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Found 44 jobs

Nature Careers offers clinical research positions for every career stage, including researcher and Postdoc positions, as well as Faculty members and Head of Department, all over the world.

Faculty Positions& Postdoctoral Research Fellow, School of Optical and Electronic Information, HUST

• Wuhan, Hubei, China
• HUST will offer globally competitive salary packages
• School of Optical and Electronic Information, Huazhong University of Science and Technology

Job Opportunities: Leading talents, young talents, overseas outstanding young scholars, postdoctoral researchers.

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Postdoctoral Fellowships: Immuno-Oncology (Please specify the project(s) applying)

• Hong Kong (HK)
• A highly competitive salary will be offered, in addition to annual leave and medical benefits.
• Centre for Oncology and Immunology

We currently have multiple postdoctoral fellowship positions available within our multidisciplinary research teams based In Hong Kong.

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Gathering the Talents and Writing Our Glorious Chapter

• Wuxi, Jiangsu (CN)
• Wuxi Medical College of Jiangnan University (Affiliated Hospital)

Wuxi Medical College of Jiangnan University (Affiliated Hospital) invites you to join us!

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Faculty Recruitment, Westlake University School of Medicine

• Hangzhou, Zhejiang, China
• internationally competitive salary and a fringe benefits package
• Westlake University

Faculty positions are open at four distinct ranks: Assistant Professor, Associate Professor, Full Professor, and Chair Professor.

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Global Talent Recruitment of Xinxiang Medical University in 2024

• Xinxiang, Henan, China
• It will be remunerated on a case-by-case basis and equipped with academic teams.
• Xinxiang Medical University

Top-notch talents, leading talents in science and technology, and young and middle-aged outstanding talents.

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• 12 days ago
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Senior Principal Research Scientist in Transplant Immunology (Level D/E)

• Westmead, Parramatta (AU)
• An attractive salary package is on offer.
• Westmead Institute for Medical Research

Pioneer change in transplant immunology, transform kidney transplantation outcomes and lead the development of personalised treatments.

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Nanyang Assistant/Associate Professorship (NAP)

• Singapore (SG)
• An attractive remuneration package.
• Nanyang Technological University (NTU)

The NAP scheme provides the opportunity for outstanding early career researchers who aspire to a research leadership role at NTU Singapore.

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Zhejiang Provincial Hospital of Chinese Medicine on Open Recruitment of Medical Talents and Postdocs

• Competitive salary
• The First Affiliated Hospital of Zhejiang Chinese Medical University

Director of Clinical Department, Professor, Researcher, Post-doctor

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• 13 days ago
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Faculty(Group Leaders or Principal Investigators) and Postdoc positions

• Competitive salary and housing allowance etc. (All you can bid!)
• The Stomatology Hospital, School of Stomatology, Zhejiang University School of Medicine(ZJUSS)

Faculty and Postdoc positions are open all year.

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• 14 days ago
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Stadtman Investigator Search 2024-2025

• Bethesda, Maryland
• Commensurate with experience
• National Institute of Health- Office of Intramural Research

Stadtman Investigator Search 2024-2025 Deadline: September 30, 2024 The National Institutes of Health, the U.S. government’s premier biomedical and...

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• 16 days ago
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11 Postdoctoral and 16 PhD Postions in the Research Field of “Metabolic Control of Healthy Aging”

• Austria: University of Graz, Medical University of Graz and Medical University of Vienna
• Postdoc: € 66,532.20 per annum + benefits ; PhD: € 37,577.40 (30 h /week) per annum + benfits
• Cluster of Excellence "Metabolic Control of Healthy Aging"

Qualification: PhD: Master (field of life science) Postdoc: PhD (field of life science) , or MD

View details 11 Postdoctoral and 16 PhD Postions in the Research Field of “Metabolic Control of Healthy Aging”

• 18 days ago
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High-Level Talents at the First Affiliated Hospital of Nanchang University

• Nanchang, Jiangxi, China
• The First Affiliated Hospital of Nanchang University

For clinical medicine and basic medicine; basic research of emerging inter-disciplines and medical big data.

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• 4 days left
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Shanghai Jiao Tong University Global Recruitment

• Shanghai, China
• Globally competitive, can offer additional support based on individual qualifications and needs.
• Shanghai Jiao Tong University

Interested applicants can send CV to the relevant department/school.

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• 33 days ago
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ZJU 100 Young Professor

• Competitive salary and comprehensive support in housing, research funding, and team building
• Zhejiang University

Promising young scholars who can independently establish and develop a research direction.

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• 51 days ago
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Qiushi Chair Professor

• Attractive salary packages are offered, negotiable based on individual qualifications and needs.

Distinguished scholars with notable achievements and extensive international influence.

