The Interview

My journey began in 2016 after completing my BSc (Hons) in Nutrition. I was passionate about research and human nutrition and sought to build a career in nutrition research. While exploring opportunities on www.findaphd.com, I discovered a funded PhD position at the University of Auckland.

The interview process consisted of two rounds, both conducted online by my prospective supervisor, who later became my PhD advisor. The initial interview was an opportunity for us to familiarize ourselves with one another. We discussed my background and qualifications while my supervisor shared details about the project and necessary skills. After successfully navigating this round, I proceeded to the second interview a week later, where I presented my Honours research project. This meeting allowed my supervisor to assess my research capabilities and critical thinking skills. I was fortunate to pass both interviews, thanks in part to my previous clinical experience, authorship of a scientific publication, and my proficiency in Mandarin Chinese, which is spoken by about 11% of Auckland’s population.

An Eventful Year 1

I officially became a PhD student on December 1, 2016. As a requirement for all international students, I had to complete an English language assessment called the Diagnostic English Language Needs Assessment (DELNA). This test was akin to other English proficiency exams like the IELTS, though it lacked a speaking component. Despite my efforts, I was surprised to find that I failed this test twice. Consequently, I was required to enroll in an academic English course, which I ironically passed with an A.

During the first few months of my studies, I balanced research with coursework and assignments reminiscent of my undergraduate days. In my initial six months, I drafted a literature review that I later presented at the 2017 Australian and New Zealand Obesity Society (ANZOS) annual conference, which I considered a significant achievement. Although literature reviews are often tedious, they are crucial for establishing a solid understanding of the research project. The most challenging aspect was retaining information after reviewing numerous articles; I wished for more guidance during this process.

In the latter part of Year 1, I conducted an acute intervention study in collaboration with another PhD student from my research unit. I was fortunate to complete both a literature review and an intervention study within my first year—an accomplishment not all PhD students can claim. Our well-established research unit made the study relatively straightforward, and I received substantial assistance from several interns. Their support was invaluable, as the project would have taken significantly longer without their help.

Additionally, I underwent training in blood biomarker measurement at a lab and attended key workshops provided by the university, which included:

• A literature review workshop on effectively using various search engines for scientific publications.
• A data management workshop focused on organizing large datasets in Excel.
• A statistics workshop for efficient data analysis using SPSS software.
• A thesis formatting workshop on structuring a thesis draft in Microsoft Word.

The skills I acquired during this time laid the groundwork for my subsequent years of research. At that point, I was optimistic about completing my thesis within three years.

A Slow Year 2

I began Year 2 eager to input all collected data into an Excel spreadsheet. I was fascinated by the varied responses of individuals to the same treatment—a common occurrence in Biological and Medical Sciences. Compiling all quantitative data into a single master spreadsheet for statistical analysis is standard practice. However, due to the extensive amount of data collected at different time points across three experimental treatments, it took considerable time to develop the final spreadsheet. Although I received no guidance during this process, I viewed it as an opportunity for self-directed learning.

Simultaneously, I measured blood biomarkers in the lab. Being hands-on, each step I completed in this process motivated me. I kept track of my progress, noting that I had measured 200 out of 1000 blood samples, achieving 20% completion. In contrast, I often found myself pondering the seemingly endless nature of thesis writing.

Once I had gathered all necessary data, I performed basic statistical analyses and identified key preliminary findings that addressed my research hypotheses. I was pleased with my progress and even earned third place in a poster presentation competition held by the School of Biological Sciences.

Next, I was tasked with developing a protocol for a long-term weight-loss intervention study. Despite having received ample guidance for the acute intervention study, I found myself lacking support in designing this study. Compounding this challenge was my background in nutrition, which differs from the dietitian's expertise required for implementing a weight-loss program. Nutritionists understand the science behind weight loss, while dietitians are trained to provide face-to-face dietary advice. To bridge this gap, I sought practical training from a Registered Dietitian. My limited experience in this area meant I spent about six months crafting the protocol, learning along the way, with the most challenging aspect being the delivery of dietary advice and monitoring participant compliance.

My supervisor and I ultimately decided on a partial diet replacement approach using commercially available meal replacements. However, negotiating with the meal replacement company took an additional two months due to disagreements and budget constraints.

By the end of Year 2, I felt I had not accomplished as much as I had in Year 1. I believed that with more guidance on the study protocol, I could have saved time. Nevertheless, I gained technical skills that would not be reflected in my thesis. At this point, I was becoming increasingly aware that completing my thesis in three years was unlikely.

A Stormy Year 3

From February to December 2019, I took on the role of coordinator for the weight-loss study. My daily interactions with participants, whether in person, via email, or over the phone, left little room for reading or writing. My schedule was filled with appointments, and I often reached out to participants to check on their adherence to the diet and address any issues they faced.

I cannot claim to have coordinated the study flawlessly, as I felt pressured to complete it within the year. With limited time, I often wished for the ability to provide more personalized attention to each participant. Our research team included interns, and I also had to oversee their performance to ensure the quality of our research.

Year 3 was undoubtedly one of the busiest periods of my academic journey. I felt a wave of relief when I finally collected data from the last participant, just in time for a brief but 'fake' Christmas break, as I had to dive back into writing a large portion of my thesis.

Write At Home Year 4

Year 4, 2020, was marked by the onset of the COVID-19 pandemic, which impacted New Zealand and the entire globe. The blood measurement phase of the weight-loss study was paused due to the nationwide lockdown, but I managed to complete it once restrictions eased.

This year also saw me begin writing on Medium, an endeavor I hoped would enhance my writing skills and help me organize my thoughts. However, I eventually stopped due to "writing fatigue" and shifted my focus toward my thesis while spending more time with my partner.

I was grateful to have saved most of my articles on my work computer since Year 1, which minimized the need for extensive article searches while writing my results and discussions. My solid understanding of statistical methods also allowed me to rely less on a statistician, and I encourage all students to prioritize statistics courses if they aspire to a research career, as it is an invaluable skill.

On February 26, 2021, I finally submitted my thesis for examination. I dedicated months to refining my language to make the thesis as persuasive as possible. While submission was a significant milestone, the examination process is critical for evaluating a PhD student's work. I was prepared for this challenge, but I also knew that submitting my thesis meant I needed to begin my job search promptly. With about six months between the initial submission and final post-viva submission, time was of the essence. I started by updating my LinkedIn profile, and I welcome connections for further discussions about my doctoral journey.

Understanding the Nature of Doctoral Studies

In closing, my progress throughout my PhD serves as a reference point for others. I cannot definitively label my experience as good or bad, as each student's journey is unique. For instance, those who do not undertake a long-term intervention study may complete their data collection more quickly than I did. However, they might need to gather additional data through lab work, statistical analysis, or other clinical trials. I also know PhD students who reported conducting up to six clinical trials during their studies, often collaborating with fellow students to share the workload. Occasionally, some students utilize existing blood samples or data collected in prior years when their research group secures funding for exploratory analyses that were not originally planned.