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Medical Scientists

Career, salary and education information.

What They Do : Medical scientists conduct research aimed at improving overall human health.

Work Environment : Medical scientists work in offices and laboratories. Most work full time.

How to Become One : Medical scientists typically have a Ph.D., usually in biology or a related life science. Some medical scientists get a medical degree instead of, or in addition to, a Ph.D.

Salary : The median annual wage for medical scientists is $95,310.

Job Outlook : Employment of medical scientists is projected to grow 17 percent over the next ten years, much faster than the average for all occupations.

Related Careers : Compare the job duties, education, job growth, and pay of medical scientists with similar occupations.

Following is everything you need to know about a career as a medical scientist with lots of details. As a first step, take a look at some of the following jobs, which are real jobs with real employers. You will be able to see the very real job career requirements for employers who are actively hiring. The link will open in a new tab so that you can come back to this page to continue reading about the career:

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Title: Medical Science Liaison, Midwest Region Location: Remote About Us: Vera Therapeutics (Nasdaq: VERA), is a late-stage biotechnology company focused on developing treatments for serious ...

The Position We are seeking an experienced cardiometabolic Medical Science Liaison (MSL) to join an exciting opportunity within our Medical Affairs (MA) team and work in a dynamic and collaborative ...

Following regulatory and corporate guidelines, they will facilitate and build scientific relationships and collaborations with the medical / scientific community. This position interacts with local ...

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What Medical Scientists Do [ About this section ] [ To Top ]

Medical scientists conduct research aimed at improving overall human health. They often use clinical trials and other investigative methods to reach their findings.

Duties of Medical Scientists

Medical scientists typically do the following:

• Design and conduct studies that investigate both human diseases and methods to prevent and treat them
• Prepare and analyze medical samples and data to investigate causes and treatment of toxicity, pathogens, or chronic diseases
• Standardize drug potency, doses, and methods to allow for the mass manufacturing and distribution of drugs and medicinal compounds
• Create and test medical devices
• Develop programs that improve health outcomes, in partnership with health departments, industry personnel, and physicians
• Write research grant proposals and apply for funding from government agencies and private funding sources
• Follow procedures to avoid contamination and maintain safety

Many medical scientists form hypotheses and develop experiments, with little supervision. They often lead teams of technicians and, sometimes, students, who perform support tasks. For example, a medical scientist working in a university laboratory may have undergraduate assistants take measurements and make observations for the scientist's research.

Medical scientists study the causes of diseases and other health problems. For example, a medical scientist who does cancer research might put together a combination of drugs that could slow the cancer's progress. A clinical trial may be done to test the drugs. A medical scientist may work with licensed physicians to test the new combination on patients who are willing to participate in the study.

In a clinical trial, patients agree to help determine if a particular drug, a combination of drugs, or some other medical intervention works. Without knowing which group they are in, patients in a drug-related clinical trial receive either the trial drug or a placebo—a pill or injection that looks like the trial drug but does not actually contain the drug.

Medical scientists analyze the data from all of the patients in the clinical trial, to see how the trial drug performed. They compare the results with those obtained from the control group that took the placebo, and they analyze the attributes of the participants. After they complete their analysis, medical scientists may write about and publish their findings.

Medical scientists do research both to develop new treatments and to try to prevent health problems. For example, they may study the link between smoking and lung cancer or between diet and diabetes.

Medical scientists who work in private industry usually have to research the topics that benefit their company the most, rather than investigate their own interests. Although they may not have the pressure of writing grant proposals to get money for their research, they may have to explain their research plans to nonscientist managers or executives.

Medical scientists usually specialize in an area of research within the broad area of understanding and improving human health. Medical scientists may engage in basic and translational research that seeks to improve the understanding of, or strategies for, improving health. They may also choose to engage in clinical research that studies specific experimental treatments.

Work Environment for Medical Scientists [ About this section ] [ To Top ]

Medical scientists hold about 119,200 jobs. The largest employers of medical scientists are as follows:

Medical scientists usually work in offices and laboratories. They spend most of their time studying data and reports. Medical scientists sometimes work with dangerous biological samples and chemicals, but they take precautions that ensure a safe environment.

Medical Scientist Work Schedules

Most medical scientists work full time.

How to Become a Medical Scientist [ About this section ] [ To Top ]

Get the education you need: Find schools for Medical Scientists near you!

Medical scientists typically have a Ph.D., usually in biology or a related life science. Some medical scientists get a medical degree instead of, or in addition to, a Ph.D.

Education for Medical Scientists

Students planning careers as medical scientists generally pursue a bachelor's degree in biology, chemistry, or a related field. Undergraduate students benefit from taking a broad range of classes, including life sciences, physical sciences, and math. Students also typically take courses that develop communication and writing skills, because they must learn to write grants effectively and publish their research findings.

After students have completed their undergraduate studies, they typically enter Ph.D. programs. Dual-degree programs are available that pair a Ph.D. with a range of specialized medical degrees. A few degree programs that are commonly paired with Ph.D. studies are Medical Doctor (M.D.), Doctor of Dental Surgery (D.D.S.), Doctor of Dental Medicine (D.M.D.), Doctor of Osteopathic Medicine (D.O.), and advanced nursing degrees. Whereas Ph.D. studies focus on research methods, such as project design and data interpretation, students in dual-degree programs learn both the clinical skills needed to be a physician and the research skills needed to be a scientist.

Graduate programs emphasize both laboratory work and original research. These programs offer prospective medical scientists the opportunity to develop their experiments and, sometimes, to supervise undergraduates. Ph.D. programs culminate in a dissertation that the candidate presents before a committee of professors. Students may specialize in a particular field, such as gerontology, neurology, or cancer.

Those who go to medical school spend most of the first 2 years in labs and classrooms, taking courses such as anatomy, biochemistry, physiology, pharmacology, psychology, microbiology, pathology, medical ethics, and medical law. They also learn how to record medical histories, examine patients, and diagnose illnesses. They may be required to participate in residency programs, meeting the same requirements that physicians and surgeons have to fulfill.

Medical scientists often continue their education with postdoctoral work. This provides additional and more independent lab experience, including experience in specific processes and techniques, such as gene splicing. Often, that experience is transferable to other research projects.

Licenses, Certifications, and Registrations for Medical Scientists

Medical scientists primarily conduct research and typically do not need licenses or certifications. However, those who administer drugs or gene therapy or who otherwise practice medicine on patients in clinical trials or a private practice need a license to practice as a physician.

Medical Scientist Training

Medical scientists often begin their careers in temporary postdoctoral research positions or in medical residency. During their postdoctoral appointments, they work with experienced scientists as they continue to learn about their specialties or develop a broader understanding of related areas of research. Graduates of M.D. or D.O. programs may enter a residency program in their specialty of interest. A residency usually takes place in a hospital and varies in duration, generally lasting from 3 to 7 years, depending on the specialty. Some fellowships exist that train medical practitioners in research skills. These may take place before or after residency.

Postdoctoral positions frequently offer the opportunity to publish research findings. A solid record of published research is essential to getting a permanent college or university faculty position.

Work Experience in a Related Occupation for Medical Scientists

Although it is not a requirement for entry, many medical scientists become interested in research after working as a physician or surgeon , or in another medical profession, such as dentist .

Important Qualities for Medical Scientists

Communication skills. Communication is critical, because medical scientists must be able to explain their conclusions. In addition, medical scientists write grant proposals, because grants often are required to fund their research.

Critical-thinking skills. Medical scientists must use their expertise to determine the best method for solving a specific research question.

Data-analysis skills. Medical scientists use statistical techniques, so that they can properly quantify and analyze health research questions.

Decisionmaking skills. Medical scientists must determine what research questions to ask, how best to investigate the questions, and what data will best answer the questions.

Observation skills. Medical scientists conduct experiments that require precise observation of samples and other health-related data. Any mistake could lead to inconclusive or misleading results.

Medical Scientist Salaries [ About this section ] [ More salary/earnings info ] [ To Top ]

The median annual wage for medical scientists is $95,310. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,100, and the highest 10 percent earned more than $166,980.

The median annual wages for medical scientists in the top industries in which they work are as follows:

Job Outlook for Medical Scientists [ About this section ] [ To Top ]

Employment of medical scientists is projected to grow 17 percent over the next ten years, much faster than the average for all occupations.

About 10,000 openings for medical scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Employment of Medical Scientists

Demand for medical scientists will stem from greater demand for a variety of healthcare services as the population continues to age and rates of chronic disease continue to increase. These scientists will be needed for research into treating diseases, such as Alzheimer’s disease and cancer, and problems related to treatment, such as resistance to antibiotics. In addition, medical scientists will continue to be needed for medical research as a growing population travels globally and facilitates the spread of diseases.

The availability of federal funds for medical research grants also may affect opportunities for these scientists.

Careers Related to Medical Scientists [ About this section ] [ To Top ]

Agricultural and food scientists.

Agricultural and food scientists research ways to improve the efficiency and safety of agricultural establishments and products.

Biochemists and Biophysicists

Biochemists and biophysicists study the chemical and physical principles of living things and of biological processes, such as cell development, growth, heredity, and disease.

Epidemiologists

Epidemiologists are public health professionals who investigate patterns and causes of disease and injury in humans. They seek to reduce the risk and occurrence of negative health outcomes through research, community education, and health policy.

Health Educators and Community Health Workers

Health educators teach people about behaviors that promote wellness. They develop and implement strategies to improve the health of individuals and communities. Community health workers collect data and discuss health concerns with members of specific populations or communities.

Medical and Clinical Laboratory Technologists and Technicians

Medical laboratory technologists (commonly known as medical laboratory scientists) and medical laboratory technicians collect samples and perform tests to analyze body fluids, tissue, and other substances.

Microbiologists

Microbiologists study microorganisms such as bacteria, viruses, algae, fungi, and some types of parasites. They try to understand how these organisms live, grow, and interact with their environments.

Physicians and Surgeons

Physicians and surgeons diagnose and treat injuries or illnesses. Physicians examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They counsel patients on diet, hygiene, and preventive healthcare. Surgeons operate on patients to treat injuries, such as broken bones; diseases, such as cancerous tumors; and deformities, such as cleft palates.

Postsecondary Teachers

Postsecondary teachers instruct students in a wide variety of academic and technical subjects beyond the high school level. They may also conduct research and publish scholarly papers and books.

Veterinarians

Veterinarians care for the health of animals and work to improve public health. They diagnose, treat, and research medical conditions and diseases of pets, livestock, and other animals.

More Medical Scientist Information [ About this section ] [ To Top ]

For more information about research specialties and opportunities within specialized fields for medical scientists, visit

American Association for Cancer Research

American Society for Biochemistry and Molecular Biology

The American Society for Clinical Laboratory Science

American Society for Clinical Pathology

American Society for Clinical Pharmacology and Therapeutics

The American Society for Pharmacology and Experimental Therapeutics

The Gerontological Society of America

Infectious Diseases Society of America

National Institute of General Medical Sciences

Society for Neuroscience

Society of Toxicology

A portion of the information on this page is used by permission of the U.S. Department of Labor.

Explore more careers: View all Careers or the Top 30 Career Profiles

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The Complete Guide To Becoming A Clinical Scientist

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The Role Of A Clinical Scientist:

Clinical scientists aid the prevention, diagnosis and treatment of illness. The job title is applicable to an extensive range of roles that are grouped into four domains – clinical bioinformatics, life sciences, physical sciences and clinical engineering, and physiological sciences – and subdivided into specialisms.1 Clinical scientists may work exclusively in laboratories or in direct patient contact in clinics and wards.

Clinical bioinformaticians integrate biosciences, mathematics, statistics and computer sciences to support the delivery of patient care by developing and using systems for the acquisition, storage, organisation and analysis of biological data. The three specialisms in clinical bioinformatics are genomics, health informatics and physical sciences.  Genomics is a rapidly developing field in which databases and computing tools are applied to genomics data to determine the best diagnosis and treatment for individual patients.

Clinical bioinformaticians working in genomics may also support the 100,000 Genomes Project which aims to combine genomic data and medical records to study the causes, diagnosis and treatment of disease. Additionally, service development is a component of the job, for example, creating databases, sequencing pipelines and programs for automatic analysis. 

Clinical bioinformaticians working in health informatics use innovative technology to ensure that the use of bioinformatics data in diagnostics and treatment is efficient and conforms to information governance standards.

They also advise on mining, processing and interpreting big data and explain its significance to patients and other healthcare professionals. This role combines expertise in information analysis and computing, and clinical, biomedical or physical sciences. 

Lastly, physical sciences is concerned with designing the appliances, programs and algorithms that are used in bioinformatics. The work may include authorising computer systems for clinical use and creating computer systems for controlling medical equipment, modelling biological processes, investigations or treatment and processing data produced by medical appliances.

There are numerous specialisms in life sciences. Cancer genomics is the study of genetic mutations that result in cancer. Clinical scientists working in cancer genomics analyse DNA to identify the type of cancer to assist in deciding treatment. They also monitor treatment outcomes. Clinical biochemists analyse body fluids, for example, blood and urine, to assist in the diagnosis and management of illness. They also advise doctors on the selection of tests, interpretation of results and additional investigations. 

Developing diagnostic tools and conducting research in cooperation with clinicians are standard activities. Clinical biochemists work in hospital laboratories and, increasingly, in direct patient contact. Clinical scientists working in clinical immunology use complex molecular techniques to study patients’ immune systems to identify the cause of disease. This enables clinical immunologists to assist in the management of allergies, cancers and infectious diseases. This is a growing specialism with potential for career development. 

Clinical microbiologists are engaged in the prevention, diagnosis and management of infectious diseases . They use culturing, sequencing and molecular techniques to identify microorganisms to guide treatment. They are also involved in the development of new tests. Most commonly, the work is performed in hospital laboratories.

However, public health organisations employ clinical microbiologists for infectious disease surveillance roles. Next, cytopathology centres on the examination of cell specimens by light microscope to diagnose disease. This specialism is divided into cervical cytopathology and diagnostic cytopathology. 

Clinical scientists working in cervical cytopathology examine cells from cervical samples to detect changes that could advance to cancer, as part of screening programmes. Diagnostic cytopathology relates to other cancer diagnoses, for example, respiratory tract, lymph nodes and thyroid gland and this role may extend to sample collection. 

Clinical scientists working in genomics examine DNA to identify differences that cause hereditary and acquired genetic conditions. This comprises prenatal diagnosis, carrier testing, predicting the likelihood of genetic conditions being passed onto children and confirmation of diagnosis. 

A related specialism is genomic counselling. Genomic counsellors aid the prediction, screening, diagnosis and management of genetic conditions by analysing family history and organising and interpreting genetic and genomic investigations to provide patients and families with information regarding the impact of their condition on daily life, health and family. They also predict the likelihood of inheriting or passing on genetic conditions and counsel patients regarding adjusting to their condition and making decisions relating to it, with consideration of ethical, cultural and linguistic diversity. This expertise is now central to multidisciplinary teams working in, for example, oncology , neurology and reproductive medicine . 

Clinical scientists working in haematology and transfusion science aid the diagnosis and management of disorders of the blood and bone marrow, for example, anaemia, leukaemia and haemophilia. They are also involved in organising blood transfusions, including determining blood group status. Histocompatibility and immunogenetics is concerned with supporting stem cell and organ transplantation by tissue typing donors and recipients to assess compatibility, which minimises the risk of immune damage and rejection. Histocompatibility and immunogenetics laboratories keep records of potential donors and recipients and are responsible for the collection, processing, storage and distribution of cells and tissues. 

An additional role is assistance in disease diagnosis and management by testing for genes involved in immune function. Clinical scientists working in histocompatibility and immunogenetics are based in hospitals or organisations, for example, NHS Blood and Transplant and Anthony Nolan Trust.

Histopathologists dissect and prepare – using staining, molecular and immunological techniques – tissue samples for microscopic examination by clinicians. Finally, reproductive science and andrology focuses on the management of infertility. Clinical scientists working in this specialism are involved in fertility treatments, for example, in vitro fertilisation and intracytoplasmic sperm injection and subsequent embryo transfer.

They also perform cryopreservation techniques. Specifically, andrology relates to male reproduction.  

The third domain of clinical science is physical sciences and clinical engineering. Firstly, clinical scientists working in clinical measurement design, build and maintain medical appliances – for example, laser devices, joint replacements, electronic aids and tools for laparoscopic surgery – for diagnosis, management and rehabilitation.

They also perform quality assurance checks on hospital equipment. Some clinical scientists working in clinical measurement conduct research into, for example, body mechanics. 

Clinical pharmaceutical science is concerned with the manufacture and provision of radioactive materials used in medical imaging and treatment, for example, cancer therapies. Clinical pharmaceutical scientists also ensure that medicines are safe to use and are prepared and dispensed in an aseptic environment. Additionally, they design protocols for the manufacture of new medicines.

Clinical scientists working in device risk management and governance check that medical equipment is working safely and effectively. They are engaged in all aspects of equipment maintenance including testing prior to introduction to practice, advising on safe use and disposing safely. Some professionals in device risk management and governance may also contribute to designing equipment. 

Clinical scientists work in imaging with ionising radiation aid and advise clinical staff on generating quality images while complying with guidelines for minimising radiation exposure for patients and healthcare professionals and safely disposing of radioactive substances.

They also conduct quality assurance and safety checks on imaging equipment and develop image analysis programs. Modalities utilised in this specialism include x-ray, computed tomography and positron emission tomography. 

Clinical scientists working in imaging with ionising radiation may also perform procedures other than imaging, for example, measuring glomerular filtration rate – an evaluation of kidney function – and administering radioiodine – a treatment for hyperthyroidism. Imaging systems that do not involve ionising radiation, for example, magnetic resonance imaging, ultrasound and optical imaging are the remit of clinical scientists working in imaging with non-ionising radiation. They advise on safety, perform quality assurance checks and develop image analysis software.

They may also be involved in therapeutic procedures, for example, laser surgery and ultraviolet treatments. A similar discipline is radiation safety physics that is engaged in ensuring that diagnostic and therapeutic equipment that uses radiation is safe for patient and staff use. 

Additionally, they calculate radiation doses received by patients and staff during procedures, check that equipment is functioning in accordance with guidelines and design and implement policy relating to the use of radiation and radioactive substances. 

Clinical scientists working in radiotherapy physics ensure the safety and precision of radiotherapy treatment. This is achieved by calibrating equipment and performing complex calculations to design treatment regimens that are therapeutic, in that tumours are treated, but limit damage to surrounding tissues. Clinical scientists working in reconstructive science provide corrective treatment in the form of prosthetic reconstruction and therapeutic management, particularly of the face, jaw and skull, that is required as a consequence of congenital malformation, diseases such as cancer, or trauma.

They meet patients to understand their requirements, explain treatment plans and take impressions. Subsequently, they design and build devices, for example, prostheses, therapeutic splints and titanium skull plates and monitor performance at follow-up appointments. Additionally, they may be consulted in emergency settings, for example, to construct splints required for operations for trauma patients.

Lastly, rehabilitation engineering specialises in assessing the needs of people with disabilities and designing, building, testing and prescribing assistive devices corresponding to those needs. The assistive devices may be standard, or custom made. Examples comprise wheelchairs, artificial limbs, electronic communicators and devices for surgical correction of deformities. 

The final domain is physiological sciences. Clinical scientists working in this domain use innovative modalities to investigate the functioning of body systems, detect abnormalities and guide management.  Physiological sciences encompass diverse specialisms. Audiology is an evolving discipline that is engaged in the assessment of hearing and balance and subsequent provision of therapeutic services. 

Clinical scientists working in audiology design and perform diagnostic procedures and interpret the results generated. They devise care plans for patients with hearing or balance disorders. Additionally, counselling and rehabilitation of patients with impaired hearing is a key role. 

Clinical scientists working in cardiac science conduct, and interpret the results of, diagnostic and monitoring procedures – for example, electrocardiography, echocardiography and exercise stress testing – for patients with cardiac pathologies. They also have supporting roles in interventional procedures, for example, pacemaker implantation. Critical care science utilises competencies in physiology and technology relevant to the care of patients with life-threatening illnesses.

Key responsibilities comprise advising other members of the multidisciplinary team caring for critically ill patients on the use of diagnostic, therapeutic, monitoring and life-support equipment, troubleshooting problems with medical devices, for example, ventilators, renal replacement equipment and physiological measurement monitors, running satellite laboratories that perform tests, for example, blood gases and electrolytes at the point of care instead of in centralised laboratories, establishing a renal replacement therapy service and maintaining electronic patient databases. On-call work, including emergency call-outs, is an aspect of this job. 

Clinical scientists working in gastrointestinal physiology measure function of the organs of the digestive system to aid diagnosis and formulation of a treatment plan. This comprises assessment of, for example, pressure, pH and tone. Gastrointestinal physiologists may also perform ultrasound imaging and interventional procedures, for example, percutaneous tibial nerve modulation, which is a treatment for incontinence. Another specialism of physiological sciences is neurophysiology. 

Clinical scientists working in neurophysiology assist in the diagnosis and management of neurological illnesses via assessment of the function of the nervous system. Common modalities utilised are electroencephalography, evoked potentials, electromyography and nerve conduction studies. Work in this discipline is often conducted in intensive care and operating theatre settings.

Ophthalmic and vision sciences relate to the assessment of the structure and function of the optical system to acquire diagnostic and prognostic data that is required by ophthalmologists for the management of disorders of vision and pathologies of the eye and related structures. 

Common activities for clinical scientists working in ophthalmic and vision sciences are measuring visual field and eye pressure, imaging the eye and carrying out electrophysiological investigations of the optical structures. There is scope for research, for example, treatment for genetic diseases and retinal prosthetic implants. 

