How to Get Into NYU Grossman School of Medicine (NYU Langone Health): Manhattan and Long Island MD Programs, The Definitive Guide

NYU Langone Health runs two separate, tuition-free medical schools, and applicants mix them up all the time. NYU Grossman School of Medicine is the original school in Manhattan. It was founded in 1841, it is one of the oldest medical schools in the United States, and it trains about 100 new students a year on its First Avenue campus. NYU Grossman Long Island School of Medicine is a much younger school in Mineola, Nassau County. It opened in July 2019, it admits 24 students a year, and every student trains for a career in primary care.

Both schools award the MD in three years. Both give every student a Full-Tuition Scholarship. Both use AMCAS. But they have different missions, deadlines, secondary applications, interview days, costs, class profiles and residency pathways, and a choice that fits one school can hurt you at the other. A student who wants to become a neurosurgeon belongs in the Manhattan applicant pool. A student who already knows they want to practice general pediatrics on Long Island is exactly who the Long Island school is built for.

This guide covers the 2026-2027 application cycle (AMCAS 2027), for students who would start medical school in July 2027. It starts with what the two schools share, then labels every statistic, requirement, secondary prompt, cost and interview detail as Manhattan or Long Island so you never attach a fact to the wrong campus. Facts were checked against each school’s own pages on October 17, 2026.

NYU Langone Long Island and the Two-School System

NYU Langone Health has grown well beyond Manhattan. On Long Island, the former Winthrop-University Hospital in Mineola merged with NYU Langone Health and became NYU Langone Hospital-Long Island, a 591-bed medical center. NYU Grossman Long Island School of Medicine (often shortened to NYUGLISOM or NYU Long Island) was created after that merger and sits across the street from the hospital in its own Research and Academic Center.

Applicants often ask about the “NYU medical school acceptance rate,” the “average GPA to get into NYU,” or the “NYU MCAT average” as if there were one answer. There are two. Manhattan reports a median MCAT of 523 and a median GPA of 3.98 for its Class of 2027, with a 2.50 percent acceptance rate. Long Island fills only 24 seats; for its 2025 entering class, accepted applicants had a median MCAT of 514 and a median GPA of 3.86. Questions such as “How hard is it to get into NYU?” and “Could I get into NYU?” depend on which school you mean, and the answers to “what do you need to get into NYU?” differ in important ways. Long Island, for example, wants proof that you are already committed to internal medicine, pediatrics or obstetrics and gynecology.

Cost is the other big question. NYU tuition is high on paper, but both schools cover it in full for every student, regardless of need or merit. What you still pay is fees and living costs, and those differ by campus.

The decision to apply to one or both NYU Grossman schools is personal. Your intended specialty, where you want to live and train, and how certain you are about primary care should drive it. The sections below give you what you need to decide.

Purpose of this Guide

This guide is for prospective students who want a clear, current picture of both NYU Grossman MD programs before they apply. It explains each school’s mission, curriculum, admissions process, costs, campus life, clinical training and research, and it gives a complete worked example for every current secondary prompt at both schools. Each school also has its own dedicated IMA guide, linked in the Related Medical School Guides section near the end.

Topics Covered in the NYU Grossman School of Medicine Guide

The guide moves from key statistics, mission and accreditation through programs, curriculum, admissions requirements, cost, campus life, clinical rotations and research, people, class profiles, strategy, secondary essays, interviews and frequently asked questions. The page’s table of contents lets you jump straight to any section.

Key Takeaways

• Two schools, two applications. NYU Grossman School of Medicine (Manhattan) and NYU Grossman Long Island School of Medicine (Mineola) are separately accredited MD programs. You choose each one in AMCAS and complete a separate secondary for each.
• Manhattan is extremely selective. For the Class of 2027, 8,271 people applied, 821 were interviewed and 208 were accepted, a 2.50 percent acceptance rate. The median MCAT was 523 and the median GPA was 3.98. The Class of 2029, which entered in July 2026, was chosen from 8,185 applicants.
• Long Island is small and mission-specific. The entering class is capped at 24. For the 2025 entering class, 4,738 applications were verified, 308 applicants were interviewed and 24 enrolled; accepted applicants had a median MCAT of 514 and a median GPA of 3.86. The school wants applicants who already know they want to practice primary care in internal medicine, pediatrics or obstetrics and gynecology, and it advises anyone interested in subspecialties to look elsewhere.
• Both are three-year, tuition-free MD programs. Manhattan has made three years the standard for all students since 2023, with an optional fourth year for research or a dual degree. Long Island’s three-year curriculum is mandatory and has no dual degrees.
• Deadlines differ. Manhattan: AMCAS by October 15, 2026, secondary and letters by November 10, 2026. Long Island: AMCAS by November 1, 2026, secondary by November 16, 2026. Both secondaries cost $110 unless you have an AAMC fee waiver.
• What you still pay differs. For 2026-27, cost after the Full-Tuition Scholarship and health insurance subsidy is $38,616 a year in Manhattan and $32,396 for a first-year student on Long Island.
• Residency pathways differ. Manhattan offers an optional three-year directed pathway with early conditional acceptance into one of 21 NYU Langone residencies through a separate tertiary application. Long Island pairs every acceptance with a directed pathway into internal medicine, pediatrics or obstetrics and gynecology at NYU Langone Hospital-Long Island.
• Next step: decide which school fits your goals (or whether both do), then draft the secondary essays in this guide’s secondary section before your invitations arrive.

Key Statistics About NYU Grossman School of Medicine and NYU Grossman Long Island

The snapshot shows the figures that matter most when you compare the two schools. The tables below give the full detail, with each figure’s cohort and source. Manhattan’s headline medians describe enrolled students in the Class of 2027; Long Island’s medians describe all accepted applicants in the 2025 entering class, so compare them with that difference in mind.

NYU Grossman School of Medicine (Manhattan): Key Statistics

NYU Grossman Long Island School of Medicine: Key Statistics

For Manhattan, the current figures describe an entering class of about 100 students, a median MCAT of 523 and a median GPA of 3.98, with the Class of 2027 at 51 percent men and 49 percent women. The school’s admissions requirements page gives, for its most recent incoming class, a median GPA of 3.97 (average 3.95) and a median MCAT of 523 (average 522.39). A class of about 100 allows close contact with faculty and strong peer relationships, and every student receives a Full-Tuition Scholarship, which sharply reduces the debt most physicians carry. Long Island’s class of 24 is smaller still, so students, faculty and deans know one another by name. Its 2025 entering class was chosen from 4,738 verified applications; 308 applicants were interviewed, 15 of the 24 matriculants were New York residents, and accepted applicants had a median MCAT of 514 and a median GPA of 3.86.

Mission and Educational Priorities

Manhattan: NYU Grossman School of Medicine

NYU Langone Health states its mission in three words: to care, to teach, to discover. Its values are performance, respect, integrity, diversity and excellence, which NYU Langone shortens to PRIDE. The MD admissions office adds its own aim: to recruit and accept “the most academically talented and interpersonally gifted student body,” one that can deliver excellence in clinical care, research and medical education to all members of society.

In practice, this means Manhattan looks for applicants who combine top academic performance with strong communication, maturity and a record of contribution. The school trains physicians for every specialty, and its curriculum was rebuilt to let students move faster: three years is now the standard, and students who already know their field can apply for early conditional acceptance into an NYU Langone residency. Research is central. The optional fourth year exists largely for research or a dual MD/master’s degree, and every student has a summer research block after the first year.

For applicants, Manhattan’s priorities translate into a few concrete expectations:

• Academic excellence that is already proven. With a median GPA of 3.98 and a median MCAT of 523 for the Class of 2027, the school’s numbers leave little room for an incomplete academic record.
• Interpersonal strength. The secondary essays for 2026-27 ask about persistence, feedback, respect and ethics. The interview is a multiple mini interview designed to see how you think and communicate.
• Readiness for an accelerated program. A three-year MD rewards students who are organized and have a realistic sense of the career they want, even if that view changes later.

Long Island: NYU Grossman Long Island School of Medicine

Long Island’s mission is narrower and more specific: “to develop preeminent physician leaders and a quality workforce through scholarship and innovative medical education design anchored by the principles of primary care and health systems science.” The school was created to address the shortage of primary care physicians on Long Island and across the New York area.

That mission shapes almost every admissions decision. The school seeks applicants who already know, before medical school, that they want to practice as generalists in internal medicine, pediatrics or obstetrics and gynecology. It looks for meaningful clinical experience in primary care and in the residency track you choose. Because the curriculum centers on health systems science, the school is also interested in future “change agents” who want to improve how equitable, value-based care is delivered. It welcomes first-generation college students, applicants from disadvantaged backgrounds, people who have worked in another healthcare role such as physician assistant or nurse practitioner, nontraditional applicants and those with ties to the communities the school serves.

This mission underscores the school’s commitment to community engagement and to the diverse populations around Mineola and Hempstead. Students volunteer at a student-run free clinic, mentor local high school and college students, and train at a hospital that serves racially, ethnically and socioeconomically diverse communities.

What the Two Missions Mean for Your Application

If you are applying to both schools, write two different applications. A Manhattan secondary can explore research, leadership and a wide range of specialty interests. A Long Island secondary must show a settled commitment to one primary care field and real experience in it. The Long Island school says plainly that candidates who are not fully sure about primary care, or who already want to subspecialize, should choose a program that allows full career exploration. Read that as an honest fit test, not a formality.

Accreditation and Institutional Identity

NYU Grossman School of Medicine and NYU Grossman Long Island School of Medicine are listed separately in the Liaison Committee on Medical Education (LCME) directory, which is updated regularly (most recently on October 14, 2026, when this guide was checked).

• NYU Grossman School of Medicine (Manhattan) holds full LCME accreditation. Its next full survey is scheduled for 2030-31. The school has trained physicians and scientists since 1841 and is part of New York University and NYU Langone Health.
• NYU Grossman Long Island School of Medicine (Mineola) received initial LCME accreditation in 2019 and was granted full accreditation in February 2023. Its next full survey is listed for 2027-28. The school’s program is registered with the New York State Education Department, and New York University is institutionally accredited by the Middle States Commission on Higher Education.

The Long Island school’s name has changed once. It opened in July 2019 as NYU Long Island School of Medicine. In July 2023, Kenneth and Elaine Langone gave $200 million to endow Full-Tuition Scholarships for every Long Island student in perpetuity, and the school was renamed NYU Grossman Long Island School of Medicine in honor of Dr. Grossman, who was then CEO of NYU Langone Health and dean of the Manhattan school. You may still see the older name, NYU Long Island School of Medicine or NYU LISOM, in forum posts and older articles. The founding dean was Steven P. Shelov, MD, who led the school from 2017 until his retirement at the start of 2023, when Gladys M. Ayala, MD, MPH, became dean (LongIsland.com).

Accreditation tells you that each school meets national standards for an MD program. It does not make the two schools interchangeable. They admit separate classes, award separate degrees and keep separate admissions offices: the Manhattan office is at 577 First Avenue in New York City, and the Long Island office is at 222 Station Plaza North in Mineola.

Medical Programs and Affiliations

Programs at NYU Grossman School of Medicine (Manhattan)

Doctor of Medicine (MD). Manhattan’s MD runs on a curriculum called Curriculum for the 21st Century: Personalized Pathways. Since 2023, every student graduates in three years or chooses an optional fourth year to pursue research or one of several dual MD/master’s degrees. Of the 157 graduates in May 2026, 31 were three-year pathway graduates, 13 earned an MD/PhD and 7 earned a dual MD/master’s degree (NYU Langone News).

Accelerated Three-Year MD Directed Pathway. This is a separate, optional route that offers early conditional acceptance into any one of 21 NYU Langone Health residency programs. You can apply when you apply to the MD program, as a PhD holder for research-focused residencies, or as a matriculated student during the first year or halfway through the clerkship year. Applicants at the start submit a tertiary application with two essays about their interest in and qualifications for the chosen residency; for 2026-27, the tertiary is due February 2, 2027. Students on this pathway spend their six-week summer research block in the department of their intended residency. The listed residencies include anesthesiology, dermatology, emergency medicine, general surgery, internal medicine, neurology, neurosurgery, obstetrics and gynecology, ophthalmology, orthopedic surgery, otolaryngology, pathology, pediatrics, physical medicine and rehabilitation, plastic surgery, primary care, psychiatry, radiation oncology, diagnostic and interventional radiology, urology and cardiothoracic surgery (Early Residency Acceptance). The pathway gives early access to faculty mentors and research and allows students to finish the MD faster and at lower total cost.

Dual MD/master’s degrees. You indicate interest on AMCAS and apply to the master’s portion after you matriculate. Current options are the MD/MPA in health policy and management (NYU Wagner), the MD/MPH in global health leadership and the MD/MA in bioethics (NYU College of Global Public Health), the MD/MS in biomedical informatics (Vilcek Institute of Graduate Biomedical Sciences), the MD/MS in clinical investigation (Clinical and Translational Science Institute) and the MD/MBA in general management (NYU Stern) (How to Apply).

MD/PhD (Medical Scientist Training Program). The MD/PhD program runs through the Vilcek Institute and is one of the NIH-recognized Medical Scientist Training Programs. It is directed by Philipp Leucht, MD, PhD. The NYU MSTP trains physician-scientists, and applicants are considered for the combined MD and PhD.

Other NYU programs. NYU Grossman School of Medicine also offers continuing medical education (CME) courses for practicing physicians and healthcare professionals, as well as other degree programs such as an MS in biomedical informatics. These are separate from the MD. New York University’s Rory Meyers College of Nursing is NYU’s nursing school; it offers its own nursing degrees and is not part of either MD admissions process.

Programs at NYU Grossman Long Island School of Medicine

NYU Grossman Long Island School of Medicine offers one degree program for medical students: a three-year accelerated MD focused on primary care and health systems science.

Doctor of Medicine (MD). The three-year MD is the core of the school. It combines foundational sciences with clinical training at NYU Langone Hospital-Long Island and community-based outpatient practices from the first year onward. Students in the program earn a medical degree sooner and at reduced cost compared with students at most other schools.

Directed pathway to residency. Every acceptance comes with the offer of a directed pathway to one of three residency programs at NYU Langone Hospital-Long Island: internal medicine, pediatrics or obstetrics and gynecology. You choose the track on the secondary application. When you are accepted, you are told that you will be ranked to match into that program through the National Resident Matching Program (NRMP) in your final year, contingent on satisfactory academic progress and professional standards, should you choose to rank it. You may also rank outside programs. Family medicine is not a directed-pathway option; applicants interested in family medicine apply through the internal medicine track, and final-year students have matched to outside family medicine programs. General surgery is not one of the current tracks.

What the school does not offer. Long Island has no combined or dual degree programs, does not allow leaves of absence to pursue a dual degree, and has no MD/PhD program. Because there is little time between program years, global health programs are not practical while enrolled; students interested in global health usually complete such experiences before they matriculate. Continuing medical education at NYU Langone is aimed at practicing clinicians and is not part of the MD program.

Graduate medical education. The Long Island school sponsors residency and fellowship training through NYU Langone Hospital-Long Island, with advanced training listed in 28 medical subspecialties. Those are programs for physicians who have already earned an MD or DO.

Affiliations and Clinical Partners

NYU Grossman’s two schools sit within NYU Langone Health and New York University, which gives students access to a large academic health system.

• Manhattan training sites include Tisch Hospital, Kimmel Pavilion, NYU Langone Orthopedic Hospital, Perlmutter Cancer Center, Rusk Rehabilitation, Hassenfeld Children’s Hospital and NYU Langone Hospital-Brooklyn, plus affiliated sites including NYC Health + Hospitals/Bellevue, the VA NY Harbor Healthcare System, NYC Health + Hospitals/Gouverneur, the NYU Student Health Center and NYU Langone Hospital-Long Island (Clinical Training Sites).
• Long Island training sites are NYU Langone Hospital-Long Island, its Simulation Center, community-based ambulatory practices across Nassau County and the student-run WiSH Clinic in Hempstead, which operates with RotaCare.

Both schools are part of a university with other health professions schools, including nursing, dentistry and global public health. Manhattan’s dual degrees use several of those partners. Long Island students learn alongside residents and faculty from many departments of NYU Langone Hospital-Long Island, and the curriculum’s health systems science content teaches the roles of every member of the care team.

