Rush Medical College

Welcome to Rush Medical College

As a student at RUSH, you have joined a historic institution that has contributed greatly to the development of medicine and health care. RUSH is a caring institution that serves the needs of patients, students, faculty, staff and our community. RUSH is committed to excellence in all that it does.

Chartered in 1837, Rush Medical College has been a part of the Chicago landscape longer than any other health care institution. Times have changed since then, and medicine and health care have evolved. However, RUSH’s best traditions continue: hands-on learning, an unparalleled commitment to community service and experiences supported by outstanding role models. Rush Medical College is a family of more than 2,600 faculty and staff, nearly 600 medical students and almost 800 residents and fellows.

RUSH has produced skilled leaders in medicine and science, including thousands of excellent physicians. Explore the Rush University and Rush University Medical Center websites to discover the myriad of opportunities that Rush Medical College offers in medical education, clinical care and biomedical research. Please let us know if we can help you in any way.

Cynthia A. Brincat, MD, PhD
Acting Dean of Rush Medical College

Undergraduate Medical Education

Mission

Through a supportive and dynamic learning community, Rush Medical College nurtures the development of empathetic, proficient physicians dedicated to continuous learning, innovation, and excellence in clinical practice, education, research, and service. 

Vision

Rush Medical College will be the global leader in student-centered, future-oriented medical education. 

Diversity & Inclusion Statement

Rush Medical College embraces the Rush University Medical Center Diversity Leadership Council vision for diversity and the Association of American Medical Colleges (AAMC) commitment to increasing diversity in medical schools. As a member of the AAMC, we are further guided by the AAMC’s Group on Diversity and Inclusion definitions:

Diversity “embodies inclusiveness, mutual respect, and multiple perspectives and serves as a catalyst for change resulting in health equity. In this context, we are mindful of all aspects of human differences, such as socioeconomic status, race, ethnicity, language, nationality, sex, gender identity, sexual orientation, religion, geography, disability and age.”

Recognizing the importance of addressing the issues related to those historically underrepresented in medicine and never losing sight of the ultimate goals of providing care to the under-served, promoting health equity, and eliminating health disparities, Rush Medical College seeks to recruit, retain and develop a student body and physician workforce that will advance diversity across the entire professional spectrum of medical education.  

Inclusion “is a core element for successfully achieving diversity. Inclusion is achieved by nurturing the climate and culture of the institution through professional development, education, policy and practice. The objective is creating a climate that fosters belonging, respect, and value for all and encourages engagement and connection throughout the institution and community.”

Rush Medical College, appreciating that diversity and inclusion enhances the medical education environment and ultimately the overall health of our community, strives to create and support an environment where faculty, residents, fellows, staff, and medical students combine their differing backgrounds, diverse perspectives, and unique skills as they work with peers to solve problems, enhance their ability to work with patients, and develop new, effective ways to manage health, conduct research, and deliver quality care. It is our goal to improve the health of the individuals and diverse communities we serve with a critical focus on the benefits of diversity in medicine and biomedical sciences. We believe this is an important factor in meeting our mission — not only by creating a diverse environment but also by influencing the potential for our students and physicians to succeed in our rapidly changing and diverse society.

Utilizing information provided by the Office of Integrated Medical Education and other data, Rush Medical College’s Faculty Council is committed to implementing institutional policies, procedures, programs, and initiatives designed to meet these stated diversity goals.

Professionalism Statement & Standards

Overview

“Professionalism is the basis of the medicine’s contract with society.” So begins the preamble to the American Board of Internal Medicine’s Physician Charter, a widely recognized and endorsed document detailing the roles and responsibilities of the modern physician in practice towards their patients, profession and society. It has been recognized for decades in American undergraduate medical education that not only does professionalism need to be modeled in the clinical setting, but taught and assessed throughout training, starting from entry to medical school. Developing and refining behaviors consistent with exemplary medical professionalism is an acquired skill, which requires teaching from the time of entry into medical school. 

The expectations for trainees, whether in the undergraduate medical program or graduate medical program, are closely aligned. Furthermore, the expectations of students should be similar, but level-appropriate, to those for attending physicians with regards to medical professionalism and ethically sound behavior. 

This document specifically defines (1) the value of professionalism in the Rush Medical College (RMC) curriculum, (2) professionalism standards for RMC students and (3) methods for reporting concerns about student professionalism. 

Professionalism in the RMC Curriculum

The Professional Role curriculum is designed to introduce students to both the fundamentals of medical professionalism and medical ethics, as well as provide guidance on both exemplary professional behavior and unprofessional student behavior. The teaching in the four-year curriculum is parallel to the routine professional expectations RMC has of students in both clinical practice, administrative responsibilities and interpersonal interactions. 

Professionalism Standards for RMC Students

The following expectations are based on medical professionalism guidelines as set forth by the American Board of Internal Medicine Physician Charter. Students are expected to strive to model the highest standards of professionalism as members of the Rush community, in both Rush-related activities and activities external to Rush. Student professionalism is regularly assessed throughout the curriculum in end-of-course evaluations, including narrative evaluations. Students are expected to demonstrate professionalism in the following ways as outlined in the RMC Expectations for the Learning Environment:

Classroom/Clinical Experiences

• Being adequately prepared for learning activities in the classroom, laboratory, research and clinical settings
• Attending and participating in learning activities in an engaged, punctual and reliable manner
• Completing all course and administrative requirements as defined by the Office of Integrated Medical Education (OIME), course directors and faculty in a timely manner
• Dressing and conducting themselves appropriately to the activity in which they are participating, in a manner becoming of a member of the Rush community

Feedback and Evaluation

• Actively and appropriately seeking feedback to improve their own performance, accepting constructive feedback openly and without hostility, accepting responsibility for missteps
• Reflecting on their performance and educational experiences to inform their self-directed learning and study
• Recognizing personal limitations in knowledge, skills, and attitudes, and seeking help from faculty and peers as appropriate
• Providing constructive feedback and evaluation about the learning environment and educational experiences

Interpersonal Behaviors

• Treating faculty, residents, staff and fellow students with respect and collegiality, both in person and via social media and other digital platforms
• Resolving conflicts in an appropriate and professional manner

Patient Care

• Treating patients with kindness, compassion and respect, both in person and via social media and other digital platforms
• Respecting and preserving patient confidentiality as appropriate for patient care through the electronic health record and other digital platforms, and in person

