For MD students enrolled prior to Fall 2024, the Icahn School of Medicine at Mount Sinai offers a comprehensive four-year curriculum that combines foundational scientific principles with core patient-care competencies, and extensive hands-on clinical experiences designed to provide students with a robust foundation in medical knowledge, research skills, and patient-centered care. Our curriculum additionally fosters leadership, self-directed learning, and career exploration preparing students to excel in diverse medical environments.

Our Curricular Approach

The four-year MD curriculum nurtures understanding of the core medical sciences and patient care, while also fostering leadership skills and encouraging individual interests. Our ultimate goal is to equip students with the knowledge and skills required for a successful and fulfilling career in medicine.

Our curriculum also includes several curricular cornerstones that further amplify personal and professional growth:

• Built-in FlexTime is protected time for students to pursue self-directed learning, discovery, self-care, and leadership development opportunities. During Flex Time, students may choose to complete competency-based milestones or participate in relevant content sessions focused on themes such as mentorship, feedback, careers in medicine and science, and learning skills.

• InFocus weeks are innovative and immersive courses taught through all four years of the program. Each InFocus week centers on a vital topic for medical practice and biomedical research in the twenty-first century.

• Our regularly scheduled lecture series, “Frontiers in Medicine and Science,” supports the School's bench-to-bedside approach. Each session showcases cutting-edge translational biomedical research and demonstrates the real-world applications of scientific knowledge.

All MD-PhD students are required to complete formal training in Rigor and Reproducibility during their PhD phase to ensure that their research practices meet the highest standards for experimental design, data integrity, and reproducibility.

Format This course follows an interactive format, with a combination of lectures, case studies, and faculty-led discussions. Students engage actively with course material and complete brief assessments after each session. Attendance is mandatory.

Subject Matter Training is organized into three major areas:

• Rigor and Reproducibility at the Bench: Topics include scientific premise, experimental design, use of controls, hypothesis testing, biological vs. technical replicates, and complementary research approaches.

• Human and Animal Experimental Design and Statistical Analysis: Topics include Institutional Animal Care and Use Committee (IACUC) and Institutional Review Board (IRB) standards, power calculations, variables such as sex and genetics, clinical trial design, and proper statistical testing and reporting.

• Digital and Quantitative Data Management: Topics include best practices for data storage and backup, big data challenges, use of public databases, metadata management, digital image integrity, and strategies to promote reproducibility by others.

Faculty Participation The course is team-taught by faculty with expertise in experimental design, biostatistics, clinical research, bioinformatics, and data management. Faculty deliver lectures, lead interactive discussions, and provide insight into best practices across both basic and translational science.

Duration The course spans eight hours total, offered over four weeks during the spring semester. Attendance is mandatory.

Frequency Classes meet twice weekly.

All MD-PhD students must complete a graduate-level biostatistics course to develop a strong foundation in data analysis, experimental design, and statistical interpretation for biomedical research. Students can fulfill this requirement by successfully completing one of the following options:

• MPH0300: Introduction to Biostatistics (3 credits) Covers fundamental concepts of probability, statistical inference, hypothesis testing, and data analysis techniques, with a focus on clinical and population health research.

• BIO6400: Biostatistics for Biomedical Research (3 credits) Designed for students engaged in laboratory-based research, emphasizing statistical methods for biomedical experiments, data modeling, and hypothesis testing.

Please refer to the Medical School Handbook for greater detail on the MD curriculum.

ASCEND includes three major phases: the Pre-Clerkship Phase, the Clerkship Phase, and the Integration and Transitions Phase.

Pre-Clerkship Phase

The Pre-Clerkship Phase of ASCEND supplies students with foundational knowledge in basic sciences through early clinical exposure and collaborative learning sessions. At 17 months, the Pre-Clerkship starts with acclimation and immersion sessions and progresses through a series of foundational blocks that cover core scientific principles. This is followed by organ systems-based modules that leverage a mix of didactics, workshops, and lab activities.A includes ample flexibility, allowing students to explore their own passions.

It culminates with the Periodic Assessment of Knowledge and Skills (PEAKS 1) assessment, as well as preparation for the USMLE Step 1 Licensure Examinations.

