pre med summer research programs

• Summer Undergraduate Research Programs

Albert Einstein College of Medicine  - Bronx, N.Y. Summer Undergraduate Research Program

Augusta University  - Augusta, Ga. Summer Student Training and Research (STAR)

Baylor College of Medicine  - Houston, Texas Summer Medical and Research Training Program (SMART)

Boston University School of Medicine  - Boston, Mass. Summer Training as Research Scholars (STaRS)

Brigham and Women's Hospital (in collaboration with Harvard-affiliated hospitals) - Boston, Mass. Harvard Summer Research Program in Kidney Medicine

Case Western Reserve University  - Cleveland, Ohio Summer Undergraduate Research in Pharmacology

Children's Hospital Research Foundation of Cincinnati  - Cincinnati, Ohio Division of Developmental Biology  Undergraduate Summer Student Program

City of Hope National Medical Center and Beckman Research Institute  -Duarte, Calif. Eugene and Ruth Roberts Summer Student Academy

Committee on Institutional Cooperation  - Champaign, Ill. Summer Research Opportunities Program

Creighton University - Omaha, Neb. Undergraduate Biomedical Research Training Program

Drexel University College of Medicine  - Philadelphia, Penn. Biomedical Graduate Studies-Summer Undergraduate Research Fellowship

Georgia State University, Neuroscience Institute  - Atlanta, Ga. B&B Summer Scholars Program

Gerstner Sloan-Kettering Graduate School  - New York, N.Y. Summer Undergraduate Research Program

Gundersen Health System La Crosse, Wisc. Student Summer Research Fellowship

Harvard Medical School  - Boston, Mass. Summer Honors Undergraduate Research Program (SHURP)

Hofstra North Shore/LIJ School of Medicine  - Manhasset, N.Y. Feinstein Institute for Medical Research Student Intern Program  

Johns Hopkins University School of Medicine  - Baltimore, Md. Summer Internship Program (SIP)

Keck Graduate Institute  - Claremont, Calif. Summer Undergraduate Research Experience (SURE)

Louisiana State Health Sciences Center.  Shreveport Department of Pharmacology, Toxicology and Neuroscience  - Shreveport, La. Summer Undergraduate Pharmacology Experience in Research Program (SUPER)

Loyola University Chicago, Stritch School of Medicine   - Chicago, Ill.

• Undergraduate Summer Research Program, Department of Microbiology & Immunology 
• Summer Undergraduate Research Program, Department of Molecular Pharmacology and Therapeutics 

MaineHealth Institute for Research - Scarborough, Maine Summer Undergraduate Research Program - MaineHealth Institute for Research

Massachusetts General Hospital Center for Diversity and Inclusion  - Boston, Mass. Summer Research Trainee Program

Mayo Clinic  - Rochester, Minn. Summer Undergraduate Research Fellowship

Medical College of Wisconsin  - Milwaukee, Wisc.

• Summer Program for Undergraduate Research
• Summer Enrichment Programs

Medical University of South Carolina  - Charleston, S.C. Summer Undergraduate Research Program

Memorial Sloan-Kettering Cancer Center  - New York, N.Y. Medical Student Summer Fellowship Research Program

Minneapolis Heart Institute Foundation  - Minneapolis, Minn. Summer Research Internships in Clinical Cardiology

Mount Sinai School of Medicine  - New York, N.Y. Summer Undergraduate Research Program

New York University School of Medicine  - New York, N.Y. Summer Undergraduate Research Program

Northwestern University Feinberg School of Medicine  - Evanston, Ill.

• Summer Research Opportunity Program
• Cancer-Focused Undergraduate Research Experience (CURE)
• Pre-Med Undergraduate Intern Program

Ohio State University Medical Center  - Columbus, Ohio SUCCESS Summer Undergraduate Course Creating Excellence in Scientific Study

Oregon Health and Science University  - Portland, Ore. Graduate Studies Program

Penn State University, College of Medicine  - Hershey, Pa.

• SURIP – Summer Undergraduate Research Internship Program
• STEP-UP - Short-Term Educational Program for Underrepresented Persons
• SURF – American Heart Association Summer Undergraduate Research Fellowship

Stanford University School of Medicine  - Stanford, Calif. Stanford Summer Research Program (SSRP)/Amgen Scholars Stanford CARE Scholars  

Texas A&M University College of Medicine  - Bryan, Texas Summer Undergraduate Research Program

Texas Tech University Health Sciences Center Graduate School of Biomedical Sciences   - Lubbock, Texas Summer Accelerated Biomedical Research (SABR) Program

Thomas Jefferson University  - Philadelphia, Penn. Summer Undergraduate Research Program

Tufts University  - Boston, Mass. Graduate School of Biomedical Sciences Summer Research Program

University of Alabama at Birmingham  - Birmingham, Ala. Summer Research Programs for Undergraduates

University at Buffalo (SUNY) School of Medicine and Biomedical Sciences  - Buffalo, N.Y. Summer Undergraduate Research Experience (SURE)

University of California, Los Angeles  - Los Angeles, Calif. Summer Programs for Undergraduate Research

University of California, San Diego  - La Jolla, Calif. Summer Undergraduate Research Fellowship (SURF) Program

University of California, San Francisco  - San Francisco, Calif. Summer Research Training Program

University of Chicago  - Chicago. Ill.

• The Leadership Alliance & The University of Chicago Summer Research Early Identification Program
• The Pritzker School of Medicine Experience in Research (PSOMER)

University of Cincinnati College of Medicine  - Cincinnati, Ohio Summer Undergraduate Research Fellowships (SURF)

University of Colorado Health Sciences Center  - Denver, Colo. Graduate Experience for Multicultural Students (GEMS)

University of Connecticut Health Center  - Farmington, Conn. Undergraduate Summer Research

University of Georgia, Biomedical and Health Sciences Institute  - Athens, Ga. Summer Undergraduate Fellows

University of Illinois at Chicago  - Chicago, Ill. Summer Research Opportunities Program (SROP)  

University of Iowa Roy J. and Lucille A. Carver College of Medicine  - Iowa City, Iowa Summer Undergraduate Research Programs

University of Kansas  - Lawrence, Kan. Summer Undergraduate Research Programs

University of Kentucky  - Lexington, Ky. NSF-REU: Summer Program in the Biomedical Sciences

University of Louisville - Ky. Undergraduate Summer Program in Cardiovascular Research for those from Under-Represented or Under-Served Populations

University of Maryland  - Baltimore, Md. Office of Student Research

University of Massachusetts Medical School  - Worcester, Mass. Summer Undergraduate Research Program

University of Medicine and Dentistry of New Jersey Robert Wood Johnson Medical School and Rutgers University  - New Brunswick, N.J. Undergraduate Summer Research

University of Michigan  - Ann Arbor, Mich.

• Frankel Cardiovascular Center Summer Fellowship Program
• UM-SMART Undergrad Summer Program
• Michigan Summer Undergraduate Research Experience: Diabetes & Metabolic Diseases (M-SURE)

University of Michigan Medical School, Rogel Cancer Center - Ann Arbor, MI Cancer Research Internship Program (CaRSIP)

University of Minnesota  - Twin Cities, Minn. Life Sciences Summer Undergraduate Research Programs (LSSURP)

University of Mississippi  - Jackson, Miss. Summer Undergraduate Research Experience (SURE)

University of Nebraska - Lincoln  - Lincoln, Neb. Undergraduate Summer Research Program

University of Nebraska Medical Center  - Omaha, Neb. Summer Undergraduate Research

University of New Mexico School of Medicine  - Albuquerque, N.M. Undergraduate Pipeline Network Summer Research Program

University of Oklahoma Health Sciences Center  - Oklahoma City, Okla.

• Native American Center for Health Research Summer Undergraduate Research Experience
• Summer Undergraduate Research Experience
• Stephenson Cancer Center Summer Undergraduate Program

University of Pennsylvania  - Philadelphia, Penn.

• Summer Undergraduate Internship Program (SUIP)
• Undergraduate Clinical Scholars Program

University of Pittsburgh School of Medicine  - Pittsburgh, Pa.

• Premedical Academic Enrichment Program
• MIDAS summer Research Opportunity
• Undergraduate Summer Research Opportunities
• Training and Experimentation in Computational Biology

University of Rochester School of Medicine and Dentistry  - Rochester, N.Y.

• Strong Children’s Research Center Summer Program
• Summer Scholars Program

University of Texas Graduate School of Biomedical Sciences at Houston  - Houston, Texas Summer Undergraduate Research Program

University of Texas MD Anderson Cancer Center  - Smithville, Texas Summer Program in Cancer Research

University of Texas Medical Branch  - Galveston, Texas Neuroscience Summer Undergraduate Research Program

University of Texas School of Medicine at San Antonio  - San Antonio, Texas

• GSBS Summer Undergraduate Research Programs
• Greehey CCRI Donald G McEwen, Memorial Summer Undergraduate Research & High School Program

University of Texas Southwestern Medical Center  - Dallas, Texas Summer Undergraduate Research Fellowship (SURF)

University of Utah  - Salt Lake City, Utah Native American Summer Research Internship (NARI)

University of Virginia School of Medicine  - Charlottesville, Va.

• Minority Health International Research Training Program (MHIRT)
• Summer Research Internship Program

University of Wisconsin  - Madison, Wisc. Integrated Biological Sciences Summer Research Program

Vanderbilt University  - Nashville, Tenn. Vanderbilt Summer Science Academy

Virginia Commonwealth University  - Richmond, Va. Summer Research in Microbiology, Infectious Diseases and Public Health Epidemiology (MIDPH) 

Wake Forest University  - Winston-Salem, N.C.

• Summer Research Opportunities Program
• Wake Forest University Biomedical Engineering REU Summer Program

Washington University  - St. Louis, Mo.

• AMGEN Scholars Program
• Leadership Alliance
• Pediatric Student Research Program

Wayne State University School of Medicine  - Detroit, Mich. Summer Research Programs

Weill Cornell/Rockefeller/Sloan-Kettering  - New York, N.Y.

• Gateways to the Laboratory Summer Program
• Travelers Summer Research Fellowship Program

West Virginia University - Morgantown, WV

• Biomedical Sciences Summer Research Experience for Underrepresented Students

Yale School of Medicine  - New Haven, Conn.

• NIH-NIDDK/KUH Yale Summer Research Fellowship for Undergraduate Students
• BioMed Summer Undergraduate Research Fellowship

Summer Programs of Affiliate GREAT Group Members

The bylaws of the GREAT Group allow the Steering Committee to appoint individuals from non-AAMC member institutions as affiliate members of the GREAT Group. Individuals from the following programs have been appointed affiliate members:

National Institutes of Health  - Bethesda, Md. Summer Internship Program in Biomedical Research

• Medical Education
• Residency & Fellowship
• Research & Technology

The Top 40 Pre-med Summer Internships

By: Ryan Kelly

“Summer break” is an oxymoron for pre-meds. Typically the only thing they’re “breaking” is a sweat, but they wouldn’t have it any other way.

For pre-meds, summer is not a time to simply recharge and rest on their laurels. It’s a precious opportunity to FOCUS on a FEW areas of their lives or applications, since the school year is often a constant balancing act of staying afloat with coursework and a slew of extracurriculars.

So odds are you won’t be idle during the summer, but how should you spend that time? For some, it’ll be devoted to MCAT prep or taking a few difficult courses in isolation so that you can give your best effort to studying.

But for many other pre-meds, it will be a time to gain experience through summer internships, whether in research or a clinical setting.

Why You Should Consider a Pre-med Summer Internship

Because all of your pre-med friends are doing it, and you MUST do one too, if you want to compete with them! Just kidding – there are better reasons than that!

Experience – step out of your comfort zone, take on greater responsibility, and enjoy scholarly freedom (oh yeah, and put it on your med school application!)

Networking – make connections with esteemed people at universities (often partners with medical schools); secure future research and clinical positions

Clarify Goals – discover what you do and don’t like; narrow and determine your future vision as a researcher and clinician

Accomplishments – many programs include the chance to present at conferences, co-author published results, or spearhead projects

Immerse Yourself – explore new communities, make new friends, and test the waters of life as a physician and/or physician-scientist

Trying to make an objective, all-encompassing list of the best pre-med summer internships is a difficult task, since it heavily depends on the location, qualifications, interests, and goals of each individual pre-med.

However, we wanted to provide a modest database of pre-med internship opportunities, categorized by type and location, with links and blurbs of information about each. We’ve tried to include diversity in location and discipline.

Bookmark this article now so that you can return to it as a reference when needed. We hope it helps you find the best internship for YOU and YOUR interests.

Note: Prestige is nice, but you should find an internship that genuinely speaks towards your passions; you will stand out more for what you actually accomplish and contribute!

The programs below are classified under four regions (with flexible geographic interpretation). The entries for each region are not listed in any particular order.

Deadlines are for 2020, but they are subject to change in future years.

West Coast Pre-med Summer Internships

Bridging the Gaps Summer Research Program

USC Keck School of Medicine – Deadline: February 1st – Mainly for minority students.

Summer Undergraduate Research Experience (SURE)

USC Keck Graduate Institute – Deadline: March 1st – Innovative research in biotechnology and bioengineering.

Summer Explore Health Professions

USC Keck Graduate Institute – Deadline: June 1st – Two-week program of classroom and experiential learning.

Summer Health Profession Education Program (SHPEP)

UCLA – Deadline: February 15th – Academic enrichment curriculum and problem-based workshops on clinical cases.

Pre-medical Enrichment Program (PREP)

UCLA – Deadline: March 3rd – Gain insight on medical school admissions, student life, and medical school curriculum.

Summer Research Training Program

UCSF – Deadline: February 3rd – Spend 10 weeks working with faculty members on research. Take part in seminars, lectures, and social events.

Summer Undergraduate Research Fellowship

UCSD – Deadline: February 2nd – Eight-week project with a faculty member in the biomedical sciences.

Pre-Med Wilderness & Emergency Medicine Course

University of Colorado – Deadline: March 30th – Shadow a world-class ER, earn your WFR certification, and learn from physicians around the world.

CDCB Summer Research Internship Program

Oregon Health & Science University – Deadline: February 14th – Work directly with research mentors in cancer biology, immunology, cell biology, and biomedical engineering.

APEX Summer Camp Program

University of Washington – Rolling Deadline – Focuses on children with autism spectrum disorder, ADHD, and related disorders.

East Coast Pre-med Summer Internships

Broad Summer Research Program (BSRP)

Broad Institute, Cambridge, MA – Deadline: January 14th – Designed for undergraduates with a commitment to biomedical research and an interest in genomics.

Combined Summer Undergraduate Research Program

University of Massachusetts Medical School – Deadline: March 15 – Hands-on laboratory research with an investigator serving as a mentor, role model, and advisor.

The Dean for Medical Education’s Academy for Research, Clinical, and Health Equity Scholarship (ARCHES)

Georgetown University School of Medicine – February 4th – Engage in clinical experience, guided research, and immersive community based learning.

Gateways to the Laboratory Summer Program

Weill Cornell / Rockefeller / Sloan- Kettering Tri-Institutional MD-PhD Program – Deadline: February 1st – Allows freshman and sophomore underrepresented minority and/or disadvantaged students to experience life as a MD-PhD student.

Travelers Summer Research Fellowship Program

Weill Cornell Medical College – Deadline: February 1st – Designed to give students deeper insights into the field of medicine, including issues that greatly affect underserved groups.

NYSCF Summer Internship Program

New York Stem Cell Foundation – Deadline: February 17th – Provides students a rare glimpse into the fast-paced world of stem cell research.

Summer Student Pre-Med & Research Program

Hartford Hospital – Deadline: February 6th – Offers an introduction to research methodology, patient treatment, and ethical issues in medicine.

Johns Hopkins Summer Internship Program

Johns Hopkins University – Deadline: February 1st – Provides experience in research laboratories to students of diverse backgrounds.

Biostatistics Epidemiology Summer Training (BEST) Diversity Program

Columbia University Mailman School of Public Health – Deadline: March 1st – Complete a research project under the supervision of an experienced faculty mentor.

Overlook Summer Internship Program

Atlantic Health System – Deadline: February 1st – Shadow professionals in the operating room, emergency department, hospital floors, and physician offices.

Midwest Pre-med Summer Internships

ChicagoCHEC Research Fellows Program

Various Locations – Deadline: February 28th – Meet with scholars in basic, clinical, translational, prevention, control, behavioral, and population research.

University of Chicago Summer Programs: Pritzker School of Medicine Experience in Research (PSOMER)

University of Chicago – Deadline: January 17th – Participate in either basic science laboratories or clinical research projects.

University of Chicago Summer Programs: Chicago Academic Medicine (CAMP)

University of Chicago – Deadline: January 17th – Engage in group learning and team building, attend interactive lectures, and participate in clinical shadowing.

Northwestern’s Engage Chicago program, special concentration in Health and Medicine

Northwestern University – Rolling Deadline – Explore the realities of individual healthcare in the context of the US healthcare system.

American Center for Reproductive Medicine at Cleveland Clinic

Cleveland Clinic – Deadline: March 13th – Work alongside reproductive scientists and clinicians in learning about basic laboratory techniques in a real laboratory setting.

Summer Scholars Program

OU-Heritage College of Osteopathic Medicine – Deadline: February 1st – In addition to traditional medical school curricula, the program focuses on case-based problem solving.

Summer Undergraduate Research Fellowship in Neuroscience (SURF-N)

University of Cincinnati College of Medicine – Deadline: February 3rd – Provides summer stipends to undergraduate students interested in cutting-edge research in several disciplines of neuroscience.

Health P.A.S.S.

Des Moines University – Deadline: February 15th – For students interested in osteopathic medical careers.

Summer Undergraduate Program in Biomedical Ethics Research

Mayo Clinic – Deadline: January 11th – Develop research skills that include empirical methods, study design, data collection and analysis, and scholarly writing.

UM-SMART Undergrad Summer Program

University of Michigan – Deadline: January 18th – Work full-time in a basic research laboratory under the mentorship of a research faculty member.

Southern States Pre-med Summer Internships

Summer Science Academy

Vanderbilt University – Deadline: February 1st – Research seminars, enrichment activities, lectures, and social activities for undergraduates engaged in research.

Undergraduate Clinical Research Program

Vanderbilt University School of Medicine – Deadline: February 1st – Gives college students the opportunity to participate in both research and clinical patient care at an academic medical center.

Pediatric Oncology Education Program (POE)

St. Jude Children’s Research Hospital, Memphis, TN – Deadline: February 1st – Receive training in a superb academic environment with basic scientists, research-oriented physicians, and postdoctoral fellows.

Texas A&M University Summer Undergraduate Research Focus

Texas A&M University College of Medicine – Deadline: February 9th – Working closely with Texas A&M University College of Medicine faculty on research projects in basic or clinical science disciplines.

Summer Undergraduate Research Experience

University of Mississippi Medical Center – Deadline: February 15th – In addition to the lab experience, attend seminars aimed at enhancing your understanding of biomedical research.

Preparation for Graduate and Medical Education (PARAdiGM)

University of Alabama at Birmingham School of Medicine – Deadline: February 15th – Work with UAB faculty on mentored research projects and participate in clinical experiences.

Summer in Biomedical Sciences (SIBS) Undergraduate Research Program

University of Alabama at Birmingham School of Medicine – Deadline: February 15 – Be instructed in the techniques of modern biology while becoming an integrated member of a vibrant clinical and scientific community.

Summer Research Program at the Mallinckrodt Institute of Radiology

Washington University School of Medicine in St. Louis – February 19th – Offers undergrad students an excellent introduction to current radiological sciences research.

Student Training & Research Program

Augusta University – Deadline: February 1st – Work alongside research mentors on exciting research and attend interactive workshops.

Leah Menshouse Springer Summer Opportunities Program

Siteman Cancer Center, Washington University School of Medicine in St. Louis – Deadline: January 14th – Hands-on cancer research experience for 10 weeks over the summer.

More Information on Pre-med Summer Internships

Didn’t find what you’re looking for?

We found a database that’s organized by state, but it covers all pre-health careers and doesn’t provide much supplementary info.

Other helpful databases: AAMC, NAAHP

Have any questions about pre-med summer internships? Let us know in the comments below, and we’ll respond to you personally!

Upcoming Online Classes

All work on this site is our own. The content for the Savvy med school search was found on the webpages of the respective medical schools.

Hot Summer Research Programs For Pre-Meds (Summer 2023)

Get a job that's an education – and help get yourself into medical school.

Find a summer internship in medicine! Research experience on your med school application is critical. Look into these programs while opportunities last.

A great way to boost your CV is by doing summer research programs. Plus, you can gain more experiences to talk about during med-school interviews. And you may even earn some money to pay off your student loans.

Since research is so critical to medicine overall, it is good for premeds to get early exposure to research.  Although some of these research programs are more suited for those who are interested in pursuing PhD’s, they are also extremely beneficial for premeds , especially those who are interested in MD/Ph.D.

From a medical school admissions perspective, having research shows great initiative, and an ability to perform high-level hypothesis-driven academic endeavors. The AAMC, who run the AMCAS application, also has a database for clinical experiences,  so be sure to check that out as well.

Below you’ll find a compiled list of schools offering summer internship programs, but you may be wondering.

How did I come up with this list?

Throughout my continuous search of the net, I specifically looked for summer internship programs from reputable schools. I searched various websites and took only the best of the best summer research programs. I also searched for programs that would give pre-med students valuable insight into the field of medicine. So without further ado, scour which program suits you best and begin applying today!

Top Summer Research Programs for Premeds

The university of alabama at birmingham.

• Summer Undergraduate Research Experience in Genomic Medicine (SURE-GM)
• Summer in Biomedical Sciences (SIBS) Undergraduate Research Program

Baylor College of Medicine

• Summer Undergraduate Research Training (SMART)

Boston University School of Medicine

• Summer Training as Research Scholars Program (STaRS)

University of California, Berkeley

• Amgen Scholars Program

California Institute of Technology

University of california, los angeles (ucla), university of california, san francisco.

• Summer Research Training Program (SRTP)

The University of Chicago

• Chicago Academic Medicine Program (CAMP) II
• Pritzker School of Medicine Experience in Research (PSOMER)

Cincinnati Children’s Hospital Medical Center

• Summer Undergraduate Research Fellowship (SURF)

Columbia University

• Summer Training Institute in Biostatistics and Data Science at Columbia (SIBDS@Columbia)

Drexel University College of Medicine

Duke university.

• Summer Scholars Program in Genome Sciences and Medicine
• Student Team Grants

Feinstein Institutes for Medical Research Nortthwell Health

• Feinstein Summer Research Internship Program

Harvard University

• Harvard Summer Research Program in Kidney Medicine (HSRPKM)
• Heart MD-PHD Summer Program

John Hopkins University

• Basic Science Institute Summer Internship Program (BSI-SIP)
• Neuro Summer Internship Program (NeuroSIP)
• Kavli Summer Internship Program (KavliSIP)
• Summer Undergraduate Research Experience (SURE)
• Packard Scholars Program
• Career in Science and Medicine Summer Internship Program (CSM-SIP)
• Diversity Summer Internship Program at the Bloomberg School of Public Health (DSIP)
• Generation Tomorrow: Summer Health Disparity Scholars (GT-SIP)
• Institute for Cell Engineering (ICE)- The Foundation for Advanced Research in the Medical Services Internships (FARMS)
• Institute for Computational Medicine Summer Internship Program (ICM-SIP)
• Summer Research Experience for Undergraduates (REU) in Nanotechnology for Biology and Bioegineering
• John Hopkins NeuroHIV Comorbidities Scholars Program (JHNeurophytes)
• John Hopkins Neuroscience Scholars Program (JHNSP)
• Pulmonary and Critical Care Medicine Summer Internship Program (PCCM-SIP)
• Rosetta Commons Research Experience for Undergraduates (Rosetta-REU)
• Genomics & Society Mentorship Program (GSMP)
• Maternal Child Health Careers/Research Initiatives for Student Enhancement – Undergraduate Program (MCHC/RISE-UP)

Keck Graduate Institute

• Bioprocessing Summer Undergraduate Internship Training and Education
• Summer Undergraduate Research Experience

The Leadership Alliance

• Summer Research Early Identification Program (SR-EIP)

Stanford University

• Stanford Summer Research Program (SSRP)- Amgen Scholars Program

University of Texas Southwestern Medical Center

Washington university in st. louis.

• Amgen Scholars Program 

Yale University

• Yale BioMed Amgen Scholars Program

Available for Pre-Meds at Any University

•   Global Medical Brigades – Pre-med students have a unique opportunity to gain both clinical experience and conduct research in underserved communities internationally, like Panama, enhancing their medical school applications.

