medical research scientist skills needed

Top 8 Skills for Success in a Biomedical Science Career

Industry Advice Pharmaceutical Science

If you’ve been thinking about a career in biomedical science, now is the time to act. 

According to the U.S. Bureau of Labor Statistics , the medical scientist role is poised to grow by 6 percent from 2019 to 2029—faster than the national average of 4 percent for all jobs. Positions at firms in the pharmaceutical and biotechnology industries often pay six-figure annual salaries, while the median yearly wage for this job across all industries is $90,000. 

So what kind of biomedical science skills will help you land the role you want? Scientific research, observation, and analysis are certainly important, but private-sector employers and university research departments also value employees who are effective communicators and are motivated to stay on top of industry trends.

If you’re interested in pursuing or advancing a career in biomedical science, here’s a look at eight key skills that leading employers seek from job candidates.

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4 “Hard” Skills for Biomedical Science Careers

1. research and observation.

The ability to lead and conduct medical research projects is among the most critical skills for biomedical scientists . Success in this role requires an eye for detail, a willingness to ask clear questions and follow-ups, and organizational skills so that research findings and other appropriate materials are in order. The ability to follow directions is also a valuable skill, as research may have to be completed in accordance with U.S. Food and Drug Administration (FDA) regulatory guidelines or the requirements of funding organizations such as the Department of Defense’s Congressionally Directed Medical Research Programs . 

Besides completing research, biomedical scientists also benefit from building their engineering design, project planning, design documentation, and team management skills. Since few research projects are done in isolation, these biomedical science skills help ensure that a researcher can complete their work with a team’s assistance and within the scope, budget, and timeline that an organization has set for a project.

2. Project Management

Researchers benefit from building a range of project management skills for scientists —even if project management isn’t a core duty in their day-to-day roles. Core project management skills include collaboration, priority setting, and team leadership. Time management skills also come in handy when a team has to conduct multiple experiments simultaneously or schedule experiments to use lab equipment on a given day and time.    

Resource allocation is another valuable project management skill. Academic research tends to have a fixed budget amount, while corporate research often generates a negative cash flow as money is being spent, but no revenue is being generated. Teams also need to balance the amount of work each team member does effectively; too much work contributes to burnout, while too little work eats up the budget.

3. Safe Experimentation

Many research scientists that work in a pharma, biotech, or medical setting conduct experiments in a wet lab , meaning they handle “wet” materials such as chemicals or biological matter. Safe handling of these materials is a must-have skill for work in a laboratory setting. Materials must remain in a pure state, and chemical reactions must be monitored carefully.

Employers will look for biomedical scientists who have worked with blood samples, cell cultures, DNA sequencing, enzyme-linked immunosorbent assay (ELISA), or polymerase chain reaction (PCR) on their resumes. The ability to develop standard operating procedures for these types of experiments is also a valuable skill, as both internal and external audiences (such as clients) will benefit from this information.

4. Data Analysis

For biomedical scientists who work in a “dry lab,” data analysis skills are critical for day-to-day work. In these roles, individuals may create computer models to simulate a chemical reaction within the human body. They may also use computational mathematics to examine an experiment’s results to determine the best compound for a particular drug.

Key skills for data analysis in biomedical science include SQL programming , statistical programming for large data sets using languages such as Python and R, and the development of algorithms for complex machine learning or artificial intelligence. Building data visualization skills and learning to present research findings will also benefit individuals in these roles, as analysts are commonly called upon to explain an experiment’s findings to non-technical audiences.

4 Soft Skills for Biomedical Science Careers

1. communication.

Communication is one of the most important professional skills for scientists . Individuals should feel comfortable explaining complex biomedical concepts in written and oral communication to a range of audiences. Depending on an individual’s role, these audiences could include business leaders within the company, representatives of a regulatory agency such as the U.S. Food and Drug Administration, existing or potential clients, or members of the general public.

In addition, interpersonal communication is a valuable skill in biomedical science. Especially in a corporate setting, researchers work in teams and often engage with other business units, so collaboration is essential. Outside the laboratory setting, biomedical scientists may be called upon to deliver lectures or presentations about their work to industry stakeholders and students. This requires the ability to engage with an in-person or virtual audience and to effectively answer questions in formal sessions or more informal settings such as networking events. 

2. Flexibility

Kally Pan, a PhD in genetics and developmental biology, encourages individuals interested in biomedical science careers to keep an open mind during the research process. You may need to change your research question or redesign an experiment based on a literature review of existing research or feedback from the principal investigator leading an experiment.

Flexibility is also an important biomedical science skill because it allows individuals to more effectively balance the fast pace at which science advances with the methodical approach of the research process. Researchers need to be willing to consider how new information, new laboratory tools, new technologies for data analysis, and new best practices for conducting experiments can be incorporated into a project that has likely already been years in the making.

3. Motivation

Whether biomedical scientists work in academia or industry, employers value individuals who are motivated to take initiative and can be trusted to work independently. This can be particularly helpful in the more exploratory stages of research, when experiments are less structured. Researchers who can take initiative and design the next steps of an experiment will be valuable members of the larger team.

A sense of curiosity goes hand in hand with motivation. Because science is constantly changing, researchers should be up to date on the latest developments in the field by reading papers, attending events, or taking advantage of internal professional development opportunities. Employers will likewise look favorably on those who are motivated to seek out this information on their own and bring it to their team’s attention.

4. Persistence

Persistence is a valuable biomedical science skill because research takes time and is full of unknowns. Experiments rarely succeed on the first attempt, and problem-solving skills will help researchers evaluate what may have gone wrong and what new steps or methods they should try next. Experiments also have to continue in the face of disappointing factors such as failing equipment, limited funding, and missed deadlines. 

In addition, persistence matters when an experiment has concluded, and research has been published. The scientific method emphasizes scrutiny from one’s peers, so researchers must be prepared to answer tough questions about their work. A willingness to stand firm in the face of criticism is a valuable skill for biomedical scientists. 

How Biomedical Science Skills Vary By Career Path

Most of the skills discussed above transfer to a variety of roles in the field of biomedical science. However, certain jobs tend to emphasize or prioritize certain skills based on specific responsibilities or job requirements. Here’s a brief look at how job-specific skills can vary based on a range of biomedical science careers .

• Biomedical scientist: These roles focus primarily on medical research, project management, the use of laboratory equipment, and observation and communication.
• Research fellow:  These academic researchers who hold a PhD serve in an independent investigator role. The job may place a greater emphasis on data analysis, literature review, and the publication of peer-reviewed research. Leading lectures and dialogues may also be a key responsibility for individuals in this role.
• Research laboratory manager: Along with conducting experiments and analyzing research data, this role requires individuals to be skilled in two key areas: Training technicians in the correct use of lab equipment and managing the maintenance and repair of equipment when necessary.
• PhD researcher:  Individuals in this role are typically conducting doctoral or postdoctoral research. For these roles, skills such as conducting and analyzing research (whether in the lab or field) tend to be more important than overall management skills.
• Principal investigator: These individuals lead the laboratory research process, serving as an advisor to the biomedical scientist conducting the experiments. While these roles are found primarily in an academic setting, large pharma or biotech companies conducting many research projects may also employ a principal investigator. 
• Medical writer:  These roles emphasize communication skills. Medical writers conduct research with the goal of developing educational or training manuals for a range of audiences, including those both with and without formal medical training.
• Medical sales or marketing managers: These roles also emphasize communication, primarily focusing on an individual company’s drugs or medical devices. Collaboration and leadership are also important skills for individuals in these roles, as they often work within a large team and across business units within a company. 

Build Your Biomedical Science Skills at Northeastern

The Master of Science in Biomedical Science program at Northeastern University is designed to help those either entering or currently employed in biomedical science to develop the interdisciplinary skills necessary for a career in science or medicine. The program integrates study across key focal points of modern biomedicine such as human physiology and pathophysiology, pharmacology, biochemistry, and cell biology.

Learn More : What Can You Do With a Master’s in Biomedical Science? 

Graduates of the biomedical science program are primarily healthcare professionals who go on to advance in their roles, though some graduates also go on to pursue a PhD in biomedical science . Graduates frequently take on roles as industry scientists and administrators for pharmaceutical and biotechnology firms, academic biomedical researchers, medical writers, science teaching faculty, and clinical laboratory researchers. 

Want to learn more? Visit the program page to learn how to develop your biomedical science skills at Northeastern University .

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About shayna joubert, related articles.

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Medical Scientist

Medical scientists conduct research aimed at improving overall human health. They often use clinical trials and other investigative methods to reach their findings.

Medical scientists typically do the following:

• Design and conduct studies to investigate human diseases and methods to prevent and treat diseases
• Prepare and analyze data from medical samples and investigate causes and treatment of toxicity, pathogens, or chronic diseases
• Standardize drugs' potency, doses, and methods of administering to allow for their mass manufacturing and distribution
• Create and test medical devices
• Follow safety procedures, such as decontaminating workspaces
• Write research grant proposals and apply for funding from government agencies, private funding, and other sources
• Write articles for publication and present research findings

Medical scientists form hypotheses and develop experiments. They study the causes of diseases and other health problems in a variety of ways. For example, they may conduct clinical trials, working with licensed physicians to test treatments on patients who have agreed to participate in the study. They analyze data from the trial to evaluate the effectiveness of the treatment.

Some medical scientists choose to write about and publish their findings in scientific journals after completion of the clinical trial. They also may have to present their findings in ways that nonscientist audiences understand.

Medical scientists often lead teams of technicians or students who perform support tasks. For example, a medical scientist may have assistants take measurements and make observations for the scientist’s research.

Medical scientists usually specialize in an area of research, with the goal of understanding and improving human health outcomes. The following are examples of types of medical scientists:

Clinical pharmacologists  research new drug therapies for health problems, such as seizure disorders and Alzheimer’s disease.

Medical pathologists   research the human body and tissues, such as how cancer progresses or how certain issues relate to genetics.

Toxicologists  study the negative impacts of chemicals and pollutants on human health.

Medical scientists conduct research to better understand disease or to develop breakthroughs in treatment. For information about an occupation that tracks and develops methods to prevent the spread of diseases, see the profile on epidemiologists.

Medical scientists held about 119,200 jobs in 2021. The largest employers of medical scientists were as follows:

Medical scientists typically work in offices and laboratories. In the lab, they sometimes work with dangerous biological samples and chemicals. They must take precautions in the lab to ensure safety, such as by wearing protective gloves, knowing the location of safety equipment, and keeping work areas neat.

Work Schedules

Most medical scientists work full time, and some work more than 40 hours per week.

Medical scientists typically have a Ph.D., usually in biology or a related life science. Some get a medical degree instead of, or in addition to, a Ph.D.

Medical scientists typically need a Ph.D. or medical degree. Candidates sometimes qualify for positions with a master’s degree and experience. Applicants to master’s or doctoral programs typically have a bachelor's degree in biology or a related physical science field, such as chemistry.

Ph.D. programs for medical scientists typically focus on research in a particular field, such as immunology, neurology, or cancer. Through laboratory work, Ph.D. students develop experiments related to their research.

Medical degree programs include Medical Doctor (M.D.), Doctor of Dental Surgery (D.D.S.), Doctor of Dental Medicine (D.M.D.), Doctor of Osteopathic Medicine (D.O.), Doctor of Pharmacy (Pharm.D.), and advanced nursing degrees. In medical school, students usually spend the first phase of their education in labs and classrooms, taking courses such as anatomy, biochemistry, and medical ethics. During their second phase, medical students typically participate in residency programs.

Some medical scientist training programs offer dual degrees that pair a Ph.D. with a medical degree. Students in dual-degree programs learn both the research skills needed to be a scientist and the clinical skills needed to be a healthcare practitioner.

Licenses, Certifications, and Registrations

Medical scientists primarily conduct research and typically do not need licenses or certifications. However, those who practice medicine, such as by treating patients in clinical trials or in private practice, must be licensed as physicians or other healthcare practitioners.

Medical scientists with a Ph.D. may begin their careers in postdoctoral research positions; those with a medical degree often complete a residency. During postdoctoral appointments, Ph.D.s work with experienced scientists to learn more about their specialty area and improve their research skills. Medical school graduates who enter a residency program in their specialty generally spend several years working in a hospital or doctor’s office.

Medical scientists typically have an interest in the Building, Thinking and Creating interest areas, according to the Holland Code framework. The Building interest area indicates a focus on working with tools and machines, and making or fixing practical things. The Thinking interest area indicates a focus on researching, investigating, and increasing the understanding of natural laws. The Creating interest area indicates a focus on being original and imaginative, and working with artistic media.

If you are not sure whether you have a Building or Thinking or Creating interest which might fit with a career as a medical scientist, you can take a career test to measure your interests.

Medical scientists should also possess the following specific qualities:

Communication skills. Communication is critical, because medical scientists must be able to explain their conclusions. In addition, medical scientists write grant proposals, which are often required to continue their research.

Critical-thinking skills. Medical scientists must use their expertise to determine the best method for solving a specific research question.

Data-analysis skills. Medical scientists use statistical techniques, so that they can properly quantify and analyze health research questions.

Decision-making skills. Medical scientists must use their expertise and experience to determine what research questions to ask, how best to investigate the questions, and what data will best answer the questions.

Observation skills. Medical scientists conduct experiments that require precise observation of samples and other health data. Any mistake could lead to inconclusive or misleading results.

The median annual wage for medical scientists was $95,310 in May 2021. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,100, and the highest 10 percent earned more than $166,980.

In May 2021, the median annual wages for medical scientists in the top industries in which they worked were as follows:

Employment of medical scientists is projected to grow 17 percent from 2021 to 2031, much faster than the average for all occupations.

About 10,000 openings for medical scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. 

Demand for medical scientists will stem from greater demand for a variety of healthcare services as the population continues to age and rates of chronic disease continue to increase. These scientists will be needed for research into treating diseases, such as Alzheimer’s disease and cancer, and problems related to treatment, such as resistance to antibiotics. In addition, medical scientists will continue to be needed for medical research as a growing population travels globally and facilitates the spread of diseases.

The availability of federal funds for medical research grants also may affect opportunities for these scientists.

For more information about research specialties and opportunities within specialized fields for medical scientists, visit

American Association for Cancer Research

American Physician Scientists Association

American Society for Biochemistry and Molecular Biology

The American Society for Clinical Laboratory Science

American Society for Clinical Pathology

American Society for Clinical Pharmacology and Therapeutics

The American Society for Pharmacology and Experimental Therapeutics

The Gerontological Society of America

Infectious Diseases Society of America

National Institute of General Medical Sciences

Society for Neuroscience

Society of Toxicology

Where does this information come from?