Curriculum Overview

Manhattan Curriculum: Three Stages in Three Years

Manhattan’s MD curriculum is organized in three stages (NYU Bulletins 2026-2027):

• Stage one (preclerkship, about 11 months). Foundations of Medicine runs from July to mid-September, Living Anatomy from mid-September to mid-October, and Organ Systems from mid-October through May. Foundational Clinical Skills runs throughout. Stage one is graded pass/fail.
• Summer research. After the first year, students complete a six-week summer research experience. Students on the three-year directed pathway do it in their intended residency department.
• Stage two (clerkship year). After a one-week Transition to Clerkship in July, the clerkship year begins in August of the second year, months earlier than at most schools. Students rotate through ambulatory care, general surgery, neurology, medicine, obstetrics and gynecology, pediatrics and psychiatry in four 10-week blocks that include four weeks of elective time. Two one-week Integrated Clinical Skills sessions (October and March), NBME shelf exams and a comprehensive clinical skills exam are part of the year. Clerkships are graded honors, high pass, pass or fail. All students take USMLE Step 1 and Step 2 after finishing the clerkship curriculum.
• Stage three (individualized exploration). Students take electives and advanced clerkships, a four-week critical care clerkship and a four-week subinternship in advanced medicine, surgery or pediatrics, build an area of concentration, complete a Senior Clinical Skills Exam that simulates a night on call, and finish with a two-week Transition to Residency course.

Students who choose an optional fourth year spend it on research or a dual MD/master’s degree. NYU Grossman’s scholarships cover years in which a student is taking required MD coursework; they do not apply during a research year, though federal loans are available.

Long Island Curriculum: Three Phases in Three Years

NYU Grossman Long Island School of Medicine offers a curriculum built to prepare students for careers in primary care. All students follow the same accelerated three-year design, which integrates the basic and clinical sciences with health systems science: the study of how care is delivered, how clinicians work together, and how to deliver safe, high-value care (MD Curriculum). The curriculum emphasizes integrated, patient-centered care and the communication between community-based primary care physicians and hospital-based specialists. Here is an overview of the phases.

Phase 1: Foundational Basic Science Instruction and Research

Duration: Year 1 (46 weeks)

Components:

Phase One is 46 weeks of interdisciplinary pre-clerkship coursework covering foundational concepts in biology, anatomy and physiology. It begins with the Language Acquisition course, which combines core basic science concepts with case-based clinical learning. Organ systems courses follow, delivered in a mix of small and large group sessions. Across these courses, students build the foundations every physician needs:

• Anatomy: the structure of the human body and how anatomical relationships support function.
• Biochemistry and molecular biology: metabolism, enzyme function and the pathways that underlie health and disease.
• Physiology: how the cardiovascular, respiratory, renal, endocrine and other systems work normally.
• Pharmacology: how drugs act, including pharmacokinetics, pharmacodynamics, therapeutic uses and side effects.
• Pathology: the mechanisms of disease, including cellular injury, inflammation and neoplasia, which bridge basic science and clinical practice.
• Microbiology and immunology: bacteria, viruses, fungi and parasites, and the immune response to them.

These subjects give students the knowledge base they need before clerkships.

Health systems science runs alongside the sciences as a longitudinal course. It covers how healthcare is organized and delivered, the roles of different professionals, patient safety, quality improvement and the social and economic factors that affect health, including health disparities and the social determinants of health.

Other longitudinal courses cover core clinical skills (integrating communication with medical knowledge and clinical reasoning), ethics, humanities and professionalism, and exposure to ambulatory care practice. There is one week of elective time in Phase One, when students choose an area of interest from a range of primary care clinical topics.

Research: students may begin extracurricular research after completing the Language Acquisition course. Faculty mentors guide projects in fields such as quality improvement, population health, health services and clinical or translational research.

Key Learning Methods:

• Large group sessions and lectures that give an overview of the material and time to engage with faculty.
• Small group and problem-based learning sessions, in which students work through clinical cases together.
• Workshops, clinical skills sessions and simulations that apply knowledge to practical scenarios.
• Bedside teaching, starting in the first year.
• Self-directed learning, in which students take responsibility for their own study within a team-oriented environment.

Phase 2: Core Clerkships and Clinical Skills Integration

Duration: Year 2 (45 weeks)

Components:

Phase Two is 45 weeks of core clerkship training at NYU Langone Hospital-Long Island and the school’s ambulatory care sites. It opens with a transition to clinical care orientation week. Students rotate in one of four schedule tracks through core clerkships in:

• Internal medicine: diagnosing and managing a wide range of adult diseases.
• Surgery: preoperative, operative and postoperative care.
• Pediatrics: care of infants, children and adolescents, from prevention to acute and chronic illness.
• Obstetrics and gynecology: prenatal care, labor and delivery and gynecologic care.
• Psychiatry: diagnosis and treatment of mental health conditions.
• Neurology: disorders of the nervous system.
• Primary care: outpatient general practice in community settings.
• Rehabilitation and pain management: a core rotation in recovery and function.

Students also have two weeks of elective study selected according to their schedule track.

Longitudinal courses meet once a week on a rotating schedule and include an ambulatory care clinic, problem-based learning, health systems science, ethics and humanities, and radiology. The weekly ambulatory clinic is a longitudinal primary care experience that lets students see outpatient care over time. Throughout, students build skills in patient communication, history taking, physical examination and clinical reasoning. The phase ends with a comprehensive clinical skills exam: a series of simulated patient encounters that test communication, histories, physical examination and clinical reasoning.

Key Learning Methods:

• Bedside teaching and direct patient care, with feedback from clinical preceptors.
• Clinical skills workshops and simulations, including sessions in the NYU Langone Hospital-Long Island Simulation Center.
• Interprofessional, team-based learning with residents, nurses and other members of the care team.
• Mentorship and feedback from faculty preceptors.

Phase 3: Advanced Skill Development, Individualized Exploration and Career Preparation

Duration: Year 3

Components:

Phase Three begins with a four-week structured independent learning course to prepare for USMLE Step 1 and a three-week course to prepare for USMLE Step 2. Students then spend 35 weeks on longitudinal and advanced experiences:

• Emergency medicine: a four-week clinical rotation in the emergency department, managing acute medical and surgical problems.
• Critical care medicine: a four-week ICU rotation caring for critically ill patients.
• Subinternship: a four-week advanced clerkship in internal medicine, pediatrics, obstetrics and gynecology or surgery.
• Electives: 12 weeks of elective time, typically aligned with the student’s residency track.
• Capstone project: a required health systems science capstone (HSS-SHEP), in which students design and carry out a project in a health systems domain.
• Transition to residency: a four-week course that closes the program.

Residency preparation runs through the year. Students receive advising on applications, interviews and career planning, and those who choose to rank their directed-pathway program at NYU Langone Hospital-Long Island do so through the NRMP.

Key Learning Methods:

• Hands-on clinical practice and advanced patient care.
• Elective rotations that match each student’s residency track.
• Research and scholarly work, including the capstone.
• Professional development and career advising.

Continuous Learning and Support

Throughout the Long Island curriculum, the school provides individualized, longitudinal support. It describes academic coaching, career advising and professional mentoring as equal priorities alongside teaching. Students get personalized academic coaching and specialty advising, faculty mentors in their chosen field (including a large family medicine department for students headed to family medicine through the internal medicine track), wellness resources and peer mentoring and tutoring. Community service is part of the experience too, including volunteering at the student-run WiSH Clinic and mentoring local high school and college students through the Envision Scholars Program.

Emphasis on Primary Care

What sets Long Island apart is its explicit commitment to training primary care physicians in three fields: internal medicine, pediatrics and obstetrics and gynecology. That focus runs through the whole curriculum, from Phase One’s ambulatory care exposure to Phase Three’s track-aligned electives. The school also says the program is not designed to leave enough time to build a portfolio for highly specialized fields, including surgical subspecialties, and that taking a leave for subspecialty research is not feasible.

Full-Tuition Scholarships

Both NYU Grossman schools award Full-Tuition Scholarships to every student, regardless of need or merit, as long as students maintain satisfactory academic progress and professionalism. On Long Island, the 2023 Langone gift funds this in perpetuity. In Manhattan, the scholarship began in fall 2018. Students can focus on their training without tuition debt; the Cost section below explains what remains.

Directed Pathway to Residency

Both schools offer a directed pathway, but they work differently. Manhattan’s is optional, open to 21 residencies, and requires a tertiary application. Long Island’s is part of every acceptance and limited to its three primary care tracks at NYU Langone Hospital-Long Island. On Long Island, the pathway lets students focus on learning, research and wellness without the added stress of building credentials for a competitive residency application.

How the Two Curricula Compare

Both schools compress the MD into three years and start clinical work early. Manhattan’s curriculum leaves room for specialty exploration, research and dual degrees through an optional fourth year and a third stage built around individualized exploration. Long Island’s curriculum leaves almost no room for exploration outside its primary care fields, because its third year is built around a track-aligned subinternship, electives and a health systems capstone. Together with the Full-Tuition Scholarships and the directed pathways, each design aims to produce physicians who are ready for residency, but for different kinds of careers.

Admissions Requirements and Application Process

Both NYU Grossman schools use AMCAS, accept U.S. citizens, permanent residents, DACA recipients and international applicants, and require a bachelor’s degree from an accredited college or university in the United States or Canada by matriculation, with no exceptions. Neither accepts current or former medical students, including students who withdrew or were dismissed, and neither accepts advanced standing transfers. After that, the processes split.

Manhattan: NYU Grossman School of Medicine Admissions

Coursework and Grades

Manhattan has no required prerequisites. It recommends inorganic chemistry, organic chemistry and biochemistry with lab; general biology with lab; general physics with lab; statistics; genetics; and English (Admissions Requirements). Courses taken at schools of dentistry, nursing, veterinary medicine or pharmacy are considered as part of your record but do not earn credit. In practice, the class profile makes the academic bar clear: the median GPA for the most recent classes is about 3.97 to 3.98.

MCAT Scores

The MCAT is required. Manhattan accepts scores only from the three years before your expected matriculation date, and you must take the test no later than September of the year you apply. For July 2027 entry, the oldest accepted score is from January 2024, and September 12, 2026 is the latest test date considered this cycle. The committee looks at your highest total score, and every score you have earned is visible to it. If you are budgeting for one or more attempts, the MCAT Cost: The Definitive Guide breaks down registration, rescheduling and prep costs.

Letters of Evaluation

Manhattan requires either a premedical committee letter (preferred) or two letters from professors who taught you in courses, at least one in science. Nontraditional applicants are encouraged to add two letters from colleagues who have worked closely with them. Manhattan accepts up to eight letters. All letters go through the AMCAS Letter Service and are due by November 10, 2026. Do not send letters directly to the school.

Secondary Application, Tertiary and Fee

After AMCAS sends your completed primary to NYU Grossman, the school sends instructions for completing the secondary in AMP, its secure online portal. Allow up to two weeks after AMCAS submission. The secondary fee is $110, nonrefundable and payable by credit card, unless you have an AAMC Fee Assistance Program waiver. Essays must be submitted in the portal; the school will not accept essays by email or attachment. NYU Grossman publishes the required secondary questions in advance, so you can draft them before your invitation arrives.

AMCAS race and ethnicity data are not provided to Manhattan admissions committee members or staff for use in selection. If you want the three-year directed pathway, you submit a tertiary application (choose one residency and write two essays) at the same time as the secondary or later; the 2026-27 tertiary deadline is February 2, 2027.

Manhattan has no early decision program, does not require a deposit to hold a seat and reviews deferral requests case by case. It does not use AAMC PREview scores and requires no other situational judgment test. Letters of interest or intent, and update letters about significant new achievements, are added to your secondary application.

Technical Standards and Background Check

Accepted applicants must meet the school’s technical standards and complete a criminal background check, at no additional cost.

Manhattan 2026-27 Timeline

Source: Admissions Timeline, 2026-27 Application Schedule. Manhattan does not describe an early decision program, and all applicants are notified in January, so the process is not rolling in the usual sense. Applying early still matters because interview invitations start in July. Waitlisted applicants usually learn their status in mid-January. The waitlist typically holds about 150 applicants, about 50 offers a cycle go to applicants from it, and offers can come up until the first day of orientation in July.

Long Island: NYU Grossman Long Island School of Medicine Admissions

The admissions process at NYU Grossman Long Island School of Medicine is built to select students who will become primary care physicians and leaders. The school uses a comprehensive review that weighs your career goals, pre-medical experiences, personal qualities and academic performance against its primary care mission and the demands of a three-year curriculum.

Primary Application: AMCAS

The first step is the AMCAS primary application, the centralized service run by the Association of American Medical Colleges. AMCAS includes your personal information, coursework, work and activities, letters of evaluation, school designations and personal statement. Complete each section carefully; on Long Island, the work and activities section is where the committee looks first for the primary care and track-specific experience it values. The Long Island AMCAS deadline is November 1, 2026, but the school strongly encourages early submission.

Personal Statement

The personal statement lets you explain why you want to practice medicine and what experiences shaped that choice. For Long Island, use it to show a settled commitment to primary care and to the communities you want to serve, without repeating what your track essay will cover. A strong personal statement for this school reads as the story of someone who has already seen primary care up close and chose it.

Secondary Application Requirement

After AMCAS sends your completed primary, the school invites you by email to complete its secondary in a secure online portal. The secondary asks you to choose your directed-pathway residency track and explain why, and it asks about your path to medicine, any obstacles and any ties to the communities the school serves (How to Apply).

• Secondary application fee: $110, nonrefundable, payable by credit card, waived for applicants approved for the AAMC Fee Assistance Program.
• Secondary application deadline: November 16, 2026, at 11:59 p.m. ET. The school urges you to submit as early as possible to ensure timely review and consideration for an interview.

Secondary Application Questions

The 2026-27 secondary has six items, each with a 400-word limit: re-applicant questions, the residency track essay, a timeline essay, a regional ties essay and two optional essays. Every prompt, with a full example and analysis, is in the secondary section of this guide.

Coursework and Grades

Long Island does not mandate prerequisite coursework. Applicants are expected to show strong proficiency in biology, physics, chemistry, genetics, statistics, English, psychology and sociology, which the school strongly recommends as part of a broad premedical curriculum. Students from any major are welcome, including the humanities and social sciences (Admissions Requirements). The committee reviews your full record: overall GPA, science performance, and the rigor, breadth and depth of your coursework. Relevant science coursework should be completed within three years of matriculation; older work is accepted but can raise questions about how current your knowledge is. Pass/fail grades (including labs) earned under a college’s COVID-era grading policy are accepted, as are online courses from those semesters. If your undergraduate grades came in below your potential, the committee weighs postbaccalaureate or graduate coursework when your undergraduate GPA is at least 3.5, and it expects consistent, strong performance in that later work.

MCAT Scores

The MCAT is required. Long Island accepts only scores from the three years before your expected matriculation date. For July 2027 entry, the oldest accepted score is from January 2024, with no exceptions, and September 12, 2026 is the latest test date whose score arrives in time for the November 16 deadline. If you have more than one score, the committee places the most weight on your most recent one. The school has no minimum score; for the 2025 entering class, the median MCAT of accepted applicants was 514.

Letters of Evaluation

Long Island accepts a committee or composite letter from your pre-health committee or adviser. If your school does not provide one, you need at least three individual letters, two of which should be from science professors. Applicants with a committee letter may add individual letters. The maximum is 10 letters for all applicants. Only letters sent through the AMCAS Letter Service are accepted; do not send letters directly to the school.

Technical Standards and Criminal Background Check

All accepted applicants must meet the school’s technical standards, which define the physical, mental, emotional and social abilities needed to succeed in medical school. Before matriculation, every student must complete the AAMC-facilitated Criminal Background Check, run by Certiphi Screening, at no additional cost. The background check protects patient safety and confirms that students will be able to become licensed physicians.

Additional Letters and Updates

If something important changes before you submit your secondary, such as a new role, a publication or a completed project, the optional “additional information” essay is the right place for it. After you submit, upload interview thank-you notes, letters of continued interest or intent to matriculate and notices of significant updates directly to your portal on the admissions platform. Do not send them to the general admissions inbox at [email protected]; the office cannot confirm receipt of updates by email.

Key Factors in the Comprehensive Review

The school looks for these qualities, in its own framing: passion for primary care, direct experience in your chosen residency track, a goal of practicing as a generalist, academic readiness for an accelerated curriculum, a team-based mindset, personal and professional maturity and commitment to the communities the school serves.

• Academic achievement: GPA, MCAT and course rigor show readiness for a compressed curriculum.
• Personal qualities: empathy, resilience, integrity and teamwork, shown through your essays, letters and interview.
• Healthcare and clinical experience: sustained clinical work, shadowing or employment in healthcare. Experience in primary care and with underserved communities matters most here.
• Research and scholarly activity: helpful, especially in quality improvement, population health or health services research, which match the school’s health systems science focus.
• Community service and leadership: service in the communities you hope to serve, and leadership that shows you can work in and lead teams.

Inclusive Admissions

The school welcomes applicants from a broad range of backgrounds, life experiences and perspectives, including first-generation college students, applicants from disadvantaged backgrounds, those who have worked in another health profession, nontraditional applicants and those with ties to the communities the school serves. NYU Langone’s programs do not include preferences, quotas or set-asides based on race, sex or other protected categories.

