Postdoctoral Research Articles

Automatic quantification of pressure waveform damping during cardiac catheterisation using artificial intelligence

Abstract Background Undetected abnormalities in the aortic pressure waveform caused by damping of the signal can lead to complications during coronary angiography. Most commonly caused by over engagement of the catheter into the coronary ostium, the severity of pressure damping can be visually quatified by experience operators: it starts with the loss of the dicrotic notch, progresses to varying degrees of waveform "ventricularisation" and finally reaches a severe form with loss of the typical coronary waveform. The clinical consequences of undetected pressure damping are proportional to its severity, and include underestimation of stenosis severity during physiological assessment, vessel injury and, catastrophically, ventricular fibrillation. An automated approach to quantify pressure damping severity would improve patient safety by eliminating the need for constant operator attention during the procedure. Purpose To develop an index to automatically quantify the degree of pressure waveform damping using artificial intelligence. Methods 761 aortic pressure recordings obtained during pressure wire assessments and ranging from normal to severely damped, were manually processed into 1561 shorter recordings of 6-8 beats each. Recordings were then randomly allocated into separate training and validation datasets in a 70:30 ratio. The training and validation datasets were labelled by two separate groups of experts: 5 labelled the training dataset and 4 labelled the validation dataset. All experts were practicing interventional cardiologists who had undertaken doctoral and post-doctoral research in coronary physiology. 14490 individual expert discriminations were used to train the neural network. A purpose-built platform was used to label pressure waveforms. A neural network was trained using the training dataset. The validation dataset was then assessed by the neural network. The score output was transformed into an index which ranged from 0 (normal waveform) to 1 (severely damped). The correlation between expert consensus and the AI derived index was compared using Spearman’s Rho and numerical agreement assessed with Bland and Altman analysis. Results The AI derived index was able to continuously discriminate progressive degrees of pressure damping and demonstrated excellent correlation with the expert consensus score (Spearman’s rho 0.89) and numerical agreement on Bland and Altman analysis (bias +0.05 and limits of agreement ±0.21). Individual expert’s scores showed a range of agreement with the expert consensus score (Spearman’s rho 0.75-0.94, mean 0.86). The AI index agreed with expert consensus more closely than each expert agreed with each other. Conclusion An AI derived index can provide an automated, real-time and operator-independent quantification of the degree of aortic pressure waveform damping, improving precision of physiological assessment and potentially increasing patient safety during coronary angiography.

Versatile video assignment improves undergraduates’ learning and confidence

This mixed methods study examines an explanatory video assignment designed to operationalize contemporary theory about cognition, metacognition, and inclusive teaching. This project grew from a professional learning community of post-doctoral teaching fellows who were involved in course redesign as part of a campus-wide active learning initiative. A team of pedagogical experts, teaching fellows, and faculty designed this video assignment to increase opportunities for students to share their perspectives while practicing a powerful learning strategy. Instructional teams implemented different versions of the video assignment in three courses across two departments. An experimental research component isolated the impact of the assignment on learning and confidence, and a mix of quantitative and qualitative analyses provided evidence about students’ experiences with the assignment. We found that students expressed learning and confidence gains beyond those due to typical course activities. Qualitative evidence suggested that students experienced the assignment as valuable for their learning and that the assignment enhanced self-expression. The assignment was effective in both face-to-face and remote settings, implemented either as a course requirement or extra-credit option. This versatile video assignment presents a practical way to enrich the student experience.

Design and implementation of a project management training program to develop workforce ready skills and career readiness in STEM PhD students and postdoctoral trainees

A growing number of STEM doctorates pursue careers across the broader biomedical workforce, including industry, policy, and healthcare. Graduate and postdoctoral trainees need training to develop professional skills that prepare them for diverse workforce options. Through engagement with faculty and trainees, we determined that formal management skills are underdeveloped in trainees, particularly around managing projects in a way that is translatable to broader industries. At Georgetown University Medical Center, we adapted Kern's six-steps of curriculum design to develop the Academy for Transferable Management Skills (ATMS) program to help graduate and postdoctoral trainees develop linear experience in utilizing project management tools in their academic research contexts. ATMS includes a self-paced online CANVAS course with learning objectives and content modules that map to the project management cycle from initiation to closure, developed in consultation with PhD-level industry experts. From 2021–2024, 25 trainees have completed the ATMS program, including the capstone project and posttest evaluation. Trainees also complete brief quizzes after each module as a formative assessment of learning. The pre-test evaluation (n = 92) revealed a baseline of project management “pain points” regularly encountered by trainees (risk management, project charters, work breakdown structures, and managing project scope). Posttest data (n = 25) reveal a significant increase (p < 0.0001) in project management self-efficacy measures across the aforementioned pain point scales. Notably, 100% of trainees indicated that they may/would refer the program to colleagues. ATMS offers trainees the flexibility to pick frameworks that apply to their projects with trainees planning to use project schedules (84%), Work Break Down Structures (80%), lessons learned reports (68%), and communication plans (68%) in their work. This integrated experiential learning approach equips trainees to develop and execute their projects according to industry-informed project management principles, which allows them to perform their current research more efficiently and to utilize project management frameworks in a way that is directly transferable to broad careers.