Clerkship Phase

The 13-month Clerkship Phase features core clerkships in various medical fields, focusing first on acute and emergent patient care, followed by a phase dedicated to chronic disease management, health maintenance, and preventive health.

Each clerkship offers immersive experiences for our MD students. This includes real-time patient care, diagnostic skills, and inter-professional collaboration. After every six-week rotation, the Clerkship Phase also includes Coaching, Advising, Mentoring, and Preparation (CAMP) weeks that provide periods for reflection, mentorship, and self-care. This approach integrates clinical experience with guidance and wellness, ensuring continuous professional development. Elective opportunities allow students to explore areas of clinical interest further. The Clerkship Phase concludes with assigned PEAKS 2 assessment weeks, which are aimed at evaluating student competencies and readiness for the Integration and Transitions Phase.

Integration and Transitions Phase

The Integration and Transitions Phase of ASCEND spans 15 months and represents the final segment of medical education at the School. Focused on preparing students for post-graduate training, it includes a two-month Chronic Care clerkship along with other advanced clinical experiences, as well as faculty-mentored scholarly projects.

For more information, please refer to the .

All MD-PhD students will be expected to complete the following MD-PhD-specific courses:

1. Biomedical Science for MD-PhDs (BMS) - Fall and Spring of Year 1

2. Medical Scientist Grand Rounds (MSGR) - MD1 through the PhD phase. Students writing their PhD dissertation may apply to the Director to be excused from this course.

All MD/PhD students must complete a Core Curriculum. The Core Curriculum will vary depending on the training area and the specific PhD degree (Biomedical Sciences or Neuroscience). The Core Curriculum provides the students with a strong set of general concepts and vocabulary that underpins so much of cutting-edge biomedical research in their area of interest.

Lab rotations

MD-PhD students complete two laboratory rotations during the summer between their first and second years in the program. Each rotation lasts approximately three weeks. If needed, a third rotation may be completed at the end of the second year to help identify a suitable lab and mentor. Students must register for their laboratory rotations using the appropriate course codes: BSR 1040 for the first summer and BSR 1041 for the second summer, if applicable. For additional details, please refer to the PhD Chapter. Please refer to the for more information on laboratory rotations.

Seminars, Works-in-Progress, and Journal Clubs

Please refer to the for information on seminars, works-in-progress, and journal clubs.

The PhD work is usually completed in four years after the initial two years of the Medical School. Students will complete the final clinical training component of the Medical School curriculum after the doctoral dissertation has been successfully completed. During the PhD phase, students are encouraged to build upon the pathophysiologic and clinical diagnosis material already mastered through continued clinical exposures, through participation in EHHOP and other activities.

Prior to Reentering Medical School Curriculum

During the final year of PhD phase, students will participate in an intensive MD/PhD Clinical Refresher Course. This is an eight-week course during which time students participate in a full day orientation that refreshes clinical skills including history-taking and physical examination skills and oral and written presentation skills. Students engage in weekly clinical encounters where they receive tailored feedback on their oral and written presentations. Sessions are geared toward expectations of clinical clerks during their third year, communication skills, use of the electronic medical record, and focused case-based pathophysiology sessions.

MD/PhD students will not be permitted to begin the third year of the Medical School curriculum after the PhD period of work unless the dissertation is both defended and deposited. The responsibility for open, realistic and careful planning is shared by the student and dissertation advisor.

Please refer to the for more information on course requirements.

Students who have completed relevant graduate courses elsewhere will be granted exemption and/or graded credits at the discretion of the Dean, in consultation with the course and MTA Directors. See corresponding policy in for details of this policy.

The MSTP curriculum at the Icahn School of Medicine at Mount Sinai integrates the core requirements of both the MD and PhD programs, along with MSTP-specific activities designed to support the development of physician-scientist competencies. 

MD Program Requirements 

• Students follow either the Legacy Curriculum (for cohorts matriculated prior to 2024) or the ASCEND Curriculum (2024 onward), each with defined policies for academic standing, graduation, progression, remediation, and completion of licensing exams (USMLE Step 1 and Step 2). MSTP-specific modifications to the ASCEND progression and exam policies ensure alignment with dual-degree training timelines. 

