Becoming a Scientist
While medical education is of necessity quite broad and diffuse, graduate education is narrow and focused. This concentration consists largely of intensive work in a research laboratory. The choice of research focus and department, exploring labs and meeting principal investigators, can be at once frightening and exciting. Because it is the most important decision taken during the MSTP, choosing a thesis lab should not be done alone or with limited information. MD/PhD students have the freedom to select thesis laboratories at UCSD or affiliated institutions.
Students may take advantage of the medical school elective time to discuss research of interest with professors. These "reading rotations" may be used to evaluate prospective lab mentors and can earn medical school elective credit. It is quite helpful to talk to other MSTP students who have previously rotated through particular labs. Rotations are an opportunity to experience different laboratories, as well as identify the research area you want to pursue. These will usually count toward the graduate departments' requirements. Each student is responsible for making the arrangements for laboratory rotations. Usually it requires one or two meetings with the faculty member to discuss possible projects as well as space availability. The best times to accomplish rotations through research laboratories are summers adjoining the first two years of medical school. Two rotations, each lasting five to six weeks, can be done in a summer. Students are encouraged to arrive the summer before classes to do rotations in one or more laboratories. Because of the demanding medical curriculum, first year students generally find they need to allow themselves time to get acclimated to the medical school rather than undertake laboratory rotations during the school year. Nevertheless, rotations during the academic year are still possible and may even be preferable for some students.
A good relationship between the graduate student and the principal investigator (PI) makes all the difference in the world. To forestall future headaches, it is important to discuss with the PI issues like mentorship, graduation time, possible projects, number of publications, and expected financial support. Graduate students must be careful because some are initially drawn to labs for a particular project and give less thought to the choice of a mentor. Good mentors teach graduate students the practice and understanding of hypothesis-driven scientific research. Although a graduate student might make important contributions toward his/her own research program, the primary obligation of the mentor is to further the student's education. One goal for students should be to finish their degree program in a timely (3 - 4 years) fashion, and this should be the goal for the mentor as well.
One reference about choosing a research lab and mentor is published by the National Academy of Sciences: "Advisor, teacher, role model, friend: on being a mentor to students in science and engineering." (Washington D.C.: National Academy Press, 1997). A shorter but nonetheless useful article is the following: Barinaga, M. (1991) "Lab Styles of the Famous and Well Funded." Science 252: 1776-1778. A good "how-to" on lab work in the biological sciences is "At the Bench: A Laboratory Navigator" by Kathy Barker, New York: Cold Spring Harbor Press, 1998. (ISBN 0-87969-523-4, Lib. Congress Cat. R850.B36 1998) This book is useful for everybody from the neophyte, who doesn't understand how to make a buffer, to the experienced hand, who needs to brush up on how to present results at a conference.
Lab dynamic is important since graduate students spend most of their time there. The size of the lab, level of technical support, organization, and general feel of the lab environment are all issues to consider. Even if one's PI is a great mentor, having a negative lab environment can make for a miserable graduate career. Having good relationships with the PI and lab colleagues can make these years a great experience. Even though the topic of study may not be as important as other considerations, one must determine if lab projects are interesting and if the training will further one's development as a physician-scientist. Some feel that an interesting scientific problem is the most important factor in deciding in a lab. However, a good PI may be able to design a variety of interesting projects.
It is highly recommended to select a thesis lab before joining a graduate program. With acceptance into the MSTP, each trainee is accepted in principle into any of the major graduate programs. As a formality, the student will fill out an application to a graduate department/program during the middle of the second year of medical school.
There are several requirements for each graduate program. Each requires a certain number of laboratory rotations (usually three) and completion of certain courses. In many graduate biological departments, there is an expedited graduate school curriculum (entry as a second-year student, some classes are waived, and leniency with respect to teaching assistant requirements). Departmental representatives can provide more detailed information on the requirements of each respective program. Typical advancement to candidacy occurs in two to three years, with the PhD work completed on average in four years. Finishing in three or five plus years is less common but nonetheless occurs.
There are several fringe benefits to being in the MSTP. The Program encourages and provides funding for trainee travel to scientific meetings and conferences. Trainees who will be presenting research results are given top priority in the use of the travel funds. Additional funding through the Medical School's Office of Student Affairs is available, particularly to attend medical conferences. Trainees will be reimbursed for journal subscriptions up to $150 per year. Unlimited "magical" library copy cards facilitate literature searches.
