MD Admissions Requirements
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Our Position is That There is More Than One Path to Medical School.

All applicants to the University of Michigan Medical School are expected to demonstrate a strong foundation of knowledge across core scientific subjects, as well as the inter/intrapersonal skills needed by physicians to thrive in an ever-changing health care landscape.

We admit individuals who not only have the potential to excel academically, but also possess personal attributes and competencies that align with our mission and values.

Ours is: “To transform health through bold and innovative education, discovery and service.”

Please review a few frequently asked questions, and then let us know if we can answer any remaining ones by phone or email, or during one of our chats. You may also be curious to see our most recent Class Profile.

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Join Dr. Deb Berman, assistant dean for admissions, and Carol Teener, director of admissions, along with two current medical students from the University of Michigan Medical School for answers to your questions about getting into medical school and more. Watch on YouTube or listen to the Podcast.

Admissions Requirements

Each University of Michigan Medical School applicant must:

The University of Michigan Medical School holistically evaluates candidates for admission across a range of attributes necessary for successful development into a compassionate, skilled physician serving the needs of a diverse and changing population. These attributes include:

  • Academic Excellence: The curriculum at the University of Michigan Medical School is academically rigorous and requires that the applicants demonstrate prior ability to perform well in a challenging academic setting. Candidates should apply creative/critical thinking to develop solutions and generate information; rapidly absorb and comprehend new information; organize available information into a meaningful description of a problem's complexities; and deliberate among viable options to reach a well-founded conclusion. The undergraduate grade point average and the Medical College Admissions Test scores are only a part of the measures that are used to assess the applicant's ability. Other factors which are used in the evaluation may include the quality of the undergraduate institution, the rigor of the course load, steadily improving grades and an evaluation of activities that can contribute to critical thinking and decision making.
  • Altruism: The devotion to the needs of others can be assessed through review of the applicant’s activities, as well as responses to interview questions about the applicant’s goals and desires for a life of providing patient care.
  • Desire to Learn and Dedication to Medicine: Every effort will be made during the admissions process to assess the applicant’s passion for learning and dedication to the practice of medicine. Assessment of a desire to learn will include, but is not limited to, evidence of exploring a diverse group of academic interests. Assessment of dedication to medicine will include, but is not limited to, assessment of the application materials for documented interest in medicine, focused questioning in the interview and the applicant’s knowledge of current medical issues.
  • Competency: We strive to enroll students capable of accumulating the scientific knowledge, the diagnostic acumen, the technical skills and the interpersonal skills required for the competent care of patients. Assessment will include intellectual, technical and communication competency, along with cultural humility. All applicants must attest that they have read the medical school technical standards.
  • Cultural Humility: We strive to find and work with future physicians who have demonstrated the potential to interact and engage meaningfully with the diverse communities who comprise and are served by the medical field. The field requires that providers understand the context of each patient’s life experiences and the impact those experiences have on their health and well-being. Our students should both understand and respect the diverse life journeys, beliefs, values and traditions of the patients for whom they provide care. Our students should also demonstrate humility when striving to learn more about patients, their families, and the communities we serve in Michigan and beyond. We believe that the lives of our learners will be enhanced and their successes in medicine will be furthered through recognition of and respect for the diverse life experiences, values, and beliefs of all individuals, which is at the heart of our inclusive community.  
  • Integrity and Ethics: Honesty, integrity and ethics are essential in both the medical education process and eventual practice of medicine. Applicants should be able to articulate an understanding of the importance of ethical behavior, honesty and professionalism in medicine. Dishonesty on the application form or in the interview as well as information provided in the letters of evaluation will be considered in assessing integrity.
  • Leadership: Applicants will be assessed on their ability to question and challenge the status quo, communicate positive qualities of an effective leader, exhibit these qualities in action and effectively exert appropriate influence over others.
  • Reliability and Dependability: Potential physicians should consistently fulfill obligations in a timely and satisfactory manner and take responsibility for personal actions and performance. Regardless of the situation, they will do everything possible to make sure that their performance is steady and strong, unstopped by obstacles, pressures, and demands that would justifiably derail others. They can be counted on to give their best effort under all circumstances. They keep their commitments and work with others to help them keep theirs. They demonstrate the ability to keep their word under all circumstances.
  • Resilience and Adaptability: Applicants will be assessed for their demonstration of tolerance for stressful or changing situations, whether they adapt effectively, remain persistent—even under difficult situations and recover from setbacks.
  • Social/Interpersonal Skills and Teamwork: We strive to find future physicians with the ability to work collaboratively, set a positive tone, are neither passive nor dominate the situation, resolve and diffuse conflict, listen to and incorporates others’ perspectives, accept shared responsibility—especially when the outcome is not ideal, and make decisions that reflect the best interest of all involved.
  • Written and Verbal Communication: Potential physicians should demonstrate to the Admissions Committee an ability to communicate effectively. The personal statement, letters of recommendation and the interviews provide opportunities to assess effective communication skills.

