how to start research in medical school

Medical Research

How to conduct research as a medical student, this article will address how to conduct research as a medical student, including details on different types of research, how to go about constructing an idea and other practical advice., kevin seely, oms iv.

Student Doctor Seely attends the Rocky Vista University College of Osteopathic Medicine.

In addition to good grades, test performance, and notable characteristics, it is becoming increasingly important for medical students to participate in and publish research. Residency programs appreciate seeing that applicants are interested in improving the treatment landscape of medicine through the scientific method.

Many medical students also recognize that research is important. However, not all schools emphasize student participation in research or have associations with research labs. These factors, among others, often leave students wanting to do research but unsure of how to begin. This article will address how to conduct research as a medical student, including details on different types of research, how to go about constructing an idea, and other practical advice.

Types of research commonly conducted by medical students

This is not a comprehensive list, but rather, a starting point.

Case reports and case series

Case reports are detailed reports of the clinical course of an individual patient. They usually describe an unusual or novel occurrence or provide new evidence related to a specific pathological entity and its treatment. Advantages of case reports include a relatively fast timeline and little to no need for funding. A disadvantage, though, is that these contribute the most basic and least powerful scientific evidence and provide researchers with minimal exposure to the scientific process.

Case series, on the other hand, look at multiple patients retrospectively. In addition, statistical calculations can be performed to achieve significant conclusions, rendering these studies great for medical students to complete to get a full educational experience.

Clinical research

Clinical research is the peak of evidence-based medical research. Standard study designs include case-controlled trials, cohort studies or survey-based research. Clinical research requires IRB review, strict protocols and large sample sizes, thus requiring dedicated time and often funding. These can serve as barriers for medical students wanting to conduct this type of research. Be aware that the AOA offers students funding for certain research projects; you can learn more here . This year’s application window has closed, but you can always plan ahead and apply for the next grant cycle.

The advantages of clinical research include making a significant contribution to the body of medical knowledge and obtaining an understanding of what it takes to conduct clinical research. Some students take a dedicated research year to gain experience in this area.

Review articles

A literature review is a collection and summarization of literature on an unresolved, controversial or novel topic. There are different categories of reviews, including meta-analyses, systematic reviews and traditional literature reviews, offering very high, high and modest evidentiary value, respectively. Advantages of review articles include the possibility of remote collaboration and developing expertise on the subject matter. Disadvantages can include the time needed to complete the review and the difficulty of publishing this type of research.

Forming an idea

Research can be inspiring and intellectually stimulating or somewhat painful and dull. It’s helpful to first find an area of medicine in which you are interested and willing to invest time and energy. Then, search for research opportunities in this area. Doing so will make the research process more exciting and will motivate you to perform your best work. It will also demonstrate your commitment to your field of interest.

Think carefully before saying yes to studies that are too far outside your interests. Having completed research on a topic about which you are passionate will make it easier to recount your experience with enthusiasm and understanding in interviews. One way to refine your idea is by reading a recent literature review on your topic, which typically identifies gaps in current knowledge that need further investigation.

Finding a mentor

As medical students, we cannot be the primary investigator on certain types of research studies. So, you will need a mentor such as a DO, MD or PhD. If a professor approaches you about a research study, say yes if it’s something you can commit to and find interesting.

More commonly, however, students will need to approach a professor about starting a project. Asking a professor if they have research you can join is helpful, but approaching them with a well-thought-out idea is far better. Select a mentor whose area of interest aligns with that of your project. If they seem to think your idea has potential, ask them to mentor you. If they do not like your idea, it might open up an intellectual exchange that will refine your thinking. If you proceed with your idea, show initiative by completing the tasks they give you quickly, demonstrating that you are committed to the project.

Writing and publishing

Writing and publishing are essential components of the scientific process. Citation managers such as Zotero, Mendeley, and Connected Papers are free resources for keeping track of literature. Write using current scientific writing standards. If you are targeting a particular journal, you can look up their guidelines for writing and referencing. Writing is a team effort.

When it comes time to publish your work, consult with your mentor about publication. They may or may not be aware of an appropriate journal. If they’re not, Jane , the journal/author name estimator, is a free resource to start narrowing down your journal search. Beware of predatory publishing practices and aim to submit to verifiable publications indexed on vetted databases such as PubMed.

One great option for the osteopathic profession is the AOA’s Journal of Osteopathic Medicine (JOM). Learn more about submitting to JOM here .

My experience

As a second-year osteopathic medical student interested in surgery, my goal is to apply to residency with a solid research foundation. I genuinely enjoy research, and I am a member of my institution’s physician-scientist co-curricular track. With the help of amazing mentors and co-authors, I have been able to publish a literature review and a case-series study in medical school. I currently have some additional projects in the pipeline as well.

My board exams are fast approaching, so I will soon have to adjust the time I am currently committing to research. Once boards are done, though, you can bet I will be back on the research grind! I am so happy to be on this journey with all my peers and colleagues in medicine. Research is a great way to advance our profession and improve patient care.

 Keys to success

Research is a team effort. Strive to be a team player who communicates often and goes above and beyond to make the project a success. Be a finisher. Avoid joining a project if you are not fully committed, and employ resiliency to overcome failure along the way. Treat research not as a passive process, but as an active use of your intellectual capability. Push yourself to problem-solve and discover. You never know how big of an impact you might make.

Disclaimers:

Human subject-based research always requires authorization and institutional review before beginning. Be sure to follow your institution’s rules before engaging in any type of research.

This column was written from the perspective from a current medical student with the review and input from my COM’s director of research and scholarly activity, Amanda Brooks, PhD. 

Related reading:

H ow to find a mentor in medical school

Tips on surviving—and thriving—during your first year of medical school

The DO schools on U.S. News’ best medical schools list for 2024

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How to Get Research Experience

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Working in a research setting can help make you a competitive medical school applicant and help you to determine if a career in medicine or medical research is right for you

How do I find a research position?

If you’re currently in college, check with your institution’s science or undergraduate research websites for opportunities to assist with faculty research projects. You can also review faculty bio pages and lab websites for more information. Next, reach out to your immediate network: express your interest in assisting with a research project to your science professors, academic advisor, and your pre-health advisor.

Try exchanging ideas with your peers and upper-classmen for advice on research opportunities at your institution. You can also ask peer advisors, resident advisors, or any fellow premedical students for introductions to principal investigators (PIs). You might even try the “Undergrad-Grad-PI” method. This is where you first reach out to undergraduate students in research labs to learn about their responsibilities; they oftentimes are more responsive. Then, reach out to the graduate or post-doc students to learn about the research question being investigated. After this, read the most recent paper or abstract the lab published. Once you complete these steps, you can approach the PI more confidently and more effectively demonstrate your commitment to and understanding of their project.

Your school’s career center or student employment office may know about research job openings, and they can also offer resume help and go over interview tips and techniques. Remember, opportunities may be on or off campus, full- or part-time, paid or unpaid, or part of a summer program. Once you find a position, you can connect with your school’s fellowships or awards office to inquire about research funding opportunities.

If you’ve already graduated, consider looking into open positions. Research hospitals, universities, and biotech companies are always looking for lab technicians or clinical research coordinators (CRC). Job opportunities are typically posted on the career pages of their websites.

When should I begin gaining research experience in college?

Some premedical students begin their research experiences during their first year of college, and others begin research positions after they have already graduated. On average, most students secure a research position junior or senior year. There are three big factors that will impact this:

• Your level of interest in pursuing research. If you are really excited to investigate a question under a mentor, you might find yourself reaching out to professors early and often. Other students may focus on gaining clinical experience, and therefore wait later in their academic career to start research.
• Readiness for the research project. Different PIs will have different expectations for preparation. A research project might require you to first take coursework in basic lab sciences, statistics, or another advanced topic specific to the project. Other PIs may prefer to train you “on-the-job” through their graduate or post-doc students. This will impact when you are ready to join a project.
• Finding the right research project. There is a process of reviewing different PIs and research projects to find the right fit for you. What subject do you want to investigate? Do you want your research project to take place in a lab or non-lab setting? Is there an independent question you want to investigate with the help of a mentor?

When is the best time to look for a position?

According to Kate Stutz, Ph.D., Director of Pre-Health Advising at Brandeis University, if you’re interested a research position during the academic year, the best time to look for positions is at the very beginning of the semester. There also tend to be a lot of research opportunities in the summer, both paid and volunteer, through set programs like the National Science Foundation’s Research Experience for Undergraduates (REUs). It’s best to start applying for summer research positions in December-February for the upcoming summer. Remember, typically there are more applicants than available spots so get your applications in early. Each undergraduate institution will be different, therefore make sure to connect with your advisors and peers for feedback on when to start looking.

What’s the best way to apply?

The outreach email message that you send to potential research faculty is very important. This message should include a formal introduction of yourself, evidence that you are familiar with their research project(s), and a clear, specific ask. Identify what you hope to contribute to the project. Do you want to clean the glassware or analyze lab findings? Consider attaching your resume as well. Dr. Stutz stresses that networking and persistence are crucial to finding a position. Make sure you’re using all of your network, including your peers and professors, to find open positions. Don’t be afraid to send follow up emails; faculty are very busy and often overlook emails. Sometimes, it can be even more effective to stop by a professor’s office hours to hand deliver your materials and indicate your interest in person.

How should I prepare for an interview?

With any interview, it’s important to make a good impression. Be sure to dress appropriately. Come prepared with a resume. Use your campus career center for advice on proper attire and resume best practices.

Often during interviews, you’ll be asked about your career goals. It’s helpful to be able to speak about the steps you plan to take to meet those goals. Talk about classes you’ve taken, especially upper-level science courses. Speak about your skills, your knowledge of techniques, and the equipment you’ve used throughout your coursework. Be prepared to discuss the lab experiments you’ve completed. If you’ve done any sort of research—even in your coursework—keep track of it. This shows you have experience. Lastly, interviewers often ask candidates if they have any questions. Dr. Stutz suggests asking something that indicates you’ve done your own research into their project. You could ask where they see their research going in the next three years or what challenges they anticipate. You could also ask about expectations for undergraduate researchers; do they expect you to work 20+ hours a week? Full time over the summer? Do they require you to have work study or to sign up for research credits? Asking these questions ahead of time can help you plan ahead and determine if this position is the best fit for you. Check out these  interview resources  for more tips.

Does research experience have to be in a wet lab?

No! Research can be performed in any field or subject. We’ve had successful applicants with research in classics, sociology, history, and policy, as well as applicants with research in biology, biochemistry, and neuroscience. Medical schools value all types of research. Research can take place in a scientific lab that requires advanced devices and procedures to obtain data for analysis. Research can also take place in the humanities or social sciences where participant interviews or surveys are needed to obtain an individual's life perspective. The clinical research field is constantly investigating patient outcomes and how to improve care through clinical trials or analysis of patient data. As a premedical student, consider what question you want to investigate further. Do you want to learn more about how health inequities impact disadvantaged communities in your area, or perhaps you want to know more about the protein channels involved in memory cognition? Once you choose a direction, you can then partner with a research PI for guidance on how to navigate your question. Sierra Perez, Pre-Health Advisor at Brandeis University, shares not to be afraid to get creative with your research question. She has been impressed by the medical school applicants who have created independent questions that address the community needs. “Applicants are recognizing the critical needs of specific populations, such as homelessness, LGBTQ+, veterans, youth with disabilities, etc.,” she stated. “There is also a demand for translational researchers, or individuals who can take complicated bench topics and apply it to the clinical world.”

