I wasn’t just looking for a course that taught science — I was looking for a place where science is actively being done.
Sahil Day is a second year student, currently studying Biomedical Science MSci.
Why I chose Brighton
I’d love to say I chose Brighton purely for the course content, the opportunities it offered beyond the classroom, or the promise of a dual accredited degree — and while all of those did influence my decision, the truth is that I was drawn here by something more personal: the opportunity to study in a place that reflects the values I hold, both in science and in life.
Medicine has always been my goal, but Biomedical Science — particularly here at Brighton — felt like the right path to take me there. My academic interests lie in regenerative medicine, stem cell therapy, and human physiology, so Brighton’s reputable Centre for Regenerative Medicine and Devices immediately stood out. The centre’s work on developing patient-focused therapies and medical devices resonated with me, not just as a bioscience student, but as someone aspiring to become a clinician-scientist. I wasn’t just looking for a course that taught science — I was looking for a place where science is actively being done. The course’s dual accreditation by both the Institute of Biomedical Science (IBMS) and the Royal Society of Biology (RSB) further set it apart, reaffirming the strength of its academic foundations — and, if I’m being honest, gave it the edge over other offers I was considering.
But beyond the labs and lecture halls, there was something about Brighton itself that called to me. I grew up in a small town — the sort where a stolen bike made front-page news — and I craved somewhere I could grow into myself without feeling boxed in. Brighton, with its unapologetically vibrant culture, creativity, and famously eclectic nightlife, felt like the kind of city where that was possible. Those first few nights out — surrounded by music, lights, and people who couldn’t care less what anyone else was wearing or doing — made me feel like I’d found somewhere I could truly be myself.
And I did — almost immediately. Brighton is a place where individuality isn’t just accepted, it’s celebrated. Whether it’s through the diversity of the student community, the city’s progressive spirit, or the space to be unapologetically yourself, I found myself in an environment where I didn’t have to tone anything down. When you’re building a future in an industry as people-centred as healthcare, studying in a place where you feel seen, supported, and safe isn’t a luxury — it’s essential.
How I know I’m in the right place
One of the most memorable and affirming experiences I’ve had so far was attending the Human Anatomy Lab at Brighton and Sussex Medical School. It was an optional visit — a chance to study prosected cadavers aligned to the systems we were learning about in our Physiology module. But it was so much more than that.
That morning, stepping into the BSMS dissection lab in our PPE, surrounded by fellow students who, like me, may have originally imagined themselves in medical school, felt like a full-circle moment. It’s no secret that a good number of us on this course initially had medicine in mind — myself included — and while that journey may have taken a different shape, standing in a room where medicine is taught at its most fundamental level made me feel deeply connected to the path I’m now on.
The atmosphere in the lab was quiet and focused, almost reverent. The cadavers, generously donated for scientific education, were prepared in such a way that we could explore the cardiovascular, gastrointestinal, and renal systems hands-on — organs laid bare, labelled, human. Experienced staff were stationed around the room, guiding us through each anatomical structure, explaining the underlying physiology, and gently quizzing us on our knowledge. It made the experience feel both educational and deeply human — not just a lesson in anatomy, but a reminder of the kind of responsibility we carry when we study the body in this way.
I left that session with a renewed sense of purpose — and a surprising sense of peace. Biomedical science might not always get the spotlight in the same way as medicine, but moments like this remind me that the two paths are deeply intertwined. That day confirmed for me that I was in the right place, building the knowledge and mindset I’ll need to become the healthcare professional I hope to be.
Pause, question, and understand — not just what’s happening, but why
One of the things I’ve come to really appreciate about Biomedical Science at Brighton is how clinically minded the course is. We’re not just memorising mechanisms in isolation — we’re constantly being asked to apply that knowledge in ways that mirror real diagnostic practice. That connection to patient care, even through theoretical data, is what keeps me engaged. It’s where science feels the most alive.
Modules like Human Biochemistry and Metabolism challenged us to analyse biochemical data and consider how it might be used to support a diagnosis or inform treatment — the kind of clinical reasoning that feels directly translatable to healthcare. Infection and Immunity, on the other hand, made microbiology feel immediate and relevant, grounding lectures in the real-world context of infectious disease and immune response. And even back in first year, Introduction to Biomedical Science gave us our first glimpse into blood science and its diagnostic potential — the first time on the course I remember thinking: this is something I could genuinely use in my future medical studies.
But it’s not all about pathology. Modules like Diet and Exercise in Health gave us space to think more holistically — about health promotion, prevention, and the kind of medicine that doesn’t always start in a hospital. That kind of variety has helped me understand the full spectrum of care, and how biomedical science supports all parts of it.