Ten lessons for future MSCA/COFUND applicants

The Marie Skłodowska-Curie Actions (MSCA) support researchers' training and development and prioritise international mobility and interdisciplinary collaboration. As the European Commission’s flagship doctorate and post-doctorate fellowship programme, it is fiercely competitive. This perspective piece aims to support future applicants of the programme by presenting ten lessons learned derived from three MSCA/COFUND projects: DTA3 doctoral programme in the UK, Train@Ed post-doctoral programme at the University of Edinburgh, and iMED at the University of Copenhagen, Denmark. The lessons cover recruitment strategies, enhanced training and career development programmes, and effective project management. Key recommendations include initiating early recruitment, supporting international mobility, embedding EDI within processes, promoting social cohesion, aligning stakeholders' expectations, developing standardised procedures, appropriately managing time and finances, and maintaining realistic project plans. These insights aim to assist future MSCA/COFUND applicants in improving project impact and sustainability.

Perceived challenges and opportunities for basic scientists transitioning to basic science educators in medical and health professions education

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages of their transition. An anonymous survey with voluntary participation was administered to all basic scientists in National University of Singapore (NUS) Yong Loo Lin School of Medicine. The survey aimed to identify the perceived challenges faced by basic scientists transitioning to basic science educators in medical and health professions education. This study consisted of Likert scale questions, followed by one multiple-choice question and two open-ended questions. Twenty-one basic scientists either postdoctoral fellows or instructors, completed the study. The study found that gaps in clinical content and experience, along with teaching pedagogy and training were among the major concerns for basic scientists aspiring to be basic science educators. These challenges and shortcomings could potentially be addressed by providing them with clinical shadowing opportunities, education mentorship and teaching training. Since most respondents lacked teaching experience, the results might differ if the majority had been involved in teaching within medical and health professions education. Nonetheless, it is important to understand and acknowledge the challenges and concerns experienced by basic scientists and examine how they can navigate them in the process of their transition to teaching medical and health professions. This also provides opportunities for personal reflection and development so that basic science educators will be more prepared for greater challenges and the ever-changing demands of contemporary medical and health professions education.

Cohort-based programs facilitate skill development and community building for postdoctoral scholars: a pilot study

Postdoctoral scholars (“postdocs”) occupy a distinct academic stage and therefore have unique career and professional development needs. We aimed to explore whether a cohort-based program could promote skill development, support career preparation, and facilitate community building among postdocs at our institution. We applied the design thinking process, commonly used in engineering and industrial design, to create a 4-month long leadership and project management program. Pre- and post-surveys with Likert-scale questions measured participants' self-confidence in and self-assessment of competencies related to leadership and project management (e.g., creating an inclusive environment, developing a project charter). Fourteen postdocs from STEM and humanities disciplines participated in the pilot program. Matched responses from participants indicated an 82% positive shift in leadership self-confidence (n = 11) and a 56% positive shift in project management self-confidence (n = 9). Postdocs also showed a positive shift in all 12 competencies related to leadership (n = 11), and a positive shift in nine of 10 competencies related to project management (n = 9). In the optional open-ended questions provided in the surveys, postdocs articulated that the cohort created an environment to share experiences, safely practice new skills, and discuss their career goals. Applying the principles of design thinking to develop a cohort-based professional development program resulted in participant learning gains and their feedback suggests that the program supported a greater sense of belonging. Administrators could use our approach to innovate programming that meets the professional and personal needs of postdocs at their institution.

Leadership, management, and team practices in research labs: Development and validation of two new measures.

