health psychology phd programs

Clinical Health Psychology

Clinical health psychology is a professionally recognized specialty that investigates and implements clinical services across diverse populations and settings to promote health and well-being and to prevent, treat and manage illness and disability.

Clinical health psychology sees health as the confluence of psychological, social, cultural, and biological factors and applies this understanding to professional activities including:

• Clinical services.
• Consulting with, educating and supervising other health care providers and psychologists
• Advising organizations, institutions, the public and policymakers.

Specialized knowledge

Clinical health psychology has evolved as a specialty area of knowledge and practice with foundations in health psychology, the field of psychology that addresses the interactions of psychological, social, cultural and biological factors as they relate to health and well-being across diverse populations and settings.

Problems addressed

Clinical health psychologists have knowledge of how learning, memory, perception, cognition and motivation influence health behaviors and impact physical illness, injury, and disability. Examples of problem areas addressed by the specialty include:

• Weight management.
• Tobacco use.
• Pain management.
• Psychological adjustment to serious and chronic disease.
• Appropriateness for and adherence to medical treatment.

Populations served

Clinical health psychology serves any individual of any age with a disease that could be prevented, treated or rehabilitated through the use of psychological techniques or procedures. The primary focus is on problems that present as physical complaints as opposed to issues that are restricted to emotional or mental health. Recipients of clinical health psychology services include:

• Healthy people (for purposes of health promotion and disease prevention).
• People at elevated risk for disease (e.g., genetic carriers, people who engage in risky behaviors).
• People with acute health problems or complex healthcare needs.
• People with chronic diseases.

Skills and procedures utilized

The essential skills and procedures associated with clinical health psychology include:

• Assessment . Clinical interviewing; behavioral observation; personality assessment; general and disease-specific self-report instruments; psychophysiological measures; medical record review; biological parameters associated with specific diseases.
• Intervention . Evidence-based psychotherapy, health promotion and behavioral interventions provided to individuals, groups and families.
• Consultation . Consultation with the health care team (including family members); participation in multidisciplinary teams; program development.
• Evaluation . Use of research methodologies to develop and evaluate practices based on the best available evidence and to develop new program evaluation methods.

Related Resources

Recognized Specialties and Proficiencies

About Specialties and Proficiencies

Commission for the Recognition of Specialties and Proficiencies in Professional Psychology

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PH.D. Program in Health Psychology

Health psychology ph.d. program, what is health psychology.

Health psychology is dedicated to conducting basic and applied research examining the contribution of biological, psychological, behavioral, social, cultural, and environmental factors to health and illness. Health Psychology builds from principles and theories of other areas of psychology, biology, health, and social sciences. Health psychologists are concerned with promotion and maintenance of health, the prevention and treatment of illness across the lifespan, and improvement of systems that promote and maintain health.

The Doctoral Program in Health Psychology at UNC Charlotte offers training in one of the following concentration areas :

• Clinical Health Psychology program
• Community Health Psychology program
• Behavioral Science Health Psychology program

Program Description

A particular emphasis of the program is on the development, implementation, and evaluation of prevention and treatment interventions that involve multiple disciplines. The program has links with other colleges, departments and programs in the university that allows students to select health courses across disciplines. Please see our Student Handbook for more information. The Health Psychology Ph.D. Program at UNC Charlotte offers students an opportunity to obtain their Ph. D in Health Psychology with a concentration in one of the following areas: B ehavioral Science , Clinical , and Community .

The Health Psychology PhD Program does not offer training at the MA level. Please visit the Department of Psychology for more information about their MA Program in Psychology .

Important Information for Applicants

Application deadline.

All materials must be submitted to The Graduate School by December 2, 2024 to be fully considered for admission for next Fall Semester. Students with master’s degrees in psychology or health related fields (biology, gerontology, nursing and allied health, public policy, and other health disciplines) as well as highly disciplined and competent undergraduates are encouraged to apply. For more information, please visit the “Application Information” tab.

Note: The GRE general test requirement will be waived for the upcoming admission cycle (2024/2025)!

The Clinical Psychology program at UNC Charlotte has been APA-accredited since 2012 and recently received re-accreditation until 2027​. For an y questions about the program’s accreditation status or about APA accreditation in general, please contact:

Office of Program Consultation and Accreditation / American Psychological Association

750 First Street, NE, Washington, DC 20002-4242

Phone: (202) 336-5979 / E-mail: [email protected] / Web: https://accreditation.apa.org/

• For more information on the Clinical concentration please visit: http://healthpsych.charlotte.edu/concentration-areas/clinical
• For more information on the Behavioral Science concentration please visit: https://healthpsych.charlotte.edu/concentration-areas/behavioralscience
• For more information on the Community concentration please visit: https://healthpsych.charlotte.edu/concentration-areas/community
• For additional information about the Health Psychology Ph.D. program, please contact: Dr. Amy H. Peterman at [email protected]

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Health Psychology (Ph.D.)

Program director.

Department of Psychology

College of humanities and sciences, ph.d. in health psychology.

Students in the Health Psychology Ph.D. program study how biological, psychological, behavioral, cultural and social contextual factors influence health and illness.

The Health Psychology program is a research-oriented rather than clinical training program. Graduates of this program are awarded the Ph.D. in Psychology, as approved by the State Council of Higher Education of Virginia in 2008. Students earn a Master of Science degree as part of their training, but not as a terminal master’s degree.

Please see the   VCU Bulletin   for additional degree information.

Program Goals

The health psychology faculty will strive to assist graduate students in developing strengths in a number of areas:

• Knowledge of psychological science.  Students are trained in the major areas of psychology, including the biological bases of behavior, child development, social and personality processes, cognition and learning, cultural influences, and psychopathology. Students are encouraged to attend professional conferences and join a professional association of psychologists.
• Knowledge of health psychology. Students will develop expertise in the psychological bases of physical health and illness, including health behavior and primary prevention, stress and coping, patient-provider relationships, epidemiology of disease, psychological issues in chronic and terminal illness, and health promotion through psychological, social and behavioral means. Students will also develop expertise through research mentorship, attendance at specialized research conferences, and membership in professional associations of health psychologists.
• Research skills. The program emphasizes the development of laboratory and field research skills. In addition to the master's thesis and doctoral dissertation, students are expected to collaborate with faculty on research projects throughout their training to enhance their research skills, publish research in peer-reviewed journals, and present research at conferences.
• Theoretical and conceptual skills. Like other sciences, health psychology progresses through both theory and research. In addition to the mechanics of design, students develop the ability to conceptualize research problems in terms of broader theoretical descriptions and explanations as a means to understand health-relevant phenomena in more meaningful ways.
• Instructional skills. Many students choose to enter academia when their graduate work is completed, so health psychology training includes opportunities to develop instructional skills. In addition to presentations of research at departmental functions, students are encouraged to enroll in teaching practicum and to develop the skills needed to teach health psychology to others. All students are encouraged to teach or co-teach psychology courses at VCU once they have earned their master’s degree.
• Applied skills. Students also choose to build careers in health care organizations when their graduate work is completed, so a final goal of the Health Psychology program is the development of research skills needed to make strong contributions in such settings. Students specifically interested in clinical careers are advised to consider the Clinical or Counseling Psychology Program.

APA-Accredited Programs

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IMPORTANT NOTE REGARDING 2020, 2021, 2022, 2023 SITE VISITS: Due to the COVID-19 pandemic, site visits for the majority of programs scheduled to be visited in 2020, 2021, 2022, and 2023 have been shifted. Please note that the “next site visit date” listed for each program does not represent an expiration of accreditation. It represents a timeline for a program’s next periodic review. The accreditation status of the 2020, 2021, 2022, and 2023 programs will not be impacted by site visit delays. Cycle shifts are listed here . 

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Psychology, PhD (Clinical)

On this page:.

Clinical psychology is the psychological specialty that provides continuing and comprehensive mental and behavioral health care for individuals and families; consultation to agencies and communities; training, education and supervision; and research-based practice.

Program Description

Degree Awarded: Psychology, PhD

There are multiple training models in Clinical Psychology (Scientist-Practitioner, Practitioner-Scholar, Clinical Science) and these models reflect the relative focus on research and clinical training. The Clinical Psychology Program at ASU adheres to the Clinical Science training model, which is the most research focused. Thus, although students in our program receive excellent clinical training, the focus is on producing Clinical Scientists who will work in setting that take full advantage of their research as well as clinical skills (e.g., Academia, Medical Centers, VA Hospitals). 

Our mission is to prepare students for professional careers in a variety of settings where they engage in research, teaching, or clinical supervision; and who make contributions to clinical science by disseminating research findings and scholarship. Within this general mission of providing high-quality, science-based training, we strive to prepare a significant number of graduates who establish careers in academia and research institutes where they have primary responsibilities for conducting research that advances clinical science and for teaching new generations of clinical scientists. 

The success of our students in meeting program goals is evident based on a) the high rate of students matching in APA accredited internships (40 of 40; 100% in the past 7 years), b) our recent graduates’ success in passing the national licensing exam (100% based on publicly available data from ASPPB), and the high percentage of our recent graduates who have obtained licensure (39 of 44; 88.6% of our recent graduates who are 5 or more years beyond graduation). Although we continue to emphasize high quality clinical training and strongly believe in the reciprocal nature of research and clinical training, we identify with the “Clinical Science” training model based on the long-term goals of our program which are primarily to train clinical scientists rather than individuals who elect to work as full-time practitioners. Outcomes of our alumni survey (students at least five years post-graduation) provide support for our success in achieving Clinical Science outcomes, with 40 of 44 (90.9%) making scholarly/research contributions since graduation from our program.