Long Island 2026-27 Timeline

Source: Admissions Deadlines and Policies, 2027 Application Cycle Timeline. Admitted applicants must accept the offer in the school’s portal within two weeks if accepted on or before April 30, within five business days if accepted between May 1 and June 15, and within two business days after June 15. A one-time, one-year deferral may be requested in writing by April 1; it is reviewed case by case and is not available to applicants admitted from the waitlist. All enrolled students must have health and disability insurance and follow the school’s immunization policies, including influenza and COVID-19 vaccination.

Long Island has no early decision program, does not require a deposit and does not use rolling admissions. Initial offers are made on a single notification date in mid-February, by a phone call from a member of the admissions committee; other final-pool candidates learn by email that day whether they are on the waitlist. The school holds only 24 accepted students at a time. The waitlist usually has about 35 candidates, and each open seat is filled within the residency track it belongs to.

Planning Your Experiences Around Both Timelines

Because Manhattan’s AMCAS deadline is October 15 and Long Island’s is November 1, many applicants assume they can apply late to Long Island. That is risky: Long Island began sending interview invitations in August 2026, and both schools review applications well before their deadlines. If you are a sophomore or junior planning ahead, build your clinical experience early. Pre-med summer internships are one way to add focused patient contact before you apply. Students looking at pre-med summer internships should pick programs with real, supervised patient care, then keep building local experience during the school year, since Long Island in particular wants sustained primary care exposure.

Tuition, Cost of Attendance and Financial Aid

Financial Support and Scholarships at Both Schools

Full-Tuition Scholarships

Every MD student at both NYU Grossman schools receives a Full-Tuition Scholarship regardless of need or merit, as long as they maintain satisfactory academic progress and professionalism. The tuition charge appears on your bill with a matching scholarship credit. Manhattan introduced the scholarship in fall 2018. Long Island opened with it in 2019, and the 2023 Langone gift funds it in perpetuity. DACA recipients and international students also receive the Full-Tuition Scholarship at both schools, provided they hold a U.S. or Canadian bachelor’s degree.

Debt-Free Scholarships

Both schools offer need-based Debt-Free Scholarships for costs above tuition, such as housing, food, books and other expenses. You apply each year with the CSS Profile, and the school uses it to calculate your estimated family contribution. On Long Island, the school meets any shortfall between your verified family contribution and the remaining costs above tuition with a Debt-Free Scholarship. Students who do not qualify can use federal loans by filing the FAFSA. Manhattan also offers a limited number of merit scholarships that cover the full cost of attendance. In Manhattan, DACA and international students are not eligible for federal loans but may apply for the Debt-Free Scholarship through the CSS Profile.

Manhattan Cost of Attendance, 2026-27

Source: Cost of Attendance, 2026-27. Costs are the same for all students; a private school has no in-state or out-of-state rate. Students who take an optional fourth year pay a slightly lower budget ($102,986 total, $37,486 after the scholarship and subsidy), but scholarships cover only years of required MD coursework, not research years. The school pays the full cost of the student health plan, $9,325 this year, which saves students $27,975 over three years. For the Class of 2024, only 21 percent of graduates had medical school debt, and the average among those who borrowed was $67,752.

Long Island Tuition and Fees, 2026-27

Source: Cost of Attendance, 2026-27 Estimated Tuition, Fees, and Expenses. Figures are as published, so a few rows differ from their sums by a dollar. The same costs apply to all students, with no in-state or out-of-state difference. Added together, the three published “cost after” figures come to $94,906 for the full degree before any need-based aid.

Health insurance on Long Island cannot be waived. All students must enroll in the school’s basic individual health plan. It costs students nothing because the school subsidizes it in full, but there is no opting out. Students covered by a parent’s or spouse’s plan can keep that coverage as secondary insurance.

A budget appeal process is available to current students whose educational expenses exceed the posted budget, mainly for those eligible for additional unsubsidized loans. The Office of Financial Aid is at 222 Station Plaza North, Suite 505, Mineola, and can be reached at [email protected].

What the Numbers Mean for You

Neither school is free in the full sense. You will still pay roughly $30,000 to $39,000 a year in fees and living costs unless you qualify for a Debt-Free Scholarship. Long Island’s lower housing estimate reflects below-market student housing in Mineola, but the school notes that most students need a car for outpatient rotations, and a car is a real cost. Manhattan’s higher budget reflects New York City rents. Both schools save you a full year of living costs compared with a four-year program, and both let you start earning a resident’s salary a year earlier. Long Island estimates the total savings from the scholarship and the shorter program at more than $86,000.

Campus Facilities and Student Life

Manhattan Campus Life

Manhattan students train on NYU Langone’s main campus on First Avenue, near Tisch Hospital and NYC Health + Hospitals/Bellevue, the country’s oldest public hospital and a core teaching site. The school’s student life pages cover housing, wellness and student organizations, and admitted students can attend a revisit program. All single students are guaranteed housing in Vilcek Hall, a medical student residence at 334 East 26th Street with 24-hour security, and students can join more than 80 student-formed organizations. Because the city is the campus, Manhattan students spend much of their clinical time at large urban hospitals with very diverse patient populations, from Bellevue to Gouverneur’s community clinics.

Long Island Campus Facilities and Student Life

NYU Grossman Long Island School of Medicine offers a small, close-knit environment built around academic and personal growth. With 24 students per class, students, faculty, academic leaders and staff know each other well.

Research and Academic Center

The center of campus is the NYU Grossman Long Island School of Medicine Research and Academic Center, where academic learning takes place. It houses classrooms, lecture space, laboratories and clinical skills training. Simulation-based learning, including the team-based interview activity and student training in the electronic health record, uses the NYU Langone Hospital-Long Island Simulation Center.

Clinical Training at NYU Langone Hospital-Long Island

Directly across the street is NYU Langone Hospital-Long Island, a 591-bed medical center and the primary clinical training site. It serves racially, ethnically and socioeconomically diverse communities. Students rotate through internal medicine, surgery, pediatrics, obstetrics and gynecology, psychiatry, neurology and other services there, and they train in community-based outpatient practices in all three years.

Location and Transportation

Mineola is a suburban village in Nassau County, 17 miles from New York City and reachable by car, train or bus. The school is within walking distance of off-campus housing, shops, restaurants and recreation. Students will need a car to reach most of their required outpatient clinical experiences.

Library Resources

Students use NYU Langone’s library system, including the Hollis Health Sciences Library and its online collections of journals, e-books and databases, which are available from anywhere with an NYU Langone (Kerberos) login. Study space is available on campus.

Housing Options

The school provides below-market-rate housing a few blocks from the school and hospital. Apartment-style units, including studios, small and large one-bedrooms and shared two-bedrooms, are guaranteed to all single students when they first matriculate. Housing for couples and families may be available. Smoking and pets are not permitted. Accessible housing is available for students with disabilities through the Office of Student Affairs.

Fitness and Wellness Facilities

The school includes professional fulfillment and wellbeing among its core student supports, alongside mentoring and professional development. NYU Langone Hospital-Long Island also hosts community events, including educational lectures, support groups and fitness programs.

Student Organizations and Clubs

Student-run clubs and special interest groups include interest groups in internal medicine, pediatrics, obstetrics and gynecology and family medicine, the Medical Ethics Society and a Medical Spanish Club. Students also take on peer mentoring and tutoring, wellness and class liaison roles. Medical Spanish matters on Long Island, where many patients speak Spanish at home. Applicants who want more Spanish-language clinical practice before medical school sometimes look at programs such as a medical internship in Peru.

Community Service

Community service is a large part of student life:

• The WiSH Clinic. The Wellness Initiative Student-Run Health Clinic provides free primary care, health screenings and other services to uninsured and underinsured patients on Long Island. Students treat patients with attending physicians from the Department of Family Medicine and also run the clinic’s daily operations: scheduling visits, checking in patients, managing the free pharmacy and supporting fundraising. The clinic is in a 4,283-square-foot facility at 175 Fulton Street in Hempstead and operates as a partnership between NYU Langone Hospital-Long Island and RotaCare.
• The Envision Scholars Program. Medical students mentor and advise underserved high school and college students from the local community who are interested in health careers.

Social and Recreational Activities

With small classes, social life is built around the class, the clubs and events at the school and hospital, such as the White Coat Ceremony each July and the annual Research Day. Long Island’s beaches, parks and towns are close by, and Manhattan is a train ride away.

Academic and Mental Health Support

The school describes its student support as “robust academic coaching, career advising, and professional mentoring.” Students receive personalized academic advising, residency and career advising tied to their track, and access to mental health and wellbeing resources through the school’s professional fulfillment and wellbeing programs.

Diversity, Belonging and Mentoring

The school describes a culture of “collaboration, collegiality and belonging” and offers mentorship and professional development programs for students and faculty, including an associate dean for faculty development and mentoring. Its admissions process welcomes students from a broad range of backgrounds, and its programs do not use preferences or quotas based on race, sex or other protected categories.

Leadership Development

The mission is to develop “preeminent physician leaders,” and leadership is built into the program through the health systems science curriculum, the capstone project, student-run operations at the WiSH Clinic and student roles such as class liaisons and peer tutors.

International Experiences

Global health programs are not practical during the three-year Long Island program because there is so little time between years. The school notes that students interested in global health typically pursue such programs before they matriculate. If that describes you, plan your international clinical experience during college or a gap year. Supervised pre-med internships abroad can give you that experience before medical school, when you still have time for it. Manhattan students, by contrast, can pursue global health through the MD/MPH in global health leadership.

Research Opportunities

Students are encouraged to begin research early, with faculty mentors guiding them from a research question to presentation. The full research picture is in the next section.

Alumni Network

Long Island’s first class graduated in 2022, so its alumni network is young but growing quickly. In Match Day 2026, 52 percent of graduates stayed in the NYU Langone system for residency, including 40 percent at NYU Langone Hospital-Long Island, so many recent alumni are residents who work alongside current students. Graduates also receive alumni benefits through NYU Grossman Long Island School of Medicine.

Comprehensive Support for Student Success

The Long Island campus combines a modern academic center, a large teaching hospital across the street, guaranteed housing for single students, a student-run free clinic and close mentoring. With the Full-Tuition Scholarship and the directed pathway, the school gives students the time and support to focus on becoming primary care physicians.

Clinical Rotations and Research Opportunities

Manhattan: Clinical Rotations

Manhattan’s clerkship year starts in August of the second year. Students complete seven core clerkships (ambulatory care, general surgery, neurology, medicine, obstetrics and gynecology, pediatrics and psychiatry) across NYU Langone hospitals and affiliates including Bellevue, the VA NY Harbor Healthcare System, Gouverneur and NYU Langone Hospital-Brooklyn. Stage three adds a critical care clerkship, a subinternship and electives. Match results reflect the range of the program: in Match 2026, every graduating student matched, and NYU Grossman itself was the largest single destination, with 50 graduates staying at NYU Langone Health locations (Match Day Results).

Manhattan: Research Opportunities

Every Manhattan student completes a six-week summer research experience after the first year. Students who want more can take an optional fourth year for research or a dual degree, or apply to the MD/PhD program. With NYU Langone’s research enterprise and the Vilcek Institute, the range of mentors is large. To prepare as an undergraduate, see How to Get Research Experience in Undergrad.

Long Island: Clinical Rotations

Clinical rotations are central to the Long Island program. Students apply their knowledge with real patients under the supervision of experienced physicians. Hands-on patient contact starts within the first month of medical school, in the Practice of Medicine course and the Continuity Ambulatory Practice Experience (CAPE).

Core Rotations:

• Internal medicine: diagnosing and managing a wide range of adult diseases.
• Surgery: preoperative, operative and postoperative care.
• Pediatrics: preventive care, acute illness and chronic conditions in children and adolescents.
• Obstetrics and gynecology: prenatal care, labor and delivery and gynecologic care.
• Psychiatry: mental health conditions in a range of settings.
• Neurology: diagnosis and treatment of nervous system disorders.
• Primary care: outpatient general practice.
• Rehabilitation and pain management: a core rotation in function and recovery.

Advanced clinical rotations. In the third year, students complete four weeks of emergency medicine, four weeks of critical care in the ICU and a four-week subinternship in internal medicine, pediatrics, obstetrics and gynecology or surgery, plus 12 weeks of electives.

Longitudinal ambulatory care. A weekly ambulatory care clinic runs through the clerkship year, and community-based outpatient experiences take place in all three years. These longitudinal experiences let students follow patients over time and learn how continuity shapes long-term health.

Long Island: Research Opportunities

Research is part of the Long Island program from the first year (MD Student Research Opportunities). The school encourages early research to build critical thinking and comfort with evidence-based medicine.

• Early engagement: students can begin extracurricular research after completing the Language Acquisition course in Phase One.
• Scheduling: extracurricular research takes place outside regular class time, for first-year students on Tuesday and Thursday afternoons or weekends. Students can also do curricular research during research electives or choose a research-based capstone project.
• Biannual research workshops: twice a year, faculty present ongoing projects and students share their research experiences, so students can meet mentors and start collaborations.
• Research Day: the annual NYU Grossman Long Island School of Medicine Research Day is where students present findings. Students are also encouraged to submit work to regional and national meetings.
• Fields: students pursue research in continuous quality improvement, population health, health services, and clinical or translational research. Basic science and biomedical research opportunities are limited because of the accelerated curriculum.
• Finding a mentor: the first point of contact is the director of the medical student research program, Louis Ragolia, PhD ([email protected]), who helps students find mentors. Students should tell the director about every project they are considering. A catalog of faculty and resident research projects across departments is available to students, and students may also look for mentors at other institutions after consulting the director.
• Mentor–mentee agreement: once a student has a mentor, they create an agreement that sets expectations for both.
• Ethics training: every student completes ethics training before starting research.
• Approval and support: students must be in good academic standing and get permission from the Office of Student Affairs before beginning extracurricular research. Stipends are not provided, but travel reimbursement is usually available for work accepted at local, regional or national meetings.

Importance of Research in Medical Education

The school points out that research builds several skills assessed in residency applications, including interprofessional collaboration, writing and presentation. It also increases the chance of publishing in peer-reviewed journals.

Residency Preparation and Research

Long Island’s research programs support students as they prepare for residency, whether they rank their directed-pathway program or apply externally. The required health systems science capstone in Phase Three gives every student a completed scholarly project, and presentation opportunities at Research Day and outside meetings add to it. The result is a curriculum that teaches clinical skill and research methods together, with a focus on improving care delivery.

Notable Alumni, Faculty, Leadership and Admissions Staff

The people below are listed under the school they serve. Titles are current as of October 17, 2026.

Manhattan: School Leadership and Admissions

Alec C. Kimmelman, MD, PhD, Dean and CEO. Dr. Kimmelman became dean of NYU Grossman School of Medicine and CEO of NYU Langone Health in 2025. Before that, he directed NYU Langone’s Laura and Isaac Perlmutter Cancer Center and chaired the Department of Radiation Oncology. He is a physician-scientist known for his research on the metabolism of pancreatic cancer. He leads both schools’ parent health system and spoke at the Class of 2029 White Coat Ceremony in July 2026.

Joan F. Cangiarella, MD, Executive Vice President and Vice Dean for Education, Faculty, and Academic Affairs, Chief Academic Officer. Dr. Cangiarella is the Elaine Langone Professor of Pathology and was the founding director of NYU Grossman’s three-year MD program. She chairs the Consortium of Accelerated Medical Pathway Programs, a group of North American schools offering three-year MDs. If you are curious why NYU moved to a three-year standard, her work is the place to start.

Rafael Rivera, Jr., MD, MBA, Senior Associate Dean for Admissions and Financial Aid. Dr. Rivera oversees MD admissions and financial aid in Manhattan, working with Katie Allen, Director of the Office of Admissions and Financial Aid. Their office processes more than 9,600 MD applications a year.

Marc Triola, MD, Senior Associate Dean for Medical Education, leads undergraduate medical education. Victoria C. Dinsell, MD, Associate Dean for Student Affairs, oversees student support. Joseph Ravenell, MD, Associate Dean, Office of Professional Development, leads professional development programs. Fritz Francois, MD, is Executive Vice President and Vice Dean and Chief of Hospital Operations.

Philipp Leucht, MD, PhD, Director of the MD/PhD Program. Dr. Leucht is the Raj-Sobti-Menon Associate Professor of Orthopedic Surgery and leads the MSTP, the program to know if you plan to apply as a future physician-scientist.

Manhattan: Notable Alumni and Faculty

Graduates of the MD/PhD program at NYU Grossman School of Medicine’s Vilcek Institute of Graduate Biomedical Sciences hold clinical and research positions at NYU Langone. These graduates (MD/PhD year in parentheses) hold NYU Grossman appointments (MD/PhD Program Alumni):

David B. Beck, MD, PhD (2014)

An assistant professor of medicine and of biochemistry and molecular pharmacology, Dr. Beck combines clinical work with laboratory research.

