Introduction
Psychology research isn’t just about dogs drooling when
hearing a bell or rebellious student inmates going mad in a university
basement. There’s so much more and this is what I am going to focus on in this
blog. I want to tell you how I got into Psychology research and what it
actually entails.
About Me
Before going into the more hardcore stuff, I would like to
talk a bit about myself. I am a 20-year-old Romanian studying BSc Psychology at
the University of Manchester. During high-school years, my studying profile was
on hard sciences (i.e. Computer Science, Maths, Physics, Chemistry), and I only
had one year when I was studying Psychology so it wasn’t intense at all. I did
further studying alongside what we were taught in class and I took part in a
county-level Olympiad where I achieved 4th place. In the last year
of high school, I had grown an interest in Neuroscience so I decided to apply
for the University of Manchester unique joint-honours programme – BSc Cognitive
Neuroscience and Psychology. Eventually, I chose Manchester because it was a
red-brick university and the overall living costs were cheaper than London
(which, at the time, was my dream city). All summer before coming to
university, I read a lot of Psychology-related books and articles (Freud, Jung,
Eysenck, some basic research studies, etc.). I came to university, started my
course, and after one month I have switched to the BSc Psychology course.
The first semester was hard. I didn’t exactly know what I was
supposed to do - how to look up trustworthy sources, how to reference, how to
write up an essay, what to study and read. The academic system I had just
gotten out of was completely different from the British Higher Education
system. Imagine changing the tap water from the goldfish’s bowl to distilled
water and me being the goldfish. By working my way through the referencing
guides provided by the university, paying attention to the feedback and discussing
with my academic advisor about my insecurities, I was able to feel more
confident in my studies.
My Journey into Research
At the end of the first year, I applied for a position as a
Research Assistant for a study investigating whether religion and implicit
attitudes play a part in gay men getting jobs. I had to write a cover
letter saying why I was interested in that position and show that I had the skills
needed. I had some experience in the HR field from my involvement
in societies, so I wrote about that and about my interest in social psychology
and recruitment. I also had to tailor my CV for the position by including my
research skills developed throughout 1st year’s curriculum and my
extracurricular activities.
I was accepted, and over the summer I had to write
a literature review analysing previous theories and evaluating research
methods. I worked hard on it and gathered 9 pages of work - which has earned me
the appreciation of the coordinator. We started the process of testing the
participants in the second semester of the second year, as there were some
problems with the ethics of the project. As the research assistants, we guided
the participants through the research process. Unfortunately, we had to stop
when the Coronavirus situation began.
The next research project I was about to undertake, as part
of the Short Work Placement Unit, was aimed at investigating the sense of
community experienced on the BSc Psychology course. I was supposed to do a
literature review, spending some time looking at variables that might influence
this effect, and decide accordingly how the project will look like in terms of
the research methodology which thrilled me. Unfortunately, this project was put
on hold due to lockdown reasons as well. On the bright side, The University of Manchester offers a variety of research programmes and internships which I could undertake in the future, so I am not panicking.
Going Further...
My advice for you would be to always keep an open mind and
let yourselves be submersed by whatever you find that interests you. Explore,
research, experiment. See what appeals to you the most and pursue it
passionately. Be conscientious with your work, and always keep an open mind.
For more information, please visit these websites:
About Me
Hi everyone, my name is Ayoola Bode and I am a fourth-year
dental student at the University of Manchester. Being a dental student has been
both a rewarding and challenging experience as you are learning a lot of new
information and trying to develop intricate manual skills for clinical
dentistry. However, Dentistry is such an interesting and varied course to study.
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In fourth year, we’ve
been able to treat children for the first time and it’s such a nice feeling
being able to reassure them and give them stickers at the end of appointments.
During my time in dental school, I’ve taken part in various societies and
initiatives, but my greatest achievement has to be being elected as
co-president of the Manchester Dental Student Society this academic year. It
has allowed me to truly be involved within my dental school and organise events
to bring dental students together. Here's a picture of my wonderful
committee!
What is EBL?
Manchester Dental School is known for its unique approach to
learning by the use of Enquiry Based Learning (EBL). EBL is a form of active
learning that utilises posing questions or identifying issues from cases or
scenarios which students independently research to develop their knowledge from
the questions or issues identified. EBL is carried out within a small group of 8
to 10 students, mediated by a facilitator but it is very much student-led. I
see EBL simply as a style of learning that is really driven by curiosity.
There are different roles taken on during an EBL session:
- A chair – this person leads the group in reading
the new case out loud, directs the group to identify any new or unfamiliar
words in the case and stimulates the group discussion.
- A scribe – this person notes down key points
during the discussion and learning objectives the group set for themselves.
- Other students – contribute ideas and engage in
discussion.
- University tutor – acts as a facilitator and ensures
that key topic areas to be picked up on have been discussed or added to the
learning objectives.
