Four-Year Program (MD)

Admission Requirements

Candidates for admission to the Boston University School of Medicine must apply through the American Medical College Application Service (AMCAS). Information and application materials are available at the AAMC website. Candidates may apply between June 1 and November 1.

Applicants are expected to earn a bachelor’s degree from a four-year college or university that is located and accredited in the US or Canada. Applicants who have earned their bachelor’s degree from an institution that is not an accredited US or Canadian institution, but who completed a minimum of two (2) years in such an institution, including all of the prerequisites, may be considered to be eligible and should bring the details of their record to the attention of the Committee on Admissions.

Applicants currently enrolled in a professional or graduate school program must be in the terminal year of the degree program to be considered for admission to the first-year class and all applicants are expected to complete any academic program in which they are enrolled at any time during the application process. Due to the retention of the current student body, BU School of Medicine does not have any slots available for advanced standing in the second or third classes. Additionally, individuals who have previously matriculated at another medical school are not eligible to apply.

We encourage all applicants to follow their own interests, whether in the arts or the sciences, and to acquire a broad range of experience in the humanities as well as in the behavioral and social sciences during their college years. In addition, coursework in mathematics (particularly statistics), biochemistry, social and behavioral sciences (psychology, sociology, anthropology), genetics, and molecular biology are important. As a guideline, students typically take two semesters each of English, biology, general chemistry, organic chemistry, physics, mathematics, and social sciences. Applicants are advised to refrain from modifying their undergraduate course selections in an effort to anticipate subject matter that will be studied in medical school. Because schools and applicants differ from one another, our “requirements” are flexible.

Example of one way applicants might demonstrate competency:

  • One year of English composition or other writing-intensive course
  • One year of humanities
  • One year of biological science, with lab
  • One year of physics
  • Two years of chemistry, such as:
    • Two semesters of chemistry with lab + two semesters of organic chemistry with lab + one semester of biochemistry
    • Two semesters of chemistry with lab + one semester of organic chemistry with lab + one semester of biochemistry
    • One semester of chemistry with lab + two semesters of organic chemistry with lab + one semester of biochemistry

We generally prefer that applicants take courses at a four-year undergraduate institution rather than utilize advanced placement credits. We discourage the use of online courses for any prerequisites. This applies to CLEP, community college, and junior college courses as well. If an applicant chooses to use any of these options, rather than taking a course in person at a four-year accredited college, they will be asked to explain the circumstances as a part of their BUSM secondary application. The Committee on Admissions will then consider the matter as a part of its comprehensive review of the application. If an applicant has placed out of a required college-level course, we will also accept another course in that discipline at the same or higher level.

Throughout a student’s four years at Boston University School of Medicine, beginning with the Introduction to Clinical Medicine and followed by various clerkships, students travel to BUSM-affiliated clinical sites. A car is not required, but many students find it is convenient to have personal transportation, particularly for the third and fourth years.

All applicants must take the Medical College Admission Test (MCAT) and should communicate directly with the Association of American Medical Colleges for information concerning these examinations. Applicants are encouraged to take the MCAT in the spring of the year of application and to have most of the basic science requirements completed at the time of application. Applicants who have not taken the MCAT by September of the calendar year of application cannot be considered for admission, and MCAT scores can be considered only if the test was taken within four years of the anticipated matriculation date.

All applicants are also required to take the CASPer test and should contact CASPer directly for test dates. Applicants should take the test by October of the calendar year of application.

Early Decision Plan

Some applicants may wish to apply under the Early Decision Plan. This plan is intended for applicants whose credentials are outstanding in every respect, and who can articulate a clear rationale for selecting BUSM as their first-choice medical school. Under this plan, applicants must file applications between June 1 and August 2. Applicants may apply only to Boston University School of Medicine and agree to attend, if accepted. Applicants interested in an Early Decision application should speak with the associate dean of admissions prior to submitting the application. All Early Decision applicants will be notified that they are accepted, deferred, or rejected on or before October 1, at which time they will be free to apply to other schools if they have not been accepted to BUSM.