Tim Cardozo, MD, PhD (2000)

An associate professor of biochemistry and molecular pharmacology, Dr. Cardozo works on the molecular design of a drug that targets the gliding motility machinery of Plasmodium falciparum, the parasite that causes malaria.

David L. Green, MD, PhD (1991)

A clinical assistant professor in the Department of Medicine, Division of Hematology and Medical Oncology, Dr. Green combines clinical practice with teaching.

Timothy Hilbert, MD, PhD, JD (1998)

An assistant professor of pathology and director of the NYU Langone Blood Bank, Dr. Hilbert’s training spans medicine, pathology and law.

Eric J. Lang, MD, PhD (1995)

An associate professor of neuroscience and physiology, Dr. Lang teaches and researches the nervous system.

Cynthia A. Loomis, MD, PhD (1990)

An assistant professor of pathology, dermatology and cell biology, Dr. Loomis works across several disciplines.

Danielle Ofri, MD, PhD (1993)

Dr. Ofri is a clinical professor in the Department of Medicine, an attending physician at NYC Health + Hospitals/Bellevue, and the editor-in-chief and a founder of the Bellevue Literary Review, a journal of writing about health and illness. She has written widely on the doctor-patient relationship and received an honorary doctorate of humane letters from Curry College. She is a good example of how NYU’s MD/PhD graduates shape medicine beyond the lab.

Dimitris Placantonakis, MD, PhD (2003)

An assistant professor of neurosurgery and of neuroscience and physiology, Dr. Placantonakis directs the Neurosurgical Laboratory for Stem Cell Research.

David M. Poppers, MD, PhD (2001)

A clinical associate professor of medicine in the Division of Gastroenterology.

Robert Press, MD, PhD (1973)

Dr. Press, a clinical professor of medicine in the Division of Infectious Diseases and Immunology, has held senior leadership roles at NYU Langone, including senior vice president, vice dean and chief of hospital operations. Fritz Francois, MD, now holds the chief of hospital operations role.

Bo Shopsin, MD, PhD (2001)

Dr. Shopsin is an associate professor in the Departments of Medicine and Microbiology and associate director for curriculum and programming in the MD/PhD program. His research focuses on the molecular pathogenesis of Staphylococcus aureus infections.

Julia Smith, MD, PhD (1980)

A clinical assistant professor of medicine with a long record in clinical practice and teaching.

Jennifer Stein, MD, PhD (2004)

An associate professor of dermatology whose work in dermatology education and research shows the range of paths open to MD/PhD graduates.

These alumni reflect the training NYU Grossman’s MD/PhD program provides and the many ways its graduates contribute to research, education and care.

Historic alumni. NYU’s medical school also trained both developers of the polio vaccines. Jonas Salk, MD, graduated in 1939 and developed the killed-virus vaccine. Albert Sabin, MD, began medical school at NYU in 1926, worked in the laboratory of William Hallock Park, MD, and later developed the oral live-virus vaccine (NYU Langone Health Magazine).

Long Island: School Leadership and Admissions

Gladys M. Ayala, MD, MPH, Dean. Dr. Ayala is an internal medicine and primary care physician with more than 30 years as a medical educator. She joined the school in 2018 as senior associate dean for medical education and led the development of its curriculum, then became dean in January 2023. She is a professor in the Department of Medicine and has published on how to run a standalone three-year curriculum that trains primary care and health system leaders. Her academic work is a direct window into how the school thinks about its mission.

Steven E. Carsons, MD, Vice Dean and Director of Clinical Research, is part of the executive leadership and directs clinical research at the school.

Judith M. Brenner, MD, Senior Associate Dean for Medical Education, leads the medical education program. Other education leaders include Ruth M. Crowe, MD, PhD, associate dean for medical education; Nobuyuki Miyawaki, MD, assistant dean for preclinical education; Arsenia M. Asuncion, MD, assistant dean for clinical education; and Orla O’Donoghue, PhD, assistant dean for active learning, who oversees the active learning methods used in Phase One.

Nicholas Berbari, MD, Associate Dean for Students, leads student affairs, including the office that approves student research projects.

Robin Camhi Baum, MS, Associate Dean for Admissions and Financial Aid. Ms. Camhi Baum oversees both the Office of Admissions and the Office of Financial Aid. She works with Elizabeth DeMartinis, MPH, Program Manager for Admissions and Financial Aid, and Alecia Young, Assistant Director for Financial Aid. Admissions questions go to [email protected] or 516-240-7200.

Wendy L. Kinzler, MD, Associate Dean for Graduate Medical Education and Designated Institutional Official, oversees the residency programs, including the directed-pathway programs Long Island students can rank. She is a professor of obstetrics and gynecology and practices maternal-fetal medicine.

Francis L. Faustino, MD, Chair of the Department of Family Medicine. His department supplies the attending physicians who supervise students at the WiSH Clinic and mentors students interested in family medicine through the internal medicine track. Department chairs also include Bruce W. Polsky, MD (Medicine), Arun Chopra, MD (Pediatrics) and Erika Banks, MD (Obstetrics and Gynecology), who lead the three directed-pathway fields.

Louis Ragolia, PhD, Director of the Medical Student Research Program. Dr. Ragolia is a professor in the Department of Foundations of Medicine and the course director for Language Acquisition, the course that opens Phase One. His research looks at the molecular links between obesity, type 2 diabetes, fatty liver disease and cardiovascular disease, including why diabetes often reverses after bariatric surgery. He has more than 100 peer-reviewed publications, two U.S. patents and the American Diabetes Association’s Thomas R. Lee Award. Every Long Island student who wants to do research starts by contacting him.

Steven P. Shelov, MD, Founding Dean (retired). Dr. Shelov became founding dean in 2017, built the school after the NYU Langone and Winthrop merger and led it through provisional accreditation before retiring at the start of 2023.

Faculty Achievements at NYU Grossman Long Island School of Medicine

Long Island honors its faculty each fall at Dean’s Honors Day. At the third annual ceremony, on October 21, 2025, the school presented these awards (NYU Langone News):

Distinguished Educator Award

Ralph K. Della Ratta, MD, associate professor of medicine and course director for Practice of Medicine. He has taught medical students, interns and residents since 1989, directed the medicine clerkship for 25 years and has led the Practice of Medicine course at the school since 2019. His honors include the school’s Excellence in Teaching and Humanism in Medicine award.

Distinguished Clinician Award

Vijaya L. Atluru, MD, clinical professor of pediatrics and neurology, recognized for a decades-long career in pediatric neurology. She was the first in her family to pursue medicine and serves as a mentor to future physicians.

Distinguished Scientist Award

Nazeeh N. Hanna, MD, professor of pediatrics and foundations of medicine, chief of neonatology at NYU Langone Hospital-Long Island and director of its Women and Children Research Laboratory. His NIH-funded research on placental and milk-derived extracellular vesicles has advanced understanding of preterm birth and the protective effects of breast milk in premature infants.

Dean’s Excellence Award

Wendy L. Kinzler, MD, for clinical, educational and institutional leadership.

Distinguished Faculty Mentor Award

John K. Maesaka, MD, professor of medicine, for career-long mentorship of physicians and researchers in nephrology.

These awards show what the school values in its teachers: long-term clinical teaching, mentorship and research tied to patient care.

Long Island: Alumni

Because Long Island’s first class graduated in 2022, its alumni are early in their careers. Erin Miller, MD, a graduate of the inaugural class, chose obstetrics and gynecology after her clerkship and became an obstetrics and gynecology resident at NYU Langone Hospital-Long Island. She has said that student feedback “tangibly helped shape the school” during its first years. Her path, from the directed-pathway track to residency in the same hospital, is the model the school is built around.

Admissions Statistics and Class Profile

NYU Grossman School of Medicine (Manhattan) Admissions Statistics

The school’s most complete published profile is for the Class of 2027, which entered in 2023 (By the Numbers):

• Applicants: 8,271
• Interviewed: 821 (about 9.9 percent of applicants interviewed)
• Accepted: 208, an acceptance rate of 2.50 percent
• Matriculated: 106 (91 MD, 13 MD/PhD and 2 oral and maxillofacial surgery students)
• Median MCAT: 523 (range 516 to 527)
• Median GPA: 3.98 (range 3.79 to 4.0)
• Gender: 51 percent men, 49 percent women
• Average age: 23 (range 20 to 30)
• Languages: besides English, students spoke Arabic, Bengali, Chinese, French, German, Hebrew, Italian, Spanish and Ukrainian

Newer cohorts show the same profile. The Class of 2028 (entered 2024) posted a median GPA of 3.98 and a median MCAT of 523. The Class of 2029 (entered July 2026) has about 100 students chosen from 8,185 applicants, with a median GPA of 3.98 and a median MCAT in the 99th percentile; its members come from 26 states and speak 14 languages. The school reports 425 MD students enrolled across all classes.

For the 2025 entering class, 8,385 applications were verified: 1,146 from New York residents, 6,806 from other states and 433 from international applicants. The school interviewed 748 applicants (8.9 percent of verified applications), and 99 MD students enrolled (21 New York residents, 76 from other states and 2 international), plus 2 MD/PhD students. Accepted applicants had a mean MCAT of 522.6, with section medians of 131 in chemical and physical foundations, 130 in critical analysis and reasoning, 131 in biological and biochemical foundations and 131 in psychological and social foundations, and a median science GPA of 4.0. No count of accepted applicants is reported for that class, so it has no published acceptance rate. Among graduating students, internal medicine is the most common intended specialty in each of the three most recent Graduation Questionnaire years reported, at 25.0 to 27.4 percent.

Two cautions. First, the acceptance rate counts students offered admission, not students who enrolled; 106 of 8,271 is a matriculation ratio, not an acceptance rate. Second, these are medians for students who enrolled. Half the class scored below 523, and the range went down to 516. A median is not a minimum.

NYU Grossman Long Island School of Medicine Admissions Statistics

Application Information

• Primary application service: AMCAS
• Primary application deadline: November 1, 2026
• Secondary application deadline: November 16, 2026
• Secondary application fee: $110 (waived for AAMC Fee Assistance Program approvals)
• Interview invitations sent, beginning: August 2026
• Interview format: virtual; multiple mini-interview circuit and an interactive team-based group activity
• Interview season: early September through December 2026
• Decisions: February 2027 for all applicants, with initial offers made on a single date in mid-February

Admission Statistics

• Entering class size: capped at 24
• Class of 2029 (entered July 2026): 24 students
• Class of 2028 (entered July 2025): 24 students; more than half women; 13 percent first-generation college students; 71 percent from the tristate area; 67 percent from New York State (46 percent from New York City and 21 percent from Long Island)
• Applications: more than 4,000 for 24 places in 2022, the most recent count the school has published
• Verified applications (2025 entering class): 4,738 (1,140 New York residents, 3,142 from other states and 456 international applicants)
• Interviewed (2025 entering class): 308 (176 New York residents and 132 from other states), or 6.5 percent of verified applications
• Matriculated (2025 entering class): 24 (15 New York residents and 9 from other states)
• Median MCAT (all accepted applicants, 2025 entering class): 514 (mean 513.6); section medians 128 in chemical and physical foundations, 127 in critical analysis and reasoning, 128 in biological and biochemical foundations and 130 in psychological and social foundations
• Median GPA (all accepted applicants, 2025 entering class): 3.86 overall (mean 3.84) and 3.84 science
• Acceptance rate: no count of accepted applicants is reported for the 2025 entering class, so there is no acceptance rate to quote. The interview figure above is interviews divided by verified applications, not an acceptance rate. With only 24 places, small changes in the applicant pool can shift these figures a great deal from year to year.
• Total enrollment: 75 students across all three classes
• Graduates’ debt: 58 percent of the most recent graduating class had medical school debt, with average debt of $51,500

If your MCAT is lower than the profiles above, read Medical Schools Accepting Low MCAT Scores as you build a balanced list.

General Information

• Opened: July 2019 (first class graduated in 2022)
• Accreditation: full LCME accreditation, granted in 2023
• Campus type: suburban (Mineola, Nassau County)
• Classes begin: Transition to Medical School starts July 5, 2027

Tuition and Fees

• Tuition: $63,552, covered by the Full-Tuition Scholarship for every student
• Fees: $4,550 a year
• Health insurance: $9,325, fully subsidized by the school; enrollment is required and cannot be waived
• Total cost of attendance (first year): $95,948
• Cost after scholarship and subsidy (first year): $32,396

Specialty Training for the Graduating Class

In Match Day 2026, 100 percent of the 25 graduates matched, the fifth straight year of a full match. Seventy-two percent matched in primary care and mission-aligned fields, 76 percent will train in New York State, and 52 percent stayed at NYU Langone Health locations, including 40 percent at NYU Langone Hospital-Long Island (Match Day Results). Graduates matched in:

• Internal medicine: NYU Grossman Long Island School of Medicine (5), NYU Grossman School of Medicine primary care, UT Southwestern
• Obstetrics and gynecology: NYU Grossman Long Island School of Medicine (2), Flushing Hospital Medical Center, Mass General Brigham
• Pediatrics: NYU Grossman Long Island School of Medicine, Baylor College of Medicine, Children’s National Hospital
• Family medicine: Montefiore Medical Center-Albert Einstein College of Medicine, NewYork-Presbyterian Columbia
• Surgery: general surgery at Staten Island University Hospital (Zucker School of Medicine at Hofstra/Northwell), vascular surgery at the University of Colorado, urology at the University of Southern California and orthopedics at NYU Grossman Long Island School of Medicine
• Other fields: anesthesiology (NYU Grossman School of Medicine; Icahn School of Medicine at Mount Sinai Morningside/West), dermatology (Icahn School of Medicine at Mount Sinai), psychiatry (Family Health Centers at NYU Langone) and radiation oncology (University of Miami/Jackson Health System)

The list shows that most graduates follow the primary care mission, while a minority match outside it. Internal medicine is also the most common intended specialty among graduating students in each of the three most recent Graduation Questionnaire years reported (tied with pediatrics in one of them). The school is candid that its three-year schedule is not built to support subspecialty applications, so do not choose Long Island counting on the exceptions.

Contacts

• Long Island Office of Admissions: NYU Grossman Long Island School of Medicine, 222 Station Plaza North, Suite 505, Mineola, NY 11501. Phone 516-240-7200. Email [email protected].
• Manhattan Office of Admissions and Financial Aid: NYU Grossman School of Medicine, 577 First Avenue, 2nd Floor, New York, NY 10016. Three-year MD questions: [email protected] or 212-263-5290.

Accelerated Three-Year MD: Program Features Compared

• Manhattan: three years standard for all students since 2023; optional fourth year for research or a dual degree; optional directed pathway with early conditional acceptance into one of 21 NYU Langone residencies, open at application, to PhD holders for research-focused residencies, and to matriculated students during the first year or halfway through the clerkship year.
• Long Island: three years for all students; every acceptance includes the offer of a directed pathway to internal medicine, pediatrics or obstetrics and gynecology at NYU Langone Hospital-Long Island; no combined, dual or MD/PhD degrees because of the integrated curriculum.

Additional Information

• Language of instruction: English
• Grading: Manhattan’s stage one is pass/fail and clerkships are graded honors, high pass, pass or fail. On Long Island, Phase One is pass/fail; Phase Two clerkships and Phase Three advanced clinical rotations are graded honors, high pass, pass or fail; longitudinal courses and electives are pass/fail. Neither school ranks its students.
• Primary care commitment (Long Island): the core of the program. Hands-on patient contact begins within the first month, in the Practice of Medicine course and the Continuity Ambulatory Practice Experience (CAPE), a three-year sequence of outpatient experiences in internal medicine, family medicine, pediatrics, obstetrics and gynecology, geriatrics and general surgery.
• Research: biannual student research workshops and a catalog of faculty and resident research projects on Long Island; a required summer research block and optional research year in Manhattan.

Tips and Strategies for Admission

Both NYU Grossman schools look for applicants who combine academic excellence with clinical experience, service and maturity. The strategies differ by campus, so the tips below call out where they split.

Highlight Healthcare Involvement

Experience in healthcare settings. Clinical volunteering, shadowing physicians and paid clinical work all count. Describe what you did, what you saw and how it shaped your decision. For Long Island, depth in primary care and in your chosen track matters more than breadth: hundreds of hours in one outpatient practice beat a long list of brief experiences. For Manhattan, show sustained patient contact plus reflection on what you learned. If you are still building hours, look for clinical internships for pre-med students where you work with patients under supervision rather than watching from a distance.

Showcase Leadership and Service

Leadership roles. Highlight leadership in student organizations, community groups or work, and explain what changed because of your role. Manhattan’s essay on a long-term goal and its question on respect both reward specific stories of leading through difficulty.

Community service. Emphasize service, especially with underserved communities. On Long Island, service near the communities the school serves (Nassau County, Queens, Hempstead and the wider New York area) connects directly to the regional ties essay.

