pre med course coursework

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Pre-Medical and Pre-Dental Advising

• Course Requirements

Minimum Requirements for Medical and Dental School

Note: These are general recommendations—please view the references listed below for expectations/requirements of specific medical and dental schools.

• Pre-medical students can skip BIOL 1108 if they wish, as long as they take at least one additional, upper-level BIOL course with a laboratory component
• Pre-dental students must take BIOL 1108 as a part of their preparation
• Chemistry : CHEM 1124 + 1125 + 1126 or CHEM 1127 + 1128
• Organic Chemistry : CHEM 2443 + 2444 + 2445
• Biochemistry : MCB 2000  (requirement varies for dental schools)
• Physics : PHYS 1201 + 1202 (w/ Algebra) or  PHYS 1401 + 1402 (w/ Calculus) or PHYS 1501 + 1502 (for engineers)
• English : One year (two semesters) of English classes
• Most medical schools recommend  1-2 semesters of college-level mathematics, such as one semester of Statistics and/or one semester of Calculus (please see school-specific information below)
• Some dental schools require Statistics or Calculus; the DAT includes basic Algebra
• Genetics: MCB 2400/2410
• Cell Biology: MCB 2210
• Microbiology: MCB 2610 (required by some dental schools)
• Psychology: PSYC 1100 + 1101
• Sociology/Anthropology
• List of health-related courses in non-STEM disciplines

To explore the required and recommended pre-medical coursework for  each  school , including AP, community college and online course credits, please review the AMCAS MSAR Reports' Premedical Coursework Chart , as well as the tab on the top of the current webpage detailing Advanced Placement (AP) Credit Policies .

NOTE : The specific courses recommended by the Pre-Medical & Pre-Dental Advising Office will meet the admission requirements of the ​majority​ of the medical and dental colleges in the United States. Visit the ADEA's page on dental school prerequisites for more information about dental school expectations. If you are interested in a particular medical or dental school, consult its catalog and/or the ​ Medical School Admission Requirements ​ (MSAR), Choose DO Explorer, or ​ ADEA Official Guide to Dental Schools to discover any course(s) specially required by that school.

Sample Course Timeline

As a way to help plan the trajectory of your coursework, review our Sample Course Timeline below. Note that only courses highlighted in yellow are required courses . All required courses should be completed by the time prospective applicants sit for their standardized exam (e.g. MCAT, DAT, etc.).

Summer Coursework + Community College Classes

For any prerequisite coursework, our office recommends taking classes during the course of the regular semester and at a four-year institution   if possible . We understand that for many, summer courses and/or community college courses make more sense, both financially and time-wise, and that’s fine (especially for those that may have chosen to pursue a pre-health path later in their undergraduate career). However, to show full mastery of the preparatory coursework, it is best to take the course at full length and rigor. To see which MD schools accept AP, community college, and online coursework, click   here .

If you are are trying to figure out a path forward with your coursework, our office encourages you to make an appointment with one of our advisors to discuss your plan. It is always important to consider  why  you are choosing to take summer or community college coursework—if you do, make sure to have a clear reason for the choice. Note that taking other coursework (i.e. general education requirements or electives), is completely fine.

If you are worried about finishing your required classes before your anticipated graduation date, remember that there are other options you can explore as well. You can always take courses as a non-degree student, either at UConn or at another four-year institution, or you can enroll in a Post-Baccalaureate program or master's program in a science area. To learn more about Post-Bacc programs, we encourage you to explore information about the   UConn Pre-Medical and Health Professions Post-Baccalaureate Program .

Retaking Required Pre-Medical/Dental Courses

Our office recommends that any grade that is a B- or lower can be considered as something a student might want to retake; anything above a B- typically won’t worry an admissions committee. If you are consistently struggling with your science   prerequisite courses or debating a course retake, we would encourage you to   make an appointment   with one of our advisors to discuss strategies for success or options available to you.

All courses posted to your UConn transcript will be factored into your GPA calculation for professional schools.   Although UConn replaces your prior grade with your retake grade,  both   will be counted when the application services calculate your cumulative undergraduate GPA, as well as your science GPA. This means that you can raise your average, but potentially not as much as anticipated. Regardless, an improved grade in a class does still show strong capacity for improvement and holds value for admissions committees.

For any prerequisite coursework, our office recommends taking classes during the course of the fall/spring semesters and at a four-year institution if possible , but we realize that this may not be an option for all students. For course retakes, this becomes less important, but to show complete mastery in any subject area, we would still recommend taking it at UConn during the fall or spring semester if that option is available.

If you are worried about your science GPA upon graduation, remember that there are options you can explore. You can always take courses as a non-degree student to increase your GPA, either at UConn or at another four-year institution, or you can enroll in a Post-Baccalaureate program or master's program in a science area. To learn more about Post-Bacc programs, we encourage you to explore information about the   UConn Pre-Medical and Health Professions Post-Baccalaureate Program .

Pre-Medical Coursework

Mapping your coursework and preparation.

We recommend that you first go to your college’s advisement center for an outline of classes required for your major . The Pre-Professional Advisement Center will then be able to assist you in planning out specific prerequisite courses and other premedical preparation.

Below is a list of BYU coursework that, generally, fulfills prerequisites for most medical schools. This is not a comprehensive list. We strongly encourage you to utilize our office services to help you, and consult the AAMC, AACOM, and TMDSAS guides to medical schools (available in our office, on course reserve at BYU’s Library, or for purchase online) and with individual schools’ websites for specific requirements.

Courses Required Before Medical School Matriculation

• English (at least two classes, usually fulfilled by your major and GE requirements, consult the schools you are planning on applying to and/or the official medical school guides)
• Math (requirements vary, consult the schools you are planning on applying to and/or the official medical school guides)
• Humanities/Social Sciences (requirements vary, consult the schools you are planning on applying to and/or official medical school guides)

Premed Requirements: Prerequisites and Other Beneficial Courses

• By Med School Insiders
• November 7, 2022
• Premed , premed major

You know you want to be a doctor. But before you can be accepted to medical school, you must earn a college degree. While medical schools do not require applicants to have a specific major, there are a number of premed requirements that you must fulfill during your college career in order to even be considered by admissions committees. These med school requirements, also known as medical school prerequisites, will vary from school to school, but generally, there are several courses you will definitely need to take in order to apply to medical school.

In this post, we’ll break down the premed requirements for medical school, including required classes, courses that are sometimes needed, and additional classes that may be beneficial to premeds.

What Are the Premed Requirements for Medical School?

While the exact premed requirements and prerequisites vary from medical school to medical school, most require two semesters of biology with lab, two semesters of general chemistry with lab, two semesters of organic chemistry with lab, and two semesters of physics with lab. Most also include a year of English and at least a semester of math, though it could be either calculus or statistics.

Shared core requirements for medical school:

• 1 year of Biology with lab
• 1 year of General Chemistry with lab
• 1 year of Organic Chemistry with lab
• 1 year of Physics with lab
• 1 year of English
• At least 1 semester of Mathematics (Ex. Calculus or Statistics)

These requirements are hardly arbitrary. An extensive background in science is essential to a future doctor’s success. Biology, such as genetics and cells, is the foundation of medical knowledge. You really can’t be an effective doctor without a strong interest in and aptitude for biology. Chemistry is also imperative, as it’s the foundation of biochemistry, which is a major part of the MCAT. It will help you understand acid-base imbalances and how different medications affect the body. Physics will help you to understand the laws of volume and pressure as well as the different forces at work in the body.

Taking English is also essential, as reading and writing skills and critical thinking play a vital role in a doctor’s career, to say nothing of the CARS section of the MCAT . CARS (Critical Analysis and Reasoning Skills) tests your ability to comprehend and analyze information in the moment. Many test takers see this section as the most challenging part of the MCAT, which is why taking a writing-intensive course like English will be a big help to you. Plus, taking an English class will also help you write a more effective personal statement .

Math also plays a key role in the daily life of a doctor. You’ll need a strong understanding of basic math to read lab results, determine correct dosages, and much more.

You must check the specific requirements of each school you are applying to . While there will certainly be lots of overlap, requirements do vary from school to school. This is why it’s so beneficial to begin crafting your school list early on, as it will take plenty of time and consideration.

Don’t know which medical schools you want to apply to? Read our guide: How to Decide Which Medical Schools to Apply to (12 Important Factors) .

Other Recommended Premed Courses

In addition to the required courses, most medical schools will also include recommended courses, such as psychology or sociology, biochemistry, and physiology or anatomy. Some medical schools outright require these courses, as they are extremely beneficial to your overall medical knowledge. Not only will these courses bolster your foundational medical knowledge, but you may be tested on these subjects on the MCAT.

Sometimes required or recommended courses:

• Biochemistry
• Physiology or Anatomy
• Behavioral Science, such as Psychology or Sociology
• Humanities, such as Ethics, Foreign Languages, Speech Communication, Philosophy, or Literature
• Computer Science

Recommend courses are not required, but they are recommended for a reason. For example, taking a foreign language course can benefit your medical career. Depending on where you will practice in the US, you will likely be dealing with patients from a range of different backgrounds. For instance, 13% of the population of the US speaks Spanish at home , making it the second most spoken language in the US. Being able to clearly communicate with your patients is essential, which is why learning another language will be a major benefit to your career.

What Does it Mean to Be Premed?

Are you wondering what the need is for all of these prerequisites when you’re planning on majoring in premed anyway? You may be surprised—and disappointed—to learn that premed is not a major . A premed is a student who plans on attending medical school after college. In order to apply to medical school, you need to have a college degree. The major you choose in college is your premed major, whether that’s cell biology, math, film studies, or economics.

Note that some medical schools offer early admission pathways through combined bachelor and medicine degree programs, called a BS/MD. Learn more: Are BS/MD Programs Worth It? Pros and Cons .

Choosing the Premed Major for You

Not all premed majors are created equal. In order to be successful, it’s important to choose a major you are genuinely interested in. So, what’s the easiest premed major? The answer to that question varies from one student to the next.

If you plan on majoring in the biological sciences, many of the medical school prerequisites will be included in your curriculum. If you’re planning on a non-science major, you will need to make room for these courses in your class schedule. Note that this will mean more work; however, a non-science major will also help you stand out from the crowd, making you a more intriguing candidate to admissions committees who are more than used to reviewing the applications of science majors. 58.5% of all applicants in 2021 were biological science majors.

That said, do not choose a non-science major for the sole purpose of appearing unique. Majoring in art history when you’re actually more interested in neuroscience won’t do you any favors. If you’re not passionate about your major, there’s a good chance it will show in your grades. Plus, if you choose a non-traditional path, admissions committees want to see your enthusiasm. If you’re bored with or disinterested in your major, it will show—and apathy is not an attractive quality in a future doctor.

There is not necessarily one ideal premed major, as the choice is a very personal one. If your top priority is getting into medical school, a major in the biological sciences makes a great deal of sense, as the requirements will overlap quite well with your medical school prerequisites. Plus, you’ll be studying something that interests you, as your future career will be studying the human body.

If you’re not interested in any of the biological sciences, such as cell biology, neuroscience, or molecular biology, then you should think long and hard about why you want to be a doctor. That said, you do have your entire life to study biology and the human body. If you’re extremely passionate about literature, political science, or economics in addition to biology, now may be your chance to pursue it. Just understand your college journey will be a more challenging one.

This isn’t necessarily a bad thing, though. Medical school is the toughest schooling in the world . Choosing the more challenging path could potentially help sharpen your work ethic and prepare you for the immense rigors of medical school.

Whatever premed major you choose, make sure it’s something you’re enthusiastic and passionate about, as this will help carry you through even the most difficult of majors.

Still not sure what the best path is for you? Learn how to choose a premed major with our comprehensive guides: The Best Premed Major Backed By Acceptance Data and How to Choose a Premed Major in 5 Steps .

Succeed as a Premed and Beyond

Being a premed and successfully making your way through college is only the very beginning of your journey. From choosing an ideal premed major to building essential habits to achieving success on the MCAT, Med School Insiders can help you wherever you need to improve most. We offer one-on-one advising that pairs you with a doctor advisor who best fits your needs because it’s our goal to help you create a future that aligns with your vision.

Follow the Med School Insiders blog throughout your premed and medical school journey for the latest strategies and industry news. We add and update our content weekly to ensure you get the most accurate and up-to-date information. To receive updates first, sign up for our newsletter , which is sent out once a week with videos, guides, student stories, important dates to remember, and more.

As you prepare to apply to medical school, read our guide on Understanding the Medical School Application Process and save our Medical School Application Timeline and Monthly Schedule and Medical School Application Checklist to ensure you stay on track with every element of your application.

Med School Insiders

5 Best Summer Jobs for Premed Students & How to Find Them

Here are 5 summer jobs for premed students to help you stand out among your peers, develop necessary skills for medical school, and build lifelong connections.

What Premeds Don’t Know About Life as a Doctor | The Premed Paradox Book Summary

If you’ve struggled to determine if becoming a doctor is right for you, or if you’ve second guessed your choice, you’re not alone. This article is for you.

What’s the Easiest Premed Major?

What’s the easiest premed major? We break down the most popular premed majors to help you choose the easiest, most straightforward path for you.

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What is pre-med? When people say that they're pre-med, what does that actually mean? If you're planning to attend med school and become a doctor, it's important that you understand the definition of pre-med and what you should be doing as a pre-med student.

Read on to learn what it really means to be a pre-med, what you should be focusing on to get into med school, and what the best majors for pre-meds are and why.

What Does Pre-Med Mean?

"Pre-med" is the term people use to show that they want to go to med school and are taking the classes they need to get there. It's primarily used by college students. There isn't actually "pre-med" major; pre-med is just a term to let people know you have plans to be a doctor. You can be a biology major and pre-med, a Spanish major and pre-med, etc.

Students say that they're pre-med to let others know about their career goals and to make sure they're taking the correct classes to get into med school. If you tell your advisor that you're a biology major, she'll focus on making sure you get all the requirements for that major completed, but if you let her know that you're a biology major and also pre-med, she'll work with you to also ensure you take all the classes needed to apply to med school.

Similarly, if you're applying to jobs or volunteer positions and state that you're pre-med, the people looking at applications will know that you plan on becoming a doctor, and they may be more likely to offer you a position that's related to the medical field.

What Do You Need to Get Into Med School?

Once you've decided to be pre-med, your main focus will be preparing yourself to get into med school. Med schools are infamous for being competitive and only accepting the best, so you'll want to be well prepared. In this section we'll discuss all key things you need to get into med school.

As a pre-med, one of your most important responsibilities will be making sure you take all the prerequisite coursework required for med school. Each med school has slightly different requirements, so you should absolutely make sure you research each med school you're interested in early on as a college student to make sure you're on track to meet all their requirements. In general though, most med schools expect you to have taken the following classes:

• One year of biology with lab
• One year of general chemistry with lab
• One year of organic chemistry with lab
• One year of physics with lab
• At least one semester of biochemistry
• A math requirement (some schools require calculus, some require statistics, some require both)
• One year of English

Remember, these are just the bare minimum of classes you need to meet basic requirements for med schools. You'll likely need to take significantly more classes to meet the requirements for your major and fulfill the requirements/recommendations of all the med schools you're applying to.

Also remember that because med schools are so competitive, you never want to stop at just the bare minimum. You want to show med schools that you're motivated to learn as much about the health field as you can and that you'll be entering med school with a strong knowledge in a variety of subjects.

Expect to take several science classes each semester in order to be fully prepared for med school. Examples of other classes you might take include genetics, public health, ethics, microbiology, human physiology, psychology, sociology, writing classes, and foreign language classes, to name a few.

Test Scores

The MCAT is the exam pre-med students take. Much like you did with the SAT/ACT, you'll send your MCAT scores to med schools to show them your mastery of different subject areas. The MCAT is a 7.5 hour test that includes four sections: Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills.

The average score on the MCAT is 500 (out of a total of 528 points), and the average score for students accepted into med school is around a 509, so you should aim for at least that.

Health-Related Extracurriculars

Almost every med school will expect you to have some sort of scientific research experience and/or experience volunteering at a hospital or other medical setting. This shows them you're committed to becoming a doctor and have the skills it takes to succeed as one.

Letters of Recommendation

You may have needed letters of recommendation when you applied to college, and they're important for med school too. You'll likely need at least three letters of rec when you apply, often two from science teachers and one from a non-science teacher.

What Are the Best Pre-Med Majors?

There are a small number of colleges who offer actual pre-med majors, but those programs tend to not be very strong (no major university offers an actual major called "pre-med"), and med schools aren't particularly impressed by these degrees since, as mentioned above, any major can be pre-med as long as you take the classes required to go to med school.

According to the Association of American Medical Colleges , just a little over half of all students applying to med school majored in the biological sciences. The others majored in a variety of areas, including humanities, math, social sciences, and physical sciences.

Additionally, med school applicants who majored in biological sciences, on average, didn't score any higher on the MCAT than students who majored in other areas. So what you major in doesn't necessarily determine how well you'll do on the MCAT.

So if you're pre-med and wondering what to major in, the best advice is to choose a major that you're interested in and think you can do well in while completing all the pre-med requirements. However, there are some majors that are much more popular among pre-med students than others. Below are five of the best pre-med majors. Each of them will help give you the skills needed to succeed in med school and as a doctor.

We consider these the best because they match the closest with pre-med requirements. This makes it easier for you to meet all your pre-med requirements and ensures you get a solid background in subjects doctors need to be masters in. Majoring in a different area, say, Russian Literature, isn't necessarily a bad idea, but you may find it difficult to complete both your Russian Literature major requirements and pre-med requirements in four years.

Human Biology

If there was one major that you'd call the unofficial pre-med major, it'd be human biology. At many schools it's the most common major for pre-meds to take because it focuses heavily on many of the subjects you'll study as a med student.

You'll take classes in a variety of subjects, but the focus will be on the human body and human health. You may take classes in genetics, human physiology, and neurobiology, among other areas.

Biology is another solid choice for pre-meds, especially if your school doesn't offer a Human Biology major and/or you want more a general biology background rather than focusing more specifically on human bodies. You'll learn plenty about human health as a biology major, but you'll also likely take classes in other areas such as ecology, evolution and/or microbiology.

Many pre-meds major in psychology, especially those planning on becoming psychiatrists. However, psychology is a useful major regardless of what type of doctor you want to be since every medical professional can benefit from studying how humans think, make decisions, and react to different situations.

Chemistry/Biochemistry

The biological sciences are most popular with pre-meds, but you'll also need to know a lot of chemistry as a pre-med and a med student. There's an entire chemistry section on the MCAT, so it's definitely an important subject to know.