Our data on graduates from the past 10 years show diversity in their professional activities that is consistent with our clinical science training and special emphases that can be acquired at ASU.  Among those beyond postdoctoral training (n = 54), 40.7% are in academic settings, 33.3% are in clinical or combined research and clinical positions in medical schools/centers, VA hospitals, or other hospital settings, 22.2% are in other practice environments such as mental health centers or private practices, and 3.7% are in government settings (e.g., public health, DoD). These data suggest that our training leads to career trajectories that are consistent with the program’s philosophy and goals.

The Psychology PhD program in the clinical psychology training area is:

• based upon a clinical science model of training;
• fully accredited  by the American Psychological Association (APA) and the Psychological Clinical Science Accreditation System (PCSAS);
• a member of the Academy of Psychological Clinical Science;
• a PhD (doctoral) program only;
• designed so that students who were admitted with a bachelor’s degree can finish the requirements in six years including a one-year, full-time internship;
• organized to allow students to begin practicum training in the program’s second year;
• best able to serve the educational needs of students with deep interests in empirical research; and
• highly competitive — in the last several years we have admitted between 3 and 10 new students per year from a pool of 200 to 300 applicants.

IMPORTANT: To be considered for this PhD program, you must complete the application through ASU's online portal AND submit your material through  Slideroom

Important links:

Faculty   Data and Resources   Financial Support   Research Labs

Student Handbook

Concentrations

Focus Areas

The Clinical Training Program has three areas of emphases in which students may elect to participate:  health psychology ,  child clinical psychology,  and  community/prevention .

Thus, the descriptions that follow are designed to give you an idea of the available curricular choices.

Child Clinical Area of Emphasis

The child clinical area of emphasis provides training in the etiology, assessment, treatment and prevention of childhood disorders. A major focus is on the prevention of child mental health problems among children and families under stress. Thus, most of our child clinical faculty also participate in our community-prevention area of emphasis. Table of Child Clinical Faculty. 

Health Psychology Area of Emphasis

Clinical students with interests centering on the interface of psychology and medicine may select Health Psychology as an area of emphasis. In our program, health psychology is broadly interpreted to encompass the theoretical, methodological, and/or procedural (treatment and prevention) contributions from contemporary psychology that bear upon the existing and emerging problems of modern medicine.  Table of Health Psychology Faculty.

Community/Prevention Area of Emphasis

We define the Community/Preventive area of emphasis to include theory, research methods, and interventions that are designed to prevent the occurrence of mental health, substance use or other problems, and to promote healthy adaptation in a range of social environments. Students study theoretical issues such as the influence of stress and coping, family processes, acculturation and cross-cultural issues, neighborhood influences, and economic hardship on the development of mental health or substance abuse problems. Students also become involved in the development, implementation, and evaluation of preventive interventions to promote healthy adaptation for children in a range of high-risk situations. Foci of preventive interventions include children of divorce, inner-city ethnic minority children, bereaved children, and school-based programs.  Table of Community/Prevention Clinical Faculty. 

Diversity, Equity, Inclusion and Belonging

The Psychology Doctoral Program at Arizona State University embraces the University’s charter encouraging diversity, equity, and inclusion in all aspects of our program.  We strive to create a community that reflects and celebrates the diversity of society-at-large because we believe it is essential to attaining academic excellence, professional development, and personal growth. To that end, we are dedicated to training early career scientists from diverse backgrounds, and we encourage applications from students from backgrounds historically underrepresented in the sciences, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those from lower socioeconomic backgrounds.

Coursework for the doctoral program is to some extent, determined by APA requirements. For more detailed information about the program's curriculum and milestones or to see a sample schedule, students should view the current Clinical Student Handbook. Once admitted, we require students to be continuously enrolled full-time, excluding summer sessions, until all degree requirements have been met.

A minimum of 84 hours is required. 

Courses and electives

The coursework for each student is individualized and based upon the student's previous training, research goals and mentor. All students are required to complete 27 credit hours of core courses that cover the scientific and technical foundations of clinical psychology. Students will also choose elective courses that more closely align to their specific focus area. In order to satisfy program accreditation, students will take one course in biological bases of behavior, social bases of behavior, cognitive bases of behavior, affective bases of behavior and in human development. Additional requirements include two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

At a Glance

• Location:  Tempe campus
• Second Language Requirement:  No

Degree Requirements

The 84-hour program of study includes a written comprehensive exam, an oral comprehensive, a prospectus and a dissertation. Prospective doctoral candidates should have a passion and interest in clinical psychology, have demonstrated research skills in a senior thesis, have a minimum of a 3.00 cumulative GPA.

Student Admissions, Outcomes & Other Data  

Accreditation Status

ASU's Public Disclosure on Licensure Statement

Admission Requirements

Our selection of new doctoral students is based on several factors:

• academic excellence;
• strong undergraduate preparation in psychology;
• experience in conducting psychological research;
• compatibility with research interests of our faculty;
• evidence of strong research skills; and
• personal characteristics that are suitable for teaching and the provision of psychological services to the public.

In addition to significant research experience, successful applicants should have an undergraduate grade point average of B+ or better and compelling letters of recommendation. Specific information about application procedures can be found on the  doctoral admissions  pages.

We also seek a balance of students who have interests in our three research emphases: child clinical, health, and community/prevention. It has been our experience that most of our students will choose one of the three specialty areas which represent domains of faculty interest as well as clinical or preventive specialties for which an employment demand now exists. However, specialization is not a program requirement. Some students might begin a particular emphasis but later decide to move in a different direction. 

Required Core Content (27 units)

Required Core Courses:  Courses covering the scientific and technical foundations of clinical psychology, as well as clinical practica include:

• PSY 530 Analysis of Variance (Intermediate Statistics)
• PSY 531 Multiple Regression
• PSY 573 Psychopathology
• PSY 578 Developmental Psychopathology (required for child emphasis only)
• PSY 600 Clinical Research Methods
• PSY 574/591  Psychotherapy or Child and Family Therapy
• PSY 780  Psychological Assessment or Assessment Advanced Treatment Methods (ATM)
• PSY 591 Clinical Interviewing and Ethics
• Practicum I and II 

Electives (6-27 units)

Electives:  Various courses, seminars, and practica of the students’ choosing are included in this category and are used to satisfy additional program requirements.

Required Accreditation Courses (6-27 credit hours)

In order to satisfy requirements for program accreditation, students are also required to take at least one course each in:

• Biological Bases of Behavior:  PSY 591 Psychopharmacology  or  PSY 591 Biological Bases of Behavior  or  PSY 591 Advanced Neurobiology of Cognition
• Social Bases of Behavior:   PSY 550 Advanced Social Psychology: Interpersonal Processes  or  PSY 551 Advanced Social Psychology: Intrapersonal Processes
• Cognitive Bases of Behavior:   PSY 535 Cognitive Processes  or  PSY 591 Embodied Cognition  or  PSY 541 Research in Cognitive Development.*
• Affective Bases of Behavior:   PSY 591 Emotions  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Emotions, Stress and Health  or  PSY 598 Socio-emotional Development
• Human Development:  PSY 541 Research in Cognitive Development*  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Children’s Peer Relationships  or  PSY 591Resilience Processes in Development  or  PSY 598 Developmental Transitions.

*PSY 542 and PSY 591 can only be used to either fulfill the Affective Bases of behavior requirement OR to fulfill the Human Development requirement. PSY 541 can only be used to fulfill the Cognitive Bases of behavior requirement OR the Human Development requirement.

• History and Systems:  PSY 591 History of Psychology  or  PSY 591 Clinical Issues Seminar: History and Systems of Psychology

Substantive Curriculum (6-27 credit hours)

Other Course Requirements:  Two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

• PSY 780  All topics listed as ATMs in Psychology.  The Assessment ATM also meets the requirement for Psychological Assessment
• PSY 501  Supervised Teaching (can count for 1 of 2 ATMs)

Master's Thesis and Research (12 credit hours) - For Master's in passing

• PSY 592 - Master's Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a thesis or dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript
• PSY 599 - Master's Thesis (6 credit hours) Supervised research focused on preparation of thesis, including literature review, research, data collection and analysis, and writing.

Dissertation and Research (18 credit hours)

• PSY 792 Dissertation Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript.
• PSY 799 Dissertation (12 Credit Hours) Supervised research focused on preparation of dissertation, including literature review, research, data collection and analysis, and writing.

Sample Schedule: General

Listed below is a sample schedule. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Sample Schedule: Clinical Child Emphasis

SAMPLE SCHEDULE:  CHILD CLINICAL EMPHASIS

Listed below is a sample schedule for students who chose a child clinical emphasis. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Financial Support

The Department of Psychology typically pays ASU tuition for full-time doctoral students with 20 hour-per-week graduate teaching or research assistantships. Tuition and fee information can be found on the ASU's  general tuition webpage .

An appointment as a 50% Graduate Teaching Assistant (TA) for the 2024-2025 academic year (9-month TA) provides financial support in the form of a stipend in the amount of $24,586 for the academic year.

Fellowships and awards

Doctoral students are encouraged to apply for fellowships through the National Institutes of Health  National Research Service Award  program and through the National Science Foundation's  Graduate Research Fellowship Program . Other funding opportunities exist within specific areas of study and doctoral students should explore these possibilities with their faculty advisor/mentor.

In addition to government and external organizational fellowships, the Department of Psychology currently offers  graduate scholar awards  of $1,500 each to two students in any psychology doctoral program area in any year of study. Made possible by the generous donations of department faculty and others, these awards are intended to recognize the accomplishments of students who are demonstrating overall excellence in the psychology doctoral program. Excellence will be judged with respect to contributions to psychological science; and/or the teaching of psychology; and/or community involvement reflecting application of psychological knowledge. The deadline for all application materials, including a letter of support from a psychology faculty member, is typically mid-March.

Two other fellowship awards are also available to the department's doctoral students through endowed scholarships: The Robert B. Cialdini Dissertation Project Prize and the Martha E. Bernal Memorial Scholarship Award Endowment. Doctoral students in the developmental psychology and social psychology may similarly apply for endowed fellowships within their program areas.

