masters degree medical education

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Medical education, master of science in education (m.s.ed.), you are here, an innovative program for physicians and healthcare professionals who want to lead the way in medical education.

The Medical Education (Med Ed) master's program is a unique collaboration between physician educators and education experts. We provide a comprehensive, innovative curriculum designed for physicians and other healthcare professionals who want to pursue master-level training, evidence-based education, educational scholarship, and educational technologies. Our approach—brief on-site intensives paired with flexible distance learning—accommodates professionals from a broad geographic area and with a broad variety of professional roles and responsibilities.

What Sets Us Apart

About the program.

The Medical Education master’s program prepares healthcare professionals to be teachers of medical educators, educational scholars, and leaders who influence and inspire others to learn in undergraduate and graduate medical and healthcare programs. Our two-year program trains physicians and other healthcare professionals in the science of education while remaining solidly grounded in the medical environment. The executive format includes on-site classes over long weekends, independent study, and online sessions.  

1 block per semester

Culminating experience Master's capstone

• Executive-Style

Participants complete four learning blocks over four semesters: Learning and Technology, Educational Research, Leadership, and Master’s Capstone. Virtual coaching clinics are coordinated with each of the program blocks. These clinics hone students’ online teaching abilities and collaborative learning skills, and help students complete their block assignments.

Prepare to teach medical educators : Gain an understanding of how adults learn, how to develop effective and efficient educational experiences in medical education, and how to teach others to do the same. Prepare to take on the many challenges facing medical educators, including assessment, curricular design, and integrating educational technologies into all types of learning experiences.

Become a medical education researcher : Gain the skills and knowledge to meet the growing need for research and innovation in medical education. Learn how to evaluate programs and publish your research in this area.

Grow into a leadership role at your healthcare organization or medical school : Influence and inspire others to learn. Develop the leadership competencies to plan, implement, and maintain successful, sustainable programs. Acquire leadership skills and tools that are highly relevant to medical education.

Admission to the Medical Education master’s program is offered every two years. The application for the Fall 2026 cohort will be available on September 1, 2025.

Our curriculum is designed to integrate the expertise of professional educators with the perspective of clinicians. Created for adult learners, the program is active, engaging, and experiential. We provide the newest thinking and scholarship in a variety of learning formats.

Our Master of Education (M.S.Ed.) requires completion of four blocks, each composed of on-site large-group and synchronous remote small-group sessions in the following areas:

• Learning and Technology:  The Learning and Technology block introduces participants to theories of, and research on, learning, curriculum, instruction and technology in medical education. It connects the theories and research to learning and technology practices in the academic medical and healthcare contexts. In addition, participants will develop a deeper understanding of common educational challenges such as learner assessment, curricular development, and pedagogical techniques.
• Educational Research:  Inquiry and investigation are central to refining and advancing education in medicine and healthcare. Leaders in medical education must also be skilled in program evaluation, which requires research. During the course of the Educational Research block, participants will become familiar with evaluation tools and techniques, qualitative and quantitative research methodologies, and pragmatic aspects of educational scholarship such as proposal development and publishing research.
• Leadership:  The Leadership block provides an opportunity to explore concepts such as emotional intelligence, how to influence and motivate others, group and classroom dynamics, power dynamics, organizational change, and the impact of organizational culture on leading and learning in complex systems. Central to this block is the understanding that people with advanced training in education will be called upon to develop and administer programs, which requires leadership skills that few in medicine are ever taught.
• Master’s Capstone:  The Master’s Capstone allows students to design their own paper and/or project based on needs in their individual workplaces. The project/paper structure is clearly outlined by program directors and supported through synchronous and asynchronous online sessions with faculty and students.

Virtual coaching clinics are coordinated with each of the four blocks of the program, and there are three or four clinics per block. The clinics hone students’ online teaching abilities and collaborative learning skills, and help students complete their block assignments. Clinic time is an essential part of teaching and learning in medical education, and coaching supports knowledge retention and skill acquisition. By harnessing technology, the Med Ed program provides students with small group teaching and learning experiences in the virtual world, overseen by experienced and trained coaches.

For information on courses and requirements, visit the  Medical Education M.S.Ed. program in the University Catalog .

Cohort 2024-2026

Cohort 2022-2024, our faculty.

