Good day, Dr. Abhinaba Ghosh. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Hello, I'm Doctor Abhinav Ghosh and I completed my Bachelor's and Master's in Microbiology followed by my PhD in Biotechnology from the University of Cambridge. Thereafter, I worked in Food Chain Limited, a biotech spin-off company at Royal Hollywood, University of London, where I was developing rural vaccines and probiotics. Thereafter, I moved back to India and worked with MIT World's University in Pune as an Associate Professor and I was teaching.

Also taking some classes for the PhD students during their first semester. Thereafter, I moved back to the US and worked as a research associate at Texas A&M University where I was again developing oral vaccines. And after that, I moved back to India and I'm currently an Associate Assistant Professor at Parol University in Goa where I am teaching at the Department of Applied and Health Sciences.

Thank you for sharing that, Professor Ghosh. Let’s move forward. Could you elaborate on your approach to teaching theory and laboratory courses, especially when it comes to challenging concepts in Biomedical Genetics? How do you ensure your students grasp these concepts effectively?

OK, so there are numerous approaches. The first would be project based education and object based learning. I would emphasize a lot on audio visuals as well because I have found that the audio visuals and animations provide in depth 3D environment for the students to actually understand things at the molecular level. Apart from it the conventional teaching of the classrooms and.

Where students are actually being.

Talk about the subject is also very helpful, but predominantly if you're talking about my methodology of teaching, I like to actually rely a lot on object based education and particularly.

Using.

Animations and audio visuals at molecular level.

Understood, Professor. Introducing animations and audiovisuals, particularly for molecular-level concepts, is indeed a modern and effective teaching method. Regarding laboratory courses, how do you ensure that students develop strong practical skills, especially in hands-on techniques like microbiological methodologies or fluorescence microscopy?

Predominantly, if you are actually training students in the laboratory, the what I particularly emphasize on is they are able to understand the application of a particular instrument, its utilization in the laboratory and how to handle that instrument properly. There might be cases where you are actually having the right sample or specimen, but you're not able to see any fluorescence in the fluorescence microscope because.

Settings because of some malfunctions. So it doesn't means that your experiment has not worked. So, uh, as a faculty member, it is very crucial on our part, on our part to actually train the students on hands on about the different applications and different adjustments in the instrumentation so that they are able to take the readings properly. At the same time, they are able to troubleshoot any issues they might have at the first instance when they are dealing with.

To play instrument.

That's an excellent approach, Professor Ghosh. Ensuring that students not only understand the technical settings but also develop troubleshooting skills is indispensable for laboratory competence. Let’s move forward. Could you describe how you assess student performance in exams or projects, and how you ensure fairness and clarity in your evaluation process?

Predominantly, if I am looking or evaluating an answer script of any student, during examination, I tend to look for the keywords associated with that particular question. In India, generally what we tend to see is like if you have a 5 marks question, the answer should be bulky. If it's a 8 marks question, the answer should be very bulky. If it's A1 mark question, the answer should be one line or one word. Ideally, I tend.

Look for keywords. Say for example if a student has written A5 marks question in just four lines, but it has got all the important keywords associated with answering that particular question, the student tends to get full marks.

Predominantly, that is just not a feedback for for the students. That is the feedback for the faculty member as well because the faculty is able to gauge that there are some students who are slow learners. The medium learners are there are fast learners. So it is a job in the on the part of the faculty member to ensure that special emphasis is given on those students who are slow learners. So they are able to improve, improve during their next examination by providing them additional support.

That’s a well-grounded approach, focusing on substance over length. Evaluating based on key concepts ensures that students who understand the core ideas are rewarded, even if their responses are concise. How do you manage feedback for your students after evaluations, particularly for those who might not perform as well as expected?

For example, a well designed material for a particular topic emphasizing or highlighting the keywords, using a flash cards in order for them to understand and grab the important key points or key aspects associated with that particular topic. So these are some of the topics or some of the things I would like to actually do for the students who are.

Slow learners.

That's a commendable approach, Professor Ghosh. Providing tailored resources like flashcards and keyword-focused materials demonstrates a strong commitment to inclusive teaching. Let’s shift focus slightly—could you explain your role or philosophy when guiding students in their research projects, particularly for postgraduate or PhD-level research?

Predominantly I personally during my PhD times and what I got feedback from my friends and peers. PhD as well as Masters thesis work can be very daunting especially for the students because they are probably working on a very.

Environment with tight deadlines and schedules, it is very important that the faculty and the students have.

