Duke SDN 2023

How hard is it to get into Duke University School of Medicine? Learn the Duke Medical School acceptance rate and requirements, plus read Duke secondary essay examples

Duke University School of Medicine is ranked #6 for research by U.S. News and World Report

Part 1: Introduction

Like other prestigious medical schools in the U.S., Duke University School of Medicine offers students an unbeatable medical education, exceptional research activity, and a first-rate reputation. There are also a few aspects that set Duke apart from the rest of its top-ranked peers.

Located in North Carolina, Duke is the only top-ten medical school in the South. Furthermore, it was founded in 1930, making it one of the youngest institutions to consistently land in this top tier.  

Duke’s medical school boasts an innovative curriculum that allows students to work directly with patients earlier and to devote an entire year to pursuing their scholarly passions. Fittingly, Duke is ranked third in the country for NIH funding and is a pillar of the Research Triangle Park, the largest research park in the U.S.

If you’re a high-achieving premed, you likely have your sights set on Duke. However, you’ll need more than just a stellar GPA and MCAT score to get in. In this guide, we’ll reveal the essential components of how to get into Duke Medical School, from admissions statistics to application requirements to interview strategy. Most importantly, we’ll help you ace Duke’s secondary application prompts and show you example essays that fit the bill.

Part 2: Duke Medical School MD programs

Duke offers students two primary paths towards a medical degree:

• The traditional, four-year MD program

• The Medical Scientist Training Program (MD/PhD)

However, Duke’s recently revamped MD curriculum includes a flexible third year that allows students to undertake in-depth research in an area of their interest. One way you can use this time is to pursue a second degree; possibilities include an MD/MPH, MD/MPP, MD/MBA, and MD/JD, among many other options. Around 40% of Duke medical students graduate with a dual degree.

Duke School of Medicine also offers two specialty tracks within its MD program: the Primary Care Leadership Track (PCLT), which aims to train future leaders in the primary care field, and the Longitudinal Integrated Clerkship Program (LIC), which allows second-year students to work with a set group of patients longitudinally rather than in blocks.

If you’d like to apply to PCLT, you can indicate your interest on your Duke supplemental application. On the other hand, if you are interested in joining LIC, you’ll apply during your first year at Duke.

Duke Medical School tuition and scholarships

In the 2022–2023 school year, first-year tuition and fees at Duke School of Medicine are billed at $69,756. With the inclusion of housing, books, and other expenses, Duke estimates the total cost of attendance to be $98,112.

Among graduates in Duke’s class of 2021, the average medical school debt incurred was $141,606, significantly less than the national average.

Part 3: How hard is it to get into Duke Medical School?

Duke Medical School admissions statistics

With an acceptance rate of just 2.9%, getting into Duke School of Medicine certainly isn’t easy. Let’s examine the admissions numbers for the class of 2026:

• Applications: 7,883

• Complete applications: 4,798

• Interviews: 541

• Matriculants: 105

• Median GPA: 3.9

• Median MCAT score: 520

(Suggested reading: Average GPA and MCAT Score for Every Medical School)

Duke Medical School admissions requirements

Unlike the majority of medical schools, Duke doesn’t require applicants to have taken specific courses in order to apply. That said, serious applicants are expected to have prepared themselves through coursework in the subjects below:

• Biochemistry

• Cellular biology

• Statistics/biostatistics

• Physics

• Sociology

• Psychology

• Expository writing 

Specific numbers of courses aren’t given for most subjects, so you’ll want to review Duke’s admissions website for a more complete sense of their academic expectations. Take note that Duke seeks out students who have a “broad and balanced” interdisciplinary education.

Applicants must also submit an MCAT score. For Fall 2023 admission, you’ll need to have taken the exam sometime between January 2018 and September 2022.

Due to the COVID-19 pandemic, it is currently possible to submit your application and be invited to interview without an MCAT score. However, your application will be reevaluated once your score is in, and an MCAT score is ultimately required in order to be accepted.

(Suggested reading: Medical School Requirements: The Definitive Guide)

Duke Medical School application timeline

Below is a timeline of key dates and deadlines to keep in mind as you complete your Duke application.

• May 3, 2022: AMCAS application opens

• May 31, 2022: AMCAS application can be submitted

• June 24, 2022: AMCAS transmission begins

• July 2022: Duke secondary application opens

• September 2022–January 2023: Interviews conducted

• Mid–late February 2023: Admissions decision released

• October 15, 2022: AMCAS submission deadline

• November 15, 2022: Duke secondary application deadline

Unlike some other medical schools, Duke doesn’t pre-screen applicants, so once your AMCAS application is verified, you will receive an invitation via email to complete the secondary application.