Financial aid

There is no financial aid available through the department although such aid is available through the ASU Financial Aid and Scholarship Services; visit their  site  to explore financial aid opportunities.

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PhD program information

Application deadline:  november 15, 2024 .

2025 Interview Dates:  Virtual (remote) interviews on Feb 7 and Feb 14. Students offered admission will be invited to an in person open house on March 14. 

Questions about the online application:   [email protected]

Questions about CHP admissions :   [email protected]

The Clinical Health Psychology PhD program offers a doctoral degree (PhD) in clinical psychology that has been continuously accredited by the American Psychological Association (APA) since 2016 (APA, Office of Program Consultation and Accreditation, 750 1st St. NE, Washington, DC 20002-4242; 202.336.5979). Our next site visit is schedule for Winter/Spring 2024.

Admission to CU Denver's Clinical Health Psychology PhD Program is competitive with an average of 6 students admitted each year. Students in the program receive high quality training and mentoring as well as financial assistance. When considering the quality of the program, it may be useful to know that we do not participate in the US News and World Report assessment and ranking process, in line with the Council of University Directors of Clinical Psychology ( CUDCP ), who passed a resolution in 1995 encouraging programs not to participate in the survey due to concerns about its methodology.

Our program has endorsed the Council of University Directors of Clinical Psychology statement on Preferred Pre-doctoral Competencies for Clinical Psychology ( CUDCP preferred competencies ). The Pre-doctoral Competencies outlined in this document represent many of the qualities that our program prefers applicants to have acquired prior to applying to our program.

Requirements for admission include coursework (or standardized assessment) in Introductory Psychology, Statistics, Research Methods, Abnormal Psychology, and History of Psychology. This must be in the last 10 years, currently being fulfilled (the Fall semester of your application year), or planned to be fulfilled (the Spring semester of your application year). Offers of admission are conditional upon completion of requirements. These requirements can be met in the following ways:

• Introductory Psychology: B- or greater from an accredited university in Intro Psyc, or a 3 in Psychology AP Exam. If you have taken the class but have a lower grade/score or the class is beyond the 10 year timeline, you could achieve the requirement with at least a 50 th percentile in a valid Psychology GRE Subject Test
• Statistics: B- or greater from an accredited university in Statistics or a 3 in Statistics AP Exam
• Research Methods: B- or greater from an accredited university in Research Methods (social sciences or psychology specific). If you have taken the class but have a lower score or the class is beyond the 10 year timeline, you could achieve the requirement with at least a 50 th percentile in a valid Measurement/Methodology subtest of the Psychology GRE Subject Test
• Abnormal Psychology: B- or greater from an accredited university in Abnormal Psychology (e.g., Abnormal Psychology, Psychopathology). If you have taken the class but have a lower score or the class is beyond the 10 year timeline, you could achieve the requirement with at least a 50 th percentile in a valid Clinical subtest of the Psychology GRE Subject Test
• History of Psychology: B- from an accredited university in History of Psychology (must be named as a separate course; a history component of Intro Psyc is not sufficient). Because some undergraduate institutions do not offer a course in History of Psychology, we will consider plans for students conditionally accepted to the program to take this course in the Summer prior to matriculation or during the program prior to Internship. The program does not pay for this course.

We also require a BA or BS from an accredited undergraduate institution with a preferred minimum GPA of 3.5. Finally, we require a fully completed application.  See Application Information for details regarding what must be included in this application. We strongly recommend, but do not require, that applicants submit both general GRE and Psychology GRE subject test scores to assist with review of applications. In addition to our standard application materials and interview process, individual potential mentors may ask for additional materials or information at any stage, such as a writing sample, test scores, or a phone call.

We strongly value diversity and encourage applications from prospective students with a variety of life backgrounds and experiences. The admissions committee looks favorably on courses in the biological and physical sciences, demonstrated interest and/or experience in health psychology research and clinical work, interest in a scientist-practitioner model of training and career, and interpersonal skills and abilities that are suitable for teaching, research, and clinical work in psychology.

Applicants are asked to identify one to three core faculty members (see “Core Faculty” list below) within the Clinical Health Psychology Program as a potential research mentor. Incoming students have one primary research mentor although opportunities for collaboration exist across mentors and their research labs. Because we use this method of training, the degree of compatibility between your interests and those of the identified core faculty mentor(s) is a very important consideration with regard to admission.

Each year many applicants who exceed the minimum requirements are not selected for admission. Whereas the admissions committee considers all applicants with excellent academic credentials, research potential, and clinical interest or experience, successful applicants are those who also best demonstrate an excellent fit with our program and faculty in their applications and interviews.

Core Faculty

​Elizabeth Allen, Ph.D.  Professor of Psychology.  Expertise: Couples Functioning & Mental Health, Military Marriage, Relationship Education, Infidelity.  

Jeffrey A. Rings, Ph.D.   Not currently accepting new students. Dr. Rings is the Clinic Director/Coordinator of Clinical Training. Expertise: Clinical supervision, grief and loss, crisis intervention, suicide risk assessment and prevention, multiculturalism, and veteran mental health.

Kevin Everhart, Ph.D.  Clinical Associate Professor of Psychology.  Expertise: Clinical Psychology, Psychological Assessment, Clinical Child and Pediatric Psychology, Infant Mental Health. 

Jim Grigsby, Ph.D. Professor of Psychology.  Expertise: Neuropsychology, Cognitive Neuroscience. 

Kristin Kilbourn, Ph.D., M.P.H.  Associate Professor of Psychology.  Expertise: Psychosocial Oncology, Palliative Care, Caregiver Stress. 

Krista W. Ranby, Ph.D.  Associate Professor of Psychology.  Expertise: Relationship Partners and Health Behavior, Smoking, Physical Activity, Social Psychology, Quantitative Methods. 

Kevin Masters, Ph.D.  Professor of Psychology.  Expertise: Spirituality & Health, Cardiovascular Disorders, Exercise.  

Jonathan Shaffer, Ph.D. M.S.  Assistant Professor of Psychology.  Expertise: Behavioral Cardiology, Geriatric Cardiology, Meta-analysis, Psychometrics.  

Amy Wachholtz, Ph.D., M.Div., M.S. , Associate Professor of Psychology & Clinical Health Psychology Program Director.  Expertise: Pain management, psychopharmacology.  

Affiliated Faculty

Mitchell Handelsman, Ph.D.  Professor of Psychology & CU President's Teaching Scholar.  Expertise: Ethics, Teaching

Peter Kaplan, Ph.D.  Professor & Chair.  Expertise: Postpartum depression and child development

Jennifer Morozink Boylan, Ph.D.  Assistant Professor, Department of Health and Behavioral Sciences.  Expertise: Cardivascular Psychophysiology, Health Disparities, Psychological Well-Being

Jason Watson, Ph.D. Associate Professor of Psychology.  Expertise: Cognitive psychology, attentional control, working memory, potential cognitive benefits of naturalistic settings

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PhD in Clinical Psychology versus Health Psychology

Thinking about pursuing a PhD in clinical versus health psychology? 

Clinical and health psychology are related, yet distinct. Although both clinical and health psychologists often examine mental health, the field of clinical psychology primarily focuses on diagnosing, understanding, and treating mental disorders, whereas health psychology examines the bidirectional relationship between mental and physical health. For example, investigators in health psychology often study psychological responses to physical health conditions, the impact of mental health on the progression of chronic disease, biological processes that underlie mental and/or physical health, and interventions aimed at improving mental and/or physical health (e.g., among individuals with chronic disease). In addition, health psychologists study health behaviors (e.g., sleep, eating) that are relevant to both mental and physical health.

A key distinction between clinical and health psychology is clinical training. In a clinical psychology PhD program, students administer mental health assessments and treatments; this clinical element is a major aspect of graduate training, alongside research and teaching. A one-year predoctoral clinical internship is also required to earn the PhD degree in clinical psychology. In contrast, students in our health psychology PhD program are trained to be behavioral scientists whose work exemplifies the best of psychological science within the health domain, rather than solely within the mental health domain. They often get experience with clinical populations (e.g., patients with mental and/or physical health disorders) and developing and/or administering interventions, but this occurs within a research, rather than clinical, context.

Graduate Program

Information about the UCLA Department of Psychology Graduate Research Program

The UCLA Psychology Department offers graduate Ph.D. training ( there is no separate M.A. program or Psy.D. program offered ) with area emphases in Behavioral Neuroscience, Clinical, Cognitive, Developmental, Health Psychology, Quantitative, Social, and Social and Affective Neuroscience Psychology. In all of these fields, the central objective is to train researchers dedicated to increasing the body of scientific knowledge upon which the discipline of psychology rests. The program is designed to prepare psychologists to function effectively as researchers, college and university instructors, and professional research psychologists. Rigorous scientific training is the foundation of the UCLA Psychology Ph.D. program. As part of this training, the Department encourages student participation in the activities of a number of related departments, schools, or organized research units of the University. For instance, the Brain Research Institute, the interdisciplinary Neuroscience and Cognitive programs, the Institute for Social Science Research, and the Neuropsychiatric Institute provide extensive research facilities for interested students. The  Fernald Child Study Center , moreover, bolsters the department’s long-standing commitment to training in childhood learning and behavioral disorders. Other departmental resources include the Psychology Clinic. Our close working relations with local hospitals (the Veterans Administration), clinics, and institutes provide a unique opportunity for year-round training and research. UCLA’s exceptionally strong library system (the University Research, Biomedical and Research libraries, among others) perfectly complements the Department’s scholarly activities.

Graduates are prepared for careers in both academic and applied settings including positions at universities and colleges, research and governmental organizations and business and industry.  

The Psychology Ph.D. program is one of  18 Ph.D. programs in the biosciences .