Affiliated Faculty

Patti Adelman Vice President, Center for Learning and Innovation & Physician Leadership Institute, Northwell Health Ed.D., University of Pennsylvania

Anthony R. Artino, Jr. Professor, The George Washington University School of Medicine and Health Sciences Ph.D., University of Connecticut

Dorene Balmer Director of Research on Pediatric Education at The Children’s Hospital Philadelphia Ph.D., Temple University

Quinn Bauriedel Co-Artistic Director, Pig Iron Theatre Company Diploma, Theatre, Ecole Jacques Lecoq

Robbin Chapman Adjunct Associate Professor Ph.D., Massachusetts Institute of Technology

Constance Filling Chief Learning Officer, Association of American Medical Colleges Ed.D., University of Pennsylvania

Pam Grossman Professor of Education Ph.D., Stanford University

Eric S. Holmboe Chief Research, Milestone Development, and Evaluation Officer, ACGME M.D., University of Rochester School of Medicine

Fran Johnston Founder and CEO, Teleos Leadership Institute Ph.D., Temple University

Rachel K. Miller Associate Professor, Division of Geriatrics, Perelman School of Medicine M.D., University of Medicine and Dentistry of New Jersey; M.S.Ed., University of Pennsylvania

Jennifer Moyer Executive Coach and Leadership Development Consultant, JSMoyer Consulting M.Ed., University of Virginia

Leslie K. Nabors Olah Adjunct Associate Professor Ed.D., Harvard University

Kristi Pintar Vice President, Change Leadership and Organizational Development, Christiana Care Health System Ed.D., University of Pennsylvania

Rosemary Carol Polomano Associate Dean for Practice, Penn Nursing Ph.D., University of Maryland

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Abby Reisman Associate Professor Ph.D., Stanford University

Matthew Riggan Co-Founder and Executive Director, The Workshop School  Ph.D., University of Pennsylvania

Gretchen Schmelzer Senior Associate, Teleos Leadership Institute Ph.D., Northeastern University

Corrie A. Stankiewicz Clinical Associate Professor of Medicine, Perelman School of Medicine M.D., University of Pennsylvania; M.S.Ed., University of Pennsylvania

Howard C. Stevenson Constance Clayton Professor of Urban Education Ph.D., Fuller Graduate School of Psychology

James K. Stoller Professor and Chairman, Education Institute, Cleveland Clinic M.D., Yale University

Greg Urban Arthur Hobson Quinn Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Michael Yudell Professor, Dornsife School of Public Health, Drexel University Ph.D./M.P.H., Columbia University

Program Directors & Staff

Kandi Wiens, M.B.A., Ed.D. Co-Director

Donald Boyer, M.D., M.S.Ed. Co-Director

Nyssa Levy Associate Director [email protected]

Jessica Hall Administrative Coordinator [email protected]

April Coleman Administrative Assistant [email protected]

"I wanted to make myself the best teacher and clinician I could be."

Sean P. Harbison, MD

Our graduates.

The  Medical Education master's program is designed for physicians and other healthcare professionals who have, or are interested in pursuing, positions in educational leadership, such as:

• program directors
• fellowship directors
• clerkship directors
• positions with responsibilities in undergraduate or graduate medical education or faculty development

In addition, the program is tailored  to meet the needs of healthcare professionals interested in a specific facet of medical education, such as simulation, research and scholarship, program evaluation, learner assessment, or leading learning efforts in complex systems. Our program strongly emphasizes equipping graduates to serve as leaders and resources within their institutions.

Alumni Careers

• Associate Professor of Anesthesia, Harvard Medical School
• Vice Chief of Medical Oncology, Cancer Treatment Centers of America (CTCA)
• Chief Resident in Family Medicine, University of British Columbia
• Associate Professor of Clinical Medicine, Hospital of the University of Pennsylvania
• Director, Faculty Resources, Nemours/A.I. duPont Hospital for Children
• Associate Professor of Clinical Pediatrics, University of Pennsylvania
• Associate Professor of Pediatrics, Medical University of South Carolina
• Pediatric Cardiologist, A.I. DuPont Hospital for Children
• Professor of Nutrition/Associate Dean of Education, University of Pennsylvania
• Program Director of the Emergency Medicine Residency, SUNY Downstate/Kings County Hospital
• Residency Program Director, University of Pennsylvania

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Nyssa Levy Associate Director (215) 573-0591 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Most students in this program fund their degree through a combination of personal resources, employer benefits, and student loans.

A Unique Synergy

The Medical Education master’s program offers a unique synergy between the educational and academic medical realms. The University of Pennsylvania Graduate School of Education, the University of Pennsylvania Perelman School of Medicine, and Children’s Hospital of Philadelphia have come together to provide program participants access to educational expertise centered in the medical context. 

The University of Pennsylvania Graduate School of Education is one of three Ivy League graduate schools of education and is a national leader in education research and the preparation of skilled education professionals.

