Frequently Asked Questions

We value applicants with a strong academic foundation, intellectual curiosity, professionalism and a collaborative mindset. We seek residents who take initiative, respond constructively to feedback, and are enthusiastic about contributing to the continued growth and success of our program.

Our interview process is designed to be informative, welcoming and conversational.

Applicants can expect to:

• Learn about our curriculum, educational approach and clinical training
• Meet faculty, residents and program leadership
• Participate in interviews focused on communication skills, professionalism, motivation and fit
• Ask questions about mentorship, research, wellness, career development and resident life

We typically host virtual social events for interviewed applicants throughout the interview season, providing additional opportunities to connect with residents and faculty.

We also offer an optional in-person Second Look visit for interviewed applicants. This visit allows candidates to meet residents and faculty, tour our facilities, and learn more about the culture of the program.

The interview process is a two-way conversation. We want to learn about each applicant, and we want applicants to determine whether our program aligns with their personal and professional goals.

Our program supports J-1 visa sponsorship through Educational Commission for Foreign Medical Graduates. H-1B visa sponsorship is not currently available.

Yes. FIU offers aTransitional Year program. Applicants interested in this option must apply separately through ERAS (ACGME ID 1201100721).

This pathway is not currently offered by our program.

Yes. The curriculum provides up to 24 weeks of elective rotations, allowing residents to pursue focused subspecialty training aligned with their interests and career goals.

Yes. Our dedicated Mentorship and Research Program supports residents’ professional development, academic interests, research activities and long-term career goals.

We strive to match residents with faculty mentors who share their professional interests and career aspirations, preferably within the resident’s subspecialty of interest.

Yes. Teaching is a core component of our Resident as Teacher initiative. Residents can teach rotating medical students, physician assistant students and advanced practice nursing trainees. They also lead educational conferences, including Brant and Helms clubs, journal articles, and Mortality and Morbidity rounds.

Yes. Our Mentorship and Research Program connects residents with research resources through FIU and Baptist Health. Support is available across project development, study design, IRB submissions, data evaluation and analysis, manuscript preparation, and dissemination of findings.

Our goal is to simplify administrative steps so residents can focus on the scientific and educational work.

Yes. Eligible residents may participate in voluntary moonlighting opportunities, provided they meet all applicable program and FIU GME requirements. Moonlighting requires prior approval from the program director and must not interfere with clinical responsibilities, educational activities, resident well-being, or compliance with ACGME clinical and educational work-hour requirements.

Eligibility also depends on appropriate medical licensure, satisfactory academic and professional standing, and other applicable institutional requirements.

Our program uses a graduated responsibility model. As residents demonstrate growth in clinical knowledge, interpretation, judgment, and procedural skills, they are entrusted with increasing responsibility and autonomy. Progression is guided by faculty assessments, demonstrated competency and appropriate supervision throughout training.

During the first year, readouts are predominantly conducted in person, supporting direct, one-on-one teaching with faculty. As residents advance and participate in evening and overnight shifts, remote readouts become more common, with appropriate faculty supervision and accessibility maintained.

No. These are separate programs with independent application and selection processes. Admission to either program does not guarantee admission to the other.

USMLE and/or COMLEX scores are one part of our holistic application review. Strong scores can demonstrate academic readiness, but they are considered alongside other factors, including:

• Clinical performance and clerkship evaluations
• Letters of recommendation
• Commitment to radiology
• Research and scholarly activity
• Leadership and service
• Professionalism and communication skills
• Personal statement and life experiences

Our goal is to identify applicants who will thrive as radiologists, educators and colleagues.

Board preparation begins early and is integrated into routine education. Most didactic lectures incorporate board-style cases that teach systematic image interpretation, recognition of key findings and construction of differential diagnoses.

These skills are reinforced during faculty readouts and resident case presentations. A significant portion of our curriculum is dedicated to individual case-based learning, with additional board-focused sessions planned as residents approach their examinations.

No. We do not have a minimum USMLE or COMLEX score requirement.

Applications are reviewed holistically. Applicants with lower board scores may remain competitive if they demonstrate strengths in areas such as clinical performance, research, leadership, resilience or commitment to radiology.

Yes. Residents learn from fellowship-trained subspecialty radiologists across our clinical practice.

Yes. Our program offers the ESIR pathway for residents interested in additional interventional radiology training. We currently offer one ESIR position per residency class.

The ESIR selection process will occur annually during the PGY2 year of training, allowing sufficient time for incorporation of the ESIR curriculum into the selected resident's PGY3 through PGY5 educational schedule. A committee of Diagnostic Radiology and Interventional Radiology faculty reviews applications and selects the candidate based on program criteria and resident readiness.

We value applicants who demonstrate curiosity, initiative and a commitment to patient care.

Research experience is encouraged but not required. Meaningful scholarly work is viewed favorably regardless of the area of focus, including basic science, clinical research, education, quality improvement or innovation.

Leadership and service experiences are also important because they reflect teamwork, professionalism, accountability and service to others.

Applicants do not need to excel equally in every area. We value diverse experiences and recognize there are many paths to a successful career in radiology.

Yes. Our interventional radiology and breast imaging services provide substantial procedural learning opportunities.

Residents develop skills through supervised experience, with the goal of becoming proficient in routine procedures and assuming increasing responsibility during senior training, consistent with their demonstrated competence.

We recommend letters from faculty members who know you well and can comment on your clinical performance, work ethic, professionalism, communication skills and potential for success in residency.

It is preferred that at least one letter should come from a radiologist who has directly supervised you during a radiology elective, research project or clinical rotation.

Personalized letters that provide specific examples are generally more valuable than generic letters from individuals who know the applicant only briefly.

Yes. Letters from physicians outside radiology are acceptable, particularly when they can provide meaningful insight into your clinical abilities and professionalism.

Applicants must submit three letters of recommendation. Whenever possible, one letter should come from a radiologist who has directly supervised the applicant.

Program signals help identify applicants with a strong interest in our program and are considered as part of our holistic review process.

A signal does not guarantee an interview and applicants who do not signal our program are still considered. Interview performance and the overall strength of the application remain the primary factors in ranking decisions.

Applicants should use signals on programs where they have a genuine interest in training and believe they are a strong fit.

Consider factors such as educational approach, clinical training, mentorship, research opportunities, location and program culture. Because signals are limited, applicants should use them thoughtfully on programs where they can realistically see themselves training and contributing.

Geographic preference provides additional context during our holistic review process and may reflect factors such as family considerations, support systems, career goals or personal circumstances.

Geographic preference is not used as a screening criterion. Applicants who do not indicate a preference, or who select a different region, are still evaluated based on the overall strength of their application.

This section helps us understand the experiences that have had the greatest impact on an applicant's personal and professional development.

We value a broad range of experiences, including clinical work, research, leadership, service, advocacy, education, employment, military service, athletics and significant life experiences.

We place greater emphasis on sustained involvement, meaningful engagement and thoughtful reflection than on the type of activity itself.