How to Get Into Albert Einstein College of Medicine: The Definitive Guide (2024)

Located in the Bronx, New York, Albert Einstein College of Medicine stands as a beacon of excellence in medical education, renowned for its research-intensive approach and dedication to community service of this medical school in New York. This guide explores the comprehensive admissions process, distinctive educational offerings, and the pivotal role Albert Einstein College of Medicine plays in mitigating healthcare disparities.

The admissions process at Albert Einstein College of Medicine seeks to identify candidates who exhibit not only academic prowess but also a profound commitment to medical research and a passion for serving diverse populations. The college adopts a holistic review of applicants, considering academic achievements, research experience, community service involvement, leadership capabilities, and the unique perspectives candidates contribute.

The curriculum at Albert Einstein College of Medicine is characterized by its emphasis on integrating scientific research with clinical practice, ensuring students obtain substantial practical experience. From the foundational sciences to clinical rotations, the program fosters a deep understanding of the scientific underpinnings of medicine and patient care, preparing students to address the complex healthcare needs of their future patients with empathy and expertise.

The campus in the Bronx features modern facilities, including the Michael F. Price Center for Genetic and Translational Medicine and the Harold and Muriel Block Research Pavilion, which house well-equipped laboratories and clinical simulation centers. This urban setting provides students with a unique opportunity to engage directly with the community and gain valuable experience serving diverse populations.

Why Albert Einstein College of Medicine?

This university located near the Bronx has a rich history, dating back to 1945. In 1945, Dr. Samuel Belkin the Yeshiva University President envisioned creating a new medical school. After persuading the New York State Board, Dr. Samuel Belkin was granted the opportunity to construct a new medical school in the state of New York. 

In March of 1953, following his 74th birthday, esteemed Professor Albert Einstein granted permission for the medical school to bear his namesake.

The first class of medical students consisted of only 53 men, 3 women, and 75 faculty members. Today, the college has nearly 800 members of its student body, not to mention the nearly 2,000 faculty including well-known names such as Erika Banks, Pablo Castillo, Russell Portenoy, and Robert Singer.

Many of the students who attend the university, go on to work at the Albert Einstein hospital or attend residency there. The Albert Einstein Hospital is located nearby the college in the heart of the Bronx, New York. Other medical facilities such as the Montefiore Einstein Cancer Center (MECC) are also associated with the college and Albert Einstein Hospital.

Overview of Albert Einstein College of Medicine

Albert Einstein College of Medicine is distinguished for its commitment to preparing students for careers as physicians and scientists. Emphasizing a research-intensive curriculum within a supportive environment, the college is dedicated to fostering a deep understanding of biomedical sciences, coupled with a commitment to social justice and community service. This ethos is supported by cutting-edge research initiatives, exceptional clinical training, and a robust commitment to improving human health locally and globally.

Albert Einstein College of Medicine Rankings

• #42 in Best Medical Schools: Research (tie)
• #61 in Best Medical Schools: Primary Care (tie)
• #80 in Most Diverse Medical Schools (tie)
• #80 in Most Graduates Practicing in Medically Underserved Areas
• #126 in Most Graduates Practicing in Primary Care Fields
• #148 in Most Graduates Practicing in Rural Areas

Educational Approach at Albert Einstein College of Medicine

The educational journey at Albert Einstein College of Medicine is underscored by a curriculum that marries rigorous scientific inquiry with clinical excellence. From day one, students are immersed in a learning environment that values the integration of bedside experiences with classroom studies, pioneering the way in developing ethical medical practices. This comprehensive training ensures that graduates are not only adept at navigating the challenges of modern healthcare but are also pioneers in medical research and patient advocacy.

Key Features of Albert Einstein College of Medicine

• Urban Campus: Located in the Bronx, offering students exposure to a wide variety of clinical settings within a vibrant urban environment.
• Accreditation: Holding accreditation from the Liaison Committee on Medical Education (LCME), the college meets the highest standards of medical education.
• Diverse Student Body: Attracting students from a broad spectrum of backgrounds, enriching the educational experience with a multitude of perspectives.
• Innovative Degree Programs: Offering combined degree options such as MD/PhD and MD/MPH, catering to students with interdisciplinary interests in science, public health, and medicine.
• Advanced Research and Clinical Facilities: Including the Price Center for Genetic and Translational Medicine and the Block Research Pavilion, fostering a rich environment for scientific discovery and clinical training.
• Community Engagement: Deeply committed to serving the Bronx and beyond, with significant initiatives aimed at addressing health disparities and promoting social justice in healthcare.

Albert Einstein College of Medicine is known for its excellence in primary care, biomedical research, and its unwavering mission to serve communities in need. This alignment with the college’s foundational mission ensures graduates are well-equipped to advance healthcare accessibility and quality for all individuals, particularly those in underserved areas.

Purpose of this Guide

This in-depth guide is designed to navigate prospective students through the various facets of the Albert Einstein College of Medicine, including its admissions process, academic offerings, and the significant impact of its graduates on the healthcare industry. It aims to provide students with the crucial information necessary to make well-informed decisions about their medical education journey. Highlighting the exceptional qualities of Albert Einstein College of Medicine, such as its dedication to research excellence, commitment to diversity, and its pioneering role in medical education, this guide showcases the institution as a top choice for those pursuing a career in medicine.

Topics Covered in the Albert Einstein College of Medicine Guide

• Key Statistics
• Mission Statement
• Accreditation
• Programs Offered and Affiliations
• Curriculum Overview
• Admissions Process
• Financial Information
• Notable Alumni and Faculty
• Campus Facilities and Student Life
• Clinical Rotations and Research Opportunities
• Admission Statistics
• Tips and Strategies for Admission
• Frequently Asked Questions

Key Statistics About Albert Einstein College of Medicine

• Class Size: 183
• Median MCAT: 516
• Median GPA: 3.86
• Tuition and Fees: $61,600 (For all students)
• Gender Distribution: Men 68, Women 115
• Application Deadline: October 15
• Classes Begin: August 05

Mission Statement of Albert Einstein College of Medicine

“Our mission is to prepare a diverse body of students to become knowledgeable, compassionate physicians and innovative scientific investigators, and to create new knowledge.” – Albert Einstein College of Medicine

The Albert Einstein College of Medicine is a leading research-intensive medical school committed to preparing a diverse body of students to become knowledgeable, compassionate physicians and innovative scientific investigators. With over 60 years of history, the college has been at the forefront of medical education, patient-centered clinical care, and groundbreaking research, making substantial contributions to improving human health. The mission emphasizes the development of students through rigorous academic training, ethical practice, and a deep understanding of scientific research, aiming to create new knowledge and address global health challenges.

Albert Einstein College of Medicine has been a trailblazer in integrating clinical experience with learning, emphasizing the importance of understanding patient individuality and the uncertainties of medical practice. It was among the first to establish bioethics as an academic discipline within medical curricula, to create a department of family medicine, and to develop a residency program with a focus on women’s health. With one of the largest training programs in the medical and dental professions in the United States, Albert Einstein College of Medicine continues to lead in medical education, research, and patient care.

How International Medical Aid’s Initiatives Align with the Albert Einstein College of Medicine

International Medical Aid’s (IMA) diverse range of programs, including global health initiatives, pre-med study abroad opportunities, clinical shadowing, and medical school admissions consulting services, align closely with the mission of Albert Einstein College of Medicine (AECOM). AECOM’s commitment to preparing students for careers in healthcare, with a focus on innovation, scientific research, and serving underserved populations, is supported and enhanced by IMA’s programs.

IMA’s global health initiatives provide prospective AECOM students with the opportunity to engage in meaningful healthcare services, community health projects, and gain firsthand clinical observation experience in underserved regions around the world. This exposure is invaluable for students dedicated to understanding and addressing healthcare disparities on a global scale.

Through IMA’s pre-med study abroad programs, prospective AECOM students can gain experiences that not only strengthen their medical school applications but also align with AECOM’s goal of attracting students committed to making a positive impact in healthcare. These immersive experiences allow students to broaden their understanding of patient care across different cultural and socio-economic settings.

IMA also offers clinical shadowing opportunities that complement AECOM’s hands-on approach to medical education, providing students with early exposure to patient care. This aligns with AECOM’s educational philosophy of integrating clinical experience with classroom learning to prepare students for the complexities of patient-centered healthcare.

Additionally, our medical school admissions consulting services are tailored to support AECOM applicants in articulating their motivations for a career in medicine and their experiences in global health, further aligning with AECOM’s mission to educate knowledgeable, compassionate physicians and innovative scientific investigators.

By participating in IMA Programs, AECOM students and applicants are better prepared to meet the healthcare needs of diverse populations, reflecting AECOM’s commitment to medical education that is both inclusive and globally minded. These experiences enrich the medical education journey, preparing students for successful careers dedicated to advancing human health and serving communities in need worldwide.

Educational Programs at Albert Einstein College of Medicine

Albert Einstein College of Medicine (AECOM) is committed to training the future leaders of medicine, emphasizing research, patient care, and community engagement. AECOM offers a comprehensive array of programs designed to prepare students for various careers in medicine, focusing on innovation, scientific inquiry, and the delivery of compassionate care to diverse populations.

Doctor of Medicine (MD) Program

The MD program is the cornerstone of AECOM’s academic offerings, designed to educate knowledgeable, compassionate physicians. This program integrates medical science with clinical training from the outset, ensuring students are prepared to address the complex health needs of communities they will serve. The curriculum emphasizes a holistic approach to patient care, scientific research, and the social determinants of health, with opportunities for hands-on experience in diverse clinical settings, including urban and underserved areas.

