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Research projects and proposal

Details about choosing and working on your research projects.

The main components of the MSc by Research in Regenerative Medicine and Tissue Repair programme are two 20-week research projects and a 5-week research project proposal writing component.

Research projects

Project selection

You will undertake two research projects in laboratories at the Institute for Regeneration and Repair (IRR), including the Centre of Regenerative Medicine and the Centre for Inflammation research,  or collaborative centres. At the start of your studies you will receive a list of available research projects, which have been submitted by programme-affiliated group leaders and which are based around their current research. You will select your top choices from this list of research projects for your first research project, after which projects are allocated to students by the programme team. Ahead of your second research project you will again select your top choices from a list of available projects, before projects are allocated. For your second project you are also encouraged to contact group leaders to discuss your own ideas for a research project. Prior to submitting your choices for your first and second research projects you will have a chance to meet with project supervisors to find out more about their projects.

Project components and format

The research projects are designed to provide you with practical experience of a wide range of current research techniques in cellular and molecular biology and genetics relevant for stem cell biology, developmental biology, inflammation research, regenerative medicine and tissue repair. The research projects will teach you good research practice, and will allow you to gain analytical skills, critical appraisal, presenting and scientific writing skills.

Y ou will be supervised and hosted by a group leader who acts as your primary supervisor. Like a lot of the research carried out at IRR, projects are often performed in collaboration with researchers in other groups, crossing disciplinary boundaries. This gives you first-hand experience in interdisciplinary research, and opportunities to explore potential research topics and career directions. During your research projects you will be exposed to a variety of roles associated with biomedical research, including PhD students, researchers, research coordinators, public engagement officers and research facility managers, which will benefit you when reflecting on your own career path.

During your research projects you will have the chance to practice your academic communication skills through various presentation opportunities, including at lab meetings, a poster day (during Research Project One) and an official research project presentation (at the end of Research Project Two). You will be taught, and hone, your academic writing skills by producing a dissertation about each of your research projects (max 10,000 words per dissertation).

Learning outcomes

• Broad and in-depth understanding of the academic discipline of regenerative medicine and tissue repair
• Fundamental knowledge of designing and conducting a biomedical research project
• Acquire a broad range of relevant laboratory and analytical research skills and associated generic/transferable skills underpinning biomedical research
• Ability to apply good research practice when performing and analysing experiments
• Ability to critically analyse your data, draw relevant conclusions, and formulate meaningful approaches to advance the project

Research Project Proposal

Project design and proposal writing

In consultation with your supervisor you will design and plan Research Project Two. You will write this up as a Research Project Proposal (max 3500 words), comprising background/introduction, hypothesis and aims, and a detailed project plan.

The Research Project Proposal will be written as a grant application and submitted in April for assessment towards your MSc by Research in Regenerative Medicine and Tissue Repair degree. The Research Project Proposal bears 20 credits towards the programme total of 180 credits.

The Research Project Proposal writing course is designed to provide you with practical experience of research project design and planning. This course allows you to develop your academic writing skills. By applying the format of a grant proposal, you will learn to write within the constraints that this format poses on a researcher. Importantly, the project proposal writing course permits you to take ownership of your research project from the start.

• Ability to formulate a valid research hypothesis and research aim(s) building on your knowledge and independent learning
• Ability to interrogate your hypothesis by successfully planning a variety of appropriate biomedical experimental approaches
• Gain proficiency in academic writing skills

The research I'm doing is fantastic and it's exactly what I wanted to be doing. The course focuses on the practical work done in individual projects. This is important because practical experience is vital for a student aspiring to be a researcher Angus Comerford MScR Regenerative Medicine and Tissue Repair, 2021/2022

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45 Biomedical Research Topics for You

Although choosing relevant biomedical research topics is often an arduous task for many, it shouldn’t be for you. You no longer have to worry as we have provided you with a list of topics in biomedical science in this write-up.

Biomedical research is a broad aspect of science, and it is still evolving. This aspect of science involves a variety of ways to prevent and treat diseases that lead to illness and death in people.

This article contains 45 biomedical topics. The topics were carefully selected to guide you in choosing the right topics. They can be used for presentations, seminars, or research purposes, as the case may be.

So, suppose you need topics in biomedical ethics for papers or biomedical thesis topics for various purposes. In that case, you absolutely have to keep reading! Are you ready to see our list of biomedical topics? Then, let’s roll.

Biomedical Engineering Research Topics

Biomedical engineering is the branch of engineering that deals with providing solutions to problems in medicine and biology. Biomedical engineering research is an advanced area of research. Are you considering taking up research in this direction?

Research topics in this area cannot just be coined while eating pizza. It takes a lot of hard work to think out something meaningful. However, we have made a list for you! Here is a list of biomedical engineering topics!

• How to apply deep learning in biomedical engineering
• Bionics: the latest discoveries and applications
• The techniques of genetic engineering
• The relevance of medical engineering today
• How environmental engineering has affected the world

Biomedical Ethics Topics

There are ethical issues surrounding healthcare delivery, research, biotechnology, and medicine. Biomedical Ethics is fundamental to successful practice experience and is addressed by various disciplines. If you want to research this area, then you do not have to look for topics. Here’s a list of biomedical ethics for paper that you can choose from:

• The fundamentals of a physician-patient relationship
• How to handle disability issues as a health care sector
• Resource allocation and distribution
• All you need to know about coercion, consent, and or vulnerability
• Ethical treatment of subjects or animals in clinical trials

Relevant Biomedical Topics

Topics in Biomedical science are numerous, but not all are relevant today. Since biomedical science is constantly evolving, newer topics are coming up. If you desire in your topic selection, read on. Here is a list of relevant biomedical topics just for you!

• The replacement of gene therapy by gene editing
• Revolution of vaccine development by synthetic biology
• Introduction of artificial blood – the impact on the health sector
• Ten things know about artificial womb
• Transplanted reproductive organs and transgender birth

Biomedical Science Topics

Biomedical science is the aspect of scientific studies that focuses on applying biology and chemistry to health care. This field of science has a broad range of disciplines. If you intend to do research in this field, look at this list of research topics in biomedical science.

• The role of biomechanics in health care delivery
• Importance of biomaterials and regeneration engineering
• The application of cell and molecular engineering to medicine
• The evolution of medical instrumentation and devices
• Neural engineering- the latest discoveries

Seminar Topics for Biomedical Instrumentation

Biomedical science is constantly making progress, especially in the aspect of biomedical instrumentation. This makes it worthy of a seminar presentation in schools where it is taught. However, choosing a biomedical research topic for a biomedical instrumentation seminar may not come easy. This is why we have collated five brilliant topics for biomedical instrumentation just for you. They include:

• Microelectrode in neuro-transplants
• Hyperbaric chamber for oxygen therapy
• How concentric ring electrodes can be used to manage epilepsy
• How electromagnetic interference makes cochlear implants work
• Neuroprosthetics Management using Brain-computer interfaces (BCI)

Biomedical Engineering Topics for Presentation

One of the interesting aspects of biomedical science in biomedical engineering. It is the backbone that gives the biomedical science structure. Are you interested in making presentations about biomedical engineering topics? Or do you need biomedical engineering topics for paper? Get started here! We have compiled a list of biomedical engineering topics for you. Here they are:

• In-the-ear device to control stuttering: the basis of its operation
• How to implement the magnetic navigated catheterization
• Semiconductor-cell interfaces: the rudiments of its application
• The benefits of tissue engineering of muscle
• The benefits of sensitive artificial skin for prosthetic arms

Hot Topics in Biomedical Research

Biomedical research is fun because it is often relatable. As interesting as it seems, choosing a topic for research doesn’t come easy at all. Yet, there are also a lot of trending events around biomedical topics. To simplify your selection process, we have written out a few of them here.

Here are some hot biomedical research topics below.

• What is immunology, and what is the relevance today?
• Regenerative medicine- definition, importance, and application
• Myths about antibiotic resistance
• Vaccine development for COVID-19
• Infectious diseases now and before

Biomedical Research Topics

Biomedical research is an extensive process. It requires a lot of time, dedication, and resources. Getting a topic shouldn’t be added to that list. There are biomedical thesis topics and research topics in biomedical science for you here:

• Air pollution- sources, impact, and prevention
• Covid-19 vaccination- the effect on life expectancy
• Hyper insomnia- what is responsible?
• Alzheimer’s disease- newer treatment approaches
• Introduction of MRI compatible infusion pump

Biomedical Nanotechnology Topics

Biomedical research topics and areas now include nanotechnology. Nanotechnology has extended its tentacles to medicine and has been used to treat cancer successfully. This makes it a good research area. It is good for seminar presentations. Here are some biomedical nanotechnology topics below.

• The uses of functional particles and nanomaterials
• Nanoparticles based drug delivery system
• The incorporation of nanoporous membranes into biomedical devices
• Nanostructured materials for biological sensing
• Nanocrystals- imaging, transportation, and toxicity features

Seeking professional assistance to write your biomedical research or thesis? Look no further! At our reputable writing service, our experienced writers specialize in providing tailored support for the complexities of biomedical research. When you say, “ do my thesis for me ” we’re here to guide you through formulating research questions, conducting literature reviews, and analyzing data sets. Entrust the writing process to our experts while you focus on exploring the frontiers of biomedical research. Contact us today for a meticulously crafted thesis that enhances your chances of success.

We believe you have been thoroughly equipped with a list of biomedical topics. This way, you wouldn’t have to go through the stress of choosing a topic for research, seminars, or other educational purposes. Now that you have the topics at your fingertips make your choice and enjoy!

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Biomedical sciences research projects, our research-led academics are carrying out some of the most important scientific work to better understand, treat and develop cures for a wide range of human diseases..

Below are some examples of the projects we have completed or are currently working on.

Total number of results: 55

Exploring financial incentives to increase pulmonary rehabilitation engagement

Physical activity and sedentary behaviour in Fabry disease

Governing immersive biomedical tech, health and human rights in the Metaverse

Innovate photonic devices for digital histopathology

Understanding the role of temperature on muscle function in older adults

Modelling internal bone marrow dose from Radium-223

Functional trajectories of people with chronic critical illness

Evaluation of oligonucleotides for therapy of Friedreich ataxia

Identifying the most potent and effective treatment of Friedreich ataxia

Side effects of gene therapy vectors

The maintenance of genome integrity

The role of CDCA2 molecule in neuroblastoma

Biomedical Research Paper Topics

This page offers students an extensive list of biomedical research paper topics , expert advice on how to choose these topics, and guidance on how to write a compelling biomedical research paper. The guide also introduces the services of iResearchNet, an academic assistance company that caters to the unique needs of each student. Offering expert writers, custom-written works, and a host of other features, iResearchNet provides the tools and support necessary for students to excel in their biomedical research papers.

100 Biomedical Research Paper Topics

Biomedical research is a vibrant field, with an extensive range of topics drawn from various sub-disciplines. It encompasses the study of biological processes, clinical medicine, and even technology and engineering applied to the domain of healthcare. Given the sheer breadth of this field, choosing a specific topic can sometimes be overwhelming. To help you navigate this rich landscape, here is a list of biomedical research paper topics, divided into ten categories, each with ten specific topics.

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1. Genetics and Genomics

• Role of genetics in rare diseases
• Advances in gene editing: CRISPR technology
• Human genome project: findings and implications
• Genetic basis of cancer
• Personalized medicine through genomics
• Epigenetic modifications and disease progression
• Genomic data privacy and ethical implications
• Role of genetics in mental health disorders
• Prenatal genetic screening and ethical considerations
• Gene therapy in rare genetic disorders

2. Bioengineering and Biotechnology

• Tissue engineering in regenerative medicine
• Bioprinting of organs: possibilities and challenges
• Role of nanotechnology in targeted drug delivery
• Biosensors in disease diagnosis
• Bioinformatics in drug discovery
• Development and application of biomaterials
• Bioremediation and environmental cleanup
• Biotechnology in agriculture and food production
• Therapeutic applications of stem cells
• Role of biotechnology in pandemic preparedness

3. Neuroscience and Neurology

• Pathophysiology of Alzheimer’s disease
• Advances in Parkinson’s disease research
• Role of neuroimaging in mental health diagnosis
• Understanding the brain-gut axis
• Neurobiology of addiction
• Role of neuroplasticity in recovery from brain injury
• Sleep disorders and cognitive function
• Brain-computer interfaces: possibilities and ethical issues
• Neural correlates of consciousness
• Epigenetic influence on neurodevelopmental disorders

4. Immunology

• Immune response to COVID-19
• Role of immunotherapy in cancer treatment
• Autoimmune diseases: causes and treatments
• Vaccination and herd immunity
• The hygiene hypothesis and rising allergy prevalence
• Role of gut microbiota in immune function
• Immunosenescence and age-related diseases
• Role of inflammation in chronic diseases
• Advances in HIV/AIDS research
• Immunology of transplantation

5. Cardiovascular Research

• Advances in understanding and treating heart failure
• Role of lifestyle factors in cardiovascular disease
• Cardiovascular disease in women
• Hypertension: causes and treatments
• Pathophysiology of atherosclerosis
• Role of inflammation in heart disease
• Novel biomarkers for cardiovascular disease
• Personalized medicine in cardiology
• Advances in cardiac surgery
• Pediatric cardiovascular diseases

6. Infectious Diseases

• Emerging and re-emerging infectious diseases
• Role of antiviral drugs in managing viral diseases
• Antibiotic resistance: causes and solutions
• Zoonotic diseases and public health
• Role of vaccination in preventing infectious diseases
• Infectious diseases in immunocompromised individuals
• Role of genomic sequencing in tracking disease outbreaks
• HIV/AIDS: prevention and treatment
• Advances in malaria research
• Tuberculosis: challenges in prevention and treatment

7. Aging Research

• Biological mechanisms of aging
• Impact of lifestyle on healthy aging
• Age-related macular degeneration
• Role of genetics in longevity
• Aging and cognitive decline
• Social aspects of aging
• Advances in geriatric medicine
• Aging and the immune system
• Role of physical activity in aging
• Aging and mental health

8. Endocrinology

• Advances in diabetes research
• Obesity: causes and health implications
• Thyroid disorders: causes and treatments
• Role of hormones in mental health
• Endocrine disruptors and human health
• Role of insulin in metabolic syndrome
• Advances in treatment of endocrine disorders
• Hormones and cardiovascular health
• Reproductive endocrinology
• Role of endocrinology in aging

9. Mental Health Research

• Advances in understanding and treating depression
• Impact of stress on mental health
• Advances in understanding and treating schizophrenia
• Child and adolescent mental health
• Mental health in the elderly
• Impact of social media on mental health
• Suicide prevention and mental health services
• Role of psychotherapy in mental health
• Mental health disparities

10. Oncology

• Advances in cancer immunotherapy
• Role of genomics in cancer diagnosis and treatment
• Lifestyle factors and cancer risk
• Early detection and prevention of cancer
• Advances in targeted cancer therapies
• Role of radiation therapy in cancer treatment
• Cancer disparities and social determinants of health
• Pediatric oncology: challenges and advances
• Role of stem cells in cancer
• Cancer survivorship and quality of life

These biomedical research paper topics represent a wide array of studies within the field of biomedical research, providing a robust platform to delve into the intricacies of human health and disease. Each topic offers a unique opportunity to explore the remarkable advancements in biomedical research, contributing to the ongoing quest to enhance human health and wellbeing.

Choosing Biomedical Research Paper Topics

The selection of a suitable topic for your biomedical research paper is a critical initial step that will largely influence the course of your study. The right topic will not only engage your interest but will also be robust enough to contribute to the existing body of knowledge. Here are ten tips to guide you in choosing the best topic for your biomedical research paper.

• Relevance to Your Coursework and Interests: Your topic should align with the courses you have taken or are currently enrolled in. Moreover, a topic that piques your interest will motivate you to delve deeper into research, resulting in a richer, more nuanced paper.
• Feasibility: Consider the practicality of your proposed research. Do you have access to the necessary resources, including the literature, laboratories, or databases needed for your study? Ensure that your topic is one that you can manage given your resources and time constraints.
• Novelty and Originality: While it is essential to ensure your topic aligns with your coursework and is feasible, strive to select a topic that brings a new perspective or fresh insight to your field. Originality enhances the contribution of your research to the broader academic community.
• Scope: A well-defined topic helps maintain a clear focus during your research. Avoid choosing a topic too broad that it becomes unmanageable, or so narrow that it lacks depth. Balancing the scope of your research is key to a successful paper.
• Future Career Goals: Consider how your chosen topic could align with or benefit your future career goals. A topic related to your future interests can provide an early start to your career, showcasing your knowledge in that particular field.
• Available Supervision and Mentoring: If you’re in a setting where you have a mentor or supervisor, choose a topic that fits within their area of expertise. This choice will ensure you have the best possible guidance during your research process.
• Ethical Considerations: Some topics may involve ethical considerations, particularly those involving human subjects, animals, or sensitive data. Make sure your topic is ethically sound and you’re prepared to address any related ethical considerations.
• Potential Impact: Consider the potential impact of your research on the field of biomedical science. The best research often addresses a gap in the current knowledge or has the potential to bring about change in healthcare practices or policies.
• Literature Gap: Literature review can help identify gaps in the existing body of knowledge. Choosing a topic that fills in these gaps can make your research more valuable and unique.
• Flexibility: While it’s essential to start with a clear topic, remain open to slight shifts or changes as your research unfolds. Your research might reveal a different angle or a more exciting question within your chosen field, so stay flexible.

Remember, choosing a topic should be an iterative process, and your initial ideas will likely evolve as you conduct a preliminary literature review and discuss your thoughts with your mentors or peers. The ultimate goal is to choose a topic that you are passionate about, as this passion will drive your work and make the research process more enjoyable and fulfilling.

How to Write a Biomedical Research Paper

Writing a biomedical research paper can be a daunting task. However, with careful planning and strategic execution, the process can be more manageable and rewarding. Below are ten tips to help guide you through the process of writing a biomedical research paper.

• Understand Your Assignment: Before you begin your research or writing, make sure you understand the requirements of your assignment. Know the expected length, due date, formatting style, and any specific sections or components you need to include.
• Thorough Literature Review: A comprehensive literature review allows you to understand the current knowledge in your research area and identify gaps where your research can contribute. It will help you shape your research question and place your work in context.
• Clearly Define Your Research Question: A well-defined research question guides your research and keeps your writing focused. It should be clear, specific, and concise, serving as the backbone of your study.
• Prepare a Detailed Outline: An outline helps organize your thoughts and create a roadmap for your paper. It should include all the sections of your research paper, such as the introduction, methods, results, discussion, and conclusion.
• Follow the IMRaD Structure: Most biomedical research papers follow the IMRaD format—Introduction, Methods, Results, and Discussion. This structure facilitates the orderly and logical presentation of your research.
• Use Clear and Concise Language: Biomedical research papers should be written in a clear and concise manner to ensure the reader understands the research’s purpose, methods, and findings. Avoid unnecessary jargon and ensure that complex ideas are explained clearly.
• Proper Citation and Reference: Always properly cite the sources of information you use in your paper. This not only provides credit where it’s due but also allows your readers to follow your line of research. Be sure to follow the citation style specified in your assignment.
• Discuss the Implications: In your discussion, go beyond simply restating your findings. Discuss the implications of your results, how they relate to previous research, and how they contribute to the existing knowledge in the field.
• Proofread and Edit: Never underestimate the importance of proofreading and editing. Checking for grammatical errors, punctuation mistakes, and clarity of language can enhance the readability of your paper.
• Seek Feedback Before Final Submission: Before submitting your paper, seek feedback from peers, mentors, or supervisors. Fresh eyes can often spot unclear sections or errors that you may have missed.

Writing a biomedical research paper is a significant academic endeavor, but remember that every researcher started where you are right now. It’s a process that requires time, effort, and patience. Remember, the ultimate goal is not just to get a good grade but also to contribute to the vast body of biomedical knowledge.

iResearchNet’s Custom Writing Services

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• Custom Written Works: We appreciate the unique academic goals and distinct requirements of each student. That’s why iResearchNet specializes in providing custom-written papers. Our aim is to capture your individual academic voice and perspective, blending it with our professional acumen to create a paper that reflects your specific academic needs and aspirations.
• In-Depth Research: Every paper that we produce is founded on the bedrock of extensive and in-depth research. Our writers are committed to exploring a wide range of credible and reputable sources to enrich your paper with diverse viewpoints and comprehensive information. This dedication to rigorous research ensures that your paper is not only thoroughly informed but also accurately referenced, adding to its academic integrity.
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At iResearchNet, we strive to be more than just a writing service provider. We aspire to be a trusted academic partner, providing support and expertise to help you navigate the complexities of writing a biomedical research paper. With our combination of expert knowledge, high commitment to quality, and excellent customer service, we are the ideal choice for all your academic writing needs.

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Navigating the complexities of biomedical research can be overwhelming, but with iResearchNet, you don’t have to do it alone. Our dedicated team of professionals is committed to taking the stress out of the writing process, allowing you to focus on your learning. Imagine the relief of knowing your assignment is in the hands of experienced, degree-holding experts who are passionate about your success. With our meticulous research and thorough understanding of biomedical topics, we guarantee a paper that not only meets but surpasses your expectations.

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The clock is ticking, and your academic success is just a click away. Don’t let the opportunity to excel in your biomedical research paper slip through your fingers. Reach out to us today to start your journey with iResearchNet. You bring your academic aspirations, and we’ll bring our expertise and commitment. Together, let’s make your academic dreams come true.

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Biomedical research projects

General biomedical research.