Clinical scientists working in respiratory and sleep sciences diagnose and treat respiratory illnesses and sleep disorders. In respiratory science, they perform lung function testing and assist in the delivery of care for chronic respiratory disorders, for example, medicines and oxygen. In sleep science, they monitor – via home monitoring or sleep laboratories – and treat patients experiencing poor sleep quality.

Examples of tests performed are cardiopulmonary exercise testing, bronchial challenge testing and blood gas testing. Urodynamics is concerned with the diagnosis and treatment of urinary diseases. Clinical scientists of this specialism utilise an array of appliances to measure parameters, for example, pressure, flow and muscle activity and interpret the results to construct reports.

Lastly, clinical scientists working in vascular science use ultrasound imaging and other non-invasive techniques to evaluate blood flow. Most often, they work with inpatients and outpatients in dedicated hospital departments. Results of the procedures performed are interpreted to write reports.

Typically, clinical scientists work 37.5 hours per week.2 This may comprise a shift pattern. The work is conducted in multidisciplinary teams that are constituted by a variety of healthcare professionals and vary by specialism. In many positions held by clinical scientists, there is vast potential for teaching, management and, particularly, research. 

The Route To Clinical Science:

The initial step in the route to becoming a clinical scientist is successful completion of an undergraduate honours degree or integrated master’s degree in a pure or applied science discipline that is relevant to the clinical science specialism that the trainee intends to pursue. A 1.1 or 2.1 degree must be achieved.3 Alternatively, if the trainee possesses a 2.2 honours degree, they are eligible to apply if they also have a higher degree in a relevant discipline. 

Subsequently, trainees apply for the Scientist Training Programme (STP), which has a duration of three years. The competition ratios for the various specialisms are listed in Table 1.4 The STP curriculum is composed of core, rotational and specialty modules, each of which features academic and work-based learning.4 The work-based learning is achieved by employment in an NHS department or, occasionally, by an NHS private partner or private company.  This element of the programme is assessed by eportfolio evidence. The academic component of the programme comprises a part-time master’s degree – MSc in Clinical Science – which is fully funded.  The master’s programme is 180 credit hours, 70 of which are allocated to a research project. 

Table 1: Competition ratios for STP specialisms.

Work-based learning, during the first year of the programme, features an induction, mandatory training, core modules and several rotational placements.5 At university, introductory modules that cover broad topics from the trainee’s chosen theme – life sciences, physiological sciences, physical sciences and clinical engineering or bioinformatics – are completed.

The first set of MSc examinations are taken at the end of the first year. There is greater emphasis on the trainee’s chosen specialism in the second year. The research project is started and there is another set of degree examinations. In the middle of second year, trainees are required to pass the midterm review of progression.

Finally, during the third year, the final MSc examinations are attempted and there is a work-based elective placement. The programme is concluded by the Objective Structured Final Assessment (OSFA).5 Successful completion of the OSFA, eportfolio and master’s degree result in trainees being awarded a Certificate of Completion for the Scientist Training Programme (CCSTP).6 Trainees then apply to the Academy for Healthcare Science (AHCS) for a Certificate of Equivalence or a Certificate of Attainment. Subsequently, they are eligible to apply to the Health and Care Professions Council (HCPC) for registration as a Clinical Scientist.6

A further programme, termed the Higher Specialist Scientist Training (HSST), has a duration of five years and allows some clinical scientists to progress to consultant level. It results in the attainment of a doctorate degree.

Earnings for NHS jobs are classified by pay scales. Trainee clinical scientists are appointed at band 6, at which the starting salary is £31,365.7 The salary increases in accordance with number of years of experience.

Qualified clinical scientists progress to band 7, at which the starting salary is £38,890.7 This also increases over time to a maximum of £44,503 for eight or more years of service. As further experience and qualifications are obtained, it is possible to apply for positions up to band 9 on the pay scale. 

For more information on doctor's salaries within the NHS, please feel free to review  The Complete Guide to NHS Pay .

Related Job Sources With BMJ Careers

• Hospital Jobs
• Psychiatry Jobs
• Public Health Jobs
• Research Jobs
• NHS Jobs in England
• NHS Jobs in Northern Ireland
• NHS Jobs in Scotland
• NHS Jobs in Wales

Other Complete Guides By BMJ Careers

• How To Become A Diabetologist or Endocrinologist
• How To Become A Gastroenterologist
• How To Become A Neurophysiologist
• How To Become A Obstetrician and Gynaecologist
• How To Become An Immunologist

NHS Scientist Training Programme - 2020 recruitment [Internet]. Health Careers. [cited 8 November 2020]. Available from:  https://www.healthcareers.nhs.uk/news/nhs-scientist-training-programme-2020-recruitment 

Audiology [Internet]. Health Careers. [cited 8 November 2020]. Available from:  https://www.healthcareers.nhs.uk/explore-roles/physiological-sciences/audiology 

Entry requirements [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/applicants/entry-requirements/ 

Competition ratios for the Scientist Training Programme (STP) Direct Entry [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/applicants/about-the-scientist-training-programme/ 

Setting the scene [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/trainees/setting-the-scene/ 

Completion of the Scientist Training Programme [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/trainees/completion-of-the-programme/ 

NHS Terms and Conditions (AfC) pay scales - Annual [Internet]. NHS Employers. [cited 8 November 2020]. Available from:  https://www.nhsemployers.org/pay-pensions-and-reward/agenda-for-change/pay-scales/annual

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How to become a Clinical Scientist - A New Scientist Careers Guide

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How to become a clinical scientist

What does a clinical scientist do?

Clinical scientists work with other healthcare professionals to research and develop new treatments, equipment and technology to treat patients. Clinical scientists will work in one of the four key areas of clinical science:

• Life sciences (pathology, genetics, biomedical science, and reproductive science)
• Physiological sciences
• Physical sciences and biomedical engineering
• Clinical bioinformatics

Depending on which of these areas you choose to work in, your job will be slightly different. 

For example, if you are a life science-focused clinical scientist, you might work to develop in vitro fertilisation, analyse biochemistry results and diagnose medical conditions, or research and develop treatments for genetic conditions . Or,  as a physical scientist you might work with ultrasound, radiation and other similar technologies to diagnose and treat diseases.

As a clinical scientist in the UK, you can work in the NHS or in a private hospital. Many clinical scientists spend a lot of their time in labs, some even working in them exclusively, and you can also work at a university and spend some time teaching.

To become a clinical scientist, you can either take a university-based route or you can access the job through an apprenticeship. Either path will help you develop the skills necessary to pursue a career in clinical science, such as problem-solving, communication and other hard skills.

If you take the university option, you can choose a degree related to the area of clinical science you would like to work in, for example biology , genetics or biochemistry for life sciences , or medical physics if you would prefer physical sciences. You should ideally achieve first or upper second (2:1) class honours in this degree.

Alternatively, you can apply for the NHS Practitioner Training Programme (PTP) and obtain a degree in healthcare science . This is a three-year degree, with a BSc awarded upon completion.

NHS PTP aims to build on each student’s existing scientific knowledge, but with a focus on healthcare science and delivering patient care. A variety of subjects are available within this programme, including:

• Cardiac, critical care, vascular, respiratory and sciences
• Clinical engineering
• Medical physics
• Life sciences
• Neurosensory sciences

Upon completion of the NHS PTP, you will be a qualified healthcare science practitioner, also sometimes referred to as a biomedical scientist, and you can apply for work in a variety of clinical settings.

If you want to further build your academic expertise after completing the NHS PTP, you can then apply for the NHS Scientist Training Programme (STP). This is also three years in duration and it culminates in obtaining a university-accredited Master’s degree.

NHS STP is designed to prepare students to undertake complex scientific and clinical roles, and share the responsibilities of clinical decision-making with other healthcare professionals.

Upon completion of the NHS STP, you can work in healthcare settings as a clinical scientist. Clinical scientists are often more directly involved in patient care than healthcare science practitioners and take on a bigger role in clinical decision-making than their PTP colleagues.

When applying to any of the above-mentioned degrees, you will need sufficient GCSE or equivalent grades, as well as satisfactory A level or equivalent results. This is particularly the case for science subjects.

For the NHS STP, you will specifically need A levels in mathematics and physics , as well as an undergraduate degree in a relevant subject (this can be a university-based science degree or a PTP).

You can also access roles in healthcare and clinical science by completing an apprenticeship. If you think the apprenticeship route to a career in clinical science is for you, you have a choice of completing a higher apprenticeship or a degree apprenticeship.

Higher apprenticeships are usually equivalent to a foundation degree and above, and are a good starting point for your career. Meanwhile, degree apprenticeships are equivalent to a higher degree of study, either a full bachelor’s or a Master’s degree.

For instance, you can do a higher apprenticeship to become a healthcare science associate, or a degree apprenticeship to become a healthcare practitioner or clinical scientist, a role with slightly more clinical responsibility.

To start an apprenticeship, you will need satisfactory results in GCSEs or equivalent qualifications, and for a higher or degree apprenticeship you will also need A levels.

Once you complete the educational pathway to become a qualified clinical scientist, you will need to register with the Health and Care Professions Council.

How long does it take to become a clinical scientist

It will normally take three to six years for you to reach professional practice, and there is scope for subspecialisation or career development even after this point.

Undergraduate university degrees last three to four years, but some may wish to undertake postgraduate studies such as a Master’s degree as well, prolonging the studies by one or two years.

Meanwhile, apprenticeships take two to six years to complete depending on the level and subject. Higher apprenticeships in healthcare sciences usually take about 24 months or longer to complete, while degree apprenticeships take 36 months or more. 

Additionally, NHS PTP will take three years, and NHS STP takes an extra three years to complete. NHS STP can be undertaken either after completing PTP or an undergraduate university degree to achieve a higher level of clinical expertise.

The length of your training very much depends on what kind of role you want to undertake within clinical science and what level of clinical responsibility you want to take on. 

A day in the life of a clinical scientist  

A clinical scientist’s main role is usually to conduct research to develop their chosen field of work. Their working life will look different depending on the field, but most clinical scientists work roughly 40 hours a week. There may be some on-call commitment or antisocial hours, depending on the workplace.

During the clinical scientist training pathway, you are likely to work at several different hospital sites, thus requiring some travel. This can also be the case once you work as a fully qualified clinical scientist, but this varies between jobs.

The daily life of a clinical scientist may include working in medical laboratories, running different tests and conducting experiments, as well as completing paperwork, writing up findings and submitting applications for research grants.

As a clinical scientist working in a hospital setting, particularly if you work in microbiology or biochemistry, you will also consult other medical staff and take part in patient care by assisting in their diagnosis and treatment .

If you work in the biotechnology field of clinical science, you might also advise medical staff on the use of different pieces of equipment, as well as develop new kit to aid patient diagnostics and management.

Clinical scientist: Career options

Clinical scientist jobs can be carried out in various of settings and there is plenty of scope for career development. 

In the UK, you can work in the NHS in a hospital or in a lab. If you choose this career path, you will be working with a variety of healthcare professionals and carrying out clinical research .

If you want to work outside the NHS, you can do so in a higher education institution as a researcher and academic professional. This would usually involve obtaining a PhD qualification to develop your expertise in the field.

Many clinical scientists choose to pursue more administrative and managerial roles later on in their career, such as clinical trials manager, or project managers . You can also get involved in training your junior colleagues or join professional bodies and work in public health .

Finally, there is scope to work in industrial roles, either in a more hands-on research role or, as you gain more experience, you might take on a leadership role.

Salary: How much does a clinical scientist earn in the UK & US?

The average salary for a clinical scientist in the UK goes from £35,000 per year in a starter position to £68,000 as an experienced clinical scientist.

In the US, the average salary for a clinical scientist ranges from $84,428 to $119,954 per year. 

The salary in both countries will depend on your experience, qualifications and workplace. In some cases, it will also differ depending on where in the country you work. In London, for example, many workers get paid an extra sum to cover the higher living costs.

You can also supplement your salary with private work or additional responsibilities such as leadership and management roles.

• NHS Health Careers. How to become a healthcare science professional. Available from:  https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/how-become-healthcare-science-professional (accessed Mar 2024)
• Prospects. Clinical scientist, biochemistry. Available from: https://www.prospects.ac.uk/job-profiles/clinical-scientist-biochemistry (accessed Mar 2024)
• National Careers Service. Clinical scientist. Available from: https://nationalcareers.service.gov.uk/job-profiles/clinical-scientist (accessed Mar 2024)
• Gov.uk. Become an apprentice. Available from: https://www.gov.uk/become-apprentice (accessed Mar 2024)
• NHS Health Careers. Physical sciences and biomedical engineering. Available from: https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/physical-sciences-and-biomedical-engineering (accessed Mar 2023)
• NHS Health Careers. Life sciences. Available from: https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/life-sciences (accessed Mar 2023)
• Prospects. Clinical scientist, physiological sciences. Available from: https://www.prospects.ac.uk/job-profiles/clinical-scientist-physiological-sciences#responsibilities (accessed Mar 2024).
• Gov.uk. Clinical Scientist (level 7). Available from: https://findapprenticeshiptraining.apprenticeships.education.gov.uk/courses/609 (accessed Apr 2024)
• Gov.uk. Healthcare science associate (level 4). Available from: https://findapprenticeshiptraining.apprenticeships.education.gov.uk/courses/150 (accessed Apr 2024)
• NHS England. About the Practitioner Training Programme. Available from: https://nshcs.hee.nhs.uk/programmes/ptp/about-the-ptp-programme/ (accessed Apr 2024)

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Medical Scientist

Medical scientists conduct research aimed at improving overall human health. They often use clinical trials and other investigative methods to reach their findings.

Medical scientists typically do the following:

• Design and conduct studies to investigate human diseases and methods to prevent and treat diseases
• Prepare and analyze data from medical samples and investigate causes and treatment of toxicity, pathogens, or chronic diseases
• Standardize drugs' potency, doses, and methods of administering to allow for their mass manufacturing and distribution
• Create and test medical devices
• Follow safety procedures, such as decontaminating workspaces
• Write research grant proposals and apply for funding from government agencies, private funding, and other sources
• Write articles for publication and present research findings

Medical scientists form hypotheses and develop experiments. They study the causes of diseases and other health problems in a variety of ways. For example, they may conduct clinical trials, working with licensed physicians to test treatments on patients who have agreed to participate in the study. They analyze data from the trial to evaluate the effectiveness of the treatment.

Some medical scientists choose to write about and publish their findings in scientific journals after completion of the clinical trial. They also may have to present their findings in ways that nonscientist audiences understand.

Medical scientists often lead teams of technicians or students who perform support tasks. For example, a medical scientist may have assistants take measurements and make observations for the scientist’s research.

Medical scientists usually specialize in an area of research, with the goal of understanding and improving human health outcomes. The following are examples of types of medical scientists:

Clinical pharmacologists  research new drug therapies for health problems, such as seizure disorders and Alzheimer’s disease.

Medical pathologists   research the human body and tissues, such as how cancer progresses or how certain issues relate to genetics.

Toxicologists  study the negative impacts of chemicals and pollutants on human health.

Medical scientists conduct research to better understand disease or to develop breakthroughs in treatment. For information about an occupation that tracks and develops methods to prevent the spread of diseases, see the profile on epidemiologists.

Medical scientists held about 119,200 jobs in 2021. The largest employers of medical scientists were as follows:

Medical scientists typically work in offices and laboratories. In the lab, they sometimes work with dangerous biological samples and chemicals. They must take precautions in the lab to ensure safety, such as by wearing protective gloves, knowing the location of safety equipment, and keeping work areas neat.

Work Schedules

Most medical scientists work full time, and some work more than 40 hours per week.

Medical scientists typically have a Ph.D., usually in biology or a related life science. Some get a medical degree instead of, or in addition to, a Ph.D.

Medical scientists typically need a Ph.D. or medical degree. Candidates sometimes qualify for positions with a master’s degree and experience. Applicants to master’s or doctoral programs typically have a bachelor's degree in biology or a related physical science field, such as chemistry.

Ph.D. programs for medical scientists typically focus on research in a particular field, such as immunology, neurology, or cancer. Through laboratory work, Ph.D. students develop experiments related to their research.

Medical degree programs include Medical Doctor (M.D.), Doctor of Dental Surgery (D.D.S.), Doctor of Dental Medicine (D.M.D.), Doctor of Osteopathic Medicine (D.O.), Doctor of Pharmacy (Pharm.D.), and advanced nursing degrees. In medical school, students usually spend the first phase of their education in labs and classrooms, taking courses such as anatomy, biochemistry, and medical ethics. During their second phase, medical students typically participate in residency programs.

Some medical scientist training programs offer dual degrees that pair a Ph.D. with a medical degree. Students in dual-degree programs learn both the research skills needed to be a scientist and the clinical skills needed to be a healthcare practitioner.

Licenses, Certifications, and Registrations

Medical scientists primarily conduct research and typically do not need licenses or certifications. However, those who practice medicine, such as by treating patients in clinical trials or in private practice, must be licensed as physicians or other healthcare practitioners.

Medical scientists with a Ph.D. may begin their careers in postdoctoral research positions; those with a medical degree often complete a residency. During postdoctoral appointments, Ph.D.s work with experienced scientists to learn more about their specialty area and improve their research skills. Medical school graduates who enter a residency program in their specialty generally spend several years working in a hospital or doctor’s office.

Medical scientists typically have an interest in the Building, Thinking and Creating interest areas, according to the Holland Code framework. The Building interest area indicates a focus on working with tools and machines, and making or fixing practical things. The Thinking interest area indicates a focus on researching, investigating, and increasing the understanding of natural laws. The Creating interest area indicates a focus on being original and imaginative, and working with artistic media.

If you are not sure whether you have a Building or Thinking or Creating interest which might fit with a career as a medical scientist, you can take a career test to measure your interests.

Medical scientists should also possess the following specific qualities:

Communication skills. Communication is critical, because medical scientists must be able to explain their conclusions. In addition, medical scientists write grant proposals, which are often required to continue their research.

Critical-thinking skills. Medical scientists must use their expertise to determine the best method for solving a specific research question.

Data-analysis skills. Medical scientists use statistical techniques, so that they can properly quantify and analyze health research questions.

Decision-making skills. Medical scientists must use their expertise and experience to determine what research questions to ask, how best to investigate the questions, and what data will best answer the questions.

Observation skills. Medical scientists conduct experiments that require precise observation of samples and other health data. Any mistake could lead to inconclusive or misleading results.

The median annual wage for medical scientists was $95,310 in May 2021. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,100, and the highest 10 percent earned more than $166,980.

In May 2021, the median annual wages for medical scientists in the top industries in which they worked were as follows:

Employment of medical scientists is projected to grow 17 percent from 2021 to 2031, much faster than the average for all occupations.

About 10,000 openings for medical scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. 

Demand for medical scientists will stem from greater demand for a variety of healthcare services as the population continues to age and rates of chronic disease continue to increase. These scientists will be needed for research into treating diseases, such as Alzheimer’s disease and cancer, and problems related to treatment, such as resistance to antibiotics. In addition, medical scientists will continue to be needed for medical research as a growing population travels globally and facilitates the spread of diseases.

The availability of federal funds for medical research grants also may affect opportunities for these scientists.

For more information about research specialties and opportunities within specialized fields for medical scientists, visit

American Association for Cancer Research

American Physician Scientists Association

American Society for Biochemistry and Molecular Biology

The American Society for Clinical Laboratory Science

American Society for Clinical Pathology

American Society for Clinical Pharmacology and Therapeutics

The American Society for Pharmacology and Experimental Therapeutics

The Gerontological Society of America

Infectious Diseases Society of America

National Institute of General Medical Sciences

Society for Neuroscience

Society of Toxicology

Where does this information come from?

The career information above is taken from the Bureau of Labor Statistics Occupational Outlook Handbook . This excellent resource for occupational data is published by the U.S. Department of Labor every two years. Truity periodically updates our site with information from the BLS database.

I would like to cite this page for a report. Who is the author?

There is no published author for this page. Please use citation guidelines for webpages without an author available. 

I think I have found an error or inaccurate information on this page. Who should I contact?

This information is taken directly from the Occupational Outlook Handbook published by the US Bureau of Labor Statistics. Truity does not editorialize the information, including changing information that our readers believe is inaccurate, because we consider the BLS to be the authority on occupational information. However, if you would like to correct a typo or other technical error, you can reach us at [email protected] .

I am not sure if this career is right for me. How can I decide?

There are many excellent tools available that will allow you to measure your interests, profile your personality, and match these traits with appropriate careers. On this site, you can take the Career Personality Profiler assessment, the Holland Code assessment, or the Photo Career Quiz .

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Clinical Researcher

Navigating a Career as a Clinical Research Professional: Where to Begin?

Clinical Researcher June 9, 2020

Clinical Researcher—June 2020 (Volume 34, Issue 6)

PEER REVIEWED

Bridget Kesling, MACPR; Carolynn Jones, DNP, MSPH, RN, FAAN; Jessica Fritter, MACPR; Marjorie V. Neidecker, PhD, MEng, RN, CCRP

Those seeking an initial career in clinical research often ask how they can “get a start” in the field. Some clinical research professionals may not have heard about clinical research careers until they landed that first job. Individuals sometimes report that they have entered the field “accidentally” and were not previously prepared. Those trying to enter the clinical research field lament that it is hard to “get your foot in the door,” even for entry-level jobs and even if you have clinical research education. An understanding of how individuals enter the field can be beneficial to newcomers who are targeting clinical research as a future career path, including those novices who are in an academic program for clinical research professionals.

We designed a survey to solicit information from students and alumni of an online academic clinical research graduate program offered by a large public university. The purpose of the survey was to gain information about how individuals have entered the field of clinical research; to identify facilitators and barriers of entering the field, including advice from seasoned practitioners; and to share the collected data with individuals who wanted to better understand employment prospects in clinical research.

