cover the costs of medical school, there are likely several sources of funding that are available to support your interests. Smaller scholarships that offer a couple hundred dollars can especially add up over time if you apply to several. Anything that helps reduce your final student debt is very valuable because of the impact of interest capitalization.

Start your search online

Know where to search online. Websites such as  FastWeb and the  U.S. Department of Education contain scholarship databases that can help you find opportunities. The Association of American Medical Colleges (AAMC) maintains a  loan repayment and scholarship database organized by state, and students are eligible for many of the opportunities listed.

Several scholarship apps are also available, some of which include features that will match you with potential funding opportunities based on your needs and background.

Avoid companies or organizations that require a fee or make guarantees to help you identify a specific amount of money in scholarship aid.

Find medical school scholarships locally

Your university’s counselors, and state and local governmental agencies can help get you started when connecting with scholarship opportunities in your state or community.

Contact local hospitals and ask to speak to a staff member in the human resources department about scholarship opportunities. Some hospitals and their foundations offer scholarships to medical students or financial aid in the form of tuition assistance in exchange for a specific number of years of employment after completion of residency.

Many religious institutions, through personal endowments, have funds available for members to further their education. Contact your religious institution's business office to inquire about such resources and any eligibility requirements.

Local businesses, clubs, and nonprofit organizations often provide scholarships support to students from their communities. Navigating these can take some extra work, as you may have to do some targeted online searching, directly call businesses, or ask area mentors for help identifying these opportunities.

Ask your medical school

Check with the medical schools that you are applying to or are already attending, including the school’s office of minority affairs, for scholarship opportunities. Request a financial aid packet from the medical school’s financial aid office and ask about scholarship opportunities that are unique to that school. Many medical schools offer financial assistance to academically-competitive medical students who demonstrate severe financial hardship. Arrange for you and your family to speak directly to one of the school's financial aid officers about your situation and the options available to you.

Research scholarships for minority students

Many organizations are committed to the important work of ensuring the development of a diverse physician workforce. Through scholarships, they support minority and underrepresented students working toward their medical degrees.

Some notable sources of scholarships for minority students are:

• National Medical Fellowships
• Herbert W. Nickens Medical Student Scholarships
• National Medical Association

Explore scholarships in primary care

If you are interested in a career in family medicine, there are many scholarship opportunities for future primary care physicians. In fact, many of these scholarship programs will help you pay a significant portion (if not all) of your educational costs.

When exploring medical schools, consider those with primary care tracks. If you know you want to specialize in a primary care specialty, these programs often include tuition waivers or scholarships. Although limited in number, there are several three-year medical school programs for future primary care physicians. These programs reduce the overall costs of attending medical school, and some provide extra scholarship funding that eliminate most costs.

As a student committed to primary care, you can apply for the  National Health Service Corps Scholarship Program , which pays for tuition, fees, and other costs. Another program they have is the  Students to Service Program , a loan repayment program.

The  Pisacano Leadership Foundation provides up to five third-year medical students who are strongly committed to family medicine as much as $28,000 in financial support. Scholarships are available each year. This foundation also provides a  helpful list of scholarship programs for students seeking scholarship opportunities.

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Home » Resources

21 Public Health Scholarships and Tips to Apply

November 3, 2020 

For those who want to pursue a career in public health, there are Master of Public Health (MPH) programs that enable students to learn at their own schedules from any connected device. Going back to school requires a financial investment, but public health scholarships can offset the costs.

Some public health scholarships are given out by schools, while others are from private organizations and healthcare organizations. There are also scholarships available for all types of students based on demographics, interests and experiences.

There are a variety of public health scholarships to check out for aspiring public health students and students who are currently enrolled in public health programs. The following are public health specific scholarships. There are thousands of scholarships available for all types of students, so you’re not limited to applying only for public health scholarships.

Below is information on scholarships available for public health students of undergraduate, graduate or both, including certain MPH scholarships for minorities as well. If you plan to finance your degree, read the tips to successfully apply for public health scholarships.

List of Public Health Scholarships

Below is a list of 21 public health scholarships available to graduate students. These were chosen based on the amount awarded and if they represent any special interest groups. 

1. AAHD Frederick J. Krause Scholarship on Health and Disability

Target Demographic:  Students with a disability who are studying public health, disability studies, health promotion or a field related to disability and health. 

Qualification:   Undergraduate and/or graduate students with disability as defined by the American with Disabilities Act.

Max Amount:  $1,000

AAHD Frederick J. Krause Scholarship on Health and Disability

2. AAPHP Public Health Practice Award

Target Demographic:  Students enrolled in an AAPHP member or affiliate institution public health program. 

Qualification:  Undergraduate, graduate students.

Max Amount:  $1000.

AAPHP Graduate Student Scholarship Information

3. Academy of Nutrition and Dietetics Foundation Scholarships

Target Demographic:  Dietetics students.

Qualification:  Junior or senior year of a baccalaureate or coordinated program in dietetics or the second year of study in a dietetic technician program, a dietetic internship program or a graduate program.

Max Amount:  $10,000

Academy of Nutrition and Dietetics Foundation Scholarship Information

4. ACMPE Scholarship Fund Inc.

Target Demographic:  Medical practice management, including public health, specialized for minority students. 

Qualification:  Undergraduate, graduate, or doctoral students.

Max Amount:  $3,000

ACMPE Scholarship Fund Inc. Information

5. Albert W. Dent Graduate Student Scholarship

Target Demographic:  Minority students in healthcare management. 

Qualification:  Graduate students in their last year.

Max Amount:  $5,000

Albert W. Dent Graduate Student Scholarship Information

6. Bill and Judy Bridgers Endowed Scholarship

Target Demographic:  Public health students at the University of Alabama Birmingham.

Qualification:  Applicants must have a 3.0 GPA and be graduate students in the UAB School of Public Health.

Max Amount:  Varies.

Bill and Judy Bridgers Endowed Scholarship Information

7. C. Sylvia and Eddie C. Brown Community Health Scholarship Program

Target Demographic:  Students who are interested in improving public health for low-income and underserved populations.

Qualification:  Johns Hopkins Bloomberg School of Public Health students.

C. Sylvia and Eddie C. Brown Community Health Scholarship Program Information

Simmons University

Department of public health.

Women with 17+ prior college credits or an associate degree: Complete your bachelor’s degree in a supportive women’s online public health BS program.

• Up to 96 transfer credits accepted, plus credit for life experience
• Degree programs are designed for working professionals and can be completed part time
• CEPH-accredited

info SPONSORED

8. Corris Boyd Scholars Program

Target Demographic:  Association of University Programs in Health Administration (AUPHA) master’s program students.

Qualification:  Graduate students. 

Max Amount:  $40,000

Corris Boyd Scholar Program Information

9. David A. Winston Health Policy Fellowship

Target Demographic:  Health administration, health policy and public health students.

David A. Winston Health Policy Fellowship

10. Drexel University Dornsife School of Public Health

Target Demographic:  All MPH applicants are considered for the endowed scholarships and research fellowships.

Drexel University Dornsife School of Public Health

11. Foster G. McGaw Graduate Student Scholarship

Target Demographic:  Students in healthcare management graduate programs, such as MHA, MPH, MBA in Healthcare Administration or similar.

Qualification:  Graduate students in their last year. 

Foster G. McGaw Graduate Student Scholarship Information

12. Herschel S. Horowitz Scholarship

Target Demographic:  Dentists pursuing an MPH.

Herschel S. Horowitz Scholarship Information

13. HIMSS Scholarships

Target Demographic:  Students pursuing healthcare information and management degrees. 

Qualification:  Undergraduate and graduate students.

HIMSS Scholarship Information

14. Indian Health Service Scholarships

Target Demographic:  American Indian and Alaska Native students.

Qualification:  Graduate and undergraduate students.

Indian Health Service Scholarships

15. James M. & Erma T. Freemont Foundation Scholarship Program

Target Demographic:  Students with a record of leadership and volunteerism in the community and participation in extracurricular school activities who are pursuing degrees in health and medical sciences. 

Qualification:  Graduating high school seniors; undergraduate and graduate students.  

James M. & Erma T. Fremont Foundation Scholarship Program Information

16. Kentucky Public Health Association Scholarships

Target Demographic:  Public health students are given preference.

Qualification:  Undergraduate and graduate students. 

Max Amount:  $2,000

Kentucky Public Health Association Scholarships Information

17. North Carolina Public Health Association Scholarship

Target Demographic:  Students with application toward public health practice.

North Carolina Public Health Association Scholarship Information

18. USF Health Scholarships

Target Demographic:  University of South Florida (USF) College of Public Health students.

USF Health Scholarships Information

19. UTHealth School of Public Health Scholarships

Target Demographic:  University of Texas Public Health students.

Qualification:  Graduate and doctoral students.

UTHealth School of Public Health Scholarships Information

20. Vivian Drenckhahn Student Scholarship

Target Demographic:  Members of the Society for Public Health Education (SOPHE). 

Qualification:  Graduate or undergraduate students. 

Max Amount:  $2,500

Vivian Drenckhahn Student Scholarship Information

21. Winston Health Policy Scholarship

Target Demographic:  Health administration, health policy and public health.

Qualification:  Current first-year graduate students.

Winston Health Policy Scholarship Information

Frequently Asked Questions

Yes. Most scholarships are available for students to use for tuition costs, whether they’re attending on campus or  online MPH programs . Generally, if a scholarship is offered for a specific school, you can count on the scholarship being able to be applied toward any type of tuition costs, including online school, and that goes for general scholarships as well.

Generally yes. There are different types of scholarships available, and you’re not limited to applying only for public health scholarships. Some outstanding students can receive more than one scholarship. However, it’s advised to be focused and find the best fit instead of counting on the number of scholarships applied to. 

Program accreditation is not indicated in the scholarship application requirements. However, it’s important to note the importance of CEPH accreditation in public health and make sure the university is able to deliver courses of good quality. Also, check the application requirements carefully for any other special criteria (e.g., applicants must be members of a certain organization).  

GPA is not everything. Some scholarships require a minimum GPA of 3.0 to apply. You don’t have to have 4.0 to apply for certain scholarships. However, it’s crucial to know GPA indicates your performance at school and is usually associated with your expertise in public health. Your practice experience is important, too, but it doesn’t mean you can neglect GPA. 

Some schools offer  online MPH with no GRE requirement , which means some enrolled students may not have a GRE score. Fortunately, a GRE score is generally not required in scholarship applications. In the public health scholarships listed above, most of them do not indicate a requirement of GRE.

Tips to Apply for Public Health Scholarships

Some MPH students pay for all of school with scholarships. To increase your likelihood of being awarded the MPH scholarships you apply for, follow these guidelines.

1. Make a list of scholarships and ensure you meet the criteria.

Do research as early as possible and make a list of scholarships you want to apply for with application deadlines. Then, save time in the scholarship application process by carefully reading all scholarship criteria. Some scholarships may have very specific criteria (e.g., students must be in their first year of graduate school). Make sure you qualify before you apply.

Know that scholarships with large awards will likely have more competition compared to niche scholarships. You may have a better chance of winning smaller scholarships, so don’t discount them.

2. Find and keep communicating with mentors.

Some scholarships will require letters of recommendation from people who have taught, managed or mentored you. If you plan to apply for scholarships, reach out to mentors you can trust will write you a great letter of recommendation early on so they’re prepared and pay attention to your performance so that the recommendation can include more details.

Use the scholarship guidelines to provide anyone who is writing you a letter of recommendation with helpful information. You might mention why you’re applying for the scholarship, suggest achievements of yours to highlight or provide them with a resume that shows your experience so they have something to inspire their letter.

3. Track applications.

Make sure you meet scholarship deadlines and turn in all required materials. You might want to create a spreadsheet or document that includes:

• The name of the scholarship
• All required materials
• Progress of each material collected

Check in with your scholarship document regularly to stay on track. Before you submit, double-check that your application is complete and accurate.

4. Give each scholarship focused attention.

If you were applying for jobs, you wouldn’t send out the same cover letter to different companies. The same goes for scholarships: If you have to write an essay, make sure each essay you write is specific to that scholarship. 

Know your strength, demonstrate knowledge of the public health field, and express your commitment to it by elaborating on personal experience. You may want to first create an outline with notes to organize your writing.

Also, be sure to get your essay checked for spelling or grammar errors. Ask a friend or use a site like  Grammarly  to scan your essay.

5. Work hard.

Last but not least, work hard. It’s the most important thing. Scholarship applications are incredibly competitive. It’s important that you keep focused on your goal and work hard in school as well as on your applications. 

Going to school to pursue a career in public health can be a rewarding experience but sometimes not financially feasible. Public health scholarships help offset the costs of school, and in some cases, you may be able to fund your entire graduate education with public health scholarships. By following the tips listed above and dedicating time to commit to scholarship research and applications, you may have the opportunity to be rewarded.

Information last update February 2021

Population Health Sciences

• Population Health PhD Program

FUNDING OVERVIEW

Funding opportunities are available through the University of Utah’s Graduate School’s  Tuition Benefit Program (TBP) . The TBP offers eligible students a full tuition waiver, subsidized health insurance, and a yearly stipend based on employment as a Graduate Research Assistant (RA) or Graduate Assistant – Research Focus (GR). The department does not offer Teaching Assistant positions. Students in the PHS program are paid through positions in research groups. 

Applicants who apply to the PhD program in Population Health Sciences are matched with funding during the admissions process. There is not a separate application for funding. All students, including international students, are considered for fully funded positions. 

Due to TBP restrictions, applicants who already hold a PhD or clinical doctorate such as PharmD, DPT, DNP, DDS, or MD are ineligible to participate in the TBP. These applicants will not be considered for financial support.

Annual stipend levels are set by the current  NIH pre-doctoral level .

• Students may work up to 40-hours per week over the summer (based on available funding). This increases the yearly stipend to $37,000. 
• Health, vision and dental insurance. The  Graduate Subsidized Health Insurance Program (GSHIP) includes health insurance through United HealthCare Student Resources, and dental and vision insurance through Educators Mutual.
• Tuition and fees vary by student status (international, domestic out-of-state, domestic in-state) and credit hours per semester.
• 15 days of vacation (vacation/personal time must be approved in advanced, preferably with a month’s notice)

PHS Student Funding Policies

• Students who are fully funded in the Department of Population Health Sciences fall under the 100% Tuition Benefit Category and are classified as either Graduate Research Assistant (RA) or Graduate Assistant – Research Focus (GR).
• It is each student's responsibility to be aware TBP requirements and restrictions. Students need to make all changes to their course schedule before the tuition deadline for the given semester. Deadlines can be found on the  University of Utah Academic Calendar .
• Annual renewal of funding is contingent on satisfactory progress in coursework, completing research relevant to a student's degree, and funding availability. Formal renewal will take place during the summer semester.

Although funding is renewed annually, students must be entered into the TBP  and GSHIP   every   semester. This means every Fall and Spring semester, students on the TBP must:

Students must meet TBP enrollment and funding eligibility (as detailed below).

Accept or decline enrollment in the GSHIP by completing the Declaration to Accept of Decline Graduate Subsidized Student Health Insurance Form . Only after the PHS Academic Program Manager receives the complete form will students be entered into the TBP.

GSHIP enrollment happens before the start of each semester. Students coverage for Fall is from August 16 -  December 31. Spring coverage automatically includes Summer enrollment and runs from January 1 - August 15.

Once a student is entered into the TBP, students must electronically sign their TBP approval. 

Students only receive one automated email asking them to sign their TBP approvals. If students are auto forwarding their Umail to an external email, there is a chance that a “ [email protected] ” email will land in a junk folder. Students can go directly into CIS to sign by following this path: CIS > student homepage > tuition & loans > tuition benefit approval , which will be found on the left-hand toolbar.

Important Reminders:

The TBP does not cover differential tuition. However, PHS student faculty mentors cover these charges. This means the PHS Academic Program Manager will enter scholarships to cover the differential tuition balance.