• Regulation of insulin secretion hotspots by the GLP-1 receptor
• Optimisation of an ultra fast assay for metabolic profiling: application to clinical studies
• Can Non-Invasive Vagus Nerve Stimulation alter the Cholinergic Metabolome in Parkinson’s Disease patients?
• The feasibility and accuracy of a markerless motion capture for measuring parameters related to both normal and osteoarthritic gait and daily activities.
• Wearable microneedle aptasensor of psychiatric biomarkers in mental health monitoring
• Generating a Methyl-Proteomics Library for Studying Protein Methylation in Cancer
• Immune-regulatory role of IL-27 axis in liver injury
• Development and optimization of proteomic and metabolomic analysis of biological samples using Laser Desorption Rapid Evaporative Ionisation Mass Spectrometry
• NNAT aggregation and loss of heterogeneity as causative factors in beta cell dysfunction in diabetes
• Towards elucidation of 3D myocardial microstructure by ex-vivo Diffusion Tensor Cardiac Magnetic Resonance and 3D Histology
• Developing a chick chorioallantoic membrane (CAM) assay as an xenograft model to study soft-tissue sarcoma drug development
• Molecular mechanisms underpinning the extensive, multi-organelle dysfunction caused by the toxin L-amino acid oxidase
• The role of mTORC2 in regulation of hESC stiffness and cell fate
• Transient PiggyBac-based Genome Engineering to Produce Human Pluripotent Stem Cells
• AstraZeneca Sponsored Project: Proteomic analysis of human mesenchymal stem cell cross-talk with haematopoietic stem cells in 3 dimensional niche of complex in vitro model of bone marrow

Anaesthetics, Pain Medicine and Intensive Care

• Investigating the importance of microvesicle-delivered FADD on epithelial cell function during ventilator-induced lung injury
• Evaluation of a novel medical device to prevent epidural hyperthermia
• Evidence Synthesis to Inform Neuropathic Pain Mangement
• Modelling labour contraction pain through Electrical muscle stimulation.
• The role of the nuclear enzyme mitogen- and stress-activated kinase 1 in noxious heat sensitivity of primary sensory neutrons
• Mechanisms of monocyte de-activation by neutrophil extracellular vesicles in sepsis
• Modulation of neutrophil extracellular vesicle pro-inflammatory activity by complement
• The effects of blocking MSK1 on tissue inflammation and wound healing
• Neutrophil extracellular trap production in severe febrile illness in children
• Preclinical investigation of brain injury due to carbon monoxide poisoning

Bacterial Pathogenesis and Infection

• Analysis of OMV-based vaccine strategies to combat Avian Pathogenic Escherichia coli (APEC)
• Exploring the mechanism of Salmonella effector kinase, SteC, in the mammalian host
• Investigating the role of TRIM E3 ligase proteins during Salmonella infection
• Poisons and antidotes - defining the antibacterial effector repertoire of Pseudomonas aeruginosa’s T6SS
• Pathogenicity island transduction and the evolution of bacterial pathogens
• Impact of targeting inhibitory immune receptors by urogenital bacterial pathogens.
• Using a Fluorescence-activated cell sorting (FACS)-based screen to identify novel factors that regulate c-di-AMP production in Staphylococcus aureus.
• Understanding golden staph and its friends: genomic analysis of staphylococcal nasal carriage in UK military personnel at high risk of skin infections
• The role of KRT10 in invasive bacterial infections of childhood
• Understanding the pathogenesis of the priority nosocomial pathogen Enterobacter cloacae

Data Science

• Physics-Informed Neural Networks to Predict Blood Glucose Levels in Patients with Type-I Diabetes
• Explainable prognostic models for progressive pulmonary fibrosis
• Border Rendering Feature Orthogonal Network for Blood Vessel Segmentation
• Revealing the hidden fingerprints of drug exposure and metabolism in population-scale metabolomics data by statistical correlation and database development.
• Integrative analysis of single-cell RNA-Seq data to explore the association of mosaic loss of chromosome Y with idiopathic pulmonary fibrosis
• Exploring Expression Patterns and Shared Genetic Mechanisms in MS through Integrative Genetic Analysis
• Unpaired Style Mapping using Generative Models Techniques for Medical Image Segmentation
• Characteristics of Urinary Pathogens in People Living with Dementia
• Integrating transcriptomic, epigenomic, and transcription factor binding data to unravel the function of TSPO in microglia.
• Machine Learning Applications to Radiomics of Early Pregnancy Ultrasound To Predict Miscarriage

Epidemiology, Evolution and Control of Infectious Diseases

• A systematic review and estimation of the effects of temperature on yellow fever vector development and survival
• Estimating the impact of cholera interventions on disease burden in Somalia
• Evolution and global spatio-temporal spread of Coxsackievirus A6
• Modelling the spread of drug resistance to a key malaria prevention drug in children
• Are complex models necessary to realistically measure epidemic spread?
• Quantifying the contribution of surveillance datastreams in informing key epidemiological drivers of the Covid-19 pandemic in the UK
• Applying machine learning to the automated interpretation of genomic epidemiology data
• Towards HIV elimination: a mathematical model-based examination of transmission in Manicaland, Zimbabwe
• The potential impact of HIV pre-exposure prophylaxis (PrEP) on HIV outcomes in Western Africa: a mathematical modelling analysis

Microbiome in Health and Disease

• One-Health surveillance of emerging antifungal resistance across a UK cohort of farms, homes and green-waste recyclers
• Optimisation of storage and transportation of high throughput DESI swab testing of vaginal dysbiosis.
• Exploring the impact of Mediterranean and Western diet on the gut bacterial metabolism
• Westernisation of the faecal metabolic profiles
• Measuring bacterial sugar nutrients in faecal samples by LC-MS/MS to assess the risk of pathogenic gut colonisation upon administration of antibiotics
• The role of cervicovaginal microbiome on cervical carcinogenesis
• Testing and developing novel drying matrices for Intestinal Microbiota Transplant capsules.
• Can stabilized stool samples be used for bacterial culture, basic proteomics and clinical diagnostics?

Molecular Basis of Human Disease

• How does proteostasis restrict toxic protein aggregates from damaging the cell?
• The role of Mannose-6-phosphate receptor (M6PR) in human pancreatic β-cells
• Investigating the role of CD63 in human adipose stem cells
• How the bacterial type II secretion system powers toxin release
• The Tight adherence molecular machine builds pili and drives bacterial pathogenesis
• Novel neuromodulators from the gut microbiome
• Biosensor screening using a bacterial synthetic memory circuit
• Spatial biosensor development for the inflammatory biomarker sialic acid
• Using wildDISCO to characterise disruption of sleep-wake cycles in Alzheimer's disease
• Investigating the impact of genomic diversity on cell wall chemistry in Aspergillus fumigatus

Biomedical Research Themes & Projects

The School’s diverse research themes bring together researchers from the social sciences, epidemiology and public health, preventive, clinical and primary care medicine and from basic and applied sciences.

Cancer in Biomedicine

Characterising the molecular mechanisms responsible for cancer progression, predisposition and resistance to treatment.

Cardio-Respiratory

Focusing on the impact of diseases and adverse impact on cardio-respiratory function.

Cell Signalling

Researching cell signaling pathways and their importance in conveying information among cells to assist in understanding the development of a variety of human diseases.

Cellular Imaging & Structural Biology

Applying cellular imaging and structural biology expertise across a wide range of biomedical research programs. Platforms include fluorescence, live imaging, 2-photon imaging, transmission and scanning electron microscopy as well as whole body imaging and imaging mass spectroscopy.

Infection & Immunity

Focusing on the mechanisms of infection and immunity and development of new ways to control and treat infectious diseases - from molecular analysis of bacterial and viral infections to the development and function of the immune system.

Molecular Mechanisms of Disease

Modelling human diseases in experimental systems and analysing cells and tissues to gain insights into the underlying fundamental mechanisms of a range of diseases affecting the nervous system, respiratory system, muscle diseases and infectious disease.

Biomedical Neuroscience

Seeking to understand fundamental biological mechanisms in order to develop new treatments for injury and disease states, across neuroscience, cell and developmental biology, and anatomical sciences.

Characterising cellular and molecular mechanisms that underlie stem cell behaviour in development and disease, leading to the identification and characterisation of innovative biomarkers and therapeutic targets.

Systems Biology

Making quantitative measurements and computational analysis of the interacting components in systems biology using genomics, proteomics, bioinformatics, metabolomics and mass spectrometry.

Therapeutics & Translation

The translation of discoveries in Biomedical Sciences across clinical and commercial settings.

Scholarship of Teaching and Learning

Bringing together teaching specialists and academics across the School focused on improving student learning, outcomes, experiences and engagement across the biomedical sciences.

Research Projects by theme

Our researchers are undertaking world-class research across a wide range of health and social issues in a diverse range of settings.

View projects

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• Biomedical Science Research Project

Biomedical Science Research Project (BIOM30003)

Undergraduate level 3 Points: 12.5 On Campus (Parkville) and Off Campus

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About this subject

Contact information, summer term.

Subject Coordinator

Dr Laura Edgington-Mitchel

[email protected]

Administrative Coordination

Current Students

Past Students, Future Students and General Enquiries

Semester 1 (Early-Start)

A/Prof James Ziogas

[email protected]

Semester 2 (Early-Start)

In this subject students participate in an individual program of supervised research within the School of Biomedical Sciences, or elsewhere within the faculty, at a research institute or overseas institution in which the student contributes to the design of a research project, in consultation with a supervisor; conducts the research; and presents the findings of the project. The project may be self contained or form a component of a larger research program. Each student will receive feedback on their progress through ongoing consultation with their supervisor.

Where a student is conducting the research external to the School of Biomedical Sciences, a School of Biomedical Sciences academic staff member who has allied research expertise co-supervises the project and coordinates the assessment requirements. Detailed assessment requirements, including due dates of individual assessment items, are determined through consultation between the supervisor, the co-supervisor and the Biomedical Science Research Project Coordinator(s) in the relevant department.

The subject may incur additional costs such as travel and accommodation. Students may be eligible for University funding. Where the host institution is located in the IndoPacific, Australian citizens for whom this subject is part of a full time semester of study may consider applications through the New Colombo Plan scholarship funding.

Intended learning outcomes

Despite the differences between individual programs, each aims to provide students with the opportunities to gain expertise in project design, management and reporting.

Students are expected to develop skills to:

• Locate and synthesise information available in scientific (and in some cases other) literature in order to establish the need for, and potential scope and context of, a research project
• Design a research project to meet particular research outcome(s) or to answer particular research question(s)
• Develop creative ways of solving unfamiliar problems by devising a methodological approach to address the research question being raised
• Collect and analyse data (qualitative and quantitative) including appropriate statistical analyses of the research results
• Communicate the research results in written form, requiring critical analysis, synthesis and organisation of knowledge, and the construction of a rational and lucid scientific argument
• Communicate the research results in another form – either through an oral presentation or poster presentation
• Manage the time allocated to completing specific tasks
• Depending on the project, students may also find they achieve other outcomes such as learning how to take account of ethical considerations in designing a project.

Generic skills

Students are expected to develop skills in:

• locating and synthesising information available in scientific and other literature in order to establish the need and scope of the research project;
• creative problem solving by devising the methodological approaches to address the research question;
• time management;
• collection and analysis of data;
• communication of research results in oral and written form, requiring critical analysis, synthesis and organisation of knowledge and construction of a rational and lucid scientific argument;
• understanding potential ethical issues associated with research

Last updated: 22 May 2024

Home > USC Columbia > Medicine, School of > Biomedical Science > Biomedical Science Theses and Dissertations

Biomedical Science Theses and Dissertations

Theses/dissertations from 2023 2023.

Gluten Free Diet Ameliorates SI Enteropathy in IGA Deficient Mice , Ryan Albert William Ball

Progressive Neurochemical, Neuroinflammatory and Cognitive Deficits in an Experimental Model of Gulf War Illness , Hannah Elizabeth Burzynski

Effects Of Chronic Stress On Working Memory Are Sex-specific And Age-dependent , Tyler Jamison Cox

Aortopathies: Mechanism of Pathogenesis and Therapy , Mengistu G. Gebere

Leptin, Serotonin, and the Control of Food Intake , Nicholas David Maxwell

Targeting Macrophages in Cancer Models Using Natural Compounds , Sierra Jordan McDonald

Neurodevelopmental and Transient Impacts of Brain Kynurenic Acid Elevation and Sleep-Wake Behavior , Katherine Rentschler

Exploration Into the Relationship Between Colitis and Depression: A Potential Role for the Aryl Hydrocarbon Receptor , Kasie Lynn Roark

B-Cell-Specific MHCII Promotes Host-Microbiome Symbiosis , Mary Melissa Roland

Cardiac Imaging in Mice With Micro-Computed Tomography: An Assessment , Kyle Porter Stegmann

Impact Of Steroid Receptor And Hormone Manipulation In Skeletal Muscle: Implications For Glucose Metabolism And Insulin Sensitivity In Male Mice , Christian Aaron Unger

Theses/Dissertations from 2022 2022

Role of Epigenome in Regulation of Inflammation By AHR Ligands 2,3,7,8-Tetrachlorodibenzo-P-Dioxin and 6-Formylindolo[3,2-B] Carbazole , Alkeiver Cannon

Neurochemical, Molecular, and Behavioral Effects of Intranasal Insulin , Jennifer Marie Erichsen

Sex Differences and Potential Non-invasive Treatments for Calcific Aortic Valve Disease , Henry Pascal Helms

Decellularization Strategies of Naturally Derived Biomaterials for Tissue Engineering Applications , Julia Elizabeth Hohn

Role of AhR in the Epigenetic Regulation of Immune Cells in Lungs During Acute Respiratory Distress Syndrome , Bryan Latrell Holloman

The Submission of a Section 513(g) Request For Information , Morgan Ashley Lano

Engineering and Optimization of an AAV Based Viral Vector to Limit the In-Vitro Expression of SARS-CoV-2 Spike-Protein , Ronald Anderson Smithwick

In Vitro and in Vivo Studies of Mediator Kinase , Lili Wang

Theses/Dissertations from 2021 2021

Role of AhR Ligands in Immune Modulation to Suppress Inflammation Through the Regulation of Microrna and Gut Microbiome , Osama Azeldeen Abdulla

Role of Estrogen in Regulating Diet-Induced Obesity in Females , Ahmed Aladhami

Impact of Acetylcholine on Internal Pathways To Basal Amygdala Pyramidal Neurons , Tyler Daniel Anderson-Sieg

Pseudomyxoma Peritonei Derived Cancers: A Novel Study on Growth and Growth Suppression Utilizing Common Colorectal Cancer Agents , Raymond Kennith Bogdon

Impact of Acetylcholine on Amygdala Network Oscillations , Joshua Xavier Bratsch-Prince

Real Time Neurochemical Analysis of the Brain For Pharmacological Treatments in Mood Disorders And Neurodegeneration , Anna Marie Buchanan

Regulation of Inflammatory Processes by Tryptamine, Cannabidiol and 2,3,7,8-Tetrachlorodibenzo-P-Dioxin , Nicholas Dopkins

Study of the Effect of B-Cell-Intrinsic Mhcii Antigen Presentation on Germinal Center B Cell Evolution Using The Brainbow Mouse Model , Nia Hall

Mechanism of Therapeutic Efficacy of New Drugs in Glioblastoma , Firas Hameed Khathayer

The Effect of Low Dose Penicillin on Tumor Development in Apc Min/+ Mice , Kinsey Ann Sierra Meggett

Defining the Pathophysiology of Gut Humoral Immunodeficiency , Ahmed Dawood Mohammed

The Role PDE11A4 Signaling and Compartmentalization in Social Behavior , Kaitlyn Pilarzyk

Anatomical Correlates of Age-Related Basal Forebrain Dysfunction , Brandy Lynn Somera

A Novel Model to Study Adipose-Derived Stem Cell Differentiation , Austin N. Worden

Theses/Dissertations from 2020 2020

Molecular Mechanisms of Loss of E7 Expression in HPV16 – Transformed Human Keratinocytes , Fadi Farooq Abboodi

17 β-Estradiol and Phytoestrogens Attenuate Apoptotic Cell Death in HIV-1 Tat Exposed Primary Cortical Cultures , Sheila Marie Adams

Helicobacter’s Effects on Colitis/Colon Cancer and the Response to Indole 3-Carbinol , Rasha Raheem Abdulhamza Alkarkoushi

A Comparative Study of Cannabinoids & CB1 Receptor GI Signaling , Haley Kristen Andersen

Expansion Microscopy: A New Approach to Microscopic Evaluation , Ashley Ferri

The Role of Acute and Chronic Neuroinflammation in Depression: Uncovering the Relationship Between Histamine and Serotonin Transmission , Melinda Hersey

The Use of Natural Anthraquinone Emodin as a Primary and Complementary Therapeutic in the Treatment of Colorectal Cancer , Alexander-Jacques Theodore Sougiannis

The Effects of Super-Resolution Microscopy on Colocalization Conclusions Previously Made With Diffraction-Limited Systems in the Biomedical Sciences , Madison Emily Yemc

Theses/Dissertations from 2019 2019

Role of Epigenome and Microbiome in Cannabinoid and Aryl Hydrocarbon Receptor-Mediated Regulation of Inflammatory and Autoimmune Diseases , Zinah Zamil Al-Ghezi

Tissue-Specific Roles of Transforming Growth Factor Beta Ligands in Cardiac Outflow Tract Malformations and Calcific Aortic Valve Disease , Nadia Al-Sammarraie

Role of Epigenetic, Molecular and Cellular Pathways in the Regulation of Inflammation , William James Becker

Neurochemical and Behavioral Outcomes of Intranasal Orexin Administration in Young and Aged Animals , Coleman Blaine Calva

Interdependent Mechanisms of Stress Susceptibility , Julie Elaine Finnell

Astrocyte Sensitivity to Dopamine in Culture and Ex Vivo , Ashley L. Galloway

Three-Dimensional Plasma Cell Survival Microniche in Multiple Myeloma , Katrina A. Harmon

Role of Epigenome and Microbiome in Endocannabinoid-Mediated Regulation of Inflammation During Diet-Induced Obesity , Kathryn Miranda

Epigenetic and Purinergic Regulation of Mast Cells Mediator Release , Zahraa Abdulmohsin Mohammed

Effect of TCDD, an Environmental Contaminant, on Activation of AHR Leading to Induction of Myeloid Derived Suppressor Cells (MDSCS) and the Ability of Resveratrol, a Botanical, to Neutralize this Effect , Wurood Hantoosh Neamah

An Anatomical Basis of the Differential Cholinergic Modulation of Valence-Specific Pyramidal Neurons in the Basolateral Amygdala , Nguyen Vu

Analysis of Cellular Interactions Within a Collagen Hydrogel , Austin N. Worden

Theses/Dissertations from 2018 2018

Role of Mammary Microenvironment in Promoting Left-Right Differences in Tumor Progression, Metastasis, and Therapeutic Response , Huda Issa Atiya

Enhancements in Alginate Microencapsulation Technology & Impacts on Cell Therapy Development , Marwa Belhaj

Effect Of Resveratrol On The Development Of Eczema , Christopher Carlucci

The Nervous System And Cancers Of The Head And Neck , Christian A. Graves

Turning Up Antitumor Immunity Against Breast Cancer , Johnie Hodge

Exploring Alternative Therapeutic Interventions For The Treatment Of Leigh Syndrome , Stephanie Martin

Regulation Of Prostaglandin D2 And Angiogenesis-Related Factors From Human Skin Mast Cells By Interleukin-6 And Resveratrol , Cody Cody McHale

Advanced Clearing Methods and Imaging Techniques for Optimized Three- Dimensional Reconstruction of Dense Tissues , Caleb A. Padgett

Role Of MIR-489 In HER2 Positive Breast Cancer , Yogin Patel

Operation Of The Leica SP8 Multiphoton Confocal System Using Single Or Multiple Fluorochromes , Amy E. Rowley

Theses/Dissertations from 2017 2017

Garlic Inhibits Inflammation during Dengue Infection , Alex R. Hall

Functional Role of the Homeobox Transcription Factor Six1 in Neoplastic Transformation of Human Keratinocytes , Maria Hosseinipour

Individual Differences in Markers of Cholinergic Signaling Correlating to Fear and Extinction Learning , Grace C. Jones

The Role Of Cyclin-Dependent Kinase 8 In Vascular Disease , Desiree Leach

Succination Impairs Protein Folding and Promotes Chop Stability in the Adipocyte during Diabetes , Allison Manuel

Muscarinic Acetylcholine Receptor M1’s Impact on Fear Extinction Learning , Joshua R. McElroy

Hemodynamic Regulation Of Cardiac Valve Development , Vinal Menon

The Role Of Inflammation In Atherosclerosis , Fatma Saaoud

Synergism of Quercetin and Sodium Butyrate for Controlling Growth of Glioblastoma , Matthew Alan Taylor

Mast Cells and Lipid Cross-Talk in Skin Inflammation , Piper Alexandra Wedman

Theses/Dissertations from 2016 2016

Tumor Suppressor p53 Response To UV Light In Normal Human Keratinocyte Strains From Different Individuals , Fadi Farooq Abboodi

Vitamin D and Stress Fractures in Collegiate and Professional Athletes , Christian Michael Askew

Linking Obesity & Breast Cancer: Role Of Monocyte Chemoattractant Protein-1 And High Fat Diet-Induced Inflammation On Mammary Tumorigenesis , Taryn L. Cranford

The Identification Of The Direct And Indirect Pathways Through Which Leptin Facilitates Synaptic Plasticity In The Hippocampus , Catherine Van Doorn

Morphogenic Effects Of Dopamine In Cultured Rat Hippocampal Astrocytes , Ashley L. Galloway

Emodin Regulates Macrophage Polarization: Application In Breast Cancer Treatment , Stephen Iwanowycz

Differences In Resting-State Functional Connectivity Of Chronic Migraine, With And Without Medication Overuse Headache, And The Effectiveness Of Sphenopalatine Ganglion Block As A Treatment For Repairing Dysfunctional Connectivity. , Kaitlin Krebs

Prospective Assessment Of Health Disparities And Injury Risk Factors At Basic Combat Training At Ft. Jackson , Kristin Lescalleet

Transcriptional And Post-Transcriptional Regulation Of NRF2 In The Heart By The Deubiquitinase CYLD , Bryan J. Mathis

Regulation of Chronic and Acute Inflammatory Disease by microRNA and Microbiota , Pegah Mehrpouya-Bahrami

The Effect of Arsenic on Type 2 Diabetes and Inflammation , Kayla Penta

Factors Influencing The Collagen Fiber Angle Distribution in The Mouse Aorta , Shana Roach Watson

The Role of Epidermal Stem/Progenitor-Like Cells In HPV-Mediated Pre-Neoplastic Transformation , Yvon L. Woappi

Theses/Dissertations from 2015 2015

Extensive Genome Rearrangements of Caulobacter K31 and Genomic Diversity of type B3 Bacteriophages of Caulobacter Crescentus , Kurt Taylor Ash

Evaluating Muscle Fiber Architecture , Morgan Ashley Flahive

Characterization of STARD4 and STARD6 Proteins in Human Ovarian Tissue and Human Granulosa Cells and Cloning of Human STARD4 Transcripts , Aisha Shaaban

Cannabinoid-mediated Epigenetic Regulation of Immune Functions , Jessica Margaret Sido

The Effect of 3D Collagen Scaffolds on Regulating Cellular Responses , Chad Simmons

Theses/Dissertations from 2014 2014

Metformin Arrests Growth and Induces Apoptosis of Neuroblastoma Cells , Nadia Al-Sammarraie

Cellular and Biochemical Effects of Sparstolonin B on Endothelial Cells to Inhibit Angiogenesis , Marwa Belhaj

An Evolutionary Perspective on Infectious and Chronic Disease , John Eberth

Status Epilepticus Induced Alterations in Hippocampal Anatomy and Neurotransmission , Denise K. Grosenbaugh

The Cardio-Protective Effects of Substance P in Both Ischemia/Reperfusion and and Short-Term Hypoxia Rat Models , Shaiban Jubair

MUSCARINIC MODULATION OF BASOLATERAL AMYGDALA , Lei Liu

MCP-1 In Colorectal Cancer: Benefits of Exercise , Jamie Lee McClellan

Diethylstilbestrol (DES) mediates immune suppression via modulation of microRNA expression in mice , Martine Menard

Effects of cPLA-2 on the Migration and Proliferation of Human Vascular Smooth Muscle Cells and the 2-D Migratory Patterns of Tropomyosin in Femoral and Abdominal Aorta Tissue , Jaimeson Thomas Powell

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biomedical sciences PhD Projects, Programmes & Scholarships

Improving diagnosis of type 2 diabetes in sub-saharan africa - phd in clinical and biomedical sciences, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Competition Funded PhD Project (Students Worldwide)

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Understanding the cardiotoxic effects of anti-cancer therapies; a multidisciplinary approach

Self-funded phd students only.