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CMU - CIMR Joint Invitation for Global Outstanding Talents

• Beijing (CN)
• Competitive salary with start-up funds
• Capital Medical University - Chinese Institutes for Medical Research, Beijing

Basic medicine, biology, pharmacy, public health and preventive medicine, nursing, biomedical engineering...

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• 52 days ago
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Sincerely invite you to apply for the 2024 Excellent Young Scientists Fund Program (Overseas), CMU

• Shenyang, Liaoning, China
• Annual salary of RMB 400-600K
• China Medical University (CMU)

Invitation to the 2024 International Young Medical Scholars Forum hosted by China Medical University

View details Sincerely invite you to apply for the 2024 Excellent Young Scientists Fund Program (Overseas), CMU

• 5 days left
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Unlock Your Potential with a PhD at Scuola Superiore Meridionale

• Naples (IT)
• €19,000 per year
• Scuola Superiore Meridionale

Nestled in the vibrant city of Naples, Italy, SSM is a prestigious institution of higher learning and research

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• 61 days ago
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Lecturers in Psychology

• St Andrews, Fife (GB)
• £45,585 - £56,021 per annum
• University of St Andrews

We are seeking to appoint 2 lecturers in Psychology in the School of Psychology & Neuroscience at the University of St Andrews. We are interested i...

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PhD student (f/m/x)

• Dresden, Sachsen (DE)
• "-"
• Universitätsklinikum Carl Gustav Carus Dresden

Jobs with chances Cutting-edge medicine through internationality.   The IRTG 2773, the International Research Training Group “Risks and Pathomechan...

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Online PhD in Clinical Research: Scope and Job Opportunities 

Blog Summary 

Introduction .

Embarking on a journey toward an online PhD in Clinical Research opens doors to possibilities. Clinical Research, the systematic investigation of treatments and therapies, is pivotal in advancing healthcare. Pursuing a PhD in this field signifies a commitment to deepening understanding and contributing to medical progress. The convenience and flexibility of online education make it an ideal avenue for aspiring researchers, allowing them to balance academic pursuits with other commitments. 

Moreover, online platforms offer specialized courses tailored to the nuances of Clinical Research, providing students with comprehensive knowledge and practical skills. In this digital age, harnessing the power of online learning is vital to unlocking the vast potential of Clinical Research studies. 

Exploring Online PhD in Clinical Research 

In today’s fast-paced world, pursuing higher education has become more accessible than ever, thanks to the advent of online learning platforms. An Online PhD in Clinical Research program allows students to increase their understanding and expertise in this vital field from the comfort of their homes. 

What is an Online PhD in Clinical Research? 

An online PhD in Clinical Research is a doctoral program designed to equip students with the abilities and information to do independent Research in clinical settings. It delves deep into the methodologies, ethical considerations, and data analysis techniques relevant to clinical Research.

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Clinical Research jobs

Clinical Researcher

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

Clinical Researcher June 9, 2020

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

PEER REVIEWED

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Open-Ended Responses

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

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

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

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

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

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

Figure 1: How First Jobs in Clinical Research Were Found

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Figure 2: Employers and Sample Careers

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

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

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

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

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

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

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

Note: WCG = WIRB Copernicus Group

Figure 3: Twelve Tips for Finding Your First Job

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

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

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

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

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

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

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

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

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

Sorry, we couldn't find any jobs that match your criteria.

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About the PhD in Clinical Investigation Program

The program is targeted toward internal physician postdoctoral fellows in clinical departments of the School of Medicine. It involves one year of full-time academic classroom work, followed by at least two years of mentored training in clinical research. The combination of a year of instruction and a year of clinicals allows students the scientific grounding for subsequent original research. This research effort is jointly mentored by faculty from the program and a mentor from the student’s SOM department. After fulfilling all requirements, a Doctor of Philosophy degree in Clinical Investigation is awarded by the Johns Hopkins Bloomberg School of Public Health.

Curriculum for the PhD in Clinical Investigation

Browse an overview of this program's requirements in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

Prerequisites for the PhD Degree

• Satisfactory completion of 90 credit hours of course work, including one year of full-time in-residency course work
• Five additional courses to be taken in the second or third years
• Continuous registration for the Research Forum and registration for Thesis Research each term
• Completion of a Comprehensive Exam at the end of the didactic year
• Satisfaction of all university requirements for the PhD, including completion of a Preliminary Oral Examination, Thesis Preparation, and Thesis Defense

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. For our PhD specific application requirements, please see our How to Apply page.

This specific program also requires:

Prior Graduate Degree

Advanced medical degree: e.g., MD, MBBS, PhD

Prior Work Experience

Work with human subjects in clinical investigation

Standardized Test Scores

Standardized test scores  are required  for this program. This program accepts the following standardized test scores: USMLE and GRE or MCAT.  Applications will be reviewed holistically based on all application components.

