The Art of Consulting the Literature

Throughout your university years, you will undoubtedly be required to consult research articles for a paper. Although it’s tempting to just find an article that says what you need and throw in a citation, there are many situations where taking a more in-depth analysis of the paper will help your paper (and your GPA!).

SEARCHING FOR PAPERS

It can be difficult to find papers that match exactly what you’re looking for. Places to start include Google Scholar, UBC Library, or even the citations listed on Wikipedia or in other papers. As a student, you will have access to many journals through UBC Library, so this is often your best bet! Choose your keywords carefully, unless you know the exact paper or author you are looking for. On Google Scholar, you can use operators such as AND,  OR, “” , and – to refine your search. This can make finding appropriate papers a lot faster and easier!

Once you find an article you really like, take note of the authors. Often the authors have done previous work on the topic, allowing you to focus in on related articles. Getting to know the key experts on your topic is essential to writing a great paper, as this gives your paper more credibility.

If you’re struggling to find relevant articles, consider looking at literature reviews. They might contain pertinent information, which you can then track down the source of this information, hopefully leading to a relevant article. Reading literature reviews also familiarizes you with the stakeholders and experts on your topic!

ANALYZING THE PAPER

Now that you’ve found an appropriate source that says what you need, you should also analyze it! Does it come from a reputable journal? How was the study conducted? How was the data collected and analyzed? Does the data support the authors’ conclusions?

This step is time-consuming, and often it will be impractical to you as a student to thoroughly analyze every paper you cite in your assignments. Things to look out for that will also affect how you talk about the paper include:
– inclusion/exclusion criteria
– sample size (Is the sample size large enough for statistical analyses?)
– blinding and controls (Is this a double-blinded randomized trial? If not, how are they controlling for extraneous factors and biases?)
– type of study (e.g. retrospective, experimental) (Is the author correct in inferring correlation = causation?)
– duration of study
– variables measured
– implications of the data

READING THE PAPER

Always start by reading the Abstract! This gives you a summary of the paper’s research question and findings, which saves you a lot of time in determining whether the paper is relevant. It’s okay to skip most of the Introduction if you’re familiar with the background knowledge of your topic; however, make sure to identify the knowledge gap, research question, and what they propose to do in order to answer this question.

I would then advise to skip to the Discussion to quickly find out if their efforts were fruitful, and the implications of their results. You can then go back to the Results section to determine whether you agree with their conclusions. Often times, there are specific details in the Results section that aren’t mentioned in the Discussion.

Reading the Materials and Methods section is often optional and depends on your needs. If you’re writing a paper about the latest scientific findings on your topic, you can probably just skim the section. This extends to literature reviews as well. However if you’re designing your own experiment, it’s often worthwhile to see how experts in the field approach similar experimental design.

We hope you found this article helpful! Happy lit. searching 🙂

Featured Student: Meet Rex Chen

Rex is a 4th year Science student specializing in Chemistry. He is particularly interested in analytical chemistry and has grown professionally from his Co-op experiences.

WHY CHEMISTRY?

Rex originally wanted to enter the UBC PharmD program, but he realized that he didn’t take the prerequisites for admission. So, at the end of first year he listed his top 3 specializations: Immunization and Microbiology, Integrated Sciences, and Chemistry.

Rex was then placed into the Chemistry program, but since chemistry students have a standard timetable, he still wasn’t able to choose the required courses for PharmD. Things didn’t seem to be going in his favour.

However, in hindsight, Rex thinks it was a good decision for him to stay in the Chemistry program, where he has had the opportunity to learn cool chemistry concepts, form good connections, and gain rich Co-op experience.

SAY YES TO CO-OP

Rex spent 12 months with the Solvay Group in Stamford, Connecticut, where he analyzed rock samples for valued minerals via X-ray fluorescence. He also worked closely with the supervisor, devising more efficient and portable methods of analyzing clay content to see if rocks were worth digging.

