With hands-on student research and mentorship opportunities, we're empowering the next generation of investigators and ensuring a legacy of transformative contributions to health and science.
The Summer Research Program for first- and second-year medical students is designed to provide highly motivated and talented students with valuable experience in participating in a research project; acquaint them with scientific methodology; and enhance their analytic and laboratory skills, as well as their presentation and writing skills.
The program provides an atmosphere that encourages and facilitates student interactions with a diverse group of established investigators and clinicians. The rationale for the program is that exposure to a superior research environment will ultimately result in better and more able physicians. It also opens the possibility for students to consider pursuing biomedical, clinical and/or translational research as physician-scientists dedicated to enhancing healthcare.
Under the guidance of faculty, students conduct short-term research projects in areas of basic, translational, or clinical investigation. Students will attend a core curriculum consisting of weekly lectures on broad topics in medical research and career advice. They will complete a poster describing their research to be presented at a research forum at the conclusion of the summer program. After successful completion of the program, students will receive a certificate of accomplishment.
The program runs during the summer break, mid-June to mid-August for seven weeks, followed by a symposium.
Designed for medical students with a chosen mentor and project.
Click HERE to access the 2025 Fellowship application – DEADLINE is MARCH 28, 2025
Designed for medical students who have not identified a mentored project.
The 2025 application link will open March 1, 2025, and will close April 5, 2025
Click HERE to access the 2025 application
Please reach out to the Office of Research for additional questions or concerns.
• When does the summer program start? Monday, June 9, 2025.
• Will there be required in-person activities? Yes, there will be some weekly lectures held on Tuesdays at 4 PM in the Medical Education Building (MEB), Room 102. The Symposium is also held in person in Piscataway, and all students in the program are expected to give a presentation.
• Will the lectures be recorded? No, the lectures are not recorded.
• Is there a weekly time requirement that must be met for the summer program? Yes, depending on the mentor and/or project. Students generally dedicate a significant portion of their time to the project (usually ~35hrs/week), but the specifics can be arranged with the mentor depending on the needs of the project.
• Is the research symposium mandatory for both the training and fellowship students? Yes!
• Are participants required to attend the Summer Student Research Program Symposium on JULY 30, 2025 (TENTATIVELY) and participate in the Summer Student Research Program (Fellowship and Training options)? Yes, a presentation at the symposium is mandatory. Abstracts are due on July 18, 2025 (TENTATIVELY)
• When and where will the symposium take place? Week 8: JULY 30, 2025 (TENTATIVELY) at RWJMS in Piscataway. We encourage you to invite your mentors and collaborators to come and hear all the presentations.
• Will the student have to come up with the project, or will the mentor have a project in mind? It all depends on the mentor. Some mentors will add the students to their current projects, while others want the students to come up with a project.
• Can students work on more than one project at the same time (but only do the program for one of the projects)? We do not encourage working on more than one project in order to achieve meaningful results and outcomes. However, it is possible, and if it is determined by the mentor, that the student can successfully manage to work on multiple projects, and ONLY with the APPROVAL of your mentor.
• Can students participate in the symposium if they conducted research at another institution? Yes, students must apply to the RWJMS Summer Research Training Program.
For questions and concerns, please email the Office of Research at rwjmsresearch@rwjms.rutgers.edu.
Robert Wood Johnson Medical School students have participated in numerous programs and opportunities at institutions around the country and the world.
Learn more about the programs below or search for summer clinical and research opportunities in the Association of American Medical Colleges' Careers in Medicine (CiM) database.
Our research studies electives are designed to expose medical students to diverse experiences and inspire active participation in research throughout the medical school journey and beyond.
Our prestigious and rigorous Distinction Programs support and recognize students who have shown exceptional involvement, accomplishment, and scholarship in specialized areas of medical education.
Medical student research offers many advantages, including the chance to interact with faculty, learn the current state of the art in biomedical research, develop skills in presenting, writing grants, and more. The quality of this experience is directly related to the quality of the relationship with your mentor and members of the laboratory.
Here are some tips from Professor Andrew Vershon, Molecular Biology and Biochemistry, Rutgers University, about finding and working with a research mentor.
Medical student research may be carried out with faculty members at Robert Wood Johnson Medical School, other institutions like Rutgers University or other NJ research institutions, and in other states or even countries. The research can span a summer, typically between the 1st and 2nd years, or continue through the entire 4 years of medical school. Students can also take a year or two off or apply to the MD PhD program (before matriculation or after).
Although there are many faculty at the medical school, most of these professors can, at most, take only one or two students for research projects. Some faculty may lack the time, resources or space to sponsor students. In addition, faculty are asked to sponsor summer students in many undergraduate programs or sponsor students from Rutgers University. It is therefore advisable that you do not wait until the last minute to start your search for a research mentor. We also suggest that you talk to several professors so that you can get a feel for the different environments and styles of research.