Perelman School of Medicine

The University of Pennsylvania is the oldest and one of the finest medical schools in the United States. Penn is rich in tradition and heritage and at the same time consistently at the forefront of new developments and innovations in medical education and research. 

Children's Hospital of Philadelphia

Since its start in 1855 as the nation's first hospital devoted exclusively to caring for children, The Children's Hospital of Philadelphia has been the birthplace for many dramatic firsts in pediatric medicine. 

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Master of Science in Medical Education

Developing clinical faculty and fellows into master teachers prepared to advance medical education through teaching, leadership and research

The Master of Science in Medical Education Program is designed to help academically oriented health care professionals enhance their education, strengthen their teaching skills, and expand their ability to facilitate the learning process of students and residents in a variety of clinical teaching environments. This program is typically completed over 2 years of part-time study. Alumni of this program have gone on to make valuable contributions to the field of medical education, many of them through leadership positions in top training programs across the country.

Trainees will gain a solid understanding of the theories and principles that form the foundation of medical education. These include strategies for teaching communication skills, the foundations of curriculum development and education design, adult learning theories, and principles of assessment. Please note that our summer core required courses are held in-person. Additional information regarding these courses can be found under the Programs Details tab.

Our courses are designed with the busy clinician schedule in mind. Instead of the traditional, 15-week-long graduate course, our courses are 1 or 2 months in duration. Additionally, several of our courses are now offered online and in a hybrid format. We strive to keep our programs practical, flexible, and convenient, while maintaining the rigor you’d expect from a renowned research university like the University of Pittsburgh.

Trainees will be provided with the tools to engage in innovative research involving important topics in the field of medical education. The curriculum provides trainees with the skills required to complete their research using both quantitative and qualitative analysis. These skills include an understanding of research design, epidemiologic methods, biostatistics, study and survey design, measurement of outcomes, and ethical and regulatory principles of research involving human subjects.

For information about the curriculum, program requirements, and tuition, see the Program Details page.

"The unbelievable educators in the MS in Medical Education program seamlessly integrate key concepts, unique and incredibly relevant courses, and opportunities to network with experts across the university while also fostering strong mentoring relationships."

- Arvind Srinath, MD, MS Pediatric Gastroenterology Fellowship Program Director, UPMC Children's Hospital of Pittsburgh 2017 Master of Science in Medical Education Graduate

Specific Program

Sarah Merriam, MD, MS

Director of Medical Education Academic Programs

Carla L. Spagnoletti, MD, MS

Associate Director of Medical Education Academic Programs

Institute for Clinical Research Education 200 Meyran Avenue, Suite 300 Pittsburgh, PA 15213

© 2023 University of Pittsburgh ICRE

Graduate Admissions

Master in Medical Education (MME)

Students in the MME Program apply to and receive their degree from the College of Medicine.

• Satisfactory performance on required professional exams (such as the MCAT, GRE).
• Successful completion of a terminal degree (e.g. MSW, PharmD, MD, PhD).
• Currently employed, or have accepted an offer of employment, at the University of Iowa.

Tuition and fees vary by degree program and the type of student you are.

• Fall semester—July 15
• Spring semester—Nov. 15
• Summer session—April 15

Apply online to the Medical Education Program

MME Admissions Carver College of Medicine  The University of Iowa  OCRME, 1204 MEB  Iowa City, IA 52242 [email protected] 1-319-467-4496

Enrollment Management The University of Iowa 2900 University Capitol Centre 201 S. Clinton St. Iowa City, IA 52242 [email protected] 1-319-335-1523

Graduate Medical Education Sciences

• 2024 Graduation
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About the GMES Program

*Featuring current students and faculty

Free Admissions Prep with BeMo Admissions Experts!

All registered students receive a free prep session with BeMo Admissions Experts to help them with the medical school admissions process such as applications, MCAT, and more. Please contact BeMo by visiting this link using your official university email address and note your exclusive code “TexTech5” when contacting BeMo.

Program Overview

The M.S. Graduate Medical Education Sciences program, located on the Lubbock campus, is a 2-year non-thesis Master of Science degree offered through the Graduate School of Biomedical Sciences. Our world-renowned faculty and innovative curriculum supply students with the tools for exciting futures in health care and health care education. The program is designed for students whose goal is a teaching career in the anatomical sciences, or who need additional preparation for medical school. Students take courses in the anatomical and physiological sciences with the first year medical students and in modern instructional methods and design, and will participate in the teaching mission of the medical school as teaching assistants, aiding in our abilities to spread positive, advanced health care to communities in west Texas and across the world. 