Effective leadership and management practices contribute to responsible, high-quality research and the well-being of team members. We describe the development and initial validation of a measure assessing principal investigators' leadership and management practices and a measure of research team practices. Using a cross-sectional survey design, 570 postdoctoral researchers funded by the National Institutes of Health reported on the perceived behaviors of their principal investigator (PI) and the research team. The PI leadership and management items factored into two dimensions: fostering relationships and directing research. Correlations of these new scales with existing, validated measures of ethical leadership and general leader behavior provided evidence of convergent validity. Providing evidence for criterion-related validity, scores on the new measures predicted lab climate for research ethics, self-reported productivity, and job satisfaction. Research team practices provided additional predictive value beyond leadership and management behaviors. This study provides construct validity evidence for the new Leadership and Management in Science (LAMPS) Measure and the Research Team Practices (RTP) Measure. Qualitative responses to an open-ended item reinforced the importance of relationships and directive supervision for a positive environment. These measures can be useful tools for future research or may be useful for PIs seeking feedback about their practices.

The interdisciplinary training academy for integrated substance/opioid use disorder prevention and health care: A qualitative look at a new remote field education model.

The opioid syndemic presents a critical need for effective interprofessional training in health care, especially in behavioral health disciplines. Addressing this need, the Interdisciplinary Training Academy for Integrated Substance/Opioid Use Disorder Prevention and Health care (ITA) was developed to provide adaptable educational experiences for emerging behavioral health professionals. This study, reflecting years 2020-2023, explored the experiences and perspectives of ITA fellows regarding interprofessional collaboration and opioid workforce development, focusing on how these elements are integrated. After conducting focus groups, we employed applied thematic analysis to qualitatively analyze the experiences of ITA fellows (11 women and six men; 41% Hispanic/Latino and 59% White; 14 Master of Social Work students and three psychology postdoctoral fellows). This method allowed for a detailed exploration of their perceptions and the nuances of their learning process within the context of opioid workforce development. The findings indicated that fellows' learning processes were adaptive, evolving over time to meet their changing needs. Initially, fellows faced challenges related to role clarity and process understanding. However, they reported significant professional growth as the program progressed, highlighting the effectiveness of the ITA's interprofessional approach in a remote learning setting. The study emphasizes the need for ongoing research to identify and overcome barriers to effective interprofessional collaboration. The results contribute insights into the role of remote field education in preparing future health care professionals to address complex health crises effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The here and clown

This practise-as-research paper applies Cormac Power’s three categories of presence (2006) to contemporary clown training and performance in the theatre with specific reference to a recently devised performance that used clown principles to open up challenging discussions around shame, race and Afrikaner Identity. Through my perspective as a South African educator, clown practitioner and postdoctoral fellow, I propose that the contemporary clown’s failed efforts to sustain the audience's belief in their persona is what paradoxically leads to the clown’s success by drawing attention to presence as a multibodied phenomenon. Failure, a key principle of clowning, is an effective performance strategy that relies on the performer's awareness of their presence as a dynamic exchange to establish and maintain connection with an audience through listening and reacting to audience appreciation (laughter) or lack thereof (silence). Through critical reflection of the clown as both a state of presence and a performative strategy, this paper highlights the valuable role that the clown’s insider-outsider position plays in bringing about awareness and learning in both theatrical and pedagogic contexts. This work is based on the research supported by the National Institute for The Humanities and Social Science.

Exposing postdocs to multiple institutional types: a PROMISE-ing intervention to prepare biomedical faculty

Biomedical faculty positions require experience as a postdoctoral scholar (or “postdoc”). However, there is a current misalignment with postdoctoral training and workforce needs within higher education. The majority of postdocs are trained to be research faculty while completing fellowships at research-intensive universities, despite the fact that the majority of US higher educational institutions (where these postdocs may be employed) focus on undergraduate education. This leads to postdoctoral scholars not having the opportunity to gain exposure to different institutional types where they could be employed. Importantly, they also lack the opportunity to build a network or receive mentorship from faculty at non-R1 institutions. This may be particularly true of underrepresented scholars. In this brief report, we describe the practice of the NSF-funded PROMISE Academy Alliance to bridge this training gap and support greater preparation for faculty careers at an array of institutional types by leveraging collaboration within a state university system. A survey of PROMISE Academy Fellows about their structured experiences engaging with other campuses (e.g., campus tours, workshops, speaking opportunities) reveals that visits to other campuses within the state system are informative and impactful, both on their research and their employment interests. The positive findings can hopefully inspire easy-to-implement changes in postdoctoral support across other university systems or regional consortia.