What I’ve found myself gravitating toward most, though, are the diagnostic aspects — the moments where clinical reasoning and scientific analysis meet. That’s the kind of work I can imagine doing in the future: interpreting results, asking the right questions, and recognising that behind every dataset is a real person. That human context is what gives the science its purpose.
I’ve also come to really value how this course encourages deeper thinking. Where medicine sometimes prioritises fast recall, biomedical science invites you to pause, question, and understand — not just what’s happening, but why. That analytical space is shaping me not just as a student, but as a future researcher and healthcare professional. And while I’ll go into it more in the next section, I think that’s also why I’ve come to love physiology most of all — because it threads all those ideas together in a way that just makes sense.
My favourite module
Without a doubt, my favourite modules so far have been Introduction to Human Physiology in first year and Intermediate Human Physiology in second. From the very beginning, physiology felt like the heart of everything I enjoy about bioscience — structured, logical, and so clearly aligned with clinical thinking. It’s the content that finally made me feel like I belonged on this course.
There’s something deeply satisfying about being able to trace symptoms back to underlying body systems and understand the processes at play — whether that’s through lab work, clinical cases, or even just a particularly well-explained diagram. And the physiology team have made that learning experience truly engaging. Between Peter Bush, Jimi Adu, Annamaria Gal, and Susan Sandeman, it’s hard to pick a favourite.
There’s a running joke among us how it makes perfect sense that physiology is the most well-structured module — because no one understands structure quite like a physiologist.
The first-year histology practical also stood out to me. Using microscopy to analyse tissues we’d stained ourselves felt so diagnostic and precise, like finally stepping into a clinical role — if only for an afternoon.
Some of the most meaningful lessons I’ve had at University didn’t happen in a lab or lecture hall..
…they came from being in spaces where I wasn’t just learning, but leading, speaking, mentoring, and occasionally winging it in front of a classroom full of sixth-formers.
As a Student Ambassador, I’ve spoken at schools and public events about university life and the pathways into higher education — especially for students who may not have seen themselves there before. That work has naturally extended into my roles with IntoUniversity, Zero Gravity, and as a STEM Ambassador, where I mentor students from underrepresented backgrounds applying to university. It’s surreal sometimes — being the person I once needed — but it’s also a real privilege.
I try to carry that same energy into Glow Tutoring Ltd, where I serve as Founder and Director, leading a team focused on delivering expert educational support with a focus on widening access and rebuilding student confidence in education.
Inside the university, I’ve sought out opportunities to explore the academic world more deeply. As President of the Scientific Journal Club, I’ve spent hours engaging with research papers, clinical case studies, and the occasional overly enthusiastic debate about methods sections. That work — alongside serving as Vice President of the People of Colour Society and Co-President of both the Medical Volunteering and Meditation Societies — has helped me connect with different communities, advocate for wellbeing, and support others in finding their place here.
Some of the most powerful learning moments have come from events like the Anti-Racism in Healthcare Conference at BSMS, where we explored how systemic inequities shape patient outcomes. That day reframed how I think about my role in healthcare — not just as a future clinician, but as someone with a responsibility to speak up and shape systems.
And then there were the inaugural lectures — always a highlight. Brighton is home to some extraordinary thinkers, and getting to learn directly from them has been a huge privilege. Each one left me thinking differently about what medicine can be — and the kind of doctor I hope to become.
These moments may have started outside the lecture theatre, but they’ve most certainly shaped the heart of my education.
The chaos of a university lab is oddly unifying
Even if it’s someone you’ve barely spoken to all semester, it only takes one shared pipetting mishap or a mysterious result to turn you into temporary co-investigators — confusion and camaraderie go hand-in-hand. And while I’ve had some big moments in labs (see the dissection session in Question 5), it’s the messy, unpredictable rhythm of our regular practicals that continue to stay with me.
One of my favourite labs involved analysing AST levels in human plasma samples. We were given fictional patients with clinical backstories — some with liver issues, others showing signs of cardiac damage — and it was our job to interpret the data, suggest follow-up tests, and reach a diagnostic conclusion. We even had to justify our reasoning, just as a clinical scientist would. It was one of the first moments where it felt like I wasn’t just learning biomedical science — I was practising it.
The renal function lab was another highlight, partly because of the experiment, partly because of how absurdly human it felt. Some of us took alcohol, others took furosemide, the rest acted as controls, and everyone drank a litre of squash before frantically trying to produce urine samples at 30-minute intervals. There’s nothing quite like bonding over hydration-induced urgency in a crowded lab bathroom queue. And yet — from analysing sodium and potassium excretion to tracking diuretic efficacy — it was one of the most hands-on, applied sessions we’ve had.
