personal statement for biomedical phd

Writing an Effective Personal Statement for PhD Graduate Programs

Personal statements should be a reflection of your academic skills, success, and goals.

By Kaela Singleton Doctoral Candidate in Interdisciplinary Program in Neuroscience

A personal statement is one of the most important components of any doctoral graduate school application. This post will guide you with some general steps to get you started with generating a personal statement that is concise, reflects your academic success, and emphasizes your goals for graduate school. The individual graduate programs will provide writing prompts that detail exactly what you should address in your statement, so be sure you touch on everything that they want you to cover!

Before you start writing

• Update your CV:  Having a complete list of your accomplishments will make it easier to include and exclude information from your personal statement. Your CV can be used as a timeline of your achievements, and therefore an outline to how your past experiences have prepared you for graduate school. For guidance on CV writing, see  7 Tips for Writing a Successful CV.
• Research Graduate Schools of Interest:  Gain insight into the coursework, faculty, and student life for each program you are considering. Using the program website, generate a list of qualities that appeal to you about each school you’re applying to. Emphasize how and why these qualities contribute to your decision to apply to this program. This list should include research and faculty members that interest you as well as any other pros (i.e. location, cohort size, post-graduate jobs etc.)
• Create a team of editors:  Your personal statement will be read by faculty members and graduate students studying different topics within the program. Therefore, your personal statement should be compelling to a broad audience. Ask peers, mentors and advisors from various disciplines well in advance to edit and provide feedback on your statement.

Now start writing

Introduction.

The goal is to engage your reader with a quick synopsis of who you are, what you want out of graduate school, and your qualifications to join this specific program.

• Introduce yourself and identify your academic interests:  Provide a brief introduction of yourself and your academic interests. If you have a personal anecdote that explains how you became interested in science and research, start there. These “narrative hook” anecdotes engage the reader and set up a great platform to describe the motivation behind your experiences. Then go into your academic interests, which can be a couple of sentences broadly stating your research interests.  
• Emphasize your skills and overall goals:  Use both your research on the program and CV to highlight how your skill set will complement and grow from participation in this program. Speak in broad terms, showcasing how your goals align with the overall mission of the program.

THE BODY PARAGRAPHS

The goal is to expand on the points you mentioned within the introduction. Provide concrete examples of how past and present experiences led you to writing this application.

• Explain how you became interested in your particular scientific field:  Highlight key moments that encouraged you to apply to graduate school. This can be the very start of your interests in the field or from skills and knowledge that you gained from internships, research experiences, or coursework and class discussions.
• Describe your prior research experiences and importantly what you learned from each experience:  Provide a past experience where you used and developed a new skill that is pertinent to your ability to conduct research. Be sure to explain how this skill will be useful for your future in graduate school. It is critical to discuss what you learned from experience and to be as specific and concise as possible.  For example: I worked with Dr. A at institution B. My work focused on C. The project entailed D, E and F techniques. From this experience, I learned G. This taught me F about my decision to attend graduate school. 

In the conclusion paragraph, you should discuss what you learned about the graduate school program that you are applying for. Highlight specific faculty members or courses listed that excite you, and re-emphasize your goals.

• Summarize your qualifications and experiences:  Bring everything together here. Emphasize the skills you currently have and how joining this program will aide in continuing your success. 
• Personalize:  In this final paragraph, include specific faculty and program qualities that appeal to you as an applicant. Show that you have researched specific faculty or courses that will aide in your future training. Also be sure to discuss your career goals. 
• Edit:  Proofread and edit. Send your statement out to friends, faculty advisors, and people outside of your discipline. 

Personal statements should tell your story and be compelling across fields. Remember that a PhD program trains you to build and utilize scientific skills to advance research. You won’t want to try to convince the reader that you’ll cure cancer or discover the flu vaccine. Instead, focus on persuading readers that graduate training is right for you, and that the accompanying enrichment of your research skillset will help you reach your academic and professional goals.

More Career Advice

Learn from faculty, staff, postdocs, students and alumni through our Career Catalyst blog.

Personal Statement for PhD Applicants

New section.

Your personal statement is your chance to shine, to stand out from among the hundreds of other PhD applicants.

The personal statement (or statement of purpose) is your introduction of yourself to the application reviewers. This brief statement (generally one to two pages) should communicate your abilities, accomplishments and goals. It must also show us your writing skills, including your ability to present yourself and your ideas concisely. It should show your commitment to and motivation for graduate school based on your history. It should have a positive tone, be honest, and professional.

This is your chance to shine, to stand out from among the hundreds of statements that the reviewer is reading.

It is crucial that you get some honest critiques on your statement before you submit it to the school. However, the voice of the statement should be yours. Remember, if you are invited for an interview, the school will expect to meet the person who wrote the statement. Although you should not have to rewrite your entire essay for each school/program you are applying to, it should be tailored for each program.

Prospective Students

Biomedical Physics - an Emerging Interdisciplinary Field

• PhD Program

Why Apply Here?

• Writing Your Personal Statement
• Frequently Asked Questions (FAQs)

The PhD Degree in Biomedical Physics

The Biomedical Physics Program (BMP) is joint effort under the Stanford School of Medicine Departments of Radiology and Radiation Oncology and offers instruction and research opportunities leading to a PhD degree in Biomedical Physics. The goal is to train students in research focused on technology translatable to clinical medicine, including radiation therapy, image-guided therapy, diagnostic, interventional, and molecular imaging, and other forms of disease detection and characterization with molecular diagnostics. These students will be prepared for a variety of career paths, including faculty positions at academic institutions, clinical physics roles in radiology and radiation oncology departments, industry, and roles at government and other private sector organizations focusing on medical- and bio-technology. Given the evolution of modern medicine towards technologically sophisticated treatments and diagnostics, particularly in the areas of imaging, molecular biomarkers, and radiation therapy, there is a need for well-trained leaders with this educational background and the skills to conduct meaningful and significant research in this field. Stanford University has a rich tradition of innovation and education within these disciplines, with advances ranging from the development and application of the medical linear accelerator towards radiation treatment of cancer to the engineering of non-invasive magnetic resonance imaging having been pioneered here. Accordingly, Stanford is home to a breadth of faculty with outstanding achievements. Located in the heart of Silicon Valley, the close proximity and frequent interactions among the Stanford Schools of Medicine, Engineering, and Humanities and Sciences provide an ideal environment to offer students outstanding training in both the clinical and scientific aspects of this discipline.

The program can provide flexibility and can complement other opportunities in applied medical research at Stanford. Special arrangements may be made for those with unusual needs or those simultaneously enrolled in other degree programs within the University. Similarly, students with prior relevant training may have the curriculum adjusted to eliminate requirements met as part of prior training.

Prerequisites

As Biomedical Physics is a highly multidisciplinary area of study, we are seeking students from a variety of scientific backgrounds.  Undergraduates with strong quantitative skills majoring in physics, engineering, or the biological sciences are encouraged to apply.  No GRE exams are required for admissions.

Degree Requirements

The doctoral program is a full-time, residential, research-oriented program, with student typically starting in the fall quarter and spending an average of about 5-6 years at Stanford.

Candidates are encouraged to explore the various research interests of the biomedical physics core and affiliated faculty, with lab rotations during the first year expose students to different laboratories. Prior to being formally admitted to candidacy for the doctoral degree at the end of the second year of study, each student must demonstrate knowledge of biomedical physics fundamentals and a potential for succeeding in research by passing a qualifying examination. Students later complete and defend a doctoral dissertation.

Details of the curriculum and specific degree requirements are described on Stanford Bulletin .

All BMP PhD students who maintain satisfactory academic progress receive full financial support (tuition and a living stipend) for the duration of their doctoral program. However, the number of admitted students is limited by funding, hence applicants are encouraged, but not required, to apply for external fellowship support (e.g., NSF or Stanford's Knight-Hennessy Scholars program ) on their own.

Application Instructions and Deadlines

Applications are due late November/early December each year. See details on the Graduate Admissions webpage .

There is a $125 application fee . Applicants who need assistance with the application fee are encouraged to apply for a fee waiver . Preference is given to low-income, first-generation, and underrepresented minority students who are U.S. citizens or permanent residents.

The Application Deadline: December 1, 2023 (11:59:59 pm PST).

• Complete the Biomedical Physics PhD application online. Note that only one Stanford PhD application per academic year is allowed, and that Biosciences, Bioengineering, and Electrical Engineering are not part of the Biomedical Physics Program.
• Submit scanned (unofficial) transcripts as part of the Biomedical Physics application. Graduate Admissions only requires admitted applicants who accept the offer of admission to submit official transcripts that shows their degree conferral. Please do not send or have sent any official transcripts to us at this time.
• See our page about the Personal Statement.
• Please include an up-to-date version of your CV.
• The GRE General Test score is not required and will not be considered if submitted. We do not require any GRE Subject Test scores.
• Application materials, including letters of recommendation, should be received by the deadline. We do review all applications, including incomplete ones.
• For materials that are mailed, please use our Contact Address.
• Please do NOT upload supporting materials, such as published papers, unpublished manuscripts, BS or MS theses, writing samples, posters, or class projects, with your application.
• Check the status of your application can be tracked through the Biomedical Physics status webpage . Interview invitations go out in early January, and interviews are in late February or early March. Offers of admission are made on a rolling basis starting in March. Finals decisions from admitted candidates are due by April 15.
• The selection of PhD students admitted to BMP is based on an individualized, holistic review of each application, including the applicant’s academic record, the letters of recommendation, the statement of purpose, personal qualities and characteristics, and past accomplishments.
• Deferral of admission: BMP generally does not allow deferral of admission to the PhD program, and it is better for you to apply when you are ready to begin your graduate study following the normal timeline. However, sometimes one's circumstances change; please contact us if that happens to you.

Frequently Asked Questions

It is highly recommended that you review our Frequently Asked Questions page.

The Biomedical Physics Program recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

The Biomedical Physics Program welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review process is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, prior research experience, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field and how they might enrich the learning community at Stanford.