One key to knowing if someone will consider sponsoring a student is that they have sponsored a student in the past, spoken in Students Interested in Research (SIR, MDC0934), or have volunteered. Research descriptions for many faculty are available on their department or graduate program web pages.
Once you find some names, you need to contact the mentor. Prepare for this by:
If possible, read up a bit on their work.
Read one of their recent research papers. This will not only provide you with detailed information on what the lab is doing, but it will also provide background for discussions with the professor. This will also demonstrate to the professor that you are interested in his/her research and motivated.
Set up an appointment with a professor. Keep in mind the following points:
Email (or call) to set up an appointment and indicate why you are specifically interested in their lab.
Expect to have to wait a week or more, especially for a chair, director etc., so don’t wait.
Listen to the cues you get. If they never get back to you or seem disinterested, this is not a good indication they will be a good mentor. If they ask you to meet with a senior member of their team, this is not necessarily bad, you will get to work in the lab and likely get more attention.
Be on time, prepared and if you change your mind call/e-mail and cancel the meeting.
Once you have an appointment be ready to ask questions:
The professor will discuss the research that is going on in their laboratory and may provide a few suggestions as to projects that would be feasible for a new researcher and that would benefit both the student and the lab.
Find out who will be directly training and supervising you. Is it the professor, a faculty member in the lab, graduate student, post-doc, or fellow or will you left on your own?
It should be noted that most professors are usually very busy teaching, giving seminars, writing grants and papers, in the clinic as well as serving on committees, etc. Therefore, some no longer do lab work. Working with a graduate student or post-doc may provide significantly more time for interaction or guidance than with a professor.
If possible, talk with members of the lab. What are they doing? How do they like working there? You can also talk to students who have previously worked in that lab.
Is the project feasible in the time allowed? Will it qualify for the funding you wish to apply for? Be realistic in terms of the project and the accomplishments – If an experiment is extremely important for a grant, a paper, tenure etc. then it is likely that a full time, experienced person in the lab will be carrying it out.
It may not be an easy question, but will they sponsor you for our internal, or perhaps even external funding programs? If you do not get the grant, are they willing to hire you and pay you? Many labs have funds available from their grants or department to provide a stipend or support your use of work study funds.
Once you are in the lab, remember:
Initially, you will require a lot of supervision to learn the system and master the techniques. Often things may not work right away, and therefore time must be spent by the professor, post-doc, graduate student, or technician in training you and troubleshooting the experiments. Although this effort by other members of the lab is helpful training for you, it is also taking away time from their own experiments.
Space is often at a premium in many labs. In some big labs, people only have a few feet of bench space or work in shifts.
In an average lab, each researcher (graduate student, post-doc, or technician) will use over $5,000 a year in supplies and reagents. In labs that use expensive reagents such as cell culture media or large quantities of enzymes, this number could easily be over $10,000 a year. Therefore, even working part time in the lab on your research project will easily cost the lab over $2,000 in reagents and supplies during the year.
A letter from this professor will therefore carry significantly more weight than references from professors in whose class you were only one of hundreds. Your research advisor will be able to strongly address your intelligence, motivation, efficiency, personality, etc. in their letters. When you are completing your time in the lab, you can ask if your mentor is willing to write you a letter. The letter can be submitted to the Student Affairs office for your file and future use in your Dean’s letter. If you are only working the summer after your first year, it is better to get the letter while the PI still sees you around, asking for a letter 2 or 3 years later will be harder for the mentor and likely of lower quality. If you will stay longer, the letter can be requested when you are leaving. You can expect the longer you are in the lab the more complete and specific the letter will be.
In taking a student into their lab, the professor is making a large commitment of resources to provide the necessary ideas, time, space, and reagents to carry out your research. The professor is therefore expecting a serious commitment from you. However, the payoff for both you and the lab can be tremendous.
Our unique graduate programs in collaboration with schools across Rutgers and New Jersey allow students to enhance their research training and opportunities, including a joint MD/PhD program, a pre-MD postbaccalaureate program in the School of Graduate Studies, and an umbrella PhD program in molecular biosciences in the School of Arts and Sciences.
At Robert Wood Johnson Medical School and Rutgers University, you'll discover a vibrant and supportive postdoctoral training community with vast resources to advance and enrich your research and career.
The Office of Postdoctoral Advancement supports postdoctoral researchers across all disciplines and four main campuses by serving as the central hub for professional advancement and a guide to the academic policies, procedures, and offices that support postdoctoral careers.
The INSPIRE postdoctoral fellowship in biomedical research trains the next generation of scientific educators and promotes diversity in science.
Office of Postdoctoral Affairs works to support, enhance, and promote postdoctoral training at Rutgers Health and to help prepare postdoctoral researchers for successful careers.