Is research experience required to be accepted to medical school? 

It depends. Some medical schools are very research focused; they may require a research thesis or have research time built into the curriculum. Other schools are more community or clinically focused; they would rather have an applicant work in a healthcare setting or volunteer at their local soup kitchen than be at the bench moving clear liquids from one test tube to another. Research experience (in whatever discipline) is helpful for developing some of the Premed Competencies , such as critical thinking, quantitative reasoning, scientific reasoning, as well as teamwork and oral communication skills. How much you should engage in research depends on how much you enjoy it once you try it!

The majority of accepted medical school applicants have some form of academic or clinical research at the time they apply. Competence in research has become increasingly important in the medical field to improve patient care outcomes.

You can also review medical school mission statements to see if research is a focus at a particular school. You can read each school’s mission, and the number of accepted students in their most recent class who had research experience, in the  Medical School Admission Requirements . Remember, it’s best to pursue experiences that you’re genuinely interested in, rather than just to check a box, but you may not know if research is for you until you give it a try.  

How to Conduct Research During Medical School

Table of contents.

Most med schools in the United States require that you participate in some sort of scholarly project. Participation in the academic life of medicine is a great way to enhance your residency applications, and it may even be expected or required to successfully match in the most competitive specialties.

Traditionally, medical student research took the shape of a formal research opportunity in a research lab with a research mentor, culminating in a publication. Today, research in medical school takes a variety of forms, including the traditional one.

Beyond the typical lab format, medical students engage in scholarship by conducting poster presentations, writing up case presentations of interesting diseases they have encountered on the wards, or participating in quality improvement initiatives or other health systems science projects. All of these scholarly pursuits fall under the broad category of “research”, which may be required during medical school, and all contribute to the strength of a student’s residency application. 

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Is It Even Possible to Do Research in Medical School? 

With all the day-to-day challenges of medical school, it can be difficult to see where time for research fits in. With good planning and time management, however, you can include research in medical school. While fulfilling your clerkship requirements, studying and passing exams and courses, and taking care of patients are all top priorities, carving out time for research is certainly a possibility, especially on lighter rotations and with the udicious use of elective time. 

Many medical schools now offer a dedicated research period for you to engage in scholarship. Depending on the project, this period may be more or less time than you need to complete your research. You should check to see if your school offers dedicated time for research, and when it is.If you do have a dedicated research block, checking with your school about the expectations for deliverables at the end of the time period, as well as whether the block is structured or unstructured, will help you to make the most of this block.

If your school does not offer a specific time period for research and you anticipate needing to work on a project full-time, using elective time for research or scheduling research during lighter rotations can be a great way to make the time you need for research. 

When is the best time to do research in medical school? 

For many medical students, especially those applying to highly competitive specialties, you’ll want to start thinking about when to do research in medical school early in your academic career. If you know you have specific research or subspecialty interest going into medical school, start looking for a research project or mentor as soonas possible. This will maximize your chances of completing published research by the time you need to apply for a residency program.

If you are not sure about research or aren’t interested in conducting research at all, waiting until closer to your residency application and choosing an interesting case or project to present as a case conference or poster may make more sense. If you do intend to publish a paper or complete a large scholarly project, make sure you start early so that your project is complete in time for residency applications, recognizing that not every project results in a publication. For larger projects, it makes sense to have identified a research mentor and to start working on your project sometime before the beginning of your second year.

Keep in mind that the publication process of peer review and article revisions can take longer than anticipated, and your article may not appear in print until several months after you submit your abstract.

Smaller projects, such as a case vignette or poster presentation, typically have a much faster turnaround time – usually only a few months from project inception to presentation, depending on the venue where you present. 

Do you have to do research in medical school?

Even for physicians in training who have no desire to do research after medical school, research can be a useful way to build skills that will be helpful in their future career. For instance, a student interested in hospital medicine might use the research time to complete a quality improvement project on reducing the risk of infections acquired in a hospital, which in turn might help them in a future role as a medical director.

A future general surgeon might decide to use the research time to get an MBA, helping them gain the business skills necessary to run a successful independent practice. A prospective infectious disease specialist might conduct a public health study that gets them comfortable with interpreting statistics, which could be beneficial when running a local health department.

Students who are not interested in staying in academics after graduation but are required to do research should make use of dedicated research time to build skills that they can apply outside of the academic world. 

How to Do Research as a Medical Student

Every good research project starts with a question. You’re far more likely to stay engaged in research, and to produce a good research product, if you have a real interest in the question your project aims to answer. Once you’ve identified a question you hope to answer, ask your professors, attending physicians, and even other classmates if they know of anyone working on a similar question.

While you might not identify someone working on exactly what you are interested in, you’ll likely find someone with similar interests who can direct you to someone who is well-aligned with your interests. Once you identify a research mentor, it’s up to you to determine what your goals are in doing research.

If you intend to publish a paper that appears in a top-notch medical journal, for instance, your research will probably require more time and effort than if you hope to do a case presentation of an interesting disease you encountered on rounds.

Try to tailor the scope of your project to the time you have available to complete it. “I want to cure cancer” is not a realistic goal for a research project to complete as a medical student, but working on a specific gene pathway with a goal of presenting a poster at a national conference might be! 

How to find research opportunities

Finding research opportunities as a medical student starts with identifying your area of interest. Do you have a subspecialty you are particularly fascinated by? If so, reaching out to an academic specialist in your area of interest is a great first step to finding research opportunities.

Fascinated by a particular case you saw on rounds? Ask your attending physician if they think the case might be appropriate for a poster presentation or to present at an academic conference. Not interested in writing up case reports or writing long research abstracts? Maybe an opportunity in quality improvement is right for you – ask your attending physicians if there are any hospital-level projects or initiatives which could benefit from some help.

Do you have a specific idea that you think could change the world? Try applying for a research grant or scholarship to help fund that opportunity and make it a reality. In many medical schools, and especially in those associated with academic research centers, the only limitations on research opportunities are those of your own imagination! 

How is medical research funded?

Most medical research projects conducted by medical students are not funded and occur on the side, with a student volunteering their time and effort toward a project. However, if you are planning on a more extensive project that would take you away from your normal studies for a year or more, there are a variety of foundations and funded research opportunities that you can use to support yourself during the time you are conducting your research.

Generally speaking, the best opportunity to engage in funded medical research is by enrolling in a combined MD/PhD program.

If you are interested in a specific field of study and want to have protected, dedicated time to engage in medical research prior to residency, a combined MD/PhD program will give you the best balance of clinical and research training. However, MD/PhD programs are highly selective and are not available at every medical school.

You can learn more about combined degree programs on the AAMC website . The American Physician Scientists Association also maintains a list of funding opportunities for MD/PhD candidates on their website.  

To Sum It Up…

Spending some time engaging in research during medical school can be rewarding, both personally and professionally. Although opportunities to engage in traditional research abound in medical school, students who are not interested in this can explore alternatives to traditional research, like case presentations, quality improvement projects, or even dual degree programs like an MBA. Pursuing research in any of these forms can be a great way to improve your residency application and help you develop the skills you need to succeed long after medical school.

Dr. Brennan Kruszewski is a practicing internist and primary care physician in Beachwood, Ohio. He graduated from Emory University School of Medicine in 2018, and recently completed his residency in Internal Medicine at University Hospitals/Case Western Reserve University in Cleveland. He enjoys writing about a variety of medical topics, including his time in academic medicine and how to succeed as a young physician. In his spare time, he is an avid cyclist, lover of classical literature, and choral singer.

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How to get involved in research as a medical student

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• Anna Kathryn Taylor , final year medical student 1 ,
• Sarah Purdy , professor of primary care and associate dean 1
• 1 Faculty of Health Sciences, University of Bristol, UK

Participating in research gives students great skills and opportunities. Anna Taylor and Sarah Purdy explain how to get started

This article contains:

-How to get involved with research projects

-Questions to ask yourself before starting research

-What can you get published? Research output

-Advice for contacting researchers

-Different types of research explained

-Stages of research projects

Students often go into medicine because of a desire to help others and improve patients’ physical and mental wellbeing. In the early years of medical school, however, it can seem as if you are not making much difference to patient care. Involvement in research can provide exciting opportunities to work as part of a team, improve career prospects, and most importantly add to the evidence base, leading to better outcomes for patients.

Research is usually multidisciplinary, including clinical academics (medical doctors who spend part of their working life doing research), nurses, patients, scientists, and researchers without a medical background. Involvement in such a team can improve your communication skills and expand your understanding of how a multidisciplinary team works.

Participating in research can also help you to develop skills in writing and critical appraisal through the process of publishing your work. You may be able to present your work at conferences—either as a poster or an oral presentation—and this can provide valuable points for job applications at both foundation programme and core training level. This is particularly important if you are considering a career in academia. You will also develop skills in time management, problem solving, and record keeping. You might discover an area of medicine in which you are keen to carry out further work. For some people, getting involved in research as a medical student can be the first step in an academic career.

Kyla Thomas, National Institute for Health Research clinical lecturer in public …

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How to Get Involved in Research As A Medical Student

• April 11, 2023
• Medical School
• Reviewed by: Amy Rontal, MD

It goes without saying that getting involved in research as a medical student, while an important part of the medical school experience , can also be an intimidating prospect. Not only are you balancing a hectic schedule, but it’s tough to know how (and where) to get started.

So, how exactly do you secure an appropriate, fulfilling research opportunity that will enhance your residency application and put you on track for success? To answer that question, we’ll walk through the absolute fundamentals of pursuing research as a medical student.

Getting Started with Research in Med School

What are the advantages of participating in research as a medical student.

As mentioned, r esearch is an important component of the residency application. Particularly, if you are interested and invested in a particular aspect of medicine or if you want to match into a competitive specialty or at a nationally-ranked academic institution. 

Research experience helps to strengthen a resume and allows candidates to fill in for gaps in their application. For instance, an academic program director might be willing to overlook an applicant’s marginal pass on an elective rotation if that applicant demonstrates strong participation in research. This is not a “magic bullet” to matching with a residency program, however—the priority here is still pass your rotations and national licensing exams.

Further, some applicants find research opportunities so appealing that they even take a research year to churn out publications and present at national conferences. Quality and quantity are both important in terms of publications and presentations. Participating in research as a medical student can help you network as well, further advancing your career in medicine, academia, or industry.

So, how do you get into a research project that eventually yields publications and acclaim?

How much of a time commitment is research?

