George Sflomos
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georgesflomos.bsky.social
George Sflomos
@georgesflomos.bsky.social
1.8K followers 390 following 29 posts
Cancer Researcher passionate about Lobular Carcinoma, Preclinical Oncology, Discovery Science & Advocacy @LobularBCA, EACR ECR Council Member @helloeacr.bsky.social
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georgesflomos.bsky.social
How do tumors escape immune system?

Outstanding presentation Prof. Karin de Visser honored with the Pezcoller–Marina Larcher Fogazzaro–EACR Women in Cancer Research Award 2025.
A truly inspiring opening to #EACR25
June 16, 2025 at 5:07 PM
georgesflomos.bsky.social
Join us at the @helloeacr.bsky.social Early Career Researchers' Conference (24-25 June 2025) to dive into the critical aspects of a career in cancer research! #lableadership #mentoring #funding #openscience
Register now: eacr.org/conference/e...
March 15, 2025 at 9:19 PM
georgesflomos.bsky.social
Exciting news!
I’m thrilled to be part of IMPACT-EU, the European extension of the IMPACT network for early-to-mid-career researchers working on nuclear receptors and hormone-related cancers.
I wish the IMPACT-EU team great success in building a strong and collaborative European network! 🚀
February 8, 2025 at 3:56 PM
georgesflomos.bsky.social
🎙️ Honored to have been an invited speaker at the 1st UPTIDER Symposium on February 6, 2025, hosted by KU Leuven @christinedesmedt.bsky.social Research autopsies aimed at collecting multiple patient samples within a short timeframe after death "lobular

Links:
lnkd.in/ewHU5TQU
lnkd.in/eWjWZ65H
February 7, 2025 at 11:36 PM
georgesflomos.bsky.social
The future of education: plenty to consider for revising program-level assessment design in higher education.
Could ChatGPT get an engineering degree? Evaluating higher education vulnerability to AI assistants.

www.pnas.org/doi/epub/10....
AI assistants, such as ChatGPT, are being increasingly used by students in higher education institutions. While these tools provide opportunities for improved teaching and education, they also pose significant challenges for assessment and learning outcomes. We conceptualize these challenges through the lens of vulnerability, the potential for university assessments and learning outcomes to be impacted by student use of generative AI.Weinvestigate the potential scale of this vulnerability by measuring the degree to which AI assistants can complete assessment questions in standard university-level Science, Technology, Engineering, and Mathematics (STEM) courses. Specifically, we compile a dataset of textual assessment questions from 50 courses at the École polytechnique fédérale de Lausanne (EPFL) and evaluate whether two AI assistants, GPT-3.5 and GPT-4 can adequately answer these questions. We use eight prompting strategies to produce responses and find that GPT-4 answers an average of 65.8% of questions correctly, and can even produce the correct answer across at least one prompting strategy for 85.1% of questions. When grouping courses in our dataset by degree program, these systems already pass the nonproject assessments of large numbers of core courses in various degree programs, posing risks to higher education accreditation that will be amplified as these models improve. Our results call for revising program-level assessment design in higher education in light of advances in generative AI.
November 29, 2024 at 4:30 PM
georgesflomos.bsky.social
Cool!! Make your own here scholargoggler.com
November 22, 2024 at 10:57 AM