Not only did co-op enhance his work experience, Rex was also able to go sightseeing and explore the cities in the neighbouring state of New York every weekend. Rex reminisces on the good memories he made during his time there, and feels grateful for this rewarding experience.

This summer, Rex is working for the L.B. Foster Company, where he performs quality checks on their products. He is also developing a top secret project that we can’t wait to know about once it’s finished!

LOOKING AHEAD

Whether it is landing another job in Vancouver or pursuing a Master’s Degree at the National University of Singapore, Rex is open to options and down to go wherever the road will take him.

listen up, first years!

Rex admits that he had more of go-with-the-flow attitude in first year, and he thinks he was lucky that his path worked out. But there are aspects in his discipline that he doesn’t like and he wished he had researched more extensively beforehand. 

So, his advice to incoming first year students is to begin contemplating and researching what specialization(s) they want to study, even if they have until the end of first year to select majors.

Rex also encourages thinking long-term about the job prospects. Points he would consider are: Is it employable? Is it competitive? Is it projected to grow in the future?

Lastly, Rex would like to share what a good friend once told him:

“You don’t get what you deserve in life — you get what you negotiate.”

keeping busy during quarantine

Over the past few months, Rex discovered his passion for biking, and his goal is to bike 100km in a day by the end of summer. He has also picked up reading as a hobby, and he is currently reading “The Intelligent Investor” by Benjamin Graham.

FUN FACTS

-Rex’s favourite food is a plain old cheese pizza, or a classic margherita pizza.

-As for his favourite study spot on campus, you’ll most likely find him with his friends in the Walter Gage lobby or ballroom.

Featured Student: Meet Cathy Yan

Cathy is a 5th year Science student at UBC doing an honors in Microbiology and Immunology. She is greatly interested in synthetic biology and genetic engineering, and has been involved in many research opportunities regarding these topics.

Why she chose her current major

UBC has no formal genetics program for undergraduate students. Doing a Microbiology and Immunology honors allowed her to pursue topics in genetic engineering and synthetic biology. The program also gave her flexibility in pursuing other life science topics and explore other potential interests. She chose to do an honors, because of the opportunity to do a thesis. In this regard, she could gain research experience, be responsible for her own project, and decide whether she should pursue graduate studies.

Her advice to incoming first years

When Cathy first started university, she was actually in a business program. She found out that she wasn’t really interested in business, however didn’t want to deal with the hassle of switching to another program. In the end, she switched and she hasn’t regretted this decision at all. Cathy’s advice to first years is to not be afraid of changing your program if you’re unsatisfied. Don’t stay in a program you don’t like, the sooner you switch the better.

Research and projects

Cathy is very involved with research. One of her favorite experiences was being part of UBC BIOMOD, a student design team.

In 2018, their team looked at ways to minimize the toxic side-effects of doxorubicin, a chemotherapy drug used to treat Acute Myeloid Leukemia (a type of cancer). These side-effects occur due to doxorubicin targeting healthy cells (hair follicles, intestinal cells, etc.) along with cancer cells. To this end, they created a tetrahedron delivery molecule, which could specifically recognize tumor cells. Upon tumor cell recognition, they delivery molecule would enter the cell and release doxorubicin, allowing for targeted delivery of the drug.

In 2019, they further developed a delivery system called a nanoclew. Which, in addition to doxorubicin, carried zinc phthalocyanine. Zinc phthalocyanine can be activated via light, generating reactive oxygen species that destroy the cancer cell. Using both doxorubicin and phthalocyanine simultaneously in the cancer cell allows for combinatorial therapy.

Cathy has also undergone two Co-op experiences. The first where she investigated knockout genes in Caenorhabditis elegans by using CRISPR. The second where she was involved in screening drugs against bladder cancer, specifically those targeting a specific receptor, notch 2.

Plans for the future

Cathy is looking to continue her studies in graduate school. She is looking to pursue a masters in a genetics or computational biology field, with the end goal of doing a PhD.