Need help figuring out how extracurriculars and research opportunities can improve your medical school application?

Related posts:

• Summer Research Programs For Pre-Meds
• Importance of a Summer Research Program
• How To Write An Undergraduate CV
• Tips from a Medical School Admissions Officer

Yaseen Elhag

Related articles.

Shadowing Abroad With the Atlantis Project

5 Tips on Managing Stress in College

An Artificial Intelligence Driven Medical School Interview with ChatGPT

Typical Day of A UCLA Medical Student (Pre-Clinical)

Pre-med Summer Programs for Undergraduates – Updated 2023 List

Feb 8, 2022

Summer for pre-meds is the perfect time to venture out of the classroom! We have curated a list of pre-med summer programs all over the country with their most current website links, deadlines, and program dates.

Med school admissions highly favor students who participate in pre-med summer programs. Notably, summer internships are beneficial for students who haven’t had the chance to do research yet or have a flexible summer. For those of you who are ready to look for internships, bookmark this page!

This article describes the different types of pre-med summer programs, what you can expect, and where you can find them!

Types of summer programs

Summer programs can be pretty diverse. Therefore, you may want to think about what your goals are. Where do you need to gain experience? What do you want to learn? What university or campus would you like to check out?

Generally, there are three main types of summer internships available for pre-meds. The three types are pre-health, research, or public health summer programs. This section describes each of them. Given these descriptions, you can make an informed decision about which program is right for you.

Pre-Health summer programs

Pre-health summer internships are the most popular among premedical students.

As such, these programs focus on exposing you to clinical or translational research. Also, pre-health summer internships offer informative workshops about career paths. Some even provide MCAT study programs throughout the summer. If you lack clinical exposure or direct experience in healthcare, a pre-health summer internship is a good option for you.

Most programs will offer development seminars and allow you to engage in translational research. If translational research is essential for you, check each program’s curriculum to avoid missing out!

Research summer programs

Research programs are laboratory-intensive. Therefore, your entire summer will be about working on a project. Although you’ll need to learn new skills, these projects are always manageable. Examples of research areas are genetics, developmental biology, neuroscience, bioengineering, cognitive science, and translational medicine. However, these programs rarely place students in translational research labs. Instead, these programs recruit students interested in  basic science research . This means that your summer project will involve biological, physiological, pharmacology, or engineering work. At the same time, this does not mean that your research will not be relatable to medicine. On the contrary, basic science research builds the foundation for translational research to thrive!

Research summer programs aren’t only for pre-meds. Therefore, the applicant pool will include students applying to Ph.D. programs. As research-focused programs, some tend to favor pre-doctoral students. Don’t let this discourage you!

Many program websites will tell you what their standards are. Still, the majority of summer programs accept both pre-med and pre-doctoral students.

Public Health summer programs

The third most popular summer internship for pre-meds is public health programs. Public health programs don’t always require laboratory research. In fact, they are pretty different. Pre-med summer programs for public health are great for students who care about health disparities and public health issues in (and outside of) their community. Let’s say this sounds like something that interests you. In that case, public health programs will prepare you to consider public health career choices to supplement your growth as a future MD.

Here, you will work with university or university organizations, health departments, or even federal agencies. Your summer project may require data analysis, methodology development, data collection, or literature reviews.

When should you start applying for pre-med summer internship programs?

University-affiliated pre-med summer internships have strict deadlines around early spring. If you are applying for the coming summer, start your applications during the winter  before . For example, if you are looking for a summer internship for 2024, create your applications during the fall of 2023. Most summer programs open their applications in late September. Likewise, most programs have February deadlines, although some accept applications until late March.

Pay careful attention to deadlines! A few programs accept applications on a rolling basis until a specific date. “ On a rolling basis”  means that the program accepts students continuously. In this case, we recommend submitting your application as soon you are allowed to.

List of pre-med summer programs in the U.S.

Here, we have compiled a list of pre-med summer programs all over the U.S. If their most current websites posted application deadlines and program dates, we have posted them here for you. You can find programs based on your area of interest, such as: East Coast, West Coast, Southern States, or the Midwest!

Pre-med summer programs in the East Coast

Albert Einstein College of Medicine  – Bronx, NY

• Summer Undergraduate Research Program (SURP)  – (Deadline: February 1, Program dates: June 8 – July 22)

Boston University School of Medicine  – Boston, MA

• Summer Training as Research Scholars (STaRS)  – (Deadline: February 1, Program dates: June 6 – August 12)

Brigham and Women’s Hospital  (Harvard-affiliated hospitals) – Boston, MA

• Harvard Summer Research Program in Kidney Medicine  – (Deadline: February 1, Program dates: June 1 – August 7)

Drexel University College of Medicine  – Philadelphia, PA

• Biomedical Graduate Studies-Summer Undergraduate Research Fellowship  – (Deadline: December 17, Program dates: June 6 – August 5)

Georgia State University, Neuroscience Institute  – Atlanta, GA

• B&B Summer Scholars Program

Gerstner Sloan-Kettering Graduate School  – New York, NY

• Summer Undergraduate Research Program  – (Deadline: February 1)

Harvard Medical School  – Boston, MA

• Summer Honors Undergraduate Research Program (SHURP)  – (Deadline: February 1, Program dates: May 31 – August 7)

Hofstra North Shore/LIJ School of Medicine  – Manhasset, NY

• Feinstein Institute for Medical Research Student Intern Program  – (Deadline: February 1)

Johns Hopkins University School of Medicine  – Baltimore, MD

• Summer Internship Program (SIP)  – (Deadline: February 1, Program dates: May 29 – August 6)

Maine Medical Center Research Institute  – Scarborough, ME

• Summer Student Research Program, Medical Center Research Institute  – (Deadline: February 22, Program dates: June 6 – August 12)

Massachusetts General Hospital Center for Diversity and Inclusion  – Boston, MA

• Summer Research Trainee Program  – (Deadline: January 24, Program dates: June 6 – July 29)

Memorial Sloan-Kettering Cancer Center  – New York, NY

• Medical Student Summer Fellowship Research Program  – (Deadline: January 3)

Mount Sinai School of Medicine  – New York, NY

• Summer Undergraduate Research Program  – (Deadline: January 15, Program dates: June – August)

New York University School of Medicine  – New York, NY

• Summer Undergraduate Research Program

Penn State University, College of Medicine  – Hershey, PA

• SURIP – Summer Undergraduate Research Internship Program
• STEP-UP – Short-Term Educational Program for Underrepresented Persons
• SURF – American Heart Association Summer Undergraduate Research Fellowship
• Deadlines are mostly February 1 Program dates May 31 – August 5

Thomas Jefferson University  – Philadelphia, PA

Summer Undergraduate Research Program  – (Deadline: January 15, Program dates: June 8 – August 14)

Tufts University  – Boston, MA

• Sackler School Summer Research Programs  – (Deadline: January 15)

University at Buffalo (SUNY) School of Medicine and Biomedical Sciences  – Buffalo, NY

• Summer Undergraduate Research Experience (SURE)  – (Deadline: January 15, Program dates: May 31 – August 5)

University of Connecticut Health Center  – Farmington, CT

• Undergraduate Summer Research  – (Deadline: March 1, Program dates: June-July)

University of Maryland  – Baltimore, MD

• Scholars Summer Research Program  – (University of Maryland students only! Deadline: February 8)
• Prehealth Summer Programs  – (Deadlines: January 15, Program dates: TBD)

University of Massachusetts Medical School  – Worcester, MA

• Summer Undergraduate Research Program  – (Deadline: March 1, Program dates: May 29 – August 5)
• Summer Enrichment Program *great for premeds!  – (Deadline: March 1, Program dates: May 29 – August 5

Rutgers University  – New Brunswick, NJ

• Biomedical Careers Program  *great for premeds! – (Deadline: March 15, Virtual in 2022)
• Summer Undergraduate Research Program in Neuroscience (NeuroSURP)  – (Deadline: February 18, Program dates: May 31 – August 5)

University of Pennsylvania  – Philadelphia, PA

• Summer Undergraduate Internship Program (SUIP)
• Undergraduate Clinical Scholars Program (UCSP)  – (Deadline: February 1, Program dates: May 31 – August 5)

University of Pittsburgh School of Medicine  – Pittsburgh, PA

• Creating Opportunities and Access to Careers in Health (COACH)
• American Student Placements in Rehabilitation Engineering (ASPIRE)
• Summer Undergraduate Research Program (SURP)
• MID Scholars Program
• Health Sciences Research Training Program  – case by case basis
• Summer Research Internship Program, Children’s Hospital of Pittsburgh of UPMC  – (Deadlines: February 1-15, Program dates vary by program)

University of Rochester School of Medicine and Dentistry  – Rochester, NY

• Strong Children’s Research Center Summer Program
• Summer Scholars Program  – (Deadline: February 11, Program dates vary by program)

Weill Cornell/Rockefeller/Sloan-Kettering  – New York, NY

• Gateways to the Laboratory Summer Program  – (Deadline: February 1, Program dates TBD
• Travelers Summer Research Fellowship Program  – (Deadline: February 1, Program dates: June 20 – August 5)

West Virginia University  – Morgantown, WV

• Biomedical Sciences Summer Research Experience for Underrepresented Students  – (Deadline: March 1)

Yale School of Medicine  – New Haven, CT

• NIH-NIDDK/KUH Yale Summer Research Fellowship for Undergraduate Students  – (Rolling basis between February 1 and March 31, Program dates: Beginning early August)
• BioMed Summer Undergraduate Research Fellowship  (Deadline: February 1 and letters of recommendation by February 8), Program dates TBD)

Pre-med summer programs in the West Coast

City of Hope National Medical Center and Beckman Research Institute  -Duarte, CA

• Eugene and Ruth Roberts Summer Student Academy  – (Deadline: Mid-March, Program dates: TBD)

Keck Graduate Institute  – Claremont, CA

• Summer Undergraduate Research Experience (SURE)  – (Deadline: March 31, Program dates: June 27 – July 29)

Oregon Health and Science University  – Portland, OR

• Vollum/Neuroscience Graduate Undergraduate Summer Program  – (Deadline: February 1, Program dates: mid-June to mid-August)

Stanford University School of Medicine  – Stanford, CA

• Stanford Summer Research Program (SSRP)/Amgen Scholars
• CARE Scholars  
• Stanford Clinical Summer Internship
• Stanford Cardiovascular Institute – Undergraduate Summer Research Program  (Deadlines: between January 15 – February 1, Program dates: mid-June to mid-August)

University of California, Los Angeles  – Los Angeles, CA

• Summer Programs for Undergraduate Research (SPUR)  – (Deadline: March 31, Program dates: June 19 to August 13 & 26 for 8 & 10 week programs)
• UCLA Public Health Scholars Training Program  *great for premeds interested in public health!
• Amgen Scholars Program  – (Deadline: February 1)
• Bioscience Scholars Program  – (Deadline: February 4)
• B.I.G Summer (Bruins in Genomics) for Masters and Undergraduates  – (Deadline: January 3)
• Brain Research Institute Summer Undergraduate Research Experience (BRI-SURE)  – (Deadline: December 15)
• CARE Science, Engineering, and Math (SEM) Summer Research Program  – (Deadline: March 15)
• Community College Field Alliance  – (Field Biology for community college students, Deadline: February 1)
• The Diversity Project  – (Marine Science and Conservation, Deadline: January 15
• (MARC) Maximizing Access to Research Careers U*STAR Program
• UCLA Neuroscience Scholars Program (NeuroScholars)  – (UCLA students only, Deadline: TBD)

University of California, San Diego  – La Jolla, CA

• Summer Undergraduate Research Fellowship (SURF) Program  – (Deadline: TBD, Program dates: June 26 – August 13)

University of California, San Francisco  – San Francisco, CA

• Summer Research Training Program  – (Deadline: February 1, Program dates: TBD)

University of Utah  – Salt Lake City, Utah (great for premeds!)

• Native American Summer Research Internship (NARI)  (Deadline: February 11)

Pre-med summer programs in the Southern States

Augusta University  – Augusta, GA

• Summer Student Training and Research (STAR)  – (Deadline: February 1, Program dates: May 23 – July 22)

Baylor College of Medicine  – Houston, TX

• Summer Medical and Research Training Program (SMART)  – (Deadline: January 10, Program dates: June 6 – Aug 5)

Louisiana State Health Sciences Center. Shreveport Department of Pharmacology, Toxicology, and Neuroscience  – Shreveport, LA

• Summer Undergraduate Pharmacology Experience in Research Program (SUPER)
• Undergraduate Research Apprenticeship Program (UGRAP)
• Cardiovascular Undergraduate Research Initiative fOr Underrepresented Students (CURIOUS)

Medical University of South Carolina  – Charleston, SC

• Summer Undergraduate Research Program (SURP)  – (Deadline: January 17)

Texas A&M University College of Medicine  – Bryan, TX

• Summer Undergraduate Research Program  – (Deadline: February 2, Program dates: May 23 – July 29)

Texas Tech University Health Sciences Center Graduate School of Biomedical Sciences  – Lubbock, TX

• Summer Accelerated Biomedical Research (SABR) Program  – (Deadline: February 15, Program dates: May 31 – August 6)

University of Alabama at Birmingham  – Birmingham, AL

• Summer Research Programs for Undergraduates  – (Program dates: June 6 – July 29)

University of Georgia, Biomedical and Health Sciences Institute  – Athens, GA

• Summer Undergraduate Fellowships in Genetics (SUNFIG)   – (Deadline: February 21, Program dates: May 23 – July 22)
• Biological Sciences Undergraduate Research Fellowship (BSURF)  – (Deadline: April 9)
• Summer Undergraduate Research Experience in Neuroscience (NSURE)  – (Deadline: January 21, Program dates: May 23 – July 22)

University of New Mexico School of Medicine  – Albuquerque, NM

• Undergraduate Pipeline Network Summer Research Program  – (Application deadline: February 1)

University of Oklahoma Health Sciences Center  – Oklahoma City, OK

• Native American Center for Health Research Summer Undergraduate Research Experience
• Summer Undergraduate Research Experience
• Stephenson Cancer Center Summer Undergraduate Program

University of Texas Graduate School of Biomedical Sciences at Houston  – Houston, TX

• CPRIT CURE (Cancer Research)  *great for premeds!
• Summer Undergraduate Research Program  *great for premeds!

University of Texas MD Anderson Cancer Center  – Smithville, TX

• Summer Program in Cancer Research  – (Program dates: June 6 – August 12)

University of Texas Medical Branch  – Galveston, TX

• Neuroscience Summer Undergraduate Research Program  – (Deadline: February 1-15, Program dates: June 6 – August 12)

University of Texas School of Medicine at San Antonio  – San Antonio, TX

• Pharmacology Summer Undergraduate Research Fellowship (SURF)  – (Deadline: March 4, Program dates: June 1 – August 5)
• San Antonio Program for Undergraduate Research in Renal Science (SPURRS)  – (Deadline: February 11)
• Summer Physiology Undergraduate Researcher (SPUR) Program  – (Deadline: March 1, Program dates: May 31 – August 5)
• Mays Cancer Center Summer Research Mentorship Program  – (Deadline: March 1, Program dates: June 1 – August 5)

University of Texas Southwestern Medical Center  – Dallas, TX

• Summer Undergraduate Research Fellowship (SURF)  – (Deadline: February 1, Program dates: June 6 – August 13)

University of Virginia School of Medicine  – Charlottesville, VA

• Summer Research Internship Program  – (Deadline: February 1, Program dates: TBD)

Virginia Commonwealth University  – Richmond, VA

• Medical Science Internship Program  – (Deadline: March 4, Program dates: June 20 – July 29

Wake Forest University  – Winston-Salem, NC

• WFIRM Summer Scholars Program in Regenerative Medicine  *great for premeds!* – (Deadline: January 15, Program dates: June 6 – August 5)
• Wake Forest University Biomedical Engineering REU Summer Program  – (Application deadline: February 15, Program dates: May 29 – August 6)

Pre-med summer programs in the Midwest

Case Western Reserve University  – Cleveland, OH

• Summer Undergraduate Research in Pharmacology  – (Deadline: January 31, Program dates: May 31 – July 30)

Children’s Hospital Research Foundation of Cincinnati  – Cincinnati, OH

• Summer Undergraduate Research Fellowship (SURF)  – (Deadline: February 1, Program dates: June 6 – Aug 5)

Committee on Institutional Cooperation  – Champaign, IL

• Summer Research Opportunities Program (SROP)  – (Deadline: February 10)

Creighton University – Omaha, NE

• Undergraduate Biomedical Research Training Program  – (Deadline: February 1, Program dates: June 7 – July 30)

Loyola University Chicago, Stritch School of Medicine  – Chicago, IL

• Loyola Undergraduate Research Programs (LUROP)
• Summer Undergraduate Research Program, Department of Molecular Pharmacology and Therapeutics 

Medical College of Wisconsin  – Milwaukee, WI

• Summer Program for Undergraduate Research (SPUR)
• Summer Enrichment Programs (AIM, ROADS, DSHREP)
• Student-centered Program to Advance Research in Cancer Careers (SPARCC)  – (Deadlines are mostly February 1 Program dates: TBD)

Mayo Clinic  – Rochester, MN

• Summer Undergraduate Research Fellowship (SURF)  – (Deadline: February 1, Program dates: May 31 – August 5)

Minneapolis Heart Institute Foundation  – Minneapolis, MN

• Summer Research Internships in Clinical Cardiology  – (Deadline: January 5, Program dates: May 26 – August 12)

Northwestern University Feinberg School of Medicine  – Evanston, IL

• Summer Research Opportunity Program  – (Deadline: February 10, Program dates: June 20 – August 5)

Ohio State University Medical Center  – Columbus, OH

• Summer Undergraduate Course Creating Excellence in Scientific Study (SUCCESS)  – (Deadline: January 21)

University of Chicago  – Chicago, IL

• The Leadership Alliance & The University of Chicago Summer Research Early Identification Program  – (Deadline: February 1)
• The Pritzker School of Medicine Experience in Research (PSOMER)  – (Deadline: January 14, Program dates: June 14 – August 8)

University of Cincinnati College of Medicine  – Cincinnati, OH

• Summer Undergraduate Research Fellowships (SURF)
• Cincinnati Children’s Hospital Medical Center Summer Undergraduate Research Fellowship (SURF – CCHMC)
• Summer Undergraduate Research Program in Neuroscience (SURF – Neuro)
• American Society of Pharmacology and Experimental Therapeutics Undergraduate Research Fellowship (SURF – ASPET)
• Biomedical Informatics Summer Undergraduate Research Program (SURF – Informatics)
• American Heart Association Summer Undergraduate Research Program (SURF – Heart)
• The Cancer Research Scholars Program (SURF – CRSP)  – (Deadlines: February 1 for all UCCM programs)

University of Colorado Health Sciences Center  – Denver, CO

• Graduate Experience for Multicultural Students (GEMS)  – (Deadline: February 1, Program dates: June 1 – August 5)
• Summer Research Opportunities Program (SROP)  – (Deadline: February 4, Program dates: June 2 – July 29)

University of Iowa Roy J. and Lucille A. Carver College of Medicine  – Iowa City, IA

• Biomedical Scholars Summer Undergraduate Research Program  – (Deadline: February 2, Program dates: May 23 – July 29)
• Health Professions Education Program (SHPEP)  – (Deadline: February 5)
• Microbiology Research Experience for Undergraduates (REU) Program   – (Deadline: February 15, Program dates: May 23 – July 29)
• Summer Research Opportunities Program (SROP)  – (Deadline: February 10, Program dates: May 23 – July 29)
• Summer Undergraduate MSTP Research Program  *great for premeds! – (Application deadline: February 1, Program dates: May 23 – July 29)
• UI Premed Student Summer Research Internships  *great for premeds! – (Application deadline: April 23, Program dates: TBD)
• Fostering Undergraduate Talent- Uniting Research and Education (FUTURE) in Biomedicine Program  – (Application deadline: January 26, Program dates: June 1 – July 29)

University of Kansas  – Lawrence, KS

• Summer Undergraduate Research Programs
• Chemistry REU Program
• Pharmaceutical Chemistry REU Program  – (Deadlines: February 15 & 21, Program dates: May – July)

University of Michigan  – Ann Arbor, MI

• Undergrad Summer Research Programs  (*17 great programs for premeds!)

University of Minnesota  – Twin Cities, MN

• Life Sciences Summer Undergraduate Research Programs (LSSURP)  – (Deadlines: February)

University of Mississippi  – Jackson, MS

• Summer Undergraduate Research Experience (SURE)  – (Deadlines: February 1, Program dates: June 6 – August 12)

University of Nebraska – Lincoln  – Lincoln, NE

• Undergraduate Summer Research Program  (8 concentrations!)

University of Wisconsin  – Madison, WI

• Integrated Biological Sciences Summer Research Program  – (Deadlines: February 15, Program dates: May 21 – August 6)

Vanderbilt University  – Nashville, TN

• Vanderbilt Summer Science Academy  – (Deadline: February 1, Program dates: June 6 – August 5)

Washington University  – St. Louis, MO

• BioMedRAP  *paused until further notice
• AMGEN Scholars Program  – (Deadline: February 1, Program dates: June 1 – August 5)
• WUSTL ENDURE Program  – (Deadline: February 6, Program dates: May 29 – August 5)

Wayne State University School of Medicine  – Detroit, MI

• Summer Undergraduate Research Program (Center for Molecular Medicine and Genetics)  – (Deadline: March 31, Program dates: June 6 – August 12)

What are pre-med summer programs like?

Most programs will be fully-funded. yes, you will get paid.

As a summer intern, you will have a stipend usually broken into two big payments: one at the beginning of summer and one near the end. This will help you cover all personal expenses. Hold on, it gets better! Most internships will include on-campus housing and meal plans so that you can eat and sleep on campus!

So, if you are nervous about moving across the country for your dream internship, remember that you won’t have to pay for living expenses. All the links we provide in this article will lead you to program websites. There, you can find information about a specific program and its funding options. At the most basic level, most of these programs will provide a summer stipend.

Summer programs are full-time commitments

Summer internships are almost like full-time jobs! To get the most out of your summer, consider your summer internship to be your only priority. With housing, food, and pay included, these programs really try to make it easy for you to never worry about a thing. That said, they also have very high expectations of you.

Depending on the type of program you are interested in, you can expect to report to your laboratory, classes, or workshops at 9 a.m. and have a full day of work.

You are going to work a 40-hour workweek during a summer program. Typically, lunch hours (or dinner) include career workshops or classes. After scheduled events, you are free to study, go back to the lab, explore the university, or hang out with your classmates.

Although you will not always have homework, the amount of time you will study outside of lab or class depends on your program. Therefore, making other commitments (like volunteering outside of the program) can be very difficult. To prevent burnout, you will be asked to make no other commitments outside of your program.

You may be assigned to a lab or a mentor (if research-based)

Summer internships for pre-meds are very intensive. Therefore, most programs will also ask senior medical and graduate students to participate. During the entire summer, you are paired with someone to be your mentor. This is especially true of research-based laboratory internships. Your mentor will help you outline a summer project from start to finish. These projects are meant to be significant enough to contribute to the laboratory’s research but manageable enough to be completed during 8-10 weeks.

You and your mentor will work together every day. This will be a learning opportunity for you both. As a premedical student, you will learn new laboratory skills and think critically about research, medicine, or public health. As a scientist or MD in training, your mentor will also be learning how to teach younger generations.

The main idea of pairing you with a mentor is to give you the support to succeed.

If you’ve never done research or made a project presentation, summer internships are great opportunities to learn how. Although you need to put in the work, your mentor will guide you.

Some programs have two kinds of mentors. One type of mentor is directly affiliated with the pre-med program. These mentors will run the program’s weekly activities, such as workshops or dinner events. The other kind of mentor will be a senior graduate student or post-doctoral student who will work with you directly every day. This means that your research mentor may not always be aware of program events. Still, they will offer you enough flexibility to meet all your program requirements. All of these details vary by program, so there are just examples.

