what is phd in medical terms

  • PhD vs MD – Differences explained
  • Types of Doctorates

A MD is a Doctor of Medicine, whilst a PhD is a Doctor of Philosophy. A MD program focuses on the application of medicine to diagnose and treat patients. A PhD program research focuses on research (in any field) to expand knowledge.

Introduction

This article will outline the key differences between a MD and a PhD. If you are unsure of which degree is suitable for you, then read on to find out the focuses and typical career paths of both. Please note this article has been written for the perspective of a US audience.

What is a MD?

MD (also seen stylized as M.D and M.D.) comes from the Latin term Medicīnae Doctor and denotes a Doctor of Medicine.

MDs practice allopathic medicine (they use modern medicine to treat symptoms and diseases). A common example would be your physician, though there are numerous types of medical doctors, with different areas of speciality and as such may be referred to differently.

What is a PhD?

A PhD (sometimes seen stylized as Ph.D.) comes from the Latin term Philosophiae Doctor and denotes a Doctor of Philosophy.

A PhD can be awarded for carrying out original research in any field, not just medicine. In comparison to an MD, a PhD in a Medicinal field is focused on finding out new knowledge, as opposed to applying current knowledge.

A PhD in Medicine therefore does not require you to attend medical school or complete a residency program. Instead, you are required to produce a thesis (which summarizes your research findings) and defend your work in an oral examination.

What is the difference between a MD and a PhD?

Both are Doctoral Degrees, and someone with either degree can be referred to as a doctor. But for clarity, MDs are awarded to those with expertise in practicing medicine and are therefore more likely to be found in clinical environments. PhDs are awarded to researchers, and are therefore more likely to be found in academic environments.

This does not mean that MDs cannot pursue a research career, nor does it mean that a PhD cannot pursue clinical practice. It does mean, however, that PhDs are more suited to those who would wish to pursue a career in research, and that MDs are more suited to those who prefer the clinical aspects of medicine or aspire to become a practicing physician.

It should also be noted that a medical PhD doctorates possess transferable skills which make them desirable to various employers. Their familiarity with the scientific method and research experience makes them well suited to industry work beyond medical research.

Program structure and time

The standard MD program structure sees students undertake 2 years of coursework and classroom-based learning, before undertaking 2 years of rotational work in a clinical environment (such as a hospital). Getting an MD requires attending a medical school (accredited by the Liaison Committee on Medical Education) and completing a residency program. Both of which prepare students to diagnose patients and practice clinical medicine.

The standard PhD program lasts 5 to 7 years and sees students undertake original research (monitored by a supervisor). Getting a PhD requires the contribution of novel findings, which leads to the advancement of knowledge within your field of research. With the exception of some clinical PhDs, a PhD alone is not enough to be able to prescribe medicine.

PhD doctorates are required to summarize the purpose, methodology, findings and significance of their research in a thesis. The final step is the ‘ Viva Voce ’ where the student must defend their thesis to a panel of examiners.

To summarize, a MD program usually lasts 4 years, whilst a PhD program lasts 5 to 7 years. Before being licensed to practice medicine, however, you must first complete a residency program which can last between 3 to 7 years.

What is a MD/PhD?

A MD/PhD is a dual doctoral degree. The program alternates between clinical focused learning and research focused work. This is ideal for those who are interested in both aspects of medicine. According to the Association of American Medical Colleges, an estimated 600 students matriculate into MD-PhD programs each year .

The typical length of a MD/PhD program is 7 to 8 years, almost twice the length of a MD alone. As with a MD, MD/PhDs are still required to attend medical school and must complete a residency program before being able to practice medicine.

In comparison to PhD and MD programs, MD/PhD positions in the United States are scarce and consequently more competitive. The tuition fees for MD/PhD positions are typically much lower than MD and PhD positions are sometimes waived completely.

Those who possess a MD/PhD are commonly referred to as medical scientists. The ability to combine their medical knowledge with research skills enables MD/PhDs to work in a wide range of positions from academia to industrial research.

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“M.D.” vs. “Ph.D.” vs. “Dr.”: Are They Synonyms?

Quick: when you hear the word doctor , what do you picture?

Most would probably describe someone in a white lab coat with a stethoscope hanging around their neck or someone in medical scrubs—someone you would seek out if you have a deep cut that needed stitches.

That word doctor , however, is a title assigned to many who don’t come close to that description, many of whom you wouldn’t want stitching up that cut. Take your English professor, for instance. No offense, Dr. Barrett. 

It can all be a bit confusing, which is why it’s important to know who and why someone might be called a doctor , as well as what all those initials and abbreviations after their name mean. Here we break it all down.

What does Dr. mean?

Let’s start with doctor or D r . for short. While the first definition of the word is “ a person licensed to practice medicine,” that doesn’t mean you want to take medical advice from anyone who calls themselves a doctor . There are many looser definitions of the word that follow and, frankly, make things a bit confusing.

For example, the third definition is older slang for a “cook, as at a camp or on a ship,” while the seventh entry is “an eminent scholar and teacher.” Bugs Bunny didn’t help matters either by plying anyone and everyone with his famous greeting,“What’s up, doc?” 

The term doctor can be traced back to the late 1200s, and it stems from a Latin word meaning “to teach.” It wasn’t used to describe a licensed medical practitioner until about 1400, and it wasn’t used as such with regularity until the late 1600s. It replaced the former word used for medical doctors— leech , which is now considered archaic. 

WATCH: When Did The Word "Doctor" Become Medical?

Physician vs. doctor : are these synonyms.

While the term physician is a synonym for doctor , it’s typically used to refer to those who practice general medicine rather than those who perform surgery, aka surgeons . 

A quack , on the other hand, is defined as “ a fraudulent or ignorant pretender to medical skill.”

What does M.D. mean?

Moving on to initials that carry more weight than a nod from Bugs, let’s look at M.D.s .

M.D. , which can be used with or without the periods ( M.D. or MD )  is the designation for a medical doctor. This is earned by attending medical school (typically a four-year program after completing at least one undergraduate degree, plus a residency program), and learning to diagnose patients’ symptoms and offer treatment. 

The initials M and D stem from the Latin title  Medicīnae Doctor. There are many different types of doctors, with different specialties, but if you have a physical ailment, visiting a doctor with the initials M.D. is a good place to start.

Specialty doctors may add even more initials to their title, such as DCN (doctor of clinical nutrition), DDS (doctor of dental surgery), or countless others they acquire with additional training. To make things even more confusing, some may add abbreviations from medical associations they belong to, such as FAAEM (Fellow of the American Academy of Emergency Medicine). 

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What does Ph.D. mean?

As for Ph.D. , this stands for “doctor of philosophy.” It stems from the Latin term Philosophiae Doctor.

You can get a Ph.D. in any number of subjects, from anthropology to mythological studies. It’s not an easy feat, however, as to earn one, you must do original research and write a dissertation . 

Ph.D. vs. M.D .: are these synonyms?

There are two big differences between Ph.D. s and M.D .s. When it comes to medicine, M.D.s can prescribe medications, and Ph.D.s can’t. And yes, it’s possible to be both an M.D. and a Ph.D. In fact, some med schools offer programs in which you can achieve both simultaneously. 

You can also get a professional doctorate degree in a number of fields. For example, you might receive a doctorate of education, an  Ed.D . 

So, in a nutshell, both M.D.s and Ph.Ds can be referred to as doctors . If you’re looking for someone to treat what ails you physically, then you want at least an M.D. following their name. If you want to dig deep into a subject and get advice from someone who has done their own research and who likely knows the latest and greatest developments in a particular area, then you’re probably looking for a Ph.D. And if someone has both, even better—depending on your needs, it may be just what the doctor ordered.

Want more synonyms? Get Thesaurus.com’s sizzling synonyms right in your inbox! 

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M.D. vs. PhD. Degrees: What Are the Differences? 

what is phd in medical terms

Cait Williams is a Content Writer at Scholarships360. Cait recently graduated from Ohio University with a degree in Journalism and Strategic Communications. During her time at OU, was active in the outdoor recreation community.

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what is phd in medical terms

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

M.D. vs. PhD. Degrees: What Are the Differences? 

Chances are, when you hear PhD and MD, you at least know that there is a difference between them. Since both are the titles of doctors, there’s still a lot of ambiguity as to what those specific differences are. In this article, we will look at how MDs and PhDs differ from one another and which one might be a better fit for you. Let’s jump in!  

Doctor of Medicine (MD)  

We’ll start by taking a separate look at MDs. An MD is a medical doctor. Their primary job is to work with patients in a variety of settings such as hospitals, clinics, and a variety of other places where having medical staff is necessary. 

School  

In order to become an MD, students must complete their undergraduate degree and then attend a four year medical school. Medical School is then followed by a residency, where a new doctor completes training under a senior physician. From start to finish, becoming a doctor takes around 8-12 years to finish undergrad, medical school, and residency.  

Area of study  

As a medical doctor, you will generally choose one area of medicine that you would like to focus on. Specialties can be based on a certain part of the body, such as cardiology, podiatry, or neurology. Aspiring medical doctors can also specialize in working with a select group of people, such as geriatrics or pediatrics, or finally, you can specialize in researching things like oncology. The possibilities are plentiful for MDs! 

Where they work  

Where you work will depend on what you choose to specialize in. Again, this could be in a hospital, a smaller clinic, or even across the globe with various organizations that work to provide medical care to underserved populations. Medical expertise is needed in many capacities, meaning that there is never a shortage of places that a medical degree could take you! 

A word about DOs  

Before we move on to PhDs, we have one more thing to clear up that you might have questions about. In addition to MDs, there is also another type of doctor called a DO, or a doctor of osteopathic medicine . DOs perform largely all the same functions as MDs, but with a more holistic approach. They attend undergrad just like MDs and then attend a four year DO program that is structured very similarly to a regular medical school.  

The only difference between these two is where they receive their medical school training and how they approach studying medicine and treating patients. If you are thinking about becoming a medical doctor, you should take some time to explore DOs and what they do!  

Doctorate of philosophy (PhD)  

Okay, now onto PhDs! A doctorate of philosophy, known also as a PhD , doesn’t actually have anything to do with philosophy in most cases. A PhD can be completed in pretty much any field and is the highest level of education that one can receive.  

In order to complete your PhD, you will need to first complete your undergrad, then a master’s program, and finally apply to PhD programs. Not all PhD programs require that you finish your masters. There are some schools that offer programs that allow you to complete both your masters and your doctorate at the same time.  