GSHIP premiums are billed to a student’s tuition bill. Due to enrollment periods, students are enrolled in GSHIP AFTER the tuition deadline. Specifically, students enrollment in GSHIP happens around the census deadline . 

International students are automatically billed for the full amount of student health insurance. International students will not see the GSHIP reduced amount until the census deadline. Please be assured that courses will not be dropped for lack of payment and no late fees should occur (so long as you have paid the international student fee).

Students must be registered for at least one course from the time of formal admission through completion of all requirements for the degree (qualification exam, dissertation proposal, or dissertation defense). Students on the TBP should be mindful of TBP restrictions if planning to complete any requirements exam over the Summer semester. Eligible students may use the TBP to help pay for the Summer credit hours, but students must meet all TBP requirements (this includes maintaining .50 TBP and be registered for 9 credit hours). 

Students participating in the Tuition Benefit Program (including extended tuition benefit) must meet the following requirements:

• Enrolled as full-time, matriculated graduate students in good academic standing
• Maintain a minimum cumulative GPA of 3.0; students on academic probation are not eligible to participate in the Tuition Benefit Program
• This provision does not affect full-time student status definitions or requirements used elsewhere for the purpose of loan repayment, student insurance, or other reporting requirements.
• FTE cannot exceed 0.74; this FTE requirement includes all employment at the University of Utah, including hospital & clinics, Huntsman Institute, and athletics division. An FTE of 0.50 is the recommended maximum for 100% tuition benefit, 0.375 for 75% tuition benefit, and 0.25 for 50% tuition benefit.

Credit hours covered per semester

• For example, a student could potentially enroll in 9 credit hours in Fall semester, and 9 credit hours in Spring semester, leaving 6 credits available for Summer semester.
• Fees outside of mandatory fees (specialized program fees, lab fees, course fees, e-book/materials fees, etc.); 
• Undergraduate courses;
• Repeated courses outside of courses required for degree to be repeated (namely thesis/dissertation credits); 
• Enrolled credits more than then maximum coverage of 12 graduate credits;
• Non-credit/continuing education courses;
• Withdrawn course;
• Audited courses;
• International student surcharges

RA 84-Credit Hour Rule

• Students who are supported as research assistants (job code 9314) concurrent to the semester(s) in which they have met or exceeded 84 cumulative graduate credit hours will be responsible for the non-resident portion of their tuition bill. 
• However, affected students who have completed required coursework may enroll for thesis/dissertation credits only (9 credits – no more, no less) to avoid the non-resident charges.
• Departments desiring to cover such non-resident charges should do so through Scholarship Administration.

All students receiving a tuition benefit must meet the minimum financial support requirements – through an assistantship and/or fellowship – paid through the University of Utah for each semester in which a benefit is anticipated.

• $10,000 per semester: 100% tuition benefit

Assistantship wages will count toward minimum required tuition benefit support when earned within the following date ranges (please note that the final paycheck of each semesters’ pay periods will fall outside the below ranges):

• Fall semester: August 16 thru December 31 (9 pay periods)
• Spring semester: January 1 thru May 15 (9 pay periods)
• Summer semester: May 16 thru August 15 (6 pay periods)

Semester limits for participation in the Tuition Benefit Program are as follows:

• Students in a doctoral program who entered with a bachelor’s degree are eligible for up to five years (10 semesters) of tuition benefit support
• Students in a doctoral program who also received their first master’s degree at the University of Utah are eligible for up to five years of tuition benefit support (two years for master’s + three additional years for a doctorate)
• Students entering a doctoral program with a master’s degree from another university are eligible for up to four years (eight semesters) of tuition benefit support

Student who already hold a PhD or clinical doctorate such as PharmD, DPT, DNP, DDS, or MD are ineligible to participate in the TBP.

Additional information can be found on the Graduate School's website, please refer to:

TBP Frequently Asked Questions

GSHIP Frequently Asked Questions

If student's wish to add coverage for spouse and/or children, students must enroll them online and pay the appropriate premium at their expense.

During the open enrollment period, go to the  United HealthCare Student Resources website , click “Enrollment Info” and then “Dependent Coverage Page” to reserve coverage for dependents.

The premium amounts for adding spouse or children for the subsidized plan are available at the beginning of the brochure found on the  United HealthCare Student Resources website .

Use the  International Student Insurance Enrollment Flowchart  for instructions.

To add a dependent to the dental/vision policy, please email the  Office for Fellowships & Benefits  to obtain the required form.

Phone : 801-587-1606 Email :  [email protected]

Williams Building, Room 1N490 295 Chipeta Way Salt Lake City, UT 84108

The NIH MD/PhD Partnership Training Program aims to assist NIH MD/PhD students by providing funding guidance and support. Most NIH institutes have MSTP-funded training slots that serve as the primary source of funding for MD/PhD students at the NIH. However, these slots and the accompanying funded are limited. As a result, each institute slot is given to an exemplary MD/PhD student who is completing their dissertation research with a principal investigator in that institute’s intramural research program.

Medical Scientist Training Programs 

The Medical Scientist Training Program (MSTP) was developed by the National Institute of General Medical Sciences (NIGMS) to financially support the development of future physician-scientists. This program encourages students with outstanding credentials and potential to dedicate themselves to biomedical research and academic medicine careers.

Students conducting their dissertation research at the NIH may attend any medical school; however, only those accepted to a U.S. medical school’s MSTP are eligible to receive an NIH institute’s MSTP-funded slot   for the medical school phase of training.

Since funding from the NIH MD/PhD Partnership Training Program is provided by an individual NIH institutes as a supplement to a medical school’s NIGMS MSTP training grant, it can only be used at  MSTP-funded programs . Not all MSTP-funded programs fully participate, however. For more information about current participating medical schools, please contact the Director of the MD/PhD Partnership Training Program.

If you do not currently attend a medical school that participates with this program, or a medical school that does not have an MSTP grant, we encourage you to consider  other available funding opportunities .

More information about MSTP Funding is available  here .

Applying to the Medical Engineering and Medical Physics (MEMP) PhD Program

Passionate about the place where science, engineering, and medicine intersect earn a phd grounded in quantitative science or engineering, combined with extensive training in biomedical sciences and clinical practice..

Learn how to apply below, or explore the program further .

Who should apply?

HST thrives when it reflects the community it serves. We encourage students from groups historically underrepresented in STEMM, students with non-traditional academic backgrounds, and students from academic institutions that have not previously sent many students to Harvard and MIT to apply. 

What should I know before I apply?

The HST PhD Admissions Committee values new perspectives, welcoming students from a wide range of disciplines. Successful applicants will have a strong undergraduate background in an engineering discipline or a physical/quantitative science (for example, chemistry, physics, computer science, computational neuroscience).

In response to the challenges of teaching, learning, and assessing academic performance during the global COVID-19 pandemic, HST will take the significant disruptions of the outbreak in 2020 into account when reviewing students’ transcripts and other admissions materials as part of our regular practice of performing individualized, holistic reviews of each applicant.

In particular, as we review applications now and in the future, we will respect decisions regarding the adoption of Pass/No Record (or Credit/No Credit or Pass/Fail) and other grading options during the unprecedented period of COVID-19 disruptions, whether those decisions were made by institutions or by individual students. In addition, we no longer accept GRE scores.  We expect that the individual experiences of applicants will richly inform applications and, as such, they will be considered with the entirety of a student’s record.

Ultimately, our goal remains to form graduate student cohorts that are collectively excellent and composed of outstanding individuals who will challenge and support one another.

How can I strengthen my application?

In addition to outstanding undergraduate performance, we look for students who have demonstrated a sustained interest in applications of engineering and physical/quantitative science to biology or medicine through classes, research, or work experience.

Are standardized tests required?

International applicants should review the additional requirements below.  We do not accept GRE or MCAT scores.

What about funding? 

HST MEMP is a fully-funded program. Students in good academic standing receive full financial support - consisting of living expenses, tuition, and health insurance - for the duration of their graduate studies. This support comes from a combination of fellowships, research assistantships, and teaching assistantships. For more detailed information regarding the cost of attendance, including specific costs for tuition and fees, books and supplies, housing and food as well as transportation, please visit the MIT Student Financial Services website .

MEMP PhD students enrolled through MIT can work in the labs of any Harvard or MIT faculty member, including those at the many local institutions affiliated with Harvard and with MIT . 

How do I apply?

All prospective MEMP PhD candidates must apply to HST via MIT.

Candidates who are simultaneously applying for graduate study with one of our partner units at Harvard - the Harvard Biophysics Graduate Program or the Harvard School of Engineering and Applied Sciences (SEAS) – may optionally follow these instructions to apply to participate in the MEMP curriculum in conjunction with their PhD at Harvard. This path is appropriate if you have a particular interest in the curriculum of Harvard's interdepartmental Biophysics Program, or if you’re interested in joining the lab of a Harvard SEAS faculty member to work on a SEAS-based project. 

How to apply

Applying to hst's memp phd program via mit.

Ready to take the next step with HST? You’ll submit your application through  MIT’s online application system . Our application will open and a link will be available here on August 1, 2023, for entry in fall 2024. Here’s what we’ll ask for:

1. Statement of objectives

Recommended Length: 800-1200 words

Please give your reasons for wishing to do graduate work in HST. Explain how your background has prepared you for this graduate program. Identify the research area(s) you plan to investigate during your graduate studies, the issues and problems you wish to address, and how HST's program supports your research interests. State your long-term professional goals and specify the unique aspects of the HST program that will help you to accomplish those goals.

• Prepare your Statement of Objectives in whatever format clearly presents your views.
• It is not necessary to name specific professors or labs you might want to join. HST requests that candiates wait to contact professors after applications have been reviewed.
• If applicable, describe any specific academic or research challenges you have overcome. The Admissions Committee will welcome any factors you wish to bring to its attention concerning your academic, research, and work experiences to date .

2. Personal Statement

Recommended Length: 400-800 words

The HST community is composed of individuals who come from a variety of backgrounds, may have faced personal challenges, and serve as leaders in society. Please discuss how your experiences and background inspire you to work for the betterment of your communities. Your response is not limited to, but may discuss, one or more of the following:

• Personal challenges that you may have faced and how they acted to inhibit your scholarly growth; 
• Strategies that you may have found or implemented to cope with challenges in your life or the lives of others;
• How you have fostered justice, equity, diversity, and inclusion in the past, or how you will in the future at HST and beyond

3. Your unofficial transcript(s)

Upload unofficial transcripts or grade reports from any school where you received or expect to receive a degree.

Please do not send official transcripts until you are invited to interview and prompted to submit them. More info here .

4. Letters of recommendation

Ask a minimum of three (and maximum of five) people to submit letters of recommendation on your behalf.

At least two letters should be from people well acquainted with your academic work and research capabilities. Your recommenders must upload their letters online by the application deadline. The letter should be on institutional letterhead and include a legible signature.

5. Resume/CV

The online application will prompt you to upload a resume or CV.

Additional Notes

We do not accept copies of journal articles, certificates, photographs, or any other materials; they will not be reviewed. 

Training programs

MEMP offers optional training programs in Neuroimaging and Bioastronautics . To express your interest, simply choose one of these specializations from the Areas of Research section in your online application. Otherwise, you should select MEMP, with no sub-specialty.

Fee Waivers

Applying to graduate school can present a financial obstacle for many qualified applicants. Application fee waivers are available for US citizens and permanent residents who meet eligibility requirements set by the MIT Office of Graduate Education.  All requests are made through the MIT Office of Graduate Education process. 

Information for applicants to Harvard

Joining hst's memp phd program via harvard.

Are you simultaneously applying for graduate study with one of our partner units at Harvard? If so, you may optionally apply to participate in the MEMP curriculum in conjunction with your PhD at Harvard.

1. In addition to your MIT application (instructions above), submit a full application to either the Harvard School of Engineering and Applied Sciences (SEAS) or the Program in Biophysics .

2. notify hst of your harvard application..

Upload a PDF copy of your completed Harvard application to your MIT HST graduate application. 

Ideally, Harvard applications should be included with an MIT application and uploaded by our December 1 deadline. Harvard applications can be added to the MIT application until December 9.

If you cannot upload the PDF directly, email it to hst-phd-admissions [at] mit.edu (hst-phd-admissions[at]mit[dot]edu) . We can only accept and add Harvard applications until 5 pm (ET) on December 16 . We will not accept or consider joint admission for Harvard applications received after December 16.

Successful applicants to MEMP through Harvard must be accepted by both the Harvard program and HST. Candidates then have three options for enrollment

• Participate in both programs -  accept the offer from Harvard as your primary PhD institution and notify HST that you will participate in the j oint program .
• MIT MEMP PhD only - decline the offer from Harvard and accept the MIT HST offer.
• Harvard PhD only -  accept the offer from Harvard only and decline MIT HST offer for both the primary institution and joint program.

Information for international applicants

Here are a few additional things to consider when applying from abroad.

1. Transcripts  Submit transcripts as described elsewhere for all candidates. Transcripts that do not already include an English version must be accompanied by a certified English translation.

2. English language proficiency You are required to take either the IELTS, Cambridge English or TOEFL exam unless:

• English is your first language;
• You have received a degree from a high school, college, or university where English is the primary language of instruction;
• You are currently enrolled in a degree program where English is the primary language of instruction. 

More information here . 

All applications are evaluated without consideration of nationality or citizenship. Funding offers to admitted candidates are typically the same for domestic and international candidates.

Have Questions?

Please check our  PhD Admissions FAQ .

Still have questions?

Just email the  hst-phd-admissions [at] mit.edu (HST PhD Admissions staff) . We’re here to help.

Key Dates (all Eastern Time)

October 17, 2023, at 12pm Virtual PhD Admissions Information Session, event has passed. The Zoom webinar invitation is sent to all registered participants closer to the time of the event.

November 8, 2023, at 12pm Virtual PhD Admissions Information Session, event has passed. The Zoom webinar invitation is sent to all registered participants closer to the time of the event.

December 1, 2023, at 11:59pm Deadline for applications via MIT

Mid-January 2024 Promising applicants invited to interview

Late January 2024 Virtual Interviews

Mid-February 2024 Admission decisions released

Early March 2024 Open House for admitted applicants

April 15, 2024 Last day for applicants to declare admission decision

Doctor of Public Health

Learn to translate knowledge into powerful results as the leader of a public health organization.

For more information on the DrPH Program , please visit our website ( here ). 

The Harvard Doctor of Public Health (DrPH) will prepare you for high-level leadership to make a difference in the fields of public health and health care. This first-of-its-kind, multidisciplinary degree provides advanced education in public health along with mastery of skills in management, leadership, communications, and innovation thinking. This is accomplished within a highly collaborative, small-group learning environment. The DrPH Program is a three-year program (with an option to extend to a fourth year) and during this time, students will learn how to address complex problems of public health policy and use advanced analytical and managerial tools to lead organizational and societal change. You will learn the scholarship of translation, assembling scientific evidence and using it to achieve real results in the field. Also, you will gain hands-on experience working to achieve a specific public health objective under the guidance of Harvard’s world-renowned faculty.

The Harvard DrPH is planned as a 3-year academic program (with an option to extend to a fourth year).  The first two years of the Harvard DrPH involve full-time, on-campus study as part of a collaborative cohort of approximately 9 – 15 students. The academic training will cover the biological, social, and economic foundations of public health, as well as essential statistical, quantitative, and methodological skills you will need to address today’s complex public health challenges, which rarely fall within neat disciplinary boundaries. You will also shape an individualized course of study in your second year by selecting courses to deepen specific areas of expertise and build skills that you will apply during your third year capstone project.

The DrPH Doctoral Project is the culminating experience of the Harvard DrPH degree program, and the primary locus of the knowledge translation elements of the degree. The pedagogical intent behind the Doctoral Project’s design is to provide an opportunity for the DrPH degree candidate to practice and develop personal leadership skills while engaging in a project that contributes substantively to advances in public health or healthcare.  

The optional fourth year are for students who need more time to complete their Doctoral Project.