Dual Degree Programs: MD/PhD, MD/MPH

AECOM offers dual degree programs for students seeking to combine their medical education with advanced research or public health training. The MD/PhD program is designed for those interested in careers as physician-scientists, blending medical education with intensive research training. The MD/MPH program, offered in collaboration with the City University of New York School of Public Health, prepares students to tackle public health challenges alongside their clinical practices. These programs enrich students’ understanding of the interplay between medicine, science, and public health.

Graduate Programs in Biomedical Sciences

In addition to medical education, AECOM offers graduate programs in the biomedical sciences, including a Master of Science in Clinical Research Methods, aimed at students interested in pursuing careers in medical research, healthcare policy, or academia. These programs provide in-depth knowledge and research skills, preparing graduates to contribute to the advancement of medical science and healthcare delivery.

Support and Resources

AECOM is dedicated to supporting its students throughout their educational journey, providing a wealth of resources, guidance, and opportunities for professional development. The college’s website and admissions office offer detailed information about academic programs, admission requirements, and campus life. AECOM’s faculty and staff are committed to mentoring students, ensuring they are fully equipped to navigate the challenges of healthcare and make meaningful contributions to the field.

By offering a dynamic and integrative educational experience, Albert Einstein College of Medicine prepares its graduates to become leaders in healthcare, science, and public service, ready to improve health outcomes for communities around the globe.

Albert Einstein College of Medicine Affiliations

Albert Einstein College of Medicine (AECOM) is renowned for its dedication to medical education, patient care, and research. At the core of AECOM’s mission is a commitment to advancing healthcare through innovation, collaboration, and a deep understanding of community needs. AECOM achieves this by fostering partnerships with a diverse array of healthcare institutions, research centers, and community organizations, thereby enriching the educational experience for its students and contributing to the broader healthcare ecosystem.

AECOM’s Collaborative Engagements

NYC RING (New York City Research and Improvement Networking Group): Established in 2003, NYC RING is a vital network of community-based primary care practices affiliated with Albert Einstein College of Medicine. Sponsored by the Department of Family and Social Medicine (DFSM), this network facilitates research collaboration between community clinics and academic researchers.

The steering committee, which includes representatives from various clinical and research aspects, ensures smooth operation and direction. NYC RING plays a crucial role in expanding research capacity on primary care practices, particularly those serving low-income and minority populations. With over 20 member practices, the network contributes significantly to healthcare improvements in underserved communities.

Academic Partners

Albert Einstein College of Medicine (AECOM): The primary academic partner, AECOM collaborates with various departments within the college, including the CRTP (Clinical Research Training Program), the Department of Epidemiology & Population Health, and the Department of Family & Social Medicine. This collaboration fosters research and educational initiatives, advancing medical knowledge and training future healthcare professionals.

Herbert H. Lehman College of the City University of New York (CUNY): This partnership fosters collaboration on research and public health initiatives, combining the expertise of both institutions to address critical community health issues.

New York City Research & Improvement Networking Group (NYCRING): While previously mentioned, it’s crucial to highlight NYCRING’s unique position within the academic category. This network serves as a bridge, allowing researchers from AECOM to collaborate directly with community clinics, enriching research through real-world data and fostering knowledge exchange.

Clinical Partners

The Bronx Einstein Alliance for Tobacco-free Health (Bronx BREATHES) and Bronx Health REACH: These programs represent significant clinical partnerships. Bronx BREATHES focuses on promoting tobacco-free environments and reducing tobacco use within the Bronx community. Bronx Health REACH works to improve access to quality healthcare in the Bronx by collaborating with various healthcare providers and community organizations.

Jacobi Medical Center and Montefiore Medical Center: Both leading healthcare institutions in the Bronx, these collaborations allow AECOM students and faculty to engage in clinical training, research activities, and patient care within diverse clinical settings. This partnership strengthens the clinical training experience and contributes to advancements in medical research and patient care.

Community Partners

Bronx Borough President’s Office and Bronx Community Health Network: These partnerships facilitate collaboration on addressing critical community health needs within the Bronx. They work together on initiatives like health education, disease prevention, and access to healthcare services.

Bronx Prenatal Information Network (BronxPIN), Bronx REACH 2010, and Bronx Westchester Area Health Education Center (Bronx Westchester AHEC): These programs represent diverse collaborations focused on specific community health needs. BronxPIN provides prenatal care resources and support, Bronx REACH 2010 focuses on community health outreach and advocacy, and Bronx Westchester AHEC promotes health education and workforce development.

Health People: Community Preventive Health Institute, Morris Heights Health Center, New York City Department of Health and Mental Hygiene (NYCDHMH): These partnerships represent a diverse group of organizations collaborating with AECOM on various community health initiatives. They work together on projects like health screenings, disease prevention programs, and policy development aimed at improving community health outcomes.

The Bronx Health Link (TBHL) and Urban Health Plan, Inc.: These partnerships focus on improving access to healthcare services and overall community health. TBHL connects individuals with health insurance and resources, while Urban Health Plan provides affordable and accessible healthcare services to underserved communities.

Albert Einstein College of Medicine Curriculum Overview

The curriculum at Albert Einstein College of Medicine is meticulously crafted to blend traditional teaching methodologies with innovative educational strategies, ensuring a comprehensive learning experience that prepares students for the complexities of modern healthcare.

Curriculum Development and Oversight

The Medical Education Council (MEC) oversees the design, management, and evaluation of the medical education program, ensuring the curriculum remains responsive to the needs of students and the evolving landscape of medicine.

Curriculum Phases

Einstein’s curriculum is structured in phases, each designed to build upon the last, facilitating a deep and broad understanding of medicine that is both innovative and grounded in traditional methodologies.

• Preclerkship Phase: This initial phase integrates basic, clinical, and health system sciences, introducing students to patient-centered experiences early on. Innovations such as problem-based learning and team-based learning reduce passive lectures, enhancing engagement and understanding. Electives offered during this phase include topics like Medical Mandarin, Medical Spanish, and Nutrition.
• Clerkship Phase: Students apply their knowledge and clinical skills to real-world medical issues across various foundational clinical disciplines. Required clerkships cover the spectrum of medicine, including Internal Medicine, Surgery, Pediatrics, Psychiatry/Neurology, Obstetrics and Gynecology, Family Medicine/Primary Care, and more.
• Professional Development Phase: Spanning approximately 18 months, this phase allows students to refine their specialty interests through required Acting Internships and a selection of selectives and electives, potentially at local or international institutions.

Longitudinal Themes and Courses

• Population Health and the Practice of Medicine: A comprehensive theme integrated across all courses and clerkships, focusing on practicing medicine in the 21st century’s complex healthcare system. Topics covered include health care infrastructure, the impact of structural determinants on health and disease outcomes, and patient advocacy.
• Scholarly Paper Requirement: All students must submit a scholarly paper based on mentor-guided research, offering a chance to explore new fields or delve deeper into established areas of interest. This requirement underscores Einstein’s role as a leading biomedical research institution.

Research Opportunities

Einstein offers a plethora of research fellowships and opportunities, from 8-week summer projects to year-long research fellowships. These opportunities allow students to engage in mentor-guided research, contributing to the body of medical knowledge while fulfilling graduation requirements.

Facilities and Academic Departments

Einstein boasts 30 academic departments covering clinical disciplines and fields of basic biomedical and translational science. These departments work in concert to advance human health and disease understanding, offering students a rich educational environment.

Clinical Programs and Facilities

Einstein students gain clinical experience across a wide network of healthcare facilities, including the Montefiore Health System, Jacobi Medical Center, and several mental health and long-term care facilities. These diverse settings provide students with a broad perspective on patient care, community health, and the challenges of healthcare delivery.

Service Learning and Community Engagement

Service learning is a pivotal part of the Einstein experience, fostering students’ understanding of the structural determinants affecting wellness and access to care. Through participation in community service and enrichment programs like the Einstein Community Health Outreach (ECHO), students not only enhance their medical knowledge but also develop a deep sense of social responsibility.

The curriculum at Albert Einstein College of Medicine is designed to prepare students for the realities of modern medicine, emphasizing interdisciplinary and inter-professional collaboration, research, and community engagement. Through this comprehensive educational approach, students are equipped with the knowledge, skills, and compassion necessary to become leaders in healthcare.

Admissions Process

Albert Einstein College of Medicine participates in the American Medical College Application Service (AMCAS), facilitated by the Association of American Medical Colleges (AAMC). Prospective students must submit their AMCAS application by October 15. For assistance with the AMCAS application, contact WebAdMIT at 617-612-2881.

All required documentation must be submitted by December 1 for both the M.D. program and the Medical Scientist Training Program. Please note, international students and applicants who have applied to Einstein twice before are not eligible.

Einstein’s AMCAS school code is 120. Upon application, you will receive an AAMC identification number.

Update your contact information directly with AMCAS as needed. Ensure your email settings allow for receipt of emails from @einsteinmed.org, as most communications from Einstein will be via email, except for acceptance letters.

For detailed guidance, visit the AAMC website or contact an IMA medical school application consultant.

Timing of Communication

After AMCAS verification, which can take up to six weeks, applications are downloaded to Einstein. The completion of application files depends on various factors, including the timing of the AMCAS submission and when supplemental applications and MCAT scores are received.

Interview invitations are sent monthly from August to April, with preliminary rejections beginning in February. Acceptance notifications are mailed starting February 1.

Course Requirements and Competency-Based Admissions

In response to evolving medical school requirements and the 2015 MCAT revisions, Einstein has adopted a competency-based admissions process. This approach allows candidates to demonstrate their readiness for medical school through various experiences and qualifications, offering greater flexibility in fulfilling traditional course requirements.

Einstein’s competency-based admissions focus on:

• Co-Curricular Activities and Relevant Experiences
• Communication Skills
• Personal and Professional Development
• Knowledge

Applicants are expected to engage in meaningful experiences that provide exposure to clinical settings and patient care. They should also possess excellent communication skills, demonstrate personal and professional integrity, and have a solid foundation in the biological, chemical, and physical sciences.