Generally, schooling for your PhD takes anywhere from four to eight years to complete. The first year or two of your PhD is spent on coursework, while the remaining years are spent doing research and completing your dissertation.  

There are endless areas of study that offer PhD programs. You can study everything from physical therapy, business management and psychology to health administration, engineering, social work, and so much more. The gist is pretty much that if you can think of a field of study, you can earn your PhD in it!  

Based on the examples of fields you can study, it’s safe to say that what you study will determine where you decide to work. PhD holders are highly educated people, meaning that finding a job when you hold a PhD in your field will look pretty good to most employers.  

Common places where you find a high concentration of PhDs are in hospitals, corporate offices, college campuses, and other educational institutions. Remember, though, that’s not a full list of where you could work–the list of places you could work is endless! 

Tuition and Costs  

It’s true, pursuing either one of these degrees is not the cheapest thing, but don’t let numbers scare you off! If anything in this article sounds like it is right for you, explore it thoroughly. There are lots of ways that you can pay for your education, including scholarships, organizations, and programs out there that want to help you do it!

Okay, so for some real talk, the price of either of these degrees can vary a lot. Medical school will generally cost between $45,000 – $65,000 a year, while PhD programs cost on average about $30,000 a year. But, again, this does not mean you have to be able to pay these costs out of pocket. There are a lot of programs for PhDs that work with you to help you pay for some of the costs. There are even some fully funded PhD programs !

Similarly, there are tons of medical scholarships and even tuition free medical schools that you can apply to help offset the costs of a medical degree. There are also options for student loans that you can take out as well. The point is, there are tons of ways to find your education. If a degree like this is right for you, it is possible to achieve with proper planning and determination.

Related: Top scholarships for graduate students

Shadowing  

Before jumping all the way in with either of these degrees, shadowing is a great tool that can help you explore your intended field or job. It’s highly encouraged that students who want to attend medical school shadow at least a few different MDs and DOs prior to applying to medical school.  

But the benefits of shadowing are not just for the medical world. You can ask to shadow just about anyone . Maybe you’d like to shadow a professor who you had during undergrad, a social worker, or someone you know of who works in business. There are no rules about who you can and can’t shadow, you simply have to ask and go from there!  

What is right for you  

Below are some basic questions to help you get your mind started thinking about whether an MD or PhD is right for you. The first set of questions pertains more to MD or DO degrees.  

If you’re thinking about an MD or DO degree…  

Questions to consider.

  • Do you like working with people and helping them during difficult times?  
  • Do you love studying biological sciences ?  
  • Does working in a hospital or clinic sound like an environment you would enjoy? 

If you’re thinking about a PhD…  

  • Is there a specific area or field you would like to study? 
  • Do you have a specific job in mind that you would like, and does it require a PhD? 

The answers to these questions won’t instantly help you decide, but they should help you think a little deeper about these degrees. 

Key Takeaways

  • Both MDs and PhD holders are highly educated in their field of study, holding the highest degrees that you can earn 
  • The only way to become a practicing MD is to first obtain your bachelor’s degree, then attended a four year accredited medical school, and then successfully complete all the proper exams to practice medicine 
  • To earn a PhD, you do not have to attend medical school, but you will need to attend a PhD program, complete your undergrad, and usually complete your master’s degree before doing so 
  • There are lots of ways to fund both a PhD and an MD, including scholarships, grants, loans, and partially and fully funded programs for each 

Frequently asked questions about the differences between MD and PhDs  

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Everything you need to know about pursuing a Ph.D. in Medical Science

Everything you need to know about pursuing a Ph.D. in Medical Science

Blog Summary

Ph.D. in medical sciences is a vast field of study that equips MBBS graduates with the skills and knowledge base required to diagnose and treat medical conditions in the human body. A medical professional takes a patient through an entire journey of treating a disease, right from its consultation, identification, diagnosis, treatment, and surgery (if required). The subspecialties available in the program are many and can be preferred according to each student’s career interest. The subdisciplines include Public Health, Biomedicine, Dentistry, Nursing, Nutrition, Health Management, Veterinary Science, and many more. A Ph.D. in medicine degree will teach you to identify diseases and treat them promptly. 

Ph.D. in Medicine

Many might wonder what is a Doctorate in Medical Sciences. A Ph.D. in Medicine is crucially designed and structured in a way most suitable for aspiring doctors inclined toward research and academia. The subspecialties from which one can choose to do a doctorate are vast, and it purely depends on the interests and preferences of the students. The curriculum of each may vary on the specialization chosen and may include clinical research, independent study, group work, and lab work. The varied focus areas may include microbiology, immunology, pharmacology, reproductive issues, brain disorders, genetics, orthopedics, development disorders, etc. 

A Ph.D. in medical science means that the student gets exposure to other skills besides academic knowledge, like analytical skills, lateral thinking, technological abilities, accuracy, and attention to detail that will significantly help them in their career life. This Doctorate in Medicine, when obtained from Texila American University in academic partnership with the University of Central Nicaragua, helps students gain a comprehensive view of the subject wherein all the major components of medical science are covered. 

The program is offered for three years and may extend to five years, depending on the specialization chosen. It is aimed at individuals who have a zeal for expertise and conduct research in the field of medicine. It helps them gain 360-degree knowledge and a broader perspective of the science involved. Along with the academic skills, the students get the opportunity to polish their research and analytical and innovative skills that will significantly help them in their research work.

Why consider a Ph.D. in Medical Sciences?

One might have heard the saying, “Jack of all Trades, but Master of None.” A Ph.D. in medicine means the other way around. You get to master expertise in the field of medical science. It is meticulously designed to cover all the primary and essential criteria involved in medicine and seamlessly puts you on the path of research, dissertation, and thesis. It includes all the clinical and non-clinical streams, including neurology, genetics, and epidemics. Ultimately the students of the program get to choose their field of specialization in the third year of study upon completion of successful clinical work study in the initial years. 

The program aims to deliver the students with core competencies required to show excellence in research and development. The industrial demand for doctors who have completed a doctorate in medical sciences is very compelling in hospitals, pharmacies, research & development, biomedical, and pharmacology. The ultimatum is to equip the students with the requisite communicative, analytical, and competent skills for the amicable completion of the research work.

Career Opportunities after completion of PhD

The profession of being a doctor is a tough and engaging one; however, the profile is advantageous and satisfactory. Doctors with academic knowledge are expected to have empathy, passion, good communication, and cooperation with patients and their peers. Graduates get lucrative opportunities in research & development, scientific study, the biomedical industry, and government-aided and initiated schemes for medical health.

Doctors who complete the doctorate program can become one of the below-mentioned career profiles based on their area of interest and focus of study.

  • Diagnostic molecular scientist
  • Epidemiologist
  • Biostatistician
  • Biomedical chemist
  • Health information specialist
  • Allied health manager
  • Pediatrician
  • Health psychologist
  • Orthopedist
  • Radiologist
  • Occupational therapist

Ph.D. program overview

A Ph.D. in medical sciences program envisions its students transforming into competent physicians and skilled scientists. Becoming a successful doctor after completing the program depends on various factors:

  • Clinical requirements
  • Progress of your research work
  • Time is taken to mold yourself into an independent investigator and
  • Other Ph.D. requirements

The initial years of the course cover mastering basic sciences, followed by an intense and rigorous Ph.D. and clinical training period. A typical Ph.D. training involves the completion of coursework, performing dissertation research, completing comprehensive exams, and thesis defense. In this course, you will be expected to conduct a lot of research and thesis writing. It will also offer networking opportunities through workshops, seminars, discussion sessions, and student retreats. 

The curriculum has balanced coverage of theory and practical projects, resulting in the best understanding of the courseware. The subjects mainly involve the study of:

  • Research Methodology
  • Advances in Physiology and Microbiology
  • Advances in Medicines
  • Advances in Pharmacology and Anatomy
  • Stem Cells and Regeneration
  • Hospital Waste and Disposal management
  • Biochemistry 
  • Application of medical sciences 
  • Research Thesis

Ph.D. in Medicine Eligibility Requirements

A student who wants to pursue a Ph.D. doctorate has to complete the following requirements:

  • Candidates must have completed an MD/ MS with a decent score from a university recognized and approved by the Medical Council of India.
  • Candidates who have secured a Diploma in National Board (DNB) in any subject related to medical science are also eligible for admission.
  • Candidates who have graduated with a PG degree like an M. Optometry or M. Sc from any recognized university with the streams of pharmacology, microbiology, anatomy, physiology, biochemistry, or any related stream are considered eligible for admission.
  • Candidates may also be required to be registered with the Medical Council of their locality.
  • Candidates must possess work experience in their specialty after completing their PG degree.

Ph.D. in Medicine Enrollment

A medical Ph.D. program is gaining more recognition for the convenience it offers with the perfect blend of knowledge. You must successfully clear the All-India Entrance examination that tests applicants’ research and medical science skills. Upon passing the test, you will have to impress the panel of judges who will interview you based on your research interest and medical specialty. Once you are through with the program’s eligibility requirements, you can proceed with the admission process to start a fast-paced and rewarding career. 

Best ways to get admission to the Ph.D. program

  • Gain substantive research experience by doing quality research. The thesis and research projects you worked on will impress your interview committee to know why you chose to do a Ph.D.
  • Avail of considerable clinical experience in the research and medicine field you choose to pursue. Clinical exposure and lab technicality knowledge is a must-haves to prove your efficiency in handling the Ph.D. courseware and curriculum.
  • Shadowing experience is requisite that can be effectively done by passively observing a doctor who does clinical practice. This will help you gain knowledge that can later be put to great use while doing your research work.

When you choose to do a Ph.D. in Medical Sciences , you are about to get a chance to be part of one of the most demanded and compelling career choices globally. Join the team that holds the platform for medical exploration, scientific discovery, and medical intervention. It will land you in a career that blends research and medicine. It also implies that you will gain extensive research experience, contribute widely to publications, be mentored by industry experts, and gain valuable shadowing experience. Register with Texila American University in academic partnership with the University of Central Nicaragua for your Ph.D. in medical sciences and experience your career reaching maximum heights.

Ph.D. in medical sciences is a vast field of study that equips MBBS graduates with the skills and knowledge base required to diagnose and treat medical conditions in the human body. Read more: https://t.co/45SCANPCKr #PhD #MedicalScience #Medicine #TexilaAmericanUniversity #UCN pic.twitter.com/L0UCKbZ0mS — Texila American University – Post Graduate (@TexilaPG) October 6, 2022
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Is a PhD a Doctor? Demystifying Academic Titles

As you’ve thought about going back to school to earn a PhD degree, you might have wondered, “Is a PhD a doctor?”

