To maintain satisfactory progress in the MD-PhD Program, students must fulfill all of the following expectations:

MD Program Requirements

• Maintain Satisfactory Progress per the MD program standards (Note: modified progression policy for MSTP students is pending)

PhD Program Requirements

• per the PhD program standards

• Matriculate full-time and maintain continuous enrollment each term through degree completion

• Register on time each term and submit registration and documentation memos promptly

• Maintain a cumulative GPA ≥ 3.0 in PhD coursework, including:

  • Biomedical Sciences for MD-PhD

  • An approved biostatistics course

• Complete at least 14 letter-graded credits of coursework (see )

• Demonstrate potential for research via timely:

  • Lab selection

  • Dissertation advisor and training area designation

• Submit Laboratory Rotation Forms on time for each rotation:

  • Laboratory Rotation Agreement Form

• Form a full Advisory Committee within 3 months of starting in lab

  • Meet with this committee at least once per semester

  • Submit the after each meeting

• Complete the Thesis Proposal Exam:

  • By the end of the 4th semester (GSBS requirement)

  • By the end of the 6th semester (MD-PhD tracking milestone)

• Conduct research resulting in a thesis with new findings, presented and defended

• Generate data equivalent to a first-author manuscript in a high-quality, peer-reviewed journal

  • Submission or acceptance of the manuscript is not required

• Defend the dissertation and revise within:

  • 5 weeks (minor or no revisions)

  • 8 weeks (major revisions)

• Deposit the approved dissertation via ProQuest within the Program time limits:

  • By June 30 of the seventh year in the program (GSBS)

  • Within five years of the Thesis Proposal

• Enroll in journal clubs, seminars, and works-in-progress as required by the MTA

• Participate in required MSTP programming, including:

  • Annual MSTP Retreat (with abstract/presentation as applicable)

  • MSTP TREK

Milestone Management

• Reach and pass all required Program Milestones:

Transitioning Between MD and PhD Phases

• Complete USMLE Step 1 before beginning PhD research phase

• Submit the Intent to Return to MD Curriculum Form by February 1 prior to clinical re-entry

  • Submit the Modification Form if plans change

Program Duration

• Complete both MD and PhD degrees within 10 years

• No more than 5 years between Thesis Proposal and Defense (Time to Degree Policy)

If Academic Progress is in Jeopardy

If a dissertation advisor is dissatisfied with a student's academic progress:

1. Document concerns and discuss with the student, establishing a correction plan

2. If needed, engage in mediation with the MTA Director and Advisory Committee

3. If unresolved, escalate to the Dean or Senior Associate Dean

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.

• BSR1715: Modern Statistics for Modern Biology (3 credits) Focuses on modern statistical approaches for biological research, including machine learning applications, Bayesian inference, and analysis of high-dimensional biological data.

Completion of one of these courses ensures that MD-PhD students are equipped with essential quantitative skills to conduct rigorous, reproducible research and to evaluate scientific findings critically.

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.

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.

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.

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

• Mentor-mentee responsibilities and relationships

• Laboratory notebooks, data management, and public databases

• Responsible authorship, publication, and peer review

• Policies for research involving human subjects and live vertebrate animals

• Collaborative research, industry partnerships, and conflict of interest

• Contemporary ethical issues in research

• The process for reviewing allegations of research misconduct

Faculty Participation. Faculty experts lead each session with specialized knowledge in research ethics, scientific integrity, laboratory management, regulatory oversight, and scholarly publishing. Faculty members deliver lectures, lead case discussions, and provide mentorship around best practices in research conduct.

Duration. The course spans eight hours total, offered over four weeks during the fall semester. Attendance is mandatory for all students.

Frequency. Classes meet twice weekly. Students are also required to complete a Rigor and Reproducibility course during the spring semester, complementing the principles learned in RCR. A refresher training is required after four years for students still in their graduate training phase.

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.

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 , which ensures that all students are financially supported throughout their dissertation research.

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 physician-scientist career advisors at the Icahn School of Medicine at Mount Sinai provide powerful guidance to students in the MD-PhD program. They have firsthand knowledge of the challenges and opportunities that come with pursuing a career in this field.

The advisors work closely with students, providing individualized advice on relevant topics, including career planning, work-life balance, course selection, research opportunities, and grant applications. They have extensive contacts within the physician-scientist community and offer valuable insights on navigating such environments.

The list can be found at the bottom of this .

This policy supplements the institutional MD Program Progression Policy by outlining requirements specific to students in the Medical Scientist Training Program (MSTP). It governs progression through the triphasic MD curriculum and the integrated PhD phase. Key distinctions include MSTP-specific milestones, earlier timing of USMLE Step 1, and structured reviews at each phase transition.

Progression decisions are made through coordinated review by the Promotions Committee, MSTP leadership, and the Graduate School of Biomedical Sciences, based on academic performance, research progress, professionalism, and adherence to program expectations. Students in good standing who meet defined benchmarks will be approved for advancement.

Progression from Phase 1 (Pre-Clerkship) to Phase 2 (Clerkships)

To progress to Phase 2, MSTP students must meet all requirements of the institutional MD Program Progression Policy (link) and fulfill the following MSTP-specific criteria:

• Mentor/MTA Declaration Form Students must identify and be approved for a thesis mentor after completing MSTP-approved lab rotations. The must be submitted by December 1 of M2 year. Approval requires review by MSTP leadership and the Graduate School. Failure to meet this deadline may delay Phase 2 entry.

• USMLE Step 1 (Accelerated MSTP Timeline) MSTP students must take Step 1 before beginning clerkships and must pass Step 1 before starting the PhD phase.

  • Final deadline to pass Step 1 is July 1 of the year in which the PhD phase begins.

Remediation Protocol:

• Students who have not taken Step 1 by the first clerkship block will:

  • Be placed in a structured remediation period

  • Enroll in the Exam Preparation elective

Progression from Phase 2 (Clerkships) to PhD Phase

MSTP students must complete three clerkship blocks in the ASCEND Phase 2 curriculum before beginning the PhD phase.