Look, I get it. You’re a busy medical student. Last week you prepared in order to lead a women’s health interest group meeting, this week you have those pesky histology lectures to catch up on, and next week is a particularly intimidating anatomy practical.  Not to mention, you haven’t had a date night with your significant other since Valentine’s Day because you’ve been busy with your pharmacology study group, and you still have to call your mom.

How will you possibly have time for research in an already hectic MS1 year and how much time should you allot to the cause? 

To put things into perspective, keep in mind that research time ranges from entire month-long electives to a more longitudinal approach. The most common is longitudinal research— this involves working on a project a few hours a week over the course of 6-18 months, typically with a few dedicated weeks near completion to make the publishing deadline. Busy students should dedicate around 10-20 hours weekly for tasks such as obtaining IRB approval, reviewing charts, or writing drafts. 

Alright, I’m interested. Where do I start?

You’ve heard this before. “Just ask!” Often, it’s as simple as that. Create opportunities for yourself by being enthusiastic and inquisitive. Seek out attendings or residents on your rotations, ask if there are any research projects they know of or are involved in. Research is a team effort, and oftentimes, residents will have unfinished projects that could use the help of a medical student to complete. 

Another common finding is that graduating students or students who’ve changed interests do not wish to further continue their projects. This can be a great place to pick up where they left off, as some of the work may already be finished before you even start. (As a disclaimer for this approach: I would be cautious to ask to ensure the project in question is not an issue. Red flags in this case are if the publication process is in limbo or significantly delayed, if funding has ceased, or if the PI plans to change roles/jobs.)

Cast a wide net and email attendings whose research you find interesting and ask if there is any way to get involved. Some of your requests will be ignored (don’t take it personally, people are just busy!) but by and large, academics are helpful and even if they don’t have a project that matches your interests, they will likely have a colleague to direct you to. 

So, whether you are interested in starting a project or joining an existing one, start drafting your emails. After all, what do you have to lose? 

Choosing a Research Opportunity

Pick an activity that aligns with your goals.

Naturally, you want to ensure the research activity you participate in aligns with your goals because, ultimately when you interview for residency or an introductory consulting position, or for a job in biotech, having a coherent theme in your publications that position alongside your passions will distinguish you amongst your peers.

Find a good fit with your PI

To get started on a research project, you will first need to find a mentor or principal investigator (PI). Criteria vary but generally, most agree that a good PI is:

• Prolific: They have had various publications over the past decade with academic peer-reviewed journals.
• Responsive: They do not take weeks to answer emails or are not away from their lab for weeks at a time.
• Has aligned interests: Publication takes a lot of work, often involving potentially hundreds of hours of effort. Thus, you and your PI should see it as a big deal. Make sure it is something you are interested in and advances your career whether you’re in a lab doing cell cultures or editing epidemiology papers or designing bio wearables at the intersection of healthcare and technology.
• Has adequate funding: This ensures you can be compensated, or at the very least your project has the funding necessary to move forward. Publishing in top-tier academic journals isn’t cheap!

Keep in mind that some residencies have research time built in, often in the form of research electives that can last months to a year. If your desired program allows, and you remain interested in research, share your research interests and projects to see if it can be continued at the institution, or if there is something in a similar realm. 

Decide which type of research project you’d like to pursue

The following are different types of medical research you could pursue as a medical student. This is not a comprehensive list, but rather, a starting point for where to look and how to increase your research output:

Image Source: NIH

Option #1: Case Reports and Series

A case report is a detailed write-up about the clinical course of a particular patient —an interesting presentation, an unusual case, a new potential treatment. It is used to describe an unusual or novel occurrence based on disease process, diagnosis, and/or treatment.  

Pay attention when you are on rotations if you see anything interesting or unusual. Do a quick PubMed search to see what’s already out there and if there isn’t much, take the initiative and ask your attending to write it.   

Case series, on the other hand, look at multiple patients in a retrospective manner. Case series are more tedious to write but also look better on an application as they provide more significant scientific conclusions. 

• Easy to write
• Least time-consuming 
• No funding needed
• Quick to publish if yours is accepted 
• Usually the least intensive data mining
• Not as impressive (thus easier to write and fast to publish)  
• Journals receive so many so it can be difficult to publish

Option #2: Clinical Research

This is the cream of the crop, the nitty gritty evidence-based medical research. Typically this includes the studies and trials you read about for the biostats portion of your exams. Anything from randomized trials to case-controlled trials and cohort studies are included in this broad category. 

• Highly regarded on applications  
• AOA offers students funding for certain research projects
• Significant contribution to medicine/science in your field 
• Publication includes more prestigious journals 
• Many barriers of entry (time, funding, depth of research)
• Requires IRB review meaning strict protocols 
• Requires large sample sizes, thus requiring dedicated time and often funding. 
• Students often use a dedicated research year to gain experience in this area.
• Slow and grueling publication process and peer review 

Option #3: Literature/Chart Review

Systematic literature or chart reviews basically existing work on a particular, unresolved, or controversial topic in medicine. There are different categories including meta-analyses, systematic reviews, and traditional literature reviews. 

This type of research typically involves combing through dozens to hundreds of charts in search of information that is relevant to the research question you are asking (i.e., scouring through charts for patients with multiple myeloma that were treated with a particular therapy and looking at the outcomes). Programs like Zotero can be helpful to make your searches easier. 

Furthermore, research librarians can be extremely helpful in using search tools, formatting your research, and going about the systematic review process in general. I highly recommend you reach out to your school librarian before you dive in as they are often a high-yield resource. 

• Accessible for students
• Meta-analysis and systematic reviews offer higher value and are more renowned
• Can often be done in remote collaboration 
• Flexible hours of work
• Time-consuming to review 
• You will need access to various journals to be reviewed
• Tedious and repetitive work that is heavy in data analysis 
• Highly specialized! A sk your attendings for topic ideas as they will have a better sense of what is relevant in the field and what has the best chance of publication

What to Do After Publishing Your Research

You put in the effort, now it’s time to reap the rewards! While your friends or parents might not take note that you’re a footnote in this publication in NEJM, resident programs are sure to find out.  

On ERAS, there are separate sections for presentations and publications —one dropdown for papers that have already been published, and one for papers that have been submitted/accepted/in press. These appear separately on ERAS, so it’s ideal to have more in the “published” section, preferably in journals that are within your field. The topics look something like this: 

• Peer-Reviewed Journal Articles/Abstracts
• Peer-Reviewed Journal Articles/Abstracts (Other than Published = Submitted/Accepted)
• Peer-Reviewed Book Chapter
• Scientific Monograph
• Poster Presentation
• Oral Presentation
• Peer-Reviewed Online Publication
• Non-Peer-Reviewed Online Publication

6 Tips for Medical Students Getting Involved in Research

• Realize that research can be a very slow process. Even prestigious journals can hold on to submissions for months before ultimately making the decision to publish. 
• We are not cavemen, use tools! Web and citation tools such as Medeley and Connected Papers are free to use and help a great deal when it comes to tracking literature. 
• Formatting is important. Always read the instructions for authors on the websites of the journals you are submitting to. Each journal will have different, often strict specifications from the formatting and scientific writing standards to citation guidelines. The process between submission and publication will be a lot smoother if you follow the instructions ahead of time to avoid the back and forth before going to peer review.
• Writing is a team effort. Be sure to consult your teammates and definitely notify your PI if you have a concern or are unsure about some data.  
• You can only submit a particular paper to one journal at a time. Don’t submit the same paper to multiple journals at the same time. 
• Lastly, there have been increasing reports of predatory publishing scams. Always use protection and avoid these by first verifying publications that exist on legitimate databases such as PubMed. Stay safe!

Overall, the process of publishing research can be very frustrating, but also very rewarding, especially if you are genuinely interested in research or the topic. Remember to invest time to understand the demands before committing to the project. 

Discuss with the principal investigator what you want out of the project and be clear about your time commitment and intentions. Ask classmates for help and pass the word on to others. If you need it, take some extra time for your research. Good luck!

About the Author

Mike is a driven tutor and supportive advisor. He received his MD from Baylor College of Medicine and then stayed for residency. He has recently taken a faculty position at Baylor because of his love for teaching. Mike’s philosophy is to elevate his students to their full potential with excellent exam scores, and successful interviews at top-tier programs. He holds the belief that you learn best from those close to you in training. Dr. Ren is passionate about his role as a mentor and has taught for much of his life – as an SAT tutor in high school, then as an MCAT instructor for the Princeton Review. At Baylor, he has held review courses for the FM shelf and board exams as Chief Resident.   For years, Dr. Ren has worked closely with the office of student affairs and has experience as an admissions advisor. He has mentored numerous students entering medical and residency and keeps in touch with many of them today as they embark on their road to aspiring physicians. His supportiveness and approachability put his students at ease and provide a safe learning environment where questions and conversation flow. For exam prep, Mike will help you develop critical reasoning skills and as an advisor he will hone your interview skills with insider knowledge to commonly asked admissions questions.

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Written by UCL students for students

Top 10 Tips: Getting into Research as a Medical Student

Introducing our new series: Top 10 Tips – a simple guide to help you achieve your goals!

In this blog post, Jessica Xie (final year UCL medical student) shares advice on getting into research as a medical student.

Disclaimers: 

• Research is not a mandatory for career progression, nor is it required to demonstrate your interest in medicine. 
• You can dip into and out of research throughout your medical career. Do not feel that you must continue to take on new projects once you have started; saying “no, thank you” to project opportunities will allow you to focus your energy and time on things in life that you are more passionate about for a more rewarding experience.
• Do not take on more work than you are capable of managing. Studying medicine is already a full-time job! It’s physically and mentally draining. Any research that you get involved with is an extracurricular interest.

I decided to write this post because, as a pre-clinical medical student, I thought that research only involved wet lab work (i.e pipetting substances into test tubes). However, upon undertaking an intercalated Bachelor of Science (iBSc) in Primary Health Care, I discovered that there are so many different types of research! And academic medicine became a whole lot more exciting…

Here are my Top 10 Tips on what to do if you’re a little unsure about what research is and how to get into it:

TIP 1: DO YOUR RESEARCH (before getting into research)

There are three questions that I think you should ask yourself:

• What are my research interests?

Examples include a clinical specialty, medical education, public health, global health, technology… the list is endless. Not sure? That’s okay too! The great thing about research is that it allows deeper exploration of an area of Medicine (or an entirely different field) to allow you to see if it interests you.

2.  What type of research project do I want to do?

Research evaluates practice or compares alternative practices to contribute to, lend further support to or fill in a gap in the existing literature.

There are many different types of research – something that I didn’t fully grasp until my iBSc year. There is primary research, which involves data collection, and secondary research, which involves using existing data to conduct further research or draw comparisons between the data (e.g. a meta-analysis of randomised control trials). Studies are either observational (non-interventional) (e.g. case-control, cross-sectional) or interventional (e.g. randomised control trial).

