medical research degree uk

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MD(Res) Programmes

The MD(Res) programme is a postgraduate research degree for medically qualified professionals. It is 2/3 the length of a PhD and can serve as a basis for a research career, for academic and clinical promotion and for personal development in clinical practice. The MD(Res) is usually taken part time and allows the candidate to conduct a substantial piece of research over 4-5 years part time (or 2-3 full time). 

The typical entrant is a psychiatrist, neurologist or GP at higher training level, who has identified research supervisors based in the Institute of Psychiatry, Psychology & Neuroscience (IoPPN). The candidate must be able to devote time to research (at least a day a week for part time students).

The MD(Res) is available to doctors at other stages of their career, including consultants, so long as the candidate can demonstrate he or she will have sufficient time to complete their studies.

As with other postgraduate research degrees, candidates are not only expected to conduct a significant study, but also to gain a broader research training, and a number of courses in research methodology, academic writing etc, run through KCL, are available to MD(Res) candidates.

The usual topic of MD(Res) studies is an empirical scientific project of relevance to clinical practice. But the programme can also involve medical humanities (including philosophy, history, law, arts and social science). Candidates will have a first supervisor at the IoPPN.  Additional supervisors can be at other departments at KCL or elsewhere.

The usual topic of MD(Res) studies is an empirical scientific project of relevance to clinical practice. But the programme also has a medical humanities option (including philosophy, history, law, arts and social science) that is unique to the UK. For the MD(Res) medical humanities, candidates will have a first supervisor at the IoPPN and additional supervisors in humanities departments at KCL or elsewhere.

Is a MD(Res) for me?

Although all MD(Res) students are clinicians, they come from a range of backgrounds, with a variety of experience. Take a look at the information below and some recent student profiles, to find out whether a MD(Res) is right for you:

Students must have:

• The MB BS degree or some other registered primary qualification in Medicine recognized in the UK.
• Preferably registration with the General Medical Council (GMC)

Entry requirements vary for department, and the minimum requirements for entry are included within each programme listing on our  online prospectus .

If you wish to study full time:

• You will be expected to submit your thesis within 2 years.

If you wish to study part time

• You will be expected to submit your thesis within 4 years. 

For more information, please see the Fees webpage.

Students can start in either October (when most students start), February or June.

Students who are being funded by an external source should check whether there are any limitations on start dates. 

If you are not able to self fund your studies, browse through these links. Please be aware that there is less funding available for MD(Res) programmes, than PhDs.

• Centre for Doctoral Studies Funding Database
• Research & Development Office
• Research grants office
• Medical Research Council
• Economic and Social Research Council
• British Council
• Government Loans
• Mental Health Research UK

Individual academics and departments occasionally offer full time fully funded studentships, on an ad hoc basis, if they receive funding themselves, however these tend to be for PhDs. MD(Res) applicants are therefore encouraged to contact academics regarding funding on a case by case basis.

For more information on funding at Kings, please see the Funding webpage.

Student Profiles

I had previously completed the MSc in Philosophy of Mental Disorder run by IoPPN/ KCL, which was a brilliantly taught and rigorous exploration of the theories and models that underlie psychiatry. I knew that I wanted to pursue further research in this area but it was not clear to me how or where, until I learned of the MD (Res) programme in Medical Humanities under the aegis of the Department of Psychological Medicine.

The supervision really is world class with students given clear direction and aims but with the flexibility and encouragement to investigate other avenues along the way. All research students must accumulate transferable skills over the course of their study and the range of courses available is very wide. Some are invaluable, such as speed reading, while many others are fascinating even if not directly related to one's research topic: a five day course on Gramsci springs to mind.

I have been surprised by the opportunities afforded to research students here, whether that be seminars and conferences, courses on applying for funding or presenting skills, co-writing book chapters and papers, and establishing links internationally with researchers. My inbox is inundated daily with opportunities and activities.

I am unsure what the future holds but I do feel sure I will benefit professionally and personally from my time studying here.

My chosen project means that I am based at the Health Service and Population Research (HSPR) Department and I make extensive use of resources within the Biomedical Research Centre Nucleus, particularly the Clinical Record Interactive Search (CRIS) System.

At KCL/IoPPN there is a clear framework of supervision, educational support and oversight for graduate students, which is very important for keeping us on track! There is free access for students to a wide range of training and development opportunities. The IoPPN also organises events such as the Graduate Student Showcase, which facilitates exposure and interest in the work of research students here.

I think being a researcher has expanded my horizons intellectually and helped me as a psychiatrist to have a broader perspective in my day-to-day clinical work. I very much hope to continue working in research beyond my MD, possibly as a clinical academic.

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Medical Research

Mres, pgcert, full-time: 1-3 years, part-time: 3-5 years, eligible applicants: uk, international.

Due to visa restrictions, international students requiring a student visa (including EU/EEA who require a student visa) are eligible to apply for BSMS full-time Masters courses only. Part-time Masters courses, all PGDip and all PGCert courses are open to UK and Irish students and international students (including EU/EEA) who have an alternative visa/immigration permission to stay in the UK (such as settled/pre-settled status, Tier 2/work visa, indefinite leave to remain etc).

Location: University of Brighton, Falmer campus

Course lead: ceri butler.

Read Ceri Butler's profile here >

Course Co-Ordinator: Camila Seligson

Read Camila Seligson's profile here >

General enquiries:  brighton.ac.uk/enquiries

Download the course application handbook for more information about this course.

Download the course application handbook here >

This course is validated by the University of Brighton. Applications for 2024/25 entry are now open.

apply for the medical research course here >

Key areas of study

This course is research focused and core and optional modules explore: 

• Research methods and critical appraisal of research literature
• Essential statistics for health and medical research
• Evidence-based practice
• Clinical trials management
• Advanced research skills (eg, interview and focus groups; systematic reviews; statistical analysis; qualitative data analysis)
• Epidemiology

Course overview

The course has been designed to develop clinicians’ research skills and promote independent research skills in future principal investigators.

Education and training is provided in quantitative and qualitative research through classroom teaching, workshops, self-directed learning and the development of research skills. Students engage with a supervised research project at an early stage and are encouraged to develop autonomy in project design, management, governance and reporting. They are also expected to give presentations and publish their research work.

"Doing my PhD at BSMS taught me invaluable academic skills and provided a wide and varied network of researchers and academics. These experiences have been influential in my continuing research at postdoctoral level at BSMS and in building my research profile. " 

Dr Laura Hughes, Research Fellow, BSMS

Course structure

Modules are assessed by 3,000 word written assignments which are centred on case studies or a relevant topic agreed between the student and the module leader. In addition there is a 16,000 word dissertation and 3,000 word draft paper for publication.

• Research Methods and Critical Appraisal (20 credits)

PLUS TWO of the 20 credit modules listed below 

• Essential Statistics for Medical Research
• Clinical Trials Management
• Evidence-based Practice
• Clinical Trials Management (20 credits)
• Essential Statistics for Health and Medical Research (20 credits)

PLUS two of the following modules:

• Evidence-Based Practice (20 credits)
• Epidemiology (20 credits)
• Research Dissertation (100 credits)

Career opportunities

The course is a stepping stone to PhD studies and collaborative or independent research in the future. Course graduates will be research-literate, research-skilled and equipped to be research-active in their careers.  

It is expected that they will present their studies at conference presentations and in appropriate professional journals.

Entry requirements

A first degree plus a stated desire to develop as a researcher.

Evidence of involvement in an ongoing research programme, award of a research grant or employer support for a research project.

Successful completion of at least three years’ basic medical science at a UK medical school (having gained at least 360 credits) with a guaranteed place to continue medical studies on completion of the MSc.

Applications will be considered from NHS staff, those in the pharmaceutical industry and others who wish to develop their skills and experience in research. Academic clinical fellows at BSMS will be accepted automatically on the course.

It is possible to take the MRes Medical Research as an intercalated degree. For more information on intercalating at BSMS  click here .

For international students, a minimum IELTS score of 7.0 is required.

Fees and funding

The fees listed are the overall costs for full-time courses taken in the academic year 2024/25. Where courses are taken part-time over more than one academic year, fees are usually charged pro-rata for the modules taken during each academic year. 

With effect from 2021/22 onwards, EU nationals starting new postgraduate courses will pay international fees and will not be eligible for student funding from the UK government. However, there are exceptions to this for Irish nationals and EU nationals with settled or pre-settled status under the EU Settlement Scheme. For the latest information, please see gov.uk/student-finance . If you do not have settled status in the UK and require a work visa, then you will be fee assessed as Overseas and will therefore be subject to the International fee rate.

Find out more about fees and funding >

Scholarships

All BSMS students on Masters courses accredited jointly by the University of Sussex and the University of Brighton are eligible to apply for University of Sussex postgraduate scholarships in 2024/25. 

Read more about scholarships here >

A number of bursaries are available for trainees employed by the NHS in the HEESE region. Please contact the Course Leader for further information.

Applications are made through the University of Brighton online portal. Applications for 2024/25 entry are now open. 

APPLY for the medical research course here >

Alternatively, use our A–Z index

Attend an open day

MD Medicine / Overview

Year of entry: 2024

• View full page

Applicants for admission must hold an MBChB degree or equivalent medical degree.

The nature of the research project must require the candidate to have specialist clinical knowledge and/or skills in order to complete at least one aspect (e.g. recruitment/assessment of patients, acquisition of experimental samples, experimental procedures, interpretation of findings) of the study. Consequently, it is expected that all MD candidates will have a clinician as part of the supervisory team.

Applicants (including international students) will need to be working in the NHS already and have identified a supervisor and project in order to apply.

