Good day, Dr. Badarinath A. R. S. 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?

Good afternoon, Sir.

Good afternoon, Professor. Please begin by introducing your professional journey in academia.

Yeah, I, I am Doctor Badrinath, medical geneticist presently working in public health sector in government of Andhra Pradesh. I was designated in the district cadre. Working in the district cadre, I usually work with the government organization, the government organization dealing with the genetic counselling and the public health genetics, public health, public population genetics.

Where I usually deal with uh pre testing, pre counseling for the patient or the case based or population based.

Uh, giving the post counseling session to the population. Usually in my work career, uh, I have been working in this government sector for four years. Before that I was in uh, Viola college as assistant professor.

Then getting to the diagnostics of diagnostic based upon the diagnostic test.

Uh, dealing with the genetics and genetic counseling subjects along with, uh, genetic engineering, molecular biology.

Thank you, Sir.

Thank you, Professor Badrinath, for sharing that.

Professor, the role of Genetic Counselling Professor involves an emphasis on teaching, research, and mentorship. It includes delivering both classroom instruction and laboratory sessions, evaluating students, guiding projects and research, and contributing to published academic work. It also expects active involvement in research development, funded projects, and fostering industry-institution collaborations. I’ll be focusing on verifying your qualifications and expertise against these role requirements. Let us begin. Could you explain your expertise in genetic engineering, spotlighting foundational areas you’ve worked on or taught?

Yes, exactly. At present I have been, I am working from my past experience, I am working around with 20 hospitals and private organizations where we deal with patient handling.

From basic status of demographic collection and family, free medical medical history collection, details of medical history and pedigree analysis, compiling data and analyzing data, giving pre and post counselings to patients required and also when it comes to research.

We are working on population genetics.

Under government of Andhra Pradesh.

And we'll do analyze all the criteria from structured criteria in genetic counseling from taking data to the analyzing and giving host counseling to the patients. These are all involved in multi multidimensional studies where we go for evidence based analysis in genetic counseling, which is very much, very much important.

In medical field.

Uh, along with that evidence based, uh, we do follow the complaints where is utmost important like, uh, confidentiality, maintaining data, uh, maintaining the confidentiality within the family members, sometimes within the family members, etcetera. And data interpretation, confidentiality and data interpretation we do follow and interdisciplinary collaboration, which is, which is.

Very much important in genetics and genetic counseling and we do follow all this when we're adding a small scale of research or a large scale of research when it comes to the institution like VIT, which is working very nicely with interdisciplinary research, evidence based outcome based education.

Uh, I do forward link the same, uh, I apply the same princi principles what I'm working with vit university.

Thank you.

Professor, you’ve shared significant insight into your hands-on experience with genetic counseling. You highlighted demographic data collection, pedigree analysis, evidence-based studies, confidentiality protocols, and interdisciplinary collaboration, all of which are foundational to this field. Additionally, your work on population genetics under government initiatives demonstrates your academic and practical engagement. Now, specifically regarding research publications, could you elaborate on any contributions you’ve made to peer-reviewed journals or major conferences related to genetic counseling or population genetics?

Yes, the Council of International Council of Genetics are in India, especially in Hyderabad, there is a there is a regular interval of counseling, regular intervals of conferences happening in genetic counseling headed by Ani Hassan, which is very much fruitful where we follow, where we attend the general counseling and learn new things, what is happening around the globe or around the researchers, how they are approaching new methods.

And these are also, we are all, we all adapt by attending conferences, research gatherings or sometimes webinars. So we along with our participants or some, sometimes the students and sometimes The Who are very much eager to learn genetics and genetic counseling. We do attend this type of scientific gatherings and research gatherings and we know the new things.

In genetic counseling. A New approaches in genetic counseling.

Thank you, Professor. It's good to know that you actively participate in conferences, workshops, and webinars to stay updated on advancements in genetic counseling and bring that insight back into your practice and teaching. While learning and networking are valuable, I’d like to understand more about your independent contributions. Can you provide details about specific research papers you have authored or co-authored, particularly those published in reputed international journals, and how they've contributed to the field of genetic counseling or population genetics?

Yeah, presently we are going for bridging the gap between the metabolic disorders and non communicable diseases. In non communicable diseases say particularly diabetes which is a metabolic disorder which comes into non-communicable diseases and whereas the cancers and types of cancers which is also which also concerned the non communicable diseases. So within these non communicable diseases both diabetes and cancer.

Usually a person will see these are two different two different diseases. But when it comes to.