The above attributes will be used to evaluate our students not only at the time of application but throughout their medical school careers.

MD Admissions requests 3-4 letters of recommendation or a committee packet containing multiple letters. If applicants have more than 4 letters in their packet or submit more than 4 individual letters, and they are invited for an interview, they will designate which 4 letters they wish us to consider for the post-interview holistic review. Additional letters will not be considered. A committee cover letter (part of the committee packet) would be considered one of the four letters. Your recommenders can be any individuals who can objectively assess your personal qualities such as integrity and ethics; reliability and dependability; social, interpersonal and teamwork skills; resilience and adaptability; altruism; and a desire to learn. Choose letter writers who know you well!

PLEASE NOTE: MSTP will accept up to 6 letters and all letters need to be submitted for the application to be considered complete. We have no specific requirements regarding how you select these individuals. However, if you choose to include someone from your academic experiences, we strongly recommend an experienced faculty member (Associate Professor or Professor) rather than a graduate student instructor (GSI). ALL letters of recommendation must be submitted via the AMCAS Letter Service. During the application process, there will be a section asking for your Letter of Evaluation information. Please consult the AMCAS instructions for additional details and be sure to review the AAMC’s new Letters of Evaluation Guidelines. Do NOT send any letters directly to the University of Michigan Medical School.

To summarize:

  • MD Admissions requires 3-4 letters of recommendation to be designated at time of interview.
  • MSTP will accept up to 6 letters and they must be submitted with your application in order for it to be considered complete.
  • Letters of recommendation may come from any individuals you believe can objectively assess your personal qualities.
  • ALL letters need to be submitted using the AMCAS letter service.
  • Do NOT send any letters directly to the University of Michigan Medical School.

Secondary applications are sent to candidates with an MCAT score at or above the 35th percentile. Those below the 35th percentile are screened for excellence within our competencies and may be sent a Secondary application after review. 

Please note that the secondary application fee is waived for those approved for the AAMC-Fee Assistance Program.

We recommend keeping the following in mind when completing your Secondary Applications:

  1. Write essays about who you are, not what you think Admissions wants to hear.
  2. Communicate clearly about what you have found in your life to help you become the person you want to be. 
  3. Know the school’s mission. Ours is: “To transform health through bold and innovative education, discovery and service.”
  4. Know the medical school’s vision for its graduates. Read ours.

For reference, below are our 2024-25 application cycle prompts. Cycle prompts are posted each May. 

Essay 1  
How do you hope to impact medicine and improve patient care in the future and why do you need a medical degree to fulfill these goals? Do not exceed 1500 characters including spaces (about 250 words).

OR if applying to the Medical Scientist Training Program: Describe why you are applying to the University of Michigan MSTP. If you are interested in a specific department, program, or area of research for your Ph.D., please provide a brief explanation. We recognize that your interests may change. If relevant, please describe your gap/growth year plans. Do not exceed 1500 characters including spaces (about 250 words). 

Essay 2
Please describe the impact of your identity and experiences on your growth and development, and how it may impact your career as a physician. Do not exceed 1500 characters including spaces (about 250 words).

Essay 3
The University of Michigan Medical School strives to be a place of equity and belonging for diverse patients, learners, and healthcare professionals. Please describe your experience advancing inclusion and how you envision contributing to our community’s mission. Do not exceed 1500 characters including spaces (about 250 words).  

Essay 4
Outside of medicine, and beyond what we can read in your application, tell us what you are curious about or what you have chosen to explore. Do not exceed 1500 characters including spaces (about 250 words).

Because of the integration of clinical content with basic sciences in our curriculum, there is no provision for advanced placement. The University of Michigan Medical School does not generally consider any transfer requests with the exception of very unique circumstances. Students who wish to be considered for transfer must have an established current academic relationship with the University of Michigan and should contact the Director of Admissions.

Prerequisites & Core Competencies

The University of Michigan Medical School (UMMS) recognizes that the field of medicine offers opportunities for those talented in both humanities and the sciences. Therefore, students should allow their personal interests and passion to dictate their choice of undergraduate major or subsequent area(s) of study. We do not require or prescribe any specific coursework for admission to UMMS. However, the UMMS curriculum has been designed with the presumption that our admitted students possess a foundational level of knowledge and skills upon which to build further competency in medical knowledge, communication and other domains necessary to become excellent physicians.

