If you’ve experience these doubts, this interview is for you:

Isabella Robson aspires to be a physician-scientist. She recently got into medical school and is finishing up her masters at the Institute of Medical Science at the University of Toronto.

What you’ll learn from Isabella’s interview:

• Her undergrad research projects and masters research projects

• How she navigated animal research as a vegetarian

• The importance of having a supportive team when it’s your first time doing preclinical research.

• The reality and underrated aspects of preclinical research.

Enjoy today’s interview!

To begin, briefly introduce yourself and where you are on your journey? What do you like to do outside of academia?

Hi! My name is Isabella, and I’m currently completing my Master’s in Medical Science at the University of Toronto in the Institute of Medical Science, where I study traumatic brain injury (TBI)-induced memory loss and deep brain stimulation (DBS) as a treatment. Most of my laboratory work takes place at Sunnybrook Research Institute, where the Hamani Lab is located. Broadly, I’m interested in how we can build better, more inclusive neuroscience, especially by understanding how biological sex shapes injury, recovery, and treatment.

I’m also in the process of applying to medical school, with the long-term goal of becoming a physician-scientist who bridges clinical care, community leadership, and translational research.

Outside of academia, I pour a lot of energy into mentorship and youth programming. I currently run the Hamilton Chapter of Girls System Mentorship, a nonprofit that provides free STEM mentorship, events, and skill development workshops for young women. When I’m not working in the lab or getting involved with community work, you can usually find me at pilates, hanging out with my cat, trying new cafés, or spending time with friends and family.

Can you tell us a bit about your Masters project? What initially inspired you to pursue Deep Brain Stimulation (DBS) research with a focus on women’s brains?

My Master’s project utilizes a preclinical rat model to explore whether a neuromodulatory treatment known as deep brain stimulation (DBS), specifically targeting the anterior thalamus, can improve long-term memory outcomes after traumatic brain injury (TBI). In particular, I am investigating whether outcomes after TBI and responses to treatment differ in females, a population that has been historically understudied. Most pre-clinical TBI research is done in male rodents, and yet clinically, women often report longer-lasting cognitive symptoms, especially related to memory. To address this, I will be comparing my results across males and females, and also looking at whether outcomes differ based on the stage of the estrous cycle (high-hormone or low-hormone); in humans this is called the menstrual cycle. I will also analyze relative amounts of estrogen and progesterone receptors, to further understand the biological underpinnings of the clinically observed differences in outcomes.

When I was applying to my Master’s program and searching for a supervisor, I wanted to work on a project that not only asked a compelling scientific question, but also addressed a real gap in neuroscience. Focusing on females allows us to better understand biological sex differences and potentially develop more personalized interventions. While TBI tends to be more common in males, changing societal and cultural expectations has translated into increasing incidence of TBI in women, and when we consider factors such as the high rates of unreported or untreated TBI resulting from intimate partner violence in women, the true numbers may be skewed. After moderate-severe TBI, as many as 68% of patients suffer from long-term memory impairment that has no treatment or cure; DBS has shown promise for memory in clinical populations like epilepsy, so translating that into a TBI context feels both innovative and necessary.

Your research focuses a lot on pre-clinical models, like working with rats. Describe your experience so far, and have you worked with any other animal models and/or humans?

Pretty much all of my work right now is with rat models, and I’ve honestly grown to love the hands-on side of it. When I first started my Master’s, I had zero experience with animal work; I had never even held an animal in a research setting before! So everything felt very new and intimidating.

On top of that, I’ve been a vegetarian my entire life and I’ve always been very aware of animal rights, so adapting to pre-clinical work was emotionally challenging at first. What helped me was two things:

1. Reminding myself that this work has real translational value: you can’t develop treatments for humans without first understanding them in animals.

2. Realizing how much care, respect, and protection we give our animals every single day.

I’ve learned how much their wellbeing truly matters. We do everything possible to minimize pain and distress: consistent health checks, proper anesthesia, pain management, and even CPR if they ever stop breathing during procedures. And outside of experiments, we enrich them constantly with paper bags, egg cartons, or tunnels, and I handle them daily so they feel happy and comfortable.

Before my Master’s, my undergrad thesis was actually based on clinical outcomes data, so I’ve also worked with human datasets. Having experience in both clinical data and pre-clinical animal work has given me a bigger-picture view; each model answers different questions, and together they help us understand the brain in a more complete way.

What initially sparked your interest in pre-clinical research? What do you enjoy about this and what are some challenges you faced?

When I came to interview at my current lab, I was immediately drawn to the hands-on nature of the work: the fact that you can ask a question, design a study, and physically collect the data needed to answer it. What I enjoy most is the control and precision that pre-clinical research allows. You can isolate variables, test causal mechanisms, and build mechanistic stories that would be impossible to examine in humans.

The challenges are real, though. The learning curve was particularly steep for me, considering I had no preclinical lab experience and the majority of my Organic Chemistry and Biochemistry labs took place online (Thanks, COVID!).

With the support of an amazing lab team who trained me from scratch, I’ve now built a really strong set of technical skills. I can confidently perform stereotaxic neurosurgeries, including creating the fluid percussion injury and implanting DBS electrodes with precise coordinates. I run all our behavioural assays, including novel object location and recognition, open field test, and spatial memory tasks such as the Barnes maze. I also handle the entire tissue workflow afterward: perfusion, brain extraction, cryosectioning, staining, imaging, and quantification.

At the same time, the hands-on work is only half the picture. Pre-clinical research relies heavily on computer and analytical skills, and that’s something I didn’t appreciate until I was doing it myself. I spend a lot of time coding in R, cleaning and merging datasets, running stats, making figures, and tracking experiments. Good documentation, organization, and data management are honestly just as important as surgical skills.

In my time in preclinical research, I’ve learnt that experiments take time, animals don’t always behave as expected, and troubleshooting can feel endless. But I’ve also learned resilience, problem-solving, and how to stay motivated even when things don’t go according to plan.

Can you describe all of your research experiences so far and how you landed these opportunities? Were they paid, unpaid, or an academic credit?

I actually built a lot of my early research experience through independent research courses in my undergraduate degree at McMaster (combined honours biology and psychology, neuroscience, and behaviour (PNB)). I took every opportunity I could to do projects that challenged me to read critically, write clearly, and think like a scientist. For example:

• In PNB 3BB3 (Neurobiology of Disease), I wrote a literature review on responsive neurostimulation (RNS) for epilepsy, which was my first time diving into neuromodulation research.

• In MOLBIOL 4K03 (Research Advances in the Biology of Aging), I did a research project on how chemotherapy accelerates biological aging, looking at the molecular pathways involved.

• In BIOLOGY 3A03 (Current Topics in Molecular Biology & Genetics), I wrote a paper comparing the tau and amyloid hypotheses of Alzheimer’s disease.

These projects weren’t wet-lab based, but they gave me a solid foundation in scientific writing, literature review, hypothesis generation, and thinking critically about experimental design. All of these were for academic credit.

My biggest undergrad research experience was my Honours Thesis, which I completed through the PNB department. I chose to work with an external supervisor, Dr. Ayse Unsal, a neuropsychologist at the Hamilton Health Sciences Regional Rehabilitation Centre. I worked closely with a postdoc, and my project used a subset of data from a larger ongoing clinical study on traumatic brain injury recovery. My thesis focused on how psychosocial factors, specifically the Health Belief Model, influence adherence to at-home treatment regimens for people with persistent post-concussive symptoms after mild TBI. I actually found several significant relationships, and I was able to present my thesis work at three conferences:

• McMaster’s Undergraduate Thesis Poster Day 2024

• SONA (Southern Ontario Neuroscience Association) Conference 2024

• The HHS Acquired Brain Injury Conference 2024

All of these experiences were for academic credit (none were paid). I think that’s the reality for a lot of undergrads: paid research opportunities are limited, especially if you’re not doing co-op. But these for-credit projects were still incredibly valuable and helped me build the skills I needed to transition into more hands-on pre-clinical research in my Master’s.

What advice or resources would you give to undergrads and high school students interested in pursuing pre-clinical research and/or research in general?

My biggest piece of advice is to get involved in things outside of research too. Some of the experiences that shaped me the most were not in a lab, like running Girls System Mentorship (GSM), volunteering, and even playing sports. These things show that you’re a well-rounded person with leadership, teamwork, and time-management skills. Labs want students who bring more than just good grades; they want people with personality, balance, and lived experiences.

For high school students especially: GSM is a great place to start. It’s designed for girls and women, but we welcome everyone. It’s a supportive community where you can meet mentors, ask questions about school or careers, and build your network before you even get to university.

On the research side, get involved early, even if it’s through clubs or course-based projects. Join neuroscience societies, health clubs, or student-run organizations: they’re great entry points.

When cold emailing, remember that quality > quantity. Take the time to read a couple of the PI’s papers and mention what genuinely interests you. A thoughtful email stands out way more than sending the same generic message to twenty professors. Also, don’t be afraid to follow up; always politely, and usually after 4-6 weeks. Professors get busy, and a gentle reminder can put your email back on their radar.

Finally, get to know your professors. Even if you’re not trying to join their lab, showing engagement by asking questions, staying after class, or going to office hours helps build relationships. You’ll eventually need references who can vouch for you, and having professors who know you as a person is incredibly valuable.

Overall: be curious, be proactive, explore broadly, and don’t put pressure on yourself to have everything figured out right away. Research is a journey, not a checklist.

Where can Dopamine Diaries readers reach out to you to learn more about your journey and experiences?

You can find me on LinkedIn or feel free to send me an email isabella.robson@mail.utoronto.ca !

Any final advice or resources for Dopamine Diaries readers?

My biggest piece of advice is to be open to paths you didn’t originally plan. I never expected to be doing neurosurgeries on rats or running a mentorship non-profit on the side, but taking chances, saying yes to opportunities, and being willing to learn as I go has shaped my entire journey.

Also, remember that you don’t need to have everything figured out right away. A lot of students think they need the perfect GPA, the perfect lab, the perfect plan… but in reality, curiosity and consistency matter so much more. If you show up, ask questions, and genuinely care about what you’re working on, people notice.

A few practical resources I always recommend:

• LinkedIn: not just for job hunting or for bragging rights, but for finding mentors, learning from others, and joining communities you didn’t realize existed.

• Google Scholar alerts for topics you care about: it keeps you updated with new papers without feeling overwhelming.

• Your university’s research and career centre, which often has more funding, postings, and opportunities than students realize.

• And for high school/undergrad women or anyone who feels they want extra support: Girls System Mentorship (GSM). It’s a warm, supportive community where you can ask questions, connect with students and professionals, and get honest guidance from people who’ve been through it.