Each year, the MD-PhD Program sponsors a Retreat. The retreat is planned by a committee led by students and MD-PhD Program leadership. The annual MD-PhD Retreat is held off-site, generally a weekend in the fall. Typical activities include a keynote address by an internationally prominent physician-scientist, a State of the Program presentation by the MD-PhD Program Director, an alumni discussion panel, poster sessions, and small group breakout sessions focused on issues relevant to specific stages of training (preclinical, graduate, clinical) and career planning. Time is set aside for recreational activities such as hiking, yoga, apple picking, or just relaxing. Attendees at the Retreat typically include the Program Leadership, faculty involved in MD-PhD education, alumni and students, and other program stakeholders.

The MSTP Mentor-Mentee Compact is designed to guide the formation of strong, transparent, and supportive mentoring relationships as MD-PhD students enter the PhD phase of their training. Developed to foster open communication and mutual accountability, the compact ensures that both students and mentors align expectations for scientific training, professional development, laboratory safety, financial support, and program milestones.

Students and mentors are required to review the compact together at the start of the PhD phase and sign it following an informational meeting with the MSTP Director. The document highlights the unique needs and career goals of physician-scientist trainees, emphasizing the importance of maintaining an inclusive, ethical, and growth-oriented research environment. It outlines shared responsibilities: students must proactively track progress, meet academic and research requirements, and uphold high standards of professionalism; mentors must commit to providing scientific guidance, maintaining a safe and supportive lab environment, promoting career development, and ensuring financial support through the duration of PhD training.

MSTP TREK Academy is a four-week summer launch program for incoming MD-PhD students at the Icahn School of Medicine at Mount Sinai. It focuses on building resilience, leadership, professional identity, and early research community engagement. Through workshops on stress management, mentorship dynamics, and leadership development, students gain the skills to navigate the unique challenges of dual-degree training. TREK Academy also provides structured opportunities for networking with faculty and peers, laying a strong foundation for a successful transition into the MSTP community and beyond.

MSTP Survival Skills MSTP Survival Skills is an interactive, skills-based series designed to help MD-PhD students successfully navigate the challenges of dual-degree training. Developed in collaboration with the Center for Stress, Resilience, and Personal Growth, this series provides practical strategies for managing mentorship relationships, setting achievable goals, navigating research obstacles, maintaining well-being, and building resilience during the PhD years. Through workshops, guided exercises, and reflective discussions, students develop essential skills to support their academic, professional, and personal success. MSTP Survival Skills fosters a growth-oriented mindset, encourages proactive problem-solving, and emphasizes the importance of balancing excellence in research with sustainable self-care practices. Participation is required as part of MSTP TREK programming.

MSTP Leadership Colloquium

The MSTP Leadership Colloquium is a skill-building series designed to prepare MD-PhD students for leadership roles in science, medicine, and academia. Through interactive workshops and case-based discussions, students explore key topics including team management, effective communication, conflict resolution, inclusive leadership, and ethical decision-making. The colloquium fosters the development of leadership styles grounded in collaboration, resilience, and professionalism, equipping future physician-scientists to lead multidisciplinary teams and drive innovation across research and clinical environments.

Build Your Research Community

The iBiology Build Your Research Community program is an interactive, online learning experience that helps MD-PhD students develop the skills needed to build strong, supportive, and effective research networks. Through self-paced modules and guided discussions, students learn best practices for choosing mentors, navigating lab dynamics, fostering collaborations, and creating inclusive scientific communities. This training empowers students to proactively shape their research environment, enhancing success during the PhD years and beyond.

MSTP Networking and TREKTracker

MSTP Networking provides structured opportunities for MD-PhD students to connect with faculty, potential research mentors, and peers early in their training. Through formal and informal events, students begin building professional relationships that will support their research and career development. To facilitate and track these connections, students use TREKTracker, an online tool that documents meetings with faculty, mentors, and program leadership. TREKTracker helps ensure that every student is actively engaging with the MSTP community, identifying potential rotation mentors, and receiving the guidance needed for a strong transition into the PhD phase.

