My journey in science started during my undergraduate studies, from the wish to improve my lab skills beyond what I learned in university courses. This realization led me to seek internships then, as an undergraduate, and other opportunities now, as a PhD student. One such opportunity came up recently, when I was able to attend the FEBS Advanced Course on Functional imaging of cellular dynamics. I am doing my PhD at the ISTA Graduate School and in the first year they offer a €1000 travel allowance, which can be used for conferences or courses. Knowing I wanted to spend it on a practical experience, I was thrilled to find this FEBS Advanced Course and be able to participate in it. The course focused on advanced imaging techniques such as Total Internal Reflection Microscopy (TIRF), Förster resonance energy transfer (FRET), Fluorescence lifetime imaging (FLIM), Fluorescence Correlation Spectroscopy (FCS), Fluorescence recovery after Photobleaching (FRAP) and Optogenetics. The goal of the course was to not only teach the theory behind those techniques, but also to demonstrate them in a hands-on way and integrate them into our research.

The course started with a poster session where each of us had to present our projects. It was very nice to get to know each other and what we are all working on since the group was very diverse. The next five days were a combination of seminars and hands-on sessions. The seminars were conducted not only by professors discussing the theory behind the techniques, but also by some principal investigators who shared their research and explained how they employ specific techniques in their projects. This approach was very enlightening as it provided a practical perspective on how to use these techniques, beyond just understanding the pure physics behind microscopy.

Every day, we participated in practical sessions on techniques such as FRET, FLIM, FRAP, or FCS. These sessions were conducted in small groups of four, where professors demonstrated the techniques, and then we had to perform them ourselves and answer several pre-prepared questions. This hands-on experience was crucial as it allowed us to integrate what we had learned into practical applications, such as how to operate the equipment or design experiments. The small group sizes provided us with many opportunities to ask the professors specific questions, often related directly to our projects. In the evenings, we had dinners or activities with professors and invited speakers, which provided a more informal setting to engage with them. This was extremely valuable, as it allowed us to ask more specific questions and gain additional insights and tips.

Another aspect of the course that I really enjoyed was that PhD students and postdocs that participated in the course were from very diverse backgrounds and research areas. It was fascinating to talk to these people about science, as each area of science tends to have a different perspective or angle on research questions.

Another highlight of the course was the final day, when we had to present how we plan to integrate the techniques we had learned into our research. We had to discuss potential limitations and problems we might encounter, and this triggered valuable discussions among the participants. This part of the course was particularly stimulating because it required us to think about our presentations throughout the course, constantly considering how to apply what we were learning to our future work. The feedback from professors and other participants was invaluable, making this a very cool and rewarding part of the course.

About my studies and research

During my undergraduate studies I sought an internship and eventually joined Yasin Dagdas's lab at the Gregor Mendel Institute in the Vienna BioCenter. I vividly remember the excitement of entering the lab for the first time. The atmosphere was charged with passion, and I loved the discussions about the project and experimental design. During that time, I learned a lot and realized that the more you dig into a topic, the more questions arise. This thrill of discovery captivated me. Attending various seminars gave me an eye-opening exposure to ongoing scientific research, improving my understanding of project development, research questions, and techniques application.

The goal of my project was to develop the TurboID approach to discover novel autophagy players in plants. I worked under the supervision of Marion Clavel, whose passion and enthusiasm for science were crucial in inspiring my desire to become a scientist. I enjoyed this internship so much that I stayed for two years, completing my bachelor's degree during this time. The idea of returning to university for a master's degree was unappealing, so I faced the difficult decision of what to do next.

By chance, I visited a friend pursuing his PhD at ISTA. Spending the day on campus and learning about the program structure made it seem perfect, though I knew the selection process was highly competitive. I decided to apply for their PhD program.

In the meantime, I also decided to explore an area different from plant molecular biology. I joined Andi Pauli's lab at the IMP, working on developmental biology in zebrafish, specifically investigating mitochondrial activation during development. This experience, under the supervision of Anastasia Chugunova, introduced me to a new model system and sparked my curiosity about metabolism during early development, broadening my interests rather than narrowing them.

Fortunately, ISTA has a rotation system, one of the reasons why it was so appealing to me. As a first year PhD student you have to spend two months in at least three different labs. These rotations provide an opportunity to explore different groups, learn new techniques, and understand various research projects. Each of my rotations felt like a mini-internship, where I worked closely with postdocs or PhD students, read extensively on the specific topics, and engaged in in-depth discussions. This experience was extremely useful in terms of gaining a broader perspective on different research areas and making connections around the institute.

For me, choosing a lab to affiliate with was very easy. From the first weeks of my second rotation, I knew this was the lab where I wanted to do my PhD. I am currently affiliated with the Heisenberg Group, which studies bio-mechanical mechanisms underlying embryonic development. I am working closely with Lia Heinemann-Yerushalmi investigating the role of metabolic enzymes during the initial cleavage stages in zebrafish. This was also the focus of my rotation project, and I quickly fell in love with it. The rotation system is great for understanding if your idea of how you want to work during the PhD is aligning with what's possible in the specific group. In my case, it allowed me to set up the project that combines all my interests and allows for close collaboration with someone who is more experienced.

Reflecting on my journey, I can see how each experience has played a crucial role in shaping my path as a scientist. Each step provided me with new skills, broader perspectives, and invaluable connections. The excitement I felt entering the lab for the first time still drives me today, as I work on my current research. And for anyone looking to enhance their technical skills and get inspiration, I highly recommend attending a FEBS Advanced Course. As I look to the future, I am eager to continue exploring the unknown, driven by the thrill of discovery and the desire to make a difference in the world of science.

Top image is group photo at the FEBS Advanced Course on Functional imaging of cellular dynamics.