Full entry requirements

See full guidance on how to choose a project and submit an application on our websi te . You should then complete the online admissions application form to apply for this programme. Ensure you include all required supporting documents at the time of submission, or this may delay the processing of your application.

Application deadlines

You must submit your application for a postgraduate research programme before the relevant deadline to be considered. You will not be able to apply after these deadlines have passed.

• January entry: 15 October (of the year prior entry)
• April entry: 15 January (year of entry)
• September entry: 15 June (year of entry)

Programme options

Programme overview.

• Learn from some of Europe's leading researchers while undertaking your own project.
• Access some of the best research facilities in the world at both the University and in hospitals around Greater Manchester.
• Undergo training in transferable skills critical to developing early-stage researchers and professionals through the Doctoral Academy's training programme.
• Conduct research at a university ranked 6th in the UK (QS World University Rankings 2023).

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• (full-time) UK students (per annum): Standard £4,786, Low £11,000, Medium £17,500, High £23,000 International, including EU, students (per annum): Standard £27,000, Low £28,500, Medium £34,500, High £40,500
• (part-time) UK students (per annum): Standard £2393, Low £5,500, Medium £8,750, High £11,500 International, including EU, students (per annum): Standard £13,500, Low £14,250, Medium £17,250, High £20,250

Further information for EU students can be found on our dedicated EU page.

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

Imperial College London Imperial College London

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• School of Public Health
• Faculty of Medicine
• Departments
• Postgraduate

Research Degrees

Research some of the world's most pressing public health issues with a PhD or MD(Res).

Imperial is one of the world’s leading universities, with the School of Public Health being one of the UK's top institution in public health research. The School’s strength lies in being able to draw on the critical mass of research expertise found throughout its departments and across Imperial College London, in additional to its close links with the Imperial College Academic Health Sciences Centre  and the  Imperial College Healthcare Trust .

The School introduces and integrates its doctoral students into its research, teaching and evidence-led policy work to allow them to not only develop as researchers but to also work alongside experts from a wide range of backgrounds to gain new skills and expertise.

The School of Public Health’s PhD students work within six broad areas:

Research areas:

• Epidemiology and biostatistics
• Infectious disease epidemiology
• Primary care and public health
• Genomics of common diseases
• Neuroepidemiology and ageing
• Clinical trials and evaluation

These form the six departments that make up the School of Public Health, with the overall focus being on addressing the major public health challenges of the twenty-first century.

Current opportunities

PhD studentship opportunities in Environment and Health

overview text

Key information.

PhD/MD(Res) Modes and Duration: Full Time 3 years (Plus 1 year writing up if required; thesis submission must be within 48months of enrolment), Part Time 6 years

For information on fees visit the Postgraduate tuition fees page

Application deadlines: Applications are accepted throughout the academic year, however, most students start in September/October in line with the beginning of the academic year. Start dates may be governed by particular funding opportunities and you should consider this when preparing your application.

Please note, academic supervisors should be contacted prior to submitting your application; no application will be processed without a confirmed supervisor. Please, therefore, give yourself adequate time to start the application process should you have a particular start date in mind.

Entry requirements

An MBBS degree or a minimum of an upper second-class UK bachelor’s degree in a relevant discipline, in addition to an appropriate Masters degree, or overseas qualifications of equivalent standard.

English Language: If your education has not been conducted in English you will be expected to demonstrate you have an adequate level of English Language proficiency.

For further information please see   English Language requirements

The English Language level for this programme is: Higher

MD(Res) Applicants: Must be eligible for full registration or hold limited registration with the General Medical Council

Assessment and structure

The PhD/MD(Res) are examined by thesis and a viva voce.

Additionally, throughout the PhD/MD(Res), students follow a “milestone” structure which enables monitoring of a student’s progression, as well as allowing the opportunity for independent feedback on the research from experts in the field.

PhD/MD(Res): Minimum programme length is 24 months for full-time, or 48 months for part-time students

MRC, NERC, Wellcome Trust, BBSRC and NHIR funding has all been secured in the past in addition to funding typically being offered through the School’s two MRC Centres.

Perspective research students should contact academic staff and research groups to discuss potential funded research places.

Imperial College also offers a range of PhD research scholarships, including the scholarship indicated below. For an extensive list of the funding opportunities please visit the PhD Scholarship Scheme.

Students graduating in the last three years have secured employment within the World Health Organisation (WHO), ZSL, Medicins sans frontiers, Medical Journals, as well as research posts within the School or other Higher Education Institutes.

Employability: The College offers world-class education and training. The Graduate School runs training courses for professional development to assist our students in becoming well-rounded researchers, whilst the School of Public Health itself offers excellent research opportunities and training to assist our graduates in becoming successful in their chosen careers.

Networking: The School hosts world leading experts in the field of Public Health in additional to having collaborations with nationally and internationally renowned organisations. Students are integrated into Research groups and encouraged to utilise the networks available, through the School and their academic supervisors throughout their degree and once graduated.

Application details

For applications please see How to apply.

Applications can be made at any point of the academic year, however, applicants should ensure they have secured a potential academic supervisor prior to submitting an admissions application. 

The application for Admission does not necessarily constitute an application for scholarships/studentships; please check the appropriate funding web pages to confirm the necessary application procedures.

Imperial Staff Imperial staff members who wish to pursue a Research Degree should first discuss the idea with their line-manager and secure a potential supervisor. Further information for staff members on completing their application can be found on .

How to apply

Prior to submitting an application for admission, you must secure a potential supervisor. Supervisors will then carry out an interview to assess the candidate. Following a successful interview the candidate will need to apply to the programme via Imperial's online  application system, called Imperial Gateway .  The programme is Clinical Medicine PhD programme (School of Public Health).

For more information and support please refer to  Postgraduate admissions

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Clinical and Health Research (MRes)

Clinical and Health Research (MRes) starting September 2024 for 1 year

About this course

Develop the expertise for a successful clinical academic career, research management role, or further research training on our flexible MRes Clinical and Health Research [masters] programme. This programme adopts a broad definition of clinical and health research that encompasses health services research, public health, management of diseases and conditions, epidemiological studies, clinical trials, experimental medicine, and translational research. This master's [course] at the University of Southampton will give you the knowledge and skills you need to work in all aspects of clinical, healthcare or academic research.

You can choose to study this course either full-time or part-time across 2-5 years and at a PGCert, PGDip or master's level.

We have a strong global reputation for research excellence, as well as the latest facilities and leading academics to support it.

Our teaching staff for this programme includes:

• world-renowned clinical academics
• medical sociologists
• health psychologists
• epidemiologists
• health service researchers

It is all these things together that help make this one of the leading programmes of its kind anywhere in the world.

We have designed this master's clinical and health research for people who want to move into senior clinical roles, including those in leadership and research.

It will also help you develop skills that will assist your doctoral studies if you choose to take this option.

Flexible study

If you prefer, you can apply to study this course as:

• a part-time master's - study the same course content over 2 or more years
• a Postgraduate Certificate (PGCert) - you'll usually study for around 15 weeks and will not need to write a dissertation
• a Postgraduate Diploma (PGDip) - you'll usually study for around 30 weeks and will not need to write a dissertation

You can also take a single module as part of continuing professional development (CPD). Explore modules that are available as CPD

Your modules and fees may vary if you choose a different study option.

We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes .

Our courses are regulated in England by the Office for Students (OfS).

Course lead

Your course leader is a lecturer within Health Sciences, with research interests in the delivery of urgent care services, and the use of mixed methods in applied health services research. Visit Dr Joanne Turnbull’s staff profile to learn more about her work.

Learn more about this subject area

Nursing, midwifery and healthcare

Course location.

This course is based at Highfield .

Awarding body

This qualification is awarded by the University of Southampton.

Download the Course Description Document

The Course Description Document details your course overview, your course structure and how your course is taught and assessed.

Entry requirements

You'll need a 2:2 degree in a subject such as:

• biological sciences
• physiotherapy
• occupational therapy

Find the  equivalent international qualifications  for your country.

The National Institute for Health Research (NIHR) has introduced a pre-doctoral personal award scheme. If you wish to apply for this, you can visit the NIHR website for more information. 

Please contact Dr Joanne Turnbull if you intend to undertake some or all of the MRes programme as a component of a pre-doctoral award.

English language requirements

If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:

IELTS score requirements

We accept other English language tests. Find out which English language tests we accept.

Pre-masters

If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.

If you don’t meet the academic requirements, you can complete a pre-master's programme through our partnership with ONCAMPUS. Learn more about the programmes available .

Recognition of professional experience

If don’t have the exact entry requirements, but you have significant work experience in this sector we’ll assess your relevant professional experience, your subject knowledge and your aptitude for learning.

Your application will be considered on individual merit and you may be asked to attend an interview.

Got a question?

Please contact us if you're not sure you have the right experience or qualifications to get onto this course.

Email:  [email protected] Tel:  +44(0)23 8059 5000

Course structure

The full-time version of this master’s course takes place over 12 months and the part-time version runs across 2 to 5 years. 

You must complete the following to achieve the MRes award:

• 3 taught modules
• 2 research project modules

You can also study this course at PGCert and PGDip level. 

To complete the PGCert award you must complete 3 taught modules. For the PGDip version, you'll need to complete these modules and 1 research project module.

Want more detail?  See all the modules in the course.

The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes .

Year 1 modules

You must study the following modules :

Applied Quantitative Research Methods

Clinical & health research project 1.

This module will support you through the process of developing and planning a research project, including formulating an appropriate question, writing your proposal, learning about the processes for ethics and governance approvals. The assessment comprise...

Clinical & Health Research Project 2 (FT)

This module will provide you with experience of undertaking an empirical clinical or health research project. You will work with appropriate supervision. This module will support you through the process of carrying out a research project, including obtain...