An audit is a way of finding out if current practice is best practice and follows guidelines. It identifies areas of clinical practice could be improved.

Another important thing to consider is: how much time do I have? Developing the skills required to lead a project from writing the study protocol to submitting a manuscript for publication can take months or even years. Whereas, contributing to a pre-planned or existing project by collecting or analysing data is less time-consuming. I’ll explain how you can find such projects below.

3.  What do I want to gain from this experience?

Do you want to gain a specific skill? Mentorship? An overview of academic publishing? Or perhaps to build a research network?

After conducting a qualitative interview study for my iBSc project, I applied for an internship because I wanted to gain quantitative research skills. I ended up leading a cross-sectional questionnaire study that combined my two research interests: medical education and nutrition. I sought mentorship from an experienced statistician, who taught me how to use SPSS statistics to analyse and present the data.

Aside from specific research skills, don’t forget that you will develop valuable transferable skills along the way, including time-management, organisation, communication and academic writing! 

TIP 2: BE PROACTIVE

Clinicians and lecturers are often very happy for medical students to contribute to their research projects. After a particularly interesting lecture/ tutorial, ward round or clinic, ask the tutor or doctors if they have any projects that you could help them with! 

TIP 3: NETWORKING = MAKING YOUR OWN LUCK

Sometimes the key to getting to places is not what you know, but who you know. We can learn a lot from talking to peers and senior colleagues. Attending hospital grand rounds and conferences are a great way to meet people who share common interests with you but different experiences. I once attended a conference in Manchester where I didn’t know anybody. I befriended a GP, who then gave me tips on how to improve my poster presentation. He shared with me his experience of the National institute of Health Research (NIHR) Integrated Academic Training Pathway and motivated me to continue contributing to medical education alongside my studies.

TIP 4: UTILISE SOCIAL MEDIA

Research opportunities, talks and workshops are advertised on social media in abundance. Here are some examples:

Search “medical student research” or “medsoc research” into Facebook and lots of groups and pages will pop up, including UCL MedSoc Research and Academic Medicine (there is a  Research Mentoring Scheme Mentee Scheme), NSAMR – National Student Association of Medical Research and International Opportunities for Medical Students .

Search #MedTwitter and #AcademicTwitter to keep up to date with ground-breaking research. The memes are pretty good too.

Opportunities are harder to come by on LinkedIn, since fewer medical professionals use this platform. However, you can look at peoples’ resumes as a source of inspiration. This is useful to understand the experiences that they have had in order to get to where they are today. You could always reach out to people and companies/ organisations for more information and advice.

TIP 5: JOIN A PRE-PLANNED RESEARCH PROJECT

Researchers advertise research opportunities on websites and via societies and organisations such as https://www.remarxs.com and http://acamedics.org/Default.aspx . 

TIP 6: JOIN A RESEARCH COLLABORATIVE

Research collaboratives are multiprofessional groups that work towards a common research goal. These projects can result in publications and conference presentations. However, more importantly, this is a chance to establish excellent working relationships with like-minded individuals.

Watch out for opportunities posted on Student Training and Research Collaborative .

Interested in academic surgery? Consider joining StarSurg , BURST Urology , Project Cutting Edge or Academic Surgical Collaborative .

Got a thing for global health? Consider joining Polygeia . 

TIP 7: THE iBSc YEAR: A STEPPING STONE INTO RESEARCH

At UCL you will complete an iBSc in third year. This is often students’ first taste of being involved in research and practicing academic writing – it was for me. The first-ever project that I was involved in was coding data for a systematic review. One of the Clinical Teaching Fellows ended the tutorial by asking if any students would be interested in helping with a research project. I didn’t really know much about research at that point and was curious to learn, so I offered to help. Although no outputs were generated from that project, I gained an understanding of how to conduct a systematic review, why the work that I was contributing to was important, and I learnt a thing or two about neonatal conditions. 

TIP 8: VENTURE INTO ACADEMIC PUBLISHING

One of the best ways to get a flavour of research is to become involved in academic publishing. There are several ways in which you could do this:

Become a peer reviewer. This role involves reading manuscripts (papers) that have been submitted to journals and providing feedback and constructive criticism. Most journals will provide you with training or a guide to follow when you write your review. This will help you develop skills in critical appraisal and how to write an academic paper or poster. Here are a few journals which you can apply to:

• https://thebsdj.cardiffuniversitypress.org
• Journal of the National Student Association of Medical Researchjournal.nsamr.ac.uk
• https://cambridgemedicine.org/about  
• https://www.bmj.com/about-bmj/resources-reviewers  

Join a journal editorial board/ committee. This is a great opportunity to gain insight into how a medical journal is run and learn how to get published. The roles available depend on the journal, from Editor-in-Chief to finance and operations and marketing. I am currently undertaking a Social Media Fellowship at BJGP Open, and I came across the opportunity on Twitter! Here are a few examples of positions to apply for:

• Journal of the National Student Association of Medical Researchjournal.nsamr.ac.uk – various positions in journalism, education and website management
• https://nsamr.ac.uk – apply for a position on the executive committee or as a local ambassador
• Student BMJ Clegg Scholarship
• BJGP Open Fellowships

TIP 9: GAIN EXPERIENCE IN QUALITY IMPROVEMENT

UCL Be the Change is a student-led initiative that allows students to lead and contribute to bespoke QIPs. You will develop these skills further when you conduct QIPs as part of your year 6 GP placement and as a foundation year doctor.

TIP 10: CONSIDER BECOMING A STUDENT REPRESENTATIVE

You’ll gain insight into undergraduate medical education as your role will involve gathering students’ feedback on teaching, identifying areas of curriculum that could be improved and working with the faculty and other student representatives to come up with solutions. 

It may not seem like there are any research opportunities up for grabs, but that’s where lateral thinking comes into play: the discussions that you have with your peers and staff could be a source of inspiration for a potential medical education research project. For example, I identified that, although we have lectures in nutrition science and public health nutrition, there was limited clinically-relevant nutrition teaching on the curriculum. I then conducted a learning needs assessment and contributed to developing the novel Nutrition in General Practice Day course in year 5.

Thanks for reaching the end of this post! I hope my Top 10 Tips are useful. Remember, research experience isn’t essential to become a great doctor, but rather an opportunity to explore a topic of interest further.

One thought on “Top 10 Tips: Getting into Research as a Medical Student”

This article was extremely helpful! Alothough, I’m only a junior in high school I have a few questions. First, is there anyway to prepare myself mentally for this challenging road to becoming a doctor? check our PACIFIC best medical college in Rajasthan

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 6 ways for pre-meds to gain research experience.

Many med school applicants share  strong GPAs and impressive MCAT scores . So admissions officers look to other measures to make comparisons among candidates. Lab and research experience is one way to set yourself apart.

How Important is Research Experience to Med Schools?

While research experience is not a requirement for admission to med school (unless you are a MD-PHD candidate), it can definitely be an advantage on your application. An interest in research shows off your curiosity, maturity, and work ethic—all qualities of students who are prepared to handle the challenges of med school.

If you are considering a career in academic medicine, you should try to get involved in research projects early in your undergraduate career. Bonus: Your research mentors are terrific people to ask for letters of recommendation !

Where to Find Research Opportunities

1. sit down with your professor..

Treat a professor to coffee and ask about research and special project opportunities for undergraduates in her lab or department. Touch base with any teaching and research assistants you work with through your pre-med courses , as well.

2. Check out various science department websites at your university.

Department websites usually list information on current research projects or can direct you to your school's offerings for funded or volunteer research. E-mail principal investigators (the lead researcher for a grant project administered by a university) at your school and ask how you can get involved with their study.

Read More: How To Make Your Med School Application Stand Out

3. Investigate summer programs.

Medical centers host summer research programs for undergraduates and even sometimes high school students. The National Science Foundation sponsors its Research Experience for Undergraduates program at many college campuses throughout the summer. Check out the AAMC database for summer undergraduate research programs geared toward students interested in scientific research.

4. Talk to your pre-med advisor or your college advisor.

These counselors are extremely knowledgeable about academic opportunities on campus and can point you in the right direction. You can also make an appointment to talk with a staff member at your college's career center.

5. Check out study abroad and internship programs.

Consider programs conducting research in the field. Internships at national laboratories and research facilities are also great options.  

6.  Consider taking a year off to participate in full-time research.

Applying to med school the summer before you senior year of college, essentially means you only have three years to pack in pre-req and extracurriculars. A gap year gives you time to devote to something you missed out—like conducting research— and strengthen your application.

What Types of Research Experiences Do Med Schools Look For?

Med schools typically find value in a wide range of experiences covering basic and social sciences, clinical, and humanities research. But a full year of research, preferably in lab setting, makes your research background stand out.

What if I don’t have Research Experience?

Med schools care about the sum of your experience. If you haven't had the opportunity or don't want to partake in research, dedicate your time to raising your MCAT scores or investing in your extracurriculars.  Our med school admission experts can help you position your accomplishments and experiences on your application.

That being said, research-oriented medical schools are also more likely to prioritize lab research experience during the admissions process. MD-PhD candidates will write an essay for their AMCAS application that highlights their research background.

Want to get an edge over the crowd?

Our admissions experts know what it takes it get into med school. Get the customized strategy and guidance you need to help achieve your goals.

Med School Admission Counseling

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/r/medicalschool is an international community for medical students

Official "Questions & Answers About Doing Research in Med School" Megathread

Hi chickadees,

The next topic for the r/medicalschool megathread series is how/when/why/where to do research in medical school. There have been a bunch of research-related questions asked recently, so we wanted to give y'all a place to give advice, ask dumb questions, etc etc. Please feel free to ask any questions you've been kicking around! I'm also going to list some common/recent questions we've seen as starter questions, so if you have answers to any of the below please copy/paste them into your comment and dispense your advice!

Starter Questions

How the heck do I find research opportunities?

Do I have to do research during M1/2 summer?

When do I start looking for research opportunities?

How do I pick what type of research to do if I don't know what specialty I want to go into?

I hate research, can I match without it?

My school doesn't have research opportunities at all/in the field I want, what do I do

What's better, clinical or bench research?

What's better, X number of publications or Y number of posters?

How do I make time for research?

I'm an M3 and don't have any research yet, what can I do to quickly churn out some pubs?

I'm an incoming M`1, wtf even is research in medical school?

Current M4s, did research matter in interviews?

ALSO for reference, here are the links to the 2016 NRMP "Charting Outcomes in the Match" data, which show the mean number of abstracts, presentations, and publications (all lumped together) for matched and unmatched applicants to each specialty.

2016 Outcomes for US Allopathic Seniors

2016 Outcomes for US Osteopathic Seniors

2016 Outcomes for International Medical Graduates

Edit: Reddit 2018 Match Results Spreadsheet

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Research for medical school admissions: what do you need to know.

Reviewed by:

Jonathan Preminger

Former Admissions Committee Member, Hofstra-Northwell School of Medicine

Reviewed: 4/25/24

There are several ways in which you can make your application for medical school more attractive to the eyes of admissions committees.