Students are expected to enter with a series of core competencies in mathematics, biology, chemistry, physics or engineering, and computing. Students entering the program are assessed by the examination of their undergraduate transcripts and research experiences. Specifically, the department requires that students have completed mathematics through multivariable calculus and linear algebra, and must hold, or expect to hold before enrollment at Stanford, a bachelor’s degree in engineering or physical science from a U.S. college or university accredited by a regional accrediting association. Applicants from institutions outside the U.S. must hold the equivalent of a U.S. bachelor’s degree from a college or university of recognized standing. See minimum level of study required of international applicants .

Qualified applicants are encouraged to apply for predoctoral national competitive fellowships, especially those from the National Science Foundation. Applicants to the Ph.D. program should consult with their financial aid officers for information and applications.

The deadline for receiving applications is December 1, 2023. The Graduate Record Examination (GRE) is not required for admission to the Ph.D. program in Biomedical Physics.

Further information and application instructions for all graduate degree programs may be obtained from Graduate Admissions .

Application Fee and Fee Waivers

The  application fee is $125  and is non-refundable. You will be prompted to pay the application fee at the time you submit your application. The acceptable form of payment is via credit card (Visa, MasterCard, American Express, JCB, Discover, and Diners Club) or bank transfer from a U.S. checking account. If you do not have a credit card then you should make arrangements with a family member or friend to use theirs. Checks by mail are not accepted.

Fee Waivers

Applicants who need assistance with the application fee are encouraged to apply for a fee waiver. Priority for fee waivers is given to applicants who are U.S. citizens or permanent residents. International applicants who need assistance with the application fee are eligible to apply for the School-Based fee waiver. For a complete list of fee waiver options and eligibility requirements, please visit the Graduate Admissions  website .

Please note that fee waiver requests are required to be submitted 10 business days prior to the application deadline (December 1 at 11:59:59 pm PST); so please plan accordingly.

• Reputation and Environment . Amplified by the astounding intellectual and technological capital of Silicon Valley, Stanford University, one of the world's leading academic institutions, is dedicated to finding solutions to big challenges and to preparing students for leadership in a complex world. Integrating a premier medical school with world-class adult and children’s hospitals, Stanford Medicine fosters an unrivaled atmosphere of interdisciplinary exploration and collaboration that has produced many of the innovations that sparked a biomedical revolution. The Biomedical Physics program is an essential component of Stanford Medicine’s commitment to excellence in education, scientific discovery, bench-to-bedside research, and clinical innovation.

• Curriculum . Our core courses span a wide array of topics, including radiation physics and therapy, imaging sciences, molecular imaging and diagnostics, with much of the material based on cutting-edge research conducted here at Stanford.

• Interdisciplinary Research Opportunities . BMP in a new PhD program housed within the Departments of Radiology and Radiation Oncology. Leveraging research and clinical expertise at Stanford Hospital, Lucile Packard Children's Hospital, and Stanford Clinics, the BMP program also includes faculty from the Stanford Biosciences , Bio-X , ChEM-H , Wu Tsai Neurosciences , Bioengineering , Electrical Engineering , and Computer Science programs, all of which are in close physical proximity on Stanford's main campus.

• Related Stanford PhD Programs . As the scope of medical physics has expanded, students pursuing careers in this field have been distributed throughout a number of training programs ranging from physics to engineering to bioengineering to biology. Situated within the clinical departments of Radiology and Radiation Oncology, the BMP program integrates novel technical developments in radiation therapy, imaging, and molecular diagnostics with the unique challenges of clinical medicine.

• Location . Situated in the heart of entrepreneurial Silicon Valley, Stanford University's campus occupies over 8000 acres, bordering Palo Alto, CA and provides easy access to the amenities of the San Francisco Bay Area.

Instructions for Writing Your Personal Statement

You are required to submit a Personal Statement as part of the Graduate Application for the BMP PhD degree.

The BMP program is designed for students interested in the application of physics and engineering principles to problems in clinical medicine, with an emphasis on translational science. The Admissions Committee will read your Personal Statement carefully to determine how well your aspirations align with the mission of the BMP PhD Program.

In your Personal Statement, please tell us how your schooling, work, research, and life experiences prepare you for study at BMP, describe your passion for research, current research interests, and career goals, and explain how our training program will enable you to achieve them.

The Personal Statement should be 1-2 pages. Please do not append class projects, research proposals, draft manuscripts, published papers, posters, or other ancillary materials.

Questions about the Program

Where can I find the details about the program?

Please review this website, and our program listing in Stanford University Bulletin .

What is the best way to see if my interests align with the program?

Review the details of our curriculum and summary descriptions of core and affiliated faculty . You should also do web searches to find the faculty websites and check out their most recent publications on PubMed . 

What is the difference between Stanford's BMP program and medical physics programs in other universities?

Students pursuing careers at the intersection of technology and medicine can enroll in a variety of related Stanford programs ranging from physics to engineering to biology. Situated within the clinical departments of Radiology and Radiation Oncology, the BMP program uniquely integrates novel technical developments in radiation therapy, imaging, and molecular diagnostics with the unique challenges of clinical medicine.

How do BMP graduate students pick a lab and faculty research supervisor?

Students do up to 3 rotations the first year in labs chosen through mutual agreement by the student and the faculty member.

How long does it take to get a degree?

Is the Stanford BMP PhD program CAMPEP accredited?

This is a new Biomedical Physics PhD program and is not yet accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP). 

What kind of jobs are available for Stanford BMP graduates?

Students who successfully complete  the BMP PhD program will be capable of pursuing careers in academia, clinical medicine, and industry.  Graduates will be competitive for faculty positions in nationwide medical physics programs, as well as in related university departments including Bioengineering, Biomedical Engineering, Electrical Engineering, Mechanical Engineering, Physics, Radiology, and Radiation Oncology. In addition, a variety of industrial positions at companies developing medical and imaging technologies would be available to graduating doctoral students. They may, for example, work for a Fortune 500 company like General Electric , a large-cap company like Varian Medical Systems , or a publicly traded company like ViewRay . All of these companies have a substantial need for Ph.D. scientists in biomedical physics as they provide unique expertise in translational medical imaging and medical therapy that is distinct form their engineering colleagues. Medical companies developing imaging, radiation therapy, and molecular diagnostics, biotechnology and pharmaceutical companies, and non-medical companies with a focus on technology development could each exploit the unique skill set of BMP graduates. Examples include Siemens Healthcare , Philips Healthcare , Canon Medical Systems , Bruker , Accuray , Elekta , IBA Worldwide , Bayer , Guerbet , Hologic , Genentech , Agilent , and Google Health . Trainees may also find professional opportunities in the federal government working at either the NIH or FDA , both of which seek scientists with the precise training provided by our program. Additional career opportunities would be available at the intersection of tech and medicine by way of local start-up companies and consulting firms.

Questions about Applying

Should I apply to the Stanford BMP Program?

Only you know enough about your circumstances to make this decision. We encourage all applicants to consider their personal and career goals, their background and abilities, financial constraints, and reasonable alternatives, before applying.

What is "Biomedical Physics"?

I'm interested in several departments in Stanford. Which one should I apply to?

This is a very important decision, so it is worth your time to explore and consider your options carefully. Stanford Biomedical Physics is very interdisciplinary; if admitted, you will be able to pick research supervisors from among multiple faculty having a wide range of research interests. You should select a PhD program on the basis of your background, your interest in a particular curriculum, your fit with the program's research, and your career plans. In general, we recommend apply to BMP if you are primarily interested in the application of novel developments in radiation physics, imaging science, and molecular imaging to solve clinical problems. See also the next few FAQs.

What is the difference between Stanford Biomedical Physics, Biosciences, and Bioengineering?

Can I apply to both BMP and other Stanford PhD programs at the same time?

No. You are limited to one PhD application per academic year.  The Biomedical Physics PhD program is distinct from degrees offered by other Stanford programs such as Biosciences , Bioengineering , and Electrical Engineering . Therefore, it is important to decide which program best fits your background and career goals. Note that if you are accepted into another program, you are welcome to take BMP courses.

How do I apply?

Review our website to see if our program is a good fit with your goals. The specifics depend on the degree program to which you are applying. You can find instructions for each degree under  Prospective Students .

When can I apply? What is the application deadline?

Applications to the PhD program are accepted each autumn from (roughly) mid-September to late November/early December for admission the following Autumn. For details of timing for the other degree programs, see their respective webpages. All PhD applications are reviewed together, so there is no competitive advantage in applying early; however, we very strongly recommend that you not wait until the last minute (or day).

I missed the deadline. Can I apply late (or early) to the PhD program?

No. We do not accept applications to the PhD program out of the normal cycle, as it causes problems both for admission’s process which is coordinated with the other Stanford programs and for arranging funding.

Does Stanford BMP offer conditional admission?

Is my application good enough?

We are unable to answer that question for specific applicants. The BMP admissions committee considers many factors, including grades, letters of recommendation, the personal statement, prior research experience, life circumstances, and fit with our program. The decision is based on a composite of these elements in the context of all the applications we receive each cycle. You should also note that admission to our program, especially for the PhD, is  very  competitive, so it is to your advantage to make sure your application is as strong as you can make it in all of the listed dimensions.

Stanford requires a TOEFL score (if needed) of greater than or equal to 100. If your score is below 100 and you are accepted, Stanford requires that you retake the exam to achieve that threshold. Unfortunately, we cannot make exceptions to this rule. See  here .

How many people apply?

This is a new PhD program, so we do not yet have reliable statistics regarding the number of applicants.  However, we anticipate the PhD application process will be highly competitive.

Is it okay if some of my application materials arrive late?

You need to submit the main application before the deadline.

Unofficial test scores (TOEFL) and unofficial transcripts should arrive before the deadline. Your unofficial transcripts and test scores will be validated when your official ones are received by the University, which can occur after the admissions deadline.

Outside of that, we strongly recommend against late applications, including letters of recommendation. We start reviewing applications immediately after the deadline closes. Incomplete applications will be reviewed, but incomplete applications are unlikely to be as strong as the complete ones, placing you at considerable disadvantage in an already very competitive application process.

What is the status of my application?

We realize that the application process is anxiety provoking, and it is natural to be concerned about the possibility of information missing from your application or wondering where you are in the application ranking. After the formal deadline, if something has changed, you may email the updated information to us. We ask, though, that you refrain from contacting us to request routine updates about your status. If your application is deficient in some way, we will contact you. However, you will have to wait for interview invitations and the final admission decisions on schedule.