• The final block concludes after six weeks of Rotation 3, followed by a two-week vacation

• Students begin full-time research on August 1

Reentry to clerkships occurs during CAMP, prior to Rotation 4 in the year of return, aligning students with the ASCEND MD curriculum.

Deviations from this timeline (e.g., incomplete clerkships) require review by the Promotions Committee and may result in deferral to the following year’s Phase 2 cycle. Exceptions are granted only under formally approved academic or personal circumstances.

Return from PhD to Phase 2 (Clerkships)

MSTP students returning from the PhD phase must meet Graduate School requirements for PhD completion and MSTP-specific timelines for eligibility to return to the MD curriculum.

MSTP students must:

• Re-enter the MD curriculum according to curriculum track:

  • Legacy MSTP students (matriculated prior to implementation of the ASCEND curriculum) will re-enter in Clerkship Block 3, with re-entry occurring at the end of May, consistent with the legacy clerkship sequence.

  • ASCEND MSTP students (matriculated under the ASCEND curriculum and who completed required clerkship blocks prior to the PhD phase) will re-enter in Clerkship Block 4, beginning in July, in order to resume the clerkship sequence at the point at which it was paused prior to the PhD phase.

Failure to submit required forms or to meet MSTP eligibility timelines for return may result in removal from the MD roster for the upcoming academic year, regardless of anticipated PhD degree conferral timing.

Progression from Phase 2 to Phase 3 (Integration and Transitions Phase)

To progress to Phase 3, MSTP students must meet all institutional requirements:

• Successful completion of all required clerkships

• Completion of THINQ and Phase 2 PEAKS assessment

• Adherence to MD Program Technical Standards

There are no additional MSTP-specific criteria for advancement to Phase 3.

Progression from Phase 3 to Graduation

To graduate, MSTP students must:

• Complete all MD requirements, including:

  • Required clerkships and electives

  • Transition to Residency curriculum

Progress Monitoring and Records Management

• The Office of Curricular Affairs (OCA) tracks MD curriculum completion and submits academic records to the Office of Assessment and Evaluation (OAE)

• MSTP leadership monitors laboratory rotations, mentor selection, dissertation progress, and timeline planning

• The Graduate School confirms fulfillment of PhD requirements

Assessment, Remediation, and Review

If a student fails to meet MD, PhD, or MSTP requirements:

• A structured remediation plan will be developed in collaboration with MSTP advising

• Interventions may include:

  • Additional lab rotations

Phase Transition Review and Clearance

• MSTP leadership prepares rosters of eligible students for:

  • Advancement to Phase 2

  • Exit to the PhD phase

This chapter covers the MD-PhD Program. Students can find the following information in this section.

Program Description

The MD-PhD Program at the Icahn School of Medicine at Mount Sinai (ISMMS) provides a select group of students with the comprehensive training needed to become leaders in academic investigative medicine. The Program offers individualized opportunities in a dynamic research environment, integrated with a nationally recognized and well-rounded medical education. Funded continuously since 1977 by the NIH Medical Scientist Training Program (MSTP), our program is committed to excellence in clinician-scientist development.

Program Website: https://icahn.mssm.edu/education/dual-specialty/md-phd

Program Contact

Bianca Taylor, MSEd Administrative Director Email:

Matthew Hersey MSTP Coordinator Email:

Program Goals and Objectives

The Medical Scientist Training Program (MSTP) advances its mission by preparing a diverse cohort of future clinician-scientists through a rigorous, supportive, and integrated dual-degree program. Graduates are equipped for impactful careers at the interface of biomedical research and clinical care.

Key features of the program include:

• Integrated Training: Clinical and research education are deliberately interwoven throughout the program, including longitudinal clinical exposure during the PhD years and a structured clinical reentry course prior to returning to full-time medical training.

• Research Excellence: Trainees gain deep expertise in research design, critical analysis, and translational science across diverse biomedical disciplines.

• Professional Development: The program includes targeted training in leadership, resilience, mentor-mentee relationships, and professional networking to support success in academia, industry, and beyond.

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.

3. MD-PhD Laboratory Rotation

4. Clinical Refresher - 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 before 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.

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.

• Scholarly project, electives, and remediation policies are adapted to ensure integration with MSTP training requirements.

PhD Program Requirements

• Students must satisfy all graduate school academic requirements, including coursework, dissertation research, thesis proposal defense, and dissertation deposit. Progress is monitored through the Graduate School of Biomedical Sciences standards for academic standing, satisfactory progress, and professionalism.

MD-PhD Program Requirements In addition to completing MD and PhD milestones, MSTP students must participate in program-specific training activities that foster research excellence, clinical readiness, leadership, and career development:

• MSTP TREK Academy (orientation and early professional development)

  • MSTP Survival Skills

  • Leadership Colloquium (skills-building series)

This integrated curriculum ensures that MSTP students are fully prepared for leadership roles in biomedical research and clinical medicine, while maintaining rigorous standards across both degree pathways.

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.

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. 

• Scholarly project, electives, and remediation policies are adapted to ensure integration with MSTP training requirements. 

• THINQ requirements are fulfilled by the MSTP curriculum and PhD as a scholarly product.

PhD Program Requirements 

• Students must satisfy all graduate school academic requirements, including coursework, dissertation research, thesis proposal defense, and dissertation deposit. Progress is monitored through the Graduate School of Biomedical Sciences standards for academic standing, satisfactory progress, and professionalism. 

MD-PhD Program Requirements  In addition to completing MD and PhD milestones, MSTP students must participate in program-specific training activities that foster research excellence, clinical readiness, leadership, and career development: 

• (orientation and early professional development)

This integrated curriculum ensures that MSTP students are fully prepared for leadership roles in biomedical research and clinical medicine, while maintaining rigorous standards across both degree pathways. 

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.

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.

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.

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 .

Requirements to Graduate

MD-PhD students at the Icahn School of Medicine at Mount Sinai must fulfill the full set of graduation requirements for both the MD and PhD degrees, as well as complete MSTP-specific training activities that promote physician-scientist development across research, clinical, and professional domains.