International Students

For the academic years 2023-2024, Einstein will accept applications from international students. These applicants must complete at least one year of formal coursework in the sciences at a U.S.-chartered college or university before applying.

Course Work and MCAT Requirements

All applicants must take the MCAT no later than September of the year before matriculation and within three years prior to application. Coursework older than five years must be supplemented with recent academic or work experience in the biological sciences.

Special Note for MD-PhD Applicants

MD-PhD applicants should refer to the Medical Scientist Training Program website for additional requirements.

Notable Alumni and Faculty

Andrea Apolo: Medical oncologist, head of the Bladder Cancer Section at the National Cancer Institute.

Joseph H. Berke: Psychiatrist who helped Mary Barnes recover from schizophrenia.

Richard Bernstein: Developed methods for diabetics to monitor their own glucose levels.

William Breitbart: Chairman of the Department of Psychiatry & Behavioral Sciences at Memorial Sloan Kettering Cancer Center.

Amanda M. Brown: Professor of neurology and neuroscience at Johns Hopkins University School of Medicine.

Lynda Chin: Department chair and professor of genomic medicine, married to Ronald DePinho.

Luz Claudio: Researcher on asthma in low-income communities.

Raymond Vahan Damadian: Pioneer of magnetic resonance imaging (MRI), founder of Fonar Corporation.

Howard Dean: Former governor of Vermont and presidential candidate.

Judith Steinberg Dean: Former first lady of Vermont.

Ronald A. DePinho: Cancer biologist, married to Lynda Chin.

Neal E. Flomenbaum: Emergency medicine physician, Emergency Physician-in-Chief at New York-Presbyterian Hospital/Cornell Medical Center.

Raja M. Flores: Cardiothoracic surgeon, Chief of the Division of Thoracic Surgery at Mount Sinai Hospital.

Marc Galanter: Psychiatrist and deputy director at the Division of Alcoholism and Drug Abuse at NYU School of Medicine.

Sankar Ghosh: Chairman of the Department of Microbiology and Immunology at Columbia University, noted researcher.

Billy Goldberg: Emergency medicine physician, Assistant Professor, and author.

Baruch Goldstein: Perpetrator of the Cave of the Patriarchs Massacre.

Michael Grodin: Professor of Health Law, Bioethics, and Human Rights at Boston University School of Public Health.

Gary Hartstein: Anesthesiologist, former FIA Medical Delegate for Formula One World Championship.

Adelbert Jenkins: Clinical psychologist and Associate Professor of Psychology at NYU.

Harvey Karp: Pediatrician, Assistant Professor, and author of “The Happiest Baby on the Block.”

Thomas Kolb: Prominent radiologist and author of studies on breast cancer.

George Kuo: Co-discovered the hepatitis C virus.

Rudolph Leibel: Played a key role in the discovery and cloning of the leptin hormone.

Noah Mckay: Iranian-American physician and bioweapons researcher.

Liise-anne Pirofski: Researcher in infectious diseases, developed the “Damage-Response Framework” of microbial pathogenesis.

Jil C. Tardiff: Endowed Chair for the Prevention of Sudden Cardiac Death and Vice Chair for Research at the University of Arizona College of Medicine – Tucson.

Sten H. Vermund: Pediatrician, epidemiologist, and dean of the Yale School of Public Health.

Jonathan Zizmor: Dermatologist known for his quirky advertisements in NYC subways.

Faculty

Executive Dean

• Edward R. Burns, M.D.

Senior Associate Deans

• Jennifer Garner, M.S.W.: Operations and Finance
• Harris Goldstein, M.D.: Scientific Affairs
• Lynne M. Holden, M.D.: Diversity and Inclusion
• Marla J. Keller, M.D.: Interim – Clinical and Translational Research
• Elizabeth Kitsis, M.D., MBE: Faculty Affairs and Strategic Planning
• Joshua D. Nosanchuk, M.D.: Medical Education
• Catherine C. Skae, MD.: Graduate Medical Education

Associate Deans

• Anne R. Bresnick, Ph.D.: Postdoctoral Affairs
• Auxford Burks, M.D.: GME at Jacobi Medical Center
• Todd Cassese, M.D.: Medical Education
• Daniel J. Correa, M.D., M.S.: Diversity Enhancement
• Gordon W. Earle: Communications and Public Affairs
• Victoria H. Freedman, Ph.D.: Graduate Studies in the Biomedical Sciences
• Milton A. Gumbs, M.D.: Associate Dean Emeritus for Office of Diversity Enhancement
• Victor B. Hatcher, Ph.D.: Continuing Professional Development and Research Administration
• Noreen Kerrigan: Admissions
• Barbara A. Levy: Academic and Research Administration
• Allison Ludwig, M.D.: Student Affairs
• Paul R. Marantz, M.D.: Clinical Research Education
• Brian Pelowski: Research Operations & Infrastructure
• Sharon Rikin, M.D., M.S.: Continuous Quality Improvement
• Alvin (Hal) Strelnick, M.D.: Community Engagement
• Stephen G. Baum, M.D.: Senior Advisor for Students

Assistant Deans

• Reginald L. Hayes, M.Div.: Outreach and Pathway Programs
• Damien Jackson, M.Ed.: Student Finance
• Janice T. John, D.O., M.S.: Integrated Medical Education
• Ronald M. Kanner, M.D.: Assistant Dean at North Shore – LIJ Health System
• Rachel J. Katz, M.D.: Assistant Dean at Jacobi Medical Center
• Mimoza Meholli, M.D.: Student Affairs
• Sandra K. Oza, M.D., M.A.: Learning Communities
• Kiran Pandit, M.D., M.P.H.: Faculty Development and Educational Assessment
• Shailesh M. Shenoy: Einstein Information Technology
• Anurag Shrivastava, M.D.: Assistant Dean at Montefiore Medical Center
• Howard M. Steinman, Ph.D.: Biomedical Science Education

Campus Facilities  Student Life, Collaborations

The campus and student life at Albert Einstein College of Medicine are vibrant and multifaceted, offering a dynamic and supportive environment for both personal and professional growth. Located in a diverse urban setting, the campus provides a unique backdrop for medical education, blending rigorous academic pursuits with a rich array of extracurricular activities. 

Students at Einstein benefit from state-of-the-art facilities, innovative research opportunities, and a close-knit community that fosters collaboration, inclusivity, and wellness. Beyond the classrooms and laboratories, the college encourages a balanced lifestyle through various clubs, interest groups, and community service initiatives, enabling students to pursue their passions, cultivate new interests, and make meaningful contributions to the surrounding communities. 

At Einstein, the emphasis on holistic development ensures that students not only excel as future healthcare professionals but also thrive as well-rounded individuals.

Student Organizations at Albert Einstein College of Medicine

Achilles

Focusing on enriching the lives of individuals with disabilities through sports and social interactions.

Contact: achilles.einstein@einsteinmed.edu

Ad Libitum

Promotes the intersection of art, medicine, and science, offering a platform for the Einstein community’s artistic expressions.

Contact: AdLibitum@einsteinmed.edu

Advocates for LGBTQ+ Health

Dedicated to advocating for LGBTQ+ patient communities and expanding educational opportunities in this area.

Contact: advocates4lgbtqhealth@einsteinmed.edu

Aerospace Medicine Interest Group

Aims to build a community interested in aerospace medicine and extreme environment healthcare, offering education, research, and mentorship.

Contact: Einstein-AerospaceMed@einsteinmed.edu

AI in Medicine

Cultivates a community around AI applications in medicine, encouraging innovation and collaboration.

Contact: aiinmedicine@einsteinmed.edu

American Academy of Developmental Medicine and Dentistry Student Chapter

Works to enhance healthcare for individuals with intellectual/developmental disabilities through education, volunteerism, and advocacy.

Contact: einsteinaadmd@einsteinmed.edu

American Geriatrics Society

Focuses on geriatrics and the health challenges of older adults through education and community partnerships.

Contact: einsteinags@einsteinmed.edu

American Medical Association

Aims to advance medicine and public health, advocating for patient care and medical education.

Contact: einsteinAMA@EINSTEINMED.EDU

American Medical Women’s Association

Advances women in medicine, providing leadership, networking, and mentorship opportunities.

Contact: einsteinamwa@einsteinmed.edu

American Physician Scientist Association

Supports physician-scientist trainees, promoting educational and professional goals in a diverse and inclusive environment.

Contact: apsa@einsteinmed.edu

Anesthesiology Interest Group

Facilitates exploration of anesthesiology as a career through educational events and networking opportunities.

Contact: anesthesiologyinterestgroup@einsteinmed.edu

Animal and ESA Welfare

Supports ESA owners at Einstein, promoting the benefits and welfare of Emotional Support Animals.

Contact: esawelfare@einsteinmed.edu

Armenian Student Association

Strengthens the network of Armenian students and promotes cultural awareness and inclusivity.

Contact: einsteinasa@einsteinmed.edu

Asian Pacific American Medical Students Association

Promotes awareness and advocacy for Asian American, Native Hawaiian, and Pacific Islander communities.

Contact: Einstein-APAMSA@einsteinmed.edu

Association of Women Surgeons

Mentors and supports women interested in surgery, fostering a network of encouragement and empowerment.

Contact: awseinstein@einsteinmed.edu

Beach Volleyball Club

Brings students together for beach volleyball, promoting physical activity and community engagement.

Contact: einsteinbvbc@einsteinmed.edu

Bioethics Interest Group

Encourages discussions on bioethics topics within the Einstein community.

Contact: einsteinbig@einsteinmed.edu

Biotechnology & Pharma Club

Empowers graduate students and postdocs by connecting them with biotech and pharma industry opportunities.