Oops. I forgot to upload some of the supplemental materials for my application and now the system won't let me add them. What should I do?

Just email the additional materials to our  Contact Address .

What is the general timeline for admissions?

Applications are due late November or early December. Invitations for interviews (PhD only) go out in early January. Interviews are early March. Offers of admission are sent starting early March. Your final admission decisions are due April 15. Most students start in the Autumn (late Sept, Stanford is on quarter system).

I have been out of school for a while. Do you accept older students?

Yes. We anticipate some of our students will have gotten other degrees, worked in industry, or had other relevant experiences before entering the BMP program.

I was not admitted. Can I meet with someone to tell me why?

While we understand that situation is disappointing, we are not able to provide individual feedback to unsuccessful applicants.

Can I meet with BMP faculty before applying? Can I request an interview?

Due to time constraints, we are not able to accommodate all requests to meet one-on-one with our faculty prior to submitting an application, give individual tours, or meet to provide guidance about applications, the admissions process, and career planning.

We only interview a limited number of applicants. Top candidates for our PhD program will be invited out to visit us during the application process. We will contact you by mid-January if we want you to come for an interview. Note that the interview process is quite extensive; you will interview with multiple faculty and students, tour our campus, and meet with many of our current students in social settings.

I have contacted one of the BMP faculty about admissions. Will I receive a response?

Our faculty members receive many emails and requests for information. Unfortunately, they are unable to respond to all such contacts. Please email specific questions about the admissions process to us at our  Contact Address .

Should I contact faculty to get a research assistantship before I am admitted?

Generally, we only admit PhD students whose funding is pre-arranged by the BMP program or outside scholarship. There is more information about funding here . As part of the admission process, we will bring your application to the attention of the appropriate faculty. Just to be clear, you apply to the BMP program; you do not apply to individual faculty labs.

I have taken some coursework at Stanford before. Can I count those units towards another degree if I am admitted?

Generally, yes. However, you can't count the same course towards two different degrees. If you have extra units from a prior degree or a currently active degree program, then those units can count towards a BMP PhD if you are admitted. The total number of units required for the relevant BMP degree does not change.

Do I need any particular undergraduate major in order to apply?

No. We anticipate accepting students from diverse backgrounds, including those with undergraduate training in physics, engineering, biomedical sciences, and computer science.

If I'm accepted into the BMP program, can I work with a particular professor?

If you have already identified a possible research mentor, then you are one step ahead. However, be advised that even if admitted, there is no guarantee that that professor would have space in their lab, have appropriate funding, or be a good interpersonal match with you. In general, we recommend that you apply to Stanford BMP because your interests align well with our overall program philosophy and emphasis.

Does BMP offer a master's degree?

We currently only offer a PhD program.

Is there a part-time PhD degree program? Is there a distance learning PhD?

No. Our faculty believe that the PhD must be obtained on-campus, with full-time involvement.

I applied before. Do you need official copies of my transcripts again?

Can I transfer credit?

Transferring credit means using credit for courses taken  outside of  Stanford to reduce the number of credits taken  at  Stanford.

For the PhD degree: Yes. The PhD requires 135 units, of which 90 units must be taken at Stanford during the PhD program. Thus, you could transfer credits taken elsewhere or taken at Stanford in another graduate program. More information is  here .

Are the GREs required?

No. The GRE General Test score is not required and will not be considered if submitted. We do not require any GRE Subject Test scores.

Do I have to take the TOEFL?

TOEFL scores are required by Stanford University of all applicants whose first language is not English. There are some complications and exceptions. See the  official Stanford policy  for details. If you take the test near our application deadline, email the unofficial scores to us as soon as possible; the official scores can arrive after the deadline. Stanford requires a TOEFL score (if needed) of greater than or equal to 100. If your score is below 100 and you are accepted, Stanford requires that you retake the exam to achieve that threshold. Unfortunately, we cannot make exceptions to this rule. See here .

Can I take another language exam in place of the TOEFL?

No. Stanford only accepts the TOEFL.

Can international students apply to the program?

We welcome applications from international applicants. International applicants follow the same application process as other applicants, with additional rules and requirements listed here. 1)  You need to hold a four-year bachelor’s degree in order to apply. The exact requirements vary by country and are listed on the Office of Graduate Admissions International Applicants page . 2) Applicants whose first language is not English must submit an official test score from the Test of English as a Foreign Language (TOEFL). Stanford accepts only ETS (Educational Testing Service) scores. We accept MyBest scores but at this time we are not accepting TOEFL Essentials test scores (see Stanford Graduate Admission Required Exams webpage). 3) We do not advise applicants about visas. The Bechtel International Center has information about how to maintain visas for international students. The US State Department has information about student and exchange visitor visas.

Do I need to have a master’s degree before applying to the PhD program?

Questions about Tuition, Fees, Program Costs, Funding, and Financial Aid

How much does it cost to get a PhD?

Tuition and other fees for Academic PhD programs are set by Stanford University. The most up-to-date listing is on the Stanford Registrar's  website .

What financial aid does BMP provide?

All BMP PhD students who maintain satisfactory academic progress receive full financial support (tuition and a living stipend) for the duration of their doctoral program.

Is there a fee for applying for admission?

The fee for applying for admission to any graduate program at Stanford is $125. However, the Biomedical Physics graduate program is committed to increasing the diversity of biomedical research and Stanford University. We will offer application fee waivers to a limited number of candidates. Preference is given to low-income, first generation and underrepresented minority students who are U.S. citizens or permanent residents.

Can I request an application fee waiver?

The Biomedical Physics graduate program is committed to increasing the diversity of biomedical research and Stanford University. We will provide application fee waivers to a limited number of candidates. Preference is given to low-income, first generation and underrepresented minority students who are U.S. citizens or permanent residents.

• You should only request a BMP-based waiver if you do not qualify for the GRE or Diversity Program Participation fee waivers.
• Given the limited availability of fee waivers, only request one if you are sure you will be applying for admission this application season.
• Applications for fee waivers will be reviewed and approved on a first-come, first-serve basis.
• Acceptance or denial of your application for a fee waiver does not affect your likelihood of admission into a graduate program. 
• If the application fee waiver request is approved, the applicant will be sent a code to enter in the payment section of the online graduate admissions application.
• No refund will be given if you apply for a fee waiver and pay the application fee instead of using your application fee waiver code.  If we deny your request for a waiver, we will instruct you to pay the fee.

Waiver Application Form:

• In 250-500 words, describe your research experiences.
• In 250 words or less, describe how your research interests and background (in terms of race, ethnicity, culture, gender identity, socioeconomic status, citizenship or immigration status, sexual orientation, disability/ability, veteran status, work, and life experiences) would contribute to the diversity (broadly defined) of students pursuing a PhD at Stanford.
• In 250 words or less describe why you believe you are eligible for and should receive a fee waiver.  Priority is given to students from communities that may be systemically minoritized in biomedical research, experiencing financial hardship, qualified for federal financial aid, are first in their family to pursue an advanced degree, or are from environments with limited access to university research programs. 
• List any research, honors, and diversity-related programs in which you have participated.
• Send the materials in items 1-4 above along with your name, mailing address, phone, and email address to [email protected] with the subject “Fee Waiver Request”.

All fee waiver requests must be submitted no later than November 10th. 

Other Questions

How much does it cost to live close to Stanford University or in the SF Bay Area? How can I find out about my housing options?

The SF Bay Area is expensive. Many graduate students choose to live on campus for convenience and to minimize costs. Please refer to Stanford's  Housing Office  for more information.

What do I do if I still have questions?

Send us email ( Contact Us ). We are busy keeping all the machinery behind the scenes running smoothly, but we try to respond to every inquiry within one to two business days. It is much better to email us questions directly rather than asking us if you can call.

Additional Resource (Video)

Information Session - Recorded September 14th, 2021 ( click lower right icon to expand )

• Student/Faculty Portal
• Learning Hub (Brightspace)
• Continuous Professional Development

Admission requirements for the Ph.D. Program include a bachelor's degree from an accredited college or university, a strong background in the basic sciences, and prior research experience.

Prerequisites

All Ph.D. Program candidates must fulfill the following requirements for eligibility:

• A baccalaureate degree, preferably in the biological or physical sciences, must be obtained from an accredited institution
• A cumulative undergraduate GPA of 3.0 on a 4.0 scale is necessary
• Conferral of the degree is required prior to starting the program

Suggested undergraduate coursework:

• It is strongly suggested that applicants have completed one year of coursework with demonstrated competence (B average or above) in biology, chemistry, physics, and calculus
• Additional coursework in biochemistry, molecular biology, cell biology, and physiology is encouraged
• Applicants for the Biomedical Engineering and Physiology Track are encouraged to have courses in quantitative science and engineering (such as signal processing, computer science, and instrumentation)

Note that undergraduate courses are not available at Mayo Clinic Graduate School of Biomedical Sciences.

International applicants should see the International Applicant Information page.

Admissions requirements

How to apply.

Your application and all supporting documentation must be received between Sept. 1 through Dec. 4, including letters of recommendation.

The admissions application is free. There is no application fee for applying to our Ph.D. program.

Applicants can only apply to one research track of interest for each admission cycle. Applicants selected for the program may have the opportunity to do research in any Mayo Clinic research lab regardless of track choice.

When you apply to the program you need to select a location where you plan to study: Jacksonville, Florida; Phoenix/Scottsdale, Arizona; or Rochester, Minnesota. Please note if you are appointed to the program, a campus change is allowed if the research lab you ultimately select after the required lab rotations is on a different campus. 

Application instructions

Complete all of the following steps to apply:

• Select - Mayo Clinic Graduate School of Biomedical Sciences
• Select - PhD
• Complete each section of the application and submit
• Upload each required item in the Supplemental Items section
• Complete the Recommendation Request section

Required application documents

The following items, including all Letters of Recommendation, must be received by the application deadline of Dec. 4  within the Supplemental Items and Documents area of the application. Incomplete applications will not be reviewed.