PhD Requirements

MD-PhD students must meet all requirements set by the Graduate School of Biomedical Sciences (GSBS) for awarding the PhD. The full list of degree requirements is available .

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 , 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.

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 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.

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 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 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.

Academic Advisor

The MSTP leadership aims to provide holistic support and enrichment in formal and informal capacity for the duration of a student’s time in the Program. Also available to students are the Physician-Scientist Career Advisors, peer networks, the Office of Diversity and Inclusion, and the Office of Well-Being and Resilience.

Physician-Scientist Career Advisors are individuals who have completed training as MDs and MD-PhDs who are engaged in physician-scientist careers and can provide trainees with guidance about the experiences as a physician-scientist. Students are invited to contact these individuals in various states during their training to seek advice or guidance in career development.

MD-PhD Individual Development Plan (IDP)

Description

The Individual Development Plan (IDP) is a structured tool designed to help MD-PhD students reflect on their progress, clarify short- and long-term goals, and plan for their academic and professional development. It also provides MSTP leadership with insight to support tailored advising throughout each stage of the program. The IDP is an electronic form with phase-specific guidance and questions based on branched logic. Upon completion, students receive a personalized summary report that can be shared with mentors, advisors, or others involved in their development. Completion of the IDP is required annually by March 1.

How to prepare to complete the IDP

Before completing the IDP, students should reflect on their current stage of training, goals for the upcoming year, and broader career aspirations. The IDP is designed to help identify skills to strengthen, mentors to engage, and strategies to support continued growth. While primarily a tool for self-assessment and planning, the IDP report can also serve as a foundation for meaningful conversations with mentors, advisors, or others supporting the student’s development. Students are encouraged to use the IDP in whatever way best supports their individual progress and planning.

Selecting a research mentor

The choice of a dissertation advisor and MTA is a major focus of the first two years of the Program. The second year culminates with the student being accepted into the laboratory of a Graduate Faculty member for pursuit of the dissertation work. Faculty mentors of rotation students are urged to present a realistic picture of the tone of the laboratory, the nature of the ongoing projects, how work is assigned or monitored, and any general history or policies with respect to meetings, publications/authorship, weekly journal clubs and laboratory meetings, and direct contact to be expected with the laboratory leader. A choice of dissertation advisor is usually, but not always, consonant with the MTA choice.

By March 1 in the second year/ fourth semester in the MD/PhD program, each student is encouraged to submit the. However, the deadline for submission is June 30. At this time, the student must also select at least three members for an Advisory Committee. Committee members should be selected because of their ability to provide scientific and/or technical support for the dissertation project. Advisory Committee members must be members of the Graduate Faculty. Two Advisory Committee members are experts in the area of the student’s research; a third member must be from a related field but need not be expert in the student’s area of research. MD/PhD students are encouraged to add a clinical/translational (C/T) investigator, who need not be a member of the Graduate Faculty, to their Advisory Committee to provide feedback about the C/T impact of their research. The should be submitted to the Graduate School Office with all the required signatures as soon as possible, but no later than June 30.

Please refer to the for information on changing dissertation advisors, guidelines for when an advisor relocates.

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.

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)

MD-PhD students should schedule their defense by March 1, with a defense date of no later than April 1 to allow for a smooth transition back to medical school. Please refer to the PhD Chapter for information on the dissertation, published manuscript, dissertation committee, defense, and seminar.

Dissertation Deposit

MD-PhD students should read the full Doctoral Dissertation Deposit Instructions, which can be found on the Graduate School Forms website. In short, MD-PhD students should do the following:

1. In one email, submit a signed voting form to the Registrar team, Kristy DiPalma, and Hoiyan “Shirley” Chan, and the MD-PhD Administrative Director (, , ).

2. Follow the remaining instructions on the Dissertation Defense Checklist and follow the for depositing the dissertation, with the exception of the checkout form, which is completed at the end of the program. These documents can also be found here -

3. Contact the MD-PhD Coordinator for the signature of the Graduate School Dean, which is needed on the approval page in your dissertation.

4. Deposit your dissertation using ProQuest.

5. To be eligible for degree conferral, the thesis must be deposited by April 15 for the May conferral date. The next degree conferral date is September 30. The application deadline for the September conferral is August 1. Please submit the following materials to the Registrar (Kristy DiPalma):

   • CV

   • and send the certificate to Kristy/Registrar

6. The dissertation must be both defended and deposited by May 15 to return to the MD curriculum.

If an MD-PhD student fails to deposit their dissertation by the end of their seventh year in the program (fifth year in the PhD-phase), their dissertation advisor must petition the Dean of the Graduate School in writing for permission to extend their student status. The petition must include a timetable for completing the dissertation and must also be signed by the student.

Please refer to the for information on degree award date and revision timeline.

MSTP students are enrolled in both the MD and PhD programs and are subject to the academic and professional standards of each. While the MSTP provides additional structure, support, and oversight, the governance of each degree program—the MD Promotions Committee and the Graduate School leadership—remains the final authority during the respective phases of training.

To help streamline expectations and clarify points of intersection, the MSTP has compiled relevant MD and PhD policies here. Where possible, we have noted areas of overlap and highlighted MSTP-specific considerations. These reconciled policies are intended to support students in navigating dual-degree training, but they do not supersede the policies set by either the MD or PhD programs.

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.

During MD Phases of Training at the Icahn School of Medicine at Mount Sinai

The Career and Professional Development Advising Curriculum for MD-PhD students at the Icahn School of Medicine at Mount Sinai is tailored to the unique needs of physician-scientist trainees during their medical school years—both before and after the PhD phase. This advising is integrated into the broader structure coordinated by the Office for Medical Student Affairs (OMSA), with additional support and customization provided by MSTP leadership. The curriculum is grounded in the AAMC Careers in Medicine framework and is aligned with MSTP-specific milestones and career development priorities.