The career information above is taken from the Bureau of Labor Statistics Occupational Outlook Handbook . This excellent resource for occupational data is published by the U.S. Department of Labor every two years. Truity periodically updates our site with information from the BLS database.

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There is no published author for this page. Please use citation guidelines for webpages without an author available. 

I think I have found an error or inaccurate information on this page. Who should I contact?

This information is taken directly from the Occupational Outlook Handbook published by the US Bureau of Labor Statistics. Truity does not editorialize the information, including changing information that our readers believe is inaccurate, because we consider the BLS to be the authority on occupational information. However, if you would like to correct a typo or other technical error, you can reach us at [email protected] .

I am not sure if this career is right for me. How can I decide?

There are many excellent tools available that will allow you to measure your interests, profile your personality, and match these traits with appropriate careers. On this site, you can take the Career Personality Profiler assessment, the Holland Code assessment, or the Photo Career Quiz .

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The Guide to Becoming a Medical Researcher

• February 1, 2023

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As a medical researcher, your job is to conduct research to improve the health status and longevity of the population. The career revolves around understanding the causes, treatments, and prevention of diseases and medical conditions through rigorous clinical investigations, epidemiological studies, and laboratory experiments. As a medical researcher, simply gaining formal education won’t suffice. You also need to hone your communication, critical thinking, decision-making, data collecting, data analyzing and observational skills. These skill sets will enable you to create a competitive edge in the research industry. On a typical day, a medical researcher would be collecting, interpreting, and analyzing data from clinical trials, working alongside engineering, regulatory, and quality assurance experts to evaluate the risk of medical devices, or maybe even preparing and examining medical samples for causes or treatments of toxicity, disease, or pathogens.

How To Become a Medical Research Doctor?

The roadmap to medical research is a bit tricky to navigate, because it is a profession that demands distinctive skills and expertise along with mandatory formal education. If you harbor an interest in scientific exploration and a desire to break new ground in medical knowledge, the first step is to earn a bachelor’s degree in a related field, such as biology, chemistry, or biochemistry. After completing your undergraduate education, you will need to earn a Medical Degree ( MD ) or a Doctor of Osteopathic Medicine (DO) degree, from a quality institution such as the Windsor university school of Medicine.

After that, the newly minted doctor of medicine (MD) may choose to complete a three-year residency program in a specialty related to medical research, such as internal medicine, pediatrics, or neurology, in addition to a doctor of philosophy (PhD) degree—the part that provides the research expertise. In some  medical school  programs, students may pursue a dual MD-PhD at the same time, which provides training in both medicine and research. They are specifically designed for those who want to become research physicians. Last but not the least, all physician-scientists must pass the first two steps of the United States Medical Learning Examination (USMLE).

Use your fellowship years to hone the research skills necessary to carry out independent research. You may also take courses in epidemiology, biostatistics, and other related fields. In order to publish your research in peer-reviewed journals to establish yourself as a medical researcher. To apply for a faculty position at a medical school, research institute, or hospital. To maintain your position as a medical research doctor, you must publish your research and make significant contributions to the field.

How Much Do Medical Researchers Make?

Having a clear idea of what to earn when you become a medical researcher can help you decide if this is a good career choice for you. The salaries of Medical Researchers in the US range from $26,980 to $155,180, with a median salary of $82,240. There is also room for career advancement and higher earning potential as you gain experience.

The Most Popular Careers in Medical Research

• Medical Scientists  – conduct research and experiments to improve our understanding of diseases and to develop new treatments. They also develop new medical technologies and techniques.
• Biomedical engineers  – design medical devices, such as pacemakers, prosthetics, and imaging machines. They also develop and improve existing medical technologies.
• Clinical Trial Coordinators  – oversee and manage clinical trials, which test new drugs and treatments. They are responsible for recruiting participants, collecting and analyzing data, and ensuring the trial is conducted in compliance with ethical standards.
• Medical Laboratory Technicians  – analyze bodily fluids and tissues to diagnose diseases and conditions. They perform tests using specialized equipment and techniques, and report results to physicians.
• Biostatisticians  – collect statistics to analyze data and test hypotheses in medical research. They design and analyze clinical trials, and use statistical models to understand the causes and effects of diseases.
• Epidemiologists  – study the causes, distribution, and control of diseases in populations. They collect and analyze data, and use their findings to develop strategies for preventing and controlling diseases.
• Pathologists  – diagnose diseases by examining tissues and bodily fluids. They use microscopes and other diagnostic tools to identify and study the changes in tissues caused by disease.
• Genetic Counselors  – help individuals understand and manage the risks associated with inherited genetic disorders. They educate patients about genetic tests and help families make informed decisions about their health.
• Health Services Researchers  – study the delivery of healthcare and identify ways to improve it.
• Medical writers  – write articles, reports, and other materials related to medical research.
• Microbiologists  – study microorganisms, including bacteria and viruses, to understand their behavior and impact on human health.
• Neuroscientists  – study the brain and nervous system to understand the underlying causes of neurological conditions.
• Toxicologists  – study the effects of toxic substances on living organisms and the environment.

Skills You Need to Become a Medical Researcher?

To be a successful medical scientist, you need a range of soft and hard skills to excel in your work. First things first, medical researchers must be able to analyze data, identify patterns, and draw conclusions from their findings. They must be able to think critically, ask relevant questions, and design experiments to answer those questions. Additionally, you should also have the knack of articulating your findings clearly and effectively, be it writing research papers, grant proposals, or technical reports that are clear, concise, and free from errors.

Medical researchers must be proficient in using various computer programs and software to collect, manage, analyze and interpret research data. They must be able to use laboratory equipment and techniques, as well as statistical analysis software and other tools for data analysis. Since medical research involves precise and meticulous work, so you must also pay close attention to detail to ensure that your findings are accurate and reliable. Not to mention, medical researchers often work in teams, so it pays off if you are good at collaborating with others effectively, sharing ideas, and working together to solve complex problems.

Lastly, medical researchers must have a thorough understanding of regulations and ethical guidelines that govern research, such as obtaining informed consent from study participants, ensuring data confidentiality, and adhering to safety protocols.

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• Medical Scientists: Jobs, Career, Salary and Education Information

Medical Scientists

Career, salary and education information.

What They Do : Medical scientists conduct research aimed at improving overall human health.

Work Environment : Medical scientists work in offices and laboratories. Most work full time.

How to Become One : Medical scientists typically have a Ph.D., usually in biology or a related life science. Some medical scientists get a medical degree instead of, or in addition to, a Ph.D.

Salary : The median annual wage for medical scientists is $95,310.

Job Outlook : Employment of medical scientists is projected to grow 17 percent over the next ten years, much faster than the average for all occupations.

Related Careers : Compare the job duties, education, job growth, and pay of medical scientists with similar occupations.

Following is everything you need to know about a career as a medical scientist with lots of details. As a first step, take a look at some of the following jobs, which are real jobs with real employers. You will be able to see the very real job career requirements for employers who are actively hiring. The link will open in a new tab so that you can come back to this page to continue reading about the career:

Top 3 Medical Scientist Jobs

Primary Function The Medical Science Liaison is a key contributor to the company's clinical and commercial development with responsibility for establishing, developing, and maintaining relationships ...

The Position We are seeking an experienced cardiometabolic Medical Science Liaison (MSL) to join an exciting opportunity within our Medical Affairs (MA) team and work in a dynamic and collaborative ...

The Medical Science Liaison (MSL) is responsible for identifying disease and product related medical needs in a defined geography. The primary role of the MSL is to develop and maintain relationships ...

See all Medical Scientist jobs

What Medical Scientists Do [ About this section ] [ To Top ]

Medical scientists conduct research aimed at improving overall human health. They often use clinical trials and other investigative methods to reach their findings.

Duties of Medical Scientists

Medical scientists typically do the following:

• Design and conduct studies that investigate both human diseases and methods to prevent and treat them
• Prepare and analyze medical samples and data to investigate causes and treatment of toxicity, pathogens, or chronic diseases
• Standardize drug potency, doses, and methods to allow for the mass manufacturing and distribution of drugs and medicinal compounds
• Create and test medical devices
• Develop programs that improve health outcomes, in partnership with health departments, industry personnel, and physicians
• Write research grant proposals and apply for funding from government agencies and private funding sources
• Follow procedures to avoid contamination and maintain safety

Many medical scientists form hypotheses and develop experiments, with little supervision. They often lead teams of technicians and, sometimes, students, who perform support tasks. For example, a medical scientist working in a university laboratory may have undergraduate assistants take measurements and make observations for the scientist's research.

Medical scientists study the causes of diseases and other health problems. For example, a medical scientist who does cancer research might put together a combination of drugs that could slow the cancer's progress. A clinical trial may be done to test the drugs. A medical scientist may work with licensed physicians to test the new combination on patients who are willing to participate in the study.

In a clinical trial, patients agree to help determine if a particular drug, a combination of drugs, or some other medical intervention works. Without knowing which group they are in, patients in a drug-related clinical trial receive either the trial drug or a placebo—a pill or injection that looks like the trial drug but does not actually contain the drug.

Medical scientists analyze the data from all of the patients in the clinical trial, to see how the trial drug performed. They compare the results with those obtained from the control group that took the placebo, and they analyze the attributes of the participants. After they complete their analysis, medical scientists may write about and publish their findings.

Medical scientists do research both to develop new treatments and to try to prevent health problems. For example, they may study the link between smoking and lung cancer or between diet and diabetes.

Medical scientists who work in private industry usually have to research the topics that benefit their company the most, rather than investigate their own interests. Although they may not have the pressure of writing grant proposals to get money for their research, they may have to explain their research plans to nonscientist managers or executives.

Medical scientists usually specialize in an area of research within the broad area of understanding and improving human health. Medical scientists may engage in basic and translational research that seeks to improve the understanding of, or strategies for, improving health. They may also choose to engage in clinical research that studies specific experimental treatments.

Work Environment for Medical Scientists [ About this section ] [ To Top ]

Medical scientists hold about 119,200 jobs. The largest employers of medical scientists are as follows:

Medical scientists usually work in offices and laboratories. They spend most of their time studying data and reports. Medical scientists sometimes work with dangerous biological samples and chemicals, but they take precautions that ensure a safe environment.

Medical Scientist Work Schedules

Most medical scientists work full time.

How to Become a Medical Scientist [ About this section ] [ To Top ]

Get the education you need: Find schools for Medical Scientists near you!

Medical scientists typically have a Ph.D., usually in biology or a related life science. Some medical scientists get a medical degree instead of, or in addition to, a Ph.D.

Education for Medical Scientists

Students planning careers as medical scientists generally pursue a bachelor's degree in biology, chemistry, or a related field. Undergraduate students benefit from taking a broad range of classes, including life sciences, physical sciences, and math. Students also typically take courses that develop communication and writing skills, because they must learn to write grants effectively and publish their research findings.

After students have completed their undergraduate studies, they typically enter Ph.D. programs. Dual-degree programs are available that pair a Ph.D. with a range of specialized medical degrees. A few degree programs that are commonly paired with Ph.D. studies are Medical Doctor (M.D.), Doctor of Dental Surgery (D.D.S.), Doctor of Dental Medicine (D.M.D.), Doctor of Osteopathic Medicine (D.O.), and advanced nursing degrees. Whereas Ph.D. studies focus on research methods, such as project design and data interpretation, students in dual-degree programs learn both the clinical skills needed to be a physician and the research skills needed to be a scientist.

Graduate programs emphasize both laboratory work and original research. These programs offer prospective medical scientists the opportunity to develop their experiments and, sometimes, to supervise undergraduates. Ph.D. programs culminate in a dissertation that the candidate presents before a committee of professors. Students may specialize in a particular field, such as gerontology, neurology, or cancer.

Those who go to medical school spend most of the first 2 years in labs and classrooms, taking courses such as anatomy, biochemistry, physiology, pharmacology, psychology, microbiology, pathology, medical ethics, and medical law. They also learn how to record medical histories, examine patients, and diagnose illnesses. They may be required to participate in residency programs, meeting the same requirements that physicians and surgeons have to fulfill.

Medical scientists often continue their education with postdoctoral work. This provides additional and more independent lab experience, including experience in specific processes and techniques, such as gene splicing. Often, that experience is transferable to other research projects.

Licenses, Certifications, and Registrations for Medical Scientists

Medical scientists primarily conduct research and typically do not need licenses or certifications. However, those who administer drugs or gene therapy or who otherwise practice medicine on patients in clinical trials or a private practice need a license to practice as a physician.

Medical Scientist Training

Medical scientists often begin their careers in temporary postdoctoral research positions or in medical residency. During their postdoctoral appointments, they work with experienced scientists as they continue to learn about their specialties or develop a broader understanding of related areas of research. Graduates of M.D. or D.O. programs may enter a residency program in their specialty of interest. A residency usually takes place in a hospital and varies in duration, generally lasting from 3 to 7 years, depending on the specialty. Some fellowships exist that train medical practitioners in research skills. These may take place before or after residency.

Postdoctoral positions frequently offer the opportunity to publish research findings. A solid record of published research is essential to getting a permanent college or university faculty position.

Work Experience in a Related Occupation for Medical Scientists

Although it is not a requirement for entry, many medical scientists become interested in research after working as a physician or surgeon , or in another medical profession, such as dentist .

Important Qualities for Medical Scientists

Communication skills. Communication is critical, because medical scientists must be able to explain their conclusions. In addition, medical scientists write grant proposals, because grants often are required to fund their research.

Critical-thinking skills. Medical scientists must use their expertise to determine the best method for solving a specific research question.

Data-analysis skills. Medical scientists use statistical techniques, so that they can properly quantify and analyze health research questions.

Decisionmaking skills. Medical scientists must determine what research questions to ask, how best to investigate the questions, and what data will best answer the questions.

Observation skills. Medical scientists conduct experiments that require precise observation of samples and other health-related data. Any mistake could lead to inconclusive or misleading results.

Medical Scientist Salaries [ About this section ] [ More salary/earnings info ] [ To Top ]

The median annual wage for medical scientists is $95,310. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,100, and the highest 10 percent earned more than $166,980.