• Within the Supplemental Items and Documents area of the application, in the Recommendation Requests section, you will provide contact information for each letter writer. Each of your recommenders will receive an email with a link to complete a rating form and upload their letter of recommendation. 
• List your prior research experience in chronological order, indicating the role you played in each project.
• Indicate which has been your most satisfying research project and why it was satisfying to you.
• Summarize your current scientific interests and career goals.
• Specifically answer the question: "Why do you want to be a biomedical scientist?"
• Your personal statement should be two to four pages if single-spaced, or three to five pages if double-spaced.
• Publications: The first two pages of each publication (which should contain the abstract and introduction sections. Be sure the name of the publication and your name are listed).
• Poster presentation award certificate information if received for any of your publications. 
• International transcript requirements
• English language proficiency documents for non-native English speakers (see international applicant information ).

The most qualified applicants are invited to interview. Mayo Clinic welcomes applications from diverse learners.

"So many different kinds of opportunities"

Welcoming and inclusive

Mayo Clinic Graduate School of Biomedical Sciences is recognized as a center of excellence in training a diverse biomedical research workforce.

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• Biomedical Sciences: How to Apply

Biomedical Sciences: Advice on the Personal Statement

You can also download this page as a pdf document .

Your personal statement is an important part of your application to Oxford. It allows you to tell us about your interests, achievements and ambitions in your own words. Although we do not formally score your statement we read it carefully and use the information it contains as part of our short-listing exercise. If you are invited for interview, the statement is likely to provide a focus for the questions that you are asked. It is therefore essential that your statement is an accurate, unembellished account of your activities. We may check the claims that you make on your statement: discovery of fabricated or exaggerated material – during the admissions exercise, or even later on during your time as a student – may bring into question your suitability to study on the course.

Present yourself in the best light: the same basic facts about yourself (in terms of education, interests, experience), when presented differently, can quite dramatically convey positive or negative messages about you to tutors.

For Biomedical Sciences, whilst your academic record and BMAT performance data will come into play when candidates are being short-listed for interview, time spent in drafting an effective personal statement should also help your overall chances of success. Every detail becomes even more important once you have reached the interviews and are being considered for a place.

DO NOT BE SHY IN DECLARING ANY MITIGATING CIRCUMSTANCES

These may help us to put your achievements or personality within a finer context. We actively look for reasons why you may have under-performed in examinations, or performed well against the odds. These may be factors associated with your schooling, health or domestic circumstances. If you are returning to study after a break, or switching vocation, it is even more important to highlight your reasons for choosing a course at Oxford, and for you to demonstrate your determination, resilience, ability and commitment.

DO NOT SIMPLY RECOUNT EVERYTHING YOU HAVE DONE

We’re looking for quality, not quantity! Remember that large numbers of candidates apply for our courses. Tell us in what ways you will stand out from the crowd. In choosing to talk about an activity, describe what you have drawn from the experience: has it changed you as a person? Did it surprise you?

WE WANT TO LEARN ABOUT YOU AS A PERSON, NOT JUST ABOUT YOUR ACADEMIC QUALIFICATIONS

If you have undertaken extra-curricular activities, or hold positions of responsibility at school, tell us why you sought these, and why they are important to you. You will not impress us by simply recounting that you took up a placement in Thailand, but we might be more appreciative if you tell us what you personally learnt from the experience, about your interaction with local people, and about shadowing the medical team working within your village.

Example: I have become involved with a city music and drama group, and work especially with the younger members. I find this exciting and more than occasionally challenging. Coaching for the group has given me experience in organising others, as well as teaching them. Watching group members learn and progress is thrilling, especially in the case of one of them who has ADHD. At first he was incapable of remaining still, silent or attentive for even a few minutes, but eventually became far more focused and calmer, making excellent progress in many areas.

DIRECTLY ADDRESS OUR SELECTION CRITERIA

• Motivation and capacity for sustained and intense work.

Example: My interest has always been in how the body works in the way it does, and why. This was triggered early on by my mother's cancer, and I felt compelled to find out all about this condition, and what could be done to help treat it. I am thirsty for new knowledge, and am fascinated by the interrelatedness of systems in the human body.

• A strong track record of academic achievement, and particular ability and potential in science and/or mathematics. An excellent record at GCSE (or equivalent).
• Intellectual curiosity and enthusiasm and readiness to cope with the academic demands of the course.

Example: I read beyond the syllabus topics covered at A-level extensively, and decided to research and write an extended essay discussing ethics and science, with particular emphasis on 'living wills'. I enjoyed the challenge and discipline of studying independently, and follow recent developments and debate in this area.

• Reasoning and problem solving ability: use of a logical and critical approach, and strong powers of analysis.
• Communication: Good command of the English language. Ability to express ideas clearly and effectively. Ability to listen.

Example 1: I have worked as a hotel waitress during the summer conference season, which allowed me to develop teamwork skills, and work under various time pressures. It also allowed me to interact with many different members of the public.

Example 2: I took part in my school's open day, and demonstrated experiments in the Chemistry lab. During the last year I have also participated in a reading scheme, helping younger pupils with learning difficulties.

• Ability to generate own ideas and proposals. Originality and creativity of thought, lateral thinking and hypothesis-generation.

YOU WILL NOT BE ALONE IN TRYING TO OPEN WITH AN ATTENTION-GRABBING INTRODUCTION...

If you try this, make sure it helps tutors to learn something about what motivates and enthuses you.

Example: My vast collection of books and videos on "How the Body Works" when I was 7 years old first triggered my interest in the functions of the body. Watching the little personified, cartoon blobs that represented red blood cells run around an animated yet functioning body fascinated me and I longed to find out more. As a result, when a friend received a letter explaining their little girl had just been diagnosed with X at just 14 months old, I was intrigued to find out what this was.

THE STATEMENT IS CALLED  PERSONAL  FOR A REASON

It should be written by you, not by your parents, siblings, or teachers. Do not plagiarise material that you find on the web as there is a great chance that such deception will be discovered.

DO NOT FEEL THAT THERE IS A PRECISE TEMPLATE TO FOLLOW THAT WILL SCORE YOU POINTS

We look for bright and independent thinkers, so try to be original!

• Academic Requirements
• Biomedical Admissions Test (BMAT)
• International Applicants
• Selection Criteria
• Application Checklist
• Advice on the Personal Statement
• Online resources
• Admissions Statistics

Graduate School Personal Statement

Criteria for success.

• Your personal statement convinces a faculty committee that you are qualified for their program.
• It convinces them that you are a good fit for their program’s focus and goals.
• You show a select group of skills and experiences that convey your scientific accomplishments and interests.
• Your experiences are concrete and quantitative.
• Your personal statement is no more than 2 pages.

Structure Diagram

The graduate school personal statement tells your story and demonstrates that you are a good match for a particular department or program. Matching goes both ways: they should be interested in you, and you should be interested in them. Your personal statement should make this match clear.

Analyze Your Audience

Your personal statement will be read by a graduate committee, a handful of faculty from your program. They’re trying to determine if you will be a successful graduate student in their department, a positive force in the department’s intellectual life, and a successful scientist after you graduate. They are therefore interested in your qualifications as a researcher, your career goals, and how your personality matches their labs and department.

The graduate committee probably reads hundreds of applications a year. To make it easy for them to figure out that you are a good fit, make direct, concrete statements about your accomplishments and qualifications. To make it easy for them to remember you, create a narrative that “brands” you.

Create a personal narrative

PhD programs invest in the professional and scientific growth of their students. Get the committee excited about investing in you by opening your essay with a brief portrait of what drives you as a scientist. What research directions are you passionate about, and why? What do you picture yourself doing in 10 years?

Close your essay with a 2-3 sentence discussion of your career interests. No one will hold you to this; this just helps your committee visualize your potential trajectory.

Describe your experiences

Experiences are the “what” of your essay. What experiences led you to develop your skill set and passions? Where have you demonstrated accomplishment, leadership, and collaboration? Include research, teaching, and relevant extracurriculars. State concrete achievements and outcomes like awards, discoveries, or publications.

Quantify your experiences to show concrete impact. How many people were on your team? How many protocols did you develop? How many people were in competition for an award? As a TA, how often did you meet with your students?

Describe actions, not just changes in your internal mental or emotional state. A personal statement is a way to make a narrative out of your CV. It is not a diary entry.

Explain the meaning of your experiences

Meaning is the “why” or “so what” of the document. Why was this experience important to your growth as a scientist? What does it say about your abilities and potential? It feels obvious to you, but you need to be explicit with your audience. Your descriptions of meaning should also act as transition statements between experiences: try to “wrap” meaning around your experiences.

Demonstrate match to your target program

Demonstrate an understanding of the program to which you’re applying and about how you will be successful in that program. To do this:

• Read the program’s website. See what language they use to describe themselves, and echo that language in your essay. For example, MIT Biological Engineering’s website lists the department’s three objectives.
• Get in contact with faculty (or students) in your target program. If you have had a positive discussion with someone at the department, describe how those interactions made you think that you and the department may be well-matched.
• State which professors in the program you would plan to work with. Show how their research areas align with your background and your goals. You can even describe potential research directions or projects.

Resources and Annotated Examples

Annotated example 1.

These are selected sections from the personal statement that an MIT BE graduate student wrote in their successful application to MIT BE. 675 KB

Annotated Example 2

This is the personal statement from an MIT BE graduate student’s successful application to the MIT BE program. 11 MB

Biomedical Graduate Studies

Phd application information.

The application deadline for Fall 2024 has passed. We will accept applications for Fall 2025 October 1 st through December 1 st , 2024.

We allow applicants to apply to only one group within Biomedical Graduate Studies. However, you may ask that your application be transferred from one group to another at any point in the admissions season.

Please note that all application materials become property of the University of Pennsylvania and will not be returned. Remember to retain a personal copy of your application.