All MD-PhD students are required to complete formal training in the Responsible Conduct of Research (RCR) during their graduate education. This training ensures that students understand the ethical principles and regulatory standards that guide responsible scientific inquiry.

Format The course is highly interactive, featuring a combination of lectures, case studies, and discussions. Sessions incorporate real-world examples, NIH-provided materials, and a dedicated panel discussion with journal editors and study section chairs on responsible publication and authorship practices. Students are expected to actively participate and complete a short quiz following each session.

Subject Matter Training topics include:

• Research misconduct, ethical policies, and safe laboratory practices

The MD-PhD Clinical Refresher Course is a required component for all MD-PhD students who are returning to clinical clerkships after three or more years since beginning their PhD training. The course is designed to facilitate a smooth and confident transition back into the clinical environment by refreshing core medical knowledge and clinical skills. Through a structured series of didactic sessions, bedside teaching, standardized patient encounters, oral presentations, and clinical shadowing, students will re-engage with key competencies in history-taking, physical examination, clinical reasoning, and team-based patient care. Active participation, completion of pre-session assessments, and timely submission of assignments are required. Students must uphold professional standards throughout the course. Students who begin but do not return to clerkships in the same calendar year must repeat the Clinical Refresher Course in the year immediately prior to re-entry into clinical training. Completion of this course is essential preparation for success in the third-year clerkships and a critical step in ensuring readiness to rejoin the clinical care team.

Medical Scientist Grand Rounds (MSGR) is a cornerstone of the MSTP curriculum, required monthly for all MD-PhD students from matriculation through the completion of the PhD phase and return to clinical training. MSGR provides a structured forum where senior trainees present a clinical case followed by a discussion of their related dissertation research, highlighting the critical connections between patient care and scientific investigation. By fostering translational thinking, honing presentation skills, and encouraging interdisciplinary dialogue, MSGR strengthens students' ability to integrate clinical insights with basic and translational research. The series also builds a vibrant community of physician-scientists, preparing students for careers that bridge the lab and the clinic to drive advances in human health.

The Icahn School of Medicine at Mount Sinai is proud to unveil ASCEND, a re-envisioned curriculum that builds on the foundation of its educational structure. ASCEND introduces a personalized and active-learning approach aimed to transform the way knowledge and clinical experiences are acquired. ASCEND embodies our commitment to elevate medical education, fostering the next generation of health care leaders through innovation, holistic development, and a relentless pursuit of excellence.

ASCEND represents a multi-year collaboration of stakeholders across the Icahn School of Medicine at Mount Sinai, including students, deans, department chairs, educators, staff, and administration. As ASCEND formally launches with incoming students in the Fall of 2024, the Office of Curricular Affairs will continue providing updates and gathering feedback to further improve the rollout process.

Students begin their MD journey at the School with the Pre-Clerkship Phase, immersing themselves in the learning environment and understanding its integral role within the broader Mount Sinai Health System. During this phase, students also acquire foundational knowledge and skills essential for the practice of medicine, laying robust groundwork for their clinical and professional development. They soon engage in hands-on clinical experiences during the Clerkship Phase. The final phase, Integration and Transitions, allows students to tailor their education, exploring specialties and preparing for post-graduate training.

Throughout all phases of the ASCEND program, essential themes are integrated into the curriculum to develop critical skills for twenty-first century physicians and to serve as focal areas of curricular concentration:

• Scientific and Scholarly Discovery: This area focuses on the knowledge and skills that future physicians need to engage in evidence-based medicine, evaluate innovations and discoveries in health care, and ultimately improve patient care. This curricular concentration encompasses several topics, including research methodology, biostatistics, augmented intelligence, evaluation of health science literature, and evidence-based medicine.

• Patient centered advocacy: This area focuses on equipping students with the knowledge and practical skills necessary to support patients in navigating healthcare challenges, participate in shared decision-making, and address structural factors that influence health outcomes. This concentration reinforces physician-led advocacy in clinical settings, ensuring students are prepared to work within healthcare systems to improve patient care.