The median annual wages for medical scientists in the top industries in which they work are as follows:

Job Outlook for Medical Scientists [ About this section ] [ To Top ]

Employment of medical scientists is projected to grow 17 percent over the next ten years, much faster than the average for all occupations.

About 10,000 openings for medical scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Employment of Medical Scientists

Demand for medical scientists will stem from greater demand for a variety of healthcare services as the population continues to age and rates of chronic disease continue to increase. These scientists will be needed for research into treating diseases, such as Alzheimer’s disease and cancer, and problems related to treatment, such as resistance to antibiotics. In addition, medical scientists will continue to be needed for medical research as a growing population travels globally and facilitates the spread of diseases.

The availability of federal funds for medical research grants also may affect opportunities for these scientists.

Careers Related to Medical Scientists [ About this section ] [ To Top ]

Agricultural and food scientists.

Agricultural and food scientists research ways to improve the efficiency and safety of agricultural establishments and products.

Biochemists and Biophysicists

Biochemists and biophysicists study the chemical and physical principles of living things and of biological processes, such as cell development, growth, heredity, and disease.

Epidemiologists

Epidemiologists are public health professionals who investigate patterns and causes of disease and injury in humans. They seek to reduce the risk and occurrence of negative health outcomes through research, community education, and health policy.

Health Educators and Community Health Workers

Health educators teach people about behaviors that promote wellness. They develop and implement strategies to improve the health of individuals and communities. Community health workers collect data and discuss health concerns with members of specific populations or communities.

Medical and Clinical Laboratory Technologists and Technicians

Medical laboratory technologists (commonly known as medical laboratory scientists) and medical laboratory technicians collect samples and perform tests to analyze body fluids, tissue, and other substances.

Microbiologists

Microbiologists study microorganisms such as bacteria, viruses, algae, fungi, and some types of parasites. They try to understand how these organisms live, grow, and interact with their environments.

Physicians and Surgeons

Physicians and surgeons diagnose and treat injuries or illnesses. Physicians examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They counsel patients on diet, hygiene, and preventive healthcare. Surgeons operate on patients to treat injuries, such as broken bones; diseases, such as cancerous tumors; and deformities, such as cleft palates.

Postsecondary Teachers

Postsecondary teachers instruct students in a wide variety of academic and technical subjects beyond the high school level. They may also conduct research and publish scholarly papers and books.

Veterinarians

Veterinarians care for the health of animals and work to improve public health. They diagnose, treat, and research medical conditions and diseases of pets, livestock, and other animals.

More Medical Scientist Information [ About this section ] [ To Top ]

For more information about research specialties and opportunities within specialized fields for medical scientists, visit

American Association for Cancer Research

American Society for Biochemistry and Molecular Biology

The American Society for Clinical Laboratory Science

American Society for Clinical Pathology

American Society for Clinical Pharmacology and Therapeutics

The American Society for Pharmacology and Experimental Therapeutics

The Gerontological Society of America

Infectious Diseases Society of America

National Institute of General Medical Sciences

Society for Neuroscience

Society of Toxicology

A portion of the information on this page is used by permission of the U.S. Department of Labor.

Explore more careers: View all Careers or the Top 30 Career Profiles

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The Complete Guide To Becoming A Clinical Scientist

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The Role Of A Clinical Scientist:

Clinical scientists aid the prevention, diagnosis and treatment of illness. The job title is applicable to an extensive range of roles that are grouped into four domains – clinical bioinformatics, life sciences, physical sciences and clinical engineering, and physiological sciences – and subdivided into specialisms.1 Clinical scientists may work exclusively in laboratories or in direct patient contact in clinics and wards.

Clinical bioinformaticians integrate biosciences, mathematics, statistics and computer sciences to support the delivery of patient care by developing and using systems for the acquisition, storage, organisation and analysis of biological data. The three specialisms in clinical bioinformatics are genomics, health informatics and physical sciences.  Genomics is a rapidly developing field in which databases and computing tools are applied to genomics data to determine the best diagnosis and treatment for individual patients.

Clinical bioinformaticians working in genomics may also support the 100,000 Genomes Project which aims to combine genomic data and medical records to study the causes, diagnosis and treatment of disease. Additionally, service development is a component of the job, for example, creating databases, sequencing pipelines and programs for automatic analysis. 

Clinical bioinformaticians working in health informatics use innovative technology to ensure that the use of bioinformatics data in diagnostics and treatment is efficient and conforms to information governance standards.

They also advise on mining, processing and interpreting big data and explain its significance to patients and other healthcare professionals. This role combines expertise in information analysis and computing, and clinical, biomedical or physical sciences. 

Lastly, physical sciences is concerned with designing the appliances, programs and algorithms that are used in bioinformatics. The work may include authorising computer systems for clinical use and creating computer systems for controlling medical equipment, modelling biological processes, investigations or treatment and processing data produced by medical appliances.

There are numerous specialisms in life sciences. Cancer genomics is the study of genetic mutations that result in cancer. Clinical scientists working in cancer genomics analyse DNA to identify the type of cancer to assist in deciding treatment. They also monitor treatment outcomes. Clinical biochemists analyse body fluids, for example, blood and urine, to assist in the diagnosis and management of illness. They also advise doctors on the selection of tests, interpretation of results and additional investigations. 

Developing diagnostic tools and conducting research in cooperation with clinicians are standard activities. Clinical biochemists work in hospital laboratories and, increasingly, in direct patient contact. Clinical scientists working in clinical immunology use complex molecular techniques to study patients’ immune systems to identify the cause of disease. This enables clinical immunologists to assist in the management of allergies, cancers and infectious diseases. This is a growing specialism with potential for career development. 

Clinical microbiologists are engaged in the prevention, diagnosis and management of infectious diseases . They use culturing, sequencing and molecular techniques to identify microorganisms to guide treatment. They are also involved in the development of new tests. Most commonly, the work is performed in hospital laboratories.

However, public health organisations employ clinical microbiologists for infectious disease surveillance roles. Next, cytopathology centres on the examination of cell specimens by light microscope to diagnose disease. This specialism is divided into cervical cytopathology and diagnostic cytopathology. 

Clinical scientists working in cervical cytopathology examine cells from cervical samples to detect changes that could advance to cancer, as part of screening programmes. Diagnostic cytopathology relates to other cancer diagnoses, for example, respiratory tract, lymph nodes and thyroid gland and this role may extend to sample collection. 

Clinical scientists working in genomics examine DNA to identify differences that cause hereditary and acquired genetic conditions. This comprises prenatal diagnosis, carrier testing, predicting the likelihood of genetic conditions being passed onto children and confirmation of diagnosis. 

A related specialism is genomic counselling. Genomic counsellors aid the prediction, screening, diagnosis and management of genetic conditions by analysing family history and organising and interpreting genetic and genomic investigations to provide patients and families with information regarding the impact of their condition on daily life, health and family. They also predict the likelihood of inheriting or passing on genetic conditions and counsel patients regarding adjusting to their condition and making decisions relating to it, with consideration of ethical, cultural and linguistic diversity. This expertise is now central to multidisciplinary teams working in, for example, oncology , neurology and reproductive medicine . 

Clinical scientists working in haematology and transfusion science aid the diagnosis and management of disorders of the blood and bone marrow, for example, anaemia, leukaemia and haemophilia. They are also involved in organising blood transfusions, including determining blood group status. Histocompatibility and immunogenetics is concerned with supporting stem cell and organ transplantation by tissue typing donors and recipients to assess compatibility, which minimises the risk of immune damage and rejection. Histocompatibility and immunogenetics laboratories keep records of potential donors and recipients and are responsible for the collection, processing, storage and distribution of cells and tissues. 

An additional role is assistance in disease diagnosis and management by testing for genes involved in immune function. Clinical scientists working in histocompatibility and immunogenetics are based in hospitals or organisations, for example, NHS Blood and Transplant and Anthony Nolan Trust.

Histopathologists dissect and prepare – using staining, molecular and immunological techniques – tissue samples for microscopic examination by clinicians. Finally, reproductive science and andrology focuses on the management of infertility. Clinical scientists working in this specialism are involved in fertility treatments, for example, in vitro fertilisation and intracytoplasmic sperm injection and subsequent embryo transfer.

They also perform cryopreservation techniques. Specifically, andrology relates to male reproduction.  

The third domain of clinical science is physical sciences and clinical engineering. Firstly, clinical scientists working in clinical measurement design, build and maintain medical appliances – for example, laser devices, joint replacements, electronic aids and tools for laparoscopic surgery – for diagnosis, management and rehabilitation.

They also perform quality assurance checks on hospital equipment. Some clinical scientists working in clinical measurement conduct research into, for example, body mechanics. 

Clinical pharmaceutical science is concerned with the manufacture and provision of radioactive materials used in medical imaging and treatment, for example, cancer therapies. Clinical pharmaceutical scientists also ensure that medicines are safe to use and are prepared and dispensed in an aseptic environment. Additionally, they design protocols for the manufacture of new medicines.

Clinical scientists working in device risk management and governance check that medical equipment is working safely and effectively. They are engaged in all aspects of equipment maintenance including testing prior to introduction to practice, advising on safe use and disposing safely. Some professionals in device risk management and governance may also contribute to designing equipment. 

Clinical scientists work in imaging with ionising radiation aid and advise clinical staff on generating quality images while complying with guidelines for minimising radiation exposure for patients and healthcare professionals and safely disposing of radioactive substances.

They also conduct quality assurance and safety checks on imaging equipment and develop image analysis programs. Modalities utilised in this specialism include x-ray, computed tomography and positron emission tomography. 

Clinical scientists working in imaging with ionising radiation may also perform procedures other than imaging, for example, measuring glomerular filtration rate – an evaluation of kidney function – and administering radioiodine – a treatment for hyperthyroidism. Imaging systems that do not involve ionising radiation, for example, magnetic resonance imaging, ultrasound and optical imaging are the remit of clinical scientists working in imaging with non-ionising radiation. They advise on safety, perform quality assurance checks and develop image analysis software.

They may also be involved in therapeutic procedures, for example, laser surgery and ultraviolet treatments. A similar discipline is radiation safety physics that is engaged in ensuring that diagnostic and therapeutic equipment that uses radiation is safe for patient and staff use. 

Additionally, they calculate radiation doses received by patients and staff during procedures, check that equipment is functioning in accordance with guidelines and design and implement policy relating to the use of radiation and radioactive substances. 

Clinical scientists working in radiotherapy physics ensure the safety and precision of radiotherapy treatment. This is achieved by calibrating equipment and performing complex calculations to design treatment regimens that are therapeutic, in that tumours are treated, but limit damage to surrounding tissues. Clinical scientists working in reconstructive science provide corrective treatment in the form of prosthetic reconstruction and therapeutic management, particularly of the face, jaw and skull, that is required as a consequence of congenital malformation, diseases such as cancer, or trauma.

They meet patients to understand their requirements, explain treatment plans and take impressions. Subsequently, they design and build devices, for example, prostheses, therapeutic splints and titanium skull plates and monitor performance at follow-up appointments. Additionally, they may be consulted in emergency settings, for example, to construct splints required for operations for trauma patients.

Lastly, rehabilitation engineering specialises in assessing the needs of people with disabilities and designing, building, testing and prescribing assistive devices corresponding to those needs. The assistive devices may be standard, or custom made. Examples comprise wheelchairs, artificial limbs, electronic communicators and devices for surgical correction of deformities. 

The final domain is physiological sciences. Clinical scientists working in this domain use innovative modalities to investigate the functioning of body systems, detect abnormalities and guide management.  Physiological sciences encompass diverse specialisms. Audiology is an evolving discipline that is engaged in the assessment of hearing and balance and subsequent provision of therapeutic services. 

Clinical scientists working in audiology design and perform diagnostic procedures and interpret the results generated. They devise care plans for patients with hearing or balance disorders. Additionally, counselling and rehabilitation of patients with impaired hearing is a key role. 

Clinical scientists working in cardiac science conduct, and interpret the results of, diagnostic and monitoring procedures – for example, electrocardiography, echocardiography and exercise stress testing – for patients with cardiac pathologies. They also have supporting roles in interventional procedures, for example, pacemaker implantation. Critical care science utilises competencies in physiology and technology relevant to the care of patients with life-threatening illnesses.

Key responsibilities comprise advising other members of the multidisciplinary team caring for critically ill patients on the use of diagnostic, therapeutic, monitoring and life-support equipment, troubleshooting problems with medical devices, for example, ventilators, renal replacement equipment and physiological measurement monitors, running satellite laboratories that perform tests, for example, blood gases and electrolytes at the point of care instead of in centralised laboratories, establishing a renal replacement therapy service and maintaining electronic patient databases. On-call work, including emergency call-outs, is an aspect of this job. 

Clinical scientists working in gastrointestinal physiology measure function of the organs of the digestive system to aid diagnosis and formulation of a treatment plan. This comprises assessment of, for example, pressure, pH and tone. Gastrointestinal physiologists may also perform ultrasound imaging and interventional procedures, for example, percutaneous tibial nerve modulation, which is a treatment for incontinence. Another specialism of physiological sciences is neurophysiology. 

Clinical scientists working in neurophysiology assist in the diagnosis and management of neurological illnesses via assessment of the function of the nervous system. Common modalities utilised are electroencephalography, evoked potentials, electromyography and nerve conduction studies. Work in this discipline is often conducted in intensive care and operating theatre settings.

Ophthalmic and vision sciences relate to the assessment of the structure and function of the optical system to acquire diagnostic and prognostic data that is required by ophthalmologists for the management of disorders of vision and pathologies of the eye and related structures. 

Common activities for clinical scientists working in ophthalmic and vision sciences are measuring visual field and eye pressure, imaging the eye and carrying out electrophysiological investigations of the optical structures. There is scope for research, for example, treatment for genetic diseases and retinal prosthetic implants. 

Clinical scientists working in respiratory and sleep sciences diagnose and treat respiratory illnesses and sleep disorders. In respiratory science, they perform lung function testing and assist in the delivery of care for chronic respiratory disorders, for example, medicines and oxygen. In sleep science, they monitor – via home monitoring or sleep laboratories – and treat patients experiencing poor sleep quality.

Examples of tests performed are cardiopulmonary exercise testing, bronchial challenge testing and blood gas testing. Urodynamics is concerned with the diagnosis and treatment of urinary diseases. Clinical scientists of this specialism utilise an array of appliances to measure parameters, for example, pressure, flow and muscle activity and interpret the results to construct reports.

