Brandon J. Henderson, PhD, an associate professor of biomedical sciences at the Marshall University Joan C. Edwards School of Medicine, reflects on his approach to mentoring medical students in research. From shaping hands-on lab experiences to balancing guidance and independence, their insights reveal what it takes to prepare future physicians for a career that bridges science and patient care. 

What strategies do you employ to effectively mentor medical students in research? 

Dr. Henderson: I try to incorporate feedback from past trainees to continuously improve. For example, one of my former medical student researchers, Saaman Ghodsi, later matched into neurosurgery. We’ve had several discussions about which learning experiences were most valuable to him. I aim to have similar conversations with all of my students and adjust my mentoring based on what helped them most. 

How do you balance guiding students while encouraging their independence in research?

Dr. Henderson: Medical students are incredibly gifted and intelligent. Often, my role is to help guide them toward research projects that align with their own interests.  

Describe the involvement of students in your most recently published article.

Dr. Henderson: In our latest study, students played a key role in training mice to perform a self-administration behavior task—operate a device with their nose to inhale e-cigarette vapor through a vape tank. The goal was to monitor changes in dopamine when exposed to zero-nicotine vape products. This required daily hands-on work—placing mice in operant chambers and loading the vape tanks with either nicotine-containing or nicotine-free e-liquids. Each cohort of mice took about a month to train, and the students were involved in every step. 

What challenges do you face in mentoring students, and how are they addressed?

Dr. Henderson: The biggest challenge is time. Medical students have very demanding schedules, and it’s important that research doesn’t detract from their academic success. One solution is designing projects that can be completed in shorter timeframes or with part-time involvement, but that can be tricky to implement. 

How do you ensure that students gain valuable skills and knowledge from their research experiences?

Dr. Henderson: Many students who rotate through my lab are interested in neuro-related specialties. I tailor projects to help them grow in areas like neuroanatomy and neurophysiology, giving them a deeper understanding that complements their clinical interests. 

How do the skills students learn in your lab translate to patient care?

Dr. Henderson: Since my lab’s research focuses on addictive drug exposure, I introduce students to the “brain disease model of addiction.” This model explains how drug exposure—even in utero—can alter brain physiology and, in turn, behavior. Understanding this helps future clinicians grasp why people with substance use disorders might relapse or make harmful decisions despite knowing the consequences. It brings empathy and scientific understanding together—both of which are crucial for patient care. 

Date Posted: Thursday, July 31, 2025