Is a PhD a Doctor? Demystifying Academic Titles

It’s worth exploring the answer to this question, because a PhD is a doctor, but not in the way some might think.

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As you learn more about what it means to hold a PhD, you’ll also discover facts about what this degree entails and where it may take you in life. In the process, you can find out whether getting a PhD is the right choice for you!

Is a PhD a Doctor?

scientific researchers with PhD in Biochemistry

Yes, a PhD is a doctor. That’s because this degree is also called a Doctor of Philosophy. Having a PhD demonstrates that you are an expert who can contribute new research to your field.

Despite the “doctor” title, having a PhD doesn’t mean that you can practice medicine. It’s entirely different from being a medical doctor (MD). To understand what a PhD is, it helps to know what’s involved.

To earn a PhD, you’ll take a series of courses. You’ll also complete a huge research and writing project called a dissertation. This project will focus on a specific niche within your subject area. There may be comprehensive examinations involved as well.

Examples of PhD degrees include:

  • PhD in Biochemistry
  • PhD in Computer Science
  • PhD in Chemical Engineering
  • PhD in Economics
  • PhD in History
  • PhD in Management

In a PhD program, you’ll explore the theoretical side of your field. You might produce new research that can contribute to people’s understanding of your subject area and can help guide how practitioners carry out their work.

Generally, someone who earns a PhD doesn’t intend to be a practitioner. For example, a person getting a PhD in Management may not plan to become a business manager. Rather, that student wants to explore management theories that can improve organizational and business practices. This sets PhD degrees apart from another type of doctoral degree—the applied or professional doctorate.

People who earn professional doctorates want an expert-level education that they can apply to the work that they do in their field. For example, for a person who plans to be a business manager, a Doctor of Business Administration (DBA) could be fitting.

A person with a PhD, on the other hand, often intends to become a scientific researcher or a professor. It’s a degree focused on academia. Regardless of the distinctions between these degrees, people with PhDs, applied doctorates, and MD degrees can all be called “doctor” in most contexts.

What Is a PhD?

student pursuing a PhD degree

A Doctor of Philosophy (PhD) is an advanced degree that involves expert-level research and learning. In most fields, a PhD represents the highest level of learning available, so it’s often known as a terminal degree. This type of doctoral degree is research oriented.

In addition to taking classes, students undertake a major research project that contributes new ideas or theories to their field. This project involves writing a sizable paper known as a dissertation. Getting a PhD sets many students on the path toward a career in academia as an educator or a researcher.

Do You Need a PhD to Be a Professor?

College professor discussing with students

The requirements for becoming a professor can vary greatly from one college to another, but a PhD is not always necessary. It can certainly help, though, especially if you’re seeking a full-time tenured position at a major university. Many schools accept other terminal degrees, such as professional doctorates, as well.

Do professors need a PhD ? In some cases, a doctoral degree may not be essential. A master’s degree and professional experience may suffice for technical instructors, such as those in allied health fields. Also, some schools require only a master’s degree for teaching lower-level courses. Community colleges are a prime example.

What’s the Difference Between an MD vs. PhD Degree?

Although you can call someone with a PhD “doctor,” it’s not the same as being a healthcare provider. It’s essential to understand this distinction when asking, “Are PhD doctors?”

So, if you have a PhD are you a doctor? Yes, that will be your title, but it won’t qualify you to practice medicine.

What’s the Difference Between a Professional Doctorate vs. PhD?

Many fields include two options for terminal degrees: professional doctorate degrees and PhDs. Your goals can help you determine which is best for you.

When considering the differences between a PhD vs. doctorate degree, neither of these degrees is “higher” than the other in terms of education level.

Getting Your PhD Degree Online

student getting PhD Degree online

Now that you have an answer to the question “Does a PhD make you a doctor?” you may be ready to enroll in a PhD program and earn your doctoral degree. A number of universities now offer one year online doctoral programs .

In addition to granting you the title of “doctor,” this type of degree program can also benefit your career and provide personal fulfillment. Perhaps you’ll become a researcher, a professor, or a leader in your industry. You could also have the pride and satisfaction of knowing you’ve accomplished a huge undertaking.

You can earn your PhD through online study with an accredited university. You can start exploring top schools for online PhD programs today.

what is phd in medical terms

Anita E. Kelly Ph.D.

What is the Real Difference between an MD and PhD?

Phds advance knowledge, whereas mds merely apply existing knowledge..

Posted March 7, 2011 | Reviewed by Kaja Perina

If you ask someone in the psychology world how people with PhDs (Doctor of Philosophy ) differ from those with MD (Doctor of Medicine) you may get an answer like "MDs can prescribe medication , whereas PhDs cannot." That is true. Another difference is that MDs generally make more money in the United States.

MDs are consider by many to be the "real doctors" because they can help with physiological medical problems. That too is true. I certainly don't refer to myself as "Dr. Kelly" in any context other than an academic setting, because people might get the false impression that I could jump in and help in the event of a broken foot or migraine headache.

All that sounds pretty bad for the PhD. But here's the most essential difference between the two degrees: PhDs advance knowledge, whereas MDs merely apply existing knowledge. Unlike the MD who does not need to produce any original research, the person earning a PhD must produce original research and write it up in a thesis or dissertation. Then a committee of experts must deem that thesis as offering an acceptable advancement of knowledge before the PhD is conferred. It typically takes a couple of years longer to earn a PhD than an MD. Part of the reason it takes so long is that the person earning the PhD is being trained on how to think critically about existing knowledge, and it can take a while to find one's niche and fill a gap in the knowledge base.

If you yourself want to make important scientific discoveries and then tell the world about them, you will be much better prepared by getting a PhD than an MD. You also will be much better prepared to criticize studies you read about in virtually any field because you will be trained in critical thinking and writing.

If you are deciding which degree is right for you, ask yourself if you will be content with applying the knowledge you learn (MD) from other people, or if you would like to get in on the action of making the discoveries yourself (PhD). For instance, would you like to be one of the scientists who are figuring out how to reverse the aging process (PhD)? Would you like to see if giving aging mice a particular the enzyme (one that you discover) makes their hair shiny again and restores their fertility (PhD)? Or would you be content giving your future medical patients the proper dose of the medications that arise from this research and then seeing the signs of youth return in your patients (MD)? These are the kinds of questions that college students everywhere should be asking themselves, and yet I have never seen them do so.

This difference in training also means that if you want to know what the cutting -edge knowledge is in a given field, you have to ask a PhD in that field, not an MD. So for instance, let's say you or your mate is having trouble getting pregnant . If you just ask your local obstetrician or gynecologist what the cutting edge discoveries are regarding fertility, that MD is not likely to know. That MD can give you fertility treatments that he or she has learned about and tried with other patients. It should be noted, however, that many MDs make an effort to remain abreast of scientific research long after their degree has been conferred.

The upshot of my message is this: We need both kinds of people, those who apply existing knowledge (such as the MD does in the medical field) and those who advance it (PhDs). But if you think a PhD is less qualified than an MD when it comes to having cutting-edge knowledge, you have that backwards.

Anita E. Kelly Ph.D.

Anita E. Kelly, Ph.D., is a Professor of Psychology at the University of Notre Dame. She is author of The Clever Student and The Psychology of Secrets.

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What It's Like to Do an MD-PhD Program

New section.

Two medical students answer questions about what it's like to do an MD-PhD program.

Eli Wisdom Headshot

Elias (Eli) Wisdom

Undergraduate:   Pacific University, Oregon Major:   BS, Biology Medical school:  Oregon Health & Science University (OHSU) Anticipated Graduation Year:  2028 Bio: Eli Wisdom is an MD-PhD student at Oregon Health & Science University (OHSU) studying the molecular mechanisms of Parkinson’s Disease. He grew up in the small rural town of La Grande, Oregon,  where he gained a deep appreciation for community and service and a fascination with the natural world. At Pacific University, he completed his degree in Biology while also a playing varsity baseball. After graduating he was as an Associate in Neuroscience at Yale School of Medicine for two years before starting an MD-PhD program. Outside of school, he enjoys competing in triathlons, camping, and spending time with family.

Headshot of medical student Sreya Sanyal

Sreya Sanyal

Undergraduate:  New Jersey Institute of Technology        Major:  Biology & History Double Major Medical school:   Rutgers Robert Wood Johnson Medical School Anticipated Graduation Year:  2031 Bio: Sreya Sanyal is a MD-PhD student at Robert Wood Johnson Medical School and Princeton University. She is Bengali and she aspires to become a laboratory principal investigator in the field of oncology. Outside of academia, she enjoys singing, cooking, going to museums, and lifting at the gym.  

Why did you decide to pursue an MD-PhD program?

Eli:  As an undergraduate student, I found my first biomedical research experience to be quite thrilling and seriously considered pursuing a career in research. Medical school had surfaced as an opportunity, too, as I was deeply passionate about serving others and caring for the sick, but I felt that basic science research was the backbone of advancing clinical care. I first learned that combined MD-PhD programs existed in my senior year when I was taking part in a summer research program at another academic institute. I learned that in a dual-degree program, I could become rigorously trained as a research scientist and as a physician – and could do both in my future career. To learn more, I reached out to a few physician-scientists to who shared how much they loved their careers. In the clinic, their patients and associated medical problems provided new ideas for exploration in the laboratory. And in the laboratory, the insights they gained could inform the way they treated their patients. Sreya:  I’ve wanted to become an oncologist ever since I was 11 and my mother died from gastric cancer. When I shadowed hematologist oncologists in academic settings, I became more interested in their work in clinical trials and research. Entering college, I explored translational research through my undergraduate biomedical engineering lab experiences. As I met more people in the field of drug development and oncology, I realized that I wanted to be at the cutting edge of this work, but I still had the desire to see patients. Through a lot of soul searching and luck, I was able to embark on a career in medical research by pursing an MD-PhD. Using my training as a physician-scientist, I plan to establish my own lab or work in other ways to improve translational research in the oncological space.

What kinds of career options does the MD-PhD program give you?