Although it's not a hard science, a strong knowledge of philosophy can be very helpful to pre-meds. You'll learn about ethics and how to think critically, both of which are important for people in the medical field. Philosophy is a good choice if you want to be prepared for medical school but also get more of a liberal arts education.

What is pre-med? "Pre-med" is a term college students use to show that they plan on attending med school and are taking the right classes to do that. There are no official pre-med majors; instead students who are pre-med can major in whatever subject they want and just take the classes needed to apply to med school.

There are multiple pre-med requirements needed to get into med school. The most important of these are the classes you take. Each med school has its own requirements, but you can expect to take at least one year of biology, general chemistry, organic chemistry, and physics (all with labs), along with biochemistry, math, and English classes.

There is really no "best" pre-med majors, but there are some majors that are more popular with pre-med students and make it easier for you to reach pre-med requirements. These include human biology, psychology, biology, and chemistry.

What's Next?

Want to know what you should be doing right now to prepare for pre-med programs? Check out our complete guide on how to prepare for pre-med in high school . We also recommend the 7 books every pre-med student should read in this article .

Worried about the extra years of school being a doctor requires? Get tips on how to finish college early so you can start med school early.

If you're still figuring out whether a career as a physician is right for you, think about getting some hands-on experience. You may not think there's much you can do as a high school student, but there is! Start by shadowing a physician , and check out our guide to 59 great med programs for students in high school.

What's after med school? Check out our guide on the seven steps to becoming a doctor to see what you'll need to do once you're pre-med.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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What is Pre-Med?

Pre-med is a set of core classes that students complete as part of the application to medical school. The designation “ pre-med ” comes with opportunities as well as constraints. On the one hand, it isn’t a major in its own right—so f you choose this path, you get to choose any subject that you love to study as a major, while still pursuing your dream of becoming a doctor. On the other hand, taking classes on a pre-med track can leave little time for other pursuits. To make the best possible decision, you’ll need to understand your options and be ready to overcome any related obstacles.

Knowing Your Pre-Med Major Options

Choosing a college major as a pre-med can be very intimidating—especially because there are so many options, and the stakes feel high (they are!). While a great many pre-meds choose biology (or a related science) as their major, there is nothing wrong with selecting something further afield, such as English or a foreign language. As medical schools increasingly seek well-rounded applicants, humanities majors are becoming more common. Regardless of what you choose, you will probably have two advisors: one from the pre-professional office to help you with pre-med course selection, and one specifically for your major. You can—and should—ask them to help you plan your coursework so you’ll be well positioned for the medical school admissions process. At least theoretically, all of the options for major fields of study at your school are available to you. That said, most pre-meds tend to opt for a relatively narrow range of majors.

Biological Sciences

According to the Association of American Medical Colleges (AAMC) , more than half of medical school applicants, as well as matriculants, major in the biological sciences . This makes sense: In biology and related fields, there’s likely to be a high degree of overlap between the requirements for your major and your requirements as a pre-med. Plus, there’s a good chance you want to be a doctor because you already have a keen interest in biological sciences. So it’s totally reasonable that you’d want to devote most of your coursework to your area of greatest interest. Keep in mind, too, that even within the biological sciences, you’ve got a number of options besides biology. Many universities offer a variety of science majors such as neuroscience, physiology, medical science, microbiology, zoology, and biotechnology. Any of these will likely have significant applicability to your medical school pursuits—so feel free to pursue your passions! Because the biological sciences place a heavy emphasis on, well, biology , you’ll also want to ensure that you take classes outside of your major. Having an entirely science-based curriculum can lead to burnout. Plus, taking non-science courses will give you training in other disciplinary modes of thinking. Often, non-science courses can serve the double function of fulfilling your core course requirements—while also broadening your studies. You might also want to consider picking up a non-science minor. This can offer a way to make your application stand out while also allowing you to focus primarily on the area most applicable to medical school. Spanish is an excellent option for a minor. Many undergraduate service opportunities include volunteering or working in Spanish-speaking countries, so this can be a great way to obtain a meaningful clinical experience. In addition, knowing Spanish will likely be useful in your future practice.

Physical Sciences

A sizeable number of medical school hopefuls major in the physical sciences. Like biological sciences, these offer training that is often directly applicable to medical school curricula. Completing the coursework for a major in physics, chemistry, or a related field will also enable you to fulfill many of your major and pre-med requirements at once. Also like a major in biology, it will serve you better if it’s accompanied by non-science classes—or even a non-science minor field of study.

Math and Statistics

While math and statistics majors make up a small percentage of medical school applicants and matriculants (less than one percent), as a group they have the highest mean overall MCAT score and mean GPA. While some major requirements are likely to overlap with your pre-med requirements—and while the mode of thinking you’ll hone as a math or stats major will certainly prepare you for many of the rigors of medical school—you will likely need to use a considerable number of your electives to fulfill your pre-med requirements.

Social Sciences

About ten percent of medical school matriculants come from social sciences majors. Some of these, like economics, may have requirements that overlap somewhat with your pre-med curriculum. Others, like anthropology, political science, or sociology, are likely to overlap just a little (if at all)—so you will likely need to use your electives to ensure that you complete all of your pre-med requirements. Choosing a natural sciences minor may offer a great way to ensure that you’re getting higher-level science courses onto your transcript.

A little less than four percent of medical school matriculants come from humanities majors. Majoring in a humanities subject such as modern or classical languages, literature, or philosophy will certainly set you apart from other medical school applicants. But note that you will have to plan your coursework strategically to ensure that you fulfill all of your major and pre-med requirements. If you opt to major in the humanities, make sure you take some higher-level science courses because medical school admissions committees will look for those on your transcript. In addition, consider picking up a natural sciences minor. This offers an easy way to ensure you can fit higher-level science courses into your schedule. Biology or chemistry would be a great choice. You’ll also want to ensure that you regularly communicate with your pre-med advisor about your course load. Your advisor will help you stay on track with medical school requirements and make sure you properly plan which courses to take before you sit for the MCAT.

Understanding Medical School Requirements

All pre-med students have certain core science classes they need to take. (The AAMC published a list of requirements for each medical school in the country.) These always include biology, chemistry (general and organic), biochemistry, and physics, and often include math/statistics, psychology, and sociology. If you’re a natural sciences major, these will likely already be included in the requirements for your major. If you opt for a humanities or other non-overlapping major, you’ll need to ensure they can be fit into your schedule without overloading. A convenient way to fit everything into your schedule is to take courses during J-term (January term), the summer, or Maymester.

Regardless of your major, make sure you meet with your major and pre-med advisor at least once per semester to confirm that you are on the right path to graduate. Always keep both informed of any changes you make to your schedule. Working with both of them will help make your course selection smoother and medical school application process easier. You can also speak to upperclassmen who have gone through the application cycle. They can often offer new insights and tips for what to take—and when to take it.

Thinking Like a Medical School Admissions Committee

While your choice of major might feel like a significant decision—and it is—keep in mind that your major is not the most important factor in an admissions decision. Course selection, GPA, and MCAT scores figure much more importantly. Just because you may have chosen a very challenging major does not mean the admissions committee will cut you some slack in any of these other areas.

More specifically for GPA, medical schools will take an average of your grades from your biology, chemistry, physics, and math (BCPM) classes. To increases your BCPM GPA, you can take some “easier” science classes in a particular minor, or even as electives.

Deciding on the Pre-Med Track

What if you’re not sure you want to be a doctor? Should you still get on the pre-med track? There is nothing wrong with going into college unsure of your specific career goals. With that said, applying to medical school requires a lot of advance planning. If you’re uncertain, get on the track early anyway; it’s easier to get off than it is to join later on. (If you decide much later to become a doctor, you may need to pursue a time-consuming and costly—but still doable— post-baccalaureate program as a non-traditional medical school applicant.) We advise taking introductory science courses, along with classes in a few subjects you think you might want to study, during your first year. This will give you some time to figure out what you truly want to do, and it’ll ensure you’re on track with your pre-med coursework should you decide to continue with it.

A Final Note

It is important that you like your major, so don’t feel pressured to choose what you think is the “best” major for medical school. As long as you take higher-level science courses and maintain a good BCPM GPA, any major is fine. Be guided by your interests and goals—they will lead you down the right path.

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Navigating the Pre-med Track to Medical School

Are you dreaming of being a physician? You’re not alone. From 2017–2019, over 200,000 people took the Medical College Admission Test (MCAT), the exam required for admission to nearly every medical school in the United States and many schools outside the U.S. 

If you’re planning to pursue the pre-med track in college in the hopes of attending med school — and ultimately becoming a medical doctor — you should know that it’s an extremely rigorous path. Up to the challenge? Here’s how to navigate it.

Overview of the Pre-med Track

“Pre-med” doesn’t describe a specific major but a set of courses that most medical schools require for admission. Often, your undergraduate college will assign you a pre-med advisor in addition to a major advisor to help you ensure you fulfill these requirements, even if you don’t necessarily need to take them to graduate. 

Rather than immediately matriculating at a med school after receiving their bachelor’s degree, more than half of students take one or more gap years, pursuing opportunities like working in research or being a medical scribe. There are also post-baccalaureate programs for students who decide to enter the pre-med track later on as undergraduates.

If you’re thinking of being a pre-med, it’s important to consider how challenging the road is — even before med school. Up to half of students originally interested in medicine in a given freshman class don’t ultimately end up fulfilling the requirements and applying to med school, and only 30% of that original pool gain admission to med school. Even among those who apply, less than 50% receive admission in a given year.

Pre-med Track Challenges

Anyone who chooses to take on the pre-med track will face stiff competition from peers, in terms of opportunities for research and extracurricular activities and tough curves. It can be difficult to earn high grades in curved classes that are required for med school, especially at large schools, because so many other students are pre-med, too.

You’re also contending with a strict schedule that leaves little time for socializing and extracurricular activities that aren’t related to medicine. You’ll need to have discipline and be willing to make sacrifices.

Relative Importance of Application Components

Generally speaking, medical school applications are weighed accordingly:

• Activities: 20%
• Personal Statement: 10%
• Recommendation Letters: 10%

Of course, this varies from school to school.

How to Build a Pre-med Profile in High School

You don’t have to wait until college to start building a pre-med profile. In fact, demonstrating your passion for medicine and career aspirations now will make you a more appealing candidate for undergraduate admissions.

Scientific Passions

Participating in team competitions like Science Olympiad and Chemistry Olympiad can be useful. However, selective colleges will want to see you placing in regional competitions to be competitive for admissions. Meanwhile, individual competitions like Intel ISEF are highly impressive, but offer fewer awards and no opportunities for leadership.

Undertaking scientific scientific research is another prestigious activity for pre-med hopefuls. Consider conducting your own research or working under the guidance of a professional. There are also research programs like Summer Science Program, Research Science Institute, and Governor’s School.

While not quite as valuable for admissions as the above activities, science interest clubs at your high school will also demonstrate your passion for the subject. The best way to differentiate yourself from other candidates is to secure a leadership position.

Service Work

Service work can also play a role in setting you apart from other applicants. You could, for example, gain patient experience by shadowing a doctor or working as a receptionist in a medical facility. Most students volunteer in a medicine-related capacity instead, so a more involved role could allow you to differentiate yourself. Keep in mind that there may be age or other restrictions.

If you do volunteer in a hospital, nursing home, or other medical facility, look for opportunities that allow you to demonstrate long-term commitment.

There are plenty of other opportunities for community engagement, too. Global health work is one popular option, and many students are pursuing social justice advocacy, which shares many of its core tenets with medicine.

Anyone planning on majoring in a STEM or related discipline should, of course, have strong grades in the STEM coursework. Colleges will also want to see plenty of advanced coursework in science and math, including honors or AP-level classes in biology, chemistry, physics, and calculus. You should also be competent in the humanities, although solid performance in honors or AP-level English, foreign language, and social science classes is a bonus.

You’ll also need a strong score in Math on the SAT or ACT. If you take the ACT, your Science score will need to be high as well. Scores are generally slightly higher for pre-meds on these exams than they are for people pursuing other disciplines.

SAT Subject Tests are generally optional for the high school class of 2021 due to the pandemic (as are the SAT/ACT). In future years, you’ll want to take Subject Tests in Biology, Chemistry, and/or Math II.

College and Major Selection

College selection factors.

Grade Inflation & Deflation

A school that has grade deflation (for instance, a B at a grade-deflation school would be equivalent to another school’s A) can be detrimental to your medical school prospects since your transcript and GPA will appear weaker compared with those of other applicants. 

How do you figure this out? One way is to speak with older students who have attended or are currently attending the school. You can even ask this question on college tours. You can also scan internet forums like Reddit and Student Doctor Network to learn more.

If you are a strong student at a prestigious school, though, you will do well even if the school does have grade deflation.

Advising Services

The quality of the pre-med advising you receive in college can certainly impact your candidacy for med school. Judging this will also require speaking with current students and alumni. It’s a good idea to speak with the admissions office about the resources available, such as one-on-one meetings and help with your personal statement, too.

If you can, try to ask the admissions office to connect you with pre-med advising. Ask questions about when they typically start meeting with pre-med students and if they have materials to review about the med school process and timeline.

Affiliated Hospitals and Research Institutions

If there are affiliated hospitals on or near campus, you’ll have a much easier time integrating clinical activities like shadowing doctors and volunteering into your schedule because your commute time will be short. You’ll also have greater access to research facilities, promoting more productive work.

Moreover, the name recognition of schools and medical facilities that are part of one institution makes it possible to take advantage of available positions — there’s a sense of familiarity and trust.

You can still take advantage of unaffiliated hospitals and research facilities near the campus, but it will be more difficult to secure coveted volunteer or work positions.

It’s no secret that college is expensive — and whether you like it or not, it may play a role in the school you ultimately attend. Private institutions can cost as much as $260,000 over four years and public institutions cost around $140,000 for undergraduate education. Many students take out loans of up to $50,000/year (private) or $20,000/year (private). There’s another roughly $5,000 for book costs and $10,000 for room and board.

Meanwhile, medical school tuition costs $200,000 on average, and students take out roughly $50,000 in loans per year over four years.

In total, between your undergraduate education and medical school, you could be looking at a $450,000 price tag. If cost could be an issue, consider your state medical school, when financial aid becomes especially important.

College Reputation

Students may notice the feeder school effect — the fact that colleges with attached medical schools tend to accept more applicants who were undergraduates at the university than from any other school. This is not a guarantee, though; in a medical school class of 200, perhaps 20 or so will come from the associated undergraduate school. And if there are 250 undergraduate pre-meds at a given school, the cast majority can’t follow the path to med school. (Bear in mind that even if there is no established affiliation — like UC Berkeley, and UC San Francisco — many students may be admitted to medical school from a given undergraduate college.)

Prestige matters, too. Top-tier schools often have better advising and a stronger track record of top med school admissions. Because many of these schools may have grade deflation, it’s more difficult to have a competitive GPA, and medical schools will take note if you have a high GPA from one of these schools, especially compared with equally high GPAs from a lower-ranked school. If you have excelled at a lower-ranked school, then leaving additional time for extracurriculars will strengthen your application.

Ultimately, a high GPA and MCAT score will play the biggest role in your likelihood of admission to medical school.

College Selection: Large State Universities

There are several benefits to attending a large state university for your undergraduate education. For example, there’s generally strong research funding, along with connections to in-state medical schools. Because medical schools have received so many applications from these schools, they are well known.

On the downside, there’s less personal pre-med advising and more competition for opportunities. At the most prestigious, large universities like UC Berkeley and the University of Michigan, you may also encounter grade deflation.

College Selection: Small Liberal Arts Colleges

Small liberal arts colleges often have strong pre-med advising and solid majors and courses even outside of the sciences. There are usually fewer pre-meds competing for opportunities, too. However, there are also fewer opportunities overall, along with less research funding and a lack of affiliated hospitals to provide clinical experience. To learn more, see our post: Should I Attend a Liberal Arts College as a Pre-med?

College Selection: Small Private Universities

Private universities share several of the qualities of both public universities and liberal arts schools: strong pre-med advising and great research funding. Additionally, you’ll receive a potential prestige boost during med school admissions — these schools tend to be well-known to med schools.

That said, you could also be contending with possible grade deflation and tough curves, as well as a higher price tag and more competition for pre-med opportunities.

Choosing a Major

Ultimately, your goal is to maximize your GPA. Ideally, you will start out with strong grades and maintain them. Still, it will also be to your benefit to show an upward trend over time. A downward trend, on the other hand, will reflect poorly on you.

For admissions, your science GPA will be considered separately from your cumulative GPA. Most med school matriculants were science majors as undergraduates because this makes it easier to cover pre-med requirements. The most common majors are:

• Biological / Physical Sciences (~60%)
• Social Sciences (~10%)
• Mathematics / Statistics (~10%)*
• Humanities (~10%)

*Mean MCAT is highest for students in mathematics and statistics fields at 510.5.

However, you could help differentiate yourself if you’re able to perform well in both a humanities major and your pre-med courses. In fact, we recommend double-majoring in the humanities and STEM to stand out, if possible. For more about choosing a pre-med major, see our post: Best Pre-Med Majors .

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Academics and Maximizing Your GPA

As we’ve discussed, maximizing your GPA should be your ultimate goal. Without a strong GPA, your other efforts to improve your application may not prove useful. 

Class Scheduling

When considering whether to use AP credits, you can generally disregard credit for courses in which you’re comfortable with the material and pretty much guaranteed to get a strong grade. This will help your GPA. You should leverage AP credit for changing courses that might hurt your GPA.

Meanwhile, if you’re not planning on doing a gap year, try to finish your pre-med requirements as early as possible so you can show strong grades by the time you apply. Still, you should spend one semester exploring your extracurricular interests and generally adapting to college.

Remember, too, that other students have done this before you. Look to older students and at forums online like Rate My Professors to learn how to find manageable classes and professors. These students can advise you on subjects like which classes have friendlier curves, along with general tips on studying, utilizing the pre-med advising office, forging faculty relationships, finding the best resources, and more. Don’t forget to pay it forward when the time comes!

It’s also a good idea to balance hard and soft science classes in any given semester. Because hard science courses generally have labs, they are both difficult and time-consuming. Taking more than one at a time can be overwhelming. The dreaded organic chemistry is considered the ultimate “weed-out” class, so if you’re worried about passing it, think about taking it over the summer or at another institution where you can still apply the credit.