Our respiratory function lab gave us a taste of diagnostic testing in a GP-like setting — performing four-lead ECGs, measuring blood pressure, and comparing FEV₁/FVC ratios before and after salbutamol inhalers or placebos. It was fascinating to see how something as simple as believing you’d taken a treatment could influence results.
First year had its own moments too. In haematology, we determined our own blood types — a surprisingly empowering experience for a bunch of first years who still sometimes couldn’t find the right lab without asking twice. In histology, we stained and analysed tissue slides under the microscope, developing the kind of attention to detail that underpins real diagnostics. And in clinical biochemistry, we rotated through stations simulating routine patient testing — urinalysis, lipid screening, potassium balance — gaining hands-on experience with the kinds of tests that underpin everyday medicine.
These sessions didn’t just teach me techniques. They taught me to think critically, work collaboratively, and most of all, remember that behind every result is a patient waiting for answers.
A culture of kindness
I’ve been lucky at Brighton to find staff who aren’t just good at what they do — they’re deeply human while doing it. There’s a tangible culture of kindness here, and that’s something I’ve felt from my very first term.
I’ve already mentioned the physiology teaching team (Peter Bush, Jimi Adu, Annamaria Gal, and Susan Sandeman), but it’s worth reiterating: they’ve been central to what I’ve loved most about this course. Whether it’s a perfectly structured diagram, a spontaneous deep-dive mid-lecture, or just how approachable they are during office hours, they’ve made a lasting impression.
As Course Representative, I’ve also had the pleasure to work closely with Nigel Brissett, our Course Leader. He’s approachable, engaged, and genuinely values student input — which makes such a difference when you’re trying to help improve things for your peers. For students like me, it’s also deeply affirming to see a person of colour in such a senior academic role. That representation matters.
But one of the people who have had the most profound impact on me is Bill Acharjee, an Equality, Diversity and Inclusion Advisor at the university. I first met him through my involvement in the Race Equality Charter (REC) Committee — and from that first conversation, something clicked. As a fellow Bengali-speaking Hindu —a very rare find— and someone who’s also navigated academia from a minoritised perspective, Bill’s guidance has been more than mentorship — it’s been connection. We’ve shared stories about faith, family, identity, and belonging, and through it all, he’s helped me feel seen. He’s also opened doors — both formally and informally — that I’ll always be grateful for.
The Student Ambassador team, too, deserve credit. Whether it’s sorting shifts, kindly providing references, or just being understanding when life gets hectic, they’ve made juggling work and study feel manageable — even enjoyable.
Brighton’s staff haven’t just helped me through the syllabus. They’ve helped me find my place here. And that’s something I’ll carry forward far beyond graduation.
What’s next for summer
I opted against a traditional placement year — not because I wasn’t interested in work experience, but because I wanted the flexibility to pursue research internships instead. Since I’m enrolled on the four-year MSci Biomedical Science course (3 years BSc + 1 year MSc), I have the unique advantage of spacing my experience across two summer internships rather than one long placement. This setup gives me room to explore different research environments while maintaining momentum in my academic journey.
I’ve recently been awarded a place on the University of Brighton’s Student Research Experience Scheme (SRES) for summer 2025. It’s a funded internship with a competitive selection process, and I’ll be working on a project focusing on the development of 3D-printed electrochemical biosensors to support science education in secondary schools — combining analytical chemistry, device engineering, and educational design. The aim is to create affordable, hands-on tools that can reintroduce practical electrochemistry into classrooms, and the work will contribute to a published academic paper.
What excites me most about this internship isn’t just the science (though I do look forward to gaining more confidence in the lab) — it’s the way it fuses research, impact, and education. As someone who mentors younger students and has a strong interest in academic medicine, this feels like the perfect intersection of all my interests.
I’ll be working most closely with Chloe Miller — the project lead and a Doctoral Researcher at the University. From the start, Chloe has made the experience incredibly welcoming — she’s collaborative, thoughtful, and genuinely values my input. I already feel like a meaningful part of the project, and her style of leadership makes that possible. I’ll also be working alongside Bhavik Anil Patel, Professor of Clinical and Bioanalytical Chemistry, who chaired my interview and whose presence and encouragement have left a strong impression. As one of the few Indian academics I’ve encountered in my field, his support has made me feel both seen and inspired.
I’m also hoping to take on another internship the following summer to broaden my exposure to translational biomedical research before I begin my final master’s year. The goal is to build a portfolio that supports my long-term aim of becoming a clinician-scientist — someone who moves between the bench and the bedside.
Clink this link to the course page for more information about the Biomedical Sciences MSci course.
Click this link for more information about Sahil on LinkedIn
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