From curiosity to confidence: Sherry Maykrantz on student research and learning to navigate complex systems
Sherry Maykrantz, Associate Professor of Public Health at Salisbury University and currently a Fulbright Scholar at FSV UK, focuses in her research on how people navigate healthcare systems, trust information, and access services. Alongside this, she has long worked on making research accessible to undergraduate students. In this interview, she explains why student research conferences can transform the way students see themselves, and why creating space for curiosity, mentorship, and presentation is key to building the next generation of researchers.
You emphasize making research accessible to undergraduate students. Why is it important to involve students in research early in their academic careers?
Involving students in research early helps plant a seed. It allows them to see themselves differently and to develop curiosity. Exposure to research early on helps students realize that they can turn ideas into questions. It builds confidence and critical thinking skills. It also challenges preconceived notions and encourages deeper inquiry—asking not just how something happens, but why.
Research should not be seen as something reserved for a select group of students. Some students believe they are “not research-oriented” or that they are not suited for it based on past experiences, but this is a misconception. Research is dynamic—it is always evolving, growing, and changing. Helping students understand this is essential.
How can universities better support students who feel that research is “not for them”?
The key is to have open conversations and provide mentorship. Strong mentor–mentee relationships benefit both students and faculty. Universities should emphasize that research extends beyond laboratory work and create opportunities such as workshops and conferences.
Students who perceive research as intimidating are unlikely to ask for help. It is important to demystify the process and emphasize that research involves trial and error. Students should understand that they do not need to be experts from the start.
You are currently co-organizing the Student Research Conference at FSV UK. What is your experience with such events at your home institution?
At my home institution, we have a campus-wide undergraduate research conference. I became involved in 2017, initially as a committee member, and later took on leadership roles. During the COVID-19 pandemic, we transitioned the event to a virtual format.
The conference is a large event, with approximately 150 to 200 presentations and around 95 posters. It spans an entire day and involves mentors, moderators, and student volunteers. It has been running for nearly 25 years and plays a significant role in bringing the academic community together.
How are they beneficial for students? Which part of the program do you consider most important?
These conferences help students develop communication and interpersonal skills. Presenting their work allows them to engage with others, explain their ideas, and gain confidence. One of the most effective ways to learn is to teach others. Through presenting, students begin to see themselves not just as learners but as contributors to their field. This shift in identity is extremely valuable. Even when topics are highly specialized, what stands out is the students’ confidence and enthusiasm. That transformation is one of the most rewarding aspects of these events.
The FSV UK Student Research Conference will take place on June 12, 2026, in the Jinonice Campus. The conference is primarily intended for students enrolled in all English-language Bachelor’s and Master’s programs at FSV UK. Students from Czech-language programs are also warmly invited to participate, provided they deliver their presentations or posters in English.
To take part in the conference, students will need to work with a faculty mentor who can guide them in preparing their abstract and presentation. The submission deadline is May 12, 2026. Read more about the conference here.
The keynote speaker will be Professor Kennan Ferguson from the University of Wisconsin–Milwaukee, currently a Fulbright Distinguished Scholar at FSV UK, whose research you can read about here.
Your research shows that mental health services are often underused among students. How can universities better support students in recognizing and addressing mental health issues?
In our research, one of the key barriers was not access to services but rather their visibility. Students reported that they avoided counseling services because they were afraid someone might see them entering.
Students had no problem visiting general health services for physical issues, such as a cold. However, the counseling center was located in a clearly identifiable and separate area of campus, which discouraged students from going. This highlights that stigma around mental health remains very real.
One practical solution could be to integrate counseling services into a central location alongside other health services. This would make visits less visible and more routine. Encouraging regular, normalized use of these services could also help reduce stigma.
Are there specific trends in how today’s students deal with stress compared to previous generations?
My dissertation focused on stress over a decade ago. One of the most significant shifts is not only in the type of stress students experience but also in how they talk about it. In the past, stress in college was not discussed openly; it was often treated as something to simply endure.
Today, there is much more open conversation about stress. At the same time, students face new pressures, particularly from constant connectivity through social media. There is a continuous sense of being observed, compared, and evaluated, along with a constant flow of information. There is greater awareness of mental health and student stress overall, but the ways in which individuals respond remain varied.
Your research focuses on how people engage with healthcare systems as well. What are the most common barriers that prevent people from effectively navigating these systems?
One of the biggest barriers to navigating the healthcare system is simply understanding how the system works. Many systems, especially in the United States, are very complex and involve multiple layers. People often struggle with where to start—what website to visit, who to contact, and how to proceed. This makes navigation very difficult and represents a significant barrier.
Another challenge relates to insurance coverage. It also depends on whether someone has Medicaid, Medicare, or private health insurance. Each of these plans has its own structure and its own complexities. Factors such as system design and language can also act as barriers. This highlights an important opportunity to better support people through clear communication and education about how to navigate the system.
How can public institutions rebuild trust in an era of misinformation?
We are currently living in an environment where information comes from many different sources. Trust is not something that has been universally lost; rather, it varies across populations and is shaped by individual experiences.
What we see today is that people are navigating a highly complex informational landscape. Individuals receive information from platforms such as Instagram, TikTok, Facebook, and traditional news sources. Trust depends on a person’s relationship with these sources—if they trust the source, they are more likely to trust the information it provides.
Rebuilding trust is therefore not only about providing accurate information but also about ensuring that communication resonates with the intended audience. It is important to consider how information is received, not just how it is delivered. In my research, I have examined trust extensively, and it is strongly shaped by past experiences as well as by the way information is communicated.
What do you see as the most pressing public health challenges today that require more attention from researchers?
Rather than focusing on a single issue, I see the main challenge in how people navigate complex healthcare systems. Across all public health topics, there is a common thread involving communication, trust, and decision-making.
It is essential for researchers to understand how people move through these systems and how they can be better supported in practical terms. My current research explores how individuals, particularly in the Czech Republic, perceive healthcare systems and where they obtain information.
As a Fulbright Scholar teaching in the Czech Republic, what are your main goals for your time here?
My goals can be divided into three areas. First, in the classroom, I aim to teach the U.S. healthcare system in a way that helps students explore how it is structured, why it developed as it did, and how it continues to evolve. I emphasize a systems-thinking approach, focusing on stakeholders, communication, and policy.
Second, I am excited about contributing to the development of the student research conference. I would like to help build something that can grow over time and become a lasting part of the institution.
Third, I aim to build connections and foster future collaborations between institutions. This includes creating opportunities for joint research and ensuring that initiatives like the conference remain sustainable. The exchange of ideas and experiences is central to this goal.