Degree Program Curriculum

Year 1, Fall

GMDS 5001 Gross Anatomy GMDS 5021Introduction to Biochemistry, Cell Biology, Inflammation and Infection

Total Credit Hours: 11

Year 1, Spring

GMDS 5020 Introduction to Immunology, Hematology, and the Cardiovascular System GMDS 5110 Surgical Gross Anatomy or GMDS 5006 Advanced Dissection Skills

Total Credit Hours: 10 or 12

Year 2, Fall

GMDS 5023 Advanced Training in Anatomy, Histology & Embryology Education GMDS 5024 Advanced Training in Biochemistry & Infectious disease GMDS 7000 Research (Begin Project)

Total Credit Hours: 9

Year 2, Spring

GMDS 5022 Advanced Training in Immunology, Hematology and the Cardiovascular system GMDS 5310 Educational Project in Biomedical Sciences GMDS 5121 Pedagogical Concepts in Medical Education GMDS 7000 Research (Complete Project) GSBS 5101 Responsible Conduct of Research

GMDS 5007 Advanced Ultrasound Skills GMDS 5115 Intro to Functional Neuroanatomy GMDS 5120 How People Learn GSBS 5099 Topics in Biomedical Sciences "Advanced Training in Clinical Skills" 

Program Cost

Total program cost is appx. $15,100 but does not include optional electives, optional summer enrollment, textbooks or living expenses. Cost per semester varies depending on hours enrolled, but generally ranges from appx. $3000-$5000 per semester.

Disclaimer: The above amounts are only estimates and based on tuition and fees currently approved. TTUHSC reserves the right to modify tuition and fees without prior notice, upon approval by the Texas Tech University System Board of Regents. In addition, tuition and fees are subject to change at any time for correction of errors.

Current tuition costs can be seen at the links below or by contacting Student Business Services from 8:30 a.m. to 4 p.m. CST at (806) 743-7867 for detailed fee information, including out-of-state tuition.

TTUHSC Student Business Services Main Page

TTUHSC Student Business Services Tuition Estimator

Due to the intensity of the Graduate Medical Education Sciences program, it is strongly recommended that students do not seek employment for the duration of enrollment in the program. 

Program Guidelines

Download the Program Guidelines

Education Project

As part of the Graduate Medical Education Sciences program, students design and carry out a medical education project under the direction of a Graduate Medical Education Sciences faculty mentor. The projects are designed according to the needs of the School of Medicine curriculum and the student's interests. Projects are presented during the Graduate School of Biomedical Sciences annual Student Research Week and again at the end of the second year. Examples of past projects include: self-directed learning units, interprofessional education workshops, or creating additional educational materials for the curriculum.

Admission Requirements

Admission for our graduate medical education sciences degree program.

Requirements for admission are flexible and there are no minimum GPA or test score requirements. All applications are reviewed in a holistic manner, with no single factor determining a student's admission. 

Academic Admission Criteria

• Students may have a Bachelor's degree in any field but must include typical science courses (Chemistry, Biology, Zoology/Animal Science, etc.). A strong science background is encouraged. This program will not fulfill undergraduate medical school prerequisites.
• Prior to admission, applicants must have completed the School of Medicine pre-requisite courses, including Biochemistry.

* Biochemistry can be used to replace 3 hours of these required credits. 

Admission Statistics

• Average GPA of students offered admission is 3.5
• Average MCAT of students offered admission is 504.
• Average GRE of students offered admission is 314.

Graduate Medical Education Sciences Application Information

Degree deadlines, how to apply.

Applications must be completed at Bioraider. It is the responsibility of the applicant to make sure that their application is complete by the application deadline to be considered for admission. Incomplete applications will not be reviewed for admission. The program only reviews complete applications after the application deadline.

Application Portal →  

Application Components

A complete application is comprised of the following:

• A completely submitted application on BioRaider.com , which includes an Essay/Personal Statement
• At least 2 letters of reference written within the year of application *It is strongly recommended at least one letter be from a faculty member that knows the applicant well.*
• A GRE or MCAT score taken within the past 5 years
• Paid Application Fee
• Official College Transcripts for all institutions attended

Test Scores

The program requires a valid GRE score within the last 5 years. GRE scores can be submitted using the ETS Institution Code 6851.

Students may request that MCAT scores be submitted in lieu of GRE scores, and such waiver requests should be sent to [email protected] .

Waivers should include the applicant's AAMC ID and Verification Code. The Verification Code is on the MCAT display score report, and comprises four sets of numbers and letters. For example: ABCD-EFGH-IJKL-MNOP.