Lastly: you are more than your CV. Grades and research matter, but so do the things that make you an individual: your values, your relationships, your hobbies, your community work. Those are the things that ground you and make the journey sustainable. And don’t be afraid to reach out to people (including me!), because most of us remember exactly what it feels like to be in your shoes.

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About Dopamine Diaries

Dopamine Diaries is a space where students in neuroscience and psychology share their academic and career journeys.

I started Dopamine Diaries for my younger self trying to figure out what to do with a Science degree and the possible career pathways in the brain sciences. The aim of this newsletter is to provide students with different perspectives and potential career paths with a neuroscience and/or psych degree, how to get research opportunities in those field, and more! The contact of their interviewees are provided at the end for you to reach out and seek more advice from them!

This newsletter was heavily inspired by Sachi Chan. You learn more about lore for Dopamine Diaries here.

You learn more about Dopamine Diaries Values here.

How to get the best out of Dopamine Diaries?

1. Don’t compare! It’s easy to fall into the trap of self-comparison when reading the interviews. The goal of Dopamine Diaries is understand that there is no “linear path” in a career and how others manage uncertainty and rejections. Remember that growth often begins outside of your comfort zone! This newsletter is also here to increase your network and potential opportunities!

2. Connect with the interviewees: if the interviewer’s story resonated with you or you’re curious to learn more about their journey, their contact information is provided near the end.

In your message, mention that you learned about their journey through Dopamine Diaries and specific questions you have. Don’t be afraid to reach out! As T. Roosevelt said, “do what you can, with what you have, where you are”.

Self-reflection: don’t mindlessly read, ask yourself:

• Which aspect of their story aligned with you?

• What opportunities and events did I discover from this interview? (look at the hyperlinks the interviewees shared and ask yourself: does the organization or programs aligns with my goals? Should I reach out to someone in that organization or the interviewee themselves?)

You don’t need to know all of the answers, but reflecting will help you notice patterns that align or don’t align with your goals

Share with others: share the newsletter with your friends, family and your network. Share with them about something you learned, what piece of information that stood out to you, or if they are curious in learning more about the brain sciences.

More from Dopamine Diaries

From McMaster Health Science to Oxford: Sachi's non-linear path in Healthcare

Starting a Non-Profit at 16 years old, doing research, and everything in-between

A Gap Year With Purpose: Research, Mentorship & Advocacy

How to find your spark in research and the path to grad school

From ice rink to lab work: Lauren’s journey

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My apologies for not posting an interview last month due to midterms and finishing my final semester of undergrad!

This interview is a little different and is very special! Dopamine Diaries would not have came to life if it wasn’t for her ambitions and passion in the healthcare industry: Sachi Chan ( )

Sachi and I connected through LinkedIn and hearing her story for starting Invite Health inspired me to start my own initiative, thus leading to the creation of Dopamine Diaries.

What you’ll learn from Sachi’s Interview:

• Differences she noticed studying in Canada and the UK.

• What helped her navigating career changes and decisions after med school rejections

• How posting on social media changed her life

• The importance of having a strong support system during important career decisions

Enjoy today’s read! 🧠💌

To begin, tell us a bit about yourself? What did you study? What are you studying now? What are your extracurriculars outside of school?

Hi Dopamine Diaries readers!

My name is Sachi Chan (she/her). I am a soon-to-be graduate of the Master’s of Science (MSc) in Translational Health Sciences at the University of Oxford. I completed my MSc between 2023 and 2025, as a part-time student living in Oxford. I’m from Toronto, Canada.

What exactly is translational health sciences? There is a great introduction written by the founder of the course, Trish Greenhalgh, which you can read here.

Here’s my take on what translational health sciences is:

We investigate how and why different healthcare innovations get adopted in different global contexts. “Translation” refers to the translation of healthcare research into practice. Another word that you may use is implementation. We have lots of great research on what makes people and populations healthier - so how do we put that into practice (i.e. how do we implement it) so people can reap the benefits?

Healthcare innovations describe anything that aims to improve human health and healthcare delivery: products, services, policies, etc. In this MSc, we do a lot of case studies of innovations across different countries to understand the factors (social, cultural, technical, economical, etc.) that affect an innovation’s implementation in that specific context. These include both successful and less successful cases.

For example, we’ve discussed cases of funding for rare disease drugs, the adoption of national HIV screening programmes in sub-saharan Africa, how recent funding cuts affected global health research, social prescribing in the UK and Canada, behaviour change techniques for promoting healthy eating, and many more.

Translational health sciences is a niche (but emerging) field of study that blends implementation science, social sciences, and systems thinking. I truly enjoyed my time in the course and still find myself being curious about many of the things we discussed in class.

Prior to Oxford, I completed my undergraduate degree in the Bachelor of Health Sciences (BHSc) programme at McMaster University (it has now been renamed to the Honours Health Sciences Program (HHSP)). I started at Oxford immediately after finishing my undergraduate studies in 2023.

I described my motivations to study the MSc from HHSP in a few podcasts and interviews. I would say my primary reason for taking this course was to learn about different healthcare innovations from around the world. In my undergrad experience, I found that we spent a lot of time talking about healthcare problems, but not healthcare solutions. For example, we’d spend a lot of time talking about why marginalized groups receive poorer care outcomes, but I rarely heard examples of initiatives that aimed to improve these outcomes. I’m also quite an entrepreneurial person, who instinctively responds to hearing a problem by asking, “how can we address this?”, or “who is solving this issue?”.

That’s what drew me to the MSc in Translational Health Sciences. I was intrigued by the opportunity to learn about different healthcare innovations from students and scholars around the world, and discuss the challenges and opportunities of implementing them.

At Oxford, I became involved with several societies and extracurriculars. These introduced me to some of my closest friends and developed my personal and career interests. I will list some of my experiences:

1. Social Secretary, Kellogg College Middle Common Room (MCR) (Volunteer, 2024-2025).

This was one of my favourite experiences, and one that I would recommend to any newcomer at Oxford. At Oxford, every student is affiliated with a college (similar to the college system at the University of Toronto), which acts as your homebase outside of your studies. Oxford has over 40 different colleges, each with their own unique history and culture. The Middle Common Room (MCR) is the student-led society specifically for post-graduate students (i.e. Master’s, PhD/DPhil candidates) within the college. The MCR hosts socials, provides academic support, and enhances the student experience for all members of the college.

As one of the Social Secretaries, I hosted socials for our college community, which housed over 1.2k postgraduate students. Fun fact: Kellogg College is the largest, most international, and most interdisciplinary college at Oxford! Some of my favourite events I hosted were college picnics, wine and cheese tastings, ice skating, and the Valentine’s Day club night.

2. Events and Social Engagements Director, Oxford Global Health Society (OGHS) (Volunteer, 2025-).

I hosted social events to encourage interactions and community-building among Oxford students, alumni, and staff who had an interest and background in global health. I hosted college brunches, potlucks, and talks. My biggest (and proudest) undertaking was organizing our excursion to Geneva, Switzerland, in September 2025. We brought 20 students from 15 different countries together to visit six global development and funding agencies in Geneva, including the World Health Organization (WHO), International Organizaiton of Migration (IOM), and Red Cross. You can read more about it on my LinkedIn post here.

3. Impact Labs participant, Skoll Centre for Social Entrepreneurship (Participant, Fall 2024).

This was a free co-curricular programme for postgraduate (Master’s, MBA, DPhil) students at Oxford interested in social entrepreneurship and building impact-driven careers. Through the programme, you build a community with 20-25 Oxford grad students from all disciplines, and complete workshops to develop skills related to systems thinking, leadership, and storytelling. I loved this programme because it introduced me to many inspiring people in Oxford outside of my course and college.

4. Instagram takeovers, Skoll Centre (Paid, 2025).

The directors of the Impact Labs programme knew I had a social media background, and offered me the opportunity to do Instagram takeovers for their events with Saïd Business School. I did Instagram takeovers for the Map the System Global Finals and the Skoll World Forum. At the Skoll World Forum, my highlight was getting to watch Malala on stage delivering a talk!

5. Social Media Ambassador with the MSc in Translational Health Sciences (Volunteer, 2024-2025).

I also volunteered as a social media ambassador with my MSc course. My dissertation (thesis) supervisor, who is also the course director of the programme, reached out to me with this opportunity after my first year. She was familiar with my social media content, and knew that I had already connected with several prospective THS students from LinkedIn.

Through this role, I collaborated with the marketing and communications team of the Department of Primary Care Health Sciences to help generate content for the MSc programme’s social media and website. For example, I wrote blogs, participated in a video interview, and even assisted with hosting an information session for prospective students.

6. Founder, Invite Health (2022-).

I’m the founder of Invite Health, which is what brought Sabrina and I together. Invite Health is a newsletter and media company I started in my final year of undergrad (2022). You can learn more about why I’ve started it here. Throughout my time at Oxford, I continued to publish interviews and build the newsletter to over 2k subscribers.

7. Research Faciliator, Part-time, Botnar Research Centre (Paid, 2023-2025).

I also worked part-time throughout my entire degree. I worked with the Botnar Research Centre in Oxford, supporting the team’s administrative activities so they could bring their impactful science to the world. I had a great team, and I am grateful for the flexibility and they provided me while completing my degree. I secured this part-time job through the University of Oxford’s job portal.

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Tell us a bit about your undergrad research experience? Was it paid, unpaid, or an academic credit? How did you land those opportunities?

I had two undergrad research experiences during my time at McMaster.

1. Undergraduate thesis, Education Program in Anatomy (“MacAnatomy”) at McMaster University (2021-2023).

I secured this opportunity by emailing the head of the Education Program in Anatomy, Dr. Bruce Wainman, during my second year (he is now retired). Dr. Wainman was one of our second year anatomy instructors. I was interested in taking on an extracurricular project related to anatomy since it was one of my favourite courses; I didn’t specifically ask for a research position. I sent him a cold email expressing my interest in getting involved with the anatomy department. To my surprise, he responded promptly and offered me the opportunity to join his upcoming research project. This led to me completing both my third and fourth year thesis projects with him.

I completed two projects investigating the use of virtual reality in undergraduate anatomy education. In my final undergrad year, I had the opportunity to be one of the research leads of the project. As part of the MacAnatomy research group (including my project and many others in the department), we had the opportunity to present our research at the American Assocation for Anatomy (AAA)’s international conferences in Philadelphia (2022) and Washington, DC (2023).

Working with Dr. Wainman, who was an incredibly supportive mentor and supervisor, was a big highlight of my undergrad experience. I am grateful for all the opportunities he shared with us, and the confidence he instilled in our team as early-stage researchers.