Duke releases all admissions decisions towards the end of February instead of admitting students on a rolling basis. Nevertheless, rather than wait until the fall to submit your application, we encourage you to submit both your primary and secondary applications as early as you can—without sacrificing quality.

(Suggested reading: The Ideal Medical School Application Timeline)

Part 4: Duke Medical School secondary application essays (examples included)

Once you’ve submitted your primary AMCAS application, you’ll want to focus your energies on writing your Duke secondary essays. Duke’s secondary application is notoriously long and features a number of unique prompts, so it’s a good idea to get started ahead of time. You can look to the fact that only 60% of initial applicants end up submitting a secondary to get a sense of the effort that is required!

Duke notes that the secondary application is an important component of their holistic application review. The wide range of required prompts, many of which focus on demonstrating personal characteristics, signals that they are looking to your secondary essays to better understand who you are as a person, what unique life experiences you’ll bring to the table, and what you have to offer beyond excellent grades and test scores. They also want to ensure that you have clear, well-thought-out reasons for committing yourself to medicine and serving others.

Therefore, get ready to dig deep and bring your complete self to the fore. Below, we’ll walk you through each of Duke’s secondary essay prompts, offering strategies for tackling each essay as well as real-life example essays that worked.

Question 1: Advocacy: Describe a situation in which you chose to advocate for someone who was different from you or for a cause or idea that was different from yours. Define your view of advocacy. What risks, if any, might be associated with your choice to be an advocate? (400 words)

Duke highlights through this prompt that there’s more to medicine than diagnosing and treating illness; being a physician also comes with a social responsibility. Physicians must work to empower patients and improve access to healthcare, whether on an individual or societal level.

In brainstorming topics for this prompt, consider times when you’ve stood up for the rights of others, helped someone find their voice, or enabled them to access something they needed.

Since many applicants understandably think of volunteer experiences for this essay, keep in mind that not all volunteer work necessarily involves being an advocate. For example, serving meals to the unhoused, while worthwhile, may not in and of itself be viewed as advocacy. On the other hand, accompanying an unhoused individual to appointments or helping them fill out paperwork might better fit the bill of “empowering others.”

Here's an example that works:

Toby turns his computer towards me. “Does this look good?” I nod as I read the email, which confirms his extra time accommodations for an English in-class essay. I can tell he’s unconvinced as he hesitates to send it. Toby is typically apprehensive when approaching teachers and worries that his classmates find his learning differences weird. Despite these fears, I encourage him to ask for help when struggling in class, assuring him that I will proofread his emails so that he can feel confident. I give Toby a thumbs up and remind him that using his voice is something to be proud of. “I used to be nervous talking to teachers,” I tell him. “Different learning is not bad learning! Just because Beyoncé has a vocal coach doesn’t mean she’s a bad singer.” Toby hits send.

Though I myself have not experienced the physical challenges of having cerebral palsy nor the social anxiety and distractibility associated with ADHD, I still support Toby’s goals by leading with empathy. I advocate for Toby every day by learning from his perspectives, encouraging him to identify and communicate his views, and anchoring him through difficult academic and social experiences.  

Coming from an all-boys K-8 in Los Angeles that espoused speaking up for the voiceless, my understanding of advocacy was previously limited to providing services to the underserved and increasing education around inequities. Working as a personal aide with Toby has since expanded this definition. I’ve learned that advocacy comprises inherently selfless actions that focus on guiding people to feel empowered by their own decisions. It means empathetic listening first, then providing advice if called for. It requires challenging internal biases. In addition to sharing his experiences with disability, Toby has taught me about the nuanced manifestations of ableism: “toxic positivity,” viewing disabled people as broken humans who need to be fixed, and savior complexes are all harmful. I try to reflect upon and unlearn any attitudes that veer towards ableism and incorporate disability awareness into conversations with family and friends.  

Being an advocate risks facing conflict with those who don’t believe in your cause. Not everyone will prioritize your advocacy goals, but this extra effort is worth it when you know that you’ve helped someone else. As a physician, I will encounter patients with varied conditions and health determinants; I will approach every individual with empathy and a readiness to support their health decisions.

Why does this work? 