The University of California, Los Angeles (UCLA) is one of the ten campuses of the University of California. Located in west Los Angeles, five miles from the Pacific Ocean, UCLA lies in one of the most attractive areas of Southern California. The campus is bordered on the north by the Santa Monica mountains and the new  Getty Museum , and at its southern gate by Westwood Village, an entertainment magnet with theaters, restaurants, and the  Armand Hammer Museum . The treasures of the  Los Angeles County Museum of Art  are a few miles to the east, as are the communities of Hollywood, Beverly Hills, and the downtown business and entertainment districts.

Ph.D. Graduate Program in Psychological Sciences and Human Development

Introduction.

The Graduate Field of Psychological Sciences and Human Development (PSYHD)  includes faculty members from departments across the university including Psychology, Neurobiology and Behavior, Communication, and Philosophy.  See below for more on the Cornell Field System. The dominant strengths of the PSYHD Field lie in four broadly defined areas: Cognition , Development ,  Neuroscience , and Social and Personality . The goal of the Field is to educate students to become researchers, scholars, and teachers who will contribute to the future of psychology as a scientific discipline in academic or other research-oriented settings.

Our program prepares students for research and teaching careers in academic life, work in government agencies, and careers in industry or other public and private sectors.  We encourage you to explore the history of our M.A. and Ph.D. theses through the  Cornell University Theses/Dissertations guide .

Please note that we do not offer training in clinical psychology, counseling, school psychology, community psychology, industrial psychology, or clinical neuropsychology.  Applicants with primary interests in these subjects are not admitted.

To enter the PSYHD Doctoral (Ph.D.) program, you must  apply directly  to the Cornell University Graduate School. You may also want to investigate the  Cornell Graduate School  site for additional information about applying.

Application portal opens on September 1   Application portal closes on December 1 (11:59 pm)

Ph.D. Program

We offer three Ph.D. Degrees:

•Ph.D. in Psychology  •Ph.D. in Developmental Psychology  •Ph.D. in Human Development and Family Studies

The Ph.D. Graduate Student Handbook (Quick Guide) can be found here.

The Ph.D. program in PSYHD is a research focused, apprentice-styled (mentor-mentee) graduate program.  The curriculum and requirements are designed for a 5 year program; the median time to complete the Ph.D. is 5.5 years.

Student progress is supervised by a Primary Advisor who serves as the Chair of a Special Committee comprised of two faculty members, typically within the Psychological Sciences and Human Development graduate field . Prospective students should investigate the faculty members within the PSYHD field, and particularly within the Department of Psychology, whose research interests are compatible with the students' interests.  Prospective students for the Ph.D. program should then contact those faculty directly before applying.

Application requirements

• Unofficial transcript of the undergraduate record
• Three letters of recommendation , with a fourth letter optional, which your recommenders will upload to the application.

Academic Statement of Purpose

Describe (within 1000 words) the substantive research questions you are interested in pursuing during your graduate studies, and explain how our program would help you achieve your intellectual goals. Additionally, detail your academic background, intellectual interests and any training or research experience you have received that you believe has prepared you for our program. Within your statement, please also identify specific faculty members whose research interests align with your own interests.

Personal statement of interest

Please describe (within 1000 words) how your personal background and experiences influenced your decision to pursue a graduate degree. Additionally, provide insight on your potential to contribute to a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn and work productively and positively together. We also encourage you to include information on any of the following areas:

• How your personal, academic, and/or professional experiences demonstrate your ability to be both persistent and resilient especially when navigating challenging circumstances.
• How you engage with others and have facilitated and/or participated in productive teams.
• How you have experienced or come to understand the barriers faced by others whose experiences and backgrounds may differ from your own.
• If relevant, how your research interests focus on issues related to diversity, inclusion, access, inequality, and/or equity.
• Your service and/or leadership in efforts to advance diversity, inclusion, access, and equity especially by those from backgrounds historically underrepresented and/or marginalized.
• Additional context around any perceived gaps or weaknesses in your academic record (including, but not limited to, personal and family struggles with unemployment and health as a result of the pandemic, systemic discrimination and the fight for civil rights, and any other situational factors that may have impacted achievements throughout your life).

Applicants are not required to submit scores on the GRE; the GRE subject test in psychology, or to have had an undergraduate major in psychology. 

Prior research experience is highly desirable; applicants may submit research reports or work.

Additional requirements for International applicants:

• English Language Proficiency requirement (TOEFL or IELTS)
• International Degree Equivalencies

The Field Structure

At Cornell, graduate study is organized using a field structure.   Fields are composed of faculty members from a number of departments who come together around a shared intellectual interest, and may draw from different campuses or colleges.  Graduate students are admitted to fields of study.  Within each field, they select major and minor subjects, which are research interests or concentrations.

Fields span departments and even disciplines.  It’s possible for a student in the field of economics to include faculty on his or her special committee from industrial labor and economics, civil and environmental engineering, and sociology, along with the more traditional economics and management.

Click here for the complete "Fields of Study, Subjects, and Concentrations" in PDF form .

Student Life

Alexander G. Ophir, Director of Graduate Studies Uris Hall, Room 218 E-mail:  [email protected] Phone:  607-255-3714

Pamela A. Cunningham, Graduate Field Assistant   •  Psychology Ph.D. Uris Hall, Room 211A E-mail:  [email protected] Phone:  607-255-3834 Fax: 607-255-8433

Marianne Arcangeli, Graduate Field Assistant   •  Developmental Psychology Ph.D.   •  Human Development and Family Studies Ph.D. Martha Van Rensselaer Hall, Room G201B E-mail:  [email protected] Phone:  607-255-4661

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Department of Educational Psychology

School Psychology

Doctoral program.

The Ph.D. program in school psychology adheres to the scientist-practitioner model of graduate education in health service psychology. The training is designed to prepare students for the practice of health service psychology based on the scientific method, and to promote the commitment to a career of research directed toward the advancement of the science of psychology.   

Given this mission, the aims are to prepare psychologists who are knowledgeable and competent in:

• Research with relevance to psychology and the specialty area of school psychology
• The practice of health service psychology
• The specialty area of school psychology

These aims facilitate preparation of health service psychologists who will practice in schools or other educationally related settings that will meet the professional employment demands for: psychologists in psychoeducational research; mental health research specialists in child psychology; psychologists in child treatment agencies, hospitals, and private practice; and professionals in higher education committed to preparing educators and clinicians in psychoeducational services.   

Program Handbook Neag School's Ph.D. Programs

Consumer Information Disclosures (Title 4, Department of Education; 34 CFR 668.43): It has not yet been determined if the degree requirements of this program meet the educational requirements for licensure in every US state and territory.

Academics & Curriculum

Although the School Psychology Ph.D. program is designed to be at least four academic years of full-time study, students typically take 4-5 years from the baccalaureate degree to complete all doctoral requirements. This involves a total of at least 100 semester hours of coursework, including 15 hours of dissertation research, and a 1,500-hour internship that meets the requirements for school psychology.

In addition to the sequence required of all doctoral students, each student will complete an Advanced Integrated Concentration (AIC), which includes a minimum of 9 additional credits (i.e., 3 courses). As noted, the aims of the program’s doctoral training are to prepare psychologists who are knowledgeable and competent in research, practice of health service psychology, and the specialty area of school psychology. At the doctoral-level, students acquire discipline-specific knowledge and refine skills across a range of profession-wide competencies (e.g., assessment, prevention/intervention, consultation). Throughout their doctoral program, students work closely with faculty in designing their complete program of study that reflects their particular interests within health service psychology and the specialty area of school psychology. As such, doctoral students are expected to develop an Advanced Integrated Concentration (AIC) that reflects their particular interests and intended area of specialization.

Sample Plan of Study

Year 1, fall semester.

• EPSY 5605 – Quantitative Methods (in person)
• EPSY 5403 – Intellectual Assessment
• EPSY 5420 – Roles & Functions of School Psychologists
• EPSY 6494 – Practicum 1 (3 credits)

Year 1, Spring Semester

• EPSY 5404 – Social Emotional Behavioral Assessment
• EPSY 5425 – Academic Assessment
• EPSY 5430 – Child Psychopathology

Year 2, Fall Semester

• EPSY 5405 – Applied Behavior Analysis
• EPSY 5408 – Ethics
• EPSY 5450– Issues of Cultural Diversity
• EPSY 5406 – Consultation
• EPSY 6494 – Practicum 2 (3 credits)
• *Optional: EPSY 5195 Introduction to R (1 credit)

Year 3, Fall Semester

• Doc Sem: Res in School Psych
• PSYC 5140 – Foundations of Neuropsychology
• AIC course**
• EPSY 6494 – Doctoral Practicum 2 (3 credits)

Year 3, Spring Semester

• 1-9 credits (must take a total of 15 dissertation credits)
• EPSY 6601 – Meth and Tech of Educ Res
• PSYC 5460 Social Development OR PSY 5570 – Current Topics in Social Psychology OR PSY 6750 – The Social Psychology of Stigma
• (Courses offered every other year – take 1 in either 3rd or 4th)

Year 4, Fall Semester

• EPSY 5318 – Human Development over the Lifespan
• AIC Course**

Year 4, Spring Semester

Year 5, fall semester.

• EPSY 6491 – Doctoral Internship in School Psychology (6 credits)

Year 5, Spring Semester

*Students unfamiliar with the the statistical software R are encouraged to take the Intro to R course prior to regression.

**Note: Students can choose the semesters in which they will select courses to fulfill their requirements for the Area of Integrated Concentration (AIC) which requires a minimum of 9 credit hours. It is typically recommended that the AIC credits be completed in the third and fourth years.

***To be competitive for APPIC internships, students are encouraged to take EPSY 6494 (2 credits) in the summer after year 3 and/or 4.

Application Deadline

The school psychology program admits students once a year for entry in the following fall semester. The application deadline is December 1.