2. Volunteer Research Assistant, Hamilton Health Sciences (2021-2022).

I secured this opportunity from an upper year friend I volunteered with at Frontier College Hamilton (now called United for Literacy). She was working with a cardiologist at Hamilton Health Sciences on a project, and they needed someone to help with designing graphics and videos. Since I was doing graphic design and video editing with Frontier College, she asked if I could assist with this project.

I was responsible for creating the videos that would demonstrate rehabilitative exercises that patients would have to complete at home after having heart surgery. My highlight from this experience was seeing all the positive patient feedback on the videos. Patients reached out to our team to express their gratitude for having the videos, and appreciated how they were engaging and easy to follow. We’ve published the results of the project in Frontiers in Cardiovascular Medicine, if you’d like to learn more about that project.

What advice would you give to undergraduate and high school students hoping to land their first research position?

In undergrad and high school, I did not really prioritize securing research opportunities. As you read above, I was fortunate that my first cold email resulted in securing my thesis project, and the other opportunity came out of networking.

As a high school student, I was interested in research but never pursued any research programmes or positions. This was primarily because:

1. I did not know they existed.

2. I did not know how to go about cold-emailing professors (which is another reason why I created Invite Health).

3. I didn’t know people around me who were doing research, so I didn’t even realize that research was possible to do as a high school student.

It was only when I started attending conferences with students from high schools in Toronto, or who were part of specialised education programmes (i.e. Gifted, IB, etc.), that I learned that it was possible to do research as a high school student. I remember meeting some students through the COBWEB research team at UofT, but I never fully got involved. However, all of this was in my final year of high school, and I never followed up to take the time or initiative to pursue research opportunities.

Now that I’m a few years out of undergrad and have acquired a few more experiences, this is what I’d advise for students seeking research opportunities:

1. Where to look for research opportunities: I’ve made a list of Canadian undergraduate research programmes for Invite Health: Paid Summer Programs for Life Science & Health Science Students in Canada. This is a good place to start. I would also look through your local hospitals and universities websites, and make a list of research groups and researchers that interest you.

2. Other advice for securing positions & navigating research opportunities:

   • If working in a wet lab, hospital, or doing quantiative research does not sound exciting to you, remember that research is VERY broad and consists of many activities (I wish I knew this earlier). For example, research activities can also include graphic design, interviews, storytelling, ethnography, teaching, and much more. You can also do research in non-healthcare and non-academic settings. Many charities and non-profit organizations often have research arms as well. I’ve interviewed a few students who have done diverse research activities. I would recommend starting with this interview.

   • If there were research papers you read in class that stuck with you, email the researchers who wrote them. It’s easy to forget that the author names on papers are in fact real people who would love to chat about their research. I’ve done this a lot throughout my MSc course and it’s led me to have lots of engaging virtual chats. I’ve found that researchers are usually flattered and appreciative to get these types of emails. For example, I reached out to the authors who wrote papers that informed this case study on Community Health Workers. I ended up having chats with three different researchers from Canada, USA, and Nepal on this research topic!

• Seek out opportunities beyond your institution. I’ve met and interviewed several students who have worked at institutions they’re not directly affiliated with. For example, I knew students from McMaster University who were research assistants at University of Toronto, Harvard, etc. Of course, some research opportunities may only be available to students at that same institution. However, it never hurts to reach out and see if you can create an opportunity for yourself.

• Securing research positions and funding is competitive. Don’t be discouraged by rejections. Most of the time the rejection is not a fault of you or your skills, it is usually about timing, lack of resources, and availability. Keep persisting, and always keep an eye out for opportunities.

What was it like transitioning from doing undergrad in Canada to doing a masters at Oxford? What are some differences you noticed, and something you miss in undergrad that you no longer do in your masters?

When I first moved to Oxford in the fall of 2023, I had a challenging time transitioning. Moving to Oxford was my first time moving abroad. I had to navigate a new country, new education system, and new cultural customs. Luckily language barriers were not an issue!

I will say the most challenging part about the transition was the social one, rather than the academic one. Academically, my MSc course was very similar to BHSc. Both programmes had small classes of about 20-25 students, classes were heavily discussion-based, and both had components of groupwork for the assessments.

I struggled more with the social transition. In my first year, I felt that I had met a lot of people, but struggled to form meaningful friendships. Plus, I had a lot of FOMO and homesickness with my friends and family in Canada. When I was at McMaster, I lived closer to home and was able to visit family quite often. Now, I visit home about once or twice a year. It’s sometimes difficult to celebrate occasions through FaceTime or see the photo recaps from group chats, so that contributed to a lot of FOMO I had when I first moved to Oxford. My first year at Oxford was probably the first time I experienced genuine loneliness.

I also had a well-established community and sense of familiarity at McMaster, especially in my final year. I had my close friends, my photography business, Invite Health, volunteering gigs within the BHSc community, familiarity with the faculty, and much more. I took for granted that it took me four years of undergrad to establish all of these, and thus, when I came to Oxford, I didn’t realize that I wouldn’t be able to recreate that community right away.

Some of the primary differences between Oxford MSc and McMaster BHSc:

• Age and career diversity. In undergrad, everyone is almost at the same stage of life as you: just graduated high school, in your early 20s, and figuring out what’s next. Although we had come from different high schools and had different experiences throughout high school, what we all had in common was that we were in our early stages of our “careers” in our respective fields. In contrast, in grad school, there is immense diversity in the ages and careers of students. I spoke about this a bit more here. I was one of the younger students in my cohort and put me in a unique position to learn from the lived experiences of my classmates who were mid- to later-career professionals.

• Assessments: In undergrad, my assessments varied depending on the course. Sometimes I wrote research papers, sometimes I did presentations, sometimes I wrote crosswords (first year cell bio memories). Overall, I did a lot of groupwork; about 2-3 group assignments per semester (this is a large part of McMaster BHSc pedagogy). In grad school at Oxford, the assessments are primarily essays. For my MSc, I had to write six essays for the six modules I completed, on top of writing a 15,000 word dissertation (thesis). I had never enjoyed writing prior to Oxford, and I didn’t completely understand why Oxford emphasized writing so much in their assessments (as opposed to creating community projects, doing presentations, etc.). However, now I have my own understanding and appreciation as to why Oxford focusses so much on writing. In my view, the emphasis on writing is about 1) improving your critical thinking skills 2) sharpening your ability to construct arguments 3) preparing you to develop a career in academia, where writing is a large portion of the career. However, for the latter point, I’d still say that writing is a useful skill to develop even if you’re not thinking about pursuing a career in academia.

• Sense of competitiveness: One of my favourite parts about being a grad student was being out of the competitive environment that I felt in undergrad. In undergrad, the competitive culture was not always productive or good for my well-being. Whether it was the large emphasis on grades, the gatekeeping of opportunities, or the pressure to overachieve, it was often exhausting to participate in. Since the postgrad community was so diverse, with different backgrounds, ages, and disciplines, I never really felt a sense of competitiveness among us. Yes, people often have overlapping interests and may have their own sense of competition within their respective fields. However, in our day to day conversations, we all focussed on our goals and enjoyed learning about each other’s niche interests. Another factor may be that postgrad students tend to be older in age, and thus more mature, so may not care as much about competition.

• Class structure: This is unique to my MSc course, but I did not have 9-5 classes everyday. A lot of my teaching was done virtually and independently, and we would have only one full week of classes per term (on average). Thus, I had a lot more free time on my hands to pursue extracurriculars. In undergrad, I averaged between 15-20 hours of class a week, which gave me a lot more structure. Also, at McMaster, I had two four-month semesters, with summers off. At Oxford, I had three eight-week terms (semesters): one for the fall (Michaelmas), winter (Hilary), and spring (Trinity).

How did you navigate uncertainty about the future after your medschool rejections? What kept you going during that challenging time?

I explained my med school rejection journey here, but long story short:

• Wrote MCAT in 2021

• Applied to med schools in the 2021-2022 cycle

• Got rejected from all three schools I applied to

• Decided not to rewrite MCAT in summer 2022

• Subsequently, chose not to apply for med schools again

• Instead, I focussed on putting all my efforts into applying for Master’s programs

Whenever I recall this time in my life, I attribute overcoming that uncertainty and unease to my team I worked with at Shad Canada at the University of Waterloo in 2022. After working at Shad, I had the most confidence in my decision to not re-apply to medical schools, and focus on applying for Master’s programmes.

There were a few key reasons that working at Shad Waterloo helped me navigate this uncertainty:

• First, I was one of the younger members of the team, and had several colleagues who were older than me. I learned about their “squiggly careers” and all their career pivots, which reassured me that it’s okay for me to change my mind about careers at any point in my life. It was a good reminder to myself that even if I decide not to do med school now, it does not mean I do not want to do med school forever. I am still young and have time to change my mind.

• I loved seeing how passionate all of my colleagues were about their work. Most of them were working in education as their primary careers, but had all sorts of backgrounds, from futures thinking to art to maths. Seeing all of them passionate and excited about their work reminded me that that’s how I want to feel when I’m in my future career. While work is not everything in life, it is a big part of it, and I believe it is a privilege to be able to be passionate about your work.

• Working at Shad was incredibly rewarding. I love working with younger generations and getting to see them build their confidence throughout the summer, whether that was through the friendships they formed or the new things they tried. I saw them transform in a month, becoming more confident, finding lifelong friends, and finding new things they excelled at. This was especially rewarding to see among students who opened up to me saying that they felt isolated or misunderstood at their own schools, and Shad gave them a place of belonging. Honestly, after Shad, I could hardly think about pursuing a career in medicine because I was so rewarded by the joy I felt working at Shad.

• Plus, working at Shad in the middle of summer was the perfect alternative to studying and writing MCAT again.

On top of my Shad experience, I was also fortunate to have family and friends who supported my decision to not pursue medicine. It wasn’t always an easy conversation. I think what also helped was being able to present this decision along with my plan for applying to grad schools for master’s programmes, which demonstrated that I had a back-up plan, and was not just making this decision without thinking it through.

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What advice would you give to your younger self?

I have so much I’d tell her, but these are at the top of mind:

People are going to perceive you no matter what, so don’t let that fear of being perceived stop you from starting anything. It’s always nerve-wrecking to start a new project due to the fear of being perceived and judged. Putting personal projects out in public is scary! However, what reassures me now with starting new projects is knowing that no matter what I do, I will always be perceived. Therefore, you may as well do whatever you want and what makes you happy. By going after what you want, you can at least choose how you want to be perceived. Ex: whenever I’d meet someone new in undergrad, I noticed I was often associated as the “newsletter” person. I was so nervous in my room as I published my first Invite Health post and promoted it on Instagram. Looking back, I am proud of myself for overcoming that initial fear, because I had a lot of people reach out to me after and encouraged me to continue building Invite Health. You will always regret the things you did not do or did not start.