Lastly, clinical scientists working in vascular science use ultrasound imaging and other non-invasive techniques to evaluate blood flow. Most often, they work with inpatients and outpatients in dedicated hospital departments. Results of the procedures performed are interpreted to write reports.

Typically, clinical scientists work 37.5 hours per week.2 This may comprise a shift pattern. The work is conducted in multidisciplinary teams that are constituted by a variety of healthcare professionals and vary by specialism. In many positions held by clinical scientists, there is vast potential for teaching, management and, particularly, research. 

The Route To Clinical Science:

The initial step in the route to becoming a clinical scientist is successful completion of an undergraduate honours degree or integrated master’s degree in a pure or applied science discipline that is relevant to the clinical science specialism that the trainee intends to pursue. A 1.1 or 2.1 degree must be achieved.3 Alternatively, if the trainee possesses a 2.2 honours degree, they are eligible to apply if they also have a higher degree in a relevant discipline. 

Subsequently, trainees apply for the Scientist Training Programme (STP), which has a duration of three years. The competition ratios for the various specialisms are listed in Table 1.4 The STP curriculum is composed of core, rotational and specialty modules, each of which features academic and work-based learning.4 The work-based learning is achieved by employment in an NHS department or, occasionally, by an NHS private partner or private company.  This element of the programme is assessed by eportfolio evidence. The academic component of the programme comprises a part-time master’s degree – MSc in Clinical Science – which is fully funded.  The master’s programme is 180 credit hours, 70 of which are allocated to a research project. 

Table 1: Competition ratios for STP specialisms.

Work-based learning, during the first year of the programme, features an induction, mandatory training, core modules and several rotational placements.5 At university, introductory modules that cover broad topics from the trainee’s chosen theme – life sciences, physiological sciences, physical sciences and clinical engineering or bioinformatics – are completed.

The first set of MSc examinations are taken at the end of the first year. There is greater emphasis on the trainee’s chosen specialism in the second year. The research project is started and there is another set of degree examinations. In the middle of second year, trainees are required to pass the midterm review of progression.

Finally, during the third year, the final MSc examinations are attempted and there is a work-based elective placement. The programme is concluded by the Objective Structured Final Assessment (OSFA).5 Successful completion of the OSFA, eportfolio and master’s degree result in trainees being awarded a Certificate of Completion for the Scientist Training Programme (CCSTP).6 Trainees then apply to the Academy for Healthcare Science (AHCS) for a Certificate of Equivalence or a Certificate of Attainment. Subsequently, they are eligible to apply to the Health and Care Professions Council (HCPC) for registration as a Clinical Scientist.6

A further programme, termed the Higher Specialist Scientist Training (HSST), has a duration of five years and allows some clinical scientists to progress to consultant level. It results in the attainment of a doctorate degree.

Earnings for NHS jobs are classified by pay scales. Trainee clinical scientists are appointed at band 6, at which the starting salary is £31,365.7 The salary increases in accordance with number of years of experience.

Qualified clinical scientists progress to band 7, at which the starting salary is £38,890.7 This also increases over time to a maximum of £44,503 for eight or more years of service. As further experience and qualifications are obtained, it is possible to apply for positions up to band 9 on the pay scale. 

For more information on doctor's salaries within the NHS, please feel free to review  The Complete Guide to NHS Pay .

Related Job Sources With BMJ Careers

• Hospital Jobs
• Psychiatry Jobs
• Public Health Jobs
• Research Jobs
• NHS Jobs in England
• NHS Jobs in Northern Ireland
• NHS Jobs in Scotland
• NHS Jobs in Wales

Other Complete Guides By BMJ Careers

• How To Become A Diabetologist or Endocrinologist
• How To Become A Gastroenterologist
• How To Become A Neurophysiologist
• How To Become A Obstetrician and Gynaecologist
• How To Become An Immunologist

NHS Scientist Training Programme - 2020 recruitment [Internet]. Health Careers. [cited 8 November 2020]. Available from:  https://www.healthcareers.nhs.uk/news/nhs-scientist-training-programme-2020-recruitment 

Audiology [Internet]. Health Careers. [cited 8 November 2020]. Available from:  https://www.healthcareers.nhs.uk/explore-roles/physiological-sciences/audiology 

Entry requirements [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/applicants/entry-requirements/ 

Competition ratios for the Scientist Training Programme (STP) Direct Entry [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/applicants/about-the-scientist-training-programme/ 

Setting the scene [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/trainees/setting-the-scene/ 

Completion of the Scientist Training Programme [Internet]. National School of Healthcare Science. [cited 8 November 2020]. Available from: https://nshcs.hee.nhs.uk/programmes/stp/trainees/completion-of-the-programme/ 

NHS Terms and Conditions (AfC) pay scales - Annual [Internet]. NHS Employers. [cited 8 November 2020]. Available from:  https://www.nhsemployers.org/pay-pensions-and-reward/agenda-for-change/pay-scales/annual

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Research scientist (medical)

Working as a medical research scientist means you'll be contributing to important developments in the world of medicine

As a medical research scientist, one of your aims will be to increase the body of scientific knowledge on topics related to medicine. You will do this by planning and conducting experiments and sharing your results.

You may also use your research to develop new, or improve existing, drugs, treatments or other medically-related products.

You can find work in higher education institutions, research institutes, hospitals, industry and medical research charities. The type of research you can carry out is wide ranging from from investigating the underlying basis of health or disease, to conducting clinical research and investigating methods of prevention, diagnosis and treatment of human disorders.

It's also possible for you to carry out molecular level research. This may involve using appropriate cell and animal models, or human volunteers may be used to study the clinical effects of various factors.

Responsibilities

Roles vary depending on the setting, but much of the work is laboratory-based. In general you'll need to:

• plan and conduct experiments and analyse or interpret the results
• keep accurate records of work undertaken
• use specialist computer software to analyse data and to produce diagrammatic representation of results
• write and submit applications and progress reports to funding bodies that support medical research (outside industry)
• discuss research progress with other departments, e.g. production and marketing (in industry)
• constantly consider the profit/loss potential of research products (in industry)
• collaborate with industry, research institutes, hospitals and academia
• teach and supervise students (in some higher education roles).

You'll often need to disseminate the results of your work to others, which means you'll:

• carry out presentations or discussions at team meetings with colleagues
• prepare presentations and deliver these at national and international scientific conferences
• write original papers for publication in peer-reviewed medical or scientific journals. In industry, there is usually less pressure to publish.

It's also important to stay in touch with developments and advances in your field and so you'll need to:

• read relevant scientific literature and journals
• attend scientific meetings and conferences in order to hear presentations from other researchers and participate in informal discussions with scientists from other parts of the world.
• If you're doing a PhD and have been awarded a studentship, it will usually come with a tax-free stipend to help cover living costs. This is currently at least £18,622 if funded by UKRI. Some institutions may award higher amounts or you may receive more if you’re industry funded or based in London.
• If you've completed a PhD, you may start on £25,000 to £40,000 a year, depending on your specialist subject and experience.
• Senior researchers and university professors earn in the region of £50,000 to £75,000 a year or more.

For current details on PhD studentship stipends, see UKRI - Studentships and Doctoral Training .

The majority of academic institutions in the UK have now implemented a single pay spine for all grades of staff. Pay varies according to whether you're leader of your own research group, part of a team of researchers or whether you've secured a lectureship while continuing your research.

Pay is usually higher in industry and the private sector.

Income figures are intended as a guide only.

Working hours

Your hours will vary depending on your setting. In academia in particular, there may be some flexibility with your start and finish times. Due to the nature of experimental work, hours can be irregular and may require some evening or weekend work.

You may be required to work longer hours when grant application deadlines are looming or an important experiment is underway. Overtime tends to be paid in industry but is unusual in academia.

What to expect

• Work is mainly laboratory-based with some time spent in the office planning and writing up experiments. Some positions may require field work.
• With career progression, the work becomes more office-based with a focus on writing grant applications, collaborating with other scientists, supervising staff, planning experiments, writing papers for publication and reviewing papers.
• Care and attention to detail is required as work can involve contact with potentially toxic or radioactive materials.
• Working with animals or animal-derived products, such as embryonic stem cells, may form part of the research, which will be an ethical dilemma for some. See the arguments at Understanding Animal Research .
• Travel is sometimes required, as you'll often collaborate with other institutions. Some national and international travel is needed for attendance at conferences to present the results of your research and to keep up to date with research findings from peers. Travel typically becomes more frequent with career progression.
• Initiatives are in place in various sectors to encourage equality, inclusion and diversity within medical research. UKRI has equality, diversity and inclusion policies and guidance with the aim to create a dynamic system of research and innovation in the UK.

Qualifications

You'll need a good honours degree in a medical or life science subject to become a medical researcher. Relevant subjects include:

• biochemistry
• biomedical sciences
• medical microbiology
• molecular biology
• pharmacology
• physiology.

Many areas of medical research now also look for graduates in chemistry, physics or statistics/bioinformatics, so you can be successful if you have a degree in one of these subjects.

Most people entering this field have or will be working towards a research-based MSc or a PhD. This is particularly important for higher level positions and career progression without a PhD (particularly in academia) is likely to be limited.

You may be able to enter with just your degree and no postgraduate qualification if you also have some significant laboratory experience but you'll typically still need a PhD to then progress.

Direct entry to a research scientist role with an HND or foundation degree only is not possible. With either of these qualifications, you may be able to enter at technician level, but you'll need to take further qualifications to become a medical researcher. Some employers allow you to study while working part time.

Funding is made available to research institutions via the Medical Research Council (MRC). This is then passed on to students in the form of scholarships, bursaries and studentships. Contact the individual institution to find out more about the funding options.

You'll need to show:

• technical, scientific and numerical skills
• good written and oral communication skills for report writing and presenting findings
• genuine enjoyment of the research subject
• a methodical approach to work with good planning skills
• tenacity and patience when carrying out experiments
• the ability to work well in teams and to network and forge links with collaborators
• problem-solving skills and analytical thinking
• attention to detail.

Work experience

Laboratory experience and knowledge of the range of techniques used will improve your chances of finding a research appointment. Experience can be achieved through either a placement year in industry or vacation work experience in academia or industry.

You could make speculative applications to potential academic supervisors to ask for work experience or shadowing opportunities. You may also want to consider getting experience within both industry and academia so you can see how the different sectors vary and where your preference lies.

Funding for placements and projects may be available through:

• Nuffield Foundation

You should also try to keep up to date with developments in the medical field and the Medical Research Council (MRC) can help with this.

Find out more about the different kinds of work experience and internships that are available.

There are various employers in medical research, including:

• industry (especially pharmaceutical companies)
• non-governmental and voluntary bodies
• medical research charities
• research councils, especially the Medical Research Council (MRC)
• universities.

Work outside industry is usually funded by the government through the allocation of research funding to universities, research councils and hospitals.

Medical research also receives extensive financial support from charitable bodies that fund specific research into their areas of interest.

Opportunities are also available through Knowledge Transfer Partnerships (KTP) . This is a joint project between a graduate, an organisation and a 'knowledge base', such as a university or a research organisation, which allows PhD graduates to apply research in a commercial environment.

Look for job vacancies at:

• Medical Research Council (MRC)
• Nature Jobs
• New Scientist Jobs
• Times Higher Education Uni Jobs

University websites advertise vacancies too.

Specialist recruitment agencies are used within the scientific community. These include:

• Cranleigh Scientific

Professional development

If you're studying for a PhD while being employed in a medical research post, you'll be supported by a supervisor. Your institution is likely to provide additional training or you can access this through Vitae , which helps to support the professional development of researchers.

You'll need to keep up to date with developments in your field throughout your career and continuing professional development (CPD) is very important for this.

Technical training, either self-taught or from more experienced scientists, will allow you to learn new laboratory techniques. It's also common to visit other labs to be taught techniques that are already established elsewhere.

You'll be expected to attend conferences on a regular basis to hear about scientific advances and new research techniques. On occasion, you'll be required to present your own work.

Training may be more structured in industry and it may be possible for you to develop your own training programme with guidance from a mentor.

Membership of a professional organisation is useful for support throughout your career and to help with CPD. Many professional bodies have their own learning and training schemes and can help with how your record your CPD activities. You can also work towards professional qualifications or chartered status as you gain experience.

Relevant bodies include:

• Royal Society of Biology

Career prospects

Career structures vary between sectors. In academia, once you've completed your PhD, it's likely you'll enter a postdoctoral position. These are normally short-term contracts of up to three years.

Career progression is related to the success of your research project(s), the quality and quantity of original papers you publish and your success in attracting funding. Building up experience in laboratory specialties can also help. With experience, you can progress to senior research fellow or professor and can one day manage your own team.

You'll usually have to undertake a few short-term contracts before you have a chance of securing a much sought-after permanent position in academic science. There are often teaching duties attached to these positions and opportunities are limited with high levels of competition.

Career development tends to be more structured in industry, hospitals or research institutes and involves taking on increased responsibilities, such as supervising and managing projects.

With experience and a successful track record, you can move into senior research and management roles. It's also be possible in some industrial companies to move into other functions, such as production, quality assurance, HR or marketing.

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Science and Research

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Medical Research Scientist

What does a professional in this career do.

A Medical Research Scientist conducts research with the goal of understanding diseases and improving human health. May study biology and causes of health problems, assess effectiveness of treatments or develop new pharmaceutical products. May direct clinical trials to gather data..

Job Outlook

There were 186 Medical Research Scientist job postings in North Carolina in the past year and 8550 in the United States.

In combination with other careers in the Medical Scientist industry, which includes the Medical Research Scientist career, the following graph shows the number of people employed for each year since 2015:

Many new Medical Research Scientist jobs have salaries estimated to be in the following ranges, based on the requirements and responsibilities listed in job postings from the past year.

The average estimated salary in the United States for this career, based on job postings in the past year, is $141,677.

The average estimated salary in North Carolina for this career, based on job postings in the past year, is $142,784.

Percentiles represent the percentage that is lower than the value. For example, 25% of estimated salaries for Medical Research Scientist postings in the United States in the past year were lower than $63,416.

Education and Experience

Posted Medical Research Scientist jobs typically require the following level of education. The numbers below are based on job postings in the United States from the past year. Not all job postings list education requirements.

Posted Medical Research Scientist jobs typically require the following number of years of experience. The numbers below are based on job postings in the United States from the past year. Not all job postings list experience requirements.