Contact: einsteinbiotech@einsteinmed.edu

Blood Drive

Increases blood donations within the Morris Park community, addressing the NYC hospital blood supply shortage.

Contact: einstein-blooddrive@einsteinmed.edu

Board Game Club

Unites the Einstein community through a shared love of board games.

Contact: einsteinbgc@einsteinmed.edu

Brewers

Explores the cultural and communal aspects of coffee and tea, promoting social integration through brewing.

Contact: einstein-brewing@einsteinmed.edu

Bronx Community Garden

Serves the local community by growing and donating fresh produce, promoting environmental wellness.

Contact: Einstein-bronxcommunitygarden@einsteinmed.edu

Buddies

Collaborates with the Rose F. Kennedy Children’s Evaluation and Rehabilitation Center to support children with intellectual/developmental disabilities.

Contact: einsteinbuddies@einsteinmed.edu

Cardiology Interest Group

Hosts events to explore cardiology, providing networking and mentorship opportunities in the field.

Contact: cardig@einsteinmed.edu

Cardiothoracic Surgery Interest Group

Offers exposure to cardiothoracic surgery through clinical experiences, research involvement, and mentorship.

Contact: Einsteinctsig@einsteinmed.edu

Carol E. Burnett Black Student Union

Promotes African diasporan culture and supports Black students’ needs through cultural awareness and community engagement.

Contact: einstein-bsu@einsteinmed.edu

Christian Fellowship

Fosters a community for exploring the Christian faith, promoting fellowship, worship, and service.

Contact: einsteincf@einsteinmed.edu

Consulting Club

Guides scientifically and quantitatively skilled individuals towards consulting careers outside the laboratory.

Contact: einsteinconsulting@einsteinmed.edu

Cricket Club

Promotes the sport of cricket, organizing tournaments and fostering community among players.

Contact: EinsteinCricket@einsteinmed.edu

Cycling Club

Encourages cycling as a form of exercise and exploration, promoting safety and inclusivity.

Contact: aecomcycling@einsteinmed.edu

Dermatology Interest Group

Supports students interested in dermatology, offering educational and networking opportunities.

Contact: derminterest@einsteinmed.edu

Diagnostic Radiology Interest Group

Fosters interest in radiology, connecting students with professionals for shadowing and educational opportunities.

Contact: einsteindrig@einsteinmed.edu

Einstein’s Got Moves

Promotes dance as a form of artistic expression and community building at Einstein.

Contact: einsteinsgotmoves@einsteinmed.edu

Emergency Medicine Interest Group

Provides exposure to emergency medicine through educational and clinical experiences.

Contact: einsteinEMIG@einsteinmed.edu

ENT Interest Group

Raises awareness about ENT and connects students with faculty, residents, and shadowing opportunities.

Contact: einstein-entig@einsteinmed.edu

Family and Social Medicine Interest Group

Advances the specialty of family medicine, preparing students for careers in family medicine and primary care.

Contact: einsteinfmig@einsteinmed.edu

Fellow Foodies

Promotes student bonding and diversity through culinary events featuring different cuisines.

Contact: einsteinfoodies@einsteinmed.edu

Fencing

Creates a community for fencing enthusiasts, offering training and competition opportunities.

Contact: einstein-fencingclub@einsteinmed.edu

First-Gen @ The Albert Einstein College of Medicine

Supports first-generation, low-income students, fostering community and mentorship opportunities.

Contact: einstein-firstgen@einsteinmed.edu

Fishing Club

Encourages fishing as a recreational activity, organizing trips and fostering community among anglers.

Contact: einstein-fishingclub@einsteinmed.edu

Future Advocates in Medicine

Mentors and empowers students from diverse communities to pursue careers in health fields.

Contact: einsteinmedfam@einsteinmed.edu

Garden Club

Offers gardening opportunities for students and faculty, promoting agriculture and self-sufficiency.

Contact: einsteingarden@einsteinmed.edu

Gastroenterology Interest Group

Provides insight into gastroenterology through hands-on learning and connections with GI faculty.

Contact: einsteingig@einsteinmed.edu

Giving a Boost

Offers free, individualized peer support for medical school applicants, aiding them in the application process.

Contact: einstein-givingaboost@einsteinmed.edu

Graduate Student Council

Enhances the academic and social environment for graduate students through events and activities.

Contact: graduatestudentcouncil@einsteinmed.edu

Harm Reduction and Addiction Medicine

Advocates for harm reduction practices and equitable care for people who use drugs.

Contact: einsteinhram@einsteinmed.edu

Health At Every Size Club

Educates on weight-inclusive approaches to health, addressing weight stigma and fatphobia in clinical practice.

Contact: einsteinhaes@einsteinmed.edu

Homeless Outreach Program at Einstein

Aims to support the homeless population through direct outreach and support services.

Contact: hopeorg@einsteinmed.edu

Innovation Group

Empowers scientists and physicians to advance health outcomes through innovative ideas and solutions.

Contact: einsteininnovation@einsteinmed.edu

Interactive Media Club

Fosters a community for electronic media enthusiasts, promoting gaming as a means of recreation and skill development.

Contact: einsteinIMC@einsteinmed.edu

Internal Medicine Interest Group

Explores internal medicine through educational events, networking, and mentorship.

Contact: einsteininternalmedig@einsteinmed.edu

Interventional Radiology Interest Group

Promotes education and networking in interventional radiology, connecting students with clinical and research opportunities.

Contact: einsteininterventionalradiologyIG@einsteinmed.edu

Latino Medical Student Association

Advocates for the health of the Hispanic & Latina/o/x community, promoting cultural awareness and community service.

Contact: einstein-lmsa@einsteinmed.edu

Lifestyle Medicine Interest Group

Educates on lifestyle intervention as a primary treatment modality, offering hands-on opportunities for lifestyle change.

Contact: einsteinlmig@einsteinmed.edu

Literary Arts Club

Encourages reading and writing as complementary practices to medical education.

Contact: einsteinliteraryarts@einsteinmed.edu

MD Student Council

Represents and supports Einstein MD students, facilitating communication and organizing academic and social events.

Contact: einstein-MDSC@einsteinmed.edu

Medical Genetics Interest Group

Fosters interest in medical genetics, offering networking and educational opportunities.

Contact: einsteinmgig@einsteinmed.edu

Middle East / North Africa Student Association

Promotes awareness and support for Middle Eastern/North African students and health challenges faced by these communities.

Contact: einstein-mena@einsteinmed.edu

Minority Scientist Association

Supports underrepresented students in the biomedical sciences, promoting unity and academic excellence.

Contact: Einstein-emsa@einsteinmed.edu

Montefiore Omics Club

Promotes education and networking in omics technologies, offering seminars, workshops, and career development events.

Contact: einsteinmonteomics@einsteinmed.edu

MSTP Student Council

Represents MSTP students, enhancing their academic and social experiences through events and initiatives.

Contact: MSTPcouncil@einsteinmed.edu

Musicians of Einstein

Connects musically inclined students, faculty, and staff, organizing performances and music-related events.

Contact: musiciansofeinstein@einsteinmed.edu

Muslim Student Association

Creates a supportive community for Muslim students, promoting dialogue about religion’s role in medicine and health.

Contact: einstein-msa@einsteinmed.edu

Neurological Surgery Interest Group

Promotes interest in neurological surgery, providing networking, clinical, and research experiences.

Contact: einsteinnsig@einsteinmed.edu

NICU Club

Supports neonates in the NICU through volunteering and creative projects, fostering community involvement.

Contact: einsteinNICUclub@einsteinmed.edu

Ob/Gyn Student Interest Group

Educates on obstetrics and gynecology, offering talks, workshops, and connections with professionals in the field.

Contact: obgyninterestgroup@einsteinmed.edu

Oncology Interest Group

Facilitates student engagement with the oncology field, offering educational events, research opportunities, and networking.

Contact: einsteinoig@einsteinmed.edu

Ophthalmology Interest Group

Encourages exploration of ophthalmology, connecting students with educational and networking opportunities.

Contact: ophthalmologyinterest@einsteinmed.edu

Orthopedic Surgery Interest Group

Provides exposure to orthopedic surgery, offering clinical experiences, research opportunities, and mentorship.

Contact: osig@einsteinmed.edu

Outdoors and Climbing Club

Encourages outdoor activities and climbing, promoting fitness, exploration, and community building.

Contact: outdoors.climbing@einsteinmed.edu

Pathology Interest Group

Offers exposure to pathology through interactive experiences and discussions on the field’s various subspecialties.

Contact: einsteinpathig@einsteinmed.edu

Pediatric Interest Group

Educates on pediatric medicine, facilitating student interactions with pediatricians and offering volunteer opportunities.

Contact: pedsinterestgroup@einsteinmed.edu

Physical Medicine and Rehabilitation Interest Group

Promotes interest in PM&R, offering clinical experiences, research opportunities, and community service projects.

Contact: PMRIntgroup@einsteinmed.edu

Physicians for Human Rights

Advocates for refugees seeking asylum, promoting healthcare and justice system collaboration.

Contact: einsteinphr@einsteinmed.edu

Plant Based

Promotes awareness of plant-based diets for health, environmental, and ethical reasons through educational events.

Contact: einsteinplantbased@einsteinmed.edu

Plastic and Reconstructive Surgery Interest Group

Exposes students to plastic and reconstructive surgery, offering mentorship and hands-on experiences.

Contact: einsteinprsig@einsteinmed.edu

PRIDE

Creates an inclusive community for LGBTQIA students and allies, promoting visibility and advocacy.

Contact: einstein-pride@einsteinmed.edu

Psychiatry Student Interest Group

Encourages exploration of psychiatry through guest speakers, educational panels, and mentorship opportunities.