In first and second year, EBL works via a 2-week rotation
timetable:
- Week 1 (session 1): Monday - A new case is discussed
in EBL groups (1 hr)
- Week 2 (session 2): Wednesday - Discuss what you
have researched (1.5 hrs)
- Week 2 (session 3): Friday - Group Assessment (1hr)
At the start of every new EBL case, a new scribe and chair
are chosen, so by the end of the term, everyone would have had a chance to take on a
more active role. There is an assessment during session 3 of each case which
contributes to the overall coursework grade at the end of the year. You do get
to do the assessments within your groups, and they are more like activities
instead of the traditional question and answer written assessment format which
makes them a bit more fun.
In between session 1 and session 2, EBL is always
supplemented by lectures, anatomy classes or lab practicals that link to the
general theme of the case being worked on for the 2 weeks. For example, in
second year, we had a case that revolved around blood pressure and in a lab
session we learnt how to take each other’s blood pressure and the anatomy classes
for those two weeks involved examining a heart prosection from a cadaver while
being taught by an anatomy demonstrator.
How has EBL benefited my learning?
Initially, EBL seemed very daunting and too independent, but
each case is so well supplemented by teaching and I eventually adjusted to the
style of learning during my first term of first year. EBL is beneficial as it
creates a safe space to ask questions and be inquisitive. It has allowed me to
improve my ability to explain complex scientific ideas to people in a simple
way which in turn has made me more confident in my ideas and a better
communicator.
Useful links from Manchester Dental School:
- Follow this link to get a more detailed description of the
course content at Manchester Dental School:
- Follow this link to read blogs written by Manchester Dental
Students about some of the exciting things they get up to!
Introduction
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My
name is Minahil Qureshi and I am currently a third year medical student at the
University of Manchester, and prior to this I hold a first class degree in BSc
Clinical Sciences. It is a huge privilege to attend a Russell Group university
that is so well known for its research, and through the Manchester Medical
School, have been lucky to do my own research as part of the course.
What is the Personal Excellence Plan?
During the five years of the medical course, we undertake a module called the
‘Personal Excellence Plan’ (PEP), which becomes more advanced as each year goes
by. This is a module that we have the ability to really make our own and can
tailor it to fit our future career goals and research interests.
During my first year, I carried out a group project to create a scientific
poster about the effects of the Mediterranean diet on the possible reversal of
diabetes. I also wrote a solo report summarizing my main findings. Creating a
scientific poster is very different from the kind you may create at school, but
thankfully we had a very knowledgeable tutor who helped to facilitate our work
and guide our research in the right direction. I really enjoyed this project,
as it gave a good taste of how to create and present scientific work, and also
how to collaborate with others on research, which is so important locally and
globally.
For my second year PEP, I wrote a mini dissertation about my chosen topic: ‘The
link between mental and physical health’. I am extremely passionate about
highlighting this relationship, because knowledge of the many factors affecting
the two forms of health can help us to combat the adverse effects on our
wellbeing. My work was greatly commended by my tutor, and they asked for it to
be showcased on the website for other medical students to look to as an example.
This piece of research is definitely a noteworthy highlight for me thus far as
a medical student!
This year, I was really excited to do my third year PEP, as I had transitioned
into the clinical years of my degree, and thus the PEP was also set to be more
clinical. The work from this project had the potential to directly impact
treatments and patient care, and could have even been published in a scientific
journal or presented at an international conference! These accolades would look
brilliant on any doctor job applications in the future, and so really
emphasises how useful this PEP module is at Manchester.
I had been lucky enough to secure my first choice research project, which was
going to be based at Salford Royal Hospital in my current favourite specialty:
neurology. Neurology is all about the brain and its function, and I truly find
nothing else more fascinating, thrilling and impactful. Unfortunately, due to
COVID-19, this dream research project was cancelled.
However, I was not distraught for long, due to the wonderful kindness of my research
supervisor. Despite the fact that my supervisor is a senior neurologist on the
frontline, they took the time out to email me about the possibility of writing
a mini report that could get published! This is now something I am doing
separately from the PEP module, but this has only been possible due to the
professional networking that this module gave me the opportunity for.
I hope this report goes well so that I can repay a little bit of my supervisor’s
kindness! At the University of Manchester, it is the eagerness to teach and
generosity of talented academics that really makes the experience of being a
student here one of a kind. Teamwork makes the dream work!
Going Further...
Introduction
Applying to medical school can often be a daunting
experience that seems like never-ending hurdles! However, piecing apart a good
application can be helpful in finding out what will make you stand out from the
crowd. My name is Cameron and I’m a final year medical student at the
University of Manchester, in this blog I will focus on a key part of any
medical school application: work experience.
Classically work experience is perceived to be countless
hours following doctors around a hospital. Although this can be useful, many
other activities are equally acceptable to talk about in a personal statement
or at interview. The key concept universities are interested in is
demonstrating that you have experience in a caring environment. This can range
from volunteering in an elderly care home, shadowing a GP or other healthcare
professional in primary or secondary care, or caring for a friend or relative
with additional needs. The idea behind this is to gain an insight into what it
is like to care for someone else and crucially what you learned from it.