Some programs offer MCAT prep courses and career development workshops

One of the best perks about pre-med summer programs is that you will have so many resources! These programs are carefully outlined so that you advance in your academic journey. Accordingly, programs will offer a variety of classes and workshops. These may include:

• MCAT/GRE prep or review classes
• Giving a research talk to a knowledgeable audience
• How to communicate your science to the general public (or a non-scientific audience)
• Making a scientific poster to present your summer work
• Writing a compelling personal essay or statement of purpose
• Crafting a CV or resume
• Drafting professional emails to professors
• Guidance on applying to medical or graduate school

Some programs also offer seminars on overcoming the challenges of being a pre-med student or on more non-academic-related topics. Some examples are:

• What to expect from medical school
• Exploring the MD/Ph.D. route
• Overcoming imposter syndrome in academia
• How to contribute to diversity efforts in medicine
• How to build meaningful relationships with your mentors

You will need to present your work at the end of the summer

Something else you can expect from joining a pre-med summer program is to present your project to an audience at the end of the summer. Your audience will most likely be your peers (classmates), faculty, lab members, program administrators, and the general public. As such, this exercise is meant to teach you how to communicate medical science projects to various people.

These presentations will usually mark the end of your summer internship. Therefore, you will be expected to present what your project was about, how you formed your hypothesis, the methods you used to pursue it, and what you learned. Remember—you will have help from your mentors! Although this seems daunting to some students,  this is an excellent opportunity to add a poster or talk presentation to your CV—and to your medical school application!

Benefits of participating in pre-med summer programs for college students

Connect your classroom knowledge to real-world (or lab) experience.

Are you maybe growing tired of only learning from textbooks? Pre-med summer programs are a fantastic opportunity to learn how to translate that knowledge to a laboratory or clinical setting. This is particularly alluring to students who like to make direct contributions or change in their field.

For example, how does a molecular biology phenomenon apply to cancer biology research in the lab? How do all the concepts you’ve learned in science classes come together in biomedical research? Research projects for pre-med students can also be about developing new techniques and approaches to medicine. In these cases, you will see how learning about human anatomy gives you an advantage in bioengineering. 

Getting out of the classroom and applying what you’ve learned in school will provide you with a new perspective. Having done research or worked on a project as a college student will give you the advantage of seeing how it’s  applied in the real world.  Therefore, you will go into medical school with a more curious mindset and approach everything you’re learning with a more creative lens.

Expand your network

Premed summer programs recruit students from all over the country. Therefore, you will live and work closely with students, administrators, and professors. This gives you the perfect opportunity to grow your network and make a good impression at another medical institution. As such, the best tip for applying to pre-med summer programs is to explore opportunities outside of your comfort zone.

Many medical school admissions are interested in students who seek opportunities outside of their community.

This shows that you are experienced and willing to travel to a different community. Additionally, a summer project at another institution gives you the advantage of having a letter of recommendation from a school other than your own. This shows that you have diverse interests and can work well outside of your own institution.

Most pre-med students tend to receive all of their academic letters of recommendation from one school. Expanding your network outside of your home institution will give you an edge! Aside from the academic connections you make, you will also meet new friends! Making friends with other like-minded students will help you build a sense of community in your journey to medical school. Many cohorts who engage in summer internships will keep in touch after the summer. Some will even end up at the same medical schools!

In conclusion

If you are on track with your pre-med class requirements, consider joining a pre-med summer program! These internships are specifically curated to further your development as a pre-med student. Some programs can focus on clinical experience, research skills, or addressing essential issues in public health. Be mindful that participating in these programs will be a full-time commitment and that you will need to live on-campus (or close to) for 8-10 weeks. If you’re feeling adventurous, a pre-med summer program is a perfect time to leave your comfort zone and maybe even travel across the country for research! Deadlines for pre-med summer internships range from February to late March, but this depends on a program-by-program basis. Good luck!

Further Reading

• 9 Emergency Medicine Research Opportunities and Programs
• MD/PhD Dual-Degree
• How to Get Shadowing Experience
• Productive Ideas for Gap Year(s)

MD-MPH Dual Degree Programs List and Information 2023

Premed 4 year plan: how to make your timeline, how to get published in a medical journal, how to get shadowing experience as a premed, useful websites for premeds.

• 15 Free MCAT Practice Tests
• 15 White Coat Ceremony Gift Guide – [2023 edition]

M.D. vs. D.O. School – Medical Degree Comparisons

M.D. vs. D.O. School comparisons, allopathic vs. osteopathic medicine, everything you need to know about medical degrees.

Medical School Secondary Applications: The Ultimate Guide 2023

What is msar medical school admissions requirements database, recent posts.

• How to Attend Medical School for Free
• Post-bacc vs. Masters – 2023 Comparative Guide – Premed
• Which Medical Schools are Graded? Which Rank Students?

Masks Strongly Recommended but Not Required in Maryland

Respiratory viruses continue to circulate in Maryland, so masking remains strongly recommended when you visit Johns Hopkins Medicine clinical locations in Maryland. To protect your loved one, please do not visit if you are sick or have a COVID-19 positive test result. Get more resources on masking and COVID-19 precautions .

• Vaccines  
• Masking Guidelines
• Visitor Guidelines  

Pathway Programs

Summer internship program.

Applications for the 2024 cohort of the Summer Internship Program (SIP) are closed. We will open to accept applications for the 2025 cohort on November 1, 2024 .

2025 SIP will take place from Sunday, May 25 th – Saturday, August 2 nd .

Program Overview

The Summer Internship Program (SIP) provides experience in biomedical and/or public health research to current undergraduate students from all backgrounds -  including  students from racial/ethnic groups underrepresented in science and medicine, students from low-income/underserved backgrounds, and students with disabilities. The program provides research exposure for those interested in potential careers in science, medicine, and public health.

Participants gain both theoretical knowledge and practical skills in research, scientific experimentation, and other scholarly investigations under the close guidance of faculty or research mentors. SIP students take part in a range of professional and career development activities, networking events, and research discussions. Students also can present their work in oral or poster format at the conclusion of the program. In addition, SIP students often go on to present their summer research at national conferences throughout the year.

The program runs approximately ten weeks and student stipends range from $3,000 - $5,500. Housing is provided at no cost to participants.

Overall, SIP interns can expect an experience similar to that of a first-year graduate student who does a three-month rotation in a laboratory. SIP interns become acquainted with their lab’s scope exploration and investigative techniques. Before arrival, each SIP intern receives several papers related to their specific research project. Interns are assigned their own lab project, and the goal of the project and its relationship to other work in the area will be discussed. Participants also receive training in the techniques necessary to conduct their research activity. The projects that SIP students take on provide students a sense of ownership of their work. Besides daily interactions with others at the lab or project site, most teams have a more formal meeting once or twice a week to discuss research problems, work progress and developments reported in the scientific literature. While the focus of each research site varies, all are composed of highly dedicated mentors who are fully devoted to the professional development, advancement, and success of our SIP scholars.

This summer internship program requires a full-time commitment. It is not permissible to take academic classes or hold other employment during the internship. Students are required to participate for the full period of the program.

The Complete Application

There are multiple divisions of SIP, each providing a unique experience. Applying is free, there is no cost to the applicant. To apply to a SIP division, you will need:

• Two letters of recommendation (faculty and/or research mentors preferred)
• Transcripts for each undergraduate institution attended (transcripts can be unofficial)
• Current CV or resume
• Personal Statement*
• ( CSM-SIP applicants only ) Proof of family income

*The personal statement should be no longer than 1.5 pages, single-spaced using at least an 11-point font. There is no particular prompt for personal statements, but we encourage you to tell us more about yourself. For example: why you want or need to do summer research; the career goal(s) you have in mind; why you're motivated or interested in this type of career; what traits make you a good fit for a potential career in research; any past research experience (hypothesis? what you did/did it work? what you learned about this topic or yourself); and what kind of mentoring you would most benefit from during this experience at Johns Hopkins.

The deadline to apply is 11:59pm on  February 1, 2024 . SIP divisions will inform applicants of admissions decisions by March 15th of the year that they are applying, though some divisions release decisions earlier than that date. For more information, contact us at  [email protected] .

webinar Information Session

A Live Webinar event was held Saturday December 9th, 2023 from 2:00 - 3:30 PM EST on information about our Undergraduate STEMM programs at Johns Hopkins, for Summer 2024.

Summer Internship Program Opportunities

There are 15 distinct research opportunities available under the SIP umbrella. Each branch of the Summer Internship Program is administered separately and supports different stipend levels, with some additional tailoring of program content to fit each division’s focus.  You may apply to up to three divisions.

Basic Science Institute (BSI-SIP)

BSIP-SIP  in the Dean-funded “umbrella program” of the Summer Internship Program divisions, incorporating opportunities research in all our basic science departments: Biological Chemistry; Biomedical Engineering; Biophysics and Biophysical Chemistry; Chemistry/Biology interface; Cell Biology; Molecular Biology and Genetics; Molecular and Comparative Pathobiology; Neuroscience; Pharmacology and Molecular Sciences; and Physiology. 

Past BSI-SIP Scholars have participated in a broad array of projects from molecular and cellular analysis of the aquaporin water channels, molecular genetic basis of Down syndrome, genomics, neurobiology of disease, applications of polymeric biomaterials to drug delivery, gene therapy, and tissue engineering. 

On top of an experience filled with substantive hands-on research, program activities include one-on-one mentorship from current graduate student mentors, journal club participation, and a range of professional development workshops and seminars on topics that include preparation for graduate studies and navigation of scientific careers. The program concludes with presentations by BSI-SIP scholars at a closing research symposium.

In addition to the opportunities mentioned above, BSI-SIP has affiliated sub-programs focused on neuroscience and/or translational research. Students participating in these programs will be invited to BSI-SIP programming and housed with BSI-SIP students, while also enjoying some additional field-specific programming:

NeuroSIP and KavliSIP

Summer interns in the  NeuroSIP  program are hosted in laboratories of the  primary faculty  of the Department of Neuroscience.  Please see the departmental website  for brief descriptions of the projects of previous NeuroSIP interns.  KavliSIP  summer interns are hosted in the laboratories of the Kavli Neuroscience Discovery Institute at Johns Hopkins (Kavli NDI). Kavli NDI bridges neuroscience, physics, data science, computational neuroscience and engineering to solve the mysteries of the brain. KavliSIP supports summer internships for undergraduate students considering graduate studies in neuroscience, engineering, data science and related areas. In addition to general SIP programming, KavliSIP and NeuroSIP students enjoy neuroscience-focused programming and other content designed to help them delve deeper into this exciting field of study.

Summer Undergraduate Research Experience (SURE)

Summer interns in the SURE program will join labs at the Brady Urological Institute at Johns Hopkins to perform research in prostate cancer, bladder cancer, and kidney cancer. As basic research labs within a clinical department, students will be involved in research that can directly impact how patients are treated, known as “translational research.” In addition to their research experience and SIP programming, interns will also have the option to interact with clinicians, including opportunities to shadow Urologists in the operating room, Medical Oncologists in clinic, and explore other basic, translational, and clinical research careers and observe how clinical observations can influence research being done at the bench. The SURE program was founded to provide research opportunities to undergraduate researchers in an academic environment that would not typically be available to them with the hope to provide an avenue to achieve their goals or dreams. The program strongly encourages applications from students who are first-generation college students, come from disadvantaged economical statuses, and students from racial and ethnic groups historically underrepresented in science.

BSI-SIP, SURE, NeuroSIP and KavliSIP eligibility

All  BSI-SIP  applicants must have a demonstrated interest in the pursuit of graduate study toward a PhD or MD-PhD degree. BSI-SIP applicants must have completed at least two years of college by the start of the summer program. BSI-SIP is open to US citizens, permanent residents, and international students currently enrolled in college in the United States.

SURE scholars should have an interest in cancer and/or urology-related research, and have some curiosity about in the intersection of clinical care and benchwork (commonly referred to as translational research). SURE applicants must have completed at least two years of college by the start of the summer program and must be US citizens or permanent residents to apply.

The  NeuroSIP  and KavliSIP  programs prefer candidates on the PhD track, without an interest in pursuing clinical medicine. Students applying to NeuroSIP or KavliSIP must have completed at least one year of college by the start of the program and must be US citizens or permanent residents to apply.

Students interested in being considered for SURE, NeuroSIP or KavliSIP must choose BSI-SIP on their application and then select the SURE, NeuroSIP and/or KavliSIP options when they appear. You will still be considered for the BSI-SIP parent program as well.

Careers in Science and Medicine (CSM-SIP)

The  Careers in Science and Medicine Summer Internship Program  is the undergraduate component of the Johns Hopkins  Initiative for Careers in Science and Medicine . The CSM Initiative seeks to partner with scholars from low-income and educationally under-resourced backgrounds to help them build the accomplishments, skills, network, and support necessary to achieve advanced careers in biomedical research, clinical medicine, public health, nursing, and/or STEM professions. Scholars spend 10 weeks conducting high level research with a faculty mentor, and receiving guidance on financial planning, graduate school applications, and career exploration while enjoying lunches and other events with faculty specializing in a wide variety of science and health related areas of study.

In addition  to the opportunities described above in the parent program, CSM-SIP has an affiliated sub-program that allows students to do research in labs affiliated with the Molecular Microbiology and Immunology (MMI) department in the Bloomberg School of Public Health. Summer Interns in CSM-SIP-MMI can expect to work on projects ranging from characterizing mechanisms of host-pathogen responses, to examining malarial life-stages for therapeutic development, including analysis of viral evolution leading to epidemics and pandemics, and therapeutic development exploiting antibodies and conjugate vaccines. Centering around immunology, immunological responses to pathogens, and the basic characterization of microbes, research in the MMI department bridges many disciplines and aims to prepare students for futures as physicians, clinical researchers, and other STEM public health and research professions. CSM-SIP-MMI interns work with MMI faculty, post-docs, and graduate students and receive additional mentoring from MMI faculty.

CSM-SIP and CSM-SIP-MMI Eligibility To be considered low-income for our program,  your household or family income must be under 200% of the federal poverty limit ,  which is defined in part by the number of members in the household . We require applicants upload the first 2 pages of their family’s 2021 or 2022 tax return in order to verify you meet income guidelines (feel free to remove social security numbers when you upload) or two consecutive pay stubs. If providing tax returns or pay stubs is prohibitive, please contact us at  [email protected] .

Eligible scholars must also be educationally under-resourced , and can meet this eligibility requirement by fitting any ONE of the following criteria: (a) first-generation college student, or (b) from a single-parent household, or (c) attended (or would have attended, based on where you lived) a high school where the majority of students are from low-income households, or (d) have a diagnosed physical, mental, or learning-related disability. There are additional ways to meet this eligibility; to discuss, please contact the SIP team at  [email protected] . 

Students also must have completed at least one year of college by the start of the summer program and be a U.S. citizen or permanent resident to qualify.

Students interested in being considered for the CM-SIP-MMI sub-program must choose CSM-SIP on their application and then select the MMI option when it appears. 

Diversity Summer Internship Program at the Bloomberg School of Public Health (DSIP)

This program , through the Johns Hopkins Bloomberg School of Public Health, a leading international authority on public health, is dedicated to protecting health and saving lives. Every day, the School works to keep millions around the world safe from illness and injury by pioneering new research, deploying its knowledge and expertise in the field, and educating tomorrow’s scientists and practitioners in the global defense of human life. At the Bloomberg School of Public Health, you will be mentored by some of the world’s leading authorities on public health issues. Some of our major research initiatives are in these areas: improving the health of women and children; identifying determinants of behavior and developing communication programs to promote healthy lifestyles; protecting our nation from bioterrorism; preventing and controlling AIDS; reducing the incidence and severity of injuries; elucidating the causes and treatment for mental disorders; preventing chronic diseases (heart diseases, stroke, cancer, diabetes); improving the health of adolescents; preventing and treating substance abuse; assessing the effect of environmental toxins on human health; making water safe and available for the world’s population; assessing the health needs of disadvantaged populations (rural, urban, refugees, US ethnic groups); and developing methods to better understand, manage and finance health care. Your research opportunity may take place in a laboratory, health department, clinic, office, or in a community setting.

DSIP Eligibility

Students must have completed two years of college by the start of the summer program and be a U.S. citizen or permanent resident to apply. Preference is given to students who have one or two years of undergraduate study remaining and seniors who have applied to a graduate program in the Bloomberg School of Public Health.

Generation Tomorrow: Summer Health Disparity Scholars (GT-SIP)

Generation Tomorrow and the Johns Hopkins Center for AIDS Research (CFAR) are pleased to host  Generation Tomorrow: Summer Health Disparity Scholars . The program is intended for undergraduate students interested in HIV and/or hepatitis C virus (HCV) health disparities and their intersection with substance use (addiction and overdose), violence, mental health, and the social determinants of health. The program will offer mentorship and training in HIV/HCV education, testing, and counseling; health disparities, cultural competence, and harm reduction. Through a lecture series, the program will also explore the intersection of HIV and/or HCV health disparities with the areas defined above. This program will have a special focus on undergraduate students interested in nursing, public health, science, and medicine. The program will consist of the following components:

• Intensive HIV and HCV testing and counseling training
• Biweekly lecture series
• Health disparities related research (clinical, health services, biomedical) with a designated faculty mentor
• Community-based outreach

GT-SIP Eligibility

The Generation Tomorrow division has a special focus on undergraduate students interested in nursing, public health, science, and medicine. Students must have completed at least one year of college by the start of the summer program and be a U.S. citizen or permanent resident to apply.

Genomics & Society Mentorship Program (GMSP)

Established in 1995, the mission of the Berman Institute of Bioethics is to “identify and address key ethical issues in science, clinical care, and public health, locally and globally.” The Berman Institute trains and mentors future leaders in bioethics through programs such as the undergraduate minor in bioethics, the Master of Bioethics Program, the Ph.D. concentration in bioethics and health policy, and the Johns Hopkins-Fogarty African Bioethics Training Program. The goal of the Genomics and Society Mentorship Program (GSMP) is to broaden the diversity of Ethical, Legal and Social Implication (ELSI) researchers in the interest of equity, ultimately enriching ELSI scholarship by giving trainees opportunities to learn skills, be exposed to the range of possible training and career options in ELSI research, and with the guidance of a faculty mentor, work on issues in genomics and society. Summer trainees will be offered two types of formal, didactic research education opportunities: the first is a workshop/seminar designed specifically for them and their cohort; and the second is the opportunity to take foundational courses in the Berman Institute’s existing Summer Institute. These are in addition to those activities available to all SIP students, such as weekly journal club and the bimonthly seminars and professional development sessions. By the end of summer, students will be expected to be able to identify morally relevant issues in science, medicine, research and public health, and to engage in sound reasoning about those issues. Participants will develop these core skills through exposure to foundational bioethics methodologies, the application of those skills and methodologies to important historical and contemporary cases, and to participants’ own interests. Following the summer internship, the program will continue, remotely, until the following summer, with quarterly cohort meetings and mentorship and career development opportunities.

GSMP Eligibility

Applicants must be full-time college students, who will have completed at least one full year of collegiate study by the start of the program. Recent college graduates are not eligible to apply. Applicants must be U.S. citizens or permanent residents.

Institute for Cell Engineering (ICE)- The Foundation for Advanced Research in the Medical Services Internships (FARMS)

Opportunities in the Institute for Cell Engineering (ICE) on one of our four program areas: Vascular Biology, Stem Cell Biology, Immunology or Neuroregeneration. Program participants may participate in a broad array of projects from computational biology, gene regulatory networks, immune system development, lymphoid malignancies, molecular and cellular mechanisms of oxygen regulation, molecular and cellular signals controlling neurodegeneration, neurogenesis, single cell biology, stem cell modeling, gene and stem cell therapies, MRI cell tracking techniques, or stem cell engineering. The rich environment and guidance by our faculty helps prepare students for successful careers as independent research scientists. Interns are expected to participate in all student related activities in ICE, conduct research and write a small progress report at the end of their internship or present their work in a poster session at the end of the program. This is a ten-week program that includes housing and a stipend.

FARMS Eligibility

Students must have completed two years of college by the start of the summer program and be a U.S. citizen or permanent resident to apply. The FARMS program is looking for at least a 3.8 GPA and focusing on students that do not have access to in-depth research at their current institution.

Institute for Computational Medicine (ICM)

Founded in 2005, the mission of the Institute for Computational Medicine is to develop mechanistic computational models of disease, personalize these models using data from individual patients, and apply them to improve disease diagnosis and treatment. ICM researchers work in four different application areas. Computational Molecular Medicine seeks to understand the function of highly interconnected molecular networks in health and disease. This knowledge is applied to enhance discovery of molecular disease networks, detection of disease, discrimination among disease subtypes, prediction of clinical outcomes, and characterization of disease progression. Computational Physiological Medicine seeks to develop highly integrative mechanistic models of biological systems in disease, spanning from the levels of cells to tissues and organs. These models are personalized using patient data and apply them to improve disease diagnosis and treatment. Computational Anatomy is an interdisciplinary area of research focused on quantitative analysis of variability in biological shapes in health and disease. It is applied to imaging data to develop anatomic biomarkers for disease diagnosis. Computational Healthcare analyzes large-scale data sets from the electronic health record to discover new ways of improving individualized patient care. 

The twenty ICM core faculty are appointed in departments of the Whiting School of Engineering, School of Medicine, and the Bloomberg School of Public Health. Our interdisciplinary labs offer students the opportunity to work with faculty in these four different research areas. Opportunities exist to work on computational, as well as combined computational and experimental/clinical studies. At the end of the summer, the student will present their work at a university-wide poster session. This internship provides a unique opportunity to gain research experience in the emerging discipline of computational medicine and would be of great benefit to those interested in pursuing graduate research in this area or in attending medical school.

ICM Eligibility

The Institute for Computational Medicine is dedicated to providing opportunities to students that are underrepresented in STEM. This internship is in partnership with the Johns Hopkins Vivien Thomas Scholars Initiative and will have a special focus on students currently attending an HBCU or MSI. Please  click here  to see the complete list of eligible universities and colleges.

Students must have completed at least one year of college by the start of the summer program and be a U.S. citizen or permanent resident to apply. Students majoring in computer science, engineering, mathematics, chemistry, biology and/or biophysics are eligible. While not required, we seek candidates with some combination of experiences in scientific or academic research (C++/Python/*nix/databases, software engineering, object-oriented programming, and/or collaborative development).

Institute for NanoBioTechnology - Nanotechnology for Biology and Bioengineering Research Experience for Undergraduates (INBT-REU)

The INBT  has a unique model for training researchers at the interface of nanoscience, engineering, biology, and medicine to uncover new knowledge and create innovative technologies. Our laboratories are interdisciplinary and offer students research opportunities in both the physical sciences/engineering and biological sciences/medicine. We recruit students from many undergraduate majors including biology, bioengineering, biomedical engineering, biophysics, cell biology, chemistry, chemical engineering, material science and engineering, and physics. Students in the program are co-advised by faculty and senior lab personnel, and work on current graduate level projects in various research areas such as nanotechnology, biomaterials, nanoparticles, microfabrication, tissue engineering, stem cells, drug delivery, particle synthesis, lab-on-chip devices, and cancer research.

During the program, students conduct research, attend educational and professional development seminars, and participate in social activities. At the end of the summer participants create a PowerPoint and poster of their research to present to the INBT community and at a university-wide symposium. The program’s goal is to give undergraduates a true perspective of graduate research with the hope that the experience will inspire pursuits of a PhD. The sponsor, National Science Foundation, provides housing, travel, and a stipend. 

INBT-REU Eligibility

Students must have completed one year of college (i.e., freshman) and be a U.S. citizen or Permanent Resident to apply.

The Johns Hopkins NeuroHIV Comorbidities Scholars Program (JHNeurophytes)

The  Johns Hopkins NeuroHIV Comorbidities Scholars Program (JHNeurophytes)  aims to recruit and train highly qualified first or second year undergraduate students in STEM degree programs from across the nation with special emphasis on those who reside in regions where the incidence/prevalence of HIV/AIDS infection is high or has newly appeared. 

For 10 weeks during the summer, on a multi-year basis, trainees will have the opportunity at JHU to learn about and/or engage in leading edge hands-on basic, translational, clinical or computational research in a vast array of specialties including: HIV-neuropathogenesis; stress/inflammation and HIV cognition, neuroHIV and CNS reservoir, neuroHIV and drug abuse, neuroHIV and comorbidities of aging, analytical concepts in Big Data, bioinformatics, and computational neuroscience. By program completion, successful undergraduate trainees will have completed several oral podium and poster presentations at scientific conferences on and off of campus, and made contributions toward scientific publications. Combined with a program of professional development and mentorship sessions, our trainees will have gained, developed and strengthened their science: -skills, -identity, and -self-efficacy to succeed in an academic research or clinician-research career pathway. Our long-term goal is to strengthen pathways to the biomedical workforce focused on research and clinical care at the interface of HIV-neurologic dysfunction and associated comorbidities. Additionally, alumni will have developed competencies to address ongoing and emerging threats to human health and well-being.