Contact: einsteinpsyched@einsteinmed.edu

Purls of Wisdom

Fosters a community of knitters, crocheters, and crafters, promoting creativity and relaxation.

Contact: purls@einsteinmed.edu

Repro Justice/Medical Students For Choice (MSFC)

Supports reproductive health rights and education, advocating for access to comprehensive reproductive healthcare.

Contact: msfc@einsteinmed.edu

Running Club

Encourages running as a form of exercise and community building, offering group runs and educational workshops.

Contact: einsteinrunningclub@einsteinmed.edu

Socially Responsible Surgery

Advocates for socially responsible surgical practices, emphasizing equity and global health.

Contact: srs@einsteinmed.edu

Society for the Advancement of Chicanos/Hispanics and Native Americans in Science

Promotes the success of Chicano/Hispanic and Native American scientists in STEM fields through advocacy and support.

Contact: einstein-sacnas@einsteinmed.edu

South Asian Medical Student Association

Creates a sense of community among South Asian students, advocating for health initiatives and cultural awareness.

Contact: Einstein-SAMSA@einsteinmed.edu

Space in Prisons for Health Education for Re-Entry

Dedicated to education on the intersection of healthcare and the carceral system, supporting health needs of incarcerated individuals.

Contact: einsteinsphere@einsteinmed.edu

Squash Club

Builds a community of squash enthusiasts, promoting the sport and offering opportunities for play and competition.

Contact: Einstein-Squashclub@einsteinmed.edu

Student Interest Group in Neurology

Offers opportunities to explore neurology, promoting interest through networking events and educational activities.

Contact: Neurointerest@einsteinmed.edu

Student National Medical Association

Supports underrepresented minority medical students, promoting diversity in medicine and addressing underserved community needs.

Contact: Einstein-SNMA@einsteinmed.edu

Students for a National Health Program

Advocates for a single-payer national health program, promoting equitable and comprehensive healthcare for all.

Contact: einsteinsnahp@einsteinmed.edu

Surgical Interest Group

Inspires students interested in surgery, providing educational experiences and exposure to the surgical field.

Contact: einsteinsig@einsteinmed.edu

Sustainability Club

Promotes environmental sustainability in healthcare, educating on the connection between planetary and patient health.

Contact: sustainabilityclub@einsteinmed.edu

Tabletop Gaming

Unites students interested in tabletop gaming, offering opportunities for play and community building.

Contact: ensteinttg@einsteinmed.edu

Tae Kwon Do Club

Offers martial arts training, promoting physical fitness, confidence, and self-defense skills.

Contact: einsteintkd@einsteinmed.edu

Urology Interest Group

Provides exposure to the field of urology, supporting students through educational and networking opportunities.

Contact: urologyig@einsteinmed.edu

Vascular Surgery Interest Group

Promotes interest in vascular surgery, offering research and service activities for students.

Contact: einsteinvsig@einsteinmed.edu

Vocal Performance

Fosters vocal and theatrical performance among students, organizing performances in clinical settings.

Contact: einsteinvpe@einsteinmed.edu

White Coats for Black Lives

Aims to dismantle racism in health and medicine, advocating for equity and collective liberation.

Contact: einstein-wc4bl@einsteinmed.edu

Women in Anesthesiology

Supports women in anesthesia, providing a network for students interested in the field.

Contact: womeninanesthesiology@einsteinmed.edu

Women’s Networking Group

Builds a network of advocates for women scientists, promoting professional development and support.

Contact: einsteinwng@einsteinmed.edu

Facilities and Departments at Albert Einstein College of Medicine

Albert Einstein College of Medicine boasts 30 academic departments across clinical disciplines and basic biomedical science. These departments collaborate closely, fostering discoveries in human health and disease management. Faculty members also contribute to Einstein’s 22 clinical and research centers.

Departments range from Anesthesiology, Biochemistry, and Cell Biology, to more specialized fields like Neurology and Orthopaedic Surgery. Each department is involved in uncovering the complexities of diseases and advancing medical science.

Clinical Programs and Health Facilities

• Montefiore Health System: A premier academic health system offering comprehensive care.
• Montefiore Medical Center: The main division located at East 210th Street, serving as a central hub for clinical services.
• Jack D. Weiler Hospital: A key division of Einstein, focusing on advanced medical education and patient care.
• Montefiore/Wakefield and King’s Harbor Multicare Center: Facilities extending specialized care and services.
• Jacobi Medical Center and St. Barnabas Hospital in The Bronx: Essential care providers in the community.
• Maimonides Medical Center in Brooklyn: A university hospital offering diverse medical services.
• North Shore – Long Island Jewish Health System: Expanding care to the Long Island community.

Mental Health and Long-Term Care Facilities

• New York City Children’s Center and Bronx Psychiatric Center: Centers dedicated to mental health care in the Bronx.
• Four Winds Hospital: Providing specialized mental health services in Katonah, NY.
• Beth Abraham Hospital: A long-term care facility offering comprehensive patient services in the Bronx.

These facilities and departments are integral to the training and development of students at Albert Einstein College of Medicine, providing a rich, diverse learning environment.

Clinical Rotations at AECOM

The clinical rotation program at AECOM is designed to immerse medical students in a broad range of medical specialties, equipping them with the knowledge, skills, and competencies needed to excel in their future careers. AECOM’s affiliation with Montefiore Medical Center and other healthcare facilities ensures that students have access to a diverse patient population and a wide array of clinical settings, from primary care to specialized services.

Key Aspects of AECOM’s Clinical Experience

Rotations in Critical Care Medicine at Albert Einstein College of Medicine

A comprehensive rotational curriculum is designed to immerse fellows in a variety of clinical environments, equipping them with the diverse skills necessary for today’s intensivist.

Moses Medical ICU (MICU)

Director: Lewis Eisen, MD

Nursing Supervisor: Melba Garcia, RN

The Moses MICU at Montefiore Medical Center, a 14-bed unit, serves as a primary teaching and admission unit for over 75 patients monthly. It’s led by a dedicated team including an attending, two fellows, PGY-2s, and PGY-1s from Medicine, ensuring comprehensive care and learning opportunities. The unit specializes in treating severe respiratory failure, septic shock, and other critical conditions, and is a hub for emergency plasmapheresis for TTP cases. Fellows engage in clinical research, enhancing their learning and contributing to patient care advancements.

Moses Heart Center Unit (CSICU)

Director: Anthony J. Carlese, DO

Nursing Director: Theresa Letizia, RN

This 12-bed unit focuses on patients managed jointly by Cardiothoracic Surgery, Cardiology, and Critical Care. Fellows gain hands-on experience with perioperative cardiac failures, complex arrhythmias, and the management of post-operative complications. The unit is pivotal for Montefiore’s heart and lung transplant programs, providing fellows with exposure to cutting-edge cardiac care.

Einstein Medical-Surgical ICU (MICU)

Director: Manoj Karwa, MD

A 14-bed unit admitting around 100 patients monthly, offering fellows experience in managing a range of critical conditions from respiratory failure to surgical emergencies. The unit’s close collaboration with adjacent specialty labs and units enriches the fellows’ learning experience.

Einstein Cardiothoracic and Surgical Unit (CSICU)

Directors: Danish Malik, MD, and Matthew Levitus, MD

An 18-bed unit specializing in coronary, valvular, and thoracic surgeries. Fellows learn about the management of acute cardiac conditions and the intricacies of post-operative care, including handling cardiac tamponade and complex arrhythmias.

Wakefield ICU

Director: Daniel Fein, MD

Nursing Director: Amore Espina, RN

A 16-bed combined ICU focusing on a wide spectrum of critical conditions. Fellows are deeply involved in patient care, learning to manage everything from respiratory failure to neuromuscular crises, emphasizing the multidisciplinary nature of critical care.

Moses Surgical ICU (SICU) and Critical Care Consult Service/Medical ICU

These rotations provide fellows with comprehensive exposure to surgical critical care, trauma management, and the consultative aspects of critical care outside traditional ICU settings. The rotations are designed to enhance fellows’ skills in procedural interventions, emergency management, and interdepartmental coordination for patient care.

Jacobi Trauma ICU (TICU) and Proceduralist Rotation

Fellows gain essential experience in trauma care at one of NYC’s busiest centers, learning to manage severely injured patients alongside general surgery and neurocritical emergencies. The Proceduralist Rotation hones fellows’ skills in critical care procedures, offering dedicated time for elective critical care procedure requests.

Moses Neuroscience ICU (NSICU)

Director: Adam Keene, MD

A specialized unit for patients with severe neurological conditions, where fellows work closely with neurosurgical, neurology, and stroke services to provide comprehensive care.

Throughout these rotations, fellows at Albert Einstein College of Medicine are not only exposed to a wide range of critical conditions but also participate in groundbreaking clinical research, enhancing their skills and preparing them for a successful career in Critical Care Medicine.

Medical Student Rotation in Critical Care at Montefiore Medical Center (Elective)

This elective offers senior medical students a comprehensive and immersive experience in Critical Care Medicine at Montefiore Medical Center. It aims to provide a broad and meaningful exposure to managing critically ill patients across various intensive care settings. The rotation encompasses participation in the Consult Service, facilitating critical care outside the ICU, and engaging with our “ICU without walls” concept. Students will navigate through the Medical ICU, Surgical ICU (catering to neurosurgical, general surgical, and liver transplant patients), and the Cardiac Surgical ICU (post-cardiac surgery care).

Throughout this rotation, students will gain firsthand experience in critical care triage, patient safety initiatives, and the multidisciplinary approach essential for high-quality critical care. The curriculum includes weekly small group lectures on topics like Advanced Cardiac Life Support, shock, respiratory failure, mechanical ventilation, and end-of-life issues, enhancing students’ knowledge and skills in critical care management.