Design & Methods for Clinical and Health Research

This module is suitable for students who are planning to conduct an empirical project for their dissertation, those who work in clinical and health research settings and those who wish to develop their knowledge and understanding of design and methods for...

Planning Clinical & Health Research

The purpose of this module is to allow you to apply your knowledge of research design and research methods to develop a research proposal. This proposal might form part of preparations for research approvals processes (ethics and governance), preparation ...

Qualitative Research Design and Methods

This module is designed to enable you to develop knowledge and understanding of qualitative methodology, methods, and analysis. The module is suitable for students who are planning to conduct an empirical project for their dissertation, or who work in cli...

Learning and assessment

The learning activities for this clinical research course include the following:

• lectures and seminars
• practical sessions
• action learning groups
• data analysis
• independent learning

We deliver modules in short blocks or on a day-per-week basis so that you can work and study at the same time. We have designed our assignments to help you to integrate theory and practice - optimising your critical thinking and clinical research skills.

We’ll assess you through:

• critical appraisal of literature
• presentations
• project reports
• empirical research tasks
• your research proposal and project

Dissertation

You’ll complete a research project, including research proposal and report, totalling about 13,500 words. Your programme leader and research supervisor will help you choose a topic and provide support throughout the project.

Academic Support

You’ll have:

• a welcome session to meet fellow students and learn about our facilities through the course handbook and module guides
• module leaders and research supervisors to support you with modules and carrying out your research project
• a personal academic tutor for additional support and pastoral care
• access to faculty computer workstations
• study skills support with online resources

This programme is suitable if you want to take up a:

• clinical academic career
• doctoral studies
• research management role in a clinical research setting
• related clinical and health research role

The course is ideal for healthcare practitioners including:

• allied healthcare professionals (AHPs)
• healthcare scientists

It is also suitable if you don’t have a health professional qualification, but have relevant academic qualifications and are hoping to work in clinical and health research environments.

Careers services at Southampton

We're a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you throughout your time as a student and for up to 5 years after graduation. This support includes:

• work experience schemes
• CV/resume and interview skills workshops
• networking events
• careers fairs attended by top employers
• a wealth of volunteering opportunities
• study abroad and summer school opportunities

We have a thriving entrepreneurship culture. You'll be able to take advantage of:

• our dedicated start-up incubator,  Futureworlds
• a wide variety of  enterprise events  run throughout the year
• our partnership in the world’s number 1 business incubator,  SETsquared

Fees, costs and funding

Tuition fees.

Fees for a year's study:

• UK students pay £9,250.
• EU and international students pay £28,900.

Check fees for other versions of this course .

If you're an international student on a full-time course, we'll ask you to pay £2,000 of your tuition fees in advance, as a deposit.

Your offer letter will tell you when this should be paid and provide full terms and conditions.

Find out about exemptions, refunds and how to pay your deposit on our tuition fees for overseas students page.

What your fees pay for

Your tuition fee covers the full cost of tuition and any exams.

Find out how to  pay your tuition fees .

Accommodation and living costs, such as travel and food, are not included in your tuition fees. Explore:

• accommodation costs
• living costs
• budgeting advice

10% alumni discount

If you’re a graduate of the University of Southampton, you could be eligible for a 10% discount on your postgraduate tuition fees.

Postgraduate Master’s Loans (UK nationals only)

This can help with course fees and living costs while you study a postgraduate master's course. Find out if you're eligible .

NHS Learning Support Fund

As a student on this course you may be entitled to help from the NHS Learning Support Fund.

This can include a training grant of £5,000 per academic year, parental support of £2,000 for students with at least one dependent child under 15 years, or under 17 years if registered with special educational needs, and help with travel and temporary accommodation costs for placements.  

Find out more on the NHS Learning Support Fund website . 

Other postgraduate funding options

A variety of additional funding options may be available to help you pay for your master’s study. Both from the University and other organisations.

Funding for EU and international students

Find out about funding you could get as an international student.

• Use the 'apply for this course' button on this page to take you to our online application form.
• Search for the course you want to apply for.
• Complete the application form and upload any supporting documents.
• Submit your application.

For further details, read our step by step guide to postgraduate taught applications .

Application deadlines

Uk students.

The deadline to apply for this course is Wednesday 3 July 2024 - midday UK time.

We advise applying early as applications may close before the expected deadline if places are filled.

• International students

Supporting information

When you apply you’ll need to submit a personal statement explaining why you want to take the course. 

You’ll need to include information about: 

• your knowledge of the subject area
• why you want to study a postgraduate qualification in this course
• how you intend to use your qualification

You’ll need to submit two references, one professional reference and one academic reference.

Please include the required paperwork showing your first degree and your IELTS English language test score (if you are a non-native English speaker) with your application. Without these, your application may be delayed.

What happens after you apply

You'll be able to track your application through our online Applicant Record System.

We will aim to send you a decision 6 weeks after you have submitted your application. 

If we offer you a place, you will need to accept the offer within 30 working days. If you do not meet this deadline, we will offer your place to another applicant.

Unfortunately, due to number of applications we receive, we may not be able to give you specific feedback on your application if you are unsuccessful.

We may invite you to an interview, which will take place by phone if you live abroad. You'll get an email from the admissions tutor if we'd like to talk to you before offering you a place.

We'll invite shortlisted candidates to a selection day, which includes an interview. You'll get an email from the admissions tutor if you're invited to the selection day. This will include information on how to prepare and what to expect during the session.

Equality and diversity

We treat and select everyone in line with our  Equality and Diversity Statement .

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Explore our wide range of MRes courses.

• Newcastle University
• Faculty of Medical Sciences
• Postgraduate study

Our Masters of Research (MRes) courses allow you to take the next step in your research journey as a graduate. We are using our strengths in education and research to improve the health of the population, and the MRes course combines both of these . The MRes is taught over one year, with a mix of taught modules and a 24 week research project. This allows you to develop a deeper knowledge in your chosen subject area. Giving you more insight into what it is like to work in research. 

Our suite of MRes courses

Ageing and Health MRes

Our Ageing and Health MRes is for graduates with a BSc in life or other sciences. It is also suitable for intercalating and qualified MBBS or BDS students.

Animal Behaviour MRes

Our Animal Behaviour MRes explores the exciting and theoretically rigorous area of the biological sciences.

Animal Welfare MRes

Our Animal Welfare MRes explores the welfare of laboratory, farm, companion and wild animals.

Biofabrication and Bioprinting MRes

Our Biofabrication and Bioprinting MRes combines expert teaching and research components in medical sciences.

Biotechnology and Business Enterprise MRes

This MRes explores how to turn research laboratory breakthroughs into successful biotechnology companies.

Cancer MRes

Our course allows you to explore clinical and pathological aspects of cancer.

Cardiovascular Science in Health and Disease MRes

The Cardiovascular Science in Health and Disease MRes is for graduates with a BSc in the life sciences or other science disciplines.

Diabetes MRes

The course is designed for graduates with a BSc in the life sciences or other science disciplines, and for intercalating and fully qualified MBBS or BDS students.

Drug Delivery and Nanomedicine MRes

Our course explores the effective design and development of modern medicines.

Epidemiology MRes

Our Epidemiology master's covers the basic epidemiology of cancer, children's health and adult-onset diseases, with an emphasis on practical application.

Evolution and Human Behaviour MRes

Our MRes explores the biological study of behaviour and the central questions related to evolution and human behaviour research.

Human Nutrition MRes

Our Human Nutrition MRes is designed for graduates with a BSc in Nutrition, life sciences degrees or other science disciplines.

Immunobiology MRes

Our course is for graduates of BSc in life sciences or other science disciplines. It is also suitable for intercalating and qualified MBBS or BDS students.

Medical and Molecular Biosciences MRes

Suited for graduates with a BSc in life or other sciences. It is also suitable for intercalating and qualified MBBS or BDS students.

Medical Genetics MRes

This course is for graduates with a BSc in life or other sciences. It is also suitable for intercalating and qualified MBBS or BDS students.

Mitochondrial Biology and Medicine MRes

Our MRes is for graduates with a BSc in life or other sciences. It is also suitable for intercalating and qualified MBBS or BDS students.

Molecular Cell Biology in Health and Disease MRes

Explore molecular cell biology in health and disease with our new MRes.

Molecular Microbiology MRes

Neuroscience MRes

Regenerative Medicine and Stem Cells MRes

Explore regenerative medicine and stem cell research with this Newcastle University MRes course.

Translational Medicine and Therapeutics MRes

Explore translational medicine and therapeutics research with this Newcastle University MRes course.

Transplantation MRes

Explore a broad exposure to diverse aspects of transplantation.

Register your interest in our MRes courses

To find out more about our MRes courses, register your interest using the form.

Medicine MRes

Year of entry 2024, masters study and funding online event.

Join us online on Wednesday 5 June to receive expert advice on how to make your Masters a reality with funding. Book your place

Course overview

Research stands at the forefront of science to prevent illness, develop therapies and improve human health. At Leeds, our ambition is to drive forward research to make impactful changes on both local and international levels.

The MRes Medicine is designed to resemble a mini-PhD. It is an exciting research-based course designed to challenge your critical and creative approach to current issues in medicine and health. We will provide you with training and opportunities to develop as a scientist or scientifically literate clinician, resulting in a comprehensive understanding of the concepts and techniques relevant to medical research.

MRes students frequently use the experience gained as a springboard to a PhD, a career in industry, or a clinical academic position.