Eli:   From my experience, rigorous training in medicine and scientific research prepares you best for a career in academic medicine. This often means working at a large teaching hospital, where you have an opportunity to conduct independent scientific research, care for patients, and teach students. While it can differ depending on the medical specialty or the individual, a typical physician-scientist may spend 80% of their time conducting research and 20% caring for patients.  However, there are many other career paths available to MD-PhD graduates. Students may also pursue careers working for private research organizations, pharmaceutical and biotechnology companies, or government agencies.  Sreya:  In my experience as an MD-PhD student interested in oncology, I have a wide array of career options to explore. As a clinician-scientist, I can lead research teams and conduct studies in cancer biology, treatment approaches, and translational medicine. In these roles, I can also mentor students interested in my field, allowing me to advance scientific knowledge while shaping the next generation of researchers. Alternatively, I could directly impact patients' lives by increasing my clinical time spent as an oncologist, developing personalized treatment plans, and contributing to clinical trials. The pharmaceutical and biotechnology industries also present exciting opportunities for me where I would be able to work on drug development, clinical research, or medical affairs, playing an essential role in bringing innovative therapies to market. With my combined medical and research expertise, I am well-equipped to make a meaningful difference in oncology through various rewarding career paths.

What type of research experience did you have before entering the program?

Eli: I attended a liberal arts college where students engaged in scientific research through 2–4-month long classes, which were combined lecture and laboratory experiences. Building on excitement from these courses, I pursued a summer research internship at a large biomedical research institute the summer prior to my senior year. I loved this initial exposure to working in a high-powered scientific research center. From working in state-of-the-art reach laboratories, to solving scientific problems in creative ways, and watching physicians bounce between research and patient care – I was hooked.  Sreya:  Before starting my current program, I had two significant research experiences. First, I worked in a lab that focused on creating materials for drug delivery in the field of biomedical engineering. We used special gels to deliver important substances to specific parts of the body, which had significant effects on the surrounding tissues, such as promoting blood vessel growth and blocking certain enzymes. I spent about 10 hours a week for three years in this lab and contributed to three published papers.

Secondly, I worked at a research institute where I studied mice that were genetically modified to show signs of anthrax toxin exposure. These modified toxins could be controlled to specifically target tumor cells in the body. I dedicated 40 hours a week to this research, and as a result, we have two research papers in progress for publication

How did you prepare to apply to MD-PhD programs?

Eli: Since I had played varsity baseball throughout college (which was impactful training in its own right,) I had limited time for research as an undergraduate. So, I decided to pursue an extended research position before applying to MD-PhD programs. After sending several emails to laboratories across the US and applying to many formal postbacc research programs, I took a two-year job as a postgraduate researcher at an academic research institute. During my time working on a project in a laboratory, I also volunteered at the connected hospital. This allowed me to experience what it was like to conduct independent research during the first part of my day, and care for patients in the afternoon. This experience only confirmed my deeply held passions for both medicine and science, but also exposed me to the challenges that both careers entailed. I felt much more confident in my decision to pursue a dual-degree knowing these insights.

What is your favorite part about being an MD-PhD student?

Eli: Thus far, my favorite part of my training has been directly experiencing the intersection of clinical care and research. During the first two years of the MD-PhD, I was mainly focused on medical school courses and preparing for the first board exam. But now, as I am beginning my Ph.D., I am realizing how medical school has broadened my perspective. When I read research papers or craft a plan to tackle a hypothesis, I feel empowered with the knowledge I learned in my didactic medical school courses. For example, during one of my Ph.D. research rotations, a scientist was having difficulty delivering a therapeutic to the brains of the mice they were studying. Immediately I recalled from my medical school courses how mannitol could be co-infused to transiently open the blood-brain barrier for drug delivery. It could easily be translated to this scenario. Similarly, my experiences with clinic patients have benefited from my MD-PhD training. Often, it can be as simple as the ability to explain to a patient or their family, the exact mechanism of a drug and the reason it could be effective for their ailment. Or, informing them about current basic science efforts in the field or current clinical trials they might be eligible for. As I advance further into my training, I am eager to see how clinical care and laboratory research can become even more intertwined. Sreya:  I am very excited to learn new techniques and approaches to my field of interest. I am also glad that for MD-PhD students in my program, there is a huge emphasis on lifestyle and work/life balance. Many students in my program have become engaged, or married, and are starting families, while many medical students may feel pressure to push these milestones off. Being an MD-PhD student is a huge commitment, so I am especially grateful for all of the personal and professional support my program has to offer.

What do you wish you’d known before you started the program?

Eli: I wish I had known how important it would be to keep an open mind about the research topics that interested me most. I began the MD-PhD program with a rigid focus on a certain topic, thinking that it was the only topic that gave me real excitement. It was also the topic I was most versed in and comfortable in. But during my medical school courses, I was suddenly overwhelmed with several fascinating questions and problems, that all seemed equally thrilling. It took a fair bit of mental wrestling with myself to broaden my own research interests and muster up the courage to explore a field I was fascinated with even if I didn’t have the most experience in it quite yet. Luckily, MD-PhD programs are usually quite supportive of students exploring new topics of interest and are eager to see you follow your motivations.

Sreya:  One of the most important aspects to consider for MD-PhD students is the idea that this path is a marathon, not a sprint. There is a lot of temptation to overload on clubs, leadership, research, etc., to keep pace with MD colleagues, but in the long run, an MD-PhD is about the quality and depth of training. It’s important to build healthy habits, strong social relationships, and enjoy activities in a sustainable manner since MD-PhD students have to do another graduate degree on top of medical training.

What advice would you give a student considering an MD-PhD program?

Eli:  My advice is to accrue as many experiences as you can in medicine and research before applying. Through these, you can understand if pursuing both an MD and a PhD is the best fit for you, or, if you’d be completely satisfied pursuing a career with only training in one discipline. If you can, shadow physicians at both large academic hospitals and private practices. This can teach you if you’d enjoy treating patients daily and give you insight into how your experience will vary based on the setting. Seek out research experiences as early as possible. This may be difficult to procure, but having a longitudinal research experience that encompasses the successes and failures of science will inform you if this should be your future career. If you can, ask for opportunities to experience what it’s like to write a grant or an academic research article. These are not easy to write, yet they encompass a significant amount of time for professional physician-scientists, so, it is important to learn if you’d enjoy (or at least tolerate) the academic writing load. Lastly, don’t be intimidated by the amount time it takes to complete an MD-PhD. Yes, it is longer than most post-graduate training and takes up a significant portion of your early life. But it is a unique and worthy career path that is much needed in service to society. Sreya:  My advice to anyone considering an MD-PhD would be to get both a variety and depth of research experiences. As a student, it’s very easy to continue down a path you already started, but you must try to explore before you commit to any one approach. MD-PhD programs appreciate students who know what they would like to research and the only way to discover this is to pursue broad research experiences. That said, once you find what drives and excites you, it’s important to stick with it and maintain good relationships with your PIs and mentors. It’s a small world among physician-scientists, so depth of work and networking will help you achieve and further your goals. Above all, remember that an MD-PhD is not necessary to do research as a physician. The goal of an MD-PhD is to provide the specific training needed to conduct research above and beyond what a physician alone can do. In this case, you must really be sure that research is fulfilling and allows you to achieve your career goals when applying to programs, as they will ask you about your aspirations.

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Translating Pre-Medical Experiences into Clinical Skills

Michael Foster | May 3, 2023

Your time before medical school is golden. It is a unique time to explore where your passions lie (both within and beyond medicine) and lay a strong foundation of the inter- and intrapersonal skills needed for you to be the best physician you can be. The best advice is simple: challenge yourself, be honest, and have fun! […]

The AAMC offers trusted resources and services to help you navigate the journey from premed to residency and beyond.

What Is a Doctorate Degree?

A doctorate is usually the most advanced degree someone can get in an academic discipline, higher education experts say.

What Is a Doctorate?

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It's unwise to apply to a doctoral program if you don't have a clear idea of how you might use a doctorate in your career.

In many academic disciplines, the most advanced degree one can earn is a doctorate. Doctorate degree-holders are typically regarded as authorities in their fields, and many note that a major reason for pursuing a doctorate is to increase professional credibility.

"If someone wants to be respected as an expert in their chosen field, and also wants to have a wider array of options in research, writing, publishing, teaching, administration, management, and/or private practice, a doctorate is most definitely worth considering," Don Martin, who has a Ph.D. in higher education administration , wrote in an email.

A doctoral degree is a graduate-level credential typically granted after multiple years of graduate school, with the time-to-degree varying depending on the type of doctoral program, experts say.

Earning a doctorate usually requires at least four years of effort and may entail eight years, depending on the complexity of a program's graduation requirements. It also typically requires a dissertation, a lengthy academic paper based on original research that must be vetted and approved by a panel of professors and later successfully defended before them for the doctorate to be granted.

Some jobs require a doctorate, such as certain college professor positions, says Eric Endlich, founder of Top College Consultants, an admissions consulting firm that helps neurodivergent students navigate undergraduate and graduate school admissions.

Endlich earned a Doctor of Philosophy degree, commonly known as a Ph.D., from Boston University in Massachusetts. He focused on psychology and notes that a doctoral degree is generally required to be a licensed psychologist.

"Since a Ph.D. is a research-focused degree, it can be advantageous to those seeking high-level research positions in scientific fields such as astrophysics or biotechnology," he says.

How Long it Takes to Get a Doctorate Degree

Martin, founder and CEO of Grad School Road Map, an organization that helps grad school applicants navigate the admissions process, says obtaining a doctorate is often a lengthy endeavor.

"Typically it can take between four and six years to complete any doctoral program," he says. "If comprehensive examinations and a dissertation are part of the graduation requirements, it may take a year or two longer. There is no standard amount of time – some students take seven to 10 years to finish."

Endlich says doctoral degree hopefuls should be aware that completing a dissertation may take a long time, especially if unexpected hurdles arise.

"My dissertation, for example, involved recruiting college students to complete questionnaires, and it took much longer than I anticipated to recruit enough subjects for my study," he says.

The standards for a dissertation, which include the proposal and research, are rigorous and usually involve a review and approval by a faculty committee, says Hala Madanat, vice president for research and innovation at San Diego State University in California.

"As part of dissertation requirements, some programs will require publication of the research in high-impact peer-reviewed journals," Madanat wrote in an email.

Types of Doctoral Degree Programs

According to professors and administrators of doctoral programs, there are two types of doctorates.

Doctor of Philosophy

A doctor of philosophy degree is designed to prepare people for research careers at a university or in industry, and teach students how to discover new knowledge within their academic discipline. Ph.D. degrees are offered in a wide range of academic subjects, including highly technical fields like biology , physics, math and engineering; social sciences like sociology and economics; and humanities disciplines like philosophy.