Emphasize Research Experience

Research projects. Describe your role, your question, what you found and the skills you built, and list publications and presentations on your CV. Manhattan’s CV upload explicitly asks for publications, abstracts and presentations. For Long Island, quality improvement and health services research are especially relevant because they match the school’s health systems science focus and the research its students actually do.

Craft a Compelling Personal Statement

Your story. Reflect on your experiences, challenges and motivations and explain why you want to be a physician. Write it so it can serve both schools: a clear account of what drew you to medicine and what you have done about it. Then use each secondary to show fit: research, persistence and ethics for Manhattan; primary care commitment, track choice and community ties for Long Island.

Prepare for the Multiple Mini Interview (MMI)

MMI format. Both schools use the MMI, but in different forms (see the Interview section). Practice speaking clearly about ethical scenarios, teamwork problems and your own experiences. Mock interviews help. For Long Island, also practice the team-based group activity and a short conversation with a standardized patient.

Focus on Academic Excellence

Coursework and grades. Your record must show you can handle an accelerated, three-year curriculum. Strong science grades and a competitive MCAT are essential at both schools, and Manhattan’s medians leave little margin.

Advanced coursework. Upper-level science, statistics and genetics strengthen your record. Long Island also expects proficiency in psychology and sociology.

Seek Strong Letters of Recommendation

Recommenders. Choose people who know you well and can speak to your academic ability, clinical work and character. Give them your CV, your personal statement and a short note on what you hope they can address. On Long Island, a letter from a primary care physician you worked with in your chosen field can confirm your commitment in a way your own essays cannot.

Volunteer and Clinical Experience

Neither school sets an hour minimum for clinical or volunteer work, but both expect meaningful experience, and Long Island says outright that it wants applicants with real clinical experience in primary care and in their selected track. Add every meaningful experience to your AMCAS work and activities section, and choose depth over volume.

What counts as volunteer service and clinical experience:

• Clinical experience: patient contact through volunteering or working in hospitals, emergency departments, primary care practices, community health centers, extended-care facilities or free clinics. Long Island applicants should look for experience in Long Island and New York-area primary care settings when they can. Students who want structured options can compare internships for pre-med students that include supervised clinical duties.
• Volunteer and community service: sustained service in your community, such as food pantries, health fairs, tutoring or hospital volunteering.
• Research: any discipline counts. Be ready to explain your project, your question and your role.
• Leadership: in your community, faith group, workplace or school organizations.
• Extracurricular activities: activities that show you can balance responsibilities and handle stress, an important sign that you can manage an accelerated medical program.

Many students build their first patient-facing experience in college. If you are still an undergraduate, medical internships for undergraduates can add supervised hands-on work, such as taking vitals and helping with intake, during breaks. If you are a graduate or a re-applicant who needs more primary care experience before applying to Long Island, a year of full-time clinical work or one of the structured pre-med gap year programs can fill the gap the school is looking for.

NYU Long Island School of Medicine Letters of Recommendation

Strong letters are part of a competitive application. Your letters should come from people who can speak to your integrity, interest in medicine, academic ability, interpersonal skills and resilience. Good sources include current or former professors, physician mentors, research advisers or supervisors, employers and coaches. The school encourages individual letter writers to follow the AAMC’s guidelines for writing a letter of evaluation.

The requirements, in short: Long Island prefers a committee or composite letter from your pre-health committee or adviser. If your college has no committee, send at least three individual letters, two of which should be from science professors. You may send up to 10 letters in total, and all letters must go through the AMCAS Letter Service. Manhattan, by comparison, requires a committee letter or two letters from professors who taught you (at least one in science), due November 10.

Applying to Both NYU Grossman Schools

Many applicants designate both schools. That can work, but only if both fit. Before you apply to Long Island, ask yourself honestly whether you would be happy practicing general internal medicine, pediatrics or obstetrics and gynecology for your whole career. If the answer is yes, Long Island is a strong option and the secondary essays will be easy to write well. If you are hoping for dermatology or orthopedics, the school’s own guidance says to look elsewhere, and your essays will show it.

By following these strategies, you can build an application that shows academic readiness, real clinical experience and a clear sense of where you belong. The path to medical school is demanding, but careful preparation and an honest fit make a real difference.

Secondary Application Questions, Example Responses and Analysis

Each NYU Grossman school has its own secondary for the 2026-2027 cycle, and the two share nothing. Write them separately. Every example below is labeled “Illustrative example, not an actual applicant essay.” The examples are teaching material written for this guide. Use them to see how a strong answer is built, then write your own from your real experiences; never copy or adapt them.

NYU Grossman School of Medicine (Manhattan) Secondary Application, 2026-2027

Manhattan’s 2026-27 secondary has six short items and five required essays. The essays are limited to 2,500 characters each, counting spaces. The short items have no printed limit. NYU Grossman posts the questions in advance in its official 2026-27 secondary application materials, and all responses must be submitted through the AMP portal. The secondary fee is $110 and the deadline is November 10, 2026.

The current set has changed. Three of the five essays (a long-term goal, difficult feedback and an ethical dilemma) are new for 2026-27. The respect essay carries over, and the proudest-accomplishment essay returns with slightly new wording (“Some of the most meaningful achievements…”). The 2026-27 set has no “unique qualities” essay, no “answer only one of the following three questions” instruction and no challenging-colleague essay. All five essays are required.

The essays reward specific, honest stories over polished generalities. A useful approach for all five: pick a different experience for each essay, open with the situation in one or two sentences, spend most of your characters on what you did and thought, and end with what changed. Count characters with spaces before you paste into the portal.

Short Questions 1 to 6

The first six items are short answers, reporting fields and uploads. Answer them carefully, but save your best writing for the essays.

Short question 1: Academic fluctuations

Prompt: “If applicable, please comment on significant fluctuations in your academic record.”

Limit: No limit stated. Who answers: Applicants whose transcript shows a significant change in grades. Required: Optional (answer only if it applies).

Length guidance: The official 2026-27 secondary materials PDF prints no limit for short questions 1 to 6; the 2,500-character cap applies to the five essays. Keep the answer brief (about 100 to 200 words) and follow any limit the AMP portal shows.

Illustrative example, not an actual applicant essay:

In the spring of my sophomore year my GPA fell from 3.8 to 3.1. That semester I worked 25 hours a week at a pharmacy after my mother’s hours were cut, and I kept a full course load because I did not want to lose my scholarship. I earned a C in organic chemistry II and a B minus in physics.

I learned that I could not do both well without a plan. The next fall I cut my work hours to 12, moved to a lab section that fit my shifts, and met with my adviser every two weeks. I retook no courses, but every science course after that semester was an A or A minus, including biochemistry and genetics. My upward trend over the last five semesters is the best picture of how I study now.

Analysis: The answer names the semester, the exact cause and the grades affected, then shows the fix and the evidence that it worked. It does not ask for sympathy or blame anyone. Keep it short: the committee needs context, not a second personal statement. Mistakes to avoid: vague phrases like “personal issues” with no detail, repeating an explanation already given in AMCAS, or answering when there is no real fluctuation to explain.

Short question 2: Time off

Prompt: “If you have taken any time off from your studies, before, during, or after college, please describe what you did during that time and your reasons for doing so.”

Limit: No limit stated. Who answers: Applicants who took time away from school before, during or after college. Required: Conditional (answer if you took time off).

Length guidance: No limit is printed for this short question in the official 2026-27 PDF. Aim for about 100 to 200 words and follow any limit the AMP portal shows.

Illustrative example, not an actual applicant essay:

I graduated in May 2025 and have spent the two years since working full time as a clinical research coordinator in a hospital-based asthma study in the Bronx. I consent patients, run spirometry under supervision, and call families when a child misses a follow-up visit. I chose a research job instead of applying straight from college because I wanted to understand how a study moves from protocol to patient, and because my family needed a second income while my brother finished high school.

Outside work I volunteer one evening a week at a free clinic, where I take vitals and help Spanish-speaking patients complete intake forms. I will keep both roles through June 2027.

Analysis: The response accounts for the whole period, gives a clear reason for each choice and shows that the time was used for clinical and research growth. Dates make it easy to read against the AMCAS activities list. Mistakes to avoid: leaving months unexplained, apologizing for a gap year, or listing activities with no reason behind them.

Short question 3: Optional reporting information

Prompt: “At your option, please provide the following information not contained in the AMCAS primary application. Answers to the following questions will not be included in the application materials reviewed by committee members and are used for reporting purposes following completion of the admissions cycle. a. Single or Married Student b. Member of the LGBTQ+ community c. Child of a Physician”

Limit: No limit stated. Who answers: All applicants. Required: Optional.

Length guidance: Selection fields with no word or character limit, per the official 2026-27 PDF.

Illustrative example, not an actual applicant essay:

a. Single
b. Prefer not to answer
c. No

Analysis: This is a reporting item, not an essay. The PDF states that committee members do not see these answers. Answer each field accurately or leave it blank; there is no strategic choice to make here.

Short question 4: Residency specialty interests

Prompt: “NYU Grossman School of Medicine allows all our students to accelerate their medical educational training. To guide our curricular efforts focusing on early career exploration for our students, please a. select up to three residency specialties currently of interest to you. Please note that your selections do not impact your admissions decision, they are not binding, and you may select “Undecided” if you are unsure of your future career path. b. (3 drop down “select a field of interest”)”

Limit: No limit stated. Who answers: All applicants. Required: Required field; “Undecided” is allowed.

Length guidance: Up to three dropdown selections; no text limit applies.

Illustrative example, not an actual applicant essay:

Field of interest 1: Pediatrics
Field of interest 2: Emergency Medicine
Field of interest 3: Undecided

Analysis: Pick fields that match what your application already shows, or choose Undecided. The selection does not affect the admissions decision and is not binding. Do not pick a specialty just because it appears on the three-year directed pathway list; that pathway has its own tertiary application.

Short question 5: CV upload

Prompt: “Please upload your most recent CV, ensuring it includes up-to-date publications, abstracts, and presentations.”

Limit: No limit stated. Who answers: All applicants. Required: Required.

Length guidance: File upload; the PDF sets no page or word limit. Keep the CV to one or two pages and save it as a PDF.

Illustrative example, not an actual applicant essay:

Education: B.S., Biology, [University], May 2025, GPA 3.86
Clinical experience: Clinical Research Coordinator, pediatric asthma study, July 2025 to present (about 3,200 hours)
Volunteer: Free clinic intake volunteer, weekly, 2023 to present (about 300 hours)
Research: Undergraduate thesis on airway inflammation in mice, 2023 to 2025
Publications and abstracts: Poster, regional asthma research symposium, April 2026 (second author)
Skills: Spanish (professional working proficiency), REDCap, spirometry under supervision

Analysis: The CV should match AMCAS dates and hours exactly, list every publication, abstract and presentation with your author position, and stay easy to scan. Do not add activities that are missing from AMCAS without a reason, and do not pad it with high school items.

Short question 6: Cell phone number

Prompt: “Cell Phone Number”

Limit: No limit stated. Who answers: All applicants. Required: Required field.

Length guidance: Contact field; no limit applies.

Illustrative example, not an actual applicant essay:

(555) 010-0123 (a number you check every day, with voicemail set up)

Analysis: Use a number that will stay the same all cycle. Interview and admissions calls can come at any time, and a full voicemail box is an avoidable problem.

The Five Required Essays (2,500 Characters Each)

Essay 1: A long-term goal

Prompt: “Tell us about a long-term goal you pursued over several years. What obstacles did you encounter, and what sustained your motivation when progress was slow?”

Limit: 2,500 characters. Who answers: All MD applicants who complete the NYU Grossman School of Medicine secondary. Required: Required.

Illustrative example, not an actual applicant essay:

When I was fifteen, my younger cousin Mateo lost most of his hearing after meningitis. At his first follow-up visit I watched my aunt nod through an explanation she did not understand, because the interpreter was late and the doctor kept talking. That afternoon I decided to learn American Sign Language well enough to be useful.

The goal took five years. I started with free library classes, took ASL I through IV at a community college while finishing high school, and later joined a Deaf community social night in Queens every other Thursday. Vocabulary came quickly. Fluency did not. In my second year I stalled. I could sign slowly, but at social nights I missed half of every conversation because native signers used facial grammar and space in ways my classes never covered. Twice I stopped going for a month because I felt like a visitor in someone else’s home.

What kept me going was a smaller target. My teacher, who is Deaf, told me to stop measuring progress by whether I understood everything and instead count whether I could finish one conversation a night without asking for a repeat. Some nights I failed. By the end of that year I was managing two or three. I also recorded myself and compared my signing with videos from Deaf creators, which showed me where my expressions were flat.

The motivation that lasted was Mateo. He is nineteen now, signs faster than I ever will, and teases me about my accent. Last spring, at a hearing screening event where I volunteered, a Deaf mother asked about her son’s results, and I could follow her questions and relay the audiologist’s answers while we waited for the booked interpreter to join by video. I told her I was not certified. But she understood what was happening to her child, which my aunt never had.

Slow progress taught me that persistence depends on choosing the right measure. Medical training builds skill in small, uneven steps too. I plan to keep the same habit: name the next specific skill, check it honestly, and keep going while the larger goal still looks far away.

Analysis: The essay names one goal with a clear start point and a five-year span, which is what “over several years” asks for. It answers the obstacles part with a specific plateau (fluency, not vocabulary) and the motivation part with two things: a better way to measure progress and a person who matters. The last paragraph links the lesson to medical training without listing virtues. It also shows judgment by stating the writer is not a certified interpreter. Mistakes to avoid: picking a goal that lasted one semester, describing only success, or ending with a generic line about passion for medicine.

Essay 2: Difficult feedback

Prompt: “Medical training demands continuous improvement. Share an example of feedback you received that was difficult to hear. How did you act on it, and what changed as a result?”

Limit: 2,500 characters. Who answers: All MD applicants who complete the NYU Grossman School of Medicine secondary. Required: Required.

Illustrative example, not an actual applicant essay:

Three months into volunteering on a college ambulance squad, I gave my first radio report to an emergency department. I thought it went well. Afterward my crew chief, a paramedic named Denise, pulled me aside. “You told them everything you did,” she said, “and nothing they needed.” She explained that I had spent forty seconds on the call history and never stated the blood pressure trend, which was the reason we were rushing.

It stung because I had practiced that report. I had confused being thorough with being useful. My first reaction was to explain that the patient had been talkative and the scene was chaotic. Denise let me finish and then asked one question: “What did the nurse on the other end need to do next?” I did not have an answer.

That night I wrote out the report I should have given. Then I asked Denise if she would review my next five reports before I called them in. She agreed, on one condition: I had to say the most important finding in the first sentence. For two weeks I wrote every report on a card in the rig, crossed out anything the hospital could not act on, and read it aloud before keying the radio. Denise marked each card with a single word, either “useful” or “again.” My first three were “again.”

By the end of that month, my reports were shorter by half and started with the problem: “Seventy-eight-year-old female, pressure dropping from 130 to 90 over twenty minutes.” The charge nurse at our receiving hospital told Denise she could hear the difference. The bigger change was in how I listen. I now ask myself who is receiving the information and what they will do with it, whether I am updating a patient’s family or a research team.

Feedback is hardest when you thought you had done the work. I learned to separate effort from outcome, to ask for a concrete standard and to check my progress against someone who knows what good looks like. Clinical training will hand me that kind of feedback often, and I would rather hear it early.

Analysis: All three parts of the prompt are answered in order: the feedback (quoted and specific), the action (a concrete practice routine with a clear measure) and the change (shorter reports and a new way of thinking about the listener). The writer admits an initial defensive reaction, which makes the growth believable. Mistakes to avoid: choosing feedback that was really a compliment, describing feedback without showing what you did next, or claiming a total transformation from a single comment.

Essay 3: Respect

Prompt: “Conflicts arise daily from differences in perspectives, priorities, worldviews, and traditions. How do you define respect? Describe a situation where you found it challenging to remain respectful while facing differences.”

Limit: 2,500 characters. Who answers: All MD applicants who complete the NYU Grossman School of Medicine secondary. Required: Required.

Illustrative example, not an actual applicant essay:

I define respect as taking someone’s reasons seriously enough to understand them before I decide what I think of their conclusion. It does not require agreement. It does require that I stay curious when I would rather be right.

I tested that definition at my family’s church food pantry, where I helped run Saturday distribution for three years. During my second year, the pantry board proposed asking every client for a photo ID and proof of address. Mr. Okafor, a retired accountant who had volunteered there for twenty years, argued hard for it. Supplies were short, and he believed some people were coming twice. I opposed it. Many of our clients were undocumented or between apartments, and I had seen families leave the line when anyone with a clipboard asked questions.

At the board meeting, Mr. Okafor said that people who would not show ID “probably had something to hide.” I felt my face get hot. I wanted to answer by telling the story of a mother I knew who had left without food rather than give her name. I started to, and then I stopped, because I realized I was about to use her story to win an argument.