Course highlights

• Be part of a major international centre for research and education.
• Take on a nine-month research project to develop your specialised knowledge.
• applied health
• cancer and pathology
• cardiovascular
• genes and development
• medical education
• musculoskeletal topics.
• Grow and refine your skills and knowledge to improve the lives of others.
• Design and undertake a substantial piece of publishable research.
• Study in one of our internationally renowned institutes and learn from leading experts in their field.
• Self-designed projects are possible.
• Gain experience formulating new hypotheses.
• Explore the causes and consequences of diseases by conducting rigorous scientific research in a laboratory with patients and patient data.

Course details

The taught modules are designed to stimulate a deep and critical knowledge of research, while our offer optional modules to allow you to develop a comprehensive knowledge of different approaches to medical research.

Between them, these modules will give you the skills you need to complete your research project, and help you understand how individual research projects fit in with the wider scientific community.

The Methods in Biomedical Research module will introduce many of the methods used across a variety of research settings. This will enable you to see patterns, whereby multiple different specialist technologies are actually answering similar questions in different contexts.

The Paper Criticism and Publication Review and Dissemination modules allow you to understand how research is then presented to the world, how papers are written, and how the gradual progress of a research project is converted into disseminated information. This will enable you to read scientific papers and understand how those studies were carried out, which findings were then made public, and why.

As optional modules, you can choose between Informatics and Data Science in in Health Care and Research or Applied Qualitative Health Research. The data science module provides advanced techniques to analysis quantitative data. The qualitative module provides similar instruction for qualitative research. Your choice should reflect the nature of your research project, so you will be best placed to analyse the data you produce.

Course structure – term dates

The MRes Medicine does not follow standard term dates. The Research Project starts early September with the writing of a proposal, and the final project report is due mid-June with oral presentations taking place in July. This gives you nine months of research experience on the project. We’ll expect you to work on your project when you’re not attending taught modules. On average you can expect to work two to three days a week on your research project in semester 1 and four to five days a week in semester 2. The MRes Medicine holidays are when the University is officially closed at Christmas, Easter and bank holidays.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

For more information and a full list of typical modules available on this course, please read Medicine MRes in the course catalogue

Year 1 compulsory modules

Learning and teaching.

The MRes Medicine is designed to resemble a mini-PhD. The main part of the academic year is dedicated to the Research Project. You’ll be involved in assessments likened to those of an academic researcher. For instance, you’ll have to write:

• A research proposal.
• A literature review.
• An impact statement.
• A press release.

You’ll then be expected to critically analyse your data to form a final report that you will present orally.

You’ll experience a mixture of stimulating lectures and interactive small group teaching sessions.

The taught modules will develop your numerical and qualitative skills that are essential in medical research such as data analysis and paper appraisal. All teaching is research-led and you’ll be taught by experts in the field.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

All modules are assessed by the submission of coursework, workbooks, reports and reviews.

Entry requirements

Applications will be considered from:

• Non-graduates who have successfully completed three years of a UK medical degree (or equivalent), and wish to take the MRes course as an intercalated course.
• Applicants with a first class or second class first division degree in a science allied with medicine (including anatomy, biology, biochemistry, pharmacology, or biomedical science).
• Applicants with a MBChB, BChD or BVMS from a UK or EU University graduates with a second class second division science degree normally with appropriate work experience (two years or more) in a health subject area.

This course is also available as an intercalated programme to students who have completed three years of a UK medical degree and are normally ranked in the top 50% of their year of study. Read more at Intercalation .

Students taking this course as an intercalated degree are subject to different deadlines of application.

Find out more about applying to intercalate .

English language requirements

IELTS 7.0 overall, with no less than 6.0 in writing and 6.5 in all other components.. For other English qualifications, read English language equivalent qualifications .

Improve your English

International students who do not meet the English language requirements for this programme may be able to study our postgraduate pre-sessional English course, to help improve your English language level.

This pre-sessional course is designed with a progression route to your degree programme and you’ll learn academic English in the context of your subject area. To find out more, read Language for Science (6 weeks)  and Language for Science: General Science (10 weeks) . 

We also offer online pre-sessionals alongside our on-campus pre-sessionals.  Find out more about our six week online pre-sessional .

You can also study pre-sessionals for longer periods – read about our postgraduate pre-sessional English courses .

How to apply

Application deadline: 30 June 2024.

Applications considered based on qualifications and experience.

The course may close before the deadline if capacity reached.

Documents and references for your application:

• An academic reference may be requested if required and therefore contact details should be supplied at the point of application.
• Personal statement explaining your research interests and stating your three preferred research projects .

The ‘Apply’ link at the top of this page takes you to information on applying for taught programmes and to the University's online application system.

If you're unsure about the application process, contact the admissions team for help.

As part of your application you will need to choose three research projects, listed in priority order and and identified by the stated supervisor(s). The list will be made available via a link which will be published on this page before the Christmas break.

The deadline for applications is usually in June each year.

Leeds intercalating students need to apply via the Intercalation page . Application deadline is usually towards the end of January each year.

You will need the following documents and information:

• A transcript of the grades you have received so far in your degree (accompanied by a certified English translation if your transcripts are not written in English).
• A degree certificate if you have already graduated (accompanied by a certified English translation if your certificate is not written in English).
• A personal statement explaining your research interests and stating your three preferred research projects .
• At least one academic reference.

Read more information on applying for taught programmes and to the University's online application system. If you're unsure about the application process, contact the admissions team for help.

Read about visas, immigration and other information in International students . We recommend that international students apply as early as possible to ensure that they have time to apply for their visa.

Admissions policy

School of Medicine Taught Postgraduate Policy 2024

This course is taught by

School of Medicine

School of Medicine Postgraduate Admissions

Email: [email protected] Telephone:

UK: £13,500 (Total)

International: £31,000 (Total)

Read more about paying fees and charges .

For fees information for international taught postgraduate students, read Masters fees .

Additional cost information

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There may be help for students in the form of loans and non-repayable grants from the University and from the government.  Find out more at Masters funding overview .

Studying in the School of Medicine at Leeds is an amazing opportunity, but we know that the cost can be difficult for many people to meet. If you are keen to join us, a range of funding opportunities are available.

Career opportunities

The Master of Research in Medicine is for people who want to pursue a lifelong career in academic medicine research.

For medical students, the addition of the Medicine MRes on your CV is an advantage when applying for Academic Foundation Posts and Specialist Training Posts in the NHS.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more about Careers support .

Alumni profile: Arslan Shakeel

What really distinguishes the course is the research project. I found it hugely beneficial to choose the research project before the start of the course. Arslan Shakeel, Medicine MRes

Alumni profile: Anna Hodgson

Whilst carrying out the MRes I was able to gain a place on a 4-year PhD programme in Cardiovascular Science funded by the British Heart Foundation in Glasgow. Anna Hodgson, Medicine MRes

Alumni profile: Alyss Robinson

I wanted to finish with a new found confidence in the process of planning and executing research, and I definitely achieved this goal. Alyss Robinson, Medicine MRes

Alumni profile: Alna Dony

As an aspiring clinical academic, the MRes has been a fantastic opportunity to have protected research time dedicated to my specialty of interest. Alna Dony, Medicine MRes

Student profile: Arwa Al-Robeye

If you are interested in research and a year of independent learning then the MRes Medicine offers many opportunities. Arwa Al-Robeye, Medicine MRes - intercalation student

Best universities in the UK for medicine degrees 2024

Find the best universities in the uk for medicine using  times higher education ’s world university rankings 2024 data.

Top 10 universities for medicine in UK 2024

Scroll down for the full list of best universities for medicine in the UK

The UK is known for its National Health Service (NHS ), one of the world’s largest publicly funded healthcare systems. Many of the country’s public hospitals have close ties with medical schools.

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In the UK, medicine degrees are available at an undergraduate level, usually through a five- or six-year programme. These programmes allow students to gain a broad knowledge of medicine and include work placements and practical sessions. Students can then specialise through further study. 

Medical students in the UK are expected to have high grades in chemistry and biology, but requirements vary between universities. UK Consortium universities offering medicine degrees require students to take the  University Clinical Aptitude Test  (UCAT); and other top universities require students to take the  BioMedical Admissions Test  (BMAT). International students are also required to take one of these tests when applying to a UK university. 

These are the best universities in the UK for medical degrees, according to the  Times Higher Education World University Rankings 2024 .

Best universities for medical degrees in the world Best universities for medicine degrees in Canada Best universities in Australia for medicine degrees Best universities in the United States for medicine degrees 

5.  King’s College London

King’s College offers a five-year medicine MBBS, a graduate programme and a sport and exercise medical sciences BSc. All the courses focus on practical learning. 

The medical course is divided into three stages. 

King’s College London  has partnerships with some of London’s largest hospitals: Guy’s, King’s College and St Thomas’ hospitals. There are two main campuses – Guy’s and Denmark Hill – which house the faculty of life sciences and medicine; the Dental Institute and Faculty of Dentistry, Oral and Craniofacial Sciences; and the Institute of Psychiatry, Psychology and Neuroscience.

If an optional intercalated degree is chosen, students can extend their five-year course to a six-year course.

The course is divided into three stages. Stage one offers foundation skills in biomedical and population sciences, as well as the skills for clinical practice. Stage two studies the human life cycle and pathological processes, focusing on patient care in clinical settings. Stage three is geared towards specialising and developing skills for the workplace. During this stage, students can choose to study abroad, extending their global knowledge of medicine.

UCL , like many other universities across the UK, offers a six-year undergraduate medicine course. 

Students undertake tutorials and clinical experience at the Royal Free and Whittington Hospitals in London. 

The first two years of the BSc medicine course include learning the fundamentals of clinical science. In the third and fourth years, students begin to learn clinical skills. The final two years are spent preparing for practice and specialising.