Advising is overseen by the Senior Associate Dean for Student Affairs, the Assistant Director for Career and Professional Development, and the Director and Associate Directors of the MSTP, who work together to ensure that MSTP students receive timely, developmental, and personalized guidance throughout both transitions into and out of the clinical curriculum.

Year-by-Year Structure for MSTP Students

Pre-PhD MD Phase

In their first year of medical school, MSTP students begin foundational career exploration while integrating into the broader MD class. Advising during this phase emphasizes early exposure to clinical fields, professional development skills, and the cultivation of mentorship networks.

Key Elements:

• Introduction to career and professional development resources

• Primer on physician-scientist career paths

• Guidance on summer research or clinical experiences

Advising Goals:

• Explore the landscape of biomedical careers through a physician-scientist lens

• Begin identifying clinical interests that may align with future research directions

• Build foundational skills in narrative development, CV building, and goal setting

PhD-to-MD Reentry (Return to Clerkships / Final Year Planning)

As MSTP students return to medical school after completing their dissertation, they enter a phase of active clinical immersion and career decision-making. Advising focuses on integrating their PhD experience into residency planning and preparing for reentry into the clinical learning environment.

Key Elements:

• MSTP Reentry: schedule planning, career advising, academic readiness

• Updated CV, personal statement support, and narrative coaching

• Research Residency advising and special physician-scientist career considerations

Advising Goals:

• Translate research accomplishments into clinical career context

• Solidify specialty interests and identify residency program characteristics of interest

• Begin preparation for the MSPE and application documents

Final Year of Medical School (Residency Application Year)

During the final year, MSTP students engage in the full residency application process. Advising is tailored to support both competitive clinical placement and long-term academic career goals, including consideration of physician-scientist training programs (PSTPs), research tracks, and departments with strong mentorship infrastructure.

Key Elements:

• One-on-one residency advising with OMSA and MSTP leadership and

• Mock interviews, including specialty-specific sessions

• Review of personal statements and ERAS applications

Advising Goals:

• Navigate the match process with confidence and authenticity

• Position oneself for success in research-intensive residencies

• Strategize around long-term goals: subspecialty training, faculty development, K awards, and protected research time

Professional Development Programming

Throughout the MD phases, MSTP students are encouraged to engage in OMSA-led and MSTP-specific programming, which includes:

• CV and personal statement workshops

• Mock interview sessions

• Career exploration panels

• Narrative development and branding as a physician-scientist

Thesis proposal

Please refer to the PhD Chapter and the Thesis Proposal webpage for information on the thesis advisory committee, thesis proposal, written document, oral presentation, thesis proposal committee, deadline, and advancement to candidacy.

The Medical Student Performance Evaluation (MSPE) is an official document prepared by the Icahn School of Medicine at Mount Sinai to provide a comprehensive summary of a student’s academic and professional performance throughout medical school. It is intended to support residency applications by offering an objective, criterion-based evaluation of a student’s achievements, strengths, and progress.

The MSPE includes information on the student's academic history, pre-medical background, noteworthy characteristics, professionalism, pre-clerkship performance, core clinical clerkship evaluations, and graduation readiness. Clerkship narratives are drawn directly from official clinical evaluations and are edited only for grammar and clarity, not for content. Students are responsible for creating the Noteworthy Characteristics section, and they are given the opportunity to review the MSPE for factual accuracy prior to submission.

Students typically participate in MSPE preparation and review meetings with faculty advisors and the Office of Student Affairs. The final MSPE is submitted to residency application systems such as ERAS and specialty match programs according to national deadlines.

The Icahn School of Medicine at Mount Sinai does not rank students, and the MSPE adheres to the AAMC guidelines for structure and transparency, ensuring that student accomplishments are presented fairly and comprehensively.

MSTP MSPE Director Letter

As part of the Medical Student Performance Evaluation (MSPE) process, MD-PhD students receive a unique MSTP Director Letter that highlights their dual-degree training experience. This letter is distinct from a traditional letter of recommendation; it does not count toward the number of letters required for residency applications and is included as a supplement to the MSPE.

The MSTP Director Letter is designed to showcase the full breadth of a student's accomplishments across research, clinical training, service, teaching, and leadership during their MD-PhD journey. It highlights the significance of the dissertation research and reflects the student's development as a future physician-scientist.

Students are expected to prepare and submit materials to assist in drafting the letter, including:

• Updated CV

• Updated NIH Biosketch

• Summary of dissertation work

• Optional materials: personal statement and/or a letter from their dissertation advisor (PI)

The MSTP Director Letter captures the dual-degree trajectory, including advanced research achievements, is clearly communicated to residency programs, providing a full picture of the student's training, capabilities, and future potential in biomedical science and clinical medicine.

MD-PhD students should read the full Doctoral Dissertation Deposit Instructions, which can be found on the Graduate School Forms website. In short, MD-PhD students should do the following:

1. In one email, submit a signed voting form to the Registrar team, Kristy DiPalma, and Hoiyan “Shirley” Chan, and the MD-PhD Administrative Director (bianca.taylor-starobin@mssm.edu, kristy.dipalma@mssm.edu, hoiyan.chan@mssm.edu).

2. Follow the remaining instructions on the Dissertation Defense Checklist and follow the instructions for depositing the dissertation, with the exception of the checkout form, which is completed at the end of the program. These documents can also be found here - https://icahn.mssm.edu/education/students/registrar/graduate-forms

3. Contact the MD-PhD Program Manager for the signature of the Graduate School Dean, which is needed on the approval page in your dissertation.

4. Deposit your dissertation using ProQuest.

5. For degree conferral and to receive the degree at graduation, deposit the thesis no later than April 15 for the May conferral date. This date is relevant only if the student wishes to receive the PhD degree that year, rather than after completing the entire MD-PhD program. The vast majority of MD-PhD students wait to receive both degrees upon completing the program. Regardless of when the student plans to participate in graduation, please send the Registrar/Kristy DiPalma the following:

   • CV

   • and send the certificate to Kristy/Registrar
6. The dissertation must be both defended and deposited by May 15 in order to return to the MD curriculum.