While research experience is not a requirement for most schools, having a research background that is sound, aligns with your major and interests, is fundamentally strong, and overall complements your application’s theme is a perfect way to be a competitive candidate and enhance your possibilities of getting into medical school.

This guide will teach you all that you need to know about research for medical school, ensuring you’ll gain successful and meaningful experiences.

Get The Ultimate Guide on Writing an Unforgettable Personal Statement

Importance of Research for Medical School‍

Your MCAT , GPA, extracurriculars, and clinical experience all play a role in your admissions chances. But research is also key! Most but not all students accepted to medical school have research experience.

According to a survey of incoming medical students conducted by the AAMC , 60% of students participated in some kind of laboratory research for college students. Experts in the field have made their ideas about it very clear; Dr. Petrella, a Stanford University Ph.D. and mentor, states: 

“Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance.” 

Today, we’ll talk about how to prepare for and strategically use research to enhance your application and make it more interesting and rich in the eyes of the admissions committee. But first, take a quick look at why you should gain research experience in your undergraduate career. 

What Counts as Research for Medical School?‍

While most research is good research, some things should be taken into consideration before jumping into the next opportunity available: 

• Clinical research is great but research in the humanities or social sciences also counts
• Good research experience develops your writing skills, critical thinking skills, professionalism, integrity, and ability to analyze data
• It’s important to contribute to the research for a long period of time—several months rather than a couple weeks
• You can participate in research part-time or full-time; both count
• You should get involved in research related to your major, desired career, and interests
• Be committed and deeply involved in the research—you’ll be asked about it in interviews!
• Being published as a top contributor of any related research papers looks the best 

Overall, there isn’t really “bad” research experience, so long as you’re committed, make clear contributions, and are genuinely passionate about the subject! 

How to Gain Research Experience as a Pre Med

There are several ways to become involved in research and find research opportunities during your undergraduate years. Research opportunities will be available through the university you’re attending, so make sure to maintain a good relationship and communication with your professors.

One of the best ways to secure a research position is to have a conversation with your professors. They may be looking for a student to help them with an upcoming project, and even if they don’t have any opportunities to offer you, they can easily refer to other staff members who might. 

Try navigating through your university’s website as well; many schools will have a student job board that may host research opportunities. For example, if you were a premed student at the University of Washington , you’d be able to check the Undergraduate Research Program (URP) database in order to filter and find research opportunities.

How Many Hours of Research Do You Need For Medical School? ‍

Since research is not a requirement at most medical schools, there’s no minimum number of hours you should be spending at the lab. Some students report entering medical school with over 2,000 hours of research experience, while others had no more than 400. 

This may seem like a lot but bear in mind that a semester or summer of research involvement sums up to around 500-800 hours. This can be more than enough to show your abilities, commitment, and critical thinking skills.

The hours you should dedicate to research widely depend on your personal circumstances and other aspects of your application. If you have the bandwidth to dedicate more hours to research, you should, but never compromise your grades for it. 

6 Types of Medical Research

There are six main types of research that pre-med students commonly participate in: 

Basic Science Research

Basic science research involves delving into the intricacies of biology in laboratory settings. It's one of the most common pre-med research opportunities and typically entails studying genes, cellular communication, or molecular processes.

Clinical Research

Clinical research is all about working with real patients to learn about health and illness. It's hands-on and great for getting a feel for healthcare. 

Public Health Research

Public health research focuses on analyzing population health trends and developing strategies for disease prevention and health promotion. It's a great area for pre-med students interested in community health, although it is a little harder to get involved in. 

Health Public Policy Research

Health public policy research examines the impact of healthcare regulations and policies on access to care and health outcomes. Although less common among pre-med students, it offers insights into the broader healthcare system, involving analyses of policy effectiveness and healthcare disparities.

Narrative Medicine Research

Narrative medicine research explores the role of storytelling and patient experiences in healthcare delivery. It's a more human side of medicine, focusing on empathy and connection. 

Artificial Intelligence Research

Artificial intelligence research can be difficult for pre-meds to get involved in, but it offers innovative solutions to complex medical problems, such as developing AI algorithms for disease diagnosis and treatment planning.

Tips to Make the Best out of Research Hours 

Now that we've covered the importance of research experience for med school application, we'll go over some tips to help you make the most of your research experience!

Have Noteworthy Research Experience

Having noteworthy research experience is a plus in your application, but it doesn’t end here. The ultimate goal of research is to actually become involved in the most recent projects, discoveries, and questions in your field of study, and prepare you for potential research later in your graduate career.

Use Research as an Opportunity to Gain Skills

Make your best effort to see research experience not only as a way to make your resume and application look better, but also as an opportunity to gain skills and face challenges that will help you become a dedicated professional, and will help you succeed in any your future endeavors. 

Be Clear With Your Goals

Before getting started with your research hours, make sure the research question is perfectly clear to you, and that you’re familiar and interested in what the research is aiming to find or prove. By doing this, you’ll be off to a great start, and your research experience will be valuable from the beginning.

Understand the Project and Be Engaged

Once you’re involved in research, make sure you try your best to perfectly understand every part of it. Shallow and meaningless research experiences won’t get you very far.

During your interview you'll be asked about the research project – regardless of your level of contribution, it’s important for you to be clear, confident, and perfectly articulate to make yourself a competitive candidate.

Take Your Experience Seriously

Also, take your time at the lab very seriously. Try approaching your research contribution as a job; show up in time just like you would show up in time for work, put your best effort in it, and above all, be professional. 

Build Relationships With Your Supervisors

Another tip for maximizing your research experience is to make a connection and form a relationship with the mentor or the professor that will, or is already working with you. By forming strong bonds and relationships, you’ll have the opportunity to ask your mentor for a letter of recommendation.

So, do take every hour spent seriously and work hard to make a good impression. This way, you’ll kill two birds with one stone: you’ll gain research experience while obtaining strong recommendations.

What Kind of Research do Medical Schools Prefer? (Science vs Non-Science)‍

That is a somewhat tricky question. The simple answer is that any research that can show your involvement and commitment and aligns with the theme of your application is beneficial. However, there are a lot of layers to it. 

Probably the most common type of research among applicants –which is also highly valued by medical schools – is science and lab research. If you’re a science major in college, this is probably the way you’d want to go; laboratory-based research. 

With that said, if your major is in the social sciences or humanities, getting involved in research related to your major and your interests is something that medical schools will find attractive.

After all, the majority of schools use a holistic approach to admissions and want their potential candidates to be widely and well-educated individuals.

1. Is Research Experience More Important Than Clinical Experience For Medical School?‍

The short answer to this is no. Even though the majority of applicants have research experience, for many deans of admissions, clinical experience is equally and sometimes even more valuable. The clinical experience involves patient interaction, which is undoubtedly crucial preparation for a life-long career as a physician.

However, getting your first research experience as early as possible in your undergraduate years will help you determine if research is something you’d like to pursue in the future. Plus, it will make it easier for you to secure more research positions in your graduate years, so you should definitely go for it if it's of your interest. 

2. Is Research Experience More Important Than Physician Shadowing?

While both experiences are relevant, research has the added benefit of allowing you to gain hands-on experience. However, don’t forget that doctor shadowing also adds a lot of value to your application, since it serves the purpose of actually seeing what being a physician is, and such experience could determine your interest in moving forward. 

You should also take into account what your medical school of choice expects. For example, for research-focused schools like the Mayo Clinic , research experience will definitely be more important and you should plan on putting most of your energy there. ‍

3. Should I Take A Gap Year Before Medical School To Gain Research Hours?‍

Taking a gap year gives you the opportunity to refine your application and fully focus on what you want to improve. Whether it’s worth it or not depends on your personal and academic circumstances. Remember, it’s not necessarily about how many hours you complete, but the level of contribution you make and your interest in it!

4. Should I Participate In Many, Short-Lived Research Experiences Or In A Few Long Ones?‍

Always choose quality over quantity when it comes to research experience. One long research experience will impress the admissions committee far more than several short ones! More time spent on a project often means greater contributions made, and it demonstrates interest, persistence, and resilience.

5. Should I Look For Research Opportunities Even If My GPA Is A Bit Low?‍

If you’ve gone through a hard time and your GPA is suffering a little bit, definitely focus your energy on that before committing to long hours in the lab. Your GPA and MCAT scores are the non-arguable parts of your application; make sure these are as impeccable as possible, and as soon as there’s an improvement, move on to research.

That doesn’t mean that you should completely forget about the “extras” of your application; as long as you keep a balance between a good GPA, scores, work, and extracurriculars, you’ll be on the right path to creating a competitive application. ‍

6. What Does It Mean To Be Published In Research? Is It Important To Medical Schools?‍

Being published means that your name appears on written documents about research, and it is, indeed, important, but not necessary. We’re not talking about being the first author in a publication, since this is almost impossible for an undergraduate student. 

However, appearing as a co-author on any presentation, publication, or poster will help you build a reputation.

7. What Should I Do If I Don’t Have Research Experience?‍

Ultimately, if you don’t have any research experience and do not have time or do not plan on being part of any research, focus and invest time in your clinical experience as well as volunteering and community service. Also, work on maintaining a good GPA and improving your MCAT score.

Keep in mind, though, that MD-PhD candidates do need to get involved in research before applying, and a big emphasis should be placed on research in these cases. 

8. Does Clinical Research Count Also As Clinical Experience?

Clinical research can count as both clinical experience and research experience in your AMCAS application.

9. Is Research Required For Medical School?

Research experience is not required for most medical schools. However, having research experience will help you stand out and present yourself as a more competitive candidate during the application process.

Final Thoughts‍

Participating in research for medical school can play an important role in the quality of your application. For this reason, knowing how to make your experiences as valuable and rich as possible will play a key role in ensuring the research complements your application and overall profile. 

Research is the perfect way to build a strong skill set that will aid you as a medical student and make you a better physician! 

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When to start research in med school?

• Thread starter rocketbooster
• Start date Apr 4, 2010

rocketbooster

Membership revoked.

• Apr 4, 2010

Is there any point to doing basic science research in medical school? In undergrad I did basic science but I hear post-undergrad it's only beneficial for like PhD students. For MD, you want to do clinical research. You also want research in the field you want to specialize in order to be more competitive when applying for residency. Is this true?  

Full Member

I know people who have done both. The basic sciences still get you experience with the research process and look good on a resume. Obviously clinical might be more relevent. As for when to do it- I know very few people who research during the actual first year of classes- if they do they usually wait til the 2nd semester. You never know how you will do so you want to give you some time to adjust. It is more common to do research in the summer between MSI and MSII- that is what I am doing.  