Your Future

As a Harvard DrPH graduate, you will be ready to lead. You will be equipped with experience gained through real-world case work and field work conducted at a variety of organizations. You will have the skills to possibly start new organizations or work from within to change existing ones. You will know how to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health. You will be comfortable in a leadership role and confident in your public health expertise. And whether you choose to pursue a career in a nongovernmental organization, health ministry, government agency, health care provider, start-up, or more established private sector business, you will be prepared to make a difference.

If you aspire to a leadership position in public health—whether at a health ministry, government agency, consulting firm, health-related start-up, established corporation, nongovernmental organization, or international organization—the Harvard DrPH will equip you to meet your goals.

Our Community

As a DrPH student, you will work closely with Harvard’s renowned faculty through rigorous case discussions, simulations, and field experiences in a variety of major public health organizations. You will also collaborate with passionate, highly skilled classmates who bring diverse talents, backgrounds, and creative problem-solving skills to the classroom. The rich relationships you establish during this experience will become lasting sources of collaboration and support, along with the global network you will gain as a member of the Harvard alumni community.

Who Should Apply?

All candidates for admission to the Harvard DrPH should have, at a minimum:

• A master’s OR doctoral degree in the health sciences or in another related field or non-US equivalent.
• At least six years of full-time public health and/or public service experience in a relevant discipline .  Advanced degrees will not be considered in lieu of work experience as coursework will build directly on professional skills and experiences.
• Prior coursework in public health-related methods and in specific technical areas of public health is also beneficial.

Beyond the formal qualifications, we seek top applicants who demonstrate an appetite and vision to effect change, displaying the energy and creativity to have already moved along that path early in their careers. We also explicitly seek to admit students with interest and experience across a broad cross-section of public and private areas of public health and health care locally, nationally, and internationally.

All students admitted to the DrPH program, including international students, should complete the financial aid application process . For admitted students with financial need, 50% tuition scholarships are offered for the first two years of the program.

30 Fully Funded Ph.D. Programs

These fully funded Ph.D. programs are in fields like business, computer science, education and nursing.

(Getty Images) |

Many Ph.D. programs are fully funded.

Students interested in graduate research in various fields, from public health and English to computer science and engineering, have numerous options for Ph.D. programs that offer full funding. These programs typically provide waived tuition and fees and an annual stipend. Some also offer health insurance and other benefits. Gaining admittance into these small cohorts can be highly competitive, and the programs can be time-consuming . Here are 30 fully funded Ph.D. programs at U.S. colleges and universities. Keep in mind this is not a comprehensive list – there are others out there.

• Ph.D. in anthropology at the University of Chicago

Anthropology Ph.D. students at the University of Chicago can receive funding for up to eight years of study, assuming they are in good standing at the university. During that time, they will receive a full-tuition scholarship plus health insurance and a living stipend – which equated to $33,000 for the 2022-2023 school year – and can apply for external fellowships.

Ph.D. in biological sciences in public health at Harvard University (MA)

Harvard University's T.H. Chan School of Public Health in Boston offers a Ph.D. in biological sciences in public health that aims to provide students with expertise in disease prevention and treatment. This program includes tuition, a stipend and health insurance for five years as long as the student maintains satisfactory academic progress. International students receive the same benefits. Current research in the school's laboratories involves diseases like AIDS, cancer, diabetes, kidney disease, malaria and tuberculosis.

(Dominick Reuter) |

• Ph.D. in business at Massachusetts Institute of Technology

Students enrolled in the Sloan School of Management at the Massachusetts Institute of Technology can study a range of fields like organization studies, accounting and information technology. Those pursuing a Ph.D. will receive a full-tuition scholarship plus a monthly stipend of $4,267, capped at $51,204. They will also receive medical insurance, new laptops at the beginning of their first and fourth years of study and $4,500 over five years for conference travel expenses.

(Tommy Lavergne | Rice University)

Ph.D. in business at Rice University (TX)

At the Rice University Jones Graduate School of Business in Texas, students enjoy full financial assistance upon admission to the Ph.D. program. Aiming to prepare students to teach in fields like accounting, finance, organizational behavior and strategic management, the program provides students with a research or teaching assistantship. Students receive a tuition waiver and a $40,000 annual stipend contingent on making satisfactory academic progress and maintaining full-time student status.

Office of Strategic Communication | University of Iowa

• Ph.D. in business at the University of Iowa

The University of Iowa's Tippie College of Business offers Ph.D. degrees in fields such as accounting, economics, business analytics and marketing. The college says it provides full funding to "virtually all admitted students." This includes tuition and fees, a minimum nine-month stipend of about $20,000 with annual adjustments and comprehensive health insurance covered at 90%. Some departments offer funding for research presentations at major conferences, summer fellowships and paid time off for independent research.

Ph.D. in chemical engineering at Cornell University (NY)

According to Cornell University 's website, all students admitted to the chemical engineering Ph.D. program at the New York school receive a full tuition waiver, health insurance and a stipend. This funding can come from a teaching assistantship, research assistantship or fellowship, and full stipends are granted for nine months with the likelihood of additional aid in the summer.

Chris Taggart | Columbia University

Ph.D. in clinical psychology at Columbia University (NY)

Students enrolled in Columbia University 's Ph.D. program in clinical psychology at the Teachers College in New York receive fully funded tuition and a $25,000 stipend annually for three years. The stipend also carries into a student's fourth year. These doctoral fellows "may be expected to serve" as graduate teaching or research assistants. Students typically complete the mentor-matched program, which includes a full-year internship, in five to seven years.

Ph.D. in computer science at Brown University (RI)

Brown University 's Ph.D. students in computer science have access to "full financial support while completing the degree," plus the option to take classes at nearby schools without incurring additional costs, according to the school's website. In fact, doctoral students in any program at the Rhode Island university are guaranteed five years of financial support, which includes tuition remission, a stipend, health services fees and a subsidy for health insurance.

Georgetown University |

Ph.D. in computer science at Georgetown University (DC)

Georgetown University 's Ph.D. program in computer science provides scholarships and assistantships that cover full tuition at the Washington, D.C., school and include a stipend and health insurance for the first five years. Once enrolled in the program, students must complete the Apprenticeship in Teaching Program and ultimately write and defend a full research dissertation in a seminar open to the public.

Ph.D. in computer science at Washington University in St. Louis

Ph.D. students in the computer science or computer engineering program at Washington University in St. Louis receive full tuition support and health insurance. According to the university's website: "As a doctoral candidate, you will also receive a generous stipend to cover living expenses and a new, high-end Apple laptop computer. This support is guaranteed as you continue to make satisfactory progress towards your degree." Doctoral students may also qualify for one of three fellowships.

Jeff Miller | UW-Madison

• Ph.D. in counseling psychology at the University of Wisconsin—Madison

Incoming Ph.D. students at the School of Education at the University of Wisconsin—Madison are guaranteed full funding for the duration of the time that they are expected on campus, according to the university's department of counseling psychology website. Doctoral students also receive a benefits package that includes health insurance. Funding may come from financial aid, fellowships, assistantships and/or traineeships.

Emory University |

Ph.D. in economics at Emory University (GA)

Students enrolled in the economics Ph.D. program at Emory University typically receive full funding, according to the Georgia university's website. The stipend provided to students is $36,376 per year for five years, starting in fall 2023, and the full tuition scholarship is worth $70,200 per year. Funding for admitted students also includes a $4,370 annual subsidy that covers 100% of a student's cost of health insurance. First-year students have no stipend-related work requirements.

• Ph.D. in education at New York University

New York University's Steinhardt School of Culture, Education, and Human Development offers more than 30 degree programs. Many can be pursued on campus or online. Ph.D. degrees are offered in areas like developmental psychology, educational leadership and childhood education. Full-time NYU Steinhardt Ph.D. students are eligible for a funding package that includes an annual stipend – $32,000 for the 2022-2023 academic year – tuition coverage for required coursework and student health insurance for five years.

L.A. Cicero, Stanford News Service |

Ph.D. in education at Stanford University (CA)

Stanford University's Graduate School of Education allows students numerous fellowship and assistantship opportunities at the California school, along with a "five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance," the program website reads. At the Graduate School of Education, doctoral students can choose from a range of academic areas like curriculum studies and teacher education, and developmental and psychological sciences.

• Ph.D. in education at the University of Pennsylvania

The University of Pennsylvania Graduate School of Education provides full funding to Ph.D. students as part of a fellowship and research apprenticeship package. This funding includes a living stipend, health insurance and coverage of tuition and fees for up to four years if the student maintains full-time enrollment. Some students may also qualify for additional summer funding.

• Ph.D. in engineering at the University of Michigan—Ann Arbor

Doctoral students in engineering at the University of Michigan—Ann Arbor can choose from numerous areas of specialization under umbrella categories like aerospace engineering, biomedical engineering, macromolecular science and engineering, and robotics. All engineering doctoral students are guaranteed full funding, a monthly living stipend and health insurance. The exact amount can vary, according to the program's website, and funding comes from a range of sources, including graduate student instructor positions and fellowships.

Boston University Photography |

• Ph.D. in English at Boston University

Annually, doctoral students studying English at Boston University receive a stipend plus full tuition, fees and basic health insurance. This funding is guaranteed for at least five years, with two of those years typically free from teaching requirements. Funding can sometimes be extended up to seven years, according to the university's website, but it's not guaranteed. Students may also apply for various prizes, fellowships and short-term research and travel grants.

(Stephanie Diani) |

• Ph.D. in English at the University of California—Los Angeles

Applicants to the Ph.D. in English program at the University of California—Los Angeles are automatically considered for various funding options. A six-year funding package includes "a minimum of two years of full fellowship, four years of summer stipend support and up to four years of teaching assistantships," according to the school website. Beyond tuition, fees and health insurance are also covered.

Jeff Watts |

Ph.D. in international relations at American University (DC)

American University offers doctoral students in its international relations program who do not have external funding a renewable four-year Dean's Fellowship that is contingent on making satisfactory academic progress. The fellowship includes the cost of tuition, fees and a stipend that must be earned via a part-time role as a teaching or research assistant. Students also must "demonstrate competency in a modern foreign language" before graduating.

Jonathan Cohen | Binghamton University

• Ph.D. in management at Binghamton University—SUNY

All students admitted to the interdisciplinary management Ph.D. program at the Binghamton University—SUNY School of Management in New York receive a combination of a full-tuition scholarship and a teaching or research assistantship for each academic year, up to four years. This STEM-designated business doctoral degree prepares students for careers in academia and work in the public and private sectors, and has a student-faculty ratio of 1-to-1, according to the university's website.

Duke University Communications |

Ph.D. in materials science and engineering at Duke University (NC)

Doctoral students at Duke University in North Carolina studying materials science and engineering generally receive full tuition, a stipend and fee support for the first five years. Students also receive up to six years of health insurance if they are on the university's student medical insurance plan. The doctoral program aims to help students publish with a faculty adviser and develop research skills, with the opportunity to present research at professional conferences.

Homewood Photography | JHU

Ph.D. in nursing at Johns Hopkins University (MD)

The School of Nursing at Johns Hopkins University in Maryland provides most doctoral students with three fully funded years of study. Available financial aid includes graduate assistantships, targeted fellowships and nursing-specific funding. The university aims to "advance the theoretical foundation of nursing practice and healthcare delivery" with the degree, its website reads. "By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career."

• Ph.D. in nursing at the University of Virginia

All students admitted to the University of Virginia 's Ph.D. in Nursing program are eligible for four years of scholarship funding to cover tuition, insurance and fees, as well as annual stipends. To receive certain aid, students must work 10 hours per week as a graduate teaching assistant. With a heavy research focus, students can expect courses in qualitative, quantitative and historical research, and will have to submit a research proposal for peer review.

Ph.D. in nursing at Yale University (CT)

At Yale University in Connecticut, the School of Nursing offers full funding to its Ph.D. students. They receive a monthly stipend for four years in addition to paid tuition and health care. The program allows students to gain in-depth knowledge in a particular area of study. Every incoming Ph.D. student gets paired with a faculty adviser "whose area of expertise and active research most closely matches with the student’s scholarly interest," according to the school's website.

University of Minnesota |

• Ph.D. in psychology at the University of Minnesota—Twin Cities

Students admitted to the Ph.D. program to study psychology at the University of Minnesota—Twin Cities are guaranteed full funding for five years as long as they maintain satisfactory performance and degree progress. This funding includes full-time tuition, a nine-month stipend and subsidized health insurance. Funding comes from some combination of teaching assistantships, traineeships, research assistantships and fellowships. Students in the program can specialize in areas like cognitive and brain sciences, industrial-organizational psychology and social psychology.

Matt Cashore | University of Notre Dame

Ph.D. within the Romance languages and literatures department at the University of Notre Dame (IN)

University of Notre Dame doctoral students who focus on French and Francophone studies, Iberian and Latin American studies or Italian studies are guaranteed five years of funding. Funding includes a full scholarship, including tuition and fees, plus a stipend and health insurance. Anyone who completes the Ph.D. degree requirements at the Indiana university within five years will automatically receive a one-year postdoctoral fellowship via the university's 5+1 Program. Fellows will have a teaching load limited to one course per semester.

Ph.D. in social work at Bryn Mawr College (PA)

Students admitted to Bryn Mawr College 's Ph.D. program in social work receive full tuition waivers and "substantial stipends" toward living expenses. The Pennsylvania college's website says: "Consistent with our model, all Ph.D. students are funded equally, and do not compete for basic financial support during coursework." The program's cohorts typically include only three or four students each year. According to the college, it awarded the first Ph.D. degree in social work in the U.S. in 1920.

Vanderbilt University |

Ph.D. in special education at Vanderbilt University (TN)

Funding is guaranteed for all admitted doctoral students enrolled in the special education Ph.D. program at the Peabody College of Education and Human Development at Vanderbilt University in Tennessee. This includes full tuition, a "competitive" monthly stipend and health insurance for up to four years. Students may also be nominated for additional honor scholarships and fellowships. Areas of focus within the Ph.D. program include high-incidence disabilities and early childhood education.

Ph.D. in theatre and drama at Northwestern University (IL)

This interdisciplinary Ph.D. program at Northwestern University in Illinois combines coursework in humanities, social science and the visual arts. The program's students receive a five-year full-tuition scholarship plus an annual living stipend. Ph.D students enrolling at this program in fall 2022 will receive a living stipend of at least $36,960 during the 2023-2024 school year. Stipend amounts may change from year to year. Students can apply for subsidies to facilitate conference travel and summer language study.

(Photo by Sarah L. Voisin | The Washington Post via Getty Images)

• Ph.D. in women, gender and sexuality studies at University of Maryland

At the University of Maryland 's Harriet Tubman Department of Women, Gender and Sexuality Studies, Ph.D. students without a master's degree usually have five years of guaranteed funding. Those with a master's degree usually are funded four years, with awards stemming from a mix of departmental fellowships and graduate teaching assistantships. Since the program's establishment in 1999, the department has granted 36 Ph.Ds, according to UMD's website.

Learn more about paying for graduate school.

Finding a fully funded program isn't the only option to offset the costs of graduate school. See these seven strategies to pay for graduate school to learn more. Check out the latest Best Graduate Schools rankings to see the country's top business, medicine and law programs – and more. For additional grad school tips, follow U.S. News Education on Facebook , Twitter and LinkedIn .

Ph.D. programs that are fully funded

• Ph.D. in biological sciences in public health at Harvard University
• Ph.D. in business at Rice University
• Ph.D. in chemical engineering at Cornell University
• Ph.D. in clinical psychology at Columbia University
• Ph.D. in computer science at Brown University
• Ph.D. in computer science at Georgetown University
• Ph.D. in computer science at Washington University—St. Louis
• Ph.D. in economics at Emory University
• Ph.D. in education at Stanford University
• Ph.D. in international relations at American University
• Ph.D. in materials science and engineering at Duke University
• Ph.D. in nursing at Johns Hopkins University
• Ph.D. in nursing at Yale University
• Ph.D. within the romance languages and literatures department at the University of Notre Dame
• Ph.D. in social work at Bryn Mawr College
• Ph.D. in special education at Vanderbilt University
• Ph.D. in theatre and drama at Northwestern University

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Financing Your Degree

Scholarship and Financial Aid Opportunities

Scholarships are mostly tax-free financial awards given to students with the intention to pursue a specific area of study or research. They are usually awarded based on certain qualifying traits.