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Smart sensors and spectral techniques in human movement science

Bowel cancer caused by bacteria, systems level analysis of platelet signalling, cell biology and evolution of cancer metastasis, using crispr in ips cells to modify platelet function, discovering and characterising new protein antimicrobials, cardiovascular and respiratory reflex activation during exposure to hypoglycaemia: assessing the role of the carotid body, improving the prevention and treatment of lean type 2 diabetes in sub-saharan africa, funded phd project (students worldwide).

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

The regulation of platelet function - towards new strategies to prevent thrombosis

Developing interventions to support people with t2d in sub-saharan africa to make lifestyle changes, investigating the mechanisms of antibacterial action of silver and copper ions and nanoparticles, and the emerging threat of metal-ion resistance, investigating bacteria-bacteriophage diversity to develop phage libraries for treatment of bacterial infections, impact of maternal obesity on offspring adipogenesis.

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Biomedical Science

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Please note :

• TU Dublin use the word "dissertation" for work done as part of an undergraduate or taught master's course, and the word  "thesis" for work done for PhD or research masters degrees
• Dissertations and theses completed before 2019 were submitted to DIT, which preceded TU Dublin, and these are listed as Dublin Institute of Technology works .

Final Year Dissertations

Dissertations for a number of science undergraduate and taught postgraduate programs are available to view in pdf  format from 2014 onwards. To view the outline,  layout, citation style and referencing quality of a science eDissertation follow the steps below:

Start at the TU Dublin Library Catalogue

• From the drop-down search menu choose Subject or  Title Search
• Input your program code e.g. TU852. You can use either a current TU Dublin program code or an older DIT code.
• Select the e Dissertations option.
• Click on the blue dissertations link and view or download the pdf as required. 

 Tip: Sort by Reverse Year to view the newer titles.  

Research Theses

Arrow@TUDublin is the institutional repository for the university and is where researchers and staff  make a version of their theses and published articles or book chapters freely available. All material on Arrow is full text. The theses collection for MPhils and PhDs is also available on Arrow.

• Open Access Theses and Dissertations (OATD)  provides online access to graduate theses and dissertations from over 1100 colleges, universities, and research institutions from around the world.
• The  DART-Europe E-Theses Portal provides access to over 1.6 million open access research theses from 572 Universities in 29 European countries.
• The British Library EThOS theses online service  offers a search option to over 500,000 doctoral theses. Download instantly for your research, or order a scanned copy quickly and easily.

A selection of research theses is also available for use in TU Dublin Library.  A listing of hardcopy PhD theses is available here.  Please note that print theses are for use in the library only.

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• Last Updated: Aug 29, 2024 6:52 PM
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Non-Laboratory Project-Based Learning for Final Year Bioscience Students: Lessons From COVID-19

Associated data.

The data presented in this article are not readily available per ethics approval. Further enquiries should be directed to the author.

Background: Provision of “dry-lab” final year honours projects, based outside the laboratory, have been proposed as a viable alternative to traditional “wet-lab” projects in bioscience subjects, but their value has not been widely evaluated to date. In 2020–21, the COVID-19 pandemic meant all students in the School of Biomedical Sciences at Ulster University (UU) undertook dry-lab projects, due to campus lockdown. Therefore, this provided an ideal opportunity to evaluate the provision of dry-lab projects in a large student cohort.

Methods: A pilot group of final year students ( n = 4) studying Biomedical Science at UU were interviewed to evaluate their experience of conducting a dry-lab project. This evaluation and the themes that emerged were subsequently used to inform the co-creation of a survey to appraise student experience of dry-lab research project learning across the final year student cohort in School of Biomedical Sciences ( n = 140). Quantitative and qualitative data was collected and analysed for trends and themes.

Results: The results of this project identified four main themes related to dry-lab projects; expectations, skills & employability, quality of experience and choice. Student expectations about dry-lab projects were not dramatically changed, although initial negative opinions of some individuals were over-turned. Most students recognised that they had developed many useful employability skills through dry-lab projects, although lack of practical laboratory experience was still perceived as a drawback. Student experience was influenced by personal circumstances but students reporting poor project experience had significantly lower levels of communication with supervisor ( p < 0.05). Most students agreed that choice of dry- and wet-lab projects would be valuable for future cohorts.

Conclusion: This report concludes that dry-lab project provision can be a suitable and equitable alternative for wet-lab projects. Dry-lab projects can be valuable for learning new skills and may be an attractive option for some students and supervisors who prefer to work outside the laboratory setting. A choice of both dry-lab and wet-lab projects is highly recommended as it provides more choice for students to tailor their final year experience to their individual circumstances, strengths and future career aspirations.

Introduction

In UK higher education, the final year honours project is a highly valued component of the university degree, representing a “gold-standard” stamp of academic excellence that provides students with important research skillsets for employment after graduation [ 1 ]. In Science, Technology, Engineering and Maths (STEM) subject areas, it is typical that project-based learning in the final year of a science degree is a laboratory-based experience (colloquially known as “wet-lab”). However, this traditional arrangement has been challenged in recent years, with many universities producing evidence to illustrate that students can benefit equally from “dry-lab” science projects based outside the laboratory [ 2 , 3 ].

This is a welcome development which helps overturn the stereotypical view of the scientist [ 4 ]. Scientists in the workplace will spend much of their time writing, interpreting data, communicating science and working at computers, in addition to laboratory bench work. Since employability and workforce readiness are integrated concepts in many University science degrees, it is therefore appropriate that students have the option to develop these extra non-laboratory skills by providing a more diverse range of projects at final year, including dry-lab projects. Such projects could be data-analysis, computational projects, systematic reviews, meta-analyses or tailored presentations [ 5 ]. However, there is an understandable reluctance by educators to change from “tried-and-tested” laboratory-based approaches that have worked successfully in the past, not least because there is evidence that science students do not consider dry-lab projects to be as worthwhile as wet-lab experiences [ 6 ]. The challenge for our School of Biomedical Sciences at UU, similar to departments in other institutes, is to change preconceptions and expectations about dry-lab projects amongst both students and educators.

It is important this challenge is addressed, because various academic, economic and pedagogic factors mean that project-based learning practices must undergo significant revision to create a sustainable, inclusive model of final year research project provision for future cohorts of students. For example, as student numbers increase in UK higher education, there is increasing financial pressure on universities to provide relevant wet-lab projects in suitably equipped environments [ 7 ]. Hence, as student numbers increase, dry-lab projects are a more financially viable option and have the extra benefit of being more environmentally friendly. Moreover, providing a dry-lab project workflow will allow students to work through project activities in a virtual environment in their own time without the need for a supervisor in attendance and without having to access to laboratories facilities at scheduled times. Employed properly, the dry-lab project can therefore be more efficient in terms of organisation, time-commitment and availability of those involved [ 8 ]. Furthermore, increased student recruitment to distance-learning courses means that provision of dry-lab projects will need to become more common. Indeed, the importance of the “remote laboratory” in STEM-related education has been identified as a key resource in promoting internationalization, as well as access to education for traditionally underrepresented groups [ 9 ]. This will also be attractive to students who find wet-lab project provision problematic because of circumstances that make it difficult for them to attend laboratories in person. Dry-lab projects may well be a more attractive option for students in this position and would address inclusivity and accessibility issues in the process [ 10 ]. Importantly, this also has value beyond Biomedical Sciences, since many other science disciplines are facing similar pressures, so case studies of successful dry-lab projects will be very important for inspiring and motivating colleagues to develop their own projects [ 3 ].

For change to happen, however, evaluation is needed to demonstrate the value of this type of project. This is very achievable, since dry-lab research projects in science is not a new idea [ 7 ]. Indeed, there are many examples of free and commercial resources that are available to educators to help virtual teaching [ 11 ]. However, there is still a need to robustly evidence that such approaches are fit-for-purpose, both in terms of pedagogy and value to stakeholders. At UU, the disruption caused by the COVID-19 pandemic in 2020 ended up providing an ideal opportunity to do this, since all students in the School of Biomedical Sciences in the academic year 2020–21 undertook dry-lab projects as laboratory access was prohibited. Therefore, this review describes a project that was developed to evaluate alternative options to traditional laboratory-based projects.

Participants

A pilot group of four final year students studying BSc (Hons) Biomedical Science were randomly assigned to complete a dry-lab research project under the supervision of principal investigator (PI). The students and PI collaborated to apply their personal experience of this type of project-based learning to the co-development of a survey which would subsequently evaluate the student experience of dry-lab research project learning across the entire final year cohort in School of Biomedical Sciences. The pilot group took part in focus groups and the themes identified were embedded into the survey design exploring the student experience of dry-lab project-based learning. The survey was released to all final year students in the School of Biomedical Sciences, who were all undertaking some form of dry-lab research project. The data collected from this survey ( n = 140 respondents) provided important quantitative and qualitative baseline data from the year group for further evaluation.

Ethical implications for the project were also considered carefully and approval granted by Centre for Higher Education Research and Practice (CHERP) at UU (Ref:CHERP-20-001). Students in the pilot group were provided with a Participant Information sheet about the project, explaining (i) how their feedback may be used and (ii) that their decision to partake (or not) will have no impact on the support they receive during their project. For the wider survey of the entire final year student cohort, students were again under no obligation to complete the questionnaire. Completion of questionnaire implied consent, but no student was penalised for opting out. All responses were anonymised and responses collected were held confidentially by the primary researcher under password protected access.

Evaluation Design and Justification

Evaluation for this project was based upon scrutiny of the quantitative and qualitative data collected via the tools and approaches below. Throughout, the project aimed to align with guidance provided through the UU’s Strategy for Learning and Teaching Enhancement (SLaTE) [ 12 ].

Peer-led focus groups were held to evaluate and discuss project direction. This type of collaborative learning was deemed appropriate for students to become actively involved in shaping education experience for their peers [ 13 ]. Indeed student-staff partnerships are an increasingly important part of Higher Education, offering much scope for innovative pedagogic practice [ 14 ]. The student input is integral to changes in curriculum, and this type of partnership helps the case for students as agents of change [ 15 ]. Importantly, in terms of manging power imbalance and possible bias, students were made aware that these focus groups were not linked to the assessment of their work. Instead, they understood that they were invited to collaborate in co-developing the nature of the survey for the wider cohort of students, by recommending questions/themes that would provide information they would like to know.

Semi-structured interviews were employed as a qualitative research method which can explore deeper opinions about a given topic [ 16 ]. In this project, semi-structured interviews were conducted with the sub-group of four students. To avoid possibility of power bias, these were conducted by a colleague of the PI. There are drawbacks to semi-structured interviews, since they are time-consuming and it is difficult to canvas large numbers, so there may not be sufficient data to inform meaningful analysis [ 17 ]. Nevertheless, they were very suitable for this project as one element of a mixed methods data collection, from which themes could be extracted and explored further in a larger cohort via a bespoke survey.

Student surveys are a long-accepted method for collecting feedback from students on education experience. However, they must be properly designed and conducted to ensure useful data is collected [ 18 ]. That is why it was important that the finalised set of survey questions for this project was informed by the focus-groups mentioned above and by informal discussions with colleagues. Survey responses provided information on how students felt about the project-based learning, skills accrued, support they received and how they feel they met learning outcomes, in order to provide a rich source of qualitative and quantitative data to robustly evaluate student experience of dry-lab projects.

Data Collection and Analysis Procedures

Data collection was managed using REDCap electronic data capture tools hosted at UU. REDCap (Research Electronic Data Capture) is a secure, web-based software platform designed to support data capture for research studies [ 19 ]. It provides 1) an intuitive interface for validated data capture; 2) audit trails for tracking data manipulation and export procedures; 3) automated export procedures for seamless data downloads to common statistical packages; and 4) procedures for data integration and interoperability with external sources.

Results were a ‘mixed methods’ combination of qualitative and quantitative data, gathered from the methodologies listed above. Together these combine to inform a grounded theory approach to the project [ 20 ]. Rather than being entirely linear, this allowed for some flexibility, adapting approaches in response to both the data collected and surrounding discussions. Quantitative data was provided through the ‘scored’ questions on the bespoke survey issued to students (i.e., where a rating is selected against a question). This data was presented to allow comparisons of answers from linked questions where appropriate. This helped visualise any changes in responses which might have occurred by the experience of undertaking a dry-lab project. Statistical significance was assessed by paired t -test with data considered significant where * p < 0.05, ** p < 0.01, *** p < 0.001. Qualitative data was collected from the focus group, semi-structured interview and from open questions on the bespoke survey. This data was reviewed and analysed for thematic content by a six-step process [ 21 , 22 ]. The grounded theory approach helped evaluate how the findings can be used to potentially inform further data analysis in future. The final structure of the reporting was informed by guidance about aligning outcomes with objectives [ 23 ].

Reflective Practice

The collection and analysis of data was informed throughout this project by collegial discussions with colleagues, including course directors, final year project module coordinators and other colleagues. To capture the formative ideas that arose from these discussions, and the journey of the primary researcher through the process, a reflective journal of notes was kept throughout the process [ 24 ]. This captured evolving perceptions, project progress, key decisions and personal reflections on the transformative experience of doing the project and learning new research approaches (particularly analysis of qualitative data). This reflection in turn influenced the critical thinking within the discussion below.

Results and Discussion

Pilot group results.

The pilot group of students ( n = 4) in this project were placed in the subject area of genetic medicine, therefore bioinformatic analysis was adopted as the basis for a dry-lab project, since it aligns with wider advances in cancer research and analyses of health-related patient data [ 25 , 26 ]. A project was therefore designed which would substitute traditional wet-lab activities with computer-based ones, while remaining focused on the area of genetic medicine.

The value of this approach was then evaluated through focus groups and semi-structured interviews, which would be used to inform and co-develop the survey for canvassing the experience of the wider student cohort. This idea of student as partner or ‘producer’ encourages collaborative relations between student and academic to generate knowledge [ 27 ]. The analysis of this information revealed four main themes, which are summarised and itemised in Table 1 below.

Summary of responses collected from focus groups and semi-structured interview(s) with Pilot student group, including identification of key themes.

These reveal that students really did not know what to expect about a dry-lab project, principally because they had little exposure to, or awareness of, what it might constitute. One student statement summed up the apprehension in the pilot group about studying outside a laboratory;

“Prior to starting my project, I was sceptical as to how a dry lab project would be carried out and if it would be just as beneficial as doing a wet lab-based project.”

In terms of skills, there was a fear that lack of laboratory skills would be a drawback, although once the project progressed, students became more aware of the variety of skills being accrued, including digital skills which employers might particularly value, as articulated by one student;

“Throughout my project I have learnt so many new skills that I did not expect to learn while doing a dry lab project. I believe I have a good understanding of bioinformatics and also really have improved my IT skills, this is so beneficial when applying for jobs as I have found these skills to be very important to employers.”

Student experience naturally included some negative and positive aspects, although there was a general acceptance in this small group that there was increased flexibility and less stress than expected;

“A benefit of this being a ‘dry-lab’ project was the flexibility around planning time for this project, studying for other modules and my part-time job.”

Perhaps most tellingly, there was a general consensus that preconceptions about dry-lab projects had been somewhat over-turned, with acknowledgement that it would be acceptable choice in future;

“I used to think I was a very hands on learner and would not be able to learn anything from a computer screen rather than real life however this year has definitely changed my opinion of online learning and wet lab projects.”

“I do not feel disadvantaged using this experience versus a ‘wet-lab’ final year project experience. I would definitely recommend a ‘dry-lab’ based project to others.”

However, it was pointed out that the role of the supervisor, especially in communicating effectively throughout, would be paramount in ensuring a good overall experience. The themes identified in Table 1 were then discussed further with the pilot group of students to co-develop the survey design for further exploration and validation. The focus was on asking questions which would determine if the experiences and opinions of the pilot group were matched across the entire cohort of final year students. As a result, the final survey was designed to incorporate four sections, each aligned with a different theme as shown in Table 1 . The survey was released to all final year students and the data collected is presented and discussed below.

Overall Student Survey Results

The survey results were collected and analysed for both overall trends and thematic content. A total of 283 final year students from 7 different courses were contacted on 3 occasions over a 3-week period following completion of their projects in May 2021. 140 responses (49.5%) were received, primarily from the Biomedical Science course, which was not unexpected as it consists of 3 separate cohorts and has about four times as many students as each of the other courses ( Figure 1 ).

Number of respondents from each of the seven courses in School of Biomedical Sciences. [Data: (No. of responses, % of survey respondents): Biomedical Science (84, 60.0%), Biology (11, 7.9%), Human Nutrition (15, 10.7%), Food & Nutrition (13, 9.3%), Dietetics (1, 0.7%), Optometry (6, 4.3%), Stratified Medicine (10, 7.1%)].

The data collected from the other questions in the survey were analysed and have been presented below against the four themes identified in Table 1 for ease of understanding and discussion.

Expectations

It was not surprising to learn that a substantial number of students preferred to do a wet-lab one when they were asked to reflect on their preconceptions about dry-lab projects at the start of the year ( Figure 2 ). This confirmed data from elsewhere which found similar attitudes among students [ 6 , 28 ]. Although this question depended on students recalling how they felt several months before survey was completed, it is still likely to be a true reflection of the apprehension about dry-lab projects which was also apparent in the pilot group of students. This is linked to a lack of knowledge about what constitutes a dry-lab project, which is understandable since exposure to this type of project is limited in undergraduate degrees [ 3 ]. The more pertinent question was whether the experience of undertaking a dry-lab project would change that preconception.

Comparison of student preference for remote-learning (dry-lab) or campus-based (wet-lab) final year project. [Data: A remote-learning final year project (19, 13.6%), A campus-based final year project (101, 72.1%), No preference (20, 14.3%)].

To explore this further, the students were asked if they were satisfied that doing a remote-learning project was a suitable replacement for doing a campus-based project, but were also challenged to consider if their opinion had changed from initial expectations by the end of the project. Figure 3 shows a comparison between the answers before their individual project began and after it was completed.

Student opinion, before and after project completion, on whether a remote-based project was suitable replacement for campus-based project.

Again, this question depended on students recalling how they felt at the start of the project so we must be cautious about the interpretation of this data. The graph only shows overall numbers and does not compare how individual students voted before and after project completion. However, more nuanced information can be found in the analysis of the qualitative data about how expectations were challenged and, in some cases, overturned. The reflective quotes from one student illustrates how the experience of dry-lab projects changed their opinion;

“Before starting the investigative project, I was concerned about it being a dry lab experiment. I wanted to get the best grade possible and was not sure this was going to be possible without being in a lab doing the experimental work myself as well as having the supervisor present.”

“Now that I have completed my project I would recommend a dry lab project to everyone after understanding all the skills I have gained this past academic year that I would not have been able to gain while doing a wet lab experiment.”