Basic Course Requirements per the AAMC

According to the Association of American Medical Colleges (AAMC), you should take the following courses as a pre-med: 

• Biology (2 semesters with lab)
• General Chemistry (2 semesters with lab)
• Organic Chemistry (2 semesters with lab)
• Physics (2  semesters with lab)
• English (1 semester)

The AAMC also recommends the following courses (many med schools require these courses):

• Biochemistry
• Statistics/Biostatistics
• Behavioral Sciences
• Social sciences

GPA Targets

Depending on the tier of medical school you’re striving for, you should target the below GPAs by the time of your application:

3.9: Top 10-20 medical schools

3.7: Typical state med schools

3.5: DO (osteopathic) and Caribbean schools

Achieving a Strong MCAT Score

Your MCAT score plays a substantial role in the admissions process. So, how do you make sure you do well?

MCAT Score Targets

The average MCAT score overall is 510 out of 528. This is on par with the average score for a typical state medical school. However, if you’re hoping to attend a top-tier school like Harvard, you’ll need to do a bit better — the average score is 520. Meanwhile, DO schools and Caribbean programs have a slightly lower score at 505.

You should aim to be above the 50th percentile mark for students admitted to your medical school of choice.

MCAT Preparation

Pre-med coursework gives you a solid base of knowledge, but you’ll need to build on it with independent study. The MCAT is by no means easy; it tests both your skills and endurance, lasting for more than six hours.

Taking practice tests will be your best preparation. Ensure that you’re simulating true testing conditions so you’re not caught off guard during the actual test.

Preparing to Take the MCAT

Types of Prep Materials

The AAMC provides practice tests and information booklets. You can also access free or low-cost materials from websites like Coursera, Khan Academy, and similar organizations. Or, if you’re willing to spend more money, you can take in-person courses through organizations like Kaplan and the Princeton Review (keep in mind that in-person courses are generally more than $2,000, while online, self-directed materials cost around $1,500).

It’s best to take the MCAT after you’ve completed your pre-med prerequisites when the knowledge is still fresh. Ideally, you should schedule your test date after a period of less strenuous activity (meaning during a break from school) to give yourself dedicated study time. You also want to give yourself time to retake the exam — up to 20% of students end up retaking it. However, you should avoid retaking it, especially multiple times, at all costs. Unlike many undergraduate colleges, medical schools will see every score, and multiple low scores will hurt your application.

Med school admissions open in May, and the last test is typically in April (COVID may affect this timeline). According to our survey, most students take three months of study time at 20 hours per week.

Low Test Scores

If you receive a disappointing test score, try to adjust your expectations with respect to the rest of your application. Work on emphasizing your strengths in your essays and activity write-ups. 

You should also work on expanding your school list to add less selective schools. Consider DO schools, too.

You can also retake the exam up to three times (total) per year. However, remember that the more times you retake the exam, the more you’ll be penalized by medical school adcoms. Retaking it once is completely reasonable — many students do it — but taking the test more than twice will raise questions about whether you’re able to handle the rigorous coursework at a med school level.

Preparing to Apply

Create a school list.

You will be a competitive candidate at schools where your profile is on par with that of accepted students, so mainly target scores where you’re above the 50th percentile for both your MCAT and GPA.

Understand Your Competitiveness

Look at your application in context. Medical schools consider your MCAT, GPA, activities, essays, and recommendation letters.

Speak to your mentors and advisors, too. They can give you insight into your prospects based on how previous students with similar profiles have done.

Building Your Resume for Applications

Most important activities.

While your academic profile (MCAT score and GPA) matters the most in med school admissions, adcoms will also consider your extracurricular profile. These activities will (in descending order of importance) impact your application:

• Clinical experience
• Research experience
• Service roles
• Leadership roles
• Volunteer experience
• Teaching experience
• Fraternity/sorority involvement
• Sports involvement

Meanwhile, the top 10-20 medical schools will consider the following

This is slightly different for your typical state medical school:

While DO or Caribbean school will put the most weight on these activities:

Patient Care Experience

Med schools look favorably upon students who have patient care experience, especially if it’s hands-on, like working as a scribe or EMT. These roles also tend to be more time-consuming than hospital volunteering and shadowing, which mainly involve observation.

Choosing Research Experiences

Most research experiences span several years. That means you’ll need to carefully consider which opportunities to pursue.

Clinical research often results in more frequent publications. However, non-clinical research in a strong lab can lead to publication in high-impact journals.

How do you choose a mentor? Look for someone who is well-established but not close to retirement. Ask previous mentees for feedback on the mentor, including their experiences and what the mentors are looking for. This can help you know what to hone in on when sending out your resume and information.

Of course, potential compensation matters, too. Look into when you’ll be paid for summer research or receive any stipends for research during the year. (Remember, though, that payment will mean expectations regarding your work will be higher.)

Networking and Recommendations

Recommendation letters .

Med schools usually ask for three or more recommendations from faculty. These should include two from biology, chemistry, or physics professors and one from a non-science professor.

You’ll also need a letter from your college’s pre-med committee, similar to your guidance counselor letter for undergraduate admissions. This letter will synthesize information about the applicant. Make sure you meet with your advisor or committee early to ensure that the letter is submitted on time.

You can also submit additional letters, provided they add true value to your application. They may be related to leadership, work, or volunteering experience. Some medical schools require physician letters, which you can obtain by working as a medical assistant, scribe, or EMT or by shadowing a physician.

Network Development

It takes time to build relationships with physicians, professors, and others, so start working on it early on. For example, attend office hours in addition to earning a good grade, remembering that you should really only ask for a recommendation if you earn an A in the course. Don’t be overly aggressive, though — this will be off-putting.

Anyone you ask for a recommendation should receive your resume and personal statement so they know more about you. Highlight salient points that your professors can reference when writing your letter — this makes their job easier.

Time Management

The pre-med track is extremely rigorous. That doesn’t mean you can’t have any social life, though — it will just largely be concentrated to weekends. Pursue outside interests, too, but in moderation, focusing on the activities you really care about.

Overall, your workload will peak at the end of the second year through the early part of your third year of school as your classes become more difficult and you begin preparing for the MCAT and working on your applications.

Generally speaking, your weekly schedule will look something like this:

Class: 25 hours

Studying: 30 hours

Extracurriculars: 25 hours (10 clinical/10 research/5 other)

Total: 80 hours

Don’t be too intimidated: many students have successfully conquered the pre-med track and made it to med school. 

You may also like these posts:

Ranked List of the Best Pre-Med Schools

10 Most Underrated Pre-Med Schools

If you’re thinking of ultimately pursuing a career in medicine, it’s never too early to start. CollegeVine can help you improve your profile in high school to help you gain admission into a top pre-med school. Sign up for a free CollegeVine account to see your chances of acceptance to over 500 colleges and learn how to improve your profile.

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Premedical Program

Prepare for medical, dental, veterinary, or physician assistant (PA) school through the postbaccalaureate Premedical Program at Harvard Extension School.

Overview & Benefits of the Premedical Program

In the Premedical Program, you’ll take challenging core science courses, many of which are taught by Harvard University faculty. And you’ll have the opportunity to enroll in clinically relevant electives.

Through either the premedical or pre-physician assistant (physician associate) track , you’ll develop the knowledge and skills necessary to succeed in professional school and demonstrate your competency to admissions committees.

Individualized curriculum to help you become a competitive applicant

Personalized advising on course selection, the application process, & sponsorship

Harvard faculty from such schools as the Medical School & School of Dental Medicine

Flexible course schedules for the part-time student

Clinical & research opportunities

Engaged peer community & Harvard alumni network

The Premedical Program offers two tracks:

We’ll work with you to create a customized course curriculum to meet your academic needs based on:

• Your chosen curriculum track
• An assessment of the courses you took as part of your undergraduate degree
• The courses you’ll need to fill gaps and complete prerequisites.

Most students take a mix of core courses and electives in biology, general chemistry, organic chemistry, physics, and math.

Watch Our Information Session

Learn more about the Premedical Program from our program administrators and a current student in our recorded information session .

Our faculty come from across Harvard University, including Harvard Medical School, Harvard School of Dental Medicine, and the TH Chan School of Public Health.

Director, Premedical Program, Harvard Extension School

Sirinya Matchacheep

Lecturer on Chemistry and Chemical Biology and Director of Instructional Laboratory Programs, Harvard University

Britt Stockton Lee

Clinical Simulation Faculty, MEDscience Simulation Lab, Harvard Medical School

Our Student Community

Graduates of the Premedical Program have been accepted into—and graduated from—top medical and dental schools across the United States, including Brown University, Emory University, Johns Hopkins, and Weill Cornell Medical College.

As a student, you'll engage with peers and faculty regularly in class and weekly gatherings. After you complete the program, you’ll join the global network of the Harvard Alumni Association.

Learn more about our students in the Premedical Program Fast Facts sheet .

Check out the full list of program benefits .

Average age

Average # of years between undergrad degree earned and program admission

Have healthcare work experience

Average # of years to program completion

The weekly clinician chats are excellent opportunities to connect with physicians in the Boston area and gain exposure to the various paths in medicine one can take.

Cost & Aid

The total cost of the program will depend on how many courses (credits) you need to complete the requirements of your chosen programs and schools.

• Course tuition: Our 2023–24 tuition for a 4-credit undergraduate course is $2,040.
• Financial aid: After admission, you may qualify for federal aid. Typically, eligible students receive grant funds to cover a portion of tuition costs each term, in addition to federal financial aid options.
• Reduced Harvard Summer School tuition: You’ll pay Harvard Extension School tuition rates for Summer School courses as a student in the program. 
• Payment plan: Program participants may be eligible to enroll in an interest-free payment plan for fall, spring, and summer tuition.

Admission to the Premedical Program

Students in the postbaccalaureate Premedical Program are chosen through a selective application process. The application process is the same for all students interested in pursuing medical school, physician assistant school, dental school, and veterinary school. 

You are eligible to apply if you meet the following criteria:

• Have completed a bachelor’s degree from an accredited institution.
• Are a US citizen or permanent resident.
• Have English language proficiency.

Applications for the Premedical Program are accepted between January 10 and April 10.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Pre-Med Course Requirements

Find common pre-medical course requirements for those entering Allopathic (M.D.) and Osteopathic (D.O.) Medicine.

Course Requirements Overview

This is a guide to common pre-medical course requirements..

Professional schools have a variety of prerequisites required for admission to their programs. On this page, we include information about timelines for pre-medical requirements and the options available.

• Many programs prefer in person coursework, and some programs may not allow online coursework. See individual schools for policies.
• Individual schools may require or recommend additional courses .
• All prerequisites must be completed with a letter grade of C or higher.
• Schools vary on Credit-by-Exam (AP/IB/CLEP) policies and preferences for prerequisites. Please see " Can I Claim AP/IB Credit? "

To be competitive for medical school, you will need average overall and science GPAs of at least 3.6 to 3.8 and above, depending on the schools you plan on applying to. This means you need to be making As and Bs with more As than Bs.  If you are behind in your classes, don’t wait until you get your first poor test score to ask for help.  See the academic assistance section.

School requirements can change. See individual school websites and admissions guides under “ Research Medical Schools Before You Apply .” We always recommend checking for any updates.

Most Texas medical schools require:

• Biology:   Lecture – 12 hrs;  Lab – 2 hrs 
• General Chemistry:   Lecture – 6 hrs;  Lab – 2 hrs
• Organic Chemistry:   Lecture – 6 hrs;  Lab – 2 hrs
• Biochemistry:   Lecture – 3 hrs
• General Physics:  Lecture – 6 hrs;  Lab – 2 hrs
• Math:   Statistics – 3 hrs
• English:   Rhetoric (Composition) and Literature – 6 hrs

(Medical School Prerequisite Course Timelines and a Pre-Med Science Courses Flowchart are available at the bottom of this page.)

Some medical schools require humanities and social/behavioral science courses. The MCAT has a Psychology/Sociology section.  We strongly recommend taking courses in the following areas. 

• Analytical problem-solving
• Critical thinking
• Writing, interpersonal communications and presentation skills
• Cultural studies
• Spanish and other language studies relevant to your career goals  

UT Austin Courses Typically Taken to Fulfill Requirements

Science requirements.

Other Subjects

Specific School Requirements  

Some schools have additional prerequisite requirements. Find them below.

Baylor Med Pre-Reqs

• Baylor College of Medicine Prerequisite Courses  

TCU Med Pre-Reqs

• Texas Christian University & UNTHSC School of Medicine Prerequisite Courses  
• TMDSAS-Approved UT Austin Course List

Medical School Prerequisite Course Timelines 

These timelines include pre-medical course requirements for admission to most Texas and U. S. medical schools. 

Completing the pre-medical courses and extra-curricular activities generally requires six semesters or longer, regardless of the student’s age or year in college.

Your personal timeline may differ from these samples.

Work with your academic advisor to incorporate these courses into your degree plan.

• 4-Year Plan  
• 5-Year Plan  

Important Note: 

Timelines do not include all course options and details. See above: Pre-Med Course Requirements and Specific Requirements: Baylor, TCU, & TMDSAS.

To be sure that you are fulfilling all requirements , see individual school websites.  Find school links under " Research Medical Schools Before You Apply ."

Additional Course Information 

• Currently a UT student and thinking of taking courses away from UT ? (This may not be applicable if you are not yet enrolled at UT.)
• Are Extension Courses Okay for Medical Pre-Reqs?
• Other Pre-Health Non-Science Courses of Interest

Pre-Med/Pre-Health Information

About the Program

Pre-Med/pre-health is not a major or minor at UC Berkeley, but rather a pre-professional path that students choose when preparing for a career in graduate-level health professions. Our pre-med/pre-health students come from a variety of backgrounds and majors — from biology to English — and should ultimately choose an academic path that they will enjoy and one in which they will excel. Although the majority of medical school applicants have majored in the biological sciences, there is no preference or competitive advantage for any majors over others in the admissions process. Regardless of major, all students are expected to complete the prerequisite courses required by their chosen health profession.

Applicants from UC Berkeley have a strong track record of entry into medical schools and other health professional schools, including dental, nursing, optometry, pharmacy, physical therapy, physician assistant, and veterinary programs. Successful pre-med/pre-health students at UC Berkeley maintain strong GPAs while balancing a rigorous course load with activities such as community service and research. Health professional schools seek well-rounded applicants who demonstrate an investigation of their chosen profession and an interest in helping others across a variety of settings. Students are advised to follow their passions and maintain their interests and hobbies while pursuing pre-med/pre-health at Berkeley. 

UC Berkeley has a large and active pre-med/pre-health student community. The campus offers broad learning and research opportunities (both clinical and wet lab) to take courses and conduct research with faculty at the top of their fields, as well as ample opportunity to gain clinical, service, and leadership experience through over 50 health-related student organizations and a diverse range of health care settings near campus.

Visit the Career Center

Requirements

General guidelines.

Requirements for entry vary by health profession, and often by individual institution. Students pursuing a pre-med/pre-health path at UC Berkeley are advised to consult the prerequisite coursework recommended for their health profession(s) of interest . All health professional graduate programs require some lower-division coursework in math and science, including biology and chemistry. Some programs require some upper-division science coursework, as well as some coursework in the humanities and/or social sciences. Students entering UC Berkeley with an interest in a pre-med/pre-health path are encouraged to complete their prerequisites at UC Berkeley, while also maintaining progress toward their degree.

Students are encouraged to focus on developing a strong academic foundation from their first semester at UC Berkeley, including through the use of educational support resources such as the Student Learning Center , Educational Opportunity Program , and student organizations .

Pre-Med Prerequisites

The following list indicates courses commonly required by medical schools, as well as UC Berkeley courses commonly used to satisfy these requirements:

Chemistry (4 semesters with lab): CHEM 1A & CHEM 1AL , CHEM 3A & CHEM 3AL , CHEM 3B & CHEM 3BL , MCELLBI 102

Biology: BIOLOGY 1A / BIOLOGY 1AL, Biology 1B, One upper-division biology course (recommended) 

Physics (2 semesters with lab): PHYSICS 7A & PHYSICS 7B or  PHYSICS 8A & PHYSICS 8B

Mathematics & Statistics (2 semesters): Most often fulfilled by the two-semester series of MATH 10A & MATH 10B , or by one semester of calculus ( MATH 1A , MATH 1B , MATH 16A , MATH 16B ) and one semester of statistics ( PB HLTH 142 , STAT 2 , STAT 20 , STAT 131A ).

English (2 semesters): Reading and Composition (R&C) courses recommended, regardless of AP credit. May also consider coursework in departments such as English, Comparative Literature, Rhetoric, or upper-division College Writing Program.

Social & Behavioral Sciences: Although not required, recommended primarily for MCAT preparation; may include General Psychology and/or Intro to Sociology, or other coursework in the social and behavioral sciences .

For more detailed information about pre-med prerequisites at UC Berkeley, please visit the Career Center web page on Medical School Prerequisites .

Pre-Health Prerequisites

Health professional schools require  two semesters of general chemistry instead of the one required for most medical schools. Outside of medical school, other health professional schools often require additional prerequisites, such as anatomy, physiology, and microbiology with their associated labs.

For detailed information about prerequisites for other pre-health areas, please visit the Career Center web page on Health Professional Schools .

Experiences

Clinical experience.

Medical/health professional schools look for evidence that applicants have investigated their chosen field, which can be demonstrated through a range of experiences such as volunteering in a clinical setting or community service work. Shadowing is also helpful.  Experiences like these can also assist students in making a more informed decision about entering a field.

Pre-med/pre-health students at UC Berkeley are engaged in a wide range of clinical and volunteer opportunities, including through nearby free clinics, hospitals, nonprofit organizations, and student organizations dedicated to service and outreach in the local community. Students may also explore their interests through a diverse range of student-facilitated courses ( DeCals ). For more information, including a listing of common clinical experiences among UC Berkeley pre-med/pre-health students, please visit the Career Center web page on Clinical Experience .

Although medical schools do not require a minimum number of hours or specific types of experiences, other health professions, such as dentistry and optometry, often require documentation of shadowing. Physician’s Assistant Programs require Patient Care Experience hours (PCE).  The amount of hours required vary depending on the school.  PCE required hours can range from 500-2500. Veterinary medicine requires a certain amount of volunteer hours; it varies by school.  The volunteer hours have to be supervised by a Veterinarian. Bear in mind also that medical/health professional schools value altruistic work of any kind, not solely in a clinical setting. Students are advised to consult with pre-health advisors to identify opportunities aligned with their backgrounds, interests, and goals.

