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A group of ��ɫ��Ƶ Chicago College of Osteopathic Medicine (CCOM) medical students are authors of a research review that was accepted and published in Genes, a peer-reviewed international journal. The publication marks the culmination of a yearlong, student-led research project that provided students with firsthand insight into how medical knowledge is built, tested, and advanced. The paper examines protein biomarkers that may help clinicians better detect and manage head and neck cancer.

The paper, , was developed through a ��ɫ��Ƶ student research group within the (ACOS) Surgery Interest Club. The student authors include Erin Zou (CCOM ’27), Chethana Venkatraman (CCOM ’27), Jackson Sweeney (CCOM ’28), Katy Flannery (CCOM ’27), Samuel Lailer (CCOM ’28), Donna Mehdiyar (CCOM ’26), Komal Parikh (CCOM ’28), Maryam Salik (CCOM ’27), and Brianna Baughman (CCOM ’28).

Over the course of a year, the team collaborated with their faculty mentor to examine how specific protein biomarkers could improve early diagnosis and prognosis for oral squamous cell carcinoma, the most common form of head and neck cancer.

Tackling a persistent clinical challenge

Head and neck cancers remain difficult to diagnose early, and outcomes have not significantly improved in decades. The students’ review focused on protein biomarkers, measurable molecules involved in cancer-related pathways, that could help clinicians detect disease earlier and better predict patient outcomes.

After reviewing more than 230 peer-reviewed studies, the team identified 12 protein biomarkers with strong links to tumor behavior, survival, and relapse. These included widely studied cancer-related proteins such as p53 and PTEN, as well as biomarkers more specific to oral cancers, including DJ-1 and Cornulin.

The authors note that using a panel of biomarkers, rather than relying on a single indicator, may offer the greatest clinical value in improving diagnostic accuracy and risk stratification.

Learning how research really works

For medical student Erin Zou, one of the leaders on the project, the experience went far beyond a typical academic assignment.

“The biggest thing I learned was how to construct and write a research paper from start to finish,” Erin said. “We had a lot of autonomy to identify an unmet need in the field and address it through focused research efforts. This autonomy allowed us to be proactive thinkers and essentially build a paper from scratch. We reviewed over 230 papers, developed our own inclusion criteria and methodology, and extrapolated findings with meaningful implications for how head and neck cancer can be better treated and managed. We also learned scientific writing skills, how to build a cohesive paper with multiple authors, and how to effectively address reviewer feedback.” 

Students were responsible for every stage of the research process, from conducting comprehensive literature reviews to drafting figures and responding to journal reviewers. Coordinating contributions across a large group also mirrored the collaborative nature of medicine.

Preparing for evidence-based medicine

Erin said research experiences like this are essential during medical training, when students are learning to think critically and evaluate emerging evidence.

“Medicine is constantly evolving based on research,” she said. “Being involved in research as a student helps you learn how to read, interpret, and analyze studies that directly inform patient care.”

Support for student research

Completed alongside their regular coursework, the project reflects ��ɫ��Ƶ’s commitment to supporting and encouraging student research. It also provided CCOM students with the opportunity to contribute to peer-reviewed scholarship while building skills they will carry into future clinical practice.