A very good platform so that they are able to understand each other, able to share their problems and able to come up with solutions to the problems, just not nag about issues or problems they're suffering from. We have to understand the mindset and the generation gap also when we are actually training or.

A Teaching students during their masters thesis work as well As for their PhD programs. Ideally, the PhD program or the research work should be well structured so that there is a clear communication between the requirements and the possibilities of that particular research work. It should be well designed, well structured and also there should be timelines allotted and designed approximately to give an idea to the student as what is.

Expected out of them and how much is expected out of them within a stipulated time. Also, the rewards of that particular research should be actually well gauged. Say for example, if I'm having a PhD student who has embarked on a PhD journey with me for three years. So at the end of the first year, they should have sufficient data to complete the assessment of their PhD valuation during the first year. At the same time, they should have sufficient data to generate.

A first class PhD report or a research paper. So ideally I would like to have my PhD student to have one publication at least during their one year of research. And the same goes for the masters student response. At the completion of their masters thesis, I would like them to have at least one paper published.

Your structured approach to guiding research students, emphasizing clear communication, defined timelines, and achievable goals, is excellent. Setting publication benchmarks also reinforces the importance of tangible outcomes from their research. Let us pivot slightly—how do you leverage your research expertise in Biomedical Genetics and Molecular Biology to contribute to your teaching or inspire student-led research endeavors?

Could you please repeat the question?

Of course, Professor. How do you utilize your expertise in Biomedical Genetics and Molecular Biology to enhance your teaching and inspire students to pursue meaningful research projects?

Predominantly when I was actually having a background of biomedical genetics for molecular biology. The very important thing which needs to be addressed to the students are the resources available.

The challenges and the and to develop an aptitude to resolve those challenges. OK, now to resolve those challenges, you need a very strong fundamental background about that particular subject as well as applied approach to address the particular question. Now to address an applied approach, you need to have a thorough understanding about the techniques and resources available. Thankfully, I have been blessed to actually have.

The trainings provided during my Bachelors and Masters program and during my PhD and Masters thesis work at the leading universities like Imperial College London, University of Cambridge, Texas A&M University and Scooter Limited. So I have got a very good approach or very good foundation on different kind of molecular techniques which are required to address scientific challenges. So during the class or during training this next generation of.

Scientists or students, I would like to emphasize on these techniques and resources and how they can be effectively used to address.

The scientific challenges in the particular field.

Your emphasis on bridging foundational knowledge with applied techniques to address scientific challenges is both inspiring and practical, Professor Ghosh. Incorporating insights from your advanced training at esteemed institutions undoubtedly provides your students with greater exposure to cutting-edge methodologies. Let us move forward—how do you ensure effective communication while teaching complex topics to diverse student groups, particularly those from varying academic backgrounds?

Could you please repeat the question?

Certainly, Professor. How do you ensure effective communication when teaching complex topics to students who come from diverse academic backgrounds?

Predominantly, I focus more on good communication skills that can be from any language, Okay, the student is comfortable with. But the essence of science is not just about a particular language. The essence is about clear communication, which you have very clearly emphasized, which can be in any language. Secondly, there has to be thorough understanding of the subject. And for the thorough understanding, again, there might be diverse students.

Divert knowledge, backgrounds and so on. It is very important again to lay emphasis on the keywords when they are answering any question or any scientific problems. They have to grab this knowledge and wisdom of actually using keywords while answering questions. If any student is from diverse background with different communication level but they are able to actually.

Comprehend the problem and use keywords to addressing a scientific problem.

I think they are totally in win win situation.

Thank you, Professor Ghosh. Emphasizing clear communication and keyword-based comprehension is indeed a strategic and inclusive approach, especially for tackling complex topics. Let's now discuss your experiences with research publications. Could you highlight the significance of publishing in reputed journals and explain the general process you follow to ensure quality and rigor in your research publications?

Firstly, I would like to say that the topic or the research problem you are addressing should be challenging and it should have an impact in the life and society. OK, it should be sellable.

Uh, thing secondly, uh, when you are doing the research, you have to have convincing data from any techniques you use to show that you are actually resolving a problem or you are addressing a scientific problem in an acceptable way. Thirdly, it is very important to communicate it to the rest of the scientific community. For that, you need to have a very good skill, scientific skill and very good command in the language in which.

If you're publishing the journal in the article in your reputed journal. Thankfully all my research work during my PhD and post PhD are all published in American Society of Microbiology Films Microbiology Letters which is an Oxford University based journal. So all of my papers are published in Q1 and high impact factor journals. So I am in a very good position thankfully to actually train the next generation of students or.

