Medical school electives offer valuable opportunities to gain exposure to different healthcare systems and bridge specific gaps in training. While clinical electives are often the primary choice for medical students, research-focused electives also present unique benefits, particularly for those interested in academic careers or lacking laboratory experience.
Drawing directly from my personal experience undertaking an ophthalmology wet lab-based research elective at the Wilmer Eye Institute, Johns Hopkins School of Medicine, this article will provide practical insights and reflections on how to effectively navigate and maximise the value of such electives, even for students with minimal prior lab experience.
Selecting the right institution and lab
While clinical electives are widely offered, fewer universities and hospitals provide structured research electives. It is essential to carefully review institutional websites, as research electives may have specific application requirements, such as submitting a detailed research proposal. Johns Hopkins University, for instance, offers well-organised ophthalmology research electives at the Wilmer Eye Institute, where students have the flexibility either to propose their own research projects or contribute to ongoing laboratory research.
Additionally, when planning a research elective, ensure you allocate at least 5–6 weeks. This duration is important for meaningful involvement, as research in general, and wet-lab skills specifically, take time to develop.
In my case, I joined a laboratory focusing on corneal diseases, contributing directly to existing research projects. Johns Hopkins provides an elective catalogue detailing various labs and their research interests, which allowed me to identify a lab that aligned with my personal interests. Before finalising my elective, I emailed the lab preceptor to discuss ongoing projects, clarify my potential role, and set clear objectives.
Importantly, I read the supervisor’s recent publications prior to these discussions, which provided crucial context on the lab’s research focus and facilitated more meaningful and informed conversations. I found this preliminary engagement particularly beneficial, as it allowed me to set clear objectives from the outset and undertake any necessary preparatory reading, ultimately helping me maximise the value of my elective experience.
Getting started in the lab
When you first start at the lab, particularly if you have minimal or no wet-lab experience, you might feel overwhelmed and unsure where to begin. An essential step early on is making the lab team aware of your level of experience, even if you have none. The team typically comprises PhD candidates and postdoctoral fellows with extensive research experience, and they are usually very understanding, supportive, and eager to help you learn.
In my elective, I first introduced myself to the team, who explained ongoing projects and the specific techniques they were using. This was incredibly helpful for me to familiarise myself with the lab’s scope of work. At this stage, I recommend doing some targeted reading around the lab’s main research topics and relevant clinical conditions if you are not already familiar with them, which ensures a foundational understanding.
Additionally, I found it extremely beneficial to read about or watch instructional videos on the specific lab techniques and skills regularly used in the lab, such as PCR, RT-PCR, western blots, and basic cell culture techniques. This preparation helped me feel better equipped and accelerated my practical learning in the early stages. Additionally, it is crucial to meet your supervisor early in the elective to clearly establish your objectives, your specific role in the lab, and the plan for developing your skills. For example, discuss whether your aim is simply to learn and develop lab and research skills, contribute to an existing project for potential authorship, or lead a complete project. These goals depend on factors such as the length of your elective, your prior experience, and the projects available within the lab. Having these discussions professionally at the outset ensures mutual understanding and helps you make the most of your time in the elective.
Navigating the elective
As I progressed through my elective, I quickly realised how steep the learning curve in a wet-lab environment can be. One of the most valuable tools I used was always keeping a physical notebook with me. I treated it as an elective diary, documenting the techniques I observed, those I practised, and key points shared by the PhD students and postdoctoral fellows. Rather than writing out full protocols, which can be easily found online and often vary slightly between labs, I focused on noting practical tips, small adjustments, and troubleshooting advice they shared, much of which came from years of experience and proved invaluable in improving my technique.
Before attempting any procedure myself, I made sure to observe it closely, ask questions, and clarify anything I did not fully understand. Once I felt comfortable, I would perform the technique under supervision, receiving immediate feedback. This approach helped me gradually build confidence and competence in wet-lab skills. It is important to remember that many samples you may work with, such as genetically modified cells, can take weeks or even months to prepare. I was always careful to start practising on samples where mistakes would not carry major consequences, gradually progressing to more critical work as my skills improved. Similarly, when using laboratory equipment, I learned to follow instructions meticulously, errors can be costly both financially and in terms of time lost. Whenever I was unsure about anything, I made a point to ask, knowing that being cautious and proactive is far better than risking mistakes.
In the early stages, I found myself consciously thinking through every single step, from how I held a pipette to setting up equipment. Over time, these actions became more natural, much like learning to drive a car: at first, every movement feels deliberate and requires focus, but with repetition, tasks become second nature.
Another aspect of my elective that I found incredibly beneficial was participating in weekly lab meetings. These meetings involved the team presenting updates on their projects to the supervisor and engaging in group discussions. Even when I was mostly observing initially, I learned a great deal about how to present data, interpret results, and approach scientific problem-solving. Showing interest and engagement in these sessions not only enhanced my understanding but also demonstrated proactivity.
Additionally, I took advantage of the opportunity to learn from other collaborating labs within the department. Different labs often specialise in distinct techniques or disease areas, and spending time observing or asking questions in these labs broadened my skills and expanded my professional network. This exposure was one of the highlights of my elective, allowing me to see how different teams worked and to pick up techniques beyond the scope of my assigned lab.
What comes after the research elective
Completing a research elective is not the end of the journey. One of the most valuable aspects of a research elective is maintaining contact with the team and your supervisor after it concludes. Keep up to date with the projects you contributed to, offer help with data analysis and manuscript preparation, and stay involved wherever possible. This ongoing engagement can strengthen research skills and provide opportunities for authorship and even potential presentations at conferences.
A wet-lab research elective can serve as a gateway to a long-term interest in academic medicine. It offers a foundation for developing research skills that can be built upon throughout your career. Beyond the lab experience, such electives also expose you to new hospitals, research environments, and healthcare systems, broadening your perspective and network.
A research elective equips you with practical skills, fosters valuable connections, and can be instrumental in shaping an academic pathway alongside clinical training. The benefits extend far beyond the elective period itself, laying the groundwork for future academic and professional growth.
Declaration of competing interests: None declared.