Selection Factors

The Committee on Admissions is deeply committed to a comprehensive, holistic review process which is based in the mission, vision, and values of the School of Medicine. The committee evaluates the academic record, college recommendations, and involvement in college and community activities, as well as less tangible qualities of personality, character, and life experience. All factors are considered in the broader context of the applicant’s overall life experience. A personal interview, offered at the discretion of the Committee on Admissions, is an integral part of the admissions process.

In recent years, approximately one of every four individuals applying to United States medical schools through AMCAS has included Boston University School of Medicine on their list of schools. For the entering Class of 2019, over 9,000 applications were received for approximately 125 four-year MD seats in the entering class of 160 students.

Students in the entering Class of 2019 had the following characteristics: The mean undergraduate GPA was 3.69 and the mean overall MCAT score was in the 95th percentile of the national examinee pool. The group was 48% women, 14% underrepresented minorities, 88% spoke at least one language other than English, and they represented 28 states and 21 countries of origin.

Students in Post-Baccalaureate or Graduate Programs

Many students apply to medical school after post-graduate study or the completion of premedical requirements in a post-baccalaureate program. Students who are enrolled in graduate programs may apply in the terminal year of the graduate program for which they were originally accepted into graduate school. Applicants must complete all degree requirements of any program in which they were enrolled at the time of application. Students in post-baccalaureate programs are urged to request a letter of recommendation from the Premedical Advisory Committee of the undergraduate college, or, if more appropriate, from the college or university where they are pursuing post-baccalaureate studies. A final transcript or other evidence of completion of degree requirements will be required prior to matriculation.

International Students

International students are considered eligible for admission if they have completed their undergraduate education in an institution accredited in, and located in, the US or Canada. On occasion, exceptionally well-prepared applicants who have completed a minimum of two years of such study may be considered if the two years include all the prerequisite courses.

Degree Requirements

Every candidate for the degree of Doctor of Medicine at Boston University must be at least 21 years of age and of good moral character. He or she must have fulfilled all of the requirements for admission to the School; give evidence of having been enrolled in an accredited medical school for at least four full academic years, two of which must have been spent in the regular third- and fourth-year courses at Boston University School of Medicine; and have discharged all financial obligations to Boston University.

The degree of Doctor of Medicine is awarded on recommendation of the faculty and may be granted cum laude, magna cum laude, or summa cum laude in recognition of outstanding academic achievement.

BUSM Curriculum

The BUSM curriculum offers students the opportunity to study medicine in a flexible, supportive environment that stimulates critical inquiry and provides a sound base of knowledge in the biological, social, and behavioral sciences. The dual degree programs (MD-PhD, MD-MPH, MD-MBA, MD-MACI, MD-JD) provide students individualized medical education options for diverse careers. Over the last several years we have restructured the academic program to expand early clinical experiences; reduce lecture hours and expand small group exercises, laboratory sessions, and problem-based seminars; integrate the sciences basic to the study of medicine; and expand flexibility and elective time throughout the program.

BU CARES defines the competencies a BUSM graduate must acquire and are linked to the ACGME competencies (in parentheses). The Medical Education Program Objectives (MEPOs) expand on BUCARES and are linked to the Physician Competency Reference Set.