Core competencies established and adopted for clinical research professionals in recent years have informed their training and education curricula and serve as a basis for evaluating and progressing in the major roles associated with the clinical research enterprise.{1,2} Further, entire academic programs have emerged to provide degree options for clinical research,{3,4} and academic research sites are focusing on standardized job descriptions.

For instance, Duke University re-structured its multiple clinical research job descriptions to streamline job titles and progression pathways using a competency-based, tiered approach. This led to advancement pathways and impacted institutional turnover rates in relevant research-related positions.{5,6} Other large clinical research sites or contract research organizations (CROs) have structured their onboarding and training according to clinical research core competencies. Indeed, major professional organizations and U.S. National Institutes of Health initiatives have adopted the Joint Task Force for Clinical Trial Competency as the gold standard approach to organizing training and certification.{7,8}

Recent research has revealed that academic medical centers, which employ a large number of clinical research professionals, are suffering from high staff turnover rates in this arena, with issues such as uncertainty of the job, dissatisfaction with training, and unclear professional development and role progression pathways being reported as culprits in this turnover.{9} Further, CROs report a significant shortage of clinical research associate (CRA) personnel.{10} Therefore, addressing factors that would help novices gain initial jobs would address an important workforce gap.

This mixed-methods survey study was initiated by a student of a clinical research graduate program at a large Midwest university who wanted to know how to find her first job in clinical research. Current students and alumni of the graduate program were invited to participate in an internet-based survey in the fall semester of 2018 via e-mails sent through the program listservs of current and graduated students from the program’s lead faculty. After the initial e-mail, two reminders were sent to prospective participants.

The survey specifically targeted students or alumni who had worked in clinical research. We purposefully avoided those students with no previous clinical research work experience, since they would not be able to discuss their pathway into the field. We collected basic demographic information, student’s enrollment status, information about their first clinical research position (including how it was attained), and narrative information to describe their professional progression in clinical research. Additional information was solicited about professional organization membership and certification, and about the impact of graduate education on the acquisition of clinical research jobs and/or role progression.

The survey was designed so that all data gathered (from both objective responses and open-ended responses) were anonymous. The survey was designed using the internet survey instrument Research Electronic Data Capture (REDCap), which is a secure, web-based application designed to support data capture for research studies. REDCap provides an intuitive interface for validated data entry; audit trails for tracking data manipulation and export procedures; automated export procedures for seamless data downloads to common statistical packages; and procedures for importing data from external sources.{11}

Data were exported to Excel files and summary data were used to describe results. Three questions solicited open-ended responses about how individuals learned about clinical research career options, how they obtained their first job, and their advice to novices seeking their first job in clinical research. Qualitative methods were used to identify themes from text responses. The project was submitted to the university’s institutional review board and was classified as exempt from requiring board oversight.

A total of 215 survey invitations were sent out to 90 current students and 125 graduates. Five surveys were returned as undeliverable. A total of 48 surveys (22.9%) were completed. Because the survey was designed to collect information from those who were working or have worked in clinical research, those individuals (n=5) who reported (in the first question) that they had never worked in clinical research were eliminated. After those adjustments, the total number completed surveys was 43 (a 20.5% completion rate).

The median age of the participants was 27 (range 22 to 59). The majority of respondents (89%) reported being currently employed as clinical research professionals and 80% were working in clinical research at the time of graduate program entry. The remaining respondents had worked in clinical research in the past. Collectively, participants’ clinical research experience ranged from less than one to 27 years.

Research assistant (20.9%) and clinical research coordinator (16.3%) were the most common first clinical research roles reported. However, a wide range of job titles were also reported. When comparing entry-level job titles of participants to their current job title, 28 (74%) respondents reported a higher level job title currently, compared to 10 (26%) who still had the same job title.

Twenty-four (65%) respondents were currently working at an academic medical center, with the remaining working with community medical centers or private practices (n=3); site management organizations or CROs (n=2); pharmaceutical or device companies (n=4); or the federal government (n=1).

Three respondents (8%) indicated that their employer used individualized development plans to aid in planning for professional advancement. We also asked if their current employer provided opportunities for professional growth and advancement. Among academic medical center respondents, 16 (67%) indicated in the affirmative. Respondents also affirmed growth opportunities in other employment settings, with the exception of one respondent working in government and one respondent working in a community medical center.

Twenty-five respondents indicated membership to a professional association, and of those, 60% reported being certified by either the Association of Clinical Research Professionals (ACRP) or the Society of Clinical Research Associates (SoCRA).

Open-Ended Responses

We asked three open-ended questions to gain personal perspectives of respondents about how they chose clinical research as a career, how they entered the field, and their advice for novices entering the profession. Participants typed narrative responses.

“Why did you decide to pursue a career in clinical research?”

This question was asked to find out how individuals made the decision to initially consider clinical research as a career. Only one person in the survey had exposure to clinical research as a career option in high school, and three learned about such career options as college undergraduates. One participant worked in clinical research as a transition to medical school, two as a transition to a doctoral degree program, and two with the desire to move from a bench (basic science) career to a clinical research career.

After college, individuals either happened across clinical research as a career “by accident” or through people they met. Some participants expressed that they found clinical research careers interesting (n=6) and provided an opportunity to contribute to patients or improvements in healthcare (n=7).

“How did you find out about your first job in clinical research?”

Qualitative responses were solicited to obtain information on how participants found their first jobs in clinical research. The major themes that were revealed are sorted in Figure 1.

Figure 1: How First Jobs in Clinical Research Were Found

Some reported finding their initial job through an institution’s job posting.

“I worked in the hospital in the clinical lab. I heard of the opening after I earned my bachelor’s and applied.”

Others reported finding about their clinical research position through the internet. Several did not know about clinical research roles before exploring a job posting.

“In reviewing jobs online, I noticed my BS degree fit the criteria to apply for a job in clinical research. I knew nothing about the field.”

“My friend recommended I look into jobs with a CRO because I wanted to transition out of a production laboratory.”

“I responded to an ad. I didn’t really know that research could be a profession though. I didn’t know anything about the field, principles, or daily activities.”

Some of the respondents reported moving into a permanent position after a role as an intern.

“My first clinical job came from an internship I did in my undergrad in basic sleep research. I thought I wanted to get into patient therapies, so I was able to transfer to addiction clinical trials from a basic science lab. And the clinical data management I did as an undergrad turned into a job after a few months.”

“I obtained a job directly from my graduate school practicum.”

“My research assistant internship [as an] undergrad provided some patient enrollment and consenting experience and led to a CRO position.”

Networking and referrals were other themes that respondents indicated had a direct impact on them finding initial employment in clinical research.

“I received a job opportunity (notice of an opening) through my e-mail from the graduate program.”

“I was a medical secretary for a physician who did research and he needed a full-time coordinator for a new study.”

“I was recommended by my manager at the time.”

“A friend had a similar position at the time. I was interested in learning more about the clinical research coordinator position.”

“What advice do you have for students and new graduates trying to enter their first role in clinical research?”

We found respondents (n=30) sorted into four distinct categories: 1) a general attitude/approach to job searching, 2) acquisition of knowledge/experience, 3) actions taken to get a position, and 4) personal attributes as a clinical research professional in their first job.

Respondents stressed the importance of flexibility and persistence (general attitude/approach) when seeking jobs. Moreover, 16 respondents stressed the importance of learning as much as they could about clinical research and gaining as much experience as they could in their jobs, encouraging them to ask a lot of questions. They also stressed a broader understanding of the clinical research enterprise, the impact that clinical research professional roles have on study participants and future patients, and the global nature of the enterprise.

“Apply for all research positions that sound interesting to you. Even if you don’t meet all the requirements, still apply.”

“Be persistent and flexible. Be willing to learn new skills and take on new responsibilities. This will help develop your own niche within a group/organization while creating opportunities for advancement.”

“Be flexible with salary requirements earlier in your career and push yourself to learn more [about the industry’s] standards [on] a global scale.”

“Be ever ready to adapt and change along with your projects, science, and policy. Never forget the journey the patients are on and that we are here to advance and support it.”

“Learning the big picture, how everything intertwines and works together, will really help you progress in the field.”

In addition to learning as much as one can about roles, skills, and the enterprise as a whole, advice was given to shadow or intern whenever possible—formally or through networking—and to be willing to start with a smaller company or with a lower position. The respondents stressed that novices entering the field will advance in their careers as they continue to gain knowledge and experience, and as they broaden their network of colleagues.

“Take the best opportunity available to you and work your way up, regardless [if it is] at clinical trial site or in industry.”

“Getting as much experience as possible is important; and learning about different career paths is important (i.e., not everyone wants or needs to be a coordinator, not everyone goes to graduate school to get a PhD, etc.).”

“(A graduate) program is beneficial as it provides an opportunity to learn the basics that would otherwise accompany a few years of entry-level work experience.”

“Never let an opportunity pass you up. Reach out directly to decision-makers via e-mail or telephone—don’t just rely on a job application website. Be willing to start at the bottom. Absolutely, and I cannot stress this enough, [you should] get experience at the site level, even if it’s just an internship or [as a] volunteer. I honestly feel that you need the site perspective to have success at the CRO or pharma level.”

Several personal behaviors were also stressed by respondents, such as knowing how to set boundaries, understanding how to demonstrate what they know, and ability to advocate for their progression. Themes such as doing a good job, communicating well, being a good team player, and sharing your passion also emerged.

“Be a team player, ask questions, and have a good attitude.”

“Be eager to share your passion and drive. Although you may lack clinical research experience, your knowledge and ambition can impress potential employers.”

“[A] HUGE thing is learning to sell yourself. Many people I work with at my current CRO have such excellent experience, and they are in low-level positions because they didn’t know how to negotiate/advocate for themselves as an employee.”

This mixed-methods study used purposeful sampling of students in an academic clinical research program to gain an understanding of how novices to the field find their initial jobs in the clinical research enterprise; how to transition to a clinical research career; and how to find opportunities for career advancement. There are multiple clinical research careers and employers (see Figure 2) available to individuals working in the clinical research enterprise.

Figure 2: Employers and Sample Careers

Despite the need for employees in the broad field of clinical research, finding a pathway to enter the field can be difficult for novices. The lack of knowledge about clinical research as a career option at the high school and college level points to an opportunity for broader inclusion of these careers in high school and undergraduate curricula, or as an option for guidance counselors to be aware of and share with students.

Because most clinical research jobs appear to require previous experience in order to gain entry, novices are often put into a “Catch-22” situation. However, once hired, upward mobility does exist, and was demonstrated in this survey. Mobility in clinical research careers (moving up and general turnover) may occur for a variety of reasons—usually to achieve a higher salary, to benefit from an improved work environment, or to thwart a perceived lack of progression opportunity.{9}

During COVID-19, there may be hiring freezes or furloughs of clinical research staff, but those personnel issues are predicted to be temporary. Burnout has also been reported as an issue among study coordinators, due to research study complexity and workload issues.{12} Moreover, the lack of individualized development planning revealed by our sample may indicate a unique workforce development need across roles of clinical research professionals.

This survey study is limited in that it is a small sample taken specifically from a narrow cohort of individuals who had obtained or were seeking a graduate degree in clinical research at a single institution. The study only surveyed those currently working in or who have a work history in clinical research. Moreover, the majority of respondents were employed at an academic medical center, which may not fully reflect the general population of clinical research professionals.

It was heartening to see the positive advancement in job titles for those individuals who had been employed in clinical research at program entry, compared to when they responded to the survey. However, the sample was too small to draw reliable correlations about job seeking or progression.

Although finding one’s first job in clinical research can be a lengthy and discouraging process, it is important to know that the opportunities are endless. Search in employment sites such as Indeed.com, but also search within job postings for targeted companies or research sites such as biopharmguy.com (see Table 1). Created a LinkedIn account and join groups and make connections. Participants in this study offered sound advice and tips for success in landing a job (see Figure 3).

Table 1: Sample Details from an Indeed.Com Job Search

Note: WCG = WIRB Copernicus Group

Figure 3: Twelve Tips for Finding Your First Job

• Seek out internships and volunteer opportunities
• Network, network, network
• Be flexible and persistent
• Learn as much as possible about clinical research
• Consider a degree in clinical research
• Ask a lot of questions of professionals working in the field
• Apply for all research positions that interest you, even if you think you are not qualified
• Be willing to learn new skills and take on new responsibilities
• Take the best opportunity available to you and work your way up
• Learn to sell yourself
• Sharpen communication (written and oral) and other soft skills
• Create an ePortfolio or LinkedIn account

Being willing to start at the ground level and working upwards was described as a positive approach because moving up does happen, and sometimes quickly. Also, learning soft skills in communication and networking were other suggested strategies. Gaining education in clinical research is one way to begin to acquire knowledge and applied skills and opportunities to network with experienced classmates who are currently working in the field.

Most individuals entering an academic program have found success in obtaining an initial job in clinical research, often before graduation. In fact, the student initiating the survey found a position in a CRO before graduation.

• Sonstein S, Seltzer J, Li R, Jones C, Silva H, Daemen E. 2014. Moving from compliance to competency: a harmonized core competency framework for the clinical research professional. Clinical Researcher 28(3):17–23. doi:10.14524/CR-14-00002R1.1. https://acrpnet.org/crjune2014/
• Sonstein S, Brouwer RN, Gluck W, et al. 2018. Leveling the joint task force core competencies for clinical research professionals. Therap Innov Reg Sci .
• Jones CT, Benner J, Jelinek K, et al. 2016. Academic preparation in clinical research: experience from the field. Clinical Researcher 30(6):32–7. doi:10.14524/CR-16-0020. https://acrpnet.org/2016/12/01/academic-preparation-in-clinical-research-experience-from-the-field/
• Jones CT, Gladson B, Butler J. 2015. Academic programs that produce clinical research professionals. DIA Global Forum 7:16–9.
• Brouwer RN, Deeter C, Hannah D, et al. 2017. Using competencies to transform clinical research job classifications. J Res Admin 48:11–25.
• Stroo M, Ashfaw K, Deeter C, et al. 2020. Impact of implementing a competency-based job framework for clinical research professionals on employee turnover. J Clin Transl Sci.
• Calvin-Naylor N, Jones C, Wartak M, et al. 2017. Education and training of clinical and translational study investigators and research coordinators: a competency-based approach. J Clin Transl Sci 1:16–25. doi:10.1017/cts.2016.2
• Development, Implementation and Assessment of Novel Training in Domain-based Competencies (DIAMOND). Center for Leading Innovation and Collaboration (CLIC). 2019. https://clic-ctsa.org/diamond
• Clinical Trials Talent Survey Report. 2018. http://www.appliedclinicaltrialsonline.com/node/351341/done?sid=15167
• Causey M. 2020. CRO workforce turnover hits new high. ACRP Blog . https://acrpnet.org/2020/01/08/cro-workforce-turnover-hits-new-high/
• Harris PA, Taylor R, Thielke R, Payne J, Gonzalez N, Conde JG. 2009. Research electronic data capture (REDCap): a metadata-driven methodology and workflow process for providing translational research informatics support. J Biomed Inform 42:377–81.
• Gwede CK, Johnson DJ, Roberts C, Cantor AB. 2005. Burnout in clinical research coordinators in the United States. Oncol Nursing Forum 32:1123–30.

A portion of this work was supported by the OSU CCTS, CTSA Grant #UL01TT002733.

Bridget Kesling, MACPR, ( [email protected] ) is a Project Management Analyst with IQVIA in Durham, N.C.

Carolynn Jones, DNP, MSPH, RN, FAAN, ( [email protected] ) is an Associate Professor of Clinical Nursing at The Ohio State University College of Nursing, Co-Director of Workforce Development for the university’s Center for Clinical and Translational Science, and Director of the university’s Master of Clinical Research program.

Jessica Fritter, MACPR, ( [email protected] ) is a Clinical Research Administration Manager at Nationwide Children’s Hospital and an Instructor for the Master of Clinical Research program at The Ohio State University.

Marjorie V. Neidecker, PhD, MEng, RN, CCRP,  ( [email protected] ) is an Assistant Professor of Clinical Nursing at The Ohio State University Colleges of Nursing and Pharmacy.

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How to become a Clinical Scientist - A New Scientist Careers Guide

• Finding a job
• Career guides

How to become a clinical scientist

What does a clinical scientist do?

Clinical scientists work with other healthcare professionals to research and develop new treatments, equipment and technology to treat patients. Clinical scientists will work in one of the four key areas of clinical science:

• Life sciences (pathology, genetics, biomedical science, and reproductive science)
• Physiological sciences
• Physical sciences and biomedical engineering
• Clinical bioinformatics

Depending on which of these areas you choose to work in, your job will be slightly different. 

For example, if you are a life science-focused clinical scientist, you might work to develop in vitro fertilisation, analyse biochemistry results and diagnose medical conditions, or research and develop treatments for genetic conditions . Or,  as a physical scientist you might work with ultrasound, radiation and other similar technologies to diagnose and treat diseases.

As a clinical scientist in the UK, you can work in the NHS or in a private hospital. Many clinical scientists spend a lot of their time in labs, some even working in them exclusively, and you can also work at a university and spend some time teaching.

To become a clinical scientist, you can either take a university-based route or you can access the job through an apprenticeship. Either path will help you develop the skills necessary to pursue a career in clinical science, such as problem-solving, communication and other hard skills.

If you take the university option, you can choose a degree related to the area of clinical science you would like to work in, for example biology , genetics or biochemistry for life sciences , or medical physics if you would prefer physical sciences. You should ideally achieve first or upper second (2:1) class honours in this degree.

Alternatively, you can apply for the NHS Practitioner Training Programme (PTP) and obtain a degree in healthcare science . This is a three-year degree, with a BSc awarded upon completion.

NHS PTP aims to build on each student’s existing scientific knowledge, but with a focus on healthcare science and delivering patient care. A variety of subjects are available within this programme, including:

• Cardiac, critical care, vascular, respiratory and sciences
• Clinical engineering
• Medical physics
• Life sciences
• Neurosensory sciences

Upon completion of the NHS PTP, you will be a qualified healthcare science practitioner, also sometimes referred to as a biomedical scientist, and you can apply for work in a variety of clinical settings.

If you want to further build your academic expertise after completing the NHS PTP, you can then apply for the NHS Scientist Training Programme (STP). This is also three years in duration and it culminates in obtaining a university-accredited Master’s degree.

NHS STP is designed to prepare students to undertake complex scientific and clinical roles, and share the responsibilities of clinical decision-making with other healthcare professionals.

Upon completion of the NHS STP, you can work in healthcare settings as a clinical scientist. Clinical scientists are often more directly involved in patient care than healthcare science practitioners and take on a bigger role in clinical decision-making than their PTP colleagues.

When applying to any of the above-mentioned degrees, you will need sufficient GCSE or equivalent grades, as well as satisfactory A level or equivalent results. This is particularly the case for science subjects.

For the NHS STP, you will specifically need A levels in mathematics and physics , as well as an undergraduate degree in a relevant subject (this can be a university-based science degree or a PTP).

You can also access roles in healthcare and clinical science by completing an apprenticeship. If you think the apprenticeship route to a career in clinical science is for you, you have a choice of completing a higher apprenticeship or a degree apprenticeship.

Higher apprenticeships are usually equivalent to a foundation degree and above, and are a good starting point for your career. Meanwhile, degree apprenticeships are equivalent to a higher degree of study, either a full bachelor’s or a Master’s degree.

For instance, you can do a higher apprenticeship to become a healthcare science associate, or a degree apprenticeship to become a healthcare practitioner or clinical scientist, a role with slightly more clinical responsibility.

To start an apprenticeship, you will need satisfactory results in GCSEs or equivalent qualifications, and for a higher or degree apprenticeship you will also need A levels.

Once you complete the educational pathway to become a qualified clinical scientist, you will need to register with the Health and Care Professions Council.

How long does it take to become a clinical scientist

It will normally take three to six years for you to reach professional practice, and there is scope for subspecialisation or career development even after this point.

Undergraduate university degrees last three to four years, but some may wish to undertake postgraduate studies such as a Master’s degree as well, prolonging the studies by one or two years.

Meanwhile, apprenticeships take two to six years to complete depending on the level and subject. Higher apprenticeships in healthcare sciences usually take about 24 months or longer to complete, while degree apprenticeships take 36 months or more. 

Additionally, NHS PTP will take three years, and NHS STP takes an extra three years to complete. NHS STP can be undertaken either after completing PTP or an undergraduate university degree to achieve a higher level of clinical expertise.

The length of your training very much depends on what kind of role you want to undertake within clinical science and what level of clinical responsibility you want to take on. 

A day in the life of a clinical scientist  

A clinical scientist’s main role is usually to conduct research to develop their chosen field of work. Their working life will look different depending on the field, but most clinical scientists work roughly 40 hours a week. There may be some on-call commitment or antisocial hours, depending on the workplace.

During the clinical scientist training pathway, you are likely to work at several different hospital sites, thus requiring some travel. This can also be the case once you work as a fully qualified clinical scientist, but this varies between jobs.

The daily life of a clinical scientist may include working in medical laboratories, running different tests and conducting experiments, as well as completing paperwork, writing up findings and submitting applications for research grants.

As a clinical scientist working in a hospital setting, particularly if you work in microbiology or biochemistry, you will also consult other medical staff and take part in patient care by assisting in their diagnosis and treatment .

If you work in the biotechnology field of clinical science, you might also advise medical staff on the use of different pieces of equipment, as well as develop new kit to aid patient diagnostics and management.

Clinical scientist: Career options

Clinical scientist jobs can be carried out in various of settings and there is plenty of scope for career development. 

In the UK, you can work in the NHS in a hospital or in a lab. If you choose this career path, you will be working with a variety of healthcare professionals and carrying out clinical research .

If you want to work outside the NHS, you can do so in a higher education institution as a researcher and academic professional. This would usually involve obtaining a PhD qualification to develop your expertise in the field.