Personal Integrity and Academic Honesty

• Adhering to the RMC Honor Code, Rush University Honor Code, and the Rush University Medical Center Code of Conduct
• Adhering to the ethical standards of our profession as described by the American Medical Association
• Acting as models of honesty and integrity at all times, in all interactions with patients, faculty and colleagues
• Addressing witnessed errors, rule violations and unprofessional behavior in a direct and respectful manner, including the reporting of such behaviors to the appropriate authority
• Refraining from use of illicit substances, in accordance with the law 
• Avoiding use of legal or prescribed substances to the point of impairment or dependency

Methods for Reporting Professionalism Concerns

Various RMC personnel and committees work closely together in the evaluation and remediation of student professionalism concerns. Professionalism concerns can be reported through the following mechanisms: 

• RMC Honor Code Council: The Honor Code Council is a group of peer-elected medical students who review reports of potential Honor Code violations and recommend action as appropriate. As per the Honor Code Council Policies and Procedures, reports cannot be anonymous; they must contain the name of both the reporter and the student named in the violation. If an Honor Code violation is found to have occurred, or if the Council is unable to reach a conclusion, the report is passed directly to the Committee on Student Evaluation & Promotion (COSEP) for further evaluation and the final decision on action.
• Special Committee on the RMC Environment (SCORE): SCORE is another student-run organization which evaluates a wide range of reports regarding the learning environment. SCORE reporting can be anonymous, as per the SCORE Policies and Procedures, although submitters are encouraged to identify themselves to the committee. Occasionally, students submit reports of unprofessional behavior of other students to SCORE. If SCORE deems appropriate, these reports may be passed on to OIME for further evaluation, and subsequently reported to COSEP. 
• RMC Early Concern Note (ECN): Any faculty member may submit an Early Concern Note if they observe or learn of a minor professionalism lapse. ECNs are reported to the OIME and are reviewed by either the assistant dean of preclerkship or the assistant dean of clerkship curriculum. The relevant dean will discuss the issue with the student. If the professionalism lapse is significant or is considered to be a part of a pattern of behavior, it may be referred to COSEP for evaluation, as deemed appropriate by the relevant dean. 
• Student Evaluations: Student professionalism is routinely assessed via clerkship director evaluations, narrative evaluations and student performance evaluations. If there are reports of unprofessional behavior on any of these evaluations, these reports will be evaluated and addressed in the same manner as ECNs.  
• Rush University Student Complaint Portal: Any Rush University student can report complaints through the Rush University Student Complaint Portal. Rush University will review or refer the complaints submitted through this portal to determine the appropriate follow-up.
• In addition to the above methods, faculty, staff and students are encouraged to report any concerns regarding professionalism to the relevant course/clerkship director or any OIME dean. Major lapses in professionalism should be immediately reported to any OIME dean.

Conclusion

This document stands as a comprehensive overview of the role of professionalism in the Rush Medical College curriculum and in student assessment and promotions. This document will be reviewed and updated periodically by the professional role leader of the Rush Medical College.

Admissions Requirements

Information on the admissions process can be found on the Rush Medical College admissions webpage.

Applicants must meet and/or submit the following requirements to be considered:

• Identify as a U.S. citizenship, permanent resident of the United States, or be of asylee, refugee, or Deferred Action for Childhood Arrival (DACA) status
• Completion of a bachelor’s degree from a four-year college or university accredited in the United States or a Canadian-based institution
• As applicable, for post-baccalaureate coursework: Submission of grades through AMCAS for at least 24 hours of post-baccalaureate coursework achieving a strong academic foundation in the basic sciences
• Submission of the Medical College Admissions Test (MCAT)
• Submission of a Casper score
• Submission of a Rush secondary application
• Submission of three letters of recommendation
• Meet the Rush technical standards for admission and promotion

Required Coursework

Beginning in the 2025 application cycle, Rush Medical College will require the following coursework:

• Chemistry: One academic year
  • One semester of Biochemistry
  • One semester of Organic Chemistry (Recommended)
• Biology: One academic year
  • One semester of Cell Biology
• Biology and/or Chemistry Lab: One academic year
• Physics: One semester (AP credit can be used to fulfill the requirement)
• Math: One semester of Algebra or higher-level math (AP credit can be used to fulfill the requirement)
• English: One academic year of English Composition

Additionally, students are encouraged to complete coursework (for example sociology, public health, political science, global health, bioethics, urban studies, history, economics) that provides exposure to content about social determinants of health and disparities in healthcare outcomes.

Technical (Non-Academic) Standards

We offer an undifferentiated MD degree affirming the general knowledge and skills to enter residency training and qualify for medical licensure. Essential abilities and characteristics required for completion of the MD degree consist of certain minimum physical and cognitive abilities and emotional characteristics to assure that candidates for admission, promotion, and graduation are able to complete the entire course of study and participate fully in all aspects of medical training, with or without reasonable accommodation.

MD candidates must have skills in the following areas:

• Behavioral and social abilities
• Communication
• Ethics and professionalism
• Intellectual (conceptual, integrative and quantitative)
• Motor
• Observation

This ensures that candidates for admission, promotion and graduation can complete the entire curriculum and participate fully in training, with or without reasonable accommodation.

We are committed to diversity. We look to attract and educate students who help make the population of health care professionals representative of the national population.

Our core values are I CARE (innovation, collaboration, accountability, respect and excellence). These values translate into our work with all students, including those with disabilities.

We collaborate with students to develop innovative ways to ensure accessibility and create a respectful, accountable culture. We have confidential and specialized disability support.

We are committed to excellence in accessibility. We encourage students with disabilities to disclose and seek accommodations.

Behavioral and social abilities

Students should possess the emotional health required for the following:

• Full utilization of their intellectual abilities
• Exercising good judgment
• Prompt completion of all responsibilities attendant to the diagnosis and care of patients
• The development of mature, sensitive and effective relationships with patients, fellow students, faculty and staff

Students should be able to tolerate physically taxing workloads and to function effectively under stress.

Students should be able to adapt to changing environments and display flexibility. They should learn to function in the face of uncertainties inherent in the clinical problems of many patients.

Compassion, integrity, concern for others, interpersonal skills, professionalism, interest and motivation are expected during the education processes.

Communication

Students should be able to communicate with patients to elicit information, detect changes in mood and activity, and establish a therapeutic relationship.