On a similar note, start posting on social media and being public about your journey. Posting on social media has easily been one of the easiest things that has changed my life. I wouldn’t have been able to be a successful photographer if I didn’t have an active Instagram page for people to find me. I couldn’t have grown Invite Health if I wasn’t so active on LinkedIn. My only regret is not starting to post publicly on social media earlier on. I met some of my closest friends through Twitter and LinkedIn, all because they reached out to ask about my work, especially with Invite Health.

Get a good supportive friend and social circle. I’ve struggled with the mentality that I must do things independently and stop myself from asking for help because I didn’t want to feel like a burden to others. However, I’ve come to appreciate how important it is to have supportive friendships. Friends who will erase your self-doubt and believe in you when you may not believe in yourself. It’s much easier to go through life and start new projects when you have friends who are your personal cheerleaders. Plus, your achievements become so much more rewarding when you have a great group of friends to celebrate with!

What advice would you give to students hoping to start their own newsletter and applying to grad programs in universities like Oxford?

On starting a newsletter:

I personally love newsletters as a form of social media. I think it’s great to write content without being interfered with by an algorithm. I also love writing long-form content. Plus, I find writing newsletters to be less time-consuming than producing podcasts or YouTube videos.

Some of my advice for starting a newsletter:

1. Figure out what the niche and goals of the newsletter will be. For me, when I started Invite Health, I did not start out by publishing interviews. I started out by compiling resources and job opportunities I found through LinkedIn, and sending them in a newsletter.

2. Decide if you will be working on a newsletter on your own or with a team. I’ve done Invite Health primarily on my own, with contributions from guest interviewees. There are pros and cons to both working individually or with others; choose what is best for you.

3. Find a way to work on the newsletter sustainability. It’s easy to want to make your newsletter fancy and focus on aesthetics. However, you want to find a way to make publish multiple newsletters, and not burn yourself out or lose too much time only generating a few. Find a method that works for you, send out as much as you can, and iterate as you go!

4. I personally think Substack is the easiest platform to get started on (and it’s free). However, I transitioned my newsletter from Substack to Beehiiv, because I found that Beehiiv has more features for creating customized newsletters and providing more specific user insights. The only downside is that you will have to start paying for a Beehiiv subscription once you reach 2,500 subscribers.

I’ve also compiled all the advice about growing a newsletter through some of my recent Invite Health posts, which you can check out here.

On applying to grad programs:

I created a Notion page that highlights all of my application tips for applying to grad schools, which highlights my experiences applying to Oxford’s MSc in Translational Health Sciences, University of Toronto’s MHSc in Translational Research, and McMaster University’s MSc in Global Health. My advice and insights are all compiled in that guide, which you can check out here!

Where can students reach out to you to learn more about your experience?

You can reach out to me via LinkedIn, I’m quite active there and would love to connect! I’m also on Twitter and Instagram, but less active on these platforms. If you would like to chat over email, send me a message on LinkedIn first.

I also have a personal website where I’ve curated all the resources and opportunities I’ve been part of.

Is there any final advice you would like to share with Dopamine Diaries readers?

Start your own venture! Whether that’s in the arts, a non-profit, a newsletter, an online/in-person community, etc.

Since high school, I’ve founded two non-profits, started my own photography business, and created Invite Health. Building these ventures has given me immense self-confidence and gratification. I also love the creative freedom I have with my own venture, as opposed to working within a structured organization.

I would also say starting a venture is easy; sustaining it is challenging. Anyone can start, but sustainability is something that is not often accounted for.

The best way to keep your venture sustainable is to remember what problem you are trying to solve. Let solving that problem motivate you. You will feel rewarded when you can see the impact you have on people. I personally find that chasing metrics such as going viral or having thousands of followers is fun and aspirational, but can sometimes feel a bit shallow if you’re not actually getting feedback from readers / followers / supporters saying that what you’re creating is helping them. I keep a gallery of all the positive comments I’ve received from Invite Health, which is really gratifying to read every once in a while.

If you ever need a personal cheerleader or insight on starting and sustaining a venture, I’m always happy to be your personal cheerleader! Feel free to reach out.

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About Dopamine Diaries

Dopamine Diaries is a space where students in neuroscience and psychology share their academic and career journeys.

I started Dopamine Diaries for my younger self trying to figure out what to do with a Life Sciences degree and the possible career pathways in the brain sciences. The aim of this new letter is to reduce students’ anxiety and remind them that they are not alone in this journey.

You learn more about lore for Dopamine Diaries here.

How to get the most out of Dopamine Diaries?

Don’t compare!: It’s easy to fall into the trap of self-comparison when reading the interviews. The goal of Dopamine Diaries is understand that there is no “linear path” in a career and how others manage uncertainty, rejections, and that growth often begins outside of your comfort zone! This newsletter is also here to increase your network and chance of opportunities!

Connect with the interviewees: if the interviewer’s story resonated with you or you’re curious to learn more about their journey, their contact information is provided near the end.

In your message, mention that you learned about their journey through Dopamine Diaries and specific questions you have. Don’t be afraid to reach out!

Self-reflection: don’t mindlessly read, ask yourself:

• Which aspect of their story aligned with you?

• What opportunities and events did I discover from this interview? (look at the hyperlinks the interviewees shared and ask yourself: does the organization or programs aligns with my goals? Should I reach out to someone in that organization or the interviewee themselves?)

You don’t need to know all of the answers, but reflecting will help you notice patterns that align or don’t align with your goals

Share with others: share the newsletter with your friends, family and your network. Share with them about something you learned, what piece of information that stood out to you, or if they are curious in learning more about the brain sciences.

Share Dopamine Diaries

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More from Dopamine Diaries

Starting a non-profit at 16 years old, doing research and everything in-between

A Gap Year with Purpose: Research, Mentorship & Advocacy

From ice rinks to lab work: Lauren’s journey

How to find your spark in research and the path to grad school

If you guys get to the end of the interviews, you’ll notice the "How to get most of Dopamine Diaries” section. This section explain ways to actively apply the knowledge you gained from the interviews rather than passively reading them. I am sharing this as a new post in case you guys don’t get to the end of the interviews or miss this important section.

Enjoy!

How to get the most out of Dopamine Diaries?

1. Don’t compare!: It’s easy to fall into the trap of self-comparison when reading the interviews. The goal of Dopamine Diaries is understand that there is no “linear path” in a career and how others manage uncertainty, rejections, and that growth often begins outside of your comfort zone! This newsletter is also here to increase your network and chance of opportunities!

2. Connect with the interviewees: if the interviewer’s story resonated with you or you’re curious to learn more about their journey, their contact information is provided near the end.

   In your message, mention that you learned about their journey through Dopamine Diaries and specific questions you have. Don’t be afraid to reach out!

3. Self-reflection: don’t mindlessly read, ask yourself:

• Which aspect of their story aligned with you?

• What opportunities and events did I discover from this interview? (look at the hyperlinks the interviewees shared and ask yourself: does the organization or programs aligns with my goals? Should I reach out to someone in that organization or the interviewee themselves?)

You don’t need to know all of the answers, but reflecting will help you notice patterns that align or don’t align with your goals.

4. Share with others: share the newsletter with your friends, family and your network. Share with them about something you learned, what piece of information that stood out to you, or if they are curious in learning more about the brain sciences.

   ---

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About Dopamine Diaries

Dopamine Diaries is a space where students in neuroscience and psychology share their academic and career journeys.

I started Dopamine Diaries for my younger self trying to figure out what to do with a Life Sciences degree and the possible career pathways in the brain sciences. The aim of this new letter is to reduce students’ anxiety and remind them that they are not alone in this journey.

You learn more about lore for Dopamine Diaries here.

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In 2020 when the world shut down due to the pandemic, many universities suspended their in-person medical and STEM-based summer programs. But that did not stop 16 year old Davina from pursuing her passion in STEM and making education accessible. Through passion, dedication and persistence, Davina created a not-for-profit organization called MedSTEMPowered in 2020. Through intensive summer programs and winter bootcamps that are virtual and free, she build a global community for Future M.D.s + in STEM students and help them pursue a career in medicine and STEM.

What you’ll learn from Davina’s interview:

• Why she started MedSTEMPowered and its achievements so far

• The thoughtful, intentional email method she used when cold emailing PIs

• The importance of persistence even when your path feels longer or delayed

• Advice and important mindset shifts you need when working towards your goals!__

Enjoy today’s read 🧠💌

To begin, briefly introduce yourself and where you are in your journey? What do you like to do outside of academia?

Hi! My name is Davina (she/her), I am in my second year of my master’s of medical science (with a concentration in neuroscience) at the University of Toronto! I completed my bachelor’s degree in neuroscience at McMaster University in 2024. I’m very passionate about neuroscience, student learning and teaching, and making education accessible. Outside of neuroscience and academia, I love to read, listen to music (mostly alternative/indie pop), host my friends, play tennis and volleyball, do amateur-level nature photography, and more! I’ve recently gotten into cooking and baking and have been really enjoying it! I also had the privilege of attending seven concerts last year (notably Coldplay, Hozier, Lady Gaga, and Conan Gray).

You started a non-profit organization at 16 years old. Can you tell us a bit about your journey, and what inspired you to create MedSTEMPowered?

Absolutely! I think the best way to answer this question is that I wasn’t even trying to create a not-for-profit organization at 16 – I was just trying to meet an evident need. While I was participating in a virtual internship with a remote-based company that hired high school interns in the summer of 2020, it was here that I was able to meet other high school students across the U.S. who had similar interests to me (science, healthcare, etc.). I noticed some discussion from my peers who were disappointed that universities had suspended their in-person pre-medical and STEM-focused summer programs due to the pandemic. So, I decided to create my own! I wasn’t really expecting it to go anywhere – certainly, not to have reached nearly 10,000 students globally since 2020 – but I’m so grateful I took the chance and started the program! I came up with the name for the program (the Future M.D.s+ in STEM Summer Program), the format (all on Zoom), found guest speakers, created workshops in Emergency Medicine, Neuroscience, and Anatomy & Physiology, all within 1.5 weeks. We ended up having over 100 participants join us online! Over the past 5.5 years, we have now held 11 programs – including both 2-week intensive summer programs and three-day winter camps where participants can network with physicians, scientists, and healthcare professionals, learn about science and the fundamentals of medicine, participate in their own research project, earn a certificate, and more – which have seen nearly 3500 live student participants from all across the globe. Through the program, thousands of students have been provided the opportunity to participate in an accessible program to empower and prepare them for their futures in STEM and healthcare.