Below are listings of the most common general and specialized skills Medical Research Scientist positions expect applicants to have as well as the most common skills that distinguish individuals from their peers. The percentage of job postings that specifically mention each skill is also listed.

Baseline Skills

A skill that is required across a broad range of occupations, including this one.

• Research (27.1%)
• Communication (14.68%)
• Teaching (9.93%)
• Management (9.11%)
• Leadership (8.5%)
• Writing (6.67%)
• Presentations (5.94%)
• Operations (5.66%)
• Innovation (5.6%)
• Planning (5.29%)

Defining Skills

A core skill for this occupation, it occurs frequently in job postings.

• Diabetes Mellitus (21.43%)
• Clinical Research (8.52%)
• Endocrinology (79.61%)

Necessary Skills

A skill that is requested frequently in this occupation but isn’t specific to it.

• Quality Improvement (2.47%)
• Cell Cultures (4.86%)
• Biochemical Assays (6.42%)
• Cell Biology (5.25%)
• Biochemistry (3.4%)
• Data Analysis (4.67%)
• Metabolism (6.4%)
• Flow Cytometry (4.43%)
• Biology (8.52%)
• Immunology (5.78%)
• Clinical Trials (6.4%)
• Molecular Biology (5.7%)
• Biotechnology (2.54%)
• Pediatrics (10.15%)
• Internal Medicine (6.77%)
• R (Programming Language) (1.22%)
• Pharmaceuticals (3.9%)
• Oncology (10.49%)
• Surgery (4.45%)
• Nursing (5.78%)

Distinguishing Skills

A skill that may distinguish a subset of the occupation.

• Endocrine Diseases And Disorders (2.87%)
• Thyroid (6.14%)

Salary Boosting Skills

A professional who wishes to excel in this career path may consider developing the following highly valued skills. The percentage of job postings that specifically mention each skill is listed.

• Endocrine Diseases And Disorders (35.54%)
• Thyroid (76.05%)

Alternative Job Titles

Sometimes employers post jobs with Medical Research Scientist skills but a different job title. Some common alternative job titles include:

• Endocrinology Physician
• Endocrinologist
• Endocrinology Registered Nurse
• Pediatric Endocrinologist
• Oncology Research Scientist
• Endocrinology Medical Assistant
• Reproductive Endocrinologist
• Endocrinology Diabetes Care Specialist
• Associate Scientist

Similar Occupations

If you are interested in exploring occupations with similar skills, you may want to research the following job titles. Note that we only list occupations that have at least one corresponding NC State Online and Distance Education program.

• Biomedical Scientist

Common Employers

Here are the employers that have posted the most Medical Research Scientist jobs in the past year along with how many they have posted.

United States

• Archway Physician Recruitment (257)
• Britt Medical Search (203)
• Enterprise Medical Recruiting (158)
• CompHealth (154)
• Cedars-Sinai (119)
• AMN Healthcare (118)
• AstraZeneca (102)
• The Curare Group (98)
• Summit Recruiting Services, LLC. (92)
• Pacific Companies (82)

North Carolina

• Atrium Health (17)
• Atrium Health Floyd (14)
• AMN Healthcare (13)
• Archway Physician Recruitment (13)
• Wake Forest Baptist Health (8)
• University of North Carolina (7)
• HCA Healthcare (7)
• UNC Health (7)
• Novant Health (6)
• Duke University (6)

NC State Programs Relevant to this Career

If you are interested in preparing for a career in this field, the following NC State Online and Distance Education programs offer a great place to start!

All wages, job posting statistics, employment trend projections, and information about skill desirability on this page represents historical data and does not guarantee future conditions. Data is provided by and downloaded regularly from Lightcast. For more information about how Lightcast gathers data and what it represents, see Lightcast Data: Basic Overview on Lightcast's Knowledge Base website.

Physician-Scientists

Physician-scientists are physicians (MDs or DOs with or without additional degrees) who devote regular components of their professional effort seeking new knowledge about health, disease, or delivery of patient care through research. While all physicians receive training in medical science, physician-scientists are those who are trained to conduct independent scientific investigation in the laboratory, clinic, or other setting. A physician scientist’s in-depth clinical knowledge of human health and disease, combined with skills in scientific investigation and analysis, make her uniquely resourceful. Physician-scientists are well prepared to detect new threats to human health; develop potential new therapies, treatments, or means of prevention; communicate knowledgeably across disciplines and to lead scientific teams or organizations; and, guide important policy decisions, such as in drug approval.

Historically, physicians were pioneers in medical science, and often relying on only informal scientific training coupled to their intellectual insight and curiosity. Today, however, most physician-scientists complete formal, usually intensive scientific training in addition to their medical education. There are vibrant examples of physician-scientist training programs that accommodate students entering science at different stages of their medical training or early career. At the same time, the knowledge and skills required for medical education and clinical specialization have also increased for all physicians. Beginning in the 1970s, prominent medical leaders publicly raised the question of whether any individuals could continue to master the growing complexities of both medicine and science, while being adequately sustained by medical institutions and health systems that were also changing. They raised such concerns not to sell their profession short, but to call for added attention and resources to the needs of students and early career physician-scientists. Those calls continue to this day, as the National of Institutes of Health finds that the number of younger physician scientists applying for research support is decreasing, and that the average age of these investigators, including first-time applicants, is increasing.

For those that become academic medical faculty, physician-scientists often teach, perform research, and provide clinical service, and embody in each individual the several missions of the academic medical center. The types of science” that physicians engage in has also broadened, from laboratory and clinical investigation, noted above, to research on health services and implementation, population health, community engagement, and health equity (we also expect a growing need for physicians with expert training in emerging data sciences). The AAMC is committed to the nurturing and growth of new physician-scientists.

AAMC Committee on Creating a Physician-Scientist Training and Career Development Home

The AAMC has convened an expert Committee to develop recommendations for medical schools and teaching hospitals to more comprehensively nurture physician-scientists across the continuum of training and early career development. For more information, visit the Committee Roster (PDF) and the Committee Charge (PDF) .

A National Institutes of Health working group recently concluded—confirming decades of earlier concerns—that the nation is failing to adequately renew and advance the physician-scientist workforce, as too few young physicians are attracted into scientific research or – if attracted—find necessary support or guidance lacking at key stages of their professional development. Several AAMC member institutions have begun to create physician-scientists “homes”, which integrate the support for new physician-scientists across career stages and departments. Such homes may be formal programs, networks, or other communities that support the training and development of individuals pursuing physician-scientist careers. The AAMC Committee will focus on constructive, systemic solutions for medical schools and teaching hospitals to ensure needed support.

In all its deliberations, the Committee embraces the variety of physician-scientist careers, from laboratory-based investigation to research in clinics, health systems, and communities, as well as the multiple training pathways, from integrated dual-degree programs to accumulated, distinct educational experiences, through which individuals attain these careers.

National MD-PhD Program Outcomes Study

A report from the AAMC's Group on Graduate Research, Education, and Training (GREAT) that tracks the careers of MD-PhD dual-degree program graduates over 50 years (1964–2014) and highlights results of a research project that explored their career paths.

NIH Advisory Committee to the Director Physician-Scientist Workforce Working Group

An NIH Advisory Committee to the Director Working Group on the Physician-Scientist Workforce issued a report with “recommendations for actions that NIH should take to support a sustainable and diverse clinical research infrastructure, as well as recommendations for actions needed by other relevant stakeholders.”

• Research & Technology
• NIH - National Institutes of Health

16 Medical Laboratory Scientist Skills for Your Career and Resume

Learn about the most important Medical Laboratory Scientist skills, how you can utilize them in the workplace, and what to list on your resume.

Medical laboratory scientists play an important role in the healthcare industry by conducting tests and experiments that help diagnose and treat diseases. They use a variety of skills to perform their job, including critical thinking, problem solving and attention to detail. If you’re interested in becoming a medical laboratory scientist, it’s important to understand what skills are necessary for the job.

Analytical Skills

Organization, problem solving skills, attention to detail, time management, blood banking, clinical chemistry, anatomy & physiology, instrumentation, specimen collection, medical terminology, quality control, communication, microbiology, laboratory procedures.

Medical laboratory scientists use their analytical skills to review and interpret data from tests. They also use these skills when reviewing patient records, examining samples and developing new methods for testing. Lab technicians often work in teams with other medical professionals, so they need to be able to analyze information and make decisions based on the results of experiments or test results.

Organization is the ability to keep track of multiple tasks and responsibilities. Medical laboratory scientists often have many duties, including preparing samples, analyzing results, recording data and maintaining equipment. Having strong organizational skills can help them stay on top of their work and ensure they complete all necessary steps in a timely manner. It also allows them to maintain clean and safe working conditions by keeping supplies organized and ensuring all chemicals are stored properly.

Problem solving skills are necessary for medical laboratory scientists to ensure they can identify and resolve issues in the workplace. This may include identifying when a test result is incorrect or if there’s an issue with equipment that needs repair. It also includes addressing any challenges they might face in their personal life, such as health issues or family emergencies.

Medical laboratory scientists must be able to accurately record and interpret data. Attention to detail is necessary for ensuring that the results of a test are accurate, which can help medical professionals make informed treatment decisions. Lab technicians also need to ensure that all samples are handled correctly so that they receive an accurate result.

Time management is the ability to plan and execute tasks in a way that ensures you meet deadlines. Medical laboratory scientists often have multiple duties, so time management skills are important for completing work on time and maintaining a healthy work-life balance. Lab technicians may also need to manage their own schedules when working with patients at hospitals or clinics.

Blood banking is the process of collecting, storing and tracking blood samples. Medical laboratory scientists often work with large amounts of blood for testing purposes, so it’s important to have knowledge about how to handle these samples properly. This includes understanding proper storage methods, handling equipment used in drawing blood and knowing how to identify abnormal results that may require further investigation.

Clinical chemistry is the ability to analyze bodily fluids and other samples for chemical composition. Medical laboratory scientists use clinical chemistry skills to determine if a patient has an infection, disease or other condition that requires treatment. They also use this skill to monitor patients’ progress during treatment.

Hematology is the study of blood and its components. Medical laboratory scientists often use hematology to analyze samples for diseases, so it’s important that they have a strong understanding of how blood works. This includes knowing how to read results from different types of tests and what each result means in relation to other test results.

Anatomy and physiology is the study of how the body works. Medical laboratory scientists need to understand how the human body functions in order to analyze test results correctly. This includes knowing where different types of cells, tissues and organs are located within the body. It also means understanding how these parts work together to maintain homeostasis, or a balanced state of health.

Instrumentation is the ability to use laboratory equipment and understand how it works. Medical laboratory scientists need this skill to operate complex machines that analyze blood, urine and other bodily fluids. They also use instrumentation to ensure they’re testing samples correctly and getting accurate results.

Specimen collection is the process by which medical laboratory scientists obtain samples for testing. This includes taking blood, urine or other bodily fluids and analyzing them to determine if a patient has an illness or disease. Medical laboratory scientists must be able to properly collect specimens in order to provide accurate test results.

Medical laboratory scientists need to understand medical terminology so they can accurately read test results and communicate with other health care professionals. Medical terminology is a specialized language that includes words unique to the medical field, such as “hematocrit” (the percentage of red blood cells in a sample) or “leukocyte” (a type of white blood cell). Learning this language allows you to interpret test results correctly and provide accurate information to patients.

Quality control is the ability to ensure that all aspects of a test are accurate. Medical laboratory scientists use quality control when performing tests, reviewing results and ensuring that equipment is working properly. Quality control ensures that patients receive reliable information about their health and treatment options. It also helps medical laboratory scientists maintain professional standards in their field.

Communication is the ability to convey information clearly. Medical laboratory scientists must be able to communicate with patients, doctors and other medical professionals about test results. They also need to be able to explain complex scientific concepts in a way that patients can understand. Lab technicians should also be able to communicate well with their coworkers so they can work together effectively.

Microbiology is the study of microscopic organisms. Medical laboratory scientists use this skill to examine bodily fluids and tissue samples for disease-causing microorganisms, such as bacteria or viruses. They also use it to identify which medications are most effective against certain diseases. For example, if a patient has an infection, a medical laboratory scientist can determine what type of antibiotic would be most effective in treating the condition.

Laboratory procedures are the steps and processes that medical laboratory scientists use to analyze samples. This includes how they prepare samples, what equipment they use and how they interpret results. Having strong knowledge of laboratory procedures can help you perform your job more efficiently and accurately. It also ensures that you follow all safety protocols when working with potentially hazardous materials.

How Can I Learn These Medical Laboratory Scientist Skills?

There are a few ways that you can learn the Medical Laboratory Scientist skills. One way is to take a course or a class that will teach you these skills. Another way is to read books or articles that will give you information on these skills. You can also look for videos or tutorials that will show you how to perform these skills.

15 Mechanical Technician Skills for Your Career and Resume

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What Jobs Can You Get With A Biology Degree - A New Scientist Careers Guide

• Career guides

“What can I do with a biology degree?” is a question biology students often ask themselves. Everything from microscopic proteins and the DNA within the cells of all living organisms to how we interact with complex ecological systems on Earth falls under the realm of biology. Some of the major types of biology include molecular biology , anatomy, physiology and ecology .

With science becoming more interdisciplinary, new careers in biology are emerging as well. Indeed, a degree in biology provides you with knowledge and skills highly relevant to countless industries. 

Graduating from the best universities for biology in the UK, as ranked in the 2024 league table by the Complete University Guide, can lead to lucrative career opportunities. Top universities include Cambridge, University College London (UCL), Oxford, Imperial College London and Durham.

Popular areas where your biology degree will be highly valued include pure biology and life sciences , clinical science , technology and engineering , and environmental science . This article discusses the top three highest paying jobs with a biology degree in each of these fields.

Pure biology and life sciences

Traditional jobs for biology graduates typically involve teaching, research or health promotion. In these fields, you could inspire future biological scientists and conduct high-impact research. With experience and excellence, you could even become a pioneer in whichever area you work in, helping progress the field of biology as a whole.  

• Headteacher

Job role: Headteachers run schools and ensure their success. They are the face of the school and they set out the school’s values and agenda, devise strategies for areas of improvement, comply with health and safety standards, manage finances and foster relationships with students, parents, teachers and, sometimes, politicians. You can still continue to teach biology as a headteacher.

Route: With a biology degree, you could start teaching biology at school once you complete the qualified teacher status (QTS). Get involved with senior roles within your school and help with running the school. Ideally, complete the National Professional Qualification for Headship. After several years of experience as a senior teacher, you could become a headteacher. 