To actually do a quality research, but at the same time published it in high quality journals.

That's an impressive achievement, Professor Ghosh. Publishing in Q1, high-impact factor journals, especially those from esteemed organizations like the American Society of Microbiology and Oxford University Press, underscores the caliber of your research. How do you mentor students in preparing their research for publication, particularly in terms of refining their data and improving their scientific writing?

Predominantly, I like to train them in doing reviews of the already established or already published work in that particular field. Reviewing the previous work is very important. That creates a background or the platform for incorporating your work, aligning to the work which has been done previously. Possibly secondly is to actually see and gauge into the writing style of.

Well established authors and in respected journals, predominantly Q1 journals. Thirdly, frail your work according to already published work and following the guidelines given by that particular journal. OK. The 4th would be actually to discuss that work from some faculty member or your supervisor who has already got an experience in that field.

If there are any incorporations and deletions needed, the faculty, based on his or her experience, will be able to guide you about that. The second is to actually Polish the work. Make sure it's dramatically correct every all the punctuations and everything is good. And then you are good to actually submit your work in a journal.

Your step-by-step mentoring approach—from reviewing established literature to adhering to journal-specific guidelines and seeking faculty feedback—provides students with a comprehensive pathway to achieve successful publications. Let me finalize our discussion on this note. Your practical insights alongside academic rigor clearly equip you for impactful teaching and mentorship in Biomedical Genetics. One last inquiry: Do you have involvement in consultancy or industry-related projects that complement your academic endeavors?

Very much umm. Previously, after the completion of my PhD, I've worked in a biotech spin-off company at Royal Holloway, University of London, where I have been successfully developing new probiotics and oral vaccines in Bachelor satellite source. Apart from it, during my current career at Parul University, Goa, I'm in the process of signing an Mou with UH Mineral Neutrals Hyderabad, for whom I'm providing the consultancy and I'm providing support.

And I'm also getting support with my research work of developing oral vaccines and probiotics, so I'm well versed in the field of industrial linkage and consultancy.

Thank you, Professor Ghosh. Your experience with biotech spin-offs and your ongoing consultancy efforts underlining practical applications of oral vaccine and probiotic research reinforce your robust linkage between academics and industry. That brings us to the conclusion of this segment.

Professor, to begin, could you share which course within the realm of biomedical genetics you find most gratifying to teach, and what about it engages you as an educator?

I would like to teach recombinant unity in a technology. Molecular cloning resources, Molecular diagnostic base courses, Molecular genetic based courses, Antimicrobial resistant based courses, Bioanalytical technique-based courses.

Thank you, Professor. It seems you're drawn to molecular genetics and its applied aspects, especially in recombinant technology and diagnostic tools. These areas are indeed foundational but also cutting-edge in biomedical education. How do you approach introducing complex concepts like molecular cloning or antimicrobial resistance to students who might not have a strong background in these topics?

Sorry to interrupt, we're down to the last 5 minutes.

Alright, so predominantly for teaching molecular based techniques and molecular based applications, I prefer animations on audio visuals where all the molecules and all the here, all the phenomenon-based approaches are shown in 3D form. So based on that, what I predominantly like, my approach would be to actually gauge into the knowledge of the students firstly on that particular topic. Give them a briefing about.

The understanding and basic concepts to related to that topic and finally I would like to show them or teach them about the advanced understandings and advanced discoveries made on that particular topic.

That could be through Viva, that could be through quizzes that that could be through asking students, flip classroom techniques where students would be asked to actually explain a particular topic or a particular phenomenon. These are predominantly the very quickest method to understand if the student has able to grasp what has been delivered in the lectures or in the classroom.

Understood, Professor. Your structured approach—beginning with gauging the students' prior knowledge, building foundational concepts, and then progressing to advanced discoveries—is indeed methodical and student-focused. Incorporating animations and 3D visual aids is a powerful way to clarify intricate molecular mechanisms. How do you evaluate whether students have effectively grasped both the fundamental and advanced aspects of such topics during or after your lectures?

That’s a solid approach, Professor. Using viva, quizzes, and flipped classroom methods demonstrates an adaptive way to assess both comprehension and application. Encouraging active participation through student explanations also fosters deeper learning. Thank you for sharing. Let’s shift gears slightly.

Dr. Ghosh, let us delve into a critical aspect of this interview: connecting your academic research to your teaching expertise. Your distinguished academic background, including your PhD in Biotechnology from the University of Cambridge, suggests you’ve made significant discoveries. Could you share the focus of your doctoral research and any notable findings? Following that, I’d like to explore how you would translate these complex concepts into a teachable format for students.