Duke of minimal vowels

rocketbooster said: Is there any point to doing basic science research in medical school? In undergrad I did basic science but I hear post-undergrad it's only beneficial for like PhD students. For MD, you want to do clinical research. You also want research in the field you want to specialize in order to be more competitive when applying for residency. Is this true? Click to expand...

mmmcdowe said: Either type of research is good, and honestly I would say basic science is maybe a little more impressive because of the larger commitment it often requires (but then again, it also takes longer to publish so its a trade off). Click to expand...

chick magnet

I think translational is sort of the sweet spot for med students, because you'll work with both basic scientists and clinicians and also work with projects that are usually mature enough to publish on. It's also very field dependent. Neurosurgery/neuroscience tends to be very basic science philic, along with the other surgical fields to a somewhat lesser degree. I think ortho and to a lesser degree plastics value clinical research a bit more. IM can go either way but some of the subspecialties are super basic science oriented. In my field of interest, rads, all kinds of research would be useful, but basic science/translational carries a little more cachet. Ultimately you can't go wrong with basic science for most disciplines, even if they aren't necessary relevant to what you end up going into, but it's very easy to work on a basic science project for a long time without publishing. As far as how much to do, Ive spent 10-30 hours a week in lab during my preclinical years, which is on the high side, but gotten nice results from it (8 accepted abstracts, 4 accepted pubs with 4 pending) You can do as much research as you want in med school, it's just all about balancing your time.  

skinMD said: I think you are reverting a bit to a pre-med mentality by thinking that something is more impressive because it takes more of a time commitment (back to the "how many hours of X should i do" questions). Basically the goal for any research you do in med school should be to have something to show for it at the end....a poster/oral presentation or a paper... that's how your research will be judged.... publishing your clinical research as a first/second authorship in a well respected peer-reviewed journal is probably going to catch someone's eye more than slaving away in a lab on a project that didn't quite work out. Also, unless you are a MD/PhD student, you are going to be a clinician and will likely never do basic science research again so might as well get some experience doing something that'll come in handy later on in your career. Click to expand...

drizzt3117 said: It really depends on the type of research. A simple case report can be put together and submitted in weeks, while a basic science paper with a lot of experiments will take years. Ultimately you want your research to be published but going after the low hanging fruit isn't necessarily the best way to go for each field. Talking with well-respected people in your field of interest (like the pd for your school) is probably your best bet. Click to expand...

skinMD said: a case report isn't research clinical research = conducting and/or analyzing data from an observational study or randomized trial congrats on all those pubs though, that's impressive. however i think the vast majority of MS1/MS2 students would not be able to spend 10-30 hours in a lab, pass med school and have a fulfilling social life so it's important to realize that this is the exception and not the rule. Click to expand...

From what I've seen at my school, students who choose to do research during their MS1 year are generally just continuing their research from before medical school (they are from the area, have PIs at the hospital, etc). Most people who are going to do research start it during the summer between MS1/MS2. Some of them continue that research into MS2 year, but most do not. I would encourage you to figure out how much time you will have to devote to a lab before you sign on for research. If you can only show up irregularly or put in a few hours a week you will not be of much use to most labs (note: I am speaking of basic science labs, clinical research labs generally require less time). In that case, it would be better to wait until the summer when you will actually have enough time to be helpful.  

• Apr 5, 2010

the reason I asked this question is because I did basic science research in undergrad and it didn't amount to anything. the research topic was very interesting but the lab PI basically just took all the credit. he/she would just use the undergrads to do the grunt work and he would do the write-up him/herself. the undergrads would get like an honorable mention and that was it. no 1st, 2nd, or 3rd author. last year, I spent 6 months in a neurobio lab, 10-15 hrs/week, and got nothing to show for it but lab experience. it looked good on my resume for applying to med school, but for residency you need actual showable results, like a publication. they don't care if you have lab experience without any publications. compare this to my friend who started basic science research in a psych lab for 3-4 hrs/week and got a publication out in a few months and another one a few months later. I think the takeaway msg from all the replies is basic science is very high risk. it takes a long, long time and is really hit or miss. you may get in with a good PI who lets you do a lot and pushes you to get published or you might get shafted. because of the high demand of time med school requires of you, I doubt I will be willing to put in 10-15 hrs of research/week on basic science. I think I'm just going to study and adjust the first year and try clinical research for the summer in between M1 and M2 years. Maybe I'll try spending sometime in a clinical research lab in the spring of M1 year so I can get into a good program for the summer... thanks for all your help!  

Senior Member

skinMD said: Also, unless you are a MD/PhD student, you are going to be a clinician and will likely never do basic science research again so might as well get some experience doing something that'll come in handy later on in your career. Click to expand...

rocketbooster said: the reason I asked this question is because I did basic science research in undergrad and it didn't amount to anything. the research topic was very interesting but the lab PI basically just took all the credit. he/she would just use the undergrads to do the grunt work and he would do the write-up him/herself. the undergrads would get like an honorable mention and that was it. no 1st, 2nd, or 3rd author. last year, I spent 6 months in a neurobio lab, 10-15 hrs/week, and got nothing to show for it but lab experience. it looked good on my resume for applying to med school, but for residency you need actual showable results, like a publication. they don't care if you have lab experience without any publications. compare this to my friend who started basic science research in a psych lab for 3-4 hrs/week and got a publication out in a few months and another one a few months later. I think the takeaway msg from all the replies is basic science is very high risk. it takes a long, long time and is really hit or miss. you may get in with a good PI who lets you do a lot and pushes you to get published or you might get shafted. because of the high demand of time med school requires of you, I doubt I will be willing to put in 10-15 hrs of research/week on basic science. I think I'm just going to study and adjust the first year and try clinical research for the summer in between M1 and M2 years. Maybe I'll try spending sometime in a clinical research lab in the spring of M1 year so I can get into a good program for the summer... thanks for all your help! Click to expand...

URHere said: ...Most people who are going to do research start it during the summer between MS1/MS2. Some of them continue that research into MS2 year, but most do not... Click to expand...

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Getting into Medical School

One of the most important decisions that you will ever make is your career choice. Competition for admission to medical school is intense, and the coursework that follows requires an individual to think critically and employ discipline. Though the path to a career in medicine is a long one, it is intellectually challenging, financially secure, and personally rewarding.

Understanding factors to consider when applying for medical school is a good first step toward pursuing your interest in a medical career. It is never too early to become informed so that you can make the most of opportunities to prepare yourself for the application process.

A medical school admissions committee is likely to be made up of teaching physicians from the clinical faculty, research faculty from the biological sciences, and medical students. Alumni or community physicians may also serve on admissions committees.

Here are key factors to consider as you prepare to apply for medical school.  

1. Choose a pre-med major you have a real interest in.

• 2. Research specific medical school admissions requirements

3. Build a strong academic record that goes beyond your GPA.

4. start preparing for the mcat early., 5. write a personal statement that makes you stand out., 6. prepare for personal interviews., 7. participate in extracurricular activities., 8. get some work experience related to the medical field., 9. shadow health professionals to learn more about the career you are choosing., 10. get involved in your community by volunteering., 11. get experience in academic research..

When choosing a pre-med major, keep in mind that medical school admissions committees have no prerequisites when it comes to degrees. Choose a degree or major in which you have a real interest. Be sure to take English, biology, inorganic chemistry, organic chemistry, physics, and math (college algebra or above), regardless of your major choice.

2. Research specific medical school admissions requirements.

Begin to research specific medical school admissions requirements, timing, and other application factors as early as possible, even during your freshman and sophomore years of undergraduate study.

Although GPA is important, medical school admissions committees seek students who demonstrate a balance between their academic success and other interests.

The Association of American Medical Colleges (AAMC) publishes the average applicant GPAs and Medical College Admission Test (MCAT) scores for US medical schools from the previous academic year. This information will give you a good idea of current averages.

Whether you meet or exceed the averages reported, remember that each application involves a variety of factors, including but not limited to academic performance. Don't let your GPA determine whether you apply.

The MCAT is a medical school admission requirement for most U.S. institutions, except for very few special consideration medical programs. The computer-based, multiple-choice, standardized test assesses critical thinking, writing skills, and basic knowledge of science.

The MCAT consists of four sections:

• Biological and biochemical foundations of living systems
• Chemical and physical foundations of biological systems
• Psychological, social, and biological foundations of behavior
• Critical analysis and reasoning skills

Your MCAT scores

The medical college admissions committees will consider your MCAT scores in the admission decision process. While an MCAT score in a high percentile can boost your medical school application, it is not the only consideration for admissions. Medical schools look at many factors in an application, and may even consider individual MCAT section scores to be as important as an overall score. 

Studying for the MCAT

A variety of guides and materials are available to help you study for the MCAT. No matter what study resources you decide to use, be sure you are familiar with all that the MCAT will test on before you invest in any products. As you plan out your study schedule, leave plenty of time for practice tests. Taking practice tests will help ensure you are meeting your study goals and know what to expect once the big day arrives.

Here is what you should know as you begin to prepare :

• The MCAT exam takes approximately seven and a half hours to complete.
• You can take the MCAT a maximum of three times over one year, and a total of four times maximum over a two-year period.
• Medical school admissions officers usually suggest that you take the MCAT in the calendar year prior to the year in which you plan to enter medical school.

Make it a priority to become familiar with MCAT eligibility and overall testing requirements before signing up to take it. If you have financial limitations, you may apply for fee assistance to minimize the costs of taking the MCAT.

Learn more about the MCAT on the AAMC website»

When applying for medical school, you will be required to write a personal statement. Although, this essay is often the last part of the application process, you should start preparing for it as early as possible. This is one part of the admissions process in which you can have direct influence and should aim for the best product possible.

While admissions committees often emphasize that they do not advise students about what to write in their personal statement, there are specific themes and topics that can be included. Your personal statement should reflect your goals and the qualities that are unique to you, so that you stand out. As you start your essay, take the time to carefully reflect on the academic foundation you have built and the experiences that have contributed to the development of your character and led to your decision to pursue a career in medicine.

Medical school admission requirements include a personal interview, though the specific processes differ among schools. Interviews may take place on or off campus. Interviews may be conducted by an admissions committee member, by multiple members of the admissions committee, or by off-campus interviewers, such as practicing physicians and/or current students. Generally, the interview assessments are added to the admissions file.

During the interview be prepared to answer questions in the following topical areas:

• Critical thinking skills and problem solving
• Ethical questions and scenarios
• Grades and test scores
• Personal attributes and experiences including philosophical viewpoints
• Career choice - be prepared to verbalize the answer to “Why do you want to go into medicine?”
• Attributes that make you a great fit with the medical school

Medical school admissions committees view involvement in extracurricular activities very favorably. If you can maintain a competitive grade point average in a rigorous curriculum and still actively participate in extracurricular activities, this demonstrates a high aptitude and work ethic. Many successful pre-med students join a variety of organizations, play varsity and intramural sports, participate in theatrical and singing groups, and volunteer. Leadership positions in these areas can also show commitment and personal growth. However, it must be emphasized that no amount of involvement in extracurricular activities can substitute for a good academic record or strong MCAT scores. Successful pre-med students have clear priorities and have learned to manage their time wisely.