If an MD-PhD student fails to deposit their dissertation by the end of their seventh year in the program (fifth year in the PhD-phase), their dissertation advisor must petition the Dean of the Graduate School in writing for permission to extend their student status. The petition must include a timetable for completing the dissertation and must also be signed by the student.

Please refer to the for information on degree award date and revision timeline.

Overview

MD-PhD students in the MSTP at the Icahn School of Medicine at Mount Sinai pursue a rigorous dual-degree curriculum that integrates medical and research training. Once a student enters the PhD phase and joins a research lab (typically beginning July 1 of the G1 year), the scientific mentor assumes a critical role in guiding the trainee’s development as a physician-scientist. This includes responsibility not only for scientific and technical training, but also for supporting professional growth, ensuring a safe and inclusive environment, and enabling timely and successful completion of the PhD.

This policy outlines the expectations for faculty who serve as primary scientific mentors to MD-PhD trainees in the PhD phase of training.

Core Responsibilities

1. Complete Required Mentor Training

• Faculty who serve as primary mentors to MSTP students must have completed institutional mentor training prior to official lab declaration.

• Approved mentor training programs may include those offered by the Graduate School of Biomedical Sciences, the Office of Postdoctoral Affairs, or equivalent programs approved by MSTP leadership.

• Mentor training is expected to address inclusive mentorship practices, alignment of expectations, effective communication, and conflict resolution.

2. Create a Supportive and Inclusive Research Environment

• Foster a respectful, inclusive, and harassment-free laboratory culture.

• Establish expectations and norms for lab conduct, ideally documented in a written lab code of conduct shared with the student at the outset.

• Uphold all institutional policies on research integrity, safety, and nondiscrimination.

3. Provide Rigorous Scientific Training

• Offer hands-on training in research methods, data analysis, and critical interpretation of results.

• Emphasize principles of rigor and reproducibility, including proper recordkeeping and presentation of raw data.

• Support the student’s development of independence, creativity, and scientific reasoning.

4. Maintain Effective Communication

• Meet regularly with the student to discuss research progress, troubleshoot challenges, and provide constructive feedback.

• Initiate honest conversations to align expectations on timelines, work habits, authorship, and lab responsibilities.

• Address any misalignment in partnership with MSTP leadership and the student’s advisory committee when needed.

5. Ensure Laboratory Safety and Compliance

• Train the student in relevant biological, chemical, and radiation safety protocols prior to starting lab work.

• Maintain documentation of completed safety training and hazard-specific modules (e.g., PEAK compliance).

• Provide required personal protective equipment (PPE) and ensure proper usage.

6. Guide Academic and Professional Development

• Assist in identifying relevant courses and seminars, and ensure completion of programmatic milestones including:

  • Formation of the Advisory Committee (by G1 Spring)

  • Thesis Proposal Exam (by June 30 of G1)

7. Promote Ethical Publication and Authorship

• Support the student in producing a significant, publishable body of research.

• Collaborate transparently on authorship decisions based on intellectual and experimental contributions.

• Acknowledge MSTP support (NIH T32GM146636) in all publications and ensure PMC compliance.

8. Support Timely Degree Completion

• Provide appropriate guidance on defining the scope of the dissertation and setting realistic timelines.

• Engage actively in dissertation planning and support the transition back to clinical training.

• Attend the annual MSTP re-entry meeting and help prepare the student for MD curriculum re-entry.

9. Financial Commitment

• Upon the student’s official entry into the lab (typically July 1 of G1), assume responsibility for 75% of stipend, tuition, and health insurance until the end of G1.

• Provide 100% of these costs from G2 until re-entry to the MD curriculum.

• Demonstrate at least two years of secure funding at the time of lab declaration.

10. Respect Personal Time and Clinical Engagement

• Support student vacation time (minimum two weeks annually), with additional flexibility for life events, parental leave, or professional opportunities.

• Encourage students to maintain engagement in clinical, teaching, or service activities aligned with their long-term goals.

• Approve and plan for absences in advance and ensure continuity of research efforts.

Ongoing Responsibilities

Mentors are expected to participate in regular program communications and trainings, respond to MSTP inquiries and advisory committee matters in a timely fashion, and notify MSTP leadership promptly if concerns arise regarding a trainee’s progress, conduct, or wellbeing.

Mentor removal

Faculty mentorship within the MD-PhD Program is a privilege that requires adherence to institutional and programmatic expectations. The MSTP reserves the right to revoke or suspend mentorship eligibility under the following circumstances:

Grounds for Removal or Suspension

Mentorship eligibility may be revoked or suspended if the mentor:

• Fails to complete the required institutional or MSTP mentor training.

• Does not uphold expectations of safe, inclusive, and respectful research environments.

• Is the subject of substantiated complaints involving harassment, discrimination, research misconduct, or violations of institutional policies.

During the PhD phase of MD-PhD training, students transition from a structured clinical curriculum to an immersive, full-time research environment. This period provides a critical opportunity for deepening scientific expertise, developing independence, and expanding professional networks. At the Icahn School of Medicine at Mount Sinai, MSTP advising during the PhD phase is designed to support not only research productivity and milestones but also long-term career development as future physician-scientists.

Career and professional development advising during the PhD years is a shared responsibility between MSTP leadership, PhD mentors, and the Thesis Advisory Committee. MSTP students continue to benefit from structured guidance and mentorship as they refine their research identity and begin preparing for reintegration into clinical training and the residency application process.

Advising Priorities During the PhD Phase

1. Scientific and Professional Identity Development

As students become embedded in their research environments, advising focuses on helping them articulate their evolving scientific interests and how these intersect with their clinical goals.

Key Supports:

• Regular check-ins with MSTP Directors to assess progress and goals

• Mentorship from thesis advisors, TAC (Thesis Advisory Committee) members, and MSTP-affiliated faculty

• Opportunities for grant writing (e.g., F30, F31), manuscript authorship, and conference presentations

2. Long-Term Career Exploration and Mentoring

The PhD phase provides the space to explore a wide range of career options, from academia and industry to policy and innovation, with a focus on preparing for the unique path of a physician-scientist.