You can find us on instagram @MedSTEMPowered, linktr.ee/medstempowered, and medstempowered.org (coming soon!). Our Future M.D.s+ in STEM 2026 Summer Program will be happening this July, and applications will open in March. We’re excited to host our 12th program and hope to see your application!

Starting a not-for-profit at such a young age is impressive! What barriers and challenges did you face as a teenager, and how did you overcome them?

Thank you! One of the biggest barriers I faced as a teenager (which I was for all of high school and most of undergrad): knowing what to say no to. During high school, I did a lot of intense courses, extracurriculars, and this continued into undergrad. I wish I had said “no” to more commitments, since I was stretching myself pretty thin. I only realized that I was stretched pretty thin when I was constantly thinking about work/school, had no time to myself, found it difficult to relax, and wasn’t spending time with friends and loved ones. There were a lot of signs of burnout, too (like decision fatigue, etc.). In undergrad, I took on more responsibility but focused it on fewer activities that I was really interested in, and I found this to be much more rewarding and fulfilling.

Managing your own not-for-profit, tutoring, and being a full-time grad student all at once is a lot. What does balance and staying disciplined actually look like for you, and how did you get there?

It definitely is! Balance, for me, means investing time in training my team so that the work isn’t all on one person. When I first started my not-for-profit, there was just myself and one other person running it. Now, I work with a team of nearly 10 students who help me run my not-for-profit! With regards to being a full-time grad student, I try to make sure I take days off when I need it, and get out of the house when I really need to be productive.

From managing your not-for-profit, tutoring, and being a full-time grad student, which aspects did these experiences challenge you and what were the main lessons learned?

The main parts of these experiences that were challenging were: how to properly balance my time (through scheduling my days and breaks out), cutting down on responsibility where that was needed, and keeping my motivation up. I’ve learned that whatever you put your mind to, you can do. I started my not-for-profit when I was 16, and I hadn’t even graduated high school yet. I didn’t have any experience, no funders/sponsors, and learned pretty much everything on the job. However, I made it work and it’s my favourite thing I do to date! I believe that students of any age can make a real impact if they believe they can.

Was there a moment where neuroscience felt personal rather than a degree or program, which led you to pursue grad school?

I’ve actually always known that I would study neuroscience! I watched a NOVA documentary with my family about the brain when I was eight years old, and I was totally hooked afterwards. I ended up participating in the Massachusetts State Brain Bee (a high school neuroscience competition) in 2019 and 2020, where I placed third. To me, the brain is the coolest organ in the body – I’m biased – and I find it exciting that we could spend hundreds of years studying the nervous system, and have only made a dent in fully understanding how ‘we’ work. I knew that I wanted to pursue graduate studies in my second-year of university. I realized that I really loved presentations, public speaking, and neuroscience, and wanted to combine these interests to help teach neuroscience to the next generation of learners.

During undergrad, I served as the undergraduate student lead for the 2024 Hamilton Brain Bee in Hamilton, ON, and managed several teams from events to tutoring to help make the day possible! In grad school, I helped host/moderate and score the Toronto Brain Bee, and even got to write some questions for the day-of event

Can you tell us a bit about your research experience and how you got these opportunities? Was it paid, unpaid, or an academic credit?

Absolutely! I participated in a third-year research project, a fourth year honours neuroscience thesis, did neuroscience wetlab volunteering, and am now doing a neuroscience master’s. Only my master’s degree was fully funded, everything else was done for academic credit (besides my wetlab volunteering). In my second-year neuroscience tutorial, each week, a different professor would come into our class and talk about their research. I made sure I asked each speaker a question during class, then I emailed all of them afterwards to ask if they would be interested in taking me on as a student. I landed a third-year research project this way, and ended up staying in the same lab (the Cannon Lab at McMaster) for my fourth-year thesis. I made sure I sent thoughtful, intentional emails. A thoughtful email makes sure that you address the work that your professor of interest has published recently, asks them a question or suggests a follow-up study, and highlights your prior experience that would reflect positively on yourself as a good fit for their lab. I also tried to keep my emails a bit shorter, kept my CV to two pages maximum, and included my transcript every time! I believe this is what truly helped me get in!

For graduate school, I had to reach out to ~82 professors before I was able to secure a spot. It was definitely tougher finding a position! I had to look for about seven months before I had secured a PI. I employed a similar approach that I had done in undergrad, and although it meant taking me longer to send the emails (since I would read an abstract/paper per scientist that I was reaching out to), several PI’s commented on the thoughtfulness of my email. Oftentimes, funding is very limited, so a PI may want to take you on, but they don’t have the funding. I ended up not receiving an offer until June (and started school in September!). There were three total PI’s that were interested in me, one ended up not having funding, and between the remaining two I chose the lab that I am in now! The main lesson I learned is to not give up. It is very easy (and very reasonable) to feel hopeless when you spend so long applying to PI’s while receiving very little (or sometimes no) acceptances. All it takes is one! I kept pushing even on days when I didn’t really want to, and I partially credit my perseverance to me getting into grad school. It may have taken me longer than some of my peers, but it was totally worth it. To stay consistent during this time, I made sure I left home to work at a cafe, on campus, etc., and studied with friends! I found that this significantly helped me be more productive and consistent.

Do you have any advice or resources for students interested in pursuing research in a field like yours, and/or starting their own non-profit. What advice do you wish you could tell your 16 year old self?

My only advice is to do it! I’ve had lots of other ideas that I’ve tried that didn’t work out, but you only need one success to show you how things were meant to work out. You’ll really never know if you don’t try. While I was sitting at my kitchen table back in 2020, I almost decided not to start my not-for-profit. I’m so glad I decided to try anyways!

Some other advice I’d recommend is: if you’re interested in something, start as early as you can, even if you have zero experience. I didn’t have any research experience prior to my third-year research project, but applied anyway. Do the thing you think is crazy (like e-mailing a professor as a high school student to see if you can volunteer in their lab). You truly never know what will work out!

Where can students reach out to you to learn more about your journey and experiences?

For inquiries about my journey into neuroscience, years of experience running a not-for-profit and volunteering for several other not-for-profits (including Simply Neuroscience), I’m happy to be contacted via: davina@medstempowered.org, or a message on LinkedIn.

You can stay up-to-date with MedSTEMPowered on our Instagram or linktr.ee/medstempowered

Any final advice or resources you would like with Dopamine Diaries readers?

Be curious and open to feedback and rejection. What people may see on the surface (for example, the fact that I run a not-for-profit and have done several research projects), doesn’t tell the entire story. I’ve been rejected from tons of experiences, both academic and extracurricular. The percentage of things you’re accepted to doesn’t matter as much as the value of the activities you actually do. I try to remind myself that whatever was meant for me, will come my way. And whatever wasn’t meant for me has missed me. I try to treat everything as a learning opportunity. And when applicable, I ask for feedback on my application/submitted work. That can be super helpful sometimes.

And lastly, believe that you can. All it takes is a simple idea to blossom into something amazing, and you can be the artist to bring that idea to life. I believe in you!

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About Dopamine Diaries

Dopamine Diaries is a space where students in neuroscience and psychology share their academic and career journeys.

I started Dopamine Diaries for my younger self trying to figure out what to do with a Life Sciences degree and the possible career pathways in the brain sciences. The aim of this new letter is to reduce students’ anxiety and remind them that they are not alone in this journey.

You learn more about lore for Dopamine Diaries here.

How to get the most out of Dopamine Diaries?

1. Don’t compare!: It’s easy to fall into the trap of self-comparison when reading the interviews. The goal of Dopamine Diaries is understand that there is no “linear path” in a career and how others manage uncertainty, rejections, and that growth often begins outside of your comfort zone! This newsletter is also here to increase your network and chance of opportunities!

2. Connect with the interviewees: if the interviewer’s story resonated with you or you’re curious to learn more about their journey, their contact information is provided near the end.

   In your message, mention that you learned about their journey through Dopamine Diaries and specific questions you have. Don’t be afraid to reach out!

3. Self-reflection: don’t mindlessly read, ask yourself:

• Which aspect of their story aligned with you?

• What opportunities and events did I discover from this interview? (look at the hyperlinks the interviewees shared and ask yourself: does the organization or programs aligns with my goals? Should I reach out to someone in that organization or the interviewee themselves?)

You don’t need to know all of the answers, but reflecting will help you notice patterns that align or don’t align with your goals.

4. Share with others: share the newsletter with your friends, family and your network. Share with them about something you learned, what piece of information that stood out to you, or if they are curious in learning more about the brain sciences.

   ---

   

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I hope your 2026 is off to a good start!

This week, I invite Angelina E. Saba to share her journey in research. Angelina and I met through the Girls in Neuroscience somatosensation course and she was one of the course instructors. I enjoyed the course as a student and I was amazed by how she explained complex concepts in simple terms!

Angelina completed her undergraduate degree at the University of California and continues to pursue her passion in research, mentorship, and advocacy! She currently works in the Nicholas lab as a research assistant (RA) and applied to grad school cycle this cycle.

Highlights from Angelina’s story:

• How a virtual symposium sparked her interest in research and following her intuition led her to pursue lab work.

• Life after undergrad: taking a gap year before applying to grad school and how she’s intentionally building experiences aligned with her interests.

• Grad school advice: what undergrads should know before applying (letters of recommendations, fee waivers, etc….)

• Identity and growth: the rewards for stepping outside your comfort zone, and why having multiple interests is important in your academic and personal growth.

Enjoy today’s read 🧠

To begin, briefly introduce yourself and where you are in your journey? What do you like to do outside of academia?

Hi! My name is Angelina Saba, and I am a graduate of the University of California, Irvine with a Bachelor of Science in Biological Sciences. I am an aspiring PhD student, and am currently in my gap year, where I am focusing on serving my communities through research, mentorship, and volunteering. Outside of academia, I enjoy going to the gym and learning new exercises to stay active. I also love dancing, taking photos, and journaling about good memories. Listening to music is one of my favorite things to do, and my eclectic taste ranges from playing songs by The Weeknd to putting on classical music in the background.

You are currently researching about PCOS at the Nicholas Lab. Can you tell us about your experience, including what you did, how you got this position (paid vs unpaid), and the main lessons learned?

Absolutely! I knew I wanted to get involved in research since my first year of university, and was drawn to the idea of being in a lab where I could make scientific discoveries. At the time, I didn’t fully know what it meant to do research, but felt a sort of calling and knew I wanted to get involved in it. Through exploring my university’s research openings online and finding areas that intrigued me, I emailed various faculty to reach out and express my interests. I later had an interview for the Nicholas Lab and became an undergraduate researcher. At my school, these positions are not usually paid, but acknowledged as course units on your transcript. Being involved in research has been an incredible experience, where I have learned various lab skills and techniques, how to present my findings, and how to communicate science to the public.

