During my freshman year, I first became interested in research. At the time, I was taking Honors Foundations of Biology 1, and a few times throughout the semester we watched lectures from a series called “Meet the Faculty”. Each video focused on a different faculty member in the Department of Biological Sciences and described the research that they conduct. Dr. Brodsky, my research mentor, was one of the faculty members featured in these videos, and I reached out to Dr. Brodsky to hear more about his research and see if there was an opportunity for me to join his lab after watching the video. After learning about the research Dr. Brodsky and his lab conducts, I was particularly intrigued by how each of the proteins that the Brodsky Lab studies, whether it be an ion channel or molecular chaperone, relates to a disease. It was (and continues to be) interesting to understand the connections between proteins that operate in such detailed and intricate pathways and their detrimental effects on a patient’s health when not functioning properly. Since starting research in the Brodsky lab, I have greatly enjoyed learning about the specific questions that researchers in the lab ask and seek answers to through their research.
As I have started working on my project, I have learned many new techniques, including how to conduct biochemical assays like cycloheximide chases and how to manipulate DNA through molecular genetic processes. Learning new research techniques and determining methods to test my scientific questions would not be possible without the guidance of my research mentor, Dr. Brodsky, as well Dr. Buck. For example, last week, I was transforming a plasmid, or exogenous piece of DNA, into yeast cells. The transformation process requires following a protocol to introduce the plasmid into the yeast cells and then allowing them to grow on a plate with nutrients for a few days. However, after a few days, I noticed that no yeast colonies had grown for any of the transformations, indicating that the transformation was unsuccessful. Thus, I discussed with Dr. Buck what could have possibly gone wrong and we came up with a plan to try the transformation again. While this is just one small example, I have enjoyed connecting with both Dr. Brodsky and Dr. Buck to discuss my results and deal with challenges in my project as I face them.
The advice I would give a student who wants to conduct research but might not know where to start is to first think about something they are passionate about or interested in. While it can be difficult to know a specific topic you are interested in, especially early in your undergraduate studies, even identifying a broad field of study can be useful in finding research you will be passionate about. From there, I would tell the student to look through different departmental websites and read about the research that faculty is currently conducting. If something sparks their interest, they can reach out to the faculty to learn more about their research or learn how to get involved in their lab.
Learning how to do research is integral to achieving my professional goals. After graduation, I hope to attend medical school and become a physician, and research is an essential part the medical field. With extensive research experience as an undergraduate, I will be able to excel in my future research pursuits whether as a medical student, in residency, or as a physician. Learning how to do research has not only taught me the techniques and physical skills that are central to biochemical research, but I have also learned how to formulate hypotheses, effectively test research questions, and interpret results, which will be essential skills as I progress through my medical training and eventually in my career.