JHNeurophytes Eligibility: Students eligible for the program must be U.S. citizens or legal residents who will be accepted into or are enrolled in a nationally accredited college or university by the beginning of the program (graduating high school seniors, 1 st or 2 nd year undergraduates). To promote a diverse pool of applicants and selected scholars, we strongly encourage individuals from the following groups to apply: students who are underrepresented in STEM, female students, students who identify as LGBTQ+, first-generation college students, students with a disability, or students from an economically disadvantaged background, as described in  Notice of NIH's Interest in Diversity.

Johns Hopkins Neuroscience Scholars Program (JHNSP)

The  Neuroscience Scholars Program  focuses on providing mentorship along with a high quality research experience for undergraduates from underrepresented and/or deaf or hard-of-hearing (D/HH) backgrounds that are interested in pursuing research-based PhD or MD/PhD programs in the neurosciences. JHNSP will help students navigate two critical transition periods: from high school to college, and from college to graduate school. Participants also enjoy yearlong contact with our community of mentors and colleagues. 

For 10 weeks during the summer, trainees will have the opportunity at JHU to learn about and/or engage in leading edge hands-on basic, translational, clinical or computational research in a vast array of specialties including: neuropathogenesis of disease; neuroinflammation, neurological basis of mental health, drug abuse and cognitive impairments, CNS biochemistry, analytical concepts in Big Data, bioinformatics, and computational neuroscience, and more. By program completion, successful undergraduate trainees will have completed several oral podium and poster presentations at scientific conferences on and off of campus, and made contributions toward scientific publications. Combined with a program of professional development and mentorship sessions, our trainees will have gained, developed and strengthened their science: -skills, -identity, and -self-efficacy to succeed in an academic research or clinician-research career pathway. Our long-term goal is to strengthen pathways to the biomedical workforce to increase diversity of thought and insight, as well as support our scholars’ long-term engagement in neuroscience research. Additionally, alumni will have developed competencies to address ongoing and emerging threats to human health and well-being.

JHNSP Eligibility: Students eligible for the program must be U.S. citizens or legal residents who will be accepted into or are enrolled in a nationally accredited college or university by the beginning of the program (graduating high school seniors, 1 st or 2 nd year undergraduates). To promote a diverse pool of applicants and selected scholars, we strongly encourage individuals from the following groups to apply: students who are underrepresented in STEM, female students, students who identify as LGBTQ+, first-generation college students, students who are deaf/hard of hearing or with another disability, or students from an economically disadvantaged background, as described in  Notice of NIH's Interest in Diversity.

Johns Hopkins Summer Undergraduate Program in Kidney Science (SUPerKS)

Kidney researchers and physicians are critically needed to address the skyrocketing burden of kidney disease, and the racial disparities that are associated with it, with African American persons developing severe forms at rates 3-4 times higher than those in other racial groups. The S ummer U ndergraduate P rogram in K idney S cience (SUPerKS) provides talented students the unique opportunity to explore research and physician-scientist careers in the kidney field with exposure to the practice of medicine. During the summer internship, students will work under the mentorship of esteemed faculty on cutting-edge research projects to unravel how the kidney functions in health and goes awry in kidney disease. Research projects span from the basic science of kidney genes to studying kidney function in genetically engineered mice, or cell models; clinical and epidemiological studies of kidney disease; studying biomarkers in human cohorts; tissue engineering; to developing biosensors or nanotechnologies that specifically interrogate kidney physiology and disease mechanisms. As a key aspect of the program that helps demonstrate translation of the research work, a clinical experience is provided, where students round with kidney doctors (nephrologists), meet patients, and discuss diagnoses and treatment plans. In addition to the research and clinical experiences, students participate in a weekly journal club, presenting research articles to their peers and members of the faculty. Students also attend a seminar series featuring faculty members from Johns Hopkins, providing time to interact with faculty members and hear different perspectives about research, clinical practice, and career development. At the end of the summer, students present their work in a poster session with other kidney programs around the country. We hope that through these activities students will gain first-hand knowledge of research and academic medicine, and ultimately pursue careers in the kidney sciences.

SUPerks Eligibility: 

• At least one year of college
• 1 semester of general chemistry and biology (or AP equivalents) 
• At least 18 years old
• official college transcripts, GPA should be greater than 3.0
• 2 letters of recommendation, 
• a personal statement describing career goals, specific research interests, prior research experiences, and biographical and demographic information.

To apply, please email Paul Welling [email protected] to request an application.

Pulmonary and Critical Care Medicine (PCCM)

Students in the Pulmonary and Critical Care Medicine (PCCM) division work on specific research projects under the supervision of an assigned mentor. Projects span a broad range of research, from the basic science of endothelial or epithelial cell biology to asthma epidemiology. In addition to the research experience, students participate in a weekly journal club during which they present primary research articles to their peers and members of the faculty. Students also attend a seminar series featuring faculty members from Johns Hopkins and the NIH. This forum provides students with the opportunity to interact with faculty members and hear different perspectives on issues related to career development. Students interested in clinical medicine are given the opportunity to “round” with the Johns Hopkins Medicine residents, providing a glimpse of life in clinical medicine as a resident at an academic institution. At the end of the summer, students present their work in a poster session. We hope that through these activities students will gain first-hand knowledge of research and academic medicine, and ultimately pursue careers in the biomedical sciences.

PCCM Eligibility

Students must have completed one year of college by the start of the summer program (i.e., freshman) and be a U.S. citizen or Permanent Resident to apply.

Rosetta Commons Research Experience for Undergraduates (Rosetta REU)

The Rosetta Commons REU program  is a cyberlinked program in computational biomolecular structure and design. The Rosetta Commons software library includes algorithms for computational modeling and analysis of protein structures, which has enabled notable scientific advances in computational biology, including de novo protein design, enzyme design, ligand docking and structure prediction of biological macromolecules and macromolecular complexes. Participants in this program are placed in laboratories around the United States and even abroad. The program begins with students spending one week together at Rosetta Code School where they learn the inner details of the Rosetta code and community coding environment. Students spend the next eight weeks at their host laboratory conducting hands-on research in a molecular modeling and design project, developing new algorithms and discovering new science. In the final week students present their research in a poster and connect with Rosetta developers from around the world at the Rosetta Conference.

The sponsor, National Science Foundation, provides housing, travel, a sustenance allowance, and a stipend. 

Rosetta REU Eligibility

Current sophomores or juniors majoring in computer science, engineering, mathematics, chemistry, biology and/or biophysics are eligible. While not required, we seek candidates with some combination of experiences in scientific or academic research, C++/Python/*nix/databases, software engineering, object-oriented programming, and/or collaborative development. 

Partner Programs

As summer research programs are increasingly competitive, it is advisable to apply to several summer opportunities. We have partnerships with the following non-JHU summer programs that permit you to do your summer research at Johns Hopkins:

• The Leadership Alliance Leadership Alliance is consortium of 20+ leading research institution around the country. Their Summer Research – Early Identification Program (SR-EIP) is geared towards students who want to pursue PhDs or MD-PhDs.
• EntryPoint! EntryPoint! identifies and recruits students with apparent and non-apparent disabilities studying in science, engineering, mathematics or computer science for outstanding internship and co-op opportunities.
• NIDDK STEP-UP This program funds students for summer research internships at the institution of their choice.
• MCHC/RISE-UP Though not directly under the SIP umbrella, the Maternal Child Health Careers/Research Initiatives for Student Enhancement - Undergraduate Program (MCHC/RISE-UP) allows students with an interest in public health and to do research at Johns Hopkins through the Kennedy Krieger Institute.

Summer Undergraduate Research Fellowship (SURF) in Gynecology & Obstetrics (GYN/OB) Program (returning in 2025)

The SURF GYN/OB Program at Johns Hopkins offers rising junior and senior undergraduate students from across the country with interest in pursuing a career as a physician-scientist, the opportunity to work closely with faculty and leadership in the Department of Gynecology and Obstetrics at Johns Hopkins Hospital. This program is designed for students to gain the valuable, necessary skillsets in preparation for a career as a physician-scientist by: 1) shadowing in the clinic, wards, and operating rooms and 2) conducting research on a project that focuses on a subspeciality of Women’s Health. Additionally, SURF fellows will attend lectures and workshops aimed at enhancing preparedness for medical school.

SURF GYN/OB Eligibility:

Rising juniors and seniors in good academic standing with interest in OBGYN career as a physician-scientist. 

For more information, contact  [email protected]  

Looking for a year-round opportunity for clinical research?

Clinical trials core internship program (oto-ctc ip).

Program Overview:

The Department of Otolaryngology, Head and Neck Surgery: Clinical Trials Core Internship Program (OTO-CTC IP) provides experience in everything related to clinical research/trials including regulatory, data management and patient-facing clinical experience. There are also opportunities for limited work in the lab. This role is available year-round, and flexible to student schedules.

Students in this role will gain experience in clinical trials design and execution from start-up to close out. Under the guidance of faculty and staff, students will be able to take an active role in data input, patient screening, patient observation, reporting outcomes to the IRB and FDA, and basic laboratory responsibilities. In addition, students can meet with the director of the clinical trials core for professional development and/or Pre-med mentoring.

Complete application:

Applying is free, there is no cost to the applicant. To apply, email Internship Program Coordinator Jordan Smith using [email protected] or [email protected] with the following information:

• a CV or resume
• your ideal timeline for the internship
• the school where you are currently enrolled

• Skip to content

Pre-Med Community

Helping pre-medical students get into medical school across the nation

Research opportunities for Pre-Meds

Research is something which can add to your medical school application. So as pre-meds it is in our best interest to seek out several research opportunities. Remember, one of the easiest ways to get research is to ask your professors. They will either run a research lab themselves or know another professor who does. If that doesn't work try these links out.

Here are some links compiled to help you on your search:

The Association of American Medical Colleges Summer Programs List

Emory University's Undergrad Summer Research Links

The United States Centers for Disease Control and Prevention Job Opportunities

Tufts University's List of Pre-med Research Opportunities

R•I•T Co-op/Internships and Summer Research Opportunities

A list of summer university research programs: 

University of Alabama Summer Undergraduate Research Opportunities

Albert Einstein College of Medicine Summer Undergraduate Research Program (SURP)

American Society for Pharmacology & Experimental Therapeutics Zannoni Summer Undergraduate Research Fellow Awards

Amgen Scholars Program Amgen Scholars

University of Arizona Minority Health Disparities Summer Undergraduate Research Program  Summer Research Institute 

Arizona State University Mathematical and Theoretical Biology Institute / Institute for Strengthening the Understanding of Mathematics and Science

University of Arkansas Summer Research Opportunities

Baylor College of Medicine Summer Medical and Research Training Program DeBakey Summer Surgery Program

University of California, Berkeley Haas Scholars Program National Science Foundation Research Experience for Undergraduates Summer Undergraduate Research Fellowship Summer Research Program at CHORI

Boehringer Ingelheim Pharmaceuticals Summer Internship

Boston University Summer Undergraduate Research Fellowships Summer Undergraduate Research Program   Center for Excellence for Learning in Education, Science, and Technology

Broad Institute Undergraduate Research Program in Genomics

California Institute of Technology MURF Undergraduate Research Fellowships Amgen Scholars Program Summer Undergraduate Research Fellowships

Center for Disease Control & Prevention Collegiate Leaders in Environmental Health

University of Chicago McNair Scholars Program

Cincinnati Children’s Research Foundation Summer Undergraduate Research Fellowship

University of Cincinnati College of Medicine Summer Undergraduate Research

City of Hope Eugene and Ruth Roberts Summer Student Academy

Cleveland Clinic Center for Reproductive Medicine Summer Internship

Cold Spring Harbor Laboratory Undergraduate Research Program (URP)

Colorado State University Center for Multiscale Modeling of Atmospheric Processes Chill Radar Facility Extreme Ultraviolet Engineering Research Center

Columbia University Summer Undergraduate Research Fellowship

University of Connecticut Undergraduate Summer Research Internship Program in Biological and Biomedical Sciences

Cornell/Rockefeller/SloanKettering  Rockefeller University Summer Undergraduate Research Fellowship  Summer Undergraduate Research Program

Dartmouth College Summer Undergraduate Research Fellowship at Dartmouth

Drexel University College of Medicine Summer Undergraduate Research Fellowship

Duke University Summer Research Opportunity Program

Fred Hutchinson Cancer Research Center Summer Undergraduate Research Program 

Hartford Hospital Summer Student Research Fellowship

Harvard University FAS Center for Systems Biology Undergraduate Research Internships Molecules Cells & Organisms Undergraduate Summer Internship Program Summer Undergraduate Program in Immunology Summer Honors Undergraduate Research Program Four Directions Summer Research Program Summer Program in Biological Sciences in Public Health Summer Program in Quantitative Sciences Summer Research Trainee Program at MGH Continuing Umbrella of Research Experiences Program at Dana Farber/Harvard Cancer Center Harvard Stem Cell Institute Internship Program Summer Training in Academic Research and Scholarship at Brigham and Women’s Hospital Research Experience for Undergraduates Summer Undergraduate Research Internship Program in Genomics Summer Biomedical Informatics Training Program Summer Clinical and Translational Research Program Summer Research Opportunities at Harvard Harvard Forest Summer Research Program in Ecology

Howard Hughes Medical Institute  Janelia Undergraduate Scholars

University of Houston Summer Undergraduate Research Fellowship

University of Illinois at Urbana Champaign Summer Research Opportunities Program

Indiana University Cancer Center IU Simon Cancer Center Professional Education Training 

Indiana University School of Medicine Undergraduate Summer Biomedical Research Program

University of Iowa Summer Research Experience for Undergraduates in Microbiology Summer Research Programs in the Biosciences Summer Undergraduate MSTP Resesarch (SUMR)

University of California, Irvine Summer Undergraduate Research Fellowship (SURF)

Jackson Laboratory, Bar Harbor, Maine Summer Student Program

Johns Hopkins University Summer Research Programs

Kansas State University Summer Undergraduate Research Opportunity Program

University of Kansas Summer Undergraduate Research Programs

Lankenau Institute for Medical Research Summer Undergraduate Internships

The Leadership Alliance Summer Research Early Identification Program (SREIP)

University of California, Los Angeles Summer Programs for Undergraduate Research Summer Programs for Undergraduate & Graduate Research UCLA SOM Prep Program

Loyola University Health System Undergraduate Summer Research Program At Loyola

Lupus Foundation of America Gina Finzi Memorial Student Summer Fellowships for Research Related to Lupus Erythematosus

Massachusetts Institute of Technology Summer Undergraduate Research Internships

University of Massachusetts Summer Program for Undergraduate Research

Mayo Clinic Summer Undergraduate Research Fellowship

University of Michigan PreMSTP Summer Biomedical Research Program

University of Minnesota Life Sciences Summer Undergraduate Research Programs (LSSURP)

University of Missouri Summer Research Programs

Mt Sinai School of Medicine Mount Sinai Summer Undergraduate Research Program

National Institute of Dental and Craniofacial Research NIH Summer Internship Program

University of Nebraska (Medical Center) Summer Undergraduate Research Program

University of Nebraska (Lincoln) Summer Research Program

New York University  NYU/CNS : Undergrad Program : Summer Research

Northwestern University Summer Research Opportunity Program Physical Sciences Oncology Center

Ohio State University SUCCESS Program

University of Pennsylvania Summer Undergraduate Internship Program in Biomedical Sciences Penn Center for Molecular Studies in Digestive and Liver Diseases: Undergraduate Student Scholars Program

Penn State University Summer Undergraduate Research Internship Program

University of Pittsburgh Summer Undergraduate Research Program

Rice University National Science Foundation Research Experience for Undergraduates

University of Rochester Summer Scholars Program

Rockefeller University SURF Summer Undergraduate Research Fellowship Program

UMDNJ Robert Wood Johnson Summer Clinical Internship Program

Roswell Park Cancer Institute Research Experience for Undergraduates

Rutgers Research in Sciences and Engineering

University of California San Francisco Summer Research Opportunities

Sandia National Laboratories Student Internship Programs

San Jose State Undergraduate Fellowships in Nuclear Chemistry & Radiochemistry

The Scripps Research Institute Summer Undergraduate Research Fellows (SURF)

Memorial Sloan Kettering Summer Undergraduate Research Program

Smithsonian Institute Natural History Program

St. Jude’s Children’s Research Hospital Pediatric Oncology Education Program

Stanford University Stanford Summer Research Program Summer Undergraduate Research Experience

Stony Brook University SUNY Alliance for Graduate Education and the Professoriate

Stowers Institute for Medical Research Stowers Summer Scholars Program

Medical University of South Carolina Summer Undergraduate Research Program

Summer Medical & Dental Education Program SMDEP

Texas A & M Health Science Center Summer Research Opportunities

Thomas Jefferson University Summer Undergraduate Research Program

University of Texas Health Science Center at Houston Summer Undergraduate Research Program (SURP)

University of Texas Southwestern Medical Center Summer Undergraduate Research Fellowship Program (SURF) Quantitative and Physical Science Summer Undergraduate Research Fellowship Program

University of Toledo Summer Undergraduate Research Fellowship

Tufts University Tufts Summer Research

Tulane National Primate Research Center Tulane Summer Research Fellowship

University of Virginia Summer Research Internship Program

Wayne State University School of Medicine Summer Research Programs

Washington University School of Medicine Undergraduate Scholars Program

University of Wisconsin (Madison) Summer Research Opportunity Program

Woods Hole Oceanographic Institution Minority Fellowships Summer Student Fellowship

Woods Hole Research Center Woods Hole Partnership Educational Program

Yale University SURF Summer Undergraduate Research Fellowship Program

Getting into medical school is tough, we are here to help you out. Sign up for our newsletter to get FREE pre-medical advice, E-books, and special deals on things like MCAT books. If you are serious about becoming a doctor, do everything you can to become the best applicant you can. Sign up for our newsletter!

• See us on facebook
• See us on twitter
• See us on youtube

Stanford Summer Community College Research Program (SSCCrP)

This Community College Program promotes and nurtures science literacy, aptitude, and interest by providing talented and motivated community college URM students exposure to science in an exciting, committed, supportive environment through mentorship and scholarly pursuit. 

This program began as a joint collaboration between the Office of Diversity in Medical Education and the Department of Pediatrics. This opportunity was designed to increase the number of underrepresented minority, low income or first-generation (URM) community college students who are committed to and well positioned for careers in the sciences and medicine.  The program begins with weekly meetings aimed at preparing participants to transition to a full-time research internship (40 hours per week) in a lab with a Stanford faculty mentor for 7-12 weeks, between May and August.

Program Goals

• Provide hands-on exposure to scientific research
• Connect students with mentors who will assist them in their pursuit of scientific scholarship and education. Research interns will be exposed to various scientific experiences, conducting either basic, behavioral or clinical research projects.
• Improve community college transfer applications among students who might otherwise have more limited educational choices.
• Participation in this internship program will help selectees create competitive research portfolios.

The application deadline is March 1, 2024.

Application Process

Applicants will be notified of selection decisions by April 1st. Program start will be variable based on your research placement. 

There is one application for both the premedical and research programs.

Link to the application

The Stanford Summer Community College Research Program (SSCCRP) application opens on December 1, 2023, 11:59pm and closes on March 1, 2024, 11:59pm.

Attend an information session to learn more about the program: 

January 23, 2024 at 6pm - Advance registration required and coming soon

For more information please see the  SSCCrP FAQs

Message from the Program Director

Hello Aspirant Research Scholars!

Despite the many challenges we all have experienced due to the SARS-Cov-2 pandemic, we have seen tremendous triumph in the stories of many. It is my hope that you will have a role in answering the pertinent research questions of our time in order to improve the health and wellness of all of our societal neighbors! Applying to this and subsequent programs puts you on track to address complex societal health challenges using basic, behavioral, clinical and other sciences to improve the medicine and science behind the therapies and sometimes, the cures. This program, though new and quite small, has a mighty alumni network across several programs designed to facilitate competitive and successful entry into medicine and science.

I look forward to counting YOU as part of that amazing network!

Marcella Anthony, Ed.D, MPA Assistant Director, Community Outreach, Recruitment and Engagement Stanford Office of Diversity in Medical Education (ODME) Program Director, Leadership Education for Aspiring Physicians (LEAP) Program Director, Stanford Summer Community College Premedical Program (SSCCPP) Director, Stanford Summer Community College Research Program (SSCCRP)

Which program are you applying to?

Accepted Admissions Blog

Everything you need to know to get Accepted

January 21, 2021

Predoc & Premed Summer Undergraduate Research Programs

Often, top medical schools in the U.S. offer predoc and premed summer undergraduate research programs. We’ve compiled an all-you-need-to-know chart that includes school name, deadlines, and links to the specific predoc/premed programs for more information.

Why do these undergraduate research programs exist?

The purpose of these programs is to expose ambitious, talented college students to graduate-level medical or doctoral research , usually over the course of 6-12 weeks over the summer. These programs generally provide generous stipends, as well as free housing and compensation for travel expenses (unless the programs are online due to COVID). Students work closely with faculty members on research, usually resulting in a large, final project that’s presented at the end of the summer term.

Below are some of the top undergraduate premed/predoc research programs in the U.S. But first, a few notes:

• Most programs provide some financial compensation. (Click through to the program for all of this information.)
• Each program requires applicants to submit an online application. See the specific applications for details as the number of essays/personal statements differ per program (generally ranging from one to three essays).
• While none of these programs require students to have a minority or disadvantaged background , nearly all of the programs explain that this background is a plus in the admissions process.

Summer research program highlights

***Disclaimer: Information is subject to change. Please check with individual programs to verify application deadlines.***

Want more information about predoc and premed summer research programs, including program eligibility and application requirements? Download our chart to get all the details!

Tips for finding additional research opportunities

Attending a summer research program isn’t your only option when looking to bulk up your research experience . Here are four additional tips on securing the best research opportunity for you.

• Start early. Ideally, it would be great to have 1-2 years of research experience under your belt before you apply to med school – so the earlier in your undergrad career you identify promising opportunities, the better.
• Find an area that interests you. For example, if you’re more interested in Psychology or Anthropology than you are in Chemistry, look into the possibility of assisting a professor in one of those fields.
• See if your professors need research assistants/laboratory volunteers. If your university has a research office or a central list of undergraduate research opportunities, check there first. If the system is less formal, do some research into professors’ current work (through department websites, professors’ CVs, etc.). Then email them and ask if you can speak to them about the possibility of volunteering in their lab. Let them know what background you have in the field (especially any prior research experience). If they don’t need research assistants at the moment, don’t be discouraged- talk to someone else.
• Think about doing a thesis. Depending on where you’re studying (and what field), this might allow you to design your own experiment.

Bottom line

Gaining research experience – in a summer research program or any of the other options above – won’t just make you a more competitive school applicant; it will also help you sharpen your critical thinking skills and give you training you can draw on as a student and in your future career.

For personalized guidance for your admissions journey, check out our Medical School Consulting Services or Grad School Consulting Services . Whether you were rejected and looking to reapply or you’re still in college and just getting started, we’re here to help. Choose the service that best fits your needs and connect with an advisor who will take you through the admissions process step-by-step.

Related Resources:

• Med School Action Plan: 6 Steps to Acceptance , a free guide
• 5 Tips For Aspiring Premed Researchers
• How to Write About Your Research Interests

About Us Press Room Contact Us Podcast Accepted Blog Privacy Policy Website Terms of Use Disclaimer Client Terms of Service

Accepted 1171 S. Robertson Blvd. #140 Los Angeles CA 90035 +1 (310) 815-9553 © 2022 Accepted

• Weill Cornell Medicine

Travelers Summer Research Fellowship Program

Travelers Summer Research Fellowship Program 2024

The Travelers Summer Research Fellowship Program is designed to provide 25-27 premedical students with experiential research training, meaningful insights into the field of medicine, and enhanced knowledge of the conditions and policies impacting the health of traditionally underserved populations. By engaging in laboratory or clinical research, under the supervision of a faculty member, the T-SRF participants learn how to investigate a specific research question. Participants are thereby provided with a research training experience allowing them to acquire investigative techniques that can be later applied as they pursue their medical education. The didactic curriculum has several themes. There are content delivery around common public health issues including healthcare for the under and uninsured; healthcare disparities; research basics; a financial aid presentation and practical advice from medical students on the medical school application process and preparing for the MCAT. In addition to these, participants engage with a wide variety of physicians in career panel discussions including primary care, pediatrics, neurology, ophthalmology, obstetrics and gynecology, surgery, radiology, emergency medicine, and internal medicine. The highlight of the curriculum is a panel discussion populated by diversity and admissions deans from NY medical schools addressing the question “What are medical schools looking for?” 