How she’s keeping entertained during quarantine

Cathy has been binge watching machine learning videos to learn Python and R. This has inspired her to consider computational biology in the future.

Bonuses

-A fun fact about Cathy is that she loves making 2D animations in her spare time.

– Her favorite place on campus is the life science institute, because of the nice views and the quiet study spots.

BIOL 336: Fundamentals of Evolutionary Biology

If you’re interested in how life on Earth came to be, take BIOL336! Through this course you’ll be able to solidify your understanding of how evolution works.

FORMAT OF THE COURSE

There is a lecture and tutorial component to the course. Each lecture was filled with detail, and we were also asked to memorize phylogenetic trees for the exams.

Wayne and Jeannette were nice and approachable profs who always answered our questions. Wayne gave each lecture as if he was telling a story, which was enjoyable and entertaining.

During our weekly tutorials, we went over important concepts taught in lecture, and worked on in-class worksheets to be submitted for grading by the end of each tutorial. There were also pre-tutorial and post-tutorial assignments related to the assigned weekly literature.

All this practice with the literature prepared us for the SOP (short opinion paper) that was due at the end of the term.

GPA 🙂 OR 🙁

At first, BIOL336 felt daunting with all the tutorial assignments; however, as I got more used to the rhythm of the course, everything felt more doable.

I was worried that my tutorials, which were marked more harshly, would severely impact my final grade. Thankfully, the tutorial mark only counted for a portion of the final grade.

The lecture content was quite easy to follow, and the midterm was on the easier side while the final was trickier.

Take a look at the grade distribution below from Winter 2018:

BIOL 336 Grade Distribution (Credits: ubcgrades.com)

VERDICT? TO TAKE OR NOT TO TAKE

I wouldn’t take this course as an elective as quite a bit of effort is needed for the tutorials. But even if BIOL 336 is a requirement for you (like it was for me), the content isn’t too difficult to grasp, so it is still a decent and manageable course!

Remdesivir Authorized for Treatment of Severe COVID-19 Symptoms

There may be hope for people suffering severely from COVID-19. On July 28 2020, Health Canada has approved the use of Remdesivir for critically ill COVID-19 patients.

how does it work?

Remdesivir is an antiviral drug that acts as an inhibitor. Basically, the COVID-19 virus uses a protein complex called RdRp to replicate its genetic material and further infect the body. Since Remdesivir inhibits RdRp, the virus can no longer replicate and the infection is impeded.

proof that it works

A double-blind, randomized, placebo-controlled trial was conducted on 1063 patients suffering from COVID-19. The results of this trial showed that those who took the drug recovered 4 days faster than those who didn’t. They also found that lung infection in treated patients were significantly better than those who didn’t get the treatment.

who can use this drug

This drug isn’t for every COVID-19 case. You need to present severe symptoms such as pneumonia and require extra oxygen to help breathe (respiratory machine). The safety and effectiveness of the drug also needs to be further evaluated. To this end, Health Canada has authorized two clinical trials to gather more data.

Comprehensive Guide to the MCAT

Many science students want to pursue medicine in the future, however the process can be daunting. One of the biggest roadblocks is the infamous 7.5 hour MCAT. Here, I’ll explain what exactly is the MCAT, as well as my journey to scoring in the 99th percentile.

what is the MCAT?

The MCAT is a 7.5 hour exam that covers a broad range of topics. These include the Sciences and the Social Sciences. There subjects are grouped into four sections: Chemistry/Physics (59 questions), Critical Analysis and Reasoning (53 questions), Biology/Biochemistry (59 questions), and Psychology/Sociology (59 questions). All the questions are multiple choice, and there are broadly two question types.

The first type is concept questions, which solely test your content knowledge. Theoretically, if you did a perfect review of all the concepts covered by the MCAT, these should be “free” points. The second type is research-based questions. You are required to read a research passage adapted from the primary literature and answer questions about the passage. Some research-based questions can be answered by solely looking at the passage itself, but some are reliant on content knowledge.