Average salary (experienced): £131,000  

• Professor of biology

Job role: Teaching biological sciences at higher education level is no small feat. Senior lecturers and academics at universities are typically pioneers in their area of interest and have contributed greatly to research, especially at renowned institutions.

Route: Once you have graduated with a BSc in biology, you usually need a Master’s to enter a PhD programme. After working as a research scientist, getting involved in lecturing and doing high-impact research as a postdoc for several years, you could apply for professorship. Senior academics usually end up doing research in a niche area of biology.

Average salary (experienced): £55,000; over £100,000 at certain universities e.g. Cambridge  

• Sports physiologist

Job role: Sports and exercise scientists apply their knowledge of human physiology to help people enhance their sporting performance and improve their overall health. Their working environment may include sports centres, hospitals or research facilities. Many work privately, seeing a range of clients including athletes.

Route: A degree in physiology or biology is typically required; a Master’s or PhD specifically in sports physiology or exercise science can further enhance your employability. After you have established a good reputation, you could manage your own consulting company or work exclusively for high-profile athletes.

Average salary (experienced): £60,000

Naturally, biology is at the heart of medicine and healthcare . Expertise in fields such as genetics , microbiology and biochemistry are driving innovation in the diagnosis and treatment of diseases. If you completed a biology degree, you could do a Master’s, clinical training or placements to qualify for a range of clinical careers.  

• Pathologist

Job role: Pathologists process and examine tissue samples collected from patients to aid the diagnosis of medical conditions. They work with high-tech machines and microscopes and are usually based in hospital labs.

Route: Relevant undergraduate degrees include biology or biomedical science. To work in the NHS, you must enrol onto the Scientist Training Programme (STP) and register with the Health and Care Professions Council (HCPC). You could additionally complete Higher Specialist Scientist Training (HSST) to obtain consultant status.

Average salary (experienced): £69,000

• Clinical scientist

Job role: Clinical scientists can work in a range of specialisms, such as neurophysiology, cardiac science or microbiology. They form a crucial part of a multidisciplinary team to deliver healthcare efficiently and safely. Your exact duties will depend on your chosen career path and may include working as a laboratory technician or seeing patients and performing tests.

Route: This job also involves completion of the STP and HCPC registration, and, optionally, HSST for consultancy. A biology degree is broad enough to allow you to move into most specialisms in clinical science. As a senior clinical scientist, you could take on managerial roles in your department or apply your expertise in biotech , e.g. quality control or research and development.

Average salary (experienced): £68,000

Job role: Geneticists analyse the genomics in all living organisms, but in a clinical setting their focus is limited to human genetics. They study genes involved in health and disease to help medical teams diagnose and offer targeted therapies for genetic conditions and cancers. 

Route: Relevant pre-STP degrees include genetics, biology or other life sciences. A Master’s or PhD is the norm, particularly in academic research. With experience, you could manage genomic research departments, become a professor or move into industries, e.g. the pharmaceutical sector.

Average salary (experienced): £58,000

Technology and engineering

As with most industries, research, medicine and agriculture are becoming heavily reliant on technology. Fields such as biotechnology, bioinformatics and biomedical engineering require excellent knowledge of biology as well as engineering and physics principles. As such, biology graduates with an interest in technological innovation can play a vital role in the biotech sector.

• Data scientist

Job role: Data science is one of the highest paying jobs in tech, particularly in life sciences that deal with large amounts of complex data. Data scientists with a background in biology perform complex data analysis for universities, research facilities or biotech companies with the aim of providing actionable insight.

Route: After a biology degree, you could either do a Master’s in data science or gain relevant experience to land a junior position. Learning advanced methods relating to machine learning and artificial intelligence can significantly boost your job prospects. With experience, you could become a principal data scientist at a biotech firm or an independent consultant data scientist.

Average salary (experienced): £82,500

• Software engineer

Job role: Software engineers with a background in biology design, build and test software for use in biological research at hospitals, labs or biotech firms. They ensure their programme meets their clients’ needs and troubleshoot any potential errors.

Route: A biology degree puts you in a good position to apply to biotech firms for junior positions as employers often prefer candidates with in-depth knowledge of the field. To gain programming skills, you can do a Master’s in software development or become self-taught. With experience, you could move into consultancy or run your own business.

Average salary (experienced): £70,000

• Biomedical engineer

Job role: Biomedical engineering combines principles from biology, physics and engineering to design medical machines and equipment, ranging from prosthetics and implants to surgical robots and scanners. Those in this field often conduct research to build new products to be used in healthcare.

Route: An undergraduate degree in biomedical engineering is the traditional route, but you can still enter this field with a biology degree if you do a relevant Master’s or gain relevant experience, e.g. working as a biological technician. 

As a senior biomedical engineer working in a specialised area, e.g. bionic eyes, you could move into industry and take on managerial roles in health-tech companies. You could also work for the NHS if you complete the STP and register with the HCPC.

Average salary (experienced): £50,000

Environmental and animal care

Biologists working in the environmental and animal care sector offer immense value when it comes to tackling global challenges such as sustainability, conservation , biodiversity and restoration. Environmental scientists can help shape policies and practices aimed at preserving natural environments and safeguarding animal welfare , ensuring a better, greener world.  

Job role: Agronomists supervise agricultural operations and offer guidance to farmers on enhancing soil health and increasing crop yields. Working environments include farms, laboratories and offices. They research soil properties, fertilisers and other substances, and innovate new farming techniques.

Route: A degree in biology with exposure to agriculture is typically sufficient to secure junior positions. Some employers prefer candidates with postgraduate qualifications in certain areas, e.g. crop technology. You could move into consultancy if you become a specialist in advanced methods such as laser weeding.

• Environmental consultant

Job role: Eco consultants investigate the effects of an organisation’s activities on the climate and vice versa. They provide guidance to organisations or governmental bodies on green energy, waste management and environmental regulations. 

Route: After your biology degree, ideally with a focus on ecology, you could complete a Master’s in environmental science to maximise your chances of landing a job and reaching consultancy level quickly. The Knowledge Transfer Partnership (KTP) may be of interest, as it offers postgraduate courses with academic and industrial research projects. With experience, you could become a chartered consultant.

Job role: Zoologists explore animals and their behaviours and may work in academia, wildlife conservation or government. They develop specialisation in one field, such as entomology (insects), ornithology (birds), herpetology (reptiles) or marine biology . Tasks vary based on the sector, but typically involve applying research methods in the field or laboratory to study animals.

Route: Aim to focus on zoology for your biology degree and gain exposure to wildlife conservation. A Master's or PhD degree can significantly enhance your prospects, particularly if you wish to conduct independent research. As you gain experience, you could manage zoology departments, become a consultant or move into environmental journalism.

Average salary (experienced): £48,000

Biology degrees provide a breadth of knowledge about all living organisms and how they interact with the world surrounding them. This, along with their critical thinking and transferable skills, make biology graduates highly employable across sectors. From analysing molecules in disease to building artificial organs or even conserving endangered species, there is no shortage of jobs involving biology .

• Explore careers | National Careers Service [Internet]. Available from: https://nationalcareers.service.gov.uk/explore-careers
• Biological Sciences Rankings 2024 [Internet]. The Complete University Guide. Available from: https://www.thecompleteuniversityguide.co.uk/league-tables/rankings/biological-sciences
• Get into teaching | Get into teaching GOV.UK [Internet]. Get Into Teaching. Available from: https://getintoteaching.education.gov.uk/
• Home | Advance HE [Internet]. Available from: https://www.advance-he.ac.uk/
• Academic jobs - Job Opportunities - University of Cambridge [Internet]. Available from: https://www.jobs.cam.ac.uk/job/?category=1
• NSHCS [Internet]. NSHCS. Available from: https://nshcs.hee.nhs.uk/healthcare-science/healthcare-science-specialisms-explained/
• NSHCS [Internet]. NSHCS. Available from: http://www.nshcs.hee.nhs.uk/programmes/stp
• Genetics Society. Education - genetics society [Internet]. Genetics Society. 2022. Available from: https://genetics.org.uk/careers/education/
• Institute of Analytics - The Future is Here! [Internet]. IoA - Institute of Analytics. Available from: https://ioaglobal.org/
• Get into tech: How to launch a career in IT | BCS [Internet]. Available from: https://www.bcs.org/it-careers/get-into-tech-how-to-build-a-career-in-it/
• Medical engineering [Internet]. Health Careers. 2019. Available from: https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/physical-sciences-and-biomedical-engineering/medical-engineering
• Agronomist [Internet]. TIAH. Available from: https://beta.tiah.org/w/agronomist
• How to become an Ecologist or Environmental Manager - CIEEM [Internet]. CIEEM. 2024. Available from: https://cieem.net/i-want-to-be/how-to-become-an-eem/
• Science & Research | ZSL [Internet]. The Zoological Society of London. Available from: https://www.zsl.org/what-we-do/science-research

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What Jobs Can You Get With A Biology Degree - A New Scientist Careers Guide

• Career guides

“What can I do with a biology degree?” is a question biology students often ask themselves. Everything from microscopic proteins and the DNA within the cells of all living organisms to how we interact with complex ecological systems on Earth falls under the realm of biology. Some of the major types of biology include molecular biology , anatomy, physiology and ecology .

With science becoming more interdisciplinary, new careers in biology are emerging as well. Indeed, a degree in biology provides you with knowledge and skills highly relevant to countless industries. 

Graduating from the best universities for biology in the UK, as ranked in the 2024 league table by the Complete University Guide, can lead to lucrative career opportunities. Top universities include Cambridge, University College London (UCL), Oxford, Imperial College London and Durham.

Popular areas where your biology degree will be highly valued include pure biology and life sciences , clinical science , technology and engineering , and environmental science . This article discusses the top three highest paying jobs with a biology degree in each of these fields.

Pure biology and life sciences

Traditional jobs for biology graduates typically involve teaching, research or health promotion. In these fields, you could inspire future biological scientists and conduct high-impact research. With experience and excellence, you could even become a pioneer in whichever area you work in, helping progress the field of biology as a whole.  

• Headteacher

Job role: Headteachers run schools and ensure their success. They are the face of the school and they set out the school’s values and agenda, devise strategies for areas of improvement, comply with health and safety standards, manage finances and foster relationships with students, parents, teachers and, sometimes, politicians. You can still continue to teach biology as a headteacher.

Route: With a biology degree, you could start teaching biology at school once you complete the qualified teacher status (QTS). Get involved with senior roles within your school and help with running the school. Ideally, complete the National Professional Qualification for Headship. After several years of experience as a senior teacher, you could become a headteacher. 

Average salary (experienced): £131,000  

• Professor of biology

Job role: Teaching biological sciences at higher education level is no small feat. Senior lecturers and academics at universities are typically pioneers in their area of interest and have contributed greatly to research, especially at renowned institutions.

Route: Once you have graduated with a BSc in biology, you usually need a Master’s to enter a PhD programme. After working as a research scientist, getting involved in lecturing and doing high-impact research as a postdoc for several years, you could apply for professorship. Senior academics usually end up doing research in a niche area of biology.

Average salary (experienced): £55,000; over £100,000 at certain universities e.g. Cambridge  

• Sports physiologist

Job role: Sports and exercise scientists apply their knowledge of human physiology to help people enhance their sporting performance and improve their overall health. Their working environment may include sports centres, hospitals or research facilities. Many work privately, seeing a range of clients including athletes.

Route: A degree in physiology or biology is typically required; a Master’s or PhD specifically in sports physiology or exercise science can further enhance your employability. After you have established a good reputation, you could manage your own consulting company or work exclusively for high-profile athletes.

Average salary (experienced): £60,000

Naturally, biology is at the heart of medicine and healthcare . Expertise in fields such as genetics , microbiology and biochemistry are driving innovation in the diagnosis and treatment of diseases. If you completed a biology degree, you could do a Master’s, clinical training or placements to qualify for a range of clinical careers.  

• Pathologist

Job role: Pathologists process and examine tissue samples collected from patients to aid the diagnosis of medical conditions. They work with high-tech machines and microscopes and are usually based in hospital labs.

Route: Relevant undergraduate degrees include biology or biomedical science. To work in the NHS, you must enrol onto the Scientist Training Programme (STP) and register with the Health and Care Professions Council (HCPC). You could additionally complete Higher Specialist Scientist Training (HSST) to obtain consultant status.

Average salary (experienced): £69,000

• Clinical scientist

Job role: Clinical scientists can work in a range of specialisms, such as neurophysiology, cardiac science or microbiology. They form a crucial part of a multidisciplinary team to deliver healthcare efficiently and safely. Your exact duties will depend on your chosen career path and may include working as a laboratory technician or seeing patients and performing tests.

Route: This job also involves completion of the STP and HCPC registration, and, optionally, HSST for consultancy. A biology degree is broad enough to allow you to move into most specialisms in clinical science. As a senior clinical scientist, you could take on managerial roles in your department or apply your expertise in biotech , e.g. quality control or research and development.

Average salary (experienced): £68,000

Job role: Geneticists analyse the genomics in all living organisms, but in a clinical setting their focus is limited to human genetics. They study genes involved in health and disease to help medical teams diagnose and offer targeted therapies for genetic conditions and cancers. 

Route: Relevant pre-STP degrees include genetics, biology or other life sciences. A Master’s or PhD is the norm, particularly in academic research. With experience, you could manage genomic research departments, become a professor or move into industries, e.g. the pharmaceutical sector.

Average salary (experienced): £58,000

Technology and engineering

As with most industries, research, medicine and agriculture are becoming heavily reliant on technology. Fields such as biotechnology, bioinformatics and biomedical engineering require excellent knowledge of biology as well as engineering and physics principles. As such, biology graduates with an interest in technological innovation can play a vital role in the biotech sector.

• Data scientist

Job role: Data science is one of the highest paying jobs in tech, particularly in life sciences that deal with large amounts of complex data. Data scientists with a background in biology perform complex data analysis for universities, research facilities or biotech companies with the aim of providing actionable insight.

Route: After a biology degree, you could either do a Master’s in data science or gain relevant experience to land a junior position. Learning advanced methods relating to machine learning and artificial intelligence can significantly boost your job prospects. With experience, you could become a principal data scientist at a biotech firm or an independent consultant data scientist.

Average salary (experienced): £82,500

• Software engineer

Job role: Software engineers with a background in biology design, build and test software for use in biological research at hospitals, labs or biotech firms. They ensure their programme meets their clients’ needs and troubleshoot any potential errors.