• This student recounted a specific experience and demonstrated how it was an opportunity for them to empower someone else. They didn’t just talk about helping Toby, nor did they use this as a chance to pat themselves on the back. Instead, they illustrated how their work with Toby provided him with what he needed to complete an important task. 

• This student defined “advocacy”—in line with the prompt—and explained how their definition has been shaped by varying life experiences. In doing so, they also explained how that definition was influenced by the work they did. 

• One word stands out, “empathy.” This student’s experience allows him to frame his definition of advocacy within the idea of empathy, a necessary attribute for doctors. The way these ideas are linked shows clear communication skills and an ability to consider the profession on a deeper level.

• The response concludes by tying advocacy to their future work as a physician.

Question 2: Coping with Disappointment: Not achieving a goal or one’s desire can sometimes be disheartening. What have you learned/gained from your setbacks and disappointments and how does this translate to your current way of thinking? (400 words)

This prompt asks for a challenge or adversity essay. This type of essay is fairly common, so you’ll likely encounter it on some of your other secondary applications.

The road towards your white coat will be full of ups and downs. By asking you to reflect on a setback, Duke is looking to see that you have the maturity and resilience to get through medical school. They want to be sure that you can manage difficult situations and, crucially, that you have the ability to learn and grow from challenges.

For further guidance, draw on the advice given in our comprehensive secondaries guide on how to write an adversity essay.

Here’s an example essay that successfully responds to this prompt:

Sophomore year, I served as the Co-Director of Community Relations for my college’s Latinx Caucus. My first few weeks were fairly standard; I was busy learning how to work on the executive board of a college club with the support of many more experienced members. However, this all changed after misconduct by both Co-Presidents and my Co-Director came to light, resulting in all three resigning from their positions. As a sophomore relatively new to club leadership, I was suddenly on my own. My first thought was that I had to prove I could overcome these obstacles and complete all my responsibilities without help.

The first event I organized was a concert featuring an outside performing artist, and it was a disaster. Overwhelmed by all of my duties, I had forgotten to pick up microphones for the singer. This error resulted in the event starting late, and I could see that the audience and performer were both frustrated. This event left me feeling burnt out; it was simply not a one-person job.

The next event I had to plan was a mixer with other schools in the Philadelphia area. I realized that my mindset had to change if I wanted this event to be a success. I recalled the reason why I joined the Latinx Caucus in the first place. Growing up Mexican-American in a predominantly white suburb, I remembered frequent teasing because I looked different, and the authentic Mexican food I brought from home was a strange sight for many of my peers. I remembered that to overcome this obstacle, I had sought to find others with backgrounds like mine.

Drawing upon these memories, I decided to once again search for help from members of the Latinx community. I enlisted the help of willing volunteers and worked with others to create an agenda and list out exactly what was needed for the event. Rather than doing everything myself, I delegated responsibilities. Unsurprisingly, this event went much more smoothly. Looking back at that first event, I would certainly do many things differently. Now, when I realize I may have met my limitations, I admit to myself that I often need the assistance of others, and draw on support from the various communities I belong to—my friends, family, and peers—for help. In the ever-increasing team-based approach to health care, I plan to also utilize these skills as a physician.

Why does this work? 

• The goal here is to illustrate not only that you’ve been through a challenging situation but also that you are resilient enough to bounce back from it. This student does a great job at detailing a couple of setbacks they experienced and how they overcame them. 

• We like how the student was transparent about how they initially thought working without help would be the best course of action but quickly learned that wasn’t true. They then chose to seek help rather than simply try again. Thus, the two situations the student shared exemplified learning and growth, both of which are important to demonstrate in an adversity essay. 

Question 3: Value Systems: Describe a situation in which you had to utilize your values to interact with people from different backgrounds. How did those values impact the relationship? (400 words)

This question may seem broad or hazy, but you can take it at face value. Duke wants to understand what you value and how it will help you cut across lines of difference as a provider for all types of people. 

Think of a time when a common value united you with people who otherwise differed from you. For instance, perhaps a shared belief in hard work bonded you with coworkers who you otherwise had little in common with. Or, to offer another example, maybe you value positivity and this allowed you to successfully interact with an initially closed-off patient.

Let’s take a look at an example:

When I first stepped into the Hoffman Middle School classroom, I was met with cold gazes from a large group of students. In retrospect, these students saw an outsider from a privileged suburban community very different from their own, just outside of Atlanta. Throughout my life, I had often felt sheltered from the realities of many underserved communities, and standing in the classroom that day exposed me to the unfamiliar glares of students who had drastically different upbringings than my own. Yet, as I listened and asked questions about their lives, I  began to form stronger relationships with kids like Jesse, who like me had a love for understanding human psychology.