Accreditation

The program is accredited by the American Psychological Association (American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC 20002-4242) and as such complies with the guidelines and principles for accreditation of programs in health service psychology as outlined by the American Psychological Association.

The practica sequence was developed in accordance with APA and NASP guidelines that require planned supervised experiences that include direct service and formally scheduled supervision. The primary focus of the practicum is to adequately prepare students for their internships. The practica experiences are designed to have a direct relationship to the objectives of the practicum as outlined in the Practicum Syllabus. Further, the practicum experiences are provided under conditions of appropriate supervision and are distinct from and occur prior to the internship.

The practicum is designed to provide students with planned, supervised experiences of directed observations and participation in educational settings with emphasis on empirically supported practices. In addition, the practicum is designed to ensure the student has sufficient supervised experiences to provide an early exposure and identification with the professional practice of school psychology. The field experiences are coordinated with coursework to allow students ample opportunity to combine their theoretical and practical knowledge in a supervised situation. Students are required to spend time in the public schools and may spend additional time in other approved school-related agencies or clinics.

Practicum experiences in a school or related educational setting are a required component of program completion and graduation. Students pursuing the doctoral degree who enter the program with a bachelor’s degree are required to earn a minimum of 800 practicum/advanced practicum hours across their first four consecutive years. Students pursuing a doctoral degree who enter the program with a specialist-level degree in school psychology are required to earn a minimum of 250 practicum/advanced practicum hours. Students are required to complete practicum rotations in elementary and middle/high school settings, as well as a diverse setting.

The internship in school psychology complies with APA and NASP standards. The internship settings are selected on the basis of their appropriateness relative to the specific training objectives of the program and with sensitivity to the student's professional background and goals. The field-based internship supervisors for doctoral interns are licensed psychologists. The internship is designed to enhance the development of competencies and professionalism and to be the culminating experience of the student's program. As such, the internship allows the student to participate in educational settings and the opportunity to integrate coursework, research, theory, and practical experiences in a supervised, applied setting.

The internship occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive years. This amounts to at least 1,500 clock hours of supervised experiences relevant to the practice of school psychology of which a minimum of 600 hours must be in a school setting. Doctoral students with prior, appropriately supervised, experience in school settings are not necessarily required to complete their 1,500-hour internships in schools. These students may be placed in other supervised settings that are both appropriate to the professional practice of school psychology and compliment the student's professional interests and goals.

Examinations

General examination.

Students must pass the doctoral program’s comprehensive examination as part of their graduation requirements. Students are evaluated on their ability to integrate and apply their doctoral studies to the exam questions, responses to professional issues, and ability to function as school psychologists. Students will not receive approval to seek a doctoral-level internship or to defend their dissertation until they have passed the comprehensive examination. The general examination is designed to align with the APA standards of accreditation for health service psychology, specifically as relevant to (a) category 2 of discipline-specific knowledge in advanced integrative knowledge and (b) profession-wide competencies. The Comprehensive Examination Committee (CEC) will develop two questions to provide you with an opportunity to demonstrate your expertise and integration of professional wide competencies. The comprehensive exam is meant to be an assessment of student knowledge and understanding of school psychology research and practice.

Final Examination/Dissertation Defense

Guidelines for the final examination follow the rules as specified by the University. After being admitted to candidacy for the Ph.D. degree, and completing the dissertation, the final oral examination or dissertation defense is conducted. The content of the final examination is primarily related to the student’s dissertation. At least five faculty members, including all of the student’s advisory committee, must participate in the final examination. However, the decision regarding the student’s performance rests solely with the advisory committee.

Organizations & Resources

Student association of school psychology.

UConn SASP Mission Statement: The Student Association of School Psychology at the University of Connecticut‘s Neag School of Education (UConn SASP) is a student organization within the School Psychology Program that aims to maintain collaboration with the program, increase professional development activities, and promote social justice and equity.

Email: [email protected]

National & Regional Organization Resources

NASP Practice Model

NASP Principles for Professional Ethics

APA Division 16: School Psychology

APA Ethical Principles of Psychologists and Code of Conduct .pdf

Connecticut Association of School Psychologists

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Cognitive Psychology Concentration

• PSYC100 Research Requirement
• Neuroscience 4+1 (B.S./M.S.)
• Behavioral Neuroscience Requirements
• Clinical Science Requirements
• Cognitive Psychology Requirements
• Social Psychology Requirements
• Delaware Bridge Program
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Welcome to Cognitive Psychology

Welcome to the cognitive psychology graduate program, offered by the Department of Psychological & Brain Sciences at the University of Delaware. Our primary goal is to train a new generation of theoretically focused scientists to understand the mind and brain.

Our apprenticeship program is designed to rapidly engage new students. During their first semesters, students begin conducting research and consulting with their advisors to select courses that complement their research interests. Throughout the year students choose among a number of colloquia offered by the Department of Psychological and Brain Sciences. Readings are drawn from a variety of areas (courses, cognitive area seminar, independent reading) that help them​ to prepare for the qualifying exam. ​

We provide exciting opportunities for training in research with a number of different populations (including brain-damaged adults, infants, and children) and a range of state-of-the-art techniques. The  Center for Biomedical and Brain Imaging  houses a 3T Siemens Prisma scanner, and we provide extensive training in neuroimaging, including fMRI, DTI, MVPA, and other analysis techniques. We also provide training in EEG, brain stimulation (TMS), eye tracking, computational modeling, and behavioral experiments.

UD's  Early Learning Center  provides on-campus opportunities for research on cognitive development. We encourage collaborative, interdisciplinary research, so our students can obtain the kind of broad training that is required in today’s research environment.

Along with methodological expertise, students develop a strong theoretical foundation in understanding cognitive processes. Students develop these skills via formal coursework in statistics, methods, and special topics in cognition.

Our students will also receive training in teaching, provided in the form of teaching assistantships and courses on best practices in teaching. 

Nature and goals of the program

This apprenticeship program in cognitive psychology for University of Delaware graduate students is designed to rapidly engage new students in research. Students begin conducting research their first semester. The number of  required  courses/seminars is minimal allowing the student in consultation with his/her advisor to select whatever additional courses would be most valuable to that student’s research interests. For breadth in the field, our students attend a weekly cognitive area seminar at which faculty and graduate students present their research and discuss current topics in the field. Throughout the year students can choose among a number of colloquia offered by the Department of Psychological and Brain Sciences. In addition, during their first two years, students’ readings are drawn from a variety of areas (courses, cognitive area seminar, independent reading) that will help them​ to prepare for the qualifying exam. ​

Collaborations

Our labs tackle core aspects of information-processing, such as scene representation, body representation, language, attention, emotion, learning, and categorization. Many of our faculty have expertise in spatial cognition: how we think about, navigate and perceive the world around us. Given that our faculty have complementary strengths, we strongly encourage bridge-building between labs.

Cognitive students collaborate freely with researchers not only from the Department of Psychological and Brain Sciences, but also from Linguistics, Education, and Philosophy. Developmental research is enhanced by strong ties to the Early Learning Center and the Cognitive Science Program in Linguistics. Neuropsychological and brain stimulation research is enhanced by collaborations with the Delaware Rehabilitation Institute and faculty in the College of Health Sciences.

Our faculty also have active collaborations with labs at Johns Hopkins University, the University of Nebraska-Lincoln, the University of Nevada-Reno, and the University of Pennsylvania.

Research with faculty mentors

Psychological and Brain Sciences faculty have been awarded APA and APS Fellowships and have been appointed as editors or editorial board members of journals such as Attention, Perception & Psychophysics, Child Development, Journal of Experimental Psychology: General, Psychological Science, Psychology and Aging, and Psychonomic Bulletin & Review. Faculty research has been featured in The New York Times, The Economist, The Guardian, Parents Magazine, CNN, and Discovery Channel.

Our faculty are currently funded by the National Science Foundation and the National Institutes of Health. ​This includes grants using functional neuroimaging to understand dyslexia, robotics to assess visuoproprioceptive integration in brain-damaged individuals, and a new NSF grant to create a post-baccalaureate BRIDGE program in data science and psychology for underrepresented students.​​​

Program Requirements >

Work with our faculty.

Visit each researcher's bio page, linked below, for information on research interests and current funding.

Faculty accepting graduate students for 2025–2026:

• Adrian Gilmore
• Alon Hafri​​
• ​​ Keith Schneider
• Tim Vickery
• ​Maryam Vaziri-Pashkam​

View more research labs

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Clinical Psychology (Child Emphasis)

College: AHSS

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Our clinical psychology PhD program has an emphasis in child psychology and subscribes to a clinical science model. We value an approach that fosters curiosity, innovation, collaboration and inclusiveness, with research that serves the public good.

Our program is accredited by the APA and a member of the Academy of Psychological Clinical Science. Students receive in-house training through the Center for Child and Family Psychology and the Developmental Neuropsychology Clinic . Students also complete clinical externships at local medical centers and community mental health centers.

Our faculty conduct research on a variety of topics relevant to developmental psychopathology including the multifaceted impacts of trauma, health, and stress; complex risk and vulnerability factors; comorbidity; and innovative interventions. Graduates pursue a range of careers that utilize their strong research and clinical training in settings such as colleges/universities, academic medical centers, hospitals, and community mental health centers.

Our Director of Clinical Training is Dr. Jill Holm-Denoma . You can contact Dr. Holm-Denoma at [email protected] .

The Clinical Psychology PhD program with an emphasis in child psychology has been fully accredited since 1964 by the American Psychological Association, which can be contacted at:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, D.C., 20002

Website:  APA accreditation site   Phone: 202-336-5979 Fax: 202-336-5978

See Student Admissions, Outcomes and Other Data .

Concentration

Developmental cognitive neuroscience.