Route: A biology degree puts you in a good position to apply to biotech firms for junior positions as employers often prefer candidates with in-depth knowledge of the field. To gain programming skills, you can do a Master’s in software development or become self-taught. With experience, you could move into consultancy or run your own business.

Average salary (experienced): £70,000

• Biomedical engineer

Job role: Biomedical engineering combines principles from biology, physics and engineering to design medical machines and equipment, ranging from prosthetics and implants to surgical robots and scanners. Those in this field often conduct research to build new products to be used in healthcare.

Route: An undergraduate degree in biomedical engineering is the traditional route, but you can still enter this field with a biology degree if you do a relevant Master’s or gain relevant experience, e.g. working as a biological technician. 

As a senior biomedical engineer working in a specialised area, e.g. bionic eyes, you could move into industry and take on managerial roles in health-tech companies. You could also work for the NHS if you complete the STP and register with the HCPC.

Average salary (experienced): £50,000

Environmental and animal care

Biologists working in the environmental and animal care sector offer immense value when it comes to tackling global challenges such as sustainability, conservation , biodiversity and restoration. Environmental scientists can help shape policies and practices aimed at preserving natural environments and safeguarding animal welfare , ensuring a better, greener world.  

Job role: Agronomists supervise agricultural operations and offer guidance to farmers on enhancing soil health and increasing crop yields. Working environments include farms, laboratories and offices. They research soil properties, fertilisers and other substances, and innovate new farming techniques.

Route: A degree in biology with exposure to agriculture is typically sufficient to secure junior positions. Some employers prefer candidates with postgraduate qualifications in certain areas, e.g. crop technology. You could move into consultancy if you become a specialist in advanced methods such as laser weeding.

• Environmental consultant

Job role: Eco consultants investigate the effects of an organisation’s activities on the climate and vice versa. They provide guidance to organisations or governmental bodies on green energy, waste management and environmental regulations. 

Route: After your biology degree, ideally with a focus on ecology, you could complete a Master’s in environmental science to maximise your chances of landing a job and reaching consultancy level quickly. The Knowledge Transfer Partnership (KTP) may be of interest, as it offers postgraduate courses with academic and industrial research projects. With experience, you could become a chartered consultant.

Job role: Zoologists explore animals and their behaviours and may work in academia, wildlife conservation or government. They develop specialisation in one field, such as entomology (insects), ornithology (birds), herpetology (reptiles) or marine biology . Tasks vary based on the sector, but typically involve applying research methods in the field or laboratory to study animals.

Route: Aim to focus on zoology for your biology degree and gain exposure to wildlife conservation. A Master's or PhD degree can significantly enhance your prospects, particularly if you wish to conduct independent research. As you gain experience, you could manage zoology departments, become a consultant or move into environmental journalism.

Average salary (experienced): £48,000

Biology degrees provide a breadth of knowledge about all living organisms and how they interact with the world surrounding them. This, along with their critical thinking and transferable skills, make biology graduates highly employable across sectors. From analysing molecules in disease to building artificial organs or even conserving endangered species, there is no shortage of jobs involving biology .

• Explore careers | National Careers Service [Internet]. Available from: https://nationalcareers.service.gov.uk/explore-careers
• Biological Sciences Rankings 2024 [Internet]. The Complete University Guide. Available from: https://www.thecompleteuniversityguide.co.uk/league-tables/rankings/biological-sciences
• Get into teaching | Get into teaching GOV.UK [Internet]. Get Into Teaching. Available from: https://getintoteaching.education.gov.uk/
• Home | Advance HE [Internet]. Available from: https://www.advance-he.ac.uk/
• Academic jobs - Job Opportunities - University of Cambridge [Internet]. Available from: https://www.jobs.cam.ac.uk/job/?category=1
• NSHCS [Internet]. NSHCS. Available from: https://nshcs.hee.nhs.uk/healthcare-science/healthcare-science-specialisms-explained/
• NSHCS [Internet]. NSHCS. Available from: http://www.nshcs.hee.nhs.uk/programmes/stp
• Genetics Society. Education - genetics society [Internet]. Genetics Society. 2022. Available from: https://genetics.org.uk/careers/education/
• Institute of Analytics - The Future is Here! [Internet]. IoA - Institute of Analytics. Available from: https://ioaglobal.org/
• Get into tech: How to launch a career in IT | BCS [Internet]. Available from: https://www.bcs.org/it-careers/get-into-tech-how-to-build-a-career-in-it/
• Medical engineering [Internet]. Health Careers. 2019. Available from: https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/physical-sciences-and-biomedical-engineering/medical-engineering
• Agronomist [Internet]. TIAH. Available from: https://beta.tiah.org/w/agronomist
• How to become an Ecologist or Environmental Manager - CIEEM [Internet]. CIEEM. 2024. Available from: https://cieem.net/i-want-to-be/how-to-become-an-eem/
• Science & Research | ZSL [Internet]. The Zoological Society of London. Available from: https://www.zsl.org/what-we-do/science-research

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Is a Degree in Medical Laboratory Science Right for Me?

Why major in medical laboratory science.

Choosing the right major is a crucial decision that can significantly impact your academic journey and future career. If you're considering  a Bachelor's Degree in Medical Laboratory Science,  you're on the right track. In this blog post, we'll help you evaluate if this dynamic field aligns with your interests and goals. If a bachelor's degree in biology is right for you, the  UNH College of Life Sciences and Agriculture (UNH COLSA)  is here to help. Here are some factors to consider when making this decision.

How To Know a Degree in Medical Laboratory Science Is Right for You

Interest in medical diagnostics.

If you're intrigued by the science behind medical diagnoses and have a passion for healthcare, a degree in medical laboratory science could be an excellent fit.

Precision and Attention to Detail

Medical laboratory scientists play a crucial role in providing accurate and reliable test results. If you have a keen eye for detail and a commitment to precision, this field may be for you.

Problem-Solving Skills

Medical laboratory science involves identifying and troubleshooting issues related to laboratory tests. If you enjoy solving puzzles and approaching challenges analytically, this major offers ample opportunities.

Interest in Clinical Research

If you're curious about advancing medical knowledge and contributing to patient care through research, a degree in medical laboratory science can be a stepping stone to a career in clinical research.

Desire to Work in Healthcare

Medical laboratory scientists play a vital role in patient care by providing essential information for diagnoses and treatment plans. If you want to directly impact healthcare outcomes, this major is well-suited.

Interest in Laboratory Work

If you thrive in a laboratory environment and find satisfaction in conducting experiments and running tests, a degree in medical laboratory science aligns with your preferences.

Teamwork and Collaboration

Medical laboratory scientists work closely with healthcare professionals to provide crucial information for patient care. If you value teamwork and enjoy being an integral part of a healthcare team, this field is a great fit.

Career Opportunities and Growth

The demand for qualified medical laboratory scientists is on the rise, with opportunities in hospitals, clinics, research labs, and more. If you're looking for a field with strong job prospects and room for advancement, this major is a promising choice.

A  bachelor's degree in medical laboratory science  offers a rewarding path for those interested in the intersection of healthcare and diagnostics. If you possess a keen eye for detail, enjoy problem-solving, and are passionate about making a positive impact on patient care, this field could be the perfect fit for you. Explore the world of medical laboratory science, embark on a journey of discovery, and contribute to the advancement of healthcare. Your future as a vital member of the healthcare team starts here.

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• Open access
• Published: 21 May 2024

Effectively teaching cultural competence in a pre-professional healthcare curriculum

• Karen R. Bottenfield 1 ,
• Maura A. Kelley 2 ,
• Shelby Ferebee 3 ,
• Andrew N. Best 1 ,
• David Flynn 2 &
• Theresa A. Davies 1 , 2  

BMC Medical Education volume  24 , Article number:  553 ( 2024 ) Cite this article

208 Accesses

Metrics details

There has been research documenting the rising numbers of racial and ethnic minority groups in the United States. With this rise, there is increasing concern over the health disparities that often affect these populations. Attention has turned to how clinicians can improve health outcomes and how the need exists to educate healthcare professionals on the practice of cultural competence. Here we present one successful approach for teaching cultural competence in the healthcare curriculum with the development of an educational session on cultural competence consisting of case-based, role-play exercises, class group discussions, online discussion boards, and a lecture PowerPoint presentation.

Cultural competence sessions were delivered in a pre-dental master’s program to 178 students between 2017 and 2020. From 2017 to 2019, the sessions were implemented as in-person, case-based, role-play exercises. In 2020, due to in-person limitations caused by the COVID-19 pandemic, students were asked to read the role-play cases and provide a reflection response using the online Blackboard Learn discussion board platform. Evaluation of each session was performed using post-session survey data.

Self-reported results from 2017 to 2020 revealed that the role-play exercises improved participant’s understanding of components of cultural competence such as communication in patient encounters (95%), building rapport with patients (94%), improving patient interview skills (95%), and recognition of students own cultural biases when working with patients (93%).

Conclusions

Students were able to expand their cultural awareness and humility after completion of both iterations of the course session from 2017 to 2019 and 2020. This session can be an effective method for training healthcare professionals on cultural competence.

Peer Review reports

It is projected that by the year 2050, racial and ethnic minority groups will make up over 50% of the United States population [ 1 ]. With a more multicultural society, growing concern has emerged over how to address the health disparities that effect these populations and the ways in which healthcare professionals can increase positive health outcomes. Continuing evidence suggests that many patients from racial and ethnic minority groups are not satisfied with the current state of healthcare which has been attributed to implicit bias on the part of physicians and current challenges faced by practitioners who feel underprepared to address these issues due to differences in language, financial status, and healthcare practice [ 2 , 3 , 4 ].

To contend with health disparities and the challenges faced by practitioners working with a more diverse population, healthcare educators have begun to emphasize the importance of educating healthcare workforce on the practice of cultural competence and developing a skilled-based set of behaviors, attitudes and policies that effectively provides care in the wake of cross-cultural situations and differences [ 4 , 5 , 6 ]. There are several curricular mandates from both medical and dental accreditation bodies to address this issue [ 7 , 8 , 9 ], and large amounts of resources, ideas, and frameworks that exist for implementing and training future and current healthcare providers on the inadequacies of the healthcare system and cultural competence [ 10 , 11 , 12 ]. These current institutional guidelines for accreditation and the numerous amounts of resources for training cultural competence, continue to evolve with work documenting the need for blended curriculum that is continuous throughout student education, starting early as we have done here with pre-dental students, including in-person didactic or online sessions, a service learning component, community engagement and a reflective component [ 4 , 5 , 13 , 14 ].

This study investigates teaching cultural competence in a healthcare curriculum. We hypothesized that early educational exposure to cultural competence through role playing case studies, can serve as an effective mechanism for training early pre-doctoral students the practice of cultural competence. Utilizing student self-reported survey data conducted in a predental master’s curriculum, in which two iterations of role-playing case studies were used to teach components of cultural competence, this study aims to evaluate and support research that suggests role-playing case studies as effective means for educating future clinical professionals on the practice of cultural competence.

This study was determined to be exempt by the Institutional Review Board of Boston University Medical Campus, Protocol # H-37,232. Informed consent was received from all subjects.

Data collection

The role-playing, case-based simulated patient encounter exercises were developed and administered at Boston University Chobanian & Avedisian School of Medicine to predental students in the Master of Science in Oral Health Sciences Program (see Table  1 ). From 2017 to 2020, we administered patient encounter cases [see Additional File 1 ] to students ( n  = 178) in the program as a portion of a case-based, role-playing exercise to teach the importance of cultural competence and cultural awareness during patient encounters. During years 2017–2019, real actors portrayed the patient and physician. In 2020, the session was conducted online via a discussion board through a Blackboard Course Site. The original case was published as part of a master’s students thesis work in 2021 [ 15 ].

Description of patient encounter cases 1 and 2

Patient Encounter Case 1 [see Additional file 1 ] is composed of two subsections, scenario 1 A and scenario 1B, and is centered around a patient/physician interaction in which a patient who is pregnant presents with pain upon urination. The physician in 1 A is short and terse with the patient, immediately looking at a urine sample, prescribing medication for a urinary tract infection, and telling the patient to return for a follow-up in 2 weeks. In scenario 1B, a similar situation ensues; however, in this scenario the physician takes more time with the patient providing similar care as the physician in 1 A, but asking for more information about the patients personal and medical history. At the conclusion of the scenario, the patient is offered resources for an obstetrician and a dentist based on the information that is provided about the patient’s background. The patient is then sent on their way and asked to follow-up in 2 weeks. The patient does not return.

Patient Encounter Case 2 [see Additional file 1 ] follows a similar format to the Patient Encounter Case 1. In scenario 2 A, the same patient from Case 1 returns with tooth pain after giving birth. The physician in 2 A, like 1 A, is short with the patient and quickly refers the patient to a dentist. In 2B, the physician again takes more time with the patient to receive background information on the patient, make a connection, and provides an antibiotic and dental referral.

Each Patient Encounter Case explored topics such as the importance of building a trusting physician/patient relationship, the importance of asking a patient for patient history, making a connection, and the importance of a physician taking all facets of a patient’s circumstances into consideration [ 15 ].

Session outline

The sessions conducted between 2017 and 2019 were composed of three parts: (1) enactment of an abridged patient encounter facilitated by session administrators, (2) group discussion and reflection during which time students were asked to critically reflect and discuss the theme and key take-aways from the role play exercise, and (3) a PowerPoint presentation emphasizing take-away points from the role-play exercise. At the conclusion of the cultural competence training sessions, students participated in a post-session Qualtrics generated survey administered electronically to assess each student’s feelings about the session [see Additional file 3 ].

Role-play enactment

Facilitators dressed-up in clothing to mimic both the physician and patient for all case scenarios in Patient Encounter Case 1 and Case 2. At the conclusion of the role play portion of each of the cases, the facilitators paused to lead students in a real-time class group discussion. After Case 1, students were asked questions such as: What did you think ? Were the patient’s needs met? Did you expect the patient to return? Following Case 2, similar questions were asked by the facilitators, including: What did you think ? Were the patient’s needs met? Did you expect the patient to accept help?

At the conclusion of this portion of the session, the facilitators led a larger general discussion about both cases and how they related to one another. Finally, the course session concluded with a PowerPoint presentation that reinforced the take-home points from the session [see Additional file 2 ] [ 15 ].