Through curiosity, I was able to see more and more of myself within these students. Under different circumstances, I too may have been in their shoes, under-supported by the school system around me and facing a much tougher path towards my own goals. The thought of my entire future being changed due to variables outside of my control only cemented my desire to help bridge the opportunity gap that exists between the underserved and more privileged communities. Today, bright individuals like Jesse continue to teach me about the richness of their lives, despite the opportunities they have not been afforded. And despite Jesse’s initial fear of math, being able to give him confidence and help him win an academic excellence award at his school continues to remind me of the influence even someone like me can have, curiosity and openness being the first step.

When I meet people from different backgrounds, I try to find the common ground that connects us as a singular community so that we can move forward as one, creating a larger impact on the world around us. This is something I will try to continue into medical school, where I will inevitably be introduced to a diversity of colleagues, mentors, and patients who have unique experiences of their own to offer. At the end of the day, both medical providers and patients share the single goal of reaching a healthier life, whether it’s for others or themselves. As I move closer to becoming a physician, I will continue asking questions and embracing the many different, yet valuable perspectives found within healthcare in order to provide better care for all communities of people.

Why does this work? 

• This student shares one thing they value and shows how that value enabled them to interact with students with whom they may have little else in common.

• The student also demonstrates that they are an empathetic person as they tried putting themselves in the other students’ shoes. Both finding shared values and being empathetic are important as a physician, and Duke wants to see that you can effectively do both as you care for patients who may be very different from you. 

Question 4: Leadership: Leadership, teamwork, and communication flow synergistically. What do you value most as a leader and as a contributor? What attributes do you possess as a leader and as a team member and how do you apply them on a daily basis? (400 words)

Through this essay, Duke seeks to learn more about your abilities to lead and work in teams, two necessary qualities for future physicians. Consider your past experiences with both, taking care to reflect thoughtfully on what was successful or unsuccessful about these experiences and how they led to the leadership and teamwork values you currently hold.

For further guidance, we’ve written elsewhere about how to write an effective leadership essay.

Example:

I have been fortunate to learn from many leaders in my life, but none have been more influential to me than Dr. Singh, whom I met through Pain-Free Delivery (PFD). PFD is a global health initiative that seeks to promote safe childbirth practices in India. Our team consisted of attending physicians, residents, nurses, and translators like myself. Despite the size of our team and the urgency of our mission—crash C-sections and other emergency procedures were commonplace—Dr. Singh made sure we all felt valued and included.

When he gave directions, he explained the reasoning behind them; he didn’t just tell us what to do, but also why and how. That information helped us better understand the tasks we were performing, which in turn empowered us to offer suggestions that improved our process. This collaborative approach was fundamental to his leadership style. He made sure each of us felt comfortable voicing our opinions and disagreements. Above all, his dedication to the organization’s mission motivated me to work harder. With his clear communication style, his collaborative approach, and his work ethic, Dr. Singh embodied all the traits I look for in a leader. 

I did my best to emulate Dr. Singh as I entered college and began taking on leadership roles in my extracurriculars. As a Senator in the Undergraduate Government, I was in charge of planning numerous events and advocating for improvements to student life at the university. Following Dr. Singh’s example, I sought to create a collaborative environment and frequently solicited input from my team members. I worked hard to deliver clear, comprehensive instructions when I delegated responsibilities. Lastly, I tried to set a positive example by working hard and displaying my commitment to the task at hand. These efforts not only resulted in successful events and campus initiatives, they motivated volunteers to return to help out with subsequent projects.

I will employ these strategies not only as a future physician and a leader in health care policy but also in my everyday life. A commitment to communication, collaboration, and hard work have made me a better leader, to be sure, but they have also made me a better friend and family member.

Why does this work? 

• This essay begins with where the student got their “model of leadership” to emulate. In doing so, they were able to explain what they valued most in that person and what they themselves sought to be like. This smoothly transitions into exactly how the student demonstrates these qualities.

•  The student then links the “model” to concrete examples in their own life where they’ve implemented those ideas.

Question 5: Critical Thinking: Critical thinking involves a number of characteristics. Research experience enhances critical analysis skills. Describe any research experience or another situation in which you utilized critical thinking. How will critical thinking be important in your future career? (400 words) 

This prompt asks you to provide an example of your ability to analyze and evaluate complex situations. A good response should demonstrate how you’ve approached such a scenario, as well as show that you were able to find an effective solution.