A main lesson I learned is that curiosity and persistence are something to be celebrated. Research is all about asking questions and making discoveries. This is not an easy process, and it is important to learn to be resilient and adapt to when experiments do not go as planned. Continuing to show up, persisting in your experiments, and moving forward on the road is what matters. Mistakes, rejections, and unexpected data is part of the journey, but you must never settle. Keep going. Keep learning, and keep discovering.

Also, don’t go to the lab on an empty stomach; take care of yourself.

Can you describe your previous research experiences? What inspired you to pursue them, how you got them, and the main lessons learned?

Before college, I had no prior research experience. In my first year of undergrad, I attended a virtual symposium, and was fascinated by research because of how you could translate what you learned from lecture to lab, and the fact that new knowledge and discoveries were made. It then became my main goal to be in a lab where I could learn and grow as much as I could. I was inspired by Dr. Nicholas when I was a student in her Molecular Biology course, and became motivated to step out of my comfort zone and grow. I felt she would be a great mentor, and pursued the opportunity to work in her lab.

The Nicholas Lab is the first research lab I became a part of, and I joined at the start of my third year of undergrad. My project focuses on Polycystic Ovary Syndrome (PCOS) and investigating the metabolic and reproductive outcomes when a protein called Toll-like receptor 4 (TLR4) is knocked out in mouse models. I continued researching as a volunteer after I graduated, where I refine my technical skills, mentor undergraduates, and assist graduate students.

I also joined a second lab the summer before my fourth year of university, where I researched vision in the Seiler Lab. My role was to perform optokinetic tests (OKT) on rats that had received stem-cell derived retinal transplants, and I also had the chance to teach new students how to perform these tests and experiments. My team and I were recognized as research fellows through the Undergraduate Research Opportunities Program at UCI, and we were able to present a poster of our work in May of 2025.

Learning to balance two research labs with coursework was a challenge, but one that I grew from. I gained a stronger understanding of what mentorship style I prefer, the importance of a lab culture and your team, and how to manage my time well. These experiences were instrumental in solidifying my decision to pursue a PhD, where I learned how greatly I enjoy discovery, teaching others, and discussing science.

In my senior year of undergrad, I was able to present at my first international conference and gave a poster presentation about my PCOS research from the Nicholas Lab. Sharing the knowledge and results was exciting, especially when I was able to passionately connect with other scientists and answer their questions. In the beginning, you may feel nervous to present and receive questions, which is normal. As you present more often throughout your career, your confidence will grow and your communication skills will improve. People from different subject areas and fields of study will visit your poster, and you will be able to match and recognize the best way to explain your work to various audiences.

This is a photo of me and my poster about PCOS at my first international conference. Conferences are always a great opportunity to learn, network, and passionately communicate your science.

You applied to this cycle of graduate school. Can you tell us a bit about the application process, including what inspired you to pursue graduate studies, the application timeline, and the challenges you faced?

Through conducting undergraduate research, I realized my passion. Combining my favorite subject of science and embracing my innate curiosity made me realize that science is what I want to continue studying, and I want to continue my career of discovery, education, and mentoring others every day as a lifelong learner.

PhD applications open in the fall and are generally due in early December. Prior research experience is the most important part of your application, as it showcases your expertise, abilities, and potential to succeed as a graduate student researcher. Components of the application usually include two essays, one where you discuss your research experience (statement of purpose) and the other describing your narrative (personal history statement). You also include a CV, which is a document that lists your education, research experience, presentations, awards, service, and 3-5 references. When it comes to letters of rec, people who can speak about your research experience and potential as a graduate student make excellent references. In this case, quality over quantity matters, and having people who know you well be your letter writers is the best way to go. This is why building relationships with faculty is important, as well as getting to know them, which you can do through attending office hours. Examples of letter writers can be your professors and PIs. Demographic information, some survey questions (such as “how did you find out about this application” or “what other schools did you apply to”), undergraduate transcripts, and faculty you are interested in researching with is also part of the application. In some cases, students can qualify for fee waivers, which remove the cost of applying to a school. If you attend a conference such as ABRCMS (Annual Biomedical Research Conference for Minoritized Scientists) and visit a booth for a particular school you are interested in applying to, try inquiring about a fee waiver for their program.

To stay organized during this cycle, I made a table listing each program I was applying to and its deadline. It can be a challenge managing multiple applications, but this is where you focus on your time-management and organization skills. I would recommend using a calendar and setting reminders for tasks you need to complete. Personally, I was challenged by the waiting periods after submitting my applications, as I was eager to hear back from schools. In order to ground myself, I focused on the present. I found other ways to continue to grow into a well-rounded individual by pursuing hobbies such as yoga and cooking.

You are currently the Programs Team Manager for Girls in Neuroscience. Describe your journey so far.

Of course! Girls in Neuroscience is a female-founded organization dedicated to educating and empowering women with an interest in neuroscience. We give monthly lecture series that range from topics about neurosurgery to synaptic plasticity during pregnancy. I discovered the platform through social media, and first joined as a student in the fall. The lectures significantly highlighted how understudied women’s health is, and I became more motivated to advocate for women’s health and education because of it.

Later in the year, I was selected for the leadership position as a Programs Team Manager, and it has been an incredible journey. My role includes giving global lectures to empower women worldwide, my latest class being about vision and the brain. Working with other female scientists and professionals has been an amazing journey, and very rewarding because of the positive impact made on young women across the globe.

What advice would you give to undergrad and high school students interested in pursuing research (especially those who don’t have research experience) and applying to grad school?

I would advise high school students to identify the area that they have the most questions about, which may help them choose a major of study to focus on in their undergraduate career as well. It is also a good idea to write down your goals for university, and to tour campuses in order to get a sense of the culture and life at that school.

For undergraduate students, I would say to definitely get involved in research, as it opens so many doors and brings a wide array of opportunities for growth as a researcher and individual. Don’t be afraid to step out of your comfort zone, because that is where the growth happens. Having multiple interests is a good thing, as it shapes you to be well-rounded and well-versed in many fields. You will find that graduate programs tend to be multidisciplinary, where you can collaborate with other individuals and passionately discuss your ideas. Attend workshops about graduate school to learn more about what the particular programs you are applying to are looking for in an applicant. When you begin applying to graduate school, reach out to PIs that you are interested in working with, and set up meetings with graduate students to learn about their experience at that school and in the lab.

Where can students reach out to you to learn more about your journey?

Of course! I’m happy to share my story, and help guide yours. Feel free to connect and message me on LinkedIn. You can also send me an email at aesaba25@gmail.com with any questions.

Any final advice for Dopamine Diaries readers?

As a broad thinker who loves learning across multiple disciplines, I am reminded of Uncle Iroh from Avatar: The Last Airbender. He explains the importance of drawing knowledge from different places. I’d give the additional advice of learning as much as you can, and to apply it to your work by looking at the big picture.

This image is from Avatar: The Last Airbender, where Uncle Iroh explains the importance of learning knowledge from various areas.

It is also important to recognize and embrace your passions and curiosity. You can never go wrong when you ask questions and learn about topics you love.

Finding a first research lab to join can be difficult. If you don’t receive an email response, follow up once or twice. Faculty receive many emails each day; do not take it personally if you don’t get a reply.

Utilize the resources around you, and believe in yourself. Be your own cheerleader, and advocate for yourself through stepping out of your comfort zone in order to grow. Being able to pursue higher education is an extraordinary opportunity, and it is important to stay focused on your goals and work consistently to achieve them.

And finally, live life with an open mind and heart. Be willing to listen to others, understand their perspectives, and work together. Be kind to yourself, and know that you are more than capable of achieving your goals.

Helpful Links and Resources

This is my LinkedIn, feel free to reach out and connect! I am more than happy to empower the next generations of students, scientists, and STEM professionals. https://www.linkedin.com/in/angelina-e-saba-151546248

https://www.biorxiv.org/content/10.1101/2025.10.16.682907v1.full Here is a link to the preprint of my research project if you are interested in learning more.

https://nicholaslab.bio.uci.edu/ Nicholas Lab Website

https://tour.admissions.uci.edu/uci/undergraduate-research-experiential-learning/nicholas-lab Virtual Lab Tours at UC Irvine

https://www.instagram.com/girlsinneuroscience/ Girls in Neuroscience Instagram Page

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About Dopamine Diaries

Dopamine Diaries is a space where students in neuroscience and psychology share their academic and career journeys.

I started Dopamine Diaries for my younger self trying to figure out what to do with a Life Sciences degree and the possible career pathways in the brain sciences. The aim of this new letter is to reduce students’ anxiety and remind them that they are not alone in this journey.

You learn more about lore for Dopamine Diaries here.

How to get the most out of Dopamine Diaries?

1. Don’t compare!: It’s easy to fall into the trap of self-comparison when reading the interviews. The goal of Dopamine Diaries is understand that there is no “linear path” in a career and how others manage uncertainty, rejections, and that growth often begins outside of your comfort zone! This newsletter is also here to increase your network and chances of opportunities!

2. Connect with the interviewees: if the interviewer’s story resonated with you or you’re curious to learn more about their journey, their contact information is provided at the end for you to contact them. In your message, mention that you learned about their journey through Dopamine Diaries and specific questions you have. Don’t be afraid to reach out!

3. Self-reflection: don’t mindlessly read, ask yourself:

• Which aspect of their story aligned with you?

• What opportunities and events did I discover from this interview? (look at the hyperlinks the interviewees shared and ask yourself: does the organization or programs aligns with my goals? Should I reach out to someone in that organization or the interviewee themselves?)

You don’t need to know all of the answers, but reflecting will help you notice patterns that align or don’t align with your goals.

4. Share with others: share the newsletter with your friends, family and your network. Share with them about something you learned, what piece of information that stood out to you, or if they are curious in learning more about the brain sciences.

   

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I hope your 2026 is off to a good start!

If your New Year’s resolution includes being more involved in the field of neuroscience, psychology and research, here are some non-profits that you can follow on instagram to get you started:

• Neurosphere:

  • Raise awareness about neurodegenerative diseases

  • Mentorship and virtual workshops

  • Volunteer and research opportunities, and more!

• Neuroscience4youth:

  • Educational neuroscience and psychology content

  • Research and volunteer opportunities

• Psychology4youth:

  • Academic and career pathways in psychology

  • Panelists events and workshops

  • Mentorship and advocacy

• ThinkNeuro:

  • 10 weeks virtual research internship programs in Neuroscience, Computer Science, and AI.