Goals of the Rotation

• Master a systematic approach to evaluating ICU patients.
• Enhance skills in interpreting critical patient data.
• Deepen understanding of ICU challenges, including mechanical ventilation, sepsis, and ARDS.
• Broaden knowledge of cardiovascular and pulmonary pathophysiology in critical care settings.
• Learn to initiate orders for ventilator support and sedation.
• Acquaint with ICU protocols and evidence-based practices in critical care.
• Familiarize with landmark clinical trials and their implications for ICU patient management.

Rotation Structure

This 4-week elective is based at Montefiore Medical Center’s Moses Campus, dividing students’ time among the Critical Care Consult Service, Medical ICU, Surgical ICU, and Cardiac Surgical ICU. The schedule allows for tailored experiences through discussions with course co-directors. The rotation begins at 8 am on the first day in the Critical Care Administration area, Gold Zone.

Textbooks Recommended by AECOM

• The ICU Book, 3rd edition, by Paul R. Marino.
• Critical Care Secrets, 4th edition, by Parsons and Wiener-Kronish.

Students will also receive essential critical care references and the Society of Critical Care Medicine’s “Medical Student’s Guide to Intensive Care Medicine” in PDF format, enriching their learning resources for this critical care elective.

Research and Innovation at AECOM

AECOM’s commitment to research excellence is evident in its wide-ranging research initiatives that span the spectrum of biomedical sciences. The institution’s research efforts are aimed at addressing critical healthcare challenges, enhancing patient care, and improving health outcomes. Students at AECOM are encouraged to participate in research projects, gaining valuable experience in inquiry, analysis, and innovation.

Through its comprehensive educational programs, collaborative initiatives, and research endeavors, Albert Einstein College of Medicine prepares its graduates to become leaders in medicine, dedicated to improving health and healthcare for communities around the world.

Research Opportunities at Albert Einstein College of Medicine

Albert Einstein College of Medicine encourages students to engage in research, offering numerous fellowships in areas like global health and more. These opportunities are open for application to students interested in programs not listed here, subject to approval by Drs. Schoenbaum or Berman.

• Summer Research Fellowship: Engage in an 8-week research project under faculty supervision at Einstein or other institutions, with a fellowship stipend of up to $2,500. Apply by May 15.
• Einstein Research Fellowship: Secure a $16,000 stipend for a year of research during a gap year, leading to an original research paper. Open to students in good standing in their third year, applications due March 15.
• Senior Research Fellowship: Dedicate 5 months to research under faculty supervision at Einstein or elsewhere, for students completing or having completed their clerkship year. Applications accepted March 15 through December 1.

For applications and detailed information, visit the relevant program sections via the Einstein portal.

Admission Statistics and Insights for Albert Einstein College of Medicine

Albert Einstein College of Medicine stands out for its strong commitment to medical excellence, research innovation, and community service. It is a destination for students who aim to excel in the medical field through a combination of rigorous academics and hands-on experience.

Class Profile for the 2023-2024 Academic Year

• Class Size: 183 students
• Median MCAT Score: 516
• Median GPA: 3.86
• Tuition and Fees: $61,600 (for all students, regardless of residency status)
• Gender Distribution: 68 men and 115 women
• Application Deadline: October 15
• Classes Begin: August 5

Albert Einstein College of Medicine values a diverse student body, with a gender distribution that emphasizes the institution’s commitment to supporting women in medicine. The college’s admission process is designed to identify candidates who not only excel academically but who also embody the values and commitment to community service that are central to the college’s mission. The class profile reflects a group of individuals who are prepared to address the complexities of healthcare and contribute meaningfully to the medical profession. For more information about the general values medical schools are looking for, check out the AAMC Core Competencies. 

Tips and Strategies for Admission

The application process, with its numerous steps, from crafting the initial application to mastering secondary essays and excelling in interviews, presents a significant challenge. To mitigate the stress and complexity of this journey, seeking the support of specialized medical school admissions consulting services is invaluable. International Medical Aid stands ready to assist, offering comprehensive support tailored to each phase of your application. For personalized assistance, we invite you to explore our medical school admissions service page and consider scheduling a complimentary consultation with us. Consult with us.

Customized Support for Your Medical School Journey

Recognizing the intricacies of the medical school application process, International Medical Aid is dedicated to simplifying this journey for aspiring physicians. Our approach includes a holistic range of services, from detailed feedback on your primary and secondary applications to strategic advice, interview preparation, and ensuring your application showcases your strengths in the most competitive light possible. 

Keep in mind that most medical schools will only accept MCAT scores that are no more than 3 years old. If your MCAT score is older than 3 years or you have yet to take the MCAT exam, consider registering for one of the upcoming test dates.

Should you find yourself facing uncertainties or challenges during your application process, we encourage you to seek the expertise of our medical school admissions consulting team. Learn more about how we can assist you.

Enhancing Your Application through Healthcare Internships

A standout application not only reflects academic excellence but also a commitment to clinical and volunteer experiences. Gaining meaningful experience in these areas can significantly enhance your competitiveness as a candidate. One effective way to achieve this is through participation in pre-med shadowing study abroad programs, which offer unique clinical and volunteer opportunities.

International Medical Aid’s pre-med shadowing study abroad programs offer a dual benefit: they enrich your application and provide you with invaluable experiences in diverse healthcare settings. By traveling to regions such as South America and East Africa, participants have the opportunity to shadow healthcare professionals and engage with underserved communities, gaining insights and experiences that extend far beyond the application process itself. 

These experiences not only bolster your application but also enrich your perspective, providing memories and knowledge that will inform your future medical career. Discover our pre-med shadowing programs.

Albert Einstein College of Medicine Secondary Application Questions

One of the most important steps when applying for medical schools is completing secondary applications. Most secondary applications consist of a series of questions and essay prompts that are designed to allow the applicant to further express who they are as a person and candidate. This is your time to discuss your career goals, ambitions, and motivations. Here are some of our best tips for creating strong secondary application answers:

• Pay close attention to the questions and prompts, ensuring that you read them thoroughly and answer all parts of the question.
• Provide concrete evidence for your answers. Concrete evidence can come from your professional, work, and academic experiences.
• Do not repeat information from your primary application.
• Proofread your answers
• Ensure that you write clearly and concisely
• Consider seeking the guidance of a medical school admissions consultant.

Optional: What unique life experiences, personal attributes and/or perspectives will you bring as part of the incoming class? Are there particular challenges or successes that you have encountered? If you do not wish to write anything, please write “NA.” (3000 characters)

Growing up in Queens, NY, I’ve had the opportunity to learn about different cultures, beliefs, and healthcare perspectives. This environment nurtured my curiosity and empathy, driving me to volunteer at local health fairs organized by community centers like the Queens Community House, where I assisted in providing basic health screenings to underserved populations. My experiences highlighted the stark disparities in healthcare accessibility and ignited a passion for advocating for equitable healthcare solutions.

During my undergraduate years at Stony Brook University, I majored in Biochemistry while minoring in Health and Wellness, a combination that solidified my understanding of the scientific underpinnings of medicine and the importance of holistic care approaches. A pivotal moment in my journey was leading a student-initiated project to create a peer-led mental health support network, providing a safe space for students to discuss and find support for their mental health challenges. This initiative, endorsed by the university’s Counseling and Psychological Services (CAPS), not only underscored the significance of mental health awareness but also taught me valuable leadership and organizational skills.

My research experience at Cold Spring Harbor Laboratory, focusing on neurodegenerative diseases, has equipped me with a rigorous scientific mindset and a deep appreciation for the complexities of biomedical research. Collaborating with a diverse team of scientists, I contributed to a project that aimed to understand the molecular mechanisms underlying ALS, offering me a glimpse into the potential of translational research in addressing unmet clinical needs.

These experiences, coupled with my own family’s health challenges, have deeply influenced my desire to pursue a career in medicine. I aim to bring my unique blend of community engagement, scientific inquiry, and advocacy for mental health and healthcare equity to the Albert Einstein College of Medicine. I am particularly drawn to Einstein’s emphasis on social medicine and community health, which resonates with my personal mission to serve and advocate for underserved communities. I am eager to contribute to and learn from the diverse and collaborative community at Einstein, leveraging my experiences to further enrich our collective journey towards becoming compassionate, competent physicians.

Optional: Please use this space to tell us anything about yourself that you would like us to know. If you do not wish to write anything, please write “NA.”

Aside from my academic and volunteer endeavors, I am an avid musician. I believe that music and medicine share a commonality—they both have the power to heal and to bring people together. Throughout my life, music has been a source of comfort and strength, allowing me to express emotions and connect with others on a profound level. I have performed at various community events and nursing homes, witnessing firsthand the joy and solace music can bring to individuals, especially in times of hardship or illness.

This passion for music has also led me to explore the intersection between music therapy and conventional medical treatment. I have initiated a project that integrates music therapy sessions into the outpatient care at local clinics, aiming to improve patient outcomes and well-being. Through this, I have seen the potential of incorporating alternative therapies into patient care plans, providing a more holistic approach to healing.

I hope to bring this passion for music and holistic care to Einstein, contributing to a diverse and compassionate community of future physicians. I am particularly excited about the opportunity to engage with Einstein’s Music and Medicine program, which aligns perfectly with my interests and aspirations. By integrating my love for music with my medical education, I aim to explore innovative ways to enhance patient care and well-being.

Albert Einstein MSTP Secondary Essay Prompts

In the list below and in the following question, please indicate the field(s) of your prior research experience. Check all that apply.

Please describe briefly the field(s) in which you plan to pursue your future research. We are looking for the big picture, Aging, Neuroscience, Cell Biology, Immunology, etc., not the specific focus. (250 characters)

Example Answer: Interested in exploring the intersection of Neuroscience and Immunology, particularly how neuroinflammatory processes contribute to neurodegenerative diseases.