Many clinical scientists choose to pursue more administrative and managerial roles later on in their career, such as clinical trials manager, or project managers . You can also get involved in training your junior colleagues or join professional bodies and work in public health .

Finally, there is scope to work in industrial roles, either in a more hands-on research role or, as you gain more experience, you might take on a leadership role.

Salary: How much does a clinical scientist earn in the UK & US?

The average salary for a clinical scientist in the UK goes from £35,000 per year in a starter position to £68,000 as an experienced clinical scientist.

In the US, the average salary for a clinical scientist ranges from $84,428 to $119,954 per year. 

The salary in both countries will depend on your experience, qualifications and workplace. In some cases, it will also differ depending on where in the country you work. In London, for example, many workers get paid an extra sum to cover the higher living costs.

You can also supplement your salary with private work or additional responsibilities such as leadership and management roles.

• NHS Health Careers. How to become a healthcare science professional. Available from:  https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/how-become-healthcare-science-professional (accessed Mar 2024)
• Prospects. Clinical scientist, biochemistry. Available from: https://www.prospects.ac.uk/job-profiles/clinical-scientist-biochemistry (accessed Mar 2024)
• National Careers Service. Clinical scientist. Available from: https://nationalcareers.service.gov.uk/job-profiles/clinical-scientist (accessed Mar 2024)
• Gov.uk. Become an apprentice. Available from: https://www.gov.uk/become-apprentice (accessed Mar 2024)
• NHS Health Careers. Physical sciences and biomedical engineering. Available from: https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/physical-sciences-and-biomedical-engineering (accessed Mar 2023)
• NHS Health Careers. Life sciences. Available from: https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/life-sciences (accessed Mar 2023)
• Prospects. Clinical scientist, physiological sciences. Available from: https://www.prospects.ac.uk/job-profiles/clinical-scientist-physiological-sciences#responsibilities (accessed Mar 2024).
• Gov.uk. Clinical Scientist (level 7). Available from: https://findapprenticeshiptraining.apprenticeships.education.gov.uk/courses/609 (accessed Apr 2024)
• Gov.uk. Healthcare science associate (level 4). Available from: https://findapprenticeshiptraining.apprenticeships.education.gov.uk/courses/150 (accessed Apr 2024)
• NHS England. About the Practitioner Training Programme. Available from: https://nshcs.hee.nhs.uk/programmes/ptp/about-the-ptp-programme/ (accessed Apr 2024)

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How to become a biomedical scientist

Is becoming a biomedical scientist right for me.

The first step to choosing a career is to make sure you are actually willing to commit to pursuing the career. You don’t want to waste your time doing something you don’t want to do. If you’re new here, you should read about:

Still unsure if becoming a biomedical scientist is the right career path? Take the free CareerExplorer career test to find out if this career is right for you. Perhaps you are well-suited to become a biomedical scientist or another similar career!

Described by our users as being “shockingly accurate”, you might discover careers you haven’t thought of before.

How to become a Biomedical Scientist

Becoming a biomedical scientist typically requires a combination of education, training, and experience. Here are the steps to becoming a biomedical scientist:

• Obtain a Bachelor's Degree: A bachelor's degree in a science-related field such as biology , biochemistry , or microbiology is usually required to become a biomedical scientist. Some programs may offer a specific biomedical sciences degree.
• Gain Research Experience: Biomedical science is a research-intensive field, so gaining experience in a research setting is important. This can be done through undergraduate research programs, internships, or volunteering in a research lab.
• Obtain a Graduate Degree: A master's or doctoral degree is typically required for biomedical scientists who want to conduct independent research or hold advanced positions. A master's degree program can take one to two years to complete, while a doctoral program can take four to seven years.
• Gain Additional Training: After obtaining a graduate degree, biomedical scientists may need to complete additional training or postdoctoral fellowships to gain specialized skills and experience in their area of research.
• Obtain Certifications: Some biomedical scientists may choose to obtain certifications. Certifications demonstrate a high level of knowledge and expertise in a specific area of biomedical science (see below).
• Gain Work Experience: Biomedical scientists can gain work experience through research positions, postdoctoral fellowships, or clinical laboratory positions. This can provide valuable experience and help build a strong professional network.
• Stay Up-To-Date With Advancements: Biomedical science is a constantly evolving field, so it's important for biomedical scientists to stay up-to-date with new research and advancements. This can be done through attending conferences, reading scientific journals, or taking continuing education courses.

Certifications Certifications can demonstrate a high level of knowledge and expertise in a specific area of biomedical science, which can be valuable for career advancement and professional development. Here are some of the most common certifications for biomedical scientists:

• Medical Laboratory Scientist (MLS) or Medical Technologist (MT): These certifications are offered by the American Society for Clinical Pathology (ASCP) and demonstrate expertise in clinical laboratory science. To be eligible for the MLS or MT certification exam, candidates must have a bachelor's degree in a relevant field and complete a clinical laboratory science program accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS).
• Medical Laboratory Technician (MLT): This certification is also offered by the ASCP and demonstrates expertise in clinical laboratory science at a technician level. To be eligible for the MLT certification exam, candidates must have an associate degree in a relevant field and complete a clinical laboratory science program accredited by NAACLS.
• Diplomate of the American Board of Medical Genetics and Genomics (ABMGG): This certification is offered by the ABMGG and demonstrates expertise in medical genetics. To be eligible for the ABMGG certification exam, candidates must have a doctoral degree in a relevant field and complete a medical genetics residency program accredited by the Accreditation Council for Graduate Medical Education (ACGME).
• Certified Research Administrator (CRA): This certification is offered by the Research Administrators Certification Council (RACC) and demonstrates expertise in research administration. To be eligible for the CRA certification exam, candidates must have a bachelor's degree and at least three years of experience in research administration.
• Certified Professional IACUC Administrator (CPIA): This certification is offered by the Public Responsibility in Medicine and Research (PRIM&R) and demonstrates expertise in animal research administration. To be eligible for the CPIA certification exam, candidates must have a bachelor's degree and at least two years of experience in animal research administration.

Helpful Resources There are many helpful resources available for biomedical scientists to support their research, education, and professional development. Here are some examples:

• PubMed: PubMed is a free database of biomedical literature, maintained by the National Library of Medicine. It contains over 32 million citations to articles from biomedical journals, including research articles, reviews, and clinical guidelines.
• The National Institutes of Health (NIH): The NIH is a federal agency that funds biomedical research and provides resources for researchers, including research funding opportunities, training programs, and scientific databases.
• The American Society for Biochemistry and Molecular Biology (ASBMB): The ASBMB is a professional organization for biochemists and molecular biologists, offering resources such as research grants, career development programs, and scientific publications.
• The American Society for Clinical Pathology (ASCP): The ASCP is a professional organization for laboratory professionals, including medical laboratory scientists and technicians. They offer resources such as certification exams, continuing education programs, and professional networking opportunities.
• The Federation of American Societies for Experimental Biology (FASEB): FASEB is a coalition of 28 scientific societies, representing more than 130,000 researchers in the life sciences. They offer resources such as research funding opportunities, advocacy for science policy, and career development programs.
• ResearchGate: ResearchGate is a social networking site for researchers, allowing scientists to connect with each other, share research, and ask and answer questions.
• Biocompare: Biocompare is a resource for researchers to compare and review products, including lab equipment, reagents, and software.

So You Want to Be a Medical Scientist

• By Med School Insiders
• January 27, 2024
• Accompanying Video , Pre-med
• So You Want to Be

So you want to be a medical scientist. An MD isn’t enough to make your parents proud, so why not toss in a PhD as well? With your MD/PhD, you’ll be making groundbreaking medical discoveries each day you go to work. Well, not quite. This is the reality of being a medical scientist.

Welcome to our next installment in So You Want to Be. In this series, we highlight a specific medical career path to help you decide if it’s a good fit for you. You can find the other specialties on our So You Want To Be blog category  or  YouTube playlist .

What Is a Medical Scientist?

A medical scientist or physician scientist isn’t a distinct specialty of medicine but rather a career path you choose to take.

Medical scientists might hold a PhD, an MD, or both. These are notable distinctions because a PhD will not have gone to medical school, whereas earning an MD or MD/PhD requires four years of medical school. That’s why some medical scientists with an MD prefer to be referred to as physician scientists.

For the purposes of this guide, we’ll be focusing on the MD path, but much of the pros and cons and day-to-day will also apply to anyone interested in becoming a PhD medical scientist without an MD.

A medical scientist is dedicated to conducting research that enhances our understanding of human health and diseases. They focus on exploring the causes and progressions of various health conditions, aiming to develop effective treatments and preventive measures.

Depending on their interest and field of study, medical scientists often devote approximately 4 to 5 days of their work week to performing research in laboratories. An integral part of this includes writing research grants, conducting lab meetings, and performing meticulous analysis of experimental data, and they often employ statistical methods to decipher complex health-related phenomena.

Medical scientists can also be actively involved in conducting clinical trials. These trials are critical for testing the safety and efficacy of new treatments, drugs, or medical devices on human subjects. Collaboration is a cornerstone of their work, as they frequently team up with doctors, other scientists, and statisticians. This multidisciplinary approach is essential due to the multifaceted nature of medical research.

After testing a hypothesis, medical scientists publish their findings in scientific journals and share their discoveries with both the medical community and, at times, the broader public. This dissemination of knowledge can significantly influence healthcare practices and policy-making.

Medical scientists can have a profound impact on healthcare, which can be incredibly rewarding. Their contributions are vital for the development of new medical treatments and diagnostics, ultimately leading to enhanced patient care and health outcomes.

Medical scientists can practice in a wide variety of different settings.

Academic Settings

Academic settings are the most common workplace.

Universities and medical schools offer an environment conducive to both research and teaching, given that there are interested students, faculty, and many technicians and other research personnel. In these settings, physician scientists often conduct research, teach medical students and residents, and sometimes practice clinically.

Academic institutions provide support to tackle research projects, including obtaining funding and the facilities for shared lab equipment. Most academic settings also have the benefit of being associated with large hospitals and medical centers.

Research Institutes

Independent research institutes, which often focus on specific diseases or types of research, are another common workplace. These institutes may have affiliations with academic centers, but they function primarily as dedicated research facilities. Physician scientists in this setting can focus intensively on research, often with greater resources and specialized equipment.

Pharmaceutical and Biotechnology Companies

Some physician scientists work in the industry, particularly with companies that focus on developing new medications or medical technologies. Their clinical expertise is required to develop new treatments, understand patient needs, and conduct clinical trials.

Government Agencies

Government agencies like the National Institutes of Health, or NIH, and the Food and Drug Administration, or FDA, employ physician scientists in various capacities. They can work on public health research, policy development, and administration of research programs. Their medical expertise helps to shape health policies and research agendas at the national level.

Nonprofit Organizations and Foundations

Some physician scientists work with nonprofits and foundations that focus on health research and policy. These roles can involve research, advocacy, and the development of programs to improve healthcare delivery and outcomes.

Private Practice and Consultancy

Although less common, some physician scientists may be involved in private practice, either in clinical work, consultancy, or in combination with research activities. These roles often require balancing clinical duties with research interests.

Common Misconceptions About Medical Research

Let’s clear up some of the misconceptions about working as a medical scientist.

A common misconception is that medical research frequently leads to immediate, groundbreaking discoveries. In reality, the process is often slow and meticulous.

Significant breakthroughs are relatively rare and are usually the result of many years of sustained research. The journey involves numerous incremental advancements as opposed to dramatic new findings.

The career path for medical scientists isn’t always straightforward and can be quite varied. Individuals in this field may find themselves transitioning between different sectors, such as academia, industry, and government roles. There isn’t a one-size-fits-all career trajectory in medical science, and success often requires flexibility and the ability to adapt to changing circumstances and opportunities.

Another misconception is that medical scientists exclusively work in labs. In reality, their work is multifaceted, encompassing not only laboratory research but also data analysis, writing research papers and grant applications, and presenting findings at conferences. This variety in tasks ensures that the role is diverse and not confined to a single setting.

Lastly, many people believe there are limited job opportunities for medical scientists. The field is broad, offering diverse career opportunities in academia, the biotechnology and pharmaceutical industries, government agencies, and healthcare organizations. The job opportunities are so varied because the skill set of a medical scientist, and their ability to communicate with other scientific parties, is valued across multiple sectors.

How to Become a Medical Scientist

Becoming a physician scientist with an MD/PhD involves a rigorous and lengthy educational process that’s designed to train individuals who are interested in both practicing medicine and conducting biomedical research.

The journey is largely split into two branches: pursuing each degree independently or enrolling in an MD/PhD program or integrated Medical Scientist Training Program, MSTP.

Pursuing an MD and PhD Independently

With a sequential approach, you first must complete a Doctor of Medicine (MD) program and then enroll in a Doctor of Philosophy (PhD) program, or vice versa. This path is less common due to the extended time commitment and the requirement of two different and unique applications—one for MD and another for the PhD program. MD graduates may choose to pursue their PhD during or after residency.

An MD program typically takes 4 years and is focused on clinical training, preparing students for a career in medicine. This is the same path anyone who wants to become an MD will begin with, no matter the specialty.

A PhD program with a research focus usually takes 4-6 years and requires a dissertation based on original research.

Independently pursuing an MD and PhD usually takes longer than completing a joint program or MSTP. The time to complete both programs can range from 8-12 years, depending on a student’s pace and the nature of their PhD research.

This route offers flexibility in timing and choice of programs but can be more challenging due to the lack of a structured pathway. Many courses will likely be repeated, and unlike the opportunities available to those enrolled in an MSTP, there’s no tuition reimbursement.

Medical Scientist Training Program (MSTP)

Medical Scientist Training Programs are dual-degree programs designed to integrate medical and graduate education.

Training occurs simultaneously in medicine and research, as pursuing degrees independently can sometimes result in a disconnect between the two fields. There are around 50 MSTPs located across the US.

The MSTP distinction means the NIH provides governmental funds to support the program, including tuition coverage and a graduate stipend every year, making MSTPs more financially appealing. There are also MD/PhD programs that are not MSTP, but their funding depends on the internal program and institution itself, not the government. Because of this, non-MSTP programs tend to be smaller in size.

There are appropriate standards across MSTP institutions, such as annual retreats, a formalized curriculum, and seminars to aid in transitions. The structured curriculum smoothly transitions students between medical training and research~~, with research rotations completed during the summers in between medical school semesters~~.

An MSTP is typically 7 to 8 years in length and involves two phases: Pre-clinical and clinical, and these phases are interspersed with PhD research.

Because of the limited spots available, guaranteed stipends, and the fact the programs are often located at more prestigious schools, admission to MSTPs is highly competitive.

Each year, there are approximately 700 MD/PhD matriculants across the nation. Students must not only have satisfied requirements for medical school entry, which includes extracurriculars as well as a high MCAT and GPA, but also have actively participated in several research projects or experiences. Lately, competitive applicants commonly have at least one publication. Unfortunately, because of NIH governmental funding, MSTPs do not accept international or non-US trainees.

Subspecialties Within Medical Research

What about subspecialization?

Most MD/PhD graduates choose to pursue residency and fellowship training, which will take another 3-7 years minimum. Their dual degree, research prowess, and extensive training it takes to complete an MD/PhD makes them particularly attractive to residency programs.

While MD/PhD graduates can enter any medical specialty, some fields are more common due to the presence of integrated research pathways, funding availability, and research prevalence in the specialty.

Internal medicine, pediatrics, pathology, neurology, psychiatry, radiology, and radiation oncology are common residency paths. Given how long the MD/PhD training already is, students interested in longer residencies and fellowships must acknowledge the delayed income, level of work ethic, and perseverance required to complete this 1- to 2-decade journey.

What You’ll Love About Being a Medical Scientist

There’s a lot to love about working as a medical scientist.

People who love working as a medical scientist cite the dynamic and intellectually stimulating nature of their work as a major draw. The field offers a unique blend of clinical practice and research, allowing individuals to directly impact patient care while also contributing to the broader understanding of medical science.

The variety in day-to-day activities is a significant appeal. One day might involve seeing patients and addressing their immediate health concerns, while the next could be dedicated to laboratory research or analyzing data to uncover new insights into disease mechanisms.

Medical scientists also encounter diverse patient populations, providing a rich and rewarding clinical experience. The “bread and butter” of work ranges from routine patient examinations to conducting groundbreaking research, which means no two days are alike.

Additionally, the lifestyle of a medical scientist is flexible, with the ability to balance clinical duties with research pursuits. This balance makes for a career that is not only professionally fulfilling but also accommodating of personal interests and commitments. The sense of contribution to both immediate patient health and the advancement of medical knowledge is a powerful motivator and source of satisfaction and fulfillment for those in this field.

What You Won’t Love About Being a Medical Scientist

While the career of a medical scientist has a lot to offer, it’s a long journey to get there, which isn’t for everyone.

The most notable downside to this career path is the extra training involved, which delays your ability to earn an attending salary even further. While many MD/PhD programs offer stipends and tuition waivers, the extended years in training equates to delayed entry into the full-time workforce.

The field requires extensive education and training, and the early years, particularly in academic or research settings, may not be as financially rewarding as other professions requiring similar levels of education. However, it can be a financially stable and rewarding career over the long term.

Though rewarding when breakthroughs are made, these don’t happen every day—far from it. Research can seem exciting and even sexy from the outside, but it’s often a slow and frustrating process; some experiments may require years to see results, whereas others may never yield the expected results. This can be disheartening, especially for those who are results-oriented.

That’s why it’s so important for premeds to get exposure to various types of research before they dedicate their education and future careers to it. Some types of research may be more appealing than others, and you could write it off entirely after one bad experience before figuring out what you like.

Additionally, the dual demands of clinical practice and research can lead to a busy lifestyle. Balancing patient care with the rigors of scientific investigation means long hours, which often impact work-life balance and job satisfaction.

Lastly, securing funding for research is a constant challenge. The competitive nature of grant applications and the reliance on external funding sources can create uncertainty and affect the scope and direction of research. And different areas of research see different spikes and drops in popularity, given public perception and government funding priorities. What’s most important or most interesting to you isn’t always what’s most funded.

For those in academic settings, there’s often pressure to publish regularly, contribute to teaching, and maintain a reputation in the scientific community, which can be demanding alongside clinical responsibilities. These activities are not reimbursed yet are frequently seen as necessary.

Should You Become a Medical Scientist?

So, should you become a medical scientist?

Medical scientists get to help shape healthcare delivery and treatment. Those who are naturally curious, enjoy solving complex problems, and are constantly seeking new knowledge tend to do well in this field. Enjoying teamwork and collaboration is also important, as medical scientists often work with other researchers, clinicians, and healthcare professionals. If you have a genuine interest in understanding disease mechanisms and a drive to improve patient care, this may be an ideal path for you.

However, the path to becoming a medical scientist is long and can be filled with challenges, including research setbacks and the pressures of medical training. The field of research can also be unpredictable and full of unknowns. Comfort with ambiguity and a flexible mindset are crucial.

Patience and resilience are also incredibly vital and relevant traits to possess. It’s easy to become discouraged while conducting research. Medical scientists must be able to push through the failed experiments, rejections from grant approvals, long periods of monotony, as well as periods of great challenge. Earning an MD already requires significant levels of dedication and perseverance. An MD/PhD takes this to a whole new level, not only because the training is longer, but also because the day-to-day requires more patience than regular MD work. Research is no cakewalk.

If you’re considering becoming a medical scientist, seek out mentors and experiences in both research and clinical settings to better understand the nature of the work and whether or not it aligns with your interests. Engaging in longitudinal research projects can provide valuable insights and help you make an informed decision.

If you’re considering a career as a medical scientist or in medicine as a whole, elevating your research skillset and becoming prolific in research will open doors for you. Our all-new Ultimate Research Course is packed with dozens of videos, resources, and exclusive private community access to elevate your research game to the highest level. Learn from the Med School Insiders experts on our tested and proven tactics to publish dozens and dozens of publications to wow admissions committees and make your application stand out. Whether you’re applying to MD/PhD programs or MD programs, we’re confident you are going to find tremendous value. So much so, it comes with a money back guarantee so that there’s no risk to you.

Med School Insiders has helped thousands of premeds and medical students design and achieve their ideal career paths and we’d love to be a part of your journey to becoming a future physician.

Special thanks to physician scientist Dr. Albert Zhou for helping us create this So You Want to Be entry.

It’s never too early to begin thinking about the specialty you want to pursue. If you’re struggling to choose the best path for you, our So You Want to Be playlist is a great place to start.

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Medical Research Scientist

What does a professional in this career do.

A Medical Research Scientist conducts research with the goal of understanding diseases and improving human health. May study biology and causes of health problems, assess effectiveness of treatments or develop new pharmaceutical products. May direct clinical trials to gather data..

Job Outlook

There were 186 Medical Research Scientist job postings in North Carolina in the past year and 8637 in the United States.

In combination with other careers in the Medical Scientist industry, which includes the Medical Research Scientist career, the following graph shows the number of people employed for each year since 2015:

Many new Medical Research Scientist jobs have salaries estimated to be in the following ranges, based on the requirements and responsibilities listed in job postings from the past year.

The average estimated salary in the United States for this career, based on job postings in the past year, is $141,677.

The average estimated salary in North Carolina for this career, based on job postings in the past year, is $142,784.

Percentiles represent the percentage that is lower than the value. For example, 25% of estimated salaries for Medical Research Scientist postings in the United States in the past year were lower than $63,416.

Education and Experience

Posted Medical Research Scientist jobs typically require the following level of education. The numbers below are based on job postings in the United States from the past year. Not all job postings list education requirements.

Posted Medical Research Scientist jobs typically require the following number of years of experience. The numbers below are based on job postings in the United States from the past year. Not all job postings list experience requirements.