Key Supports:

• One-on-one career advising with MSTP leadership and GSBS Career Services

• Panels featuring MD-PhD alumni and physician-scientist role models

• Shadowing opportunities or part-time clinical refreshers to maintain clinical identity

3. Preparing for Reentry into Clinical Training

Advising in the later years of the PhD phase includes structured preparation for transitioning back into the clinical curriculum. This transition can be both exciting and challenging, and dedicated resources are in place to ensure readiness.

Key Supports:

• MSTP Reentry Planning Sessions (typically 6–12 months before return)

• Advising on clinical reimmersion: review of clinical skills, timeline planning, and reentry clerkships

• Guidance on aligning research accomplishments with career goals

MD-PhD students at the Icahn School of Medicine at Mount Sinai are held to the academic and professional standards of both the MD and PhD programs. Students are reviewed according to the policies of the phase they are currently in—MD or PhD—and the MSTP Director is directly involved in all proceedings.

• During the MD Phase: Students are subject to the Icahn School of Medicine Promotions Committee policies. Students may be reviewed by the Promotions Committee if they encounter serious academic difficulties, fail courses or clerkships, demonstrate unprofessional behavior, or request non-traditional academic pathways (see ). The Promotions Committee may recommend actions ranging from remediation plans to disciplinary measures such as warning, probation, suspension, or dismissal. Students have the right to appeal Promotions Committee decisions directly to the Dean of the School of Medicine.

• During the PhD Phase: Students are governed by the Graduate School’s policies and may be reviewed by the Committee for Academic Review (CAR) if they fail to meet academic progress standards, professional conduct expectations, or programmatic milestones. CAR follows a structured due process, including opportunities for students to present their perspective and appeal decisions if necessary. Disciplinary actions through CAR can include remediation plans, probation, suspension, or dismissal (see

Purpose: To establish clear guidelines and support mechanisms for MSTP (Medical Scientist Training Program) students who take a Leave of Absence (LOA) after completing their PhD but before returning to Year 3 of the MD curriculum.

Policy Statement:

This policy aims to provide MSTP students with a structured framework for taking a Leave of Absence (LOA), ensuring they receive appropriate stipend support and clear guidelines during their LOA period. This support is crucial for maintaining financial stability and academic continuity.

Scope:

This policy applies to all MSTP students at the Icahn School of Medicine at Mount Sinai who have completed their PhD and are preparing to transition back to the MD curriculum, specifically Year 3. For those students taking LOA during the MD phase or the PhD phase should refer to the respective student handbook.

Policy Details:

Eligibility for LOA:

MSTP students who have successfully defended their PhD dissertation and require a LOA before resuming their medical training in Year 3 are eligible to apply.

• Reasons for requesting a LOA may include personal health issues, family emergencies, or other significant circumstances.

Application Process:

Students must submit a formal LOA request through the school in which they are current in training (MD or PhD).

• The request should include the reason for the LOA, the anticipated duration, and any relevant supporting documentation.

• The MSTP Director, in consultation with the Office of Student Affairs, will review and approve or deny the request within a specified timeframe.

Stipend and Housing:

• MSTP students on an approved LOA will not receive their stipend, housing, or benefits.

• Students are encouraged to discuss potential financial implications with Student Financian Services and Housing before taking a LOA.

Maintaining Academic Standing:

• Students on a LOA are required to maintain communication with the MSTP office and provide periodic updates on their status.

• The LOA period should not exceed one year. Extensions beyond this period require additional approval through the Promotions Committee and justification.

Returning from LOA:

• Prior to returning, students must notify the MSTP Director and the Office of Student Affairs at least one month in advance of their intended return date.

• A re-entry plan will be developed in consultation with the student, MSTP Director, and relevant faculty to ensure a smooth transition back to the MD curriculum.

• Students may be required to participate in a re-orientation program to reacquaint themselves with the MD curriculum and any changes that may have occurred during their absence.

Responsibilities:

MSTP Administrative Director: Oversee the implementation and adherence to this policy, review LOA requests, and provide support to students.

Office of Student Affairs: Collaborate with the MSTP Director to review LOA applications, maintain student records, and offer support services.

MSTP Students: Comply with the application process, maintain communication during the LOA, and follow the re-entry plan upon return.

Students interested in pursuing the MD-PhD dual-degree program must demonstrate a strong commitment to a career as a physician-scientist and a clear understanding of the training path. Applicants typically apply through the American Medical College Application Service (AMCAS) MD-PhD application pathway prior to matriculation. However, a limited number of internal transfer opportunities are available for students already enrolled in the MD program at the Icahn School of Medicine at Mount Sinai.

1. External Applicants

Applicants applying through AMCAS should indicate their intention to pursue the MD-PhD track by selecting the combined program option and completing the additional MD-PhD essays. Competitive candidates will have substantial prior research experience, strong academic performance, and clear long-term goals in biomedical research. Selected applicants are invited to interview with both the MD and MD-PhD admissions committees.

For more information, visit AMCAS MD-PhD Application Overview. For more information, visit AMCAS MD-PhD Application Overview.

1. Internal Applicants

Current MD students at ISMMS who wish to apply to the MD-PhD program must submit a formal internal application, typically during Phase 1 of the MD curriculum. The application includes:

• A personal statement describing their interest in the dual-degree path

• Updated CV and academic transcripts

• Letters of recommendation, including one from a research mentor

All internal applicants are reviewed by the MD-PhD Admissions Committee. Final decisions are based on research aptitude, academic performance, and alignment with the program’s mission. Admission is contingent upon the availability of funding and a suitable research training plan.

3. Key Considerations

• Admission to the MD-PhD program implies a commitment to completing both degrees.

• Students admitted via internal transfer may have different funding structures depending on timing.

• Students should consult with the MSTP leadership prior to applying to discuss eligibility and timing.