The following categories contain scholarship opportunities available to students. These broad opportunities were collected from external sources and are sorted based on specific qualifying criteria. Please take some time to search this list, keeping in mind that it is not exhaustive.

Citizenship Requirement

Minority & Underserved

Applicant-Specific Criteria

State & Federal Aid

Financial Need

Area of Study

Tips and tricks to obtaining scholarships.

Scholarships for graduate work are often more limited than those for undergraduate degrees. Students successful at obtaining funding say they designate approximately two hours per week to financial aid search. Start the process early. Many scholarship deadline dates are in October, November and December prior to the application deadline dates. Other tools—including search engines and smartphone apps—can provide additional opportunities.

When searching for scholarships, it is best to start with the broadest definition of your goals. From there, you can narrow down your personal attributes, geographic location, area of study, and other qualifying traits. Utilize the terminology listed in the description of potential scholarships to identify further search terms.

Additionally, it is helpful to create a comprehensive list of keywords—both general and specific—that applies to you. Keywords can include, gender, race or ethnicity, citizenship, volunteer or community service activities, research interests, or involvement in other organizations. Remember to view your work from its largest perspective.

Chances are faculty and current students have applied to similar scholarship opportunities: utilize their expertise! Have faculty, peers, and other professionals review the quality of your ideas and your scholarship applications.

Ask your friends and family to help you in the search process. Solicit organizations or groups with whom you affiliate (e.g., religious, social, and service) to inquire about potential scholarship opportunities.

Sponsors like to support recipients of other awards, no matter how small. Even the smallest award brings prestige to the applicant, demonstrating your potential for success.

After reviewing outside funding options, talk with your financial aid or admissions officer to see if they can provide additional suggestions or award institutional funds to help close the gap.

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• College Board Scholarship Search
• College Scholarships.org
• Department of Labor Scholarship Finder
• FastWeb Scholarship Search
• Sallie Mae Scholarships
• Scholarships.com
• MyScholly.com
• Student Scholarship Search

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Read the latest news stories about Mailman faculty, research, and events. 

Departments

We integrate an innovative skills-based curriculum, research collaborations, and hands-on field experience to prepare students.

Learn more about our research centers, which focus on critical issues in public health.

Our Faculty

Meet the faculty of the Mailman School of Public Health. 

Become a Student

Life and community, how to apply.

Learn how to apply to the Mailman School of Public Health. 

Funding Options

The Mailman School offers students and families a single, simple approach to meeting the cost of attendance. The plan is a combination of federal, institutional, and private sources of funds that provide options for part-time, full-time, and international students and families. For information on outside sources of funding please, visit the Association of Schools and Programs of Public Health .

For a comprehensive database of extra funding resources along with curated scholarships for graduate students in the public health field that can help minimize the cost of your degree, please click here .

*Please refer to our website or sfs.columbia.edu for information on HEAL Federal loan programs available at The Mailman School of Public Health. 

The following types of assistance may be available to students:

Student Loans

Columbia University students have a wide range of financial assistance options from federal, state, institutional, and private sources. The rates for both the Federal Direct Unsubsidized Loan and the Federal Direct Graduate Plus Loan for 2023-2024 are 7.05% and 8.05% respectively. The Department of Education determines new annual rates after July 1st of the new fiscal year. To learn more about obtaining a loan, including a detailed description of each of these funding sources, please see the University's overview on Graduate Financial Aid .

Students applying for the Graduate Plus Loan should login to complete the required forms and manage their accounts.

Scholarships, Fellowships, and Grants

Scholarships, fellowships, and grants are awarded based on need or merit. Amounts and availability vary by school. See full list.

Student Employment Opportunities

Mailman School students can access school-related employment through one or more of the following:

• Work-Study: Students certified by the Financial Aid Office as eligible for federally funded work-study can choose from a variety of part-time employment positions. Jobs are available in many offices throughout the University. Learn more.
• Graduate Research Assistantship (GRA): Departments offer these positions, in which students gain valuable experience working part-time on faculty-run research projects and receive a stipend and/or tuition assistance, on a limited basis. These positions are not available to first year Master's students.
• Teaching Assistantship (TA): Some departments have limited teaching assistantship positions available to students with substantial preparation in their area of study. TAs provide part-time assistance to faculty members in instruction, grading, and course administration, and receive a stipend and/or tuition assistance. These positions are specifically offered to Doctoral students and second year Master's students. 

Institutional and Supplemental Aid

Learn about additional funding options outside the University.

Note: Almost every state has at least one grant or scholarship available to residents, and many have a long list of student aid programs. Eligibility is usually restricted to state residents attending a college in-state. Learn more.

International Students

Explore funding options for international students .

Learn more about stipends for domestic and international students.

All financial aid staff are currently working via a hybrid schedule throughout the summer and upcoming academic year. Please email  [email protected] for any questions or concerns. To schedule an appointment, please click here.

Financial Aid

Md/mdphd scholarships, the warren alpert medical school scholarship funds.

The Warren Alpert Medical School is deeply grateful to the thousands of donors who offer generous scholarship support to our medical students. Through a combination of endowment income, annual gifts, a percentage of tuition revenue, and grants from the federal government, AMS was able to offer over $6 million dollars in institutional scholarship funds to 50% of all aid recipients. The average scholarship award in 2018-19 year was approximately $33,730.

Institutional Need-Based Scholarships

The financial aid office awards scholarships from the institution to students on the basis of financial need. A student may be considered for this type of scholarship by applying as an institutional aid applicant. Please review the application page for details about applying for institutional need-based scholarship funding.

Institutional Merit-Based Scholarships

Tuition scholarships are awarded to AMS MD/PhD students that are not based on need. In addition, the Office of Admission offers merit scholarships based on criteria other than need. All other financial aid at The Warren Alpert Medical School is awarded on the basis of financial need.

Only financial aid applicants who qualify for institutional funding are considered for the following scholarships:

Abernathy Family Medical Scholarship Established in 2004 by James L. Abernathy '63 and Kevin Kearns Abernathy P'04.

Vivian B. Allen Foundation Scholarship Established in 1964 by the Vivian B. Allen Foundation, Inc.

Warren Alpert Scholars Program Established in 2007 by The Warren Alpert Foundation.

Charles A. Baldwin II Medical Scholarship Fund Established in 2006 by friends of the late Rev. Charles A. Baldwin.

Bank of America Medical Scholarship Established in 1985 by the Rhode Island Hospital Trust.

Irving A. Beck, MD Scholarship Fund Established in 1998 by Aaron T. Beck, MD '42+ and the Honorable Phyllis W. Beck '49, P'74+.

Everett F. Boyden Trust Medical Scholarship Established in 1979 by The Everett F. Boyden Trust.

The Bready Biotechnology Scholarship Fund Established in 2003 by Richard L. Bready P'99MD'03 in honor of Barrett Bready '99 MD'03.

The Brodsky Family Medical Scholarship Established in 1981 by David L. Brodsky '59, Elliott J. Brodsky '64 and family.

Hermon C. Bumpus and John H. Morrissey Fund Established in 1965 by Dr. Moses Swick.

Gordon E. and May R. Cadwgan Medical School Scholarship Established in 1999 by Gordon E. Cadwgan '36 LLD'66+.

The Leonard H. Campbell Medical Scholarship Established in 1973 by Lois Campbell Bigelow '24+.

The Joseph E. Cannon Endowed Fellowship Established in 1989 by family, friends and colleagues of the late Joseph E. Cannon, PhD. '32.

Frank V. Carollo 1950 Medical Scholarship Established in 2006 by Frank V. Carollo '50.

Champlin Foundations Medical Scholarship Established in 1982 by The Champlin Foundations.

The Scott E. Chanchien Memorial Scholarship Established in 1992 by Dr. and Mrs. Tsunie Chanchien P'90, '92.

Diana Kane Cohen '55 Medical Scholarship Established in 2005 by Diana Kane Cohen '55.

The Charles and Ellen Collis Medical Scholarship Established in 1983 by Mr. Charles A. Collis+ and Mrs. Elfriede A. Collis.

The Julie and Albert Cornsweet Medical Scholarship Established in 1984 by Albert C. Cornsweet, PhD '29+.

The Julie Cornsweet Endowed Fellowship Established in 1994 through the Estate of Albert C. Cornsweet, PhD '29.

The Crumley-Shaw Medical Scholarship Established in 1986 by the Estate of Janet M. Shaw '39.

  The CVS Medical Scholarship Established in 2001 by The CVS Charitable Trust.

The M. Myer Cyker Medical Scholarship Established in 1978 by M. Myer Cyker P'80, '82 .

The H. Corbin Day 1959 Medical Scholarship Established in 1985 by H. Corbin Day '59.

The Philip J. DiSaia, MD Medical Scholarship Established in 1997 by Philip J. DiSaia, MD '59, John P. Keats '75 MD'78, P'04, and friends contributing in honor of Dr. DiSaia.

Dresdale Family Medical Scholarship Established in 2006 by Richard C. Dresdale ’78+ and Marcella L. Dresdale in honor of Frank C. Dresdale '45+ and Doris Dresdale.

Brown Medical School Early Leaders Scholarship

Established in 2004 by  Marie J. Langlois '64 in honor of the early leaders of Brown's medical school - Stanley M. Aronson, MD, Pierre Galletti, MD PhD+, and David S. Greer, MD.

The Adelbert C. Eastburn Medical Scholarship Established in 1983 by bequest of Lt. Col. Adelbert C. Eastburn '12.

The Stephen R. Ehrlich Family Medical Scholarship Established in 2000 by Stephen R. Ehrlich '55 and Mary Ann Ehrlich P'85.

D. C. and Irene Ellwood Foundation Medical Scholarship and Loan Fund Established by the Ellwood Foundation.

Ata K. Erdogan Memorial Scholarship Established in 2013 in memory of Ata K. Erdogan '98 MD'02 by friends, classmates, and colleagues.

Brown Medical School Faculty Scholarship Established in 2001 by Brown's medical school faculty, alumni, and parents honoring the educational partnership that faculty share with the students. 

Irving Jay Fain Medical Scholarship Established in 1979 by E. Macie Silver P'67+.

The Dr. William Fain Medical Scholarship Established in 1979 by William Fain, MD '28+.

The FM Global Medical Scholarship Established in 2000 by FM Global Foundation.

The Samuel J. Fogelson Medical Scholarship Established in 1979 by Mid America Burn Institute, as directed by Richard Fogelson '56.

The Ira S. and Anna Galkin Medical Scholarship Established in 1976 by  Mr.+ and Mrs. Norman M. Fain and The Ira and Anna Galkin Charitable Trusts.

The Yvonne Galletti-Chamorel Medical Scholarship Established in 1985 by Dr.+ and Mrs. Pierre Galletti.

The George H. Gildersleeve Medical Scholarship Established in 1982 by bequest of George H. Gildersleeve, PhD '19.

Dr. Leon Goldstein and Family Medical Scholarship Established in 2013 by Barbara J. Goldstein, P'82MD'86, P'88MD'92 and family to honor the late Leon Goldstein PhD, ADE'68 hon., P'82MD'86, P'85MD'92.

The Grabel Foundation Medical Scholarship Established in 1982 by The Grabel Foundation, as directed by Jordan Grabel MD'85.

Grimshaw-Gudewicz Charitable Foundation Scholarship Established by the Grimshaw-Gudewicz Charitable Foundation.

The Mary H. and George E. Grimshaw Medical Student Scholarship Established in 1995 by bequest of Mary H. Grimshaw in honor of her son George E. Grimshaw.

Lucille B. Hacking Scholarship Fund Established in 2007 by the Estate of Lucille B. Hacking '43.

Dr. Herbert E. & Lilian W. Harris Presidential Scholarship Fund Established in 2005 by Herbert E. Harris Jr., Ruth W. Harris '41+ and Walter D. Harris '35+.

Alexes Hazen, MD and Alex Ettl Medical Scholarship Established in 2003 by  Alexes Hazen '87 MD'96.

Charles Hill, MD Memorial Scholarship Established in 1989 by Henry E. Kates.

Andrew M. and Carol Hunt Scholarship for Medical Education Established in 1979 by Andrew M. Hunt '51+ and Carol Hunt P'74, '75, and family and friends.

The Helen Humphrey Wood Hurlin Medical Fellowship Established in 1971 by Dr. Ralph G. Hurlin '12  AM'13 PHD'15, P'39, P'41+.

Donald Jordan 1930 Scholarship Fund for Medical Students Established in 2012 by the Estate of Mary Elizabeth Jordan.

The Sidney A. Kane Medical Fellowship Established in 1971 by the Kane-Barrengos Foundation, as directed by Edythe Kane Winslow '31+ and Diana Kane Cohen '55.

Kott/Blumenkranz Family Scholarship Established in 2005 by Recia Kott Blumenkranz, MD '76 and Mark S. Blumenkranz '72 MD'75 MMS'76, P'05, '08.

The David and Esther Lecht Memorial Fund Established in 1985 by the Estate of Esther Lecht.

The Paul Levinger Medical Scholarship Established in 1988 by Paul Levinger.

David C. Lewis, MD & Eleanor L. Lewis Medical Scholarship Fund Established in 2004 by David C. Lewis, MD '57, Eleanor L. Lewis '59, P'84, '87.

The Donald J. Marsh MD Medical Scholarship Established in 2006 by friends and colleagues of former Dean Donald J. Marsh, MD.

The Merck Company Foundation Scholarship Established in 1964 by The Merck Company Foundation.

The Gregory J. Miller, '77 MD'81 Medical Scholarship Established in 2004 by Gregory J. Miller '77 MD'81.

The Mitchell Pediatric Fellowship Established in 1985 by Michael W. Mitchell '59 and Brooke A. Mitchell '59, P'88, '90.

  Dr. Mohammed Mohiuddin P'97MD'01 Medical Scholarship Established in 2010 by Majid M. Mohiuddin '97 MD'01 and Dr. Mohammed Mohiuddin P'97MD'01.

The Samuel and Sona Morein Medical Fellowship Established in 1980 by Sona Morein.

The Seymour B. Muney Medical Scholarship Established in 2005 by Alan M. Muney '75 MD'78, P’04 and family in memory of Seymour Muney.

Hiroko and Noboru Murakami Scholarship Established in 1997 by  Hiroko and Noboru Murakami P'95, '96, '98MD'02.

The Kenneth L. Nash Medical Scholarship Fund Established in 1978 by the Estate of Kenneth L. Nash '12.

The Dr. Louis J. Novak Medical Scholarship Established in 1989 by Louis J. Novak, MD '36+.

The Calvin and Alice Cinader Oyer Medical Scholarship Established in 2003 by Calvin E. Oyer, MD, and Alice C. Oyer.

The Ruth Cooke Peterson Scholarship Established in 1992 through a bequest from Ruth E. C. Peterson '14.

The Albert G. and Evelyn S. Pierce Medical Scholarship Established in 1982 by bequests from Albert G. and Evelyn S. Pierce.

The Pilavin Medical Scholarship Established in 1978 by Selma Pilavin-Robinson+.

Clarence Manger and Audrey Cordero Plitt/K. Brooke Anderson Loan Fund Established in 2000 by the trustees of The Clarence Manger and Audrey Cordero Plitt Trust.

The Poch Family Medical Scholarship Established in 2000 by Kathryn C. and Gerald A. Poch P'98MD'02, '01MD'05.

George Ade Poll and Devara Abramson Poll Scholarship Fund Established in 2013 by bequest of Devara Abramson Poll '42.

