Dual-degree programs in undergraduate medical education: a scoping review

The number of medical degree candidates who obtain a second advanced degree via combined degree or dual--degree programs is increasing. This scoping review examines existing literature on dual-degree programs in undergraduate medical education to summarize findings and identify research gaps to help guide future academic pursuits.

Publications on dual degrees in medicine were searched in MEDLINE, ERIC, CINAHL, Scopus, and Web of Science on April 2, 2025. Two investigators independently reviewed and extracted data from eligible studies. Inclusion criteria were doctor of medicine (MD) or doctor of osteopathic medicine (DO) as one of the dual degrees, both degrees earned concomitantly at institutions in the United States, and published in 1964 or later. A qualitative content analysis was conducted.

A total of 3501 studies were identified. After removing duplicates and irrelevant articles, 69 articles were included. Of the 69 articles, 43 discussed doctor of medicine (MD)/doctor of philosophy (PhD) programs, 23 discussed MD/master of public health programs, 18 addressed MD/master of business administration programs, 13 examined MD/master of science programs (including 1 combined MD and master of engineering), 3 analyzed MD/juris doctor programs, 3 examined MD/doctor of dental surgery programs, and 2 discussed osteopathic medicine/PhD programs. Across all dual-degree types, 35 articles discussed student perceptions, 24 examined curricular challenges, 19 addressed match outcomes, and 23 explored career choices and outcomes compared with standard medical school programs.

This scoping review synthesizes the dual-degree program literature and identifies common themes addressed in these articles. Furthermore, this scoping review identifies areas for further research in medical education regarding dual-degree -programs, including longitudinal outcomes of dual-degree graduates, perceptions of prospective and current students in such programs, evaluation of curricular challenges, and challenges of academic progress faced by students while completing 2 graduate degrees.