Doctor of Medicine
The premedical requirements are one-year laboratory courses in general biology, general or inorganic chemistry, organic or an organic/biochemistry sequence, and general physics. Accepted applicants who have not fulfilled these requirements prior to the first day of enrollment are not permitted to enter, and their acceptances are revoked. Only individuals who are legal residents of Georgia at the time of application are accepted.
The School of Medicine accepts applicants who have completed a minimum of three years of course work leading to a baccalaureate degree, 90 semester hours, in an approved college or university. Students are advised to balance their work in the natural sciences with courses in the social sciences and humanities. In addition, they are urged to follow their inclinations in choosing a subject to pursue as a major.
Professionalism and Medical Ethics
Professionalism and Medical Ethics at Mercer University School of Medicine starts with the most general topics in the first year (principles of ethics, informed consent, and confidentiality), to examining the integrity of medical evidence in the second year, to a variety of topics particular to each specialty in the third year. Suggested topics for each clerkship are described in the following pages, but they are not adhered to rigidly. When a topic in the news is "hot," when a case seen during the clerkship poses important questions, or when a faculty member available for a clerkship has special expertise, the suggested topics may give way. But students should be aware that the topics described are important in those specialties, and those planning on going into a specialty would be well-advised to become familiar with ethical dilemmas related to that specialty.
Professionalism Statement Approved by the MUSM Executive Council, February 5, 2013
Graduate Degree Programs
Ph.D. and Psy.D in Clinical Medical PsychologyCoursework within a traditional clinical psychology framework is augmented by a focus on medical aspects of healthcare and training in concert with health-care professionals throughout the School of Medicine. Successful completion of degree programs in Clinical Medical Psychology involves 92 credit hours consisting of four years of full-time coursework, a doctoral dissertation, and a one-year full-time internship. Beyond required courses, students may select coursework in one of three areas of concentration: adult health psychology, neuropsychology/geropsychology, or pediatric psychology.
Master of Science in Biomedical Sciences
The Master of Science in Biomedical Sciences Program (MSBMS) is a research-intensive, thesis-based graduate program designed to prepare students for employment in the pharmaceutical and biotechnology industries; healthcare; teaching; and for further postgraduate studies at the doctoral level in medicine (MD, DO), dental medicine (DMD), or in basic and applied/translational research (Ph.D).
Master of Science in Preclinical Sciences
The Master of Science in Preclinical Sciences (MSPCS) Program is a one year (32-week) curriculum composed of 31 credit hours of science courses addressing concepts that are foundational to the practice of medicine and to research in the biomedical field. The two main goals of the MSPCS are to prepare graduates for careers in science teaching, academic laboratory research, publishing or policy-making, and to enhance the scientific knowledge of graduates who desire to pursue a Ph.D. in the biomedical sciences, a medical degree through either a Doctor of Medicine (M.D.) or Doctor of Osteopathic Medicine (D.O.) program, or other degrees in healthcare, such as in Pharmacy, Physician Assistantship, or Dentistry. Applicants for the MSPCS Program must have completed or attained the following requirements prior to enrollment.
Master of Family Therapy
Marriage and Family Therapy (MFT) Program’s mission is to transform MFT and medical students into competent and compassionate professionals who work collaboratively to meet the needs of individuals, couples, families and communities, including the rural and underserved. Emphasizing interactive and problem-based teaching strategies, our student-centered faculty provides a conceptual and practical foundation that equips graduates to be discerning consumers and innovative producers of scholarship across a variety of clinical and academic settings.