The Isabelle Reynolds Medical Scholarship Established in 1998 by the Estate of Isabelle Reynolds.

The Dr. and Mrs. Frederic W. Ripley Jr. Fund Established in 1988 by the Estate of Dr. Frederick W. Ripley, Jr. 32.

The Fred M. Roddy Memorial Medical Scholarship Established in 1973 by the Fred M. Roddy Foundation, Inc.

The May Sherman Rosen, MD and Samuel H. Rosen, MD Scholarship Established in 1992 by the Estate of Dr. May Sherman Rosen '31 AM'33.

Rosenhirsch Foundation Medical Scholarship Fund Established in 2011 by the Rosenhirsch Foundation in memory of the parents of Gertrude Rosenhirsch Zisson '30, P'61, P'63, GP'91.

The Grace B. Ross Medical Scholarship Established in 1984 by the Estate of Grace B. Ross.

The Philip Sacknoff 1939 Medical Scholarship Established in 1972 by Philip Sacknoff '39+ and Evelyn Sacknoff PMD'76.

Terry M. Sanderson Medical Scholarship Established in 2004 by Terry M. Sanderson.

The Henry and Marieanna Saphier Graduate Medical Program Scholarship Established in 1989 by Dr. and Mrs. Henry Saphier P'88MD'92, '92, '97.

Sarles Scholarship Fund for Medical Education Established in 2006 by Marilyn Dawson Sarles MD'76 PAM'07 and H. Jay Sarles PAM'07.

Fred J. Schiffman, MD, Medical Scholarship Established in 2014 by Artemis A. W. Joukowsky '55 LLD'85 hon., and Martha Sharp Joukowsky PhD '58 PHB'82 hon. LHD'85 hon. P'87, GP'13, '14, '16, '17.

Brigadier General Ravindra Fulchand Shah, MD and Manjula Ravindra Shah, MD Medical Scholarship Established in 1989 by the Tarandi Foundation, as directed by Shah Family.

The Peter Rabe Shank, PhD Medical Scholarship Established in 2004 by Susan E. Shank.

The Dr. Richard Jay Smith Medical Scholarship Established in 1990 by family members and classmates of Richard J. Smith, MD '51, P'78, '80, '85+, and the Brown Medical Alumni Association.

Brown Medical Society Scholarships Established by alumni, parents and friends who contribute to the Brown Medical Annual Fund (BMAF).

The Dr. Samuel Starr Medical Fellowship Established in 1974 by Benton+ and Beverly Starr Rosen '43+, Robert '40+ and Rhoda Starr.

The Nancy K. Starr Medical Fellowship Established in 1972 by Benton+ and Beverly Starr Rosen '43+, Robert '40+ and Rhoda Starr.

The Herbert E. and Daisy A. Stride Medical Scholarship Established by the Herbert E. and Daisy A. Stride Memorial Foundation.

The Albert B. Tabor Medical Scholarship Established in 1995 by the Estate of Albert Brown Tabor '36.

The J.T. Tai Scholarship Established by J.T. Tai & Co. Foundation Inc., as directed by Mrs. Y.C. Chen.

Charles and Lisette Tillinghast Medical Scholarship Established in 2004 by Marie J. Langlois '64.

Sanford W. Udis MD 1941 and Beverly T. Udis Medical Scholarship Established in 2003 by Sanford W. Udis, MD '41+, P'73, '75, Gloria I. Udis with additional contributions from Andrew H. Udis '72 MAT'73 and Jonathan Udis '75.

Madelyn D. Wedlock '30 Medical School Scholarship Established in 1999 by Madelyn D. Wedlock '30+.

The Manfred and Jeanne Weil Medical Scholarship Established in 1972 by Manfred and Jeanne Weil.

Edward J. Wing, MD, Medical Scholarship Established in 2013 by G. Nicholas Beckwith III '67 and Dorothy Beckwith PMD'99RES'02, Marie J. Langlois '64, and Thomas J. Tisch '76 and Alice M. Tisch to recognize former Dean Edward J. Wing, MD ADE'99 hon.

The Edythe Kane Winslow '31 Medical Scholarship Established in 2004 by Diana Kane Cohen, '55.

The Zisson Medical Scholarship Established in 1966 by the late Gertrude Rosenhirsch Zisson '30 and the late Max Zisson P'61, '63, GP'91, Harry Zisson '61, and William J. Zisson '63, P'91.

Thomas and Cynthia Davis Sculco Medical Scholarship Established in 2016 by Thomas P. Sculco, M.D. '65 

Lei Ding, MD, and Jean H. Chen, MD, Medical Scholarship Established in 2015 by Lei Ding, MD PMD'17 and Jean H. Chen, MD PMD'17

Preston C. Calvert and Margaret E. Gurin-Calvert Current-Use Medical Scholarship  Established in 2017 by Preston C. Calvert '76 MD'79 and Margaret E. Guerin-Calvert '76 

BRET Career Development ASPIRE Program

National institutes of health (nih) – ruth l. kirschstein national research service awards (nrsa) f30 – predoctoral md/phd and other dual doctoral degree fellowships.

Posted by hagansa2 on Thursday, May 9, 2024 in Announcements .

August 8, 2024

December 8, 2024

April 8, 2025

URL:  Ruth L. Kirschstein Individual Predoctoral NRSA for MD/​PhD and other Dual Degree Fellowships | Research Training (nih.gov)

Description:

NIH-NRSA/Kirschstein fellowships support individuals for combined MD/PhD and other dual doctoral degree training (e.g. DO/PhD, DDS/PhD, AuD/PhD). The participating Institutes award this fellowship to qualified applicants with the potential to become productive, independent, highly trained physician-scientists and other clinician-scientists, including patient-oriented researchers in their scientific mission areas. The fellowships provide up to six years of support.

Participating Organizations

National Eye Institute ( NEI ) National Heart, Lung, and Blood Institute ( NHLBI ) National Human Genome Research Institute ( NHGRI )  *  National Institute on Aging ( NIA ) National Institute on Alcohol Abuse and Alcoholism ( NIAAA ) National Institute of Allergy and Infectious Diseases ( NIAID ) National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )  * National Institute of Biomedical Imaging and Bioengineering ( NIBIB )  *  Eunice Kennedy Shriver National Institute of Child Health and Human Development ( NICHD ) National Institute on Deafness and Other Communication Disorders ( NIDCD ) National Institute of Dental and Craniofacial Research ( NIDCR ) National Institute of Diabetes and Digestive and Kidney Diseases ( NIDDK ) National Institute on Drug Abuse ( NIDA ) National Institute of Environmental Health Sciences ( NIEHS ) National Institute of General Medical Sciences ( NIGMS )  *  National Institute of Mental Health ( NIMH ) National Institute of Neurological Disorders and Stroke ( NINDS )  *  National Institute of Nursing Research ( NINR ) National Institute on Minority Health and Health Disparities ( NIMHD ) National Center for Complementary and Integrative Health ( NCCIH ) National Cancer Institute ( NCI )

*  This institute is not included in the Notice of Funding Opportunity (NOFO) for students at institutions  with  NIH-funded institutional predoctoral dual-degree training programs. See links to current NOFOs at the bottom of this listing.

Eligibility:

• Applicants must be US citizens, non-citizen nationals or lawfully admitted to the United States for permanent residence.
• The F30 program is specifically designed to support combined,   dual-degree training leading to award of both a health professional doctoral degree (e.g., MD, DO, DDS, AuD, DVM, PharmD) and a research doctoral degree (e.g., PhD, DrPH) from an accredited program.
• The applicant must have a baccalaureate degree, show evidence of high academic performance in the sciences, and commitment to a career as an independent physician-scientist or other clinician-scientist.
• For all DDS/PhD, DMD/PhD, and AuD/PhD degree candidates: To be eligible, an applicant 1) must have matriculated into a dual-degree program; and 2) must have identified a dissertation research project and sponsor(s). In addition, over the total duration of F30 support, at least 50% of the award period must be devoted to full-time graduate research training leading to the doctoral research degree.
• For all applicants other than DDS/PhD, DMD/PhD, and AuD/PhD degree candidates: To be eligible, an applicant 1) must have matriculated into a dual-degree program  no more than  48 months prior to the due date of the initial application; and 2) must have identified a dissertation research project and sponsor(s). Exceptions to the first eligibility criterion will be considered when the applicant has taken an official leave of absence from the dual-degree program. In addition, over the total duration of F30 support, at least 50% of the award period must be devoted to full-time graduate research training leading to the doctoral research degree.

Award amount:

• $27,144 annual stipend.
• Up to $16,000 for tuition.
• Institutional allowance is available for fellowship expenses (health insurance, research supplies, equipment, books, and travel to scientific meetings). See  guidelines .

If this information is out of date, please email [email protected] to let us know.

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Postgraduate Scholarships

The National Health and Medical Research Council (NHMRC) Postgraduate Scholarships scheme funds successful applicants to attain a research based postgraduate degree – Doctor of Philosophy (PhD) or a Research Masters Degree.

It aims to support these outstanding health and medical graduates early in their career so they can be trained to conduct research that is internationally competitive and develop a capacity for original independent research within Australia.

The intended outcome of the Postgraduate Scholarships scheme is increased research capacity within Australia.

The NHMRC Postgraduate Scholarships grant opportunity has previously offered three stipend amounts based on academic qualifications. From 1 January 2024 as advised by NHMRC’s Research Committee and approved by the Minister for Health and Aged Care, the Hon. Mark Butler MP, all stipends will be increased to a single value of $50,000 per annum (pro rata) for NHMRC Postgraduate Scholarships. This will apply to all current and new NHMRC Postgraduate Scholarship holders.

Funding support

Postgraduate Scholarships may be funded by, or in conjunction with, other organisations. These grants offer opportunities to researchers whose work is particularly relevant to the priorities and research interests of the partner organisations.

Information on how organisations and individuals can support NHMRC to fund health and medical research is available on GrantConnect – refer to the Grant Guidelines and the Postgraduate Scholarships funding partners' document for information on our funding partners.

• Peer review

Applications to the Postgraduate Scholarships grant opportunity will be assessed in accordance with the assessment criteria and category descriptors set out in the Grant Guidelines and Peer Review Guidelines (available on GrantConnect ).

Grant at a glance

Key changes.

Applicants need to note the following changes for the Postgraduate Scholarships 2024 grant opportunity:

• All NHMRC Postgraduate Scholarship stipend categories will receive the same amount of stipend. The stipend amounts are updated annually at Personnel and Salary Support Packages .
• The total budget allocated to the scheme has been increased to $10 million.
• The requirement for applicants to use gender-neutral language in the research proposals has been removed.

Link to GrantConnect

Before you submit an application, please make sure you have:

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Read all relevant reference material

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Liaise with your Administering Institution

to identify any specific requirements that the institution may have

Ensure your application is complete and correct.

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Studentships and doctoral training

Get a studentship to fund your doctorate.

UKRI studentships offer funding for doctoral research. They also offer you access to training, networking and development opportunities to help you build a research and innovation career.

Our expectations for research organisations, supervisors and students are set out in the statement of expectations for doctoral training .

You could get:

• a minimum stipend of £19,237 per year for your living costs, which is paid to you in regular instalments
• support for your tuition fees (minimum £4,786 per year)

The stipend is usually non-taxable and does not need to be paid back. Some research organisations may offer more if you study in London, or they or one of their collaborators might decide to top up the payment. This will be outlined in the studentship advert from the research organisation.

We normally pay the support for tuition fees directly to your research organisation.

The levels given here are for the academic year 2024 to 2025. UKRI’s approach to doctoral stipend and fee levels will be reviewed through the  new deal for postgraduate research .

Additional support for your doctoral studies

As a UKRI-funded doctoral student, you may be able to access additional funding to cover the cost of other related training and development opportunities.

This could include:

• conference attendance
• language training
• overseas research visits
• internships or placements with a non-academic partner

The availability of support will depend on the research organisation and the training grants they have on offer. You should contact the research organisation you are interested in applying to, to find out what you could get.

Extra support if you have a disability

If you have a disability, you may be entitled to a Disabled Students’ Allowance (DSA) on top of your studentship.

You should speak to your research organisation’s disability advisor to assess your needs. They can help put the right support in place, including a DSA application if necessary. You cannot claim DSA directly from UKRI.

DSA helps to cover the cost of any additional support that a person studying for a doctorate might need as a result of a disability, mental health problem or specific learning difficulty.

The allowance covers:

• non-medical personal assistance
• specialist equipment
• extra travel costs
• general expenses

Find out more about DSA in our framework .

If you are a research organisation you can download claim forms and guidance for DSA .

Who can apply

Any prospective doctoral student wishing to study at a UK research organisation, including prospective international students, can apply for a UKRI studentship.

All UKRI-funded doctoral students will be eligible for the full award, both the stipend to support living costs, and home-level fees at the UK research organisation rate.

How to find opportunities

Many UK research organisations offer some form of studentship funding from UKRI. These opportunities will depend on the subject you want to study and will normally be advertised by the research organisations.

Research organisations may have additional opportunities that do not involve UKRI. UKRI supports around 20% of all UK-based postgraduate researchers. You should speak to the research organisation you are interested in to find out what studentships are available.

You could also consider using a specialist website like   FindaPhD  to look for opportunities.

When to apply

Research organisations set their own deadlines for applications.

Many open for applications early in the academic year and close in January or February. This is not a hard and fast rule. It is important that you check the deadlines for the research organisation where you want to study.

How to apply

You cannot apply to UKRI for a studentship. You must contact the research organisation you are interested in studying with and use their application process.

For doctoral students who are already studying with a studentship, there are opportunities to get additional funding to support placements that are separate from your doctorate.  Find training and development opportunities .

Last updated: 14 February 2024

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

Apply for funding

You can check to see if we are open to applications here, as well as find detailed guidance on how to do so and other information such as success rates from previously advertised schemes in our FAQs. Our calls for applications are organised around focused themes so please do check our latest detailed call guidance.

We know that there’s a huge amount to do, so we need to prioritise.  We will be focusing on some key themes for support for our current plan period (2020-2025) and will be making periodic detailed calls for proposals focused on one or more of these themes. We hope that this will provide greater clarity for applicants and improve our ability to apply sufficient resources to make practical impact.  The call information will detail the available funding mechanisms (e.g. project grants, studentships, fellowships).

You can also check the DMT Academy Jobs and Studentships Board for studentship, fellowship and other research vacancies offered by our award-holders and the UK Ageing Research Funders’ Forum (UKARFF) news page for announcements about ageing-related research funding opportunities from other funders.

Open calls and deadlines

We publish our invitations to apply for funding here. Please do check our invitations and deadlines carefully. You can find the answers to frequently asked questions below. Please note that we also leave details of calls where the deadline for application has passed here so that you can check the timetable for decision and award.

DMT Proleptic Post-doctoral Fellowship Scheme

If your browser doesn’t open the dropdown boxes below, you can view the detailed call guidelines here .

Before being eligible to nominate a candidate, Heads of Department/Centre or Institute Directors must contact the Trust’s Grants Team to arrange an informal conversation to discuss the Fellowship opportunity.

As part of our 2020-25 strategic framework , we are committed to providing targeted support both to institutions which have demonstrated a long-term commitment to ageing-related research, but also to early career researchers, to ensure we continue to build and maintain research capacity in this important area. We are also signatories of the Concordat to Support the Career Development of Researchers , and following publication of our Concordat action plan , piloted a scheme of Proleptic Fellowships for post-doctoral researchers in a small group of institutions which had previously been recipients of our Multiple PhD Studentship awards . Following the success of the pilot in 2022/23 , we are delighted to be opening the scheme up to all eligible research institutions nationally.

The focus of the proposed research must address one or more of the following priority research themes outlined in our 2020-25 strategic framework :

• improve our understanding of the underlying mechanisms of ageing and age-related disease;
• target the social determinants of healthy life expectancy;
• in developing and delivering suitable living environments;
• addressing the issues of age-related vision, hearing and oral health;
• have the potential to prevent, delay or reduce future health and social care requirements, in particular, improve the ability to maintain functional independence for older adults.

