Juliette Westbrook, University of Oxford, UK

As undergraduates, we learn the nuts and bolts of physiology, but not all the skills required for lab research. We carry out group research revolving around well-tested scientific principles. However, we rarely have the opportunity to work independently on research. To remedy this knowledge gap, The Physiological Society organised a training day focused on reading scientific papers, analysing data, good lab practice and data presentation. We also had the opportunity to meet like-minded individuals passionate about physiology and research.

One session focused on the importance of having a well-organised lab book. My experiment tested 22 participants, and I usually would not get a chance to analyse data until a few days after they had participated in the experiment. Recording data and problems that occurred on the spot made data analysis and lab report writing smoother and more accurate.

At the training day, we also had the opportunity to learn about data analysis and presentation, in relation to research carried out. Often in undergraduate labs, students are given a set of analyses to run. We use common tests on statistical software that we are familiar with. In the training day, we explored the best type of statistical analysis to use when analysing our data sets, and how to best represent and present data findings either graphically or pictorially. This was useful, as we learnt how to identify the optimal analysis to carry out on our data sets, depending on the nature of our research.

Training day attendees also learnt the importance of scientific communication with people who are not necessarily from scientific backgrounds. Lay abstracts, alongside scientific abstracts are used to explain research to people outside of the field. The training day taught us how to communicate effectively, without using key words or abbreviations, but still explaining key principles in a clear and efficient way. My advice to people writing a lay abstract is to write it from scratch, as opposed to trying to “translate” an already completed scientific abstract. Furthermore, when it’s finished, ask someone who does not work in the lab, or is not familiar with science, to read your abstract. If they understand your research from what you have written, then your lay abstract is probably sufficient!

At the end of the training day, we were all asked to make pledges about our projects.

My pledge was “to be inspired and inspire others.” I have always been interested in medical psychology and neurophysiology, working in a preclinical lab in King’s College Hospital on projects about sickle cell disease, asthma, and others. However, before undertaking the Summer Studentship, I was not sure whether I wanted a career in research. My placement inspired me to continue my career in academia. I am grateful to have worked at the King’s College London Muscle and Respiratory Lab, under the supervision of Victoria MacBean.

The second aspect of my pledge was to inspire others. In 2015, I was part of a panel of schoolchildren in years 11-13 that discusses physiology and physiological techniques. I am passionate about outreach as it gives younger generations an early insight into scientific careers, opportunities that they did not consider undertaking or did not think that they were capable of doing. To give current panel members the chance to experience research, a lot of the participants in my experiment were the panel members. When panel members came in, I was able to explain everything about the research to them, as well as speak to them about university and careers. I hope that I was able to inspire the next generation of young researchers to take up a science degree and career in the future.

Overall, the training day allowed attendees to leave with the confidence that they would be able to undertake their research projects independently. It gave us confidence in our ability to carry out the research, and take our newly learned skills and put them into practice, whilst simultaneously being well organised, efficient, and able to independently overcome any problems encountered during our research. Given that most research conducted in labs during undergraduate degrees is completed with other people, having confidence in the decisions you make about how research is conducted, is of the utmost importance. Both learning from mistakes and achieving through successes make you a better researcher, and by having the confidence to make independent decisions, this gives us the opportunity to develop as researchers.