The BUSM graduate:

  • Behaves in a caring, compassionate, and sensitive manner toward patients and colleagues of all cultures and backgrounds (Patient Care; Professionalism)
    • B.1 – Apply principles of social-behavioral sciences to provision of patient care; including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care. (2.5)
    • B.2 – Demonstrate insight and understanding about emotions that allow one to develop and manage interpersonal interactions. (4.7)
    • B.3 – Demonstrate compassion, integrity, and respect for others. (5.1)
    • B.4 – Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation. (5.5)
  • Uses the science of normal and abnormal states of health to prevent disease, to recognize and diagnose illness, and to provide an appropriate level of care (Medical Knowledge; Patient Care)
    • U.1 – Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice. (1.1)
    • U.2 – Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests. (1.2p)
    • U.3 – Interpret laboratory data, imaging studies, and other tests required for the area of practice. (1.4)
    • U.4 – Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgement. (1.5)
    • U.5 – Develop and carry out patient management plans. (1.6)
    • U.6 – Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health. (1.9)
    • U.7 – Demonstrate an investigatory and analytic approach to clinical situations. (2.1)
    • U.8 – Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations. (2.2)
    • U.9 – Apply established and emerging principles of clinical sciences to health care for patients and populations. (2.3)
    • U.10 – Recognize that ambiguity is a part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty. (8.8)
  • Communicates with colleagues and patients to ensure effective interprofessional medical care (Interpersonal and Communication Skills; Patient Care)
    • C.1 – Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests. (1.2h)
    • C.2 – Counsel and educate patients and their families to empower them to participate in their care and enable shared decision making. (1.7)
    • C.3 – Participate in the education of patients, families, students, trainees, peers, and other health professionals. (3.8)
    • C.4 – Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds. (4.1)
    • C.5 – Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies. (4.2, see also 7.3)
    • C.6 – Maintain comprehensive, timely, and legible medical records. (4.5)
    • C.7 – Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics. (4.6)
    • C.8 – Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations. (7.3)
  • Acts in accordance with the highest ethical standards of medical practice (Professionalism)
    • A.1 – Demonstrate responsiveness to patient needs that supersedes self-interest. (5.2)
    • A.2 – Demonstrate respect for patient privacy and autonomy. (5.3)
    • A.3 – Demonstrate accountability to patients, society, and the profession. (5.4)
    • A.4 – Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations. (5.6)
    • A.5 – Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust. (7.1)
    • A.6 – Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients. (8.5)
  • Reviews and critically appraises biomedical literature and evidence for the purpose of ongoing improvement of the practice of medicine (Practice-based Learning and Improvement; Medical Knowledge)
    • R.1 – Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations. (2.4)
    • R.2 – Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems. (3.6)
    • R.3 – Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes. (3.10)
  • Exhibits commitment and aptitude for lifelong learning and continuing improvement (Practice-based Learning)
    • E.1 – Identify strengths, deficiencies, and limits in one’s knowledge and expertise. (3.1)
    • E.2 – Set learning and improvement goals. (3.2)
    • E.3 – Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes. (3.3)
    • E.4 – Incorporate feedback into daily practice. (3.5)
    • E.5 – Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care. (3.9)
    • E.6 – Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors. (8.1)
    • E.7 – Manage conflict between personal and professional responsibilities. (8.3)
  • Supports optimal patient care through identifying and using resources of the healthcare system (Systems-based Practice; Patient Care)
    • S.1 – Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcomes. (1.8)
    • S.2 – Systematically analyze practice using quality-improvement methods and implement changes with the goal of practice improvement. (3.4)
    • S.3 – Use information technology to optimize learning. (3.7)
    • S.4 – Work effectively with others as a member or leader of a health care team or other professional group. (4.3, see also 7.4)
    • S.5 – Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty. (6.1)
    • S.6 – Coordinate patient care within the health care system relevant to one’s clinical specialty. (6.2)
    • S.7 – Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care. (6.3)
    • S.8 – Advocate for quality patient care and optimal patient care systems. (6.4)
    • S.9 – Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served. (7.2)
    • S.10 – Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable. (7.4)

