Research Analysis

For current University students ONLY

About Queen Mary

At Queen Mary University of London, we believe that a diversity of ideas helps us achieve the previously unthinkable.

Throughout our history, we?ve fostered social justice and improved lives through academic excellence. And we continue to live and breathe this spirit today, not because it?s simply ?the right thing to do? but for what it helps us achieve and the intellectual brilliance it delivers.

Queen Mary?s commitment to our diverse and inclusive community is embedded in our appointments processes. Reasonable adjustments will be made at each stage of the recruitment process for any candidate with a disability. To support students to participate in this internship, we are able to provide some support towards travel and accommodation.

Have you ever wondered what a research career is like? Do you have questions about cancer diagnosis and how we can make things better for patients? We are looking for an undergraduate student to take part in an NIHR Undergraduate Internship summer 2025.

The internship will take place within the MODE Study (Non-cancer diagnoses and their potential for missed opportunities in symptomatic cancer diagnosis: a mixed methods study) team at Queen Mary University of London. The MODE study is using qualitative and quantitative methods to understand when non-cancer diagnoses (?interim diagnoses?) before a cancer diagnosis, represent missed opportunities to diagnose cancer.

The successful candidate will be involved in the planning, preparation and running of a stakeholder event which aims to identify targets for future interventions for reducing delays in cancer diagnosis. This could include: contributing to data analysis, working with patient and public representatives to create and test accessible summaries of the study findings, and supporting discussions at the event. 

You will be working closely with a team of researchers, clinicians and people with lived experience, as well as meeting with a range of experts at the event. Training and mentorship will be provided in the relevant skills required to complete these projects. This will be an excellent opportunity to gain research and science communication experience, build your professional network, and contribute to a significant area of research and public health. 

The internship position will last 8 weeks, and will be expected to take place between July and September 2025.

Learning objectives for the role

Research skills and insights:

• Qualitative data analysis
• Mixed-methods evidence synthesis
• Academic paper writing
• Incorporating patient and public perspectives into research 
• How research is translated into impact

Transferable skills:

• Communicating complex information to a broad audience, including researchers, clinicians and members of the public
• Gathering views and reaching consensus across a range of stakeholder groups

Main duties and responsibilities of the role

• To collaborate with project leads on planning, preparing and running an event to develop ideas for reducing missed opportunities in cancer diagnoses in primary care.
• To assist in data analysis and evidence synthesis.
• To contribute to the preparation of audio, video or written summaries of the research findings.

Must be a currently enrolled undergraduate student with at least one year of study remaining.

Essential:

• Must be a currently enrolled undergraduate student with at least one year of study remaining.
• Interest in cancer diagnosis and/or primary care. 
• Enthusiasm for learning and willingness to take on new challenges
• Comfortable using common software tools, such as Microsoft Office
• Experience of managing a varied workload and meeting tight deadlines
• Excellent oral and written communication skills, and attention to detail
• Ability to work independently as well as collaboratively within a team

Desirable:

• Understanding of qualitative research and analysis
• Experience in report writing, writing for publication, or other science communication

Graduate Teaching Assistant roles for the MSc Developmental Psychology & Psychopathology programme 2024-25

We are inviting applications for teaching opportunities on the DEV-PP MSc programme this coming year.

We are looking to employ PhD students as graduate teaching assistants on many of the DEV-PP modules, as described below.

If you have any questions about the role or the modules, please contact Kitty Jones (catherine.2.jones@kcl.ac.uk)

• Developmental Psychopathology 1: Perinatal period and Infancy


• Teaching October-November 2024


• Introduction to Statistics


• Teaching October-November 2024


• Nature & Nurture 1: Approaches to Addressing Key Questions in Psychopathology


• Teaching November-December 2024


• Nature & Nurture 2:  Genomic Approaches in Psychopathology


• Teaching February-March 2025


• Psychological Approaches to Treatment


• Teaching February-March 2025


• Placement


• Main placement period February-April 2025


• Dissertation


• Main dissertation period April-August 2025

Key Responsibilities

• Delivery of agreed package of teaching activities to a high standard, under the direct supervision of a member of academic staff. These activities may include seminars, classes, tutorials, lab sessions, other small group work to develop student skills, demonstration for experiments/techniques in lab-based science and computing, and/or mentoring support for UG or PGT project work. Students will not normally be involved in lecturing, but in some cases may be asked to lead lectures if the topic falls within their specialist field.


• Participation in appropriate training – including mandatory courses/sessions (e.g. courses, induction sessions).


• Careful and proportionate preparation for teaching activities. In some instances, materials will be provided by departments/faculties.


• Maintenance of information and resources on KEATS and interaction with students via the VLE.


• Attendance at lectures where needed/requested to ensure consistency of module delivery.


• Routine administration and correspondence associated with teaching delivery.


• Liaison with senior colleagues regarding contributions to the module.