The specialization in Developmental Cognitive Neuroscience is open to students in any of the graduate programs in Psychology. It is designed to equip students with advanced knowledge and training in an interdisciplinary approach to neuroscience and psychology.

The coursework covers diverse fields and research methods including neuroimaging, computational modeling, computer programming, psychophysiology, neuropsychology, neuroendocrinology and behavioral genetics. The program prepares students to be leaders in collaborative science approaches.

The PhD program in Clinical Psychology offers:

Accredited in clinical psychology by APA, the program adopts a clinical science model emphasizing research training while also providing high-quality clinical training. Our program emphasizes coursework and clinical training with children, adolescents and families; however, there are some opportunities for interested students to receive research and clinical training with adults.

We take a collaborative approach to research across the department. Students are encouraged to collaborate with faculty and other students across the department both inside and outside the clinical area. Students are considered junior colleagues.

All students are trained to be sensitive to individual differences and the many dimensions of diversity in approaching research and clinical issues. They also learn the importance of continued personal and professional growth relevant to inclusive excellence. Both research and clinical opportunities exist for working with diverse populations.

Students have been very successful in obtaining excellent internships, becoming licensed, and having successful careers in research and practice ( See Student Admissions, Outcomes and Other Data, Inclusive Excellence ).

Start learning about developmental psychopathology and clinical research.

Are you ready to begin exploring a PhD in Clinical Psychology at DU?

Request Information

Degree Requirements

• Students earn a master’s degree on their way toward obtaining the PhD.
• For the MA, you will complete at least 28 credits of the 45 minimum number of credits in content coursework, which excludes Independent Study and Independent Research credits.
• For the PhD, you will complete a total of 120 credit hours, as well as non-coursework requirements including a master's research paper or thesis and oral defense, dissertation prospectus and dissertation oral defense, professional competencies, and clinical training.

See the DU Graduate Bulletin  for full course requirements.

Featured Faculty

Kathryn R Fox

Assistant Professor

Nicholas S Perry

Assistant Professor in Clinical Psychology

Michelle Rozenman

Associate Professor

Lauren M. McGrath

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Go to the graduate admission application to submit your information. For information on admission requirements, visit the graduate academic programs page and locate your program of interest.

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Can Pursuing A PhD Impact Mental Health?

St. Paul, Minnesota, Billboard advertisement for care facility to help treat mental illness. (Photo ... [+] by: Michael Siluk/Education Images/Universal Images Group via Getty Images)

What happens when you put together a group of super achievers who are accustomed to being the best into a new environment called a PhD program? Scott Turow’s One L provides a window into that environment at Harvard Law School, one that mirrors many of the trials and tribulations that many graduate students face across multiple fields.

U.S. survey data in prior published research indicates that about 14.9% of PhD students in economics and 10 to 13.5% of PhD students in political science have received mental health treatment. However, because it is not possible to randomly assign people to a PhD program and then follow them over time, it is also unclear whether these students who sought out mental health treatment already had issues to begin with prior to entering the programs.

Now, a new working paper by Sanna Bergvall, Clara Fernstrom, Eva Ranehill, and Anna Sandberg at Lund University using Swedish population-wide and longitudinal administrative records tries to estimate whether this higher incidence of mental health uptake among PhD students is due to selection or perhaps due to doing a PhD itself. They do this by showing that prior to entering the PhD, prospective students have similar reported mental health issues as a matched sample of master’s degree students in the same field. However, by following both groups of students past the onset of the PhD program starting, the authors document that there is a significant increase in the use of psychiatric medication among the PhD students.

This finding generally holds across fields, with variation, such as a notable exception for the medical and health sciences. Overall, groups that were most susceptible to obtaining psychiatric medication during their PhD were older people, women, and those with a previous history of using psychiatric medications.

The authors of the new study note that in 2016, 13.5% of their sample of active PhD students received psychiatric medication. This is quite similar to the studies in economics and political science showing between 10 to 14.9% of PhD students received mental health treatment. Additionally, the authors of this new study argue that because they are recording diagnosed mental health problems, the percentage reporting may be an underestimate.

The authors conclude: “If PhD studies negatively impact mental health, this likely decrease both academic productivity and causes a selection of researchers not only based on academic aptitude, but also mental resilience.”

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• Stolwijk Fellowship
• Climate Change and Health
• Career Management Center
• What You Can Do with a Yale MPH
• MPH Career Outcomes
• MS Career Outcomes
• PhD Career Outcomes
• Employer Recruiting
• Tuition and Expenses
• External Funding and Scholarships
• External Fellowships for PhD Candidates
• Alumni Spotlights
• Bulldog Perks
• Stay Involved
• Update Your Info
• Board of Directors
• Emerging Majority Affairs Committee
• Award Nomination Form
• Board Nomination Form
• Alumni Engagement Program
• Transcript and Verification Requests
• Applied Practice and Student Research
• Competencies and Career Paths
• Applied Practice and Internships
• Student Research
• Seminar and Events
• Competencies and Career paths
• Why the YSPH Executive MPH
• Message from the Program Director
• EMPH Tracks
• Eligibility & FAQs
• The Faculty
• Approved Electives
• Physicians Associates Program
• Joint Degrees with International Partners
• MS in Biostatistics Standard Pathway
• MS Implementation and Prevention Science Methods Pathway
• MS Data Sciences Pathway
• Internships and Student Research
• Competencies
• Degree Requirements - Quantitative Specialization
• Degree Requirements - Clinical Specialization
• Degree Requirements- PhD Biostatistics Standard Pathway
• Degree Requirements- PhD Biostatistics Implementation and Prevention Science Methods Pathway
• Meet PhD Students in Biostatistics
• Meet PhD Students in CDE
• Degree Requirements and Timeline
• Meet PhD Students in EHS
• Meet PhD Students in EMD
• Meet PhD Students in HPM
• Degree Requirements - PhD in Social and Behavioral Sciences
• Degree Requirements - PhD SBS Program Maternal and Child Health Promotion
• Meet PhD Students in SBS
• Differences between MPH and MS degrees
• Academic Calendar
• Translational Alcohol Research Program
• Molecular Virology/Epidemiology Training Program (MoVE-Kaz)
• For Public Health Practitioners and Workforce Development
• Course Description
• Instructors
• Registration
• Coursera Offerings
• Non-degree Students
• International Initiatives & Partnerships
• NIH-funded Summer Research Experience in Environmental Health (SREEH)
• Summer International Program in Environmental Health Sciences (SIPEHS)
• 2023 Student Awards
• 2022 Student Awards
• Leaders in Public Health
• The Role of Data in Public Health Equity & Innovation Conference
• YSPH Dean's Lectures
• National Public Health Week (NPHW)
• APHA Annual Meeting & Expo
• Innovating for the Public Good
• Practice- and community-based research and initiatives
• Practice and community-based research and initiatives
• Activist in Residence Program
• The Data & The Solutions
• Publications
• Health Care Systems and Policy
• Heart Disease and Stroke
• Panels, Seminars and Workshops (Recordings)
• Rapid Response Fund Projects
• SalivaDirect™
• Emerging Infections Program - COVID-NET
• Public Health Modeling Unit Projects
• HIV-AIDS-TB
• The Lancet 2023 Series on Breastfeeding
• 'Omics
• News in Biostatistics
• Biostatistics Overview
• Seminars and Events
• Seminar Recordings
• Statistical Genetics/Genomics, Spatial Statistics and Modeling
• Causal Inference, Observational Studies and Implementation Science Methodology
• Health Informatics, Data Science and Reproducibility
• Clinical Trials and Outcomes
• Machine Learning and High Dimensional Data Analysis
• News in CDE
• Nutrition, Diabetes, Obesity
• Maternal and Child Health
• Outcomes Research
• Health Disparities
• Women's Health
• News in EHS
• EHS Seminar Recordings
• Climate change and energy impacts on health
• Developmental origins of health and disease
• Environmental justice and health disparities
• Enviromental related health outcomes
• Green chemistry solutions
• Novel approaches to assess environmental exposures and early markers of effect
• 1,4 Dioxane
• Reproducibility
• Tissue Imaging Mass Spectrometry
• Alcohol and Cancer
• Olive Oil and Health
• Lightning Talks
• News in EMD
• Antimicrobial Resistance
• Applied Public Health and Implementation Science
• Emerging Infections and Climate Change
• Global Health/Tropical Diseases
• HIV and Sexually Transmitted Infections
• Marginalized Population Health & Equity
• Pathogen Genomics, Diagnostics, and Molecular Epidemiology
• Vector-borne and Zoonotic Diseases
• Disease Areas
• EMD Research Day
• News in HPM
• Health Systems Reform
• Quality, Efficiency and Equity of Healthcare
• Substance Abuse and Mental Health
• Modeling: Policy, Operations and Disease
• Pharmaceuticals, Vaccines and Medical Devices
• Health and Wellbeing
• News in SBS
• Aging Health
• Community Engagement
• Health Equity
• Mental Health
• Reproductive Health
• Sexuality and Health
• Nutrition, Exercise
• Stigma Prevention
• For Students
• Community Partners
• For Public Health Practitioners
• Reports and Publications
• Fellows Stipend Application
• Agency Application
• Past Fellows
• PHFP in the News
• Frequently Asked Questions
• International Activity
• Research Publications
• Grant Listings
• Modeling Analyses
• 3 Essential Questions Series

INFORMATION FOR

• Prospective Students
• Incoming Students
• myYSPH Members

Master of Public Health (MPH) Degree

How is the mph curriculum structured.

• 20 course units (two years)
• The MPH core curriculum
• The 2-part Professional Skills Seminar
• Departmental courses
• Electives and/or concentrations and tracks
• The applied practice experience
• Master's thesis or capstone course

What does the MPH Core Curriculum consist of?