A Ph.D. is the most common degree type among tenure-track college and university faculty, who are typically expected to have a doctorate. But academia is not the only path for someone who pursues a Ph.D. It's common for individuals with biology doctorates to work as researchers in the pharmaceutical industry, and many government expert positions also require a Ph.D.

Professional or clinical doctorates

These are designed to give people the practical skills necessary to be influential leaders within a specific industry or employment setting, such as business, psychology , education or nursing . Examples of professional doctoral degrees include a Doctor of Business Administration degree, typically known as a DBA; a Doctor of Education degree, or Ed.D.; and a Doctor of Nursing Practice degree, or DNP.

A law degree, known as a juris doctor or J.D., as well as a Doctor of Medicine degree, or M.D., are also considered professional doctorates.

How to Get a Doctorate

Getting a doctorate is challenging. It ordinarily requires a series of rigorous classes in a field of study and then passage of a qualification exam in order to begin work on a dissertation, which is the final project.

Dissertations are difficult to write, says David Harpool, vice president of graduate and online programs at Newberry College in South Carolina. Some research indicates that only about half of doctoral students go on to finish their degree, and a main reason is that many never finish and successfully defend their dissertation

"Many of them are in programs that permit them to earn a master’s on the way to a doctorate," Harpool, who earned a Ph.D. from Saint Louis University in Missouri and a J.D. from the University of Missouri , wrote in an email. "The transition from mastering a discipline to creating new knowledge (or at least applying new knowledge in a different way), is difficult, even for outstanding students."

Learn about how M.D.-Ph.D. programs

There is a often a "huge shift in culture" at doctoral programs compared to undergraduate or master's level programs, says Angela Warfield, who earned a Ph.D. in English from the University of Iowa.

Doctoral professors and students have more of a collaborative relationship where they function as colleagues, she says. And there's pressure on each student to produce "significant and original research."

Many full-time doctoral students work for the school as researchers or teaching assistants throughout their program, so time management is crucial to avoid burnout. However, the dissertation "is by far the biggest battle," she says. The goal is to avoid an "ABD," she says, meaning "all but dissertation."

"In my writing group, we had two motivational slogans: 'ABD is not a degree,' and 'a good dissertation is a done dissertation,'" Warfield, now the principal consultant and founder of admissions consulting firm Compass Academics, wrote in an email.

How Are Doctorate Admissions Decisions Made?

Admissions standards for doctoral programs vary depending on the type of doctorate, experts say.

The quality of a candidate's research is a distinguishing factor in admissions decisions, Madanat says. Meanwhile, leaders of clinical and professional doctorate programs say that the quality of a prospective student's work experience matters most.

Doctoral programs typically expect students to have a strong undergraduate transcript , excellent letters of recommendation and, in some cases, high scores on the Graduate Record Examination , or GRE, Endlich says.

"The size of the programs may be relatively small, and universities need to be sure that applicants will be able to handle the demands of their programs," he says.

Because professional doctorates often require students to come up with effective solutions to systemic problems, eligibility for these doctorates is often restricted to applicants with extensive first-hand work experience with these problems, according to recipients of professional doctorates.

In contrast, it's common for Ph.D. students to begin their programs immediately after receiving an undergraduate degree. The admissions criteria at Ph.D. programs emphasize undergraduate grades, standardized test scores and research projects , and these programs don't necessarily require work experience.

Admissions decisions may also depend on available funding, says Madanat, who works with doctoral students to provide funding, workshops and faculty support to help their research.

Who Is a Good Fit for a Doctoral Program?

Doctoral degree hopefuls "should be interested in making a deep impact on their field, open-minded, eager to learn, curious, adaptable and self-motivated," Madanat says. "Doctoral programs are best suited for those whose goals are to transform and change the fields they are studying and want to make a difference in the way the world is."

Someone who loves to study a subject in great depth, can work alone or in teams, is highly motivated and wants to develop research skills may be a good candidate for a doctoral program, Endlich says.

Because of the tremendous effort and time investment involved in earning a doctorate, experts say it's foolish to apply to a doctoral program if it's unclear how you might use a doctorate in your career.

"The students are being trained with depth of knowledge in the discipline to prepare them for critical thinking beyond the current state of the field," Madanat says. "Students should consider the reasons that they are pursuing a doctoral degree and whether or not it aligns with their future professional goals, their family circumstances and finances."

Rachel D. Miller, a licensed marriage and family therapist who completed a Ph.D. degree in couples and family therapy at Adler University in Illinois in 2023, says pursuing a doctorate required her to make significant personal sacrifices because she had to take on large student loans and she needed to devote a lot of time and energy to her program. Miller says balancing work, home life and health issues with the demands of a Ph.D. program was difficult.

For some students, the financial component may be hard to overlook, Warfield notes.

"Student debt is no joke, and students pursuing graduate work are likely only compounding undergraduate debt," she says. "They need to really consider the payoff potential of the time and money sacrifice."

To offset costs, some programs are fully funded, waiving tuition and fees and providing an annual stipend. Some offer health insurance and other benefits. Students can also earn money by teaching at the university or through fellowships, but those adding more to their plate should possess strong time management skills, experts say.

"Graduate school, and higher education in general, can be brutal on your physical and mental health," Miller wrote in an email.

But Miller says the time and effort invested in her doctoral program paid off by allowing her to conduct meaningful research into the best way to provide therapy to children affected by high-conflict divorce and domestic violence. She now owns a therapy practice in Chicago.

Miller urges prospective doctoral students to reflect on whether getting a doctorate is necessary for them to achieve their dream job. "Really know yourself. Know your purpose for pursuing it, because that's what's going to help carry you through."

Searching for a grad school? Access our complete rankings of Best Graduate Schools.

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Graduate Medical Education (GME) Advocacy

What is gme.

Graduate Medical Education (GME) is the training that medical school graduates receive as residents in more than 1,000 of the nation’s hospitals and health systems. These are called “teaching hospitals,” and they vary in size and specialty focus. GME includes internships, residency, and subspecialty and fellowship programs, and it leads to eligibility for state licensure and board certification.

With the creation of the Medicare program in 1965, a funding stream was established to support the training of medical residents. The federal government spends nearly $16 billion on GME annually through Medicare, Medicaid, the Departments of Defense and Veterans Affairs, and the Children’s Hospital and Teaching Health Center Graduate Medical Education programs.

Medicare remains the single largest payer, with expenditures totaling about $9.5 billion annually, and uses a complex payment formula that includes both direct graduate medical education payments and indirect medical education payments based in part on the number of Medicare patients and residents in training.

Why We Fight

The U.S. faces a critical family physician workforce shortage, compounded by misalignment of resources in medical education, which has led to disparate care access for patients nationwide. Though the current system excels at educating skilled physicians and physician researchers, the primary care physician shortage prevents the U.S. from taking advantage of the better outcomes and lower per capita costs associated with robust primary care systems in other countries.

Effective health care systems have a physician workforce made up of roughly 50% primary care and 50% subspecialty. Today’s U.S. physician workforce is 33% primary care. To achieve the overall goal of 50% primary care, it is imperative that at least 25% of U.S. medical school graduates choose family medicine by 2030.

Evidence indicates that physicians typically practice within 100 miles of their residency program, meaning that the current distribution of trainees in large academic hospitals also leads to physician shortages in medically underserved and rural areas. These shortages result in access barriers and disparities in health outcomes for patients living in rural and underserved communities.

The AAFP  supports  consistent funding for GME for family medicine to ensure that new residency slots are allocated to address rural and urban imbalances, reduce physician shortages, and focus on medically underserved areas, including funding for programs such as the federal Teaching Health Center GME program.

The THCGME program has a proven track record of achieving its legislative mandate to train the next generation of primary care physicians. Since it began, in 2011, the THCGME program has trained more than 1,148 primary care physicians and dentists, 65% of whom are family physicians. Without permanent federal funding, most of the THCGME programs would be unlikely to maintain residency recruitment and enrollment, threatening the initial program investments and even the viability of the program itself.

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Explore tools and talking points designed to help advocate for policies that would strengthen the family physician workforce.

The AAFP urges Congress to increase the number of family residency positions, permanently reauthorize the Teaching Health Center GME Program, and invest in strategies that strengthen the family physician pipeline — especially in rural communities.

Recent AAFP Communications

  • AAFP Letter to House Energy & Commerce Health Subcommittee on Health Care Spending Hearing - January 31, 2024
  • AAFP Letter to Congress on Primary Care Priorities - January 5, 2024
  • AAFP Letter to House Budget Committee in Response to RFI on Federal Spending - October 12, 2023
  • AAFP Letter to House on Ways and Means Rural Health RFI - September 28, 2023
  • AAFP Letter to House Committee on Veterans' Affairs on Workforce - September 19, 2023
  • AAFP Letter of Support for Lower Costs More Transparency Act - September 14, 2023
  • AAFP Letter to Senate Finance Committee on Rural Health Care - May 17, 2023
  • AAFP Letter to Senate HELP Committee on Workforce Priorities - June 2, 2023
  • AAFP Letter to SAMHSA and DEA on Training Requirements - May 4, 2023
  • AAFP Testimony to the House Energy and Commerce Committee on Primary Care Workforce - April 19, 2023
  • AAFP Letter to the House in Support of the Doctors of Community Act - April 18, 2023
  • AAFP Letter Endorsing the Conrad State 30 & Physician Access Act - March 16, 2023
  • AAFP’s Response to Senate HELP Committee’s Workforce RFI - March 16, 2023
  • AAFP Letter Endorsing the Rural Physician Workforce Production Act - February 14, 2023
  • AAFP Testimony to Senate HELP Committee on Workforce - February 16, 2023
  • AAFP Letter to the White House on End of COVID-19 PHE - February 14, 2023
  • AAFP Letter to Senate Judiciary Committee on IMG Physicians - September 28, 2022
  • AAFP Letter Endorsing the Rural Physician Workforce Production Act - July 27, 2022
  • AAFP Letter to HHS on Strengthening Primary Care RFI - July 27, 2022
  • AAFP Letter to HRSA Administrator Carole Johnson - March 18, 2022
  • AAFP Testimony to House Judiciary Committee on IMG Physicians - February 17, 2022
  • AAFP Testimony to Senate HELP Subcommittee on Workforce - February 10, 2022
  • AAFP Letter to HELP Committee on PREVENT Pandemics Act - February 3, 2022