Our evaluation process considers all components of the application. A complete application consists of:

• Personal Statement  - The personal statement should be used to share your motivations to pursue a PhD in your chosen field or discipline. We encourage you to share your journey from your personal history to formative experiences that have led you to pursue a PhD.  Be as specific as you can about the area in which you plan to study and your reasons for wishing to study at the University of Pennsylvania.  The personal statement should be around 500 words in length. If you are applying to certificate program, your personal statement should include a paragraph (~200 words) reflecting your interest in those programs in addition to the doctoral discipline.
• Research Statement  - The research statement should describe your meaningful research experiences, highlighting your findings. Please describe the goals of each project, approaches used, results obtained, and implications of the findings for the project and the field at large. You may choose to describe a single research experience or several experiences, but please limit your statement to around 1000 words in length.
• Community Statement - The community statement should describe how your personal perspectives will shape and be shaped by engagement with the Penn community. The community statement should not exceed 200 words. 
• Resume/CV  (Please do not include GPA or Latin honors)
• Transcripts  - All BGS applicants are required to upload up-to-date unofficial transcripts from all institutions attended. These transcripts must include your Spring 2023 semester grades and indicate the courses you are enrolled in for the Fall 2023 semester. Transcripts from completed programs should show proof of degree conferral. A final, official transcript showing conferral of degree will be required of all accepted students prior to matriculation.
• Letters of Recommendation  - You will also be prompted to send requests to three (3) people who are able to provide letters of recommendation. They will be sent an email notification with a link to the online recommendation form, which will allow them to upload a PDF of the letter. You can resend this link if necessary through the application portal.
• Standardized Test Scores , if applicable –BGS does not require or accept GRE scores (general or subject tests).  Applicants whose native language is not English are required to take an English proficiency exam (either the TOEFL or the IELTS); this requirement is waived for applicants who have or will have obtained a degree from a US or other approved English-instructed institution. There are no minimum score requirements. In order for your application to be considered complete, official TOEFL or IELTS score reports must be received by the BGS office by the application deadline.

Please refer to our  FAQ page and the Instructions section of the online application for the answers to the most common application questions.

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Admission Requirements

In addition to the Graduate College minimum requirements, applicants must meet the following program requirements:

• Baccalaureate Field    No restrictions. However, applicants must  have a satisfactory record of courses in biology, inorganic and  organic chemistry, and at least one year of physics and of  mathematics.
• Grade Point Average  At least 2.75/4.00 for the final 60 semester hours of undergraduate study. Preference is given to applicants with a GPA of greater than 3.00/4.00.
• Tests Required  None.
• TOEFL  80, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21 (iBT Test); 60, with subscores of Reading 19, Listening 17, Writing 21 (revised Paper-Delivered Test),  OR,
• IELTS  6.5, with subscores of 6.0 for all four subscores,  OR ,
• PTE-Academic  54, with subscores of Reading 51, Listening 47, Speaking 53, and Writing 56.
• Letters of Recommendation  Three required.
• Personal Statement  Required. Personal statement must include a description of past research experience and motivation for obtaining a doctorate degree in Biomedical Sciences.
• Other Requirements Preference is given to applicants with a documented record of research accomplishments.

Degree Requirements

In additional to Graduate College minimum requirements, students must meet the following program requirements: 

MS in Biomedical Sciences

There will be no direct admission to the MS. Doctoral students who fail to progress beyond year 2 (including failing the preliminary exam) or who choose to discontinue research upon passing the preliminary exam will be allowed to petition for the MS.

• Minimum Semester Hours Required 36-38
• Course Work
• Comprehensive Examination: None 
• Thesis, Project, or Course-Work-Only Options: Course work  only. MS students are not required to produce a thesis from their  mentored research or research rotation. Although mentored  research is not required, it is expected that most MS students will  participate in mentored research.
• Other Requirements: Seminar Series (4 hours in total). Students may register for any one of the following courses: PATH 595 , PCOL 595 , PHYB 595 , MIM 595 , BCMG 595 , or ANAT 595 .

PhD in Biomedical Sciences 

• Minimum Semester Hours Required: 96 from the baccalaureate
• Course Work: ​
• Preliminary Examination: Required. D uring the second year of graduate study, students must pass a  preliminary examination in a format specified by the GEMS Program. This exam has three components. First, students will prepare a preproposal (a three-page description of research project), followed by  submission of a research proposal (following the NIH F31 proposal guidelines), and an oral defense of the proposal. The written proposal will be reviewed by a preliminary exam committee consisting of five GEMS faculty. Students will be required to present and defend the proposal during oral examination.

Dissertation : Required. Students must earn at least 52 hours in one of  the following research courses: ANAT 599 , BCMG 599 , GEMS 599 , MIM 599 ,  PATH 599 , PCOL 599 , or  PHYB 599 .

Other Requirements: Seminar Series (6 hours in total). Students may register for any one of the following courses:  ANAT 595 ,  BCMG 595 ,  MIM 595 ,  PATH 595 ,  PCOL 595 , or  PHYB 595 .

Medical Scientist Training Program (MSTP):  Students with an MD earned in the United States or who are working  toward one at UIC may use medical science courses to fulfill the Year 1  course work requirements ( GEMS 504 ,  GEMS 505 ,  GEMS 506 ,  GEMS 521 , and  GEMS 522 ).  MSTP students will complete all other degree requirements: the  concentration core, seminar series, electives, preliminary examination,  and dissertation.

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Application Instructions

The PPBS application for Fall 2024 is now closed. The Fall 2025 application will open during the summer.

Your application must be completed and supporting documentation must be received by December 15.

How to Apply

• Use the Apply Now button below and sign in using your existing account information or create a new account to start a new application.
• Fill out the application in full and submit it when complete. Once submitted, you will be emailed a link to the Status Portal. 
• In your portal, you will be able to submit your application fee payment and supporting documents (personal statement, CV, etc.). 
• Use the checklist on the Status Portal to make sure your supporting documents are submitted by the deadline for your application. All supporting documents must be received by the application deadline for you to be reviewed. 
• Once all application materials are received, your application will be sent for review. If additional materials are needed, you will be notified.

Requirements

Transcripts.

You must submit transcripts for every college or university you have attended. At the point of application, please only submit unofficial transcripts. If admitted, official transcripts will be required in order to matriculate. 

Application Fee

Once you submit your application, you will have access to your status portal, which will include a link to pay your $85 application fee.

Application Fee Waiver Policy

Participants in the following programs only will be approved for a fee waiver once there is confirmation of your participation. Participants in the following programs must submit verification of program participation, such as a letter bearing the original signature of the program director or adviser, or a copy of the current contract.

• McNair Scholars (LSAMP, SSS, TRIO, CSTEP)
• EOP, HEOP or SEEK program
• Veteran or military status (including spouses)
• Received a GRE fee waiver
• Project 1000

You can submit verification to  [email protected] .

We cannot grant fee waivers for any other reasons, including for international applicants.

Letters of Recommendation

Three letters of recommendation are required. You will enter contact information for letter writers when you fill out the application, and they will be notified automatically and will be sent a link to submit their letter. In your portal, you can check the status of your letters, send reminders, or edit recommenders.

As a medical school focused on scientific discovery, our admission committees would like to understand applicants' prior research experiences. Note that this experience is not required for admission but is helpful information as we consider your application. 

If you have previous research experience, please make sure to list all prior experiences on your Resume or CV. Please list specific details, such as institution or company, duration of experience, PI or lab supervisor name, average hours you worked per week, and a brief description of your role. If you have presented or published, please also list all of these experiences, even local or small conferences are helpful information! All experiences should also be listed in chronological order.

Personal Statement

Your personal statement should include the following three sections. You may provide additional information that you believe would help the committee get to know you, but please cover these topics at a minimum.

• Why I want a PhD degree and why UB would be a good place to pursue this degree. (500 word limit)
• An example of a time where I showed initiative and perseverance in meeting a goal and/or overcoming an obstacle. (500 word limit)
• A brief description of my prior research experiences (for applicants who have had more than one research experience, you may choose one to describe). If you do not have prior research experience, you may describe a class presentation, essay, lab, or assignment relevant to biological sciences. (750 word limit)

If applicable, it is also recommended that you use your statement to address any stumbles or obstacles that have affected your academic performance thus far.

• The GRE is no longer required.
• Strong consideration is given to students who majored in biology, biochemistry, chemistry, physics, mathematics, engineering, pharmacy or psychology. Recommended undergraduate courses include general chemistry, organic chemistry, biology, physiology, physics and mathematics, including calculus and statistics.        

International Applicants

Special note for international students.

If you are applying from outside the United States, apply as early as possible to ensure time for application and visa processing.

Regardless of your program’s deadline, it is recommended that you apply at least 6-9 months prior to the term start date (depending on your country of origin). Check with your program’s application coordinator for specific guidelines.

UB is an International University

As one of the United States’ most global universities, the University at Buffalo is home to more than 4,500 students from 110 countries.

We value international students as members of our community and will provide outstanding support services for you and your dependent family members, if they accompany you to Buffalo.

Resources to Help You Succeed at UB:

• One of the best and most thorough international student orientation programs offered by any U.S. university.
• A mentoring program for new international students.
• World-class learning and research opportunities.
• Many opportunities to be involved in campus life, including international and local clubs and activities.

In addition to being an affordable, friendly and fun city , Buffalo welcomes and respects international students.

English Proficiency Requirement

International applicants must present a valid English Language Proficiency test score. It is university policy that test dates be no older than two years when students enter a program. We recommend uploading scanned copies of your results at the time of application in order to expedite the review process.

• Institution code: R2925 (SUNY-University at Buffalo)

Financial information

You do  not  need to fill out the financial section of the online application. All accepted students receive a full-tuition scholarship and stipend.

Financial Support

Because your goal is to be a research scientist, we provide the financial support that sets you on the path to the career of your choice.

Tuition and Stipend

We provide you with the financial freedom to focus on your research. As a doctoral candidate, you will receive:

• A full-tuition scholarship.
• A $31,000 stipend. 
• Medical/dental insurance.
• Broad-based fees scholarship via UB's PhD Excellence Initiative .

Our doctoral students often also successfully apply for awards, fellowships and other supplemental funding from organizations such as the American Medical Association, the National Institutes of Health and the American Heart Association.

Admissions Timeline

Strong applicants will be invited to interview. The interview serves two purposes:

• To conduct faculty interviews as part of our evaluation of your application.
• To showcase the facilities, faculty and students of the PhD Program in Biomedical Sciences so that you can evaluate us.

Not sure where to start?

How to apply to grad school.