Highlights

Doctoring 1 is a year-long course in the first year where students learn foundational doctoring skills. The course is structured in case-based small groups that allow for clinical interviews with a faculty member or a standardized patient so that students can learn and practice communication skills and data gathering, doctor-patient relationship building, physical examinations, clinical reasoning, case presentation, and documentation skills. Furthermore, these cases will promote integration of foundational and social science topics students are learning in their other courses and provide an opportunity for self-directed learning. At the end of each session, students will identify learning needs related to the case, and each will select a topic to research. The following week, students will teach their classmates about the topic they researched to further the group’s understanding of the case. Students will have clinical placements in the hospital during the fall, with a longitudinal preceptor in the spring. During their clinical placements, students will apply and practice the content they have learned in their small groups through interviewing patients and performing physical exams. Students will learn team-building skills and will reflect on topics surrounding professionalism, ethics, and professional identify formation. This course is a merger of the previously offered Integrated Problems 1 and Introduction to Clinical Medicine 1 courses and is designed to deliberately integrate clinical reasoning and clinical skills.

Doctoring 2 is a year-long course in the second year in which students build off their experience in Doctoring 1. The course is structured in case-based small groups that allow for clinical interviews with a faculty member or a standardized patient so students can learn and practice advanced communication skills and hypothesis-driven data gathering and physical examinations, including advanced clinical exam maneuvers. There will be a strong emphasis on clinical reasoning and both identifying and mitigating cognitive biases. Students will refine and expand their case presentation and note-writing skills and will learn to use the electronic medical record. Cases will promote integration of foundational and social science topics and provide an opportunity for self-directed learning. At the end of each session, students will identify learning needs related to the case and each will take a topic to research. The following week, students will teach their classmate about the topic they researched to further the group’s understanding of the case. Students will have a variety of additional simulation sessions and standardized patient interviews to further their skills. They will continue their clinical placements with a longitudinal preceptor in the fall and will return to the hospital during the winter/spring to further advance their clinical skills in preparation for their clinical clerkships. Students will further their teamwork skills and competence in building a therapeutic alliance with patients and will reflect on topics surrounding professionalism, ethics, and professional identify formation. This course is a merger of the previously offered Integrated Problems 2 and Introduction to Clinical Medicine 2 courses and is designed to deliberately integrate clinical reasoning and clinical skills.

First Year

The emphasis is on normal structure and function (anatomy and physiology). The majority of the first-year curriculum is delivered as an integrated Principles Integrating Sciences and Medicine (PrISM) curriculum, including the following modules:

  • Molecular Foundations of Medicine
  • Cellular Foundations of Medicine
  • Body Structures
  • Neuroscience
  • Genomic Medicine & Immunology
  • Cardiovascular System
  • Respiratory System
  • Renal System
  • Gastrointestinal System & Nutrition
  • Endocrine & Reproductive Systems

In addition to the PrISM curriculum, students are also required to take:

  • Essentials of Public Health
  • Human Behavior in Medicine
  • Doctoring 1

Second Year

The focus shifts to abnormalities in structure and function (pathology and pathophysiology). The majority of the second-year material is delivered as an integrated Disease & Therapy (DRx) curriculum, including the following modules:

  • Foundations
  • Infectious Diseases
  • Cardiovascular
  • Pulmonary
  • Rheumatology
  • Renal
  • Gastrointestinal
  • Neurology
  • Psychiatry
  • Endocrinology/Nutrition
  • Reproduction
  • Hematology
  • Oncology
  • Dermatology

In addition to the DRx curriculum, students are also required to take:

  • Doctoring 2

Third Year

This is the core clerkship year. Students complete their initial clinical rotations, participating in active ambulatory and inpatient practices on major teaching services in medicine, surgery, pediatrics, obstetrics/gynecology, family medicine, neurology, and psychiatry. Students work with house officers and attending physicians in the care of a broad range of patients and clinical conditions through a series of required and elective clinical blocks.

Fourth Year

In the fourth year, students complete advanced clinical rotations in geriatrics and home care, a sub-internship in the specialty of their choice, and one selective (ambulatory medicine or a surgical subspecialty). The third and fourth years combined include a minimum of 24 weeks of elective time with opportunities to pursue clinical and basic science research, as well as independent study programs.