Below are listings of the most common general and specialized skills Medical Research Scientist positions expect applicants to have as well as the most common skills that distinguish individuals from their peers. The percentage of job postings that specifically mention each skill is also listed.

Baseline Skills

A skill that is required across a broad range of occupations, including this one.

• Research (26.93%)
• Communication (15.21%)
• Teaching (9.52%)
• Management (9.07%)
• Leadership (8.56%)
• Writing (6.72%)
• Presentations (6.15%)
• Innovation (5.67%)
• Operations (5.58%)
• Planning (5.33%)

Defining Skills

A core skill for this occupation, it occurs frequently in job postings.

• Endocrinology (79.48%)

Necessary Skills

A skill that is requested frequently in this occupation but isn’t specific to it.

• Biology (8.53%)
• Enzyme-Linked Immunosorbent (ELISA) Assay (3.34%)
• Diabetes Mellitus (21.23%)
• Biochemical Assays (6.61%)
• Metabolism (6.29%)
• Cell Cultures (4.98%)
• Biomarkers (2.85%)
• Drug Discovery (2.69%)
• Pharmaceuticals (4.06%)
• Marketing (1.73%)
• Oncology (10.8%)
• Clinical Trials (6.34%)
• Pediatrics (9.97%)
• Cell Biology (5.44%)
• Nursing (5.93%)
• Molecular Biology (5.63%)
• Immunology (5.93%)
• Good Clinical Practices (GCP) (1.48%)
• Workflow Management (1.62%)
• Clinical Research (8.33%)
• Internal Medicine (6.76%)
• Project Management (2.74%)
• Data Analysis (4.65%)
• Flow Cytometry (4.64%)

Distinguishing Skills

A skill that may distinguish a subset of the occupation.

• Thyroid (6.1%)

Salary Boosting Skills

A professional who wishes to excel in this career path may consider developing the following highly valued skills. The percentage of job postings that specifically mention each skill is listed.

• Thyroid (7.67%)
• Endocrinology (99.95%)

Alternative Job Titles

Sometimes employers post jobs with Medical Research Scientist skills but a different job title. Some common alternative job titles include:

• Endocrinology Physician
• Endocrinologist
• Endocrinology Registered Nurse
• Pediatric Endocrinologist
• Oncology Research Scientist
• Endocrinology Medical Assistant
• Reproductive Endocrinologist
• Endocrinology Diabetes Care Specialist
• Associate Scientist

Similar Occupations

If you are interested in exploring occupations with similar skills, you may want to research the following job titles. Note that we only list occupations that have at least one corresponding NC State Online and Distance Education program.

• Biomedical Scientist

Common Employers

Here are the employers that have posted the most Medical Research Scientist jobs in the past year along with how many they have posted.

United States

• Archway Physician Recruitment (243)
• Britt Medical Search (205)
• Enterprise Medical Recruiting (150)
• CompHealth (143)
• Cedars-Sinai (114)
• AstraZeneca (108)
• Summit Recruiting Services, LLC. (104)
• The Curare Group (102)
• AMN Healthcare (101)
• Pacific Companies (86)

North Carolina

• Atrium Health (16)
• Atrium Health Floyd (14)
• Archway Physician Recruitment (12)
• AMN Healthcare (10)
• Wake Forest Baptist Health (8)
• Novant Health (7)
• University of North Carolina (7)
• HCA Healthcare (7)
• UNC Health (7)
• Duke University (6)

NC State Programs Relevant to this Career

If you are interested in preparing for a career in this field, the following NC State Online and Distance Education programs offer a great place to start!

All wages, job posting statistics, employment trend projections, and information about skill desirability on this page represents historical data and does not guarantee future conditions. Data is provided by and downloaded regularly from Lightcast. For more information about how Lightcast gathers data and what it represents, see Lightcast Data: Basic Overview on Lightcast's Knowledge Base website.

• MTS Biomedical Science How Do I Become a Biomedical Scientist – Education & Experience
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Career guides, interviews & features, how do i become a biomedical scientist - education & experience, search for schools.

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Biomedical scientists use scientific research to improve human health. They design studies to test and develop new treatment plans, analyze medical data to investigate pathogens and chronic diseases, and develop social programs that can improve outcomes in population health. Biomedical science is the science of medicine and to practice it, biomedical scientists need to be highly educated and supremely dedicated.

While the old school way of thinking used to prescribe biomedical scientists a linear pathway through school to positions in academic research, that’s not necessarily still the case. Between 2005 and 2009, some 100,000 doctoral degrees were awarded but only 16,000 new professor positions were created, according to a study published by the National Institutes of Health. But that apparent oversupply isn’t as grim as it looks: data from the Bureau of Labor Statistics (BLS 2023) projected a 10 percent increase in jobs for medical scientists nationally from 2022 to 2032.

Working in several sectors ranging from research to academia, biomedical scientists can choose to pursue work in faster-paced fields of industry or university-based laboratories. But everything comes with tradeoffs. Being under the direction of a specific corporate agenda, biomedical scientists who work as industry researchers generally have less intellectual freedom than their academic counterparts but are often paid higher salaries. On the other hand, biomedical scientists who work in academia may have intellectual freedom but can be constrained by grant funding, publication quotas, and teaching requirements.

Some biomedical scientists put themselves in a different category altogether by pursuing a medical degree alongside their research education, opening up the possibility of private practice and physician-related duties. It’s also becoming more common for biomedical scientists to seek employment in nontraditional roles: someone educated as a biomedical scientist may now apply their knowledge in fields like consulting, public policy, and patent law.

On the whole, occupations in biomedical science are growing and there are multiple pathways to pursue this career. The type of education will influence which biomedical science sector a professional will end up in. Read this step-by-step guide to becoming a biomedical scientist to plan for all possible options.

Step-By-Step Guide to Becoming a Biomedical Scientist

Step 1a: earn a bachelor’s degree (four years).

After graduating from high school, an aspiring biomedical scientist needs to earn a bachelor’s degree. At this stage, practically any major related to the life sciences is suitable: biology, chemistry, or biomedical engineering are all possibilities. Admissions requirements for undergraduate programs vary from school to school but generally include some combination of the following: a competitive high school GPA (3.0 or greater); SAT and/or ACT scores; letters of recommendation, and a personal statement.

Arizona State University

Arizona State University offers a BS in biological sciences with a concentration in biomedical sciences. The curriculum is designed for students who wish to pursue either medical school or biomedical research careers in academic, clinical, and industry settings. The program can be completed either online or on-campus.

Core classes cover conceptual approaches to biology; statistics for biosciences; advanced principles of biochemistry; developmental biology; genetics; and organic chemistry. Students may also apply for an accelerated program, which allows them to complete both a BS and MS in five years instead of six. The standard four-year BS program consists of 120 credit-hours.

Upon successfully completing the program, graduates can take up roles such as biological scientists, clinical trial managers, laboratory technologists, molecular biologists, pharmacists, and physician assistants.

• Location: Tempe, AZ
• Accreditation: Higher Learning Commission of the North Central Association of Colleges and Schools
• Expected Time to Completion: 48 months
• Estimated Tuition: $994 per credit

University of Iowa

The University of Iowa has a selective and challenging BS in biomedical sciences. As a collaboration between the biochemistry, biology, Immunology, chemistry, and microbiology departments, the program is designed to prepare students for the Medical College Admissions Test (MCAT) and biomedical research at the graduate level and beyond.

This program requires a minimum of 120 credit-hours, including at least 77 to 83 credits of work for the biomedical science major. The curriculum covers biology; biochemistry; microbiology; physics; human physiology; psychology; and statistics. Students are also encouraged to participate in the Iowa Center for Research by Undergraduates (ICRU) and to apply for research scholarships.

• Location: Iowa City, Iowa
• Accreditation: The Higher Learning Commission
• Estimated Tuition: Iowa residents ($10,964); non-residents ($32,927)

Step 1b: Gain Early Work and Research Experience (Optional, Timeline Varies)

While earning a bachelor’s degree, many aspiring biomedical scientists gain some early work and research experience. While it’s not always a degree requirement, internships and laboratory assistantships can dramatically boost one’s applied skills and one’s academic applications.

Working in a research capacity under the supervision of dedicated biomedical scientists can be a rich education in and of itself and it can also help direct one’s education towards a specific niche of biomedical science.

Step 2: Earn a Master’s Degree (Optional, One to Three Years)

After earning their bachelor’s degree, some aspiring biomedical scientists opt to earn a master’s degree. While it’s not a requirement to practice biomedical science, a master’s degree can allow graduates to sharpen their expertise and enhance their applications for PhD or dual-degree programs. Furthermore, it’s possible at this stage to pair one’s master’s degree with a master’s in another field (e.g., public health, business administration) to widen one’s career options down the road.

Admissions requirements for biomedical science master’s programs vary from school to school but generally include some combination of the following: a competitive undergraduate GPA (3.0 or greater); MCAT and/or GRE scores; letters of recommendation; work and/or research experience; and a personal statement.

Tufts University

Tufts University offers a master’s of science in biomedical science (MBS) for pre-professional students who are looking to strengthen their academic credentials before applying to MD and PhD programs. The curriculum closely follows that of a first-year medical school student, with key courses in the following areas: anatomy, biochemistry, cell biology, medical genetics, microbiology, pathology, and pharmacology.

Tufts also allows students to get a dual degree, pairing the MBS with a master of business administration (MBA) or master of public health (MPH), which can significantly boost one’s competitiveness in tangential roles and sectors post-graduation. The baseline MBS program consists of 30 to 33 credits.

• Location: Boston, MA
• Accreditation: New England Association of Schools and Colleges (NEASC)
• Expected Time to Completion: 12 months
• Estimated Tuition: $58,560 per year

Miller School of Medicine at the University of Miami

The Miller School of Medicine at the University of Miami offers an intensive master of science in biomedical science (MiBS) degree that is designed to be completed in under a year.

The core curriculum covers coursework in areas such as biochemistry for the biosciences; laboratory research or physician shadowing; molecular biology for the biosciences; gross anatomy & histology; advanced molecular and cell biology; cell physiology; and basic pathobiology. Students may also choose to specialize in one of three customized tracks: medicine, research, or drug discovery. Students have access to hands-on faculty advising and mentoring when submitting applications to research placements and further schooling.

To get accepted into the program, applicants must have a bachelor’s degree from an accredited institution with sufficient undergraduate coursework, transcripts from all previously attended colleges and universities, GRE general exam scores (optional), a statement of purpose, three letters of recommendation, and TOEFL or IELTS scores for international students whose native language is not English.

• Location: Miami, FL
• Accreditation: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• Expected Time to Completion: 10 months
• Estimated Tuition: $50,000 per year

Step 3a: Earn a PhD (Four to Seven Years)

After completing their early education, aspiring biomedical scientists can earn a doctoral degree in biomedical science. While some may opt for a dual degree program (see step 3B below), a PhD can prepare graduates for work in academia, research, and industry.

Admissions requirements vary from school to school but generally include some combination of the following: an exemplary academic record (3.3 GPA or greater); GRE scores; letters of recommendation; work and/or research experience; a personal statement; and in-person interviews.

Boston University

The Program in Biomedical Science (PiBS) at Boston University offers students a PhD that can be tailored to their specific research interests. Ten different departments participate in the program: biochemistry; biophysics; genetics and genomics; immunology training; microbiology; molecular and translational medicine; nutrition and metabolism; oral biology; pathology and laboratory medicine; and physiology.

In the first year, students work with a faculty advisor to develop a personalized study plan. In addition to core courses and electives, students attend research seminars and experience three lab rotations. Participation in clinical shadowing and directed research prepares graduates for a career as biomedical scientists. Furthermore, the program provides a host of opportunities for professional development, which can aid one’s introduction into a career pipeline.

As part of the program, students will delve into topics such as protein structure, catalysis, and interaction; architecture and dynamics of the cell; mechanisms of cell communication; techniques in biochemistry, cell, and molecular biology; macromolecular assemblies; comprehensive immunology; and immunological basis of disease.

• Accreditation: Liaison Committee on Medical Education of the Association of American Medical Colleges and the Council on Medical Education of the American Medical Association; New England Commission of Higher Education (NECHE)
• Estimated Tuition: $1,994 per credit-hour

Step 3b: Consider a Dual MD-PhD Degree (Optional, Six to Eight Years)

Some biomedical scientists opt to pair their PhD with a medical doctor (MD) degree. While PhD programs focus primarily on research methods (e.g., project design, data interpretation), dual-degree programs complement that research education with the clinical skills necessary to be a practicing physician. The two skill sets complement each other well in biomedical science.

Requirements for dual-degree programs vary from school to school but often include some combination of the following: an exemplary undergraduate GPA (3.3 or greater), MCAT scores, letters of recommendation, work and/or research experience, a personal statement, and an in-person interview.

Burnett School of Biomedical Sciences at the University of Central Florida

The Burnett School of Biomedical Sciences at the University of Central Florida offers a rigorous, integrated MD-PhD program that allows students to complete the requirements of both degrees simultaneously. Students will take medical courses during their first two years and must pass the first of three United States Medical Licensing Exam (USMLE) exams at the end of year two before beginning full-time graduate studies.

During those first two years, students also must begin working on their PhD research project. While clinical clerkships (typically years three and four of medical school) may be deferred until a student has completed their PhD requirements, some level of ongoing clinical training must continue through the duration of the entire program.

In addition to the MD curriculum, the PhD adds a minimum of 72 credits of study, including core courses, electives, laboratory rotations, and dissertation research. Students with a master’s degree may waive up to 30 credits of this requirement with committee approval.

• Location: Orlando, FL
• Expected Time to Completion: 72 months
• Estimated Tuition: In-state (369.65 per credit); out-of-state (1,194.05 per credit)

Step 4: Consider Postdoctoral Research Experience (Optional, Timeline Varies)

After completing their PhD, many biomedical scientists go into postdoctoral research. Gaining independent experience in running studies and publishing new research areas can be critical in winning tenure-track positions at universities and catapult one into desirable positions in the industrial sphere. In biomedical science, one research question often leads to another, and gaining postdoctoral research can boost one’s credentials.

Biomedical Scientist Certification & Licensure

According to the BLS (2023), medical scientists who primarily conduct research don’t need specific certification or license. However, biomedical scientists who practice medicine, administer drugs or gene therapy, or work in patient clinical trials or physicians’ clinics need a medical license to practice.

While medical licensure requirements vary by state, according to the American Medical Association , all states require physicians to pass the three-step United States Medical Licensing Exam (USMLE). Here are four certification options for biomedical scientists.

The United States Medical Licensing Exam (USMLE) is a three-part examination required for medical licensure in all 50 states. Also known colloquially as “the boards,” all practicing physicians must pass these exams, measuring scientific knowledge, clinical knowledge, and diagnosis and treatment.

Here are some other biomedical science certifications to consider.

North American Board of Naturopathic Examiners (NABNE)

Physicians who choose the naturopathic physician route and prove eligibility can take the Naturopathic Physicians Licensing Examinations (NPLEX) Part I – the Biomedical Science Examination. Students who choose this option must meet biomedical science coursework from an approved naturopathic medical program (ANMP) including anatomy, physiology, biochemistry, genetics, immunology, microbiology, pathology, and required laboratories.

American Medical Technologists (AMT) Certifications

American Medical Technologists (AMT) certifies medical laboratory technicians (MLTs) and offers four distinctive professional pathways for licensure. Aspiring biomedical scientists can earn certification through one of four routes, including an associate’s degree in medical laboratory technology; an alternative education route with two years of clinical laboratory science courses; the completion of a 50-week US military medical laboratory training program; or proof of a similar educational pathway.

Eligibility is confirmed via an online application at which point test-takers can register for the medical laboratory technician (MLT), medical technologist (MT), or another related allied health laboratory exam.

Institute of Biomedical Science (IBMS) Certifications

The Institute of Biomedical Science (IBMS) is an international organization dedicated to advancing knowledge and setting standards in biomedical science. IBMS offers a wealth of certifications for biomedical scientists:

• IBMS Certificate of Competence: This professional qualification demonstrates an individual meets the Health & Care Professions Council (HCPC) standards to register as a biomedical scientist.
• Specialist Diploma: Through submitting a portfolio of work as evidence of training, practical skills, specialist knowledge, and competency, early-career biomedical scientists can verify their experience with blood sciences or other biomedical disciplines.
• Higher and expert qualifications: For biomedical scientists who want to advance their careers in management or demonstrate high levels of knowledge and competence, certificates and diplomas of expert practice are available in specialist areas. An online certificate of expert practice is available.
• Advanced qualifications: Designed for senior-level biomedical scientists with PhDs, this certification verifies one’s commensurate experience as a medical consultant in areas of specialization such as cervical cytology, histopathology reporting, ophthalmic pathology, and specimen dissection.

Helpful Resources for Biomedical Scientists

All forms of science rely on iteration, innovation, and collaboration. To listen in on some of the high-level conversations in peer-reviewed biomedical science today, check out some resources below.

• National Association for Biomedical Research (NABR)
• National Institutes of Health (NIH)
• Institute of Biomedical Science (IBMS)
• Journal of Biomedical Science
• Biomedical Research

Rachel Drummond has contributed insightful articles to MedicalTechnologySchools.com since 2019, where she offers valuable advice and guidance for those pursuing careers in the healthcare field, combining her passion for education with her understanding of the critical role that healthcare professionals play in promoting physical and mental well-being.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

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Related Programs

Clinical Research Scientist Education Requirements

The educational requirements for a clinical research scientist are a bachelor's degree in a relevant field such as biology, nursing, biochemistry, pharmacy, or chemistry. According to Dr. Betsy Smith , Assistant Professor of Chemistry at Elmira College, "Chemistry is a challenging major, and students who succeed in it have learned how to learn, so they shouldn't assume that pure chemistry is the only thing they can do. One growing field is biomedical research, and chemistry majors are often qualified for jobs in that area." Additionally, obtaining a certification such as a Certified Clinical Research Professional can also be beneficial.

What education do you need to become a clinical research scientist?

What degree do you need to be a clinical research scientist.

The most common degree for clinical research scientists is bachelor's degree, with 59% of clinical research scientists earning that degree. The second and third most common degree levels are doctoral degree degree at 19% and doctoral degree degree at 18%.

• Bachelor's , 59%
• Doctorate , 19%
• Master's , 18%
• Associate , 3%
• Other Degrees , 1%

What should I major in to become a clinical research scientist?

For aspiring clinical research scientists, pursuing a college major in biology, biochemistry, or pharmacology could be advantageous, as per the education requirements. According to Dr. David Cool , Professor of Biology at Wright State University, clinical research is expanding in the U.S., with universities creating degree programs to train clinical trial coordinators.

• Biology , 27%
• Nursing , 8%
• Biochemistry, Biophysics, Molecular Biology , 8%
• Pharmacy , 8%
• Other Majors , 49%

Most common colleges for clinical research scientists

Clinical research scientists often get their degrees at University of North Carolina at Chapel Hill, Rutgers, The State University of New Jersey, and University of California, Santa Barbara. Here are the most common colleges for clinical research scientists in the US based on their resumes.

Best majors for clinical research scientists

Best colleges for clinical research scientists.

The best colleges for a clinical research scientist include the University of Michigan - Ann Arbor, University of Southern California, and Northeastern University. These institutions matter for clinical research scientists as they offer education levels ranging from bachelor's to doctorate, aligning with the field's requirements. Attending these schools can potentially lead to higher salaries and better job opportunities.

1. University of Michigan - Ann Arbor

Ann Arbor, MI • Private

In-State Tuition

2. University of Southern California

Los Angeles, CA • Private

3. Northeastern University

Boston, MA • Private

4. SUNY Stony Brook

Stony Brook, NY • Private

5. University of Pennsylvania

Philadelphia, PA • Private

6. University of Minnesota - Twin Cities

Minneapolis, MN • Private

7. University of North Carolina at Chapel Hill

Chapel Hill, NC • Private

8. Ohio State University

Columbus, OH • Private

9. Georgetown University

Washington, DC • Private

10. Thomas Jefferson University

20 best online courses for clinical research scientists.

1. Clinical Trials Operations

This specialization is designed for individuals and teams that will be running or interacting with clinical trials. In four courses, learners will develop insights and build the skills they need to design, manage, and monitor clinical trials as well as analyze, document, and communicate the results. Learners will also learn best practices regarding ethics, safety, participant recruitment, regulatory compliance, and reporting standards. The core principles and skills of the specialization will...

2. Understanding Clinical Research: Behind the Statistics

If you’ve ever skipped over the results section of a medical paper because terms like “confidence interval” or “p-value” go over your head, then you’re in the right place. You may be a clinical practitioner reading research articles to keep up-to-date with developments in your field or a medical student wondering how to approach your own research. Greater confidence in understanding statistical analysis and the results can benefit both working professionals and those undertaking research...

3. The Beginners Course for Clinical Research

The Essentials of Clinical Trials - Clinical Research for Beginners...

4. Good Clinical Practice ICH GCP for Clinical Research

Certification on ICH GCP E6 R2 Good Clinical Practice for Clinical Research The Only Complete Course You Can Find Online...

5. Clinical Trials Analysis, Monitoring, and Presentation

In this course, you’ll learn more advanced operational skills that you and your team need to run a successful clinical trial. You’ll learn about the computation of sample size and how to develop a sample size calculation that’s suitable for your trial design and outcome measures. You’ll also learn to use statistical methods to monitor your trial for safety, integrity, and efficacy. Next, you’ll learn how to report the results from your clinical trials through both journal articles and data...

6. Clinical Data Science

Are you interested in how to use data generated by doctors, nurses, and the healthcare system to improve the care of future patients? If so, you may be a future clinical data scientist!\n\nThis specialization provides learners with hands on experience in use of electronic health records and informatics tools to perform clinical data science. This series of six courses is designed to augment learner’s existing skills in statistics and programming to provide examples of specific challenges,...