Are you looking for a fulfilling career, but know you'll need more training? That next step can be intimidating, so we guide you through the process. With our faculty experts by your side, you'll master current concepts and research skills, empowering you with the confidence to launch a successful career in the biomedical sciences.

Download our workbook today, and we'll walk you through our 5 tips to prepare you for success!

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The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences

Hee-young park.

1 Department of Medical Sciences & Education, Boston University School of Medicine, Boston, Massachusetts, United States of America

Oren Berkowitz

2 Department of Health Systems Management, Ariel University, Ariel, Israel

Karen Symes

3 Department of Biochemistry, Boston University School of Medicine, Boston, Massachusetts, United States of America

Shoumita Dasgupta

4 Department of Medicine, Biomedical Genetics Section, Boston University School of Medicine, Boston, Massachusetts, United States of America

Associated Data

All relevant data are within the paper and its Supporting Information files.

The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named “Foundations in Biomedical Sciences (FiBS)”. Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers’ ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers’ problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

Introduction

In selecting the next generation of biomedical scientists for our increasingly science- and technology-driven society, graduate school admissions committees around the country have the formidable task of weighing quantitative and qualitative elements of an applicant’s record in order to predict which prospective students will grow into the best scientists. Many admissions committees have attempted to take a holistic approach to this process, as has been successfully utilized in the world of medical school admissions [ 1 ]. One goal of these approaches is to increase the diversity of life science students and remain open to variety of applicants from non-traditional backgrounds and under-represented groups.

In a holistic admissions process, the process is designed to include evaluation of a variety of aspects of a student’s record by assessing a student’s academic preparation, research experience, personal qualities, and other markers of readiness for doctoral study. Notably, the identification of these other markers that ostensibly predict success in academic, research, and other domains of graduate school and beyond are ill-defined, can be based on intuition, and are inconsistently ranked in importance by scientists practicing in an academic setting [ 2 ]. Scientists have taken a particularly unscientific approach to weighing admissions criteria of prospective doctoral students, and these practices may unintentionally promote the selection of applicants like the admissions evaluators themselves rather than holistic evaluation of applicants’ skills and preparation [ 3 ]. Furthermore, as our awareness of the need for scientists in a diversity of settings [ 4 ] and career paths grows [ 5 ], we must re-evaluate whether our priorities upon admissions match the jobs for which we are preparing scientists.

Two groups recently sought to take a more measured approach towards characterizing the predictive value of different aspects of the admissions file for doctoral students at the University of California, San Francisco (UCSF) [ 6 – 7 ], and medical physics graduate students at Wayne State University School of Medicine [ 8 ]. The UCSF study focused on “successful” and “underperforming” students, as identified by faculty with whom they interacted during the course of their graduate studies, especially during the laboratory components of their training. This study identified the variables of subject GRE score and years of research experience prior to graduate school as significantly different between the successful and underperforming groups. However, these conclusions can only be as strong as the initial method of dividing the students into successful versus underperforming groups, which may vary significantly between institutions and even between individual admissions committee members [ 9 ]. For example, in defining success one faculty member may focus on research productivity while another may focus on ability to earn a high profile faculty position after graduation. Similarly, the Wayne State study suggested that program faculty members are good judges of students’ potential. However, the potential implicit biases of the faculty further highlight the need for each institution to take an unbiased, systematic approach towards identifying reliable predictors for success in graduate school.

Boston University School of Medicine (BUSM) recently engaged in a substantial revision of the core doctoral curriculum [ 10 ] in which the majority of PhD students in the Division of Graduate Medical Sciences (GMS) are participants. This Foundations in Biomedical Sciences (FiBS) curriculum was designed to help students develop the expected competencies of professional scientists, especially in terms of critical thinking and interdisciplinary approach to science. With our cohort of students entering this defined, uniform curriculum, we chose to explore whether there were data collected during admissions that could be associated with a student’s performance during the required formal didactic interdisciplinary scientific portion of their graduate training [ 10 ]. Because of the centralized structure of the admissions process and the core doctoral curriculum at BUSM, the school is especially well-positioned to evaluate correlations between admissions criteria and academic performance during the first year of graduate school in our student cohort.

Materials and methods

The student cohort in this study consisted of first year doctoral students at BUSM matriculating from 2011 to 2014. The admissions process and the FiBS curriculum did not undergo any major changes during this period, and the course grading was standardized across all years of the study and across all participating programs. Course grades were primarily based on a combination of performance on take-home problem sets; in-class, timed quizzes and exams; untimed take-home exams; and small group discussions (graded on a rubric that includes active participation in the in-class paper discussion and submission of discussion questions prior to the session). These activities contributed to the assessment of doctoral program of study learning objectives (Text Box 1 ), particularly objectives 2–4. The students were all enrolled in Programs in the Biomedical Sciences and included Biochemistry, Biophysics, Cell and Molecular Biology, Genetics and Genomics, Immunology Training Program, Nutrition & Metabolism, Microbiology, Molecular and Translational Medicine, Oral Biology, Pathology, Pharmacology, and Physiology. Admissions data were examined for these students and included academic degrees, institutions of previous study, transcript(s), undergraduate GPA, GRE quantitative and verbal scores, employment history, publications, personal statement, and letters of reference. Analysis of these data was granted exempt status by the BUSM IRB (protocol #H-33296).

Box 1. Learning Objectives for Doctoral Program of Study at Boston University School of Medicine

• Generate an original body of work in the biomedical sciences that reflects critical thinking and independent thought.
• Demonstrate competencies in advanced research skills and critical thinking.
• Develop the ability to communicate orally and through writing within their chosen field of expertise, with specialists and non-experts.
• Demonstrate a commitment to professional development and continued learning in their chosen field

The doctoral programs in the Division of Graduate Medical Sciences at Boston University School of Medicine are designed to train scholars to be leaders in their respective fields of biomedical research. Trainees become fluent in their areas of specialization, as well as develop competencies that provide the foundation for continued learning in their chosen field. Trainees will demonstrate and apply the professional and scientific skills necessary to benefit society.

Program failure in FiBS is defined as having FiBS GPA below 3.0. When students received a C+ (GPA 2.3) or below in individual courses, they repeated the course and their original performance still contributed to their GPA. All students, especially students experiencing academic difficulty, were offered tutoring by upperclass students through a formalized tutor program supported by the institution. High Performers were defined as those students with a total FiBS GPA equal or greater to 3.5. The competitiveness of the undergraduate institution was scored based on Barron’s Profiles of American Colleges [ 11 ] on a scale of one to seven, with seven representing the most competitive institution. Prior research experience and research environment were determined by consensus agreement between two faculty members who read independently through de-identified admissions data and rated each student on a scale of one to three with three representing the most rigorous research experience. Students matriculating from foreign institutions were excluded from part of the analysis where their institution and research background could not be objectively ranked.

Research background was rated by two independent reviewers upon evaluation of redacted application materials, most importantly the personal statement, letters of reference, and resumes of the applicants. The rubric was a three point scale (3 = substantial experiences, post graduate research or Master’s thesis; 2 = moderate experience, own project during undergraduate; 1 = introductory experience, summer research or other short experience outside of class), and ratings were achieved by consensus evaluation by authors HYP and SD. Research environment (whether the student’s undergraduate institution or elsewhere) was categorized using a systematic rubric as well (1 = liberal arts college; 2 = biotech/pharmaceutical industry; 3 = research institution/university).

Descriptive statistics, such as mean with standard deviation and proportions, were calculated for admission variables. Ordinal logistic regression models were built to calculate the effect of admissions variables on FiBS performance. Overall GPA at the end of the FiBS curriculum was used as the dependent variable and ranked at three levels: Fail (GPA < 3.0), Pass (3.5 > GPA > 3.0), and High performer (GPA ≥ 3.5). Both crude and adjusted odds ratios (OR) with 95% confidence intervals (95% CI) were calculated for each of the admissions variables. Test of Parallel Lines was performed to verify the assumption of proportional odds for ordinal regression. Data analysis was done in PASW Version 18 (IBM Chicago, IL 2009).

A total of 95 students matriculated to the FiBS curriculum from 2011 to 2014. S1 File shows data gathered for the study. The average age was 27.5 (SD = 3.1), 66% identified as female, and 76% came from US colleges and universities. The majority of the students identified as White (49%), followed by 9% Asian, 6% Hispanic/Latina/o and 4% Black/African-American, and 32% chose not to report their race/ethnicity. The competitiveness of undergraduate institutions averaged at 5.4 (SD = 2) on a scale of one to seven, with seven being competitive. The average undergraduate GPA was 3.43 (SD = 0.36) and GRE scores averaged at the 74 th and 76 th percentiles for the quantitative and verbal scores, respectively. A total of 83 (87%) students had complete data for analysis of their research background as shown in S1 File . Students had strong research backgrounds overall with an average of one publication per student. Students had highly rated prior research experiences and environments at about 2.5 on a scale of one to three ( Table 1 ), with three being the most highly rated.

1 Competitiveness of Undergrad was rated by investigators on ascending Likert scale based on Barron’s Profiles of American Colleges, with 7 corresponding to the most competitive institutions.

2 Research Experience.

3 Research Experience was rated by investigators on ascending Likert scale based on personal statement, letters of reference, and resumes, with three corresponding to the most rigorous research experiences. These variables were able to be categorized for 83 students in the overall cohort.

There were 78 (82%) students who passed the FiBS curriculum with a GPA ≥ 3.0 (Pass and High Performer groups combined). Seventeen students (18%) failed (GPA < 3.0). The highest performers passed the FiBS curriculum with a GPA ≥ 3.5. There were 37 (39%) students in this category and they had an average GPA of 3.72 (SD = 0.16) ( Table 1 ).