Please list your previous scientific presentations and abstracts. List all authors, abstract titles, name of meeting, and date of meeting. List each meeting on a separate line. Please do not include the text of the abstract. (9999 characters)

Example Answer: Smith, J., Doe, A., et al. “Exploring the Role of Microglia in Alzheimer’s Disease Pathogenesis.” Poster presentation at the Annual Neuroscience Conference, New York, NY, November 2020.

Doe, A., Smith, J., et al. “Neuroinflammation and its Implications in Parkinson’s Disease.” Oral presentation at the International Conference on Neurodegenerative Disorders, Los Angeles, CA, March 2021.

Smith, J., Lee, T., et al. “The Impact of Chronic Stress on Neuroimmune Dynamics.” Poster presentation at the Society for Neuroscience Annual Meeting, Chicago, IL, October 2021.

Please list publications on which you are a co-author. List each on a separate line. Include names of all authors, title, journal, year of publication, and volume and page number(s). Please do not list papers that are “in preparation.” (9999 characters)

Example Answer: Smith, J., Doe, A., Lee, T., & Patel, S. (2021). “Microglial Activation in Alzheimer’s Disease: A Review.” Journal of Neuroimmune Pharmacology, 16(2), 345-360.

Doe, A., Smith, J., & Chen, M. (2022). “The Role of Neuroinflammation in Parkinson’s Disease: From Mechanisms to Therapeutics.” Clinical Neuroscience, 29(1), 112-128.

Please indicate which was your favorite course in college and why. (3000 characters)

Example Answer: My favorite course in college was “Neuroscience of Behavior,” a fascinating exploration into the complexities of the human brain and its influence on behavior. This course stood out for several reasons. Firstly, the dynamic teaching approach, which included interactive lectures, engaging discussions, and hands-on lab sessions, made the complex material accessible and stimulating. The professor, Dr. Emily Thompson, was passionate about the subject and adept at connecting theoretical concepts to real-world applications, which inspired my interest in the intricate relationship between neurological processes and behavior.

Moreover, this course provided a comprehensive overview of fundamental neuroscience principles while delving into cutting-edge research on neuroplasticity, neuroethology, and the neurological basis of mental health disorders. It challenged me to think critically about how environmental, genetic, and physiological factors converge to shape behavior, sparking a deep curiosity about the potential for therapeutic interventions in neuropsychiatric conditions.

Another aspect that made this course particularly impactful was the emphasis on collaborative learning. Working in groups to analyze case studies and present our findings encouraged me to develop strong communication and teamwork skills, essential for my future career in medicine. It also fostered a supportive learning environment where students felt comfortable sharing ideas and asking questions, enhancing our collective understanding of the subject matter.

Ultimately, “Neuroscience of Behavior” solidified my decision to pursue a career in medicine, with a focus on neurology and psychiatric disorders. It opened my eyes to the fascinating complexities of the human brain and the potential to make a significant impact on patients’ lives through medical research and clinical practice. This course was not just an academic highlight of my undergraduate education but a pivotal moment that shaped my career aspirations and academic interests.

Personal History​

Example Answer: I have taken time off from school between high school and college.

After completing high school, I dedicated a year to volunteering with a non-profit organization focused on health education in underprivileged communities. This experience solidified my commitment to medicine and public health.

I have taken time off from school during my undergraduate years.

Example Answer: During my junior year, I took a semester off to care for a family member experiencing a health crisis. This period taught me resilience, the importance of empathy in healthcare, and deepened my understanding of patient and family experiences during illness.

I have taken at least a year off from school since college graduation, including this year that I am applying.

Example Answer: Following my graduation, I embarked on a research project at a renowned laboratory focusing on the genetic underpinnings of neurodegenerative diseases. This hands-on research experience has been instrumental in shaping my research interests and skills.

I have taken and received credit for online science core courses (e.g., chemistry, biology, organic chemistry, physics, and mathematics) that were taken prior to the Covid Pandemic (earlier than Spring 2020).

Example Answer: I have not taken online science core courses before Spring 2020. All my prerequisites were completed in-person at my undergraduate institution.

I have applied previously to medical school.

Example Answer: I have not applied to medical school prior to this application cycle. This is my first time applying.

I have submitted an AMCAS application to Einstein previously.

Example Answer: This is my first time applying to Albert Einstein College of Medicine and submitting an AMCAS application for this institution.

I am/was a graduate student in the Graduate Programs in the Biomedical Sciences of Albert Einstein College of Medicine.

Example Answer: I have not been a graduate student at Albert Einstein College of Medicine. My post-baccalaureate studies were conducted at another institution, focusing on advanced biomedical sciences.

I was accepted to medical school previously but did not attend.

Example Answer: I have not been previously accepted to any medical school. This cycle represents my initial journey into pursuing a medical education.

I was previously enrolled in medical school.

Example Answer: I have not been previously enrolled in any medical school.

I can attest that I have fulfilled the Albert Einstein College of Medicine COMPETENCIES (Course Requirements | M.D. Admissions | Albert Einstein College of Medicine) for admission.

Example Answer: I can confidently attest to having fulfilled all course requirements and competencies as outlined by Albert Einstein College of Medicine, ensuring my readiness for the medical education program.

I will have a Baccalaureate Degree by the time I matriculate into medical school.

Example Answer: I will have completed my Baccalaureate Degree in Biology with a minor in Public Health by the time of matriculation, equipping me with a strong foundation for medical school.

I am presently holding a deferral from another medical / graduate / professional school.

Example Answer: I am not holding a deferral from any medical, graduate, or professional school. My application to Albert Einstein College of Medicine is my primary focus.

I have received a grade of “F” during my college/graduate school years.

Example Answer: I have not received a grade of “F” during my academic career. I have maintained a consistent academic record that reflects my dedication and capability.

I have received a grade of “D” during my college/graduate school years.

Example Answer: I have not a grade of “D” during my college years. My transcript showcases a trajectory received of improvement and strong academic performance in science courses.

I have received a grade of “W” during my college/graduate school years.

Example Answer: I withdrew from one course during my undergraduate years due to unforeseen personal circumstances, which I addressed by retaking the course in a subsequent semester, earning a grade that reflects my true capability.

I have received a grade of “I” during my college/graduate school years.

Example Answer: I have not received a grade of “I” in my academic record. All courses were completed within their scheduled terms.

As an undergraduate, I transferred from one college to another.

Example Answer: I transferred from a community college to a four-year university after completing my general education requirements, allowing me to focus on my major courses and research interests.

I have been the recipient of a warning notice for a non-academic issue that did NOT result in a disciplinary action.

Example Answer: I have not received any warning notices for non-academic issues. My record reflects responsible and respectful conduct throughout my academic and personal endeavors.

I have been subject to a disciplinary action and/or administrative action, expunged or not, while an undergraduate or graduate student.

Example Answer: I have not been subject to any disciplinary or administrative actions. My focus has been on maintaining a high standard of integrity and professionalism.

I currently have disciplinary charges pending.

Example Answer: There are no disciplinary charges pending against me. I am committed to upholding the highest ethical standards in all my academic and personal activities.

I have been prohibited or suspended from practicing in a professional capacity because of alleged misconduct.

Example Answer: I have never been prohibited or suspended from any professional practice. I adhere strictly to ethical guidelines and professional conduct in all my experiences.

If you were employed during the academic year, other than during winter and summer breaks, please write the number of hours you worked per week, and tell us what you did and why you were employed.

Example Answer: During my undergraduate years, I worked 15 hours per week as a tutor for the university’s academic success center, providing support in biology and chemistry. This role not only helped me solidify my own understanding but also allowed me to contribute to the academic success of my peers.

Please provide the names of languages you speak (other than English) and indicate the fluency with which you speak them (beginner, moderate, advanced). If none, please write “NA.”

Example Answer: In addition to English, I speak Spanish at an advanced level, having grown up in a bilingual household. This skill has enabled me to volunteer in community health clinics, providing translation services and improving health outcomes for Spanish-speaking patients.

Letters of Recommendation

Your PRIMARY RECOMMENDATION PACKET will be submitted by (select one):

If you indicated, above, that you will have, “Two individual letters (up to 5 are allowed),” please provide the names, titles and institution of your letter writers; please use a separate line for each. Please note that one letter must be from your MAJOR and your second letter from a science faculty member (two science letters from two different faculty members in the same department is acceptable). If this does not apply to you, please write “NA” in the box below.

If you are a post-Baccalaureate student (not a master’s degree student), a letter or statement of “Good Standing” must be submitted either from your undergraduate college or university, or included in your post-bac letter. Please indicate which of the two applies to you, and the name, title, and school from which the letter has been submitted. If no letter or statement has been submitted, please indicate when such a letter or statement will be uploaded to the AMCAS Letter Writer. If this does not apply to you, please write “NA.”

Did you take your last science course more than 5 years ago?

No, my last science course was completed less than two years ago as part of my post-baccalaureate studies at the University of State, ensuring that my science knowledge is current and comprehensive.

If you have an Undergraduate Pre-Professional Advisory Committee at your college or university and have chosen NOT to request a letter from that Committee, please tell us why not.

I chose not to request a letter from my school’s Pre-Professional Advisory Committee because my post-baccalaureate program provided a more recent and relevant evaluation of my academic and professional capabilities, which I believed would offer a more accurate representation of my readiness for medical school.

Albert Einstein / Montefiore Work Experience

Have you worked in basic or clinical research at Einstein/Montefiore?

Yes, I worked in a clinical research project at Montefiore Medical Center under Dr. John Juarez’s supervision, focusing on the impacts of social determinants on asthma outcomes in children. This experience deepened my understanding of public health issues and fostered my interest in pediatric medicine.

Have you participated in an Einstein/Montefiore Pipeline (Pathway) Program during high school, college, or after?