Shabana Khan.

"A turning point in my career was working on silylene chemistry during my postdoctoral research, which provided a vision of utilizing low-valent compounds in different fields of science… I chose my current career path because of the freedom to explore scientific questions alongside young minds…" Find out more about Shabana Khan in her Introducing… Profile.

There is Hope in the Incarnation—Challenging the Bibliological Docetism of Today’s Evangelicalism

The authors argue that the future existence of evangelicalism as an ecclesial tradition depends on its ability and courage to re-imagine the dual nature, human and divine, of the Bible as written revelation and, consequently, to renew the way that this community engages with it. Such an endeavour requires a new way of understanding and engaging with the Bible that can be built around the model of the Incarnation. As mainline Protestants, who ministered for many years in evangelical ecclesial communities and who have conducted extensive doctoral and post-doctoral research in patristic and contemporary theological studies, the authors are convinced that if evangelicalism is to survive and flourish in the complexities of the contemporary world, it requires a new hermeneutic. It should move away from a dominating docetic view of the Scripture, which overemphasises its divine nature, to the detriment, and sometimes the total neglect, of its human authorship, to give a full account of its dual nature, equally divine and human.

On Pipelines and Precarity: Competing Narratives on the Roles and Functions of Postdocs in South African Higher Education

It is broadly understood that postdoctoral research fellows (hereafter postdocs) play a significant role in higher education’s research outputs, teaching and learning, and the rating and ranking of an institution. Largely shaped by the neoliberal turn(s) in higher education from the late 1970s and 1980s, postdocs have become an indispensable yet precarious labour force that higher education institutions have come to rely on. In the South African context, research on postdoc fellowships is relatively new, with limited scholarship focusing on the narratives and voices of these marginalised scholars. In this article, I purposively recruited and interviewed 23 former and current postdocs in three research-intensive universities in South Africa as well as a university vice dean of research, and a former senior official of the Department of Higher Education and Training. I also consulted and analysed various South African higher education policy documents and ministerial articulations regarding postdocs in the country. Through the use of in-depth semi-structured interviews, two competing narratives emerged from the data—that is, the deeply rooted and entrenched idea of the postdoc system as a pipeline for novice researchers to transition into established scholars, and the idea of the postdocs as precarious scholars whose academic labour is insecure, unstable, and exploited in the university. I conclude the article with some broad systemic implications on the role and function of postdocs in South African higher education, and the need for more research to understand these marginalised scholars.

ECR Spotlight – Miguel López-Unzu

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Miguel López-Unzu is an author on ‘ The myoarchitecture of the vertebrate cardiac ventricles: evolution and classification’, published in JEB. Miguel conducted the research described in this article while a Postdoctoral Researcher in Prof. Ana Carmen Durán and Prof. Borja Fernández's lab at Universidad de Málaga, Spain. Miguel is now a Postdoctoral Researcher in the lab of Prof. Jorge Alegre-Cebollada at Centro Nacional de Investigaciones Cardiovasculares, Spain, investigating the heart muscle, the myocardium, in order to help improve cardiovascular health.

2024 AMCA MEMORIAL LECTURE HONOREE: MIR SUBHAN MULLA 1925-20231.

From 1979 to 2024, 51 individuals have been recognized as AMCA honorees for their lifetime achievements in mosquito and vector control. Mir Subhan Mulla (1925-2023) was the most recent honoree recognized in March 2024. Mulla received a scholarship in 1948 to attend Cornell University, where he obtained his bachelor's degree in entomology and parasitology. Mulla received his Ph.D. in entomology at the University of California, Berkeley in 1956, and then joined the University of California, Riverside (UC Riverside) faculty the same year. He retired in 2006 after 50 years of service. As one of the founding faculty in entomology at UC Riverside, Mulla created undergraduate and graduate courses and seminars in medical and veterinary entomology. As a leader in UC Riverside's world-renowned medical entomology graduate program, he advised 27 Ph.D. students, three master's students, 20 postdoctoral fellows, and 30 visiting scholars from many countries. Mulla contributed significantly to research and developments in biology, ecology, and control of arthropods of public health and economic importance, including but not limited to mosquitoes, flies, eye gnats, midges, blackflies, and stored product beetles. His work on biorational pesticides was remarkable. He published more than 550 scientific papers in peer-reviewed journals. Mulla served the scientific community as a consultant, advisor, member, or chairman with numerous national and international organizations. He guided many universities in the development of their medical entomology programs. Mulla also served as one of the founding scientists of the Society for Vector Ecology (SOVE). He also provided financial support for facilities, faculty, and students at UC Riverside. Additionally, Mulla served as a leader in the Riverside Muslim community. He and his wife Lelia founded the Islamic Society of Riverside and Orange Counties in California. In recognition of Mulla's excellence in teaching, mentorship, and research, he received numerous prestigious recognitions from universities, communities, and professional organizations. He will be greatly missed by his loving and devoted family, friends, former students, and colleagues here in the USA and abroad.