Ordinal regression analysis

Ordinal regression analysis enabled us to estimate the likelihood of progressing from each category (Fail/Pass/High Performer) based on each incremental increase of the independent variable. Three factors significantly contributed to better FiBS performance in the adjusted multivariate model. Students who came from more competitive undergraduate institutions performed better (aOR 1.76, 95%CI: 1.21–2.58), as did students with stronger undergraduate GPA (aOR 8.96, 95%CI: 1.37–58.79). Age also became a significant factor in the adjusted model (aOR 1.26, 95%CI: 1.04–1.52). GRE scores were mildly contributory in univariate analysis but did not remain significant in the adjusted model (Quantitative GRE: crude OR 1.04, 95%Cl: 1.02–1.07; Verbal GRE crude OR 1.02, 95%Cl: 1.00–1.04). The number of publications, research experience, and research environment did not demonstrate any significant contributions to improved FiBS performance ( Table 2 ). Gender was not found to be statistically significant. After adjusting for all independent variables, female gender did have a high degree of association with improved performance, but this did not reach statistical significance (aOR 2.27, 95% CI: 0.59–8.75). In addition, whether the student attended a US or foreign institution did not correlate with a significantly improved FiBS performance.

Dependent variable ranked as: Fail/Pass/High performer, as previously defined. All variables included in adjusted model. Test of Parallel Lines = 0.57 for model. Significant correlations are indicated in bold.

This study has allowed us to investigate predictors of academic success during the formal didactic portion of graduate training at BUSM. Interestingly, we have found items associated with improved performance in this initial phase of training. When assessing basic proficiency required to pass the first year of study, the most impactful criteria were the students’ undergraduate GPA and the competitiveness of their undergraduate institution. Age also became a positive factor in the adjusted analysis. While gender did demonstrate a high degree of association with improved performance among female students, this finding did not reach statistical significance, perhaps because of a lack of statistical power from a limited sample size or simply a random association. Identifying factors associated with both being a higher performer and being able to pass are equally important. The goal is to select both the high performers and those who are able to pass the didactic aspect of their training. This approach takes into account that some applicants may come from a non-traditional background, which can be associated with lower standardized test scores, lower GPA, and less competitive institutions.

In the case of non-traditional students, it is important for the school to be able to identify trainees from a diversity of backgrounds who will be able to bring unique qualities to their respective fields, while still achieving proficiency in the classroom. Notably, for female students and students from underrepresented backgrounds, additional barriers are present that begin to dissuade them from pursuing careers in research as early as during graduate school [ 12 , 13 ]. Awareness of these barriers are important in supporting students’ progress through both the didactic and research phases of their graduate training.

By preferentially selecting applicants with the highest GREs, GPAs, competitive undergraduate institutions, and extensive research experiences, an opportunity may be missed in training future scientists who are committed to contributing in settings both inside and outside of academia, to understanding health-care disparities at a basic level, to engaging in development of policy and advocacy for basic science, and to participating in any number of other critical activities where scientific perspective is needed. Institutions should avoid this conflict by exploring their admissions processes in a data driven way, as outlined in this study, in order to understand which criteria make sense for their curriculum, their metrics of success, and their overall institutional mission. For similar reasons, a minimum threshold approach to medical school admissions has been proposed, where above the numerical cut-offs, non-academic considerations could be introduced into the admissions process [ 14 ]. Notably, proceeding in a minimum threshold direction in terms of admissions may have consequences for an institution’s ranking by various agencies and publications, and therefore before a debate about the validity of these strategies can be initiated, a more nuanced understanding of what admissions data is actually indicating is needed.

The criteria identified by this study as being associated with academic performance during the first year of graduate school are, in many ways, what you would expect to find when measuring success in terms of classroom-based activities, but exploring these data allow us to develop evidence-based guidelines to inform our admissions process. For example, the fact that students coming from more competitive undergraduate settings are more likely to pass suggests that students from less competitive settings may benefit from closer examination of their GPA as a counterbalance and potentially from pre-matriculation interventions such as preparatory coursework. The lack of correlation between prior research experience and academic success in our analysis might be an artifact of a selection bias where we have mostly chosen students with high overall levels of research experience, or it might reflect the idea that research experience is not especially helpful in the classroom phase of their education. The virtues of prior research experience may be useful in the later research-intensive phases of the PhD program.

As new classes of graduate students are admitted and these cohorts progress through graduate school, the intention is to continue tracking students from admission to graduation and beyond to assess successful completion of the qualifying exam, selection for trainee fellowships, number of conference presentations and publications over time, completion of and time to degree, as well as time to employment post-graduation. In the meantime, the goal is to continue to systematically review the criteria available to make admissions decisions and to continuously revisit how we characterize a successful scientist using the broad criteria defined above, so as to capture the critical contributions of scientists in a diverse set of venues. Our initial analysis has been limited to the didactic portion of the curriculum but in order to continue to build a diverse biomedical workforce, we must be open to a broader definition of success that is not limited to the classroom portion of graduate training. As we refine our approach to determining which admissions criteria are meaningful, we will also begin to look at whether our efforts have increased the diversity of our students.

Importantly, GRE scores only weakly contributed to academic success in the first year of graduate school in univariate analysis but did not remain significant in the adjusted model. This finding has also been demonstrated in doctoral programs in the biological sciences at Vanderbilt University [ 15 ], and the ability of the GRE to predict other aspects of a productive graduate career has also been called into question [ 15 , 16 ]. In this context it is critical to acknowledge that GRE scores have also been associated with standardized test disparities along demographic lines including gender, ethnicity, and socioeconomic status [ 17 ]. Taken together, the graduate education community in the biological sciences has begun seriously considering elimination or de-emphasis of the GRE in admissions decisions [ 18 ]. By exploring our data, we can develop guidelines to counterbalance potential amplification of disparities via emphasis on standardized tests by generating a strategy to systematically evaluate other admissions criteria. For example, as multiple choice questions were not an assessment method used in the Boston University FiBS courses, we expected minimal impact of biases contributing to GRE performance on FiBS performance, and in fact identified stronger predictive correlations with undergraduate GPA, and to a lesser extent, competitiveness of undergraduate institution and age. Similarly, a recent study from the University of Puerto Rico, where students typically score below the 15 th percentile on the GRE, indicated that a composite score that factors together quantitative academic elements and criteria such as years of research experience and publication record is used for admissions criteria [ 16 ]. This approach gives the admissions committee freedom to exercise judgment on several components of an applicant’s record. Furthermore, de-emphasis of scores alone has not been shown to sufficiently improve the recruitment of under-represented groups in science [ 17 ]. We aim to explore this approach for more diversified applicants with the goal of improving the representation and retention of groups underrepresented in science.

Our ultimate goal is to create a data-driven assessment rubric that will allow an admissions committee to make informed decisions about the likelihood of a given applicant’s success in graduate school given their particular qualifications and the range of outcomes delineated above. These efforts must be paired with deliberate recruitment efforts to encourage applications from students with a wide range of demographic characteristics and qualifications. Ideally, these pre-matriculation assessments will also help to identify areas where a student may require additional assistance in order to successfully achieve milestones in graduate education, particularly in the case where other holistic elements of their application suggest the greater good of offering them a seat in the graduate program. The evidence-based assessment of prospective students is a critically important element of the unbiased evaluation of an applicant pool. The goal of this approach is to ultimately facilitate the assembly of a diverse biomedical workforce to bring the skills of professional scientists to bear in an increasingly wide range of arenas in modern society.

Supporting information

Acknowledgments.

We would like to thank Victoria Ha, Amy Gartland, Gerard Lavoie, Caitlin Sleasman, and Elizabeth Tabb for assisting with the manuscript preparation. The authors would also like to thank the GMS Faculty involved in creating and implementing the FiBS curriculum.

Abbreviations

Funding statement.

The authors received no specific funding for this work.

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Biomedical engineering personal statement example 1.

I think that applying engineering techniques to the human body is a fascinating, absorbing and rewarding endeavour with many potential benefits for health care.

Arguably, all engineering disciplines seek to further our quality of life, however, what interests me in bioengineering is that it can directly affect and improve our health and well being.

Applications like innovatively designed needle-less injections could reduce the great number of injuries due to syringes, and developments in minimal access surgery using imaging techniques will be incredibly valuable, for example, in reaching otherwise inaccessible disease areas.

While undertaking work experience at a General Practice, I quickly realised that I would like to have a positive impact on health care, whilst retaining a focus on engineering.

Physics is a subject which absolutely fascinates me; I really enjoy observing theoretical ideas being utilized in real world situations. This passion has led me to be the Physics Student Leader, where I have taken the responsibility of going into physics lessons in the Lower School and helping the younger students.

Furthermore, I have spent time with other subject leaders considering the possibility of reducing the environmental impact of our school. I also attended a Particle Physics Master class at Durham University, where I learnt about projects such as CERN.

Mathematics also greatly interests me; so much so that I have been independently reading about topics like the calculation of pi by mathematicians including Gregory, Leibniz, and Machin which I first read about in Enigma by Robert Harris. I also enjoy working through the complex problems I encounter in mechanics and applying the techniques I have learnt.

Whilst Physics and Mathematics are my preferred subjects, I also enjoy all aspects of science, whether it is from the biological or the physical sciences. For example, in biology I found the structure of the heart and the way it works particularly interesting. Thus the multi-disciplinary bio-engineering course appeals to me as it will incorporate many different areas of science.

I read both Student BMJ and the New Scientist; recent articles of interest include one on apparent imperfections in human evolution.

In July 2006 I spent three weeks doing volunteer work in Costa Rica organised through my local Duke of Edinburgh Award Scheme. We worked for a short period with an indigenous tribe and also worked at a turtle conservation project, where we built a raised walkway from local bamboo.

My experience there opened my eyes to third world culture and environment, and improved my communication skills and my ability at working as part of a team. I can also work independently which is shown in my success in studying an A-level in Religious Studies a year early, in my own time.

I am currently studying Further Maths AS-level in my own time because I enjoy the challenge it presents me, and because I believe it will help develop my mathematical aptitude, which is an important ability for any engineer.

One of my main leisure interests is playing the guitar, which I find thoroughly rewarding and enjoyable. I play many styles, including classical, jazz and I am involved in a rock band called 'Required By Fashion,' with whom I helped organise two charity gigs. In my church I play in the worship band.

Through church I have been on Christian Adventure Holidays in the Lake District where I took part in mountaineering, rock climbing, canoeing, sailing and ghyll bashing, which were all great fun! The Christian faith has also helped me to develop a strong sense of morals and a compassionate attitude to other people.

I like to think that I have the maturity and commitment to succeed at university, and believe I will enjoy and rise to the challenges I encounter. I feel I will also add to the university community and have the potential to achieve.