GTPCI is one of 60 national recipients of an NIH-sponsored CTSA KL2 Award to support institutional career development programs for physicians and dentists, encouraging them to become independent, patient-oriented clinical investigators. This Multi- disciplinary Clinical Research Career Development Program funds clinical research training for a broad group of physicians, dentists, and other scientists who have a doctorate in a health-related field, including pharmacy, nursing, epidemiology, and behavioral sciences. The Johns Hopkins KL2 program will provide career development support for junior faculty physicians or dentists from within Johns Hopkins Medical Institutions.

Information regarding the cost of tuition and fees can be found on the Bloomberg School's Tuition and Fees page.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU  starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Director Khalil Ghanem, MD, PhD

Academic Program Manager Cristina A. DeNardo, MEd 410-502-9734 [email protected]

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 Research and Development

Clinical Research

Graduate Program

The Master of Science in Clinical Research program is designed for early-career health care professionals including physicians, dentists, pharmacists, and nurses. They will explore epidemiology and biostatistics, and learn about decision sciences, applied omics science, and translating innovation into clinical practice.

Shadow Health®

Put the patient at the forefront of the learning experience with high-fidelity screen-based simulations with Shadow Health’s Digital Clinical Experiences™.

Shadow Health is available for undergraduate and graduate nursing, as well as for novice nurses in healthcare organizations .

Why Shadow Health?

• Students use their own words to communicate
• Features 80+ life-like, diverse patients
• Patients can answer millions of unique questions
• Accurately measures student clinical reasoning
• Provides instructor insights in Practice Readiness Dashboard
• Builds clinical judgment skills
• Aligned with AACN’s new Essentials

Explore how Shadow Health can empower your students to improve patient outcomes in practice:

Undergraduate | Graduate

Core Features

Through the natural language Conversation Engine™, students use their own words to gather subjective data and provide therapeutic communication.

Physical Exam

Students gather and interpret objective data to assess their patients’ conditions.

Education and Empathy

Students practice therapeutic communication by empathizing with patients to build rapport and providing education to close gaps in health literacy.

Electronic Health Record

Students review existing documentation, write their own, and compare their work to an exemplar’s model note.

Student Performance Index™

You and your students see immediate, valid, and reliable measurements of clinical reasoning. These measurements include proficiency levels and detailed feedback to identify areas of strength and opportunities for remediation.

Digital Clinical Experiences™

Learn more about the nurse educators behind Shadow Health's simulations.

Bringing Real-World Experience to Simulation Design

Tina, Lucas and Tanner  are just three of the Digital Standardized Patients™ that are part of Shadow Health’s simulations for undergraduate and graduate nursing programs.

These ​​Digital Clinical Experiences™ are a vital part of the education of more than 700,000 nursing students across the country – giving them the opportunity to practice as often as they need with realistic, simulated patients.

Undergraduate DCEs Graduate DCEs

Research & Articles

Screen-Based Patient Simulation – An Exemplar for Developing and Assessing Competency

The purpose of this research study was to determine if virtual patient simulation is an effective strategy to assist learners in meeting competencies and sub-competencies outlined in the AACN Essentials.

NorQuest College Boosts Student Performance and Lowers Faculty Grading Time with Shadow Health

For nursing students, getting a complete health history from a patient is a critical skill that is necessary as a foundation for successful patient care. But leaders at NorQuest College, a publicly funded community college in Edmonton, Alberta, Canada, realized that their instruction plan was limiting how students could integrate their learning.

Learning to Bring Comfort to Patients and Families Through Palliative and Hospice Simulations

Of all the vital functions of nurses, palliative and hospice care is one of the most impactful. When patients are approaching end-of-life situations, the conversations nurses have with both patients and their families are difficult, sensitive, and at times contentious.

Using the Digital Clinical Experiences™ as Evidence for the Accreditation Process

Learn how Shadow Health’s Digital Clinical Experiences™ can demonstrate high quality education outcomes for nursing programs to use as evidence during the accreditation process.

The Value of Virtual Patient Scenarios

Learn how virtual patient scenarios like Shadow Health can provide positive clinical judgment skill development for your students. Research suggests that high-fidelity simulations can be more realistic and challenging than traditional methods.

Measuring Efficiency in Nursing Student Patient Care Skills Using the Digital Clinical Experiences (DCE) ™

Discover how the Shadow Health Digital Clinical Experiences™ help 82% of learners increase efficiency. Our research-backed program helps improve data collection, therapeutic communication, and care planning.