Please note that research with a specific focus on cancer will not be eligible for funding.

All proposals, regardless of topic, should be aligned with the Trust’s key principles for research as detailed on page nine of our 2020-25 strategic framework . In particular:

• Patient, carer and/or public involvement (PPI) should be considered in all aspects of the proposed study and its development.
• Equity, diversity and inclusion (EDI) should be considered in all aspects of the proposed study and its development.
• A commitment to capacity-building and researcher career-development in ageing-related research during and beyond the lifetime of the proposed Fellowship – in line with our action plan in support of the Concordat to Support the Career Development of Researchers – should be demonstrated, with practical examples.
• Where appropriate, proposals should demonstrate a multidisciplinary approach to the proposed research.

This scheme is for post-doctoral researchers with three to ten years’ post-doctoral research experience, who are currently without a permanent position, but have demonstrated excellence and a capacity for independent work and are considered future leaders in ageing-related research. When considering research experience and eligibility, we will take into account any career breaks, parental leave and/or the impacts of COVID-19.

Please note that only one candidate per Department/Centre/Institute may be nominated to apply. Heads of Department/Centre or Institute Directors must contact the Trust’s Grants Team to arrange an informal conversation before nominating a candidate.

Funding has been made available to support at least two awards (of three to five years in duration full-time, and up to six to ten years part-time) on a co-funded basis with the respective host institution(s) .

It is expected that funding from the Trust will taper over time so that, by the end of the Fellowship, host Departments/Centres/Institutes are fully funding the Fellow and have committed to providing them with a permanent academic position [1] , subject to satisfactory performance.

[1] For example, for a three-year Fellowship: Year 1: Trust funds 100%, Year 2: Trust funds 67%, Year 3: Trust funds 33%, Year 4: Institution funds 100%. For a five-year Fellowship: Year 1: Trust funds 100%, Year 2: Trust funds 80%, Year 3: Trust Funds 60%, Year 4: Trust funds 40%, Year 5: Trust funds 20%, Year 6: Institution funds 100%. It is expected that the tapering will apply to the Fellow’s gross salary, and that the Departments/Centres/Institutes will also contribute to other aspects of the budget, such as running expenses, equipment and other costs.

• Deadline for Heads of Department/Centre or Institute Directors to nominate a candidate – Friday 31 st May 2024 (5pm)
• Eligible candidates invited to online application stage – w/c 3 rd June 2024
• Deadline for submission of online applications – Friday 2 nd August 2024 (5pm)
• Peer review and Panel review/shortlisting of applications – August – December 2024
• Candidates notified of the outcome of their application and, if shortlisted, invitation to attend an interview – w/c 6 th January 2025
• Interviews held by our Panel – w/c 20 th January 2025
• Ratification of the Panel’s recommendation as to which applicants should be funded – 4 th February 2025
• Shortlisted applicants notified of the outcome of their interview – Mid-March 2025
• Read the call guidelines
• Download the  PDF template application form  (please note that this is provided for planning purposes only – only applications submitted through our online Grants Management Portal will be accepted)
• Read our  Terms and Conditions for Research Grants
• Read our  Open Access Policy
• Read our  Funder Action Plan  for the Concordat to Support the Career Development of Researchers
• For guidance on navigating and using our Grants Management Portal, please see our  “how to” guide

We will continue to advertise the call through our Twitter / X account and to our mailing list subscribers. To subscribe to receive news and updates from us, please add your details to the ‘Join our community’ section of our “ Contact us ” page.

Prospective applicants are asked to read our Funding FAQs and eligibility Q&A on our website . Our Terms and Conditions for Research Grants will also apply.

If you have any queries relating to the call, please email [email protected]   and our Grants Team will be able to assist you.

Once you have read our eligibility Q&A, the call guidelines and our Funding FAQs, you can start your application on our Grants Management Portal .

DMT Early Career Post-doctoral Fellowship Pilot Scheme

Once you’ve read the call guidelines and checked you are eligible for funding, you can start your application on our Grants Management Portal .

As part of our 2020-25 strategic framework , we are committed to providing targeted support both to institutions which have demonstrated a long-term commitment to ageing-related research, but also to early career researchers, to ensure we continue to build and maintain research capacity in this important area. We are also signatories of the Concordat to Support the Career Development of Researchers , and have updated our Concordat action plan, in which we commit to regularly reviewing our existing Fellowship opportunities. With this in mind, and in consultation with our Research Grants Committee , it was agreed that supporting ageing-related researchers through the early post-doctoral career stage would build on our existing commitments to capacity-building within the UK.

This scheme is for early career post-doctoral researchers who have up to three years’ post-doctoral research experience and have demonstrated excellence and a capacity for independent research. When considering research experience and eligibility, we will take into account any career breaks, parental leave and/or the impacts of COVID-19.

Any Fellowships awarded must be based at the following Departments/Centres, which have already demonstrated an organisational strategic commitment to ageing-related research and the career development of early career researchers through our 2020 and 2022 Multiple PhD Studentship schemes .

Funding has been made available to support at least three awards of up to £300k, with a maximum duration of three years full-time (and up to six years part-time).

• Call open to applications – Monday 4th March 2024
• Deadline for submission of applications – 29th April 2024 (5pm)
• Peer and Panel review/shortlisting – May-September 2024
• Interviews for shortlisted candidates 19th September 2024
• Ratification of the Panel’s funding recommendation at DMT Research Grants Committee meeting – 8th October 2024
• Shortlisted candidates notified of the outcome of their application – Mid-November 2024

Joint RNID / DMT Early-career Post-doctoral Fellowship

This scheme is managed by RNID – you can find full details, including how to apply, on the RNID website .

Applications with a focus on understanding the mechanisms of age-related hearing conditions, or how ageing affects the auditory system, are especially encouraged, and will be considered for joint funding.

Projects should bring tangible benefits closer for people who are deaf, have tinnitus or hearing loss.

The fellowship supports salary and project costs for 2 years, up to a total of £150,000.

Joint Zinc/DMT Innovation Fellowships in Healthy Ageing

This scheme is managed by Zinc – you can find full details, including how to apply, on the Zinc application portal .

Zinc and the Dunhill Medical Trust are delighted to launch this call for applications to our 2024-2025 Innovation Fellowships in Healthy Ageing. This is a 6-9 month programme, starting in September 2024. 

Successful applicants will have the opportunity to immerse themselves in the world of commercial innovation, supporting the development of tech-enabled products and services that contribute to healthy ageing. Researchers will also have the opportunity to engage in training, support and mentoring to help them translate their skills, explore new career opportunities, and connect with other talented researchers.

Note:  These Fellowships are open to researchers of any career stage who have submitted their PhD thesis before the start date.

Joint British Geriatrics Society / DMT Doctoral Training Fellowship

The Dunhill Medical Trust (DMT) has again partnered with the  British Geriatrics Society  (BGS) to co-fund one Doctoral Training Fellowship to support front-line health professionals with an interest in developing a career in ageing-related research.

The focus of your proposed research must be aligned to understanding and treating age-related diseases and frailty, and/or improving the health and social care of older people, with an emphasis on projects that address one or more of the priority research themes highlighted on page 15 of the DMT’s 2020-25 strategic framework . We are particularly interested in research with the potential to improve the health and social care of older people within 5 years of the end of the grant.

Please note that projects with a specific focus on cancer will not be eligible for funding.

The Fellowship is intended to be flexible and may be undertaken on either a full-time or part-time basis. Full-time Fellowships will be awarded for a maximum period of 3 years, whereas part-time Fellowships can be awarded for a maximum of 6 years.

The scheme is open to all front-line healthcare professionals working with older people – including allied health professionals, doctors and nurses – who meet the requirements for a programme of PhD study at a UK-based university.

The successful candidate will need to become a member of the BGS – if not already a member – for the duration of the Fellowship as a condition of award * . We encourage all those working in the field of older people’s care and ageing-related research to consider joining the BGS.

* For membership queries please contact the British Geriatrics Society via [email protected]

Applicants can apply for up to £300,000. We welcome applications that can be part funded by the host institution either financially * or in-kind through the provision of services, facilities and/or tuition fee waiver. Broadly, the award will be expected to cover:

• an individual’s salary (at the appropriate grade on the relevant pay scale), plus on-costs
• tuition fees for a PhD
• an additional amount to cover consumables, training, travel costs to present their work etc.

Full details on eligible costs are included in the call guidelines . You may also find it helpful to read the “What costs will you cover?” section of our general Funding FAQs .

* This may be internal university funds or funding from industry or other trusts, foundations or charities etc.

• Call open to applications – 20th December 2023
• Deadline for submission of applications – 15th March 2024 (5pm)
• Peer and Panel review / shortlisting – April-September 2024
• Interviews for shortlisted candidates – 30th September 2024

The Fellowship is likely to be formally announced at either the BGS Autumn 2024 or Spring 2025 Meeting, dependent on any award conditions that need to be met prior.

We typically expect the Fellowship to start within 12 months of the Grant Offer Letter being sent. However, please note that the Fellowship will not be able to commence until any conditions stated in the Grant Offer Letter have been met.

• Download the PDF template application form (please note that this is provided for planning purposes only – only applications submitted through our online Grants Management Portal will be accepted)
• Read our Terms and Conditions for Research Grants
• Read our Open Access Policy
• Read our Funder Action Plan for the Concordat to Support the Career Development of Researchers
• For guidance on navigating and using our Grants Management Portal, please see our “how to” guide

We were delighted to formally announce the call at the 2023 BGS Autumn Meeting , as part of a wider talk about how the Dunhill Medical Trust is building capacity in clinical research.

The talk provided a run-through of the call and application process, as well as addressing a number of “funding myths” and tips for developing a strong application.

The recording of the talk is available to view on YouTube , and we’d encourage those thinking of applying to take a look.

Prospective applicants will be asked to read our Funding FAQs and complete the general eligibility quiz on our website . Our Terms and Conditions for Research Grants will also apply.

Once you have completed the general eligibility quiz, read the call guidelines and our Funding FAQs, you can start your application on our Grants Management Portal .

You can also find funded post-doctoral and PhD studentship opportunities offered by DMT Academy members on our DMT Academy Jobs Board .

For other ageing-related funding opportunities from UK Ageing Research Funders’ Forum members, go to the UKARFF news page .

If you’ve read the call details, checked the deadlines and completed the eligibility Q&A, you’re ready to apply. We use an online Grants Management System. Where the scheme is co-funded, though, do please check whether our funding partner is taking the lead on the applications process. If that is the case, you will need to apply via their system so do check the call details carefully.

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Check our deadlines.

View full details in the “open calls and deadlines” section on this page (above). Just click on the dropdown box for the call in which you are interested.

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Eligibility q&a.

Please answer the questions in the eligibility quiz before starting your application. You will be asked to confirm formally that you have done so within the electronic application system. If you need any advice or are unsure how to respond to any of these questions, please do contact us .

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Provide an orcid id.

This step does not apply to community grant applicants.

In common with many other funders, we require all lead applicants for Research Project Grants to provide an ORCID iD when completing an application form in our Grants Management Portal .

If you don’t have an ORCID iD, you can register for one . Through ORCID,  researchers can allow funders, publishers and research organisations to access the information in their ORCID profile during grant and manuscript submission. Currently, we use your ORCID profile to auto-populate the following questions on the application form:

• Degrees and professional qualifications.  In ORCID this is called “Education”.
• Postgraduate career (please provide details of your last 3 positions, starting with the most recent).  In ORCID this is called “Employment”.
• Current/most recent externally funded grants you have held as the lead applicant. In ORCID, this is called “Funding”.
• Peer-reviewed publications (please list your (relevant) publications from the last 10 years).  In ORCID, this is called “Works”.

There is no option to input these mandatory pieces of data directly into our application form so it is essential that your ORCID profile is up to date to enable the application form to be auto-populated.

ORCID has published a range of help including a suite of videos to help you with common issues such as changing your password, editing your personal details and updating your publication list.

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Apply online.

We operate an online application system. The software we have chosen for this is Flexigrant® from Fluent Technology. If you are an academic or clinical researcher, you may be familiar with the system, which is also used by a number of other funders.

If you wish to apply for a grant, you will first need to create an account in the system.

Master of Science in Global Health

The path to realizing your global vision

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The Duke Master of Science in Global Health (MS-GH) is offered jointly by the Graduate School and the Duke Global Health Institute, an interdisciplinary unit that leverages outstanding faculty from across Duke to take on the most complex health challenges facing the world today.

Our unique approach to global health offers:

• A small cohort of diverse students from around the world
• Individual attention from dedicated faculty and staff through small classes and one-on-one mentoring
• A strong culture of innovation and collaboration
• Duke’s commitment to knowledge in service of society
• Exceptional student services and resources
• A beautiful campus in a thriving city

As a student in the MS-GH, you will learn:

• How to identify and assess current and emerging global health challenges
• The influence of environmental, economic, social and political factors on health
• Culturally and ethically informed research methods and technologies that can aid health interventions
• The role of health policy and systems at local, national and international levels

The MS-GH program now carries the official STEM designation, giving international students whose jobs meet certain requirements 2 additional years to work in the United States.

The Duke Difference

Why there's no better place to study global health

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Looking to study global health in Asia? Check out our affiliated MS program offered by Duke Kunshan University in Kunshan, Jiangsu Province, China. 

Program Features

Flexible, interdisciplinary coursework.

MS-GH coursework is guided by the principle that complex global health challenges require a multidisciplinary, multisector approach that leverages diverse perspectives. Our faculty include experts in medicine, engineering, the environment, public policy, law, business, social sciences and the humanities.

Through a tailored, flexible curriculum, you will examine the larger context of global health. The 38-credit curriculum, requiring at least three full-time terms of study, focuses on:

• An understanding of key global health concepts and challenges
• A solid foundation in core methodologies used in global health research
• Ethics training and considerations applicable across cultures
• Core concepts to help students evaluate and understand health systems

See a list of courses

Accelerated MS-GH Program: For select Duke undergraduates interested in global health, we also offer an Accelerated MS program that allows you to earn both a bachelor’s and a master’s degree in five years. Read more on the Undergraduate Programs page. 

Guidance from Caring Experts

Our global health faculty are innovative thinkers and problem solvers. But most of all, they are invested in your learning and professional development. You’ll receive one-on-one mentoring from a faculty advisor, as well as opportunities to learn alongside experts from a range of disciplines.

Meet Our Faculty

Research News

DGHI Professor Wendy O’Meara Wins Tropical Medicine Award

Education News

Pointing the Way, Even When You’re Thousands of Miles Away

The Secret to Liz Turner's Captivating Biostats Course

Browse the faculty directory

Experience in the Field

Hands-on learning is a hallmark of our global health education. In the MS-GH program, you’ll work closely with a faculty mentor to develop an original research project that includes at least 10 weeks of field experience. Field research typically occurs between the first and second years of the program.

MS-GH students have done fieldwork in more than 30 countries. Your field experience will be fully funded, including travel and research expenses. We’ll also help you prepare, with workshops on ethical engagement and respect for local cultures and practices.

Fieldwork Basics

The nuts and bolts of DGHI field experiences

Where We Work

See the global locations where we have longstanding partnerships

Project Examples

Learn what current M.S. students are working on

DGHI students talk about their field...

Careers with Impact

By the end of our two-year program, you will have a unique combination of skills, knowledge and hands-on experience necessary to make an impact in improving the health and well-being of people around the world.  In addition to coursework, mentorship and field research, you will interact with visiting global health professionals and receive career advising, skills-based workshops and professional development support.

Our alumni have become researchers and leaders in NGOs, academia and private industry. Many pursue further education at top-rated institutions while others forge successful careers in healthcare. Among our graudates who have pursued careers,  82%  are working in global health. 

Meet Our Alumni

Pathways to Change

Our graduates share how the MS-GH program gave them the practical skills – and the inspiration – to pursue their goals.