MSTP Horizons is a longitudinal career development series designed to support MD-PhD students throughout all phases of their training. Horizons provides structured guidance on lab rotations, research planning, funding strategies, and physician-scientist career pathways. Through small-group advising, workshops, and interactive sessions, students develop essential skills to navigate research and clinical transitions, identify strong mentorship relationships, plan for physician-scientist residencies, and build sustainable, impactful careers at the intersection of science and medicine.

The MSTP Annual Survey is a critical tool for understanding the MD-PhD student experience across all phases of training. Conducted each summer, the survey gathers confidential feedback on academic support, research and clinical integration, mentorship quality, program climate, and well-being. Responses help the program leadership identify strengths, address concerns, and implement data-driven improvements. Participation is strongly encouraged, as it directly informs ongoing efforts to enhance physician-scientist training and ensure a supportive, inclusive environment for all trainees.

The MSTP Graduation Exit Survey is administered to all students at the time of program completion to gather structured feedback about the training experience. The survey includes three sections: 1) reflections on the residency Match process, 2) evaluation of the student's time in the MSTP, and 3) perspectives on future career plans. It takes approximately 10–15 minutes to complete. While individual responses are not confidential, participation is voluntary and all questions are optional. Responses are aggregated and de-identified for reporting purposes. The data collected are used for internal program evaluation, continuous quality improvement, and to help inform program development for future cohorts of students.

Returning to clinical training after completing the PhD is a major milestone in the MSTP journey. To ensure a smooth and successful transition, MD-PhD students must complete several key requirements:

• MD-PhD Clinical Refresher Course: Students must successfully complete the Clinical Refresher, a structured program designed to rebuild clinical skills, refresh medical knowledge, and prepare for re-entry into clerkships.

• MD-PhD Intent to Return to Clinical Phase: Students must submit the MD-PhD Intent to Return Form by the specified deadline to formally indicate their plan to resume the MD curriculum.

• . If a student decides not to return to medical school after completing the PhD, they must submit the Modification of Intent to Return Form.

Important: Students must successfully defend and deposit their dissertation before they are permitted to re-enter medical school (see ). No student may begin clerkships or advanced clinical training until the PhD is formally deposited with the Graduate School.

Once students complete their PhD and return to medical school for the final clerkships and advanced clinical training (Phase 3), institutional MSTP funding resumes, covering tuition, stipend, and benefits. This coordinated support model allows trainees to focus fully on developing the clinical skills, scholarly output, and professional competencies essential for successful physician-scientist careers.

The MSTP leadership team provides ongoing guidance throughout this transition to ensure all requirements are met and students are well-supported as they move forward.

Transition timing:

This policy outlines the re-entry process for MD-PhD students based on their entry date into the program. Students are categorized into two cohorts: those who entered during the Legacy curriculum (all classes entering prior to 2024) and those who entered under the ASCEND curriculum (all classes entering 2024 and after). The ASCEND curriculum for clinical re-entry starts in February 2026.

Cohort Definitions

• Legacy Cohort: MD-PhD students who entered the program prior to 2024.

• ASCEND Cohort: MD-PhD students who entered the program in 2024 or later.

Re-Entry Process for Legacy Cohort

1. General Guidelines

   1. Students who entered prior to 2024 will follow the Legacy curriculum upon re-entry, provided they are re-entering before February 2026.

   2. Students re-entering in or after February 2026 will transition to the ASCEND curriculum for clinical phases.

Re-Entry Process for ASCEND Cohort

1. General Guidelines

   1. Students who entered the program in 2024 or later will follow the ASCEND curriculum upon re-entry, regardless of the re-entry date.

   2. Academic progress will be evaluated based on the coursework completed prior to the LOA.

Academic Advising and Support

1. Advising Meetings

   1. Students re-entering the program must meet with their academic advisor within the first month of re-entry to assess their progress and develop a personalized academic plan.

2. Support Services

Monitoring and Evaluation

1. Progress Reviews

   1. Regular progress reviews will be conducted to ensure students are meeting the requirements of their respective curricula.