Importantly, the dry-lab project provision did not significantly impact on the average marks for each of the 7 courses across the School ( Figure 4 ). This demonstrates that the learning outcomes for the final year project modules can be met by dry-lab project provision and that students do not experience a grading advantage or disadvantage from this type of project. This is important if a choice of dry- and wet-lab projects are to be offered together in future, so one option is not seen as academically “easier.”

Average scores for dry-lab projects in 2020–21 (red bars) were not significantly different from average scores for wet-lab projects provided in 2019–20 (blue bars) in any of the courses (Data shown is Mean ± SD. Student’s t-test; ns, non-significant).

Skills and Employability

The pilot group of students felt it was important that the survey gave their peers the opportunity to identify and confirm what activities they performed during their project, so that they could appreciate the scientific skills they were accruing. As Figure 5 below shows, students undertook a wide range of different methodologies, analyses and presentation approaches across the various dry-lab projects. This emphasises that laboratory activities constitute only one element of science projects, so dry-lab projects can effectively provide experiences in many other important science skills.

Activities identified by students as having been undertaken in their dry-lab projects.

This type of data is valuable because it allows educators to demonstrate to students that these are skills that employers in the Life Sciences sector (and beyond) value in graduates and prospective employees [ 29 ]. Encouragingly, the majority of students (58.1%) did recognise that their dry-lab project experience had provided them with skills that will be useful in future employment ( Figure 6 ).

Student opinion on whether dry-lab projects would be useful for employability. The majority of students either strongly agreed (15, 11.0%) or agreed (64, 47.1%) that this was the case. [Other Data: Neither Agree or disagree (30, 22.1%), Disagree (22, 16.2%), Strongly disagree (5, 3.7%)].

This is important for students to realise and to be able to articulate in future job applications and interviews, since work-based projects in the Life Sciences sector will involve a blend of hands-on practical skills with digital literacy and computational acumen [ 30 ]. In a typical bioscience degree, most students will already have significant wet-lab practical skills from modules completed in Year 1 and Year 2 of their degree, while a significant proportion of them will also have gained working laboratory experience in their placement year. What they may not have gained is exposure to the non-laboratory skills which are equally important in science-related jobs. Dry-lab projects therefore offer the chance for students to complement their laboratory experimental skills with digital experimental skills [ 31 ]. In this cohort of respondents, there did appear to be general acknowledgement of this fact.

However, dry-lab projects simply cannot substitute every aspect of the wet-lab experience, so it was not surprising to find that students clearly recognised they had missed out on exposure to laboratory skills at Level 6 ( Figure 7 ).

Activities not experienced by students during dry-lab projects indicating clearly that lack of practical laboratory experiences was undoubtedly recognised as a deficit.

It therefore seems sensible that the optimal final year project would have a blended approach, allowing students to get both hands-on laboratory exposure and digital familiarity so they can build a broad base of demonstrable skillsets. Key to this is variety and choice of project, which is discussed further below.

The student experience of dry-lab projects was captured in terms of elements which students identified as being advantages or disadvantages ( Figures 8A, B ). Of course, the wider context of the pandemic is an important factor to consider in reviewing this data, but it should still provide some insight into the aspects of dry-lab project provision which students found beneficial or not.

Elements of the dry-lab project experience which students considered to be (A) advantages and (B) disadvantages.

Interestingly, elements which some students considered appealing were considered drawbacks by other students, illustrated by the two contrasting quotes below.

Positive: “We had flexibility of working times, additional time available by not having to travel to campus and plenty of support.”

Negative: “Some students may find it useful to work from home but personally I felt at a huge disadvantage. I struggle to work from home and concentrate.”

This again emphasises the diversity which exists within the student cohort in terms of personalities, preferences, responsibilities and requirements. It therefore follows that improved variety and choice of final year projects will be welcomed by students who want a project which best fits their personal circumstances.

However, one key aspect (not explicitly shown in Figure 8 above) which shaped the experience of the dry-lab project was linked to the relationship between student and supervisor. Whilst this has always been the case for any research project [ 32 ], it appears to be even more essential when the communication is primarily through virtual means, as it has been for the past year. Figure 9 below shows the data collected for contact frequency and type of contact between student and supervisor. “Meet” indicated synchronous meetings, typically by virtual tools such as Zoom. “Communicate” mostly referred to asynchronous contact, such as email.

Frequency of supervisor interaction with student via meeting (live virtual, synchronous) or communication (phone, email, asynchronous).

Regardless of the type of contact, the frequency of communication was very important in making sure students felt supported and guided through their project. This is even more important in dry-lab projects, since students on-campus will usually have interactions in person with other laboratory members and researchers besides their supervisor. In home-based dry-lab projects, they are more reliant on supervisor alone, with even the normal interactions with fellow students more limited than usual. It follows that student who had less overall communication with supervisors were the ones who reported a poor or very poor experience ( Figure 10 ).

(A) Overall experience of student respondents undertaking dry-lab project provision in School of Biomedical Sciences 2020–2021 (B) Students who reported a very good or good experience had a significantly higher level of communication with supervisor than those reporting a poor or very poor experience. [Data shown is Mean ± SD. Scores based on student reporting of average interaction with supervisor during project; 7 = More than once a week, 6 = Once a week, 5 = Once a fortnight, 4 = Once a month, 3 = Once a semester, 2 = Less than once a semester, 1 = Not at all (Student’s t-test p -values; * p < 0.05, ns = non-significant)].

The importance of supervisor interaction was captured succinctly by one student, who commented;

“Having a fantastic supervisor [meant] it was easy to keep organised with the workload ahead and what was involved in each part. However, I have known individuals who were not so lucky and their supervisor rarely contacted them and so they struggled. I believe this year your supervisor had a significant impact on your grade as you had very little interactions with other members of staff or students to talk through the project and how to approach it.”

Despite the range of experiences that students recorded, and the various pros and cons identified in the process, the vast majority of students did think final year students in School of Biomedical Sciences should have a choice of wet-lab and dry-lab projects ( Figure 11 ).

Students strongly agreed (49, 36.8%) or agreed (53, 39.8%) that a choice of wet- or dry-lab project should be made available for students in School of Biomedical Sciences. [Other Data: Neither Agree or disagree (18, 13.5%), Disagree (8, 6.0%), Strongly disagree (5, 3.8%)].

It is important to listen to this type of feedback from students. Offering an expanded range of final year project types affords students more choice to address gaps in their skillsets, thereby empowering them to improve themselves in accordance with the Student Learning Principles model outline in the current Learning & Teaching Strategy at UU [ 12 ]. Moreover, this type of project may be particularly attractive to students who may have personal circumstances which make attending wet-lab sessions difficult [ 33 , 34 ]. As a School and course team, we are committed to supporting student wellbeing, which includes making recommended adjustments for students who may be experiencing difficulty with their allocated research projects for various personal reasons. In previous years, completion of wet-lab projects has been difficult for these students, due to circumstances with prevent them attending the laboratory sessions in person. A dry-lab project may well be a more attractive option for students in this position, rather than having to make ad-hoc adjustments to a wet-lab project to fit their needs [ 7 ]. This is illustrated nicely in this survey by one student, for whom dry-lab provision has been a very welcome development;

“I am autistic and while I did feel isolated this year due to remote learning, it was also much more comfortable being able to manage my own schedule with breaks to desensitize (an option that was not really possible during lectures and lab sessions for my entire course). Having a choice between a labwork-based project and a data analysis-based project is a great opportunity for the university to improve accessibility for neurodivergent students through accommodating and supporting them in a situation that suits their strengths and need.”

The quantitative data above is also supported by qualitative data, gathered from open-ended questions in the survey where students were given the opportunity to provide any other comments. A representative selection of these comments, both positive and negative, are shown in Table 2 below, again aligned against the four themes identified.

Selected comments from the student feedback section of the survey.

Mirroring the data collected on student experience, the importance of the supervisor in the project was further evidenced by a word frequency analysis of these qualitative comments, as visualised in a word cloud ( Figure 12 ).

Word cloud generated form the text included in the comments provided by students in the open-ended feedback question of the survey, clearly indicating importance of supervisor(s).

Notably, the words “supervisor” and “supervisors” appear prominently, reflecting the frequency with which students mentioned how their supervision had contributed to either a positive or negative learning experience. However, it cannot be said for sure that this range is unique to the dry-lab project experience, since we do not have a similar set of data collected for student doing mostly wet-lab projects. Indeed, it is likely that the same variety in experience and a similar emphasis on good student-supervisor interaction would be reported for any cohort of final year students undertaking research projects. Other studies have similarly found that students associate research-focused staff with being less interested in teaching and in spending a reduced amount of time with their students [ 35 ]. This may create a tension between staff and student expectations, so it is important that supervisors understand their role may be different from that associated with traditional wet-lab projects. The data presented here reflects findings from other studies that show the challenge for improving student experience lies both in the provision of choice, allowing students to select projects that suit them [ 28 ], and in ensuring there is sufficient quality communication between supervisor and student throughout the project [ 36 ].

Impact of Project for Academic Colleagues

The study aimed to demonstrate how colleagues could potentially address challenges that currently exist in the traditional model of final year science project provision. The impact upon colleagues at UU and in other academic institutes is likely to be improved by demonstrating the benefits in terms of finance, widening participation and workload.

For example, as student numbers increase in UK higher education, there is increasing economic pressure associated with providing relevant wet-lab projects in suitably-equipped environments [ 7 ]. This problem is exemplified at UU where the average number of students allocated to a final year project supervisor in Biomedical Sciences per year has risen from two to seven in the last decade. Although supervisors get a small stipend of money to purchase consumables for the practical delivery of these projects, this is largely insufficient and is normally supplemented by other financial resources. However, this approach is increasingly unsustainable as student numbers increase, so dry-lab projects are clearly more financially viable, especially as student numbers are only likely to increase further in coming years.

Furthermore, increased student recruitment to our distance-learning courses in Biomedical Science at UU means that provision of dry-lab projects will become more commonplace. This is important for UU’s widening participation civic agenda because the importance of the “remote laboratory” in STEM-related education has been identified as a key resource in promoting internationalization, as well as access to education for traditionally underrepresented groups [ 9 ]. Therefore, the onus is on the School to explore innovative ways of online research project provision which can be delivered remotely and still meet the learning objectives of our courses.

Finally, in terms of workload and efficiency, it is increasingly difficult for supervisors to manage bigger numbers of students working in the laboratory, both in terms of space and time. Providing a dry-lab project workflow will allow students to work through project activities in a virtual environment in their own time without the need for a supervisor in attendance and without having to access to laboratories at scheduled times. In effect, this frees up both supervisor and student from a limiting timetable where face-to-face meetings are dependent on access to laboratory facilities. Instead, a combination of synchronous IT communication and online tutorials can be used to meet, brainstorm, set tasks and review performance. Employed properly, the dry-lab project can therefore be more efficient in terms of organisation, time-commitment and availability of those involved [ 8 ].

However, we also know that increasing workloads and pressures within academia mean that many lecturers do not have the time or freedom to implement new learning techniques in the classroom [ 37 ]. Without the time to reflect on and enhance teaching practice, adoption of new approaches will always remain a challenge unless they clearly demonstrate how it will reduce workload. Therefore, dissemination of this case study may help to persuade educators how a dry-lab project can actually solve many issues at once.

Limitations

However, it is important to consider potential limitations to the work which could be addressed in future evaluations of this type. The small number of participants in the pilot group may have meant some important themes were not considered. A larger pilot group, ideally spread across several different projects, would have been more holistic and would help avoid bias that may come with one practitioner. Ideally, it would be best to randomly allocate students to wet- or dry-lab projects and compare their experiences. One study made students take both wet- and dry-lab experimentation and compared their experiences, which helped students develop more appreciation of scientific practice [ 3 ]. However, even this approach acknowledged some hard-to-control variables, such as personal circumstances and supervisor input. It also removes the idea of choice from students, which runs contrary to the wishes of students as shown in the data above. Nevertheless, more projects like this are required to robustly compare the wet- and dry-lab experience for students.

The survey carried out here was necessarily student-centred, but it would have been advantageous to do a staff-focused survey as well to canvas their experience of delivering a dry-lab project. It may well be that the same problems experienced by students in the mode of learning would be manifested in staff. Notably, some staff have also provided anecdotal evidence of difficulties with motivation, engagement and technology, so these are not student-specific issues. Indeed, it is worth noting that during the COVID-19 pandemic, staff were probably more likely to have caring responsibilities (e.g., home-schooling) than students, on top of dealing with a dramatically changed role in teaching and research as work moved off-campus. Staff wellbeing is also important to consider as a factor which may have contributed to the staff-student interactions which have been highlighted above as so important to the overall student experience of dry-lab projects. Capturing the staff experience of this entire process would provide a useful comparator for the student results reported here. Unsurprisingly, others have also seen the pandemic as a possible catalyst for change and have engaged with staff across various universities to put aside their preconceived ideas on research projects and work collaboratively to share ideas and create outputs [ 38 – 40 ]. This has led to a suite of open-access resources being made available to help staff develop, manage and deliver non-traditional projects. The need for this is clear as the authors conclude; “We cannot return to our old ways – the worlds of work and education have changed forever.” Interestingly, the results from this project corroborates evidence from a previous survey, collected from Level 5 and 6 students across 16 Universities in the UK, which concluded there was a need for the sector to re-think its provision of undergraduate projects, and the range of projects offered, in order to address student needs and career aspirations [ 29 ].

Looking to the future, it would be interesting to follow this cohort of students to track their employability statistics and the types of job they progress to. This might tell us if the lack of practical laboratory skills is a barrier to gaining employment in the Life Sciences sector. Alternatively, it may transpire that the gain in digital skills may well prove to be an advantage which employers valued even more highly following the experiences of the COVID-19 pandemic. A follow-up survey of these student respondents in this project in one or 2 years could be very illuminating.

Recommendations

The ideas, opinions and themes discussed above can be summarised in the following recommendations, based on the appropriate acronym ‘STEM’ ( Figure 13 ).

Recommendations for enhancing final year project provision.

Providing choice in the types of project available is key to empowering students to choose a final year project that suits them best. It is highly recommended that bioscience courses offer a variety of dry-lab and wet-lab projects as this provides more choice for students to play a proactive role in tailoring their final year experience to suit their individual circumstances, strengths and future career aspirations. Ideally, projects should be a hybrid design, allowing students to gather both wet- and dry-lab skills [ 3 ].

Training and continual learning is essential for staff to develop the necessary skillsets required to deliver dry-lab projects effectively. Course teams are encouraged to nominate a coordinator who can monitor and disseminate the ever-growing number of resources that can be used to facilitate dry-lab project provision. These include digital tools, case studies, ‘off-the-shelf’ projects, design-your-own-project toolkits and open-access datasets. However, many colleagues are not aware of these and require direction on where to find them and how to use them. Training should be facilitated alongside these resources to inspire and encourage staff to innovate in terms of providing new types of projects. This training can then be paid forward to students undertaking the project. In our School this coordinator role is being assumed by a local Active Learning Champion.

Regular engagement with prospective employers is important to identify the skills that they value in graduates. Course teams should utilise employer advisory board (EAB) partnerships and other industry networks to keep abreast of new skills required in the fast-changing Life Sciences sector and beyond. This information can inform the design of new projects, including those which foster dry-lab scientific skills for the world of work [ 39 ]. Indeed, some employers may even be willing to provide placement-type opportunities for student to complete final year projects in the workplace. Crucially, it needs to be articulated clearly to students which skills they will get an opportunity to develop, both to aid in their choice of project, but also so they can evidence these skills when they progress to job-seeking.

Engaged supervisors are critical to a good project experience for students. Therefore, supervisors offering dry-lab projects must be aware of the need for regular communication aligned with this type of project. At the very least, it is recommended that this should include a good balance of synchronous and asynchronous interaction, with a clearly outlined schedule to guide progress. Moreover, the expectations of both student and supervisor must be established and agreed upon at the start of the project, so that there is clear understanding of the mentorship relationship and the responsibilities on both sides [ 36 ]. This is especially important for dry-lab projects where students are working remotely. This training already exists at UU for PhD supervisors, so this could easily be adapted for undergraduate project mentors.

A combination of educational, financial and societal driving factors means that final year project-based learning practices in the School of Biomedical Science course need a significant change if we are to create a sustainable model of final year research project provision for future cohorts of students. In this project, evidence is presented to demonstrate that dry-lab projects can deliver an equitable, feasible alternative to wet-lab projects for students. Increased adoption of dry-lab projects can address the various pressures involved with project provision to an increasingly diverse undergraduate population in ways that can empower both staff and students alike. However, staff who are not familiar with dry-lab projects need to be motivated and supported to embed this practice routinely. In future, providing a choice of both dry-lab and wet-lab projects is highly recommended as it provides more choice for students to tailor their final year project experience to their individual circumstances, skill requirements and future career aspirations.

Summary Table

What is known about this subject.

• • Non-laboratory based research projects in Biomedical Science courses are becoming increasingly commonplace in higher education.
• • There is some evidence that students can benefit equally from these “dry-lab” science projects compared to traditional “wet-lab” projects.
• • However, further evaluation is required to change preconceptions and expectations about dry-lab projects amongst both students and educators.

What This Paper Adds

• • This research carried out an evaluation of dry-lab project provision for students in the School of Biomedical Sciences at Ulster University.
• • This research provides evidence that dry-lab project provision can be a suitable and equitable alternative for wet-lab projects.
• • However, supervisors need relevant training to ensure dry-lab project provision is appropriately designed, delivered and supported.

Concluding Statement

This work represents an advance in biomedical science because non-laboratory based research projects are increasingly commonplace, so this study demonstrates their value and provides recommendations for their implementation.

Acknowledgments

Thanks to Amanda Platt, and Sarah Floyd in CHERP at UU for their constant guidance and valued suggestions over the duration of the project, which helped me approach the topic with clarity and focus. In School of Biomedical Sciences at UU, thanks to Maria Mulhern for help in using RedCAP for the survey and to Cynthia Stafford for helping to interview students. To the students who comprised the pilot group in this survey (Richard, Amy, Yasmin, Alexandra) and to all students who gave of their time to complete survey, my thanks and my best wishes for the future. Be excellent to each other.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by Centre for Higher Education Research and Practice (CHERP) at Ulster University (Ref:CHERP-20-001). The patients/participants provided their written informed consent to participate in this study.

Author Contributions

DM designed and performed the study as part fulfilment for Master in Education (MEd) degree. Final manuscript was drafted, and revised by DM.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Innovative 111+ Biotechnology Project Ideas – [2024 Updated]

• Post author By admin
• February 3, 2024

In the exciting world of biotechnology, where discoveries are always changing what we know, hands-on projects are like doors to new ideas and adventures.

Biotechnology is like a mix of biology, technology, and engineering. It goes beyond the usual limits and is important in changing how we do things in farming, healthcare, the environment, and industry.

Starting biotechnology projects helps you be creative and understand how life works more thoroughly. Whether a student, researcher, or just interested, working on biotechnology projects is like an exciting adventure where you get to try things out, learn, and be part of the ongoing scientific progress.

In this blog, we will delve into a myriad of Biotechnology Project Ideas that transcend traditional boundaries, inspiring you to embark on a journey of discovery. From enhancing agricultural productivity to revolutionizing healthcare, mitigating environmental challenges, and innovating industrial processes.

 These ideas encapsulate the essence of biotechnological potential. So, let’s explore the realms of biotechnology and ignite the spark of innovation that can shape a brighter future.

Table of Contents

What is Biotechnology?

Biotechnology is like a mix of biology, technology, and engineering. It’s all about using living things, cells, and biological systems to create new and improved stuff that can be useful in different industries.

Biotechnology is useful in medicine, farming, taking care of the environment, and in industries. Scientists use methods like changing genes, studying tiny biological parts, and growing cells in labs to make medicines, boost crop growth, and clean up pollution.

Biotechnology is crucial in advancing scientific understanding and finding practical applications for improving our lives and the world around us.

Importance of Biotechnology in Today’s Life

The importance of biotechnology projects lies in their potential to revolutionize various fields and address pressing global challenges. Here are key aspects highlighting the significance of biotechnology projects.

Medical Advancements

Development of new therapies and drugs, including personalized medicine tailored to individual genetic profiles.

Advances in gene therapy for treating genetic disorders and chronic diseases.

Innovative diagnostic tools and techniques, improving early detection and treatment.

Agricultural Innovation

Creation of genetically modified crops for increased yield, improved nutritional content, and resistance to pests and diseases.

Precision agriculture uses biotechnology to optimize resource use, reduce environmental impact, and enhance food security.

Sustainable farming practices with the development of biopesticides and biofertilizers.

Environmental Conservation

Bioremediation projects clean up polluted environments by using microorganisms to degrade or remove contaminants.

Waste-to-energy technologies contribute to the generation of clean and sustainable energy.

Development of eco-friendly solutions such as biodegradable plastics and materials.

Industrial Applications

Improved efficiency in industrial processes through enzyme engineering and bioprocessing.

Development of biosensors for real-time monitoring and quality control in manufacturing.

Bio-based materials and bio-manufacturing, reducing reliance on non-renewable resources.

Economic Impact

Job creation and economic growth through the expansion of biotechnology-related industries.

Increased competitiveness and innovation in global markets.

The potential for new revenue streams and business opportunities.

Addressing Global Challenges

Solutions for feeding a growing population through crop productivity and food technology advancements.

Sustainable energy sources and technologies to mitigate the impact of climate change.

Innovative healthcare solutions to combat emerging diseases and improve overall public health.

Research and Education

Advancing scientific knowledge and understanding of biological systems.

Providing opportunities for interdisciplinary research and collaboration.

Educating and training the next generation of scientists and professionals in cutting-edge technologies.