Where can an MS-GH take your career?

Program Requirements

35 credits of academic coursework

Core courses (required)

• GLHLTH 701 – Global Health Challenges ( Fall ), 3 credits
• GLHLTH 702 – Global Health Research: Design and Practice ( Fall ), 3 credits
• GLHLTH 705 – Biostatistics and Epidemiology for Global Health I ( Fall ), 4 credits
• GLHLTH 700 – Global Health Field Research: Planning and Skill Development ( Spring ), 1 credit
• GLHLTH 707 – Biostatistics and Epidemiology for Global Health II ( Spring ), 4 credits
• GLHLTH 740 – Global Health Ethics in Research, Policy & Practice ( Spring ), 2 credits
• GLHLTH 750 – Health Systems in Low and Middle Income Countries ( Spring ), 3 credits

Electives (five courses, including two focused on research methods)

4 credits of research, 10-week field-based project, academic thesis, costs and financial aid.

DGHI provides financial support to 100% of students enrolled in the MS-GH through:

• Merit-based scholarships, awarded on the basis of your program application
• Paid graduate teaching and research assistant positions
• Guaranteed funding for field research
• Guaranteed funding for professional development
• A tuition-free fourth semester for regularly-enrolled students in good academic standing

Annual tuition and fee rates  are established by the Duke Graduate School.

If you would like to explore U.S. federal financial aid/student loan options, the Duke Graduate School Financial Aid Office can assist. 

Scholarships and Fellowships

We award merit-based scholarships ranging from 10-75% of program tuition. International and US students are eligible for these departmental awards, and you are automatically considered for scholarships based on your Graduate School application – no additional application materials are required.

Duke University Peace Corps Coverdell Fellowship in Global Health

DGHI partners with the Peace Corps to offer targeted scholarships to returned Peace Corps volunteers (RPCVs). Through the Paul D. Coverdell Fellowship, eligible RPCVs enrolled in the MS-GH receive a 50% tuition scholarship, as well as funding to pursue field-based research and professional development activities. As part of the Coverdell fellowship, you will undertake a research or service project of value to underserved populations in the United States. 

If you are eligible for and interested in this opportunity, please notify your DGHI coordinator when submitting your application. 

Foreign Language and Area Studies (FLAS) Fellowship

Funded by the US Department of Education, the Duke Center for Latin American and Caribbean Studies offers a competitive Foreign Language and Area Studies (FLAS) fellowship. These fellowships require language and area studies coursework in addition to global health requirements and are an excellent way to increase your preparedness to undertake a career in global health in that region of the world.

Application deadlines typically fall in January/February. If you are interested in applying, notify your DGHI coordinator before submitting your application.

Take the Next Step

Sign up for email updates about our program and application deadlines, ready to apply.

The application cycle for  Fall 2024 admission is now closed.  If you are interested in the program, please contact our admissions coordinator, Amanda Frederick , directly.

When applications open for next cycle, here’s what you’ll need to complete your application:

• Statement of purpose
• Three academic letters of recommendation
• Transcript(s) from each post-secondary institution attended
• Evidence of preparation in quantitative methods, research, and/or academic writing
• Official TOEFL, IELTS, or DuoLingo scores (international applicants only)
• Official GRE or MCAT scores are optional for the Fall 2024 admissions cycle

Application Fee Waiver 

** All departmental application fee waivers have been awarded for the 2024 admissions cycle.**

DGHI offers a fee waiver option to support prospective students who may be experiencing economic stresses. To be eligible to request an application fee waiver, you must be a citizen from an LMIC, be in good academic standing and demonstrate high financial need. Fee waiver applications are reviewed on a rolling basis, so prospective applicants are encouraged to apply early.

Questions? Contact:

Lysa MacKeen

Senior Associate Director for Experiential Learning and Graduate Admissions

Amanda Frederick

Senior Graduate Admissions Coordinator

• Open access
• Published: 11 May 2024

Social accountability in a medical school: is it sufficient? A regional medical school curriculum and approaches to equip graduates for rural and remote medical services

• Farah Noya   ORCID: orcid.org/0000-0002-0103-0012 1 ,
• Sandra Carr   ORCID: orcid.org/0000-0003-0043-4362 2 &
• Sandra Thompson   ORCID: orcid.org/0000-0003-0327-7155 3  

BMC Medical Education volume  24 , Article number:  526 ( 2024 ) Cite this article

Metrics details

Social accountability is increasingly integral to medical education, aligning health systems with community needs. Universitas Pattimura’s Faculty of Medicine (FMUP) enhances this through a curriculum that prepares graduates for rural and remote (RR) medical practice, exceeding national standards. The impact of this curriculum on graduate readiness in actual work settings remains unassessed.

This study was conducted to capture the perspectives of FMUP medical graduates in a rural-centric curriculum, focusing on the teaching and learning opportunities afforded to them during their medical education. These insights are crucial for evaluating the accountability of regional medical schools in delivering quality service, particularly in underserved areas.

Semistructured interviews were conducted with nine FMUP graduates employed in the RR areas of Maluku Province. A qualitative analysis was employed to examine graduates’ views on the curriculum concerning medical school accountability.

The FMUP curriculum, informed by social accountability principles, partially prepares graduates to work under Maluku’s RR conditions. However, it was reported by participants that their skills and preparedness often fall short in the face of substandard working environments.

Conclusions

The FMUP curriculum supports the government’s aim to develop an RR medical workforce. However, the curriculum’s social accountability and rural emphasis fall short of addressing community health needs amid inadequate practice conditions. Political investment in standardizing medical facilities and equipment is essential for enhancing graduates’ effectiveness and health outcomes in RR communities.

Peer Review reports

Disparities in healthcare access in rural and remote (RR) regions are intensified by a global shortage in health personnel and uneven workforce distribution [ 1 , 2 , 3 ]. The World Health Organization (WHO) has directed medical schools to address these societal and health system inequities by aligning their educational, research, and service activities with priority health concerns [ 4 ]. Social accountability (SA) in medical education has been pivotal in harmonizing health systems with community needs [ 5 ], influencing the calibre and quantity of medical human resources to enhance RR community health [ 6 , 7 ].

Internationally, medical schools have embraced the responsibility of empowering graduates to address RR challenges and to foster a preference for rural practices. The Northern Ontario School of Medicine (NOSM) in Canada, established in 2005, stands as a paragon of SA, with community engagement at its core, benefiting both students and local populations [ 8 , 9 , 10 ]. In Asia, the Philippines’ medical schools have integrated SA into their curricula, yielding benefits for students and communities alike [ 11 , 12 , 13 ]. Thailand’s government has launched a national initiative to increase the rural medical workforce, focusing on both quality and quantity [ 14 , 15 , 16 ]. SA has also been embedded into the national education accreditation frameworks in Canada, Turkey, and Latin America [ 17 , 18 , 19 ], setting a precedent for medical schools to tailor their curricula toward enhancing population health.

In Indonesia, the Faculty of Medicine at Universitas Gajah Mada (UGM) has effectively incorporated SA into its curriculum [ 20 ], with community-based medical education (CBME) as a fundamental element [ 21 ]. However, there is a dearth of published evaluations on their SA initiatives. Universitas Hasanuddin (UNHAS) in Makassar has launched programs targeting early life stages to combat malnutrition and promote child growth [ 22 , 23 ]. Universitas Nusa Cendana (UNDANA) in Kupang has adopted rural retention strategies through its curriculum [ 24 ], while Universitas Brawijaya (UB) in Malang has showcased SA through social entrepreneurship, engaging students in innovative problem solving [ 25 ]. Most Indonesian medical schools have progressed toward SA by implementing CBME or rural-focused education [ 21 , 26 , 27 ]. Despite these strides, a national curriculum standard for SA is lacking, and few studies have been published on the SA efforts of Indonesian medical schools.

Established in 2008, the Faculty of Medicine at Universitas Pattimura (FMUP) in Maluku Province, Indonesia, was conceived with the mission of developing a medical workforce adept at rural and remote (RR) healthcare delivery [ 28 ]. Operating with a foundational philosophy of social accountability (SA), FMUP has oriented its educational, research, and service activities toward addressing societal health needs and fostering health improvements in RR conditions [ 28 ]. However, the extent to which the FMUP curriculum has influenced community health outcomes remains unmeasured.

The Network Toward Unity for Health (TUFH) endorses the use of tools such as the Indicators for Social Accountability Tool in Health Profession Education (ISAT) [ 29 , 30 ] to gauge a medical school’s curriculum impact on community needs. Additionally, Boelen’s Contextualization Population and Usability (CPU) framework is employed to assess the impact of SA, particularly under the ‘Usability’ parameter [ 31 ]. This study focuses on the ‘Impact’ indicator, aligning with the CPU framework’s usability indicator and the ISAT’s school outcomes and societal impact metrics. The evaluation of FMUP graduates and their contributions is framed within the Kirkpatrick model, specifically Level 3, which examines graduates’ skills, attitudes, and practices in actual work settings [ 32 ].

This research seeks to understand FMUP medical graduates’ perspectives on the rural-focused curriculum and the accountability measures provided during their education. Alumni, now independently serving in RR settings, offer lived experiences that shed light on effective practices, areas needing enhancement, and actionable recommendations—key elements of this evaluative study. The insights gleaned will be invaluable for regional medical schools striving to deliver quality healthcare services, particularly in areas where standards are yet to meet expectations. Such findings will contribute to ongoing efforts to uphold and amplify the impact of SA within medical education.

Aim, design and setting of the study

This study sought to understand the perspectives of medical graduates from the FMUP on the rural-focused curriculum and the accountability measures provided during their education. A qualitative evaluation approach utilizing semistructured interviews was employed in a postgraduate medical practice setting to assess the impact of the rural-focused curriculum of the FMUP.

Curriculum implementation showcasing social accountability

Macro curriculum.

The FMUP’s vision is to prepare graduates for rural and remote (RR) archipelagic conditions in Maluku Province [ 33 ]. The strategies align with WHO educational recommendations, including admitting students with rural backgrounds, rural immersion, and a rurally focused curriculum [ 4 ].

Admissions involve a memorandum of understanding with district governments for financial support per student. The FMUP supports the Ministry of Health’s affirmation scholarship program, which awards full scholarships to medical students committed to rural service [ 28 ].

For rural immersion, FMUP partners with district health offices and community health centers (Puskesmas) were included. Collaborations extend to ‘Fostered Villages’ near the university, where students engage in community service and research, living and studying within these communities [ 28 ].

The FMUP mandates a compulsory service period, requiring alumni to serve at least one year in RR districts, facilitated through collaboration with the Provincial Health Office [ 28 ].

Micro curriculum

The curriculum incorporates archipelagic/rural-focused problem-based learning from the first to the fourth preclinical years, with scenarios reflecting clinical cases from Maluku’s RR areas. In years 1, 3, and 4, special local content modules aimed to equip students with the knowledge and skills to address challenges specific to Maluku’s islands and rural areas [ 28 , 34 ].

Community placements, coordinated through the public health and community medicine program, include visits to Puskesmas for observation and surveys. Integrated community service spans eight weeks across provincial islands. Clinical stage placements occur in partner Puskesmas on Seram Island, with rotations to local coastal guard and search and rescue (SAR) units for disaster management training, a vital skill for RR practice in Maluku [ 28 , 34 ].

Study population and sampling

The study targeted graduates of the FMUP who were practising in Maluku Province. Recruitment combined convenience [ 35 ], snowballing [ 36 ], and purposive [ 35 ] sampling strategies to encompass a representative group of participants. These methods were chosen based on the accessibility and availability of the alumni, many of whom were serving in rural districts with varying distances and transportation options from the provincial capital where the study was conducted. The initial respondents were alumni on duty in the provincial capital during the interviewer’s (FN) presence at the study location. Subsequent participants were identified through referrals from initial respondents, with their schedules in Ambon city confirmed during the data collection period. This approach enabled the recruitment of ten junior physicians, FMUP alumni, from various districts across Maluku Province, with less than five years of work experience in RR areas at district hospitals or Puskesmas in subdistricts.

Instruments

The Kirkpatrick Evaluation Model [ 32 ] served as the evaluation framework, assessing the education program’s effectiveness across four levels:

Graduates’ reactions to their training experience.

Learning outcomes, including knowledge, skills, and attitudes gained.

Behavioral changes and improvements in the workplace.

The ultimate impact of the training on practice.

Interview questions were crafted to evaluate the graduates’ behaviors in their workplace and reflect on the FMUP curriculum’s relevance to rural and remote conditions (Level 3 of the Kirkpatrick model) [ 32 ]. The following questions were asked:

To what extent has the FMUP curriculum prepared you for working in Maluku’s RR conditions?

What are the curriculum’s strengths in equipping you for RR practice?

What are the weaknesses of the curriculum?

What improvements could be made to the curriculum?

How could FMUP better prepare its graduates for RR conditions in Maluku?

Data collection

The data were collected from January-February 2020 through audio-recorded and transcribed interviews. After the interviews, the interviewer (FN) collaborated with the respondents to clarify and interpret the responses, particularly when the information deviated from the central topic.

Data analysis

Abductive coding was employed, merging a deductive framework from the literature review with open coding to incorporate fresh insights from respondents [ 37 , 38 ]. Themes were determined collaboratively by the research team, with FN leading the coding and quote selection for each subtheme. SC and ST reviewed the translated transcripts for coding accuracy and thematic relevance, ensuring grammatical precision. No coding discrepancies were reported, and data immersion facilitated the thorough exploration of themes.

Trustworthiness

The informants were guaranteed anonymity and the confidentiality of their contributions. They were permitted to discuss sensitive topics without audio recording. Verbatim transcriptions were initially conducted in Indonesia and subsequently translated into English. The data extraction, coding, and interpretation processes strictly followed the predefined themes of the analytical framework.

To ensure data trustworthiness, a rigorous method of immersion involving multiple readings and meticulous coding was employed [ 38 ]. Recognizing the potential for bias, the first author, who is affiliated with the medical school under study, took measures to mitigate any influence of personal perspectives on data interpretation and reporting. Validation and cross-verification were conducted by coresearchers (SC, ST), facilitated by translations from an independent, professional translator. This collaborative approach ensured methodological consistency across interview questions, data interpretations, and emergent themes [ 39 ]. The respondents were also debriefed on the analytical findings to confirm their concurrence with the results.

Overview of the respondents

Nine (90%) alumni of the FMUP agreed to participate in individual interviews. These respondents represented a broad spectrum of experience across eight of the eleven districts within Maluku Province. At the time of data collection, their tenure in Maluku ranged up to five years. The majority were female ( n  = 8, 89%), and their employment status varied between permanent and temporary positions, predominantly in the province’s remote areas. Only one participant had a rural upbringing, having been raised in a rural and remote (RR) area. To ensure confidentiality, each respondent was assigned an alphanumeric pseudonym reflecting their contribution method (I = Interview), as detailed in Table  1 .

Evaluation of the curriculum

Impact of curriculum on graduate preparedness.

Throughout the interviews, alumni of the FMUP consistently affirmed that the curriculum had equipped them for service in the rural and remote (RR) areas of Maluku. The majority of participants reflected on how their medical education, through various lessons and workshops, endowed them with the standard competencies outlined by the Medical Council. Beyond clinical skills, the curriculum was praised for instilling life and soft skills essential for navigating the challenges of working in suboptimal conditions. Commonly cited difficulties included inadequate medical facilities and equipment, subpar patient transportation, adverse weather, challenging access to health facilities, and serving communities with limited health knowledge and practices. Despite the overall positive feedback, some alumni felt that the training at FMUP fell short of fully preparing them for the realities of their workplace conditions. Nonetheless, most participants were able to identify and utilize specific qualities fostered by their education to overcome the obstacles they faced.