With the resumption of in-person program in 2022, the program also provides each participant with an opportunity to shadow a physician. As research training is the primary mission of the program, shadowing opportunities are limited.

*Please note that COVID-19 vaccination is required for participation in the summer program.*

The T-SRF 202 4 application cycle is closed. Please revisit our website in mid- Fall 202 4 for application information on T-SRF 202 5 .  

How to Apply

How to apply:

• Click here for the online application.

For further information, please contact [email protected] .  

Joy D. Howell, M.D., FAAP, FCCM Assistant Dean for Diversity and Student Life Vice Chair for Diversity in Pediatrics Professor of Clinical Pediatrics 445 East 69th Street, Room 110 New York, NY 10021 [email protected]

Weill Cornell Medicine Unveils Paintings of Four Diversity Leaders

T-srf 50th anniversary celebration.

On Saturday, October 6, 2018, The Office of Student Diversity hosted the 50th Anniversary Celebration for the Travelers Summer Research Fellowship Program for Premedical Students (T-SRF). We welcomed back all previous directors of the program: Dr. James Curtis; Dr. Bruce Ballard; Dr. Carlyle Miller, and Dr. Joseph Murray.  Approximately 200 guests registered for the event, the majority being T-SRF participants.  Many alumni of the medical college and members of the Weill Cornell community also participated in the day’s events.  As guests entered Belfer’s Skylight Lounge for brunch, they were greeted by the sounds of  Music in Medicin e’s Jazz Ensemble. 

The next portion of the program was held in the Uris Auditorium.  There Dean Augustine M.K. Choi, M.D. gave the Welcome address.  He presented Dr. Elizabeth Wilson-Anstey with the honor of having an annual lecture during Diversity Week in her name.  Dr. James L. Curtis, the first Director of the T-SRF program, was the Keynote Speaker. His topic was “ Celebrating 50 Years of Affirmative Action in Medicine at Weill Cornell Medicine” . The program included important topics such as the Effectiveness of the T-SRF Program, 1969 – 2015; Diversity at Weill Cornell Medicine; Healthcare and Healthcare Disparities; and Social Activism, Outreach, and Awareness among Medical Students.  Each former T-SRF Director was given a clock to symbolize  how the T-SRF program has withstood the test of time.  We closed with a beautiful rendition of “ Heal our Land” sung by WCM’s very own, Ms. Sharon Brooks. 

The evening was capped off by a cocktail reception in the Griffis Faculty Club. There folks were able to talk about the presentations, take photos, and make plans for future engagement with the T-SRF program.  Overall the event was a great success.  We look forward to more opportunities to reunite those who have benefited from the program and opportunities to share those benefits with the next generation of students coming from backgrounds underrepresented in medicine. 

Office of Admissions 445 East 69th Street Room 104 New York, NY 10021 (646) 962-4931 [email protected]

Office of Medical Education 1300 York Avenue, Room C-118 New York, NY 10065 (212) 746-1050

Summer Undergraduate Research Programs

New section.

Listing of summer programs for undergraduates interested in pursuing careers in medical research. Please contact programs directly regarding summer research opportunities.

Albert Einstein College of Medicine Bronx, NY Summer Undergraduate Research Program

Augusta University -The Graduate School & Medical College of Georgia Augusta, GA Summer Student Training and Research (STAR)

Baylor College of Medicine Houston, TX Summer Medical and Research Training (SMART) Program

Big Ten Academic Alliance Champaign, IL Summer Research Opportunities Program

Boston University School of Medicine Boston, MA Summer Training as Research Scholars (STaRS)

Brigham and Women's Hospital  (in collaboration with Harvard-affiliated hospitals) Boston, MA Harvard Summer Research Program in Kidney Medicine

Brown University Providence, RI Leadership Alliance Summer Research-Early Identification Program

Case Western Reserve University Cleveland, OH Heart, Lung and Blood (HLB) Summer Research Program Cancer-focused Summer Undergraduate Research (CanSUR) Program

Children's Hospital of Philadelphia Philadelphia, PA CHOP Research Institute Summer Scholars Program (CRISSP)

Children's Hospital Research Foundation of Cincinnati Cincinnati, OH Division of Developmental Biology Undergraduate Summer Student Program

City of Hope National Medical Center and Beckman Research Institute Duarte, CA Eugene and Ruth Roberts Summer Student Academy

Cohen Children's Medical Center Queens, NY Summer Internship Programs

Creighton University Omaha, NE Undergraduate Biomedical Research Training Program

Dell Medical School - The University of Texas at Austin Austin, TX Dell Medical School’s LIVESTRONG Cancer Institutes’ Summer Undergraduate Research Fellowship (SURF)

Drexel University College of Medicine Philadelphia, PA Biomedical Graduate Studies-Summer Undergraduate Research Fellowship STAR SCHOLARS Summer Undergraduate Research Fellowship

Duke University School of Medicine Durham, NC Biomedical PhD Programs

East Carolina University Brody School of Medicine Greenville, NC Summer Biomedical Research Program

Eastern Virginia Medical School Norfolk, VA Summer Program for Undergraduate Research (SPUR)

Emory University School of Medicine Atlanta, GA Summer Undergraduate Research Experience (SURE)

Georgia State University, Neuroscience Institute Atlanta, GA B&B Summer Scholars Program

George Washington University Washington, DC GW Summer Program Advancing Research on Cancer GW SPARC

Gerstner Sloan-Kettering Graduate School New York, NY Gerstner Sloan Kettering Summer Undergraduate Research Program Memorial Sloan Kettering Cancer Center- Summer at MSK

Harvard Medical School Boston, MA Summer Honors Undergraduate Research Program (SHURP)

Hofstra North Shore/LIJ School of Medicine   Feinstein Institute for Medical Research Student Intern Program

Icahn School of Medicine at Mount Sinai New York, NY Summer Undergraduate Research Program (SURP)

Indiana University School of Medicine Indianapolis, IN Indiana University School of Medicine Student Research Programs

Johns Hopkins University School of Medicine Baltimore, MD Summer Internship Program (SIP)

Keck Graduate Institute Claremont, CA Summer Undergraduate Research Experience (SURE) Program

Keck School of Medicine of the University of Southern California Los Angeles, CA Bridging the Gaps

Loma Linda University School of Medicine Loma Linda, CA Summer Undergraduate Research Fellowship

Louisiana State University Health Sciences Center New Orleans, School of Graduate Studies New Orleans, LA LSUHSC New Orleans, Summer Research Internship Program

Louisiana State University Health Sciences Center Shreveport Department of Pharmacology, Toxicology and Neuroscience Shreveport, LA LSUHSC New Orleans, Summer Research Internship Program

Loyola University Chicago, Stritch School of Medicine Undergraduate Summer Research Program, Department of Microbiology & Immunology Summer Undergraduate Research program, Department of Molecular Pharmacology and Therapeutics

Marshall University Joan C. Edwards School of Medicine Huntington, WV Summer Research Internship for Minority Students

Maine Medical Center Research Institute Scarborough, ME Summer Student Research Program at Main Medical Center Research Institute

Massachusetts General Hospital Multicultural Affairs Office Boston, MA Summer Research Trainee Program

Mayo Clinic Rochester, MN Summer Undergraduate Research Fellowship

Medical College of Wisconsin Milwaukee, WI Summer Program for Undergraduate Research Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC)

Medical University of South Carolina Charleston, SC MUSC Summer Undergraduate Research Program

Memorial Sloan-Kettering Cancer Center New York, N.Y. Summer Undergraduate Research Program (SURP) Medical Student Summer Fellowship Research Program Molecular Imaging Summer Program (MISP)

Minneapolis Heart Institute Foundation Minneapolis, MN Summer Research Internships in Clinical Cardiology

Icahn School of Medicine Mount Sinai New York, NY Summer Undergraduate Research Program

National Institutes of Health Bethesda, MD Summer Internship Program in Biomedical Research

New York University School of Medicine New York, NY Summer Undergraduate Research Program

Northwestern University Feinberg School of Medicine Evanston, IL Summer Research Opportunity Program Continuing Umbrella of Research Experience Cancer-Focused Undergraduate Research Experience (CURE) Pre-Med Undergraduate Intern Program

Oregon Health and Science University Portland, OR Summer Research Programs

Penn State University, College of Medicine Hershey, PA SURIP – Summer Undergraduate Research Internship Program STEP-UP - Short-Term Educational Program for Underrepresented Persons SURF – American Heart Association Summer Undergraduate Research Fellowship

Rutgers Robert Wood Johnson Medical School New Brunswick, NJ Summer Undergraduate Research Program in Neuroscience Summer Undergraduate Research Program Summer Undergraduate Research Program (SURP) in Molecular and Developmental Neurobiology

Rutgers, New Jersey Medical School Newark, NJ Summer Undergraduate Research Program

Stanford University School of Medicine Stanford, CA Stanford Summer Research Program (SSRP)/Amgen Scholars Stanford CARE Scholars  

State University of New York Upstate Medical University Syracuse, NY Summer Undergraduate Research Fellowship Program (SURF) Summer Undergraduate Research Fellowship Physician Scientist Program (SURF-PS)

Stony Brook University School of Medicine Stony Brook, NY Summer Undergraduate Research Fellowship (SURF) Program

Texas A&M University College of Medicine Bryan, TX Summer Undergraduate Research Program

Texas Tech University Health Sciences Center Graduate School of Biomedical Sciences Lubbock, TX Summer Accelerated Biomedical Research Program Amarillo Biomedical Research Internship

The Broad Institute of MIT and Harvard Cambridge, MA Summer Research Programs

The George Washington University Washington, DC GW Summer Program Advancing Research on Cancer (GW SPARC)

The Jackson Laboratory for Genomic Medicine Farmington, CT Summer Undergraduate Research Program

The Rockefeller University New York, NY The Rockefeller University Summer Undergraduate Research Fellowship (SURF) Program

Thomas Jefferson University Philadelphia, PA Jefferson College of Life Sciences-Summer Undergraduate Research Programs

Tufts University Boston, MA Graduate School of Biomedical Sciences Summer Research Program

University of Alabama at Birmingham Birmingham, AL Summer Research Programs for Undergraduates

University of Arizona Tucson, AZ Summer Undergraduate Research Program BLAISER Program

University of Arkansas for Medical Sciences College of Medicine Little Rock, AR INBRE Mentored Summer Research Program SURP: Summer Undergraduate Research Program to Increase Diversity in Research

University at Buffalo (SUNY) School of Medicine and Biomedical Sciences Buffalo, NY Summer Undergraduate Research Experience (SURE)

University of California, Irvine, School of Medicine Irvine, CA Summer Undergraduate Research Program SURF- Summer Undergraduate Research Fellowship

University of California, Los Angeles Los Angeles, CA Summer Programs for Undergraduate Research

University of California, San Diego La Jolla, CA UCSD Academic Enrichment Programs Summer Research Program (SRP)

University of California, San Francisco San Francisco, CA Summer Research Training Program

University of Chicago Chicago. IL The Leadership Alliance & The University of Chicago Summer Research Early Identification Program The Pritzker School of Medicine Experience in Research (PSOMER)

University of Cincinnati College of Medicine Cincinnati, OH Summer Undergraduate Research Fellowship (SURF)

University of Colorado School of Medicine Denver, CO Summer Research Programs

University of Connecticut Health Center Farmington, CT Undergraduate Summer Research

University of Florida College of Medicine Gainesville, FL UF Center for Undergraduate Research

University of Georgia Biomedical and Health Sciences Institute Summer Undergraduate Fellows

University of Hawaii, John A. Burns School of Medicine Honolulu, HI High School and Undergraduate Opportunities in Research

University of Illinois at Chicago Chicago, IL Summer Research Opportunities Program (SROP) Summer Undergraduate Research Fellowship (SURF) Program

University of Iowa Roy J. and Lucille A. Carver College of Medicine Iowa City, IA Biomedical Scholars Summer Undergraduate Research Program Summer Undergraduate MSTP Research Program

University of Kansas Lawrence, KS Summer Undergraduate Research Programs

University of Kansas School of Medicine Kansas City, KS Summer Research Training Program (SRTP) Summer Training Option in Rural Medicine (STORM)

University of Kentucky Lexington, KY NSF-REU: Summer Program in the Biomedical Sciences

University of Louisville School of Medicine Louisville, KY Cancer Biology Training Program

University of Maryland School of Medicine Baltimore, MD University of Maryland Scholars Summer Research Program (UM Scholars)

University of Massachusetts Medical School Worcester, MA Summer Undergraduate Research Program

University of Miami Leonard M. Miller School of Medicine Miami, FL Summer Undergraduate Research Fellowship (SURF)

University of Michigan Ann Arbor, MI Undergraduate Summer Research Programs UM-SMART Undergrad Summer Program Rogel Cancer Center Cancer Research Summer Internship Program Michigan Summer Undergraduate Research Experience: Diabetes & Metabolic Diseases (M-SURE)

University of Minnesota Twin Cities, MN Life Sciences Summer Undergraduate Research Programs (LSSURP)

University of Mississippi Jackson, MS Summer Undergraduate Research Experience (SURE)

University of Missouri Columbia, MO Summer Research Internship in Medical Sciences

University of Nebraska - Lincoln Lincoln, NE Undergraduate Summer Research Program

University of Nebraska Medical Center Omaha, NE Summer Undergraduate Research Program

University of New Mexico School of Medicine Albuquerque, NM Undergraduate Pipeline Network Summer Research Program UNM Comprehensive Cancer Center C-STEPS Program

University of North Carolina at Chapel Hill School of Medicine Chapel Hill, NC Summer of Learning and Research (SOLAR) Summer Undergraduate Research Experience (SURE-REU)

University of Oklahoma Health Sciences Center Oklahoma City, OK Native American Center for Health Research Summer Undergraduate Research Experience Summer Undergraduate Research Experience

University of Pennsylvania Philadelphia, PA Summer Undergraduate Internship Program (SUIP) Undergraduate Clinical Scholars Program Undergraduate Translational Research Internship Program

University of Pittsburgh School of Medicine Pittsburgh, PA Summer Undergraduate Research Programs Summer Premedical Academic Enrichment Program MIDAS Summer Research Opportunity Undergraduate Summer Research Opportunities Training and Experimentation in Computational Biology

University of Rochester School of Medicine and Dentistry Rochester, NY Strong Children’s Research Center Summer Program Summer Scholars Program MSTP Summer Scholars Program

University of South Alabama College of Medicine Mobile, AL Office of Undergraduate Research

University of South Dakota, Sanford School of Medicine Vermillion, SD University of South Dakota, CBBRE

University of Tennessee Health Science Center College of Medicine Memphis, TN Summer Research Scholars Program

University of Texas Graduate School of Biomedical Sciences at Houston Houston, TX Summer Undergraduate Research Program

University of Texas MD Anderson Cancer Center Smithville, TX Summer Program in Cancer Research Summer Research Program

University of Texas Medical Branch Galveston, TX Computational Cancer Biology Training Program Neuroscience Summer Undergraduate Research Program Summer Internship in Tropical Diseases Research

University of Texas Health Science Center at San Antonio San Antonio, TX Summer Programs Greehey CCRI Donald G McEwen, Memorial Summer Undergraduate Research & High School Program

University of Texas Southwestern Medical Center Dallas, TX Summer Undergraduate Research Fellowship (SURF) Amgen Scholars Program

University of Utah Salt Lake City, UT Native American Summer Research Internship (NARI) Genomics Summer Research for Minorities (GSRM) Internship

University of Virginia School of Medicine Charlottesville, VA Minority Health International Research Training Program (MHIRT) Summer Research Internship Program (SRIP)

University of Washington School of Medicine Seattle, WA University of Washington Summer Undergraduate Research Program

University of Washington School of Medicine: Harborview Injury and Prevention Center Seattle, WA INSIGHT Summer Research Program

University of Wisconsin Madison, WI Integrated Biological Sciences Summer Research Program Summer Research Opportunity Programs

Vanderbilt University School of Medicine Nashville, TN. Vanderbilt Summer Science Academy

Vanderbilt University Medical Center Nashville, TN. Undergraduate Clinical Research Internship Program (UCRIP)

Virginia Commonwealth University School of Medicine Richmond, VA Student Research Programs

Virginia Tech Carilion School of Medicine Roanoke, VA NeuroSURF Translational Neurobiology Summer Undergraduate Research Fellowship Molecular Visualization Summer Undergraduate Research Fellowship

Wake Forest University Winston-Salem, NC Summer Research Opportunities Program Wake Forest University Biomedical Engineering REU Summer Program

Washington University St. Louis, MO BioMedRAP Leah Menshouse Springer Summer Opportunities Program

Wayne State University School of Medicine Detroit, MI SURE Programs

Weill Cornell/Rockefeller/Sloan-Kettering New York, NY Gateways to the Laboratory Summer Program Weill Travelers Summer Research Fellowship Program Computational Biology Summer Program (CBSP) Chemical Biology Summer Program (ChBSP) Engineering Summer Program (ESP) ACCESS Summer Internship Program

West Virginia University Morgantown, WV Biomedical Sciences Summer Research Experience for Underrepresented Students

Yale School of Medicine New Haven, CT NIH-NIDDK/KUH Yale Summer Undergraduate Medical Research (SUMR) Yale BioMed Amgen Scholars Program

• Follow us on Twitter

Helpful tools for those applying to medical PhD programs.

Upcoming short presentations will describe features of PhD training, alumni careers, and detailed logistics of the application process.

Learn about PhD Programs from program leaders.

Graduate schools in the biomedical sciences will generally provide a comprehensive funding package to their students.

PhD Programs by School

List of Postdoctoral Programs by School

Postbaccalaureate programs begin after an undergraduate degree and are designed to support the transition to professional school.

Summer Undergraduate Research Opportunities

Listing of undergraduate summer research opportunities across STEM (Science, Technology, Engineering & Math) and Healthcare disciplines at Duke University. 

H=Housing provided, $$= Stipend provided, and T=Travel Funding Available

Summer Research Opportunities in STEM

Requirements: US Citizen, Rising Junior or Senior

This 10-week program is designed for full-time first- and second-year underrepresented minority (URM) students at any college or university. The program provides high-quality mentored training experience for URM underclassmen to gain the experience, knowledge and skills to pursue and successfully complete a major in a STEM field and prepare for a job or higher learning in a STEM-related field.

Amgen Scholars Program Website

Requirements: US Citizen, rising juniors and seniors

During a period of nine weeks, students will work full-time in a research project, will participate in weekly seminars and workshops, and will attend regular group meetings in their research labs. We strongly encourage students from underrepresented minorities groups and students with disabilities, to apply. REU participants have the opportunity to conduct research in a large spectrum of interdisciplinary topics broadly organized into five areas: energy, environment, health, national security, and learning.

REU Website

Requirements: US Citizen, Rising Sophomore or Junior

This 10-week program is designed for full-time first- and second-year underrepresented minority (URM) students at any college or university. The program provides high-quality mentored training experience for URM underclassmen to gain the experience, knowledge and skills to pursue and successfully complete a major in a STEM field and prepare for a job or higher learning in a STEM-related field. 

Genome Sciences & Medicine Summer Scholars Website

Requirements: Open to all years and experience levels

10-week training program designed to give motivated undergraduate students hands-on experience in graduate-level biomedical research. We welcome applicants from around the United States who are seriously considering joining a Ph.D. graduate program after completing their undergraduate degree. Students from underrepresented groups are strongly encouraged to apply.

SROP Website  

Requirements: US Citizen, open to all years no previous research necessary

The eight-week program,will give participants who are interested in science and medicine real hands-on experience in research methodology and writing. Participants are placed in teams and matched with Duke faculty mentors to work on an original, hypothesis-driven project, originating as a one-page summary and culminating in a complete research paper. A goal of the program is to have every participant qualify for co-authorship on a peer-reviewed manuscript related to their team’s project.

Summer Training in Academic Research (STAR) Program Website  

The  SURPH@Duke  fellowship is targeted to rising juniors and seniors who are interested in future graduate study to obtain a PhD. This ten-week summer research experience focuses on learning how scientific discovery at the bench can be translated to treatment of disease. Students will train with a faculty mentor and carry out an independent research project in Duke’s Department of Pharmacology and Cancer Biology.

SURPH Program Website

Requirements: Undergraduate and Masters level students

This program allows students to select from a network of projects funded by the the National Institute of Environmental Health Sciences (NIEHS). All projects at Duke Superfund Research Center focus on early, low dose exposure toxins and their developmental impacts that are usually only evident during later life stages. In addition to working with their project or core, interns will be expected to participate in weekly research discussions and lab meetings and to present their research.

Superfund Summer Research Internship Website

Summer Research Opportunities in Healthcare and Medicine

REACH Equity Summer Undergraduate Research Program (RESURP) is an 8- week summer program for rising junior and senior undergraduate students. The overall goals of the program are to: increase students’ knowledge of the causes and consequences of racial and ethnic disparities in health; introduce students to basic skills in clinical research, professional development workshops, and provide an opportunity to conduct and present a health disparities research project.

RESURP Website

Undergraduate Research Support Office

The Undergraduate Research Support Office (URS) promotes undergraduate research at Duke through workshops, the annual Visible Thinking Symposium, funding independent research, assistantships and conferences and by providing support for summer research programs. See the complete list of  URS programs

• Summer Research Programs

Harvard offers many ways to participate in research during the summer.

• Dissertation
• Fellowships
• Maximizing Your Degree
• Before You Arrive
• First Weeks at Harvard
• Harvard Speak
• Pre-Arrival Resources for New International Students
• Alumni Council
• Student Engagement
• Applying to Degree Programs
• Applying to the Visiting Students Program
• Admissions Policies
• Cost of Attendance
• Express Interest
• Campus Safety
• Commencement
• Diversity & Inclusion Fellows
• Student Affinity Groups
• Research Scholar Initiative
• Recruitment Events
• Summer Institute
• Budget Calculator
• Find Your Financial Aid Officer
• Funding and Aid
• Regulations Regarding Employment
• Financial Wellness
• Consumer Information
• Life Sciences
• Policies (Student Handbook)
• Student Center
• Title IX and Gender Equity

Summer Research Opportunities at Harvard (SROH)

Harvard Griffin GSAS administers the Summer Research Opportunities at Harvard (SROH) program, but you may be interested in other programs at Harvard's many schools and affiliated hospitals.

Other Summer Programs

Harvard programs, harvard-amgen scholars program.

Harvard-Amgen Scholars will conduct novel biotechnology-focused research with Harvard scientists over the course of a 10-week summer internship. Interns will have the opportunity to interact closely with faculty through scholarly and pre-professional development activities including a Distinguished Faculty Lecture Series and Biotechnology Journal Club. They will also gain critical exposure to tools for effective science communication, proposal writing, and graduate school preparation, and will have opportunities to explore the Boston area through a variety of social activities and outings. Currently, enrolled undergraduates interested in pursuing a bioscience PhD or the MD/PhD are eligible to apply, especially those from underrepresented and diverse backgrounds. US citizenship or permanent residency is required. Housing on Harvard’s Cambridge campus, travel, meal allowance, and a stipend are provided. 

Harvard Stem Cell Institute (HSCI) Internship Program (HIP)

The Harvard Stem Cell Institute Internship Program (HIP) provides an opportunity for Harvard and non-Harvard undergraduates to gain direct experience in stem cell research while working in a Harvard Stem Cell Institute (HSCI) laboratory under the supervision of an experienced researcher. Interns participate in a mandatory stem cell seminar series and a career pathways presentation and present their summer research findings at the HIP Symposium in August. Candidates must express a strong interest in stem cell biology; previous lab experience is desirable but not required. Approximately 35 students are selected by competitive review for this 10-week internship. A stipend is provided.

Research Experience for Undergraduates (REU) at the School of Engineering and Applied Sciences

The Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) Research Experience for Undergraduates (REU) is a 10-week program that introduces undergraduates to bioengineering, materials research, nanoscience, environmental and earth science, and engineering while providing a coordinated, educational, and dynamic research community that inspires them to seek a graduate degree. REU research opportunities are arranged in conjunction with the Materials Research Science and Engineering Center (MRSEC), the Center for Nanoscale Systems (CNS), the Wyss Institute for Biologically Inspired Engineering , as well as other Harvard-based engineering and science entities. Professional development workshops, faculty seminars on research and ethics, and community activities are integrated into the program. Students receive a stipend and housing. Students must be U.S citizens and permanent residents who will not be graduating before December of the program year. 