Research Experience

As a top research institution, UC Berkeley offers many opportunities to get involved in research as an undergraduate. Although medical/health professional schools do not explicitly require research, a large majority of UC Berkeley applicants accepted to medical/health professional schools have been engaged at some level in research before applying. In particular, students considering applying to more research-intensive medical schools or to MD/PhD programs are strongly advised to consider research early in their undergraduate careers.

Students may participate in research through structured programs (such as URAP and SPUR ), through their major (such as a capstone project or Honors Thesis), and/or through other independent study options and research in faculty laboratories/research groups. To learn more about getting started in research at UC Berkeley, please visit the Office of Undergraduate Research & Scholarships (OURS) , which offers online resources as well as in-person workshops.

UC Berkeley’s location also offers proximity to other research opportunities, including through the Children's Hospital Oakland Research Institute (CHORI) and UCSF, where both basic science and clinical research are conducted. Medical/health professional schools value research of any kind, not only basic science and clinical research but also interdisciplinary and social science research. Undergraduate research is an opportunity to demonstrate your intellectual curiosity and learn skills to equip you to be an informed consumer of research as a future healthcare professional.

Admissions Tests

Entry to health professional school requires completion of a standardized admissions test, including the MCAT for medical school and podiatric medical school, DAT for dental school, and OAT for optometry school, and the GRE for many other programs, including veterinary, physician assistant, physical therapy, and nursing. (Pharmacy schools in California do not require the PCAT; outside of California that may differ.) Because these tests play a significant role in the admissions process, students are strongly advised to plan to take the test once, when they are most prepared to do their best.

It is important to understand which prerequisite coursework is required as preparation for the appropriate admissions test. For the MCAT, students should have completed their lower division prerequisites in biology, chemistry, and physics, in addition to their upper-division course in biochemistry, the subject which accounts for a significant portion of questions on the MCAT.

Students should also consider when they will be able to devote a substantial amount of time and energy to studying for the MCAT, given their other commitments and the times of year the MCAT is administered. Students are encouraged to consult with pre-health advisors to discuss their MCAT timeline, which will be dependent upon a variety of individual factors and considerations, including when they plan to apply.

Application Process

Applicants submit their medical/health professional school application over a year in advance of when they would matriculate. For example, those who submit a medical school application in June 2022 are applying to start medical school in Fall 2023. The timeline for applying to medical/health professional school is very different from applying to college. Depending on the health profession, applications can be submitted starting in late spring or early summer, and are processed and reviewed on a rolling basis. For this reason, admissions data support that it is critical to apply early in the application cycle.

Students who wish to enter medical school directly after graduating from UC Berkeley apply around June 1, immediately following their junior year. Nationally, and at UC Berkeley, most applicants now apply to medical school at the end of their senior year, having completed their prerequisites, taken the MCAT, gained meaningful experience, and developed relationships (for letters of recommendation) over their full four years at UC Berkeley. Because of the application timeline, these applicants have one "application year" between graduating from UC Berkeley in May and starting medical school the following fall. Some medical school applicants will take more than one year. Often, these applicants have accepted a research position that sought a two-year commitment or have participated in other meaningful educational or employment opportunities, such as Teach for America, Peace Corp, or fellowship programs. The average age of a first year medical student is 26, as of 2023.

Medical/health professional school admissions are competitive, and the application process is both cost and time-intensive. Students (and alumni) are advised to apply when their application is at its strongest. Pre-health advisors are available to meet with students throughout their undergraduate career at UC Berkeley (and one year beyond), to explore future application timing, assess readiness for an upcoming application cycle, and seek feedback on application materials.

Pre-Health Advisors

UC Berkeley has two dedicated pre-health advisors who are located within the Career Center on campus. Pre-health advisors offer one-on-one professional advising through 30-minute advising appointments and weekly drop-in advising hours. In addition to one-on-one advising, they coordinate programming throughout the year, including advisor-led workshops, panels of successful students and alumni, visits from medical schools, and an annual ‘bootcamp’ for students getting ready to apply to medical school.

Pre-health advisors at the Career Center  do not meet with freshmen except during drop-in hours. Advisors also meet with alumni, to address questions and engage in discussion around a career in the health professions. Students are encouraged to meet with advisors at any stage of the process, from exploration to preparation to application. Topics may range from how to explore different career paths and find research or clinical experience, to how to select schools to apply to and prepare for interviews.

Pre-health advisors invite students to email their questions ( [email protected]) and to follow the Pre-Health Advising Instagram ( @calprehealth ).

To learn more about Pre-Health Advising at UC Berkeley, visit the Career Center web page on Pre-Health Advising .

College/Major Advisors

In addition to Pre-Health Advisors, students may consult with advisors in other offices on campus, such as the Letters and Science Advising , Rausser College of Natural Resources , Berkeley Public Health , and other departments as they plan their pre-health studies.

Contact Information

2440 bancroft way.

Career Center

Phone: 510-642-1716

https://career.berkeley.edu

[email protected]

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Brown University

Health careers advising, pre-med/pre-health profession courses.

The most common course requirements for admission to health professions training programs can be fulfilled at Brown University by taking the courses detailed below. All required courses should be completed for a grade with the exception of mandatory S/NC courses. * Courses offered during the summer as well as the regular academic year are noted with an asterisk here.  Individual schools and professions may have additional requirements.

M.D. programs continually review their requirements and expectations. Our website, as well as our newsletter and information sessions, will update you on changes and trends when these are announced by the AAMC and individual programs. However, i t is your responsibility to be certain that you have taken all required courses for the schools to which you intend to apply. 

Students who aspire to enter medical or other health professions school should consult the following and the list of Brown Courses detailed below:

• For admission to M.D. Programs: The Association of American Medical Colleges publishes the Medical School Admission Requirements (MSAR) , an online system accompanied by a printed publication - "MSAR: The Official Guide to Medical School Admissions." We recommend you consult both. Previous years' print versions of the "MSAR: The Official Guide to Medical School Admissions" are available for reference in our office library.
• For admission to D.O. Programs: The American Association of Colleges of Osteopathic Medicine (AACOM) issues the OMCIB , which is available for free download on their web site .
• Other professions , such as D entistry  and V eterinary Medicine (see the Veterinary Medical School Admision Requirements- VMSAR here) , have publications and websites that can help you determine which additional courses you might need to take. 
• Additional helpful details are available on our FAQ page .

_____________________________________________________

The great majority of medical, dental and veterinary schools require 4 semesters of chemistry with lab to include general, organic and biochemistry. Some schools require 5 semesters. 

If you place into CHEM 0330:

CHEM 0330, CHEM 0350, CHEM 0360, and BIOL 0280 (some students may also take BIOL 0285 if a school has a specific requirement for a fourth chemistry lab)  

• The typical chemistry course sequence at Brown is CHEM 0330 (1 semester of general chemistry with lab), followed by CHEM 0350 and CHEM 0360 (2 semesters of organic chemistry with lab). For the biocheistry requirment, students typically take BIOL 0280. The laboratory couse BIOL 0285 is taken by soem students who are applying to schools with specific requirements and this course may be accepted in lieu of a second semester of general chemistry with lab. 

If you place into CHEM 0100:

CHEM 0100, CHEM 0330, CHEM 0350, CHEM 0360, BIOL 0280 (and perhaps BIOL 0285, if needed )

• Students who place into CHEM 0100 follow it with the typical course sequence listed above.

• The Chemistry Department at Brown has approved recent changes to their course equivalency notation policy for select AP Chemistry scores. Here is the updated policy with the key information in italics: Students with a reported score of 4 or 5 on the AP chemistry exam can place into CHEM 0330 without taking the Brown Chemistry Placement Exam. A retroactive placement notation for CHEM 0100 can be granted with a minimum AP Chemistry score of 3 and upon successful completion of CHEM 0330. The biggest change in this updated policy is that if you have a 3 or higher AP score and have completed CHEM 300, you can now have placement notation for CHEM 0100 on your transcript. If you wish to add this notation to your transcript, go to ASK → Student Petitions →AP/IB Placement →<My Scores and request the notation. Some medical, veterinary, and approximately two-thirds of dental schools require a five-course sequence in chemistry (2 semesters general chemistry with lab, 2 semesters organic chemistry with lab, 1 semester biochemistry). If these are your state or dream schools, and you have completed the typical four-course sequence, CHEM 0400 or CHEM 0500 would be the appropriate fifth course. 

BIOL 0200 and one more course with a lab

NOTES: 

• All students without AP Biology start the biology sequence with BIOL 0200. Some schools require specific courses in biology. 
• Even if you have AP Biology, you should still take two biology courses with laboratory at Brown. 
• Neuroscience courses with lab are accepted by most schools as biology with lab. 
• Completing more Biology or Neuroscience courses at Brown - which don't need to have a lab - is highly recommended to all, and is especially important for non-science concentrators.

PHYS 0030* and 0040* -OR- PHYS 0050 and PHYS 0060 -OR- PHYS 0070 and PHYS 0160

• Students planning to concentrate in engineering can satisfy the physics requirement with ENGN 0030 and ENGN 0040. If your concentration changes and you have already completed ENGN 0030, take PHYS 0040 or higher. 

_________ ____________________________________________

Any two courses in College Composition (a.k.a. Expository Writing), or English Literature (including foreign literature in translation to English).

• Courses offered outside the English Department that meet these criteria are acceptable. Courses that do not meet these criteria do not count even if they require extensive reading or writing assessments.
• WRIT-designated courses offered by science departments will not  automatically satisfy the English requirement.

Any two college-level mathematics courses, at least one being Calculus. Statistics strongly recommended as a second course. MATH 0090 and MATH 0100 are the main Calculus courses. Statistics courses are offered by a number of departments (e.g. APMA, CLPS).

• Most schools prefer or require Statistics as a second semester of mathematics.
• Students with AP scores in Calculus (that place them out of MATH 0090 or out of both MATH 0090 and MATH 0100) should still take at least one semester of college mathematics- statistics recommended.

Biochemistry 

BIOL 0280 is required by a large number of U.S. medical schools and schools that do not require biochemistry usually recommend it. It is also necessary for the MCAT. 

Social, Behavioral Sciences and the Humanities  

The MCAT contains a section on the Social and Behavioral Sciences so you will need this content knowledge for the exam. A small number of medical schools require a semester in both of these fields. Most other health professions schools recommend such course work. A growing number of schools may expect a course in both areas in the future. We encourage all students at Brown to explore the curriculum and take one or two introductory courses in these disciplines. 

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Post-Bacc Pre-Medicine Program Certificate | Northwestern SPS - Northwestern School of Professional Studies

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Program Overview

Pre-Medicine

Post-Bacc Pre-Medicine Certificate Program

The post-baccalaureate pre-medicine certificate program provides students the opportunity to build a core scientific foundation in preparation for careers in medicine. The program is designed for post-baccalaureate students seeking core sequences in biology, general and organic chemistry, and physics required for the application to most medical, dental, veterinary, and related professional schools.

Pre-medicine students complete courses with Northwestern curriculum and faculty, which offers students the opportunity to build a deep and strong science foundation. Coursework is primarily offered in evening and weekend classes and can be completed in 15, or 21 months, depending on the student's needs.

This program is designed for career changers and students who have not completed the core coursework needed to apply to medical school. Students who need only some of these courses should consider the  pre-medicine completion  program. Students who have completed core premedical coursework may want to consider the  Advanced Studies in Biology for the Health Professions  certificate program, or designing a  specialized post-baccalaureate certificate  to meet their needs.

I definitely think the science curriculum is preparing us well for the MCAT. It (the premed program) sets you up really well for success — in medical school and going forward.”

Abigail Paras, premed student

Comprehensive, rigorous curriculum prepares you for med school

(The science curriculum) way over-prepared me, in a good way. I’m sure that there were questions that the MCAT could have thrown at me that I only would have been able to answer because I took specific classes with professors who taught at a distinguished level.”

Fiona Fimmel, SPS Premed ’19, accepted to George Washington University School of Medicine through Northwestern's linkage program

READ FULL STORY

Pre-medicine required courses

The following courses are required:

• BIOL SCI 201: Molecular Biology
• BIOL SCI 202: Cell Biology
• BIOL SCI 203: Genetics and Evolution
• BIOL SCI 232: Molecular and Cellular Processes Laboratory
• BIOL SCI 233: Genetics and Molecular Processes Laboratory
• BIOL SCI 234: Investigative Laboratory
• BIOL SCI 308: Biochemistry
• CHEM 110: Quantitative Problem Solving in Chemistry
• CHEM 131: Fundamentals of Chemistry I (with lab, CHEM 141)
• CHEM 132: Fundamentals of Chemistry II (with lab, CHEM 142)
• CHEM 215-A: Organic Chemistry I (with lab, CHEM 235-A)
• CHEM 215-B: Organic Chemistry II (with lab, CHEM 235-B)
• PHYSICS 130-A: College Physics I (with lab, Physics 131-A)
• PHYSICS 130-B: College Physics II (with lab, Physics 131-B)
• PHYSICS 130-C: College Physics III (with lab, Physics 131-C)

Elective courses

In addition to core requirements, premedicine students select two of the courses from the list below. These are courses required by some but not all medical programs. To make the best course selection, students should consult their target program requirements to determine which of the courses best fit their needs.

• BIOL SCI 310: Human Physiology
• BIOL SCI 313: Human Anatomy
• *CHEM 215-C:  Organic Chemistry III   (with lab CHEM 235-C); 1.34 units
• KINS 237: Foundations of Human Movement
• PRO HLTH 390: Interprofessional Health Practice

Careers in the health professions (optional elective)

Students enrolled in the SPS professional health careers certificate programs also have the option to take a two-course series of non-credit, tuition-free courses geared toward ensuring success in their chosen programs.

• PRO_HLTH 396-A: Professional Health Careers Proseminar I
• PRO_HLTH 396-B: Professional Health Careers Proseminar II

Our students perform well on the MCAT and join top medical schools nationwide

The rigor of Northwestern's pre-medicine post-bacc program prepares students for successful application to and completion of programs at top medical schools nationwide.

514 Average MCAT score of Northwesternpost-bacc pre-med students (U.S. national average is 506*)

* 2019 data from American Medical College Application Service (AMCAS®) 

Medical School Acceptances

SPS pre-medicine students are competitive candidates for medical school application and have been accepted to prestigious schools such as Harvard University, Johns Hopkins, Columbia University, Washington University, University of Michigan, Yale University, New York University, University of Chicago, University of Pittsburgh, and Northwestern University. View the list of recent  medical school acceptances .

I knew that level of instruction at Northwestern would be rigorous. You want professors that hold students to a high standard because that is exactly what you need to be a competitive medical school applicant.”

Sarah Clark, pre-med student

About the Pre-Medicine Certificate Program

Admission for pre-medicine, pre-medicine tuition, pre-medicine registration information, pre-medicine sample course plans, pre-medicine faculty, pre-medicine pre-health professional student group.

• Transfer Credit Policy for Pre-Medicine

Pre-Medicine Medical School Acceptances

Pre-medicine frequently asked questions.

• Find out more about the Pre-Medicine Certificate Program

Note on Medical School Admission Requirements

Is the pre-medicine program right for me, linkage agreements mean you could skip the glide year.

Linkage agreements with select medical and dental schools enable eligible Northwestern University pre-medicine students to apply for admission during their final year in the post-baccalaureate program, and bypass the glide (application year). If accepted to a medical or dental program through a linkage, students can put their medical education and career on a faster track.

Learn from Northwestern Medicine physicians at Chicago area clinics

Physician shadowing program.

Thanks to a collaboration between SPS and Northwestern Medicine, SPS pre-medicine students have the opportunity to shadow physicians at several clinics in the Chicago area. Shadowing is an integral part of the preparation needed for medical school. Students are selected in for these shadowing opportunities in fall, winter, and spring, through an application process during their program.

Having been out in the world made a huge difference in how I handled medical school. At Northwestern I learned how to manage my time. I didn’t pull any all-nighters. I knew what was relevant.”

John Stracks, MD (SPS pre-med alum)

Built-in seminars set you up for success

Learn strategies for being an effective student and applying to med school with our optional for-credit proseminar series. No tuition is charged for these courses.

Professional Health Proseminar 1

Covers subjects surrounding the pre-med experience, including:

• Adjusting to life as a science student
• Academic resources
• Guidance for finding research and clinical opportunities
• Generating a timeline to prepare a competitive professional/medical school application

Professional Health Proseminar 2

Prepares students for the year-long medical school application cycle with topics such as:

• Major application components (selecting target schools, navigating the centralized application, writing a strong personal statement, and compiling an AMCAS activities list)
• Interview skills
• Planning for the glide year

Tutoring and advising are also available throughout the program. See all the resources available to post-bacc pre-med students by visiting our advising and academic support page.

In addition to completing an online application, you'll also need to submit a few supplemental materials. A list of requirements for admission including application deadlines and tips on how to apply can be found on the  admission page.

Post-baccalaureate students at Northwestern's School of Professional Studies pay per course. For more information about financial obligations and tuition, please visit the tuition page.

Whether you're a first-time registrant or current and returning student, all students register using our online student registration and records systems. Important information about registering for courses at SPS, including registration timelines and adding or dropping courses in which you are already enrolled, can be found on the  registration information page.

Review sample course plans for the pre-medicine certificate program offered by Northwestern University School of Professional Studies.

The  Northwestern University Pre-Health Professionals student group  is first and foremost a community dedicated to the success of its members pursuing careers in medicine, health, and veterinary practice. NUPP serves as a forum for the discussion and presentation of professional and academic experiences, a collective resource of relevant information, as a social network, and as a representative voice for the body of non-traditional pre-health students. Pre-Health students are eligible to run for election to the leadership board each spring.

Transfer Credit Policy for Pre-medicine

Students in the post-baccalaureate pre-medicine certificate program may transfer up to eight semester hours or twelve quarter hours of academic credit. A transcript and grade of B or better are required to transfer courses for this program. Courses audited or taken with the pass/no credit option cannot be applied toward the program requirements. Courses earned for a bachelor's degree at SPS may not be applied retroactively toward certificate requirements. Students who have completed up to two courses as a student-at-large may apply for a certificate and ask that those courses be included in the certificate. If students complete additional courses (beyond two) as a student-at-large, a petition to the Student Affairs Committee requesting an exception to policy should be submitted. 

Learn which medical schools students have been accepted to after completing the post-bacc pre-med program on the medical school acceptances page.

Review frequently asked questions about the post-bacc pre-med certificate program on the pre-medicine frequently asked questions page.