The Critical Analysis and Reasoning section (CARS) is different from the other three. The good news is that it is all passage based questions that do not rely on any background knowledge. The bad news is that the passages are incredibly dense and cover an impossibly broad range of topics from history to art to music.

Credits: AAMC

test-taking conditions

I took my exam at the Bentall Centre in Downtown Vancouver. You check-in upon arrival and they give you a locker and key to store your things. They take a picture of you and do a fingerprint scan (which they use to confirm your identity every-time you leave or enter the testing room). They also put your phone in a sealed bag, which you can store in your locker; however, the bag must not be torn open. They stagger the exam start times, so not everyone begins at the same time, thus you don’t have to worry about washroom lineups during the scheduled breaks.

When entering the testing area, they will ask you to pat yourself down. They will also provide you with ear plugs and noise-cancelling headphones. In terms of scrap paper, they give you many erasable note pages, which I found to be more than enough (you can ask for a clean one after every break as well).

In terms of environment, the temperature was comfortable (I just wore a T-shirt). Both the break area and testing area are monitored with video cameras; however, you are allowed to talk to other test-takers during your breaks (just not about the exams).

My study Guide: Content review

I began studying late June and aimed to take the exam on September 7, giving me roughly 2 months. For the first month, I would do content review. For content review, you want to spend more time on what you don’t know. Since I am majoring in Chemical Biology, my general/organic chemistry knowledge was more in-depth than what is needed for the MCAT. I had also taken some introductory physics courses so my main focus was on the physiology aspect of Biology, Biochemistry, and Psychology/Sociology.

I used the Princeton Review books, and I read 1-2 chapters a day (however, I read the entire chemistry books in one sitting). By focusing on a small amount of chapters, I could focus on memorizing all the details instead of unnecessarily cramming the information by reading an insane amount of chapters.

Along with reading, I would also do two other things during content review. Thrice a week I would write out all the biochemistry pathways and amino acids. There are around 6-7 pathways to remember and it is important to memorize these as they are “high yield” (likely to show up). I would also do 2-3 Jack Westin passages a day to practice my reading comprehension for CARS. I probably ended up studying 6-7 hours a day (although it should’ve been 4-5 hours, but I’m guilty of procrastinating).

my study Guide: practice problems

The AAMC prep bundle is your friend! Definitely buy this resource! This is really the only purchase you need to make in terms of paid practice material. Third party practice material (Kaplan exams, TPR exams, etc) are unnecessarily complex, and their practice exams score very harshly to scare you into buying one of their prep courses (which can cost upwards of 1000$). Some free resources I used were the 100 free questions from UWorld and the free Khan Academy passages.

For the first days I aimed to do 60 practice questions a day. I later began doing 120 questions a day, which is equivalent to half a MCAT, therefore ramping up my test-taking stamina. I would mix and match questions from different section banks (eg. 30 questions CARS, 30 questions Chemistry, 30 questions Biology, 30 questions Physics), so I wouldn’t be too bored from doing 120 questions of the same subject.

I took my first full-length exam in the middle of week 2 of practice problems and scored a 515. This gave me an indicator on which subjects I needed to work on (in my case CARS and Psychology/Sociology). Thus I dedicated 2 days to rereading my Psychology/Sociology books and grinded out more CARS passages on Khan Academy and Jack Westin, before going back to my regular schedule of 120 questions a day.

I scored a 518 on the next two full-lengths. However, my CARS scores were abysmal and were hovering around a 124-126 (44-67 percentile). By this time school had started, so I really had to be selective on what I was going to study. I had 3 days left. I decided that I was going to spend these next 3 days solely on CARS, and I redid most of the AAMC CARS questions.