The listed competencies that we require of matriculants to UMMS fall under the following categories:

  • Humanities & Social Sciences (including skills in Written and Verbal Communication)
  • Life and Physical Sciences
  • Statistics
  • Analytical Thinking and Problem-Solving Skills

Communication is an essential competency for physicians. Additionally, we expect learners to have engaged intellectually with the complexity of the human experience in ways that challenge them to reconcile differing philosophies, practice self-reflection, develop empathy, grapple with ambiguity and ultimately synthesize a personal understanding of humanity and society.

Therefore, UMMS requires competency in the following core concepts and skills:

  • Analyze, formulate and communicate ideas in written and verbal form
  • Critically evaluate issues that affect society at large
  • Assess and accommodate uncertainty, ambiguity and complexity in human behavior, ethics, history and/or artistic expression
  • Recognize and appreciate diversity and differences among people and cultures

These core concepts are typically covered in a wide-range of college-level courses and may include, but are not limited to courses in:

  • Anthropology
  • Education
  • History
  • Special studies, e.g. African American Studies, Women’s and Gender Studies
  • Art and Literature
  • Philosophy and Ethics
  • Political Science
  • Psychology
  • Religion
  • Sociology

Alternatively, competency in these areas may be demonstrated or supplemented through engagement in other types of activities, such as:

  • Extracurricular activities or clubs that foster skill development and/or focus on the above listed core concepts
  • Leadership positions in clubs or organizations that advance development of leadership skills (e.g. communication, teamwork, problem solving)
  • Projects, organizations or employers that address social determinants of health, social justice and/or health care disparities

Foundational knowledge of the life and physical sciences is a prerequisite for admission to UMMS. The first-year preclinical curriculum has been designed on the assumption that our admitted students will arrive with a baseline level of knowledge upon which to build further foundational scientific and medical knowledge.

Therefore, UMMS requires knowledge of the field of biology that encompasses the core concepts of cell biology, molecular biology and genetics. These core concepts are typically covered in two semesters of college-level biology and include these topics:

  • Eukaryotic and prokaryotic cell and subcellular structure
  • Cell cycle, meiosis, and mitosis
  • Genetics (e.g. population genetics, inheritance, mechanisms of genetic variation, DNA repair)
  • Genome structure, function and modification
  • Mechanisms and regulation of gene expression in eukaryotic and prokaryotic cells
  • Protein translation
  • Foundations of signal transduction

UMMS requires knowledge of the fields of chemistry and biochemistry. These core concepts are typically covered in a college-level biochemistry course that has chemistry prerequisites and include:

  • Acid/base chemistry
  • Thermodynamics and chemical equilibrium
  • Macromolecular (protein, lipid, carbohydrate) structure and function
  • Enzymes and biocatalysts
  • Bioenergetics and oxidative metabolism
  • Energy metabolism
  • Membrane biology and transport

Knowledge of physical principles and their applications to the understanding of living systems is required by UMMS. These core concepts are typically covered in two semesters of algebra-based undergraduate physics or engineering coursework and include:

  • Newtonian mechanics
  • Fluid dynamics
  • Thermodynamics
  • Electrostatics and electromagnetism
  • Electromagnetic radiation
  • Molecular movement
  • Energy transfer (including conduction/convection/radiation, electron excitation, etc)

While dedicated coursework during one’s undergraduate experience is not required to acquire the above knowledge, it is strongly encouraged. Alternatively, competency may be demonstrated through completion of other types of activities, such as:

  • Completing a postbaccalaureate premedical or science-intensive master’s program
  • Independent study with College Level Examination Program (CLEP) exams

Examples of activities that could be used to supplement, but likely not fulfill on their own, these listed life and physical science knowledge competencies could include:

  • Peer tutoring or educational experiences requiring attainment of knowledge competency
  • Science laboratory research
  • Participation in journal clubs and/or science seminar series
  • Online coursework, such as through massive open online courses
  • Significant commitment to an extracurricular activity that requires application of one or more of these knowledge competencies

While knowledge of immunology and physiology is not a prerequisite for admissions and is not evaluated during the admissions process, we have observed that an introductory knowledge of these areas can be helpful for our admitted students in the UMMS preclinical curriculum.