Center for Astrophysics Solar Research Experience for Undergraduates Program

Scientists from the Solar and Stellar X-Ray Group (SSXG) and the Solar, Stellar, and Planetary Group (SSP) at the Harvard-Smithsonian Center for Astrophysics host undergraduate students from around the US. For 10 weeks, these students will participate in cutting-edge astronomical research about the sun and the heliosphere and learn the skills necessary for a successful scientific career. Projects range from data analysis to computer modeling to instrument building. Special seminars will be held to increase students' public speaking and computer programming skills. Students will learn from experience about scientific research and how to apply their academic work to real-world problems. Some time will also be devoted to exploring Cambridge, Massachusetts, and the surrounding area. US citizenship or permanent residency is required.  Stipend, housing, and travel are provided. Please visit the SAO/NSF Solar REU Program website for more information.

Harvard Forest Summer Research Program in Ecology

The Harvard Forest Summer Research Program in Ecology is an 11-week research program that allows students to participate in ongoing research at the Harvard Forest in Petersham, Massachusetts. Projects focus on the effects of natural and human disturbances on forest ecosystems including global warming, hurricanes, forest harvesting, and invasive organisms. Researchers come from many disciplines, and specific studies center on population and community ecology, paleoecology, land-use history, phenology, biogeochemistry, soil science, ecophysiology, and atmosphere-biosphere exchanges. Students work with mentors from Harvard and collaborating institutions. Responsibilities may include field sampling, laboratory studies, data analysis, and scientific writing. In addition, students attend seminars given by nationally known scientists and workshops on career and graduate school preparation. At the end of the summer, students present their research results by writing an abstract and presenting their findings at a student research symposium. The program provides room, board, and a competitive stipend.

Program for Research in Markets & Organizations

The Program for Research in Markets & Organizations (PRIMO) provides an opportunity for Harvard and non-Harvard undergraduates (rising sophomores, juniors, and seniors enrolled full-time at a US institution) to work closely with Harvard Business School faculty, gaining exposure to business research on a variety of cutting-edge ideas. The primary goal of the program is to build and foster a strong community of scholars committed to excellence in research as part of the Harvard Summer Undergraduate Research Village. Students must commit to the 10-week program and are provided with Harvard campus housing, meals, and a research stipend.

Du Bois Scholars Program

The  Du Bois Scholars Program is a fully funded, nine-week summer research internship at Harvard College for scholars from select R2 and research-focused historically Black colleges and universities. Prospective Du Bois Scholars will apply to the program by selecting the project and faculty mentor they desire to work with during the summer. Scholars will receive dedicated hands-on mentorship and gain access to a rigorous research and learning environment that fosters intellectual growth and personal development. The program will conclude with a final presentation of their research to fellow scholars, faculty mentors and teams. Scholars will live in the Harvard residential community and participate in programming with scholars from the Harvard Summer Undergraduate Research Village (HSURV), creating relationships and memories that will last a lifetime.

Programs at Harvard Medical School 

Summer honors undergraduate research program at harvard medical school.

Summer Honors Undergraduate Research Program (SHURP) is a 10-week summer research program primarily for college students belonging to groups that are underrepresented in the sciences. In addition to laboratory-based research with Harvard Medical School faculty, the program includes research and career development seminars and a peer-mentoring program. A stipend, housing, and travel are provided. Administered by the Division of Medical Sciences PhD programs office at Harvard Medical School every year since 1991, SHURP is offered for currently enrolled undergraduates who are considering careers in biological or biomedical research sciences, who have already had at least one summer (or equivalent term-time) of experience in a research laboratory, and who have taken at least one upper-level biology course that includes molecular biology. US citizenship or permanent residency is required.

Harvard/MIT Equitable Access to Research Training (HEART) MD-PhD Summer Program

Harvard/MIT Equitable Access to Research Training (HEART) MD-PhD Summer Program (HEART) is a new track in the SHURP program for undergraduate students interested in pursuing MD-PhD training. In addition to the benefits of being a SHURP student, HEART students also shadow clinicians at Harvard teaching hospitals, gain hands-on experience in clinical simulations and skills workshops, and have a career and professional development series tailored toward the MD-PhD. HEART applicants must submit their primary applications via the Leadership Alliance SR-EIP before February 1. Applicants must also complete the HEART Supplementary Application by February 1, so we highly recommend submitting the SR-EIP application by mid-January. US citizenship or permanent residency is required.

Systems Biology Summer Internship Program

The  Systems Biology Summer Internship Program  is a paid internship that enables undergraduates from domestic institutions to work on research projects spanning many scientific fields, including systems biology, biophysics, bioinformatics, genomics, applied mathematics, and computational biology. Participants learn a range of cutting-edge techniques in the exciting and dynamic research environments in Quantitative and Systems labs across Harvard. Participants must be US citizens or permanent residents, at least 18 years old, and enrolled in a credited US institution or university. Our applications open in late November and decisions are made by the middle of February. The program provides a stipend, housing, and travel costs, as well as professional development opportunities and a suite of cohort activities that build community and provide students with mentoring during and beyond the summer program.

Biological Chemistry and Molecular Pharmacology Summer Scholars Program

The Biological Chemistry and Molecular Pharmacology (BCMP) Summer Scholars Program is a 10-week program designed to provide hands-on laboratory research experience to motivated undergraduates with a strong interest in pursuing graduate studies focused on molecular mechanisms in biology. The program offers students the opportunity to gain experience in hands-on laboratory research; to interact with faculty, postdoctoral fellows, graduate students, and other summer interns; to attend weekly presentations by department members on specific research projects and cutting-edge research tools; and to improve their presentation, writing, and communication skills. Participating laboratories cover a broad range of basic and disease-oriented research topics using the analytical tools of biochemistry, molecular genetics, biophysics, chemical biology, and structural biology. A stipend is provided, but students are responsible for travel, housing, and meal accommodations.

Summer Undergraduate Program in Immunology at Harvard Medical School

The 10-week Summer Undergraduate Program in Immunology exposes undergraduate students to current topics in immunology. Students participate in a combination of weekly lectures and laboratory work with faculty, graduate students, and postdoctoral fellows from the Harvard Medical School Immunology Graduate Program. Participants from colleges in which the topic is not taught or presented in depth are especially welcome, and individuals from underrepresented minority groups are especially encouraged to apply. Preference will be given to students who are in their sophomore or junior year. A stipend and housing are provided, but the program is unable to assist with travel arrangements, or visas for students.

Summer Institute in Biomedical Informatics at Harvard Medical School

Summer Institute in Biomedical Informatics is a nine-week (June-August) full-time extensive research opportunity with a curriculum including didactic lectures and clinical case studies. Students are carefully matched with faculty mentors from DBMI for a research project and presentation of findings. The program is for undergraduates with majors such as computer science, bioinformatics, biomedical engineering, mathematics, and other quantitative interests and skills who aspire to contribute to translational advances in biomedicine with a future PhD or research-oriented MD or MD/PhD. The majority of SIBMI students go on to pursue their PhD, MD or MD/PhD. A stipend, housing, and a travel allowance are provided. If you are an undergraduate with a strong quantitative background and interested in innovation and methodological rigor in your approach to scientific inquiry in biomedicine or in the translation of computational methods to engineering/software applications in medicine, this is the summer program for you! Please note the program is for US Citizens and US Permanent Residents (Green card holders).

The Four Directions Summer Research Program

The Four Directions Summer Research Program (FDSRP) provides an opportunity for talented Native American undergraduates to explore careers in the medical profession under the guidance and supervision of staff from Harvard Medical School and Brigham and Women's Hospital. The FDSRP is an eight-week summer research opportunity offered to undergraduate and first-year medical students with a commitment to the health of Native American communities. Interns engage in basic science or translational research projects under the supervision of Harvard Medical School faculty advisors. Students also receive career development training, meet faculty from across the hospital and medical school, and participate in a variety of social networking events. US citizenship or permanent residency is required. Stipend, housing, and travel are provided.

Newborn Medicine Summer Student Research Program

The Newborn Medicine Summer Student Research Program is sponsored by the Harvard Program in Neonatology for students interested in clinical aspects and research in newborn medicine. During the 8-week program, students are guided by faculty and fellow mentors from the program with the goal of providing undergraduate and medical school students with intensive clinical and laboratory research. As part of the program, the students will have the opportunity to observe newborn care in hospital nurseries, clinics, and neonatal intensive care units. Partial funding is available for students participating in the program.

Harvard Summer Research Program in Kidney Medicine

The Harvard Summer Research Program in Kidney Medicine (HSRPKM) is built around providing students with an intensive, mentored research experience. Each student’s project is mentored by a Harvard Medical School faculty member whose work focuses on kidney disease. In addition to their daily research, students participate in a weekly core curriculum to introduce them to the breadth of kidney medicine. This includes 1) an introduction to the principles of renal physiology; 2) a renal gross pathology session with autopsy specimens; 3) training for and performing a community screening for kidney disease; 4) a visit to an outpatient dialysis center to appreciate the impact of kidney disease and experience this current treatment approach for patients with kidney failure; 5) an opportunity to observe the clinical work of a nephrologist or urologist; and 6) additional sessions on patient perspectives and the contributions of research in the biotech/pharma industry. Students present their work locally and at a national symposium. A year-round program of mentorship, career development sessions, and networking helps sustain alumni interest in nephrology and urology. The program provides housing, a stipend and transportation back to the trainee’s home or educational institution at the end of the program. Most of the trainees go on to MD, MD-PhD, or PhD degrees in the medical/biological sciences.

Programs at the Harvard T. H. Chan School of Public Health

Summer program in biological sciences in public health.

The Summer Program in Biological Sciences in Public Health at the Harvard T. H. Chan School of Public Health is an eight-week laboratory-based biological research program for undergraduates belonging to underrepresented groups during the summer following their sophomore or junior years. The program exposes college students to the rewards of laboratory research directed toward solving important public health problems such as infections (malaria, TB, parasites), cancer, lung diseases, multifactorial, multigenic, and common diseases of aging, diabetes, and obesity. Scientific approaches include regulation of cell growth and gene regulation, cellular metabolism, DNA modification, cellular signaling, and structure-function analyses. The overall mission of the program is to prepare qualified students for graduate-level training leading to research careers in the biological sciences.

Summer Program in Epidemiology

The Summer Program in Epidemiology at the Harvard T. H. Chan School of Public Health is an intensive five-week program that integrates mathematics and quantitative methods to provide students with an understanding of the skills and processes necessary to pursue a career in public health. The program recruits undergraduates belonging to underrepresented groups for graduate-level training. Areas of study include cancer prevention, infectious disease, environmental and occupational health, nutrition, and more. Students will participate in an introductory course in epidemiology and biostatistics, faculty lectures, a research project led by faculty or post-doctoral fellow, and networking opportunities. Travel, lodging, a stipend, and frequent meals are provided.

Multidisciplinary International Research Training (MIRT) Program

Multidisciplinary International Research Training (MIRT) is a national program designed to encourage students to pursue careers in biomedical and behavioral research providing support for undergraduate and graduate students to do health-related population-based research and training in developing countries including Zimbabwe, Ethiopia, Vietnam, Thailand, Republic of Georgia, Peru, Mexico, Ecuador, Chile, and Australia. Trainees obtain knowledge of scientific literature associated with projects, biomedical research ethics, and cultural aspects with a focus on how these aspects affect public health issues as well as scientific and medical issues. Research opportunities are designed collaboratively with faculty in these institutions to address health and health disparities pertinent to their countries.

Summer Program in Biostatistics & Computational Biology at the Harvard School of Public Health

The Summer Program in Biostatistics & Computational Biology is an intensive six-week introduction to biostatistics, epidemiology, and public health research. Based at the Harvard T.H. Chan School of Public Health, this program is designed to introduce qualified undergraduates and post-baccalaureates to the use of quantitative methods for biological, environmental, and medical research, and to demonstrate the application of quantitative methods to the study of human health. US citizenship or permanent residency is required.

Fostering Advancement & Careers through Enrichment Training in Science (FACETS)

Fostering Advancement & Careers through Enrichment Training in Science (FACETS) is a six-week interdisciplinary, research-intensive summer program hosted by the Office of Diversity and Inclusion within the Harvard T.H. Chan School of Public Health. FACETS offers a cadre of coursework, professional development, and networking opportunities to increase participants’ competitiveness for graduate school admission. Underrepresented populations are strongly encouraged to apply! FACETS program participants are paired with a research mentor and graduate student mentor to help them navigate research topics in the field of public health. Specifically, participants engage in coursework focusing on social and behavioral sciences, global health and population, environmental science, career navigation, and statistics. A key component of our program is networking – participants form a group of mentors ranging from peers to faculty across the entire school who provide guidance, support, and connections. Students receive opportunities to interact with world-class faculty from across the school during evening lectures.

Programs at Harvard’s Affiliated Hospitals

Summer research trainee program at massachusetts general hospital .

The goal of the eight-week Summer Research Trainee Program (SRTP) is to provide underrepresented minority students with an overview of opportunities available in biomedical research and clinical medicine. Students are assigned to Massachusetts General Hospital (MGH) laboratories or clinical sites where they undertake original research projects and prepare presentations of their work under the mentorship of an MGH investigator. In addition to this research experience, students will attend weekly seminars, career development workshops, and networking events. The program is open to underrepresented minority students who have completed at least three years of college or who are first-year medical students; no prior research experience is necessary. US citizenship or permanent residency is required. Housing, meals, and a stipend are provided.

Summer Training in Academic Research and Scholarship Program at Brigham and Women’s Hospital

The STARS Program provides underrepresented minority (URM) undergraduate and first-year medical students with a strong interest in pursuing advanced careers as research scientists, physicians, and/or healthcare professionals with an opportunity to engage in basic, clinical, and translational research projects during an eight-week summer program at Brigham and Women’s Hospital (BWH) and Harvard Medical School (HMS). Interns participate in a research project under the supervision of an HMS faculty mentor. Additional activities include "Research 101" education and training sessions, social networking opportunities, weekly roundtables with BWH Faculty and the Office for Multicultural Faculty Careers, and community health center/clinic shadowing. US citizenship or permanent residency is required. Housing, travel, and a stipend are provided.

Continuing Umbrella of Research Experiences at Dana-Farber/Harvard Cancer Center

The Dana-Farber/Harvard Cancer Center (DF/HCC) Continuing Umbrella of Research Experiences (CURE) program introduces Massachusetts high school and undergraduate students from underrepresented minority populations to cancer research. Each year, CURE selects several students to participate in full-time 8–12-week summer internships. Interns are assigned individual mentors, who oversee their research and offer guidance. In addition to working on a research project, participants benefit from various program activities, such as a comprehensive orientation, scientific research, and professional development seminars, journal club discussions, networking, and social events. Applicants must demonstrate an interest in pursuing a biomedical or health-related research career. Students receive a weekly stipend.

Brigham Research Institute Undergraduate Research Summer Internship Program 

The Brigham Research Institute’s Summer Undergraduate Research Internship Program provides an excellent opportunity for undergraduates across the United States to gain a focused, challenging, and hands-on research experience in a basic science or clinical laboratory setting. Interns can choose from a wide variety of host labs doing exciting work in areas related to cardiovascular, immunology, musculoskeletal, neurobiology, and sex differences research. During the 10-week internship program, students can take advantage of educational and professional development offerings on the Brigham and Women’s Hospital and Harvard Medical School campuses as well as participate in a central curriculum associated with the program. Students will present their research findings in a mini-research symposium at the end of their training period.

Equity, Diversity, Inclusion & Belonging

Share this page, explore events.

An official website of the United States government

Here's how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock Locked padlock ) or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites.

Clinical Center Summer Internship Program

Facts about the Program

• Approximately 40 students are selected each year
• Paid internship
• Student interns work with researchers and health professionals
• Student interns participate in the NIH Summer Poster Day and lecturers presented by NIH investigators
• For more information, please email the NIH Clinical Center Summer Internship Program Staff: [email protected]

Potential Research Areas

• Research Informatics
• Rehabilitation Medicine
• Social Work
• Transfusion Medicine
• Critical Care
• Laboratory Medicine
• Radiology and Imaging Sciences

Interested in Applying to the Summer Internship Program

To be eligible, students must meet the following criteria:

• U.S. citizens or permanent residents
• Currently enrolled in high school, college, graduate school, or a health professional school
• Apply through the NIH Summer Internship Program application (opens mid-November through March 1 each year)
• Selected students will be notified by May and must participate in the program for eight, uninterrupted weeks (June 12-August 4, 2023)

To apply and view tips for submitting your application, visit the NIH Summer Internship Program website .

To learn more about the NIH Clinical Center , check out the video: https://youtu.be/nVuDFlCKLj4 .

An  interactive virtual tour  of the NIH Clinical Center is also available.

• 2023 Program Dates: June 12-August 4, 2023
• Current Application
• Finding an NIH Mentor
• Contact the CC SIP Team

2024 Summer Research Program

September 25, 2024

The 30th Annual Pritzker Summer Research Program proved to be another successful year of scholarship for a large number of second-year students. Funded in part by the NHLBI,  NIA, NCI, NIDDK(DULCE) the Bucksbaum Institute for Clinical Excellence, and The Center for Healthcare Delivery Science. The Summer Research Program allowed students to work closely with faculty mentors across the clinical, translational, and basic sciences. Thanks in large part to the continued guidance of  Drs. Sola Olopade, Funmi Olopade, David Meltzer, Valerie Press, Rachel Wolfson, Erika Claud, and Arshiya Baig,  the Summer Research Program has often given students a platform for ongoing research and a chance to present and publish their work on a national level.

After presenting their work to a panel of faculty judges, the following students were recognized for their excellence. The Pritzker School of Medicine would like to congratulate these second-year medical students:

The Joseph B. Kirsner Research Award for Excellence

Adnan Askari Mentor: Justin Kline, MD Evaluation of the PTPN1/2 Inhibitor AC484 in Combination with CAR-T Therapy in Diffuse Large B Cell Lymphoma

The Sigma Xi Award for Impact on Society

Olivia Christensen Mentor: William Parker, MD, of Neighborhood Socioeconomic Status and Access to Transplantation Among US Deceased Donor Kidney Candidates

The Brain Research Foundation Award for Neuroscience

Kenneth Wang Mentor: Royce Lee, MD Electrophysiological Measures of Error Processing Following Low-Dose LSD Administration

Healthcare Delivery Science Award 

Alec Jacobson Mentor: Elbert Huang, MD, MPH The Formation and Impact of Goals in Older Patients with Type 2 Diabetes

Overall Excellence in Scientific Quality, Content and Ability to Respond to Questions  in the Performance of Research in Clinical or Social Sciences

Sean Smith Mentor: Dimitra Skondra, MD, PhD Optical Coherence Tomography Angiography Features in Black and White Patients with Diabetic Retinopathy

Gabrielle Sudilovsky Mentor: Sarah Ackroyd, MD, MPH Racial Disparities in High-Grade Uterine Cancer: Socioeconomic Status Does Not Bridge the Gap

Overall Excellence in Scientific Quality, Content and Ability to Respond to Questions in the Performance of Research in Basic Science

Aishwarya Atmakuri Mentor: Akash Patnaik, MD, PhD Characterizing the Spatial Distribution and Function of Regulatory T Cells in Localized Prostate Cancer

Vivianna Camarillo Guenther Mentor: Benjamin Shogan, MD Nutritional Prehab to Prevent Colon Cancer Recurrence: The Role of Bacterial Collagenase and MMP9   

Overall Excellence in Scientific Quality, Content and Ability to Respond to Questions in the Performance of Research in Applied Science

Emily Guernsey Mentor: Debra Stulberg, MD, MAPP Is Medicaid Expansion Associated with Trends in Severe Maternal Morbidity?

Kiara Revels Mentor: Victoria Barbosa, MD, MPH Knowledge and Attitudes About Hairstyling Products, Practices and Health in Black Women with Alopecia

Honorable Mention for Excellence

Marcus Allen Mentor: Aravind Athiviraham, MD The Impact of State Policies on High School Athlete Health and Safety

Alice Bai Mentor: Nita Lee, MD, MPH Self-Identified Supportive Care Needs of Patients with Advanced Stage Cervical Cancer

Solomon Egbe Mentor: Jason Strelzow, MD Influence of Interlocking Screw Configurations on Postoperative Outcomes in Tibial Shaft Fractures

Jacob Fries Mentor: Harita Shah, MD Assessment of Neighborhood-level Social Determinants of Health Impacting PrEP Uptake Among Latina/x/o Adults in Cook County, IL   

Samantha Kwock Mentor: Julie Chor, MD, MPH Labor and Delivery Expectations and Experiences of Transgender and Gender Diverse Patients and their Partners

Summer Reyes Mentor: Anna Volerman, MD Neighborhood Socioeconomic Disadvantage and School Stock Albuterol Utilization in a State-Wide Program

Nicole Robinson Mentor: Daniel Ginat, MD, MS CT Radiomics and Machine Learning for Differentiating Benign and Malignant Cervical Lymph Nodes in Patients with HPV+ Oropharyngeal Squamous Cell Carcinoma

Hillary Schiff Mentor: Sonia Kupfer, MD Investigating the Role of Secondary Bile Acid Metabolism in Colorectal Cancer Risk

Sahil Sethi Mentor: Lewis Shi, MD Deep Learning-Based Detection of Anterior-Inferior Glenoid Labrum Tears

• Open access
• Published: 17 September 2024

A summer course in cancer for high school students-an update on lessons taught and lessons learned

• Xzaviar K. Solone 1 , 7 ,
• Siddhi Chitre 2 , 7 ,
• Laura Falceto Font 3 , 7 ,
• Kimberly N. Espinoza Pereira 4 , 7 ,
• Kathryn Stofer 5 &
• Dietmar W. Siemann 6 , 7  

BMC Medical Education volume  24 , Article number:  1020 ( 2024 ) Cite this article

Metrics details

Previous graduate students and postdoctoral associates from the University of Florida Health Cancer Center, in partnership with the University of Florida Student Science Training Program, implemented a cooperative learning curriculum, providing high school students with a broad overview of cancer topics over six weeks over the summer. To address discussions necessitated by the COVID-19 pandemic on student autonomy, we report lessons learned and outcomes of a cancer biology and therapeutic curriculum modified for a collaborative learning environment.

This pre-post longitudinal observational study conducted in 2023 on a cancer biology and therapeutics course evaluated students’ knowledge retention and general awareness and opinions in cancer research. A structured survey was employed for data collection, using learning assessment surveys and the Likert scale ranging from 1 to 10, with 10 being highly likely.

Student performance tracked over a 7-year period indicated consistency in performance between years. Post-assessment analysis revealed significant improvements in student benchmark understanding, notably in their ability to define cancer in one sentence ( p  = 0.0407), identify cancer therapies ( p  = 0.0040), and recognize cancer hallmarks ( p  < 0.0001). An increased trend in median response to the likelihood of pursuing cancer research ( p  = 0.8793) and the possibility of pursuing cancer research ( p  = 0.4874) were also observed, although not statistically significant. Moreover, feedback from participating students indicated that “ the educational activities at the end of class (e.g. , escape room , case studies) ” and “ learning about cancer and getting to work in groups… ” the curriculum fostered a positive educational learning environment.

Students generally retained the course material presented and upheld a positive perception of the course. Incorporating opportunities for peer-to-peer learning, especially when introducing or discussing complex issues like cancer, may benefit student autotomy.

Peer Review reports

Introduction

The University of Florida Student Science Training Program (UF-SSTP) is a seven-week residential research program for high-achieving students entering their senior year of high school. Under the mentorship of faculty members, students actively participate in ongoing research projects for 30 h per week, gaining hands-on experience in current research topics. Celebrating its 65th consecutive year, the UF-SSTP has a long-standing tradition of fostering interpersonal, leadership, professional communication, and organizational skills in its participants. With over 5,000 academically talented students worldwide having completed this rigorous summer residential research program since its inception in 1959, the UF-SSTP provides invaluable opportunities for young scholars to excel. Furthermore, they enroll in UF honors seminar classes created and organized by graduate students and postdoctoral associates to enhance their academic knowledge and skills further.