12510 SLC25A11 As A Novel Gene For Carney-Stratakis Syndrome

Abstract Disclosure: F. Freitas-Castro: None. L.S. Santana: None. G.F. Fagundes: None. A.F. Afonso: None. E.C. Lobato: None. F.L. Ledesma: None. I.C. Soares: None. B.B. Mendonca: None. M.C. Fragoso: None. A. Latronico: None. C.A. Stratakis: None. M.Q. Almeida: None. Background: Carney-Stratakis syndrome (CSS, OMIM #606864), also reported as “paraganglioma and gastrointestinal stromal tumor syndrome” or Carney-Stratakis dyad, is an autosomal dominant rare syndrome with incomplete penetrance, characterized by the association of paragangliomas (PGL) and/or pheochromocytomas (PHEO) and gastrointestinal stromal tumors (GIST). CSS is mainly caused by germline heterozygous pathogenic variants (PVs) in the succinate dehydrogenase subunit genes (SDHB, SDHC, SDHD), with SDHB and SDHD being the most frequently affected. Aim: To investigate a novel genetic etiology for CSS not associated with germline SDHx defects. Methods: Genetic investigation using SANGER sequencing and multiplex ligation-dependent probe amplification (MLPA) rule out germline defects for SDHx in a 59-year-old woman diagnosed with a 9 cm left PHEO, 4.8 cm PGL and 9.3 cm GIST. Thus, we performed whole exome sequencing of germline DNA (paired with tumor DNA from PHEO, PGL, and GIST) and applied a targeted analysis with the enrichment of 3,485 potential neuroendocrine tumors susceptibility genes associated with cellular response to hypoxia, mitochondrion, Krebs cycle, and tumorigenesis (MAPK, mTOR, ERK, and Wnt signaling). Additionally, we performed RT-qPCR to determine SLC25A11 expression levels in PHEO and PGL samples, stratified into three groups: tumors from the case harboring the SLC25A11 variant, Cluster 1 (n= 4), and Cluster 2 (n= 8). Tumor DNA methylation status was assessed using immunostaining for 5-hydroxymethylcytosine (5hmC). Results: Exome sequencing revealed a new heterozygous germline variant (c.293G>A / p.Arg98His) in the mitochondrial 2-oxoglutarate/malate carrier gene (SLC25A11). This variant, located in a highly conserved residue of the SLC25A11 mitochondrial carrier domain, is predicted to be deleterious in silico (REVEL score= 0.81). Exome sequencing of the PHEO and PGL did not reveal somatic PVs in genes previously associated with PHEO and PGL. Moreover, somatic c-KIT and PDGFRA PVs were not identified in GIST. Notably, a significant downregulation of SLC25A11 expression was observed in tumor samples harboring the SLC25A11 p.Arg98His variant (0.57 ± 0.13) compared with tumors from cluster 1 (1.39 ± 0.45; p = 0.025) and cluster 2 (1.79 ± 0.71; p < 0.001). Interestingly, immunostaining for 5hmC was negative in all tumors (PHEO, PGL and GIST), indicating tumor hypermethylation. Conclusion: A rare germline deleterious variant in SLC25A11 was identified in a patient with CSS. Moreover, the absence of somatic drivers, hypermethylation status and loss of SLC25A11 expression in the CSS tumors support the involvement of this gene with CSS. Support: Sao Paulo Research Foundation (FAPESP) grant 2019/15873-6 (to M.Q.A.), and FAPESP post-doctoral fellowship 2021/11240-9 (to F.F-C.). Presentation: 6/1/2024