Students should be able to communicate via English effectively and sensitively with patients and health care teams, both in person and in writing.

Ethics and professionalism

Students should maintain ethical and moral behaviors commensurate with the physician’s role in all interactions with patients, faculty, staff, students and the public.

Students are expected to understand the legal and ethical aspects of practicing medicine. They must function within the law and ethical standards of the profession.

Intellectual, conceptual, integrative and quantitative abilities

Students should be able to assimilate detailed and complex information presented in both didactic and clinical coursework. They should also be able to engage in problem-solving.

Students are expected to possess the ability to measure, calculate, reason, analyze, synthesize and transmit information.

In addition, students should be able to comprehend 3D relationships. Students must understand the spatial relationships of structures and adapt to different learning environments and modalities.

Motor

Students should, after a reasonable period of time, possess the capacity to perform a physical examination and diagnostic maneuvers.

Students should be able to execute some motor movements required to provide general care to patients. They should also be able to execute motor movements required to provide or direct emergency treatment of patients.

Such actions require some coordination of both gross and fine muscular movements, balance and equilibrium.

Observation

Students should be able to obtain information from demonstrations and experiments in the basic sciences. Students should be able to assess a patient and evaluate findings accurately.

These skills require the use of vision, hearing, and touch or the functional equivalent.

The technical standards delineated above must be met, with or without accommodation.

Students who, after reviewing the standards, determine they require reasonable accommodation to fully engage in the program should contact the Office of Student Accessibility Services. We will confidentially discuss your needs.

Given the clinical nature of our programs, time may be needed to create and implement accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged.

To learn more about accommodations at Rush University please contact:

Marie Lusk, MBA, MSW, LSW
Director, Office of Student Accessibility Services
Rush University
600 S. Paulina St. AAC 901
Chicago, IL 60612
(312) 942-5237
marie_lusk@Rush.edu

Process

Requests for accommodation by individuals with a disability as defined by the Rehabilitation Act of 1973 or the Americans with Disability Act will be considered on the basis of their abilities and the extent to which reasonable accommodation, if required, can be provided.

The Rush University policy for students with disabilities describes the process for requesting an accommodation and is available in the catalog and on the website.

These guidelines were reviewed, updated and approved by the Committee on Admissions, Committee on Student Evaluation and Promotion and the Office of Legal Affairs in August 2016.

Criminal Background Check & Drug Screening

During Admission & Matriculation

As a medical school located in Illinois, Rush Medical College enforces the Medical School Matriculant Criminal History Records Check Act which states the following: a medical school located in Illinois must require that each matriculant submit to a fingerprint-based criminal history records check for  violent felony convictions and any adjudication of the matriculant as a sex offender conducted by the Department of State Police and the Federal Bureau of Investigation as part of the medical school admissions process. This criminal background check will occur through the American Medical College Application Service (AMCAS) once an applicant has been offered an acceptance of admission.

In preparation for clinical rotations at John H. Stroger, Jr. Hospital of Cook County, all Rush Medical College students are also required to submit a urine sample under conditions arranged by Rush Medical College for a drug screening. This is completed during orientation through a process coordinated by the Student Health Service (Lifetime Medical Associates). Upon completion of the testing process, a report will be released to Rush Medical College.

All positive results on the criminal background check, the sex offender assessment and/or the drug screen are reviewed by the Office of Integrated Medical Education (OIME) in consultation with the Office of Legal Affairs. 

Current Students

• Current students may be required to submit to either a criminal background check and/or drug screening for a clinical experience (Rush or non-Rush) which requires such verification.  
• Enrolled students must inform OIME of any criminal convictions (other than a minor traffic offense) while enrolled at Rush Medical College.
• Students returning from a leave of absence must inform OIME of any criminal convictions (other than a minor traffic offense) while on leave of absence. 

Refusal to comply with a required criminal background check and/or drug screening will result in a student’s file being presented to the Committee on Student Evaluation & Promotion (COSEP) for review. A positive result from any criminal background check or drug screening will result in the student’s file being presented to the COSEP for review. Notification of criminal conviction (other than a minor traffic offense) or failure to notify OIME of criminal conviction (other than a minor traffic offense) will result in the student’s file being presented to the COSEP for review.

Immunization Requirements 

All students must be compliant with the Rush University Student Health Requirements (see University policy).

Additional RMC Immunization Requirements

To prepare for work in clinical settings, Rush Medical College students must meet special compliance requirements. Immunization requirements follow national and regional recommendations for health care workers. The requirements include a documentation of positive serum titers to measles, mumps, rubella, Hepatitis B and varicella. Students also must have annual TB screening (Quantiferon Gold or PPD) and documentation of tetanus (Tdap) vaccination within the past 10 years. 

Documenting Immunization Compliance

The Medical Student Health Program (MSHP) at Lifetime Medical Associates is responsible for all compliance testing, vaccinations and management of exposures. Lifetime Medical Associates will administer a QuantiFERON Gold test (QFT-G) to all medical students during orientation.

Student vaccination records will be kept through Lifetime Medical Associates and entered directly into Epic. Student questions are to be directed to Lifetime Medical Associates at (312) 942-8000 or email Mary_Nicholas@Rush.edu.

Program Objectives

By graduation, a Rush Medical College student will achieve the RMC Program Objectives, which are key tasks essential to success as a physician. Our curriculum is designed to support these Program Objectives. The program objectives are key tasks that students will achieve by the time of graduation. They represent RMC’s commitment to our students and are written as task statements deemed critical to becoming a successful physician. The program objectives inform curriculum development, as all session objectives are mapped to a course objective which is mapped to a program objective.

The RMC Program Objectives are organized around six roles that a physician plays and the foundational role of medical knowledge that supports them: 

Advocate

Identify and address social, political and cultural factors that affect the health of patients and populations to improve health equity.

Communicator

Establish strong therapeutic relationships with patients and their families to cooperatively provide care that reflects their needs, values and preferences.

Leader

Contribute to the improvement of health care quality by participating in a culture of safety and coordinating care between the various elements of the health care system.

Practitioner

Collect, interpret and document information to make clinical decisions and carry out diagnostic and therapeutic interventions to provide high-quality patient care.

Professional

Demonstrate a commitment to carrying out professional responsibilities and upholding the legal and ethical principles that support medical practice.