MD-PhD students at the Icahn School of Medicine at Mount Sinai are subject to the assessment and grading policies of both the MD and PhD programs during the respective phases of their training. The School is committed to maintaining and providing an accurate and transparent grading history for all courses taken.

MD Program Policies: Assessment during the MD phases follows the guidelines outlined in the MD Student Handbook. Students are graded according to the policies of the curriculum under which they matriculated which can be found here: https://icahn.mssm.edu/education/students/handbook/grading

PhD Program Policies: During the PhD phase, students are evaluated under the grading policies of the Graduate School of Biomedical Sciences. PhD students required 12 graded credits, as well as specific policies regarding incomplete grades, course remediation, and satisfactory academic progress. These policies are detailed in the GSBS Graduate Student Handbook available here.

Integrated Considerations: Because MD-PhD students span both programs, they must remain attentive to the grading and assessment expectations during each phase of training. Issues such as grade appeals, conflict of interest mitigation, and the submission of evaluations are handled by the governing program’s policies at the time. Students are encouraged to reach out early to their program leadership if concerns arise.

• Applying to the MD-PhD Program

• MSTP Transfer or Internal Admissions from MD program

• Withdrawing from the MD-PhD Program

• Leave of Absense

• Return from Leave

• Dismissal and Re-entry policy

Purpose

To outline the process and responsibilities involved when a student withdraws from the MD-PhD program at the Icahn School of Medicine at Mount Sinai and continues in the MD program. The goal is to ensure clarity, consistency, and coordination across academic and administrative offices.

Procedure

1. Notification and Documentation

The student must formally notify both the MSTP Office and the MD Program Office of their decision to withdraw from the MD-PhD program. The MSTP Office will provide a withdrawal form and instructions outlining the next steps. Relevant institutional offices, including the Registrar and Student Financial Services, will be informed to initiate the transition.

2. Academic Planning

The student’s academic schedule will be reviewed and revised by an MD Program advisor to ensure alignment with MD degree requirements. MSTP coursework will be evaluated to determine whether any components fulfill MD curriculum elements. Outstanding Phase 1 or Phase 2 requirements will be identified and incorporated into the updated plan of study.

3. Financial Transition

Following withdrawal, the student will no longer be eligible for MSTP-provided funding, including stipend support and tuition coverage through MSTP training grants. Student Financial Services will adjust the student’s tuition and fee structure and update financial aid accordingly. The student may be required to apply for MD-specific loans or scholarships to support continued enrollment.

4. Research and Thesis Considerations

Any active or planned MSTP-related research rotations will be concluded. The student will not be required to complete a thesis or dissertation as part of the MD curriculum. Previous research may be reviewed for relevance to scholarly components of the MD program but will not substitute for required clinical coursework.

5. Integration into the MD Program

The student will be integrated into the MD curriculum and clinical schedule. Orientation or advising sessions may be required, depending on the student’s entry point into the MD curriculum. The MD Program Office will facilitate the student’s transition and inclusion in all academic and advising systems.

6. Promotions Committee Review

The Promotions Committee will review the student’s academic record and revised plan to ensure compliance with institutional standards for progression and graduation. Any gaps in required coursework or milestones will be addressed through formal planning and advising.

Overview

Students enrolled in the Medical Scientist Training Program (MSTP) at the Icahn School of Medicine at Mount Sinai (ISMMS) rarely pursue additional training, certifications, or degrees offered by ISMMS. However, if such an opportunity arises, this policy outlines the approval process and coordination required for students pursuing these endeavors while enrolled in the MSTP program.

Notification of Enrollment in Additional Programs:

• Students must notify both their primary MSTP program and the additional ISMMS program of their enrollment status.

• If a student is enrolled in a second ISMMS program, they are responsible for ensuring that both the primary MSTP program and the secondary program are aware of their academic Leave of Absence (LOA) status.

Coordination of Program Handoffs/Transitions

• It is the student’s responsibility to coordinate any program handoffs or transitions between the MSTP program and the additional ISMMS program.

• Both programs must be informed of the student’s status to ensure smooth transitions and proper management of academic and administrative requirements.

Leave of Absence (LOA)

• When a student files for an academic LOA, they must inform both the primary MSTP program and the secondary ISMMS program. This ensures that the student's status is known to both programs and that any program handoffs or transitions are coordinated effectively.

Responsibilities of the Student

• Obtain approval from the program advisor for any study design and culminating projects.

• Notify both the MSTP and any additional ISMMS program of enrollment status and LOA filings.

• Coordinate program handoffs and transitions to ensure smooth academic and administrative processes.

This policy is designed to ensure that MSTP students pursuing additional degrees or certifications at ISMMS can do so with the necessary oversight and coordination between programs, maintaining clear communication and approval processes.

The MSTP provides financial subsidy throughout the dual-degree training pathway. Students are fully funded during the first two years of medical school (M1–M2) through institutional MSTP support, which covers tuition, stipend, and health insurance. After completing Step 1, Phase 1 requirements, and declaring a dissertation mentor and Multidisciplinary Training Area (MTA), students transition into the PhD phase.

During the first two years of MD-PhD training, students are supported by the MSTP through institutional funds and T32 training grants. Students entering the PhD phase are strongly encouraged to apply for individual NIH F30 predoctoral fellowships. An F30 award can provide additional funding and valuable grant-writing experience. Students should be aware that combined NIH predoctoral training support (T32 plus F30 or F31) is generally limited to six years. Institute-specific rules may vary, so students are encouraged to reach out to NIH program officers early for guidance on eligibility and timing.

During the PhD phase, primary funding responsibility shifts to the research mentor (see Funding Package and Direct Compensation). Mentors are required to ensure funding for their MSTP students as a condition of the MSTP Mentor-Mentee Compact. Support typically comes from the mentor’s research grants, institutional training grants (e.g., T32 programs), or individual fellowships (e.g., F30, F31 awards). Students are encouraged and mentored to apply for competitive external fellowships, and successful applicants receive additional recognition and support.