Joint Communications with Other Organizations

  • Group of Six Comments on H-1B Modernization Proposed Rule - December 20, 2023
  • Joint AAFP-CAFM Letter to CMS on Allocation of GME Positions - November 27, 2023
  • Joint Letter to House Members Supporting THCGME - September 12, 2023
  • Joint Letter to House Supporting Conrad 30 legislation - July 28, 2023
  • Joint Letter to Senate Supporting Conrad 30 legislation - July 28, 2023
  • Joint AAFP-CAFM Comments on CY 2024 IPPS Proposed Rule - June 7, 2023
  • Joint Letter to Congress on Indian Health Service - April 4, 2023
  • Joint Letter to Congress in Support of Dreamers - March 21, 2023
  • Joint Response to Senate HELP Committee Workforce RFI - March 20, 2023
  • Joint Letter to Congress on FY 2023 NDAA Medical Billet Provisions - October 12, 2022
  • Joint Letters to  Senate  and  House  Judiciary Committees Urging Passage of Conrad 30 Bill - July 29, 2022
  • Joint Letter Endorsing the Rural Physician Workforce Production Act - July 25, 2022
  • Joint Letter to Defense Department on Military Medical Billets - July 1, 2022
  • Joint Comments to CMS on FY 2023 IPPS Proposed Rule - June 17, 2022
  • Joint Letter to the VA on GME Pilot Program - May 18, 2022
  • Joint Letter Supporting FY 2023 HRSA Programs Appropriations Request - April 6, 2022
  • Joint Letter to House Veterans' Affairs Committee - March 25, 2022
  • Joint Letter to CMS on GME Final Rule - February 24, 2022
  • Joint Response to Healthy Future Task Force Security Subcommittee RFI - January 31, 2022

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abbreviation or noun

Definition of phd, examples of phd in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'PhD.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

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New Latin philosophiae doctor

1839, in the meaning defined above

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“PhD.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/PhD. Accessed 13 Mar. 2024.

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  • Introduction
  • Article Information

AMCAS indicates American Medical College Application Service.

In panel A, rates of acceptance into MD-PhD program by childhood household income; B, relative risk of acceptance into 1 or more MD-PhD program for MD-PhD applicants adjusted for number of MD-PhD applications submitted, number of publications, grade point average, Medical College Admission Test quartile, sex, race, and ethnicity.

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Nguyen M , Cavazos JE , Venkataraman S, et al. Socioeconomic Diversity in Admissions to MD-PhD Programs, 2014-2019. JAMA Netw Open. 2024;7(3):e241951. doi:10.1001/jamanetworkopen.2024.1951

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Socioeconomic Diversity in Admissions to MD-PhD Programs, 2014-2019

  • 1 Department of Immunobiology, Yale School of Medicine, New Haven, Connecticut
  • 2 South Texas MSTP, University of Texas Health San Antonio, San Antonio
  • 3 Department of Emergency Medicine, New York University Grossman School of Medicine, New York
  • 4 Division of General Internal Medicine, University of California, Davis, School of Medicine, Sacramento
  • 5 Department of Medicine, Yale School of Medicine, New Haven, Connecticut
  • 6 Department of Chronic Disease Epidemiology, Yale School of Public Health, New Haven, Connecticut

Physician-scientists play a unique role in translating research to clinical practice. Diversity among physician-scientists is essential for biomedical innovation and equitable health care. 1 MD-PhD training programs represent a critical pathway for the development of physician-scientists. Although first-generation college students have been less likely to be accepted into MD-PhD programs, 2 little is known about how application and acceptance rates vary across household income. This study aims to examine trends in application and acceptance to MD-PhD program by family income.

We conducted a retrospective cohort study of applicants to US MD-PhD programs between 2014 and 2019 using deidentified data from the Association of American Medical Colleges. Data and descriptive statistics are described in Supplement 1 . We estimated the relative risk of acceptance to at least 1 MD-PhD program across income using modified Poisson regression with robust error variance, adjusting for students’ self-reported race, ethnicity, sex, grade point average, Medical College Admission Test results, number of publications, and total MD-PhD programs applications sent. Statistical significance was 2-sided with P  < .05 indicating statistical significance, and analyses were performed in July 2023 using Stata version 18.0 (StataCorp LLC). We followed the Strengthening the Reporting of Observational Studies in Epidemiology ( STROBE ) reporting guideline. This study was deemed exempt by the Yale institutional review board, and informed consent requirements were waived because data were deidentified.

Between 2014 and 2019, 10 953 students applied to MD-PhD programs. Of these, 4724 students (43.1%) were female; 5020 (52.1%) were White, 2243 (23.3%) Asian, and 805 (8.4%) multiracial. Among MD-PhD applicants, 4959 (45.3%) were accepted into 1 or more MD-PhD program. The percentage of applicants reporting household income less than $50 000 decreased annually, from 28.36% in 2014 to 25.14% in 2019 (annual percent change [APC], −0.57%; 95% CI, −0.94% to −0.21%; P  = .01) ( Figure 1 ). No significant change was found for other income categories. In contrast, the percentage of accepted students reporting household income greater than $200 000 increased annually, from 16.10% in 2014 to 20.87% in 2019 (APC, 0.90%; 95% CI, 0.08% to 1.72%; P  = .03), with no significant change for other income categories.

Combining applicants across all years, while 50.3% of applicants from household income greater than $200 000 were accepted to MD-PhD programs, only 29.9% of applicants from household income less than $50 000 were accepted ( Figure 2 ). In the fully adjusted model, applicants from household income less than $50 000 were 16% less likely than their peers to be accepted into an MD-PhD program (adjusted relative risk, 0.84; 95% CI, 0.79-0.90).

In this study, MD-PhD applicants from household income less than $50 000 had a 16% lower acceptance rate than their wealthier peers between 2014 and 2019. Our study advances our understanding of the influence of class on MD-PhD application and matriculation. The step-wise association between students’ income and MD-PhD program application and acceptance rate is consistent with prior research demonstrating the association between income and MD programs admission, 3 suggesting pervasive socioeconomic inequity in access to the medical profession.

The decline in low-income applicants is noteworthy and may be due to the significant financial investment in pre–MD-PhD preparation, including research years and the cost of the increasing time to independent physician-scientist career. 4 A key finding from our study is that even after accounting for applicants’ tests scores and prior publications, low-income applicants remained less likely than their affluent peers to be accepted into an MD-PhD program. These findings suggest that MD-PhD admission committees may select applicants based on characteristics more associated with privilege than merit, which may include undergraduate institution prestige, 5 exposure to a high-impact mentor, 6 and having a parent with a doctoral degree.

Study limitations include that childhood income does not necessarily reflect wealth and opportunity due to geography and other unmeasured factors. Results therefore may underestimate the degree of socioeconomic inequity. Our analysis did not include MD-PhD program level characteristics, and it is unclear how characteristics such as program prestige, MD-PhD program Medical Scientist Training Program status, and overall medical school National Institutes of Health funding may influence equity in admissions.

Diversity in the physician-scientist workforce is critical for innovation in the biomedical sciences and patient care. To promote socioeconomic equity in MD-PhD program admission, program directors and admissions officers should rely on holistic measures such as grit, resilience, and distance traveled, in addition to traditional academic metrics.

Accepted for Publication: January 21, 2024.

Published: March 12, 2024. doi:10.1001/jamanetworkopen.2024.1951

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2024 Nguyen M et al. JAMA Network Open .

Corresponding Author: Mytien Nguyen, MS, Department of Immunobiology, Yale School of Medicine, 333 Cedar St New Haven, CT 06510 ( [email protected] ).

Author Contributions: Ms Nguyen and Dr Boatright had full access to all of the data in the study and take responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: Nguyen, Chaudhry, Boatright.

Acquisition, analysis, or interpretation of data: Nguyen, Cavazos, Venkataraman, Fancher, Desai, Boatright.

Drafting of the manuscript: Nguyen, Boatright.

Critical review of the manuscript for important intellectual content: Cavazos, Venkataraman, Fancher, Chaudhry, Desai, Boatright.

Statistical analysis: Nguyen, Venkataraman, Chaudhry, Desai, Boatright.

Administrative, technical, or material support: Cavazos, Boatright.

Supervision: Cavazos, Fancher, Chaudhry, Desai, Boatright.

Conflict of Interest Disclosures: Dr Boatright reported receiving grants from National Institutes of Health (grant No. R01GM137411) during the conduct of the study. No other disclosures were reported.

Data Sharing Statement: See Supplement 2 .

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  • Published: 08 March 2024

Graduate medical education well-being directors in the United States: who are they, and what does the role entail?

  • Larissa R. Thomas 1 ,
  • Jonathan A. Ripp 2 &
  • Jennifer G. Duncan 3  

BMC Medical Education volume  24 , Article number:  254 ( 2024 ) Cite this article

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Institutional Graduate Medical Education (GME) Well-being Director (WBD) roles have recently emerged in the United States to support resident and fellow well-being. However, with a standard position description lacking, the current scope and responsibilities of such roles is unknown. This study describes the scope of work, salary support, and opportunities for role definition for those holding institutional leadership positions for GME well-being.

In November 2021, 43 members of a national network of GME WBDs in the United States were invited to complete a cross-sectional survey that included questions about job responsibilities, percent effort, and dedicated budget, and a free text response question about unique leadership challenges for GME WBDs. The survey was analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data.

26 members (60%) responded. Most were physicians, and the majority identified as female and White. Median percent effort salary support was 40%. A small minority reported overseeing an allocated budget. Most respondents worked to improve access to mental health services, oversaw institution-wide well-being programs, designed or delivered well-being content, provided consultations to individual programs, met with trainees, and partnered with diversity, equity, and inclusion (DEI) efforts. GME WBDs described unique challenges that had implications for perceived effectiveness related to resources, culture, institutional structure, and regulatory requirements in GME.

There was high concordance for several key responsibilities, which may represent a set of core priorities for this role. Other reported responsibilities may reflect institution-specific needs or opportunities for role definition. A wide scope of responsibilities, coupled with limited defined budgetary support described by many GME Well-being Directors, could limit effective role execution. Future efforts to better define the role, optimize organizational reporting structures and provide funding commensurate with the scope of work may allow the GME Well-being Director to more effectively develop and execute strategic interventions.