The university began offering medical courses in 1834, and since then, six alumni have been awarded the Nobel Prize for work in auto-immune disease, adrenaline and the immune system.

What can you do with a medical degree? What can you do with a dentistry degree? What can you do with a nursing degree?

3.  Imperial College London

Imperial College London  offers two undergraduate courses: BSc medicine and BSc medical biosciences.

Imperial’s Faculty of Medicine is one of the largest in Europe, with campuses across London, as well as numerous partnerships with hospitals and clinics around the UK.

The six-year BSc medicine course combines case-based learning and exposure to patient care as well as lectures and tutorials. The course helps students to develop skills in research techniques, which is helpful for those wishing to go into clinical academic medicine.

The school takes a three-phase approach. Phase one focuses on the foundations of health, disease and clinical practice, and includes the opportunity to undertake clinical research projects. Phase two offers module content learning on top of a research project. The final phase is where students use all the skills they have learned in real-life settings.

Imperial College also offers master’s programmes and scholarships for those who have completed their undergraduate medicine studies and wish to further their skills in the field.

Imperial has contributed significantly to the advances of medicine through research projects on bowel cancer, pandemic solutions and hay fever.

2.  University of Cambridge

The  University of Cambridge  offers two medicine courses: standard and graduate. 

Cambridge requires students to take the BMAT before their application will be accepted.

The  University of Cambridge ’s medical school students can access medicine and medicine-related courses in the school of clinical medicine, the faculty of biology, and the department of physiology, development and neuroscience.

The undergraduate course combines theoretical and practical work in outpatient clinics, GP surgeries and hospitals. 

Graduate and PhD programmes are designed for students looking to pursue a career in academic medicine.

Medicine courses at the  University of Cambridge  date back to 1540.

1.  University of Oxford

The  University of Oxford  has been  Times Higher Education ’s top-ranked university for medicine for the past 12 years. 

Students looking to study medicine at Oxford must take the BMAT in order to be accepted.

The  University of Oxford  offers a standard medicine course, which gives students a comprehensive knowledge of medical science as well as the skills to adapt this knowledge in a clinical environment.

The first three years are the pre-clinical stage, studying towards a BA honours in medical sciences. The final three years make up the clinical stage, where students work alongside doctors to put their skills into practice. All students on this course also undertake a research project, which encourages them to delve into the scientific research of medicine and develop laboratory skills.

A four-year graduate course for medical studies is also offered.

Notable alumni from the medical school include neurologist and Olympian Sir Roger Bannister, who is known for his research into responses of the nervous system.

Students at the  University of Oxford  have access to more than 400 clubs and societies.

Top UK universities for medicine 2024

Click each institution to view its full  World University Rankings 2024  results

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Study medicine in the UK

Amazing medical careers, made possible in the uk.

If you’re planning to study medicine, the UK is the ideal place to start. As well as giving you access to world-class universities you’ll be honing your specialism with the support of passionate teachers, and access to state-of-the-art medical equipment. And because you’ll be doing it in the home of medical English, with the chance to practice in real-world healthcare settings, you can graduate feeling like the best possible you, ready to take your skills and experience absolutely anywhere.

Be at the forefront of research

If you want to learn from the best medical minds, the UK is an excellent choice. We have four of the world’s top ten medicine universities here in the UK, but you’ll find world-class teaching right across the country. Many of our university hospitals are pioneering treatments for some of the most pressing medical challenges facing the world today.

A unique medical heritage

Our universities have been helping to advance medical knowledge for centuries and we’ve led the world in new treatments and helping widen access to care. From conceiving the vaccine in 1798 to performing the world’s first foetal ultrasound to developing the world’s first fully articulated prosthetic hand in 2013, we’re driven to make discoveries and inspire the next generation to do the same. It’s why more than 22,000 medical students travel her from overseas to get knowledge and expertise they can use wherever they want to go.

Qualifications recognised around the world

Whatever your specialism, a medical qualification from the UK opens doors. Employers everywhere can feel confident that you have the language skills, research insights and high level of practical training you need to hit the ground running. You’ll be exporting some of the latest discoveries to use in your role from day one, giving you the best possible head-start for success.

In the UK you can choose from:

• General Practice
• Anaesthetics

With over 60 specialisms on offer to international medical students within those areas, you’ll also find you can adapt most of our degrees to suit the way you want to learn too. Modular course structures allow you to adapt your learning flexibly, to fit your interests and focus.

What your studies will cover

Even with so many ways to specialise and tailor your learning experience, you are guaranteed certain things with every UK medicine degree.

When you study in the UK you don’t have to wait till you graduate to discover what it’s like caring for people in real clinical settings. Our students are able to take advantage of excellent relationships forged between universities and hospitals right across the UK, so you can put your theory and skills into practice much sooner, and ensure you feel ready the moment you leave.

You will also get a taste of the latest medical equipment. Our labs and learning environments are cutting edge, and the technology you’ll be training on will get you ready for the real thing, wherever you want to work. We’re also at the forefront of medical research, and the minds behind that research will be guiding you through your learning from day one.

Medical English

All healthcare professionals need a strong grasp of medical English, and by studying in the UK you’ll be immersed in the global language of care. As well as perfecting your grasp of this essential tool, both verbal and written, you’ll be developing a bedside manner and communication skills that you’ll rely on throughout your career.

Committed to innovative care

The UK has a unique reputation for medicine, and one of the most famous healthcare systems in the world. The National Health Service is 70 years old and its philosophy of free care for all is mark of national pride. A medical degree from the UK allows you to understand this integrated system first hand, whilst seeing how it connects with private practice and wider services, such as care for the elderly and mental health.

From our leading learning environments to our unique culture, studying medicine in the UK puts you at the leading edge of medical practice – ensuring you have the best possible start to your career, wherever you want to go.

More in this section

Study nursing in the uk.

If you want a bright career in nursing that’s truly ambitious and right at the cutting edge of care, the UK is the best possible place to get a head start.

Study science and technology in the UK

If you’re excited by the extraordinary things you could achieve with a science and technology career, you’ll find the best possible starting point in the UK.

Study psychology in the UK

If you’re fascinated by the way people think and behave, you’ll get the best possible window into human psychology in the UK.

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MRC list of institutes, units and centres

The Medical Research Council (MRC) provides funding to the research institutes, units and centres listed below.

• Laboratory of Molecular Biology
• Laboratory of Medical Sciences
• Health Data Research UK
• UK Dementia Research Institute
• The Francis Crick Institute

Centres and Units

Infections and immunity board.

• MRC Translational Immune Discovery Unit at the University of Oxford
• MRC Unit The Gambia at London School of Hygiene and Tropical Medicine (LSHTM)
• MRC-University of Glasgow Centre for Virus Research
• MRC/UVRI and LSHTM Uganda Research Unit
• MRC Centre for Global Infectious Disease Analysis at Imperial College London
• MRC Centre for Medical Mycology at University of Exeter
• MRC Centre for Molecular Bacteriology and Infection at Imperial College London

Molecular and Cellular Medicine Board

• MRC Human Genetics Unit at the University of Edinburgh
• MRC Mitochondrial Biology Unit at the University of Cambridge
• MRC Molecular Haematology Unit at the University of Oxford
• MRC Prion Unit at University College London
• MRC Protein Phosphorylation and Ubiquitylation Unit at the University of Dundee
• MRC Toxicology Unit at the University of Cambridge
• MRC Centre for Environment and Health, Imperial College London
• Wellcome-MRC Cambridge Stem Cell Institute, University of Cambridge

Strategic Partnerships:

• MRC Weatherall Institute of Molecular Medicine at the University of Oxford
• Institute of Genetics and Cancer at the University of Edinburgh
• Research Complex at Harwell

Neurosciences and Mental Health Board

• MRC Brain Network Dynamics Unit
• MRC Cognition and Brain Sciences Unit
• MRC Centre for Neurodevelopmental Disorders

Population and Systems Medicine Board

• MRC Biostatistics Unit (BSU), Cambridge
• MRC Clinical Trials Unit (CTU), UCL
• MRC Epidemiology Unit (EU), University of Cambridge
• MRC Integrative Epidemiology Unit (IEU), University of Bristol
• MRC Unit for Lifelong Health and Ageing, UCL
• MRC Metabolic Diseases Unit (MDU), University of Cambridge
• MRC & CSO Social & Public Health Sciences Unit (SPHSU), University of Glasgow
• Population Health Research Unit, University of Oxford
• MRC/Versus Arthritis Centre for Integrated research into Musculoskeletal Ageing (CIMA), Liverpool/Sheffield/NCL
• MRC/Versus Arthritis Centre for Musculoskeletal Ageing Research (CMAR), Birmingham/Nottingham
• Versus Arthritis/MRC Centre for Musculoskeletal Health and Work, University of Southampton
• MRC Lifecourse Epidemiology Centre (LEC), University of Southampton
• MRC Centre for Reproductive Health, University of Edinburgh .

