It was a privilege to be selected as one of just 15 students nationally, chosen from hundreds of applicants through a rigorous selection process. The interview, conducted by members of the same team who assess candidates for science courses at the University of Cambridge, was both challenging and inspiring. Being part of such a prestigious programme was an incredible opportunity.

Not only did I observe groundbreaking scientific work, but I also saw how the entire research community comes together to make large-scale projects a success. This includes essential roles such as property management and biosafety teams, who ensure the welfare of the facilities – crucial when working with live laboratory animals and potentially hazardous biological agents.

Furthermore, witnessing concepts I'd previously only studied in lessons come to life was surreal. I saw peers use restriction enzymes to cut through plasmids and create genetically modified cultures, an experience that was surreal and truly astounding.

Left image: Learning crucial pipetting techniques to use the mosquito pipetting machine  

Right image: The microscope slide culture was prepared using brain tissue. The slide demonstrates the high risk of cancer for this mouse.

At the lab I chose to work in, researchers were studying a specific type of paediatric brain cancer called medulloblastoma. This malignancy develops in the cerebellum and is typically diagnosed around the age of 10. Current treatment involves surgical resection of the tumour along with surrounding brain tissue, followed by intensive chemotherapy and radiotherapy, which can severely stunt the growth and cognitive development of affected children. To know that such an extensive and aggressive cancer can arise from a mutation in a single chromosome or disruption in a specific signalling protein pathway made me truly appreciate the complexity and fragility of the human genome.

Working with this research group, I learned how to detect early indicators of medulloblastoma by analysing histological slides of mouse embryonic brain tissue. By the end of the week, I correctly identified that one of the brain tissue samples I had prepared showed a significantly elevated risk of developing this cancer.

Throughout the programme, I also had the opportunity to speak with PhD students and attend their research presentations. I reflected critically on their work and later presented my own findings and learning outcomes – based on the brain tissue analysis – in front of the institute’s directors, Jay Carrol and Karen Woodley.

To have worked in such proximity with senior group leaders, some of whom have received Nobel Prizes and prestigious awards in chemistry and biomedical science, was a deeply rewarding and inspirational experience.

By Saru - Year 13