Find out more about the pre-medicine certificate program

While Northwestern University’s programs are designed to align with core sequences required for medical, dental, veterinary, and related professional schools, students should familiarize themselves with medical school admission requirements for desired institutions as they choose which program aligns best. Northwestern University’s policy on awarding credits states that credit is awarded in units, rather than credit hours, on student transcripts. Courses are offered over a ten-week period and are assigned 1.0 unit of credit. One unit of credit is equivalent to four quarter hours, which is equivalent to 2.67  semester hours. Some institutions will round up to 3 semester hours while others will not, so it is imperative that students know the requirements of the institutions to which they intend to apply.

The School of Professional Studies offers a several program options for students who need to complete the required science courses necessary to pursue graduate level study in the medical field. Expand this page using the "Explore" link below to see which of our program options is the best fit for your background. Please reach out to our enrollment advising team if you have any questions before you start the application process .

Explore Pre-med Program Options

pre-med completion details Advanced Biology details

--> Program Courses: Course Detail Interprofessional education is important for preparing health professions students to provide patient care in a collaborative team environment, as an interprofessional approach leads to improved patient outcomes. Interprofessional Health Practice promotes the development of skills and attitudes needed to work effectively in a healthcare community. Through case studies, role play, interactive activities, reflection, and research, students will increase their knowledge in the four core competencies of interprofessional work as outlined by the Interprofessional Education Collaborative (IPEC).   --> Program Courses: Course Detail This course is part of the four-course introductory biology sequence. Students will learn about the basics of molecular biology, including the structure of macromolecules, DNA replication, transcription, and translation and the mechanisms by which these processes are regulated. Students will also learn current biotechnology methods used to study molecular biology. Credit not allowed for both BIOL SCI 201 and BIOL SCI 215. Students who have previously completed BIOL SCI 215 should not register for this course. This course is part of the four-course introductory biology sequence. The cell biology course covers mechanisms the cell uses to compartmentalize and transport proteins, to move, to regulate growth and death, and to communicate with their environments. This course should be taken concurrently with BIOL SCI 232. Credit not allowed for both BIOL SCI 219 and BIOL SCI 202. Students who have previously completed BIOL SCI 219 should not register for this course.  Prerequisite: Students must have completed BIOL SCI 201 or 215 with a grade of C- or better to register for this course.   Fundamentals of genetics and evolution. From the rules of heredity to the complex genetics of humans, the methods and logic of genetics as applied to inheritance, development, neurobiology, and populations. The process and tempo of evolution, from natural selection to speciation, emphasizing how genetics plays a critical role. Prerequisite: Students must have completed BIOL SCI 202-CN or BIOL SCI 219-CN with a grade of C- or better to register for this course. This course is the first of a four-course sequence that is completed with BIOL SCI 217 in the fall quarter, BIOL SCI 308 in the winter and BIOL SCI 219 in the spring. The genetics and molecular biology course covers the principles of inheritance; gene function; mechanisms by which DNA is replicated, transcribed into RNAs, and translated into proteins; and the basics of the process of natural selection. This is an asynchronous, remote course. Prerequisite: one year of general chemistry with laboratory (CHEM 101, 102, 103 or CHEM 110, 131, 132). There is no available section. The cell biology course covers mechanisms that cells use to compartmentalize and transport proteins, to move, to regulate growth and death, and to communicate with their environments. This course was formerly BIOL SCI 216. Students who have previously taken BIOL SCI 216 should not register for this course. A lab course, BIOL SCI 222, may be taken concurrently with this course. Prerequisite: CHEM 103 or 132.   There is no available section. Laboratory techniques and experiments in fundamental aspects of transmission genetics and molecular biology. Credit for this course is 0.34 units. Prerequisite: C- or higher in both BIOL_SCI 221 and CHEM 103 or 132. There is no available section. Laboratory techniques and experiments in fundamental aspects of cell biology. Credit for this course is 0.34 units. Prerequisite: grades of C- or higher in CHEM 103 or 132. There is no available section. The Investigative Laboratory is a hypothesis driven, discovery based laboratory class. During the quarter, students will be engaged in independent laboratory research projects where they will design and implement their own experiments centered around a central theme. Credit for this course is 0.34 units. Prerequisite: grades of C- or higher in both BIOL SCI 221 and CHEM 103 or 132. There is no available section. This is the first course in a three-quarter sequence of introductory biology laboratory. The course is designed to provide students with an authentic laboratory experience that investigates relevant scientific research and teaches scientific inquiry skills such as experimental design, writing research proposals, data collection, data analysis/interpretation, and the presentation of results. The experimental model revolves around atherosclerosis and macrophage phagocytosis of apoptotic cells. Students will learn and become proficient at various cell and molecular biology techniques. This course should be taken concurrently with BIOL SCI 202. Credit not allowed for both BIOL SCI 221 and BIOL SCI 232. Students who have previously completed BIOL SCI 221 should not register for this course. This is the second course in a three-quarter sequence of introductory biology laboratory. The course is designed to provide students with an authentic laboratory experience that investigates relevant scientific research and teaches scientific inquiry skills such as experimental design, writing research proposals, data collection, data analysis/interpretation, and the presentation of results. The experimental model revolves around aggregate prone proteins in nematodes and how RNA interference (RNAi) can be used to affect protein folding and the clearance of protein aggregates. Students will learn and become proficient at various cell and molecular biology techniques. Credit not allowed for both BIOL SCI 220 and BIOL SCI 233. Students who have previously completed BIOL SCI 220 should not register for this course. Prerequisite: BIOL SCI 232 This course is the culminating life-science lab experience in the biology lab sequence. Students design and generate reagents that can be used in larger experiments. The topic varies from year to year, but typically revolves around the sub-cloning of a specific gene fused to a reporter for detection. Credit not allowed for both BIOL SCI 222 and BIOL SCI 234. Students who have previously completed BIOL SCI 222 should not register for this course. Prerequisite: BIOL SCI 233. This course covers basic concepts in biochemistry, emphasizing the structure and function of biological macromolecules, fundamental cellular biochemical processes, and the chemical logic in metabolic transformations. Students who have previously completed BIOL SCI 218 should not register for this course. Prerequisites: Students must have completed, or be currently enrolled in, CHEM 215-A or CHEM 215-B or CHEM 215-C. An exploration of the functions of the human body at the tissue, organ, and organ system level. Emphasis on homeostatic mechanisms and interdependence within organs and organ systems and the influence of modulatory systems. Topics will include, but are not limited to: nervous, cardiovascular, respiratory, and renal systems. Prerequisite: CHEM 131 Solution strategies for traditional word problems and their application to basic chemistry quantitative problems: dimensional analysis, chemical equations, stoichiometry, limiting reagents Quantum mechanics, electronic structure, periodic properties of the elements, chemical bonding, thermodynamics, intermolecular forces, properties of solids and liquids, special topics in modern chemistry. This course is required to be taken concurrently with CHEM 141-CN Fundamentals of Chemistry Lab I. Additionally, while the material in the inorganic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 110-CN (grade of C- or better), or current enrollment in CHEM 110-CN. Solutions and colligative properties, chemical equilibrium, aqueous solution equilibria, chemical kinetics, metals in chemistry and biology, oxidation-reduction reactions and electrochemistry, special topics in modern chemistry. This course is required to be taken concurrently with CHEM 142-CN Fundamentals of Chemistry Lab II. Additionally, while the material in the inorganic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 131-CN and CHEM 141-CN (grade of C- or better), or current enrollment in CHEM 131-CN/CHEM 141-CN. Chemical analysis of real samples using basic laboratory techniques including titration, colorimetric analysis, density measurements, and atomic spectroscopy. Planning, data collection, interpretation, and reporting on experiments. Credit for this course is 0.34 units. This course is required to be taken concurrently with CHEM 131-CN Fundamentals of Chemistry I. Additionally, while the material in the inorganic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 110 (grade of C– or better), or current enrollment in CHEM 110-CN. General Chemistry Lab 2 is a laboratory course in which techniques applied to materials science and nanotechnology, acid-base chemistry, and chemical kinetics will be employed. Major objectives involve work involving planning, data collection, interpretation, and reporting on experiments. Credit for this course is 0.34 units. This course is required to be taken concurrently with CHEM 132-CN Fundamentals of Chemistry II. Additionally, while the material in the inorganic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 131-CN and CHEM 141-CN (grade of C- or better), or current enrollment in CHEM 131-CN/CHEM 141-CN. Foundational concepts in organic chemistry will be introduced. Topics include structure and properties of common functional groups, acidity/basicity, conformational analysis, stereochemistry, and reactivity of organic compounds. The chemistry of hydrocarbons, alkyl halides, and alcohols, ethers, and carbonyl compounds will be included. This course is required to be taken concurrently with CHEM 235-A Organic Chemistry Lab I. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 132 and CHEM 142 with a grade of C- or better, or equivalent transfer credit with qualifying score on the Chemistry Placement Exam. Fundamental concepts in organic chemistry will be covered. The topics will include important functional groups and will include: nomenclature, structure, properties, and multi-step synthesis. Reaction mechanisms for organic transformations will be presented, and synthesis strategies will be covered. The chemistry of pi systems and aromatic ring system, amines, and carboxylic acids and their derivatives, and enol/enolate species will be included. This course is required to be taken concurrently with CHEM 235-B Organic Chemistry Lab II. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 215-A and CHEM 235-A with a grade of C- or better. Advanced concepts in modern organic chemistry will be introduced. The material will focus on recent developments in synthetic organic chemistry, including: concerted/pericyclic reactions, catalysis, green/environmental chemistry, automated synthesis, and combinatorial/screening methods. Additional topics will include an introduction to materials and polymer chemistry. This course is required to be taken concurrently with CHEM 235-C Advanced Organic Chemistry Lab. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 215-B and CHEM 235-B with a grade of C- or better. There is no available section. Advanced concepts in modern organic chemistry will be introduced. The material will focus on recent developments in synthetic organic chemistry, including: concerted/pericyclic reactions, catalysis, green/environmental chemistry, automated synthesis, and combinatorial/screening methods. Additional topics will include an introduction to materials and polymer chemistry. This course is required to be taken concurrently with CHEM 235-C Organic Chemistry Lab III. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 215-B and CHEM 235-B with a grade of C- or better. Standard laboratory techniques in organic chemistry will be covered. Techniques will focus on the isolation and purification of organic compounds as well as the use of spectroscopic methods to determine identity and purity. The results of the technique-based modules will be communicated by completion of short on-line worksheets. One complete organic experiment, including reaction set-up, product isolation, and preparation of samples for characterization will be performed. The results of the complete experiment will be communicated in a full formal lab report. This course is required to be taken concurrently with CHEM 215-A. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 132 and CHEM 142 with a grade of C- or better, or equivalent transfer credit with qualifying score on the Chemistry Placement Exam. Complete laboratory experiments focusing on standard synthetic organic chemistry will be conducted each week. Students will complete a prelab worksheet including stoichiometric calculations, prediction of reaction outcome, and identification of safety protocols. During lab sessions, experimental work including chemical measurement, reaction setup/workup, and product purification will be performed. Product characterization using spectroscopic techniques will be required. Reports from experimental work will be reported in formal lab reports following guidelines from peer-reviewed journals. This course is required to be taken concurrently with CHEM 215-B. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 215-A and CHEM 235-A with a grade of C- or better. Advanced concepts in modern organic chemistry will be introduced. The material will focus on recent developments in synthetic organic chemistry, including: concerted/pericyclic reactions, catalysis, green/environmental chemistry, automated synthesis, and combinatorial/screening methods. Additional topics will include an introduction to materials and polymer chemistry. This course should be taken concurrently with CHEM 215-C. Prerequisite: completion of CHEM 215-B and CHEM 235-B with a grade of C- or better. There is no available section. Advanced concepts in modern organic chemistry will be introduced. The material will focus on recent developments in synthetic organic chemistry, including: concerted/pericyclic reactions, catalysis, green/environmental chemistry, automated synthesis, and combinatorial/screening methods. Additional topics will include an introduction to materials and polymer chemistry. This course is required to be taken concurrently with CHEM 215-C. Additionally, while the material in the organic chemistry lecture and lab courses is intended to be linked, students should not expect the lecture and lab content to always align. Prerequisite: completion of CHEM 215-B and CHEM 235-B with a grade of C- or better. An introductory course examining the biomechanical and physiological factors contributing to the control of human movement. This course concentrates on the biomechanical principles of the musculoskeletal system and how these principles impact global human movements as well as joint-specific movement. It will also encompass the foundational physiology of muscle tissue and how it facilitates movement about a joint. Learning experiences will include self-paced online modules, in-person lectures, laboratories, and task analysis activities to foster the ability to comprehend the foundational principles that drive human movement. This is the first quarter of a three-quarter algebra-based physics course with lecture and laboratory. Physics is the most basic of the sciences, dealing with the behavior and structure of matter. Lectures and labs illustrate physical principles: mechanics, motion, momentum and energy, and fluids. Continues in winter and spring quarters as PHYSICS 130-B, C.  Requires concurrent enrollment in the PHYSICS 131-A lab. Two lab sections are available in in Fall quarter; lab times are Tuesdays 8:00-9:50 pm or Saturdays 2:00-3:50 pm. Prerequisite: college algebra or higher college math course. This course is the continuation of PHYSICS 130-A algebra-based physics with lecture and laboratory; the sequence concludes with PHYSICS 130-C in the spring quarter. Harnessing the forces of electrical power; how they have altered the way we live and perceive ourselves in the universe. Lecture demonstrations illustrate physical principles: electricity and magnetism, DC and AC circuits. Must be taken concurrently with PHYSICS 131-B Physics Laboratory II. Labs will meet for the first time after the first lecture session. Prerequisite: completion of PHYSICS 130-A or current enrollment in PHYSICS 130-A. This course is the continuation of PHYSICS 130-A,B. Wave motion, optics, and introduction to the basic concepts of modern physics including quantum mechanics, relativity, and atomic physics. The course focuses on conceptual understanding of basic physical principles and their real-world applications. Demonstration experiments will be used to illustrate physical phenomena and concepts. Must be taken concurrently with PHYSICS 131-C Physics Laboratory III. Lab times are Tuesdays 8:00-9:50 pm or Saturdays 2:00-3:50 pm. Labs will meet for the first time after the first lecture session. Prerequisite: completion of PHYSICS 130-B or current enrollment in PHYSICS 130-B. This is the laboratory course associated with PHYSICS 130-A and must be taken concurrently. Credit for this course is .34 units.   This is the laboratory course associated with PHYSICS 130-B and must be taken concurrently. Credit for this course is .34 units. This is the laboratory course associated with PHYSICS 130-C and must be taken concurrently. Credit for this course is .34 units. Prohealth Proseminar I will meet during the first fall quarter of the students’ pre-health program to prepare students to succeed in the professional health careers program. This proseminar series will be completed by PROHLTH 396-B: Prohealth Proseminar II in the students’ final winter quarter. This non-credit course covers topics including adjusting to life as a science student, academic resources, extracurricular resources, and preparing for the professional/medical school application process. There is no tuition charged for this course. Enrollment in this course is limited to students in SPS professional health careers certificate programs. Only students in those programs will be able to register for the course.   PRO_HLTH 396-B This non-credit proseminar is for students in the Professional Health Careers certificate programs. This course prepares students for the year-long application cycle beginning in the summer. This course will provide opportunities for students to work on major application components as part of the coursework, including their AMCAS activities listing, preparing a strong personal statement, selecting target medical/professional schools, and navigating the centralized application. The course will also allow students to practice their interviewing skills and plan for their glide year. There is no tuition charged for this course. Enrollment in this course is limited to students in SPS professional health careers certificate programs. Only students in those programs will be able to register for the course.        --> -->  --> Cornell University, B07 Day Hall. Ithaca, NY 14853 Get Directions [email protected] ‌ (607) 255-4232 ‌‌ (607) 255-6262 for assistance. Cornell University       Courses of Study 2024-2025 Through the SC Johnson College of Business, Cornell offers accredited undergraduate business degree programs in applied economics and management and hotel administration, as well as world-renowned graduate and professional business degrees. The College also offers nine minors    intended for students majoring in subject areas other than business, to gain exposure to business concepts, frameworks and methods. Because the choices are so broad, students are encouraged to explore the offerings carefully to identify the program that best matches their business career goals. (Graduate study is available in the Johnson Graduate School of Management as well as both undergraduate Schools.) Applied Economics and Management The Charles H. Dyson School of Applied Economics and Management (AEM) offers a broad, flexible curriculum that reflects its analytical, applied economics approach. Students choose among 11 concentrations: finance, marketing, strategy, accounting, entrepreneurship, agribusiness management, food industry management, business analytics, environmental, energy and resource economics, international trade and development, and applied economics. The Dyson Business Minor for Engineers (DBME) is specifically tailored to the educational and career needs of engineering students. The Dyson Business Minor for Life Sciences major (DBMLS) offers business concepts in the context of nonprofit, research, pre-med, pre-dental and pre-vet fields. The Applied Economics and Management (AEM) minors offer specializations in Applied Economics; Environmental, Energy and Resource Economics; Food and Agricultural Business; and International Trade and Development ( dyson.cornell.edu ). Hotel Administration The Peter and Stephanie Nolan School of Hotel Administration offers the world’s premier hospitality management program. Its rigorous core business curriculum includes courses in finance and accounting; real estate development; facilities management; planning and design; food and beverage management; marketing, tourism, and strategy; analytics; information systems; operations; managerial and organizational behavior; human resource management; managerial communication; and law. The school also offers the undergraduate minor in real estate that is available to any Cornell undergraduate. The Statler Hotel gives students the opportunity to apply what they learn in a real-world business and its Practice Credit requirement further ensures a balance between theory and practical experience ( sha.cornell.edu ). Real Estate The Paul Rubacha Department of Real Estate develops visionary real estate leaders who will tackle the most pressing societal challenges facing the industry. Cornell College of Architecture, Art, and Planning (AAP) and the Cornell SC Johnson College of Business build on a 30-year legacy of real estate research and teaching and features Cornell’s real estate master’s degree program – the  Baker Program in Real Estate , broadens professional and research degree programs, and attracts leading global scholars. ( realestate.cornell.edu ). Arts and Sciences Many of the liberal arts majors offered by the College of Arts and Sciences provide students with a background for a successful business career. In particular are majors in economics, mathematics, sociology, and psychology. Economics focuses on the production, distribution, and consumption of goods and services; monetary systems; and economic theories. Students interested in the human dimensions of business can choose sociology or psychology. Mathematics majors can choose concentrations in computer science, operations research, statistics, or economics to prepare for careers in areas such as actuarial science or finance ( as.cornell.edu ). Engineering Many of today’s business executives hold engineering degrees. Each of the College of Engineering’s 13 majors prepares students for business careers. Operations research and engineering, and information science, systems and technology are the most business-oriented engineering majors that prepare graduates for careers in areas such as investment banking and process engineering. Engineering students can take a business-oriented engineering minor in areas such as industrial systems and information technology, and operations research and management science. A business minor for engineering majors is also offered by the Charles H. Dyson School of Applied Economics and Management ( www.engineering.cornell.edu ). Human Ecology The College of Human Ecology offers three business-oriented majors. The fashion design management concentration in the fiber science and apparel design major prepares students for such careers in the fashion industry as a retail executive or merchandise buyer. Students majoring in design and environmental analysis can prepare for careers as facility planners and workplace strategists in consulting and real estate firms and large corporations. The policy analysis and management major focuses on analyzing problems in the public domain, ranging from the processes of making, implementing, and evaluating government policies to the ethical evaluation of contemporary social problems. The Policy Analysis and Management (PAM) minor in the College of Human Ecology builds on a rigorous interdisciplinary focus to describe and analyze public policy problems, particularly in the areas of health policy, regulatory policy, and social policy ( www.human.cornell.edu ).  Industrial and Labor Relations The School of Industrial and Labor Relations (ILR) focuses on the study of people and policies in the workplace. Students learn how individuals, groups and organizations address workplace issues affecting businesses, society, the economy and international affairs. ILR’s curriculum balances structure and flexibility. Foundation courses provide a comprehensive view of the historical, legal, management and economic issues that define and influence workers and the workplace ( www.ilr.cornell.edu ). Related Areas Cornell Career Services The central office of Cornell Career services provides a range of resources and guidance for students interested in business-related careers. Visit the  Career Development Toolkit for modules on Pre-Grad preparation and specific business industries (e.g., Consulting, Finance, Entrepreneurship) including how to access specialty preparation resources such as Management Consulted and CaseCoach. Continuing Education and Summer Sessions The School of Continuing Education and Summer Sessions offers a wide variety of opportunities for business studies and professional development, ranging from precollege programs to executive education. Summer College’s three-week precollege programs, The Business World and Hotel Operations Management, acquaint high school students with the principles of business management. For college students, Campus-to-Career programs such as the Cornell University Prelaw Program and Internship in New York City and Cornell in Washington Summer Program pair internship opportunities with courses taught by distinguished experts. College graduates interested in health care may apply for the Cornell/Division of Nutritional Sciences Post-Baccalaureate Program in Health Studies. For business professionals, seminars and trainings such as the Administrative Management Institute, the Cornell University Viticulture and Enology Experience, and the Institute for Internet Culture, Policy, and Law provide opportunities to hone skills, increase effectiveness, stay abreast of changes in the work world, and network with colleagues ( www.sce.cornell.edu ). Entrepreneurship at Cornell This university-wide program is open to all Cornell students interested in eventually starting their own businesses or working for venture capital firms. Entrepreneurship-related courses are offered by all seven of Cornell’s undergraduate colleges and schools as well as by the Johnson Graduate School of Management and the Cornell Law School ( eship.cornell.edu ). International Programs Several additional programs allow business students to focus on a particular geographic area. Majors and minors are offered by the College of Arts and Sciences in Latino Studies, Latin American Studies, German Studies, European Studies, Asian American Studies, China and Asia-Pacific Studies, Asian Studies, East Asian Studies, Southeast Asian Studies, South Asian Studies, Near Eastern Studies, and Africana Studies. The College of Agriculture and Life Sciences offers a major in international agriculture and rural development. Pre-law Study Law schools do not prescribe any undergraduate degree program, nor do they require any specific courses as pre-requisites. This allows an aspiring pre-law student considerable latitude to explore legal careers and to prepare for law school in ways that best serve their individual goals. Whatever the path, each pre-law student should incorporate two essential guidelines into their planning: first, they should pursue a course of study in which they are genuinely interested; and second, they should seek out and make good use of opportunities to develop social awareness, critical analysis, and the ability to express themselves clearly and effectively—skills essential to the study and practice of law. When developing a course of study, it is important to recognize that law touches nearly every part of our public and private lives. Indeed, we might better consider the practice of law as a means of engaging with something, rather than an end unto itself, in which case any subject could prove relevant. Pre-law students are encouraged to pursue the subjects that they find most compelling, not only because genuine interest will lead to greater engagement, but also because doing so can provide a great foundation for future legal work. A student pursuing coursework in business or economics, for example, would arrive at law school with excellent context for corporate law work. A student in the physical or life sciences would be well positioned for the tech and health law fields (indeed, such a background is required for the patent law field). And someone pursuing fine or performing arts would find that to be directly relevant to the field of entertainment law, where they would work closely with artistic professionals and media companies. At the same time, the choice of a major need not determine a student’s destiny in the law. Every field of study provides training in vital communication and analytical skills that can be applied to law school, and intentional use of elective coursework and extracurricular activities can amount to a very well-rounded education.  Cornell undergraduates have access to an accelerated path to law school via Cornell Law’s 3+3 Program , which they may apply for in the junior year. At the time of entry, they must have completed 108 of the 120 credits required for the bachelor’s degree and completed all major and college requirements. Students considering applying to this program should consult with their college pre-law advisor or the university pre-law advisor early in their sophomore year to discuss eligibility and application requirements. For information on additional preparation, including work experience and necessary examinations, students are strongly encouraged to meet with a Cornell Pre-Law Advisor and to consult the Pre-Law module on the  Career Development Toolkit . Pre-medical and Pre-health Study Medical, dental, and other health professional schools, while not requiring or recommending any particular major course of study, do require that particular undergraduate prerequisite courses be completed. These courses usually include general chemistry, organic chemistry, general biology, biochemistry, mathematics, physics and social/behavioral sciences. Some medical schools do not accept AP credit to fulfill prerequisite requirements. One or two semesters of writing-intensive courses (or two semesters of first-year writing seminar) may also be required. Other useful courses include upper-level biology, such as genetics, microbiology, anatomy, or physiology. No particular major is best for those considering medical, dental, or other health professions, and students are therefore encouraged to pursue their own intellectual interests. Students are more likely to succeed at and benefit from subjects that interest and stimulate them, and there is no evidence that medical or other health professional schools give special consideration to any particular undergraduate training beyond completion of the required prerequisite courses. In the past, most successful Cornell applicants to medical, dental, and other health professional schools have come from the Colleges of Arts and Sciences, Agriculture and Life Sciences, Human Ecology, and Engineering. Even students from the College of Architecture, Art, and Planning and the Schools of Hotel Administration and ILR have gained admission to medical or health professional schools. The appropriate choice depends to a great extent on the student’s other interests. Cornell offers many advising resources to support students who are interested in the health professions. Pre-veterinary Study There is no specific pre-veterinary program at Cornell, and students interested in veterinary medicine as a career should select a major for study that fits their interests while at the same time meeting the entrance requirements for veterinary colleges as listed below. Many pre-veterinary students at Cornell are enrolled in the College of Agriculture and Life Sciences, which offers several applied science majors, including animal science, which can lead to related careers if the student does not go to veterinary medical school. Some enter other divisions of the university, especially the College of Arts and Sciences, because of secondary interests or the desire for a broad liberal arts curriculum. The college-level prerequisite courses for admission to the College of Veterinary Medicine at Cornell are a full year each of English composition/writing-intensive courses, biology or zoology with labs, physics with labs, and general chemistry with labs; and a semester each of organic chemistry, biochemistry (4 semester credits), and advanced life sciences (see Veterinary College Admissions website for list of courses). These requirements will vary at other veterinary medical schools. For information on additional preparation, including work experience and necessary examinations, students may consult the College of Veterinary Medicine website , the  Health Professions Advising Center , and enroll in the Pre-Vet Planning Canvas site . Welcome to Harvard Online Harvard Online presents curated online courses that combine faculty and disciplines from across the University, connecting learners around the globe with the world’s most urgent issues. Outsmarting Implicit Bias Designed for individuals and teams, this Harvard Online course taught by preeminent Harvard Professor Mahzarin Banaji teaches the science of implicit bias and strategies to counter the impact of bias in the workplace. What are you interested in? Health care leadership. Deepen perspectives and advance insights into the strategic issues facing health care organizations today. Harvard on Digital Approach new digital and data strategies with an eye toward people, mindsets, and systems. Leadership, Communication, Transformation What kind of leader will you be? Law in Practice Keep up on moral, ethical, and legal arguments and continue your education beyond the classroom. Explore Learning Paths Benefit and Discount Programs for Organizations and Individuals Experience Harvard Online by utilizing our wide variety of discount programs for individuals and groups.  Past participant discounts. Learners who have enrolled in at least one qualifying Harvard Online program hosted on the HBS Online platform are eligible to receive a 30% discount on this course, regardless of completion or certificate status in the first purchased program. Past-Participant Discounts are automatically applied to the Program Fee upon time of payment.  Learn more here . Learners who have earned a verified certificate for a HarvardX course hosted on the  edX platform  are eligible to receive a 30% discount on this course using a discount code. Discounts are not available after you've submitted payment, so if you think you are eligible for a discount on a registration, please check your email for a code or contact us . Non-profit, Government, Military, and Education Discounts For this course we offer a 30% discount for learners who work in the nonprofit, government, military, or education fields.  Eligibility is determined by a prospective learner’s email address, ending in .org, .gov, .mil, or .edu. Interested learners can apply below for the discount and, if eligible, will receive a promo code to enter when completing payment information to enroll in a Harvard Online program. Click here to apply for these discounts. Gather your team to experience Harvard Online courses and to enjoy the benefits of learning together:  Single invoicing for groups of 10 or more Tiered discounts and pricing available with up to 50% off Growth reports on your team's progress Flexible course and partnership plans  Learn more and enroll your team !  Trending Courses Health care strategy. Learn from HBS Professor Leemore Dafny how to align the principles of business strategy with the unique challenges and structures of health care organizations to capture value, define your mission, and lead your organization to success. Big Data for Social Good Using real-world data and policy interventions as applications, this course will teach core concepts in economics and statistics and equip you to tackle some of the most pressing social challenges of our time. Innovations in Teamwork for Health Care In this course, experts from Harvard Business School and the T.H. Chan School of Public Health teach learners to implement a strategy for organizational teamwork in health care. Explore All Courses Learner Testimonials On Data Privacy and Technology "The course was informative on both current and future data privacy and technological innovation trends—the need for data privacy without inhibiting innovation. The team and instructors prompt critical thinking while broadening the understanding of data privacy beyond the frontiers. At the end of the course, I concluded that there was a need for a mass cultural shift towards ethical use of technology." Joanita Nagaba Co-founder, ANJ Data Management Solutions Africa Ltd. On Health Care Economics “This is an amazing course. The professor did a fantastic job dissecting the complexities of healthcare into chewable chunks."  Howard H. Dinh, MD, FACC Medical Director, Cardiac Services, Greater Sacramento The Permanente Medical Group and Chief, Cardiology Kaiser Permanente, South Sacramento "I love the way the course is structured with real-world examples and the critical thinking sessions. It forces us to reflect upon what is happening around us. People who have an interest in cybersecurity, as well as those that would like to gain more general knowledge, would greatly benefit from this course." Anand Narayan Account Executive, Lenovo Canada On Data Science Principles "This is a topic that people in any industry should have at least basic knowledge of in order to create more efficient and competitive businesses, tools, and resources." Carlos E. Sapene Chief Executive Officer On Data Science For Business "This course had an amazing instructor, amazing examples, and an amazing user interface that made it easy for me to grasp the material and learn simultaneously with others around the world." Shawn Carrington, Jr. Senior Executive Officer Perspecta, Inc. Skip to main content A+ Font Size Increase A Normal Font - Selected A- Font Size Decrease A High Contrast A Normal Contrast भारत सरकार / Government of India शिक्षा मंत्रालय / Ministry of Education / Ministry of Health and Family Welfare LATEST NEWS NEET (UG) 2023 Score Card Public Notices News & events. FINAL ANSWER KEY OF NEET (UG)-2023 EXAMINATION ON 07 MAY 2023/06 JUNE 2023 NTA Declares the Result/NTA Scores/Rank of National Eligibility cum Entrance Test (UG) – 2023 Graduate Medical Education Regulations 2023 regarding NEET (UG) – 2023. Challenge of Provisional Answer Key, Display of Scanned Images of OMR Answer Sheet, and Display of Recorded Response for the candidates of Manipur State of National Eligibility cum Entrance Test (UG) – 2023 – reg Challenge of Provisional AnswerKey, Display of Scanned Imagesof OMR Answer Sheet and Display of Recorded Response for National Eligibility cum Entrance Test (UG) –2023 No post to display Introduction The Ministry of Human Resource Development (MHRD), which is now known as the Ministry of Education (MoE), Government of India (GOI) has established the National Testing Agency (NTA) as an independent, autonomous and self-sustained premier testing organisation for conducting efficient, transparent and international standard tests in order to assess the competency of candidates for admission to premier higher education institutions. NATIONAL ELIGIBILITY CUM ENTRANCE TEST [ NEET (UG) – 2023] will be conducted by National Testing Agency (NTA) on Sunday, 07 May 2023 (Sunday) in Pen and Paper mode in 13 languages, as a common and uniform National Eligibility-cum-Entrance Test [(NEET (UG)] for admission to undergraduate medical education in all medical institutions. Similarly, as per Section 14 of the National Commission for Indian System of Medicine Act, 2020, there shall be a uniform NEET (UG) for admission to undergraduate courses in each of the disciplines i.e. BAMS, BUMS, and BSMS courses of the Indian System of Medicine in all Medical Institutions governed under this Act. NEET (UG) shall also be applicable to admission to BHMS course as per National Commission[...] Candidate Activity NEET (UG) 2023 City Display Additional Links Ministry of Education Directorate General of Health Services Ministry of Health and Family Welfare Important Links National Medical Commission Medical Counselling committee Dental Council of India All India Ayush Central Counselling Committee National Testing Agency Medical School Admission Requirements™ (MSAR®) for Applicants New section. The Medical School Admission Requirements™ (MSAR®) is an online database that enables you to browse, search, sort, and compare information about U.S. and Canadian medical schools and more. Selecting a medical school will be one of your most significant decisions. 