The core curriculum for the MPH program consists of 5 courses and two Professional Skills Seminars. Our foundational classes in biostatistics, epidemiology, social and structural determinants of health inequities, and health policy and health care systems ground students with the breadth of skill sets and perspectives essential to careers in public health. "Major Health Threats" is an interdisciplinary course that uses a combination of lectures, case studies, and vignette approaches. Students learn to actively apply concepts, hone data interpretation skills, and frame research and health solution projects.

• EPH 505a - Biostatistics in Public Health (not required for BIS)
• EPH 507a - Social Justice and Health Equity
• EPH 508a - Foundations of Epidemiology and Public Health
• EPH 510a - Health Policy and Health Care Systems
• EPH 513b - Major Health Threats: Ethics and Practice -----------
• EPH 100a - Professional Skills Seminar
• EPH 101b - Professional Skills Seminar

Departments and Programs

Health care management program, health policy, social and behavioral sciences, concentrations and tracks.

The following concentrations and tracks are available for students to customize their elective courses in the MPH program. They are 3-5 courses each and are added once students have begun the MPH program. Concentrations offer the opportunity for students to direct their applied practice experiences, whereas tracks are exclusively course based.

Global Health Concentration

Here at YSPH, we believe that Global Health is Public Health. This means that it is not just a one department of study but rather an important theme that is woven throughout the program. Students in any department may also participate in the Global Health Concentration . YSPH GHC faculty is on the front lines of global health responses.

Maternal Child Health Promotion Track

The Maternal and Child Health (MCH) Promotion track is a cutting-edge promotion-education program that takes a multidisciplinary approach to implementing evidence-based practices to improve outcomes. The MCH Promotion Track faculty trains students on the importance and application of implementation science to maternal-child health promotion.

YSPH Public Health Modeling (PHM) faculty is on the cutting edge of developing and assessing public health through mathematical modeling. Students in any department may also pursue the modeling concentration .

U.S. Health and Justice Concentration

Vast, persistent, and avoidable health inequalities by race, geography, class, gender identity, and sexual orientation are well documented. YSPH USHJ faculty realize that addressing these inequalities is both a critical challenge and a critical objective for public health researchers and practitioners. This U.S. Health and Justice (USHJ) Concentration is for students who want to not only research and understand health inequities but to be agents of change for a new generation.

Mailing List

Omsk State Agrarian University n.a. P. A. Stolypin: Statistics

Updated: February 29, 2024

Quick Review

* Omsk State Agrarian University n.a. P. A. Stolypin is among the institutions that don't provide data on acceptance rates. This might happen because the university has programs where applicants only need to meet admission requirements to enroll and don't necessarily compete with others.

We estimate the above acceptance rate based on admission statistics of closely ranked nearby universities with similar research profiles that do publish such data.

Acceptance rate & Admissions

Research profile

Omsk State Agrarian University n.a. P. A. Stolypin has published 1,201 scientific papers with 1,636 citations received. The research profile covers a range of fields, including Biology, Environmental Science, Engineering, Ecology, Chemistry, Liberal Arts & Social Sciences, Agricultural Science, Geography and Cartography, Physics, and Geology.

Omsk State Agrarian University n.a. P. A. Stolypin majors

by publication & citation count

Annual publication & citation counts

The tuition table for Omsk State Agrarian University n.a. P. A. Stolypin gives an overview of costs but prices are approximate and subject to change and don't include accommodation, textbooks, or living expenses. The costs of programs might differ significantly for local and international students. The only source of truth for current numbers is the university's official website.

Programs and Degrees

Notable alumni

Valentina Talyzina

Valentina Illarionovna Talyzina is a Soviet and Russian film and stage actress, People's Artist of the RSFSR (1985). Awarded the Order of Honor (2005) and the Order of Friendship (2010). Member of the Communist Party of the Soviet Union in 1964.

Gabit Musirepov

Gabit Makhmutuli Musirepov was a Soviet Kazakh writer, playwright and author of libretto to Kazakh opera Kyz-Zhibek. He was awarded the People's Writer of the Kazakh Soviet Socialist Republic, served as President of the Kazakhstan Union of Writers, and was a member of the Kazakhstan Academy of Sciences.

Mikhail Nikolayev

Mikhail Yefimovich Nikolayev was the first President of the Sakha Republic, serving from 1991 to January 2002. He was succeeded by Vyacheslav Shtyrov

Leonid Polezhayev

Leonid Konstantinovich Polezhayev is the former governor of Omsk Oblast. He is a hydro-engineer. In 1991 he became head of the administration of Omsk Oblast.

Vladislav Kosarev

Vladislav Borisovich Kosarev is a Kazakhstani politician who served as a member of the Mäjilis, First Secretary and then Honorary Secretary of the Communist People's Party of Kazakhstan (QKHP) from 2004 to 2020 and the parliamentary leader of the QKHP from 2012 to 2018.

Omsk State Agrarian University n.a. P. A. Stolypin faculties and divisions

Location and contacts

Omsk State Agrarian University n.a. P. A. Stolypin in social media

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Dostoevsky Omsk State University

Publish your uniRank University Ranking ™ <!-- uniRank University Ranking -- > <iframe src ="https://www.4icu.org/reviews/rankings/university-ranking-4064.htm" width="150" height="80" frameborder="0" scrolling="no" > </iframe > <!-- end -- >

Established in 1974, the Dostoevsky Omsk State University is a non-profit public higher education institution located in the metropolis of Omsk (population range of 1,000,000-5,000,000 inhabitants), Omsk Oblast. Officially recognized by the Ministry of Science and Higher Education of the Russian Federation, Dostoevsky Omsk State University (OmSU) is a medium-sized (uniRank enrollment range: 7,000-7,999 students) coeducational Russian higher education institution. Dostoevsky Omsk State University (OmSU) offers courses and programs leading to officially recognized higher education degrees such as bachelor's degrees, master's degrees and doctorate degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This 50-year-old Russian higher-education institution has a selective admission policy based on entrance examinations. International applicants are eligible to apply for enrollment. OmSU also provides several academic and non-academic facilities and services to students including a library, housing, sports facilities, study abroad and exchange programs, as well as administrative services.

University Snapshot

Selectivity

University Identity

University Location

Search Engine

Fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following Dostoevsky Omsk State University's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify Dostoevsky Omsk State University's academic range and degree level offering.

This University offers courses in at least one of the following subjects:

• Applied Arts
• Museum Studies
• Performing Arts
• Religion and Theology
• Visual Arts
• Other Arts & Humanities Studies
• Accounting / Finance
• Anthropology / Archaeology
• Business / Commerce / Management
• Communication and Media Studies
• Development Studies
• Library and Information Science
• Physical Education / Sport Science
• Political and International Studies
• Social Policy / Public Administration
• Social Work
• Sociology / Psychology
• Tourism / Hospitality
• Other Business & Social Science Studies
• Aboriginal / Indigenous People Studies
• African Studies
• American & Caribbean Studies
• Ancient and Modern Languages
• Asian Studies
• English Studies
• European Studies
• French Studies
• Germanic Studies
• Indian / South Asian Studies
• Italian Studies
• Middle Eastern Studies
• Portuguese Studies
• Russian / Eastern European Studies
• Spanish Studies
• Other Language & Cultural Studies
• Anaesthesia
• Biomedical Science
• Dermatology
• Medicine / Surgery
• Natural / Alternative Medicine
• Obstetrics / Gynaecology
• Optometry / Ophthalmology
• Orthopaedics
• Otorhinolaryngology
• Radiography
• Speech / Rehabilitation / Physiotherapy
• Other Medical & Health Studies
• Aeronautical Engineering
• Agricultural Engineering
• Architectural Engineering
• Biomedical Engineering
• Chemical Engineering
• Civil and Environmental Engineering
• Computer and IT Engineering
• Electronic and Electrical Engineering
• General Engineering
• Geological Engineering
• Industrial Engineering
• Mechanical / Manufacturing Engineering
• Mining and Metallurgical Engineering
• Other Engineering Studies
• Agriculture / Forestry / Botany
• Aquaculture / Marine Science
• Architecture
• Biology / Biochemistry / Microbiology
• Computer / Information Technology
• Energy / Environmental Studies
• Food Science
• Mathematics / Statistics
• Neuroscience
• Pharmacy / Pharmacology
• Textiles and Fibre Science
• Zoology / Veterinary Science
• Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on Dostoevsky Omsk State University's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of Dostoevsky Omsk State University courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

Tip: search for Dostoevsky Omsk State University's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on Dostoevsky Omsk State University's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic Dostoevsky Omsk State University's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has Dostoevsky Omsk State University a selective admission policy? Yes, based on entrance examinations.

Admission Rate

Dostoevsky Omsk State University's acceptance rate range is not reported.

International Students Admission

International students are welcome to apply for admission at this institution.

Admission Office

Tip: search for Dostoevsky Omsk State University's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact Dostoevsky Omsk State University's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for Dostoevsky Omsk State University.

Student Enrollment

Dostoevsky Omsk State University has an enrollment range of 7,000-7,999 students making it a medium-sized institution.

Academic Staff

This institution has a range of 600-699 academic employees (Faculty).

Control Type

Dostoevsky Omsk State University is a public higher education institution.

Entity Type

Dostoevsky Omsk State University is a non-profit higher education institution.

Campus Setting

Not reported

Academic Calendar

This institution adopts a Continuous type of academic calendar.

Religious Affiliation

Dostoevsky Omsk State University does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of Dostoevsky Omsk State University's main facilities:

University Library

University housing.

This institution provides housing services such as on-campus residences or dormitories.

Sport Facilities/Activities

This institution features sporting facilities and organizes sports activities for its students.

University Services

uniRank provides below an overview of Dostoevsky Omsk State University's main services:

Financial Aid

Study abroad.

This institution offers study abroad and exchange program opportunities for its students.

Distance Learning

Academic counseling, career services.