Instead I asked him to walk me through the numbers. It turned out he had tracked every bag for six months, and distribution had grown faster than the number of families in our sign-in book. His concern was not prejudice in the way I had assumed. It was that the pantry would run out before the end of the month, and the people at the back of the line would get nothing.

We still disagreed about ID. But once I understood his reasons, I could propose something that met both of our concerns: a numbered card with a first name only, issued at the first visit and checked at each distribution. Mr. Okafor agreed to try it for two months. Duplicate visits fell, and no family had to show a document.

What made this hard was that I believed my position was the more compassionate one. Respecting Mr. Okafor meant accepting that he cared about the same families in a different way. Patients and colleagues will often reach different conclusions for reasons I cannot see at first. I want to keep asking for those reasons before I answer.

Analysis: The essay gives a short, usable definition first and then tests it in a real conflict with real stakes. The challenging moment is honest: the writer nearly used a client’s story as a weapon. The resolution comes from understanding the other person’s reasons, which matches the definition, and the outcome is concrete without claiming everyone became friends. Mistakes to avoid: a definition copied from a dictionary, a conflict where the other side is a villain, or a story where the writer was never tempted to be disrespectful.

Essay 4: An ethical dilemma

Prompt: “Describe a situation in which you faced an ethical dilemma or pressure to compromise your values. How did you navigate the situation, and [w]hat guided your decision.”

Limit: 2,500 characters. Who answers: All MD applicants who complete the NYU Grossman School of Medicine secondary. Required: Required.

Illustrative example, not an actual applicant essay:

In my junior year I worked in a cell biology lab studying how a drug candidate affected muscle cells. Two weeks before our team’s poster deadline, I ran the final experiment and got a result that weakened our main finding. One of my three replicates showed almost no effect. With it, the difference between groups was no longer significant. Without it, the poster told a clean story.

The postdoc who supervised me looked at the data and said, “That plate was probably contaminated. Drop it and rerun the stats.” She had more experience than I did, she was under pressure to submit an abstract for a fellowship, and she might have been right. But I had checked that plate under the microscope, and it looked like the others. I had no record of a problem except the result itself.

I felt real pressure. I liked her, I wanted a strong letter from her, and I was not sure my concern was worth a fight. I did three things. First, I reread our lab’s data policy, which said exclusions had to be based on a documented technical problem decided before analysis. Second, I asked the postdoc whether we could look at the plate’s raw images together, so the decision rested on evidence rather than on what we hoped to see. Third, when we still disagreed, I suggested we bring it to our principal investigator before submitting anything.

The conversation with our PI was uncomfortable. She agreed the plate could not be excluded without a documented reason. We presented the poster with all three replicates, a wider confidence interval and a note that the effect needed more testing. The postdoc was frustrated for a few days. A month later, two new replicates confirmed a smaller but real effect, and she thanked me for keeping the record clean.

What guided me was a simple question: could I explain this decision, out loud, to the person who would rely on the result? In research, that person is the next scientist or patient. In medicine, it will be the patient in front of me. I expect pressure to cut corners when time is short and people I respect are asking. I want my default to be the same: look at the evidence, follow the written standard, and take the question to the right person instead of carrying it alone.

Analysis: The dilemma is genuine because the shortcut was tempting and the person suggesting it might have been right. The essay answers how the writer handled it (policy, shared review of evidence, escalation to the PI) and what guided the decision (a clear test the writer can apply in medicine). The outcome is honest: the result became weaker, not magically confirmed. Note that the official 2026-27 PDF prints this prompt with a typo; answer the obvious question it asks. Mistakes to avoid: a dilemma with an obvious right answer and no cost, portraying the other person as dishonest, or skipping what guided the decision.

Essay 5: Proudest non-academic accomplishment

Prompt: “Some of the most meaningful achievements are non-academic in nature. Describe the personal accomplishment that makes you most proud. Why is this important to you?”

Limit: 2,500 characters. Who answers: All MD applicants who complete the NYU Grossman School of Medicine secondary. Required: Required.

Illustrative example, not an actual applicant essay:

The accomplishment I am proudest of is a free bicycle repair day that I started in my neighborhood and that now runs without me.

I learned to fix bikes in high school, working Saturdays at a small shop in exchange for parts. Most of our customers were delivery workers who depended on their bikes to earn a living. A flat tire or a broken chain could cost them a day’s pay, and many could not afford a repair. In my first year of college I asked the shop owner if I could use his back room one Sunday a month to fix bikes for free. He said yes, if I bought the tubes and cables myself.

The first Sunday, four people came. I had a borrowed pump, a box of used parts and a sign written in English and Spanish. By the sixth month, we had twenty riders a session and a waiting list. I could not keep up. The hardest part was not the repairs but letting go of doing them myself. I started teaching two regulars, then four, how to true a wheel and adjust brakes. I wrote a one-page guide with photos for the most common fixes, and a local credit union agreed to donate $300 a quarter for parts.

When I left for a research job across the city, I worried the repair day would stop. It did not. Last month, one of the riders I trained, a delivery worker named Luis, ran the session and fixed thirty-one bikes with three volunteers. He texted me a photo of the line.

This matters to me because it is the first thing I built that outlasted my own effort. In the beginning, I measured success by how many bikes I fixed. Over time I learned that the better measure was how many people could fix them without me. That shift changed how I think about service. Doing something for people is good. Building something they can own is better.

I see the same idea in medicine, especially in primary care and public health, where the goal is often to give patients the skills and support to manage their own health. I want to bring that habit into medical school: notice a need, start small, teach others, and design the work so it keeps going after my part ends.

Analysis: The essay picks one accomplishment that is clearly non-academic and shows growth from doing to teaching to handing off. It answers “why is this important” directly, with a lesson about building things that last. The medical connection is brief and earned. Mistakes to avoid: choosing an academic award, listing several accomplishments, or explaining why it matters only in vague terms such as “it taught me leadership.”

The Three-Year MD Directed Pathway Tertiary

Applicants who want early conditional acceptance into one of the 21 directed-pathway residencies complete a separate tertiary application, due February 2, 2027. It names one residency and includes two essays about your interest in and qualifications for that program. The 2026-27 tertiary essay prompts are not posted publicly. If you plan to apply, open the tertiary in the portal early and gather specific evidence of your experience in that field: shadowing, research and clinical work you can describe in detail.

MD/PhD Applicants

MD/PhD applicants follow the Medical Scientist Training Program’s own instructions. The 2026-27 MSTP supplemental prompts are not published on the program’s public pages, so contact the MD/PhD program office for current requirements.

Re-applicants to Manhattan

The 2026-27 Manhattan secondary has no separate re-applicant essay. If you applied before, use the time-off short question and your essays to show what has changed since your last application.

NYU Grossman Long Island School of Medicine Secondary Application, 2026-2027

Long Island’s secondary is completely different from Manhattan’s. For 2026-27 it has six items, each with a 400-word limit: re-applicant questions, a residency track essay, a timeline essay, a regional ties essay and two optional essays. The secondary is due November 16, 2026, at 11:59 p.m. ET, and the fee is $110 unless you have an AAMC fee waiver. Long Island does not post its secondary prompts online. The prompts below are the 2026-27 set; when your invitation arrives, confirm the wording and the 400-word limit in the school’s portal before you finalize.

Three themes run through every Long Island prompt: primary care, your chosen residency track and the communities the school serves. The track list is three fields: internal medicine, pediatrics and obstetrics and gynecology. Family medicine applicants choose the internal medicine track, and general surgery is not a track. Make your track essay, timeline essay and ties essay tell one consistent story. A reviewer who reads all three should finish with a clear picture of the generalist you will become and the patients you will serve.

Re-applicant questions and essay

Prompt: “Prior to the current application cycle, have you ever applied to any medical school before? Yes/No. If yes, have you ever applied to NYU Grossman Long Island School of Medicine? Yes/No. If yes, during which application cycle did you most recently apply to NYUGLISOM? (dropdown to select the year). If you are a re-applicant to any medical school, please describe what steps you have taken to strengthen your candidacy. Additionally, if you did not previously apply to NYUGLISOM, why have you chosen to apply to our program now?”

Limit: 400 words. Who answers: All applicants answer the yes/no questions; re-applicants to any medical school write the essay. Required: Yes/No screening questions for everyone; essay required for re-applicants to any medical school.

Illustrative example, not an actual applicant essay:

Applied to any medical school before: Yes. Applied to NYUGLISOM before: No.

I applied to 22 medical schools in the 2025-2026 cycle and received two interviews but no acceptance. When I asked for feedback, one school told me my clinical experience was broad but shallow: many short activities, none with sustained patient contact. That was fair. I had about 150 hours spread across five settings.

Since then I have worked full time as a medical assistant in a federally qualified health center in Hempstead. I room patients, take vitals, update medication lists, and call patients who miss diabetes and blood pressure follow-ups. I have now logged more than 1,600 hours with the same panel of patients, and I have seen what continuity means. One patient, a bus driver with uncontrolled diabetes, missed three visits in a row. After I called him twice and learned he could not get time off before 5 p.m., our team moved him to an evening slot. His A1c has come down in each of his last two checks. I cannot claim credit for that, but I understood for the first time how much of primary care happens between visits.

I also retook the MCAT in April 2026 and improved my score by six points, mainly in Chemical and Physical Foundations, after a structured study schedule built around my work hours.

I did not apply to NYUGLISOM last cycle because I was not yet sure I wanted to commit to primary care before medical school. I am sure now. This year at the clinic convinced me that I want to practice general internal medicine in a community like the one I serve, and the internal medicine directed pathway at NYU Langone Hospital-Long Island fits that plan. The clinic I work in sends many patients to that hospital for admissions and specialty care, so I already know how much the two settings depend on each other. I would rather commit to that work now than spend years keeping my options open.

Analysis: The response answers the screening questions, then covers both essay parts: concrete steps taken since the last cycle (sustained clinical work, a retaken MCAT) and why the writer is applying to this school now. The “why now” answer is honest about earlier uncertainty and points to the school’s stated fit: a firm commitment to primary care before matriculation. Mistakes to avoid: blaming the previous cycle on bad luck, listing new activities without showing what they taught you, or saying you are applying “to broaden your options,” which runs against the school’s advice that applicants should be certain about primary care.

Residency track essay (Internal Medicine, Pediatrics or Obstetrics and Gynecology)

Prompt: “NYU Grossman Long Island School of Medicine (NYU GLISOM) seeks to train physician leaders grounded in primary care and address physician shortages in specific fields. To support this mission, acceptance to NYUGLISOM is paired with an offer of a directed pathway to residency into one of three designated residency programs at NYU Langone Hospital-Long Island: Internal Medicine | Pediatrics | Obstetrics & Gynecology. Candidates interested in Family Medicine may apply through the Internal Medicine track. Though Family Medicine is not part of the NYU GLISOM directed pathway to residency option, final year students are positioned to successfully match to external Family Medicine programs. They also retain the option of pursuing the directed pathway to Internal Medicine at NYU Langone Hospital-Long Island, if they choose. Please select your intended residency track below and discuss your reasons for this choice, how the pre-medical experiences listed on your AMCAS application confirm your commitment to this field within the context of primary care, and why you have chosen this medical discipline over others you have explored. If applicable, please explain how your academic interests or personal journey may have influenced your residency track selection.”

Limit: 400 words. Who answers: All secondary applicants; select one of three tracks (family medicine applicants use the Internal Medicine track). Required: Required.

Illustrative example, not an actual applicant essay:

Selected track: Pediatrics

I chose pediatrics because the work I have loved most is the work that happens before a child gets sick. For two years I have been a medical assistant at a community pediatric practice in Nassau County. On a typical morning I room twelve to fifteen children, measure growth, run vision and hearing screens, and give parents the developmental questionnaires for well visits. The visits I remember are rarely emergencies. They are the two-year-old whose speech screen flagged a delay, whose mother came back six months later to say the early intervention program had helped, or the teenager who finally told our nurse practitioner about panic attacks because she had seen the same faces at every visit.

My AMCAS activities point in the same direction. In college I tutored children in a public housing community center for three years, and I spent a summer in a pediatric asthma study, calling families to remind them about controller medications. Both taught me that a child’s health depends on the adults around them, and that primary care is often about helping a family manage what happens at home.

I explored other fields seriously. I shadowed in an adult emergency department for 80 hours and respected its pace, but I kept wanting to know what happened to patients after they left. I also spent a semester shadowing in obstetrics, which I enjoyed, especially prenatal visits. What drew me back to pediatrics was continuity over many years of growth, and the chance to shape habits early, from vaccines to sleep to reading.

My own path matters here too. I was a child who missed a lot of school with asthma, and our pediatrician was the first adult outside my family who explained my body to me as if I could understand it. That is the kind of doctor I want to be.

The directed pathway to pediatrics residency at NYU Langone Hospital-Long Island fits my goal of practicing general pediatrics on Long Island, where many of the families I see now wait weeks for a well visit. I want to train in the same community I intend to serve.

Analysis: The response states the track first and then answers each part in the prompt’s order: reasons for the choice, AMCAS experiences that confirm it within primary care, other fields explored and why pediatrics won, and the optional personal journey. Every claim is tied to hours, settings or specific patients (described without identifying details). It ends with the directed pathway and the local need, which matches the school’s mission. Mistakes to avoid: writing about subspecialties (the school warns that its program is not built for subspecialty-bound students), skipping the “other fields” comparison, or choosing a track your experiences do not support.

Timeline essay (graduates or current college students)

Prompt: “Please provide a response to the timeline that pertains to you: If you have graduated from college, please tell us what you have been doing since that time up until the present and your reasons for doing so? (Please be sure to account for all your time since graduating, including your plans for the upcoming application cycle.) Please also discuss how these experiences have informed you of your understanding of primary care and chosen residency track. If you are still in college, what factors influenced your decision to apply to NYUGLISOM directly from undergrad? Please also tell us your planned academic, extracurricular, research, community service and/or work activities for the upcoming application cycle and how any of these activities align with your interest in primary care and chosen residency track?”

Limit: 400 words. Who answers: All secondary applicants: graduates answer the first version, current college students the second. Required: Required (answer the version that applies to you).

Illustrative example, not an actual applicant essay:

Version answered: I have graduated from college.

I graduated in May 2025 with a degree in public health. From June to August 2025 I studied for and took the MCAT while working part time as a pharmacy technician. I chose to take a full year before applying because my clinical experience was mostly in hospitals, and I wanted to see adult primary care from the inside before committing to it.

Since September 2025 I have worked full time as a medical scribe in a large internal medicine practice in Queens. I document about twenty visits a day for three physicians. Many of the visits are for diabetes, hypertension, depression and chronic kidney disease, often all in the same patient. Writing those notes taught me how an internist thinks: reviewing the medication list line by line, asking what the patient can afford, deciding which problem can wait until the next visit. I also saw how much time the doctors spent on care coordination, such as calling a cardiologist about a referral or helping a patient appeal an insurance denial.

On Wednesday evenings since January 2026 I have volunteered at a free clinic, where I take vitals and help with intake. Many of those patients have not seen a primary care doctor in years. The contrast with the practice where I work, where patients have a regular physician, has shown me what continuity prevents.

For the 2026-2027 cycle, I will stay in my scribe role through June 2027 and keep my clinic shift. I have also started a quality improvement project with one of the physicians, tracking how many patients with diabetes complete their annual eye exam, and I will present the results to the practice in the spring.

These experiences confirmed my choice of the internal medicine track. I want to be the physician who manages the whole patient over many years, and I now understand that the work includes systems as much as diagnoses. That is why the school’s focus on health systems science matters to me.

Analysis: The response states which version it answers and accounts for every period since graduation with dates, including plans through matriculation. It explains the reasons behind each choice and connects the experiences to both primary care and the chosen internal medicine track. The quality improvement project links naturally to the school’s health systems science focus. Mistakes to avoid: leaving a gap of several months unexplained, describing activities without saying what they taught you about primary care, or forgetting the plans for the current cycle.

Regional ties essay (leave blank if it does not apply)

Prompt: “(Please leave this question blank if it does not apply to you.) Do you have any personal, professional, or educational ties to the Long Island, NYC-Metropolitan or Tri-State (NY, NJ, CT) Areas? If so, please describe how these connections have influenced your decision to apply to NYUGLISOM and how they may impact your plans to practice medicine.”

Limit: 400 words. Who answers: Applicants with personal, professional or educational ties to Long Island, the NYC metro area or NY, NJ or CT. Required: Conditional (leave blank if you have no ties).

Illustrative example, not an actual applicant essay:

I grew up in Freeport, on the South Shore of Nassau County, and lived there until I left for college. My parents still run a small clothing alterations shop on Main Street, and I worked the counter after school for six years. Many of our regular customers were older immigrants from Haiti, Ecuador and El Salvador. They asked me to read letters from insurance companies and pharmacies, and I learned early how often they delayed care because they did not understand the paperwork or could not find a doctor who would see them soon.