During my PhD, the most significant.

Achievement or.

Or achievement which I made was creating genetically stable to mutant in Bacillus celius, the laboratory under whom I was doing the PhD. They have been trying to develop a technique to create genetically stable mutants in the laboratory for a long time. I was the first to unfortunately to actually able to create genetically stable mutant and during this PhD program I was able to.

Understand or breakthrough the role of.

An entire operon of five.

At KB, which consisted of 30 proteins to actually find their role in germination of Bacillus serious sports and also Bacillus enthrac sports. So this was one of the very significant achievement during my PhD Apart from it, my PhD was very multidisciplinary because I used a number of techniques, fluorescence microscopy, super resolution microscopy, transmission and scanning electron microscopy.

Lab based analysis method I I used molecular genetic uh.

Microscopic program based like Matlab and I also used some other techniques, say for example.

Protein expression and purification, that is, procurements to deliver it to the students. I would like to go from creating the base of the techniques, their application and how they can be used to address scientific problems. At the same time train them about the different.

Instrumentation techniques and how they can be used to actually address scientific problems they might have in their minds.

It seems your doctoral research was both groundbreaking and technically diverse. Creating genetically stable mutants in *Bacillus cereus* and elucidating the role of an operon involved in spore germination are certainly contributions of significance. Now, as a follow-up, could you elaborate on how you would ensure that students grasp the foundational principles of such complex techniques, particularly for those with minimal prior exposure? For instance, how would you introduce fluorescence microscopy or protein purification to undergraduate students so it feels accessible yet academically rigorous?

Our scheduled time for the interview is now up. Before we conclude, do you have any questions related to the role or the company?

Yes. Could you please tell me what are the subjects where you think I fit well during the biomedical?

Kinetic scores.

I cannot provide specifics about course assignments or departmental expectations without additional institutional context. However, based on your strong expertise in molecular microbiology techniques, bioinformatics, protein expression, and related fields, you could be an excellent fit for teaching subjects such as Molecular Genetics, Microbial Biotechnology, Applied Bioinformatics, or Advanced Microscopy Techniques within Biomedical Genetics programs. You could also contribute by designing specialized courses or modules emphasizing experimental methods or translational research, bridging foundational science with practical application. Would you like me to clarify further or address specific interests?

Uh, that's fine. I my all my questions that I have seen answered.

Professor, to begin, please outline your three-year research roadmap as a Biomedical Genetics Professor. Specifically, I am interested in understanding how your intended work could serve as a long-term asset for our institution. Could you elaborate?

Yes. So my 3 long term or three years road map would be the first would be to draft a research proposal to secure funding for my laboratory. I would like to have a laboratory where I can actually train next generation of scientists. So in order to achieve that, I'm looking for funding from different bodies like DBT. Indian Council of Medical Research and have been the process of drafting a research.

The second would be to actually take some PhD students under me so that we can actually get our goal rolling for publishing high quality papers. The third approach would be applying for intramural grants provided by VIT University Vellore to get the basic bench fees and resources to start on with the projects in the university.

That’s an ambitious roadmap, Professor. How do you plan to mentor junior students, particularly Ph.D. candidates, to ensure a consistent pipeline of high-quality publications and successful research outcomes?

So if if I'm selecting any students for PhD, I would like to have one and one conversation about your research interests, their strength and their weaknesses. And we can come up with a research project where both of us align very well. Thereafter, it would be designing the research project.

By reviewing the literature and journals which has already been published in that field.

The third would be to actually start getting some preliminary data in order to see if the research project is feasible. Ideally for any PhD student, my advice or my ideas are they should actually get at least one paper every year of their PhD. So if the PhD is for three years full time, I would expect the student to at least have one paper at the end of the first year, the 2nd paper at the end of the second year.

What paper at the end of their third year. Apart from it, the student will have opportunity to collaborate with other peers within the university or within the department or other universities as well. That creates that lays emphasis on their interest in that particular subject, their willingness to learn and the willingness to contribute to that particular subject. At the same time, the students will also have the opportunity to enhance their CV. Through these research collaborations.

Understood, Professor. Your approach emphasizes individualized mentoring, tangible outputs, and collaboration. Moving forward, how do you aim to utilize international collaborations to enhance your research's visibility and boost citation metrics?

Right. So for my PhD work, I have been at the University of Cambridge and at Imperial College London. So I am in contact with my supervisor and other researchers in both these universities, apart from other universities as well with whom I have done collaborations. So for my PhD work, I I would like for my research work.