Last updated: 27 November 2023

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

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Alternative routes into clinical research: a guide for early career doctors

• Related content
• Peer review
• Phillip LR Nicolson , consultant haematologist and associate professor of cardiovascular science 1 2 3 ,
• Martha Belete , registrar in anaesthetics 4 5 ,
• Rebecca Hawes , clinical fellow in anaesthetics 5 6 ,
• Nicole Fowler , haematology clinical research fellow 7 ,
• Cheng Hock Toh , professor of haematology and consultant haematologist 8 9
• 1 Institute of Cardiovascular Sciences, University of Birmingham, UK
• 2 Department of Haemostasis, Liaison Haematology and Transfusion, University Hospitals Birmingham NHS Foundation Trust, Birmingham
• 3 HaemSTAR, UK
• 4 Department of Anaesthesia, Plymouth Hospitals NHS Trust, Plymouth, UK
• 5 Research and Audit Federation of Trainees, UK
• 6 Department of Anaesthesia, The Rotherham NHS Foundation Trust, Rotherham Hospital, Rotherham
• 7 Department of Haematology, Royal Cornwall Hospitals NHS Trust, Treliske, Truro
• 8 Liverpool University Hospitals NHS Foundation Trust, Prescott Street, Liverpool
• 9 Institute of Infection, Veterinary and Ecological Sciences, University of Liverpool
• Correspondence to P Nicolson, C H Toh p.nicolson{at}bham.ac.uk ; c.h.toh{at}liverpool.ac.uk

Working in clinical research alongside clinical practice can make for a rewarding and worthwhile career. 1 2 3 Building research into a clinical career starts with research training for early and mid-career doctors. Traditional research training typically involves a dedicated period within an integrated clinical academic training programme or as part of an externally funded MD or PhD degree. Informal training opportunities, such as journal clubs and principal investigator (PI)-mentorship are available ( box 1 ), but in recent years several other initiatives have launched in the UK, meaning there are more ways to obtain research experience and embark on a career in clinical research.

Examples of in-person and online research training opportunities

These are available either informally or formally, free of charge or paid, and via local employing hospital trusts, allied health organisations, royal colleges, or universities

Research training opportunities

Mentorship by PIs at local hospital

Taking on formal role as sub-investigator

Journal clubs

Trainee representation on regional/national NIHR specialty group

API Scheme: https://www.nihr.ac.uk/health-and-care-professionals/training/associate-principal-investigator-scheme.htm .

eLearning courses available at https://learn.nihr.ac.uk (free): Good clinical practice, fundamentals of clinical research delivery, informed consent, leadership, future of health, central portfolio management system.

eLearning courses available from the Royal College of Physicians. Research in Practice programme (free). www.rcplondon.ac.uk

eLearning courses available from the Medical Research Council (free). https://bygsystems.net/mrcrsc-lms/

eLearning courses available from Nature (both free and for variable cost via employing institution): many and varied including research integrity and publication ethics, persuasive grant writing, publishing a research paper. https://masterclasses.nature.com

University courses. Examples include novel clinical trial design in translational medicine from the University of Cambridge ( https://advanceonline.cam.ac.uk/courses/ ) or introduction to randomised controlled trials in healthcare from the University of Birmingham ( https://www.birmingham.ac.uk/university/colleges/mds/cpd/ )

This article outlines these formal but “non-traditional” routes available to early and mid-career doctors that can successfully increase research involvement and enable research-active careers.

Trainee research networks

Trainee research networks are a recent phenomenon within most medical specialties. They are formalised regional or national groups led by early and mid-career doctors who work together to perform clinical research and create research training opportunities. The first of these groups started in the early 2010s within anaesthetics but now represent nearly every specialty ( box 2 ). 4 Trainee research networks provide research training with the aim of increasing doctors’ future research involvement. 5

A non-exhaustive list of UK national trainee led research networks*

Acute medicine.

No national trainee research network

Anaesthesia

Research and Audit Federation of Trainees (RAFT). www.raftrainees.org

Cardiothoracic surgery

No national trainee-specific research network. National research network does exist: Cardiothoracic Interdisciplinary Research Network (CIRN). www.scts.org/professionals/research/cirn.aspx

Emergency medicine

Trainee Emergency Medicine Research Network (TERN). www.ternresearch.co.uk

Ear, nose, and throat

UK ENT Trainee Research Network (INTEGRATE). www.entintegrate.co.uk

Gastroenterology

No national trainee research network. Many regional trainee research networks

General practice

No national trainee-specific research network, although national research networks exist: Society for Academic Primary Care (SAPC) and Primary Care Academic Collaborative (PACT). www.sapc.ac.uk ; www.gppact.org

General surgery

Student Audit and Research in Surgery (STARSurg). www.starsurg.org . Many regional trainee research networks

Geriatric Medicine Research Collaborative (GeMRC). www.gemresearchuk.com

Haematology (non-malignant)

Haematology Specialty Training Audit and Research (HaemSTAR). www.haemstar.org

Haematology (malignant)

Trainee Collaborative for Research and Audit in Hepatology UK (ToRcH-UK). www.twitter.com/uk_torch

Histopathology

Pathsoc Research Trainee Initiative (PARTI). www.pathsoc.org/parti.aspx

Intensive care medicine

Trainee Research in Intensive Care Network (TRIC). www.tricnetwork.co.uk

Internal medicine

No national trainee-led research network. www.rcp.ac.uk/trainee-research-collaboratives

Interventional radiology

UK National Interventional Radiology Trainee Research (UNITE) Collaborative. https://www.unitecollaborative.com

Maxillofacial surgery

Maxillofacial Trainee Research Collaborative (MTReC). www.maxfaxtrainee.co.uk/

UK & Ireland Renal Trainee Network (NEPHwork). www.ukkidney.org/audit-research/projects/nephwork

No national trainee-led research network

Neurosurgery

British Neurosurgical Trainee Research Collaborative (BNTRC). www.bntrc.org.uk

Obstetrics and gynaecology

UK Audit and Research Collaborative in Obstetrics and Gynaecology (UKAROG). www.ukarcog.org

The National Oncology Trainee Collaborative for Healthcare Research (NOTCH). www.uknotch.com

Breast Cancer Trainee Research Collaborative Group (BCTRCG). https://bctrcguk.wixsite.com/bctrcg

Ophthalmology

The Ophthalmology Clinical Trials Network (OCTN). www.ophthalmologytrials.net

Paediatrics

RCPCH Trainee Research Network. www.rcpch.ac.uk/resources/rcpch-trainee-research-network

Paediatric anaesthesia

Paediatric Anaesthesia Trainee Research Network (PATRN). www.apagbi.org.uk/education-and-training/trainee-information/research-network-patrn

Paediatric haematology

Paediatric Haematology Trainee Research Network (PHTN). https://b-s-h.org.uk/about-us/special-interest-groups/paediatric-sig/phtn

Paediatric surgery

Paediatric Surgical Trainees Research Network (PSTRN). www.pstrnuk.org

Pain medicine

Network of Pain Trainees Interested in Research & Audit (PAIN-TRAIN). www.paintrainuk.com

Palliative care

UK Palliative Care Trainee Research Collaborative (UKPRC). www.twitter.com/uk_prc

Plastic surgery

Reconstructive Surgery Trials Network (RSTN). www.reconstructivesurgerytrials.net/trainees/

Pre-hospital medicine

Pre-Hospital Trainee Operated Research Network (PHOTON). www.facebook.com/PHOTONPHEM

Information from Royal College of Psychiatrists. www.rcpsych.ac.uk/members/your-faculties/academic-psychiatry/research

Radiology Academic Network for Trainees (RADIANT). www.radiantuk.com

Respiratory

Integrated Respiratory Research collaborative (INSPIRE). www.inspirerespiratory.co.uk

British Urology Researchers in Surgical Training (BURST). www.bursturology.com

Vascular surgery

Vascular & Endovascular Research Network (VERN). www.vascular-research.net

*limited to those with formal websites and/or active twitter accounts. Correct as of 5 January 2024. For regional trainee-led specialty research networks, see www.rcp.ac.uk/trainee-research-collaboratives for medical specialties, www.asit.org/resources/trainee-research-collaboratives/national-trainee-research-collaboratives/res1137 for surgical specialties, and www.rcoa.ac.uk/research/research-bodies/trainee-research-networks for anaesthetics.

Networks vary widely in structure and function. Most have senior mentorship to guide personal development and career trajectory. Projects are usually highly collaborative and include doctors and allied healthcare professionals working together.

Observational studies and large scale audits are common projects as their feasibility makes them deliverable rapidly with minimal funding. Some networks do, however, carry out interventional research. The benefits of increasing interventional research studies are self-evident, but observational projects are also important as they provide data useful for hypothesis generation and defining clinical equipoise and incidence/event rates, all of which are necessary steps in the development of randomised controlled studies.

These networks offer a supportive learning environment and research experience, and can match experience with expectations and responsibilities. Early and mid-career doctors are given opportunities to be involved and receive training in research at every phase from inception to publication. This develops experience in research methodology such as statistics, scientific writing, and peer review. As well as research skills training, an important reward for involvement in a study is manuscript authorship. Many groups give “citable collaborator” status to all project contributors, whatever their input. 6 7 This recognises the essential role everyone plays in the delivery of whole projects, counts towards publication metrics, and is important for future job applications.

Case study—Pip Nicolson (HaemSTAR)

Haematology Specialty Training, Audit and Research (HaemSTAR) is a trainee research network founded because of a lack of principal investigator training and clinical trial activity in non-malignant haematology. It has led and supported national audits and research projects in various subspecialty areas such as immune thrombocytopenia, thrombotic thrombocytopenic purpura, venous thrombosis, and transfusion. 8 9 10 Through involvement in this network as a registrar, I have acted as a sub-investigator and supported the principal investigator on observational and interventional portfolio-adopted studies by the National Institute for Health and Care Research (NIHR). These experiences gave me valuable insight into the national and local processes involved in research delivery. I was introduced to national leaders in non-malignant haematology who not only provided mentorship and advice on career development, but also gave me opportunities to lead national audits and become involved in HaemSTAR’s committee. 10 11 These experiences in leadership have increased my confidence in management situations as I have transitioned to being a consultant, and have given me skills in balancing clinical and academic roles. Importantly, I have also developed long term friendships with peers across the country as a result of my involvement in HaemSTAR.