12510 SLC25A11 As A Novel Gene For Carney-stratakis Syndrome

Abstract Disclosure: F. Freitas-Castro: None. L.S. Santana: None. G.F. Fagundes: None. A.F. Afonso: None. E.C. Lobato: None. F.L. Ledesma: None. I.C. Soares: None. B.B. Mendonca: None. M.C. Fragoso: None. A. Latronico: None. C.A. Stratakis: None. M.Q. Almeida: None. Background: Carney-Stratakis syndrome (CSS, OMIM #606864), also reported as “paraganglioma and gastrointestinal stromal tumor syndrome” or Carney-Stratakis dyad, is an autosomal dominant rare syndrome with incomplete penetrance, characterized by the association of paragangliomas (PGL) and/or pheochromocytomas (PHEO) and gastrointestinal stromal tumors (GIST). CSS is mainly caused by germline heterozygous pathogenic variants (PVs) in the succinate dehydrogenase subunit genes (SDHB, SDHC, SDHD), with SDHB and SDHD being the most frequently affected. Aim: To investigate a novel genetic etiology for CSS not associated with germline SDHx defects. Methods: Genetic investigation using SANGER sequencing and multiplex ligation-dependent probe amplification (MLPA) rule out germline defects for SDHx in a 59-year-old woman diagnosed with a 9 cm left PHEO, 4.8 cm PGL and 9.3 cm GIST. Thus, we performed whole exome sequencing of germline DNA (paired with tumor DNA from PHEO, PGL, and GIST) and applied a targeted analysis with the enrichment of 3,485 potential neuroendocrine tumors susceptibility genes associated with cellular response to hypoxia, mitochondrion, Krebs cycle, and tumorigenesis (MAPK, mTOR, ERK, and Wnt signaling). Additionally, we performed RT-qPCR to determine SLC25A11 expression levels in PHEO and PGL samples, stratified into three groups: tumors from the case harboring the SLC25A11 variant, Cluster 1 (n= 4), and Cluster 2 (n= 8). Tumor DNA methylation status was assessed using immunostaining for 5-hydroxymethylcytosine (5hmC). Results: Exome sequencing revealed a new heterozygous germline variant (c.293G>A / p.Arg98His) in the mitochondrial 2-oxoglutarate/malate carrier gene (SLC25A11). This variant, located in a highly conserved residue of the SLC25A11 mitochondrial carrier domain, is predicted to be deleterious in silico (REVEL score= 0.81). Exome sequencing of the PHEO and PGL did not reveal somatic PVs in genes previously associated with PHEO and PGL. Moreover, somatic c-KIT and PDGFRA PVs were not identified in GIST. Notably, a significant downregulation of SLC25A11 expression was observed in tumor samples harboring the SLC25A11 p.Arg98His variant (0.57 ± 0.13) compared with tumors from cluster 1 (1.39 ± 0.45; p = 0.025) and cluster 2 (1.79 ± 0.71; p < 0.001). Interestingly, immunostaining for 5hmC was negative in all tumors (PHEO, PGL and GIST), indicating tumor hypermethylation. Conclusion: A rare germline deleterious variant in SLC25A11 was identified in a patient with CSS. Moreover, the absence of somatic drivers, hypermethylation status and loss of SLC25A11 expression in the CSS tumors support the involvement of this gene with CSS. Support: Sao Paulo Research Foundation (FAPESP) grant 2019/15873-6 (to M.Q.A.), and FAPESP post-doctoral fellowship 2021/11240-9 (to F.F-C.). Presentation: 6/1/2024

Reducing mental health stigma in academia: Assessing the acceptability of a first-person narrative program.

Academics are more likely to experience mental health difficulties like depression and anxiety. However, stigma remains a key barrier to help-seeking, and limited data exists on stigma reduction for academics. This study examines the acceptability of a first-person narrative-based antistigma program conducted by Dragonfly Mental Health at a large public university. This intervention used a multitiered approach that leverages education and contact strategies to reduce stigma among graduate students, postdoctoral fellows, staff, and faculty. Personal stories of six local faculty with lived experience of mental health struggles were shown in a short film during three separate departmental retreats, followed by moderated large and small group discussions. This study presents descriptive survey data from academics (N = 149) who attended one of these three programs. A thematic content analysis was conducted on open-ended responses from 86 participants. Overall, the Dragonfly Mental Health program was well-received: 95% of participants found the film beneficial, and over 92% felt the film and discussions reduced stigma. Qualitative analysis highlighted several themes on participants' experiences. Participants appreciated the open, honest disclosures of faculty members in the film but reported that the vague disclosures perpetuated stigma. Participants liked the normalization of mental illness but desired more representation from the mental health spectrum. Participants expressed frustration over an academic work culture that is defined by overwork and burnout. These findings suggest that sharing faculty stories is a powerful mechanism to build connectedness among academics, promote open communication, and foster change in academic culture around mental health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Preface for LLMs4OL 2024: The 1st Large Language Models for Ontology Learning Challenge at the 23rd ISWC