Uh, when it comes to family pedigree or medical history taking, there is a, uh, they, they, they act as home or they act as like a, uh, influencers. The diabetes will influence a person to get, uh, will have a positive effect to get cancer within the years of time. Say for example, if a person is diabetic for 20 or 25 years, uh, either of the, there is a probability of getting. 2 to 3% as far as.

Why research till now 2 to 3% of the population will have a certain particular types of cancers to develop. So this is the some interdisciplinary.

Research to be done in the genetics and genetic counseling not only in the the straight way. So if you see diabetes, we should not see only diabetes. There are certain things around we should look after in multi factorial way. This is my approach towards research.

In genetics and genetic counseling.

Understood,

Thank you, Professor. Your interdisciplinary research approach—bridging connections between diabetes, cancer, and their genetic predispositions—introduces an important dimension to both genetic counseling and population genetics. Highlighting multifactorial influences and their implications in family pedigrees displays an integrated understanding of complex health issues. Let us now transition to teaching methods. How do you structure your classroom and laboratory courses to not only develop foundational understanding but also engage students in practical applications of genetic counseling concepts?

Student will be the tomorrow's person who is sitting in front of the patient or sometimes a family who are in very abnormal condition. So in this situation, a teacher should teach to the student in a way that uh, in a practical manner that a person, a student will learn practically.

So when it comes to teaching UH, there should be a structured format in order to teach a UH student because student.

Maybe the case wise study can be better in general counseling or sometimes the clinical rotation study through clinical rotation is very much important.

Rather than in four walls like like what I say is.

The case based like suppose Down syndrome, Down syndrome, usually what the traditional method, they will teach only by seeing the pictures, by showing the pictures in textbooks or the slides. But my prospective, uh, I want, I, I will teach, I want to teach in such a way with the specimens in the museum. So this is my prospective of effective teaching in.

Which can be considered as a laboratory teachings when it comes to genetics laboratory teaching.

Uh students to make a student. So every teaching class should have certain structure.

Certain teaching plan which will give like a situation like task, action and result. Every teacher should have all these 4 components as a major structure and teach to the students. And this is my prospective. At the end I want to say that the teacher should teach in a practical manner then only the student will know anything.

Fruitfully.

Thank you, Professor. Your commitment to practical, case-based teaching is clear. Employing clinical rotations and specimen-based learning, particularly for genetic conditions like Down syndrome, demonstrates a strong focus on bridging theory with tangible experience. Moreover, your emphasis on structured teaching plans—incorporating situational analysis, action, and outcomes—ensures that students not only grasp concepts but are prepared for real-world application in genetic counseling scenarios. Now, regarding your responsibilities in assessing student performance, how do you approach evaluations and examinations, while ensuring fair and comprehensive assessment of both theoretical knowledge and practical skills?

Yes, when it comes to evaluation in my prospective, each student is unique and each student is not same to each other. So as a teacher, uh, that as a teacher, uh, every, uh, a teacher should analyze, every teacher should assess, every teacher should know who is who. So then only, uh, the assessment will be correct. It should not be a overall method in my point of view. So it will be when it comes to genetics and genetic counseling.

The evaluation of each student is unique.

Based upon.

Their assessment over the paper or assessment or like interview.

Assessment in clinical, clinical stages, UH clinical prospective or in laboratory prospective, there will be a different approach for each UH student. So in my point of view.

The assessment approach of every student will differ should be deferred in my point of view.

Yes, when it comes to research, uh, independent of the subject, like it can be the genetic engineering or it can be the genetics or it can be the genetic counseling.

Understood, Professor. Your personalized approach to student assessment underscores your recognition of individual learning styles and capacities. It’s commendable that you adapt evaluations across theoretical papers, clinical interviews, and laboratory proficiency, tailoring methods to each student’s strengths and progress. Let us shift to the topic of mentoring students in research projects. Could you share your philosophy and strategies for guiding students through genetic counseling or interdisciplinary research? How do you ensure their success and foster innovation?

In my point of view, AI is one of the one of the emerging and emerging technology at present, So using an effective teaching methodology in research will advances in in research project will give the fruitful.

The fruitful results in reserve research. So when it comes to approach based or analysis based the a will give will predict the predict the disease.

Prognosis or disease incidence in before, So in my point of view, if I am designing any research or if I am going to do any project.

Ultimately, the emerging technology has to be involved in my point of view, and the students has to be taught.

Thoroughly before going for research and advancement in such particular fields should be gained through the research journal. Studying the recent research in journals, so every student or every teacher.

