Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual‐Degree Program

• Published in: Clinical and translational science Vol. 8; no. 6; pp. 734 - 739
• Main Authors: Gillman, Jennifer, Pillinger, Michael, Plottel, Claudia S., Galeano, Claudia, Maddalo, Scott, Hochman, Judith S., Cronstein, Bruce N., Gold‐von Simson, Gabrielle
• Format: Journal Article
• Language: English
• Published: United States John Wiley & Sons, Inc 01-12-2015; John Wiley and Sons Inc
• Subjects: Adult; Biomedical research; Communication; Curriculum; dual degree; Education, Graduate - organization & administration; Female; Humans; Internship and Residency; Male; MD/MSCI; medical student education; Mentors; National Institutes of Health (U.S.); New York; Original s; Physicians; Program Evaluation; Schools, Medical; Students; Students, Medical; Translational Medical Research - education; Translational Medical Research - methods; translational research; United States; Universities; Young Adult; translational research; medical student education; MD/MSCI; dual degree
• ISSN: 1752-8054; 1752-8062
• DOI: 10.1111/cts.12328

To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU‐NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU‐HHC CTSI) developed the Master's of Science in Clinical Investigation dual‐degree (MD/MSCI) program. This 5‐year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010–2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted s, 15 s in submission, 38 accepted papers, and 24 papers in submission. Despite the time‐limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual‐degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow‐up is warranted to evaluate the academic trajectory of these students.