College Transcripts

• We require official transcripts from all U.S.institutions attended, including those institutions for which you received transfer credit toward your undergraduate degree.
• Electronic official transcripts from U.S. institutions are preferred and should be sent to:  [email protected].
• Do NOT send international transcripts and/or mark sheets. See below for transcript evaluation requirement.
• Hard copy official transcripts should be mailed to:

Texas Tech University Health Sciences Center Graduate School of Biomedical Sciences 3601 4th St. MS 6206 Lubbock, TX 79430-6206

Application Process Timeline

The Graduate Medical Education Sciences masters is a very competitive program with a rigorous application process. After the application deadline is reached, complete and only complete applications are processed and sent to the admissions committee for review and ranking.  After the initial review process, the top ranked applicants (usually around 35) are invited to come in for an interview. Once interviews are completed, interviewed applicants are re-ranked by the admissions committee and the top 15 applicants are offered admission into the program. 

Application Instructions

Click here to view further application instructions for  BioRaider.com.

• Application Information
• Program Application FAQ

We're here to help.

Contact us if you have questions.

General Contact

3601 4th Street MS 6206 Lubbock, TX 79430-6206 (806)743-2556 Email

Student Affairs Advocate

Leslie Fowler (806)-743-2556

[email protected]   

Program Director

Dan Webster, Ph.D. Email  

Admissions Director

Terri Lloyd (806)743-2556 Email  

MSc in Medical Education

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

This is a professional development course aimed at medical and healthcare education professionals. It focuses on the history, contemporary issues and development of the field, as well as research methods, and design and evaluation of research in medical education. 

This part-time course is aimed at medical professionals and allied health professionals who are involved, or intend to be involved, in educating future health professionals. These professionals may include not only postgraduate physicians but also a range of graduate allied health science practitioners involved in the care of patients and in the education of future healthcare workforce.

The part-time MSc in Medical Education will be offered jointly by the Department of Education in the Social Sciences Division and the Medical School in the Medical Sciences Division, with formal responsibility for the programme resting with the Department of Education. Interdisciplinarity is endemic in education and medicine, and team-teaching capitalises upon the distinctive knowledge and skills of academics within the two departments.

In the first year of the course, you will be required to attend six teaching weekends at the Department of Education in Oxford over a Friday afternoon and Saturday. The Friday afternoon and Saturday morning sessions will consist of interactive lectures and workshops. Additional teaching and online support will be provided through the University’s Virtual Learning Environment (Canvas). Teaching will cover the following topics:

• Patients, learners and teachers
• Curriculum and pedagogy
• Assessment issues and practices
• Educational theory and philosophy
• Work-based learning and skill development
• Educational research methods
• Equity, diversity and belonging

In the second year, you will undertake a research and development project under the supervision of a member of academic staff culminating in a dissertation.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Education and the Medical School and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside of the Department of Education and the Medical School.

During the first year, supervision will consist primarily of online tutor and community feedback, with some face-to-face meetings during the teaching weekends. In the second year, you will have at least six hours of supervision hours where tutors will provide formative comments once on a draft thesis. You will have at least one online or in-person meeting with your supervisor in each of the three terms, in which you will report formally on your progress and be provided with feedback on specific issues.

Assessments will be structured progressively, with a range of formative and summative assessment pertaining to the modules. The formative assessments will be in the form of tasks undertaken in preparation for a session or after a session. The summative assessment will be through two examined assignments. In the second year, you will work individually on a research and development project producing a dissertation.   

Graduate destinations

It is expected that the course will provide alumni with the skills they need to progress to education leadership positions in the medical field or in academia.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours  in any medically related subject area.

Applicants who do not hold a relevant subject degree but have sufficient professional experience in a relevant working environment will be considered .

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• Evidence of your employer's support is required.
• Publications are not expected.

Further guidance

Successful applicants will be expected to demonstrate the ability to undertake part-time study, which may include evidence of support from an employer.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process.

Applicants meeting the selection criteria are interviewed by an admissions panel which include experts in the subject. Applicants will be notified of the opportunity to attend interview as soon as their application has been reviewed.

The interviews are normally held in person, however, there will be opportunity to attend an interview online. The admissions panel will assess the applicant's suitability for the course, covering professional experience and their desire to contribute to the field of assessment in terms of research or practice.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

As the MSc is a part-time course for researchers and professionals, the department takes pride in providing high quality IT support for your learning when you are away from Oxford. This includes a dedicated web-based virtual learning environment, which you will use to liaise with your supervisor and to exchange ideas with other students. If you wish to work in the department when you are visiting Oxford, there is a computer room with desks which also has points for personal laptop computers. 