Ethics and Social Responsibility

Ethical considerations in biotechnology projects ensure responsible and transparent practices.

Socially responsible biotechnological applications that consider the impact on communities and ecosystems.

NOTE : Also Read “ 60+ Brilliant EBP Nursing Project Ideas: From Idea to Impact “

Innovative Biotechnology Project Ideas in Agricultural 

• Precision Farming using IoT and Biotechnology
• Plant-Microbe Interactions for Enhanced Crop Growth
• Biofortification of Crops for Improved Nutritional Value
• Sustainable Pest Management through Genetic Engineering
• Development of Drought-Resistant Crops
• Biocontrol of Plant Pathogens using Antimicrobial Peptides
• Genetic Modification for Extended Shelf Life of Fruits and Vegetables
• Soil Microbial Community Analysis for Crop Health
• Development of Heat-Tolerant Crop Varieties
• Harnessing Endophytic Microbes for Crop Protection

Medical Biotechnology Projects

• CRISPR-Cas9 Gene Editing for Genetic Disorders
• Development of a Biosensor for Cancer Biomarkers
• Personalized Medicine through Genomic Profiling
• Engineering Microbes for Drug Delivery
• 3D Bioprinting of Human Organs
• Stem Cell Therapy for Neurodegenerative Diseases
• Vaccine Development Using Recombinant DNA Technology
• Development of Rapid Diagnostic Kits for Infectious Diseases
• CRISPR-Cas9 in Antiviral Therapies
• Biocompatible Implants for Tissue Regeneration

Environmental Biotechnology Projects

• Microbial Fuel Cells for Renewable Energy Generation
• Biodegradation of Plastics Using Enzymes
• Monitoring Water Quality with Algal Biosensors
• Mycoremediation of Heavy Metal Contaminated Soil
• Methane Biofiltration in Wastewater Treatment
• Phytoremediation for Soil Cleanup
• Biofiltration of Airborne Pollutants using Bacteria
• Aquaponics Systems for Sustainable Food Production
• Harnessing Algae for Carbon Capture
• Development of Biogenic Nanoparticles for Water Purification

Industrial Biotechnology Projects

• Enzyme Engineering for Industrial Processes
• Metabolic Engineering for Bio-based Chemicals
• Bioprocess Optimization for Antibiotic Production
• Development of Enzymatic Biofuel Cells
• Bacterial Cellulose Production for Sustainable Textiles
• Biosurfactant Production for Environmental Applications
• Bioproduction of Flavors and Fragrances
• Bio-based Plastics from Agricultural Waste
• Biocatalysis for Pharmaceutical Synthesis
• Integration of Biotechnology in Food Processing

Food and Nutrition Biotechnology Projects

• Fermentation Technology for Probiotic Foods
• Genetic Modification for Enhanced Nutrient Content in Crops
• Development of Functional Foods using Biotechnology
• Cultured Meat Production Using Cell Culture Techniques
• Enzyme-Assisted Brewing and Distillation
• Biotechnological Approaches to Reduce Food Allergens
• Rapid Detection of Foodborne Pathogens
• Biofortification of Staple Crops with Micronutrients
• Algal Biotechnology for Nutraceuticals
• Development of Low-Gluten or Gluten-Free Wheat Varieties

Bioinformatics and Computational Biotechnology Projects

• Computational Drug Discovery using Molecular Docking
• Analysis of Biological Networks for Disease Prediction
• Machine Learning Algorithms for Genomic Data Analysis
• Comparative Genomics of Extremophiles
• Virtual Screening for Enzyme Inhibitors
• Modeling Protein-Protein Interactions
• Development of a Biomedical Image Analysis Tool
• Predictive Modeling of Protein Folding
• Evolutionary Algorithms in Synthetic Biology
• Systems Biology Approaches for Disease Pathways

Nanobiotechnology Projects

• Nanoparticle-Based Drug Delivery Systems
• Nanosensors for Detection of Environmental Pollutants
• Gold Nanoparticles in Cancer Diagnosis and Therapy
• Nanobiomaterials for Tissue Engineering
• Quantum Dots in Biological Imaging
• Magnetic Nanoparticles for Hyperthermia Treatment
• Carbon Nanotubes for Drug Delivery Applications
• Nanotechnology in Crop Protection
• Nanoencapsulation of Bioactive Compounds in Food
• Liposomal Nanocarriers for Vaccine Delivery

Synthetic Biology Projects

• BioBrick Construction for Synthetic Biological Systems
• Design and Construction of Minimal Genomes
• Development of Programmable RNA Devices
• Synthetic Biology Approaches to Biofuel Production
• Genetic Circuits for Bioremediation Applications
• Optogenetic Control of Cellular Processes
• Directed Evolution of Enzymes for Specific Functions
• Synthetic Microbial Consortia for Industrial Applications
• CRISPR-Cas9-Based Synthetic Gene Circuits
• Biocontainment Strategies for Engineered Organisms

Stem Cell and Regenerative Medicine Projects

• Differentiation of Induced Pluripotent Stem Cells
• Biomaterials for Stem Cell Delivery in Regenerative Medicine
• Stem Cell-Based Therapies for Cardiovascular Diseases
• Biofabrication of Scaffold-Free Tissues
• Organoids as Models for Drug Testing
• Stem Cells in Wound Healing and Tissue Repair
• Engineering Artificial Organs for Transplantation
• 3D Bioprinting of Vascularized Tissues
• Stem Cells in Spinal Cord Injury Repair
• In vitro Models of Human Development Using Stem Cells

Biotechnology Ethics and Policy Projects

• Ethical Implications of CRISPR-Cas9 Technology
• Regulatory Frameworks for Genetically Modified Organisms
• Biosecurity in Biotechnology Research
• Access to Biotechnology in Developing Countries
• Public Perception of Genetically Modified Foods
• Intellectual Property Issues in Biotechnology
• Ethical Considerations in Human Gene Editing
• Environmental Impact Assessment of Biotechnological Processes
• Informed Consent in Biomedical Research
• Policies and Regulations for Biobanking

Marine Biotechnology Projects

• Bioprospecting for Novel Marine Microorganisms
• Algal Biotechnology for Biofuel Production
• Marine Enzymes in Industrial Applications
• Coral Microbiome Research for Conservation
• Marine Bioplastics from Algae
• Marine Natural Products for Drug Discovery
• Bioremediation of Oil Spills using Marine Microbes
• Marine Biotechnology for Aquaculture
• Metagenomics of Deep-Sea Environments
• Marine Bacterial Biofilms for Industrial Applications

Education and Outreach Projects

• Biotechnology Workshops for High School Students
• Creation of Educational Biotechnology Kits
• Virtual Laboratories for Biotechnology Learning
• Biotechnology Outreach Programs in Communities
• Development of Educational Games for Biotechnology
• Biotechnology Science Fairs and Competitions
• Online Biotechnology Courses for the Public
• Science Communication in Biotechnology
• Establishment of Biotechnology Learning Centers
• STEM Education Integration with Biotechnology

Biotechnology offers exciting project ideas for students and hobbyists of all levels. From simple at-home experiments with yeast and bacteria to more advanced projects in genetic engineering , there are biotech projects to interest and suit anyone. 

While proper safety measures, ethical thinking, and supervision should always be used, especially for young students, biotech projects allow for valuable hands-on learning about this fascinating and fast-growing area. Whether you want to design a new bacteria strain, mimic natural selection, or extract your DNA, biotechnology welcomes your curiosity and innovation. 

This article has outlined some key biotech project concepts and possibilities, showing how biotech provides impactful educational experiences. With so many options to actively explore science, consider starting your biotech journey today.

Why should I consider a biotechnology project?

Biotechnology projects offer opportunities to contribute to scientific advancements, address real-world problems, and positively impact society. They provide a platform for innovation and creativity.

How do I choose the right biotechnology project?

Consider factors such as relevance to current challenges, feasibility, potential impact, available resources, and personal interests. The blog provides criteria to help guide the selection process.

Are there specific areas within biotechnology that are more promising for projects?

The blog outlines different areas for biotechnology projects, including healthcare, agriculture, environmental conservation, and industrial applications. Each section provides project ideas in those respective domains.

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Research Project: Biomedical Sciences module (BS41007)

Building on your project experience at Level 3, you will expand your research experience by participating in a semester long research project based around one chosen area of the current world-class research in Life Sciences.

Depending on the type of project chosen, you will learn advanced practical techniques and/or enhance your data interpretation skills, analysis of current literature, scientific writing and communication skills. All students will enhance their skills in planning and time management.

Main types of projects available:

• individual lab based research  - you will carry out research into a current topic allied to and within a research group in School of Research School of Life Sciences research complex, James Hutton Institute or Medical Research Institute at Ninewells.
• group lab based research  - In groups of no more than four, you will plan and carry out investigations into a current area of research. You will work cooperatively to carry out investigations and produce data but write individual reports.
• dissertation with Data Analysis  - A review of the latest scientific literature accompanied by analysis of a relevant data set. Typical types of analyses can include meta-analysis, bioinformatics and statistical approaches.
• science communication  - In conjunction with Dundee Science Centre or the communications team in the School of Life Sciences or the School of Medicine, you will prepare materials to communicate current research topics and techniques to a public audience
• bio-business  – you will work on a project relating to a biological or biomedical topic, exploring commercialisation, entrepreneurial or business development aspects. This project can include collaboration between an academic group in the School of Life Sciences or the School of Medicine and the Business School or Centre for Entrepreneurship.

This module is available on following courses:

Top 10 Medical Research Project Ideas for High School Students

By Jordan Ellington

Project Support Manager at Polygence

4 minute read

The field of medicine is constantly growing and changing and there are always new challenges for researchers to tackle. Think back to the progression of COVID-19 and how it started with diagnosis after diagnosis but no treatment or end in sight. Thanks to research, clinical studies, and technological advancements, we now have readily-available vaccinations. Whether medical researchers are working to improve treatments or to create new ones, there's always work to be done.

If you are fascinated by the advancement of medicine and passionate about healthcare topics as a high school student, this could be a great opportunity for you to explore and learn more about it through an independent research passion project ! Our medical and healthcare mentors compiled a  list of 10 intriguing medical and healthcare research project ideas to inspire you. If any of these pique your interest, sign up to get matched with a mentor and get started on your student research project !

A proven college admissions edge

Polygence alumni had a 89% admission rate to R1 universities in 2024. Polygence provides high schoolers with a personalized, flexible research experience proven to boost their admission odds. Get matched to a mentor now!"

What are some medical project ideas I can start?

1) the use of virtual and augmented reality in medicine.

Level: Beginner

Virtual realities are becoming the norm around households and even classrooms these days! Did you know that virtual and augmented realities are also starting to be incorporated within the world of medicine ? Take a deeper dive into this topic and write a research paper on your findings!

Idea by medical research mentor Mina

2) High School Health Independence

Level: Beginner 

Sometimes, it’s hard for teens to pinpoint a medical problem that they might be facing. How can we better educate high schoolers on the ins and outs of self care and living a healthy life? Brainstorm ways to introduce positive lifestyle mechanisms to this specific age group. 

Idea by medical research mentor Margaret

Research YOUR fave areas of Biology and Medicine

Polygence pairs you with an expert mentor in to create a passion project around biology and medicine. Together, you work to create a high quality research project that is uniquely your own. We also offer options to explore multiple topics, or to showcase your final product!

3) How Does Aristotle Inform Decision-Making at the End of Life in the U.S. Healthcare System?

Sometimes, medical decisions can interfere with what you believe is ethically correct. To help with this, clinicians should have some sort of guide to help them through decision making processes. For this project, you will grasp a better understanding of Aristotle’s principles, ethics, and more to assist with medical decision making . 

Idea by medical research mentor Avery

4) A Review of How Genomics Has Transformed Medicine

Cancer treatments are now being personalized and it’s largely due to genomics! Take time to do your research and explore genomics and all of the advances it has allowed us to reach. 

Idea by medical research mentor Trudy

5) What can Songbirds Teach us About Premature Infants? 

Level: Intermediate 

Due to the advancement of medicine, more premature babies are given a chance at life than ever before. However, some of these babies unfortunately grow to develop some sort of mental impairment which points back to their time spent in the NICU. Is NICU sensory overload altering brain development?

Idea by medical research mentor Naomi

6) Under the Dermatoscope: A Fact Check of Common Skin Care and Sun Protection Advice

If you find yourself buying lotions and serums to protect your skin from the sun, this could be the project for you! Do your research on all things dermatology! What really causes skin damage and how do you know you’re using the correct ointments? Create a blog or podcast on skin health. 

Idea by medical research mentor Austin

Dive in to BioMed NOW!

Register to get paired with one of our expert mentors and to get started on exploring your passions today! You have agency in setting up your schedule for this research. Dive in now!

7) Development of New Cancer Treatment with Targeted Medicine

Level: Advanced 

Explore the world of medicine by helping treat a cancer type of your choice! For this project you will invent a drug by learning more about cancerous cellular markers . You will focus on targeting those specific markers with the drug that you develop. Write a research paper or create a poster presentation to explain your creation. 

Idea by medical research mentor Clayton

8) How will Personalized Medicine Affect the Costs of Medical Care?

Imagine you went to the doctor and used your insurance, yet, you still received a large bill in the mail. Better yet, you have to go back to the doctor because the treatment given to you didn't work. It’s time to incorporate personalized medicine into our healthcare system. Do your research to gain an understanding on why this has yet to happen and what we should do to get there. 

Idea by medical research mentor Alejandro

9) Pitch Me a Med Device Startup!

When COVID came, we were forced to adapt to a world of social distancing. Long gone are the days when we have to physically show up to a doctor's appointment! Zoom telehealth appointments are all the hype nowadays, whether you are suffering from the common cold or need to meet with your therapist. Determine a medical issue that does not yet have a remote checkup option available. Create a pitch to prove the needs of your app. 

Idea by medical research mentor Kyle

10) Tranexamic Acid as a Treatment for Drug-Induced Angioedema

Unfortunately, we probably all know someone with high blood pressure as it’s one of the most common diagnoses in the U.S. Even though there are plenty of medications that help control the spike in blood pressure, many of them have awful side effects. One of the most common side effects, angioedema , can be very dangerous if left untreated. Do your research to develop a treatment plan for these patients. 

Idea by medical research mentor Gaurav

Are there ways to start an independent reseach project in medicine?

If you’d like to take part in a dedicated medical research program for high school students, Polygence can help! Explore some of our previous medical research projects and public health and learn more about how to get started on a high school student research project based on your unique interests!

Related Content:

Top 10 Medical Summer Research Opportunities for High School Students

Passion Project Ideas for High School Students in 2024

Publishing Your Research as a High Schooler: 20 Journals and Conferences to Consider

Research Opportunities for High School Students in 2024: More Than 50 Options Across Multiple Academic Disciplines and Interests    

Get Matched with a Mentor

Interested in doing one of these exciting research projects? Click below to get matched with one of our expert mentors!

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30 Research Ideas in Biology for High School Students

By Eric Eng

High school students often discover that engaging with research ideas in biology significantly enhances their learning experience. Biology, studying life and living organisms, offers many opportunities for curiosity-driven projects.

This blog is dedicated to igniting a passion for scientific discovery for high school students by showcasing 30 research ideas in biology.

These topics are intended as more than just academic tasks; they serve as openings into the fascinating world of biology, enabling students to contribute to our understanding of life.

Exploring biology offers high school students a fascinating journey into the study of life. This field touches everything from the tiny genes that make us who we are to the vast ecosystems that sustain life on Earth.

Here are 30 research ideas for high school students to stimulate inquiry and enhance their understanding of biological principles.

1. Genetics and Heredity: Understanding Life’s Blueprint

Genetics and heredity are the foundation of life’s diversity. High school students can explore how DNA acts as life’s blueprint through simple experiments like DNA extraction from fruits or studying genetic traits and inheritance patterns.

Projects could involve investigating genetic disorders or examining Mendel’s principles through pea-plant experiments.

This area helps students grasp how traits are inherited and the importance of genetics in health while also considering the ethical aspects of genetic engineering.

2. Microbiology: Tackling Antibiotic Resistance

Antibiotic resistance is a critical challenge in microbiology, impacting global health. Students can study this by examining how bacteria grow and respond to antibiotics, showcasing natural selection and mutation.

Projects may include testing the effectiveness of various antibiotics on bacteria and demonstrating how these microorganisms evolve to resist treatment.

This research highlights the need for responsible antibiotic use and the search for new treatments, connecting students to a pressing real-world issue.

3. Botany: The Role of Soil in Plant Growth

The type of soil is crucial for plant health and agricultural output. Students can investigate plant growth in different soils—clay, loam, sand, silt—or analyze the impact of soil pH and nutrients.

By measuring plant growth indicators under varied conditions, this research underscores the importance of soil management for sustainability and food security. It offers a practical look into botany and ecology, with implications for environmental care and agricultural practices.

4. Zoology: Understanding Local Wildlife Behavior for Conservation

Exploring research ideas in biology for high school students can begin right in their backyard by studying local wildlife behavior. This research idea allows high school students to observe wildlife, noting their feeding, social habits, and how they adapt to seasons or changes in their habitat.

This work is crucial for conservation, as understanding animal behavior can help protect them, especially as their environments change due to human actions.

Simple tasks like tracking animal movements or using basic technology to monitor them can offer insights into how to keep local species thriving.

5. Ecology: The Effects of Human Actions on Local Ecosystems

This project focuses on how our activities impact nearby nature. Students can look at local environmental issues, such as pollution or land development, and see how these affect plants and animals.

By collecting soil, water, and air samples or counting the types of species in an area, students can get a clear picture of human impact.

This teaches important ecological concepts and shows students how they can help preserve the environment.

6. Biotechnology: CRISPR and Its Role in Changing Genes

CRISPR technology is a groundbreaking tool in biology that allows scientists to edit genes with precision. This research idea introduces students to the forefront of genetic engineering, showing them how CRISPR can be used in medicine, agriculture, and more.

Students can learn about how CRISPR works and discuss its significant potential and ethical considerations.

Students get a well-rounded view of modern biotechnology by exploring real-world applications and engaging in debates about the moral aspects of gene editing.

7. Marine Biology: Coral Bleaching and Its Effects

Marine biology is a key area for high school research, especially looking into coral bleaching and its impact on ocean life. Coral reefs are crucial for marine ecosystems, acting as homes and food sources for many sea creatures.

However, they’re very sensitive to temperature changes. Global warming has caused more frequent coral bleaching, where corals lose their vibrant colors and main food source due to stress.

This research topic is vital for understanding how coral bleaching affects marine biodiversity and the health of our oceans. It’s a chance for students to contribute to marine conservation efforts and highlight the importance of tackling climate change.

8. Neurobiology: Brain Plasticity and Learning

Exploring research ideas in biology for high school students, neurobiology presents an engaging field, particularly its focus on brain plasticity and its implications for learning and rehabilitation. Brain plasticity is the brain’s ability to change and adapt by forming new connections.

This is crucial for learning new skills, healing after brain injuries, and adjusting to changes. Research could examine how learning activities, like playing an instrument or a new language, influence the brain and improve cognitive functions.

This topic sheds light on how education and therapy can boost brain recovery and enhance learning abilities, showing the power of our brains to adapt and grow.

9. Immunology: How Vaccines Work

Given current global health issues, immunology, especially understanding vaccines, is a timely research topic. Vaccines teach the immune system to fight off diseases without getting sick.

Research in this area can explore the various types of vaccines, how they are developed, and their role in public health, such as stopping smallpox and controlling polio.

This topic is crucial for promoting informed discussions on vaccine development, effectiveness, safety, and the importance of vaccinations in protecting global health.

10. Environmental Science: Impact of Plastic Pollution on Aquatic Life

Plastic pollution is a major problem for water environments, hurting sea animals and ecosystems. High school students can explore how plastics harm fish, marine mammals, and other sea life. This project could include:

• Understanding Plastic Pollution: Learn how plastic ends in oceans and lakes and its journey through these waters.
• Case Studies: Pick a local water body to study the effects of plastic pollution on sea life, like how fish eat microplastics or turtles get tangled in plastic waste.
• Effects on Sea Life: Look into how plastics harm sea animals, causing problems like less mobility, reproductive issues, and even death. See how plastics carry other pollutants, making things worse.
• Solutions: End your project by suggesting ways to lessen plastic pollution, like community clean-ups, better waste management, or using less plastic.

11. Molecular Biology: Protein Synthesis Process

Protein synthesis is crucial for life, turning genetic information into proteins that cells need to function. High school students can explore this process through activities like:

• The Basics: Start with the flow of genetic information from DNA to RNA to protein, focusing on transcription (making mRNA from DNA) and translation (making proteins from mRNA).
• Experiments: Try experiments with simple organisms to see how different conditions affect protein synthesis, such as changes in temperature or chemicals.
• Genetic Engineering: Discuss how understanding protein synthesis helps make medicines and vaccines, and discuss the debates around GMOs.
• Careers: Look into molecular biology and genetic engineering jobs, showing future possibilities.

12. Evolutionary Biology: Natural Selection

Natural selection explains how living things adapt to their environment. High school students can observe evolution through various methods:

• Computer Simulations: Use software to simulate natural selection under different conditions, changing factors like mutation rates or environmental changes to see how populations evolve.
• Field Work: Observe local wildlife over time to see natural selection, noting how certain traits become more common because they help survival.
• Case Studies: Study well-known examples of natural selection, such as the peppered moth or antibiotic-resistant bacteria, to understand how these changes happen.
• Debates: Discuss natural selection’s role in evolution, addressing misconceptions and examining evidence that supports this theory.

13. Conservation Biology: Protecting Endangered Species

Conservation Biology is crucial for maintaining biodiversity and safeguarding species at risk of extinction. High school students seeking research ideas in biology can engage in projects to preserve wildlife and their habitats in this field.