Discussing a research experience is a go-to for many applicants and a natural fit for the prompt. That said, you can certainly discuss ways you’ve applied critical thinking and problem-solved outside of the lab or outside of academia.

Here’s an example: 

During my time as a nerve conduction technician, I recall a patient who had arrived for nerve testing after experiencing weakness in both hands and arms. Even though carpel tunnel syndrome (CTS) is one of the most common causes for weakness in an individual’s dominant hand, I knew that it wouldn’t help explain why the weakness was felt in the upper arms, and both arms for that matter. Could the patient have had carpel tunnel in both arms? Absolutely. Yet CTS wasn’t my greatest concern, and a quick electrodiagnostic examination confirmed that another pathology was the cause for the patient’s symptoms.

When thinking of muscle weakness, two very prominent pathologies come to mind: Lambert Eaton Myasthenic Syndrome (LEMS) and Myasthenia Gravis (MG). While LEMS and MG are both associated with muscle weakness, the two differ greatly with regards to how they cause muscle weakness within patients. At the level of the neuromuscular junction, motor neurons provide input to muscle fibers, and problems with the molecular communication machinery in either of the two will result in similar weakness. At the time, I realized that being able to differentiate between the two syndromes might be able to provide more information on the patient’s condition.

LEMS is rooted within a motor neuron’s inability to initiate communication with these muscle fibers, and as a result stimulation of these nerve fibers will result in stronger motor responses. On the other hand, MG relates to the muscle fiber’s inability to respond to the motor neuron, and so repetitive stimulation of these nerves will only decrease the motor responses of these muscle fibers during an examination. After collecting enough clues, I was able to point towards a diagnosis of MG to my attending.

While experiences such as these have given me a greater appreciation for the physical dexterity needed for surveying the human nervous system, being able to systematically collect clinical clues using an understanding of biology even at the molecular level has been something that I have embraced readily. Due to the medical diversity present within each patient, the ability to understand these clinical symptoms and perform personalized nerve examinations for patients is essential for providing the best care within the examination room. As an aspiring physician, I hope to continue to use this critical reasoning within a clinical setting, so that I can help uncover the causes for patients’ conditions.

Why does this work? 

• This student recalls a time when they were presented with a perplexing situation, and they walked readers through their thought process as they analyzed the circumstances. 

• Drawing on prior knowledge to inform their critical analysis, they methodically explain why they considered those possibilities and how they arrived at their diagnosis. This shows a reasoned approach that leads to an effective conclusion.

Question 6: Understanding the Need for Health Care Changes: Potential sources of health inequities exist. Duke’s Moments to Movement (M2M) is a collective stand to address these issues. Describe your experience and reflection with race and its relationship to disparities in health, health care and society. Consider the values of justice, diversity, inclusion and equity. (400 words)

This prompt asks for a very specific angle on the diversity essay. Instead of asking how you have personally contributed to diversity (which you’ll have the opportunity to write about in Question 9), this prompt tasks you with taking a broad view. Here, Duke wants to know how you think about race as a larger social issue, especially as it pertains to health and healthcare.

Reflect on what racial disparities you’ve observed when it comes to health or access to healthcare, and explain how this has or will influence you as a future doctor. Potential questions to ask yourself include: Have these disparities affected your decision to go into medicine? How have you worked to combat these issues thus far? As a physician, what will you do to implement equitable care for all?

Here's a successful example: 

While taking patients’ vitals and performing intakes at the Seattle Women’s Community Clinic, I worked closely with uninsured women who struggled to afford medication and skipped prenatal care. Many patients were women of color from disadvantaged backgrounds. In a city known for its wealth and technology, here was a side where disparities existed.

Though I understood race to be a social construct, these experiences introduced me to the very real consequences of racism in medicine. Stories of overt medical racism like the Tuskegee Syphilis Study or lower-quality care for racial and ethnic minorities were not taught in high school, but throughout my later clinical experiences, I continued to learn how systemic racism and health outcomes are deeply intertwined.