Since 2011, graduate students and postdoctoral associates at the University of Florida Health Cancer Center (UFHCC) have coordinated a “Cancer Biology and Therapeutics” course. This course has been a transformative experience for lecturers and high school students alike, providing teaching experience to the former while enriching the latter’s knowledge of cancer. In a previous publication by former instructors of this course [ 1 ], the instructors tracked students’ performance and discussed the changes over five years. During this period, they observed incremental improvements in cumulative grade averages. Moreover, the instructors assessed students’ knowledge before and after the course and observed significant increases in understanding benchmarks, particularly in basic cancer knowledge and potential therapeutic options.

Recent studies have indicated that the COVID-19 pandemic has significantly impacted medical education, specifically learning and teaching styles, although the long-term implications are still being evaluated [ 2 , 3 ]. Other studies have shown a significant correlation between online cooperative learning and problem-solving ability, as well as learning satisfaction [ 4 ], and students acknowledged that group learning benefited skills related to communication, problem-solving, research, listening, and negotiation [ 5 ]. The COVID-19 pandemic has prompted remote learning, in which elements have emerged, which are beneficial for student autonomy. Studies have shown that incorporating traditional and remote education increases scholastic fulfillment while promoting student autonomy [ 6 , 7 ]. With that in mind we updated the cancer biology and therapeutics course [ 1 ] to have elements that can work for both online and in-person seminars.

Here, we provide an update on monitoring student progress amid the shift from COVID-19-associated limitations in 2021 to resuming in-person lectures (2022–2023). We aim to address student autonomy by designing surveys aimed at assessing student performance following updates to the cancer biology and therapeutics course [ 1 ].

Data collection

Final grade averages were collected between 2017 and 2023. In 2017 and 2018, previous instructors collected cumulative grades on campus. In 2021 the course was taught virtually following COVID-19 restrictions, and the grades were collected. In 2022–2023, grades were collected from students participating on campus when they were allowed to return to in-person lectures. In 2023, we designed learning assessment surveys to gauge student retention in core cancer biology concepts and developed Likert surveys to assess students’ perceptions of cancer research and career outcomes.

Meeting time and style

The course convened eleven times on Tuesdays and Thursdays, with each session lasting two hours, totaling 22 contact hours (Table  1 ). The class size ranged from 10 to 14 students. Each lecture was divided into two sections: Sect. 1 consisted of prepared lectures, during which students were encouraged to complete follow-along worksheets for engagement and study purposes. In Sect. 2, students engaged in team-based group activities that applied lecture material, including case studies and group assignments. In-lecture assignments were collected, graded, and returned. Students demonstrated their understanding of cancer’s clinical impact through conceptual case studies. They underwent assessment for learning retention via a final examination consisting of multiple-choice, short-answer, and essay questions.

Student learning outcomes

Our approach merges both didactic learning modules with cooperative learning strategies to educate students on recent cancer advancements [ 7 ]. Additionally, we exposed students to various career paths through an interactive panel discussion encompassing fields such as epidemiology, law, consulting, biomedical sciences, engineering, physics, medicine, and academia. The assessment of learning benchmarks spread across four modules was conducted as follows: (1) Students were evaluated on their ability to develop a solid understanding of basic cancer biology terminology, including terms such as cancer, tumor, oncogene, and tumor suppressor. (2) Student assessment involved exploring the fundamental characteristics of cancer, known as hallmarks, and gaining insights into how cancer cells behave differently from normal cells. (3) Students were tasked with investigating the factors and mechanisms contributing to the development and transformation of cancer cells. (4) Student evaluation included the role of epigenetic regulation in cancer. (5) Students’ understanding of the relationship between the immune system and cancer was assessed, exploring how immune responses can impact disease progression. (6) Assessment involved the influence of the microbiome on cancer prognosis and examining how the diverse gut microbiome in our bodies can affect cancer outcomes. (7) Evaluation included students gaining knowledge about different types of cancer therapies, both traditional and innovative, and understanding their mechanisms of action in treating cancer. (8) Students were exposed to different career options in cancer. Further details about student learning objectives and assessment methods can be found in Table  2 .

Course lecture design

The course incorporated several key cancer hallmarks [ 8 ] structured into four modules to provide smaller, more manageable units. This approach facilitated a more cohesive and interconnected learning experience, allowing students to build upon and establish connections between concepts as they progressed through each module. Each module was divided into two lectures.

Module 1: Molecular tumor biology and overview of cancer hallmarks

Module 1 provided a foundational understanding of the course and necessary background information on cancer hallmarks. The topics in lecture one (Introduction and Central Dogma) included deoxyribose nucleic acid (DNA) structure and synthesis, transcription, protein structure, protein translation, and mutations. To facilitate the team-based group activity, the students were divided into two groups to translate genetic codes. Lecture 2 (Cancer Hallmarks) discussed genomic instability, malignant transformation, oncogenes and tumor suppressors, angiogenic signaling, and cancer metastasis and invasion. The group learning activity comprised two case studies with the following objectives: understanding how to research epidermal growth factor receptor (EGFR) and Kirsten Rat Sarcoma Viral oncogene homologue (KRAS) inhibitors, interpreting survival graphs, comprehending computed tomography (CT) and positron emission tomography (PET) scans, and understanding mechanisms of drug resistance.

Module 2: Tumor suppressors, oncogenes, and epigenetic regulation in Cancer

This module was based on the following hallmarks: genomic instability and mutation, evading growth suppressors, sustaining proliferative signaling, and non-mutation epigenetic reprogramming [ 8 ]. This module was divided into two parts. The first lecture introduced common mutations observed in cancer, followed by how these mutations contribute to the molecular regulation and role of oncogenes and tumor suppressor genes. The first lecture was followed by a case study covering cancer patient diagnosis & treatment. Each case study had a prompt that required students to think critically and engage with their peers to come up with an answer. The second lecture focused on epigenetics in cancer, highlighting what epigenetics is, critical regulators of epigenetic markers, and the functional consequence of deregulated epigenetic markers in cancer, such as DNA methylation on gene expression. An interesting case study with a real-world scenario in a cancer setting followed this lecture. Case studies proceeded the lecture to introduce how to identify and clinically target dysregulated epigenetic regulators.

Module 3: Cancer immunology and immunotherapies for cancer

Cancer Immunology and Immunotherapies for Cancer was the third of four modules in the course and was based on the “Avoiding immune destruction” hallmark [ 8 ]. This section was divided into two lectures: “Introduction to Immunology” and “Immunotherapies for Cancer”. The first lecture provided background on the fundamentals of immunology and the relationship between the immune system and cancer. The second lecture, “Immunotherapies for Cancer,” was to provide an understanding of how we can exploit our immune system to create therapies against cancer. Following lecture 1, students engaged in a peer-led case study assignment to identify responses to novel immunotherapy. After lecture 2, students were divided into two teams and participated in a competitive exercise using open notes to assess their comprehensive knowledge of the two lectures.

Module 4: Microbiome’s impact on cancer prognosis and treatment

Module 4 was based on incorporating hallmark “polymorphic microbiome” [ 8 ] and therapeutic options. The module was split into two lectures: Microbiome in Cancer and Therapy and the Microbiome. The first lecture introduced the human gut microbiome, microbial dysbiosis, bacteria’s role in cancer, and the importance of a healthy lifestyle to maintain a healthy gut microbiome. The students engaged in interactive learning experiences, such as the Human Gut Game (HGG) [ 9 ], a group-based activity that simulates the complexities of the human gut microbiome, allowing them to explore how changes in microbial populations can affect health outcomes, following lecture 1. The second lecture broadened students’ understanding of cancer treatment strategies beyond conventional therapies (i.e., surgery, radiation, chemotherapy). Subsequently, the lecture transitioned to the limitations of those therapies and how the microbiome can be harnessed as a complementary treatment strategy for cancer. For the group learning session, students played an interactive game, “Mystery Box”, that quizzes the understanding of the lecture. Students formed two teams, and each answered 10 questions related to the topic taught during the lecture.

Case study assignment

Students were divided into two cohorts, formed through a random selection process. The students were provided with a rubric outlining the following prompts: Prompt 1: Present the findings related to the development, efficacy, safety, and culmination of a novel drug candidate for glioblastoma in clinical phase 4 trials. Prompt 2: Demonstrate the process of developing a novel diagnostic method for Chronic Myeloid Leukemia (CML), from hypothesis formulation to its implementation in clinical practice. Both cohorts were required to incorporate elements of in vitro and in vivo studies, team collaboration, data analysis and interpretation, clinical trial designs, and clinical implementation and evaluation. Students’ presentations were to be 15 min, followed by 5 min of questions by the audience and instructors.

Escape room review

Students participated in examining seven multipart interactive challenges, utilizing their lecture notes to apply a comprehensive understanding of the course material (Additional file 1 ). The learning objectives (Additional file 2 ) encompass foundational knowledge of cancer hallmarks. Additionally, students could participate in a case study aimed at the practical application of the principles governing cancer hallmarks (Additional file 3 ).

Panel discussion

Students were assessed to gauge their current career interests, and the panelists were selected based on students’ feedback. The career panel was divided into two parts. The first part was a brief 10-minute presentation about potential careers in science, technology, engineering and mathematics (STEM) given by one of the course instructors. The second and central part was a moderated panel discussion between the different STEM professionals and the high school students. Panelists with expertise in various fields, including engineering, physics, biomedical sciences and research, medical practice, and venture capital and consulting, were invited to participate in the cancer-centric panel discussion.

More details of each module and course components are discussed in the extended methods (attachment 5).

Final assessment

The comprehensive assessment was an online timed examination, allowing only a single attempt, with a duration of 95 min. Students were allotted five days to complete the assessment, which could be completed anywhere on campus. The assessment was designed to maintain academic integrity: (1) The questions were randomized for each student, and once the examination began, the students were to complete it within the allotted time; (2) once the assessment was finished, the students could not see the questions or the corrected answers until the close of the assessment. The assessment encompassed 20 questions, divided into four modules, each containing five questions. These questions were structured to include three multiple-choice questions, one short-answer question, and one essay question. Examination questions are included (Additional file 4 ).

Cumulative grade averages

Trends in students’ final grade averages from 2017 to 2023 are depicted in Fig.  1 , with individual grade averages tracked. Cumulative grade averages for 2017–2018 were collected by prior instructors as previously described [ 10 ]. The grades collected in 2021 reflect the modifications to the original course curriculum for virtual learning. Data for 2022 and 2023 represent grade averages after implementing changes to the curriculum (Fig.  1 ). Statistical analysis using students’ t-tests revealed no statistically significant deviation in student grade averages between 2017 and 2021. However, statistically significant improvements were observed from 2021 to 2022 ( p  = 0.0284) and 2023 ( p  = 0.0372). Each data point corresponds to the grade average of an individual student. We also observed improvement in the minimum grade average of 61 to 90.35 in 2022 and 76.98 in 2023 (Table  3 ).

Cumulative course performance: Demonstrates the comparison of cumulative examination performance over different periods. Each data point represents an individual’s cumulative grade average. The examinations conducted in 2017–2018 were administered before the revision, while the 2021 examination was conducted virtually after the revision. Two-way ANOVA test was used to calculate the p -values

Pre and post questionnaire

On the first day of the course, students were evaluated on their baseline knowledge of cancer-related topics and their expectations for the course. The assessment was adopted as previously described [ 10 ], lasted 5 min, and included questions on cancer knowledge and hallmarks, treatment options, and their research interest. The students were re-evaluated on their knowledge on the final day of class. Figure  2 presents the distribution of responses for each question.

Results of the pre-and post-assessment. ( A ) Definition of cancer: Students’ responses to defining cancer in one sentence, with scores ranging from 1 to 10. ( B ) Cancer therapies: Students’ responses naming cancer therapies. ( C ) Hallmarks of cancer: Students’ responses naming hallmarks of cancer. ( D ) Likelihood of curing cancer: Students’ ratings on a scale of 1 to 10 on the likelihood of scientists curing cancer. ( E ) Likelihood of pursuing research: Students’ ratings on a scale of 1 to 10 on the likelihood of pursuing a research-focused career. ( F ) Likelihood of pursuing cancer research: Students’ ratings on a scale of 1 to 10 on the likelihood of pursuing a career focused on cancer research. ( G ) Perceived difficulty of the course: Students’ ratings on a scale of 1 to 10 on the expected difficulty vs. actual difficulty of the course. A paired parametric Student’s t-test was used to calculate the p-values. Error bars represent standard errors of the mean. The data is assumed to be normally distributed

Define cancer in one sentence

The students’ pre- and post-assessment responses were recorded, pooled, and randomized. Instructors then assigned a numerical grade to each response, ranging from 1 to 10. The mean score increased from 4.9 to 6.6 throughout the course. Statistical analysis using a paired student’s t-test revealed a significant difference in scores ( p  = 0.0407).

Name as many cancer therapies as you can

Similar recorded therapies were counted only once, and vague answers (e.g., “ drugs ”) were assigned as 0. The mean number of therapies listed increased from 1.7 during the pre-assessment to 3.9 during the post-assessment. General or vague answers were counted once. Statistical analysis using a paired student’s t-test indicated a significant difference in the results ( p  = 0.0040).

Name as many hallmarks of cancer as you can

Similar hallmarks were recorded once, and blank responses were assigned a value of 0. Students’ average recollection of cancer hallmarks significantly increased from 0 to 3.8. General or vague answers were counted once. Statistical analysis using a paired student’s t-test revealed a highly significant difference in the results ( p  < 0.0001).

How close are scientists to curing cancer?

Students were asked to rate how close scientists were to curing cancer on a scale of 1 to 10 (with 10 indicating high likelihood). The average response scale remained unchanged, with a pre-assessment score of 5.2 and a post-assessment score of 5.2. Statistical analysis using a paired student’s t-test indicated these results were insignificant ( p  > 0.9999).

How likely are you to pursue research?

On a scale of 1 to 10 (with 10 indicating high likelihood), students were asked to rate how likely they were to pursue a research-focused career. The average response scale increased, with a pre-assessment score of 6.5 and a post-assessment score of 6.7. However, statistical analysis using a paired student’s t-test indicated that these results were statistically insignificant ( p  > 0.8793).

How likely are you to pursue cancer research?

Students were asked to rate, on a scale of 1 to 10 (with 10 indicating high likelihood), how likely they were to pursue a career focused on cancer research. The average response scale increased, with a pre-assessment score of 4.9 and a post-assessment score of 5.6. However, statistical analysis using a paired student’s t-test indicated these results were insignificant ( p  > 0.4874).

How difficult do you expect this class to be vs. how difficult was this class?

During the pre-assessment, students were asked to rate, on a scale of 1 to 10 (with 10 indicating high likelihood), how difficult they expected the course to be. During the post-assessment, the students were asked to rate how difficult the course had appeared to them. The average response scale decreased, with a pre-assessment score of 6.6 and a post-assessment score of 5.5. However, statistical analysis using a paired student’s t-test indicated these results were insignificant ( p  > 0.1538).

Student evaluation of course design

Students received a post-course evaluation from the SSTP program director, which included rating items on a scale of 1 to 5. These items were: (1) Overall, this course provided a valuable educational experience. (2) Course activities and assignments enhanced my ability to analyze, solve problems, and/or think critically. (3) The course content (e.g., readings, activities, assignments) was relevant and useful. Students’ responses were recorded, as depicted in Fig.  3 .

Student evaluation of course design. Student evaluation of course rigor. On a scale of 1 through 5, students were asked to evaluate their educational experience, their improved ability to solve problems and critically think, and the course content. Each point represents a student’s response. Error bars represent standard errors of the mean. The data is assumed to be normally distributed

Revision considerations for cooperative learning

The UF-SSTP program is an immersive experience for high school students interested in research. Our group designed and implemented a 7-week summer course on the fundamentals of cancer biology, focused on cancer hallmarks. Previous instructors of this course reported steady trends in cumulative grade averages over five years and increased basic cancer knowledge [ 1 ]. However, this study was published before the COVID-19 pandemic, and therefore, new aspects need to be considered to optimize student learning outcomes post-pandemic. Here, we provided an updated study on teaching methods and student learning outcomes in this summer course on cancer biology after the COVID-19 pandemic.

In 2021, the curriculum underwent revision to accommodate remote learning. We partnered with the UF Center for Precollegiate Education and Training (CPET) pre-scholars program to accommodate virtual learning standards and offer a curriculum that could crosslink Florida learning standards with cancer biology. Since collaborative learning has shown potential improvement in student autotomy [ 4 , 5 ], we wanted to incorporate this style for remote learning, engaging in peer-to-peer collaboration. Thus, we aimed to maintain course rigor while retaining student autonomy and collaboration. The class convened online for eight sessions, each lasting two hours.

Consequently, the curriculum was adapted with the following considerations: adjusting the course duration, addressing technical constraints associated with the “Zoom” platform, balancing student autonomy with peer collaboration, upholding the academic rigor of the content despite the absence of nonverbal cues from students, and restructuring the contents of cancer hallmarks [ 11 , 12 ] into manageable, foundational units. To address these considerations, we implemented “lecture workshops,” that is, didactic lectures followed by breakout room case studies to reinforce lecture material. We also implemented follow-along lecture worksheets and frequently asked questions to engage students throughout the lecture.

Based on prior student feedback, we further revised this course in 2022 to broaden the cancer hallmarks and include more clinical applications. We incorporated cancer immunology and focused on incorporating patient data into the student-led workshops. We also provided additional online resource links to support their analysis. For instance, one case study tasked students with identifying two major types of lung cancer and determining which type is most commonly associated with cigarette smoking. Moreover, they were asked to identify the top three most common mutations for each type and classify whether each mutation is a tumor suppressor gene (TSG) or an oncogene. In this case study, we used clinical data provided by The Cancer Genome Atlas (TCGA) to reinforce the concepts of oncogenes and tumor suppressors. As a learning benchmark, students were expected to determine if their “mock” patient has an oncogenic driver or depletion of a tumor suppressor.

In 2022, the cancer hallmarks were revised to include “polymorphic microbiomes” and “non-mutation epigenetic reprogramming” [ 8 ]. We further revised the curriculum to incorporate these hallmarks into modules, including cancer immunology from the prior year. This speaks to the versatility of the curriculum style, as we saw steady cumulative grade averages between the 2022 and 2023 cohorts (Fig.  1 ) despite introducing a more rigorous curriculum. In the following sections, we discuss and interpret the pre-post longitudinal observational study results and dive deeper into each course component. Our main objective is to provide guidelines on how we delivered a course on the fundamentals of cancer biology.

As previously published, student-led learning increased their performance and autonomy [ 4 , 5 ]. In our study, we observed similar trends in overall students’ performance and autotomy. When students were first introduced to group assignments, a few took on leadership roles, but not many team-based decisions were made among group members. Throughout the course, we noticed that more students participated in group discussions and activities as a team, fostering collaboration, negotiation, and problem-solving skills. During the lectures, we observed an improvement in the number of questions asked. Additionally, the questions they asked demonstrated an improvement in critical thinking regarding the course lectures. We noted that students would apply principles acquired during previous lectures in their questions, indicating improvement in their critical thinking.

Evaluation of student knowledge comprehension

The final grade averages served as a comparative assessment between years. We included 2017 and 2018 as a reference point for the curriculum prior to modifications in 2021. In 2017 and 2018, the course was taught in person by previous instructors [ 1 ]. In 2021, the course was taught virtually amid limitations in place via COVID-19. In 2022 and 2023, the course was taught in person following the removal of COVID-19 restrictions. We cannot account for the differences in educational backgrounds among cohorts. However, students are generally selected from similar regions each year. Moreover, we cannot account for the differences in how prior course instructors implemented the curriculum. We altered the curriculum in 2021 to comply with remote learning restrictions. When the restrictions were lifted, we adopted the same approach for future cohort installments (2022 and 2023), and we observed steady rigor in the grades tracked. We also observed improvement in the minimum grade average in 2022 and 2023 (Table  3 ). It is important to note that while we do not want to compare between cohorts, we do want to emphasize that the changes we made throughout 2021–2023 did not significantly worsen student performance. We also must note that the improvements we implemented may have altered final performances throughout the years, and we observed that some cohorts had closely distributed cumulative grades while others did not. This may be due to differences in foundational knowledge and variations in instructors’ delivery of the material. We believe adding follow-along assignments and student-led cooperative group assignments improved students’ autonomy and comfort with the subject area.

When we asked students to define cancer in one sentence, we observed a significant increase in the quality of the responses in the post-course assessment compared to the pre-assessment (Fig.  2 A). For instance, general responses submitted for the pre-assessment included “ a foreign body that can spread throughout the body ” and “ cell mutation in the human body .” In contrast, in the post-assessment, we observed higher-quality responses such as “ a mutation in a cell that leads to the uncontrolled dividing and spreading of malignant cells. ” We also noticed that some students incorporated cancer hallmarks and terms (“ defect of cells resulting in oncogenes that multiply quickly , spread throughout the body , and cause tumors ”) in the general responses after the course, which indicated that students retained general information throughout the course. Moreover, students also demonstrated the ability to connect key concepts over the duration of the course. For example, some students recognized the link between genomic instability and the potential for cancer-associated antigen presentation, recognizing avenues for targeted therapy or immunotherapy.

We next asked students to name as many cancer treatments as they could (Fig.  2 B). During the pre-assessment, a lot of the answers were traditional therapies such as “ radiation ,” “ chemotherapy ,” and “ surgery. ” In the post-assessment, the variety of responses significantly improved to include both standard therapies as well as more precision-based therapies such as “ immunotherapies (CAR T cells) ,” “ gene therapy ,” “ hormone therapy ,” “ fecal microbiota transplant (FMT) ,” and “ bone marrow transplants ,” among others. Our focus throughout the course was to increase exposure to targeted therapies and novel therapies not commonly discussed, for instance, “ adoptive cell therapy ” and “ small tyrosine-kinase inhibitors .” The interactive group learning assignments covered novel therapeutic approaches, likely aiding students’ high retention of the course material.

The most remarkable findings emerged when students were asked to identify as many cancer hallmarks as they could (Fig.  2 C). Initially, during the pre-assessment, responses ranged from “ What is a hallmark? ” and “ not sure ” to some leaving the question unanswered. However, following the course, there was a statistically significant increase in the quantity and quality of the responses, exceeding our expectations. For instance, one student provided a summary list including “ sustaining proliferative growth , metastasis , tumor-promoting inflammation , developing immune escape , senescent cells , dysregulated cell metabolism , resisting cell death , genome mutations ,” and another answered “ angiogenesis , cell proliferation , evading cell death , polymorphic biomes , irregular cellular regulation. ” Notably, the students correctly identified cancer hallmarks within the allotted time.

Another notable trend between pre-assessment responses and post-assessment responses is the likelihood of pursuing research (Fig.  2 D), specifically cancer research (Fig.  2 E). Although no statistical significance could be observed throughout the course, there was a noticeable upward trend in median responses after the course ended. Furthermore, when assessing the course difficulty responses, the data indicate that some students did not feel like the course was as challenging as initially thought (Fig.  2 G). However, the responses from that survey were non-statistically different.

The SSTP program director also gathered feedback from students regarding the course difficulty and design (Fig.  3 ). Students were asked to rate three prompts on a scale of 1–5, where 1 indicated “ strongly disagree ” and 5 indicated “ strongly agree .” To the first prompt (overall, this course was a valuable educational experience), 50% of students answered 4, and the other 50% gave a score of 5, indicating the students found the course to be of educational value. This was coupled with additional feedback, with one student stating: “ The case studies were a lot of fun and provoked critical thinking in a way I’ve never experienced ”.

The second prompt interrogated if the course activities and assignments improved the students’ ability to analyze, solve problems, and/or think critically. While most students (62.5%) gave a rating of 5, one student gave a response of 2, another gave a score of 3, and the other gave a score of 4. Additional feedback highlighted the effectiveness of educational activities such as escape rooms and case studies, with responses like: “ The educational activities we did at the end of class (e.g. , escape room , case studies) ” and “ Learning about cancer and getting to work in groups and play games ” further reinforcing the curriculum style. The final prompt asked whether the course content (e.g., readings, activities, assignments) was relevant and valuable. Once again, most students responded with a rating of 5 or 4 (50% or 37.5, respectively), with only one response rating of 3. Overall, we felt confident that these students benefited from the course and enhanced their learner autonomy.

Students were also encouraged to provide additional comments, and only one did so. The response mentioned, “ The terminology was difficult to fully understand , and the lessons felt a little rushed each time. Adding more assignments would help us understand the information more and apply it .” Although the course is condensed into 22 contact hours, future curriculum revisions may consider providing optional pre-reading assignments to help students grasp more challenging concepts.