  • Certificate programs and career publication pathways

  • Lectured by faculty and physicians from Harvard Engineering and Stanford Medicine

• Simply Neuroscience:

  • Increase early neuroscience access and educational content.

  • Provide free resources, events, opportunities and more!

• Girls in Research:

  • Research starter hub

  • Provide tips and guidance in doing research

  • Volunteer opportunities, career paths in STEM, and more!

• Research Girl:

  • Resources and mentorship for underrepresented students worldwide.

  • Volunteer and mentorship opportunities

Additionally, here are some science content creators that I follow. You can also follow them if you are interested in learning more concepts in neuroscience and its practical implications:

• The Neuroundergrad

• The NeuroScholar

• Neuro Melody

Let’s make 2026 a good year!

Share Dopamine Diaries

About Dopamine Diaries

Dopamine Diaries is a space where students in neuroscience and psychology share their academic and career journeys.

I started Dopamine Diaries for my younger self trying to figure out what to do with a Life Sciences degree and the possible career pathways in the brain sciences. The aim of this new letter is to reduce students’ anxiety and remind them that they are not alone in this journey.

You learn more about lore for Dopamine Diaries here.

How to get the most out of Dopamine Diaries?

1. Connect with the interviewees: if the interviewer’s story resonated with you or you’re curious to learn more, their contact information is provided at the end for you to contact them. In you message, mention that you learned about their journey through Dopamine Diaries and specific questions you have.

2. Share with others: share the newsletter with your friends and network. Share with them about something you learned, what piece of information that stood out to you, or if they are curious in learning more about the brain sciences.

Leave a comment

Message from the founder,

Hello readers.

I hope you are all doing well! If you are a uni student, you guys are busy with exams right now, plus Christmas and News Years around the corner. If you want to have a quick-productive study break rather than doomscrolling, here is a quick interview you can read. Today’s interview is with Lauren Omoto, a MSc student researching neuro-oncology at UofT. Lauren is currently conducting research in the Netherlands via the Canada Graduate Scholarship-Michael Smith Foreign Study Supplement (CGS-MSFSS). Throughout her undergrad, she was a student-athlete and played in Varsity Blues Women’s Hockey.

What you’ll learn from Lauren’s interview:

• How her involvement in sports shaped her interests in neuroscience

• How she got involved in different fields of research, like occupational therapy, cognitive neuroscience, and neuro-oncology.

• A cold email template for emailing PIs.

Enjoy today’s read and good luck with finals! 📚

To begin, briefly introduce yourself and where you are in your journey?

Hi! My name is Lauren and I am a second-year Master of Science student in Laboratory Medicine and Pathobiology at the University of Toronto. My current research focuses on developing novel combination treatments for glioblastoma (GBM), the deadliest form of adult brain cancer. However, over the course of my undergraduate degree, I had the opportunity to immerse myself in various other research areas, including pancreatic developmental biology, gene editing for cystic fibrosis, occupational therapy, and cognitive neuroscience. Conducting research in a wide range of fields has significantly shaped my scientific approach and reinforced my passion for driving change related to disease treatment.

What initially sparked your interest in neuroscience?

Since conducting a science project in fifth grade on the brain, I’ve been fascinated by the complexities that neuroscience has to offer. This interest was reinforced through my involvement in sport, where I witnessed the short- and long-term effects of traumatic brain injuries in many of my teammates. Similarly, many of my family members have been impacted by neurodegenerative disease, which ultimately led to my interest in research surrounding therapeutic development in neuroscience. Neuroscience has so much to offer from a molecular to whole-body scale, with so many unknowns and new developments on a day-to-day basis, which I believe is what keeps me continuously engaged in the field.

You played Hockey throughout your undergrad. Can you tell us a bit more about this and how has this shaped you today? How do you balance academics, research, and extracurriculars, and what advice do you have for inspiring student athletes?

Hockey and my life-long involvement in athletics has been one of the biggest factors that shaped me as a person. Not only did it reinforce the importance of teamwork, leadership, and resilience, but opened up so many lifelong connections with my past teammates that I am incredibly grateful for. The ability to play for U of T’s Varsity Women’s Ice Hockey team was paramount in my identity and outlook on life today. In a way, hockey was also a constant reminder to push for well-roundedness; my parents always reminded me that hockey adds to my life, but it should not be my entire identity. As such, I used hockey as a vessel to branch into other extracurriculars, especially in university; this included working as an Academic Mentor and Tutor for fellow varsity athletes, as a member of the executive board for U of T Women in Sport, and participating in the National Hockey League (NHL) BIPOC Coaches Program. I also extended my focus into other academic-based extracurriculars (Student Advisory Board Member for the Vice-Provost at U of T, Advisor and Site Contributor at Research Girl, Vice-President Academic for the LMP Graduate Student Union, and Teaching Assistant (TA) positions).

Balancing academics, athletics, and extracurriculars, especially during my undergraduate, was a lot at times. Varsity sports involves a significant time commitment, sometimes six to seven days of practice and games a week, on top of which you need to keep up with a full course load. I think the ability to maintain a schedule for not only class, practice, and meetings, but also studying and free time, is integral in finding ideal balance. To truly live a balanced life (in a more holistic sense), I highly recommend setting time aside to spend socially or for ‘self-care’; this was imperative to maintain my overall well-being.

If I could go back and give my undergraduate self one piece of advice on balance, it would be that less is more; sometimes, it’s better to take on fewer tasks and do them well rather than spreading yourself thin across too many responsibilities. Avoiding burnout in university sometimes feels impossible, but employing this strategy would have helped me immensely.

Can you break down all of your research experiences? Was it a paid, unpaid, or an academic credit? How did you get these positions?

Definitely! My first research experience came at the end of my first year of undergrad, in Dr. Derek van der Kooy’s lab, a fantastic researcher in molecular genetics. Over the year I spent in the lab, I completed two project courses for academic credit (ROP299 and ANA498) and studied the developmental trajectory of pancreatic progenitor cells in embryo. I had cold-emailed Dr. van der Kooy at the beginning of my first year and was grateful to land a position until the end of my second year.

From there, I moved on to volunteer in the Einstein Lab and research concurrently with Dr. Sachindri Wijekooon in the Department of Occupational Therapy, the latter of which was a paid opportunity that I found through CLNx. I worked closely with Dr. Wijekoon to interview researchers worldwide to develop anti-oppressive guidelines for future occupational therapy studies, which was an incredible experience that shaped how I view and conduct research.

In my fourth year, I conducted research in the Wong Lab at the Hospital for Sick Children. Dr. Wong is an incredible PI who focuses on cystic fibrosis (CF) pathology, and I worked with a master’s student in the lab (Krista Antonio) to test a novel gene editor for CF. I started here in the summer through the SickKids Summer Research (SSuRe) Program and LMP Summer Research Program, with funding from the University of Toronto Excellence Award. I continued throughout the school year for academic credit (HMB496) and obtained this position by cold-emailing Dr. Wong. I’m beyond grateful to have had the opportunity to work in so many labs and under such great supervisors during my undergrad who sparked my love for the field.

You are currently doing research in The Netherlands. Can you tell us a bit about the process, and how you came across this opportunity?

Over the past few months (October-December 2025), I’ve had the chance to conduct my master’s research with Dr. Olaf van Tellingen’s group at the Netherlands Cancer Institute. With the support of the Michael Smith Foregin Study Supplement and a connection through Dr. Lennart van Winden, a post-doctoral fellow who previously worked in my home lab, I was able to continue my research project and employ more advanced preclinical models used by the van Tellingen group. This supplement was available for Canada Graduate Scholarship (CGS) and Vanier CGS award winners to apply for, so I went through the respective application process. This experience has been life changing, to say the least; researching at a different institution and learning from other experts in the neuro-oncology field has been fundamental to my project and progress. I am incredibly appreciative to have had this opportunity!

Can you describe your experience applying to grad school and finding a supervisor? What was that process like for you, and any advice for students applying to grad school this year?

Applying to grad school can differ significantly depending on institution, program, and research interests you have. In my case, I knew that I wanted to conduct a thesis based master’s on a project in neuroscience, which significantly influenced my search. In the case of U of T, the programs you apply to for a master’s or PhD depend predominantly on the affiliation of the supervisors that you are interested in working with. For instance, if you are interested in a particular lab whose PI is affiliated with pharmacology, then you would apply to this program. Unlike undergrad, where you take programs based on interest, grad school applications have more emphasis on the lab that you want to research in rather than the program.

In my case, I began reaching out to supervisors in the late fall and early winter semesters of my fourth year; the earlier, the better. I reached out to potential supervisors via cold-email (see a general template below) and included a curriculum vitae (CV) and transcripts in my email. The manner in which you cold-email is crucial; you want to set yourself and your experience apart from other candidates while showing a profound interest in their research area.

Cold-Email Format:

● A brief introduction, including your name, school, program(s), and academic year.

● Why are you reaching out?

• Skim a few of their publications and explain how their work aligns with your research interests and career aspirations.

• Cite specific publications you’ve read of theirs and explain how it resonates with your research interests.

● Highlight your previous research experience and how it will allow you to be successful in their lab.

○ If you don’t have previous research experience, that is okay! Instead, highlight relevant coursework or extracurricular activities that would allow you to contribute to their lab. Include information that will set you apart from other candidates.

● Include your CV, transcript, and potential references.

Additional Tips:

● The earlier you reach out, the better! Positions fill up quickly.

● Don’t get discouraged! PI’s receive hundreds of emails; don’t be afraid to follow up once after a week or two if you don’t receive an initial response.

● Some labs will have an administrative contact; I highly suggest Cc’ing them in your initial email to the PI, as they are more likely to see it and respond.

My process applying to grad school and labs wasn’t linear; it was filled with many interviews and uncertainty. My suggestion would be to reach out to as many supervisors as possible to give yourself the most options!

What advice do you have for high school students and undergraduates interested in research and/or pursuing a similar neuroscience field as yours?

Similar to most other fields, connections go a long way. I would recommend reaching out to current upper-year undergraduate or graduate research students and speaking to them about their experiences and potential opportunities they might know of. Taking the initiative to connect with students and faculty demonstrates your motivation and interest, which can be a great ‘foot-in-the-door’ approach to obtaining opportunities. On top of this, you can gauge from the experiences of other researchers if the lifestyle and work sounds like a good fit for you!

Where can students go to learn more about your experiences and reach out to you?

You are welcome to reach out to me on LinkedIn! I’m always very happy to help anyone who has questions or needs advice in any aspect of your journey, whether that be research, academics, or beyond.

Any final advice or resources you would like to share to Dopamine Diaries readers?