Research could involve identifying endangered species in local areas, evaluating their living conditions, and suggesting ways to protect them.

This might include studying the effects of human actions on these species and proposing solutions to reduce negative impacts.

Such projects educate students about preserving biodiversity and empower them to advocate for environmental protection.

14. Biochemistry: The Basics of Fermentation

Biochemistry connects biology with chemistry by examining the chemical processes in living organisms. A compelling project topic in this area is the study of fermentation, a process where enzymes break down substances into simpler products.

This is key in making foods and drinks like bread, cheese, yogurt, and beer. Students can explore how fermentation works, what factors influence its efficiency, and the role of different microbes in this process.

Through these projects, students will learn about the practical applications of biochemistry in everyday life and gain valuable hands-on experience.

15. Astrobiology: Life in Extreme Conditions

Astrobiology explores the possibility of life in the universe, starting with life forms on Earth that survive in extreme conditions. Research projects can focus on extremophiles, organisms that live in harsh environments, such as very hot or acidic places.

Students can investigate how these organisms adapt and what this means for the existence of life beyond Earth. This research could include collecting samples from extreme environments and analyzing how these organisms survive.

Such studies broaden our understanding of life’s diversity on Earth and inspire curiosity about life in the wider universe.

16. Pharmacology: Natural vs. Synthetic Medicines and Their Impact on Health

When exploring research ideas in biology for high school students, a fascinating topic is comparing natural and synthetic medicines.

This research can shed light on which type of medicine provides better health benefits, has fewer side effects, and is more cost-effective. Students can:

• Study Effectiveness: Look into how well natural and synthetic medicines treat diseases.
• Check Safety: Compare both medicine types’ side effects and safety.
• Analyze Costs: See which medicines are more affordable and easier to get.
• Understand Preferences: Find out why some people prefer natural or synthetic medicines, including cultural reasons.

This project can help understand the best treatment options, blending science with real-world health choices.

17. Anatomy and Physiology: How Exercise Influences Our Bodies

Another excellent topic among research ideas in biology for high school students involves studying how exercise affects our bodies, which is crucial for health and fitness. This research can:

• Examine the Heart: Look at how exercises like running impact heart health.
• Study Muscles and Bones: Investigate how lifting weights affects muscle size and bone health.
• Look at Metabolism: Explore how exercise changes how our bodies use sugar and fat.
• Explore Brain Health: Find out how being active benefits our brains, mood, and thinking.

This research highlights the importance of exercise in maintaining a healthy body and mind.

18. Cell Biology: Understanding Mitosis and Meiosis

In cell biology, mitosis and meiosis are central to life. These processes are essential for growth, healing, and reproduction. High school students can study:

• Processes: Outline the steps of mitosis and meiosis, noting key differences.
• Genetic Diversity: Explore how meiosis creates different genetic combinations.
• Regulation: Study how cells control these processes and why it’s important.
• Errors and Consequences: Investigate what happens when these processes go wrong, like cancer from mitosis errors or genetic issues from meiosis mistakes.

19. Biophysics: Understanding Muscle Movement

Biophysics combines biology and physics to explore life’s physical principles. A captivating project for high school students is examining muscle movement.

This topic investigates how muscles turn chemical energy into motion, focusing on muscle types, energy use, and how temperature affects performance.

Such a study enhances understanding of human body functions and shows how physics applies to biological systems, emphasizing the value of cross-disciplinary study.

20. Paleontology: Discovering Ancient Life through Fossils

Paleontology uses fossils to study ancient life, offering insights into Earth’s historical changes. High school students can create projects identifying and analyzing fossils to learn about past environments and life forms.

Activities might include visiting fossil sites or museums and conducting lab analyses to age and classify fossils.

This research links biology with Earth’s history, fostering appreciation for life’s complexity and developing scientific investigation and analysis skills.

21. Bioinformatics: Analyzing Biological Data with Computer Science

Bioinformatics is at biology’s forefront, using technology to manage and interpret complex data. For students interested in biology and tech, bioinformatics projects offer a chance to study gene analysis, protein structures, or genetic diversity.

This field involves coding, data management, and visualization, contributing to disease research, evolution, and ecosystems.

Bioinformatics projects prepare students for modern science careers and stress computational skills in addressing biological questions.

22. Virology: Understanding Virus Life Cycles

Virology, the study of viruses, is crucial, especially during global pandemics. Students can explore how viruses infect, replicate, and spread. Projects may focus on virus structures, immune system evasion, or vaccine impacts.

This area highlights virology’s role in public health and emphasizes the need for ongoing research to combat viral diseases effectively.

23. Agricultural Science: GMOs and Food Production

Investigating GMOs’ impact on food production is essential for addressing future food security challenges. Students can examine how GMOs have improved agriculture, from increasing yields to enhancing crop resistance to pests and diseases.

Students can assess productivity, environmental effects, and health implications by comparing GMO and organic crops, providing insights into sustainable and safe food production methods.

24. Entomology: Bees and Pollination

Studying bees’ role in pollination is critical for ecosystems and agriculture. Bees are key pollinators, supporting many food crops.

Research can focus on how environmental factors like pesticides and habitat loss affect bees and pollination.

Projects on bee conservation can also highlight the importance of biodiversity for ecosystem health and food security.

25. Ethology: Animal Behavior and Survival

Ethology looks at how animals behave and survive in their environments. High school students can explore animal behaviors, like how birds communicate or how ants organize their societies.

Students can learn about instincts and survival tactics by observing animals in nature or at home. This area offers a chance to develop observation and analysis skills, making it an engaging choice for high school students for research ideas in biology.

26. Pathology: Understanding Diseases

Pathology bridges biology and medicine by studying diseases and their effects on the body. Students can research diseases like diabetes or cancer, focusing on causes, symptoms, and impacts on organs.

Students gain insights into disease processes and the human body’s response through case studies or data analysis.

This field encourages critical thinking about health and disease prevention, positioning it as a valuable research idea in biology for high school students.

27. Toxicology: Effects of Toxins on Life

Toxicology examines how chemicals affect living organisms and the environment. Students can investigate the toxicity of household chemicals on plants or the accumulation of pollutants in wildlife, learning about the dangers of toxins and the importance of environmental protection.

Projects in toxicology can teach about chemical safety, environmental health, and sustainable practices.

It’s an important and relevant field among research ideas in biology for high school students, highlighting the link between human actions and the health of our planet.

28. Biomedical Engineering: New Medical Devices

Biomedical engineering merges medicine and engineering to create devices that improve health care. High school students looking into research ideas in biology can focus on projects like:

• Designing Health Monitors: Making wearable devices that track real-time health data.
• Improving Prosthetics: Working on prosthetic limbs that move more naturally.
• Advancing Drug Delivery: Creating smarter ways to deliver drugs to specific body parts with minimal side effects.

This research is crucial for enhancing patient care and making treatments more affordable and accessible.

29. Nutritional Science: Understanding Healthy Eating

Nutritional science examines how our diet affects our health and how to prevent diseases through food. Students can explore various topics, such as:

• Plant-based Diet Benefits: Investigating health impacts and potential gaps in plant-based diets.
• Processed Foods and Health: How processed foods affect our long-term health.
• Nutrition Education Programs: Designing projects to teach healthy eating in schools or communities.

This area of research helps inform better dietary recommendations and supports public health by promoting nutritional knowledge.

30. Developmental Biology: Growth and Development

Developmental biology studies how organisms grow from conception to adulthood. Research ideas in biology for high school students might include:

• Genetics in Development: Analyzing how certain genes affect growth.
• Regeneration Mechanisms: Studying how some animals regrow parts of their bodies and applying these insights.
• Environmental Impacts on Growth: Examining how external factors like temperature or pollution affect development.

This research deepens our understanding of life’s processes and has broad implications across medicine, environmental science, and agriculture.

By engaging in these studies, students contribute to our knowledge and may discover a passion for biological sciences.

How to Start Your Biology Research Project

Starting a biology research project is an exciting step into discovering new insights about the natural world. Here’s how to get your project off to a great start, focusing on research ideas in biology for high school students.

• Select Your Topic Carefully: Choose a topic that grabs your interest and is doable. Think about what resources you’ll need and whether you can get them through your school or local community. Talk about your ideas with a teacher or mentor for advice on shaping your project.
• Do Your Homework: Before deciding on your hypothesis, explore existing studies. Look at scientific journals, articles, and books related to your chosen topic. This step helps you understand what’s already known and pinpoint areas that need more exploration.
• Craft a Hypothesis: Your hypothesis is a prediction you aim to test. It should be specific and based on your initial research. For instance, if investigating how soil acidity impacts plant growth, you might predict that increased soil acidity reduces plant growth. This hypothesis will guide your entire project.
• Plan Your Experiment: Consider how to test your hypothesis while keeping other factors constant. Outline everything from what you’ll need and how you’ll set up your experiment to how you’ll collect and analyze data. Make sure your plan follows safety rules.
• Prepare for Data Collection and Analysis: Decide how you’ll record and analyze your findings. Choose methods that suit your project, whether using a notebook, a spreadsheet, or software. Think about the statistical techniques you’ll use for analyzing your data.
• Set a Timeline: Organize your work with a timeline that includes key milestones from start to finish. Anticipate potential hurdles and how you might overcome them.
• Get Feedback: Regularly share your progress with teachers, mentors, or classmates. They can offer valuable insights, help solve problems, and refine your approach.
• Be Flexible: Research is about learning and adapting. Be ready to revise your hypothesis or methods based on new findings. Flexibility is crucial for successful scientific research.

By following these steps, you’ll manage your project more smoothly and enjoy uncovering new knowledge.

Every big scientific achievement starts with curiosity and a well-planned approach. Your work on research ideas in biology for high school students could be the beginning of an exciting scientific journey.

The Importance of Ethical Considerations in Biological Research

Exploring research ideas in biology for high school students requires a strong ethical framework. This ensures that our investigations respect life and have a minimal environmental impact.

Ethical research is crucial for the integrity of our findings and for teaching responsibility and ethical conduct in scientific work.

Respecting Life and Protecting the Environment

Ethical biological research prioritizes the welfare of all living beings involved. Whether dealing with plants, animals, or microorganisms, it’s essential to cause the least harm possible.

This means conducting studies to avoid disrupting natural behaviors or habitats. For projects involving fieldwork, it’s particularly important to conduct research without harming the ecosystem.

Additionally, considering the environmental impact of our research is vital. Projects should aim for sustainability, avoiding actions that could harm natural habitats or contribute to pollution.

This approach ensures that pursuing knowledge does not come at the cost of environmental degradation.

Enhancing Credibility Through Ethics

Adhering to ethical guidelines enhances the reliability and respectability of scientific work. Ethical research is a testament to the pursuit of knowledge for the greater good, ensuring that findings are trustworthy and can serve as a foundation for future studies.

Teaching Responsibility and Integrity

For students investigating research ideas in biology for high school students, ethical considerations are a critical part of learning. They encourage a deep sense of responsibility towards our planet and highlight the ethical dimensions of scientific inquiry.

Students learn the importance of conducting research honestly, acknowledging the limits of their studies, and respecting others’ work.

Ethical considerations are fundamental when exploring research ideas in biology for high school students. They ensure that our search for understanding respects all life forms and the environment, enriching the scientific community with credible, responsible work.

Teaching young scientists about ethics is key to fostering a future where research is conducted with integrity and a deep respect for the natural world.

Exploring research ideas in biology for high school students offers a unique opportunity to explore the mysteries of the natural world. These projects enhance academic skills and foster a deeper appreciation for the complexity and interconnectivity of life on Earth.

We encourage students to pursue these research ideas with curiosity, dedication, and a sense of responsibility toward the broader implications of their work.

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20 Biomedical Scientist Interview Questions and Answers

Common Biomedical Scientist interview questions, how to answer them, and sample answers from a certified career coach.

Biomedical scientists are in high demand, and a job interview can be the first step to securing your dream role. But before you get the offer, you have to make sure that you’re prepared for the questions they may ask.

From demonstrating your knowledge of the field to showing off your interpersonal skills, there are plenty of things to consider when prepping for a biomedical scientist interview. To help you ace your upcoming interview, we’ve compiled some of the most common biomedical scientist interview questions—with helpful advice on how to answer them.

• What experience do you have working with laboratory equipment and techniques?
• Describe a time when you had to troubleshoot an issue with a piece of lab equipment.
• Explain the concept of evidence-based medicine and how it applies to your work as a biomedical scientist.
• How do you ensure accuracy and precision in your data collection and analysis?
• Are you familiar with any computer programming languages or software used for data analysis?
• What strategies do you use to stay up-to-date on the latest developments in the field of biomedical science?
• Describe a research project you have worked on that required collaboration between multiple departments.
• Have you ever presented your findings at a scientific conference? If so, what was the outcome?
• What is your experience with developing protocols for clinical trials?
• How do you handle ethical issues that arise during the course of your research?
• What are the most important considerations when designing experiments to test hypotheses?
• How do you approach writing technical reports about your research results?
• Do you have any experience with grant writing?
• What strategies do you use to ensure the safety of yourself and others while conducting experiments?
• Describe a time when you had to explain complex scientific concepts to non-experts.
• What would you do if you noticed discrepancies in the data collected by another researcher?
• How do you prioritize tasks when faced with competing deadlines?
• What strategies do you use to manage stress and maintain focus while working long hours in the lab?
• Tell me about a time when you had to make a difficult decision related to your research.
• How do you evaluate the success of a research project?

1. What experience do you have working with laboratory equipment and techniques?

Biomedical scientists use a variety of tools and techniques to study and analyze specimens. They must be well-versed in the use of laboratory equipment and techniques, so it’s important for employers to know that the candidate is familiar with their job requirements. The interviewer wants to know that the candidate is equipped with the skills and knowledge to hit the ground running from day one.

How to Answer:

To answer this question, you should provide a brief overview of your experience with laboratory equipment and techniques. Provide specific examples of the types of tools and techniques you have used in prior roles, such as microscopes, centrifuges, PCR machines, ELISA assays, etc. You can also discuss any specialized training or certifications that you have received related to laboratory work. Finally, emphasize your ability to learn new skills quickly and efficiently—this will show the interviewer that you are open to learning new things and expanding your knowledge base.

Example: “I have extensive experience working with a variety of laboratory equipment and techniques. I am well-versed in the use of microscopes, centrifuges, PCR machines, ELISA assays, and other tools for specimen analysis. Additionally, I have completed specialized training courses on laboratory safety protocols and quality assurance. I also have experience developing new methods and techniques for conducting experiments. I’m confident that my skills and knowledge will be an asset to your team.”

2. Describe a time when you had to troubleshoot an issue with a piece of lab equipment.

Biomedical scientists often have to work with complex lab equipment. Interviewers will want to know that you have the technical skills and knowledge to troubleshoot and repair any potential issues. This question also provides a chance to showcase your problem-solving skills, creativity, and resourcefulness.

Be sure to include any laboratory equipment and techniques you’ve worked with in the past. You should also mention any research projects or experiments that required you to use specific lab equipment or techniques. If possible, provide an example of a successful outcome from using the equipment or technique. Finally, be sure to emphasize your ability to quickly learn new technologies and adapt to changing conditions in the lab.

Example: “I recently had to troubleshoot an issue with a liquid chromatography-mass spectrometry (LC-MS) instrument. I was working on a research project that required me to use the LC-MS and analyze samples for specific compounds. After running several tests, I noticed that the results were inaccurate and realized there must be an issue with the equipment. After doing some research, I discovered that one of the components was malfunctioning and needed to be replaced. I ordered the part and installed it myself, which resolved the problem. The experience taught me how important it is to stay up to date on the latest technologies and techniques in the lab, as well as the importance of being able to troubleshoot any issues quickly and effectively.”

3. Explain the concept of evidence-based medicine and how it applies to your work as a biomedical scientist.

Evidence-based medicine (EBM) is a method of medical decision-making that uses the best available evidence to determine the best course of action. This concept is important to biomedical scientists, as it requires them to use research findings and patient outcomes data to inform their decisions and develop treatments. It also requires them to be well-versed in the latest research and trends in their field. Interviewers will want to know that you understand the importance of EBM and how it can be applied to your work.

Start by explaining that evidence-based medicine is a method of medical decision-making that uses the best available evidence to determine the best course of action. Talk about how this concept applies to your work as a biomedical scientist, such as using research findings and patient outcomes data to inform your decisions and develop treatments. Explain how you stay up-to-date on the latest research and trends in your field so that you can make informed decisions when working with patients. Finally, talk about how your understanding of EBM has helped you to be successful in your role.

Example: “Evidence-based medicine is an important concept for biomedical scientists, as it requires us to use research findings and patient outcomes data to inform our decisions and develop treatments. As a biomedical scientist, I stay up-to-date on the latest research in my field so that I can make informed decisions when working with patients. My understanding of EBM has helped me be successful in my role by ensuring that I’m making evidence-based decisions that are grounded in the best available evidence.”

4. How do you ensure accuracy and precision in your data collection and analysis?

Biomedical scientists need to be able to accurately collect and analyze data in order to draw meaningful conclusions about their research. The interviewer is looking for evidence that you understand the importance of accuracy and precision in this work, and that you have the skills and knowledge to ensure that the data you collect and analyze is reliable.

You should discuss the steps you take to ensure accuracy and precision in your data collection and analysis. For example, you can talk about double-checking your calculations, running multiple tests on the same sample to get an average result, or using statistical methods to confirm that your results are valid. You may also want to mention any specific techniques you have used in the past, such as replication studies or blind testing. Finally, it is important to emphasize the importance of accuracy and precision in this type of work and how it contributes to meaningful research outcomes.

Example: “Accuracy and precision in data collection and analysis are essential for meaningful research outcomes. To ensure accuracy, I always double-check my calculations and use statistical methods to confirm the validity of my results. I also run multiple tests on the same sample to get an average result, and I frequently use replication studies and blind testing when possible. These techniques help me to ensure that the data I collect and analyze is reliable and can be used to draw meaningful conclusions about my research.”

5. Are you familiar with any computer programming languages or software used for data analysis?

Biomedical science involves a lot of data analysis and interpretation. To be successful in this field, you must be able to use a variety of computer programs and programming languages to process, analyze, and interpret data. Being familiar with these tools and technologies is essential for a biomedical scientist, so the interviewer wants to make sure you’re comfortable with them.

Be sure to mention any programming languages or software you’ve used in the past. If you haven’t had much experience, explain what you know and how you’re eager to learn more. You can even talk about any courses or certifications you’ve taken related to computer programming. It’s also important to demonstrate your willingness to learn new technologies as they come out—biomedical science is always evolving, so being able to keep up with the latest trends will help ensure your success in this field.

Example: “I’m familiar with a variety of programming languages and software used for data analysis, including Python, R, Matlab, SAS, and Excel. I have taken several courses in computer science to expand my knowledge and have also earned certifications in data analytics. I understand the importance of staying up-to-date on new technologies and am always eager to learn more. I believe that having an understanding of the latest techniques and trends will help me be successful as a biomedical scientist.”

6. What strategies do you use to stay up-to-date on the latest developments in the field of biomedical science?

The field of biomedical science is constantly changing with new discoveries and advancements. It’s important for any biomedical scientist to stay current on the latest developments in the field to ensure that they’re able to provide the best possible care to their patients. By asking this question, the interviewer wants to know that you’re committed to being a knowledgeable and informed scientist who can provide the best possible care to their patients.

You should come to the interview prepared with a few strategies you have used in the past to stay up-to-date on the latest developments in biomedical science. You can mention reading scientific journals, attending conferences and seminars, networking with professionals in the field, or taking online courses. Be sure to emphasize your commitment to staying informed and being an active participant in the biomedical science community.

Example: “In my role as a biomedical scientist, I understand the importance of staying up-to-date on the latest developments in the field. To make sure that I’m providing the best possible care to my patients, I stay informed by reading scientific journals, attending conferences and seminars, networking with professionals in the field, and taking online courses. I also actively participate in discussions and debates related to biomedical science so that I can learn from other experts in the field.”

7. Describe a research project you have worked on that required collaboration between multiple departments.

Biomedical scientists are often called on to work on cross-disciplinary projects that require collaboration between multiple departments. Successfully completing a project of this nature requires a unique set of skills, including the ability to effectively communicate and coordinate with multiple stakeholders. This question gives the interviewer an insight into the applicant’s ability to work on projects of this nature.

To answer this question, you should provide a detailed description of a research project that required collaboration between multiple departments. Focus on the specific skills and strategies you used to successfully complete the project. For example, you could mention how you identified key stakeholders, created an effective communication plan, or developed a timeline for completion. You should also discuss any challenges you faced and how you overcame them.

Example: “I recently worked on a research project that involved collaboration between the biomedical engineering and nursing departments. My first step was to identify key stakeholders, including faculty members from both departments, and then create an effective communication plan. I created a timeline for completion and regularly met with all stakeholders to ensure everyone was on the same page. We faced some challenges along the way, but by staying organized and proactive, we were able to successfully complete the project within the allotted timeframe.”

8. Have you ever presented your findings at a scientific conference? If so, what was the outcome?

Presenting your findings at a scientific conference is a great way to demonstrate your knowledge and expertise in the field. It also shows that you’re comfortable working with a variety of people, from fellow scientists to industry professionals. By asking you this question, the interviewer is looking to understand how successful you’ve been in presenting your work and how you might be able to contribute to the team.

If you have presented your findings at a scientific conference, talk about the outcome. Describe what kind of feedback you received from the audience and how it impacted your work. If you haven’t presented yet, explain that you are looking forward to the opportunity to share your research with an audience. Show enthusiasm for presenting your work and emphasize any public speaking experience you may have.