While I did not participate in a Pipeline Program directly through Einstein/Montefiore, I was involved in a similar initiative, the Health Career Opportunity Program in undergrad, which reinforced my commitment to serving underserved communities.

Have you ever volunteered at Einstein/Montefiore in one of our clinical areas, other than research or a Pipeline Program?

Yes, I volunteered at the Children’s Hospital at Montefiore (CHAM), where I engaged with pediatric patients through various therapeutic and educational activities. This volunteer experience was pivotal in shaping my desire to pursue a career in pediatrics.

If you answered “yes” that you have worked with us here at Einstein/Montefiore, will a letter from an Einstein/Montefiore faculty member be included in your evaluations?

Yes, Dr. Jacob Dunn, with whom I conducted clinical research at Montefiore, has kindly agreed to provide a letter of recommendation that highlights my research contributions and passion for improving patient care through evidence-based practices.

Albert Einstein / Montefiore Family Members

Do you have a family member who is a current employee (non-faculty) of an Einstein/Montefiore affiliated hospital?

No, I do not have any family members currently employed at an Einstein/Montefiore affiliated hospital.

Do you have a SIBLING who is currently enrolled as an Einstein medical or graduate student?

No, I am the first in my family to pursue a career in medicine, and thus, do not have a sibling enrolled at Albert Einstein College of Medicine.

Do you have a family member who is currently a Faculty member at an Einstein/Montefiore affiliated hospital?

No, my family’s professional backgrounds are diverse, but none are currently affiliated with the faculty at Einstein/Montefiore.

Do you have a family member who is an Einstein Alumnus (MD, MSTP, or PhD degree only)? Please do not include names of relatives who have only completed residency training here.

No, while I am inspired by the stories and successes of Einstein alumni, there are no direct familial connections to alumni holding degrees from Albert Einstein College of Medicine.

Frequently Asked Questions About Albert Einstein College of Medicine

Is Albert Einstein College of Medicine affiliated with Albert Einstein?

While the college carries the name of the renowned physicist, Albert Einstein himself had no direct involvement with its founding or operation. The name was chosen to reflect the institution’s commitment to scientific inquiry and the pursuit of knowledge.

What are the admissions requirements for the M.D. program?

The admissions process is highly competitive, placing emphasis on strong academic performance, particularly in science and math, along with the MCAT exam score. Additional factors considered include extracurricular activities, community service, and research experience. Details and specific requirements can be found on the college’s website.

Does the college offer financial aid?

Yes, Albert Einstein College of Medicine offers various financial aid options, including scholarships, grants, and loans, to support students with the cost of attendance. Information about specific programs and eligibility criteria can be found on the financial aid section of the website.

What is the curriculum like for the M.D. program?

The M.D. program employs a rigorous curriculum that integrates basic science knowledge with clinical training. The first two years focus on foundational science subjects like anatomy, physiology, and biochemistry, followed by clinical rotations in various medical specialties during the later years.

Does the college have a strong research focus?

Absolutely! Research is a cornerstone of the college’s mission, with faculty and students actively engaged in groundbreaking research across various biomedical fields. The college is consistently ranked among the top institutions for research funding by the National Institutes of Health.

What are the clinical training opportunities available?

Students gain valuable clinical experience through rotations at affiliated hospitals and clinics, including Montefiore Medical Center and Bronx-Lebanon Hospital Center. These rotations expose them to diverse patient populations and various medical specialties, allowing them to refine their clinical skills and identify their career interests.

What resources are available to support student well-being?

The college recognizes the importance of student well-being and provides a range of resources to support students. These include academic counseling, mental health services, and opportunities for stress management and relaxation.

What career opportunities are available for graduates?

Graduates from Albert Einstein College of Medicine are well-prepared for diverse careers in medicine, including patient care, research, education, and public health. The college offers career counseling services to assist students in exploring their options and navigating the career path best suited to their goals and interests.

Does the college accept international students?

Yes, the college welcomes applications from international students who meet the same admissions requirements as domestic applicants. Additional information about the specific requirements and application process for international students is available on the website.

What makes Albert Einstein College of Medicine unique?

Albert Einstein College of Medicine stands out for its academic program, strong research focus, and commitment to social justice and community service. The college fosters a collaborative learning environment that prepares future physicians to excel in their careers and make a meaningful impact on the lives of others.

What was the acceptance rate for the Albert Einstein College of Medicine’s class of 2027?

The acceptance rate for the Albert Einstein College of Medicine’s class of 2027 was about 2%. The college admitted 183 students from 9,012 applicants.

Good Luck!

From all of us at International Medical Aid, we want to wish you luck as you embark on your educational journey to become a medical professional. We want to remind you to take your time, develop a strong application strategy, and always ask for help if you feel you need it.

If your mind is still filled with questions like “what are the best medical schools near me” or “which school is right for me” then we highly recommend checking out our other medical school guides. We have articles on medical schools across the country, including other New York medical colleges.

• Howard University College of Medicine
• University of Kansas School of Medicine (KUMC)
• Charles R. Drew University of Medicine and Science College of Medicine
• Loma Linda University School of Medicine
• John A. Burns School of Medicine (JABSOM)
• Kansas College of Osteopathic Medicine (KansasCOM)
• UC Irvine School of Medicine
• Nova Southeastern University College of Allopathic Medicine
• Florida Atlantic University Charles E. Schmidt College of Medicine
• Touro University Nevada College of Osteopathic Medicine
• University of Miami Miller School of Medicine
• Arkansas College of Osteopathic Medicine (ARCOM)
• University of Arkansas for Medical Sciences (UAMS)
• Tulane University School of Medicine
• LSU Health New Orleans School of Medicine
• LSU Shreveport Medical School
• Kirk Kerkorian School of Medicine at UNLV
• University of Nevada Reno School of Medicine
• University of Arizona College of Medicine-Tucson
• University of Arizona College of Medicine-Phoenix
• Burrell College of Osteopathic Medicine (BCOM)
• The University of New Mexico School of Medicine
• Alabama College of Osteopathic Medicine (ACOM)
• University of South Alabama College of Medicine
• University of Alabama School of Medicine
• FIU College of Medicine
• UCF College of Medicine
• USF Morsani College of Medicine
• Florida State University College of Medicine
• Morehouse School of Medicine
• Medical College of Georgia at Augusta University
• Mercer University School of Medicine (MUSM)
• Campbell University School of Osteopathic Medicine (CUSOM)
• ECU Brody School of Medicine
• Edward Via College of Osteopathic Medicine (VCOM)
• University of South Carolina Medical School
• Medical University of South Carolina (MUSC)
• Lewis Katz School of Medicine at Temple University
• Philadelphia College of Osteopathic Medicine (PCOM) 
• Geisinger Commonwealth School of Medicine (GCSOM)
• Penn State Medical School
• CUNY School of Medicine
• SUNY Downstate Medical School
• NYIT College of Osteopathic Medicine
• NYU Long Island School of Medicine
• TOURO College of Osteopathic Medicine
• Albany Medical College
• Norton College of Medicine at Upstate Medical University
• Jacobs School of Medicine at the University at Buffalo
• Hofstra Zucker School of Medicine
• Weill Medical College of Cornell University 
• University of Rochester Medical School
• Icahn School of Medicine at Mount Sinai
• Renaissance School of Medicine at Stony Brook University
• Albert Einstein College of Medicine
• Ohio University Heritage College of Osteopathic Medicine
• Northeast Ohio Medical University (NEOMED)
• University of Cincinnati College of Medicine 
• University of Toledo College of Medicine
• Wright State University Boonshoft School of Medicine
• Ohio State University College of Medicine
• Rowan University School of Osteopathic Medicine
• Hackensack Meridian School of Medicine (HMSOM)
• Rutgers New Jersey Medical School (NJMS) 
• Rutgers Robert Wood Johnson Medical School
• Cooper Medical School of Rowan University (CMSRU)
• A.T. Still University Kirksville College of Osteopathic Medicine
• Saint Louis University School of Medicine
• University of Missouri Medical School
• Kansas City University (KCU)
• UMKC School of Medicine
• New York Medical College
• University of Pittsburgh School of Medicine
• University of Wisconsin Medical School
• VCU School of Medicine
• University of Maryland School of Medicine
• Case Western Medical School
• University of North Carolina Medical School
• University of Florida Medical School
• Emory University School of Medicine
• Boston University College of Medicine
• California University of Science and Medicine
• UC San Diego Medical School
• California Northstate University College of Medicine
• Touro University of California
• CHSU College of Osteopathic Medicine
• UC Davis School of Medicine
• Harvard Medical School
• UC Riverside School of Medicine
• USC Keck School of Medicine
• UT Southwestern Medical School
• Long School of Medicine at UT Health San Antonio
• University of the Incarnate Word School of Osteopathic Medicine
• UT Austin’s Dell Medical School
• UTMB School of Medicine
• McGovern Medical School at UT Health
• Johns Hopkins School of Medicine
• McGovern Medical School at UT Health
• The University of Texas Rio Grande Valley School of Medicine
• UNT Texas College of Osteopathic Medicine
• University of Houston College of Medicine
• Texas A&M College of Medicine
• Johns Hopkins Medical School
• Baylor College of Medicine
• George Washington University School of Medicine
• Vanderbilt University School of Medicine
• St. George’s University School of Medicine
• Lake Erie College of Osteopathic Medicine (in Pennsylvania)
• Sidney Kimmel Medical College at Thomas Jefferson University
• Wake Forest University School of Medicine
• Western University of Health Sciences (in California)
• Drexel University College of Medicine
• Stritch School of Medicine at Loyola University Chicago
• Georgetown University School of Medicine
• Yale School of Medicine
• Perelman School of Medicine
• UCLA Medical School
• NYU Medical School
• Washington University School of Medicine
• Brown Medical School