Competency in foundational concepts of probability and statistics is a prerequisite, as it is important for learning how to engage with data and the medical literature. Knowledge of introductory statistics is required and should encompass the following core concepts, which are typically covered in a one-semester undergraduate statistics course, postbaccalaureate premedical program or a science-intensive master’s program:

  • Descriptive statistics and inference
  • Probability and sampling
  • Statistical distributions
  • Statistical hypothesis testing

The following are examples of activities that could be used to supplement, but likely not fulfill on their own, these listed statistics competencies:

  • Participation in research projects where statistical analysis is a key component
  • Peer tutoring or similar experiences as an educator
  • Engagement in an undergraduate capstone or thesis project that requires data analysis and statistical methodology
  • Online coursework or hands-on experience with statistical software using online tutorials

The ability to think analytically and solve problems through application of the scientific method is a prerequisite for the development of research skills across a broad range of fields and for sound clinical reasoning. These core concepts include the ability to:

  • Observe and describe a phenomenon or problem using reliable and valid methods
  • Develop a testable hypothesis to explain the above observations
  • Develop and execute a strategy to evaluate a hypothesis or solve a problem with appropriate milestones and data collection
  • Analyze the resulting data or observations to refine the original hypothesis

These are typically covered in a laboratory section of an undergraduate-level science course. Alternatively, competency may be demonstrated or supplemented through engagement in other types of activities, such as:

  • A research project with a component of independent investigation or problem solving
  • Program evaluation and/or management
  • Working or volunteering in positions with a significant role around problem identification, problem solving and/or implementation of solutions
Colorful handprints in paint on a white sheet Statement on Inclusivity


The University of Michigan Medical School seeks to foster a culture of diversity and equity for our patients, students, faculty and staff. We welcome applicants from all backgrounds who personify excellence and feel called to service in the name of moving medicine forward.

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action.

The University of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status in employment, educational programs and activities, and admissions.

  • Read more
  • Technical Standards

    Technical standards are the basic requirements every medical student needs to meet for admission, enrollment and graduation.

    Our technical standards are inclusive for qualified candidates who may require specific accommodations. If you have questions about reasonable and appropriate accommodations concerning the technical standards, please reach out to our Learning and Accessibility team, JT Sangsland or Jensen Whitmore.

    Download and read the University of Michigan Medical School Technical Standards

    Information for DACA & International Applicants

    The University of Michigan Medical School Admissions team strives to provide a welcoming and inclusive experience to all of our applicants. We have been committed to encouraging students with Deferred Action for Childhood Arrivals (DACA) status to apply to our M.D. program since DACA’s inception in 2012. All of our admitted students have the opportunity to apply for institutional financial aid and have full access to the University’s many resources.

    FINANCIAL AID

    After admission to our program, DACA students are eligible to apply for institutional financial aid. The University of Michigan Medical School has institutional funding that is open to DACA students. These financial aid sources include:

    • Long-term University Loans
    • Need-based institutional grants and
    • Need-based or admissions scholarships

    Information collected on the Free Application for Federal Student Aid (FAFSA) is used to determine whether or not applicants qualify for institutional aid. DACA students are responsible for keeping their status current.

    Please note that DACA students are not eligible for federal financial aid.

    We are dedicated to working with DACA students on funding their medical education. For more information, please see our Financial Aid Office website or feel free to contact us directly at 734-763-4147 or by email at [email protected].

    Learn about the cost of attending the University of Michigan Medical School.

    EXTERNAL FUNDING RESOURCES

    MALDEF’s (Mexican American Legal Defense and Educational Fund) Scholarship Resource Guide includes scholarships for undocumented students, as well as the Paul & Daisy Soros Fellowships for New Americans(. Rackham Graduate School also provides lists of funding opportunities for master’s and doctoral students from external sources and within the university.

    TUITION

    As with all students, to qualify for in-state tuition, DACA students must meet the requirements determined by the University of Michigan Registrar's Office. All students unable to meet these requirements will be assessed non-resident tuition.

    CAMPUS RESOURCES

    Student Legal Services: A full-service law office on campus that gives legal advice and counseling on a wide variety of legal subjects, including litigation as needed.

    Office for Health Equity and Inclusion: Promotes a supportive and welcoming community for all learners on the medical school campus.

    LANAMA: A University of Michigan Medical School student organization committed to increasing the enrollment and success of Latino/a and Native medical students through outreach and other service efforts.

    First Generation Students: Resources, insight and inspiration for the thousands of first generation college students on the University of Michigan campus.

    Applicants must be a U.S. citizen or permanent resident of the United States. We also welcome applicants with Deferred Action for Childhood Arrivals (DACA) status and Asylee status.

    What is it Really Like to Be a Medical Student at Michigan?

    Listen in as five of our current medical students, ranging from M1s to M4s, share their experiences with the application process, curriculum, extracurriculars and more!

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