Work experience related to the medical field is of particular value when applying to medical school. The primary value of working in a hospital, doctor’s office, public health clinic, or nursing home is to increase your exposure to the field and also help you decide whether to pursue a career in medicine. Many admissions committees will view this type of medically-related work experience favorably. This is not a medical school prerequisite to admissions, but is becoming increasingly important.

Students who have shadowed health professionals show that they have taken the initiative to investigate their career choice and have spent time and effort learning about the career. It is very important to keep track of physicians you have shadowed and the number of hours you spent in their offices. It is a good idea to shadow different professionals, not just physicians, to give you a broad perspective of the health care system. It is also important to shadow one or two professionals on a regular basis so that they may become familiar with you and your career goals. These individuals are more likely to feel comfortable writing you a letter of recommendation if they have mentored you or allowed you to follow them on an ongoing basis. It would also be a good idea to journal your experiences while shadowing. Journaling provides an opportunity for you to document your experiences for future application materials and experiences that can be written about in your personal statement.

If you want the chance to see medicine through its widest window, try shadowing a family physician. Because family doctors take care of everyone, from infants to older adults, these shadowing experiences are particularly rewarding and will help you get a jump start understanding medicine’s most popular specialty.  

Volunteering not only helps students decide whether medicine is the right field for them, it is a way to provide service to the community. Medical school admissions guides strongly urge their applicants to have engaged in some kind of volunteer activity before applying to medical school. Volunteering is viewed as increasingly important when it comes to admission decisions. It conveys commitment and integrity. You cannot demonstrate those traits in only a few days or a month of volunteer service.

Experience in scientific research is recommended by admissions committees for the academically strong student who has such an interest. This type of experience is essential if you aspire to a career in academic medicine or research. Many undergraduates develop an interest in pursuing research as a career while participating in projects in the laboratory of a faculty member.

Other Considerations for Acceptance

Other considerations that may be a factor when applying to medical school include:

• Evaluations from faculty members who had the student in class
• The applicant's state of residence
• The applicant's specialty choice
• Physician specialty needs in the state where the medical school is located

Thoroughly review each medical school's application requirements to ensure that you are supplying all of the information requested.

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Health Services Research

Health Services Research addresses important issues about access to health care, quality and cost, and utilization of health services. This multidisciplinary field of research studies how social factors, financing systems, technologies, organizational structures and processes, and personal behaviors contribute to health and well-being. Research studies often include patients, clinicians, policymakers and the community to innovate and inform health care. Many researchers explore why-if guidelines exist, or interventions were implemented—the problem still exists. Health services research fills the key gap between cures to care.

SMHS is launching a new, monthly journal club featuring recent health services research publications from top faculty. You’ll keep up with the latest GW research and find new ways to translate knowledge to enhance your clinical practice. Your in-person attendance is highly encouraged.

All are Welcome! Come join your colleagues for a lively discussion on today’s most compelling topics.

Review the Research Paper for September's Meeting

View Journal Club Calendar

An Introduction to Health Services Research has been designed for clinicians interested in developing the skills necessary to engage in health services research (HSR). Learners will be introduced to HSR conceptual models in a learning health system, designing a research trajectory, quantitative, qualitative, and mixed-method methodologies, community-based research strategies, ethical considerations in HSR, utilization of big data/EMR, funding mechanisms as well as writing and dissemination.  Each of the nine modules incorporates case studies, lectures, readings, and discussions with experts. Upon course completion, learners will have the knowledge and skills to begin their personal health services research line of inquiry.

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White Coat Ceremony Welcomes Class of 2028 to the Medical Profession

The ceremony marks the start of a transformative journey and a commitment to healing, discovery and the pursuit of medical excellence for the 235 incoming students.

The newest class of future physicians at the University of Miami Miller School of Medicine slipped into their white coats for the very first time on Aug. 23 at the annual John G. Clarkson Freshman White Coat and Pinning Ceremony. This momentous occasion marked a rite of passage for the Class of 2028 — the start of a transformative journey and a commitment to healing, discovery and the pursuit of medical excellence.

The Start of a Journey

Faculty, alumni, family members, friends and other guests flocked to the Watsco Center to support the new cohort. The ceremony instills in students the profound responsibility of their chosen profession.

“The white coat is a symbol of authority but, above all, it is a beacon of hope for patients,” said Henri Ford, M.D., M.H.A., dean and chief academic officer of the Miller School. “It signifies the trust that patients will place in you, the compassion you must show in every interaction and the excellence you must strive for in all aspects of your practice. So, starting today, let this white coat be a constant reminder to uphold these attributes throughout your career.”

Christopher Chen, M.D. ‘00, chief operating offer and executive chair of the board of ChenMed, delivered an inspiring keynote address, reflecting on the profound significance of pursuing a medical career. He urged the students to never forget their inspiration for choosing medicine and to define themselves not just by their future title, but by their core values.

“The struggles you face will evolve, but by grounding yourself in love and faith, and by embracing wisdom, resilience and a steadfast commitment to your values – your why – you will navigate them with grace and determination,” said Dr. Chen, who previously served on the University of Miami Board of Trustees. “Remember, it’s not just about what you achieve in your career, but who you become as a person that will truly define your impact on the world.”

Scenes from the White Coat Ceremony

A Long-Awaited Milestone

For the students, the ceremony also represents a dream realized after years of studying, test taking, excelling in extracurricular activities and completing the rigorous medical school application and interview process.  

“This has been a surreal experience for me. All of us have worked so hard for this moment,” said Emilie Ung, who completed her undergraduate degree at Emory University. “I initially wanted to go into biotech research, but I kept returning to medicine because of the ability to make a direct impact in people’s lives. I’m feeling lots of emotions, but just like my classmates, I am ready for this chapter to begin.”

Diya Jayram, a University of Miami graduate who majored in biochemistry/molecular biology and global health, credited the unwavering support and encouragement of her loved ones as essential for reaching this milestone.

“It’s definitely a huge honor, and I’m just really grateful for everybody who’s helped me and their support, whether it’s from my family, friends, mentors and teachers,” she said.

The 235 students in the Class of 2028 were selected from nearly 10,000 applicants; 152 are from Florida schools and 83 from out-of-state institutions. 

Benefitting from Early Clinical Experience

As part of the NextGenMD curriculum, the Class of 2028 students will receive hands-on clinical experience as early as their first year of school. Because of Miami’s diverse population, they will also encounter medical challenges not found in any other region of the U.S.

Dipen Parekh, M.D., founding director of the Desai Sethi Urology Institute and chief operating officer of UHealth—the University of Miami Health System, reminded students that they will soon be trusted with patient care and urged them to approach this responsibility with courage and humility. He also noted that UHealth’s leadership is deeply committed to providing an optimal clinical environment where they can learn, grow and thrive.  

“From this day forward, you are invaluable learners and members of our health care delivery teams,” said Dr. Parekh, who is also the executive dean for clinical affairs at the Miller School. “Our patients will rely on you and trust you with their care. This is an immense privilege.”

Looking Ahead

The crisp, new white coats were generously provided by Miller School alumni. The Miller School Medical Alumni Association, along with other benefactors, also gifted each student with a stethoscope and backpack. Additionally, students received lapel pins that symbolize the Miller School of Medicine’s mission to serve and care for all communities.

“You are continued evidence that the University of Miami has one of the finest medical programs in the country,” said Maria Pilar Gutierrez, M.D. ’90, president of the Medical Alumni Association.

 As the students buttoned their white coats for the first time, Latha Chandran, M.D., M.P.H., M.B.A., executive dean for education at the Miller School, welcomed them to a calling imbued with the greatest of responsibilities.

“It is a privilege to hear the innermost concerns of our patients, receive their absolute trust and, in good faith, provide the best possible care for them,” said Dr. Chandran, also founding chair of the Miller School of Medicine’s Department of Medical Education. “From this point forward, you represent the University, the Miller School, and this noble profession.”

Class of 2028 Student Profiles

From Puerto Rico to Miami: An Aspiring Physician-Scientist’s Pathway

Andrea Newman-Rivera hopes to user her Miller School M.D./Ph.D. degree to return to her native Puerto Rico as a clinician and researcher. Read more

Family’s Health Issues Motivate M.D./M.P.H. Student to Work for Better Community Health

Mikayla Johnson enrolled in the Miller School’s M.D./M.P.H. program to fight the health maladies that have impacted her family. Read more

Destined to be a ‘Cane

Diya Jayram completed her undergraduate career at the University of Miami and is a 2028 M.D./M.B.A. candidate in the Miller School. Read more

Childhood Ambition Leads to Medical School Reality

As a child, Vagif Kazimli considered doctors heroes. Now he hopes to bring compassionate care to his patients, coupled with a business mindset. Read more

Tags: Dean Henri Ford , Dr. Latha Chandran , John G. Clarkson White Coat and Freshman Pinning Ceremony , medical education , medical students

Miller School Alumni Weekend Celebrates Legacy and Achievement 

Alumni returned to the Miller School of Medicine to celebrate their journeys as medical students and health care leaders.

A Match Made in Med School

Maya and Becky met in medical school and are now looking forward to Match Day to see where their residencies will take them as a couple.

#MedCanes Chronicles: Why Students Shy Away from Primary Care

Miller School medical student and #MedCanes Ambassador Danielle Francesca Gabuzda wants primary care to be a more viable career.

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Moms’ Moods Linked to Newborn Outcomes

Sarah Maylott, PhD, studies moms-to-be at high risk of mental health challenges and how to prevent those problems from being passed on to their babies. But since she had her first child three and a half months ago, her work hits closer to home.

“I grew up nannying, and I’ve listened to babies crying, and I’ve always felt, ‘I'm good. I’ve got this.’ But now, if a baby cries, I have such a deep reaction to it,” she said. “Even a normal, healthy pregnancy is a struggle sometimes. I can’t imagine how amplified that is for women who are having high emotion dysregulation.”

Emotion dysregulation (trouble with managing emotions, controlling behavior, and achieving goals) is linked to anxiety, depression, substance abuse, and at its most extreme, borderline personality disorder. In a study published earlier this month in the journal Pediatrics Research, Maylott, a postdoctoral associate, and Elisabeth Conradt, PhD , associate professor in the Duke Department of Psychiatry and Behavioral Sciences, documented the complexity of emotional dysregulation in pregnant women and showed that it is linked to neurobehavior in their newborns.

The researchers studied 192 pregnant women at risk for emotion dysregulation, 30 of whom were prescribed medication for opioid use disorder (methadone or buprenorphine). Opioid use during pregnancy is linked to neurobehavioral challenges in newborns, Maylott said, but drug use can be intertwined with emotional dysregulation. “We really wanted to disentangle what was happening here,” she said.

To do that, they measured patterns in the pregnant moms’ “respiratory sinus arrhythmia (RSA) reactivity.” RSA reactivity looks at changes in heart rate that coincide with changes in breathing, Conradt said. “When you inhale, your heart rate increases, and when you exhale, your heart rate decreases. That variability in your heart rate helps you flexibly respond and adapt to changes in the environment.”