During college breaks, I volunteered at a church health fair in Roosevelt, taking blood pressures and handing out referral lists. The same problem came up every time: people knew they needed a primary care doctor but faced waits of several weeks. Some went to the emergency department for problems that a regular physician could have managed.

These connections are the main reason I am applying to NYUGLISOM. The school’s mission is to train primary care physicians for the communities it serves, and those communities include the neighborhoods I grew up in. I want my training to happen in the hospital system where my neighbors already receive care, at NYU Langone Hospital-Long Island in Mineola, twenty minutes from my parents’ shop.

My plan is to practice general internal medicine in Nassau County, ideally in a practice that serves patients who speak Spanish or Haitian Creole. I speak Spanish fluently and Creole at a conversational level, and I know how much it means to a patient to explain symptoms without an interpreter. Staying here also means I can support my parents as they get older, and I want to build my career in the place that shaped why I chose medicine.

Analysis: The response describes real, specific ties (where the writer grew up, family business, local volunteering) and then answers both parts of the question: how the ties shaped the decision to apply and how they shape practice plans. It connects to the school’s stated interest in applicants with ties to the communities it serves without claiming that ties guarantee anything. Mistakes to avoid: inventing a tie, listing a single vacation or a relative you rarely see, or answering this question when it does not apply (the prompt says to leave it blank).

Optional: Academic fluctuations, MCAT inconsistencies, leave or irregularities

Prompt: “(Optional) Please comment on any significant fluctuations in your academic record or inconsistencies in your MCAT score; if you took a leave of absence for any reason during college; or any application irregularities that you feel would be helpful for the admissions committee to consider when conducting its comprehensive review of your credentials.”

Limit: 400 words. Who answers: All secondary applicants. Required: Optional.

Illustrative example, not an actual applicant essay:

In the fall of my junior year I took a medical leave of absence for one semester after my father had a stroke. I was the only family member who could drive him to rehabilitation and translate at his appointments, so I moved home to Brentwood for four months. I returned in January, retook the two courses I had withdrawn from, and earned A grades in both.

My transcript also shows a C in physics I during my first year, when I was commuting ninety minutes each way and working evenings. I moved closer to campus the next year and earned an A minus in physics II.

Finally, my two MCAT scores differ by seven points. My first attempt, in January 2025, came two weeks after my father’s second hospitalization. I postponed my application, studied on a fixed schedule, and retook the exam in April 2026. I believe the second score better reflects my preparation.

Helping my father through rehabilitation also showed me how much a good primary care physician coordinates: his internist managed his blood pressure, rehabilitation referrals and depression screening at every visit. That experience is part of why I chose the internal medicine track.

Analysis: The response covers each item the prompt lists that applies (leave of absence, a grade dip, an MCAT difference) with dates, causes and the evidence of recovery. It stays factual and brief, then makes a short link to primary care. Mistakes to avoid: explaining items that need no explanation, writing long emotional detail that crowds out the facts, or using this space to repeat the personal statement.

Optional: Additional information

Prompt: “(Optional) Please feel free to share any other information that you have not already included in your AMCAS application or secondary responses that you believe would be relevant for the admissions committee to know about.”

Limit: 400 words. Who answers: All secondary applicants. Required: Optional.

Illustrative example, not an actual applicant essay:

Since submitting my AMCAS application in June, two things have changed that I would like the committee to know.

First, in August I completed certification as a phlebotomy technician and started drawing blood two mornings a week at the community health center where I work as a medical assistant. Many of our patients with diabetes now have their labs drawn during their visit instead of being sent to an outside lab, and our team has seen fewer missed lab orders as a result. I have performed about 120 draws so far under supervision.

Second, the quality improvement project I listed as planned is now underway. With our medical director, I am tracking how many patients overdue for colorectal cancer screening complete a home test kit after a reminder call in English or Spanish. In the first six weeks, 41 of 96 patients I called returned a kit. We will present the results to the health center’s board in January.

Both activities have deepened my interest in the internal medicine track and in health systems work. I am learning that small changes in clinic workflow can matter as much as any single visit.

Analysis: The response uses the optional space for genuinely new information, gives specific numbers and dates, and links it back to the chosen track and the school’s health systems science focus. Mistakes to avoid: repeating your personal statement, listing every hobby, or filling the box just because it is there. If you have nothing new and relevant, leave it blank.

Common Mistakes on NYU Grossman Secondaries

• Mixing the schools. Do not reuse a Manhattan essay on Long Island or the reverse. The prompts, limits and priorities are different.
• Exceeding the limit. Manhattan counts characters and Long Island counts words. Check both before you paste.
• Choosing the wrong Long Island track. Your track must match your AMCAS experiences. If your hours are all in emergency medicine and surgery, a pediatrics track essay will not be convincing.
• Writing toward subspecialties on Long Island. The school says its program is not built for subspecialty-bound students. Do not suggest that you plan to subspecialize.
• Waiting too long. Both schools review applications well before their deadlines. Aim to return each secondary within about two weeks of receiving it.

The secondary essays give each school a fuller view of who you are. Take the time to make every answer specific, honest and clearly tied to the school you are writing for.

Interview Format and Preparation

Both NYU Grossman schools interview with a multiple mini interview (MMI), and both interview virtually. The formats differ enough that you should prepare for each separately.

Manhattan Interview Process

Manhattan’s MMI has eight online stations, interviewed by trained members of the faculty, staff and student body. At each station the interviewer gives you an open-ended question, and you talk for about seven minutes. Two of the eight stations are rest stations. One station, the open station, works like a traditional one-on-one interview and lasts 14 minutes. The whole process takes about an hour and fifteen minutes (What to Expect from the Multiple Mini Interview).

The school explains why it uses the MMI: talking with many interviewers instead of one or two reduces the chance that one person’s bias affects your score, and MMI scores predict later clerkship performance and professionalism. The questions are situational, with no right or wrong answers. Interviewers assess decision-making, critical thinking and communication on healthcare and social issues, and they are watching how you think and how well you adapt.

• Invitations: from July 2026.
• Season: September through December 2026.
• Mode: virtual. Your invitation confirms the format and schedule.

How to prepare for Manhattan: practice short, structured answers to ethical and social scenarios, out loud and on camera. For the open station, know your application well enough to discuss any activity in depth, and prepare a clear answer to why NYU Grossman and the three-year curriculum fit you. The secondary essays on feedback, respect and ethics overlap with likely MMI themes, so reread them before interview day.

Long Island Interview Process

Interview Invitations

Long Island began sending interview invitations in August 2026. Invitations follow a review of your complete primary and secondary applications.

Virtual Interview Format

All Long Island interviews are virtual, from early September through early December. The interview has two parts (Interview Process):

• Multiple mini-interview circuit (about one hour). You move through short, scenario-based conversations with different interviewers at separate stations. Scenario topics map to the AAMC Core Competencies for Entering Medical Students, and interviewers assess decision-making, critical thinking and interpersonal and communication skills. The circuit includes a station where you are observed in a nonclinical conversation with a standardized patient, and a limited traditional interview station with specific questions about your application.
• Interactive group activity (about one hour). A team-based exercise facilitated by staff from the NYU Langone Hospital-Long Island Simulation Center. It evaluates teamwork and collaboration.

Interview Day Schedule

On interview day, applicants are split into two groups. One group does the MMI circuit while the other does the team activity, and then the groups switch, so everyone completes both. The school sends more details about the schedule before your interview. Interview days also give you a chance to learn about the curriculum, student life, financial aid and the directed pathway, and to ask questions of students, faculty and staff.

How to prepare for Long Island:

• Standardized patient station. Practice a calm, respectful conversation with someone who is upset or confused. Listen first, check understanding, and do not offer medical advice you are not qualified to give.
• Traditional station. Be ready to explain your track choice, your primary care experience and your ties to the region, consistent with your secondary essays.
• Team activity. Contribute, but also make room for others. Assessors are looking at how you collaborate, not whether you dominate.
• Mission fit. Expect questions that test your commitment to primary care. Honest, specific answers are stronger than broad enthusiasm.

After the interview. Expect to hear about four to six weeks after your interview date. There are three possible outcomes: you advance to the final pool for acceptance consideration, your application is placed on hold and may be reviewed again later in the cycle, or you are no longer under consideration.

General Interview Preparation

For practice questions, see Most Common Medical School Interview Questions in 2024. Record mock MMIs, time yourself and ask a reviewer to tell you where you were unclear. If you want structured mock interviews and feedback, IMA offers medical school admissions consulting that includes interview preparation. The interview formats above are confirmed by each school; the preparation advice is general practice guidance, not knowledge of how either school scores answers.

Frequently Asked Questions

Frequently Asked Questions About NYU Grossman Long Island School of Medicine

What is the acceptance rate for NYU Grossman Long Island School of Medicine?

No count of accepted applicants is reported for the most recent class, so there is no current acceptance rate to quote. The numbers that are reported show how competitive it is: for the 2025 entering class, 4,738 applications were verified, 308 applicants were interviewed (6.5 percent) and 24 enrolled. The entering class is capped at 24, and in 2022 the school received more than 4,000 applications for those places. Keep in mind that a matriculation ratio (24 divided by applicants) is not the same as an acceptance rate, because some accepted applicants enroll elsewhere.

How does the NYU Grossman Long Island School of Medicine ranking compare to other medical schools?

The school does not advertise a national ranking on its pages. It became eligible for rankings such as U.S. News after full LCME accreditation in 2023. Its parent health system, NYU Langone Health, has been ranked No. 1 among comprehensive academic medical centers by Vizient for several consecutive years. For applicants, the more useful comparison is fit: Long Island is the only medical school in the country offering a three-year, tuition-free MD in primary care.

What distinguishes the NYU Grossman Long Island School of Medicine program from other medical programs?

Four features together: a three-year accelerated curriculum for every student, a Full-Tuition Scholarship for every student, the offer of a directed pathway to residency in internal medicine, pediatrics or obstetrics and gynecology at NYU Langone Hospital-Long Island with every acceptance, and a curriculum built on primary care and health systems science. The school also keeps classes very small, at 24 students.

How long is medical school at NYU Grossman Long Island School of Medicine?

Three years for every student. Phase One lasts 46 weeks, Phase Two 45 weeks, and Phase Three includes USMLE preparation followed by 35 weeks of advanced rotations, electives and the health systems capstone. There is no four-year option and no leave for a dual degree.

What are the differences between NYU Grossman Long Island and NYU Grossman School of Medicine?

They are separate schools with separate admissions. Manhattan admits about 100 students a year, trains physicians for every specialty, has made three years standard with an optional fourth year for research or dual degrees, and offers an optional directed pathway to 21 residencies. Long Island admits 24 students, trains only for primary care in three fields, requires three years with no dual degrees, and pairs every acceptance with a directed pathway at NYU Langone Hospital-Long Island. Deadlines, secondaries, interviews and costs all differ.

How can I find discussions about NYU Grossman Long Island School of Medicine on Reddit?

Search r/premed and r/medicalschool for “NYU Long Island,” “NYUGLISOM” or “NYU LISOM,” and look for each cycle’s school thread on Student Doctor Network. Forum posts help with timing (for example, when interview invitations go out) but can be wrong about policies. Check anything important against the school’s own admissions pages.

What is the curriculum like at NYU Grossman Long Island School of Medicine?

It is a three-phase, three-year curriculum anchored in primary care and health systems science. Phase One covers the foundational sciences, starting with the Language Acquisition course, plus clinical skills and early ambulatory care exposure. Phase Two is the core clerkship year at NYU Langone Hospital-Long Island and community sites. Phase Three adds Step 1 and Step 2 preparation, emergency medicine, ICU, a subinternship, electives, the capstone and a transition to residency course.

How does NYU Grossman Long Island School of Medicine support student research?

Students can start extracurricular research after the Language Acquisition course, on Tuesday and Thursday afternoons or weekends in the first year. The school runs research workshops twice a year, an annual Research Day and a catalog of faculty and resident projects. Louis Ragolia, PhD, directs the student research program and helps students find mentors. Research focuses on quality improvement, population health, health services and clinical or translational work; basic science research is limited by the schedule.

What are the facilities like at NYU Grossman Long Island School of Medicine?

Students learn in the school’s Research and Academic Center and train across the street at NYU Langone Hospital-Long Island, a 591-bed medical center, along with its Simulation Center and community outpatient practices. Students also volunteer at the student-run WiSH Clinic in Hempstead.

How does NYU Grossman Long Island School of Medicine rank in terms of residency placements?

It does not publish a ranking, but its match record is strong. In Match Day 2026, all 25 graduates matched, the fifth consecutive year of a 100 percent match. Seventy-two percent matched in primary care and mission-aligned fields, and 40 percent stayed at NYU Langone Hospital-Long Island. Graduates also matched at programs such as UT Southwestern, Mass General Brigham, Baylor and Children’s National.

What are the housing options for students at NYU Grossman Long Island School of Medicine?

The school offers below-market apartment-style housing a few blocks from campus and the hospital. Studios, small and large one-bedrooms and shared two-bedrooms are guaranteed to all single students when they first matriculate. Couples and family housing may be available. The 2026-27 budget estimates first-year housing at $14,232.

How competitive is the admissions process at NYU Grossman Long Island School of Medicine?

Very. With 24 places and 4,738 verified applications for the 2025 entering class, competition is intense. Accepted applicants that year had a median MCAT of 514 and a median GPA of 3.86. Fit matters as much as numbers: the school looks for applicants who already know they want to practice primary care in internal medicine, pediatrics or obstetrics and gynecology and who have meaningful experience in that field.

What is the student life like at NYU Grossman Long Island School of Medicine?

Small and close-knit. Students join interest groups in internal medicine, pediatrics, obstetrics and gynecology and family medicine, the Medical Ethics Society and the Medical Spanish Club; run the WiSH Clinic; mentor local students through the Envision Scholars Program; and serve as peer tutors and class liaisons. Mineola is suburban, 17 miles from Manhattan, and most students need a car.

How does NYU Grossman Long Island School of Medicine prepare students for primary care?

Through a curriculum designed around it: ambulatory care exposure starting in Phase One, a weekly ambulatory clinic during clerkships, a core primary care clerkship, track-aligned electives and subinternships, health systems science throughout, and mentoring from faculty in each primary care department. The directed pathway then links students to residencies in their chosen field at NYU Langone Hospital-Long Island.

What are the tuition fees for NYU Grossman Long Island School of Medicine?

Tuition for 2026-27 is $63,552, and every student receives a Full-Tuition Scholarship that covers it. Students still pay fees of $4,550 and living costs. After the scholarship and the school’s full health insurance subsidy, the estimated cost is $32,396 for the first year, $32,080 for the second and $30,430 for the third. Need-based Debt-Free Scholarships can cover part or all of what remains.

How can I contact the admissions office of NYU Grossman Long Island School of Medicine?

Email [email protected] or call 516-240-7200. The office is at 222 Station Plaza North, Suite 505, Mineola, NY 11501. Financial aid questions go to [email protected].

What career services are available to students at NYU Grossman Long Island School of Medicine?

Students receive career advising and professional mentoring throughout the program, residency preparation in Phase Three and a four-week transition to residency course. Students on the directed pathway are ranked to match into their chosen NYU Langone Hospital-Long Island program through the NRMP, and students who apply elsewhere get advising for external applications.

How is NYU Grossman Long Island School of Medicine involved in community service?

Students run the WiSH Clinic in Hempstead, which provides free primary care to uninsured and underinsured patients with Family Medicine attending physicians, and they mentor local high school and college students through the Envision Scholars Program. NYU Langone Hospital-Long Island also hosts community health lectures, support groups and fitness programs.

What research opportunities are available at NYU Grossman Long Island School of Medicine?

Extracurricular research in quality improvement, population health, health services and clinical or translational research; research electives; a research-based capstone option; and the required health systems science capstone. Travel reimbursement is usually available for students presenting at meetings, though research stipends are not offered.

What support services are available for students at NYU Grossman Long Island School of Medicine?

Academic coaching, career advising, professional mentoring, peer mentoring and tutoring, wellbeing programs, accessible housing for students with disabilities, and financial aid counseling. The Office of Student Affairs and the Associate Dean for Students lead student support.

What is the average GPA to get into NYU?

For NYU Grossman School of Medicine in Manhattan, the median undergraduate GPA was 3.98 for the Class of 2027 (range 3.79 to 4.0), and the Class of 2029 also has a median GPA of 3.98. The school’s requirements page gives a median of 3.97 and an average of 3.95 for its most recent incoming class. At Long Island, accepted applicants for the 2025 entering class had a median GPA of 3.86 (mean 3.84) and a median science GPA of 3.84.

Can I get into NYU with a lower GPA?