We are pleased to present the proceedings of the “1st Large Language Models for Ontology Learning Challenge (LLMs4OL 2024)”, held at the 23rd International Semantic Web Conference (ISWC). This challenge marks a significant a dvancement in utilizing Large Language Models (LLMs) for Ontology Learning (OL)—a key Semantic Web component that facilitates the automatic extraction of structured knowledge from unstructured data. The challenge features three main tasks: Term Typing (identifying categories for terms), Taxonomy Discovery (uncovering hierarchical relationships), and Non-Taxonomic Relation Extraction (identifying other meaningful relationships between terms). Each task is designed to test different facets of ontology construction and to encourage the exploration of innovative techniques. This challenge seeks to foster collaboration, inspire innovation, and expand the capabilities of LLMs in OL. The proceedings include a collection of innovative solutions and insights from global participants, highlighting the crucial role of LLMs in enhancing the web with structured knowledge. We believe the outcomes of this challenge will propel further advancements in OL and its applications on the semantic web. We would like to extend our gratitude to all the participants for their invaluable contributions, which their solutions and dedication have greatly enriched this challenge. Our sincere thanks also go to the conference organizers and committee for their efforts in hosting this event. We are deeply appreciative of the reviewers for their evaluations and feedback. Their reviews have been instrumental in enhancing the quality of the submissions. We would like to specifically acknowledge: Dr. Amin Keshavarzi (Postdoctoral Researcher, L3S & TIB, Germany) Mostafa Rahgouy (Lead Project Coordinator, Auburn University, USA) Sahar Tahmasebi (Doctoral Researcher, TIB, Germany) Milad Molazadeh Oskuee (Lead NLP Researcher, Iran) Aida Usmanova (Doctoral Researcher, Leuphana Universit ¨ at L¨uneburg, Germany) Emetis Niazmand (Doctoral Researcher, TIB, Germany) Lastly, we would like to express our gratitude to ”Xenia Felice van Edig” and ”Karolina Linerová” from the TIB Open Publishing, for their support in bringing these proceedings online. We also would like to acknowledge that the 1st LLMs4OL Challenge @ ISWC 2024 jointly supported by the NFDI4DataScience initiative (DFG, German Research Foundation, Grant ID: 460234259) and the SCINEXT project (BMBF, German Federal Ministry of Education and Research, Grant ID: 01lS22070).

Knowledge And Perception About Dental Implant And Its Complications Among GeneralPractitioners And Post Graduates In Coimbatore – A Cross Sectional Survey

Background: It is necessary for dental students and freshly graduated dentists to apply their education and practice to different clinical and preclinical procedures. The implant success rate and durability are high. Therefore, this study was designed to assess the level of knowledge, awareness and perception of dental practitioners and post graduate students regarding dental implant complications in Coimbatore. Materials and Methods: A prevalence study design using a web-based method was conducted among dental practitioners and postgraduate students in Coimbatore. Data were collected from all (n = 212) general dental practitioners and postgraduate students using a pretested standardized self-administered web-based questionnaire that was prepared and circulated using a template provided by Google Forms (Google, Inc., USA). Results: In a survey of 212 general dental practitioners and postgraduate students in Coimbatore, 69.2% considered dental implants a viable option for tooth replacement, though 38% noted financial constraints affecting patient acceptance. While 38.5% were highly aware of the risks associated with implants, 61.5% emphasized the importance of case selection. Common issues included postoperative infections (53.8%) and screw loosening (46.2%). Aesthetically, 30.8% cited loss of the interdental papilla as a concern. Most participants favored flap surgical methods (61.5%) and recommended considering patient conditions when choosing implant prostheses. Notably, 61.5% were aware of regenerative possibilities related to dental implants. Conclusion: A comprehensive evaluation concluded that undergraduate instruction in basic implantology is essential due to the increasing prevalence of implants. Additionally, postdoctoral training programs should be established to enhance practitioners' skills and knowledge, providing them with the confidence needed to treat patients effectively