Scholar

Use evidence-based principles to continually enhance one’s own practice, inform care of your patients and develop the skills to contribute to the scientific knowledge of the field.

Medical Knowledge

Demonstrate knowledge of established and evolving biomedical, clinical and social-behavioral sciences, and the application of this knowledge to patient care.

Graduation Requirements 

The following are requisites to the granting of the Doctor of Medicine, or MD, degree by Rush University for students matriculating in 2024 with an expected graduation year of 2028: 

• The student must have successfully completed the medical college curriculum or its equivalent, in accordance with the requirements of the medical college and Committee on Student Evaluation and Promotion (COSEP)
• The student must pass USMLE Step 1 and USMLE Step 2 Clinical Knowledge (CK) by the deadlines set by OIME
• The student must complete the requirements for graduation within a maximum of 58 months of active enrollment (excluding leave of absence) beginning from the time of matriculation
• Successful completions of all COSEP-required remediation plans
• By November 30 of the calendar year prior to the year of expected graduation, students must: (a) have passed all required M3 core clerkships and (b) be scheduled for all elective clerkship requirements to meet the required 24 weeks of electives
• Approval for graduation by a vote from COSEP

Notification of Failure to Meet Graduation Requirements

If the student is reasonably expected not to be able to fulfill the graduation requirements, the Office of Integrated Medical Education (OIME) will notify COSEP.  OIME will notify the National Resident Matching Program (NRMP) according to their requirements for residency program notification.

Remediation Plans & Dismissal Procedures

On a case-by-case basis, the Committee on Student Evaluation and Promotion (COSEP) may establish requirements for a remediation plan for students with academic, professionalism, or fitness to practice deficiencies/concerns. COSEP will endeavor to develop a program, which, if completed, will strengthen the student’s prospects for successfully completing the remainder of of their medical college program. See the COSEP Policies & Procedures for information on remediation plans. 

In discussions of student dismissal, COSEP is empowered to make recommendations only; final decisions regarding dismissal are made by the dean of Rush Medical College. Grounds for dismissal from RMC and procedures for COSEP recommendation of dismissal, student request for reconsideration of dismissal recommendation, and appeals to the Dean are detailed in the COSEP Policies & Procedures.

Academic Probation Policy

At Rush Medical College (RMC), the status of academic probation will apply to any student who is either on a remedial plan per the Committee of Student Evaluation and Promotion (COSEP) or completing a professionalism remediation mandated by either COSEP or the Office of Integrated Medical Education (OIME).
 
The status academic probation will be applied for either a defined period or until identified deficiencies are remediated. Students on prolonged remedial plans, such as those repeating a year, may petition the OIME to lift the probationary status after one full term, provided they are progressing in remediating their identified deficiencies. Students placed on academic probation will be informed, in writing, of this status and any applicable terms in a timely manner and will likewise receive written notification when the status is lifted. Failure to remediate deficiencies during the period of probation may result in dismissal from RMC.
 
Unless withdrawal from such activities is explicitly mandated by their remedial plan, students on academic probation may continue to participate in extracurricular activities within RMC and Rush University. They may, nonetheless, be encouraged to curtail some of these activities in service of their remediation.  However, because the medical college will not provide a letter of good academic standing to any student on academic probation, their ability to participate in some external activities and organizations may be limited.
 
The status “academic probation” will not be referenced as such in either the Medical Student Performance Evaluation (MSPE) or the Rush University transcript. However, the academic or professionalism difficulty contributing to probation will be referenced per usual practice. 

DIVISION OF TRANSLATIONAL SCIENCE

Division of Translational Science: Mission, Vision and Philosophy

Mission

The mission of the Division of Translational Science (DTS) within Rush Medical College (RMC) at Rush University is to advance the frontiers of biomedical science through innovative education, cutting-edge research, and interdisciplinary collaboration. By offering a PhD program in Integrated Biomedical Sciences, a master’s program in Integrated Biomedical Sciences, a master’s program in Biotechnology, and a master’s program in Clinical Research, we strive to cultivate a dynamic and inclusive environment that nurtures scientific discovery, critical thinking, and professional development. Our goals are to:1) Provide rigorous and comprehensive graduate education that equips students with deep expertise in biomedical sciences, biotechnology, and clinical research. 2) Foster creativity and collaboration across disciplinary boundaries to solve complex biomedical challenges. 3) Promote strategic and impactful research that addresses critical health issues and advances medical science. 4) Ensure diversity and inclusivity within our academic community to enrich the educational experience and enhance scientific innovation. 5) Prepare graduates for successful careers in academia, industry, and healthcare by offering contemporary professional development and career planning resources. By fulfilling this mission, the Division of Translational Science aims to develop leaders who will drive scientific progress and improve human health globally.

Vision

The Division of Translational Science at Rush University envisions becoming a global leader in biomedical education and research, recognized for our commitment to scientific excellence, interdisciplinary innovation, and transformative impact on human health. We aspire to create an environment where diverse perspectives and collaborative efforts converge to drive breakthroughs in biomedical sciences, biotechnology, and clinical research. Our graduates will emerge as pioneering leaders equipped to address the most pressing health challenges, advance medical knowledge, and improve the quality of life for communities worldwide. Through our dedication to fostering critical thinking, creativity, and professional growth, we aim to shape the future of healthcare and scientific discovery.

Philosophy

At the Division of Translational Science at Rush University, we believe that our students are the cornerstone of our mission and vision. We are committed to nurturing a student-centered environment that prioritizes intellectual growth, interdisciplinary collaboration, and professional excellence. Our educational philosophy is grounded in student empowerment, interdisciplinary learning, research excellence, inclusivity and diversity, professional development, and collaborative spirit. Through this student-focused philosophy, we aim to inspire our students to become transformative leaders who will make significant contributions to biomedical science and improve human health on a global scale.

Division of Translational Science: Program Organization

Integrated Biomedical Sciences Doctor of Philosophy Program

The PhD in Integrated Biomedical Sciences (IBS) at Rush University is a student-focused program meticulously crafted to prepare aspiring science professionals for leadership roles in research and academia, while also providing them with the necessary career path education tailored to their specialized fields. At the heart of our doctoral program lies a deep recognition of the collaborative nature of biomedical research, where interdisciplinary teams of scientists come together to tackle complex challenges. With this understanding, our program places a strong emphasis on fostering an integrated interdisciplinary approach to biomedical research, ensuring that our graduates are well-equipped to thrive in diverse professional environments.