It is possible but hard at Manhattan, where the GPA range for the Class of 2027 started at 3.79. Both schools use holistic review, so strong clinical experience, a strong MCAT, an upward trend and compelling essays can help. On Long Island, a clear and well-supported commitment to primary care can count heavily, but you still need to show you can handle an accelerated curriculum.

Could I get into NYU if I have strong extracurriculars?

Strong extracurriculars help at both schools, but they do not replace academics at Manhattan, where the medians are 523 and 3.98. On Long Island, the most valuable activities are sustained clinical experiences in primary care and your chosen track, plus service in the communities the school serves.

Does NYU admit by major?

Neither NYU Grossman medical school admits by major. Manhattan has no required prerequisites, and Long Island encourages applicants from any field, including the humanities and social sciences, as long as they show strong preparation in the recommended sciences and other subjects.

Does NYU have a good medical program?

Yes. NYU Grossman School of Medicine is a highly selective, research-intensive school with a 2.50 percent acceptance rate for the Class of 2027 and a 100 percent match in 2026. NYU Grossman Long Island School of Medicine has had a 100 percent match for five straight years. Both are fully accredited and tuition-free.

Does NYU have a physician assistant program?

Neither NYU Grossman medical school offers a physician assistant program; both are MD programs, and Long Island offers only its three-year MD. Long Island does welcome applicants who previously worked as physician assistants or nurse practitioners. If you are still deciding between medicine and PA school, supervised pre-PA internships can help you compare the roles.

Does NYU MSTP have MD consideration?

The NYU Medical Scientist Training Program trains physician-scientists for the combined MD and PhD. Check with the MD/PhD program office whether applicants who are not admitted to the MSTP can be considered for the MD alone, since the 2026-27 MSTP instructions are not posted publicly. Long Island has no MD/PhD program.

What are my chances of getting into NYU?

At Manhattan, the Class of 2027 acceptance rate was 2.50 percent (208 accepted of 8,271 applicants), and admitted students had a median MCAT of 523 and median GPA of 3.98. Long Island admits 24 students; for the 2025 entering class it verified 4,738 applications and interviewed 308, and accepted applicants had a median MCAT of 514 and median GPA of 3.86. Your chances depend on your record and, especially at Long Island, on how well your experiences fit the school’s mission.

What GPA do I need to get into NYU?

Neither school sets a minimum GPA. At Manhattan, the Class of 2027 GPA range was 3.79 to 4.0 with a median of 3.98, so applicants below about 3.8 face long odds. On Long Island, the median GPA of accepted applicants for the 2025 entering class was 3.86.

How can I get into NYU Grossman School of Medicine?

For Manhattan, apply early, with a strong GPA and MCAT, sustained clinical and research experience and letters that meet the school’s requirements (a committee letter or two professor letters). Submit the secondary well before November 10, write five specific essays and prepare for an eight-station virtual MMI.

How difficult is it to get into NYU medical school?

Very difficult. Manhattan accepted 2.50 percent of applicants for the Class of 2027. Long Island admits only 24 students a year (it interviewed 308 of 4,738 verified applicants for the 2025 entering class) and requires a firm commitment to primary care.

How do I get into NYU medical school?

Choose the right school first. Manhattan suits applicants open to any specialty, with exceptional academics and research. Long Island suits applicants committed to general internal medicine, pediatrics or obstetrics and gynecology. Then meet each school’s letter rules, submit AMCAS and secondaries early, and prepare for each school’s interview.

How hard is it to get into NYU medical school?

Hard at both campuses, for different reasons. Manhattan is hard because of volume and academic medians: about 8,200 applicants a year for about 100 seats. Long Island is hard because of size and fit: 24 seats and a narrow mission.

How many people applied to NYU Grossman School of Medicine?

The Manhattan school received 8,185 applications for the Class of 2029, which entered in July 2026 with about 100 students. For the Class of 2027, there were 8,271 applicants. The admissions office says it processes more than 9,600 MD applications a year in total.

How to get into NYU Grossman School of Medicine?

Build a record of academic excellence, clinical experience and research, then show in your secondary how you persist through slow progress, act on feedback, show respect and make ethical choices. Those are the 2026-27 essay themes, and they overlap with what the MMI tests.

How to get into NYU medical school?

Pick the campus that matches your goals, meet its deadlines (Manhattan October 15 and November 10; Long Island November 1 and November 16), and write secondaries that answer each school’s actual questions.

Is it hard to get into NYU?

Yes. Both NYU Grossman medical schools are among the most selective in the country, and Long Island’s small class and specific mission make fit just as important as statistics.

Is NYU a good medical school?

Yes. NYU Grossman School of Medicine is known for its research, its accelerated three-year curriculum and its tuition-free model, and its graduates match widely. NYU Grossman Long Island School of Medicine is newer but fully accredited, with a 100 percent match for five straight years.

Is NYU good for pre-med?

This question usually refers to New York University’s undergraduate college, which is separate from both medical schools and their admissions decisions. Wherever you study, pre-med success depends on strong grades, MCAT preparation, research and real clinical experience. Many students add pre-med internships with supervised patient care to their college years.

Is NYU med school free?

Tuition is free at both schools: every student receives a Full-Tuition Scholarship. Students still pay fees and living costs, estimated at $38,616 a year in Manhattan and $32,396 for a first-year student on Long Island after the scholarship and health insurance subsidy for 2026-27. Need-based Debt-Free Scholarships can reduce that further.

More Questions About Both NYU Grossman Schools

Can I apply to both NYU Grossman schools in the same cycle?

Yes. They are separate schools in AMCAS, each with its own secondary and fee. Apply to both only if both fit your goals, because Long Island expects a settled commitment to primary care.

Does Long Island still offer a general surgery track?

No. For 2026-27, the directed-pathway tracks are internal medicine, pediatrics and obstetrics and gynecology only. Family medicine applicants apply through the internal medicine track.

Can Long Island students waive the school health insurance?

No. Enrollment in the school’s basic health plan is required and cannot be waived. It is fully subsidized, so it costs students nothing, and students can keep a parent’s or spouse’s plan as secondary coverage.

How many letters can I send to each school?

Long Island accepts up to 10 letters through the AMCAS Letter Service: a committee letter, or at least three individual letters (two from science professors). Manhattan requires a committee letter or two letters from professors who taught you (at least one in science), accepts up to eight letters, and needs them by November 10.

Is the three-year MD optional at Manhattan?

Three years is the standard for all Manhattan students since 2023, but students may choose an optional fourth year for research or a dual MD/master’s degree. The three-year directed pathway with early conditional residency acceptance is a separate, optional application.

Do I need a car on Long Island?

Most students do. A car is needed to reach most required outpatient clinical experiences, even though the campus is walkable and Mineola has train and bus service.

Is CASPer or PREview required?

No. Neither school uses AAMC PREview scores, and neither requires CASPer or any other additional assessment for the 2026-27 cycle. Watch your secondary portal for any change before you apply.

What MCAT score do accepted NYU Grossman applicants have?

At Manhattan, the median MCAT was 523 for the Class of 2027 (range 516 to 527), and accepted applicants for the 2025 entering class had a mean of 522.6. At Long Island, accepted applicants for the 2025 entering class had a median MCAT of 514 (mean 513.6). Both schools accept scores from January 2024 or later for July 2027 entry, and September 12, 2026 is the last test date considered this cycle.

Do the NYU Grossman schools offer early decision or require a deposit?

Neither school offers early decision, and neither requires a deposit to hold your seat. Both review deferral requests case by case; on Long Island, deferral requests are due in writing by April 1 and are not available to applicants admitted from the waitlist.

How many New York residents do the NYU Grossman schools enroll?

Manhattan has no in-state requirement, while Long Island especially encourages applicants with ties to Long Island, New York City and the tri-state area. The mix shows it: in the 2025 entering class, 21 of Manhattan’s 99 MD students were New York residents, compared with 15 of Long Island’s 24 students.

How do I send an update or letter of interest?

At Manhattan, letters of interest or intent and update letters about significant achievements are added to your secondary application. At Long Island, upload thank-you notes, letters of continued interest or intent and significant updates directly to your portal on the admissions platform rather than emailing the admissions inbox.

Related Medical School Guides

Each NYU Grossman school has its own dedicated IMA guide. For Manhattan-only detail, read the NYU Grossman School of Medicine (NYU Manhattan) admissions guide. For Long Island-only detail, read the NYU Grossman Long Island School of Medicine admissions guide.

Other New York MD schools worth comparing:

• Renaissance School of Medicine at Stony Brook University: the other MD school on Long Island, a public option in Suffolk County for applicants who want to train and practice on the Island.
• University at Buffalo Jacobs School of Medicine: a SUNY public MD school in Western New York, useful for New York residents comparing public tuition with NYU’s tuition-free private model.
• Albany Medical College: a private MD school in the state capital with a large regional teaching hospital, an alternative for applicants who want a mid-sized New York city outside the metro area.
• University of Rochester School of Medicine: a research-focused private school known for its biopsychosocial approach, a good comparison for Manhattan applicants who value research and patient-centered care.
• SUNY Upstate Norton College of Medicine: a public MD school in Syracuse serving Central New York, worth a look for New York residents who want a public option and community-based clinical training.

More Medical School Guides

When you build your list, look beyond the schools you know best. Consider location, curriculum style, research and clinical opportunities, student support and cost, and talk to current students where you can. These IMA guides can help you compare:

• Cleveland Clinic Lerner College of Medicine
• Uniformed Services University of the Health Sciences (USUHS)
• University of Kentucky College of Medicine
• Creighton University School of Medicine
• University of Nebraska College of Medicine
• Washington University in St. Louis School of Medicine
• Oakland University William Beaumont School of Medicine
• Wayne State University School of Medicine
• Touro University California College of Osteopathic Medicine
• University of Massachusetts T.H. Chan School of Medicine
• Columbia University Vagelos College of Physicians and Surgeons
• Idaho College of Osteopathic Medicine
• Tufts University School of Medicine
• University of Louisville School of Medicine
• Michigan State University College of Human Medicine
• University of South Dakota Sanford School of Medicine
• University of Chicago Pritzker School of Medicine
• Carle Illinois College of Medicine
• Northwestern University Feinberg School of Medicine
• Chicago Medical School at Rosalind Franklin University
• Southern Illinois University School of Medicine
• Rush Medical College of Rush University Medical Center
• Central Michigan University College of Medicine
• Geisel School of Medicine at Dartmouth
• University of Minnesota Medical School
• Johns Hopkins School of Medicine
• Oklahoma State University College of Osteopathic Medicine
• University of Oklahoma College of Medicine
• Marshall University Joan C. Edwards School of Medicine
• Warren Alpert Medical School of Brown University
• Georgetown University Medical School
• Yale School of Medicine
• Full List of Medical School Guides

Applying to a range of schools that fit your goals increases your chances and gives you real choices in the spring.

How International Medical Aid Can Help

International Medical Aid (IMA) runs clinical internships abroad for pre-health students, along with medical school admissions consulting. IMA has no affiliation with either NYU Grossman school, and participation does not affect admissions decisions. What IMA can offer is supervised clinical experience and help presenting it clearly. For more information, read about our healthcare internships abroad and about our Medical School Admissions Consulting.

Global Health Internships

IMA’s medical internships abroad place students in clinics and hospitals in Kenya and other sites. Interns take vitals, do patient intake and triage, and help with direct patient care under the supervision of local clinicians. They also join community outreach and public health activities. These experiences build cultural humility and give you specific patient stories to reflect on in your applications.

Key benefits:

• Clinical exposure: hands-on, supervised patient care in settings with limited resources.
• Mentorship: daily work alongside experienced physicians, clinical officers and nurses who offer guidance and career advice.
• Public health experience: community health projects that show how social and economic factors shape health.
• Personal growth: resilience, adaptability and comfort working across languages and cultures.

Pre-Med Clinical and Shadowing Experience

IMA’s pre-health internships give students firsthand exposure to medicine through supervised clinical work and physician shadowing in specialties such as primary care, pediatrics and obstetrics. For Long Island applicants, time in pediatric or maternal health settings can help you test whether a track is right for you before you commit to it in your secondary. Remember that Long Island also wants sustained primary care experience in the United States, so an international internship works best alongside, not instead of, ongoing local clinical work. And because global health programs are not practical during Long Island’s three-year curriculum, students with global health interests often complete them before medical school.

Medical School Admissions Consulting

IMA’s admissions consulting helps applicants plan and present their applications, including for programs as competitive as both NYU Grossman schools.

Key services:

• Personal statement review: guidance on telling your story clearly and specifically.
• Secondary essays: feedback on school-specific essays, including Manhattan’s 2,500-character essays and Long Island’s 400-word track essay.
• Interview preparation: mock MMIs and feedback.
• Application strategy: advice on school selection, timelines and activities.

How IMA’s Programs Align with NYU Grossman’s Admissions Criteria

• Clinical readiness: supervised patient care and reflection support the clinical experience both schools expect.
• Service: community health work connects to the service themes in both schools’ missions.
• Cultural competence: working with patients from different backgrounds prepares you to care for the diverse communities served by Bellevue in Manhattan and NYU Langone Hospital-Long Island.

Comprehensive Support from IMA

IMA provides pre-departure support, including guidance on flights and travel medical insurance, plus in-country orientation. Program features include:

• Accommodation: safe housing with 24/7 security, Wi-Fi and meals prepared by in-house chefs.
• Transportation: arranged transport to and from placement sites.
• Support services: 24/7 in-country support, weekly cultural excursions and community outreach activities.

Next step: if you are planning your clinical experience for next summer or a gap year, compare IMA’s program dates with your application timeline so your experience is complete and documented before you submit AMCAS.

Final Thoughts and Sources

NYU Grossman School of Medicine and NYU Grossman Long Island School of Medicine share a parent health system, a three-year MD and a Full-Tuition Scholarship, but they are built for different futures. Manhattan suits exceptional applicants who want access to any specialty, deep research and optional dual degrees. Long Island suits applicants who already know they want to practice general internal medicine, pediatrics or obstetrics and gynecology, preferably in the New York area. Decide which school fits, then build every part of your application around that choice: your experiences, your letters, your secondary essays and your interview preparation.

Your next action: if you plan to apply this cycle, submit each secondary well before its deadline (Manhattan November 10, 2026; Long Island November 16, 2026). If you are applying in a future cycle, start building the clinical experience each school expects now.

Sources

Official school sources were checked on October 17, 2026, and the MSAR profiles on October 18, 2026.

NYU Grossman School of Medicine (Manhattan)

• How to Apply, Admissions Requirements, Admissions Timeline (2026-27 Application Schedule), By the Numbers (Class of 2027), Multiple Mini Interview and MD Admissions pages, med.nyu.edu.
• 2026-27 secondary application materials (PDF dated July 9, 2026).
• Cost of Attendance (2026-27), Affordability and Financial Aid, Types of Financial Aid.
• Three-Year MD Directed Pathway and Early Residency Acceptance; Clinical Training Sites; Match Day Results 2026; Deans; MD/PhD Program leadership and alumni pages.
• NYU Bulletins 2026-2027, Medicine (MD).
• NYU Langone News: Class of 2029 White Coat Ceremony (July 13, 2026); Class of 2028 (September 16, 2024); Graduation 2026; three-year MD graduates (Winter 2025); NYU Langone Health Magazine on Salk and Sabin (Fall 2020); NYU Langone About Us (mission).
• Officer and faculty profiles: Alec C. Kimmelman, Joan F. Cangiarella, Rafael Rivera, Danielle Ofri.

NYU Grossman Long Island School of Medicine

• MD Admissions, How to Apply, Admissions Requirements, Interview Process, Admissions Deadlines and Policies (2027 Application Cycle Timeline), Commonly Asked Questions and Match Day Results, medli.nyu.edu.
• Financial Aid and Cost of Attendance (2026-27 Estimated Tuition, Fees, and Expenses).
• MD Curriculum, MD Student Research Opportunities, MD Degree (accreditation), About Us (mission), Our Leadership, Housing, Community Initiatives, Life as an MD Student, Faculty Recognition; faculty profiles of Gladys M. Ayala and Louis Ragolia.
• NYU Langone News: Class of 2029 White Coat Ceremony (July 27, 2026); Class of 2028 White Coat Ceremony (July 28, 2025); $200 million gift and renaming (July 21, 2023); five things to know (2023); full LCME accreditation (February 22, 2023); third Dean’s Honors Day (October 21, 2025).
• 2026-2027 secondary prompts: as reported by applicants for the current cycle; confirm the wording in the school’s portal.
• LongIsland.com, founding dean Steven Shelov’s retirement (October 3, 2022).

Both schools

• LCME Directory of Accredited MD Programs (updated October 14, 2026).
• AAMC Medical School Admission Requirements (MSAR), 2026 edition (2025 entering class data): NYU Grossman School of Medicine and NYU Grossman Long Island School of Medicine profiles, accessed October 18, 2026.