Example: “Yes, I have presented my findings at a few scientific conferences. At the most recent one, I presented my work on the development of a new gene therapy to treat a rare neurological disorder. I received very positive feedback from the audience, and some of the attendees even expressed interest in collaborating with me on future research projects. I was also invited to present at a few other conferences and look forward to the opportunity to share my findings with a wider audience.”

9. What is your experience with developing protocols for clinical trials?

Biomedical scientists are responsible for developing and executing research protocols that will be used to study the safety, efficacy, and effectiveness of medical interventions. Therefore, the interviewer wants to know what kind of experience you have in this area and whether you have the skills needed to create detailed, accurate protocols that meet all the requirements of the clinical trial.

When answering this question, it is important to provide specific examples of your experience. Talk about any protocols you have developed in the past and how they were used in a clinical trial. Explain what challenges you faced while developing the protocol and how you overcame them. Be sure to also mention any relevant skills or qualifications that you possess which would help you develop effective protocols for future trials.

Example: “I have extensive experience in developing protocols for clinical trials. I have worked on several projects in the past, developing protocols for both drug and device studies. I have a strong understanding of the regulatory requirements for clinical trials and have ensured that my protocols comply with them. I have also developed protocols for trials involving both healthy and patient populations. I have a keen eye for detail and am comfortable working with complex data sets. I am confident that I have the skills and experience necessary to develop effective protocols for your clinical trials.”

10. How do you handle ethical issues that arise during the course of your research?

Biomedical scientists often have to make difficult ethical decisions when conducting their research. It’s important for a potential hire to be able to demonstrate that they understand the complexities of the field and have the ability to make sound judgment calls when necessary. This question helps to assess the candidate’s ability to think critically and make the right decisions, even in difficult situations.

Ethical issues are an important part of any research, and it’s essential that a biomedical scientist be able to handle them in a responsible way. Start by discussing the ethical considerations you take into account when designing your experiments and collecting data. Show that you understand the importance of protecting human subjects, animals, and the environment from any harm that could arise from your research. Discuss how you ensure that all participants provide informed consent and that their privacy is protected. Finally, explain what steps you would take if an ethical issue arose during the course of your work.

Example: “When conducting research, I always make sure to consider the ethical implications of my experiments and the data I’m collecting. I ensure that all participants provide informed consent and that their privacy is protected. I also take into account the potential impact on animals and the environment. If an ethical issue arises during the course of my research, I always consult with my colleagues and supervisors to ensure that I’m taking the appropriate steps to address it. I also make sure to document any decisions that I make so that I can be accountable for them in the future.”

11. What are the most important considerations when designing experiments to test hypotheses?

This question is designed to gauge your knowledge of the scientific process and your ability to think critically when designing experiments. The interviewer wants to know that you understand the importance of planning and executing experiments that will yield reliable and valid results, as well as your ability to anticipate potential pitfalls and develop solutions to address them.

The most important considerations when designing experiments to test hypotheses are the type of experiment, the variables involved, and the controls. You should also consider factors such as sample size, data collection methods, experimental protocols, and analysis techniques. Additionally, it is important to think about potential sources of error or bias that could affect your results, and how you can minimize their impact. Finally, you should ensure that your experiment has a clear purpose and measurable objectives so that you can evaluate its success.

Example: “When designing experiments to test hypotheses, I take into account a variety of factors. I consider the type of experiment that is most appropriate for the question I am trying to answer, and the variables and controls that need to be in place to ensure valid results. I also consider sample size, data collection methods, experimental protocols, and analysis techniques. I am aware of potential sources of error or bias that could affect my results, and I take steps to minimize their impact. Finally, I ensure that my experiment has a clear purpose and measurable objectives so that I can accurately evaluate its success.”

12. How do you approach writing technical reports about your research results?

Writing technical reports is an important part of any biomedical scientist’s job and requires not only a deep understanding of the science but also a good writing and communication skills. This question is designed to see how you approach communicating complex scientific information in a way that’s easily understandable to a non-technical audience. The interviewer will be looking for an example of how you’ve successfully done this in the past.

Start by giving an example of a technical report you’ve written in the past. Talk about how you chose to structure the report and why, what information you included, and how you made sure it was accessible for non-technical readers. Explain any challenges you faced when writing the report and how you overcame them. Finally, explain the feedback you received from your peers or colleagues and how you used it to improve your future reports.

Example: “When I write technical reports, I always start by outlining the structure of the report. I make sure each section contains relevant information, and I use clear and concise language to make sure the report is easy to understand. I also include visuals, such as charts, graphs, and diagrams, to help illustrate the points I’m making. I always have my peers and colleagues review my reports before they’re submitted, and I use their feedback to refine and improve the report. I take pride in creating reports that are both accurate and accessible to a non-technical audience.”

13. Do you have any experience with grant writing?

Biomedical scientists often need to secure funding for their research projects. Therefore, having experience with grant writing is essential for success in this field. An interviewer wants to know that you have the ability to write compelling grant proposals and have a good understanding of the process. This ability can be essential in helping you secure the necessary funds for your projects.

If you have experience with grant writing, be sure to mention it. Talk about the types of grants you’ve written and any successes you’ve had in securing funding. If you don’t have any direct experience, talk about your research skills and how they could help you write successful grant proposals. You can also discuss your ability to work collaboratively and communicate effectively, which are both important for grant writing.

Example: “I have had some experience with grant writing. I have written several successful grants for my previous research projects. I have a good understanding of the process and am confident in my ability to write compelling and persuasive proposals. I also have excellent research skills, which help me to identify the best sources of funding and to craft an effective proposal. In addition, I have strong communication and collaboration skills, which I know are essential for successful grant writing.”

14. What strategies do you use to ensure the safety of yourself and others while conducting experiments?

Working in a lab can be dangerous. As a biomedical scientist, it’s your responsibility to ensure the safety of yourself and everyone in the lab. Interviewers will want to know that you’re aware of the potential risks of lab work and that you have a plan to mitigate them.

To answer this question, you should focus on the strategies you use to stay safe while conducting experiments. Talk about how you always wear protective equipment such as lab coats, goggles, and gloves when working in the lab. Explain that you are familiar with all safety protocols and procedures and follow them closely. You can also mention that you take extra precautions such as double-checking your work before starting any experiment and regularly inspecting lab equipment for any signs of damage or malfunction. Finally, talk about how you keep an open line of communication with other scientists in the lab so everyone is aware of any potential risks.

Example: “I take safety very seriously in the lab, and I always follow the safety protocols and procedures outlined by the lab. I make sure to wear protective equipment such as lab coats, goggles, and gloves when conducting experiments. I also take extra precautions such as double-checking my work before starting any experiment and regularly inspecting lab equipment for any signs of damage or malfunction. I also make sure to keep an open line of communication with other scientists in the lab so everyone is aware of any potential risks. My goal is to ensure a safe and productive work environment for myself and my colleagues.”

15. Describe a time when you had to explain complex scientific concepts to non-experts.

Biomedical scientists often need to communicate their findings and research to the public, other scientists, and other stakeholders. This question is meant to assess your ability to communicate complex ideas in a clear, concise, and understandable way.

Think of a specific example when you had to explain complex scientific concepts to non-experts. Describe the situation, what you did to prepare, how you approached the conversation, and the outcome. Make sure to emphasize your ability to simplify complex ideas into language that was easy for others to understand.

Example: “I had the opportunity to present my research on the effects of a new cancer drug to an audience of non-scientists, including the local media. In order to ensure that the audience would understand my findings, I prepared a comprehensive presentation that broke down the science into digestible pieces. I used language that was easy to understand and supplemented my talk with visuals that helped illustrate my points. At the end of the presentation, I was able to answer questions from the audience and demonstrate a deep understanding of the science behind the drug. Overall, my presentation was well-received and I was able to clearly convey the importance of my research and its implications for cancer treatment.”

16. What would you do if you noticed discrepancies in the data collected by another researcher?

Biomedical researchers need to be able to recognize and address issues with data integrity. This question is designed to test your ability to identify errors, find the source of the problem, and come up with a solution. It also gives the interviewer insight into how you would handle potential conflicts with other researchers.

Start by explaining how you would investigate the discrepancies. You can discuss any methods or tools you have used in the past to identify and address errors, as well as any protocols you might follow to ensure accuracy. Be sure to emphasize your commitment to data integrity and explain that you would take all necessary steps to find a solution. If you haven’t had experience with this type of situation before, talk about what you would do if faced with it—for example, talking to the other researcher, running additional tests, or consulting with an expert.

Example: “If I noticed discrepancies in data collected by another researcher, I would first try to understand the source of the problem. I would talk to the other researcher to see if there were any issues with the data collection process or if the data was incorrectly entered into the system. I would also review the data myself to see if I could identify any patterns or inconsistencies. If necessary, I would run additional tests to confirm the accuracy of the data, and I would consult with an expert if needed. I take data integrity very seriously and I would do everything I could to ensure that the data was accurate and reliable.”

17. How do you prioritize tasks when faced with competing deadlines?

Working in a laboratory setting means you’ll be dealing with a high level of complexity, multiple tasks, and a variety of stakeholders. It’s important for a biomedical scientist to be able to prioritize tasks and manage competing deadlines. This question is designed to assess your ability to prioritize effectively and to make sure you can handle the pressure of a lab setting.

Begin by talking about the methods you use to prioritize tasks. This could include creating a list of tasks, breaking down complex projects into smaller steps, and setting deadlines for each task. You should also talk about how you communicate with stakeholders when faced with competing deadlines, such as explaining why certain tasks have priority over others and negotiating new deadlines if needed. Finally, be sure to emphasize that you understand the importance of meeting deadlines in a laboratory setting.

Example: “When faced with competing deadlines in a laboratory setting, I prioritize tasks by first creating a list of tasks and breaking down complex projects into smaller steps. I then set deadlines for each task and communicate with stakeholders to explain why certain tasks have priority over others. I understand the importance of meeting deadlines in a laboratory setting, so I am willing to negotiate new deadlines if needed. Overall, I focus on being organized and efficient to ensure that I can meet all deadlines and complete my tasks on time.”

18. What strategies do you use to manage stress and maintain focus while working long hours in the lab?

The biomedical field is a fast-paced and often demanding environment. To be successful, you need to be able to manage stress, remain focused, and stay motivated despite long hours and difficult tasks. This question is a great way for an interviewer to gauge your approach to stressful situations and your ability to stay productive while working under pressure.

Your answer should demonstrate that you are able to manage stress in a healthy way. Talk about how you prioritize tasks, delegate when necessary, and take breaks throughout the day. You can also mention any specific coping strategies such as yoga or meditation that you use to stay focused and motivated. Additionally, be sure to emphasize your ability to remain organized and disciplined even under stressful circumstances.

Example: “I’m very aware of how important it is to stay focused and productive when working in the lab, especially when dealing with long hours. I prioritize tasks and break up my day into smaller, manageable chunks so that I don’t become overwhelmed. I also make sure to take regular breaks throughout the day to stay refreshed and re-energized. In addition, I practice yoga and meditation regularly to help me manage stress and stay focused. These strategies help me remain organized and motivated even when dealing with demanding tasks and long hours in the lab.”

19. Tell me about a time when you had to make a difficult decision related to your research.

As a biomedical scientist, you need to be able to make decisions quickly and accurately. This question is designed to assess your ability to make decisions quickly, while also considering the implications of those decisions. The interviewer will want to understand how you weigh the pros and cons of each choice and how you come to a conclusion.

Start by describing the situation and what decision you had to make. Then, explain the different options you considered and why each one was a viable option. Be sure to mention any research or data that you used to help inform your decision-making process. Finally, discuss the outcome of your decision and how it impacted your research.

Example: “When I was working on my research project on the effects of a certain drug on cancer cells, I had to make a difficult decision about how to move forward. I had two options: I could continue with the current experiment and risk not getting the results I was looking for, or I could pivot and try a different approach. After researching the available data and talking to my colleagues, I decided to pivot and try a different method. This decision ended up being the right one, as it allowed me to get the results I was looking for and move my research project forward.”

20. How do you evaluate the success of a research project?

Research projects, especially in the biomedical field, involve a significant amount of time and resources, and it’s important for you to have a clear idea of how to measure the success of your work. Interviewers want to make sure you know the metrics for success and how to use them to evaluate your own work. They also want to know that you’re able to think critically and objectively about your research, and that you can justify your conclusions.

You should be prepared to discuss the criteria you use to evaluate your research projects. This could include measures like accuracy, reliability, statistical significance, and reproducibility. You should also explain how you use these criteria when assessing the success of a project. Additionally, talk about any specific metrics or benchmarks that are relevant to the field you’re working in. Finally, you can mention any other ways you measure success beyond data-driven metrics, such as personal satisfaction with the results or feedback from peers.

Example: “I evaluate the success of a research project by looking at both quantitative and qualitative measures. I use statistical analysis to assess accuracy and reliability, and I look for reproducibility of results within the same experiment or across different experiments. I also review feedback from peers and other experts in the field to get an outside perspective on the project. Finally, I look at the overall impact of the project and whether it has achieved its goals. If the project has been successful, I take satisfaction in knowing that I have contributed to advancing the field in some way.”

20 Project Assistant Interview Questions and Answers

20 release train engineer interview questions and answers, you may also be interested in..., 20 common clinical director interview questions, 30 patient assistant interview questions and answers, 20 mining engineer interview questions and answers, 30 private school principal interview questions and answers.

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Researchers explore potential for AI in biomedical science

by Rutgers Cancer Institute

Generative artificial intelligence (AI) powered by human language has made remarkable progress and gained widespread use through tools such as ChatGPT. While it is mostly known for helping with reading and writing, scientists are starting to explore how this type of AI can be used in research.

In a recent study, Rutgers researchers, including from Rutgers Cancer Institute and RWJBarnabas Health, show that generative AI can model basic biological structures, like amino acids (the building blocks of proteins) and a loop-like structure commonly found in proteins. The study was published in Scientific Reports .

Researchers also found that generative AI can analyze the way a drug and its target protein interact. These capabilities are still in an early stage but are poised to evolve alongside the rapid advancement of generative AI technology, paving the way for potential applications in the biomedical sciences , including cancer research.

Wadih Arap, MD, Ph.D., director of Rutgers Cancer Institute at University Hospital and Renata Pasqualini, Ph.D., chief of the Division of Cancer Biology at Rutgers New Jersey Medical School and Rutgers Cancer Institute researcher are senior authors of the study. Other authors include Alexander M. Ille, Ph.D.; Christopher Markosian, MD/Ph.D. student, Stephen K. Burley, MD and Michael B. Mathews, Ph.D.

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Toxicology alumna battles against filoviruses for community health

Meet carol diaz-diaz.

From science fair to project officer of the Biomedical Advanced Research and Development Authority’s (BARDA) Antiviral and Antitoxin branch, Carol Diaz-Diaz, Ph.D., helps in the fight against COVID-19, Ebola, and smallpox. (Photo Credit: Carlos Coriano)

A healthy sense of curiosity can inspire one to great feats. Always being naturally curious, Carol Diaz-Diaz, Ph.D. in molecular and environmental toxicology, was interested in science as far back as sixth grade. She continued to practice the scientific method throughout several science fairs, and in ninth grade her hard work paid off. Diaz-Diaz, still only in middle school, won first place on a project titled “The study of fecal coliform contamination at the Tortuguero Lagoon,” which allowed her to present her project at the International Science and Engineering Fair in Detroit, Michigan.

After her win there she went full steam ahead. Diaz-Diaz went on to achieve her doctoral degree in 2017 from the University of Wisconsin-Madison. Having always been impressed by the Biomedical Advanced Research and Development Authority’s (BARDA) efforts she joined Oak Ridge Institute for Science and Education (ORISE) as a BARDA program participant after graduation, hoping to make a difference in the world of public health by making contributions as a   public servant.

The BARDA Research Participation Program is a fellowship hosted by an interagency agreement between Department of Health and Human Services (HHS), Office of the Assistant Secretary for Preparedness and Response (ASPR) and the U.S. Department of Energy (DOE).

Diaz-Diaz researched viral outbreaks with her mentors Dr. Chia-Wei Tsai, Ph.D. in cell biology and molecular genetics and Dr. David Boucher, Ph.D. in biochemistry and molecular biology. She spoke at length about her role on the BARDA team.

“As an ORISE fellow at BARDA-CBRN (Chemical, Biological, Radiological and Nuclear Division), I supported two different groups: the Antiviral and Antitoxin Branch (AVAT) and the Nonclinical Division (NCD). Working with AVAT, I applied my biological and biomedical research knowledge to advance the development of medical countermeasures (drugs and biologics) including monoclonal antibodies and small molecules against filoviruses,” Diaz-Diaz explained.

As a fellow Diaz-Diaz also used her expertise to assist with viral outbreaks, specifically those of the 2018 Ebola outbreak in the Democratic Republic of the Congo and later the 2019 COVID-19 pandemic. Her research greatly contributed to the U.S. government’s responses to these deadly illnesses, as she supplied data and reports to assist in the deployment of medical countermeasures.

In regards to the COVID-19 project, Diaz-Diaz stated: “In that role, I analyzed and summarized scientific data, coordinated forecasting activities, and developed periodic reports in response to requests for information. This helped improve BARDA’s effort to provide timely responses to stakeholder inquiries in support of the U.S. government’s response to the COVID-19 pandemic.”

In addition, Diaz-Diaz supported the development of therapeutics for the treatment of filovirus infections, such as Ebola.

After Diaz-Diaz’s fellowship with BARDA ended in 2020, she decided to continue her work with them. In April 2020, she began her career as a federal employee and moved up to a project officer of the Antiviral and Antitoxin branch, allowing her to pursue the curiosity and passion she had as a child. She continues to work hard towards viral countermeasures, such as therapeutics against smallpox and other filoviruses, all in the name of public health and serving her community.

Looking back at her fellowship, Diaz-Diaz believes she learned a great many skills and was particularly pleased with being able to surround herself with professionals who were passionate about their community.

Diaz-Diaz was recognized with a BARDA Appreciation of Service Certificate for her leadership during the Ebola outbreak. She received several more awards after transitioning from fellow to a federal employee. These included the Assistant Secretary for Preparedness and Response and the Department of Health and Human Services Superior Contribution Award in 2020, and two Performance Awards between 2021 and 2022.

From science fairs and curious questions to becoming an accomplished scientist, Diaz-Diaz now encourages STEM students to always believe in themselves and their abilities. She would recommend ORISE programs to those searching for an internship to expand their skills and network.

“Networking and professional development are critical in STEM fields and in the overall success of your career. I would recommend ORISE to students; the program offers many opportunities to grow as a STEM professional in the government and to become a leader in the field.”

The BARDA Research Participation Program is funded by DHHS and is administered through the U.S. Department of Energy’s (DOE) Oak Ridge Institute for Science and Education (ORISE). ORISE is managed for DOE by ORAU.

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Meet Kelsey Kubelick, new Assistant Professor in the Department of Biomedical Engineering

Kelsey Kubelick, PhD, is an Assistant Professor of Biomedical Engineering in the UVA School of Engineering & Applied Sciences. Dr. Kubelick shared with us about her research, background, and interests. 

Brain Institute: Briefly describe your current research projects and interests. 

Dr. Kubelick: My lab leverages light, sound, nanoconstruct design, and cellular engineering strategies to develop advanced theranostic imaging techniques, with a particular interest in ultrasound and photoacoustic (PA) technologies.  PA imaging is a hybrid acoustic and optical modality, in which pulsed laser light irradiation of optical absorbers produces a sound wave. The unique mechanism of PA signal generation enables deep, optical contrast that complements ultrasound. Together, US/PA imaging conveys cellular, molecular, and functional information with anatomical context in vivo. By developing a versatile set of imaging tools, my lab group customizes US/PA imaging approaches to provide guidance, diagnostic feedback, and enhance therapies in vivo in a variety of contexts.  Examples include guiding regenerative therapies by tracking stem cell location/status and monitoring adoptive T cells to inform strategies to enhance cancer immunotherapies. 

How does your research connect with the field of neuroscience? 

As an applications-driven cellular and molecular imaging research group, our ultrasound and photoacoustic imaging toolbox can be adapted and customized to fit a variety of applications and fields, including neuroscience.  It is an exciting time for ultrasound and photoacoustic imaging research related to the brain and neurodegenerative diseases.  There is great potential to complement existing imaging approaches or develop strategies for image-guided therapies.  

Why did you decide to come to UVA? 

UVA has been on my radar for a long time for its strong research history in development of ultrasound and photoacoustic technologies.  I was thrilled to have the opportunity to participate in the Emerging Leaders Symposium through the Department of Biomedical Engineering.  The experience confirmed that the UVA research community was a great fit for my current research interests and future growth, which includes collaborations with the Brain Institute. 

What's the best part about your job? 

I’ve always loved the atmosphere of working in an academic research lab.  

It is rare to find a career path where you have such a high degree of intellectual freedom, creativity, and control to pursue research questions that you find interesting and important. Having the opportunity to guide and mentor the next generation of scientists is a privilege, and it is equally meaningful for me to help others reach their potential in my career.  

What led you to a career in science and neuroscience? 

During my undergraduate studies, I spent time shadowing clinicians at The University of Chicago Medical Center.  My favorite part was learning about the tools used during procedures, how they were designed, and why.  This ultimately motivated me to pursue opportunities in biomedical research because I wanted to improve patient care and quality of life through development of new technologies.  During my graduate studies, one of my favorite projects was developing an ultrasound and photoacoustic imaging platform for intraoperative and postoperative guidance of stem cell therapies of the spinal cord.  The project was a small introduction to the many opportunities for ultrasound and photoacoustic imaging related to neurodegenerative diseases.  I am eager to further pursue research in this direction.

What advice do you have for trainees? 

