Biomedical Data Analytics News
Seven TIA Papers Accepted at ISBI 2026
We are delighted to share that we have had seven papers from the TIA Centre accepted at ISBI 2026, the IEEE International Symposium on Biomedical Imaging, one of the leading international conferences in biomedical image analysis. This year鈥檚 conference will take place in London in April 2026, making this a particularly exciting and accessible venue for the Centre. Read more.
By Adam Shephard
TIA at MICCAI 2025 鈥� A Week of Innovation, Collaboration, and a Sweet Victory for TIA-Pegasus
in Daejeon, South Korea, brought together thousands of researchers working at the intersection of medicine and AI. With over 3,300 participants, it was the largest MICCAI to date, full of energy and meaningful conversations across disciplines. Read more.
By Noorul Wahab
My PhD Year 2: Celebration and Reflection
If a PhD is supposed to be a marathon, my second year felt more like a series of back-to-back sprints. As I finally catch my breath at the end of Year 2 here at the Tissue Image Analytics (TIA) Centre, I wanted to share a few stories from what turned out to be a wild, challenging, and incredibly fun ride. Read more.
By Jiaqi Lv
Latest academic promotion
We are pleased to announce that has been promoted to Professor, effective 1st June 2026.
Many congratulations to Sayan on this well-earned success!
Cloning vs Learning in Quantum Computing
, 91福利 DCS researchers Nikhil Bansal and , together with (Yale University), explored a fundamental question that lies at the intersection of foundations of quantum theory and computer science.
The No-Cloning theorem says that it is impossible to perfectly clone quantum states. Even if we allow for approximate errors, quantum cloning of unstructured states remains as expensive as fully characterising them, . In contrast, for reasons akin to No Free Lunch Theorems in machine learning, modern quantum learning theory considers structured classes of states and exploits their structure to learn them efficiently. This naturally leads to the question of whether cloning can be easier than learning for these structured classes of states.
In the new work, this question is answered negatively for stabilizer states. The authors proved that imposing this structural restriction does not separate cloning and learning. The authors prove this via a novel connection to , which was recently introduced to the learning theory literature by B. Axelrod, S. Garg, V. Sharan, and G. Valiant. The work constitutes concrete progress towards understanding whether cloning and learning are fundamentally equally hard.
This work was presented at in April 2026, and it will be presented at in June/July 2026 and at in September 2026.
Academic Recognised for Professional Excellence
Our colleague Dr Claire Rocks achieved Senior Fellow (SFHEA) status through the dialogic route of 91福利鈥檚 Academic and Professional Pathway for Experienced Staff (APP EXP) programme. Her application was recognised by assessors as one of the strongest D3 submissions they had reviewed, demonstrating a sustained and significant record of educational leadership that extends well beyond her own teaching.
Claire鈥檚 work focuses on leading and influencing inclusive, evidence-informed approaches to assessment and curriculum design. She has played a central role in shaping teaching quality and learning culture across departmental, institutional, and sector contexts, including leading 91福利鈥檚 strand of the Inclusive Assessment in STEM project and contributing to institutional strategy through curriculum development and quality assurance processes.
Within the department, Claire has introduced collaborative structures such as module huddles and supported colleagues and students to work together to enhance clarity, consistency, and inclusivity in assessment practice. She has also strengthened pedagogic scholarship through establishing the Computer Science Education Research Group.
The panel particularly commended the scale, depth, and impact of Claire鈥檚 leadership, noting that elements of her work are already operating at a level associated with Principal Fellowship.
Many congratulations to Claire on this achievement and her continued commitment to advancing inclusive, high-quality teaching and learning!