Additional Funds Upon Receipt of External Fellowships

• Students who apply for and receive an NIH “F” grant, or who receive a federal or non-federal fellowship of comparable stature (e.g. AHA, HHMI, , will receive from the Graduate School an additional $2,000 annually, for the period the award is in effect.

• Research mentors are encouraged to match this $2,000 with an additional $2,000 if lab funding allows. (Matching funds from research mentors must come from a funding source that permits such payments.)

• Students who receive such fellowships should email the Graduate School at to request such payment, attaching the notification of the award and cc-ing their faculty research mentor.

After successful completion and defense of the PhD, students re-enter the clinical training phases of the MD curriculum (Phase 2/Phase 3), at which point financial support reverts to institutional funding.

Attendance Policy for Required MSTP Courses and Events

1. Philosophy and Purpose:

Attendance is considered a component of professional development, reflecting commitment to the program, colleagues, future patients/research, and respect for the instructor and other participants. Active learning is crucial, and many MSTP courses and events rely on interactive learning, discussion, and collaborative problem-solving, which are diminished by absences. Required events and experiences foster a sense of community and shared learning among MSTP trainees.

2. Scope:

• This policy applies to all required MSTP courses and events as designated by the MSTP leadership, specifically including: 

• Biomedical Sciences for MD-PhD students (BMS)

• Medical Scientist Grand Rounds (MSGR)

• Clinical Refresher (MDE 0312)

• Annual MSTP Retreat

• MSTP Horizons

• MSTP Trek

3. Absence Allowance:

• Personal Days: Students are allowed up to three (3) personal days per semester for planned and unplanned absences.

• Planned Absences: Must be requested at least 14 days in advance.

• Religious Holidays: Religious holiday absences may be requested at least 14 days in advance but do not extend to ceremonies. like weddings or baptisms.

4. Excused Absences (Beyond Personal Days):

• Criteria: Excused absences beyond the three personal days will be granted for: 

• Personal illness (with medical documentation if necessary) or required medical appointments.

• Family emergencies.

5. Unexcused Absences:

• Definition: Any absence not meeting the criteria for an excused absence will be considered unexcused.

• Examples: 

• Failure to notify the course director/event organizer and leadership office within the stated time period.

6. Attendance Tracking:

• Methods: Attendance will be tracked using the Coda platform. Students must scan or log their attendance in for all mandatory sessions. Attendance is then registered in the system. 

7. Consequences of Unexcused Absences:

• First Unexcused Absence: Warning from the course director/event organizer and the MSTP leadership office.

• Second Unexcused Absence: Meeting with the course director/event organizer and the MSTP leadership to discuss the reasons for absences and develop an improvement plan.

• Third Unexcused Absence: Course failure if all occur during a single course; placed in serious academic status, which may include probation or dismissal from the program.

8. Attendance Best Practices:

• The leadership strongly suggests the following to promote a respectful and engaging learning environment, and to maximize the educational benefits of MSTP events and courses: 

• Showing up on time and staying for the duration of all required courses or events.

• When attending a virtual course or event, having your camera on when possible, and being actively engaged out of respect for the speaker or/or instructor.

9. Additional Considerations:

• Extended absences beyond this policy require approval from Student Affairs.

• The leadership reserves the right to request documentation for patterns of absences.

This policy outlines the conditions under which MD-PhD students can take on roles as Teaching Assistants (TAs) or join committees while maintaining their academic and research commitments. MD-PhD students may take on roles as Teaching Assistants or join committees under the following conditions:

• Students must be in good academic standing. All academic and research milestones must be up to date at the time of application for the role.

• Students must obtain approval from their primary research mentor.

• Students can commit up to 10 hours per week to supplemental activities, including TA roles and committee memberships.

• These commitments should not interfere with their primary academic and research responsibilities.

MD-PhD students at the Icahn School of Medicine at Mount Sinai are eligible for a range of awards and honors recognizing excellence in education, research, service, and leadership.

Medical School Awards MD-PhD students are eligible to receive Medical School Education Awards, Medical Education Awards, and Medical School Academic Awards during the year they participate in the commencement ceremony and are awarded their dual MD-PhD degree.

• Gold Humanism Honor Society: Awarded based on excellence in clinical care, leadership, compassion, and dedication to service.

Graduate School Achievement Awards Students are also eligible for Graduate School Achievement Awards in the year they defend their PhD. This may occur prior to their participation in the final MD-PhD commencement ceremony.

Service to the MSTP Award: Open to MD-PhD students at any stage of training, recognizing outstanding contributions to the MSTP community.

Distinctions

• Distinction in Community Service-Global Health: Recognizes significant contributions to community service and global health initiatives.

• Distinction in Research: Awarded to students who have demonstrated exceptional achievements and leadership in research.

• Distinction in Medical Education: Honors students who have made meaningful contributions to teaching, curriculum development, and educational leadership.

MD-PhD students are highly encouraged to attend physician-scientist career exploration conferences during their training, as these events offer important opportunities for networking, career development, and building a broader physician-scientist identity.

Physician-Scientist Career Exploration Travel Awards MSTP students presenting posters or oral presentations at physician-scientist-specific conferences (such as the AAP/ASCI/APSA Joint Meeting, APSA Northeast Regional Meeting, National MD-PhD Student Conference, ISMMS Medical Student Research Day, or the NYC-wide MD-PhD Symposium) are eligible for MSTP-sponsored reimbursement.

• Reimbursement is available up to $1,500 for travel-related expenses (e.g., transportation, hotel accommodations, conference fees).

• Poster printing reimbursement is also available up to $100 per academic year for students participating in local student-led research events.

• Students must submit an abstract, present their work, and apply through the MSTP Physician-Scientist Conference Reimbursement Form for approval.

Important: Mentor or lab funding is typically expected to support travel to field-specific scientific conferences, while the MSTP directly supports career development events tailored for physician-scientists.

Scientific Conference Travel Awards

Students presenting research at scientific conferences related to their field of study should apply for travel reimbursement through their lab or mentor, not the Graduate School of Biomedical Sciences (GSBS). Funding policies and application instructions may vary by department or lab.