Associate Principal Investigator scheme

The Associate Principal Investigator (API) scheme is a training programme run by NIHR to develop research skills and contribute to clinical study delivery at a local level. It is available throughout England, Scotland, Wales, and Northern Ireland for NIHR portfolio-adopted studies. The programme runs for six months and, upon completion, APIs receive formal recognition endorsed by the NIHR and a large number of royal colleges. The scheme is free and open to medical and allied healthcare professionals at all career grades. It is designed to allow those who would not normally take part in clinical research to do so under the mentorship of a local PI. Currently there are more than 1500 accredited APIs and over 600 affiliated studies across 28 specialties. 12 It is a good way to show evidence of training and involvement in research and get more involved in research conduct. APIs have been shown to increase patient recruitment and most people completing the scheme continue to be involved in research. 12 13

Case study—Rebecca Hawes

I completed the API scheme as a senior house officer in 2021. A local PI introduced me to the Quality of Recovery after Obstetric Anaesthesia NIHR portfolio study, 14 which I saw as a training opportunity and useful experience ahead of specialist training applications. It was easy to apply for and straightforward to navigate. I was guided through the six month process in a step-by-step manner and completed eLearning modules and video based training on fundamental aspects of running research projects. All this training was evidenced on the online API platform and I had monthly supervision meetings with the PI and wider research team. As well as the experience of patient recruitment and data collection, other important aspects of training were study set-up and sponsor communications. Key to my successful API scheme was having a supportive and enthusiastic PI and developing good organisational skills. I really enjoyed the experience, and I have since done more research and have become a committee member on a national trainee research network in anaesthesia called RAFT (Research and Audit Federation of Trainees). I’ve seen great enthusiasm among anaesthetists to take part in the API scheme, with over 150 signing up to the most recent RAFT national research project.

Clinical research posts

Dedicated clinical research posts (sometimes termed “clinical research fellow” posts) allow clinicians to explore and develop research skills without committing to a formal academic pathway. They can be undertaken at any stage during a medical career but are generally performed between training posts, or during them by receiving permission from local training committees to temporarily go “out of programme.” These positions are extremely varied in how they are advertised, funded, and the balance between research and clinical time. Look out for opportunities with royal colleges, local and national research networks, and on the NHS Jobs website. Research fellowships are a good way to broaden skills that will have long term impact across one’s clinical career.

Case study—Nicole Fowler

After completing the Foundation Programme, I took up a 12 month clinical trials fellow position. This gave me early career exposure to clinical research and allowed me to act as a sub-investigator in a range of clinical trials. I received practical experience in all stages of clinical research while retaining a patient facing role, which included obtaining consent and reviewing patients at all subsequent visits until study completion. Many of the skills I developed in this post, such as good organisation and effective teamwork, are transferable to all areas of medicine. I have thoroughly enjoyed the experience and it is something I hope to talk about at interview as it is an effective way of showing commitment to a specialty. Furthermore, having a dedicated research doctor has been beneficial to my department in increasing patient involvement in research.

Acknowledgments

We would like to thank Holly Speight and Clare Shaw from the NIHR for information on the API scheme.

*These authors contributed equally to this work

Patient and public involvement: No patients were directly involved in the creation of this article.

PLRN, MB, and CHT conceived the article and are guarantors. All authors wrote and edited the manuscript.

Competing interests: PLRN was the chair of HaemSTAR from 2017 to 2023. MB is the current chair of the Research and Audit Federation of Trainees (RAFT). RH is the current secretary of RAFT. CHT conceived HaemSTAR.

Provenance and peer review: Commissioned; externally peer reviewed.

• Downing A ,
• Morris EJ ,
• Corrigan N ,
• Bracewell M ,
• Medical Academic Staff Committee of the British Medical Association
• ↵ RAFT. The start of RAFT. https://www.raftrainees.org/about
• Jamjoom AAB ,
• Hutchinson PJ ,
• Bradbury CA ,
• HaemSTAR Collaborators
• ↵ National Institute for Health and Care Research. Associate Principal Investigator (PI) Scheme. 2023. https://www.nihr.ac.uk/health-and-care-professionals/career-development/associate-principal-investigator-scheme.htm
• Fairhurst C ,
• Torgerson D
• O’Carroll JE ,
• Warwick E ,
• ObsQoR Collaborators

UCL Medical School

• Research Degrees

Research Degree in Medical Education

The PhD involves a singular piece of research driven by your own academic interests.  If done full-time this takes three years and part-time takes five years and involves a 100,000 word thesis.

We recommend that you read the following article about embarking on a postgraduate research degree and considering the choice of degree that is right for you:

Gill, D. Griffin, A. Woolf, K. Cave, J. (2009) 12 Tips for Studying Medical Education at Doctoral Level , Medical Teacher vol.31,no.7, 601-604.

Another option for postgraduate research leading to a Doctorate in Education is the EdD. This is a professional doctorate, therefore you will investigate your own working practices; it typically has a taught element and has assessments along the way.  Like the PhD it takes five years part time and the final thesis of 100,000 words is made up of a portfolio of research.  We do not offer the EdD at UCL Medical School: this is offered by IOE, UCL's Faculty of Education and Society

UCL Medical School offers PhD supervision which covers a wide range of education interests. Research themes are:

• Assessment in medical education
• Clinical communication
• E-learning in medical education
• Equality and diversity in medical education
• Fitness to practise of doctors
• Interprofessional education
• Peer-assisted learning
• Professional identity
• Selection in medicine
• Medical revalidation
• Transitions in medical careers
• Work-based learning

Guidance on the application process

You should provide a short written proposal of about 2,000 words that addresses all of the following aspects:

• The research problem and your research questions
• Background including a brief literature review
• Theoretical and methodological perspectives relevant to the project
• Methods, to include: sample, recruitment, data gathering, data analysis
• The contribution this study will make to new knowledge
• Timetable and bibliography

The aim of this proposal is to demonstrate your research interests and proposed topic of study.  It is taken into account when considering your suitability for undertaking postgraduate research at UCL Medical School.  If you are successful in your application, you can expect to have further discussions with your supervisors to support you in generating a final research protocol for the duration of your research degree.  

We recommend that you familiarise yourself with the research interests of staff at UCL Medical School in order to consider who might provide supervision for your project.  For a PhD, you require a Principal and Subsidiary supervisor.  It should be noted that we have limited supervision capacity.  Research staff can be found:

• UCL Medical School Research Staff list

To apply to UCL Medical School, you should send your proposal and CV to [email protected]

On receipt of your proposal we will consider whether it is possible to match you with appropriate supervisors, depending on their availability.  If we consider that your proposal has potential we will arrange an interview.  For applicants who are currently overseas we will make arrangements for an online interview.

If you are successful at this stage you will be asked to formally apply via the UCL Admissions process and provide two references.  Prospective students should not apply via the UCL application portal until the application has been approved.

World-first “Cybercrime Index” ranks countries by cybercrime threat level

Following three years of intensive research, an international team of researchers have compiled the first ever ‘World Cybercrime Index’, which identifies the globe’s key cybercrime hotspots by ranking the most significant sources of cybercrime at a national level.

The Index, published today in the journal PLOS ONE , shows that a relatively small number of countries house the greatest cybercriminal threat. Russia tops the list, followed by Ukraine, China, the USA, Nigeria, and Romania. The UK comes in at number eight.

‘The research that underpins the Index will help remove the veil of anonymity around cybercriminal offenders, and we hope that it will aid the fight against the growing threat of profit-driven cybercrime,’ Dr Bruce said.

‘We now have a deeper understanding of the geography of cybercrime, and how different countries specialise in different types of cybercrime.’

‘By continuing to collect this data, we’ll be able to monitor the emergence of any new hotspots and it is possible early interventions could be made in at-risk countries before a serious cybercrime problem even develops.’

The data that underpins the Index was gathered through a survey of 92 leading cybercrime experts from around the world who are involved in cybercrime intelligence gathering and investigations. The survey asked the experts to consider five major categories of cybercrime*, nominate the countries that they consider to be the most significant sources of each of these types of cybercrime, and then rank each country according to the impact, professionalism, and technical skill of its cybercriminals.

Co-author Associate Professor Jonathan Lusthaus , from the University of Oxford’s Department of Sociology and Oxford School of Global and Area Studies, said cybercrime has largely been an invisible phenomenon because offenders often mask their physical locations by hiding behind fake profiles and technical protections.

'Due to the illicit and anonymous nature of their activities, cybercriminals cannot be easily accessed or reliably surveyed. They are actively hiding. If you try to use technical data to map their location, you will also fail, as cybercriminals bounce their attacks around internet infrastructure across the world. The best means we have to draw a picture of where these offenders are actually located is to survey those whose job it is to track these people,' Dr Lusthaus said.

Figuring out why some countries are cybercrime hotspots, and others aren't, is the next stage of the research. There are existing theories about why some countries have become hubs of cybercriminal activity - for example, that a technically skilled workforce with few employment opportunities may turn to illicit activity to make ends meet - which we'll be able to test against our global data set. Dr Miranda Bruce  Department of Sociology, University of Oxford and UNSW Canberra   

Co-author of the study, Professor Federico Varese from Sciences Po in France, said the World Cybercrime Index is the first step in a broader aim to understand the local dimensions of cybercrime production across the world.

‘We are hoping to expand the study so that we can determine whether national characteristics like educational attainment, internet penetration, GDP, or levels of corruption are associated with cybercrime. Many people think that cybercrime is global and fluid, but this study supports the view that, much like forms of organised crime, it is embedded within particular contexts,’ Professor Varese said.

The World Cybercrime Index has been developed as a joint partnership between the University of Oxford and UNSW and has also been funded by CRIMGOV , a European Union-supported project based at the University of Oxford and Sciences Po. The other co-authors of the study include Professor Ridhi Kashyap from the University of Oxford and Professor Nigel Phair from Monash University.