7. Basic of Clinical Data Management

Clinical Data Management...

8. Good Clinical Practice for Clinical Research Professionals

The Complete, Certified ICH GCP (R2 & R3) Course for Investigators, Study Coordinators, Sponsors, Monitors and Study staff...

9. Making Data Science Work for Clinical Reporting

This course is aimed to demonstate how principles and methods from data science can be applied in clinical reporting. By the end of the course, learners will understand what requirements there are in reporting clinical trials, and how they impact on how data science is used. The learner will see how they can work efficiently and effectively while still ensuring that they meet the needed standards...

10. Clinical Trials Data Management and Quality Assurance

In this course, you’ll learn to collect and care for the data gathered during your trial and how to prevent mistakes and errors through quality assurance practices. Clinical trials generate an enormous amount of data, so you and your team must plan carefully by choosing the right collection instruments, systems, and measures to protect the integrity of your trial data. You’ll learn how to assemble, clean, and de-identify your datasets. Finally, you’ll learn to find and correct deficiencies...

11. Certificate Course in Clinical Research (CCCR)

A Clinical Research Course-ICH-GCP E6(R2), Clinical Trials, Essential Documents, Sponsor, Investigator, Pharmaceuticals...

12. The Simplest Guide to Clinical Trials Data Analysis with SAS

Step into the world of Pharmaceutical industry Clinical Trials Clinical Research Biostatistics Clinical SAS SAS...

13. Predictive Modeling and Transforming Clinical Practice

This course teaches you the fundamentals of transforming clinical practice using predictive models. This course examines specific challenges and methods of clinical implementation, that clinical data scientists must be aware of when developing their predictive models...

14. Drug Development

The University of California San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences Drug Development course brings you lectures from both faculty and industry experts. With this course, recorded on campus at UCSD, we seek to share our access to top people in the field who bring an unprecedented range of expertise on drug development. In this course you will learn the different stages of clinical development as well as the regulatory including but not limited to, an Investigational New...

15. Clinical Research for beginners

The Art of Publishing - Master Pub Med, Study design, Biostatistics, Journal choice, Manuscript writing & Referencing...

16. Good Clinical Practice (GCP)

Key features of the GCP guideline, roles and responsibilities involved and the requirements of essential documentation...

17. Design and Conduct of Clinical Trials

In this course, you’ll learn how to design and carry out clinical trials. Each design choice has implications for the quality and validity of your results. This course provides you and your team with essential skills to evaluate options, make good design choices, and implement them within your trial. You’ll learn to control for bias, randomize participants, mask treatments and outcomes, identify errors, develop and test hypotheses, and define appropriate outcomes. Finally, a trial without...

18. Introduction to Clinical Data Science

This course will prepare you to complete all parts of the Clinical Data Science Specialization. In this course you will learn how clinical data are generated, the format of these data, and the ethical and legal restrictions on these data. You will also learn enough SQL and R programming skills to be able to complete the entire Specialization - even if you are a beginner programmer. While you are taking this course you will have access to an actual clinical data set and a free, online...

19. Certificate Course in Drug Regulatory Affairs (DRA)

Pharma course (NDA, ANDA, CTD, DMF, USFDA, Regulatory strategy, GMP, Clinical Research, Orange Book, Pharmaceuticals)...

20. Clinical Natural Language Processing

This course teaches you the fundamentals of clinical natural language processing (NLP). In this course you will learn the basic linguistic principals underlying NLP, as well as how to write regular expressions and handle text data in R. You will also learn practical techniques for text processing to be able to extract information from clinical notes. Finally, you will have a chance to put your skills to the test with a real-world practical application where you develop text processing...

Top 10 most affordable universities for clinical research scientists

The most affordable schools for clinical research scientists are University of Florida, hunter college of the city university of new york, and california state university - bakersfield.

If the best universities for clinical research scientists are out of your price range, check out these affordable schools. After factoring in in-state tuition and fees, the average cost of attendance, admissions rate, average net price, and mean earnings after six years, we found that these are the most affordable schools for clinical research scientists.

1. University of Florida

Gainesville, FL • Private

Cost of Attendance

2. Hunter College of the City University of New York

New York, NY • Private

3. California State University - Bakersfield

Bakersfield, CA • Private

4. SUNY Farmingdale

Farmingdale, NY • Private

5. University of South Florida

Tampa, FL • Private

6. University of North Carolina at Chapel Hill

7. California State University - Fresno

Fresno, CA • Private

8. York College of the City University of New York

Jamaica, NY • Private

9. Brigham Young University

Provo, UT • Private

10. University of Missouri - Kansas City

Kansas City, MO • Private

Top 10 hardest universities to get into for clinical research scientists

The hardest universities for clinical research scientists to get into are University of Pennsylvania, Columbia University in the City of New York, and Johns Hopkins University.

Some great schools for clinical research scientists are hard to get into, but they also set your career up for greater success. The list below shows the most challenging universities to get into for clinical research scientists based on an institution's admissions rates, average SAT scores accepted, median ACT scores accepted, and mean earnings of students six years after admission.

1. University of Pennsylvania

Admissions Rate

SAT Average

2. Columbia University in the City of New York

3. Johns Hopkins University

Baltimore, MD • Private

4. Vanderbilt University

Nashville, TN • Private

5. Georgetown University

6. Duke University

Durham, NC • Private

7. Northeastern University

8. university of southern california.

9. Yale University

New Haven, CT • Private

10. University of Michigan - Ann Arbor

Top 10 easy-to-apply-to universities for clinical research scientists.

The easiest schools for clinical research scientists to get into are D'Youville College, adventhealth university, and barry university.

Some schools are much easier to get into. If you want to start your career as a clinical research scientist without much hassle, check out the list of schools where you will be accepted in no time. We compiled admissions rates, average SAT scores, average ACT scores, and average salary of students six years after graduation to uncover which were the easiest schools to get into for clinical research scientists.

1. D'Youville College

Buffalo, NY • Private

2. AdventHealth University

Orlando, FL • Private

3. Barry University

Miami, FL • Private

4. Gwynedd Mercy University

Gwynedd Valley, PA • Private

5. Mount Saint Mary's University

6. University of the Incarnate Word

San Antonio, TX • Private

7. Notre Dame College

Cleveland, OH • Private

8. Curry College

Milton, MA • Private

9. Wayland Baptist University

Plainview, TX • Private

10. Felician University

Lodi, NJ • Private

Average clinical research scientist salary by education level

According to our data, clinical research scientists with a Doctorate degree earn the highest average salary, at $135,171 annually. Clinical research scientists with a Master's degree earn an average annual salary of $125,496.

Clinical Research Scientist Education FAQs

What is the best college for clinical research scientists, search for clinical research scientist jobs.

Updated April 5, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

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Research scientist (medical)

Working as a medical research scientist means you'll be contributing to important developments in the world of medicine

As a medical research scientist, one of your aims will be to increase the body of scientific knowledge on topics related to medicine. You will do this by planning and conducting experiments and sharing your results.

You may also use your research to develop new, or improve existing, drugs, treatments or other medically-related products.

You can find work in higher education institutions, research institutes, hospitals, industry and medical research charities. The type of research you can carry out is wide ranging from from investigating the underlying basis of health or disease, to conducting clinical research and investigating methods of prevention, diagnosis and treatment of human disorders.

It's also possible for you to carry out molecular level research. This may involve using appropriate cell and animal models, or human volunteers may be used to study the clinical effects of various factors.

Responsibilities

Roles vary depending on the setting, but much of the work is laboratory-based. In general you'll need to:

• plan and conduct experiments and analyse or interpret the results
• keep accurate records of work undertaken
• use specialist computer software to analyse data and to produce diagrammatic representation of results
• write and submit applications and progress reports to funding bodies that support medical research (outside industry)
• discuss research progress with other departments, e.g. production and marketing (in industry)
• constantly consider the profit/loss potential of research products (in industry)
• collaborate with industry, research institutes, hospitals and academia
• teach and supervise students (in some higher education roles).

You'll often need to disseminate the results of your work to others, which means you'll:

• carry out presentations or discussions at team meetings with colleagues
• prepare presentations and deliver these at national and international scientific conferences
• write original papers for publication in peer-reviewed medical or scientific journals. In industry, there is usually less pressure to publish.

It's also important to stay in touch with developments and advances in your field and so you'll need to:

• read relevant scientific literature and journals
• attend scientific meetings and conferences in order to hear presentations from other researchers and participate in informal discussions with scientists from other parts of the world.
• If you're doing a PhD and have been awarded a studentship, it will usually come with a tax-free stipend to help cover living costs. This is currently at least £18,622 if funded by UKRI. Some institutions may award higher amounts or you may receive more if you’re industry funded or based in London.
• If you've completed a PhD, you may start on £25,000 to £40,000 a year, depending on your specialist subject and experience.
• Senior researchers and university professors earn in the region of £50,000 to £75,000 a year or more.

For current details on PhD studentship stipends, see UKRI - Studentships and Doctoral Training .

The majority of academic institutions in the UK have now implemented a single pay spine for all grades of staff. Pay varies according to whether you're leader of your own research group, part of a team of researchers or whether you've secured a lectureship while continuing your research.

Pay is usually higher in industry and the private sector.

Income figures are intended as a guide only.

Working hours

Your hours will vary depending on your setting. In academia in particular, there may be some flexibility with your start and finish times. Due to the nature of experimental work, hours can be irregular and may require some evening or weekend work.

You may be required to work longer hours when grant application deadlines are looming or an important experiment is underway. Overtime tends to be paid in industry but is unusual in academia.

What to expect

• Work is mainly laboratory-based with some time spent in the office planning and writing up experiments. Some positions may require field work.
• With career progression, the work becomes more office-based with a focus on writing grant applications, collaborating with other scientists, supervising staff, planning experiments, writing papers for publication and reviewing papers.
• Care and attention to detail is required as work can involve contact with potentially toxic or radioactive materials.
• Working with animals or animal-derived products, such as embryonic stem cells, may form part of the research, which will be an ethical dilemma for some. See the arguments at Understanding Animal Research .
• Travel is sometimes required, as you'll often collaborate with other institutions. Some national and international travel is needed for attendance at conferences to present the results of your research and to keep up to date with research findings from peers. Travel typically becomes more frequent with career progression.
• Initiatives are in place in various sectors to encourage equality, inclusion and diversity within medical research. UKRI has equality, diversity and inclusion policies and guidance with the aim to create a dynamic system of research and innovation in the UK.

Qualifications

You'll need a good honours degree in a medical or life science subject to become a medical researcher. Relevant subjects include:

• biochemistry
• biomedical sciences
• medical microbiology
• molecular biology
• pharmacology
• physiology.

Many areas of medical research now also look for graduates in chemistry, physics or statistics/bioinformatics, so you can be successful if you have a degree in one of these subjects.

Most people entering this field have or will be working towards a research-based MSc or a PhD. This is particularly important for higher level positions and career progression without a PhD (particularly in academia) is likely to be limited.

You may be able to enter with just your degree and no postgraduate qualification if you also have some significant laboratory experience but you'll typically still need a PhD to then progress.

Direct entry to a research scientist role with an HND or foundation degree only is not possible. With either of these qualifications, you may be able to enter at technician level, but you'll need to take further qualifications to become a medical researcher. Some employers allow you to study while working part time.

Funding is made available to research institutions via the Medical Research Council (MRC). This is then passed on to students in the form of scholarships, bursaries and studentships. Contact the individual institution to find out more about the funding options.

You'll need to show:

• technical, scientific and numerical skills
• good written and oral communication skills for report writing and presenting findings
• genuine enjoyment of the research subject
• a methodical approach to work with good planning skills
• tenacity and patience when carrying out experiments
• the ability to work well in teams and to network and forge links with collaborators
• problem-solving skills and analytical thinking
• attention to detail.

Work experience

Laboratory experience and knowledge of the range of techniques used will improve your chances of finding a research appointment. Experience can be achieved through either a placement year in industry or vacation work experience in academia or industry.

You could make speculative applications to potential academic supervisors to ask for work experience or shadowing opportunities. You may also want to consider getting experience within both industry and academia so you can see how the different sectors vary and where your preference lies.

Funding for placements and projects may be available through:

• Nuffield Foundation

You should also try to keep up to date with developments in the medical field and the Medical Research Council (MRC) can help with this.

Find out more about the different kinds of work experience and internships that are available.

There are various employers in medical research, including:

• industry (especially pharmaceutical companies)
• non-governmental and voluntary bodies
• medical research charities
• research councils, especially the Medical Research Council (MRC)
• universities.

Work outside industry is usually funded by the government through the allocation of research funding to universities, research councils and hospitals.

Medical research also receives extensive financial support from charitable bodies that fund specific research into their areas of interest.

Opportunities are also available through Knowledge Transfer Partnerships (KTP) . This is a joint project between a graduate, an organisation and a 'knowledge base', such as a university or a research organisation, which allows PhD graduates to apply research in a commercial environment.

Look for job vacancies at:

• Medical Research Council (MRC)
• Nature Jobs
• New Scientist Jobs
• Times Higher Education Uni Jobs

University websites advertise vacancies too.

Specialist recruitment agencies are used within the scientific community. These include:

• Cranleigh Scientific

Professional development

If you're studying for a PhD while being employed in a medical research post, you'll be supported by a supervisor. Your institution is likely to provide additional training or you can access this through Vitae , which helps to support the professional development of researchers.

You'll need to keep up to date with developments in your field throughout your career and continuing professional development (CPD) is very important for this.

Technical training, either self-taught or from more experienced scientists, will allow you to learn new laboratory techniques. It's also common to visit other labs to be taught techniques that are already established elsewhere.

You'll be expected to attend conferences on a regular basis to hear about scientific advances and new research techniques. On occasion, you'll be required to present your own work.

Training may be more structured in industry and it may be possible for you to develop your own training programme with guidance from a mentor.

Membership of a professional organisation is useful for support throughout your career and to help with CPD. Many professional bodies have their own learning and training schemes and can help with how your record your CPD activities. You can also work towards professional qualifications or chartered status as you gain experience.

Relevant bodies include:

• Royal Society of Biology

Career prospects

Career structures vary between sectors. In academia, once you've completed your PhD, it's likely you'll enter a postdoctoral position. These are normally short-term contracts of up to three years.

Career progression is related to the success of your research project(s), the quality and quantity of original papers you publish and your success in attracting funding. Building up experience in laboratory specialties can also help. With experience, you can progress to senior research fellow or professor and can one day manage your own team.

You'll usually have to undertake a few short-term contracts before you have a chance of securing a much sought-after permanent position in academic science. There are often teaching duties attached to these positions and opportunities are limited with high levels of competition.

Career development tends to be more structured in industry, hospitals or research institutes and involves taking on increased responsibilities, such as supervising and managing projects.

With experience and a successful track record, you can move into senior research and management roles. It's also be possible in some industrial companies to move into other functions, such as production, quality assurance, HR or marketing.

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Research Scientist Certifications

Explore the top Research Scientist certifications that are important to a successful career.

Getting Started as a Research Scientist

• What is a Research Scientist
• How To Become
• Certifications
• Tools & Software
• LinkedIn Guide
• Interview Questions
• Work-Life Balance
• Professional Goals
• Resume Examples
• Cover Letter Examples

Getting Certified as a Research Scientist

Top research scientist certifications, best research scientist certifications, certified research administrator (cra).

• Bachelor’s degree or equivalent combination of education and work experience in research administration
• Minimum of three years of substantial involvement in research administration
• Understanding of research administration knowledge domains, including project development and administration, legal requirements and sponsor interface, financial management, and general management
• Agreement to adhere to the RACC Code of Ethics
• Completion of the CRA examination
• Maintenance of certification through continuing education and professional development activities

Certified IRB Professional (CIP)

• A minimum of two years of full-time equivalent experience working with an IRB
• Understanding of U.S. regulations related to human subjects research, including but not limited to the Common Rule, FDA regulations, and HIPAA
• Completion of the CIP application which includes documenting IRB experience and providing references
• Agreement to adhere to the CIP Code of Ethics
• Passing the CIP examination, which assesses knowledge of IRB regulations, ethics, and operations
• Maintenance of certification through continuing education and re-certification every three years

Certified Professional in Healthcare Quality (CPHQ)

• A minimum of two years of work experience in healthcare quality, which can include quality management, quality improvement, case/care/disease/utilization management, or patient safety. Experience does not have to be continuous or obtained within a certain time frame.
• A bachelor’s degree or higher from an accredited college or university, or an equivalent international degree, is recommended but not required.
• There are no specific professional licensure requirements, but the certification is intended for professionals such as nurses, physicians, health information managers, quality professionals, and others involved in healthcare quality and improvement.
• Understanding of the CPHQ exam content outline, which includes topics such as organizational leadership, health data analytics, performance and process improvement, and patient safety.
• Completion of the CPHQ exam application process, which includes payment of the examination fee.
• Agreement to adhere to the NAHQ Code of Ethics and Standards of Practice for Healthcare Quality Professionals.

Certified Biomedical Auditor (CBA)

• A minimum of five years of on-the-job experience in one or more of the areas of the Certified Biomedical Auditor Body of Knowledge.
• A minimum of an associate degree as the educational qualification, which can substitute for one year of experience.
• Candidates with a diploma from a technical or trade school, with courses related to biomedical auditing, quality, or a related area, can substitute for one year of experience.
• Professional work experience must be in a full-time, paid role and can include roles such as biomedical auditor, quality engineer, quality manager, or other positions that require knowledge of biomedical auditing and regulatory compliance.
• Understanding of biomedical auditing principles, including knowledge of FDA regulations, ISO standards, and other regulatory requirements applicable to the biomedical field.
• Passing the CBA examination, which requires a solid grasp of the CBA Body of Knowledge, including audit process and techniques, biomedical science, and quality tools.

Certified in Public Health (CPH)

• A master's or doctoral degree from a Council on Education for Public Health (CEPH)-accredited school or program of public health.
• For individuals without a CEPH-accredited degree, five years of public health work experience is required.
• Completion of the CPH exam, which assesses proficiency in the core areas of public health.
• Commitment to continuous learning through the completion of at least 50 recertification credits every two years after obtaining the certification.
• Agreement to adhere to the Public Health Code of Ethics.
• Application fee payment, which varies depending on the candidate's educational background and professional status.

Board Certified Behavior Analyst (BCBA)

• A master’s degree or higher in behavior analysis, education, or psychology from an accredited institution
• Completion of approved graduate-level coursework in behavior analysis (verified by the BACB)
• Supervised practical experience that meets BACB standards
• Passing the BCBA examination
• Adherence to the BACB’s ethical requirements for behavior analysts
• Application for certification and payment of required fees

Certified Data Professional (CDP)

• A minimum of two years of experience in the information management field.
• A bachelor's degree in computer science, information systems, or a related field, or equivalent work experience.
• Membership with the Institute for Certification of Computing Professionals (ICCP).
• Completion of the ICCP's Core Exam, which covers fundamental concepts in data management and IT.
• Passing scores on two specialty exams related to data management domains, chosen from a list provided by the ICCP.
• Adherence to the ICCP Code of Ethics, which outlines professional conduct standards.

Certified Health Data Analyst (CHDA)

• Bachelor's degree or higher in a related field (e.g., health information management, healthcare informatics, statistics, data science, or computer science)
• Minimum of three (3) years of healthcare data experience; this may include data management, data analysis, or informatics
• Alternatively, a minimum of a master's degree in Health Information Management (HIM) or Health Informatics from an accredited school can reduce the required work experience to one (1) year
• For those without a bachelor's degree, a minimum of six (6) years of healthcare data experience is required
• Active membership with the American Health Information Management Association (AHIMA) is recommended
• Passing the CHDA examination, which assesses knowledge in data management, data analytics, and data reporting

Certified Clinical Research Professional (CCRP)

• A minimum of two years of full-time equivalent work experience in clinical research.
• A Bachelor’s degree or higher, or an equivalent combination of education and experience.
• Experience must be documented and verifiable.
• Agreement to adhere to the SoCRA Code of Ethics.
• Completion of the CCRP Certification Examination with a passing score.
• Maintenance of certification through continuing education units (CEUs) or re-examination every three years.

Project Management Professional (PMP)

• A secondary degree (high school diploma, associate’s degree, or the global equivalent)
• 7,500 hours leading and directing projects
• 35 hours of project management education, or CAPM Certification
• Alternatively, a four-year degree
• 4,500 hours leading and directing projects

A Better Way to Present Certifications

Benefits of having a research scientist certification, how to choose the best research scientist certification.

• Match Certification with Specialization: Identify certifications that are closely related to your area of specialization or the niche you wish to delve into. For example, if you're focused on biomedical research, certifications in clinical trial management or bioinformatics could be highly beneficial. Ensure that the certification will enhance your credibility and expertise in your specific research domain.
• Evaluate the Curriculum's Depth and Breadth: Scrutinize the curriculum to ensure it covers both the depth and breadth required for your professional growth. A good certification should offer comprehensive knowledge and also delve into the complexities and nuances of your field, preparing you for advanced research challenges.
• Consider the Certification's Impact on Career Progression: Reflect on how the certification will be perceived in your industry and whether it will aid in your career progression. Some certifications are highly regarded and can be a deciding factor in job promotions, grant applications, or when seeking leadership positions within research teams.
• Assess the Flexibility and Format of the Program: Research Scientists often have demanding schedules, so it's important to choose a certification program that offers flexibility. Look for programs that provide online learning options or part-time schedules, and consider the format—whether it's self-paced or requires synchronous attendance.
• Review the Success Stories and Testimonials: Investigate the outcomes of the certification program by reading testimonials and success stories from previous participants. This can give you insight into the real-world benefits of the certification and how it has helped others in similar positions advance their careers.