I would say that there are two pieces of advice that I like to share with anyone, whether in science or just life in general. One major ideology that my parents instilled in me from a young age is that you are only competing against yourself. Comparing yourself to your peers and others that you surround yourself with can be discouraging, so focusing on bettering yourself every day is a great way to remain motivated in all areas of life.

The second piece of advice I would offer is to not let yourself feel like an imposter or that you are not qualified in your field. When I was starting in research, I often felt like I was not smart nor qualified enough to be in the research positions that I was. This is an incredibly difficult feeling to overcome, but remember that you are there to learn. Ask questions, be curious, and keep in mind that you are there for a reason.

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More from Dopamine Diaries:

How To Find Your Spark in Research and the Path to Grad School

Values

Why create Dopamine Diaries?

Message from the founder

Welcome to the first interview of Dopamine Diaries!

My apologies for being inactive. I got very busy with university since September. This week is my reading week so I have a bit of a break and have time to work on my newsletter!

The first interview is with Madeleine Matthews, a Master of Medical Science Student at the University of Toronto, and a Research Trainee at the Center for Addiction and Mental Health (CAMH). Me and Madeleine first connected through an interview with the Child Lab for the Research Diaries series. Learning more about her academic journey was very inspiring and aligned with my mission for Dopamine Diaries. I then messaged her about the newsletter and she gladly agreed to share her journey again.

What you’ll learn from Madeleine:

• How she found her passion in sex and gender equity in healthcare which shaped her research journey

• How she landed the research opportunities during her undergrad

• Grad school application process

Enjoy today’s read!

Subscribe now

To begin, briefly introduce yourself. Where are you on your journey and any projects you are currently working on?

Hello! My name is Madeleine, and I am a Master of Medical Science student in my second year at the Institute of Medical Science, University of Toronto. I am a sex and gender researcher, and my work focuses on sex and gender equity in healthcare. Considering sex and gender is a challenge for most health researchers, and is only made more difficult when their patient population is extremely small, as is the case for rare conditions. My research addresses how the sex and gender of children with rare conditions are considered in clinical trials in two ways. First, I look into the past to see how rare disease researchers have reported on sex and gender by reviewing their clinical trial publications. Second, I interview kids with rare conditions, their caregivers, and rare disease researchers about their experiences related to sex and gender, and how these experiences currently impact their work or their treatment. Using these past and present perspectives, we can make future recommendations to help rare disease researchers address sex and gender with a more equitable lens, particularly for girls and gender-diverse kids.

What inspired you to pursue a Master of Medical Science in Developmental and Child Psychology? What would you like to do after your Masters?

Although I enjoyed Developmental and Child Psychology in my undergrad, Sex and gender equity has been a passion of mine for a long time, and I was able to explore it through a number of different extracurriculars related to gender equity in STEM and women’s health in my undergrad. While at McMaster, I was the head of logistics for the International Women in Science (IWiSci) Day Conference Planning Committee , and I was an editor for Diverse Minds, a magazine for neurodivergent women and gender-diverse people (Instagram: @diversemindsmagazine). I was also a mentor for McMaster Women in Science and Engineering (WISE, Instagram: @mcmasterwise), my program, and my faculty. I highly recommend getting involved in extracurriculars during your undergrad! Not only were those experiences socially and academically rewarding, but they also ended up informing my research interests and career-related choices later on.

After my Masters, I’m looking forward to starting my PhD with my current supervisor, diving deeper into my current research questions and exploring my potential as a sex and gender scientist. Longer-term, I’m not sure what exactly I’ll be doing, but I hope to make a meaningful impact for women, girls, and gender-diverse people with my work.

What are some challenges you faced transitioning from an undergrad program to a Master of Medical Science program? How did you overcome those challenges?

Good question! Two big challenges I faced transitioning from undergrad to grad school were making my mind up about grad school, and adjusting to longer-term project management. A Masters program is brief in the grand scheme of a career in industry or academia, but is still a years-long commitment, and a big step in your career as a scientist. A thesis-based grad program is also a huge change from undergrad, because your course work is no longer your priority. Instead of managing a bunch of relatively short-term deadlines for all of your courses, you are managing a multi-year research project with a few big deliverables along the way.

For my undergrad, I completed a double major in Biology and Psychology, Neuroscience, and Behaviour at McMaster University. One of the awesome things about my program was the built-in research experience, which included several research positions for course credit and an honours thesis project. I would highly recommend getting involved in research during your undergrad, not only because it boosts your applications for grad school, but because it gives you an idea of what a thesis-based graduate program looks like, and what kind of research is important and interesting to you as a future student. If you can, shadow grad students and ask them a million questions about their research techniques and program requirements, but also about what their day typically looks like, and how the culture of their lab has impacted their experience. It was my research experiences that ignited my interest in a thesis-based grad program, and helped guide my research passions.

When I finished my undergrad, I knew I wanted to attend grad school, but I was having trouble figuring out which program and research focus would best align with my passions and ambitions. So, I went back to the drawing board and tried to have as many relevant experiences as I could to see what made sense for me. I spent a year working full-time in a very hands-on basic neuroscience lab at McMaster, and then another year conducting literature reviews in a science industry role. Both of these roles helped me manage my time in a way that suited larger collaborative projects, and forced me to “work smarter” and keep to a 9-to-5 whenever possible. In my spare time, I edited magazine articles related to neurodiversity and mental health, and I wrote grant applications for a foundation focused on educational opportunities for newcomer women. Working and volunteering for a few years between undergrad and grad school allowed me to develop new skills, adjust to fulfilling longer-term goals, and save some cash. But most importantly, it helped me figure out where I felt a spark.

What was your experience when applying to a Masters? How did you get involved in your current PI’s work, Dr. Meng-Chuan Lai?

Every Masters program is different, and every lab is different. Generally, applying to a thesis-based grad program is less about the program itself, and more about the lab you are interested in joining. The most common way to join a lab is to send the principal investigator, your potential supervisor, an email and try to schedule a meeting. Once you have established a connection with one or multiple potential supervisors, you apply for the graduate programs that align with you joining their lab. You can also apply to programs if you haven’t connected with supervisors, but their support almost always makes you a more competitive applicant. Typically, to apply you’ll need to submit a curriculum vitae, your undergrad transcripts, and a personal statement discussing your previous experience, your research passions, and the type of project you intend to conduct once you’re admitted to the program. You’ll also need references from faculty members you’ve worked with in some way. These could be from course instructors, research supervisors, or leaders of extracurriculars or other roles you’ve held. It’s actually not all that different from applying for a job. Throughout your application process, I would highly recommend highlighting your story amid all of your roles and accomplishments. Why are you pursuing the type of research offered at a given lab? How have your previous experiences shaped your interests and passions? How will this program help you reach your goals? For most thesis-based Masters programs, you don’t have to have a perfect GPA and a novel’s worth of publications under your belt. What’s more important is your story, the references who can vouch for you, and your connections to potential supervisors at the institution you’re interested in joining.

My current supervisor, Dr. Meng-Chuan Lai, studies both autism and sex and gender science at the Centre for Addiction and Mental Health and the University of Toronto. Much of his research focuses on the experiences of autistic women, girls, and gender diverse people. As someone who had conducted autism-related research in my undergrad, and had a long-standing passion for gender equity, I was familiar with his work, and reached out to him about any potential openings in his lab. As it happened, he had a project focused on gender equity in the works for the coming year, so we discussed potential program options at the University of Toronto. I submitted an application to the Institute of Medical Science for the Master of Medical Science program, and fortunately, I was accepted.

I’m making the process sound straightforward, but in reality, my application experience involved a lot of follow-up emails, rejections, and confusion around application requirements. I didn’t hear back from the majority of the supervisors I reached out to, and I found preparing my applications and coordinating with my references challenging at times. The best advice I can give is to be persistent, and to leave yourself lots of time to reach out to supervisors, references, and the administrative staff of the programs you’re interested in (trust me, you want those people in your good books). That way, you’ll have time to follow-up with people, you’ll know what all of your options are, and you’ll be prepared well before your application deadlines are looming.

Explain how you got your research roles during undergrad. Was it paid, unpaid or an academic credit?

This is a great question, and is totally dependent on your undergrad program. As I mentioned before, one of the best parts of my undergrad program at McMaster was the built-in research opportunities that we were required to complete for course credit. Through programming, I was able to complete one second-year research course, one third-year research methods experiential course, and an honours thesis project. I made connections with supervisors who I was interested in working with via email, showed that I had reviewed their recent work, and met with them to talk about their current research and where I could help out. With that said, other friends of mine who didn’t have the same research opportunities through their programs were still able to gain research experience. They just reached out to supervisors for volunteer roles, instead of placements for course credit. The best advice I can give is to be persistent. Cold-emailing supervisors can be a frustrating process full of rejection, and requires you to leave lots of time and follow up regularly (every two weeks or so). Most of the supervisors I’ve worked with received several emails from me before offering me a meeting! Reaching out early and regularly won’t guarantee you a spot with a supervisor, but it does show that you have the enthusiasm and determination needed for a research role.

What advice would you give to students hoping to gain research experience during their undergrad and when applying to grad school?

I would say start early, and try to have as many experiences as possible! The extracurriculars, volunteer roles, and research experiences I had showed me what I liked, and more importantly, what I didn’t like. Having the opportunity to shadow grad students and other professionals to see what their careers look like from the inside was incredibly helpful to me, and there are lots of ways to get that time. If you’re curious about a particular lab or program, but you’re not able to get a hold of a supervisor, you can also reach out to grad students and ask them about their research and their day to day responsibilities. You may not get a position out of it, but you’ll gain some valuable insight.

The same applies for grad school applications. The more experiences you have, the more sure you’ll be about where you see yourself. You’ll be better equipped to complete applications and to meet with supervisors. You’ll also have a network of connections that can support you throughout the application process as references, editors, or just moral support.

If some of the experiences you end up having are the result of a failure, a setback, or a deviation from your original plan, don’t be discouraged. Some of the failures I had during my undergrad and my working years forced me to change the way I worked and how I saw a career in research. My setbacks and how I chose to address them made me a better applicant, and a better grad student.

Where can students go if they want to learn more about your experiences and reach out to you?

You are welcome to reach out to me on LinkedIn. I’m always happy to help out or answer questions!

Any final advice or resources you would like to give to Dopamine Diaries readers?

Remember that thesis-based graduate programs are all about finding the right fit. You’re looking for a program, supervisor, and research project that align with your goals and interests, and that may not end up being the position that you’re expecting! The best advice I received from grad students before applying to grad school was to keep an open mind about the research you’ll be doing, and focus more on what every day will look like. Give yourself the time and the mental space to choose a supervisor and lab dynamic that fits you not only on paper, but in practice. You’ve got this!

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