GTAs are not expected to:

• lead lectures, unless they have accepted to do so on a very occasional basis, in their specialist field


• provide pastoral support to students or act as a personal tutor


• be involved in Open Days or admissions activities


• provide students with references


• set assessments


• be available to students at all times


• carry out unremunerated additional work on an ad hoc basis.

{The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.}

Education / qualification and training

Excellent subject knowledge of Developmental Psychology and Psychopathology as appropriate to the specific teaching role – For example, as evidenced by excellent performance in a BPS-accredited undergraduate degree in a psychological science

Undertaking psychological research at King’s College London, either as a PhD student or as a postdoctoral researcher.

Skills required

Knowledge / skills

Effective interpersonal skills, both written and verbal, to support and liaise with staff and students

Ability to provide advice to students on study skills and assist with any learning problems

Experience

Experience of facilitating or leading group work, activities or discussion.

Experience of adapting own skills to new circumstances.

Personal characteristics/other requirements

Ability to self-reflect on teaching design and delivery and act on feedback for future improvements.

A commitment to delivering high quality education as part of a team.

Diligent in preparing for teaching sessions and assessment activities; including undertaking preparatory reading, planning, and familiarization with assessment briefs and marking criteria.

Role specific requirements

Ability and willingness to engage in relevant departmental training and introductory pastoral support training.

Keep abreast of current literature in subject areas being taught.

The Faculty of Dentistry, Oral & Craniofacial Sciences is seeking to recruit a technician. This key Professional Services role will support the Centre for Craniofacial and Regenerative Biology, one of three research Centres within the Faculty.

The Centre for Craniofacial & Regenerative Biology is one of the leading centres for Craniofacial Biology worldwide with research focusing on craniofacial and stem cell biology, innovative approaches to regeneration and repair and big data approaches to understand the complexity of development and disease. Our research spans basic, clinical and translational sciences. It offers a vibrant, collaborative, and interactive research and teaching environment in the heart of London.

The primary purpose of this role will be to provide molecular biology support to the Centre and to help maintain the research laboratories in a clean, safe, and tidy manner. Work closely with the Technical Operations Manager and the lead academics to ensure that technical support is professional, well-executed, and timely, complying with university policies and funders terms and conditions and adopting best practices.

The post holder is expected to contribute to several technical objectives, including health and safety compliance, good laboratory practice, equipment maintenance, maintenance of lab consumables stocks, waste and genotyping service and ordering. The ideal candidate will be an enthusiastic and motivated team player who works well with a technical team, is willing to explore new innovative approaches, and is committed to continued personal development.

Technical Support

• Responsible for providing a range of molecular biology services, such as Genotyping, where there are established standards and requirements. 
• To provide colleagues with advice and guidance as required
• The postholder will maintain stocks of consumables in the research Laboratories.
• The postholder will begin to undertake additional responsibilities as determined by the operations manager and to demonstrate job based acquired knowledge to enable more in-depth laboratory support.
• Provide a range of technical support, normally following an established pattern, with limited supervision, and with a clearly defined objective, both following established guidance and procedures and applying knowledge and skills.
• To be responsive to changing priorities and an evolving environment/context, maximising the efficiency of the technical support being provided and resolving problems as they arise
• Assist others in managing and prioritising day-to-day work to meet agreed objectives
• Resource management: install, monitor and maintain technical equipment, systems and software, with control over small budgets, stocks/ stores equipment and supplies 
• Engage in appropriate professional activities to keep knowledge-base and skills up-to-date and to develop them further. 
• Maintain local facilities and operations, ensuring efficient use of resources and undertaking purchasing/receipt of goods, equipment maintenance (personally, or through a service contractor) and wider facilities maintenance as required
• Resolve problems as they are arise and put things in place to minimise future, foreseeable problems
• To be responsive to changing priorities and an evolving environment/context, maximising the efficiency of the technical support being provided and resolving problems as they arise
• Keep up to date with all mandatory training, including local Health and Safety policies and procedures.
• To forge relationships with colleagues in the Centre, Faculty, and university, to deliver the required support as well as to contribute to process development and the adoption of best practice.
• Actively engage with the Centre and Faculty?s contribution to the King?s Vision 2029 and Research/Education strategy
• To actively engage in Continuing Professional Development and training initiatives, in line with the Technician Commitment.

There is a potential that the post will be extended or become permanent. 

Minimum level 4 qualification, e.g., higher apprenticeship, HNC or other Level 4 award, plus work experience in relevant technical/scientific posts OR Considerable knowledge and skills gained through work experience in relevant technical or scientific posts.

• Methodical approach to work with good attention to detail, focused on solution and ability to trouble-shoot laboratory problems.
• Experience and understanding of health and safety issues within a laboratory Competent computer skills including Microsoft Office packages
• Ability to work in a multidisciplinary team and independently to identify and address operational issues.
• Good time management and organisational skills. 
• Good communication skills- orally and in writing, 
• Willingness to learn new techniques, follow instructions and apply learnt techniques/ skills to the work context.
• Some experience in running and optimising PCR.