Preparing for Your Research Scientist Certification

Certification faqs for research scientists, is getting a research scientist certification worth it, do you need a certification to get a job as a research scientist, can research scientist certifications help pivoters make the transition into data & analytics from another career path.

Research Scientist Tools & Software

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Start Your Research Scientist Career with Teal

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Medical Laboratory Scientist

What does a medical laboratory scientist do.

A medical laboratory scientist (MLS), also known as a medical technologist or clinical laboratory scientist, works to analyze a variety of biological specimens. They are responsible for performing scientific testing on samples and reporting results to physicians.  

Medical laboratory scientists perform complex tests on patient samples using sophisticated equipment like microscopes. The data they find plays an important role in identifying and treating cancer, heart disease, diabetes, and other medical conditions. It is estimated 60 to 70 percent of all decisions regarding a patient's diagnosis, treatment, hospital admission, and discharge are based on the results of the tests medical laboratory scientists perform.

Video: Behind the scenes: Medical Laboratory Scientist

Scope of practice

Medical laboratory scientists collaborate very closely with physicians and medical laboratory technicians in diagnosing and monitoring disease processes, as well as monitoring the effectiveness of therapy. Areas of medical laboratory training include microbiology, chemistry, hematology, immunology, transfusion medicine, toxicology, and molecular diagnostics. 

Medical laboratory scientists have a wide variety of responsibilities and duties, including:

• Examining and analyzing blood, body fluids, tissues, and cells
• Relaying test results to physicians
• Utilizing microscopes, cell counters, and other high-precision lab equipment
• Cross-matching blood for transfusion
• Monitoring patient outcomes
• Performing differential cell counts looking for abnormal cells to aid in the diagnosis of anemia and leukemia
• Establishing quality assurance programs to monitor and ensure the accuracy of test results
• Overseeing the work of a medical laboratory technician

Medical laboratory scientist vs. medical laboratory technician

While similar, there are a few key differences between a medical lab scientist and a medical lab technician. They both work in the lab and perform tests on biological samples, however, a medical lab scientist typically has more education and is able to perform more involved lab work. A medical lab technician performs more of the routine lab work and is often supervised by a medical lab scientist.

Medical laboratory scientist vs. medical laboratory assistant

A medical laboratory assistant is a subgroup of medical laboratory technician. They are responsible for preparing biological specimens, recording information, and perform more of the lab maintenance tasks such as cleaning equipment and stocking supplies. A medical laboratory scientist will work with a medical laboratory assistant by analyzing their prepared specimens and relaying information for them to record.

Work environment

Medical lab scientists work in hospitals, clinics, forensic or public health laboratories, as well as pharmaceutical industries, biotechnology companies, veterinary clinics, or research institutions. Depending on the setting, their work hours may vary; but typically labs are run 24 hours a day, seven days a week. This allows for flexibility in scheduling.

Medical laboratory scientists spend the majority of their time on their feet, analyzing test results in the lab.   

Becoming a medical laboratory scientist

Successful medical lab scientists are effective communicators with a sound intellect and interest in science and technology. Excellent eye-hand coordination, dexterity, and visual acuity are important to skillfully perform and analyze tests. 

Individuals who love science and research, but prefer to have little-to-no interaction with patients, would be a good fit for the medical laboratory scientist career.

Higher education requirements

After obtaining a high school diploma (or the equivalent), most will go on to obtain some level of higher education and training in order to become a medical laboratory scientist.

Common higher education requirements for medical laboratory scientist jobs include:

• Completing a bachelor’s degree in medical technology or clinical laboratory science. A bachelor’s degree in a science or health-related field (e.g. chemistry or microbiology) may also be considered.
• Completing a clinical laboratory program or internship through a hospital-based program or as part of their education
• National certification as a medical technologist (MT), clinical laboratory scientist (CLS), or medical laboratory scientist (MLS)
• Previous experience in a healthcare setting

Certification and licensing

Most employers require medical laboratory scientists to obtain certification through an accrediting body, such as the American Society for Clinical Pathology (ASCP) Board of Certification (BOC) . After passing the credentialing exam, medical laboratory scientists (MLS) can practice under the credentials of MLS(ASCP)CM.

Licensure by state may also be required.

Career opportunities and outlook

The median salary for a medical lab scientist is $57,800, though salaries can range between $30,000-$79,000 depending on education, location, and previous experience.

Job growth and security are high for medical laboratory technicians and scientists. According to the Bureau of Labor Statistics , there is currently a shortage of medical lab technicians and scientists in many parts of the country which guarantees ample employment opportunities and sometimes higher salaries for graduates. With the volume of laboratory tests continuing to increase due to both population growth and the development of new types of tests, job opportunities are expected to increase faster than average with over 26,000 new positions expected to be available by 2030.

With additional training and experience, a medical lab scientist can become a department lead or lab manager. Others may seek specializations to advance their careers. Typically, a medical lab technician will progress to a medical lab scientist with more training.

By the numbers

median annual salary

years of higher education

job growth projected from 2020-2030

Medical laboratory scientist programs at Mayo Clinic

Mayo Clinic offers several programs and rotations to further your education and prepare you for a career as a medical laboratory scientist, medical laboratory assistant, or medical laboratory technician.

• Medical Laboratory Science Clinical Rotation (Arizona)
• Medical Laboratory Science Clinical Rotation (Florida)
• Medical Laboratory Science Program (Florida and Minnesota)
• Medical Laboratory Technician Clinical Rotation (Florida)

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Part 1. Overview Information

National Institutes of Health ( NIH )

National Eye Institute ( NEI )

National Heart, Lung, and Blood Institute ( NHLBI )

National Human Genome Research Institute ( NHGRI )

National Institute on Aging ( NIA )

National Institute on Alcohol Abuse and Alcoholism ( NIAAA )

National Institute of Allergy and Infectious Diseases ( NIAID )

National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )

National Institute of Biomedical Imaging and Bioengineering ( NIBIB )

Eunice Kennedy Shriver National Institute of Child Health and Human Development ( NICHD )

National Institute on Deafness and Other Communication Disorders ( NIDCD )

National Institute of Dental and Craniofacial Research ( NIDCR )

National Institute of Diabetes and Digestive and Kidney Diseases ( NIDDK )

National Institute on Drug Abuse ( NIDA )

National Institute of Environmental Health Sciences ( NIEHS )

National Institute of General Medical Sciences ( NIGMS )

National Institute of Mental Health ( NIMH )

National Institute of Neurological Disorders and Stroke ( NINDS )

National Institute on Minority Health and Health Disparities ( NIMHD )

National Library of Medicine ( NLM )

National Center for Complementary and Integrative Health ( NCCIH )

National Cancer Institute ( NCI )

All applications to this funding opportunity announcement should fall within the mission of the Institutes/Centers. The following NIH Offices may co-fund applications assigned to those Institutes/Centers.

Office of Research on Women's Health ( ORWH )

Office of Data Science Strategy ( ODSS )

Special Note: Not all NIH Institutes and Centers participate in Parent Announcements. Candidates should carefully note which ICs participate in this announcement and view their respective areas of research interest and requirements at the Table of IC-Specific Information, Requirements and Staff Contacts website. ICs that do not participate in this announcement will not consider applications for funding. Consultation with NIH staff before submitting an application is strongly encouraged.

• August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice  NOT-OD-22-198 .
• August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice  NOT-OD-22-189 .

See Section III. 3. Additional Information on Eligibility .

The primary purpose of the NIH Mentored Clinical Scientist Research Career Development Awards (K08) program is to prepare qualified individuals for careers that have a significant impact on the health-related research needs of the Nation. This program represents the continuation of a long-standing NIH program that provides support and "protected time" to individuals with a clinical doctoral degree for an intensive, supervised research career development experience in the fields of biomedical and behavioral research, including translational research.

This Notice of Funding Opportunity (NOFO) is designed specifically for applicants proposing research that does not involve leading an independent clinical trial, a clinical trial feasibility study, or an ancillary clinical trial . Under this NOFO applicants are permitted to propose a research experience in a clinical trial led by a mentor or co-mentor. Those proposing a clinical trial or an ancillary clinical trial as lead investigator, should apply to the companion NOFO ( PA-24-181 ).

Not Applicable

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

It is critical that applicants follow the instructions in the Career Development (K) Instructions in the  How to Apply - Application Guide  except where instructed to do otherwise (in this NOFO or in a Notice from the  NIH Guide for Grants and Contracts ). Conformance to all requirements (both in the How to Apply - Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the How to Apply - Application Guide as well as any program-specific instructions noted in  Section IV . When the program-specific instructions deviate from those in the How to Apply - Application Guide , follow the program-specific instructions.  Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

• Use the NIH ASSIST system to prepare, submit and track your application online.
• Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
• Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. funding opportunity description.

The overall goal of the NIH Research Career Development program is to help ensure that a diverse pool of highly trained scientists is available in appropriate scientific disciplines to address the Nation's biomedical, behavioral, and clinical research needs. NIH Institutes and Centers (ICs) support a variety of mentored and non-mentored career development award programs designed to foster the transition of new investigators to research independence and to support established investigators in achieving specific objectives. Candidates should review the different career development (K) award programs to determine the best program to support their goals. More information about Career programs may be found at the  NIH Research Training and Career Development  website.

The objective of the NIH Mentored Clinical Scientist Research Career Development Award (K08) is to provide salary and research support for a sustained period of “protected time” (3-5 years) to support didactic study and/or mentored research for individuals with clinical doctoral degrees (e.g., MD, DDS, DMD, DO, DC, OD, ND, DVM, PharmD, or PhD in clinical disciplines). The K08 provides support for an intensive, mentored research career development experience in biomedical or behavioral research, including translational research. For the purpose of this award, translational research is defined as the application of basic research discoveries toward the diagnosis, management, and prevention of human disease. Individuals with a clinical doctoral degree interested in pursuing a career in patient-oriented research should refer to the NIH Mentored Patient Oriented Research Career Development Award (K23).

The K08 award may be used by candidates with different levels of prior research training and at different stages in their mentored career development. For example, a candidate with limited experience in a given field of research may use an award to support a career development experience that includes a designated period of didactic training followed by a period of closely supervised research experience. A candidate with previous research experience and training may not require extensive additional didactic preparation, and may use an award to support a career development experience that focuses on an intensive, supervised research experience.

Note: This Notice of Funding Opportunity (NOFO) is designed specifically for proposing research that does not involve leading an independent clinical trial, a clinical trial feasibility study, or an ancillary clinical trial. Under this NOFO are permitted to propose a research experience in a clinical trial led by a mentor or co-mentor. Those proposing a clinical trial or an ancillary clinical trial as lead investigator, should apply to the companion NOFO ( PA-24-181 ).

Special Note:  Because of the differences in individual Institute and Center (IC) program requirements for this NOFO, prospective applicants are strongly encouraged to consult the  Table of IC-Specific Information, Requirements and Staff Contacts , to make sure that their application is appropriate for the requirements of one of the participating NIH ICs.

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The  OER Glossary  and the How to Apply - Application Guide  provides details on these application types.

Not Allowed: Only accepting applications that do not propose clinical trials.

Note: Applicants may propose to gain experience in a clinical trial led by a mentor/co-mentor as part of their research career development.

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Other Award Budget Information

The participating NIH Institutes and Centers will provide salary and fringe benefits for the award recipient (see Table of IC-Specific Information, Requirements and Staff Contacts ). Further guidance on budgeting for career development salaries is provided in the  How to Apply - Application Guide . 

In addition, the candidate may derive additional compensation for effort associated with other Federal sources or awards provided the total salary derived from all Federal sources does not exceed the maximum legislated salary rate (see http://grants.nih.gov/grants/policy/salcap_summary.html ) and the total percent effort does not exceed 100%. See also NOT-OD-17-094 .

These funds may be used for the following expenses: (a) tuition and fees related to career development; (b) research-related expenses, such as supplies, equipment and technical personnel; c) travel to research meetings or training; and (d) statistical services including personnel and computer time.

Salary for mentors, secretarial and administrative assistants, etc. is not allowed.

NIH grants policies as described in the  NIH Grants Policy Statement  will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

• Public/State Controlled Institutions of Higher Education
• Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

• Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
• Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

For-Profit Organizations

• Small Businesses
• For-Profit Organizations (Other than Small Businesses)

Local Governments

• State Governments
• County Governments
• City or Township Governments
• Special District Governments
• Indian/Native American Tribal Governments (Federally Recognized)
• Indian/Native American Tribal Governments (Other than Federally Recognized)

Federal Governments

• U.S. Territory or Possession
• Independent School Districts
• Public Housing Authorities/Indian Housing Authorities
• Native American Tribal Organizations (other than Federally recognized tribal governments)
• Faith-based or Community-based Organizations
• Regional Organizations

Non-domestic (non-U.S.) Entities (Foreign Organizations)  are not  eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations  are not  eligible to apply.

Foreign components, as  defined in the NIH Grants Policy Statement ,  are allowed. 

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the How to Apply - Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement 2.3.9.2 Electronically Submitted Applications for additional information.

• NATO Commercial and Government Entity (NCAGE) Code – Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI) - A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov – Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal  Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account.  PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

All PD(s)/PI(s) must be registered with ORCID . The personal profile associated with the PD(s)/PI(s) eRA Commons account must be linked to a valid ORCID ID. For more information on linking an ORCID ID to an eRA Commons personal profile see the ORCID topic in our eRA Commons online help .

Any candidate with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director/Principal Investigator (PD/PI) is invited to work with their mentor and organization to develop an application for support. Individuals from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities , NOT-OD-22-019 . Multiple PDs/PIs are not allowed.

By the time of award, the individual must be a citizen or a non-citizen national of the United States or have been lawfully admitted for permanent residence (i.e., possess a currently valid Permanent Resident Card USCIS Form I-551, or other legal verification of such status).

Current and former PDs/PIs on NIH research project (R01), program project (P01), center grants (P50), or Project Leads of program project (P01), or center grants (P50), other major individual career development awards (e.g., DP5, K01, K07, K08, K22, K23, K25, K76, K99/R00), or Project Leads of program project (P01) or center grants (P50) or the equivalent are not eligible. Current and former PDs/PIs of an NIH Small Grant (R03), Exploratory/Developmental Grants (R21/R33), Planning Grant (R34/U34), Dissertation Award (R36), or SBIR/STTR (R41, R42, R43, R44) remain eligible, as do PD/PIs of Transition Scholar (K38) awards and individuals appointed to institutional K programs (K12, KL2). Candidates for the K08  award must have a clinical doctoral degree. Such degrees include, but are not limited to, the MD, DO, DDS, DMD, OD, DC, PharmD, ND (Doctor of Naturopathy), and DVM.  Individuals with the PhD or other doctoral degree in clinical disciplines such as clinical psychology, nursing, clinical genetics, speech-language pathology, audiology or rehabilitation are also eligible. Individuals holding the PhD in a non-clinical discipline who are certified to perform clinical duties should contact the appropriate Institute concerning their eligibility for a K08 award.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement Section 1.2 Definitions of Terms . 

3. Additional Information on Eligibility

Applicant organizations may submit more than one application, provided that each application is scientifically distinct, and each is from a different candidate.

NIH will not accept duplicate or highly overlapping applications under review at the same time per  NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application . An individual may not have two or more competing NIH career development applications pending review concurrently. In addition, NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review. (See  NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications ).

Candidates may submit research project grant (RPG) applications concurrently with the K application. However, any concurrent RPG application may not have substantial scientific and/or budgetary overlap with the career award application. K award recipients are encouraged to obtain funding from NIH or other Federal sources either as a PD/PI on a competing research grant award or cooperative agreement, or as project leader on a competing multi-project award as described in NOT-OD-18-157. 

At the time of award, the candidate must have a “full-time” appointment at the academic institution. Candidates are required to commit a minimum of 75% of full-time professional effort (i.e., a minimum of 9 person-months) to their program of career development. Candidates may engage in other duties as part of the remaining 25% of their full-time professional effort not covered by this award, as long as such duties do not interfere with or detract from the proposed career development program. 

Candidates who have VA appointments may not consider part of the VA effort toward satisfying the full time requirement at the applicant institution. Candidates with VA appointments should contact the staff person in the relevant Institute or Center prior to preparing an application to discuss their eligibility.

After the receipt of the award, adjustments to the required level of effort may be made in certain circumstances.  See NOT-OD-18-156   and NIH Grants Policy Statement , Section 12.3.6.4 Temporary Adjustments to the Percent Effort Requirement for more details.

Before submitting the application, the candidate must identify a mentor who will supervise the proposed career development and research experience. The mentor should be an active investigator in the area of the proposed research and be committed both to the career development of the candidate and to the direct supervision of the candidate’s research. The mentor must document the availability of sufficient research support and facilities. Candidates are encouraged to identify more than one mentor, i.e., a mentoring team, if this is deemed advantageous for providing expert advice in all aspects of the research career development program. In such cases, one individual must be identified as the primary mentor who will coordinate the candidate’s research. The candidate must work with the mentor(s) in preparing the application. The mentor, or a member of the mentoring team, should have a successful track record of mentoring individuals at the candidate’s career stage. The recruitment of women, individuals from underrepresented  racial and ethnic groups, and individuals with disabilities as potential mentors is encouraged.

The mentor(s) or mentoring team must demonstrate appropriate expertise, experience, and ability to guide the candidate in the organization, management and implementation of the proposed research and/or clinical trial.

The applicant institution must have a strong, well-established record of research and career development activities and faculty qualified to serve as mentors in biomedical, behavioral, or clinical research.

Section IV. Application and Submission Information

1. Requesting an Application Package

Buttons to access the online ASSIST system or to download application forms are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Career Development (K) Instructions in the  How to Apply - Application Guide  except where instructed in this notice of funding opportunity to do otherwise. Conformance to the requirements in the How to Apply - Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

For information on Application Submission and Receipt, visit Frequently Asked Questions – Application Guide, Electronic Submission of Grant Applications .

Page Limitations

All page limitations described in the How to Apply - Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the How to Apply - Application Guide and should be used for preparing an application to this NOFO.

SF424(R&R) Cover

All instructions in the How to Apply - Application Guide must be followed.

SF424(R&R) Project/Performance Site Locations

Other Project Information

SF424(R&R) Senior/Key Person Profile Expanded

R&R Budget

PHS 398 Cover Page Supplement

PHS 398 Career Development Award Supplemental Form

The PHS 398 Career Development Award Supplemental Form is comprised of the following sections:

Candidate Research Plan Other Candidate Information Mentor, Co-Mentor, Consultant, Collaborators Environment & Institutional Commitment to the Candidate Other Research Plan Sections Appendix

Candidate Section

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions: 

Candidate Information and Goals for Career Development

Candidate’s Background

• Describe the candidate's commitment to a health-related research career. Describe all the candidate's professional responsibilities in the recipient institution and elsewhere and describe their relationship to the proposed activities on the career award.
• Describe prior training and how it relates to the objectives and long-term career plans of the candidate.
• Describe the candidate's research efforts to this point in their research career, including any publications, prior research interests and experience.
• Provide evidence of the candidate's potential to develop into an independent investigator.

Career Goals and Objectives​

• Describe a systematic plan: (1) that shows a logical progression from prior research and training experiences to the research and career development experiences that will occur during the career award period and then to independent investigator status; and (2) that justifies the need for further career development to become an independent investigator. 

Candidate’s Plan for Career Development/Training Activities During Award Period

• The candidate and the mentor(s) are jointly responsible for the preparation of the career development plan.  A career development timeline is often helpful.  
• The didactic (if any) and the research aspects of the plan must be designed to develop the necessary knowledge and research skills in scientific areas relevant to the candidate's career goals. 
• Describe the professional responsibilities/activities including other research projects beyond the minimum required 9 person months (75% full-time professional effort) commitment to the career award.  Explain how these responsibilities/activities will help ensure career progression to achieve independence as an investigator.

Research Plan Section

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions:

Research Strategy

• A sound research project that is consistent with the candidate’s level of research development and objectives of their career development plan must be provided. The research description should demonstrate the quality of the candidate’s research thus far and also the novelty, significance, creativity and approach, as well as the ability of the candidate to carry out the research.
• The application must also describe the relationship between the mentor’s research and the candidate’s proposed research plan.
• If the applicant is proposing to gain experience in a clinical trial, ancillary clinical trial or a clinical trial feasibility study as part of his or her research career development, describe the relationship of the proposed research project to the clinical trial.

Training in the Responsible Conduct of Research

• All applications must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). See How to Apply - Application Guide for instructions.

Mentor, Co-Mentor, Consultant, Collaborators Section

Plans and Statements of Mentor and Co-mentor(s)

• The candidate must name a primary mentor who, together with the candidate, is responsible for the planning, directing, monitoring, and executing the proposed program.  The candidate may also nominate co-mentors as appropriate to the goals of the program.   
• The mentor should have sufficient independent research support to cover the costs of the proposed research project in excess of the allowable costs of this award. 
• Include a statement that the candidate will commit at least 9 person months (75% of full-time professional effort) to the career development program and related career development activities. 
• The application must include a statement from the mentor providing: 1) information on his/her research qualifications and previous experience as a research supervisor; 2) a plan that describes the nature of the supervision and mentoring that will occur during the proposed award period; 3) a plan for career progression for the candidate to move from the mentored stage of his/her career to independent research investigator status during the project period of the award; and 4) a plan for monitoring the candidate’s research, publications, and progression towards independence. 
• Similar information must be provided by any co-mentor.  If more than one co-mentor is proposed, the respective areas of expertise and responsibility of each should be described.  Co-mentors should clearly describe how they will coordinate the mentoring of the candidate. If any co-mentor is not located at the sponsoring institution, a statement should be provided describing the mechanism(s) and frequency of communication with the candidate, including the frequency of face-to-face meetings. 
• The mentor must agree to provide annual evaluations of the candidate’s progress as required in the annual progress report.
• If the candidate is proposing to gain experience in a clinical trial as part of his or her research career development, the mentor or co-mentor of the mentoring team must include a statement to document leadership of the clinical trial, and appropriate expertise to guide the applicant in any proposed clinical trials research experience.