The study ‘Mapping the global geography of cybercrime with the World Cybercrime Index’ has been published in the journal PLOS ONE .

*The five major categories of cybercrime assessed by the study were:

1.   Technical products/services (e.g. malware coding, botnet access, access to compromised systems, tool production).

2.   Attacks and extortion (e.g. denial-of-service attacks, ransomware).

3.   Data/identity theft (e.g. hacking, phishing, account compromises, credit card comprises).

4.   Scams (e.g. advance fee fraud, business email compromise, online auction fraud).

5.   Cashing out/money laundering (e.g. credit card fraud, money mules, illicit virtual currency platforms).

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Updated research guidelines for use of AI at the University of Kentucky

LEXINGTON, Ky. (April, 17, 2024) —  Guidelines and recommendations for the use of generative artificial intelligence (AI) in research have been updated for the University of Kentucky campus.  

The transdisciplinary UK ADVANCE (Advancing Data utilization for Value in Academics for National and Campus-wide Excellence) team exists to define and develop recommendations for responsible use of generative AI at UK. The team provides ongoing guidance to the campus community to achieve the university’s mission of advancing Kentucky through education, research, service and care.

Earlier this semester, the team updated the  faculty guidelines  regarding generative AI in instructional settings. The UK ADVANCE team also created  guidelines for use of generative AI in clinical settings . 

The team’s latest recommendations for AI in research can be found  here.  If you have any questions about the latest updates, please review the  Frequently Asked Questions (FAQs).

Members of the campus community are encouraged to provide feedback on the updated guidelines by sending an email to  [email protected].

The guidelines and recommendations will continue to evolve. The ADVANCE Team is committed to keeping the campus community informed of any changes as their work continues. 

As the state’s flagship, land-grant institution, the University of Kentucky exists to advance the Commonwealth. We do that by preparing the next generation of leaders — placing students at the heart of everything we do — and transforming the lives of Kentuckians through education, research and creative work, service and health care. We pride ourselves on being a catalyst for breakthroughs and a force for healing, a place where ingenuity unfolds. It's all made possible by our people — visionaries, disruptors and pioneers — who make up 200 academic programs, a $476.5 million research and development enterprise and a world-class medical center, all on one campus.   

In 2022, UK was ranked by Forbes as one of the “Best Employers for New Grads” and named a “Diversity Champion” by INSIGHT into Diversity, a testament to our commitment to advance Kentucky and create a community of belonging for everyone. While our mission looks different in many ways than it did in 1865, the vision of service to our Commonwealth and the world remains the same. We are the University for Kentucky.   

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Subhash Chand, PhD, receives NIH A-START funding

• Written by Sarah Hankin, UNMC strategic communications
• Published Apr 17, 2024

Subhash Chand, PhD

Subhash Chand, PhD, instructor and researcher in the UNMC Department of Anesthesiology, is investigating the impact of cannabidiols (CBD) on HIV infection and methamphetamine abuse-associated neuroinflammation.

Dr. Chand’s research, funded by an AIDS-Science Track Award for Research Transition (A-START R03), focuses on identifying specific genes involved in neuroinflammation during HIV and methamphetamine abuse and studying the efficacy of CBD in mitigating neuroinflammation in animal and cell culture models.

A-START is a National Institutes of Health grant that supports research projects pertaining to drug use and HIV/AIDS that can be carried out in a short period of time with limited resources.

Dr. Chand said research has shown that HIV and methamphetamine induce neuroinflammation through the upregulation of the NLRP3 inflammasome pathway via NF-kappaB signaling. “This pathway, when activated, contributes to neuroinflammation,” he said. “CBD may serve as a potential treatment option by downregulating this pathway.”

Treatment options for neuroinflammation in HIV patients with methamphetamine abuse are limited, Dr. Chand said, and despite advances in HIV management, including antiretroviral therapy, existing treatments fall short in directly targeting neuroinflammation and associated neurocognitive impairments.

Dr. Chand said treatment with CBD has the potential to decrease neurocognitive decline associated with HIV and substance abuse. “Developing these therapies will directly benefit vulnerable populations,” he said.

Dr. Chand came to UNMC in 2018 as a postdoctoral fellow in the UNMC Department of Pharmacology & Experimental Neuroscience. He joined the Department of Anesthesiology as a postdoctoral fellow in 2019, working with Sowmya Yelamanchili, PhD, before joining the department as an instructor in 2020.

Strong support

Dr. Chand expressed his gratitude for the contributions and guidance from mentors and collaborators, including:

Howard Fox, MD, PhD, professor, UNMC Department of Neurological Sciences, Senior Associate Dean of Research and Development, and director of UNMC Center for Integrative and Translational Neuroscience

Larisa Poluektova, MD, PhD, professor of Pharmacology & Experimental Neuroscience at UNMC

Irving H. Zucker, PhD, professor of Cellular & Integrative Physiology at UNMC

Support from departmental leadership, Mohanad Shukry, MD, PhD, interim chair, Karsten Bartels, PhD, vice chair of research and Steven Lisco, MD, former chair, and the Department of Anesthesiology’s Lieberman Fund has been instrumental in facilitating preliminary investigations and laying the groundwork for future funding, Dr. Chand said.

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Forgiving medical debt after it is sent to collections has fewer benefits – study

Experts partnered with RIP Medical Debt, a medical non-profit that buys and forgives debt, found it had little effect on people’s credit scores and mental health

Medical debt is the most common form of debt in collections in the US. But forgiving that debt once it has gone to collections may provide fewer health and financial benefits than once hoped.

A new study by researchers who partnered with RIP Medical Debt, a non-profit that buys and forgives medical debt, found “disappointing” results when people’s bills were purchased and forgiven, with little impact on people’s credit scores and willingness to go to the doctor.

“Our hope was that this would be a cost effective intervention,” said Raymond Kluender, lead author on the National Bureau of Economic Research (NBER) report which partnered with RIP Medical Debt, and an assistant professor of business administration at Harvard Business School.

“We find no real benefits on people’s household finances or their mental health or utilization of healthcare in our study,” Kluender said.

However, he added, he doesn’t “think any of the authors on the project would not say medical debt is not a huge issue”. Instead, Kluender said, “Our interpretation is you have to intervene upstream,” which essentially means it might be more effective to provide people with financial assistance or universal, affordable healthcare – the sort that might prevent bills from accumulating – rather than forgive one bill at a time.

“What we do doesn’t solve the problem, but it removes some of the burden,” said Allison Sesso, president and CEO of RIP Medical Debt. Government policy change – one that provides universal healthcare – is “a better answer” but “we’re not holding our breath for that to happen”.

The findings are likely to disappoint legislative leaders. At least 15 states and local jurisdictions have worked with RIP Medical Debt to relieve debts for their constituents. Many, such as Arizona and Connecticut , used millions in federal pandemic relief aid to forgive debt.

“If you’re intervening only after the debt has been sent to collections or after the hospital has been collecting on it for a year, there’s very little benefit,” said Kluender.

The results contrast with surveys done by RIP Medical Debt, which found medical debt dramatically impacted people’s mental wellbeing and self-worth, and with the positive effects of “upstream” relief from hospital financial assistance programs.

Although more than 90% of US adults have health insurance, individual medical debt has become an important way US healthcare is financed, particularly in the last decade.

Most Americans make monthly payments toward insurance (premiums) and large upfront payments (deductibles) before insurance kicks in. For the average worker with only one person on a plan, the average annual deductible in 2023 was more than $1,700.

Unexpected medical bills can accumulate quickly when insurance denies claims, when small upfront payments (co-pays) are required regularly, or when people use doctors or services not covered by their health insurance (out-of-network).

All of those cash payments are collected by providers. When people can’t pay those bills , they become debt, and those providers send bills to collectors. That’s how medical debt became the most common form of debt in collections in 2021 – representing 58% of all debt on credit reports.

Those bills are important health indicators for several reasons. First, people will avoid the doctor if they have large upfront payments. There is also evidence to show people cut back on food, medicine, clothes and other household expenses when they have medical debt. Out-of-pocket expenses can push some Americans to delay having kids . On the population level, places where people have more medical debt also tend to have worse overall health outcomes .

Seeking to study the effects of debt forgiveness, researchers conducted a study with RIP Medical Debt that sorted more than 83,000 people with $169m in medical debt into three camps.

One group had debt purchased directly from a for-profit hospital with operations across eight states in the mountain west and south and forgiven. That debt was younger and more expensive, at 5.5 cents for every $1.00 of face value. Another group had debt purchased directly from a debt collection company. This debt was generally older and was less expensive – RIP was able to buy this debt for less than one penny for every $1.00 of face value. A third group was allowed to go through collections. Researchers then surveyed those people about a year later for impacts on mental, physical and financial health changes.

Researchers found that medical debt forgiveness did not dramatically affect people’s overall financial health, but that it did increase credit availability for a small subset of people who otherwise had clean credit reports. They also found debt relief slightly reduces payment of other medical bills (by $14 or about 7.2% on average), researchers believe because people may have then expected relief. They also found debt relief did not positively impact mental health.

However, the research did appear to show a widespread positive effect from a change in the credit landscape. In the middle of the experiment, the nation’s three large reporting agencies voluntarily stopped reporting most medical debt.

“I think the research is well done there,” said Breno Braga, an economist at the Urban Institute. “The results are at first counterintuitive, but after you read the results they make sense.”

Debt forgiveness is, “a very specific program that has been done to deal with medical debt”, and one that authors show “is not as positive as one would imagine”. But, Braga added, “I don’t think you can conclude from there that medical debt is not important.”

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