During my pulmonology research internship, I interviewed many African American HIV+ patients, learning that Black populations face higher rates of HIV infection and death due to factors such as poverty, barriers to quality care, lack of prevention education, and fear of stigma. While volunteering at the Houston Friendship Clinic, I learned that African Americans have higher rates of chronic illness. This was also reflected in my cardiology research, where I learned that heart disease disproportionately affects minority groups. As a crisis line volunteer during the pandemic, I heard the distrust in the voices of callers who were equally terrified of getting sick and of receiving a new vaccine. Time and time again, I saw how the rift between excellent healthcare and American minorities has been left untreated, with patients left to shoulder the burden. 

Race is not the cause of the disparities seen in healthcare and medicine. Racism is the cause, and physicians must address these disparities by actively challenging implicit biases and working to repair trust. We must devote the same amount of attention given to drug research and clinical trials to combating the racist practices that affect the patients we strive to care for. As a woman of color who grew up within the diverse communities of Seattle, I am committed to advocating for racial health equity by serving patients and becoming a leader in my field so that I can affect policy decisions both at my workplace and nationwide. I want to do my part in dismantling systemic racism by providing exceptional and equal care across demographic lines, educating myself about the social contexts surrounding disease and our healthcare system, and mentoring other women of color in medicine. 

Why does this work? 

• This student approaches the prompt with a specific example from first-hand experience. She discusses the racial disparities she witnessed and its consequences on delivering healthcare. 

• She details her evolving understanding of the effects of racism in healthcare during her internship, illustrating the negative impacts racism has on patients. She then used that to segue into how she, as a future physician, intends to combat these disparities.

Question 7: COVID-19 Implications: How has the COVID-19 pandemic influenced your journey to medical school? Have these events changed your outlook on medicine’s role in society? (400 words)

You’ll likely encounter many COVID essays as you work through your secondary applications. While some schools may simply ask you to explain how the pandemic has impacted your education or medical school preparation, Duke’s prompt asks for this and a broader reflection on how your views on the societal role of medicine have shifted.

Therefore, your focus will be twofold. First, you should provide context for your application by describing any ways in which your path towards medical school has been impacted (e.g., your education, application preparation, test taking, extracurriculars, paid work, etc.). If you can, this is a great opportunity to highlight ways in which you were able to creatively adapt to challenges, take initiative, or overcome obstacles.

Then, you should zoom out and ultimately emphasize how your perspective on medicine has been altered. Discuss any issues or ideas that came to the forefront for you, such as the importance of public health leadership or the underscoring of healthcare inequities.

Here’s a good example:  

COVID-19 prevented me from taking a full-time and in-person job for my first gap year. After moving home in March of my senior year and realizing the severity of the pandemic, I could no longer take the medical assistant job offer I had initially accepted because I have immunocompromised family members. Instead, I found a job as a personal aide to a student with disabilities, developed an educational website for a vascular surgeon, continued my undergraduate research projects remotely, and volunteered for a national crisis line.  

Though the situation wasn’t ideal, my entire household, including my parents, aunt, and older sister, were able to safely work from home. I re-immersed myself in medical research at UCLA once my family was vaccinated. I consider us fortunate, especially since I knew of the difficulties other families faced this year through personal and crisis line conversations.

The pandemic highlighted inequalities in our healthcare system and underscored racial divisions within our communities: people of color were less likely to be able to work from home and consequently minority groups were disproportionately affected by disease. Disparities worsened once vaccine distribution began. It was especially concerning when my parents discouraged me from going on runs or walking the dog alone as anti-Asian rhetoric and violence surged in Los Angeles, a city I thought to be a haven for Asian Americans and a bastion of tolerance and diversity. During a time when public health became politicized, the events of COVID-19 have shown me that physicians must go beyond their patient-care and research roles to serve as the bridge between medical information and the public.

Although there are challenges to presenting developing information to a public that may not be familiar with the dynamic nature of research – as we’ve seen happen with conversations about mask wearing and vaccines – physicians are responsible for staying informed with literature, engaging with public health issues, dispelling misinformation to maintain trust, and monitoring healthcare developments.

As a physician, I hope to ally with my community by ensuring that correct information is shared and rebuilding trust through consistent and compassionate communication. I want patients to feel confident in what medicine has to offer. I hope to promote better public health through leadership, education, and a sustained commitment to community service.

Why does this work?  

• This essay does a great job of describing how the student’s path to med school was impacted by COVID and how they pivoted when their initial plans were thwarted. Crucially, they show how they persisted in their efforts to learn and engage with the medical community. This displays their ability to adjust to the unknown, a skill all physicians must have. 

• We really like how this student explained how COVID highlighted inequalities in healthcare. Doing so sets the stage for the student to discuss how the pandemic has impacted their overall outlook on medicine. 