When it comes to work experience its quality over quantity.
Describing your time in a few settings is much more beneficial for your
application than listing all the departments you visited in a hospital. The
most important part to write about, and a crucial skill to develop for a career
in medicine, is the ability to reflect. How did the caring experience make you
feel? What did you learn from it? How has this benefited you? And crucially,
what have you observed that will change how you act next time? Reflection is a
crucial skill that is continuously needed in a medical career. Showing that you
can talk about not only what work experience you did but how it gave you an
insight into medicine, showed you what skills are required as a doctor, will
make your application stand out from the rest.
Finding Work Experience
It can be hard to find work experience opportunities, but
here are some tips that can help:
- Ask the relevant member of staff at your
school about possible opportunities in a caring environment or any work
experience schemes ran with the local NHS trust.
- Look online to find
opportunities for shadowing and volunteering.
- Phone up your local care home or
charity to see if they are willing to allow you to come and help out, whether this
is something as simple as chatting to elderly residents and supporting their
daily needs.
- Charities are always welcoming additional support so this experience should
be easy to find.
Currently during lockdown, it is difficult to find these
opportunities however you can still use your time effectively. Take up a new
skill or hobby that you can demonstrate requires the vital skills of a doctor.
There are numerous volunteering opportunities observing social distancing that
you can take part in, for example participating in schemes that telephone
isolated individuals who are particularly vulnerable in lockdown. Also, keep an
eye on university websites and social media channels to see what is suggested
for those seeking to study medicine.
It’s good to bear in mind that any form of work or
volunteering can be discussed at the interview or in your personal statement to
demonstrate the skills and experience you have. Whether this is working is a
supermarket or helping out with your local sports team. Think out how skills such
as leadership, teamwork, reflection, timekeeping, and organisation can be
discussed and applied to why you would make a great medical student.
Going Further...
Introduction
My name is Sirat Lodhi and I am a medical student at the
University of Manchester. After completing four years of medical school, I realised
I wanted to take a break from Medicine to study a new degree. This is known as
intercalation. I decided to pursue a Master of Research degree in Tissue
Engineering for Regenerative Medicine. Following this year, I hope to complete my
final year of Medicine so that I can graduate as a doctor.
Many medical students complete an intercalated degree so
that they can study a new subject which they may not have had the opportunity
(or time!) to study at medical school. As a medical student, I especially enjoyed
the small research projects I completed. However, I did not consider
intercalating until a supervisor suggested that a research degree may be for me!
Now, I am hoping to develop my research skills because I am certain that I
would like to pursue an academic career. I am interested in learning how to
repair and replace parts of the body that have been damaged by trauma or
disease. My research is in the field of kidney transplant surgery.
In Depth...
WHAT HAPPENS TO THE DONOR KIDNEY?
Good kidney function is important because the kidneys filter
our blood so that toxic waste can be removed from the body. Also, the kidneys
make urine. Unfortunately, there are over 60,000 people in the UK who are
suffering from kidney failure. These individuals need a kidney transplant to allow
them to survive - this is when someone donates their kidney to the patient. Once
the kidney has been removed from the body of the donor, it is stored in ice.
This is done because if the kidney is kept in a good environment, it will work
better in the person who receives it.
However, keeping the kidney in a cold environment is
damaging. Instead, it may be better to connect the kidney to a machine so that
warm blood can flow through it. This means the kidney can work just like it
would in the warm body. Although we know that cold storage can be damaging for donor
organs, this technique is still used in the NHS. Fortunately, there is
increasing research looking at developing techniques to keep organs alive in
warm conditions.
WHAT DOES MY RESEARCH FOCUS ON?
Overtime, blood breaks down and damages the donor kidney. To
prevent this from happening, a ‘fake’ blood has been developed. My research
tests whether a warm solution of ‘fake’ blood can be pumped through pig kidneys
without causing damage. If the ‘fake’ blood is found to be safe, it could be
used to make donor kidneys work better in the new body. Most importantly, kidneys which are not good
enough to be donated could be improved using this technique so that more people
can receive a life-saving kidney transplant.
This is a very exciting time to be conducting transplant
research because the organ donation law is changing from spring 2020. England
will move to an ‘opt out’ organ donation system. This means that most adults will
be considered as being potential organ donors when they die. It is hoped that
this will increase the number of organs transplanted. This is very important
because there is a shortage in donor organs. For example, every year, around
60% of people on the kidney transplant waiting list are not offered a kidney so
they must continue waiting.
If you would to learn more about anything I have discussed
in this blog, please visit the links below!
Going Further
An article about the transplant research lab that I am
working in can be found at:
If you are interested in studying Medicine, this is a good
website to look at:
If you are interested in becoming a scientist, this is a
good website to look at:
For more information about the NHS organ donation scheme,
please look at: