Hello. Can you hear me?

I can hear you just fine. Could you give me a quick overview of your professional journey in academia?

Good evening. I'm Sean, Will. By the PhD in Medical microbiology. In 2023. At Real Estate Technology. Value and MSC Biomedical. Limiting. So that's all about. My education.

Good evening. I'm Sean, Will. By the PhD in Medical microbiology. In 2023. At Real Estate Technology. Value and MSC Biomedical. Limiting. So that's all about. My education. 23 years of. Medical microvillaging abort.

Good evening. I'm Sean, Will. By the PhD in Medical microbiology. In 2023. At Real Estate Technology. Value and MSC Biomedical. Limiting. So that's all about. My education. 23 years of. Medical microvillaging abort. In various hospitals. Now recently I worked. The at C Narayan. Hospital and this is center value. Assistant professor for something.

Good evening. I'm Sean, Will. By the PhD in Medical microbiology. In 2023. At Real Estate Technology. Value and MSC Biomedical. Limiting. So that's all about. My education. 23 years of. Medical microvillaging abort. In various hospitals. Now recently I worked. The at C Narayan. Hospital and this is center value. Assistant professor for something. When is a manager position?

Alright, Dr. Will, you’ve mentioned your background in medical microbiology. In your teaching, do you prefer traditional lectures, hands-on lab sessions, or a blend of both?

Good evening. I'm Sean, Will. By the PhD in Medical microbiology. In 2023. At Real Estate Technology. Value and MSC Biomedical. Limiting. So that's all about. My education. 23 years of. Medical microvillaging abort. In various hospitals. Now recently I worked. The at C Narayan. Hospital and this is center value. Assistant professor for something. When is a manager position? The my major roles includes. So basically micromanage laboratory. And teaching. Microbialging for nursing students. Add other highlights. Physician, US.

Alright, you’ve got a PhD in medical microbiology and over two decades in that field—quite a journey. When you’re teaching a core concept in medical microbiology, what’s your favorite way to help students really grasp it?

Good evening. I'm Sean, Will. By the PhD in Medical microbiology. In 2023. At Real Estate Technology. Value and MSC Biomedical. Limiting. So that's all about. My education. 23 years of. Medical microvillaging abort. In various hospitals. Now recently I worked. The at C Narayan. Hospital and this is center value. Assistant professor for something. When is a manager position? The my major roles includes. So basically micromanage laboratory. And teaching. Microbialging for nursing students. Add other highlights. Physician, US. Basic critical care technology. And BSc. OT courses. And so on. So that's all my interaction. Thank you.

Alright, you mentioned you've worked across hospitals and recently at C Narayan Hospital as an assistant professor. When you're teaching microbiology to students in that clinical environment, how do you make sure they connect the theory to real-world patient cases?

Alright, Dr. Will, you’ve mentioned your background in medical microbiology. In your teaching, do you prefer traditional lectures, hands-on lab sessions, or a blend of both?

Alright, Dr. Will, you mentioned micromanaging the laboratory and teaching microbiology for nursing students. When you’re teaching a core concept in medical microbiology, what’s your favorite way to help students really understand it?

Alright, you mentioned micromanaging the laboratory and teaching microbiology for nursing students. When you’re teaching a core concept in medical microbiology, what’s your favorite way to help students really grasp it?

Has to take. Open presentation.

Has to take. Open presentation. And also additionally when there is a need. Is to take practical session. Where I take uh. Especially the backdoor session.

Has to take. Open presentation. And also additionally when there is a need. Is to take practical session. Where I take uh. Especially the backdoor session. Is to take the 0. Culture plates and. If needed. Microscope. So that I do a. Demonstration study.

So open presentations are your preferred method for helping students understand concepts. Can you give me a specific example of a topic where this approach worked really well with your students?

Has to take. Open presentation. And also additionally when there is a need. Is to take practical session. Where I take uh. Especially the backdoor session. Is to take the 0. Culture plates and. If needed. Microscope. So that I do a. Demonstration study. So that. The student can understand.

Okay, so you use open presentations and practical sessions—especially the "backdoor session," which I assume means hands-on lab work. Can you describe a specific topic where this approach helped your students really understand the material?

Alright, so you use open presentations and practical sessions—especially the hands-on demonstration with culture plates and the microscope. Can you give me a concrete example of a microbiology topic where this approach really helped your students understand the concept clearly?

Alright, you use live demonstrations with culture plates and microscopes to help students understand. That hands-on approach is valuable. Since you've been teaching practical sessions, what's one challenge you've faced when guiding students through laboratory work, and how did you address it?

The e-mail Sanjay. Especially.

The e-mail Sanjay. Especially. Microblogzy comes in. First year in their core.

You mentioned email as a challenge—maybe you meant communication issues or coordination? It sounds like there were some difficulties managing lab sessions. Since you've handled both presentations and practical labs, how do you ensure your teaching stays structured and clear for students across those formats?

As soon as this uh. Finish uh. The standard. School level they. Join in college. So as soon as they join in college. They start teaching.

Mm-hmm.

As soon as this uh. Finish uh. The standard. School level they. Join in college. So as soon as they join in college. They start teaching. Many subject. Michael Bublé is also one of the. Difficult to. Make them understand.

As soon as this uh. Finish uh. The standard. School level they. Join in college. So as soon as they join in college. They start teaching. Many subject. Michael Bublé is also one of the. Difficult to. Make them understand. The the. Practical session. So that. They can visually. Yeah. And then take it to the theory part. Which helps. To make them understand. Clearly.

As soon as this uh. Finish uh. The standard. School level they. Join in college. So as soon as they join in college. They start teaching. Many subject. Michael Bublé is also one of the. Difficult to. Make them understand. The the. Practical session. So that. They can visually. Yeah. And then take it to the theory part. Which helps. To make them understand. Clearly. That's it.

Okay, so students are coming in directly from high school and starting microbiology in their first year. That can be a big leap for them. How do you adjust your teaching methods when you realize some students are struggling with the transition from school to college-level science?

Okay, so for students coming straight from high school, you find microbiology is a tough subject to make accessible. When you notice students are really struggling, what's one thing you do differently to help them engage or understand better?

Okay, so you rely on practical sessions to bridge the gap for students coming in from high school and struggling with theory. When you notice a student still isn’t connecting even after the demonstration, how do you handle that situation—do you adjust your approach or try something different?

Dr., I noticed your 2023 review on Hantavirus diseases in the Asian Journal of Medicine and Health. How has your research on hantavirus shaped the way you introduce emerging infectious diseases to your undergraduate students?

Especially for undergraduate students. As you said, it is emerging. Infectious disease. So it causes febrile illness?

Especially for undergraduate students. As you said, it is emerging. Infectious disease. So it causes febrile illness? And many of the cases in it is. Unnoticed in the clinical situations.

Especially for undergraduate students. As you said, it is emerging. Infectious disease. So it causes febrile illness? And many of the cases in it is. Unnoticed in the clinical situations. Meaning ecosystem. Very mild to. Severe infections.

Especially for undergraduate students. As you said, it is emerging. Infectious disease. So it causes febrile illness? And many of the cases in it is. Unnoticed in the clinical situations. Meaning ecosystem. Very mild to. Severe infections. Especially in India. It is not a severe infection.

Especially for undergraduate students. As you said, it is emerging. Infectious disease. So it causes febrile illness? And many of the cases in it is. Unnoticed in the clinical situations. Meaning ecosystem. Very mild to. Severe infections. Especially in India. It is not a severe infection. Whereas in the US population. It causes very severe it. And there are some studies. It it. Assist Antivirus summary syndrome. This is a major. Segues syndrome, which leads to death.

Okay, so you focus on febrile illness when talking about emerging infectious diseases like hantavirus. When you explain the risks or prevention strategies to students, do you use any case studies or real-world examples from your research?

Okay, so you emphasize febrile illness and the fact that hantavirus often goes unnoticed in clinical settings. When you explain the risks or prevention strategies to students, do you use any case studies or real-world examples to make it stick?

Especially for undergraduate students. As you said, it is emerging. Infectious disease. So it causes febrile illness? And many of the cases in it is. Unnoticed in the clinical situations. Meaning ecosystem. Very mild to. Severe infections. Especially in India. It is not a severe infection. Whereas in the US population. It causes very severe it. And there are some studies. It it. Assist Antivirus summary syndrome. This is a major. Segues syndrome, which leads to death. Whereas syndrome. By antiviruses. HFRS that is. Hemorrhagic fear with. Simple. That is the mild cases which causes purple illness. Uh, the in that case. We to. Very dangerous. That's what I mean to say.

Okay, so you highlight the varying severity of clinical cases and how emerging diseases like hantavirus often go unnoticed. When you're teaching about these kinds of infections, do you ever use real-world case studies or recent outbreaks to make the material more relatable for students?

You focus on the fact that hantavirus often goes unnoticed in clinical settings and varies from mild to severe infection, especially in India. When you’re teaching about emerging diseases like this, do you ever use real-world case studies or recent outbreaks to make the risks more tangible for students?

Right, so you highlighted how the clinical presentation of hantavirus can range from mild to severe, and that it's often overlooked in India. Shifting focus a bit, I noticed you've also managed laboratory operations in teaching hospitals. How do you incorporate your industry or research experience when guiding students through their own small research projects or dissertations?

Okay, so you focus on febrile illness when talking about emerging infectious diseases like hantavirus. When you explain the risks or prevention strategies to students, do you use any case studies or real-world examples in your teaching?

Yes.

Alright, so you use real-world case studies for teaching. Earlier you mentioned micromanaging the laboratory and guiding practical sessions. Can you walk me through a specific example where you supervised a student-led research project or experiment?

Yes. Based on. The previous study. The the cases. Were registered especially in China.

Yes. Based on. The previous study. The the cases. Were registered especially in China. And some cases in the United States populations. There are. As I said earlier.

Yes. Based on. The previous study. The the cases. Were registered especially in China. And some cases in the United States populations. There are. As I said earlier. The synogram virus. It is one of the genotype of antivirus. Which causes. Uh, antivirus. Cardiac pulmonary syndrome. Which leads to shifting. Where the patient may die. If you're not dating back.

Alright, so you use cases from China to illustrate real-world impact for your students. You mentioned earlier that you manage lab work and supervise practicals—can you walk me through one instance where a student struggled to grasp a concept during a practical session, and how you helped them overcome it?

Yes. Based on. The previous study. The the cases. Were registered especially in China. And some cases in the United States populations. There are. As I said earlier. The synogram virus. It is one of the genotype of antivirus. Which causes. Uh, antivirus. Cardiac pulmonary syndrome. Which leads to shifting. Where the patient may die. If you're not dating back. So that. Uh, description. We explained to the students. In terms of the severity of antiviruses, which causes. 2 syndromes.

So you use cases from China and the US to illustrate the real-world impact for your students. You mentioned earlier that you also manage lab work and supervise practicals—can you walk me through one instance where you guided a student through a difficult experiment or troubleshooting session? What was your approach?

Yes. Based on. The previous study. The the cases. Were registered especially in China. And some cases in the United States populations. There are. As I said earlier. The synogram virus. It is one of the genotype of antivirus. Which causes. Uh, antivirus. Cardiac pulmonary syndrome. Which leads to shifting. Where the patient may die. If you're not dating back. So that. Uh, description. We explained to the students. In terms of the severity of antiviruses, which causes. 2 syndromes. Namely Aster. Forest and its.

Dr., given your background in medical microbiology and emerging infectious diseases, where do you see the most promising and fundable research directions over the next three years? What kinds of grants or funding sources would you target to support that work?

Alright, you use those real cases to highlight severity and mortality risks for students. Now, given your experience with hospital lab management and teaching, how would you go about securing external funding for your research, and how might you leverage VIT University's resources or reputation to succeed with grant proposals?

Alright, so you use case studies from places like China and the US to help students understand how dangerous syndromes like Hantavirus Cardio Pulmonary Syndrome can be. Given your background in hospital labs and teaching, how would you go about securing external funding for your research, and how might you use VIT University's resources or reputation to strengthen your grant proposals?

So my uh. PHP thes were. Anti antivirus only I worked. It is a ICMR funded project. ICMR means Indian Council Medical Research which is a Government of India. They only sanctioned the project. And I worked on that project. So I can also write proposals to ICMR. And other. Excel sources so that I can. Self supported to do. Research. Especially for the infectious disease Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias. So that is the challenges.

So my uh. PHP thes were. Anti antivirus only I worked. It is a ICMR funded project. ICMR means Indian Council Medical Research which is a Government of India. They only sanctioned the project. And I worked on that project. So I can also write proposals to ICMR. And other. Excel sources so that I can. Self supported to do. Research.

Alright, you’ve worked with ICMR funding before and would target them again for future research. Since fiscal sustainability is crucial at VIT, what strategies would you use to expand your funding sources beyond ICMR — say, industry partnerships or international grants?

Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias. So that is the challenges. As well as the clinician. Problems to work. Overcome this. We may write a proposals.

Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias. So that is the challenges. As well as the clinician. Problems to work. Overcome this. We may write a proposals. To to combat. This resistance. Against. The available drugs. Especially carbonants nowadays. See uh. Resistance is. Especially a simple bacterial. And uh. Other non fermenting bacteria.

Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias. So that is the challenges. As well as the clinician. Problems to work. Overcome this. We may write a proposals. To to combat. This resistance. Against. The available drugs. Especially carbonants nowadays. See uh. Resistance is. Especially a simple bacterial. And uh. Other non fermenting bacteria. Which causes ESPE. Which is very harmful to the. Especially ICO cases.

Okay, so antimicrobial resistance is a major funding focus in medical microbiology right now. Switching gears a bit—when you’re teaching a large cohort and can’t rely on traditional lectures, how do you keep students actively engaged with the material?

Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias. So that is the challenges. As well as the clinician. Problems to work. Overcome this. We may write a proposals. To to combat. This resistance. Against. The available drugs. Especially carbonants nowadays. See uh. Resistance is. Especially a simple bacterial. And uh. Other non fermenting bacteria. Which causes ESPE. Which is very harmful to the. Especially ICO cases. So in. So my. Focus will be on. In that area.

You said antimicrobial resistance is a big challenge and that writing proposals can help tackle it. When you teach a course with a large group, and can't rely on traditional lectures, how do you keep students actively engaged and make sure they're really wrestling with the material?

Especially in medical microbiology nowadays. The microbiology is. Clinical, uh. Person the major challenges were. Antimicrobial. Assistance to. Many bacterias. So that is the challenges. As well as the clinician. Problems to work. Overcome this. We may write a proposals. To to combat. This resistance. Against. The available drugs. Especially carbonants nowadays. See uh. Resistance is. Especially a simple bacterial. And uh. Other non fermenting bacteria. Which causes ESPE. Which is very harmful to the. Especially ICO cases. So in. So my. Focus will be on. In that area. That is antimicrobial. Since backing. So that I can. Help the public.

Alright, you highlighted antibiotic resistance and how proposal writing can help address it. Now, say you're teaching a big group and can't rely on traditional lectures—what's your go-to method for keeping students actively engaged with complex topics like drug resistance?

Okay, so you’re focusing on carbapenem resistance and using proposals to tackle that. Switching gears, when you’re teaching a large group of students—say, 200 in an auditorium—and you can’t use slides, how would you run a session that actually keeps everyone engaged and learning?

Alright, your focus on carbapenem resistance and non-fermenting bacteria is clear. Switching gears, when you’re teaching a large cohort—say, 200 students—and you can’t use slides, how would you keep everyone actively engaged and make sure the material sticks?

Right, you’re focused on antimicrobial resistance, especially in carbapenem and non-fermenting bacteria. Let’s shift to teaching—when you have a class of 200 students and can’t rely on slides or traditional lectures, how would you design a session that keeps everyone actively engaged and learning?

I hope. Especially for a 200 students. In the classroom.

I hope. Especially for a 200 students. In the classroom. They will provide. The microphone. Home so that the everyone can. Audible and listen to the. My lectures.

I hope. Especially for a 200 students. In the classroom. They will provide. The microphone. Home so that the everyone can. Audible and listen to the. My lectures. I think so. It it may help.

You were about to share your approach for engaging a class of 200 students—go ahead. Mm-hm, you were saying how you'd approach teaching such a large group. What would be your main strategy to make sure students stay involved and don't just tune out?

Okay, so you’d use a microphone to make sure everyone can hear. But beyond just being audible, how do you encourage active participation or engagement from such a large group—especially if you can’t rely on slides or traditional lecture formats?

Okay, so using a microphone helps everyone hear you, but I'm curious—if you couldn't use slides or just lecture from the front, what specific activities or strategies would you use to make sure students are participating and not just listening passively?

The one thing I can. Interact with the students. Uh uh, like asking. Questions so that. It is a. Kind of a. Teacher as far as the. And interact. On a regular basis. As well as, if possible, I can use. Blackboard. To teach them if. In case PowerPoint slide is not available.

The one thing I can. Interact with the students. Uh uh, like asking. Questions so that. It is a. Kind of a. Teacher as far as the. And interact. On a regular basis. As well as, if possible, I can use. Blackboard. To teach them if. In case PowerPoint slide is not available. Or the technology is not available. So that I can.

The one thing I can. Interact with the students. Uh uh, like asking. Questions so that. It is a. Kind of a. Teacher as far as the. And interact. On a regular basis. As well as, if possible, I can use. Blackboard. To teach them if. In case PowerPoint slide is not available. Or the technology is not available. So that I can. Use the convention.

The one thing I can. Interact with the students. Uh uh, like asking. Questions so that. It is a. Kind of a. Teacher as far as the. And interact. On a regular basis. As well as, if possible, I can use. Blackboard. To teach them if. In case PowerPoint slide is not available. Or the technology is not available. So that I can. Use the convention. I make them understand.

The one thing I can. Interact with the students. Uh uh, like asking. Questions so that. It is a. Kind of a. Teacher as far as the. And interact. On a regular basis. As well as, if possible, I can use. Blackboard. To teach them if. In case PowerPoint slide is not available. Or the technology is not available. So that I can. Use the convention. I make them understand. And right or. When when there's a need. Uh, I may draw. Some figures. So. That students can attempt to. To the class.

Okay, so you use blackboard teaching and regular interaction to keep students involved. Shifting to institutional duties—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So you’d use regular interaction and blackboard teaching if slides weren’t available, which can definitely help students stay engaged. Now, shifting to institutional duties—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So you’d use blackboard teaching and regular interaction to keep students involved. Shifting to institutional duties—if you joined our department and found that outcome assessment data was inconsistent across courses, what steps would you take to fix that?

Right, so you’d use interaction and blackboard teaching if slides weren’t available, which can definitely help students stay engaged. Now, shifting to institutional duties—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, you’d use interaction and blackboard teaching if slides weren’t available, which can definitely help students stay engaged. Now, shifting to institutional duties—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So based on the. Outcome assessment. So we. Figure it out. Why was the out? Outcome is not. So, uh. What to say? Outcome is not good. So we have to focus where we are going wrong. We have to identify and figure it out. So that. Once we analyze and. Figure it out the problems. That the students facing. Then we can rectify. Based on that I think if the department is. 4:30. Reasons I have to balance the department need. As soon as the. Students requirement. So. The department as well as. The teacher? Whoever in what? To coordinate.

So based on the. Outcome assessment. So we. Figure it out. Why was the out? Outcome is not. So, uh. What to say?

So based on the. Outcome assessment. So we. Figure it out. Why was the out? Outcome is not. So, uh. What to say? Outcome is not good. So we have to focus where we are going wrong. We have to identify and figure it out. So that. Once we analyze and. Figure it out the problems. That the students facing.

Dr., let's consider a real scenario. Imagine a student files a formal complaint saying your grading was biased, while at the same time your department head is pressuring you to raise pass rates. How would you handle that situation?

You’d analyze assessment outcomes to figure out where students are struggling—solid approach. Now, let’s say the department head disagrees with your analysis and insists on changing the grading scheme to boost pass rates, even if you feel it’s not academically sound. What would you actually do in that situation?

I think if the department is. 4:30. Reasons I have to balance the department need. As soon as the. Students requirement. So. The department as well as. The teacher? Whoever in what? To coordinate. And along with the. The head of the institute. As well as the. Students representative so that. With the team, we can. Achieve the. Or the. I said what I need to say. As a team we can do. But in. Cannot. Succeed. That's what I. Good to see.

Okay, so you're saying you'd try to balance department needs and coordinate with colleagues, but what if your department head insists on a grading change you believe is unfair to students? Would you push back, or try to find a compromise? How would you handle that ethically?

Dr., since your research is deeply rooted in clinical microbiology and infectious diseases, do you have any connections or collaborations with hospitals or industry partners that could help students secure internships or placement opportunities?

Yes.

Alright, let's shift gears to your core skills. When you’re guiding a student project in AI or health informatics, how do you help them choose a research topic that’s both original and feasible for their level?

Yes. For a hospitals I do have some. Connections. With the the. Hospitals. And. Especially. The some of the government and private hospital. This I do have some collaborations.

Yes. For a hospitals I do have some. Connections. With the the. Hospitals. And. Especially. The some of the government and private hospital. This I do have some collaborations. So that the students can do. But in that. Uh, government institute as well as private hospital.

You’ve got both government and private hospital collaborations for placements, which is definitely valuable. When you’re guiding a student project in AI or health informatics, how do you help them choose a research topic that’s both original and feasible for their timeframe?

You’ve got those hospital collaborations lined up for students, both government and private. When you’re supervising a student project in AI or health informatics, what’s your process for helping them choose a research topic that’s both original and doable within their time frame?

UI safety can help. The students, uh. For many cases. But I won't say not all the cases. But certainly. The can. Uh. Help he researchers.

You said UI safety can help researchers, though not in every case. For students working on a health informatics project, what sort of communication or teaching strategies do you use to make sure they understand complex concepts clearly and can explain them back with confidence?

Nowadays available. The Google Meet or Ms. Means there are many. Available uh. Online.

Nowadays available. The Google Meet or Ms. Means there are many. Available uh. Online. Tools so that we can. Communicate.

Nowadays available. The Google Meet or Ms. Means there are many. Available uh. Online. Tools so that we can. Communicate. Uh, if especially the students. Go for internship. Apart from the college. The so they can do. Uh, apart from the? I mean far away places. We can connect. Using the latest technology. My meeting.

Nowadays available. The Google Meet or Ms. Means there are many. Available uh. Online. Tools so that we can. Communicate. Uh, if especially the students. Go for internship. Apart from the college. The so they can do. Uh, apart from the? I mean far away places. We can connect. Using the latest technology. My meeting. So that we can rectify. Their doubts.

So you mentioned using platforms like Google Meet or Microsoft Teams for teaching. Can you give a specific example of how you’ve used these tools to structure a lesson or coordinate a project with your students?

Okay, so you've used online tools like Google Meet to communicate with students. Can you give a specific example of how you’ve used these platforms to structure a lesson or coordinate a project with your students?

You mentioned using Google Meet and other tools for coordinating with students who are off-campus, which helps with communication. When it comes to evaluating student performance—like grading exams or practicals—how do you make sure your evaluation is both fair and consistent, especially when you're dealing with a large group?

You’ve used Google Meet and Teams to connect with students off-campus, making it easier to answer questions in real time. When it comes to evaluating student performance—like grading exams or practicals—what’s your approach to ensuring fairness and consistency, especially across large groups?

Especially. Based on the exam or. Practicals. With. Based on their students performance in the. Plans or in the practicals? With that, only we can able to. Work it out.

Especially. Based on the exam or. Practicals.

You mentioned exams and practicals, but what do you actually do to make sure the grading is consistent—do you rely on rubrics, double-check with another faculty member, or something else?

You said you base grades on student

For the betterment.

Alright, you’re aiming for fairness and improvement in grading. When you’re guiding student research—especially projects in computer science or health informatics—how do you help them develop strong communication skills to present their findings clearly to both technical and non-technical audiences?

This I'm not able to understand.

No problem, let me rephrase. When you’re guiding students as they prepare a research project or thesis, how do you help them practice presenting their work so they can explain it clearly to both technical experts and people without a science background?

So especially for any researchers. Before the students can present it to the audience. So they must. Do a a. Trial with the. Mentor before the audience. Presenting so that. We can guide them. What? To do what not to do. So that the student can. Get the confidence before. Giving the presentation to the audience. In that way. The student can do. A better presentation.

Yeah, that's it.

Alright,

Okay, let’s switch topics. You’ve got a PhD and active research publications—can you walk me through how you decide on a journal to submit your work to, especially when balancing impact factor with accessibility for practitioners?

So regarding the journal submission. So I. Little bit focus on the impact factor. So that. I I want the uh. Based on my. Performance and my work. So. I little bit focused on the impact factor. The. The journalists. What to say?

So I go with the impact factor Yeah, certainly. I'm very sorry. For mentioning the. Focus on impact factor. Not always. All the cases. Because. Not always the impact factor. Which helps. For the public or the clinicians?

So you focus on impact

Yeah, certainly. I'm very sorry. For mentioning the. Focus on impact factor. Not always. All the cases. Because. Not always the impact factor. Which helps. For the public or the clinicians? What I wanted to say. The Open Access journals. And uh. So that. Any clinician can access. The journals so that they get the information.

Yeah, certainly. I'm very sorry. For mentioning the. Focus on impact factor. Not always. All the cases. Because. Not always the impact factor. Which helps. For the public or the clinicians? What I wanted to say. The Open Access journals. And uh. So that. Any clinician can access. The journals so that they get the information. And with that. There with the with that. Find the article findings. So the clinician can. Make the decision. By treating the patients. So my focus is on. The mainly the. Outcome. For Journal. 18 BA based on that. I prefer to summit. Uh or pre prefer to choose the general.

You pointed out that impact factor isn’t always the best way to reach practitioners or clinicians. Can you recall a specific situation where you chose a journal based more on its audience or accessibility, rather than its impact factor?

Yeah, certainly. I'm very sorry. For mentioning the. Focus on impact factor. Not always. All the cases. Because. Not always the impact factor. Which helps. For the public or the clinicians? What I wanted to say. The Open Access journals. And uh. So that. Any clinician can access. The journals so that they get the information. And with that. There with the with that. Find the article findings. So the clinician can. Make the decision. By treating the patients. So my focus is on. The mainly the. Outcome. For Journal. 18 BA based on that. I prefer to summit. Uh or pre prefer to choose the general. Which journal to publish?

Right, you emphasized open access journals for clinicians to easily get information, not just high impact factors. Switching gears, you mentioned teaching both theory and lab courses—how do you keep students engaged in a lab when some struggle with the basics, but others are ready for more advanced tasks?

So you try to balance open access for clinicians with traditional impact factor journals, depending on the outcome you want to share. Shifting focus—can you give a concrete example of a time you guided a student project from idea to completion, specifically describing how you helped them define the research question and structure their investigation?

You emphasized open access journals for clinicians to easily get information, not just high impact factors. Switching gears, you mentioned teaching both theory and lab courses—how do you keep students engaged during practical sessions so they actually apply what they learn, not just memorize it?

No, they don't memorize it. Because. Especially for microbiology classes.

Alright, you mentioned microbiology practicals help students avoid rote memorization. When you’re guiding student research projects—especially in areas like artificial intelligence or health informatics—what’s your process for helping them select a project topic that’s both challenging and achievable given their skills and resources?

No, they don't memorize it. Because. Especially for microbiology classes. Most of the. Theory part which is covered in the practical session. So. So when compared to. The students can learn. In the practical session. So. The majority? Cases. The practical session is very very helpful. Rather than the theory session.

No, they don't memorize it. Because. Especially for microbiology classes. Most of the. Theory part which is covered in the practical session. So. So when compared to. The students can learn. In the practical session. So. The majority? Cases. The practical session is very very helpful. Rather than the theory session. But of course I do understand. We cannot show. Everything on. But most of it we can. Do it on the bench. So the practical. What I try to? Says the practical is. Very effective. In terms of understanding by the students.

You said practical sessions help students learn better than theory, especially in microbiology. Can you give me a specific example of a lab experiment you taught, and how you connected it to the theory in class?

You pointed out that practical sessions—especially in microbiology—help students really understand the material instead of just memorizing it. Thinking about student projects and research, how do you help them choose a topic that’s both academically rigorous and relevant to real-world problems?

So I say. The. Current challenges faced by the. People, I mean the. Especially. I come from a medical microbiology background. So I always think about. Be patient. So the. Uh, currents uh. Major challenges by the microbiologists as well as the clinicians. And the public. The antimicrobial system. Since or. Some of the bacteria. So in that case. My focus will be. On the multiple. Resistance.

So I say. The. Current challenges faced by the. People, I mean the. Especially. I come from a medical microbiology background. So I always think about. Be patient. So the. Uh, currents uh. Major challenges by the microbiologists as well as the clinicians. And the public. The antimicrobial system. Since or. Some of the bacteria. So in that case. My focus will be. On the multiple. Resistance. So that. When we develop. New drug or new formulae? To fight against. The drug resistance. Which can help. The poor patient so that. That they, especially the. ICU cases. I mean the. Intensively cap. OK, so. So they are the patients. Facing lot of problems. In terms of antimicrobial resistance. So many patients we are. Losing because of the. So. If we focus on that. Topic we may. Help the poor patients.

Alright, you’re thinking about real-world challenges like antimicrobial resistance when guiding student projects. Now, shifting to exam duties—how do you ensure your exams actually measure whether students understand the material, not just their ability to memorize facts?

You’re thinking about real-world impact in choosing research topics, especially tackling antimicrobial resistance that affects ICU patients. Before we wrap up, can you tell me about any industry project or consultancy work you’ve done—maybe something where you applied your research to solve a practical problem outside academia?

Industry project. Truly speaking. I'm not done.

Industry project. Truly speaking. I'm not done. Most of my research. Mainly on. The uh. Patient sample or in the. Clinical setup.

Alright, Professor, we're just about wrapped up. Is there anything you'd like to ask about the role itself or the team?

Industry project. Truly speaking. I'm not done. Most of my research. Mainly on. The uh. Patient sample or in the. Clinical setup. That's where my research done. During my past and. My experience also in the clinical settings only. But. I don't have much experience. But certainly I can. Contribute in. Industry part especially. Developing new tools. To identify. Detect the diseases. Are complete the uh. Patients Yeah, in case. If I'm selected for this.

Alright, most of your research has been in clinical setups, not industry. Professor, we're just about wrapped up. Is there anything you'd like to ask about the role itself or the team?

Yeah, in case. If I'm selected for this. Post what will be. The major.

You’re asking what happens if you’re selected. If you join, you’d be expected to teach both theory and laboratory courses, guide student research, participate in academic duties like exams and student evaluation, and continue your own research in your specialty. Is there anything specific you’d like to know about the role or the team?

Yeah, in case. If I'm selected for this. Post what will be. The major. The Vit.

Alright.

You want to know what the main duties would be if you’re selected. If you join, you’d be expected to teach both theory and laboratory courses, guide student research, participate in academic duties like exams and student evaluation, and contribute to ongoing research projects. There’s also an expectation to publish in reputable journals and collaborate with colleagues across disciplines. Is there anything else you’d like to ask about the role or the team? You can ask one more if you’d like.

This is clear for me. And one more thing I wanted to ask.

This is clear for me. And one more thing I wanted to ask. Uh, half rounds of interview.

Of course, go ahead with your question.