Peer Review reports

With national calls to action in the United States to comprehensively address clinician well-being as largely a systems issue, institutions are building infrastructure to support organizational well-being beyond individual-level interventions [ 1 , 2 , 3 ]. In 2017, the Accreditation Council for Graduate Medical Education (ACGME) revised its Common Program Requirements (CPR) to address well-being in the clinical learning environment [ 4 ]. In alignment with national frameworks for addressing well-being [ 2 , 5 ], these requirements not only direct a focus on efforts to improve individual resilience and mental health, but also emphasize the need to promote a culture of well-being while enhancing efficiency to maximize time for meaningful patient care.

The Chief Wellness Officer (CWO) role previously evolved in response to the need to integrate well-being work into C-Suite-level decision-making and strategic planning [ 6 , 7 ]. Similarly, the emphasis on institutional responsibility to support resident and fellow well-being has led to a proliferation of institution-level positions, often termed “GME Well-being Directors” (WBD), who are dedicated to augmenting GME program director efforts to enhance resident and fellow well-being. While there are some broad parallels between GME Well-being Director and CWO roles, GME WBDs have unique challenges and responsibilities, in part because GME trainees and Offices of Graduate Medical Education are uniquely situated within institutional structures. Additionally, while residents and fellows have similar driver dimensions of well-being as other physicians as outlined by Shanafelt and Noseworthy [ 8 ], residents and fellows also face unique challenges that can exacerbate burnout. Stressors associated with the dual role of learner and worker during residency training, including long hours, lack of control/autonomy, competing priorities between work and education, and cognitive load, create significant workload demands. Additionally, social supports are important for residents who often move to a new location for training [ 9 , 10 ]. Finally, residents and fellows are vulnerable to mistreatment due to their position within the hierarchy of the clinical system [ 11 , 12 ].

To meet ACGME mandates to address these challenges and threats to GME well-being, GME WBD faculty roles have rapidly emerged without a “roadmap” to guide the scope of work and strategy for the role. The Collaborative for Healing and Renewal in Medicine (CHARM) GME Well-being Leaders Network (WLN), established in 2019, is a peer community that was developed to share best practices among those holding institutional GME well-being leadership positions. Initially, the GME WLN grew through informal networks to establish a learning community for individuals in this emerging role, then has continued to expand through outreach via professional organizations. As this community grew, the group members noted lack of defined job responsibilities for their newly emerging roles, leading to the desire for a member survey to elucidate this information. Additionally, member discussions noted that some dimensions of leadership challenges that they encountered were not fully captured in existing literature on well-being leadership strategy and the CWO role. Here, we report findings from a survey of this network related to GME WBD job responsibilities, describing current scope of work, salary support and perceptions of unique leadership challenges. Based on these findings, we also describe opportunities to optimize the role in order to allow the WBD to achieve maximal effectiveness as a strategic leader.

As of October 2021, the CHARM GME WLN included 73 faculty and staff representing 57 institutions in the United States. We sent a cross-sectional, descriptive Qualtrics survey by email to 43 members within the GME WLN who held an institution-level GME well-being leadership position in November 2021. Those who had only department or program-level roles or who worked only with students, faculty, or other staff were excluded. Those who had broad institution-level well-being roles that were inclusive of GME were included. Questions were developed by the study leads based on literature describing the roles of the CWO [ 6 ], the ACGME Common Program Requirements for Well-being [ 4 ], and a review of prior discussion topics that had arisen in CHARM WLN group meetings. The timing of the survey coincided with group interest in defining evolution of roles post-pandemic. The final survey focused on job responsibilities, percent effort, and dedicated budget. The survey also included a free text question inquiring about leadership challenges for GME WBDs perceived as unique compared to those faced by well-being leaders responsible for other groups (for example, attending physicians or students). Several reminders were sent via email to eligible participants. Quantitative responses were analyzed using descriptive statistics. Two of the authors, who are also part of the GME WLN (JD and LT) used thematic analysis to group the qualitative responses. Themes were member-checked with the rest of the GME WLN at a meeting to verify resonance. This survey was deemed exempt by the UCSF Institutional Review Board.

Who is the GME well-being director?

Twenty-six of 43 members with an institution-level GME well-being position responded (response rate 60%), representing 26 different institutions. Among respondents, 21 (81%) were female; 5 (19%) reported having a racial/ethnic identity other than white. Fourteen (54%) had an MD/DO degree, 7 (27%) had education degrees, and 5 (19%) had psychology, counseling, or social work degrees. Sixteen (62%) practiced clinically, and 10 (38%) were mental health professionals. Of 14 with an MD/DO degree, 11 practiced in medical-based specialties, 1 in a surgical-based specialty, and 2 in hospital-based specialties (ACGME defined groups [ 13 ]). Twenty (77%) worked at university-affiliated institutions, 2 (8%) at community-based institutions and 4 (15%) at hybrid or other institutions. Eleven (42%) had an institutional role solely dedicated to GME well-being, with no other well-being role or institution-level role in GME. For the remaining respondents, 6 (23%) had an institution-level GME role that included well-being as part of it but also included other responsibilities (e.g. DIO), 5 (19%) had an institution-level well-being role that included GME and other constituent groups (e.g. UME), and 4 (15%) had other roles such as co-director of mental health services. Most GME WBDs (85%) had funded roles, with percent salary support ranging from 5 to 100 (median 40%, mode 50%). A minority (4, 15%) reported having an unfunded institution-level role. Only 4 (15%) reported overseeing an allocated budget.

GME well-being director responsibilities

For primary responsibilities, most respondents indicated working to improve access to mental health services, led institution-wide well-being programs, designed or directly delivered well-being content, provided consultations to individual program leadership, met with groups of trainees, and partnered with diversity, equity, and inclusion (DEI) efforts (Table  1 ). Most also indicated a reporting structure whereby they reported either to the Designated Institutional Official (DIO) or other institutional leaders. A majority also reported overseeing the institution’s approach to GME well-being, ensuring compliance with the ACGME CPRs for well-being, preparing for ACGME Clinical Learning Environment Review (CLER) visits [ 14 ], chairing a GME well-being committee, overseeing well-being surveys, and partnering with learning climate/mistreatment efforts. Less commonly, WBDs served on a medical staff well-being/impairment committee, oversaw mental health services, facilitated group reflection sessions, or led faculty development offerings. It was uncommon to provide direct individual or group mental health support, lead diversity or mistreatment efforts, or serve as a confidential ombudsperson for the institution.

Perceived challenges in the role of GME well-being director

GME Well-being Directors perceived several challenges as unique for those who lead work in GME well-being compared to those who lead well-being efforts for other groups. We grouped these perceived challenges into four broad themes: resources, culture, institutional structure, and regulatory requirements (Table  2 ). Resource challenges included issues related to budget, staff support, and space/time available for initiatives limited by tight trainee schedules. Cultural challenges centered around prioritization of well-being, a focus on individual well-being rather than workplace/systems issues, and hierarchy challenges. Challenges with institutional structure included lack of authority and influence of the GME WBD to create change, poor communication among institutional well-being leaders, and complex institutional (hospital vs. school of medicine) structures. Finally, regulatory challenges were reported with competing requirements between ACGME, specialty boards and institutional needs.

Among current GME WBDs, there is a high level of concordance for many responsibilities. Certain responsibilities, such as leading the strategic approach to well-being, establishing best practices, assessing trainee well-being, and consulting with training programs, could be considered a core set of responsibilities. Overall, the broad portfolio described by many WBDs, coupled with a lack of clearly defined budgetary support for the position, has potential implications for limiting the GME WBD’s effective role execution [ 15 ]. Less common responsibilities may relate to specific institutional needs and could represent opportunities for improved scope definition. For example, to allow GME WBDs to focus on strategic work, responsibilities such as in-depth content delivery to specific programs may best be delegated to individual program well-being leads who have commensurate support for this work. Furthermore, because the GME WBD is usually situated within the Office of Graduate Medical Education, it is also possible that roles and responsibilities that involve highly confidential or potentially disciplinary interactions with individual residents and fellows may introduce a conflict of interest that could negatively impact the director’s effectiveness as a system-level advocate. For this reason, some less-commonly held responsibilities, such as serving as an ombudsperson, providing direct mental health care, and serving on a medical staff well-being/impairment committee, perhaps should be delegated to other faculty or staff in institutions that have such capacity.

The low proportion of underrepresented racial/ethnic identities in our sample merits exploration of strategies to enhance diverse representation in this role and the need to partner with leaders in DEI. Additionally, as medical educators seek to train a diverse workforce representative of the broad population of patients they serve, attention to specific well-being needs of historically excluded groups to foster inclusion and belonging is also a pressing issue in GME [ 16 ]. While GME WBDs less commonly lead DEI or mistreatment efforts, most do indicate that they partner with DEI leaders and initiatives. Such partnerships can be a starting point for addressing well-being needs and impacts that may result from intersectional identities.

The unique challenges of working in GME are important to consider as roles and responsibilities are defined, and to determine the GME WBD’s optimal position in the organization to enable effective collaboration. Our GME WBD survey respondents outlined leadership challenges that they perceived were unique for their work, as compared to those tasked with leadership of well-being work for other populations such as students or faculty. While some of these challenges may also be faced by leaders in other domains outside of well-being (for example, those working in diversity, equity and inclusion, or those working in faculty development), unique aspects of these challenges are commonly encountered in graduate medical education work. Our respondents noted that these challenges were also often coupled with a lack of authority or institutional positioning to effect change. For example, the WBD may not have a seat at the table for important institutional decisions that affect trainee well-being, and rarely does the GME WBD have authority to enact or mandate a change at the institutional level. Additionally, the short time span spent in GME training can lead health systems to unconsciously or actively prioritize resources for longer-term employees over residents and fellows. Conversely, the turnover of trainees can also be protective against institutional complacency as new trainees advocate for changes to improve their experience.

Many of the GME WBDs had limited salary support and few had oversight of a budget. This finding may be related to historic underfunding of salary support for education roles, as well as limited independent budget support common in GME offices. Additionally, even when such positions are funded, the GME WBDs reported feeling asked to “do it all,” i.e., being tasked with design, implementation, and content delivery to programs. Being tasked with these responsibilities at the level of individual training programs leaves many GME WBDs feeling stretched in their capacity to oversee a strategic approach to developing effective interventions at the institutional level, particularly given the number and diversity of training programs. Such a task load for well-being leaders can make it challenging to design programming or interventions that meet the needs of a high proportion of the target group [ 7 , 15 ].