Letters of Support from Collaborators, Contributors and Consultants

• Signed statements must be provided by all collaborators and/or consultants confirming their participation in the project and describing their specific roles. Unless also listed as senior/key personnel, collaborators and consultants do not need to provide their biographical sketches. However, information should be provided clearly documenting the appropriate expertise in the proposed areas of consulting/collaboration. 
• Advisory committee members (if applicable): Signed statements must be provided by each member of the proposed advisory committee.  These statements should confirm their participation, describe their specific roles, and document the expertise they will contribute.  Unless also listed as senior/key personnel, these individuals do not need to provide their biographical sketches. 

Environmental and Institutional Commitment to the Candidate

Description of Institutional Environment

• The sponsoring institution must document a strong, well-established research and career development program related to the candidate's area of interest, including a high-quality research environment with key faculty members and other investigators capable of productive collaboration with the candidate. 
• Describe how the institutional research environment is particularly suited for the development of the candidate's research career and the pursuit of the proposed research plan.
• Describe the resources and facilities that will be available to the candidate. 

Institutional Commitment to the Candidate’s Research Career Development

• The sponsoring institution must provide a statement of commitment to the candidate's development into a productive, independent investigator and to meeting the requirements of this award. It should be clear that the institutional commitment to the candidate is not contingent upon receipt of this career award. 
• Provide assurances that the candidate will be able to devote the required effort to activities under this award. The remaining effort should be devoted to activities related to the development of the candidate’s career as an independent scientist. 
• Provide assurances that the candidate will have access to appropriate office and laboratory space, equipment, and other resources and facilities (including access to clinical and/or other research populations, as applicable) to carry out the proposed research plan. 
• Provide assurance that appropriate time and support will be available for any proposed mentor(s) and/or other staff consistent with the career development plan.

Other Plan(s):

Note: Effective for due dates on or after January 25, 2023, the Data Management and Sharing Plan will be attached in the Other Plan(s) attachment in FORMS-H application forms packages.

• All applicants planning research (funded or conducted in whole or in part by NIH) that results in the generation of scientific data are required to comply with the instructions for the Data Management and Sharing Plan. All applications, regardless of the amount of direct costs requested for any one year, must address a Data Management and Sharing Plan.

Limited items are allowed in the Appendix.  Follow all instructions for the Appendix as described in the How to Apply - Application Guide ; any instructions provided here are in addition to the How to Apply - Application Guide instructions.

PHS Human Subjects and Clinical Trials Information

When involving NIH-defined human subjects research, clinical research, and/or clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the How to Apply - Application Guide , with the following additional instructions:

If you answered “Yes” to the question “Are Human Subjects Involved?” on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

• For NOFOs that do not allow independent clinical trials, do not complete Section 4 – Protocol Synopsis information or Section 5 - Other Clinical Trial-related Attachments.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start).

All instructions in the SF424 (R&R) Application Guide must be followed.

PHS Assignment Request Form

Reference Letters

Candidates must carefully follow the How to Apply - Application Guide , including the time period for when reference letters will be accepted . Applications lacking the appropriate required reference letters will not be reviewed. This is a separate process from submitting an application electronically. Reference letters are submitted directly through the eRA Commons Submit Referee Information link and not through Grants.gov. 

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 2. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I.  contains information about Key Dates and Times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies) using ASSIST or other electronic submission systems. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time.  If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications .

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the How to Apply - Application Guide .

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the How to Apply - Application Guide . Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit  How to Apply - Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this NOFO for information on registration requirements.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the How to Apply - Application Guide .

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy .

Any instructions provided here are in addition to the instructions in the policy.

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process.  Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

For this particular announcement, note the following : Reviewers should evaluate the candidate’s potential for developing an independent research program that will make important contributions to the field, taking into consideration the years of research experience and the likely value of the proposed research career development as a vehicle for developing a successful, independent research program.

Overall Impact

Reviewers should provide their assessment of the likelihood that the proposed career development and research plan will enhance the candidate’s potential for a productive, independent scientific research career in a health-related field, taking into consideration the criteria below in determining the overall impact score.

Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

  Candidate

• Does the candidate have the potential to develop as an independent and productive researcher? 
• Are the candidate's prior training and research experience appropriate for this award? 
• Is the candidate’s academic, clinical (if relevant), and research record of high quality? 
• Is there evidence of the candidate’s commitment to meeting the program objectives to become an independent investigator in research? 
• Do the reference letters address the above review criteria, and do they provide evidence that the candidate has a high potential for becoming an independent investigator?

Career Development Plan/Career Goals and Objectives

• What is the likelihood that the plan will contribute substantially to the scientific development of the candidate and lead to scientific independence? 
• Are the candidate's prior training and research experience appropriate for this award?
• Are the content, scope, phasing, and duration of the career development plan appropriate when considered in the context of prior training/research experience and the stated training and research objectives for achieving research independence? 
• Are there adequate plans for monitoring and evaluating the candidate’s research and career development progress?
• If proposed, will the clinical trial experience contribute to the applicant's research career development?

Research Plan

• Are the proposed research questions, design, and methodology of significant scientific and technical merit?
• Is the prior research that serves as the key support for the proposed project rigorous?
• Has the candidate included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project?
• Has the candidate presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed?
• Has the candidate presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects?
• Is the research plan relevant to the candidate's research career objectives?
• Is the research plan appropriate to the candidate's stage of research development and as a vehicle for developing the research skills described in the career development plan?  
• If proposed, will the clinical trial experience contribute to the research project?

Mentor(s), Co-Mentor(s), Consultant(s), Collaborator(s)

• Are the qualifications of the mentor(s) in the area of the proposed research appropriate? 
• Does the mentor(s) adequately address the candidate’s potential and their strengths and areas needing improvement? 
• Is there adequate description of the quality and extent of the mentor’s proposed role in providing guidance and advice to the candidate? 
• Is the mentor’s description of the elements of the research career development activities, including formal course work adequate? 
• Is there evidence of the mentor’s, consultant’s, and/or collaborator’s previous experience in fostering the development of independent investigators? 
• Is there evidence of the mentor's current research productivity and peer-reviewed support? 
• Is active/pending support for the proposed research project appropriate and adequate? 
• Are there adequate plans for monitoring and evaluating the career development recipient’s progress toward independence?
• Are the mentor’s research qualifications, scientific stature, experience, and mentoring track record appropriate for the candidate's research career development needs?
• Are the nature and extent of the proposed mentorship adequate and appropriate, and is the commitment of the mentor(s) to the candidate's advanced research career development appropriate?
• Does the mentor(s) have a history of research productivity and support?
• If the applicant is proposing to gain experience in a clinical trial as part of his or her research career development, is there evidence of the appropriate expertise, experience, and ability on the part of the mentor(s) to guide the applicant during participation in the clinical trial?

Environment & Institutional Commitment to the Candidate

• Is there clear commitment of the sponsoring institution to ensure that the required minimum of the candidate’s effort will be devoted directly to the research described in the application, with the remaining percent effort being devoted to an appropriate balance of research, teaching, administrative, and clinical responsibilities? 
• Is the institutional commitment to the career development of the candidate appropriately strong? 
• Are the research facilities, resources and training opportunities, including faculty capable of productive collaboration with the candidate adequate and appropriate? 
• Is the environment for the candidate’s scientific and professional development of high quality? 
• Is there assurance that the institution intends the candidate to be an integral part of its research program as an independent investigator?

Protections for Human Subjects

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

Inclusion of Women, Minorities, and Individuals Across the Lifespan

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

Vertebrate Animals

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals Section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

Resubmissions

For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

For Revisions, the committee will consider the appropriateness of the proposed expansion of the scope of the project. If the Revision application relates to a specific line of investigation presented in the original application that was not recommended for approval by the committee, then the committee will consider whether the responses to comments from the previous scientific review group are adequate and whether substantial changes are clearly evident.

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Resource Sharing Plans

Reviewers will comment on whether the Resource Sharing Plan(s) (i.e., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable.

All applications for support under this NOFO must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). Taking into account the level of experience of the candidate, including any prior instruction or participation in RCR as appropriate for the candidate’s career stage, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the mentor(s) and other faculty involvement in the fellow’s instruction; 4) Duration of Instruction - the number of contact hours of instruction (at least eight contact hours are required); and 5) Frequency of Instruction – instruction must occur during each career stage and at least once every four years. Plans and past record will be rated as ACCEPTABLE or UNACCEPTABLE , and the summary statement will provide the consensus of the review committee. See also: NOT-OD-10-019 .

Select Agent Research

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Authentication of Key Biological and/or Chemical Resources

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s), in accordance with NIH peer review policies and practices , using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications:

• May undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.
• Will receive a written critique.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board.

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the  NIH Grants Policy Statement Section 2.4.4 Disposition of Applications .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the  NIH Grants Policy Statement . This request is not a Notice of Award nor should it be construed to be an indicator of possible funding. 

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient’s business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions . Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Grantee institutions must ensure that all protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the  NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General  and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

• Federal-wide Standard Terms and Conditions for Research Grants
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions. 

If a recipient receives an award, the recipient must follow all applicable nondiscrimination laws. The recipient agrees to this when registering in SAM.gov. The recipient must also submit an Assurance of Compliance ( HHS-690 ). To learn more, see Laws and Regulations Enforced by the HHS Office for Civil Rights website . 

HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to System for Award Management (SAM.gov) requirements. SAM.gov requires Federal agencies to review and consider information about an applicant in the designated integrity and performance system (currently SAM.gov) prior to making an award. An applicant can review and comment on any information in the responsibility/qualification records available in SAM.gov. NIH will consider any comments by the applicant, in addition to the information available in the responsibility/qualification records in SAM.gov, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 2 CFR Part 200.206 “Federal awarding agency review of risk posed by applicants.” This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually and financial statements as required in the NIH Grants Policy Statement . The Supplemental Instructions for Individual Career Development (K) RPPRs must be followed. For mentored awards, the Mentor’s Report must include an annual evaluation statement of the candidate’s progress.

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement . NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR 200.301.

The Federal Funding Accountability and Transparency Act of 2006 as amended (FFATA), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later.  All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold. See the NIH Grants Policy Statement for additional information on this reporting requirement. 

In accordance with the regulatory requirements provided at 2 CFR Part 200.113 and Appendix XII to 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period.  The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (Responsibility/Qualification in SAM.gov, formerly FAPIIS).  This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313).  As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available.  Full reporting requirements and procedures are found in Appendix XII to 2 CFR Part 200 – Award Term and Condition for Recipient Integrity and Performance Matters.

5. Evaluation

In carrying out its stewardship of human resource-related programs, NIH may request information essential to an assessment of the effectiveness of this program from databases and from participants themselves. Participants may be contacted after the completion of this award for periodic updates on various aspects of their employment history, publications, support from research grants or contracts, honors and awards, professional activities, and other information helpful in evaluating the impact of the program.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

Because of the difference in individual Institute and Center (IC) program requirements for this NOFO, prospective applications  MUST  consult the  Table of IC-Specific Information, Requirements, and Staff Contacts , to make sure that their application is responsive to the requirements of one of the participating NIH ICs. Prior consultation with NIH staff is strongly encouraged.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten on-time submission, and post-submission issues)

Finding Help Online:  https://www.era.nih.gov/need-help (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application processes and NIH grant resources) Email:  [email protected]  (preferred method of contact) Telephone: 301-637-3015

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email:  [email protected]

See Table of IC-Specific Information, Requirements and Staff Contacts .

Examine your eRA Commons account for review assignment and contact information (information appears two weeks after the submission due date).

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Please note that the NIH Loan Repayment Programs (LRPs) are a set of programs to attract and retain promising early-stage investigators in research careers by helping them to repay their student loans. Recipients of career development awards are encouraged to consider applying for an extramural LRP award.

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 2 CFR Part 75.

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files .

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News Release

Thursday, April 18, 2024

NIH modifies application and review process for fellowship grants to broaden scientific trainee pool

The National Institutes of Health (NIH) is revising the application and peer review process for grants that enable external institutions to recruit for research training fellowships. Fellowship training awards are a critical part of the development of the biomedical research workforce. The revised approach for peer review of fellowship applications is designed to enhance participation from strong applicants at smaller schools, mentors relatively early in their careers, and well-qualified students with less-conventional academic backgrounds. These changes will be effective for fellowship applications due on or after Jan. 25, 2025.

“NIH is potentially leaving out promising scientists for training opportunities due to a process that too heavily favors elite institutions and senior sponsors who are well known. This has led to an overly narrow emphasis on traditional markers of early academic success,” said NIH Director Monica M. Bertagnolli, M.D. “These changes are aimed at improving the path for talented scientists who might not be recognized under the current system.”

NIH awards individual fellowships to help scientists develop and extend their skillset as contributing members of the biomedical research workforce. An evaluation of the fellowship review process raised concerns that the applicant pool was too concentrated among a few schools and that the process over-emphasized sponsor seniority, reputation of the sponsor and institution and undergraduate grades. This led to some strong applicants being unfairly disadvantaged.

While NIH will not be revising the peer review criteria required by regulation, NIH will modify how those criteria will be considered by peer reviewers by focusing on three key factors — the potential of the candidate, strength of the research training plan, and the commitment to the candidate on the part of the sponsor and the institution. Additionally, the application process will be updated to reduce the burden by shortening the application overall and making clear who, candidate or sponsor, is responsible for which material. The requirement for submission of undergraduate or graduate grades will be removed.

Over the past few years, multiple concerns were raised about reputational and career-stage bias, the information used to judge candidates, and a burdensome application process for both candidates and reviewers. Data analyses supported these concerns.  In developing the improved fellowship peer application and review process, NIH solicited feedback from multiple sources. Comments submitted in response to a 2023 public request for information were generally supportive of the effort but called for more clarity in the review criteria and application instructions. Based on that feedback, the initial proposal was modified, resulting in the current changes that are now being implemented.

For more information on the impending changes, please visit: https://grants.nih.gov/policy/peer/improving-nrsa-fellowship.htm .

About the NIH Center for Scientific Review (CSR) : CSR organizes peer review groups that evaluate the majority of grant applications submitted to NIH. These groups include experienced and respected researchers from across the country and abroad. Since 1946, CSR's mission has been to see that NIH grant applications receive fair, independent, expert, and timely reviews — free from inappropriate influences — so NIH can fund the most promising research. CSR also receives all incoming applications and assigns them to the NIH institutes and centers that fund grants. For more information, go to  http://www.csr.nih.gov .

About the National Institutes of Health (NIH): NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov .

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UT Tyler Health Science Center

Build a healthier tomorrow.

Home to the region’s only academic medical center, The University of Texas at Tyler Health Science Center is one of the five campuses of UT Tyler. Two of UT Tyler’s four health-related schools have a presence on this campus: the School of Health Professions and the School of Medicine.

Campus History

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The UT Tyler Health Science Center facility offers an array of crucial medical and healthcare education resources, fostering an environment dedicated to excellence in education. From cutting-edge simulation labs to dedicated research spaces, every aspect of the UT Tyler Health Science Center is designed to enhance the educational experience. This dynamic campus is not just a hub for learning; it’s a catalyst for progress in healthcare education and a testament to UT Tyler's commitment to shaping the future of healthcare in the East Texas region.

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A Regional Leader in Health Research

UT Tyler pioneers solutions to improve health. Several research centers, including the Center for Mycobacterial Treatment and Discovery and the Center for Biomedical Research, are housed on this campus. The centers build on our history of innovative treatments for lung disease and focus on the health concerns of rural populations through projects funded by agencies like the National Institutes of Health and the Centers for Disease Control and Prevention. Students benefit from hands-on research opportunities and instruction informed by the latest developments in the field. 

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Ut health east texas.

In its regional network of hospitals, clinics and other facilities, UT Health East Texas delivers world-class care to thousands of patients each year while conducting clinical trials and training the next generation of professionals through UT Tyler’s unique programs. The UT Tyler Health Science Center is home to UT Health North Campus Tyler .

Public Health Programs

Faculty, staff and students at the UT Tyler Health Science Center campus connect their expertise with local community needs to assist traditionally underserved populations through an array of health and outreach programs, including behavioral health telemedicine services for rural populations, cancer screenings, parental education, lifestyle changes and more.

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To strengthen regional healthcare, we train community health workers, promote healthcare careers in underrepresented communities and support community health education and development efforts.

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HOW MIGHT YOU DEFY IMAGINATION?

You’ve worked hard to become the professional you are today and are now ready to take the next step in your career. How will you put your skills, experience and passion to work toward your goals? At Amgen, our shared mission—to serve patients—drives all that we do. It is key to our becoming one of the world’s leading biotechnology companies, reaching over 10 million patients worldwide. Come do your best work alongside other innovative, driven professionals in this meaningful role.

Associate Scientist

What you will do

Let’s do this. Let’s change the world. In this vital role you will [top-line statement connecting primary position responsibility to employer brand].

• Design and perform in vitro studies to assess the biology of novel targets and evaluate mechanisms of action of therapeutic molecules.
• Collaborate closely with colleagues in In Vivo Pharmacology to support and execute pharmacodynamic studies.
• Perform literature and database surveys to support new target ideation and evaluation.
• Effectively communicate plans, results, and analyses to cross-functional teams.

What we expect of you

We are all different, yet we all use our unique contributions to serve patients. The professional we seek will have these qualifications.

Basic Qualifications:

Master’s degree and 1 year of Scientific experience

Bachelor’s degree and 3 years of Scientific experience

Preferred Qualifications:

• Master’s Degree in immunology or a related discipline and 3+ years of scientific experience in an industry setting or recently graduated Ph.D.
• Hands-on experience in laboratory techniques including primary T cell and mammalian cell cultures, siRNA/DNA transfection, genome editing, qRT-PCR, ELISA and western blot.
• Expertise in the isolation and flow cytometry-based analysis of human or murine immune cells.
• Prior experience with tumor-immune cell co-cultures and performing cytotoxicity assays is preferred.
• Proactive, curious, and eager to learn and grow.

What you can expect of us

As we work to develop treatments that take care of others, we also work to care for our teammates’ professional and personal growth and well-being.

The expected annual salary range for this role in the U.S. (excluding Puerto Rico) is posted. Actual salary will vary based on several factors including but not limited to, relevant skills, experience, and qualifications.

Amgen offers a Total Rewards Plan comprising health and welfare plans for staff and eligible dependents, financial plans with opportunities to save towards retirement or other goals, work/life balance, and career development opportunities including:

• Comprehensive employee benefits package, including a Retirement and Savings Plan with generous company contributions, group medical, dental and vision coverage, life and disability insurance, and flexible spending accounts.
• A discretionary annual bonus program, or for field sales representatives, a sales-based incentive plan
• Stock-based long-term incentives
• Award-winning time-off plans and bi-annual company-wide shutdowns
• Flexible work models, including remote work arrangements, where possible

for a career that defies imagination

Objects in your future are closer than they appear. Join us.

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Amgen is an Equal Opportunity employer and will consider you without regard to your race, color, religion, sex, sexual orientation, gender identity, national origin, protected veteran status, or disability status.

We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact us to request accommodation.

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New Science and Medical Research Hub Opens in Atlanta

Georgia Institute of Technology and the Trammell Crow Company are transforming Atlanta’s booming skyline with the launch of the first phase of Science Square, a pioneering mixed-use development dedicated to biological sciences and medical research and the technology to advance those fields. A ribbon-cutting ceremony is planned for April 25. 

“The opening of Science Square’s first phase represents one of the most exciting developments to come to Atlanta in recent years,” said Ángel Cabrera, president of Georgia Tech. “The greatest advances in innovation often emerge from dense technological ecosystems, and Science Square provides our city with its first biomedical research district, which will help innovators develop and scale their ideas into marketable solutions.” 

Science Square’s first phase includes Science Square Labs, a 13-story purpose-built tower with state-of-the-art infrastructure to accommodate wet and dry labs and clean room space. To promote overall energy efficiency as well as sustainability, the complex houses a massive 38,000-square-foot solar panel. The solar panel system is in addition to an energy recovery system that extracts energy from the building’s exhaust air and returns it to the building’s HVAC system, reducing carbon dioxide emissions. Electrochromic windows, which tint during the day to block ultraviolet rays and steady the temperature while also controlling the environment — key in research labs — are also featured throughout the building.   

Equipped with technologically advanced amenities and infrastructure, Science Square Labs serves as a nexus for groundbreaking research, enabling collaboration between academia, industry, and startup ventures. Portal Innovations, a company specializing in life sciences venture development, is among the first tenants to establish operations at Science Square, as Atlanta takes center stage as the country’s top city for research and development employment growth. 

The opening of the complex’s first phase, just south of Georgia Tech’s campus and totaling 18 acres, also features retail space and The Grace Residences developed by High Street Residential, TCC's residential subsidiary. The 280-unit multifamily tower, already welcoming tenants, is named in honor of renowned Atlanta leader and Georgia State Representative Grace Towns Hamilton who spent many years championing this community.

Beyond its scientific endeavors, Science Square embodies Georgia Tech’s commitment to uplifting the local community. By collaborating with organizations like Westside Works, Science Square aims to empower residents through targeted workforce development initiatives and economic opportunities.  

“This mixed-use development adds immense value to Atlanta’s west side and will lead the development of pioneering medical advances with the power to improve and save lives,” President Cabrera added.  

Angela Barajas Prendiville

Director, Media Relations

Georgia Institute of Technology  

Ayana Isles

Senior Media Relations Representative  

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