• The essay closes with an awareness of the challenges exposed by COVID and exactly how the student plans to confront them in their future work as a physician.

Question 8: Tell Us Who You Are: Tell us more about who you are. This is your opportunity to tell us how you wish to be addressed, recognized and treated. (500 words) 

The open-endedness of this prompt might inspire confusion or uncertainty. At 500 words, this is the longest of the Duke secondary essays, and the instruction to “tell us more about who you are” makes it somewhat resemble a personal statement.

The good news is that the prompt really is that open-ended. By asking you to describe who you are, Duke wants to get a sense of how you identify and see yourself and what you value. Discussing how you wish to be “recognized and treated” is an opportunity to demonstrate how you will recognize and treat others. Therefore, make sure to also describe how the factors you choose to write about have impacted your motivation to become a doctor and how they will support your work in service of other people. 

Here's how one applicant approached this prompt:

Even from an early age, I remember the excitement I always felt from having a soccer ball at my feet. Almost like watching artists paint smooth strokes onto a canvas, being able to see how professional players would shape delicate passes to their teammates, or curl shots around defenders into the goal played into my growing marvel for the game, and for the longest time, I dreamed of becoming one of those professional soccer players. As I grew older, the humbling nature of the sport continued to motivate me to improve myself further not just as a player, but as a person as well. As a college student athlete, it wasn’t always easy finding the inner drive to complete problem sets or prepare for exams after a poor performance on the field. Yet, those hours spent after practice training on my own also gave me the perspective to persevere through things one rep at a time. Missed a shot? Make the next one. Didn’t do well on an exam? Study harder for the next one. It is this mentality of diligent self-improvement, despite setbacks and obstacles, that has shaped me into who I am today. However, despite what soccer has taught me in perseverance, my relationships with teammates have offered me a more unique perspective on my own life.

As the first-born son of two Vietnamese immigrants, my experiences growing up couldn’t have been more different from those of my college soccer teammate Miguel, who was raised within a household strongly bound to its Venezuelan roots. But even with our unique upbringings and competition for playing time, we found common ground over similar career goals in medicine as well as a desire for silverware on the pitch, forming a lifelong bond. We were there for each other through all aspects of life, whether it was through the lung-bursting runs we made to cover for each other defensively on the field, or the initiatives we took to provide emotional support during the difficult times off the field. Being able to take an active role to support each other is what makes my passion for the sport, as well as my individual and collective performance, that much stronger.

When I’ve shadowed or have talked to medical student friends, I’ve occasionally heard stories of individualism at play. While individualism can help make us unique, it is our ability to embrace and complement one another that allows us to make a much stronger impact on the people who need us. With each person under competing demands and on a limited budget of time and resources, people may briefly lose sight of what’s best for the team, and more importantly, the patient. As I take my unique experiences as a teammate into the next stage of my life, I hope to continue to forge these same relationships with those I will consider my teammates for the next four years, so that we can all reach our full potential while serving patients in need.

Why does this work? 

• This student does a great job framing how they want to be recognized through the narrative of their love for soccer, showing their communicative ability and capturing the reader’s attention straight away. 

• This allows for an in-depth look at who the student is as a person through the challenges they’ve encountered as an athlete and how they chose to overcome them.

• Through this lens, we are also able to see how those experiences formed a cooperative spirit, a critical aspect of working in medicine.

Question 9: Race / Ethnicity / Geographic Origin / Socioeconomic Status / Advantage / Disadvantage / Religious Affiliation. Use the text box below to provide additional information on how these parameters have/will influence you. (200 words) (Optional)

Like Question 6, this optional prompt asks for a type of diversity essay. However, the difference here is that the prompt is focused solely on you and your path, rather than asking you to discuss your broader views on diversity as they relate to society or healthcare. Duke wants to understand how your background has impacted your development and road towards becoming a physician.

There are a number of ways you could approach this short essay. For example, you could use the space to discuss a systemic obstacle you faced, such as growing up with low socioeconomic status, and how it affected your educational opportunities. Or you might write about how growing up in a rural area influenced your decision to pursue primary care. Whatever you choose to discuss, remember to circle back to how it has shaped your medical school journey.   

Additionally, keep in mind that this prompt, as well as the following one, are optional. Therefore, we recommend answering them only if doing so will add a meaningful dimension to your application and you have ample time to write them well. It isn’t necessary to add something if it’ll just seem forced, out of place, or poorly written.