Our paper describes typical current roles of the GME WBD, as well as challenges in role execution and deployment of effective interventions related to salary support, available program budget, the unique and time-limited nature of GME training, institutional structure, and regulatory requirements. Taken together, these findings can begin to suggest a consensus definition around this emerging role and ways to optimize the role for future success. We therefore outline below further considerations for next steps and an ideal future state for role definition, financial and administrative support, and institutional position within the organizational chart that would allow for effective partnerships for role execution.

First, to support scope definition, we propose an effort to clearly delineate whether the GME WBD is what we term an “actor ” or an “advocate ” for a given domain. " " responsibilities can be considered those that most naturally fall under the purview of the GME WBD, as opposed to other institutional leaders, and importantly, are also domains over which

the GME WBD has agency to make changes within their own sphere of influence and chain of command. Actor responsibilities are the strategic work of the GME WBD. In contrast to actor roles, "advocate" roles are those for which the GME WBD can be expected to provide advice, feedback, or influence, but ultimately does not have authority, agency, or funding to implement a change. Informed by the survey responses, we propose a potential consideration for categorization of actor vs. advocate roles for the GME WBD in Table  3 .

Next, GME WBDs need salary support and resources commensurate with their responsibilities, given their role in strategic planning and implementation [ 15 ]. There are many reasons why a particular institution may make the case to fund GME well-being work, and each well-being leader should consider their unique institutional needs and climate in considering how to “make the case” for additional institutional investment ( 7 , 15 , 16 , 17 ). For example, the ACGME Section VI.C requirements [ 4 ] are a regulatory mandate that has spurred initial resource investment in many institutions, with subsequent investment justified in order to set aspirational goals. The so-called “moral imperative” to support well-being, the desire to support high quality patient care by supporting clinician well-being, and the “tragic case” imperative may be other motivating factors for institutions to fund well-being roles for GME trainees and other groups [ 15 ]. Our survey suggests that for most large training institutions, adequate salary support will need to be at least 20%, but may need to be as high as 40–50% depending on the scope of work and expected outcomes. Additionally, while independent control of a budget is not a requirement for this position, having some discretionary funding and administrative support may allow the WBD more autonomy in executing initiatives such as assessment tools, community-building activities, and mental health supports. While such recommendations apply to larger university-based institutions, smaller institutions may begin to initially resource this role by combining it with existing work; for example, by protecting a portion of someone’s time to work on well-being who is already funded to do “well-being-adjacent” work such as quality improvement or medical education (program director, associate program director, designated institutional official).

Finally, our findings support prior recommendations for institutional well-being leadership collaborations that cross disciplines and training levels. In an aspirational organizational structure, the GME WBD would ideally oversee or liaise with dedicated well-being leads within individual training programs or departments, while interfacing with both the institutional well-being leads (i.e., CWO) and DIO. Such partnerships would give the GME WBD a seat at the table to enhance role effectiveness, and could allow institutional alignment on strategy, messaging, and implementation for key well-being priorities across the organization [ 7 , 15 ].

Limitations

This study is a small cross-sectional sample of 26 individuals who were members of a learning community, and therefore is limited in its comprehensiveness. The majority of respondents were from university/academic institutions, and therefore this study may be less applicable to community institutions. Nevertheless, some were from community or hybrid institutions, and the data represent 26 different institutions across the US. The data presented here include early descriptive information about a newly emerging role. Since the time of this survey, this role has proliferated: the CHARM GME Well-being Leaders Network alone, which is not inclusive of all positions in the United States, now has more than 140 members, the majority of whom have roles as GME well-being directors (internal data). The continued expansion of this role since the time of this survey suggests that while some institutional leaders may remain hesitant to establish such roles, ongoing regulatory mandates, a sense of moral imperative, and a desire to support clinician well-being to ensure high quality patient care will likely continue to lead the growth of this role, regardless of direct evidence of a financial return on investment ( 7 , 15 , 16 , 17 ). Based on challenges that GME well-being leaders continue to face, we believe that these results remain helpful not only for role definition and benchmarking information but also for initiating conversations about directions for future work.

GME WBDs have an essential role in leading a strategic institutional approach to address unique well-being needs for residents and fellows. With the role initially emerging in response to regulatory mandates, it will benefit from further scope definition, funding commensurate with scope of work, and institutional support and buy-in to ensure role effectiveness in leading strategic work. Ultimately, the current national landscape and interaction of national and local policies and funding streams have direct impacts on the extent to which theWell-being Director can implement transformative change. Because local resource limitations can often lead to stagnation or de-prioritization of financial investment in systems interventions to improve GME well-being, national policies or guidelines with greater specificity and regulatory changes are ultimately necessary to expand resources that support systems change for GME trainees, faculty and staff.

Data availability

The datasets generated and/or analysed during the current study are not publicly available due to confidentiality reasons, but are available from the corresponding author on reasonable request.

Abbreviations

Accreditation Council for Graduate Medical Education

Collaborative for Healing and Renewal in Medicine

Clinical Learning Environment Review

Common Program Requirements (for graduate medical education)

Chief Wellness Officer

Diversity, equity, and inclusion

Designated Institutional Official

Graduate Medical Education

Well-being Director

Well-being Leaders Network

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Acknowledgements

The authors would like to thank the members of the CHARM Graduate Medical Education Well-being Leaders Network for building a learning community for this emerging role.

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Larissa R. Thomas

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Jonathan A. Ripp

Department of Pediatrics, Washington University in St. Louis School of Medicine, Missouri, USA

Jennifer G. Duncan

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LT, JD, and JR developed the study concept. LT and JD designed the survey, analyzed and interpreted the data, and were major contributors in writing the manuscript. JR contributed to design of the survey and reviewed and revised the manuscript. All authors read and approved the final manuscript.

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Thomas, L.R., Ripp, J.A. & Duncan, J.G. Graduate medical education well-being directors in the United States: who are they, and what does the role entail?. BMC Med Educ 24 , 254 (2024). https://doi.org/10.1186/s12909-024-05243-2

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Applications for 2024 Columbia Summer Session programs are now open!

Alumni - March 13, 2024

How a Master’s in Wealth Management Led to an SPS Alum’s Professional Growth

  • Wealth Management

Interested in pivoting to the field of wealth management and looking to fill gaps in her “resume of experience,” Jenifer Bloodsworth (’22SPS, Wealth Management) used time during the earlier days of the COVID-19 pandemic to contemplate her current career trajectory and initiate significant changes in her life.

Jenifer’s path ultimately led her to pursue an  M.P.S. in Wealth Management degree at Columbia University School of Professional Studies (SPS).

Now a national account manager at First Eagle Investments, Jenifer recently spoke to SPS about her journey to Columbia, her recent Eagle’s Club Award recognition, and how her experience in the Wealth Management program has helped her acquire new skills, new knowledge, and new connections.

What inspired you to apply to Columbia’s Wealth Management graduate program?

One of the reasons why I chose SPS is because it’s the only Wealth Management master's program in the Ivy League. My undergraduate studies were not in finance or wealth management. When COVID happened and I was no longer commuting and began feeling a bit isolated from other people, I decided two things. One, I believed that it was a great opportunity for me to fill what I felt was a gap in my resume of experience by going back and pursuing an educational degree in the field that I work in now. And two, after being isolated from both my typical social network and my career networks, I thought that pursuing this degree might be a good way to engage with people on a regular basis.

How do you think your Columbia experience has boosted your professional career?

It’s given me a deeper knowledge of the industry that I work in. Going through this program really expanded my network, connecting with people in the industry across different firms and disciplines, so I've been able to continue to rely on that network to better understand trends within the industry and gain different perspectives. A large part of the Wealth Management program also involves problem-based learning, which has been a great way to practice and learn about working with other people. I utilize those skills every single day.

You recently received the Eagle’s Club Award. Could you share a bit about this recognition?

I was an Eagle’s Club Award recipient for 2023. The Eagle’s Club Award is an honor given to the members of the First Eagle distribution team who have demonstrated Excellence in Execution. It's a way to recognize members of the sales organization who have done an outstanding job for the year.

Do you have a favorite memory from your experience in the Wealth Management program?

Typically, the program begins and ends with an in-person residency. When we started, the school was not open for in-person sessions due to COVID. So our first residency had to be virtual. In fact, we went through the first year of the program completely virtually.

A year into the program, a bunch of fellow students voluntarily came to New York to meet up. We planned some activities, and one of them was a tour of Wall Street. I remember showing up for the tour and meeting these people in person for the first time. All of us ran up to each other and hugged, and the tour guide asked, “How do you all know each other? You seem really close. Is this like some sort of high school reunion?” And we told him, “We're literally meeting for the first time in person. We've been doing this program together for a year and we've finally gotten to meet!” How was your experience with faculty and fellow students in the program?

I wasn't expecting to become as close with people in the program as I did, and that was a pleasant surprise. Even though the program is asynchronous, my cohort became extremely close, largely through the PBLs [problem-based learning] and group projects, but also through chatting and side conversations outside the group work. The wealth management industry is pretty siloed, so being able to come together with a group of people within the industry—with different perspectives and working at different firms—was a breath of fresh air.

It was a high honor for you to be selected as the student speaker for the SPS graduation ceremony. What advice did you share in your speech?

I shared a piece of advice that has really helped me in life, which is that “strangers are actually ‘future-old-friends’ that you’re just meeting for the first time.” My cohort started out as 17 strangers spread out across different continents, but we quickly adopted the mantra of “no cohort member left behind.” And because of this, when I look back to when we first started the program, I can tell you that we were truly 17 “future-old-friends” meeting for the first time. I encouraged everyone in the audience to find ways to make a positive impact and to support their “future-old-friends” in the broader SPS community.

About the Program

A 16-month online program with asynchronous instruction, specially designed to accommodate working professionals, Columbia University’s Master of Professional Studies in Wealth Management program is taught by distinguished faculty with deep, applied experience in their respective fields. Additionally, it is a CFP Board Registered Program designed to help students meet the educational requirements for CFP® certification. 

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Conversing across differences: how "cultural fluidity" can build bridges in our increasingly polarized society in the latest “conversations that matter” event, information & knowledge strategy (ikns) lecturer dr. nara altmann joined ikns alum sharon gai in a discussion about cultural fluidity. alumni, faculty how wealth management faculty are "lifting students to the next level" at a recent information session, faculty members shared valuable insights into columbia's master of professional studies in wealth management program. alumni how a medical professional found a way to "understand what makes the other side tick" at columbia's insurance management program dr. robert behar discusses how insurance management is integral to his medical profession. all news footer social links.

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