Has to go through thoroughly go through the research journals for the update of the information particular research projects.

Then go further using the recent technologies like artificial intelligence.

Thank you, Professor. Your acknowledgement of emerging technologies like AI and their role in advancing genetic research and counseling projects is forward-thinking. Incorporating methods that predict diseases and analyze prognosis is vital. Moreover, your insistence on grounding student research in current literature and journals before introducing advanced methods demonstrates a thoughtful, preparatory approach to mentoring. Looking closer, guiding student research sometimes involves addressing challenges like limited resources or interdisciplinary collaboration. How do you personally work to overcome such barriers when helping students succeed in their projects?

Yes, when it comes to genetic counseling, interdisciplinary research or uh, multiple collaborations is very much needed because ultimately this makes a fruitful combination for the genetic counseling students. Because uh, each health setup or each health hospital or any health setup clinical setup will have different types of patients approaching on different types of clinical presentations will be there.

So, uh, interdisciplinary research and inter inter departmental collaborations, Intel institution collaborations, inter research, institutional collaborations is very much important. And as far as my concern, I will go for this as many as collaborations I need. And I'm also very much eager to give the clinical rotations for charity council and students, which is very much important.

And if possible, it should be included in the curriculum where they will go for.

Clinical rotations around the around the tie up hospitals or clinical setups so that they will get a variety of clinical.

Asus exposure and they will know in different kinds of directions. They learn along with the clinicians.

How to handle the patients?

Thank you, Professor. Your emphasis on interdisciplinary collaboration and clinical rotations to expose students to diverse patient cases is invaluable for their holistic training in genetic counseling. Providing practical experiences alongside clinicians ensures students develop both technical expertise and interpersonal skills essential for handling patients. Let us now turn to your experience with curriculum development. Have you had any involvement in creating or improving academic curricula, particularly for genetic counseling or related fields? Could you elaborate on your contributions?

Yes, yes. Uh, I was being the board of UH Studies member when I'm working as Assistant professor in Andhra Laila College, Vijayawada where we discuss about uh, uh.

Syllabus of graduates, undergraduates and postgraduate students. So where we restructure some some of where we restructure the courses based upon the new advances in the in the curriculum like say practical approaches like what I said practical approaches and clinical rotations sometimes are restructuring with the recent. Recent topics in the.

Uh, person say, like suppose genetics, if you want to restructure genetics, we'll say, uh, uh, not only cytogenetics or karyotyping, this is a traditional way of studying genetics, but when I, when it comes to advances, when we want to restructure this, uh, certain things like exome sequencing and MGS next generation sequencing.

CRISPR gene and certain databases of genetics. This all has to be.

Updated in the curriculum from time to time. So actually this is the some things where the professor has to assistant professor or professor, associate professor has to work on to develop the curriculum. So when it happens, ultimately the institution will grow excellently. The institution along with the institution, the teaching faculty will grow as well as the participant as well as the student will grow technically and conceptually.

When when he goes outside, it will be very much better understand better for the.

At the end of the day, it will be benefiting the student. So when it comes to restructuring.

Uh, what I follow, uh, finally is that to include?

Uh, the very much necessity necessary necessary to involve the upcoming or the present technology in the.

In the curriculum, so even the so in VIP, if I am in VIP also, I use I. I have the habit of doing this. I will do it for the benefit of student.

Syllabus. So as a Board of Studies member already I had experience in Ashton as Assistant Professor in Andhra Layla College. I used to do this regularly.

Thank you, Professor. Your experience in curriculum restructuring is noteworthy, especially your efforts to integrate advanced topics like exome sequencing, next-generation sequencing (NGS), and CRISPR into genetics syllabi. It's evident you prioritize aligning academic content with emerging technological advancements, ensuring students are well-prepared for modern challenges in genetic counseling and research. Additionally, your dedication to practical approaches and clinical exposure strengthens your contributions to student-centered curriculum development. Let us now address any prior experience you may have had in funded research projects, interdisciplinary collaborations, or consulting services. Could you elaborate on significant instances of such work and how they contributed to your professional or institutional growth?

At present we are working in uh, consultancy projects, uh, which is funded by the uh, state government of Andhra Pradesh. And previously I had worked as, worked as a research assistant where I used to handle consultancy projects from uh, Shankar Netralaya and uh, some of the cleaning, uh, private clinics in Vellore in Maryland, in Maryland or female infertility where you.

As a consultancy project.

Yup.

