“I gradually realised that research is not about creating perfect conditions or producing completely clean results. It is about selecting an appropriate method, answering a clear question and interpreting the findings and limitations honestly.”
Sofiia
Students’ participation in research internships provides a significant contribution to their learning and career aspirations.1 In this article, two international students, Amana Rameen and Sofiia Shargorodskaia, share their experience of undertaking summer internship research projects at UWE Bristol’s School of Applied Sciences, supervised by Dr Oluwadamilola Okeyoyin, Prof. Emmanuel Adukwu, Dr Ibidapo Williams and Jisa Salim. According to the students, although their projects explored different research questions, both studentships allowed them to experience the realities of postgraduate research, develop laboratory and transferable skills, and make more informed decisions about their future careers.
Amana’s experience: Exploring essential oils against plant pathogens
As a final-year Biomedical Sciences student at Birmingham City University, I was actively looking for opportunities to expand my research experience when I discovered the Royal Society of Biology-funded Plant Health Studentship advertised by Dr Okeyoyin. Having recently attended the Minoritised Life Scientists Future Forum conference in Edinburgh, I was impressed by the multidisciplinary research being conducted at UWE Bristol. I wanted to join a collaborative research team that would support me while also allowing me to work independently.
The project I worked on evaluated the antimicrobial potential of essential oils against economically important bacterial and fungal plant pathogens. I was particularly interested in exploring whether essential oils could contribute to the development of more sustainable alternatives to conventional antimicrobial treatments used to manage plant diseases. Coming from an Asian background, I am aware of the importance of agriculture to many communities and economies. Having seen the effects of plant diseases on crop yields, this research felt especially meaningful to me.
The studentship gave me several opportunities to learn, grow and take ownership of my research. After preparing my research proposal, I conducted an extensive literature review, designed my experiments and developed the necessary protocols. This process helped me understand not only how to perform each technique, but also the scientific reasoning behind the decisions I was making.
I worked with bacterial and fungal plant pathogens and conducted antimicrobial assays to investigate whether selected essential oils could inhibit their growth. One of the most exciting aspects was working with Botrytis cinerea, a fungal pathogen I had not previously encountered. Through this work, I developed new skills in culturing, handling, standardising and testing fungal organisms.
Beyond the laboratory, I strengthened my data analysis, organisation and communication skills. I was responsible for reviewing my results each week and presenting my progress to the wider research team. These meetings gave me opportunities to receive feedback, troubleshoot experiments and become more confident when explaining and defending my scientific decisions.
I also attended conferences and participated in a community plant health event organised by Dr Okeyoyin. One of the highlights of my studentship was presenting my findings at this local community event. This allowed me to practise communicating scientific research to a non-specialist audience while building connections with researchers and members of the community.
The experience reaffirmed my passion for research. I particularly enjoyed working independently in the laboratory while remaining part of a supportive and collaborative research group.
Sofiia’s experience: Learning to think like a researcher
My summer studentship, funded by UWE School of Applied Sciences, under the supervision of Dr Oluwadamilola Okeyoyin, Prof. Emmanuel Adukwu, Dr Ibidapo Williams and Jisa Salim, gave me a genuine taste of postgraduate research. I conducted an independent project investigating the antimicrobial properties of essential oils against bacterial pathogens.
What I valued most was the freedom my supervisors gave me to shape the direction of my project. Rather than simply providing instructions, they encouraged me to think critically, compare possible approaches and justify my decisions scientifically. Their words stuck with me: “You can do it this way, or the other way. You decide. Just think critically and justify your decision scientifically.”
I would propose an experimental method, and my supervisors would respond with probing questions. Some questions I could answer confidently, while others exposed weaknesses in my plan, and I’d rethink, propose again, and the cycle repeated. At first, I was trying to identify one perfect method. However, I gradually realised that research is not about creating perfect conditions or producing completely clean results. It is about selecting an appropriate method, answering a clear question and interpreting the findings and limitations honestly.
This approach reflects the culture of the wider Adukwu Research Group. You are not simply handed answers. Instead, you are given questions that encourage you to develop a deeper understanding of your work.
One of the most important habits I developed was analysing data as soon as it was generated. Delaying analysis until the end of a project can create unnecessary stress and, more importantly, prevent researchers from using their results to inform the next experiment. Early analysis also makes it easier to identify possible errors or experiments that need to be repeated.
I took two particularly valuable lessons from this experience:
Trust your observations
Before relying on software or quantitative analysis, it is important to examine your results carefully. Looking closely at plates can help identify contamination, unexpected growth patterns or possible differences in turbidity. Comparing what you observe with the result you expected can also help uncover calculation or experimental errors at an early stage.
Build a story, not a survey
I also learned that a strong research project should develop a focused scientific story. Testing many essential oils may produce broad results, but selecting a smaller number for detailed investigation can provide deeper insight. There will always be more experiments that could be completed, but good research requires focus. Quality, scientific depth and careful interpretation are more important than simply producing a large quantity of results.
Developing research and employability skills
Both studentships provided us with experience across the full research process, from reviewing literature and designing experiments to analysing data, presenting findings and writing final reports. Through this, we strengthened our independence, critical thinking, experimental troubleshooting, project management, teamwork and scientific communication. Working alongside researchers at different career stages also showed us how collaboration and informal discussions can improve experimental decisions and generate new ideas.
Making informed career decisions
Two months of practical research experience provided something that reading about research could not. It showed us what research feels like on a day-to-day basis.
Sofiia says, “The studentship confirmed that I enjoyed independent laboratory research, rather than only the structured practical sessions provided as part of a university course. A visit to an NHS laboratory during the internship also offered a useful comparison between academic and diagnostic environments. Spending the coming year in an NHS laboratory will provide another perspective and support a more informed decision about her future career.”
For Amana, “the experience reaffirmed my passion for research and introduced me to plant microbiology, fungal pathogens and public engagement. It also demonstrated how laboratory research can contribute to wider challenges, including food security, sustainable agriculture and the management of economically important plant diseases.”
Reflections and thanks
We are particularly grateful to the PhD researchers, Quynh, Tobi and Jisa, for their generous day-to-day support in the laboratory. They shared their knowledge, helped us navigate unfamiliar techniques, discussed our results and supported us when experiments did not go as planned. Their encouragement and willingness to help made a significant contribution to both our research and our overall studentship experience.
We also thank the wider Adukwu research group and technical team for their assistance throughout our projects. Our conversations with fellow researchers showed us how a simple discussion can generate new ideas, solve an experimental problem or help us view our findings from a different perspective.
Finally, we would like to thank Dr Oluwadamilola Racheal Okeyoyin, Professor Emmanuel Adukwu, Dr Ibidapo Williams and Jisa Salim for creating an environment in which we were trusted to lead, encouraged to ask questions and supported to develop as independent researchers.
We are also grateful to the Royal Society of Biology and UWE Bristol’s School of Applied Sciences for funding our respective studentships. These experiences showed us that research requires curiosity, resilience, patience and a willingness to learn when results do not go as planned. Most importantly, they gave us greater confidence in our abilities and helped us make more informed decisions about our future careers.