Throughout the program, students will engage closely with faculty, working collaboratively to generate new knowledge in various scientific fields using sophisticated research methods and techniques. Our student-centered approach prioritizes individualized mentorship and hands-on learning experiences, allowing students to develop their skills and expertise under the guidance of experienced researchers.

As part of their doctoral journey, students will undertake a rigorous curriculum that includes core and concentration-specific courses, designed to provide them with a solid foundation in their chosen areas of study. Additionally, students will be required to pass comprehensive preliminary and candidacy examinations, where they will demonstrate their mastery of the subject matter and their readiness to advance to the next stage of their research.

A cornerstone of the PhD program is the opportunity for students to design and conduct original research projects that culminate in a dissertation. This immersive research experience enables students to make meaningful contributions to their fields of study while honing their critical thinking, problem-solving, and analytical skills. Throughout this process, students will receive ongoing support and guidance from their faculty mentors, ensuring that they have the resources and mentorship needed to succeed.

Upon completion of the program, our graduates will be poised to embark on successful careers in academia, industry, government agencies, and nonprofit organizations. Armed with a deep understanding of interdisciplinary biomedical research and a wealth of hands-on research experience, our students will be prepared to tackle the most pressing challenges facing the field of biomedicine and make impactful contributions to scientific knowledge.

Integrated Biomedical Sciences Master of Science Program

The MS in Integrated Biomedical Sciences (IBS) at Rush University is a thesis-based, two-year master’s program designed to immerse students in the scientific method and provide them with the opportunity to pursue a directed research project. This program is specifically structured to prepare graduates for advanced biomedical research roles in a variety of settings, including colleges and universities, government agencies, hospitals, nonprofit organizations, and industry. By emphasizing an interdisciplinary approach to biomedical education and research, the IBS program ensures that students gain a comprehensive understanding of the complex and interconnected nature of modern biomedical science.

Students in the IBS program will have the unique opportunity to work alongside top-tier researchers and faculty members at Rush University Medical Center, engaging in cutting-edge research that generates new knowledge in the field of biomedicine. Through hands-on experience with sophisticated research methods and approaches, students will develop the critical and analytical skills necessary to excel in their future careers. The program is designed to be highly student-focused, allowing individuals to tailor their research experiences to their specific interests and career goals.

Participants can choose from a wide array of research projects and select advisers from the many qualified faculty members across Rush Medical College academic departments. This flexibility enables students to build a personalized educational experience that aligns with their professional aspirations, whether they aim to pursue further academic study or enter the biomedical industry.

The IBS program aspires to cultivate the next generation of leaders in biomedical research by providing a rigorous and supportive learning environment. By fostering a collaborative and interdisciplinary culture, the program encourages students to think creatively, work collaboratively, and approach biomedical problems with innovative solutions. Graduates of the MS in Integrated Biomedical Sciences program will be well-equipped to make significant contributions to the advancement of medical science and the improvement of human health.

Biotechnology Master of Science Program

The Master of Science in Biotechnology (BTN) at Rush University is a non-thesis research and laboratory training program meticulously designed to equip students with the knowledge and skills necessary for careers in research-related fields, and to enter further graduate or professional studies. This program is specifically tailored for students who have earned bachelor’s degrees and are eager to advance their scientific education and professional development.

The BTN program offers a customized curriculum that allows students to align their educational experience with their individual career aspirations. The program ensures that each student can pursue a path that best suits their professional goals, whether they aim to enter the biotechnology industry, engage in academic research, or continue their education in medical or doctoral programs. One of the key features of the BTN program is its emphasis on practical, hands-on laboratory training. Students will engage in courses that cover the most common and essential techniques and methods used in modern biomedical research. These laboratory courses are designed to provide students with direct experience in the application of advanced biotechnological methods, ensuring they are well-prepared for the demands of contemporary scientific work.

By offering a comprehensive curriculum, hands-on laboratory training, and expert faculty guidance, the BTN program at Rush University provides students with a robust foundation in biotechnology, preparing them to become leaders and innovators in their respective fields. Graduates of the BTN program will be prepared for immediate entry into professional roles within the biotechnology and biomedical industries, careers in industrial research settings such as pharmaceutical companies, biotech firms, and research institutions, or positions in teaching or academic administration.

Clinical Research Master of Science Program

The Clinical Research Master of Science program at Rush University offers a comprehensive pathway for both full-time and part-time students seeking to deepen their understanding and expertise in the field of clinical research. With options for completion in either five semesters full-time or eight semesters part-time, the program is designed to accommodate the diverse needs and schedules of its student body. While the program is particularly well-suited for medical doctors looking to enhance their research skills, it also attracts individuals from various backgrounds who share a keen interest in clinical research and its implications for advancing healthcare practices and patient outcomes.

In this dynamic and interdisciplinary program, students delve into the intricacies of clinical research methodologies, ethical considerations, regulatory requirements, and data analysis techniques under the guidance of experienced faculty members. Through a combination of rigorous coursework, hands-on research experiences, and practical training, students gain the necessary skills and competencies to design, conduct, and analyze clinical research studies effectively.

One of the program’s distinguishing features is its emphasis on thesis work, where students collaborate with faculty members to generate novel knowledge relevant to clinical research. Through this hands-on research experience, students have the opportunity to apply theoretical knowledge to real-world research settings, working closely with faculty on innovative projects that contribute to the advancement of clinical science. Whether partnering with healthcare institutions, analyzing data, or conducting clinical trials, students gain invaluable practical experience and develop professional networks that are integral to their academic and professional growth.

Throughout the program, faculty members provide mentorship and guidance to students, offering support and expertise to help them navigate the complexities of clinical research. Whether assisting with research project development, providing career advice, or facilitating networking opportunities, faculty play a pivotal role in supporting students’ academic and professional growth.

Upon completion of the program, graduates are equipped with the skills, knowledge, and practical experience needed to excel in various roles within the clinical research field. Whether pursuing careers as clinical investigators, research coordinators, data analysts, or regulatory affairs specialists, graduates of the Master of Science in Clinical Research program are well-prepared to contribute to the advancement of medical science and improve patient care outcomes.