Please elaborate on such interdisciplinary or institution-funded projects, Professor. Specifically, what goals were pursued, how collaboration across domains enriched the outcomes, and how it advanced the field or benefited the participants involved?

Yes. Firstly, uh, we had a collaboration with Manipal Hospitals, which is in Vijayawada and then Liberty Hospitals, which is also in Vijayawada, where you used to collaborate for certain projects in genetics as well as the genetic counseling. And also we have this collaboration where our students, uh, students will go for the clinical rotations. So based upon this collaborations we had, we had a very. Uh, we had, we had a very.

Uh, a few projects we have worked on, like uh, neurology cases, uh, several plasia cases we have worked on.

Along with genetic counseling, counseling of cases, pre and post test counselings.

Thank you, Professor. Your collaborations with Manipal Hospitals and Liberty Hospitals, including projects focusing on neurology and severe aplasia cases, demonstrate meaningful interdisciplinary efforts. Incorporating pre- and post-test counselings further highlights your commitment to comprehensive patient care and student involvement through clinical rotations, fostering both academic and practical growth. Now, moving forward, I will verify your remaining qualifications using focused queries. Starting with your expertise in guiding student research, could you describe how you balance fostering independence in students with providing them adequate mentorship during their research projects?

Yes, every student has to be individually learned himself or herself when it comes to research.

So a monitoring will be there as a mentor, as a mentor I will be I will be giving 100% support to them after teaching every aspect of the project.

And giving time to get them back after going for after studying the ground research, after studying the ground concept of what I have given the teacher, the teacher students should go relationship should go in such a way that the teacher should not feed everything that should the teacher should give a hint. The student, the teacher should give a hint. The student should go collect everything, collect the raw mater.

Collect the compile the data or the compile the data.

Go through the concept, go through the uh, literature, and get back to the teacher. This is what I I my concept is in research.

Understood, Professor. Your approach to mentoring reflects a balanced strategy: offering foundational guidance and hints while encouraging students to independently gather data, analyze concepts, and delve into relevant literature. This structure fosters autonomy while providing them the space and accountability to develop critical research skills. Let us shift focus to your communication skills. Besides practical teaching efforts, how do you ensure clarity, structure, and engagement in your lectures and interactions to enhance student learning?

Yes, where, uh, when it comes to teaching, interaction is one of the very, very important thing. Important thing.

So communication along between the students communication in the student will come out when when we give the task in the classroom or in the laboratory. So encouraging students to give a short seminars or give the concept in the pictorial representation as they like or classroom discussion or classroom individual assignment. This all will sign up a student. So in my point of view, the more.

Uh, you for the more you give, uh, certain hints to the students and make them work on the, there will be, there will be more Polish in my point of view.

Thank you, Professor. Your emphasis on active student engagement through seminars, discussions, interactive assignments, and pictorial representations highlights your focus on fostering clarity and structured learning. Encouraging students to express ideas and develop through task-oriented approaches ensures not only polished communication but also a deeper conceptual understanding. Now, to confirm your educational credentials, could you provide details about your PhD specialization and how it aligns with the field of genetic counseling or genetic engineering?

Yes, I did my PhD in medical genetics.

Where I used to work with Madras Medical College, Chennai, where I used to attend all the pre and post counseling sessions along with the sample collection, sample analyzing discussion, interaction with the clinicians and uh, learning in the industry, learning how to counsel a patient. These are all was done during my pH D uh, basically I worked on medical genetics along with genetic counseling. So I think, uh, my research area.

And what I'm working now is at for the genetic engineering and genetic counseling where I did genetic engineering working with DNA, working with SSCP, working with PCR. These are all done in the wet lab. Whereas in counseling I have done every counseling sessions in the hospital based.

Uh, patient based counseling. So I, I guess that I am happy for this, uh, genetic engineering and genetic counseling process.

Thank you, Professor. Your PhD in Medical Genetics, complemented by hands-on experience in genetic counseling and laboratory techniques like SSCP and PCR, confirms that your academic background and practical skills align strongly with the responsibilities of genetic counseling and genetic engineering. This clarity is significant as it reinforces your ability to connect theory and practice effectively in both clinical and educational settings. Let us turn now to verify your experience in publishing research. Could you specify notable research works you’ve authored that contribute to reputed journals or conferences, particularly those impacting genetic counseling or genetic engineering?

Sports PhD I had 10 years of research experience and a total of a total of 10 research publications has been published in the field of medical genetics and where each publication. I have a wet lab where I performed PCR and every publication and every research project what I had, it has.

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