This institution offers career counseling, career assessments, job and internship postings, career events, alumni networking or other career-related services to assist students transition successfully from academic life to professional life.

Notice : please contact or visit the university website for detailed information on Dostoevsky Omsk State University's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

Dostoevsky Omsk State University is legally recognized and/or institutionally accredited by: Ministry of Science and Higher Education of the Russian Federation

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Dostoevsky Omsk State University's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Tip: search for Dostoevsky Omsk State University's accreditations with the uniRank Search Engine

Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize Dostoevsky Omsk State University as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Dostoevsky Omsk State University's official affiliations and memberships to higher education-related organizations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

uniRank shows a structural diagram of the first-level academic divisions of the Dostoevsky Omsk State University 's organizational structure; feel free to submit any relevant missing division.

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some Dostoevsky Omsk State University's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

Free Online Courses

Open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

Dostoevsky Omsk State University's Wikipedia article

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Feedback, Errors and Update

We appreciate your feedback and error reports. Dostoevsky Omsk State University's official representatives can claim this institution and request to update this entire university profile free of charge by clicking on UPDATE ALL

Site last updated: Wednesday, 28 August 2024

Disclaimer : please visit Dostoevsky Omsk State University 's official website to review that the information provided above is up-to-date. The uniRank World University Ranking ™ is not an academic ranking and should not be adopted as the main criteria for selecting a higher education organization where to apply for enrollment.

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Omsk State Medical University

644099, Ulitsa Lenina, 12, Omsk, Omsk Oblast, Russia

Nearest airport: omsk tsentralny airport.

3700 US$/Year

Starting fees:.

Altai Krai, Russia

City and province.

• Low Cost of Living
• Have Proficient Faculties
• Globally recognised University
• Approved by MCI and WHO

About Omsk State Medical University

It was established in 1920 as the medical faculty of the Siberian Institute of Veterinary Medicine and Zoology, and was reorganized in 1921 as the West Siberian State Medical Institute. Omsk State Medical University Russia (OSMU Russia) is the School of Medicine in Omsk, Russia. The university was renamed Omsk State Medical Institute in 1925 and Omsk State Medical Academy in 1994.

This medical university has 59 departments. 73% of the total employees have an academic degree. Omsk State Medical Academy has been consistently ranked among the top 100 universities in Russia. Omsk State Medical Academy has received IVth level recognition. In 2015, the academy was granted university status

Get Call Back from our MBBS Abroad Counsellors

Affiliation and recognition of omsk state medical university.

The Omsk State Medical University has been affiliated and recognized by the various medical council bodies:

• Approved by NMC.
• Aid Statue: State University
• Recognized by: Ministry of Science and Higher Education of the Russian Federation
• Approved by WHO

Why Study MBBS At Omsk State Medical University?

The reasons why one should pursue MBBS at Omsk State Medical University are as follows:

• In the hostel
• Computer Lab
• The Omsk State Medical University hostel provides students with the best living conditions and also ensures that the student should feel as comfortable as possible.
• Omsk State Medical University Courses quality medical programs with highly qualified professors and state-of-the-art infrastructure.
• The college is renowned for its undergraduate medical programs (MBBS).
• Omsk State Medical Academy believes that physical training is an important part of daily routine.
• OSMA has 22 specialized sports clubs, including five fitness centers, two large gyms and an Olympic sports complex with pool.
• OSMU has creative groups for regional, national and international competitions and thus is a world of opportunities and activities for students.
• With over 600,000 printed titles, OSMU has one of the oldest and richest medical libraries in Russia.

Quick Highlights Of About Omsk State Medical University

Advantages Of Study MBBS In Omsk State Medical University

• The medium of instruction for the MBBS course at Omsk State Medical University is English.
• The university has a conducive and healthy environment for students.
• It is one of the top universities in Russia that provides quality education to students.
• The cost of studying MBBS in Russia is very low in this university.
• Since the exchange rate of the ruble is almost the same as the Indian rupee, the cost of living in Russia is also lower.
• There are good dormitory facilities for local as well as international students.
• The Omsk State Medical Academy has more than 100 MD-PhD full professors and 300 MD-PhD associate professors.
• Students are not required to pay any donation or capitation fee.

Duration Of MBBS In Omsk State Medical University

• MBBS at Omsk State Medical University is of 6 years and consists of workshops, internships, research work, etc.

Omsk State Medical University Fees Structure 2023-24

Omsk State Medical University fee structure 2023-24 for MBBS program is shown below:

Faculties of Omsk State Medical University

• Omsk State University has 59 departments in Russia.
• 73% of the total employees have an academic degree.
• It has consistently been ranked among the top 100 universities in Russia.

Omsk State Medical University Ranking 2023-24

Eligibility To Study MBBS In Omsk State Medical University

The following are the eligibility criteria for studying MBBS at Omsk State Medical University:

• Students must have passed the NEET exam .
• The student must have completed 17 years of age by December 31 of the year in which the admission is being made.
• Candidate should have passed 12th from regular board.
• The student must have at least 50% marks in Physics, Chemistry and Biology if the student is in general category and English as compulsory subject.

Omsk State Medical University Admission Process

• Step1: Applicants should fill the application form available online. They can send documents by email.
• Step2: After that they will have to submit school leaving certificate, birth certificate, copy of passport and entries and other required documents.
• Step3: After the students submit the above documents, they will receive the admission letter from the university.
• Step4: Registration fee should be paid in the university account or through net banking.
• Step5: The Federal Migration Service of the Russian Federation will start issuing official invitation letters for study on confirmation of admission by the relevant universities.
• Step6: Upon receipt of the admission letter from the Russian Federation, students will have to go to the Embassy / Consulate of the Russian Federation in your country for a student visa.

Document Required For Omsk State Medical University Admission

The documents which are required while taking admission at Omsk State Medical University are as given below:

• Copy of International Passport
• School Leaving Certificate and a copy of Class XII
• Copy of NEET UG result
• Invitation fee
• Formally filled application (online or onsite)
• Proof of parent or guardian income
• Undergraduate and graduate certificates (if any)
• Address proof
• Birth certificate
• 6 passport size photos
• Migration certificate
• Medical insurance by HIV report and accredited hospital

MBBS Syllabus at Omsk State Medical University

The complete syllabus of studying MBBS at Omsk State Medical University are as follows-

Hostel And Accommodation At Omsk State Medical University

The hostel and dining facilities at Omsk State Medical Academy are as follows:

• At Omsk State Medical Academy, accommodation is provided to students.
• The university has three dormitories accommodating about 1,344 students.
• The dormitory rooms can accommodate 2 or 3 students. Each bedroom has a bathroom, self-contained rooms, kitchen, shower units and sports activities.
• All resident students should be provided with pillow covers, bedsheets etc.
• All hostels have 24x7 internet access.
• Each room has chairs, a wardrobe, a bed, a bedside table, two tables and a kitchen cupboard.
• To accommodate international students, the university has 6 dormitories.
• Indian food is available in the dormitory mess and it is a great relief to Indian students
• The hostel management is providing a hot water facility in every room in campus.
• All the facilities are cost-effective in campus.
• The hostel is 24/7 under CCTV security

Why MBBS in Russia?

These are the following reasons listed below-

• MCI & WHO Approved Universities
• The University participates in the Healthy Lifestyle University competition every year.
• No Donation & No Entrance Test
• The university has well-equipped gym, sports and recreation center for students, ski-centers etc.
• The Department of Extracurricular and Social Activities at Omsk State Medical Academy conducts a number of cultural and sports activities, fun activities for students on campus.
• Studies and lectures will be in English only
• Students can practice anywhere in the world including India after clearing the screening exam.
• Indian food is available for students in hostels.
• University professors are highly qualified and experienced.
• Each year thousands of Indian Students choose to study MBBS in these countries
• Friendly Environment and Indian Cuisines are quite popular in these countries

Benefits of Study MBBS in Russia

• The library is located on the ground floor of the new academic building with a large collection of medical books.
• There are also many WHO and other publications available on human resource development for health.
• No donation or capitation fee is required for admission in university.
• Low tuition fees and affordable living cost at low expenses.
• No other entrance test for admission in university.
• Medium of teaching is English.
• Always on time, Safe and time-consuming, Better Environment, Reduce Traffic, Reduce pollution, It can teach time management, Money saver.
• Education is provided by trained and qualified staff.
• This college has available all facilities. Just like a big playground, students hostels, gymnasium, etc.

Our Assistance for MBBS Admission in Omsk State Medical University

RMC educational service center is a very old and experienced consultancy with having over 10,000 clients. We make sure you get every detail and assistance required for the universities you’re interested in. We bring out the best options based on your budget or affordability, aptitude, subjects, career choices, and many more essential factors. The important part is students can directly apply to Russian universities with RMC. We help you through everything from immigration and visa procedure to booking flights. Youll be guided by experts and be given the right advice and direction.

Popular MBBS Destination For Indian Students

Frequently Asked Questions

The summer vacation starts from 1st July to 31st August at the Omsk State Medical University.

Indian food is available at the hostel. All types of vegetarian and non-vegetarian food are available at the hostel, and in Russia, there is a wide variety of milk products and fruits.

At Omsk State Medical University, the teacher student ratio of 110 gives students a more attentive and personal learning environment.

The provides facilities such as well-equipped gyms, a sport and recreation.

The university provides facilities such as well-equipped gyms, a sport and recreation centre, and ski centres for physical fitness.

Omsk State Medical University Address is Ulitsa Lenina, 12, Omsk, Omsk Oblast, Russia,644099.

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Testimonials

Tianjin University is a fine university with standard syllabus, homely environment and friendly and talented teachers. The teaching process is based on practical knowledge. Assignments, projects and seminars are frequently assigned to enhance student’s knowledge. I thanks to RMC for all your help.

POOJA SINGHAL (AGRA, UP), STUDENT CHINA

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