My actual score was a 523. With my CARS section being in the 95th percentile (129)! Even though it was still my lowest section score, I was very proud of myself for improving so much. Every minute of the past two months suddenly seemed very worth it when I got my score back!

my test expenses

The MCAT isn’t cheap, but I think I spent less than your average applicant. I bought the Princeton Review set for 80 CDN (used). There are also ways to get review books for free if you’re very google-savvy ;). I spent around ~350 USD booking my exam, and ~300 USD  (which I split with a friend) on the AAMC practice bundle (all including tax). Apart from these, I didn’t spend any extra money on third-party materials or any prep courses (the costs would be ridiculous). Remember, the more time you invest in studying, the more money you will save, as another retake would cost you ~350 USD more.

I hope you guys found this useful!

CHEM 205: Physical Chemistry

A potentially fun course ruined by poor administration and lack of communication. CHEM 205 focuses on the fundamentals of thermodynamics, kinetics, and spectroscopy useful for life science students.

format of the course

Lectures consisted of a professor going through a slide deck, as well as in-class practice problems. Conceptually the material was quite interesting, however the derivations for different equations can be quite dry to listen to. There were homework questions which weren’t incredibly challenging, but doing the math can become quite tedious.

gpa 🙂 or 🙁

This is a GPA booster if you’re good at math, otherwise it’s pretty GPA neutral. Personally, I found the evaluations to be ridiculously unfair. For the final exam, it was an EXACT (WORD FOR WORD) copy of a past 2013 final exam. Although this final exam was not released formally, the solutions could be found on CourseHero. Basically, if you had access to this exam beforehand you were getting an A+.

What’s more off-putting is that several individuals on Piazza actually defended viewing the exam beforehand. Their reasoning being that everyone who didn’t have access were all idiots for not taking advantage of all their resources (we now know in these COVID times – Chegg and coursehero is tantamount to academic dishonesty).

Unfortunately, even before the final exam – these same individuals were stirring trouble within the class. After a particularly difficult midterm, they were taunting others telling them that “you wont make medical school if you didn’t get 100 on this midterm” – really living up to the toxic premed stereotype (funny thing being that noone brought up the subject of medical school either … how they correlated performance in a physical chemistry course to medical school admissions is beyond me).

CHEM 205 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

Considering my toxic experience with my course I cannot recommend this to anyone. In fact, I don’t think things have gotten any better.

Plants: Making Air Easier to Breathe

We’ve all heard on the news or learned in elementary schools about the mass deforestation going on all over the world. But have you ever stopped to wonder, why exactly is this bad? Why do we need plants and trees at all?

It turns out, plants are efficient in resupplying the air with oxygen, while removing carbon dioxide! The former, being essential to our survival, and the latter being a gas involved in global warming.

an inside look into plants

So how exactly do they do this? In turns out that inside the plants’ cells there are special machinery capable of splitting water (H2O). This machinery is called an electron transport chain (ETC).

Using sunlight, the ETC extracts energy from the water – leading to the generation of oxygen as a “waste” product. Ironically what’s considered waste for them is gold in terms of survival for us.

When it comes to removing carbon dioxide they have another set of machinery. For the plant, carbon dioxide is like food: they trap the carbon dioxide and convert them into carbohydrates and other nutrients.

rubisco – the single bad life-essential solution

A key piece of machinery in this conversion is RuBisCo – an enzyme. An enzyme is a molecule that speeds up biochemical reactions, and surprisingly RuBisCo is one of the least efficient in existence (think of RuBisCo as a bike and other enzymes as the newest Tesla).

So you might be thinking, if RuBisCo is such a bad enzyme, can’t scientists just make a better version of RuBisCo? This would increase crop yields, and be good for the environment! Well, scientists have tried and failed … it seems like this is the only bad solution to a complex problem. Along with the ability to split water at ease (which scientists also can’t do), this is why plants are biochemical miracles.