The interviews highlighted the curriculum’s focus on RR areas as a significant confidence booster, particularly in situations characterized by scarce resources. Alumni expressed that the curriculum fostered their readiness for nonideal clinical situations in Maluku’s rural and remote (RR) areas, although they were trained within an ideal medical environment. One graduate shared,

I felt prepared, especially with skills to deal with a situation beyond ideal. I was taught to practice creatively, without adequate facilities and medical equipment. I was confident handling emergency cases in our Puskesmas. (I1)

This sentiment was echoed by others who appreciated the curriculum’s emphasis on independence , which is crucial for areas where support is scarce. The ability to act autonomously was a recurrent theme, with one alum stating,

It’s hard to depend on the unreliable telecommunications in our district. The curriculum allowed us to act independently where no support could be found on site. During the clerkship, we were under the direct supervision of specialists; no resident physician in training meant that we could solve the case independently and report it directly to the specialist. This gets us used to acting independently. (I5)

Graduates also felt that the FMUP curriculum cultivated discipline and prompted responses to emergencies, traits that set them apart from peers from other universities.

In evaluating our performance against graduates from other institutions, it’s evident that we excel in time management and rapid emergency response. Our commitment was such that our phones were never silenced during night shifts, ensuring we were alert and responsive to emergencies, even at 2 am or 3 am, a dedication recognized and appreciated by paramedics and other healthcare professionals. (I2)

However, some graduates noted a gap between the controlled learning environment and the realities of their workplace. This indicates the need for curriculum adjustments to better simulate real-world conditions.

The curriculum, while foundational, did not entirely prepare us for the practicalities of the workplace; there’s a shortfall. Our education was rooted in standard practical skills provided by comprehensive resources on campus and in the hospital environment. We had the advantage of readily available equipment and medications. However, the reality of the workplace is a stark contrast, demanding that we adapt, innovate, and compel ourselves to work with what is at hand. Frequently, I find myself having to improvise and coerce my training to fit the actual conditions of the job. (I3)

Curriculum strengths: relevance and adaptability

The curriculum’s relevance was highlighted as a key strength. Graduates found that the lessons and workshops were pertinent to their daily cases, preparing them with skills and exposure to the Maluku RR environment.

During our preclinical years, we were trained in speedboat navigation, a skill that unexpectedly became practical when I had to pilot our sea ambulance. The curriculum also covered extensive maritime safety, which proved essential given the unpredictability of sea transportation in Maluku. (I2) Our two-month community service program during the preclinical stage placed us 14 km from the district capital, in an area with challenging access. Here, electricity outages could last a week, and telecommunication was unreliable. Currently working in a remote setting, these conditions no longer catch me off guard; the experience during medical school was stressful, but it instilled in us a readiness for even tougher situations. (I8)

The curriculum also encouraged ‘out-of-the-box’ thinking. Life skills and soft skills such as problem solving were crucial for adapting to resource limitations, showcasing the innovative spirit instilled by FMUP.

Our medical instructors equipped us with the ingenuity to practice using the most basic equipment available. For instance, I recall fashioning a nasogastric tube from an IV fluid tube due to its unavailability at our Puskesmas. (I1)

Curriculum weaknesses: gaps in cultural competency and rural training

The FMUP curriculum’s shortfall in cultural communication and awareness was evident, as it did not equip alumni with the necessary cultural sensitivity to navigating the diverse cultures and traditions of Maluku’s RR communities.

Initially, I couldn’t communicate with the community without a translator. Now, I’m still learning medical terms in their language. Understanding local health-related terms should be a part of our medical education (I2)

The lack of familiarity with local customs was also a concern.

There are many traditions and local rules that we don’t understand. It’s crucial for us to be knowledgeable, or at least aware, to avoid being perceived as disrespectful or ignorant (I1)

The disparity between training and practice environments was another piece of evidence. The training locations provided by FMUP were less remote than the actual practice settings, which impacted the preparedness of graduates.

The most remote community placement was in Seram Barat, near Ambon. Now, working in a remote district, I see many differences. The faculty’s reluctance to use substandard facilities for training deprived us of the opportunity to recognize and experience the real challenges of RR workplaces. (I3)

There were also challenges in fostering rural commitment, as the curriculum struggled to inspire graduates to commit to rural service.

The vision and mission of FMUP are clear, but motivation is individual. Some peers lacked the drive to work on an island, preferring suburban or urban settings, unaccustomed to the lack of amenities and separation from family. (I1)

This issue was compounded by the urban and privileged backgrounds of some students.

Our batch was prepared and driven to serve rural areas. However, subsequent batches, including children of high-ranking officials accustomed to comfort, require more motivation and exposure to rural realities. (I5)

Alum recommendations to enhance preparedness: cultural awareness and continuing medical education

In addition to more direct exposure to the RR communities/conditions in Maluku, the graduates also proposed FMUP to expose the conditions that existed in the working locations where there was compulsory assignment after graduation.

This will prepare our mentality for the actual conditions in the district, do not cover up. At least, we can imagine how bad the workplace is. (I6)

Furthermore, alumni propose that FMUP should advocate for standardized working conditions by engaging with district governments. They believe that the university should ensure that graduates are effectively allocated to RR areas and that local governments maintain a standard working environment.

Support from the university is crucial. We’re assigned mandatory service, yet the conditions hinder our effectiveness, particularly concerning facilities and incentives. The university should reassess the MOU with the districts to ensure they uphold standards for facilities and remuneration. (I6)

Participants suggested that the FMUP curriculum should include cultural awareness and an appreciation for local wisdom.

Hospital admissions are often avoided due to cultural beliefs equating illness with sin. It’s important to understand such perspectives to educate effectively, one participant explained (I1) An introduction to the local wisdom and medical terminology in Maluku’s dialect is essential, not in-depth but enough to ensure clear communication with patients, another participant added (I2)

Moreover, there is a call for continuous support for alumni. Participants proposed that FMUP organize continuing medical education (CME) to keep remote practitioners updated, which should include peer networking and not require leaving their posts.

We wish for seminars or workshops in our regions, fostering a strong community among FMUP physicians, expressed a participant (I6)

A recent study [ 40 ] revealed a significant correlation between FMUP graduates and their commitment to rural healthcare in Maluku. Notably, physicians who intend to serve in Maluku are predominantly FMUP alumni. A university’s rural-centric curriculum is likely a contributing factor to the increased retention of physicians in these areas. This qualitative assessment of FMUP graduates verified that the curriculum provides them with a solid foundation for rural medical practice.

The impact of the FMUP curriculum is comparable to that of other medical schools with a social orientation focus, such as NOSM in Canada [ 8 ], Ateneo de Zamboanga University School of Medicine (AdZU-SOM) in the Philippines [ 12 ] and James Cook University in Australia [ 41 ]. These institutions aim their curricula at retaining healthcare workers and enhancing the health status of communities. Evidence of their success is documented in both qualitative and quantitative research, highlighting their societal contributions [ 9 , 10 , 11 , 41 ]. The FMUP could enhance its curriculum by incorporating more pronounced social accountability elements and by evaluating its effectiveness through comprehensive studies. Such studies might include tracking the career paths of graduates, examining changes in community health metrics, and assessing the socioeconomic impact of rural clinical placements, research, and service initiatives.

This study underscores the inadequate professional environment prevalent in Indonesian rural and remote (RR) areas, which poses a significant challenge for graduates who are preparing for practice in those areas. The respondents recognized that the inferior quality of equipment and facilities impedes the provision of high-quality health and medical services to RR communities. The Medical Education Law in Indonesia mandates the standardization of graduates through national exit exams, which also permits customization to incorporate local content and potential [ 42 , 43 ]. This requirement has compelled regional medical schools to focus on ensuring a high pass rate for their students in these exams. While it is reassuring that all medical graduates meet a consistent national standard, the quality of healthcare facilities where they practice remains unregulated and varies widely, often falling short of these standards. Particularly in the eastern regions of Indonesia, healthcare facilities in rural and remote areas are substandard and do not facilitate the delivery of high-quality care [ 40 , 44 , 45 ]. The findings of this study advocate for the faculty of FMUP and other medical schools in underserved provinces to initiate strategic advocacy within the Indonesian Medical Education Community. The goal is to promote postgraduate support and to establish accreditation standards that reflect the actual conditions of medical practice. This initiative would ensure that the conditions for practice are adequate and conducive to providing high-quality healthcare.

Upon reflection on alumni feedback, it is evident that the FMUP curriculum, with its emphasis on rural Maluku, falls short in addressing workforce deficits and inadequate professional facilities in these regions. There is a noticeable mismatch between graduates’ skills and their working conditions, and the competencies mandated by the Council do not fully align with the needs of the rural context. To rectify these issues, FMUP must focus on three key areas: ensuring that graduates meet national standards, equipping them to serve effectively in rural settings, and preparing them for practice under less-than-ideal conditions.

Research indicates a connection between governance corruption and the aforementioned challenges. Studies on service delivery in developing countries, particularly in the Asia Pacific lower middle-income countries (LMICs), highlight the critical role of accountability in ensuring effective service delivery, robust governance, and the empowerment of citizens [ 46 ]. In Indonesia, health policies that support or promote social accountability activities are seldom formalized, resulting in minimal impact [ 47 ].

Prihatiningsih [ 5 ] noted that a contributing factor to these challenges is the disjointed coordination and collaboration between the education and health ministries. Medical schools fall under the purview of the Ministry of Higher Education, while the health system is managed by the Ministries of Health. As recommended by graduates, the FMUP could take a different approach by advocating with local governments to improve working conditions. Within the broader network of community-based and socially accountable medical schools in Indonesia, particularly those with a rural and remote (RR) focus, the governance indicators of social accountability [ 31 ] could be expanded and clarified. This would foster a shared understanding and promote collaborative efforts toward social accountability.

Socially accountable medical schools, exemplified by AdZU-SOM in the Philippines and the Chulalongkorn Faculty of Medicine in Thailand, demonstrate that engaging stakeholders at every stage of a physician’s lifecycle is integral to their mission [ 11 , 48 ]. This engagement underscores the feasibility of collective social accountability in rural and remote (RR) lower middle-income countries (LMICs) within the Asia Pacific region. In Indonesia, medical schools such as FMUP, UGM, UNHAS, and UNDANA are pivotal in fostering social accountability and collective social responsibility. These institutions are positioned to advocate for improved working conditions and possess the influence necessary to urge the government to commit to collective social accountability, ensuring high standards of personal support and professional requirements. UGM has paved the way for social accountability (SA) within medical education in Indonesia [ 20 ]. In collaboration with other Indonesian medical faculties, UGM can play an advocative role in compelling the health system’s governing bodies—the Indonesian Ministry of Education, Ministry of Health, and Ministry of State Apparatus Empowerment and Bureaucratic Reform—to take responsibility for the entire physician lifecycle, including production, recruitment, and retention of the workforce.

Furthermore, this study emphasizes the need for medical graduates to be equipped with advocacy skills to influence systemic change. Traditionally, medical doctors are educated to be ‘five-star doctors,’ adept at addressing a spectrum of problems that extend beyond clinical cases through community leadership and management [ 49 ]. These competencies, coupled with advocacy, are essential to ensure that local governments meet the fundamental health needs and quality of care expectations within the RR community. The AdZU-SOM encourages students to master multisectoral collaboration and participatory methods to bolster community healthcare capacity [ 12 ]. Despite political and governance challenges, the FMUP has the opportunity to take a proactive stance, engaging all pertinent stakeholders and leading advocacy efforts through multilevel partnerships while also imparting to students the importance of advocacy and collaboration in challenging circumstances.

The challenges faced by FMUPs in encouraging graduates to serve in rural areas (RRs) stem from a variety of factors, including inadequate facilities, geographic isolation, and students’ nonrural backgrounds. Despite efforts to expose students to rural settings during their medical education, approximately 80% of FMUP’s intake comprises students from nonrural backgrounds [ 40 ]. The limited duration—less than a year—spent in RR areas often results in a significant cultural and mental adjustment for graduates when they begin working. The FMUP curriculum documentation acknowledges that the rural areas encountered during medical training are not as remote as the locations where graduates are ultimately employed. To enhance the FMUP curriculum and boost graduates’ willingness to work in rural settings, this study recommends increasing the intake of students from rural backgrounds, extending and intensifying rural exposure during both the preclinical and clinical phases, and aligning educational sites more closely with actual RR workplaces. Evidence from other socially accountable medical schools supports the efficacy of admitting students with rural backgrounds and extended rural clerkships (lasting 1–2 years) and integrating these approaches into a rural-focused curriculum [ 1 , 8 , 12 , 50 ]. Such measures could help students mentally prepare for RR work environments and mitigate the impact of cultural shock. Moreover, ongoing engagement with the RR community could enhance cultural sensitivity and be further supported by incorporating cultural studies into the curriculum.

Strengths and limitations

This qualitative study provides a comprehensive examination of recent graduates’ perspectives on their readiness for rural medical practice following education at a rurally oriented medical school. Although the participant pool is small, their candid reflections offer valuable insights into their training and subsequent experiences in remote work settings, with notable consistency in the issues identified. While the depth of the interviews yields a profound understanding, the findings may not be broadly representative but may resonate with reported experiences from other RR regions in Indonesia, particularly concerning suboptimal working conditions. Potential author bias in interpreting and analyzing the data is acknowledged; however, this bias were mitigated through cross-verification and validation among researchers.

Our research indicates that regional medical schools with a commitment to social accountability have been instrumental in facilitating the government’s efforts to prepare a medical workforce for rural and remote (RR) areas. Nevertheless, despite the advantages of a curriculum tailored to rural needs and a focus on social accountability, medical graduates have expressed concerns that community health needs remain unmet due to suboptimal conditions for professional practice. These conditions significantly undermine the initiatives aimed at enhancing the RR medical workforce. To truly address the challenges faced in RR areas, concerted political action is necessary to fund and establish standardized medical facilities and equipment. Such improvements would empower medical graduates to more effectively meet the healthcare needs of the RR communities they serve.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request.

Abbreviations

Faculty of Medicine Universitas Pattimura

• Rural and remote

World Health Organization

North Ontario School of Medicine

Ateneo de Zamboanga University School of Medicine

Community-based Medical Education

Universitas Hasanuddin

Universitas Gajah Mada

Universitas Brawijaya

Universitas Nusa Cendana

The Network Toward Unity for Health

Indicators for Social Accountability Tool in Health Professions Education

Contextualization Population and Usability

Social Accountability

Continuing Medical Education

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Funding for the design of the study; the collection, analysis, and interpretation of the data; and the writing of the manuscript was provided by The University of Western Australia School of Allied Health, Division of Health Professions Education. FN was an Australian award scholar supported by the Australian Government. The Australian Awards Scholarship from the Australian Government supported parts of the fieldwork in Maluku, Indonesia. The open-access publication of this manuscript was supported by Faculty of Medicine Universitas Pattimura. ST is employed under funding from the Australian Rural Health Multidisciplinary Training Programme and funding from the Department of Health to develop rural health workforces. The views and opinions expressed in the manuscript are from the authors and do not represent the views of the Australian Government.

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FN led the design and conceptualisation of this work, drafted the protocol, developed the instrument, collected data, and conducted the analysis and data interpretation. SC and ST guided the study’s conceptualisation and design, conducted further analysis and data interpretation, and revised all drafts of this manuscript for important intellectual content and clarity. All authors read and approve the final manuscript and the publishing.

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Approval to conduct this study was provided by the University of Western Australia Human Research Ethics Committee (HREC) with reference number RA/4/20/5065 and by the Research Ethics Committee of Faculty of Medicine Universitas Pattimura, Indonesia, with reference number 008/FK-KOM. Ethics review and approval procedures for ETIK/VIII/2019. Informed consent was obtained from all subjects who participated in this study.

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Noya, F., Carr, S. & Thompson, S. Social accountability in a medical school: is it sufficient? A regional medical school curriculum and approaches to equip graduates for rural and remote medical services. BMC Med Educ 24 , 526 (2024). https://doi.org/10.1186/s12909-024-05522-y

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Received : 18 September 2023

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DOI : https://doi.org/10.1186/s12909-024-05522-y

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