Study Abroad and Research

Many students choose to spend some of this time at other institutions, either in the US or abroad in BUSM’s very active International Health program.

BUSM is a major research institution and students may return to research interests they have pursued in the past, or try research for the first time. Stipends are available for those rising second-year students who wish to undertake a summer research fellowship.

Service Learning

The curriculum offers a variety of extracurricular programs to expose medical students to community-based medicine and social advocacy groups. These programs provide a way for students to be involved in the community and to promote the Academies mission of professionalism, ethics, and humanitarian values.

The Outreach Van Project

The Outreach Van Project (OVP) at Boston University Medical Campus (BUMC) provides healthcare to the medically underserved and homeless communities and provides opportunity for students to learn valuable skills in community outreach. Medical students volunteer to bring food/clothing and triage services to the homeless population in East Boston. This is a student-run project with administrative support and faculty mentorship through the Enrichment office.

CommonWell Fellows Program

The CommonWell Fellows program is a service learning program for professional school students at Boston University, designed to teach future leaders about how socioeconomic status defines health, and how they can use their professional skills and position to help improve community health. Students participate in a speaker series, 20 hours of community service in a Boston organization, and the opportunity to research and present on a topic related to the group’s mission. By the end of the program, Fellows will be better informed about how socioeconomic status affects health, how interdisciplinary organizations work towards improving the lives of the underprivileged, and the roles that professionals play in their efforts. Fellows will have developed relationships with community leaders, advocates, and other students interested in this mission.

Project TRUST

Medical students participate at the Center for HIV/AIDS Care at BMC that offers free, confidential, rapid HIV and Hepatitis C testing and counseling as well as risk reduction services.

The Sharewood Project

This organization, run by medical students and physicians, offers free care to the medically underserved populations of greater Boston. Sharewood also acts as a gateway for people without health insurance to enter the healthcare system by directing them towards primary care services within the community.

Project MED HEALTH (Helping Educate Adolescents to Live Tomorrow Healthy)

Project MED HEALTH is a program created and organized by the students at BUSM, with the goal of educating children in the Boston Public Schools about health issues. Medical students go into schools to lead interactive workshops on nutrition, fitness, safety, puberty, and reproduction.

Boston University Coalition for Adult Immunization (BUCAI)

Boston University Coalition for Adult Immunization (BUCAI) is designed primarily to provide seasonal influenza vaccines to the public on an annual basis, as well as provide the public with information on vaccinations. BUCAI provides medical students with immediate experience in working with medical professionals as well as the general public. BUCAI also allows medical students to learn skills surrounding patient inoculation and patient contact early in their medical training.

The Other Side of the Bed at Veterans Affairs Boston Healthcare System

This program is designed to give students a paid opportunity to participate directly and intensively in the care of veteran patients during the summer after their first year of medical school. Accepted students are hired for the summer as health technicians at the VA Boston Healthcare System. Students undergo four days of intensive orientation and training to learn skills and responsibilities of a health tech on a nursing unit. They are assigned to a nurse mentor on the unit of their choice at the West Roxbury Campus (medical, surgical, spinal cord injury, medical intensive care, coronary care, surgical intensive care, progressive care, or emergency). During their two-month service, medical student-health techs engage in direct patient care, and learn a multitude of skills such as patient assessment, determination of vital signs, patient hygiene and feeding, reposition and wound care, placement and monitoring of catheters, IV lines and feeding tubes, suctioning and respiratory care and care of tracheostomies, blood drawing, and recording of EKGs. Students attend weekly lectures about a wide array of practical topics such as how to talk to dying patients, physician-nurse collaboration, and patient safety. Upon completion of this program, students will increase their comfort level in direct patient care, learn valuable skills that are not taught directly in medical school, and gain an increased appreciation of the important role that nurses play as part of a multidisciplinary healthcare team.