Twice a year, the Researcher Development Unit invites early to mid-career researchers to apply for the EMCR Training Grant Scheme to deliver workshops for their colleagues based on their development needs and objectives. It's a fantastic opportunity for EMCRs to lead, design and collaborate, and we are always impressed with the ideas we receive. 

In our last round, Dr Brooke Nickel, Senior Research Fellow with the School of Public Health, was awarded a grant to deliver media communication training for scientists. Led by Adjunct Professor Sophie Scott, a former ABC health journalist, Professor Julie Leask and the Faculty of Medicine and Health media team, the training introduced researchers to the fundamentals of media engagement and research communication. The first session welcomed a broad cross-section of health and medical researchers from across disciplines, before a smaller, practical workshop of around 20 participants focused on developing and refining media pitches.

We caught up with Brooke to discuss the training grant, the application process, and how she used it to build her own skills. 

Can you tell us a bit about your background and what led you to apply for an EMCR Training Grant?

I’m a Senior Research Fellow in the School of Public Health at the University of Sydney. My work focuses on evidence-based healthcare communication, particularly around cancer screening, diagnosis and treatment. In recent years, my research has expanded into how health information is communicated in the digital age, including social media and the commercialisation of women’s health.

Alongside my research, I’ve been involved with the Sydney School of Public Health Early and Mid-Career Academic Committee (EMCA) for several years, and I’m now the co-chair. Through that role, and through my own experience progressing from early- to mid-career, I’ve seen how valuable targeted support and development opportunities can be when you’re trying to build independence, establish a track record, and remain competitive for grants and fellowships.

From left: Katie Spenceley (FMH Media team), Adjunct Prof. Sophie Scott (former ABC medical reporter), Prof Julie Leask (Sydney School of Public Health), Dr Brooke Nickel (Sydney School of Public Health at the EMCR Training Grant event, Building Impact Through Media Communication
 

You chose media communication training for the EMCR Training Grant. Why was this important to you?

Working in public health, [I know that] communicating research beyond academic audiences is essential, but it’s something most of us aren’t formally trained to do. During my PhD, I was thrown into public-facing communication and media engagement without much guidance, and while it was challenging, it ended up being incredibly valuable for my confidence and career development.

As scientists, our goal is to translate research into impact, whether that’s policy, practice, or public understanding. You can be doing excellent work, but if you can’t communicate it clearly and confidently, it often stays locked away in journals that aren’t widely accessible. I became passionate about ensuring EMCRs had opportunities to develop these skills in a supported environment, rather than learning by trial and error under pressure.

What makes communicating with media and public audiences particularly challenging for researchers?

It’s a completely different way of communicating. We’re trained to embrace nuance; to carefully explain strengths, limitations and uncertainties. But in media or policy contexts, you often have five minutes or less. You need to distil your work into a clear, accurate message and be comfortable letting go of detail.

That can feel uncomfortable. It takes practice to develop a clear “elevator pitch” that anyone can understand, regardless of their background. And it takes confidence to stand by your message when faced with challenging or unexpected questions.

What did you learn about how journalists and communicators approach research stories during the training?

One of the biggest shifts for me was around storytelling. Even with media experience, I hadn’t fully appreciated how powerful narrative framing can be. Journalists look for ways to make research feel relevant and personal, starting with a real-world example, a case, or a human impact that draws people in.

Rather than leading with technical detail, you need to help audiences understand why the research matters to them. That doesn’t mean oversimplifying or misrepresenting your work. It means being intentional about how you frame it, so people want to listen.

Did you notice changes in participants as they practised their communication skills?

Absolutely. People were incredibly engaged and brave; standing up, testing new approaches, and applying what they’d learned in real time. The confidence shift was noticeable.

The feedback afterwards was overwhelmingly positive. Participants were genuinely grateful for the chance to learn from people with such deep media experience and to do so in a supportive, low-stakes environment. Many said it was training they’d never had access to before.

Community-building is a core aim of the EMCR Training Grants. How did you foster that through the program?

We were very deliberate about creating space for connection. After the first session, we held a catered networking hour so participants could speak directly with presenters and each other in a relaxed setting. It created opportunities for conversations that wouldn’t normally happen across schools or disciplines.

We also made the decision to run the event in-person only. With so much training now hybrid or online, we wanted to prioritise relationship-building. The smaller workshop especially allowed people to work closely together, give each other feedback, and really learn about each other’s research. Even within my own school, I met colleagues I’d never properly spoken to before.

What advice would you give applicants for the next round of the EMCR Training Grant Scheme?

We spent time checking what training already existed and identified a clear gap. Strong applications show impact beyond a narrow group, avoid duplicating existing programs, and create opportunities for connection and peer development. It’s about offering something that adds real value.

What did leading this project contribute to your own leadership development?

Leading the program strengthened my leadership in very tangible ways. Having a competitive grant like this on your CV is valuable, but more importantly, it pushed me to build relationships with people I might not otherwise have approached: senior academics, journalists, media professionals.

It also positioned me as someone contributing to the development of others. Being visible in that way – connecting people, creating opportunities, and delivering something meaningful – is incredibly important for leadership growth.

Any final advice for EMCRs?

Take opportunities to develop your communication skills and have a go. It doesn’t come naturally to most of us, but it gets easier with practice. Effective communication benefits your career, your research impact, and the broader community. You don’t know what’s possible until you try.