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This personal statement was written by joshmctigue for application in 2008.

Related Personal Statements

Mon, 03/10/2011 - 15:08

I like the intro :D which unis did you apply to?

Your Christian faith has

Wed, 25/07/2012 - 10:55

Your Christian faith has nothing to do with the course your applying to, I dont understand why its mentioned? For me biomedical engineering and religion dont go well hand in hand lol

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Personal statement example biomedical sciences personal statement.

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Biomedical Sciences Personal Statement

My goal in studying Biomedical Science is to achieve a deeper knowledge of the human body. I respect people who dedicate their lives to help others in need and using their knowledge for the greater good. Since I was born and raised in the Philippines, I understand the need for Biomedical Science especially in lower economically developed countries where health issues such as malaria and tuberculosis have affected the country. Having an awareness of this issue at a young age has led to my curiosity in Biomedical Science.

I believe independence is a key attitude for university. Studying Biology and Chemistry required me to think logically and learning mechanisms in chemistry often involved critical thinking. I try to consolidate my understanding by further research such as studying the mechanism for diazotisation. Likewise, practical work such as dissections and ester synthesis has taught me to be patient. I have learnt to work in a standardised manner whilst being structured in collecting and recording data. Similarly I have learnt to be efficient in my studies and research when I was completing my EPQ on the ethics of drug trials. Whilst researching, I have learnt to work within deadlines and manage my workload in a productive manner which I believe is a key necessity for studying science.

I was also fortunate to do work shadowing in my local hospital focusing on endoscopy, surgery and A&E. I shadowed several medical professionals and I learnt how important it is for them to work together harmoniously especially in diagnosis and prognosis. This experience has helped me understand the responsibilities that a healthcare professional must adhere to ranging from providing a good standard of care and being honest and open whilst acting with integrity.

In addition, I am currently completing my DofE Gold award which allowed me to develop my skills in decision making. This involved both teamwork and individual tasks which required me to be patient and resilient in duties such as cook work and map reading. Similarly, I travelled to Ecuador in the summer of 2014 where I undertook voluntary work. This gave my additional insight to problems that other poorer countries face. During my time there, I gained confidence in speaking and socialising with other people whilst working as a team to achieve a task such as making cement. I try my best and seize hold of every opportunity given to me. In Ecuador, I realised I have a privileged life and I have grown to become more grateful for the things we take for granted.

Whilst in secondary school, when I was a prefect, I was responsible for helping younger students. I enjoyed mentoring and assisting the lower years as it helped with my development of leadership and communication skills. I also have a passion for photography . It is a way to express feelings and provides a way to develop my creativity and relieve stress. Moreover, I am learning to play the ukulele and the demand for time and effort has made me develop a sense of persistence and commitment to learn new skills.

I hope to continue my development and aim to understand the spectrum of knowledge that Biomedical Science offers. I am a self-motivated, determined individual and I look forward to the academic and social challenges of university. I am aware of the demands and difficulties of a science based career but my aspiration to learn Biomedical Science has only been strengthened by my paramount desire to help others.

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How To Become a Biomedical Engineer

Industry Advice Engineering

Modern advances in medical technology have drastically improved the quality of care doctors are able to provide to patients. From diagnosis to treatment, biomedical devices continue to play a critical role in improving human health. Much of the credit for the development of these advanced technologies goes to biomedical engineers.

Here’s an overview of what a biomedical engineer does, how to become one, and why it’s an excellent career choice.

What Is Biomedical Engineering?

Biomedical engineering is a multidisciplinary field that applies engineering principles and techniques to biology and healthcare. It requires an in-depth understanding of life-science subjects such as biology, chemistry, and physics, as well as engineering knowledge in mathematics and design.

What Do Biomedical Engineers Do?

Biomedical engineers are tasked with a wide range of responsibilities depending on their industry. Common roles include:

• Designing medical devices: Developing medical imaging devices like MRIs, sonograms, ultrasound devices, and other medical technology
• Developing new innovations: Researching and contributing to the development of innovative medical advancements such as artificial organs, or replacement of body parts
• Collaborating with medical staff: Training other professionals on safety and the proper use of biomedical equipment, helping maintain medical devices, and troubleshooting medical equipment when necessary
• Research: Conducting statistical analysis, writing research papers, and offering valuable contributions to the overall scientific community on biomedical engineering methods and results

Biomedical engineers typically work behind the scenes and don’t have much interaction with patients. However, their work plays a critical role in patient recovery or improved quality of life. For this reason, many individuals are motivated to pursue a career as a biomedical engineer.

How to Become a Biomedical Engineer

For individuals interested in biological sciences, mathematics, engineering, and other related sub-disciplines, a position in biotechnology is the perfect career path. The steps to become a biomedical engineer are:

• Fulfill the educational requirements
• Obtain relevant experience
• Develop in-demand skills
• Obtain relevant qualifications, if required by employers

Educational Requirements

The first step to becoming a biomedical engineer is fulfilling the educational requirements of the role. Biomedical engineers typically need at least a bachelor’s in life sciences, biotechnology, or engineering. Many, however, continue their education by pursuing a graduate or doctoral degree as well. According to government data, almost 71 percent of biomedical engineers have a bachelor’s degree; of those, 42 percent also hold a master’s, and 14 percent earned a doctoral or professional degree.

Background Experience

Experience is an important aspect of any professional job posting. Many times employers want to know if applicants have been successful performing job responsibilities in other settings. According to government data, the largest percentage of experience requirements for biomedical engineer job postings is between four and six years of prior experience, comprising 31 percent of job postings. Only 18 percent of postings require one year of experience or less.

Since this industry values prior work experience, prospective biomedical engineers hoping to obtain relevant, hands-on experience, can greatly benefit from a program like the Master of Science in Biotechnology . These programs are designed specifically to prepare students for the workforce, presenting them with opportunities to collaborate with industry professionals and work with real-world projects.

In-Demand Skills

In addition to the experience and educational requirements, prospective biomedical engineers can set themselves apart from competing applicants by developing in-demand skills employers frequently look for.

Specialized Skills

Specialized, or “hard” skills, refer to job-specific skills required to achieve success in a biomedical engineering position. The top hard skills employers list on biomedical engineering job postings are:

• Biomedical Engineering
• Medical Devices
• Electrical Engineering

Common Skills

Common, or “soft” skills, are the personal attributes required for biomedical engineers to succeed in their position. These skills aren’t job-specific, but often promote success in interpersonal interactions with team members, or in rare cases, patients. The most commonly listed soft skills in job postings are:

• Communications
• Troubleshooting (Problem Solving)

Top Qualifications

On top of any specialized skills specific to the industry, some biomedical engineering positions require certain credentials and certifications. Many of these certifications are job or industry specific, so you don’t need to pursue them unless you know they’re necessary. Nevertheless, it’s good to be aware that some jobs may require these credentials. According to a government report, some of the credentials listed in biomedical engineering job postings include:

• Engineer in Training (EIT)/Professional Engineer (PE): The EIT and PE certifications demonstrate a proficiency in the engineering field. Some positions give preference to applicants with these credentials, but in most cases biomedical engineers, particularly entry-level, don’t need this certification.
• Security Clearance: Some government positions require security clearance due to the sensitive nature of the position, but it’s not a typical requirement for biomedical engineering positions.

Jared Auclair , associate dean of the Professional Program and Graduate Affairs in the College of Science at Northeastern, recommends that prospective biomedical engineers not worry about these qualifications unless employers require them. “I wouldn’t pursue [these credentials] before I had a job,” he explains. “I would wait to see what was required for me to do that job, and then I would find a way to get those credentials, post-employment.”

Why Should You Consider Biomedical Engineering?

Biomedical engineering is a challenging career, but a rewarding one. A biomedical career typically offers several benefits, including a high average salary, job growth, and opportunities to make a difference.

High Average Salary

Biomedical engineers can obtain a wide range of salaries spanning from $24,000 to $160,000, depending on seniority, education, background, and whether the role is part time or full time. However, according to government data, the median salary of biomedical engineers is approximately $83,800 per year.

A relevant master’s degree can increase your earning potential. According to Auclair, “With a master’s degree, you can advance quickly and pretty far in a company, and the jobs pay pretty well.”

Additional data confirms that job postings requiring a master’s degree advertise a salary approximately 14 percent higher than those requiring a bachelor’s. Master’s-level biomedical engineers earn a median annual salary of nearly $95,000. Conversely, postings that require a bachelor’s degree advertise a median salary of $83,300 per year, and of those postings, 60 percent still prefer graduate-level applicants.

Growth Opportunities

Biomedical engineering is one of the most in-demand careers in the biotechnology industry . In terms of job opportunities, biomedical engineers have many choices. The healthcare industry offers a wide range of jobs for prospective biomedical engineers, including working in medical imaging, pharmaceuticals, neural engineering, mechanical engineering, and a variety of other options. Biomedical engineers can also advance their careers to management positions.

Make a Meaningful Difference

Healthcare professionals who take more of a hands-on role in patient care often receive the credit for patient recovery. While this credit is definitely well-deserved, they wouldn’t be able to provide the same quality of care without the work of biomedical engineers. The reality is that although biomedical engineers operate behind the scenes, they play an essential role in the healthcare industry.

One of biomedical engineers’ primary objectives is to improve patients’ quality of life by applying their engineering problem-solving skills to the medical field. They’re able to make a meaningful difference in others’ lives by increasing the efficiency of medical procedures through innovative technologies, or easing the diagnosis process for medical professionals by improving diagnostic technology. Individuals who are motivated to improve others’ quality of life will likely find biotechnology a rewarding career.

Take the Next Step Toward a Meaningful Career

For many, biomedical engineering is an appealing career. However, the educational requirements for higher-paying positions can be daunting. Auclair assures prospective students that pursuing an advanced degree in biotechnology is “definitely worth the investment, especially in the experiential master’s space.”

If you’re interested in developing the skills required to succeed in the biotechnology industry, consider applying for Northeastern’s Master of Science in Biotechnology program to expedite your biomedical engineering  career and obtain valuable, real-world experience and in-demand skills.

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Advanced degree holders earn a salary an average 25% higher than bachelor's degree holders. (Economic Policy Institute, 2021)

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