Testimonials

“health assessment has really improved my assessment skills, and how to do different types of focused assessments that i do not ordinarily do. it also makes me think deeper about how the different systems interact with one another, and reminds me that all are vitally important.” - nursing student, “pharmacology helped to improve my therapeutic communication as well as interview effectively so i could get the necessary information needed to properly care for my patient.” - nursing student, “shadow health provides many helpful tactics to help assess a patient in real life. i tried to assess someone before i even took a look at health assessment and i was clueless. after looking at these assignments, things became so much more easier on me. i started imagining myself working on tina jones and pretty much bringing the assignment to life.” - nursing student, “shadow health has helped me gain better assessment skills. this is something that all new nurses should have the chance in participating in to get more comfortable with the question/answer part of assessments. gerontology is helpful in the fact that we will be facing or maybe have already faced the elderly patient with cognitive deficits. the way in which we need to addressed certain questions and situations will be different. i appreciate the practice.” - nursing student, “this mental health assignment helps to explain mental status exam better, and allows you to practice assessment skills that are needed for nursing. you also get to encounter different types of patients with unique mental illnesses which is very helpful” - nursing student, “i feel that shadow health is a great way to practice providing care virtually and prepare for real-life experience because it has really made me think about how to ask questions and work on getting better at asking questions. i would recommend others to use the pediatrics dce as it does challenge critical thinking skills.” - nursing student, “i love being able to practice my skills prior to being in an actual clinical settings. certain assessment findings require follow up, and i struggle with that currently but health assessment allows me to have the time to correctly formulate my thoughts. i think this is a great learning tool” - nursing student, “shadow health is a wonderful tool that all nursing students should use. i love this way of learning because it is very interactive. i find pharmacology assignments are a very simple and easy way to learn medications. they give me the opportunity to learn patient interaction and teaching, as well as, medication management and my personal education of the different types of medications, what they're used for, side effect, and dosages.” - nursing student, “i am glad we were given the chance to practice on a geriatric patient because when it comes to real life i find myself nervous but eager to help. this simulation gave me the chance to practice my therapeutic communication skills.” - nursing student, “i find this mental health dce has helped me in many aspects of my nursing career. i am a returning student but i am still a practicing nurse and shadow health has improved my skills as a nurse, in and out of the classroom.” - nursing student, “through shadow health, i have gotten way better at my patient interviews and am able to gain the client's trust and establish a great rapport with the pediatric client and their family in the clinical setting. ” - nursing student, “i found this very valuable to my learning. i liked how i was responsible for the teaching and conversations with the patient. it pushed me to recall my knowledge and put it in to practice.” - nursing student, “i believe the maternal health simulation helped me learn how to improve on my education and how to teach a mother what to do in all parts of labor. i learned that i need to work on helping a timid patient feel more comfortable during my assessment.” - nursing student, “taking shadow health's leadership simulation has forced me to think beyond the scope of everyday delivery of nursing care. it forces me to think as a leader and how to handle interprofessional communications. in addition, it has helped with talking to and solving everyday problems with patients in a very professional manner without hurting anyone while adhering to organization's policies and procedures.” - nursing student, “as i continue to complete assignments within shadow health i am increasing my understanding of many aspects of nursing. i am utilizing aspects of nursing that i haven't had the opportunities to do in my clinical setting so far. an example from the leadership assignments is the use of sbar while communicating to a health care provider.” - nursing student, “the advanced pathophysiology exercises review the knowledge that i learned in the patho course which reinforces my skills in clinicals as a nurse practitioner.” - nursing student, “i absolutely love my shadow health assignments. i am so thankful for the visual animations of certain processes. the advanced pathophysiology dce has seriously been helpful to me to be able to understand fully certain concepts, even though i've been a nurse for 16 years.” - nursing student, “the advanced diagnostics exercise helps me think critically in finding the right diagnostic test to support my differential diagnosis. this simulation will help me through my np program and be able to utilize in the clinical settings.” - nursing student, “advanced diagnostics is a really great learning experience. it really aids in the clinical thinking processes and helps with understanding how to diagnose” - nursing student, “utilizing shadow health has greatly assisted me not just being more proficient at the patient interview, but also being more comfortable in my interview skills of asking appropriate and relevant questions toward the patient's care. the advanced pharmacology interactive sessions are also extremely helpful in visualizing the actual patient and body system involved making it more personal.” - nursing student, “i love shadow health. it helps me with patient assessment questions, prescribing and critical thinking about how to best treat my patient. it also makes me think about improving on my assessment and communication skills with patients. i would highly recommend this product in that the virtual reality patients made me feel like i was the provider. thank you shadow health for solidifying my reason for becoming an aprn.” - nursing student, “i really enjoy the content provided by shadow health and feel that i am getting a lot of experience and gaining knowledge by using this advanced health assessment program. i was able to further develop my assessment skills through this assignment and further develop my ability to put together a plan of care based on my assessment.” - nursing student, “this aha simulation is as real as it gets to actually examining and interacting with a patient. i learned to ask more probing questions to define, qualify, and quantify answers of the patient to facilitate a differential diagnosis.” - nursing student.

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