You have a wonderful opportunity at this stage of your career to explore a variety of topics. Take advantage of it. Learning something new is always worthwhile, and you never know what will inspire you in research or life.  

What's something new that you've learned recently (at work or outside of work)? 

My partner, Andrew, recently started running his own book publishing startup called Ripples Media.  I’ve enjoyed learning about the book publishing industry through our conversations, and it’s interesting to gain familiarity with a field that is entirely different from scientific research.

Where are you from originally?

I grew up in Pittsburgh, PA (Go Pens!).  Since then, I have lived in Chicago, IL, Bluffton, SC, Durham, NC, Austin, TX, and Atlanta, GA.  Each city came with unique experiences, and I’m looking forward to exploring Charlottesville.

What's your favorite way to spend a day off? 

I compete in Ironman distance triathlons, which consist of a 2.4 mile swim, followed by a 112 mile bike ride, then a 26.2 mile run.  On my days off, you’ll find me enjoying a training session!  Research and triathlon actually appeal to me for similar reasons.  Both are process-oriented endeavors, require continuous, sustained efforts to achieve a long-term goal, and challenge you to push beyond your comfort zone.   

What is a surefire way to make you laugh? 

My favorite sitcoms are Seinfeld , Frasier , and Cheers .  If you subtly reference a Seinfeld episode, I’ll most certainly notice.    

Dr. Kubelick was hired as a part of the Grand Challenges Research Investments in Brain and Neuroscience. The Grand Challenges are a key component of the University's 2030 "Great & Good" Strategic Plan, a set of initiatives focused on bringing the University to preeminence in key focus areas while acting in service to society.

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Japan-based nipro medical corp. will invest $397.8m to develop a new manufacturing facility in greenville, creating more than 232 jobs. full story here ..

The 2024 Biomedical Sciences Symposium

UNC Charlotte, in collaboration with NCBiotech, is hosting “The Biomedical Sciences Symposium: Advancing Frontiers: Exploring New Horizons in Biomedical Sciences” in Uptown Charlotte. This full-day event will bring together University and Industry to highlight the innovation and translational research in Biomedical Sciences in the region.

The symposium will catalyze driving forward transformative solutions to pressing health challenges, reinforcing UNC Charlotte’s commitment to excellence in biomedical education and research. Come learn about breakthrough discoveries, enjoy interactive panel discussions, network, and more.

8:00 a.m.                                     Registration and Coffee

8:45 - 9:00 a.m.                          Welcome and Opening Remarks - Dr. Bernadette Donovan-Merkert, Dean, UNC Charlotte College of Science

9:00 - 9:30 a.m.                          The Biomedical Landscape in 2024 - Charlotte and North Carolina - Doug Edgeton, CEO, NCBiotech

9:30 - 10:15 a.m.                        UNC Charlotte Presentation - Becoming an R1 Research University.  Leveraging the University as a Hub for Charlotte Region Ecosystem Collaboration. How to Engage with the University. - Dr. Deb Thomas, Associate Vice Chancellor for Research. Dr. Bojan Cukic, Dean, UNC Charlotte College of Computing and Informatics, Dr. Bernadette Donovan-Merkert, Dean, UNC Charlotte College of Science, Catrine Tudor-Locke, Dean, UNC Charlotte College of Health and Human Services, and Dr. Robert Keynton, Dean, UNC Charlotte College of Engineering.

10:15 - 10:45 a.m.                        Break

10:45 - 11:30 a.m.                         Dr. Jai Patel, VP of Research, Atrium Levine Cancer Center & Dr. Anthony Atala, Director, WFIRM  Update on Innovation and Research across Advocate Health

11:30 a.m.  - 12:15 p.m.                Dr. Steve Kearney, Chief Medical Officer, SAS

12:15 - 1:00  p.m.                          Lunch

1:00 - 3:30 p.m.                             Breakout Sessions    Theme: Research in Biomedical. These breakout sessions are proposed by attendees and the selection process is currently underway.  Topics include:

• Diagnostic Imaging
• Cancer Research
• Regen Medicine
• AI in Biomedical Sciences
• Infectious Diseases and Global Health
• Nano-materials and Structure-Based Drug Design
• Medical Device 

3:30 - 5:00 p.m.                                 Poster Competition and Reception

4:45 p.m.                                           Poster Competition Awards Presentation

The Dubois Center at UNC Charlotte Center City 320 E. 9th Street Charlotte, NC 28202

Claradele Pharmaceuticals, a Greenville startup developing a unique immunotherapy for metastatic melanoma, is the 2024 NCBiotech Venture Challenge winner. 

The Claradele selection marked the pinnacle of a months-long grooming process for North Carolina’s freshest life sciences startups. It was the culmination of the statewide Venture Pitch Showcase at the Grandover Resort in Greensboro, announced Thursday evening at the sold-out Triad BioNight, also at the Grandover.

Milestone Pharmaceuticals, a Canadian company with a U.S. subsidiary in Charlotte, is back on track with a potential drug to treat rapid heart rates in certain cardiovascular disorders.

The company in late March re-submitted a New Drug Application (NDA) to the U.S. Food and Drug Administration (FDA) seeking approval of etripamil for the management of paroxysmal supraventricular tachycardia (PSVT), a type of arrhythmia or abnormal heart rhythm. 

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Ending structural racism.

August 28, 2024

UNITE-Inspired Initiatives Promote Inclusive Excellence in Health Outcomes and Research Funding

UNITE Co-Chairs’ Corner

UNITE continues to be a driving force for change, working to ensure that equity is at the core of biomedical and behavioral science research. In this update, we highlight two UNITE-inspired initiatives, which are helping to shape a more inclusive scientific environment at NIH and beyond.

UNITE Structural Racism and Health Workshop

Led by the N Committee, UNITE  hosted a two-day  Structural Racism and Health Workshop in July, bringing together hundreds of researchers, clinicians, and community partners to share knowledge from their research and practice. Through presentations, panel discussions, and breakout sessions, participants explored determinants of adverse health outcomes and strategies to address the health impacts of structural racism where it may exist.

By fostering collaboration across disciplines and sectors, NIH can better advance understanding of minority health and health disparities and identify interventions that improve equity in health outcomes and research funding. We encourage you to listen to the workshop discussions: d ay one and day two videocasts are available.

The EARA Pilot Project

The NIH Engagement and Access for Research-Active Institutions (EARA) is a navigation and communication-focused initiative that enhances outreach and connections between Research-Active Institutions (RAIs) and NIH Institutes, Centers, and Offices.

Developed in response to a need identified by UNITE, EARA aims to address awareness and access barriers that RAIs face in enhancing research capacity and infrastructure, accelerating research progress, and addressing disparities in research opportunities and outcomes by connecting RAI faculty with NIH Institutes and Centers, Program Officers, and notices of funding opportunities.

A 2024–2025 EARA intensive engagement pilot project is now underway. It seeks to determine whether active information-sharing can accelerate engagement between RAIs and NIH, potentially leading to more grant applications and greater grant success for RAIs.

Approximately 50 RAIs volunteered to participate in the pilot project—far exceeding expectations. To accommodate this enthusiasm, the pilot was divided into three waves. The first wave, with 18 participating institutions, began in April. Wave 2 starts in September 2024 and Wave 3 is scheduled to start in early 2025.  NIH recently held a virtual gathering of participating RAI faculty and NIH leadership to discuss the project’s initial successes and ways to enhance its effectiveness. The event was also a valuable platform for networking and knowledge-sharing among participants.

If all three waves of the pilot project yield robust evidence suggesting a positive impact, NIH will explore making some form of intensive engagement a more generalized service.

Above and beyond the intensive pilot, resources that may be available for RAIs have been assembled on the EARA webpage . The webpage is designed with the intent to be a portal into NIH opportunities for all interested in advancing research at RAIs. This will be an evolving resource, and RAI faculty and other interested researchers are encouraged to visit the site regularly and sign up for the EARA Info Plus newsletter.

Your Ideas and Energy

A heartfelt thank you to everyone who has shared their ideas, energy, and passion to bring the Structural Racism and Health Workshop, EARA, and other UNITE initiatives to life. Your efforts and dedication have made UNITE a powerful catalyst for change within the biomedical and behavioral science research enterprise.

If you have been a regular follower of the UNITE Cochairs Corner, you will note that we have transitioned leadership. We are very grateful to Drs. Larry Tabak, Tara Schwetz, Alfred Johnson, and Noni Byrnes for their past leadership of UNITE. As we move forward into what we are envisioning as UNITE 2.0, we will be exploring other means of communicating UNITE developments. Thus, the UNITE Cochairs Corner may not come to your inbox in the future. However, you will hear from us by a variety of other means. If you have questions or concerns regarding UNITE developments, please do not hesitate to make outreach to [insert UNITE inbox address]. And please regularly visit the UNITE webpage for the latest developments.

Authored by the UNITE Co-Chairs

Mohammed Aiyegbo, Ph.D.

Scientific Review Officer 

National Institute of Allergy and Infectious Diseases 

Camille M. Hoover, M.S.W.

Executive Officer 

National Institute of Diabetes and Digestive and Kidney Diseases

Marie A. Bernard, M.D.

Chief Officer for Scientific Workforce Diversity

NIH Office of the Director

This page last reviewed on August 29, 2024

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RIT offers new master’s degrees in chemical engineering, biomedical engineering, and project management

Courses designed to give credit for prior related education and allows remote learning.

Scott Hamilton/RIT Photography

RIT has added three new master’s degrees to its portfolio: chemical engineering, biomedical engineering, and project management. Students pursuing graduate degrees are able to combine advanced coursework with hands-on opportunities in laboratories alongside faculty-researchers.

RIT is offering three new master’s degrees designed to meet industry needs.

Chemical engineering and biomedical engineering programs in the Kate Gleason College of Engineering will include new master’s degrees as part of the engineering portfolio this year to meet demands in increasing renewable energies, personalized healthcare technologies, and diagnostic system improvements.

National trends indicate a growing need for graduates with the combined skills in engineering and in the chemical and biological sciences, engineering processes, and ‘smart’ technologies.

The graduate programs will have a mix of students from the established undergraduate programs, as well as new-to-RIT students from regional, national, and international chemical engineering programs seeking advanced degrees. With the flexibility of the degree program, the department also is seeing interest and enrollments from students from other science disciplines such as physics , said Patricia Taboada-Serrano , Graduate Programs Director.

“This will be achieved through a bridge program designed to provide the appropriate engineering background required for successful completion of an advanced degree in chemical engineering,” she said.

A dozen students have been accepted for the new program and will begin chemical engineering courses this fall. There are also eight BS/MS students enrolled in the program who are completing undergraduate work.

There will be several emphasis areas: chemical and mechanical engineering applications; microelectronic focus on semiconductors, photovoltaics, microfabrication; microsystems and quantum level systems; materials science; and advanced mathematics and simulation.

“The strength of our program is the design of its curriculum, as we are able to provide depth in content and advanced skills in one year of studies in the case of full-time students,” said Taboada-Serrano, associate professor of chemical engineering. “The timeline of the completion of the graduate degree enables our MS graduates to rejoin the workforce quickly if they delayed or interrupted careers to obtain a graduate degree. The compactness of our curriculum also enables working professionals to pursue our MS degree and complete it in two to three years.”

Similar to chemical engineering, the biomedical engineering program has grown substantially since it began 10 years ago. Today, 15 students in biomedical engineering (BME) are being integrated into graduate study through the BS/MS options. There are five new students in the stand alone master's program . It is a one-year, course-based program that features a Capstone design sequence.

Biomedical engineers combine knowledge of engineering with biology, anatomy, and physiology to create devices and systems to address the need for sophisticated diagnostic and therapeutic equipment and solutions.

In addition to the advanced engineering degrees, 10 RIT students this semester are the first to enroll in classes for a project management master’s degree .

The 30-credit degree is approved for both in-person and online delivery.

Project management is a process for managing the successful execution of new initiatives within an organization for the sake of expanding the breadth of capabilities, services, and products offered.

“You can use this discipline in almost any field,” said Peter Boyd , senior lecturer and graduate programs director for RIT’s School of Individualized Study , which is overseeing the program. “It’s akin to software engineering in that you could work in numerous industries, from IT to construction to aviation or health care.”

“Project management is a growing discipline. There’s a growing demand in a wide range of industries,” Boyd said.

A  RITx MicroMasters in Project Management, offered by SOIS on the edX.org platform, is an additional pathway into the program that allows students to earn RIT course credit at a reduced cost, that can be applied toward the requirements for the MS in project management. 

RIT’s master’s degree in project management differs from others across the country because he said RIT developed a curriculum “that is responsive to a wide range of student academic and professional needs, employs non-traditional teaching models that place a greater emphasis on project-based learning, and similar active learning experiences.” RIT’s degree also promotes strong student/faculty mentor-mentee relationships and brings project management to industries that would benefit from it but have otherwise not traditionally embraced the discipline.

The degree program allows students to customize their courses for their degrees, providing a natural path of interdisciplinary study. This allows students the ability to better specialize to their specific interests, giving them a competitive edge in their field of interest and making them more valuable to an employer.

Of the 10 courses required to earn the MS degree, four are elective, so students may use advanced certificates or other courses already offered at RIT. The remaining six classes focus on the core topics of the project management discipline and align with the standards set by the Project Management Institute, the governing body for the field.  

One of those students is Dana Harp, who is taking the classes online from her home in Lewes, Del. She does clinical research remotely for Pfizer.

She received her edX project management MicroMasters in 2020 and transferred those credits toward a project management advanced certificate with RIT in 2021. She took a couple of years off from education and was pleasantly surprised when she learned RIT now offers a master’s in project management.

“I was always interested in getting my master’s degree,” Harp said. “My company has a great program to reimburse for education, so I have the opportunity to continue learning without having to pay for it all myself. And it will definitely open up more opportunities for promotion by having that degree. It will give me a leg up for the trajectory I want to be on. This is going to help me moving forward.”

Harp hopes to receive her master’s degree in the spring or next fall, and she’s excited to be one of the first students receiving the RIT degree.

“I’m lucky all of my earlier classes transferred over, and it’s really cool to see that some of the professors I’ve had in previous classes are teaching in this program as well,” she said. “I think it’s going to be really fun.”

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NIH prize challenge recognizes undergraduate biomedical engineers for innovative medical device designs

The National Institutes of Health (NIH) and the higher education non-profit VentureWell have selected 11 winners and five honorable mentions in the  Design by Biomedical Undergraduate Teams (DEBUT) Challenge , who are set to receive prizes totaling $160,000. The awards will be presented to the winning teams on Oct. 25, 2024, during the annual Biomedical Engineering Society conference in Baltimore.

Now in its 13th year, the annual DEBUT Challenge calls on teams of undergraduate students to identify healthcare problems and develop technological solutions. This unique partnership supports innovation and entrepreneurship training for students at a critical stage early in their careers.

“This year's competition drew tremendous student innovation from all DEBUT Challenge entrants,” said Bruce J. Tromberg, Ph.D., director of NIH's National Institute of Biomedical Imaging and Bioengineering (NIBIB). “We congratulate all the participants and their mentors on the impressive engineering designs and their passion for addressing compelling healthcare problems. DEBUT demonstrates the power of interdisciplinary teams coming together to deliver solutions to benefit patients.”  

The innovative designs receiving NIBIB-sponsored awards include a system for monitoring post-operative bleeding in urologic cases, a real-time imaging probe of the ear canal to examine the health of middle ear structures and a device to aid cesarean section delivery during impacted fetal head complications.

Additional winners include the recipients of the prize sponsored by NIH's Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The winning team developed a powered lower limb prosthetic that provides assistive movement at the knee joint to promote a more natural walking gait and support in standing and climbing stairs .

“Assistive and rehabilitative technologies such as the low-cost, adaptable, bionic knee developed by this year’s winning team can improve the quality of life for people with physical disabilities,” said Theresa Hayes Cruz, Ph.D., NICHD.

This year’s challenge included submissions from 85 teams, consisting of 362 students from 24 U.S. states. Along with the NIBIB, NICHD and VentureWell, five NIH partners supported the challenge this year with unique prizes: the NIH Office of AIDS Research (OAR), the National Institute on Minority Health and Health Disparities (NIMHD), the National Cancer Institute (NCI), the National Institute of Nursing Research (NINR) and the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). 

The 11 winning projects are:

NIBIB “Steven H. Krosnick” First Prize ($20,000): UroFlo: An automated and intuitive UTI and blood clot prevention device, Rice University, Houston

UroFlo is an adaptive, automated, intuitive continuous bladder irrigation system to improve post-operative assessment of hematuria (blood in the urine). UroFlo incorporates a spectral sensor to quantify hematuria, adjusts inflow rate automatically and quantifies waste bag outflow rate. A web-based, remotely accessible user interface consolidates data and alerts clinical staff to issues, such as abnormal flow rates, severe hematuria or the need to make a bag replacement.

NIBIB Second Prize ($15,000): OCTAVE: Optical coherence tomography and vibrometry endoscope,   University of California, Riverside

OCTAVE is an endoscopic optical coherence tomography imaging probe that is capable of high-resolution, real-time, functional imaging of the middle ear structures. OCTAVE addresses a critical challenge in hearing loss detection by providing the capacity to image inner ear structures with high enough resolution to reveal specific sites of damage to the tympanic membrane. 

NIBIB Third Prize ($10,000): Cesarean Delivery Glove, Northwestern University, Evanston, Illinois

The Cesarean Delivery Glove (CDG) is a cost-effective, reusable device that allows a single operator to safely and effectively resolve impaction of the fetal head within the mother’s pelvis during the cesarean section procedure. The CDG extends an obstetrician’s reach to provide sufficient force for extraction while minimizing risk of trauma to mother and baby.  

NIH OAR Technologies for HIV/AIDS Prevention and Care Prize ($15,000): Infusion Pump Mobile Application, Loyola University Chicago 

The Infusion Pump Mobile Application integrates seamlessly with the Baxter Novum IQ infusion pump to ensure accurate and efficient drug infusion in the intensive care unit environment. The app provides patient verification, barcode integration, delivery confirmation, real-time infusion progress monitoring, alert and alarm notifications and direct medication order transmission. Intravenous (IV) infusions can potentially be used for HIV treatment, including antiretrovirals and broadly neutralizing antibodies.

NIMHD Healthcare Technologies for Low-Resource Settings Prize ($15,000): NanoLIST, Cornell University, Ithaca, New York 

NanoLIST is a rapid, low-cost test kit that utilizes gold nanoparticles to detect when a person’s saliva sample contains an elevated lead concentration. The test kit produces a result within 30 seconds. Its self-contained format is designed so a test can be safely performed without supervision by a clinician and for easy disposal.

NCI Technologies for Cancer Prevention, Diagnosis, or Treatment Prize ($15,000): ColoTech: A ‘pro-diagnostic’ for the early detection of colorectal dysplastic and cancerous tissue, Stanford University, Palo Alto, California

ColoTech is a novel, cost-effective screening tool for abnormal (dysplastic) cells and could aid in earlier colorectal cancer detection. ColoTech’s highly sensitive approach uses a probe ingested by the patient that changes chemical composition upon contact with abnormal or cancerous tissue and could be an alternative to colonoscopy.

National Center for Medical Rehabilitation Research, NICHD Rehabilitative and Assistive Technologies Prize ($15,000): U-Build Bionic Knee: Transfemoral powered prosthetic, University of Utah, Salt Lake City

The U-Build Bionic Knee is a low-cost, powered lower-extremity prosthesis designed to improve mobility and quality of life for individuals with lower-extremity amputation. The device generates assistive power at the knee joint, enabling ambulation on level ground, uneven terrain, and positive-power activities like sit-to-stand movement and stair ascent. 

NINR Technologies to Empower Nurses in Community Settings Prize ($15,000): IV pole redesign, Virginia Polytechnic Institute   and State University, Blacksburg

Intravenous (IV) poles are a staple of healthcare operations, but their current design makes visualizing medications difficult. IV Pole Redesign was built in collaboration with nurses and incorporates a tiered and angled hook rake top, an offset pole portion, a spider base, a line organizer, and wheels that improve mobility across threshold transitions. 

NIDDK Kidney Technology Development Prize ($15,000): NephroGuard, Clemson University, South Carolina

NephroGuard is a real-time diagnostic device to quickly detect onset of acute kidney injury in patients following cardiac surgery. NephroGuard uses an electrochemical sensor to detect a biomarker that has been shown to detect kidney injury within hours rather than days. 

VentureWell Venture Prize ($15,000): Knee-sy Does It: Your therapy automation solution, Stevens Institute of Technology, Hoboken, New Jersey

Knee-sy Does It is a novel stretching device designed to replicate physical therapy treatment at home for patients suffering from knee osteoarthritis or recovering from knee surgery. Knee-sy Does It delivers a combination of dynamic and static stretches in a sequence similar to that which a physical therapist might administer in practice. 

VentureWell Design Excellence Prize ($5,000): Malleous: A novel suction-retractor instrument to increase efficiency and effectiveness in the operating room, University of Pittsburgh

Malleous is a surgical instrument combining suction and ribbon retraction tools in one device while maintaining the retractor's malleable and bendable properties. By reducing the need to pause during surgery, the Malleous device reduces surgery duration, which has the potential to increase surgeons’ efficiency and reduce the risk of complications.

Learn more about the projects.

About the National Institute of Biomedical Imaging and Bioengineering (NIBIB): NIBIB’s mission is to engineer the future of health by leading the development and accelerating the application of biomedical technologies. The Institute is committed to integrating engineering and physical science with biology and medicine to advance our understanding of disease and its prevention, detection, diagnosis, and treatment. NIBIB supports emerging technology research and development within its internal laboratories and through grants, collaborations, and training. More information is available at the NIBIB website .

About the National Institutes of Health (NIH): The National Institutes of Health, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit  https://www.nih.gov .