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Open access Published: 05 June 2024 Effects of undergraduate ultrasound education on cross-sectional image understanding and visual-spatial ability - a prospective study Johannes Weimer 1   na1 , Johannes Ruppert 2   na1 , Thomas Vieth 1 , Julia Weinmann-Menke 3 , Holger Buggenhagen 1 , Julian Künzel 4 , Maximilian Rink 4 , Liv Lorenz 5 , Daniel Merkel 6 , Carlotta Ille 1 , Yang Yang 7 , Lukas Müller 7 , Roman Kloeckner 8 & Andreas Weimer 9   BMC Medical Education volume  24 , Article number:  619 ( 2024 ) Cite this article 92 Accesses Metrics details Introduction/aim Radiological imaging is crucial in modern clinical practice and requires thorough and early training. An understanding of cross-sectional imaging is essential for effective interpretation of such imaging. This study examines the extent to which completing an undergraduate ultrasound course has positive effects on the development of visual-spatial ability, knowledge of anatomical spatial relationships, understanding of radiological cross-sectional images, and theoretical ultrasound competencies. Material and methods This prospective observational study was conducted at a medical school with 3rd year medical students as part of a voluntary extracurricular ultrasound course. The participants completed evaluations (7-level Likert response formats and dichotomous questions “yes/no”) and theoretical tests at two time points (T1 = pre course; T2 = post course) to measure their subjective and objective cross-sectional imaging skills competencies. A questionnaire on baseline values and previous experience identified potential influencing factors. A total of 141 participants were included in the study. Most participants had no previous general knowledge of ultrasound diagnostics (83%), had not yet performed a practical ultrasound examination (87%), and had not attended any courses on sonography (95%). Significant subjective and objective improvements in competencies were observed after the course, particularly in the subjective sub-area of “knowledge of anatomical spatial relationships” ( p  = 0.009). Similarly, participants showed improvements in the objective sub-areas of “theoretical ultrasound competencies” ( p  < 0.001), “radiological cross-section understanding and knowledge of anatomical spatial relationships in the abdomen” ( p  < 0.001), “visual-spatial ability in radiological cross-section images” ( p  < 0.001), and “visual-spatial ability” ( p  = 0.020). Ultrasound training courses can enhance the development of visual-spatial ability, knowledge of anatomical spatial relationships, radiological cross-sectional image understanding, and theoretical ultrasound competencies. Due to the reciprocal positive effects of the training, students should receive radiology training at an early stage of their studies to benefit as early as possible from the improved skills, particularly in the disciplines of anatomy and radiology. Peer Review reports Introduction Imaging techniques such as X-ray, computer tomography (CT), magnetic resonance imaging (MRI), and ultrasound are indispensable diagnostic tools for modern medicine [ 1 , 2 ]. Consequently, the number of scans performed with these imaging modalities has been continuously increasing [ 3 , 4 ]. Profound and early education in these examination methods is therefore paramount in the specialty of radiology. However, it is also crucial for all physicians involved in patient care, as they must correlate the findings on imaging with the clinical presentation of patients [ 5 , 6 , 7 , 8 , 9 , 10 , 11 ]. Students are often now taught the basics of major radiology imaging modalities at increasing numbers of universities during their medical studies [ 12 , 13 ]. Such teaching aims primarily to build competencies in interpreting radiological images of various procedures [ 12 , 14 ], which develops students’ understanding of radiological and anatomical cross-sectional images [ 15 , 16 ]. The basic skills required are knowledge of anatomical spatial relationships and visual-spatial ability [ 12 , 13 ]. Individual universities are responsible for the implementation of the training according to study regulations. If applicable, courses should incorporate catalogues of learning objectives and recommendations from professional societies. In the context of sonography training, national competency-based learning outcomes catalogues and international professional associations suggest that sonography should be integrated into anatomy teaching during the preclinical phase to enhance understanding of anatomy. Subsequently, multiple points of contact as possible should be provided across specialties during clinical training to promote the development of practical examination skills and understanding of pathology [ 17 , 18 , 19 , 20 ]. These catalogues address imaging procedures in different areas of competence and disciplines and thus should be included in the training programs [ 13 , 21 ]. Training approaches hence differ in timing, teaching formats, teaching methods, and scope of radiological training [ 11 , 13 , 22 , 23 ]. Only a few non-radiological educational concepts at undergraduate level include the interpretation of cross-sectional images of anatomy [ 15 , 16 , 24 ]. The choice of timing and the effectiveness of teaching methods must be carefully considered so that the teaching design uses the appropriate teaching methods for each stage of study to promote skill development. In addition to teaching specific technical content, modern teaching should include general skills. Integrating radiology training into medical studies at an early stage has various advantages. Particularly for anatomy training, radiology instruction in different imaging techniques (such as CT images, ultrasound images, MRI, or virtual anatomy training) can improve the anatomical skills of students [ 7 , 25 , 26 , 27 , 28 , 29 ]. Films of cross-sectional images, produced by scrolling through transverse, coronal, and sagittal sections of CT and MRI scans, are advantageous in understanding anatomical spatial relationships [ 27 , 28 ]. In addition, the use of ultrasound images and implementation of ultrasound training (such as with live image generation) can also be used to improve knowledge of anatomical spatial relationships as a supplement to classical anatomical dissection [ 26 , 30 , 31 , 32 ]. Also, a high level of the core competence visual-spatial ability is crucial for the successful implementation of ultrasound-assisted punctures across various medical disciplines [ 33 , 34 ]. Furthermore, there is a close relationship between high visual-spatial ability and high performance in learning anatomy [ 35 , 36 ]. Ultrasound imaging is characterized by the need for the examiner to actively generate the image, correct angles and then interpret the acquired images. Depending on the angle and position of the transducer, the resulting sectional images can vary greatly and must be reorientated continuously. This leads to an active confrontation with the resulting ultrasound images, which specifically enhances the students’ spatial imagination and cognitive skills [ 37 ]. Especially this combination of practical guidance of the transducer and direct image generation can help to better understand anatomical relationships and spatial relationships [ 31 , 37 ]. Ultrasound also has the advantage that it can be taught as a practical course during the degree programme whilst also being without radiation exposure, relatively quick, versatile and cost-effective compared to other imaging techniques. Students prefer a practically orientated education, so ultrasound is a highly effective way of combining theoretical and practical training. Research problem & aim Overall, visual-spatial ability and an understanding of anatomical spatial relationships, anatomical cross-sections and radiological cross-sections are essential competencies required in almost all areas of medicine for the correct interpretation of radiological procedures. Several studies examine the relationships between visual-spatial ability [ 35 , 37 , 38 , 39 , 40 ], understanding of anatomical spatial relationships [ 25 , 27 , 41 , 42 , 43 , 44 ], anatomical cross-Sects. [ 15 , 16 , 44 ] and radiological cross-Sects. [ 25 , 27 , 28 , 42 , 43 , 44 ]. Still, only a few investigate the influence of ultrasound training on these skills [ 7 , 37 , 38 ]. It has already been shown that a high visual-spatial ability can improve acquisition of ultrasound skills [ 37 , 38 ]. In contrast, there is evidence that visual-spatial skills can improve during an ultrasound course [ 37 ]. So far, it has only been shown in one direction that an understanding of cross-sectional radiological images can improve anatomy and visual-spatial ability [ 27 , 28 , 39 ]. This study aims to show whether ultrasound also enhances the other modalities to close this research gap and to clarify the correlations of these interactions. This study provides more insight into these core clinical skills and ultrasound training by examining whether and to what effect completing an ultrasound course improves visual-spatial ability, knowledge of anatomical spatial relationships and radiological cross-section image understanding. Study design This single-centre study was conducted prospectively as an observational trial at a university medical center [ 45 ]. Figure  1 outlines the protocol of the study, including data collection. The course, which was voluntary and could accommodate 160 students, was offered to all 3rd year medical students. In order to provide the earliest possible exposure to ultrasound and to include the most inexperienced users, the course was introduced during the 3rd year of study. The course included theoretical tests (Theory pre and Theory post ) and evaluations (Evaluation pre and Evaluation post ) at two time points (T 1  = pre course; T 2  = post course). Participants were recruited through an official advertisement sent to an e-mail distribution list from the dean’s office that included all students in their 3rd degree year. The participants who registered via an online portal were pooled in groups of 5. A total of 30 groups were taught per week over a period of 10 weeks. Inclusion criteria were passing the first state exam and participation in at least 80% of the course activities, including both theory exams and evaluations. The primary outcome of the study is an objective improvement in visual-spatial ability, understanding of anatomical spatial relationships and radiological cross-section image understanding determined by comparison of pre- and post-tests and evaluations. The secondary outcome is a subjective increase in competence (7-level Likert response format). Study design including course model and evaluation time points. After the study was designed (a) , the participants were recruited and pooled in groups (b) . Participants took part in the training program and the assessment time points (c) . TU: Teaching unit (45 min) Competencies We applied the definitions of visual-spatial ability [ 28 , 33 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 46 ], 3D-Understanding [ 39 , 46 ], understanding of radiological cross-Sects. [ 12 , 44 ], interpretation of radiological images [ 12 , 15 , 16 , 25 , 27 , 28 , 42 , 44 , 47 ], understanding of anatomical cross-Sects. [ 15 , 16 , 27 ] and of anatomical spatial relationships [ 25 , 27 , 42 , 43 , 44 ] as well as theoretical and practical ultrasound competencies [ 7 , 24 , 26 , 30 , 31 ]. Table  1 summarizes the terms and their definitions as they were applied in this study. Figure  2 provides an overview of the relationships between these competencies based on current understanding. Overview of competencies and their relationships (7, 12, 15, 16, 24, 27, 30, 32, 33, 39, 42, 44, 48). Arrow (black): Influences investigated by other studies; Arrow (red): Investigated influences from our study Ultrasound course The ultrasound course (Fig.  1 ) was developed based on the current national resident course curricula of the German Society for Ultrasound in Medicine (DEGUM), comparable peer-to-peer concepts, and the recommendations of other professional societies [ 17 , 18 , 50 , 51 , 52 , 53 , 54 , 55 ]. The course comprises 20 German teaching units (TU) of 45 min each, for a total of 15 h, with an emphasis on abdominal sonography and some head and neck sonography (Supplement 1 ). Participants voluntarily completed the Theory pre test and Evaluation pre questionnaire at time point T 1 before an introduction to the course. During the introduction, the participants received information about the course and the basics of ultrasound physics. After the introduction, participants completed a 10-week course with one session of 90 min per week. The participants received lecture notes for course preparation, containing only ultrasound images and no other cross-sectional images such as MRI or CT. All participants had the opportunity to spend the same amount of time practising with the ultrasound device. As part of the practical training, students practiced ultrasound examinations on each other. During the course, groups of 5 participants were taught by 1 peer tutor. Each session included a short review of the theoretical principles and a discussion of common pathologies with slide presentations. In the last session, the participants completed an ultrasound exam to evaluate their practical ultrasound skills as previously reported [ 56 ]. After that, at time point T 2 , they voluntarily completed the Theory post test and Evaluation post questionnaire. Questionnaires The themes “basic characteristics”, “previous experience in general medicine”, “previous experience in radiology”, “previous experience in cross-sectional imaging”, “self-assessment”, “course preparation”, and “engagement with radiological topics during the course” were queried by dichotomous questions (“yes”/“no”), single and multiple choice questions, and 7 level Likert response formats [ 57 ]. Theory test The theory tests were developed based on current literature by an interdisciplinary panel of experts in radiology, internal medicine, and didactics [ 12 , 15 , 16 , 27 , 32 , 33 , 39 , 48 ]. The test consisted of 45 multiple-choice questions with a maximum score of 45 points available. The questions in the pre-and post-test were identically worded but contained different, new images to minimize recognition bias. The images used in the test were CT and MRI images, ultrasound images, and tube figure images (see Supplement 2 for an excerpt). 40 min were available to complete each test with 40 s per Visual-Spatial Ability question and 60 s for all types of other questions. The questions and images from the test were shown as a screen presentation in the lecture hall. After the processing time for a question had expired, the next question was displayed. The participants gave their answers in writing on a sheet of paper. The test addressed the following competencies: “Visual-spatial ability” ( VSA ): 15 multiple choice questions with tube figures as a modified mental rotation test modified after Vandenberg [ 33 , 39 , 40 , 42 , 48 ]. “Radiological cross-section image understanding ( RCU) ” + “knowledge of anatomical spatial relationships (ASR)” = ( RCU-ASR ): “Visual-spatial ability in radiological cross-sections” (VSA-RC): 15 multiple choice questions with combinations of CT or MRI cross-sections and ultrasound still images. Participants had to identify anatomical features in varying cross-sections (transversal, frontal, sagittal) or had to define the orientation of different cross-sectional planes in relation to each other based on the mental rotation test [ 48 ] and radiological cross-section image understanding [ 12 , 15 , 16 , 44 ]. “Understanding of radiological cross-sectional images and knowledge of anatomical spatial relationships in CT and MRI images of the abdomen and neck” (RCU-ASR-abd.) + (RCU-ASR-neck); based on preliminary works [ 15 , 16 , 32 , 40 ], participants should identify anatomical structures in cross-sections of abdomen, pelvis and head-neck. RCU-ASR-abd : 7 multiple choice questions with CT and MRI cross sections. RCU-ASR-neck : 3 multiple choice questions with CT and MRI cross Sect.  “Theoretical ultrasound competencies” ( UsC ): 5 multiple choice questions with still images from ultrasound; based on preliminary works [ 7 , 24 , 30 , 44 ], participants should identify anatomical structures in sagittal and transverse sectional ultrasound images. Statistical analysis Prior to the start of the study, we performed a power calculation with the following parameters: effect size of 40%, power of 90%, and significance level of 0.05. This calculation indicated that a group size of n  = 99 would be required. The data was stored in a Microsoft Excel spreadsheet. All statistical analyses were performed in Rstudio (Rstudio Team [2020]. Rstudio: Integrated Development for R. Rstudio, PBC, http://www.rstudio.com , last accessed on 15 01 2024) with R 4.0.3 (A Language and Environment for Statistical Computing, R Foundation for Statistical Computing, http://www.R-project.org ; last accessed on 15 01 2024). Binary and categorical baseline variables are given as absolute numbers and percentages. Continuous data are given as median and interquartile range (IQR) or as mean and standard deviation (SD). Categorical variables were compared using Fisher’s exact test and continuous variables using the T-test or the Mann-Whitney U test. Moreover, these tests were used to calculate the influence of the factors on the subjective and objective results. In addition, effect size was determined using Cohen’s d in a two-sample design. Parametric (ANOVA) or non-parametric (Kruskall-Wallis) analyses of variance were calculated and further explored with pairwise post hoc tests (T-test or Mann-Whitney U). Before the inference statistics, we conducted pairwise correlations of variables and plotted the correlation effect sizes and significances. P-values < 0.05 were considered statistically significant. Descriptive statistics and questionnaires Out of the 220 students in the 3rd year, 145 students applied for the 160 places that were available. The statistical analysis included a total of n  = 141 data sets. Table  2 lists the participants’ demographic details, including their reported prior experience, from Evaluation pre . The study group had a mean age of 25 ± 4 years, was predominantly female (66%), and most participants (77%) reported having completed prior training in the medical field. Most participants stated that they had neither general prior knowledge of ultrasound diagnostics (83%) nor had performed practical ultrasound examinations (87%) and that they had not yet attended any ultrasound courses (95%). Most participants attended all 9 teaching sessions (8.5 ± 0.4 Sessions). The average preparation time per week was 3.05 h (± 1.2 h), of which an average of 1.3 h (± 0.8 h) was spent practising independently on the ultrasound device with the remainder dedicated to the theoretical processing of the course lecture notes. Most participants (85.7%) did not study other radiological topics such as MRI, CT, or X-rays during the course. Self-assessment Supplement 3 presents the results of the participants’ subjective assessment of their competence regarding “Basic skills in the understanding of cross-sectional anatomy” at time points T 1 (Evaluation pre ) and T 2 (Evaluation post ). Overall, at T 1 these were already high (> 4.0 scale points [SP]). A post-hoc test analysis for the subjective skills at T 1 showed that only “visual perception” was significantly higher than “spatial orientation” ( p  < 0.01) and “implementation of spatial perception into task-related movements”. ( p  < 0.001). At T 2 this tendency was no longer detectable. A subjective increase in competency was recorded in the overall score, but without statistical significance. The largest, significant increase in the competencies surveyed was achieved for ASR ( p  = 0.009). Theory tests Figure  3 and Supplement 3 show the results of the theory tests at T 1 (Theory pre ) and T 2 (Theory post ). A significant increase with a high effect size was achieved both in the overall score ( p  < 0.001) and almost all competencies tested: UsC ( p  < 0.001), RCU-ASR-abd ( p  < 0.001), VSA-RC ( p  < 0.001). and VSA ( p  = 0.02). Only RCU-ASR-neck showed no significant increase. Both RSC-ASR-neck and theoretical UsC were initially significantly ( p  < 0.001) worse than other competencies. Significantly higher scores were initially achieved for VSA than for RSC-ASR-abd ( p  < 0.001). The same was observed for VSA-RC ( p  < 0.01). At T 2 , participants achieved significantly ( p  < 0.001) lower scores for RSC-ASR-neck than the other competencies. UsC was completed with a significantly higher score ( p  < 0.01) than the other competencies. RSC-ASR-abd was significantly ( p  = 0.033) higher than VSA-RC. Results of the theory tests at time points T1(Theory pre ) and T2 (Theory post ). Box plots visualizing the respective overall score (a) as well as the score of the competencies: “VSA: visual-spatial ability” (b) , “VSA-RC: Visual-spatial ability in radiological cross-sectional images” (c) , “RCU-ASR- abd: Understanding of radiological cross-sectional images and knowledge of anatomical spatial relationships in CT and MRI images in the abdomen” (d) , “RCU-ASR-neck: Understanding of radiological cross-sectional images and knowledge of anatomical spatial relationships in CT and MRI images in the neck” (e) , and “UsC: theoretical ultrasound competences” (f) . A high number implies a high percentage performance in the test. The median (black lines), mean (red dots), and the effect size r are shown Supplement 4 shows possible influencing factors as indicated by their correlation to the results of the theory tests at T 1 (Theory pre ) and T 2 (Theory post ). At T 1 , previous practical ultrasound experience (“yes”) had a significant correlation ( p  < 0.05) with the overall test result. “Dealing with other radiological topics” correlated to a significantly higher ( p  < 0.05) overall test result at T 2 . The analysed correlations between the total scores of subjective assessments and objective competencies at T1 and T2 indicate that while no linear relationship was found at T1 ( R  = 0.083; p  = 0.33), a significant positive linear relationship was observed at T2 ( R  = 0.35; p  = 0.0031). At both T 1 and T 2 , the subjective competencies surveyed tended to have a weakly positive to moderately strong correlation with one another. In particular, the self-assessment of ultrasound skills correlated significantly and positively with the self-assessment of topographical understanding at T 1 ( R  = 0.53, p  = 0.005). In addition, a significant positive linear relationship was found between the self-assessment of topographical understanding and the objective examination performance at T 2 . The objective results of ultrasound skills/understanding correlated significantly positively with the results of the tube figures ( R  = 0.32, p  = 0.007). Students who participated in the “medical test before their studies” had a significantly better result in the overall test ( p  < 0.01). Summary of key results This prospective study examined the effects of a student ultrasound course on visual-spatial ability, understanding of anatomical spatial relationships, radiological cross-sections image understanding, and theoretical ultrasound competencies. In summary, a significant objective increase in these skills was found, accompanied by an improvement in subjective skills. These increases were particularly significant for the “understanding of anatomical spatial relationships” competency. Interpretation of subjective and objective gain in competencies A slight, but insignificant improvement in the subjective assessment of personal skills was observed. The high number of participants with previous training in the medical field in the study group might have skewed the results towards higher initial skill levels. The significant subjective improvement in the “knowledge of anatomical spatial relationships” illustrates the influence of ultrasound training on anatomical/topographical knowledge and could be due to a better understanding of the anatomy through practice and experiencing the anatomical structures live during the examination training [ 7 ]. The significant correlation between self-assessment of ultrasound skills and topographical understanding also reflects this aspect. For this reason, ultrasound courses should be implemented in anatomy training [ 26 , 58 ]. In addition to an increase in subjective competencies, a significant improvement in objective competencies was detected, namely in visual-spatial ability (VSA), knowledge of anatomical spatial relationships (ASR), radiological cross-sectional image understanding (RCU), and theoretical ultrasound competencies (UsC). Each competency is discussed in turn below. VSA, i.e. the ability to interpret and manipulate spatial relationships, is an essential competency in the performance of interpreting radiological images [ 59 ]. VSA has been proven to be an important factor in the acquisition of skills in sonography [ 37 , 38 ]. There has been limited research into how an ultrasound course improves spatial imagination [ 37 , 38 ]. Consistent with our findings, one study found a significant improvement in VSA among learners after a structured ultrasound course [ 37 ]. In contrast to our study, VSA improvement was tested using the Revised Minnesota Paper Form Board Test [ 37 ]. Though not directly comparable, our participants also exhibited a significant correlation between their ultrasound skills and the results of the tube figure test in the post-test, and while the prior study examined a total of 73 participants, we were able to find similar results in a larger cohort (i.e., medical students from an entire university semester) [ 37 ]. VSA is important in other areas of clinical learning, such as understanding anatomy. Some studies have shown that good spatial imagination correlates positively with exam performance in anatomy courses [ 35 , 36 , 40 ], and learning anatomy has a positive influence on spatial imagination [ 41 ]. VSA is vital in surgical procedures and interventional procedures [ 33 , 34 ], including ultrasound-assisted punctures [ 33 ]. Studies often discuss gender differences in improving