The Department of Education has been making a major contribution to the field of education for over 100 years and the department has a world class reputation for research, for teacher education and for its master's and doctoral programmes. The Department of Education combines international standing as a research-intensive department with the highest quality teaching.

In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. The department has ESRC recognition for its graduate training, and its teacher training was rated ‘outstanding’ by the Office for Standards in Education (OfSTED) in its most recent inspection in 2019.

Research in the department is organised around three major themes:

• Language, Cognition and Development
• Policy, Economy and Society
• Learning: Pedagogy, Learning and Knowledge.

Within each of these themes there are several research groups and centres. All staff and doctoral students belong to one or more of these research groups, each of which has its own seminar programme to which graduate students often contribute. In addition, the department as a whole sponsors regular seminars and public lectures which attract distinguished national and international speakers.

The Bodleian Education Library, located at the centre of the Department of Education, specialises in material on education and related fields. As well as a print collection of books, journals and statistics, the library provides access to a wide range of electronic resources. The library also houses a collection of teaching resources, primarily in support of subjects covered by the department's secondary PGCE course. The Social Sciences Library provides valuable additional resource to students pursuing programmes in the Department of Education.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

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The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities  for this course can be found on the faculty's website.

Annual fees for entry in 2024-25

Further details about fee status eligibility can be found on the fee status webpage.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

Please note that this course requires that you attend in Oxford for teaching, and you may incur additional travel and accommodation expenses for this. Further, as part of your course requirements, you will need to choose a dissertation topic. Depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

If you are studying part-time your living costs may vary depending on your personal circumstances but you must still ensure that you will have sufficient funding to meet these costs for the duration of your course.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students on the MSc in Medical Education:

• Balliol College
• Green Templeton College
• Harris Manchester College
• Jesus College
• Pembroke College
• Reuben College
• St Hilda's College
• Wolfson College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees: Three overall, academic and/or professional

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Your references will support intellectual ability, academic achievement, motivation and interest in the course and subject area, and ability to work effectively in a group and independently.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose: A maximum of  1,000 words

Your statement should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas of the course that interest you and/or you intend to specialise in.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for:

• your reasons for applying
• your ability to present a coherent case in proficient English
• your commitment to the subject, beyond the requirements of the degree course
• your preliminary knowledge of the subject area and research techniques
• your capacity for sustained and intense work
• reasoning ability
• ability to absorb new ideas, often presented abstractly, at a rapid pace.

Written work: Two pieces of written work, a maximum of 7,000 words in total, or one long piece, a maximum of 7,000 words

Academic essays or other writing samples from your most recent qualification, typed and written in English, are required. Extracts of the requisite length from longer work are also permitted if prefaced by a note that puts them in context. The written work should be related to the subject you propose to study. The word count does not need to include any bibliography or brief footnotes.

Your written work will be assessed for:

• a comprehensive understanding of the subject area, including problems and developments in the subject
• your ability to construct and defend an argument
• your aptitude for analysis and expression
• your ability to present a reasoned case in proficient academic English.

Instructions for submitting one long piece of work instead of two short pieces

To submit one longer piece of work in your application instead of two shorter pieces, you should upload this document in the first 'Written work' slot on the 'Supporting Documents' tab of the Application Form. In the second 'Written work' slot, you should upload a PDF document with the following statement:

' I have included one long essay in lieu of two short essays. I have checked the course page to confirm this is permitted for this course. '

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 5 January 2024 Latest deadline for most Oxford scholarships

Friday 1 March 2024 Applications may remain open after this deadline if places are still available - see below

A later deadline shown under 'Admission status' If places are still available,  applications may be accepted after 1 March . The 'Admissions status' (above) will provide notice of any later deadline.

*Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered jointly by the Department of Education  and the Medical Sciences Division

• Course page on the lead  department's website
• Funding information from the department
• Academic and research staff
• Department research and divisional research  
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected]

Application-process enquiries

See the application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

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About the university of california.

The University was chartered in 1960 as the state's only Land Grant institution. The UC system as a whole continued to expand, to discover, and to promote and pioneer research in the years that followed. From a mere 10 faculty members and 38 students, UC has grown to ten campuses, an enrollment of more than 220,000 students, and employment of approximately 170,000 faculty, staff, and academics statewide.

UC San Diego Health Graduate Medical Education

UC San Diego Health provides a supportive and challenging educational environment, within which, residents of diverse backgrounds can prepare themselves for careers characterized by commitment to excellence in service to others through patient care, research, teaching, and lifelong learning. Faculty members offer residents state-of-the-art knowledge, demonstrate the latest developments in patient care, model compassionate and ethical care, and provide guidance and supervision to ensure patient health and safety. 