   2. Students must submit progress reports to their academic advisors every six months.

The Individual Development Plan (IDP) is a critical tool for MSTP students to guide their academic, research, and career progression. Completed annually, the IDP encourages students to reflect on their achievements, define short- and long-term goals, and assess their skills, strengths, and areas for growth. Students are required to discuss their IDP with their mentor, Thesis Advisory Committee, or MTA Director to ensure alignment of expectations and to receive structured feedback. The MSTP IDP supports proactive career planning, fosters self-directed learning, and strengthens the mentor-mentee partnership. It also plays an important role in tracking research milestones, maintaining steady progress toward the PhD, and preparing for successful transitions into clinical training and future physician-scientist careers. Completion of the IDP is required annually of all students in the program.

Biomedical Sciences for MD-PhD (BMS)

Biomedical Sciences for MD-PhD (BMS) is a integrated graduate course designed specifically for MD-PhD trainees to provide a strong foundation in biomedical science while aligning closely with the medical school curriculum. Taken during the M1 year, BMS covers advanced topics in molecular biology, genetics, immunology, and pathology, and culminates in the development of an NRSA-style research proposal to build critical grant-writing skills. BMS promotes the integration of basic science and clinical training early in the dual-degree path, helping students develop analytical thinking, deepen research knowledge, and form early connections with potential mentors. Completion of BMS prepares trainees for success in the laboratory, the clinic, and future research leadership roles. It is required for all MD-PhD students and satisfies the PhD year 1 core requirement. The course is two semesters and letter graded.

At the Icahn School of Medicine at Mount Sinai, MSTP students formally transition to the PhD phase after completing several key milestones. Students must pass USMLE Step 1, complete all Phase 1 requirements of the MD curriculum, declare a dissertation mentor and Multidisciplinary Training Area (MTA), and submit required forms documenting their research commitment. Students who meet these milestones enter Phase 2 and complete up to three core clinical clerkships before beginning full-time PhD research, allowing for greater flexibility and continuity when they return to clinical training after the PhD. During the first two years of medical school (M1–M2), MSTP students are fully supported by institutional funds. Upon entry into the PhD phase, students transition to mentor-based funding, consistent with the MSTP Mentor-Mentee Compact, which ensures that all students are financially supported throughout their dissertation research.

For information on PhD Program electives, please refer to the requirements for each MTA under program requirements: https://ismms-gs.gitbook.io/graduate-student-handbook/chapter-1-1/phd-in-biomedical-sciences-and-neuroscience/program-requirements; this is generally two advanced electives taken in the second year of PhD after all core courses have been completed; may vary by MTA.

For information on MD Program Electives, please refer here: https://ismms-md-program.gitbook.io/medical-student-handbook/academic-information-and-resources/electives

MD-PhD legacy curriculum students re-joining during Ascend curriculum

Students must complete 16 weeks of elective rotations during Phase 2 and Phase 3 combined:

1. Clinical Electives (12 Weeks minimum) of which at least 4 weeks must be dedicated to a medicine subspecialty or critical care elective.  

2. Remainder of elective time can be fulfilled through

• Additional clinical electives

• Scholarly pursuit beyond the AOC requirements

• Non-clinical MD rotations/courses

MD/PhD students in the PhD phase may receive a maximum of four (4) weeks of elective credit in an established ISMMS elective provided that:

1. The student is matriculated in the ISMMS Graduate School and eligible to enroll in coursework; and

2. The elective is marked in the electives catalog as accessible to MSTP students in the PhD phase*

3. The student received approval to participate from their scientific mentor.

*These electives include·

• MED6909: EHHOP Teaching Senior Elective

• MED2216: EHHOP Chronic Care Senior Elective

• MED2641: MDPhD Admissions Committee (for MSTP Admissions Committee members in either the MD or PhD phase)

MSTP milestones by phase:

For Legacy Curriculum:

For Ascend Curriculum:

Maximum Time to Degree: The maximum time limit for completion of all requirements for the PhD and MD degrees is ten years after matriculation into the MD/PhD Program. Students who do not meet these deadlines will be subject to disciplinary action, up to and including academic probation and expulsion.