VSA. While some studies describe actual differences [ 33 , 39 , 42 ], others could not detect differences [ 40 ], as in this study. Yet if we could not replicate gender-based findings, our study is consistent with others in suggesting that VSA is not a static competency, as it improves through training [ 35 , 40 , 42 ]. Students with low levels of VSA can be supported through training to achieve a field-specific increase in competence [ 35 , 40 , 42 ], and our findings suggest that ultrasound training is one way to effect this increase. An understanding of ASR is the knowledge of spatial relationships of macroscopic anatomy and the relationships between anatomical structures. Teaching imaging techniques (specifically X-ray, CT, MRI, and ultrasound) has been found to help learners better understand complex anatomical structures and topographical relationships [ 25 , 27 , 28 , 43 , 44 ]. Macroscopic-anatomical examination performance improves after radiology training [ 25 , 27 , 28 , 43 , 44 ]. As is consistent with prior findings, we observed a significant improvement in the identification of anatomical structures in radiological images (RCU-ASR-abd.). While we observed lower scores in the RCU-ASR-neck aspect of the objective test, this might be explained by either the relative paucity of head and neck sonographic content taught in the course, or by the more complex anatomy, or by the slightly lower quantity of questions in the exam. Regardless, ultrasound training is suitable for teaching (cross-sectional) anatomy and is advantageous for developing or deepening prior knowledge of anatomy [ 7 ]. This study confirms these results and affirms the recommendation to incorporate ultrasound when teaching anatomy. RCU, i.e. the ability to correctly orientate oneself in radiological cross-sectional images and to correctly assign structures, is based on visual-spatial ability and knowledge of anatomical spatial relationships. A study testing depth perception in X-ray images showed that high visual-spatial ability makes it easier to understand 3D information in such images [ 39 ]. While this prior investigation used summation images, in which the illuminated structures are superimposed, rather than cross-sectional images as in our study, we agree with its finding that both VSA and other factors are important for the interpretation of 3D information in radiological images. Indeed, we echo De Barros et al. (2001) who were able to show that the interpretation of radiological cross-sections could be improved through a specific course in cross-sectional anatomy [ 16 ]. As in our study, their testing involved the assignation of anatomical structures in cross-sectional images, and through the combined presentation of anatomical and radiological cross-sections, the learners’ understanding of radiological cross-section images was improved [ 15 , 16 ]. The ultrasound training in our study has a further advantage in that students receive an interactive combination of anatomical spatial relationships and the direct generation of radiological cross-sections by live ultrasound examination practice on volunteers. To our knowledge, there are currently no specific studies with ultrasound courses examining the influence of ultrasound training on understanding radiological cross-sections in detail. Yet the data from this study indicate a positive influence of ultrasound training on visual-spatial ability, understanding of anatomical spatial relationships, and understanding of radiological cross-sections that warrants further investigation. Ultrasound in practical training sessions proved to be an effective and interactive teaching tool for the training of radiological cross-section image understanding. UsC improved significantly, suggesting that one of the main goals of the course was achieved as was the case in other studies [ 8 , 30 ]. Curricular and extracurricular training for ultrasound diagnostics should be integrated into the degree program [ 17 , 18 ]. In addition, contact with the radiology discipline at an early stage could increase students’ general interest in the field of radiology and even influence their choice of speciality after completing their degree [ 8 , 46 , 60 ]. Summary of future perspectives and implications for ultrasound training Training concepts for radiological sectional imaging should be combined more effectively and incorporated earlier into degree programs. Ultrasound is beneficial for developing and deepening anatomical knowledge, as well as providing further interactive clinical imaging training, facilitating an easier transition into the workplace after graduation. Additionally, students can be specifically supported through targeted assessment of their skills. Limitations The tests were developed based on the current state of science and research. While VSA was assessed through a validated test [ 33 , 39 , 40 , 42 , 48 ], similar to comparable studies [ 15 , 16 , 32 ]), the newly developed parts of the test assessing UsC, RCU-ASR, and VSA-RC competencies have yet to be validated. The authors tried to select the same task structures with images that were equivalent in content but different, but not fundamentally different in terms of difficulty for the pre-and post-tests. Because the tests were part of a voluntary student ultrasound course, randomization into the study and control groups was not possible. Participants were acquired consecutively. Possible confounding factors, such as practical ultrasound experience or previous medical training were identified as tangible influencing factors and included in the analysis of the data. A high number of participants had previous medical training, but most reported little experience with ultrasound and the interpretation of imaging procedures. The improved results for students who took part in the “medical test before studies” can potentially be explained by the earlier intensive exploration of spatial perception tests. This connection could be investigated further in future studies, in particular whether there is an improvement in practical ultrasound skills. However, it cannot be ruled out that other personal factors (e.g. motivation) could have had a possible influence on the results. In general, the lack of a control group may affect the generalizability of the results. The study shows that participation in an ultrasound course can develop competencies in visual-spatial ability, knowledge of anatomical spatial relationships, and understanding of radiological cross-section images. Due to the mutually positive effects, students should receive radiological training at an early stage of their studies to benefit from the improved skills as early as possible. A combination of different teaching methods incorporating different cross-sectional image modalities, including ultrasound imaging, is advantageous, as the combination of practical and theoretical components enables multidimensional, dynamic learning of cross-sectional image representations. Future studies should focus on more precise correlations between the various competences and their interrelationship, also in the context of the digitalization within ultrasound training. 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A review of Key Likert Scale Development advances: 1995–2019. Front Psychol. 2021;12:637547. Schober A, Pieper CC, Schmidt R, Wittkowski W. Anatomy and imaging: 10 years of experience with an interdisciplinary teaching project in preclinical medical education - from an elective to a curricular course. Rofo. 2014;186(5):458–65. Berbaum KS, Smoker WR, Smith WL. Measurement and prediction of diagnostic performance during radiology training. AJR Am J Roentgenol. 1985;145(6):1305–11. Weimer JM, Rink M, Vieth T, Lauff J, Weimer A, Müller L, et al. Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study. BMC Med Educ. 2023;23(1):723. Download references Acknowledgements We thank all participating students and lecturers for supporting our study. We would like to also thank C. Christe and C. Ille for their help in revising the figures. We would like to express our gratitude to Kay Stankov for his contributions to this publication. His dedicated efforts in consulting, supervising, and meticulously reviewing all statistical aspects have been instrumental in ensuring the rigor and accuracy of our research findings. Open Access funding enabled and organized by Projekt DEAL. Author information Johannes Weimer and Johannes Ruppert contributed equally to this work. Authors and Affiliations Rudolf Frey Learning Clinic, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany Johannes Weimer, Thomas Vieth, Holger Buggenhagen & Carlotta Ille Department of Medicine, Justus Liebig University Giessen, Giessen, Germany Johannes Ruppert Department of Medicine, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany Julia Weinmann-Menke Department of Otorhinolaryngology, Head and Neck Surgery, University Hospital Regensburg, Regensburg, Germany Julian Künzel & Maximilian Rink Department of Radiation Oncology and Radiotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany BIKUS—Brandenburg Institute for Clinical Ultrasound, Brandenburg Medical School Theodor Fontane (MHB), Neuruppin, Germany Daniel Merkel Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany Yang Yang & Lukas Müller Institute of Interventional Radiology, University Hospital Schleswig-Holstein - Campus Lübeck, Lübeck, Germany Roman Kloeckner Center of Orthopedics, Trauma Surgery, and Spinal Cord Injury, Heidelberg University Hospital Heidelberg, Heidelberg, Germany Andreas Weimer You can also search for this author in PubMed   Google Scholar Contributions Conceptualization: J.W., J.W.M., H.B., Y.Y., R.K. and A.W.; methodology and software: J.W., J.W.M., Y.Y. and A.W.; validation: J.W., D.M., J.K., L.M., R.K. and A.W.; formal analysis: J.W., L.M. and A.W.; investigation: J.W., J.W.M., Y.Y., R.K. and A.W.; resources: J.W., J.W.M., H.B. and R.K.; data curation: J.W., J.R., L.L., C.I., L.M. and A.W.; writing—original draft preparation: J.W., J.R and A.W. ; writing—review and editing: J.W., J.R., T.V., J.W.M., H.B., J.K., M.R., L.L., D.M., C.I., Y.Y., L.M., R.K. and A.W. visualization: J.W., C.I, L.M. and A.W. supervision: J.W., J.W.M., R.K. and A.W.; project administration: J.W., R.K., J.W.M. and A.W. ; All authors have read and agreed to the published version of the manuscript. Corresponding author Correspondence to Johannes Weimer . Ethics declarations Ethics approval and consent to participate. The approval for the study was waived by the local ethics committee of the State medical association of Rhineland-Palatinate (“Ethik-Kommission der Landesärztekammer Rheinland-Pfalz”, Mainz, Germany). All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed written consent was obtained from all the participants. Consent for publication Not Applicable. Competing interests The authors declare no competing interests. Additional information Publisher’s note. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. 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Provided by the Springer Nature SharedIt content-sharing initiative Undergraduate Radiology Education Undergraduate Ultrasound Education Visual–spatial ability Anatomical spatial relationships Cross-sectional image understanding Interpretation of radiological images BMC Medical Education ISSN: 1472-6920 Submission enquiries: [email protected] General enquiries: [email protected] Bahasa Indonesia Eastern Europe Moscow Oblast Elektrostal Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Altitude, Area, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna . Information Find all the information of Elektrostal or click on the section of your choice in the left menu. Update data Country Oblast Elektrostal Demography Information on the people and the population of Elektrostal. Elektrostal Population 157,409 inhabitants Elektrostal Population Density 3,179.3 /km² (8,234.4 /sq mi) Elektrostal Geography Geographic Information regarding City of Elektrostal . Elektrostal Geographical coordinates Latitude: , Longitude: 55° 48′ 0″ North, 38° 27′ 0″ East Elektrostal Area 4,951 hectares 49.51 km² (19.12 sq mi) Elektrostal Altitude 164 m (538 ft) Elektrostal Climate Humid continental climate (Köppen climate classification: Dfb) Elektrostal Distance Distance (in kilometers) between Elektrostal and the biggest cities of Russia. Elektrostal Map Locate simply the city of Elektrostal through the card, map and satellite image of the city. Elektrostal Nearby cities and villages Elektrostal Weather Weather forecast for the next coming days and current time of Elektrostal. Elektrostal Sunrise and sunset Find below the times of sunrise and sunset calculated 7 days to Elektrostal. Day Sunrise and sunset Twilight Nautical twilight Astronomical twilight 8 June 02:43 - 11:25 - 20:07 01:43 - 21:07 01:00 - 01:00 01:00 - 01:00 9 June 02:42 - 11:25 - 20:08 01:42 - 21:08 01:00 - 01:00 01:00 - 01:00 10 June 02:42 - 11:25 - 20:09 01:41 - 21:09 01:00 - 01:00 01:00 - 01:00 11 June 02:41 - 11:25 - 20:10 01:41 - 21:10 01:00 - 01:00 01:00 - 01:00 12 June 02:41 - 11:26 - 20:11 01:40 - 21:11 01:00 - 01:00 01:00 - 01:00 13 June 02:40 - 11:26 - 20:11 01:40 - 21:12 01:00 - 01:00 01:00 - 01:00 14 June 02:40 - 11:26 - 20:12 01:39 - 21:13 01:00 - 01:00 01:00 - 01:00 Elektrostal Hotel Our team has selected for you a list of hotel in Elektrostal classified by value for money. Book your hotel room at the best price. Located next to Noginskoye Highway in Electrostal, Apelsin Hotel offers comfortable rooms with free Wi-Fi. Free parking is available. The elegant rooms are air conditioned and feature a flat-screen satellite TV and fridge... from Located in the green area Yamskiye Woods, 5 km from Elektrostal city centre, this hotel features a sauna and a restaurant. It offers rooms with a kitchen... from Ekotel Bogorodsk Hotel is located in a picturesque park near Chernogolovsky Pond. It features an indoor swimming pool and a wellness centre. Free Wi-Fi and private parking are provided... from Surrounded by 420,000 m² of parkland and overlooking Kovershi Lake, this hotel outside Moscow offers spa and fitness facilities, and a private beach area with volleyball court and loungers... from Surrounded by green parklands, this hotel in the Moscow region features 2 restaurants, a bowling alley with bar, and several spa and fitness facilities. Moscow Ring Road is 17 km away... from Elektrostal Nearby Below is a list of activities and point of interest in Elektrostal and its surroundings. Elektrostal Page Direct link DB-City.com Elektrostal /5 (2021-10-07 13:22:50) Information /Russian-Federation--Moscow-Oblast--Elektrostal#info Demography /Russian-Federation--Moscow-Oblast--Elektrostal#demo Geography /Russian-Federation--Moscow-Oblast--Elektrostal#geo Distance /Russian-Federation--Moscow-Oblast--Elektrostal#dist1 Map /Russian-Federation--Moscow-Oblast--Elektrostal#map Nearby cities and villages /Russian-Federation--Moscow-Oblast--Elektrostal#dist2 Weather /Russian-Federation--Moscow-Oblast--Elektrostal#weather Sunrise and sunset /Russian-Federation--Moscow-Oblast--Elektrostal#sun Hotel /Russian-Federation--Moscow-Oblast--Elektrostal#hotel Nearby /Russian-Federation--Moscow-Oblast--Elektrostal#around Page /Russian-Federation--Moscow-Oblast--Elektrostal#page Terms of Use Copyright © 2024 DB-City - All rights reserved Change Ad Consent Do not sell my data 125 COMMENTS Course Requirements To explore the required and recommended pre-medical coursework for each school, including AP, community college and online course credits, please review the AMCAS MSAR Reports' Premedical Coursework Chart, as well as the tab on the top of the current webpage detailing Advanced Placement (AP) Credit Policies. Required Premedical Coursework and Competencies Required Premedical Coursework and Competencies. This page lists medical school websites that outline their required premedical coursework and competencies. Program directors, if you have a program to add or information to update, please contact: [email protected]. Pre-Medical Coursework The Pre-Professional Advisement Center will then be able to assist you in planning out specific prerequisite courses and other premedical preparation. Below is a list of BYU coursework that, generally, fulfills prerequisites for most medical schools. This is not a comprehensive list. We strongly encourage you to utilize our office services to ... Premed Course Requirements 2025 Behavioral Sciences coursework may be used in place of Social Sciences. Pass/Fail is accepted for the Spring semester of 2020 only. Statistics Recommended N C Y AR University of Arkansas for Medical Sciences College of Medicine Behavioral Sciences Required N 6 Y Y Y Biochemistry Required N 3 Y N Y A general biochemistry course is required ... Pre-Med Requirements: Courses You Need for Medical School General chemistry - 2 semesters with lab. Organic chemistry - 2 semesters with lab. Biochemistry - 1 semester. English - 2 semesters. Math - 2 semesters. Many schools also require statistics, psychology, and writing. Your undergraduate university will likely have advisors who will help make sure that you complete your pre-med ... Admission Requirements While each medical school requires the completion of a four-year degree from an accredited institution, the premedical coursework requirements vary from school to school. Every medical school determines their own list of required or recommended premedical coursework, and some accept AP, online, and community college courses while others do not. Pre-med frequently asked questions According to the Association of American Medical Colleges, roughly 10% of medical school graduates pursued a dual degree in 2023. Master's degree tracks usually add about one year to a medical students' time in medical school. An MD/PhD can take upwards of eight years for medical students to advance to residency. Premed Requirements: Prerequisites and Other Beneficial Courses Shared core requirements for medical school: 1 year of Biology with lab. 1 year of General Chemistry with lab. 1 year of Organic Chemistry with lab. 1 year of Physics with lab. 1 year of English. At least 1 semester of Mathematics (Ex. Calculus or Statistics) These requirements are hardly arbitrary. Pre-Med Prerequisites. Mason Courses. Biology with lab, 2 semesters. BIOL 213/Cell Biology. BIOL 311/Genetics. Anatomy and Physiology with lab, 2 semesters. (Strongly recommended) BIOL 124 and 125 or BIOL 430 and 431. Microbiology with lab, 1 semester. What Is Pre-Med? Key Requirements for Medical School "Pre-med" is the term people use to show that they want to go to med school and are taking the classes they need to get there. It's primarily used by college students. There isn't actually "pre-med" major; pre-med is just a term to let people know you have plans to be a doctor. You can be a biology major and pre-med, a Spanish major and pre-med ... How to Choose a Pre-Med Major Pre-med is a set of core classes that students complete as part of the application to medical school. The designation " pre-med " comes with opportunities as well as constraints. On the one hand, it isn't a major in its own right—so f you choose this path, you get to choose any subject that you love to study as a major, while still ... Navigating the Pre-med Track to Medical School Many students take out loans of up to $50,000/year (private) or $20,000/year (private). There's another roughly $5,000 for book costs and $10,000 for room and board. Meanwhile, medical school tuition costs $200,000 on average, and students take out roughly $50,000 in loans per year over four years. Premedical Program at Harvard In the Premedical Program, you'll take challenging core science courses, many of which are taught by Harvard University faculty. And you'll have the opportunity to enroll in clinically relevant electives. Through either the premedical or pre-physician assistant (physician associate) track, you'll develop the knowledge and skills necessary ... Pre-Med Course Requirements Subject Courses; Math Statistics: (usually fulfills math requirement at Texas schools) See TMDSAS acceptable statistics courses.. Calculus: is required by some out-of-state medical schools. M 408N OR; M 408K OR; M 408 C HPO does not list M 408R as a pre-med course. You can seek approval from individual schools that require calculus, but approval cannot be guaranteed. Pre-Med/Pre-Health Information Requirements General Guidelines. Requirements for entry vary by health profession, and often by individual institution. Students pursuing a pre-med/pre-health path at UC Berkeley are advised to consult the prerequisite coursework recommended for their health profession(s) of interest.All health professional graduate programs require some lower-division coursework in math and science, including ... Navigating Pre-Med Resources for Navigating Pre-Med. From picking courses and choosing a major to finding research opportunities and exploring extracurriculars, being a pre-med student requires substantial commitment and good long-term planning. ... (Undergraduate Research and Fellowships), concentration advisers, house tutors, Pre-Med Peer Liaisons (PPL PAFs ... Pre-Med/Pre-Health Profession Courses 1-2 semesters. Social, Behavioral Sciences and the Humanities. 2-3 courses. The most common course requirements for admission to health professions training programs can be fulfilled at Brown University by taking the courses detailed below. All required courses should be completed for a grade with the exception of mandatory S/NC courses. Post-Bacc Pre-Medicine Program Certificate Pre-medicine students complete courses with Northwestern curriculum and faculty, which offers students the opportunity to build a deep and strong science foundation. Coursework is primarily offered in evening and weekend classes and can be completed in 15, or 21 months, depending on the student's needs. PDF The Career Center Pre-Medicine Guide Pre-Requisite Information Please note that it is the responsibility of the student to research individual medical school admission requirements. There are various ways medical schools view pre-requisite coursework: specific courses, credit hours in disciplines or competency based. Your academic advisor can discuss courses required for your major. Harvard Medical School CME & CNE Catalog The Harvard Medical School Continuing Education Catalog offers you the latest listing of continuing education courses with CME and CNE credits for clinicians and health care professionals in Live, ... The Blackburn Course in Obesity Medicine. Live Virtual June 10, 2024 - June 13, 2024 Gastroenterology 2024. Live Virtual June 10, 2024 - June 13 ... Undergraduate Business and Professional Studies Medical, dental, and other health professional schools, while not requiring or recommending any particular major course of study, do require that particular undergraduate prerequisite courses be completed. These courses usually include general chemistry, organic chemistry, general biology, biochemistry, mathematics, physics and social/behavioral sciences. 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