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Master's Programs

Department of biomedical data science.

Department of Biomedical Data Science (DBDS)  advances scientific inquiry and clinical decision-making through the application of computer science, statistics and other quantitative disciplines to today's growing volume of biomedical data.

Community Health and Prevention Research

Community health and prevention research  engages future health professionals with the science of building healthy diverse communities across the entire lifecycle. This program is offered by the Department of Medicine.

Epidemiology & Clinical Research

Epidemiology  studies the factors that cause illness and impairment in human populations. It is the cornerstone of population health and clinical research, informing policy, prevention, disease treatment, and understanding of disease mechanisms. The program is offered by the Department of Epidemiology & Population Health.

Health Policy

The Masters Degree in  Health Policy  provides students with the skills to conduct and interpret research in health policy and clinical decision-making.

Human Genetics & Genetic Counseling

Human genetics and genetic counseling  trains students to understand molecular and clinical variations in the human genome and to translate their findings to health-care professionals, patients and their families.

Laboratory Animal Science

Laboratory Animal Science  engages students who want to pursue advanced careers in biomedical research, focusing on animal modeling and biomethodology, laboratory animal science, organizational  management and facility design, regulatory and compliance, and animal welfare. The program is offered by the Department of Comparative Medicine.

Master of Science in Clinical Informatics Management (MCiM)

MCiM is a 12-month interdisciplinary program designed for working professionals seeking to advance the digital transformation of health care and care delivery. Harnessing Stanford’s expertise across medicine, business, and technology, MCiM prepares leaders and emerging leaders to bring together diverse technologies and the clinical enterprise in novel ways. 

Master in Translational Research and Applied Medicine

The new one-year Master of Science in Translational Research and Applied Medicine (M-TRAM) prepares emerging academic and industry leaders to successfully translate scientific discoveries and clinical applications into practical solutions that improve and save lives. Drawing on Stanford Medicine’s world-class expertise in medicine, technology, and business, M-TRAM is the only early translational program of its kind on the West Coast and one of only a few such one-year programs offered by a top-ranked U.S. university.

Medicine  provides a foundation in clinical medicine to Stanford PhD candidates interested in pursuing translational research.

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Physician Assistants (PAs) are board certified and state licensed healthcare providers who practice and prescribe in all 50 states. They have a proven track record for success in all areas of medicine, and for expanding access to health care in underserved communities.

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In addition to these degrees available directly through the School of Medicine, Stanford MD students may also pursue a Master of Public Health (MPH) degree at UC Berkeley through our  MD/MPH dual degree program . 

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UC provides an exciting and supportive environment for high-level, advanced biomedical research training that prepares its graduates for careers in academic and public sector research.

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The Growing Importance of Environmental Health in Medical Education: How Premeds Can Prep

Stay informed, conduct research and get involved in activities and organizations prior to medical school.

Environmental Health in Medical School

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Get involved with an organization or club focused on environmental health, sustainability or climate advocacy.

As the global rise in temperature and associated anthropogenic climate change continue unabated, consequences for human health and disease are increasingly apparent. The medical field is beginning to recognize this critical intersection between human health and the environment.

The World Health Organization has categorized climate change as the most significant threat to human health in the 21st century, highlighting its increasing relevance for students pursuing medical education.  Medical schools seek applicants who are prepared and motivated to deal with future health challenges. By taking an interest in environmental health, premedical students can demonstrate this preparedness while learning about a highly relevant topic.

Here are some ways premed students can prepare for the growing relevance of climate change and the necessity of environmental health awareness in the medical field. 

Stay Informed 

Educate yourself about current environmental issues and stay up to date with environmental research and policies that relate to health care and public health . Consider resources such as the WHO, Centers for Disease Prevention and Control, Environmental Protection Agency and Environmental Health News.

Also, read the latest reputable, primary research through PubMed or Google Scholar so that you are familiar with the latest data. You can subscribe to PubMed alerts from a few relevant research groups so that you can remain informed automatically through your email inbox. 

If you can, take a course and attend conferences, workshops or seminars on environmental health, sustainability efforts, the impact of environmental factors on human health, etc. You may find coursework in environmental science, public health or climate studies particularly relevant. Courses such as environmental epidemiology, toxicology and environmental policy can provide valuable knowledge and widely applicable skills.

These kinds of experiences provide opportunities to learn from experts in the field, network with professionals and stay informed about current issues and initiatives. 