Change in session modality due to COVID-19 pandemic

In Fall 2020, due to the COVID-19 pandemic, the course modality moved to an online platform and consisted of three parts on a Blackboard Discussion Board (Blackboard, Inc.). Students were required to: (1) read each of the Patient Encounter Cases and add a brief reflection comparing the scenarios, (2) then comment on at least two peer’s posts in the discussion forum and (3) attend class to hear a PowerPoint presentation by a course session facilitator on the key take-aways from each scenario [ 15 ].

Student surveys

At the conclusion of the cultural competence training sessions, students participated in a post-session Qualtrics ( https://www.qualtrics.com ) generated survey administered electronically to assess each student’s feelings about the sessions [see Additional file 3 ]. The format of the survey included 5 questions with the following Likert scale response options: strongly agree, agree, disagree, strongly disagree. These post-session surveys were not required but rather optional [ 15 ].

A total of 178 students completed the cultural competence sessions between 2017 and 2020. Of these participants, 112 voluntarily completed a post-session survey on the effectiveness of the course in teaching cultural competence and cultural awareness during patient encounters. Between 2017 and 2019, 99 students completed post-session surveys following sessions with role play exercises. In 2020, 13 students completed post-session surveys following discussion board sessions.

Role-play exercises enhanced cultural competence

In responding to post-session survey questions following cultural competence sessions that included role-play exercises (2017–2019), 71% of students surveyed strongly agreed and 24% agreed that the role-play exercises helped them to identify the importance of communication in patient encounters. In asking participants if the role-play exercises made them more aware of different strategies to improve their patient interview skills, 72% strongly agreed and 23% agreed. Also, 68% of the students strongly agreed and 26% agreed that the exercises helped them to better identify the importance of building rapport and trust during patient encounters. When asked if the exercises helped the students to better understand their own bias and/or cultural awareness when working with patients, the results of the survey showed that 62% of students strongly agreed and 31% agreed with this statement. In addition, most students found the role-play exercises to be enjoyable (72% strongly agreed and 22% agreed). See results shown in Fig.  1 .

Cultural Competence Session Survey Data from the Year 2017–2019. Survey data from students at Boston University’s Oral Health Sciences Program for the years 2017–2019. Data is presented as percent of respondents ( n  = 99)

Discussion boards and reflections enhanced cultural competence

Cultural competence sessions held during 2020 did not include role-play exercises due to the Covid-19 pandemic. Instead, students participated in discussion boards and reflections on Blackboard. In response to the post-session survey question asking if the discussion board exercises were helpful in identifying the importance of communication during patient encounters, 67% of students strongly agreed and 25% agreed with this statement. Also, 75% of students strongly agreed and 17% agreed that the discussion board exercises helped them identify the importance of building rapport and trust during patient contact. When asked if the exercises helped the students to better understand their own bias and/or cultural awareness when working with patients, the results of the survey showed that 67% of students strongly agreed and 25% agreed with this statement. In addition, most students found the discussion board exercises to be enjoyable (67% strongly agreed and 22% agreed). See results shown in Fig.  2 .

Cultural competence session survey data from the Year 2020. Survey data from students at Boston University’s Oral Health Sciences Program for the year 2020. Data is presented as percent of respondents ( n  = 13)

Student responses to the reflection portion of the online cultural competency sessions were recorded and categorized. Five themes were selected and 441 reflection responses were coded using NVivo (Version 12). The results showed that 29% of reflections demonstrated student’s ability to understand a holistic approach to clinical care, 24.3% understood the importance of collecting a patient history, 6.8% recognized the socioeconomic factors during a patient encounter, 27.9% reflected on the importance of the patient clinical relationship, and 12% on the effects on improving health outcomes (Table  1 ). Representative student responses to these themes are shown in Table  1 .

There exists a need to develop novel and effective means for teaching and training the next generation of healthcare professionals the practice of cultural competence. Thus, two iterations of a course session using case-based patient centered encounters were developed to teach these skills to pre-professional dentals students. Overall, the results of this study demonstrated that participation in the course, subsequent group discussion sessions, and take-away PowerPoint sessions significantly improved the participant’s understanding of the importance of communication skills and understanding of socioeconomic, environmental, and cultural disparities that can affect a patient’s health outcome.

According to results from the course session implemented in-person from 2017 to 2019, the role-playing exercise significantly improved participants understanding of important components that can be used to improve health outcomes that may be affected due to health disparities. Students were strongly able to identify the importance of communication in patient encounters, to understand strategies such as communication and compassionate care in patient encounters, identify the importance of building a patient-physician relationship with patients, and were able to recognize their own cultural biases. Similarly, in 2020, even with a change in course modality to on-line learning due to COVID-19, students were able to understand the same key take-aways from the course session as demonstrated by reflections using the discussion board regarding the need for a holistic approach to care, importance of the patient clinician relationship, and importance of taking a patient history. Despite promising implications of both iterations of the session, students completing the session online did not find the same success in “understanding my own bias/and or cultural awareness when working with patients.” This decrease may be attributed to change in course modality and the strengths of the role-play enactment of the patient encounter. It is important to recognize that additional learning components, including video recordings of the role-play enactment, may be necessary if the discussion board is used as the primary learning method in the future.

In contrast to previous studies that attempted to determine the effectiveness of cultural competence training methods, this session had many unique characteristics. The simulated role-playing exercise enabled student participants to see first-hand an interactive patient scenario that could be used as an example for when students begin working with patients or communicating with patients who are culturally diverse. Additionally, the nature of the cases created for the course session which were divided into a part A in which the patient physician was more straightforward when diagnosing and treating the patient and a part B with a more comprehensive and nurturing approach to care, allowed the students to compare the scenarios and make their own assumptions and comments on the effectiveness of each portion of the case. Another strength of this training, was the faculty with cultural competence training were uniquely involved in case creation and facilitation of the course session. According to previous studies with similar aims, it was noted that direct observation and feedback from a faculty member who had cultural competence training and direct contact with patients can provide students with a more memorable and useful experience when educating students [ 12 ]. The facilitators of this session were able to emphasize from their own personal experiences how to work with culturally diverse populations.

An important aspect of the 2020 iteration of the course session in which a discussion board format was used, was that it allowed students who may feel uncomfortable with sharing their thoughts on a case and their own biases, the opportunity to share in a space that may feel safer than in person [ 4 ]. Previous studies have mentioned challenges with online discussion boards [ 4 ] but here we had robust participation, albeit required. Students often contributed more than the required number of comments and they were often lengthy and engaging when responding to peers. Finally, in contrast to previous studies, this course session took place in a pre-professional master’s program, the M.S. in Oral Health Sciences Program at Boston University Chobanian & Avedisian School of Medicine. This program, in which students are given the opportunity to enhance their credentials for professional school, provided students with early exposure to cultural competence training. Students that completed this session in their early pre-professional curriculum should be better prepared than peers who did not receive any cultural competence training until they entered their designated professional school. This session is part of an Evidence Based Dentistry course, which incorporates a larger component of personal reflection that serves to engage students in critical thinking as they begin to develop the skills to be future clinicians. Students that understand different cultures, society and themselves through self-assessments will grow and be best suited in time to treat future patients [ 4 , 16 , 17 ].

One limitation of the present study was the number of survey participants that competed the post-session surveys, as survey completion was not required. Thus, the number of student participants declined over the years, reaching its lowest number of participants in 2020 when the discussion board course session was implemented, and students may have been over surveyed due to the pandemic. Another limitation to this study, was the lack of both a pre and post survey that could be used to determine how student’s understanding of cultural competence had evolved from their entry into the course to the conclusion of the course as well as individual bias and self-reporting measures.

In the future, the course should implement both a role-playing format and subsequent discussion board reflections within the same course session. Studies have shown that alternatives ways of drawing students to reflect whether role play, personal narratives, etc. can be extremely advantageous in developing personal reflection and awareness building competency [ 4 , 16 , 17 , 18 ]. It is noted that role-playing exercises that allow students to provide feedback with student colleagues can provide students with more insight into their own behaviors. It has also been shown in previous studies that student writing and reflection activities can also facilitate student’s reflections on their own beliefs and biases [ 4 , 11 ]. Reflective writing skills are an important and effective means for students to continue to gauge their cultural competence throughout the remainder of their academic training and as future clinicians [ 4 , 17 , 19 ]. Further, students may experience emotional responses through the process of reflective writing as they recognize personal bias or stereotypes, creating a profound and impactful response resulting in enhanced understanding of cultural differences and beliefs [ 4 ]. By combining both learning techniques, students would be able to understand their own bias and their classmates and create a dialogue that could be more beneficial than just one learning method alone. Furthermore, by implementing the discussion board into the role-playing session, as stated previously, students that are more cautious about sharing their point of view or about their own implicit bias in a traditional classroom setting would be able to express their opinions and facilitate a more comprehensive discussion more thoroughly.

Here we show an effective means to utilize role-play of a multi-scenario case-based patient encounter to teach pre-professional healthcare student’s components of cultural competence, emphasizing the importance of provider-patient interactions, holistic patient care, and patient history and socioeconomic factors in provider care. This study contributes to the larger body of work that seeks to address this important aspect of education as it relates to enhancing patient health care outcomes.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We would like to acknowledge Boston University’s Chobanian & Avedisian School of Medicine’s Graduate Medical Science students and study participants.

No funding was used for the completion of this study.

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Karen R. Bottenfield, Andrew N. Best & Theresa A. Davies

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Maura A. Kelley, David Flynn & Theresa A. Davies

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TAD designed the original study concept, taught the classes (roleplay), conducted the surveys, and collected data; MAK designed the original case and PowerPoint, and performed roleplay; DBF and SF evaluated data and drafted original figures; ANB assisted in drafting the manuscript; KRB finalized figures and the manuscript.

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Correspondence to Theresa A. Davies .

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Bottenfield, K.R., Kelley, M.A., Ferebee, S. et al. Effectively teaching cultural competence in a pre-professional healthcare curriculum. BMC Med Educ 24 , 553 (2024). https://doi.org/10.1186/s12909-024-05507-x

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DOI : https://doi.org/10.1186/s12909-024-05507-x

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Risk of ‘genetic discrimination’ by insurance companies is ruining people’s trust in vital medical science

Lecturer in psychology., Swinburne University of Technology

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Brad Elphinstone received funding from a Medical Research Future Fund grant.

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Should you be denied life insurance or have to pay extra if you have a genetic risk for certain diseases? Should insurance companies even have access to your genetic data in the first place? This is known as “genetic discrimination”, a practice already banned in some countries, including Canada .

The Australian Treasury is currently working on a review of the relevant legislation, with insurance industry bodies arguing a total ban would raise life insurance bills.

But this legislation doesn’t just have implications for genetic discrimination. Genetic testing underpins vital branches of medical science. Our research shows the question of who can assess a person’s genomic data directly influences public trust in future genomic research in Australia.

What is genomic research?

Human genomic research holds promise for the development of cures and treatments for cancers and heritable diseases. To achieve this, researchers rely on people willingly donating their genomic data. This is your DNA code derived from something like a blood sample. Genomic data is particularly useful when linked with lifestyle – diet, exercise, habits – and health records.

If researchers have access to this data from thousands of people, they can look for patterns to see if certain genes might be linked to certain illnesses or diseases. Treatments or cures can then be developed to target the gene or genes involved.

To assist with making genomic research viable and accessible for researchers, national-level biobanks exist, such as in the United Kingdom . These biobanks can store data from hundreds of thousands of people.

Australia does not yet have a national biobank, but some researchers in Australia do conduct studies that involve the collection of genomic data.

Can we trust biobanks?

Previous research has found people are generally supportive of genomic research and biobanks. They recognise the potential for new treatments or cures such research can bring.

However, trust in biobanks decreases substantially if there is any commercial involvement in biobank management or research. This poses a problem, as commercial involvement in biobanking is increasingly likely. Running these repositories, conducting research and bringing new treatments to market is expensive.

People who express such distrust often cite concerns that profit will be put ahead of the public good. One common issue is the perceived unfairness of “big pharma” hypothetically making large profits from freely donated genomic data.

Another primary concern, that is often a dealbreaker when it comes to hypothetically donating data, is that data will be sold to insurance companies who will then deny cover or increase premiums.

If people are unwilling to donate to biobanks due to the perceived risk of genetic discrimination from insurance companies, the scope of genomic research may suffer.

People are most trusting of biobanks if they are managed by universities and hospitals, who then also conduct the research. This is because these types of public institutions are not typically seen to be profit driven.

Would Australians trust a biobank?

Our research explored the required conditions for a trusted Australian national biobank. Specifically, we examined what Australians think about genomic research and sources of distrust. We also examined different legal safeguards that could be implemented to enhance trust and willingness to donate.

We started by surveying a statistically representative sample of 1,000 Australians. We found four groups Australians can be categorised into based on their attitudes towards genomic research:

• highly supportive and willing to donate to a national biobank (approximately 23% of the population if you extrapolate from our sample)
• supportive and open to donating but wary of commercial involvement (37%)
• supportive and open to donating but wary of commercial and governmental involvement (26%)
• completely unwilling to donate under any circumstances (14%)

In a follow-up study we interviewed 39 people from these groups. Across the four groups, including those who were willing to donate, there were clear concerns about genetic discrimination from insurers or employers. Concern about corporate profiteering was also widespread. However, respondents maintained a pragmatic view that pharmaceutical companies necessarily need to make some profit.

Based on the interviews, and a third experimental survey, it was clear a national biobank should be managed by a public institution. Additionally, we should have a data access committee comprising relevant experts.

This committee would assess applications from researchers attempting to access the data. For example, data access would be allowed only for researchers from established commercial or public organisations. Additionally, researchers would be compelled to only use data for ethical human health research and make no effort to identify donors.

Overall, Australians generally do support genomic research – they recognise its potential to give us much-needed new medical treatments and even cures.

But this support is undermined if people feel that genetic discrimination is a likely risk for themselves or their blood relatives.

Legislation that reduces this risk targets a main source of distrust that can make people unwilling to donate genomic data. A law preventing genetic discrimination could therefore indirectly benefit genomic research and support for a national biobank, should one exist in the future.

The author would like to acknowledge research collaborators Jarrod Walshe from Swinburne University of Technology, Dianne Nicol from the University of Tasmania and Mark Taylor from the University of Melbourne. The research project was based on a Medical Research Future Fund grant that was awarded to Professor Christine Critchley who sadly passed in 2020.

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• Genomic research
• Genomic data

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