BIOL 260: Fundamentals of Physiology (Review)

Are you keen on learning more about plants and animals? If so, BIOL 260 is the course for you! BIOL 260 is a physiology course that focuses on mammalian and plant physiology.

format of the course

This course is run pretty much the same as most courses. There are live lectures, pre-reading quizzes, and clickers. However, the course is designed in a way that encourages success and the professors (Trish and Abel) really do care about their students. The two midterms were optional and could only increase your final mark – giving you plenty of opportunity to succeed. Almost every single question on the piazza discussion board was answered by the professors or a TA, which is really rare in most classes.

gpa 🙂 or 🙁

It is definitely not a GPA booster, but also on the easier end of the spectrum in terms of biology courses. My only gripe is that they were excessively picky with wording on the exams (I had a question marked wrong for saying bicarbonate increased pH, but not explicitly stating it was a base … but this may have seen super obvious to me given my chemistry background). The two midterms and final exams are a TIME CRUNCH, all the questions are written response so you really have to think and write at the same time. They also really stress on concept application instead of memorization (thus you get a cheat sheet).  Here is the grade distribution for winter 2018:

BIOL 260 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

It was one of the more enjoyable classes of my third year. I would definitely take it as I found it quite stress-free and interesting!

CHEM 315/335: Chemistry Integrated Laboratory I and II (Review)

Want exposure to all different types of chemistry and their associated lab techniques? If yes, this is the course for you! CHEM 315/335 are courses where you learn the laboratory fundamentals of inorganic, organic, physical, and analytical chemistry!

format of the course

CHEM 315/335 is a course where you have lots of freedom in that you can choose the types of labs you want to do. The lab is a weekly 4-hour block, however I usually found myself leaving on average at the 3 hour mark. The reason I’m discussing both 315 and 335 at the same time, is because these are the exact same courses, with 335 being the continuation of 315 (you still choose from the same set of experiments – just the ones you haven’t done yet).

how to choose your experiments

As I mentioned earlier, there is four types of chemistry experiments you can choose from. CHOOSE THEM WISELY!

My favorite type of experiments by far were the inorganic ones. The pre-lab quizzes were super easy (and worth 1/4 of your lab mark)! They took 5 minutes to complete and consisted of 5 multiple choice questions testing you on oxidation numbers and chemical disposal. The labs are interesting and the most stress-free. In fact, I managed to finish the inorganic labs 1.5-2 hours almost every time.

The organic chemistry labs were my second favorite. The pre-lab quizzes were long, but most of the concepts were stuff from second year organic chemistry (around 30 mins-1 hour of pre-lab prep was suffice). I found these labs to be more stressful, because you are expected to know almost everything that is going on upon reading the lab instructions. This isn’t entirely unfair, as CHEM 203/245 (prerequisites) were both organic labs – so you are expected to have the fundamentals down. I’ve never finished early for these labs.

The analytical chemistry labs weren’t hard, but they were INTENSELY stressful. The pre-lab quizzes were much harder than the organic and inorganic ones – I often spent 2-3 hours just trying to understand the lab instructions. Half of your laboratory mark hinges on the accuracy of your results, so there’s absolutely no room for error in terms of technique. Your results also will vary on the helpfulness of your TA, especially for the experiments where you’ve never operated the lab equipment before.

The physical chemistry labs were the WORST. The pre-lab quizzes were unnecessarily difficult, it took me many hours to prepare for those. The lab instructions felt like they were written in another language (telling us to self-learn difficult concepts with no prior exposure and then performing an experiment that applies these concepts is asking a bit too much). In my opinion, these labs need a do-over to make them more student-friendly for those that aren’t familiar with physical chemistry. Avoid these labs at all cost!

GPA 🙂 or 🙁

This course is more of a GPA equalizer. There’s a high average, but the standard deviation is tight and it’s only worth 1 credit. Your GPA in the course is also largely dependent on your experiment selection. General rule of thumb: Avoid labs with lab reports AND AVOID THE PHYSICAL CHEMISTRY LABS (I would rather do a lab with a lab report than these). There’s also no final exam/midterms. Here’s the grade distribution from 2018 winter.

CHEM 335 grade distribution. Credits: ubcgrades.com

Verdict: To take or not to take

If you want to gain more lab skills, definitely take this course. It’s not very time consuming and will only take up 5-6 hours of your week 😀