Division of Translational Science: Admission Requirements

The Division of Translational Science offers programs leading to Master of Science and Doctor of Philosophy degrees, preparing students for impactful careers in biomedical research and academia. A strong undergraduate academic record is considered essential for success in the Division of Translational Science, reflecting the rigorous nature of our programs. In the application review process, we actively seek evidence of creativity and scholarly potential, recognizing the importance of fostering a community of innovative thinkers and problem solvers. Moreover, the Division places a high value on diversity of thought, ability, expertise, and background, as we believe that diverse perspectives enhance our ability to tackle complex challenges in human health. With these principles in mind, we utilize the following guidelines to evaluate candidates for admission, ensuring that we admit individuals who demonstrate not only academic excellence but also the potential to make meaningful contributions to biomedical research and beyond.

Application Deadlines:

Doctor of Philosophy Program

• Integrated Biomedical Sciences (Nov 1 priority deadline; Jan. 4 late consideration)

Master of Science Programs

• Biotechnology (May 1 priority deadline; July 30 late consideration)
• Clinical Research (June 26 International Applicants; July 30 U.S. citizens and permanent residents)
• Integrated Biomedical Sciences (May 1 priority deadline; (July 30 late consideration)

International students have earlier deadlines. Please check with the Division of Translational Science Admissions Office early in the application process.

1. Application form - The application must be submitted by the deadline.
2. Statement of purpose - Describes the past and current research interests as they pertain to graduate school in the biomedical sciences. Your statement of purpose should be limited to one page.
3. Curriculum vitae - Includes academic honors, awards received in college and/or graduate school, employment history, internships, summer research programs, education history, etc.
4. Three letters of recommendation - Recommendation letters should come from professional and academic sources. Letters must be on official letterhead and uploaded by the online application by recommenders.
5. Standardized test scores - Standardized test scores are optional. However, applicants applying to the Doctor of Philosophy and Master of Science programs in Integrated Biomedical Sciences can submit GRE scores. MCAT, DAT, PCAT or USMLE scores can be used in lieu of GRE for Biotechnology and Clinical Research master’s programs. Applicants with an international medical degree must submit USMLE Step 1 and Step 2 scores.
6. Official transcript(s) - Applicants must hold a bachelor’s degree from an accredited US institution. Students with an international degree must submit an official course-by-course evaluation from Educational Credential Evaluators (ECE) or World Education Services (WES), no other transcript evaluation organizations will be accepted. The Division of Translational Science requires transcripts from all schools attended.
7. TOEFL scores - TOEFL or IELTS scores must be submitted for international applicants who have received a diploma from a university at which English is not the language of instruction. TOEFL/IELTS scores will be waived for non-native English speakers who have completed a bachelor’s degree or higher from a U.S. accredited institution and have demonstrated language proficiency supported by the interview. TOEFL and IELTS are the only two testing organizations accepted by the Division of Translational Science.
8. An interview with the Division of Translational Science faculty is required for Integrated Biomedical Sciences Doctor of Philosophy candidates.
9. Applicant fee - A $88 application fee is required to submit the application.
10. Non-degree Students: Non-degree students may take selected courses as student-at-large, but are not candidates for advanced degrees. Upon approval by a course director, any individual may audit an approved course.

Division of Translational Science: Technical Standards

Rush University is committed to diversity, to attracting and educating students who will make the population of the scientist representative of the national population.

Our core values — I CARE — innovation, collaboration, accountability, respect and excellence translate into our work with all students, including those with disabilities. Rush actively collaborates with students to develop innovative ways to ensure accessibility and creates a respectful accountable culture through our confidential and specialized disability support. Rush is committed to excellence in accessibility; we encourage students with disabilities to disclose and seek accommodations.

Observation

Students must be able to acquire information from lectures, demonstrations and experiments, written documents and computer systems (e.g., literature searches & data retrieval). Students must be able to observe accurately at a distance and up close, skills that require the use of vision, hearing and touch, or the functional equivalent.

Communication

Students should be able to speak and receive information in both oral and written formats. Students must be able to communicate via English effectively and efficiently in oral and written form with others and with all members of a research team, the scientific community, and general audiences.

Motor

Students must possess both fine and gross motor skills necessary to perform procedures required to conduct experiments and/or research within their chosen program discipline.

Intellectual-Conceptual, Integrative and Quantitative Abilities

Students must be able to measure, calculate, reason, analyze, synthesize and problem solve. Students must possess the intellectual, integrative and quantitative abilities to independently carry out these responsibilities.

Behavioral

Students must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities, and the development of mature, sensitive, and effective relationships in the training environment. Students must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties and ambiguities.

Ethics and Professionalism

Students must understand the ethical aspects of their field and function within ethical standards of the profession and within the law. Compassion, integrity, concern for others, interpersonal skills, professionalism, interest and motivation are all personal qualities that are expected during the education processes.

The technical standards delineated above must be met with or without accommodation. Students who determine that they require reasonable accommodations to fully engage in the program should contact the Office of Student Accessibility Services to confidentially discuss their accommodations needs.

Given the nature of our programs, time may be needed to create and implement the accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged. To learn more about accommodations at Rush University please contact:

Division of Translational Science: Shared Curricula

Some Division of Translational Science courses are shared by more than one program. The curriculum is designed to provide a basic knowledge deemed necessary to become successful in science. The Division of Translational Science shared curricula elements provide introductory training in molecular biology, cell biology and tissue biology. Students will learn basic theories underlying modern scientific techniques. Courses in ethics, scientific writing and basic statistics are key components of the curriculum and can be selected from the list below.

The following courses comprise the Division of Translational Science shared curriculum:    

• GCC - 506 Biomedical Ethics
• GCC - 516 Cell and Molecular Biology
• GCC - 546 Principles of Biostatistics I
• GCC - 547 Principles of Biostatistics II
• GCC - 548 Bioinformatics I
• GCC - 549 Bioinformatics II
• GCC - 594 Introduction to Grant Writing

Division of Translational Science: Master of Science and Doctor of Philosophy Degrees

Doctor of Philosophy

The Doctor of Philosophy (PhD) is the highest degree conferred by Rush University. The Doctor of Philosophy is awarded in recognition of high achievement in a particular field of scientific research as evidenced by submission of a dissertation that demonstrates independent investigation and contributes new information to the body of existing knowledge. The PhD program is integrated and bench research-oriented; it should culminate in a work of literary and scholarly merit, which is indicative of the candidate’s ability to conduct original research in a recognized specialty. Specifically, the program is composed of formal courses, guided individual study in a chosen field or discipline, cognate subjects recommended by the candidate’s advisory committee, original research that serves as the basis of scientific publication and a scholarly dissertation. A submission of the first-authored scientific manuscript of the student’s original research is a degree requirement.