RSA reactivity is an accepted marker of emotional regulation, but it has not been well studied in pregnant women, Conradt said. The researchers measured the pregnant women’s RSA reactivity while watching a video of a calming landscape, a video of a child playing, a video of a child crying (more stressful), and then a final calming video. They also measured emotional dysregulation using a self-report questionnaire called the Difficulties in Emotion Regulation Scale.

The researchers expected to find just two RSA patterns in this group of women:  one that was dysregulated and one that was more normal or flexible.

Instead, they found three patterns. Two of them (“increasing” and “blunted”) were linked to higher levels of emotional dysregulation in the moms and more neurobehavioral dysregulation in their newborn babies. Most of the women in the study (65%) who were in treatment for opioid use had a “blunted” profile, Maylott said. "There was a little bit of flexibility in responding over the course of the tasks that they did, but there wasn't much change.”

A third profile (“decreasing”) was more flexible and was linked to low levels of emotional dysregulation in the moms and less neurobehavioral dysregulation in the newborns.

This study included a fairly small sample size, but further study to explore these unexpectedly complex patterns could inform future interventions that could help both baby and mom, Maylott said.

“It’s important to understand this area of rapid development in order to best support parents and infants. Emotion dysregulation is modifiable, and there are interventions that are effective in reducing it,” Maylott said. “These results could have important implications for reducing opioid use and potentially improving newborn neurobehavioral outcomes.”

“A lot of people think that what happens to babies before they're able to form memories doesn't matter,” Conradt said. “But we do know that prenatal exposures and experiences can affect children's outcomes. So it is critical that we support pregnant women and pregnant people as well as their babies.”

Conradt has applied for funding for a clinical study in which she would treat pregnant women with emotion dysregulation at Duke to find out if an intervention can prevent problems for babies before they’re born. One such therapy is dialectical behavior therapy. “It's a really comprehensive therapy that teaches moms how to manage their emotions,” she said.

“Pregnancy is a phenomenal time to intervene with moms who are using opioids because they are so concerned about how their opioid use has affected their baby, and they want to do everything that they can to improve their baby's outcomes,” Conradt said. “I've done a lot of work clinically with moms using opioids. I've never met a mom who isn't concerned about how their use has affected their baby and what they can do to support their baby's outcomes.”

Turning a Passion for Public Health into Action

Meehir Dixit ’24, a newly minted Brown alumnus with a concentration in public health, has already found a home as a research assistant in the School of Public Health’s Center for Gerontology & Health Research and Center for Advancing Health Policy through Research (CAHPR).

Meehir Dixit '24 works with the Centers for Gerontology & Health Research and Center for Advancing Health Policy through Research, continuing much of the research he began as an undergraduate.

To be sure, Meehir Dixit ’24 was no ordinary student while he was at Brown. With an exceptional undergraduate record and three published research papers already under his belt, Dixit’s talent, drive and commitment to public service were obvious to faculty at the School of Public Health. 

As part of his undergraduate research, Dixit worked with Professors Amal Trivedi and David Meyers on a project examining Medicare Advantage plans. They focused on contract terminations by insurance companies and the Centers for Medicare & Medicaid Services (CMS) and found that about 20% of contracts were terminated between 2011 and 2020, disproportionately affecting Black beneficiaries. The study was published in JAMA Health Forum In 2022.

Dixit also worked with Maricruz Rivera-Hernandez , associate professor of health services, policy and practice, focusing on home health equity indicators in Puerto Rico compared to five U.S. states with large Puerto Rican populations. This resulted in a research paper published in the Journal of the American Geriatrics Society in 2023, with Dixit as co-lead investigator.

He then followed up his work with Professors Trivedi and Meyers by investigating what happens to Medicare Advantage beneficiaries after contract termination. Dixit presented this research at Brown’s Public Health Research Day , winning an award for his poster. The study results were published in JAMA Network Open this August. 

As if this was not enough, Dixit was selected as the undergraduate speaker for the School of Public Health’s commencement festivities last May. A native of the Chicagoland area, he is currently applying to medical school.

We spoke to Dixit about his experiences as an undergraduate, his work as a research assistant at the School of Public Health since and his plans for the future. 

Can you tell us a bit about your undergraduate years at Brown?

My classes at Brown actually started in January 2021 instead of September of 2020 due to the pandemic. During that extra time, I worked as a medical scribe at a nephrology practice in suburban Illinois. The practice mainly served minoritized patients—primarily Hispanic and African American communities, many of whom were low-income and either on Medicaid or uninsured. This experience truly solidified my interest in public health. I’d been intrigued by public health before, but working with these patients opened my eyes to the social determinants of health in ways I hadn't previously considered, like food deserts and the specific ways income affects health. That experience deepened my focus on the intersections of social and economic factors with health.

When I got to Brown, I took Professor Ira Wilson’s “Healthcare in the US” course, where you dive into social determinants of health pretty much right away. Inspired by this, I wanted to get involved with a club that focused on these issues. That’s when I found Connect for Health .

“ We’re meeting people where they are and addressing their immediate needs. I worked one-on-one with patients and their families, which was incredibly rewarding and aligned perfectly with what I hope to do in medicine—working with vulnerable and underserved communities. ”

Connect for Health is run out of the Lifespan Community Health Institute , and you can either volunteer at Hasbro Children's Hospital or Rhode Island Hospital. Essentially, you act as a volunteer social worker for patients who are referred to us by their child’s pediatrician or their own primary care physician. The goal is to address basic social needs that can improve their long-term health. For instance, we might direct them to the nearest food pantry, help them navigate the SNAP application process or assist with applying for Section 8 housing. One of the most common tasks is helping people obtain subsidized heating and utilities during the winter.

In essence, we’re meeting people where they are and addressing their immediate needs. I worked one-on-one with patients and their families, which was incredibly rewarding and aligned perfectly with what I hope to do in medicine—working with vulnerable and underserved communities. That experience really reinforced my commitment to service.

At the same time, health policy has also become a major focus for me, particularly through my research. I’ve been looking at the impacts on dual-eligible beneficiaries—people who are both low-income and elderly—a particularly vulnerable population. I’m also interested in how policy affects beneficiaries of color, another marginalized group in the U.S.

In addition to my work at Connect for Health, I got involved with the Brown Undergraduate Journal of Public Health (BUJPH). In 2021, former Brown alums Grace Reed ’22 and Maddie Noh ’22 started the journal, and they selected me as the first-ever managing editor. I held that role during my sophomore and junior years, where I focused on crafting the editorial process, ensuring strong collaboration between editors and reviewers and maintaining the integrity of our publication process.

“ My time with BUJPH was a unique and entrepreneurial experience—it was brand new, and we were pushing boundaries. We were trying to establish ourselves both within the School of Public Health and the broader community. ”

By my senior year, I became the editor-in-chief, and our goal was to grow the journal every year. One of the highlights was being featured during Brown’s celebration of National Public Health Week, where we had the chance to showcase the work of several students. My time with BUJPH was a unique and entrepreneurial experience—it was brand new, and we were pushing boundaries. We were trying to establish ourselves both within the School of Public Health and the broader community.

I’m really excited to see where the journal goes in the future. Even Dean Jha acknowledged BUJPH at this year’s Dean’s Awards Ceremony, which was a nice validation of all the work we put in and a sign of how much we had grown.

Was it your plan from the start—to begin with a public health degree and transition into medicine?

I always knew I wanted to go into medicine, but I wasn’t initially set on public health. When I applied to Brown in 2019, I actually applied as a history and biochemistry concentrator. I wanted to do both, but when I took a closer look at the classes and course requirements, I realized it wouldn’t be feasible to do both while also taking full advantage of Brown’s open curriculum—which is something that drew me to the school.

So, I started looking for alternatives, and one concentration that stood out to me was public health. It was convenient in a way because it unified my two interests—social science and natural science—within the context of medicine.

“ My first public health class, “Healthcare in the U.S.” with Ira Wilson, was what really sold me—that’s when I knew this was the concentration for me. ”

I’ve always had an interest in health policy, partly because of my family. My dad is a primary care physician and my mom is a research scientist working on pharmaceutical drugs, so a lot of our dinner table conversations revolved around health policy. I knew that if I went into medicine, I’d want to focus on that realm because, personally, I wouldn’t be able to build a career in medicine without addressing the systemic and community-based factors that influence it.

My first public health class, “Healthcare in the U.S.” with Ira Wilson, was what really sold me—that’s when I knew this was the concentration for me.

Tell us about your work at CAHPR and the Center for Gerontology and Healthcare Research.

After my junior year, I joined the Health Data Science Fellowship , and that's how I first met Professor Andy Ryan , the director of CAHPR. I had already been working with Professors David Meyers and Amal Trivedi for a while, but Andy arrived at Brown during the fellowship. At the end of the program, he suggested we set up a meeting to talk about possible collaborations, and that eventually led to the position I’m in now.

One thing that sets CAHPR apart is its commitment to policy action. Andy, David and  Professor Yashaswini Singh , for example, translate their research into policy briefs and work with stakeholders and policymakers to bring about real change. Turning academic research into actionable insights that impact real-world policy is something I’m really drawn to. It’s the kind of work I see myself doing in the future as a physician and policymaker, conducting unbiased research that informs policy in meaningful ways.

“ I find the center's work on translating academic research into health policy action important and exciting, and I look forward to continuing to learn from such a talented team. ”

I’ve only been at CAHPR for a few months, but I’m really excited for the year ahead. There’s so much to learn, and the experience so far has been fantastic. As a research assistant, my time at CAHPR would not be as productive, enriching, or enjoyable without great faculty mentors like David, Yashaswini and Andy and incredible staff like Arlene Correa, Haroon Janjua, Jay Shroff, Nandita Radhakrishnan, Megha Reddy and Alex Philips. I find the center's work on translating academic research into health policy action important and exciting, and I look forward to continuing to learn from such a talented team.

In gerontology, I’m working with the same people I collaborated with during my undergrad, working on projects like studying dialysis facility ownership in the U.S., particularly how physician ownership might impact the quality of care.

Dixit with fellow award winners and Dean Ashish Jha at the Dean's Awards in May 2024.

I’m also working on a project that continues what I started in undergrad. It looks at the effect of recent CMS regulations on Medicare Advantage plans, especially those targeting dual eligibles—people who qualify for both Medicaid and Medicare. We’re evaluating how this regulation has affected the market, and it’s still a key part of my work.

Do you envision setting up a career in Chicago after medical school? Heading back to the midwest? What about staying in New England?

I'm honestly not sure yet—I haven’t thought that far ahead. One thing about medicine is that it’s hard to plan too far in advance because you find out the next step, and then figure out the path from there. So first, I need to see if and where I get into medical school, then where I’ll do my residency and if I want to pursue any fellowship training after that.

From an academic standpoint, New England stands out to me because there are so many research institutes that focus on health policy, which is an area of interest for me. So staying in New England is definitely a possibility.

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