Here’s an essay that demonstrates these points:

My ultimate career goal is to aid in combatting the health disparities present in low-income rural communities, such as the one where I grew up. However, serving these patient populations as a clinician is not a comprehensive solution. I must actively include research and medical education in my future career as well. Performing research in Chicago for nearly two years has shown me the immense difference in healthcare resources solely based on geography. As an academic researcher, I will provide rural communities with an audible voice when medicine’s latest advances are being developed, so that they are not forgotten during this crucial process. As a medical educator, I will work tirelessly to expand the opportunities for medical students to rotate in rural areas and engage with rural physicians so that they can view a future in these underserved areas as a viable possibility, which is crucial to changing their status as less desirable practice locations. I am confident that Duke Med will best prepare me to achieve these ambitious aspirations because of its steadfast commitment to providing students with unparalleled resources in education, clinical care, and research, which will make me well-prepared to excel at all three upon graduation.

Why does this work? 

• This student showed an overarching understanding of health disparities and explained how their background provided them with insights needed to address those underserved communities. Most importantly, the student tied that background to their future work as a physician and carefully explained how their upbringing will impact the work they do.

Question 10: Please let us know of any additional information that you would like us to consider while reviewing your application. (No word count given) (Optional)

Finally, Duke gives you the chance to add anything else you’d like the adcom to know. There are a few ways you can handle this optional “Anything else?” essay:

• You can insert a pre-written essay that you haven’t yet used.

• You can write a new essay that highlights a strength or achievement that hasn’t gotten much shine elsewhere in your application.

• You can write a “Why Duke?” essay, as it’s not asked for elsewhere.

• You can provide context for a less-than-ideal part of your application.

Here’s an example that combines two of these approaches:

In the fall of my sophomore year, my father passed away. Providing support for my mom and other grieving family members took time away from my schoolwork, which was a factor in my substandard academic performance that semester. Since then, I have focused on improving my study habits and creating a healthy balance between my schoolwork and my personal life. As a result of these measures, my grades have dramatically improved since then.

Additionally, for the duration of the 2020–2021 academic year, I will work as an aide to students in an under-resourced Chicago public school. In this role, I will be assisting teachers by working with students who need additional instruction, as well as leading mentorship, after-school, and community programs. By helping these students come closer to realizing their full potential, I hope to further my own leadership, communication, and teaching skills that will better prepare me for a career as a physician, while gaining experience as a professional in underserved communities.

While working in the school will be a full-time job, I will use my time after school and on weekends to involve myself in clinical settings. I plan to volunteer with at Northwestern Memorial Hospital as a patient activity coordinator, where, in addition to providing companionship for patients, I will organize activities such as art therapy, music performances, or reading books aloud.

Part 5: Duke Medical School interviews

Being invited to interview at Duke Medical School is an accomplishment in and of itself; in the most recent application cycle, fewer than 7% of applicants made it to the interview stage.

Duke’s website notes that you should think of your interview day as a window through which you can assess fit. Just as they hope to get a sense of “the depth of your intellectual curiosity, commitment to a career of service, and ethical values,” you should approach the interview as an opportunity to learn as much as you can about whether Duke matches what you’re looking for in a medical program.

Duke uses an MMI interview format, and in the 2022–2023 application cycle all interviews will be held virtually. Your Duke MMI interview will consist of eight interview stations: five ethical scenarios, two traditional interviews, one team scenario (visited twice), and a video interview station. Each station will take about nine minutes to complete, and your performance at each station will be assessed by different faculty, staff, or student raters who are members of Duke’s admissions committee.

To help you prepare, we’ve provided a comprehensive guide to acing the MMI interview, which includes strategies for thinking through each type of station, example answers, and 150 practice questions.

On the Sunday before your MMI, you’ll also have the opportunity to partake in a virtual campus tour, plus panels and breakout sessions that will give you the opportunity to learn more about Duke.

(Suggested reading: How to Ace Medical School Interviews (Questions Included))

Final thoughts

Getting into a medical school of Duke’s caliber can seem like a formidable challenge, especially when it requires you to write numerous lengthy essays. However, graduating with an MD from Duke is well worth the effort and will provide you with countless opportunities along the way. Start early and take the time to write application essays that highlight what makes you unique and which demonstrate your commitments to service and intellectual rigor. By following the advice in this guide, you’ll be one step closer to opening an acceptance letter from Duke School of Medicine. 

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