Admission to Candidacy

Admission to candidacy is evidence that the doctoral student has successfully completed all preliminary coursework and is prepared to move into the intensive research experience. Depending upon the requirements of the program, these exams will test accumulated knowledge, scientific reasoning and the ability to critically and analytically think. Admission to candidacy is a demonstration of confidence that the student will successfully accomplish the remaining requirements of the program. Students failing to achieve admission to candidacy may apply for the coursework and completed research toward a related Master of Science degree upon recommendation by the dissertation advisory committee.

Dissertation

A doctoral student must complete a dissertation. This document is developed through faculty-guided independent research projects. The dissertation must be original and cannot have been used to meet the requirement of any other degree, either at Rush University or any other university.

Each student will have a dissertation advisory committee whose role is to assure that the student’s dissertation is of high quality and meets the standards of the program and the Division of Translational Science for originality, contribution to the field and scholarly presentation. The committee is also to assure that the student is making satisfactory progress toward completion of the degree. The committee is chosen by the student in conjunction with the student’s primary adviser and should consist of at least five RMC faculty members, of which one is the primary advisor.

The composition of this committee should be approved by the program director and should comply with any specific requirements of the Division of Translational Science. Advisory committee members must be members of the Rush Medical College. At least one member of the committee with an expertise in the student’s research area may be external to Rush University or Rush Medical College. Once the committee convenes, it will choose a chairperson who cannot be the student’s primary adviser. 

Master of Science

The Master of Science degree is designed to enhance the scientific and professional preparation of students aspiring for a career in the health professions or in a related field requiring graduate level biomedical sciences. Students will bolster their preparation for further study or entry into the biomedical workforce by completing a rigorous combination of multidisciplinary graduate level coursework, research immersion , advising and professional development.

The College offers two types of Master of Science degrees: thesis and non-thesis. The Master of Science programs in Integrated Biomedical Sciences and Clinical Research  are thesis-requiring and traditionally take five terms to complete. The Master of Science in Biotechnology degree program is a two-term, non-thesis accelerated program designed to provide laboratory and research skills at the graduate level.

Thesis

The thesis is a record of the research experience of the student and must be original work with the potential to be published in a peer-reviewed journal. The student will identify an area of interest and submit the name of a potential adviser to the program director for approval.

After the student selects a research adviser and begins to collect preliminary data, the student and adviser will select a thesis advisory committee. This committee will advise the students and evaluate their proposal and thesis documents. The committee will consist of the adviser and two additional Rush Medical College faculty members. Committee members should be familiar with either the research area or crucial technical aspects of the student’s project.

Committee members are intended to be a resource for the student and their adviser to enhance didactic and technical knowledge towards the completion of the student’s project.

Public Defense

Students in the PhD Program and the thesis masters are expected to present their work via a public defense. The defense is a one-hour live presentation by the students on the main aspects of the research and will be attended by the advisory committee and faculty and students at the University. Upon completion of the presentation, the advisory committee then meets in closed session to examine the candidate and approve the thesis/dissertation. In the case of a PhD student, the committee strives for a consensus, but the dissertation can be approved by a majority vote. All voting members of the master’s advisory committee must approve the thesis document and certify that the student has completed all requirements for the Master of Science degree.

Division of Translational Science: Academic Policies

The Division of Translational Science follows University-wide policies and procedures and reviews program-specific regulations. However, the Division of Translational Science reserves the right to make substantive changes in its programs after a student has matriculated. Students will be informed in writing if any requirements are changed. Students re-entering the college after an absence will be guided by policies and procedures in effect at the time of re-entry.

Examination Policy

The Division of Translational Science maintains rigorous standards for course and examination policies to ensure academic integrity and consistency across all programs. These policies are essential to uphold the quality and fairness of the educational experience for all students. Specifically, the Course Director is responsible for distributing a course syllabus to all enrolled students at the beginning of each course. The syllabus must adhere to the format specified by the University Curriculum Committee and include detailed information on course objectives, content, schedule, assignments, grading criteria, and examination policies. All course and examination policies outlined in the syllabus must align with DTS guidelines. Course Directors must ensure that their policies are consistent with the division’s standards and provide a clear and comprehensive guide for students. All exams must be proctored to prevent academic dishonesty and ensure a fair testing environment. The Course Director must specify the procedures for proctored exams in the course syllabus, including the format, timing, and any special instructions. Proctors must be present during all exams to supervise students and enforce exam rules. The Course Director is responsible for arranging proctors and ensuring they are adequately trained to monitor exams effectively. Any breaches of examination policies or incidents of academic dishonesty must be reported immediately to the Course Director and handled according to DTS and university procedures. Students are expected to adhere to these policies, and any violations will be addressed according to the established disciplinary procedures.

Pass/No Pass Grades

Each program identifies all courses required of its students. Required courses are usually taken for letter grades (grades are A, B, C or F), although some may be offered as pass/no pass (P/N) option with approval from program directors. Research hours are graded using the P/N option.

Good Academic Standing

To remain in good academic standing, students must earn a B (3.0) or better in core courses, meet the requirements of their program and maintain a cumulative 3.0 GPA. Students should refer to their program academic policies for additional guidance on academic standing. IBS PhD students must be in good academic standing to be admitted to candidacy and to graduate. Students who fail to remediate their deficiencies within one academic term, or are placed on probationary status a third time, are subject to dismissal by the Division of Translational Science.

Academic Difficulty

To remain in good academic standing, students must maintain a cumulative grade point average (GPA) of at least 3.0 and meet the requirements of their program. A student must be in good academic standing to be admitted to candidacy (in the Ph.D. program) and to graduate. Article VII, Section 6 of the University Rules for Governance defines good academic standing conditions.

Academic Probation

Probationary conditions are defined in Article VII, Section 6 of the University Rules for Governance and the program’s Student Handbook.