Due to the limited time and course lecture design, we could not proctor the final assessment. However, to ensure academic honesty, we added safeguards to the evaluation. We added a time limit of 95 min, randomized the assessment questions, and locked submitted assessments until the instructors graded all assessments. These steps would allow students enough time for multiple-choice and short-answer essay questions while discouraging academic dishonesty. We also noted how long it took for each student to complete the assessment and the time and date of completion. There is no indication of academic dishonesty for the final examination (data not shown).

Lessons learned and applications

Some of the essential skills required for a successful career in STEM include the ability to effectively communicate, lead, think critically, collaborate, and summarize and interpret scientific literature and data. Throughout the course, these students participated in several peer-to-peer activities that prompted them to independently improve all of these skills. We observed improvements in student-led leadership and the enhancement of shared ideas when students engaged after didactic lectures. Moreover, the students were more resourceful, taking the initiative to look up and understand the case studies and assignments during that time.

Students also presented case studies and self-coordinated with each other to determine sections to present. This case study presentation was timed, and students effectively communicated a lot of information on a topic they had not previously known. During the escape room, we observed peak performance in student collaboration, with students working together to connect main ideas across lectures to decode the escape room.

Additionally, students participated in a career overview panel. The panelists were from several fields in STEM and are described in the extended methods (Attachment 5 ). During this time, students were prompted to develop several questions to ask the panelists. Most of the students were unfamiliar with all aspects of STEM, especially careers outside of medicine in cancer, and found the panel informative. Other studies have addressed that students generally have limited knowledge of STEM careers and that early exposure can enhance their interest in pursuing other STEM-related careers [ 13 , 14 ]. Our study showed a non-statistical mean increase in students likely to pursue research, specifically cancer research. Altogether, students not only improved their general knowledge but demonstrated improvement in all the skills required to navigate future careers in STEM. This is corroborated by prior literature that has shown collaboration improves these skills [ 4 , 5 ].

Limitations of this study

One important caveat is that we are not comparing online virtual learning from the CPET pre-scholars program in 2021 to the in-person modified course in 2023. The conditions and requirements for student selection were changed in 2021. We also tracked student grades across five years to assess if our modifications in 2021 disparaged grading standards when students were allowed to return to in-person learning. Therefore, the grades tracked over time are used to ensure grading standards. This study includes grades collected prior to 2021 by different course instructors who were responsible for the course. Therefore, inconsistencies in the final evaluation between 2017 and 2022 may exist. The Course feedback and cumulative grades from 2021 to 2022 have been collected, dating before and during course modification. However, cumulative grade averages were not presented, limiting the comprehensive understanding of student performance. Furthermore, variations in teaching styles due to changes in course instructors could have influenced the results, suggesting the need for consistency in instructional approaches for future studies. We note that the final examination was conducted unsupervised, and we have added measures to reduce academic dishonesty, but these may exist, skewing the data. Therefore, we placed emphasis on lessons learned from our experience implementing this cancer biology and therapeutic course. Lastly, our pre-post observational study was conducted for one cohort. Future instructors should track responses for long-term and consistent results.

Overall, our course aimed not only to teach students about different concepts of cancer development and hallmarks but also to encourage students to explore different careers within the STEM field. In our experience, we have found that students at the high school stage have not been exposed to a wide range of STEM careers, leading to many students focusing on a career in medicine as their only option. In this course, we aimed to highlight alternative STEM careers to medicine to help students make informed decisions on their future careers.

In summary, we imparted a summer course on cancer hallmarks, adapting our teaching strategy to the post-COVID-19 era and measuring student learning outcomes. The results indicated that students performed better in the post-course assessment than in the initial evaluation, indicating that students could successfully understand and retain concepts related to diverse cancer hallmarks. Students also demonstrated improved critical thinking and enhanced collaborative and communication skills. We hope our detailed overview of teaching methodologies and outcome assessment approaches can assist fellow instructors in crafting courses in the post-COVID-19 pandemic era. This curriculum can be adapted based on the level and the number of students per class, and it can be modified to cover additional cancer hallmarks.

Data availability

The data supporting the findings of this study are available upon reasonable request from the University of Florida Cancer Center.

Jahn SC, Biel NM, Sudhan DR, Wiggins JM, Hughes VS. A summer course in Cancer for High School Students - lessons Taught and lessons learned. J Postdoctoral Res 2015.

Kumar A, Sarkar M, Davis E, Morphet J, Maloney S, Ilic D, Palermo C. Impact of the COVID-19 pandemic on teaching and learning in health professional education: a mixed methods study protocol. BMC Med Educ. 2021;21(1):439.

Article   Google Scholar  

Zhang Z, Gillespie C. The Impact of Teaching and Learning Changes During the COVID-19 Pandemic on the Post-Pandemic Era. In: Proceedings of the 2023 8th International Conference on Distance Education and Learning. 2023: 256–262.

Wang YP, Wu TJ. Effects of Online Cooperative Learning on students’ problem-solving ability and learning satisfaction. Front Psychol. 2022;13:817968.

Malan M. The effectiveness of cooperative learning in an online learning environment through a comparison of group and individual marks. Electron J E-Learning. 2021;19(6):1–13.

Nieswandt M, McEneaney EH, Affolter R. A framework for exploring small group learning in high school science classrooms: the triple problem solving space. Instr Sci. 2020;48(3):243–90.

Yapici İÜ. Effectiveness of blended Cooperative Learning Environment in Biology Teaching: Classroom Community sense, academic achievement and satisfaction. J Educ Train Stud 2016, 4(4).

Hanahan D. Hallmarks of Cancer: New dimensions. Cancer Discov. 2022;12(1):31–46.

Yam K. The human gut game. Am Biology Teacher. 2023;85(2):106–10.

Jahn1 SC, Biel2 NM, Sudhan DR, Wiggins JM, Hughes VS. A summer course in Cancer for High School Students - lessons Taught and lessons learned. J Postdoctoral Res 2015.

Hanahan D, Weinberg RA. The Hallmarks of Cancer. Cell. 2000;100(1):57–70.

Hanahan D, Weinberg RA. Hallmarks of cancer: the next generation. Cell. 2011;144(5):646–74.

Blotnicky KA, Franz-Odendaal T, French F, Joy P. A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. Int J STEM Educ. 2018;5(1):22.

Cantrell P, Ewing-Taylor J. Exploring STEM Career options through Collaborative High School seminars. J Eng Educ. 2009;98(3):295–303.

Download references

Acknowledgements

The authors thank the University of Florida Center for Precollegiate Education and Training for administering the Student Science Training Program and the Frances C. and William P. Smallwood Foundation for partial funding. Thank you to the UF-Health Cancer Center for providing a space for the students to gain knowledge that can be passed along and a platform that has allowed us to design and implement a curriculum for aspiring scientists. Furthermore, we thank Dr. Kathryn Stofer for her guidance and expertise in seeking IRB approval. We also acknowledge Dr. Dietmar Siemann for his time supporting our research and community outreach ideas and his training grant that has supported our research. We would also like to state that the research reported in this publication is partially funded by the National Cancer Institute of the National Institutes of Health under Award Number T32CA257923. And importantly, we want to thank the students for their patience with the instructors and for being exemplary students eager to learn. To the many previous course instructors, we thank you for your dedication in laying the foundation and building a course that has impacted generations of students.

Research reported in this publication was supported by the UF Health Cancer Center, funded in part by state appropriations provided in Fla. Stat. § 381.915 and the National Cancer Institute of the National Institutes of Health under Award Number P30CA247796. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the State of Florida.

Author information

Authors and affiliations.

Department of Molecular Genetics and Microbiology, University of Florida, Gainesville, FL, USA

Xzaviar K. Solone

Department of Gastroenterology, University of Florida, Gainesville, FL, USA

Siddhi Chitre

Department of Neurosurgery, University of Florida, Gainesville, FL, USA

Laura Falceto Font

Department of Hematology & Oncology, University of Florida, Gainesville, FL, USA

Kimberly N. Espinoza Pereira

Department of Agricultural Education and Communication, University of Florida, Gainesville, FL, USA

Kathryn Stofer

Department of Radiation Oncology, Gainesville, FL, USA

Dietmar W. Siemann

University of Florida Health Cancer Center, Gainesville, FL, USA

Xzaviar K. Solone, Siddhi Chitre, Laura Falceto Font, Kimberly N. Espinoza Pereira & Dietmar W. Siemann

You can also search for this author in PubMed   Google Scholar

Contributions

Conception and design of the study, data collection and analysis, and initial manuscript drafting (SC, LF, KP, XS). Overview of IRB approval (KS). The critical review of the manuscript (DS, SC, LF, KP, XS, KS) and all authors provided final approval of the submitted manuscript. SC, LF, KP, and XS contributed equally to the work.

Corresponding author

Correspondence to Siddhi Chitre .

Ethics declarations

Ethics approval and consent to participate.

Written informed consent was obtained from all the participant’s parents or legal guardians so their youth could participate in SSTP. To examine course grades, course satisfaction, and pre-post cohort comparisons, we sought non-human exempt status from the University of Florida Institutional Review Board, Protocol #: NH00041514, Approval date: 06/05/2024.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Supplementary material 2, supplementary material 3, supplementary material 4, supplementary material 5, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Solone, X.K., Chitre, S., Font, L.F. et al. A summer course in cancer for high school students-an update on lessons taught and lessons learned. BMC Med Educ 24 , 1020 (2024). https://doi.org/10.1186/s12909-024-06002-z

Download citation

Received : 24 June 2024

Accepted : 09 September 2024

Published : 17 September 2024

DOI : https://doi.org/10.1186/s12909-024-06002-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Cancer hallmarks
• High-school summer course
• Therapeutics

BMC Medical Education

ISSN: 1472-6920

• General enquiries: [email protected]

Kabardino Balkarian State University Russia 2024-25: Fees, Ranking, Courses, Admission etc.

Kabardino Balkarian State University was known as KBSU Russia. It was founded in the year 1957. The University is situated at Nalchik, Kabardino-Balkaria, Russia and is one of the largest universities in the North Caucasus to Pursue MBBS in Russia. Kabardino Balkarian State University Russia is a comprehensive university offering a wide range of undergraduate, graduate and postgraduate programs in various fields. The University is Approved by the National Medical Commission of India and the World Health Organization.

Presently, 15,000 students are studying here. Every year, thousands of students enrol in different courses. Moreover, this is an institute offering international education as well. It is quite interesting to note that the students coming for MBBS in Russia at this university get an environment they did not expect.

[Page Index]

College summary.

Before we complete the college summary, let us look at the essential details of Kabardino Balkarian State University Russia .

Wants to Study MBBS Abroad from a top Country with low tution Fees? Subscribe Now!

Affiliation and Recognition

These are the renowned bodies that’ve given a reputation to the Ural State Medical University Russia.

• NMC (National Medical Commission of India).
• WHO (World Health Organization).
• Ministry of Science & Higher Education of the Russian Federation.

The faculties at Kabardino Balkarian State University Russia differ from one department to another, encompassing various disciplines and specialities.

Courses Offered

Kabardino Balkarian State University Russia Courses offer quality medical programs under highly qualified faculty and state-of-the-art infrastructure. KBSU Russia is famous for its undergraduate medical programs if you want more details about the MBBS course .

Why Study MBBS at Kabardino Balkarian State University Russia?

• Kabardino Balkarian State Medical University offers all students a multicultural and multiethnic environment.
• The Kabardino Balkarian State Medical University has the perfect environment to study.
• KBSU Russia has well-experienced staff members who are there to help students anytime.
• There is no need to qualify for the International English Language Testing System (IELTS) or Test of English as a Foreign Language (TOEFL) for MBBS admission at Kabardino Balkarian State Medical University.
• The Kabardino Balkarian State University medical students are awarded globally accepted degrees.

Advantages of MBBS in Russia

Admission Procedure

To get admission to Kabardino Balkarian State University in 2024, Indian students must qualify for the National Eligibility Entrance Exam (NEET).

To secure admission at Kabardino Balkarian State University, prospective students should adhere to the following steps:

• Complete the college’s admission form accurately, ensuring all information is provided correctly.
• Submit essential documents, including scanned copies of 10th and 12th-grade mark sheets, a NEET scorecard, a medical certificate copy, and a passport copy.
• Upon submission, applicants can expect to receive an invitation letter from the college within 10-15 days.
• Once in possession of the invitation letter, students are required to pay the tuition fee using online banking methods.
• Using the original payment receipt and university invitation letter, students can commence the student visa application process, which typically takes around 10 days to process.

Eligibility Criteria

In this section, students can check the Kabardino Balkarian State University eligibility criteria for Russia.

Graphical Representation of Eligibility Criteria

Documents Required

Before admission to Kabardino Balkarian State University Russia, please carry all these related documents.

• Passport (Minimum 18 months validity).
• 10th Certificate & Mark sheet.
• 12th Certificate & Mark sheet.
• Birth Certificate.
• 10 passport-size Photographs
• Official Invitation letter from the Medical University of Russia.
• Authorization of all documents from the Ministry of External Affairs, New Delhi.
• Legalization of all documents from the Russian Embassy.
• Bank receipt of 1st Year of Kabardino Balkarian State University Tuition fees (required for some Universities).
• HIV test documents.

Fee Structure 2024-25

In this section, all the MBBS Students get information about the Kabardino-Balkarian State University MBBS Fees for Indian Students. Check all the relevant queries regarding fees following this page:  Low fees for MBBS Colleges in Russia .

Ranking 2024-25

According to Unirank, the Kabardino Balkarian State University University ranking in Russia and all over the world:

Why take a look at the university ranking?

Looking at university ranking one can easily gather some important insights about the university, therefore ranking of the university becomes an important factor for students. Here is some of the details one can infer by looking at the university’s ranking.

• Kabardino Balkarian State University’s ranking and its world ranking help students assess the university’s academic standing both nationally and globally.
• By looking at Kabardino Balkarian State University world ranking one can guess the quality of education offered at the university.
• The university’s world ranking also indicates that the college has got recognition worldwide. Therefore a good global ranking can enhance the value of their degree on the international job market.
• By looking at Kabardino Balkarian State University ranking, researchers can identify if the university is capable of bringing collaboration in their field.
• The university ranking also reveals metrics related to staff and student life within the campus, university campus environment and resources available.

About Nalchik City

• Nalchik is the capital city of the Kabardino-Balkarian Republic, Russia, situated at an altitude of 550 meters.
• Nalchik is a balneological and mountain climatotherapy resort with several sanatoriums.
• It also serves as an industrial centre of the republic (non-ferrous metallurgy, light industry, construction materials manufacturing, machine building).
• Nalchik has a hot-summer humid continental climate with hot summers and no dry season.

Temperature

Contact Details

Kabardino Balkarian State University Russia Address: Ulitsa Chernyshevskogo, 173, Nalchik, Kabardino-Balkarian Republic, Russia, 360004

Frequently Asked Questions (FAQs)

Can i practise medicine in india.

Yes, you can practice in your country after completing your course. You need to clear the NEXT exam for practising medicine in India.

Where is Kabardino Balkarian State University located?

Kabardino Balkarian State Medical University Address is Ulitsa Chernyshevskogo, 173, Nalchik, Kabardino-Balkarian Republic, Russia, 360004.

Can poor Indian students study abroad?

Of course, there is no rich and poor when it comes to education; it is all about knowledge. Several scholarships are open to students, and the government of India also provides a scholarship option for academically intelligent students.

• Admission Updates,
• Top Collages

You may like to read

• Caspian University Kazakhstan 2024-25: Admission, Courses, Fees, Ranking etc.
• Asfendiyarov Kazakh National Medical University Kazakhstan 2024-25: Admission, Fees, Ranking etc.
• Fergana Medical Institute of Public Health 2024-25: Admission, Fees, Ranking, Eligibility etc.
• Samarkand State Medical University Uzbekistan 2024-25: Admission, Fees, Courses, Ranking, Eligibility etc.

About Rahul Kumar

Hi, I'm Rahul Kumar, with a year of expertise in MBBS and Ayush courses. I have detailed knowledge of various colleges' fee structures, cutoffs, and intake procedures. If you're looking for insights or assistance in pursuing MBBS or BAMS courses, feel free to comment below—I'm here to help!

Comments (2)

High I am Dinesh. I want yo take admission in mbbs for abroad . And I want to know about best college and in median budget. Please gelp me by choosing the best college for me in median range

Ofcourse, we are here to assist you in finding the best MBBS colleges abroad within your budget. Call now at +91 88596 37232.

Leave a Comment Cancel reply

Notify me via e-mail if anyone answers my comment.

Abroad MBBS Update 2024 : Admission Dates, Top College, Fees, Location, Scholarship etc.

Get admission to Top Overseas Universities with Affordable Fees.

• Partner with us
• Apply Online

Kabardino-Balkarian State University

The university.

• Recognitions
• Eligibility
• Fees Structure

Kabardino-Balkarian State University is one of the well-recognized Russian medical universities established in 1932 in the Nalchik city.  The first session had a humble beginning in September 1932 with 120 students and 22 faculty members. The University opened its doors for students from other countries in 1969 and created the Faculty of Work With Foreign Students for dedicated support for international students.

To facilitate modern learning, the University's classrooms are equipped with projectors and video recording facilities. Students are provided access to the Online Learning Management System where they can catch any missed class or revise the previous classes, exchange notes, and ask queries. The scientific library of the University offers a collection of medical resources and study material. More than 30% of the seats in the library are equipped with computer and internet facilities. From the second year, students are also provided hands-on clinical training in affiliated hospitals and clinics.

Kabardino-Balkarian State University is approved by the Medical Council of India (MCI) and offers a 6-Year Program for MBBS in Russia. Students in India, who have qualified NEET, can apply for direct admission to the MBBS Program of Kabardino-Balkarian State University.

Ministry of Science and Higher Education, Russia

World Directory of Medical Schools (WDOMS)

Medical Council of India (MCI)

Educational Commission for Foreign Medical Graduates (ECFMG)

Medical Council of Canada (MCC)

Foundation for Advancement of International Medical Education and Research (FAIMER)

To get admission to the MBBS Program of Kabardino-Balkarian State University, the student must qualify NEET-UG (National Eligibility cum Entrance Test-Undergraduate). 

Besides NEET-UG, there is no requirement to go through any additional entrance examination.

RUS EDUCATION SUPPORT

INDIAN FOOD

MODERN CLASSROOMS

Medical Laboratories

Clinical Training

Recreational Facilities

Ensured Safety

FMGE (Foreign Medical Graduates Examination) Preparation

USMLE (United States Medical Licensing Examination) Preparation

• Kabardino-Balkarian State University was established in 1932 in the Nalchik city of Russia.
• The first session of Kabardino-Balkarian State University was started with 120 students and 22 faculty members.
• Kabardino-Balkarian State University started admitting international students in 1969.
• In 1982, Kabardino-Balkarian State University was awarded the Order of Friendship of Peoples.

University Address

Mbbs program, admission & support, examination support, student life.

Kabardino-Balkarian State University is one of the well-recognized Russian medical universities established in 1932 in the Nalchik city of Russia.  The first session of the University had a humble beginning in September 1932 with a group of 120 students and a team of 22 faculty members. 

The University opened its doors for students from other countries in 1969 and created a separate department for support of the international students, named Faculty of Work With Foreign Students. In recognition of its contribution to train international students and strengthening relations of Russia with other nations, Kabardino-Balkarian State University was awarded the Order of Friendship of Peoples in 1982.  

To facilitate the involvement of its students in research, the University has a set of medical laboratories and offers research programs in multiple disciplines of medical science. To keep students and members briefed on the latest research and University progress, the University publishes its own newspaper and magazines available to all students in digital format.

To facilitate modern learning, the University's classrooms are equipped with projectors and video recording facilities. Students are provided access to University’s online Learning Management System where they can catch any missed class or revise the previous classes, exchange notes, and ask queries. 

For a broader exposure and sharing of knowledge, University organizes inter-university events where students get to interact with each other and work collaboratively on new research projects.

To prepare students for the clinical training, students are provided training in the artificial clinical setting with the help of simulators. From the second year, students are also provided hands-on clinical training in affiliated hospitals and clinics.

For the internationalization of its education system, the University collaborates with multiple institutions and organizations in different countries. In cooperation with other institutions, the University organizes and participates in skill development programs, seminars, conferences, and student exchange programs.  

The scientific library of the University offers a collection of medical resources and study material in print as well as electronic formats. To provide students access to online medical journals, more than 30% of the seats are equipped with computer and internet facilities. University’s LMS facilitates a collaborative learning experience for the students and makes sure that they don’t miss anything from the curriculum.

Kabardino-Balkarian State University is listed in the World Directory of Medical Schools (WDOMS) and certified by the Educational Commission for Foreign Medical Graduates (ECFMG), United States of America. Kabardino-Balkarian State University is also approved by the Medical Council of Canada (MCC) and the Medical Council of India (MCI). The University offers a 6-Year Program for MBBS in Russia for local as well as international medical aspirants. Students in India, who have qualified NEET, can apply for direct admission to the MBBS Program of Kabardino-Balkarian State University.

Kabardino-Balkarian State University Chernyshevsky St., 173 Nalchik, 360004, Russian Federation

Kabardino-Balkarian State University offers a 6-Year MBBS Program in the Russian language. For international students, classes for initial years may be organized in English medium. 

The Program for MBBS in Russia is focused on building a strong academic base with a pragmatic approach to education and medical research. To provide hands-on clinical experience, the students studying MBBS in Russia are involved in clinical training from the second year of MBBS. While education in classrooms and laboratories helps the students develop academic skills and sound theoretical understanding, clinical training in University-affiliated hospitals help them apply their knowledge into practice.

To get admission to the MBBS Program of Kabardino-Balkarian State University, you can apply online at Rus Education website.

Rus Education is duly authorized by the Russian Centre for Science and Culture (Cultural Department of The Embassy of the Russian Federation in India) to promote Russian Education among Indian Citizens. Rus Education is also an authorized associate of Kabardino-Balkarian State University. We facilitate one-window admission to the MBBS Program of Kabardino-Balkarian State University with no requirement of any donation or capitation and without any entrance examination.

Kabardino-Balkarian State University marks its student life as interesting, rich, and safe. Well, we would like to add one more thing to that, i.e., fruitful and rewarding. 

The University manages a set of seven dormitories to provide comfortable and affordable accommodation for its students. 

Students interested in sports can play games of their choice in the sports complex of the University. In the complex, gym facility is also available. So, students who like to workout don’t need a membership of any outside gym in Russia as University’s gym is well-equipped and is available for all University members In the campus area, there is also a beautiful botanical garden where students can go to walk on the grass or sit and relax.

For all-round growth and development, students can take part in social and cultural events organized locally and also participate in University festival competition as well as sports and intellectual games organized throughout the year. 

The University promotes a healthy way of life and incorporates various sports and cultural events in the campus life of students. Thanks to the inclusive environment maintained by the University, students from different parts of the world are encouraged to show their unique culture and explore that of others.

For the peer support of the student, the University has a Student Committee which provides help to first-year students regarding hostel facilities, getting familiar with the campus, social support, and organization of leisure events and activities. 

For the self-development of the students and to transform them into holistically developed professionals, Student Council engages students into various tasks regarding the functioning of the University and programs targeted for social upliftment and public welfare. 

Involvement of students in extracurricular work and charitable activities like health outreach programs, meeting and helping people in need, contributing to a healthy environment, etc. foster holistic development of the students.  Living in  Nalchik city, which is known for its beautiful mountains, lakes, and waterfalls, students get plenty of opportunities to relax and regain their energy. In Nalchik, students can explore museums, art galleries, classic theatres, or attend concerts. In the well-connected city, students can travel by buses, taxis, and trolleys.

TOP MEDICAL UNIVERSITIES IN RUSSIA

Perm State Medical University

Tver State Medical University

Orenburg State Medical University

Mari State University

Siberian State Medical University

A php error was encountered.

Severity: Notice

Message: Undefined variable: countries

Filename: includes/footer.php

Line Number: 26

File: /home/mbbsinrussia/public_html/application/views/includes/footer.php Line: 26 Function: _error_handler

File: /home/mbbsinrussia/public_html/application/controllers/University.php Line: 46 Function: view

File: /home/mbbsinrussia/public_html/index.php Line: 315 Function: require_once

Severity: Warning

Message: Invalid argument supplied for foreach()

Message: Undefined variable: state

Line Number: 44

File: /home/mbbsinrussia/public_html/application/views/includes/footer.php Line: 44 Function: _error_handler

©2024-25 Rus Education.

Link partner: dewagg   trendi178   superliga168   bro138   zeus138   batman138   luxury333   ligaplay88   roma77   ligaciputra   megawin188   indobet   idncash