I am deeply intrigued by the intricate mechanisms governing ion channel activity in both health and disease contexts. To explore this fascinating subject, I utilize a diverse array of techniques, including ion channel reconstitution, patch clamp, calcium imaging, and ion channel immunodetection. My research delves into fundamental properties of channels implicated in intracellular calcium dynamics, such as the BK channel and the ryanodine receptor, as well as ion channel defects associated with lethal cardiac arrhythmias, such as Catecholaminergic Polymorphic Ventricular Tachycardia and Brugada Syndrome.
My scientific journey commenced as a research assistant in Argentina, my home country, at the Unidad de Neurobiología Aplicada (CEMIC-CONICET) under the guidance of Dr. Jorge A. Colombo, where I acquired foundational skills in cell culture. Subsequently, I joined the laboratory of Ligia Toro and Enrico Stefani at Baylor College of Medicine (USA), contributing to the characterization of large conductance calcium-activated (BK) channels from human myometrium and elucidating hormonal regulation of these channels during pregnancy. I completed my PhD dissertation on BK channel regulation in the myometrium at Facultad de Farmacia y Bioquímica, Universidad de Buenos Aires, with support from a fellowship from the Argentine National Research Council.
As a postdoctoral fellow (1997-2001) in Dr. Mark Nelson's lab at the University of Vermont (USA), I investigated the functional coupling between BK channels and ryanodine receptors using advanced imaging techniques and patch clamp recordings. My work provided pioneering insights into the quantitative relationship between intracellular Ca2+ sparks and BK channel activation in arterial smooth muscle and identified the beta1 subunit of BK channels as crucial in vascular tone regulation and blood pressure determination.
Subsequently, I joined the Masonic Medical Research Lab (2001-2008) as a Research Scientist, focusing on both BK channels and cardiac arrhythmias.
In 2008, I was formally invited by the University of Girona to contribute to the launch of its Medical Studies program. In collaboration with the Institute of Biomedical Research (IDIBGI), the University of Girona provided additional funding to establish a first-class research group: the Cardiovascular Genetics Center (CGC) directed by Dr. Ramon Brugada. I joined the CGC in November 2008. Together with Dr. Fabiana Scornik, I was tasked with building and leading the electrophysiology and imaging unit at the CGC. Since then, we have made significant contributions to cardiovascular genetics and channelopathies research, while also mentoring a new generation of talented young investigators.
Upon accepting the opportunity to research and teach in the newly established School of Medicine at the University of Girona, I encountered the challenge of teaching medicine with a non-traditional approach. I underwent training in Problem-Based Learning (PBL) workshops conducted by Dr. Luis Branda and became captivated by this transformative, student-centered pedagogical approach. I have to convey, that through the years of my teaching experience at the School of Medicine, I feel I have learned a great deal about how students learn and what pedagogical roles we teachers have to adopt to be effective facilitators. I think I have learned and grasped the main aspects of this fascinating approach, as well as the most common misconceptions, difficulties, and typical resistances that it creates. I realized that intrinsic motivation is a key component of learning and that PBL effectively fosters this. I think that if students do not feel the joy of learning, the whole enterprise is jeopardized. Personally, I have found that PBL encourages active inquiry, stimulating curiosity and interest, all of which are essential for learning how to formulate questions, conduct research, and behave professionally. During my tenure at UdG, I have become a passionate advocate for active learning. Currently, I hold a full-time position as an associate professor, engaging in both teaching and research endeavors.