1. The Registrar’s Office will notify the Program Director when a student’s cumulative GPA falls below 3.0. The Program Director will then email the student with a confirmation receipt to inform them of their change in academic standing to probation, followed by an in-person meeting. 
2. If a student fails to meet other program requirements, the Program Director will notify the Division Head. The Division Head will inform the students by email with confirmation of receipt of their change in academic standing. This correspondence will be included in the student’s permanent file.

Dismissal

Students can be dismissed if they fail to meet program requirements or go on academic probation for a second time. As the Program Student Handbook and the University Catalog outline, students may be dismissed for academic misconduct or non-academic reasons. Procedures follow Article VII, Sections 6 and 7 of the University Rules for Governance as applies to the DTS. Letters of Dismissal or Administrative Withdrawal come from the Division Head. These decisions are made in consultation with the Program Director and the Division of Translational Science Advisory Committee, and the student must receive adequate notice of such an impending decision. The Division of Translational Science Advisory Committee will recommend the Division Head for final action.

Full-time Enrollment

All DTS students must be enrolled full-time, except those Master of Science in Clinical Research students who request part-time enrollment. Full-time students must register for at least nine credits each term or at least 2 credits when enrolled in thesis and dissertation research courses. Details concerning program-specific enrollment requirements can be found in each Program’s Student Handbook. At time of graduation, the student must be enrolled in the college.

Residency

All four programs are residential. The Integrated Biomedical Sciences and Biotechnology programs are full-time. The Master of Science in Clinical Research program may be part-time or full-time. Master of Science in Biotechnology students graduate after two semesters, while the full-time Master of Science in Clinical Research and Master of Science in Integrated Biomedical Sciences students graduate within five semesters. Part-time Master of Science in Clinical Research students graduate within eight semesters. Ph.D. students in the Integrated Biomedical Science Program must fulfill all requirements for graduation within five full-time enrolled academic years. If a student surpasses these time constraints, they must formally request an extension for graduation. This request must identify the reasons for the extension and provide a written plan with reasonable deadlines for completion. This document will be co-signed by the student’s advisor and Program Director and submitted to the DTS Advisory Committee. The DTS Advisory Committee will then vote on whether to accept the extension or not (passed by a simple majority). If the request is rejected, the student can submit an appeal as outlined below. Following the approval of the extension, the student is expected to fulfill all remaining requirements within the time limit defined in the extension permission. A subsequent extension request may be submitted by the student if necessary—the financial ramifications of the extension need to be determined before the request is approved.

Students-at-Large

Individuals with an accredited bachelor’s degree or its equivalent have the option of taking select Division of Translational Science courses as a non-degree student, prior to application to a degree program. The policy regarding the transfer of student-at-large credits can be found in the Academic Resources and Policies section of this catalog.

Readmission

Any student who has voluntarily withdrawn from the University may apply for readmission by applying to the DTS. The student will pay tuition and fees at the rates in effect at the time of re-enrollment.

Academic Progression

The requirements for academic progression are outlined in each Program’s Student Handbook. Students are responsible for understanding the requirements for academic progression and adhering to the criteria at the time of their enrollment in their Program.

Student Academic Appeals Policy

Any student of the DTS may appeal a final course grade, failure on a comprehensive or candidacy examination, or failure of the thesis/dissertation defense. A student may also appeal an unreasonable delay in their graduation from the University. A student may appeal a Dismissal or Administrative Withdrawal as stated in Article VII, Sections 6 and 7 of the University Rules for Governance. Course grades can be appealed directly through the Course Director. Comprehensive or candidacy exam failures, failure of a thesis/dissertation, and dismissal for other reasons can be appealed through the Division of Translational Science Advisory Committee following the steps below:

1. The student must initiate the appeal process within fourteen (14) calendar days of the event that precipitated the appeal. The student will submit a written statement to the Division of Translational Science Advisory Committee requesting consideration of their case. The student must provide the following in the written statement:
   • Cause for probation or dismissal, e.g., failure of thesis/dissertation.
   • Action being requested.
   • Justification for the request.
   • An outline of the efforts and actions already taken to obtain consideration of the request.
   • Copies of this written statement must be sent to the Program Director and the thesis/dissertation committee Chairperson as appropriate.
2. The Head of the Division of Translational Science will instruct the Advisory Committee to convene an appeals committee comprised of non-conflicted voting members of the Advisory Committee. The appeals committee will include a student representative from a program different from the appealing student. Suppose a member of the Advisory Committee is conflicted, in that case, that member may be replaced with a non-conflicted faculty who is not a member of the Advisory Committee. Faculty considered conflicted include the student’s Program Director and those evaluating the student’s academic status. Conflicted faculty will not be on the appeals committee but can be invited to present to the committee. The appeals committee will meet within fourteen (14) days of receiving the student’s written request to appeal.  The appeals committee will submit a report with a recommendation to the Division Head within five working days of the committee’s meeting.
3. Within fourteen (14) days of receiving the appeals committee’s recommendation, and upon discussion with the student and others as appropriate, the Division Head shall reach a final decision and notify each party. The conclusion reached by the Division Head is final. A designated appeals committee member will document the discussions and outcomes of all meetings in this appeal process. At any step in the process, the student may withdraw the appeal by written notification to the DTS Advisory Committee with a copy to the Division Head. In the event of a dismissal decision, a student may continue to enroll until the appeal process is completed or the student withdraws the appeal.

Academic Honesty and Student Conduct

The Division of Translational Science and its programs follow the University policies on academic honesty and the university statement on student conduct. Each student is expected to conduct themselves at all times in a professional manner — a manner that conforms to the ethics of the profession and which instills confidence in one’s abilities as a working scientist. Irresponsible, unprofessional or unethical behavior, as determined by Rush University honor code may result in dismissal from the program. The college and its programs will not condone cheating in any form. Allegations of cheating will be reviewed by the program director following internal DTS policies. If merited, the report will be forwarded to the Dean of Rush Medical College.

Use of Social Media and Artificial Intelligence

Students are expected to adhere to Policy Numbers OP-0362 and UAC-0039 requirements regarding the use of social media and artificial intelligence, respectively, in a way that is consistent with the parameters of responsible use as specified in the Policy.

Rush University Academic Policies

The Academic Resources and Policies section of this catalog contains additional Rush University academic policies.

This Rush University catalog also details the policies regarding inclusion of minorities and those with disabilities, as well as the policies and procedures for reporting harassment. Students who may need special accommodations can access this information at www.rushu.rush.edu/office-student-accessibility-servic