Volunteer or Work in Relevant Organizations 

Ideally, premed students with genuine interest in climate change and other environmental issues will seek out experiences that demonstrate their commitment to addressing these issues throughout their career in the medical field, while also enhancing their medical school application . 

A great way to begin is by working in volunteer initiatives or applying to internships with organizations focused on environmental conservation, sustainability or climate action. For example, participating in or leading projects related to pollution reduction, habitat restoration or community resilience can demonstrate a dedication to environmental stewardship with clear implications for the health care field. 

Student organizations are a great place to start. Get involved with an organization or club focused on environmental health, sustainability or climate advocacy. These opportunities can also provide valuable leadership experience and teach you to think creatively about ways to participate in the national and international dialogue regarding climate change.

You may also find a crossover between local sustainability initiatives and community outreach, allowing you to meaningfully engage with your local community before entering the medical field. 

Depending on your locale, you may find – or create – clinical experiences with an environmental focus. Think about working in communities frequently affected by environmental hazards, or volunteering in clinics that serve populations disproportionately affected by climate-related disasters. 

Engage in Research

The intersection of environmental factors and human health is an extremely active area of research , with many exciting projects aimed at reducing the effects of climate change that routinely make international headlines. Opportunities to become involved with such projects have never been more prevalent. These include joining laboratories studying the health effects of air pollution, water contamination, climate-related disasters, etc.

Obtaining research experience in any field demonstrates critical thinking skills and a commitment to advancing knowledge – traits that are invaluable in medicine. 

Advocate for Change 

Get involved in advocacy efforts aimed at addressing environmental health disparities, promoting environmental justice and advocating for policies that prioritize and protect public health. Popular examples include initiatives to highlight health disparities in specific communities and populations, identify effective interventions to address such disparities, advocate for policymakers to implement policies that address environmental challenges and inequities, and advocate for the adoption of stricter environmental regulations (exposure to pollutants, access to clean air and water, etc.).

Also, consider the significant adverse environmental impact of health care and biomedical research, where advocacy for sustainable practices in academic institutions remains quite nascent. 

If you have taken the time to stay informed, volunteer and engage with environmental health, be sure to integrate such experiences and themes into your medical school application materials.

When writing your personal statement , experience descriptions or secondary essays, highlight how your interests and experiences relate to environmental challenges and climate change. Emphasize your commitment to addressing these issues within the context of your future career in medicine. 

By actively engaging with the myriad environmental challenges facing society and incorporating these experiences into your application, you can demonstrate your dedication to addressing pressing global issues while enhancing your candidacy for medical school admission.

Where Famous Docs Earned Medical Degrees

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About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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These are the best graduate school programs in Wisconsin, according to U.S. News & World

Top graduate schools in Wisconsin landed on the latest U.S. News & World Report list ranking more than 2,000 programs across the country. U.S. News & World Report published its 2024-'25 report in April, ranking graduate programs in business, education, law and nursing, among other fields.

University of Wisconsin-Madison's the School of Education tied for first overall with Teacher's College, Columbia University, according the report. That's up from third overall and second among public universities last year.

Several of Marquette University's graduate programs moved up on the list, including the master's program in the College of Nursing, which moved up from 66 to 58.

Schools were evaluated based on expert opinion and statistical data measuring the quality of the school's faculty, research and post-graduate outcomes. You can find the full list on the U.S. News website for graduate rankings on their website www.usnews.com/best-graduate-schools .

Top business graduate programs in Wisconsin:

• University of Wisconsin-Madison: #43

Top law graduate programs in Wisconsin:

• University of Wisconsin-Madison: #36 (tie)
• Marquette University: #68 (tie)

Top nursing graduate programs in Wisconsin:

• Marquette University: #58 (tie)
• University of Wisconsin-Milwaukee: #82 (tie)
• University of Wisconsin-Eau Claire: #107 (tie)
• University of Wisconsin- Oshkosh: #118
• Alverno College: #119 (tie)
• Milwaukee School of Engineering: #153-169

Top medical graduate programs in Wisconsin:

• University of Wisconsin-Madison: #35 (tie)

Top education graduate programs in Wisconsin:

• University of Wisconsin-Madison: #1 (tie)
• University of Wisconsin-Milwaukee: #169 (tie)
• Marquette University: #192

Top Engineering graduate programs in Wisconsin:

• University of Wisconsin-Madison: #27 (tie)
• Marquette University: #142 (tie)
• University of Wisconsin-Milwaukee: #177 (tie)

RELATED: Here's how Wisconsin universities ranked in the 2024 Best Colleges list