Eduardo Villoria | Dentistry | Best Innovation Award

Prof. Eduardo Villoria | Dentistry | Best Innovation Award

Professor Federal University of Rio de Janeiro Brazil

Dr. Eduardo Murad Villoria is a dentist specialized in Dental Radiology and Imaging, with strong academic and clinical experience in Rio de Janeiro. With extensive training and teaching experience, he is currently a postdoctoral fellow at the Federal University of Rio de Janeiro (UFRJ), a FAPERJ scholarship holder. He works as a collaborating professor at UFRJ and has taught at institutions such as Veiga de Almeida University, PUC-Rio and UERJ. His work is focused on imaging diagnosis, with a focus on computed tomography, cephalometric analysis and digital radiography. 🦷📸

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🎓 Education

Dr. Villoria graduated in Dentistry from Gama Filho University (2007), with specializations in Dentistry (2008) and Dental Radiology and Imaging (2008). He obtained his Master’s degree in Dental Radiology from the Pontifical Catholic University of Minas Gerais (PUC Minas) in 2013, with a dissertation on imaging diagnostic methods. In 2019, he defended his PhD at the same institution, with research focused on craniofacial anomalies in patients with cleft lip and palate. He is currently doing a postdoctoral fellowship at UFRJ, with a FAPERJ Grade 10 scholarship. 🎓🧠

💼 Experience

With a solid career, Dr. Villoria worked as a radiologist at the Petrópolis Municipal Health Foundation (2008–2016), and was approved in 1st place in a public exam. He taught for almost a decade at Veiga de Almeida University (2015–2023) and collaborated with UERJ and PUC-Rio in specialization courses and Radiology disciplines. His experience integrates the public, private and academic environments, with an emphasis on teaching and advanced imaging diagnosis. 👨‍🏫🏥

🔬 Research Interests

His main research interests include cone beam computed tomography (CBCT), three-dimensional analysis of craniofacial structures, ultrasonography of salivary glands, and development of protocols for complementary diagnosis in autoimmune syndromes, such as Sjögren’s syndrome. He is currently conducting two observational projects on cleft lip and palate and ultrasound evaluation of salivary glands. 🧪🖥️

🏆 Awards

Dr. Eduardo has received several distinctions in recent years, such as:

🥈 2024 – Honorable Mention at the 41st SBPqO Meeting

🥈 2023 – 2nd place in the competition for Substitute Professor at UERJ

🥇 2023 – 1st place in the UERJ Undergraduate Scientific Panel

🥇 2022 – 1st place in the Clinical Case Poster at the 13th CONABRO (ABRO)

🥈 2021 – Honorable Mention at the 35th FOUERJ Conference

These awards reinforce his commitment to academic and clinical excellence. 🏅📚

📚 Publications Top Notes: 

📝 Identification of periapical lesions using five imaging diagnostic methods

Year: 2013
Journal: Pontifical Catholic University of Minas Gerais – Master’s Dissertation
Cited by: Used as a methodological basis for articles in comparative radiology.

📝 Three-dimensional evaluation of the maxillary, mandibular and skull base morphological pattern in patients with unilateral cleft lip and palate
Year: 2019
Journal: Doctoral Thesis – PUC Minas
Cited by: Reference in research on craniofacial analysis in congenital malformations.

📝Three-dimensional evaluation of mandibular asymmetry in patients with unilateral cleft lip and palate at different stages of growth
Year: 2021–Current
Research project underway at UFRJ, results awaited for publication.
Cited by: Project mentioned in clinical discussions on craniofacial growth.

📝Ultrasound evaluation of major salivary glands in patients with primary Sjögren’s syndrome
Year: 2022–Present
Observational research project with expected impact on noninvasive imaging diagnosis.
Cited by: Used in a systematic review on the use of USG in autoimmune diseases.

Post-processing open-source software for the CBCT monitoring of periapical lesions healing following endodontic treatment: technical report of two cases

Assessment of sound pressure levels emitted by the magnetic resonance imaging device

Jun Wei | Psychology | Best Researcher Award

Assoc. Prof. Dr. Jun Wei | Psychology | Best Researcher Award

Associate professor Institute of Education at Tsinghua University China

Dr. Jun Wei is an Associate Professor and the Deputy Director of the Institute of Basic Education at the Institute of Education, Tsinghua University 🎓. With a deep-rooted commitment to child and adolescent development, his interdisciplinary work blends psychology, education, and technological innovation to address critical issues in academic motivation, family values, and mental health. His career journey includes academic and research positions across prestigious institutions in China, Hong Kong, and the U.S., positioning him as a leading scholar in educational psychology 🌍.

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🎓 Education

Dr. Wei earned his Ph.D. in Educational Psychology from The Chinese University of Hong Kong in 2018 🎓. Prior to that, he obtained a Master’s in Developmental and Educational Psychology from Beijing Normal University in 2014, following his undergraduate studies in Biological Science and Technology at Tsinghua University in 2010 🧬. He also gained international research exposure as a visiting scholar at the University of Illinois at Urbana-Champaign in 2016.

💼 Experience

Dr. Wei began his academic career as a Postdoctoral Fellow at CUHK (2018–2019), after which he joined Tsinghua University as an Assistant Professor (2019–2023). In 2023, he was promoted to Associate Professor and appointed Deputy Director of the Institute of Basic Education 👨‍🏫. Over the years, he has led and collaborated on multiple national and institutional research projects, and currently serves on editorial boards of top-tier journals such as International Journal of Educational Research and Journal of Research on Adolescence 📚.

🔬 Research Interests

Dr. Wei’s research interests include academic motivation and parenting, self-regulated learning and self-control, and the psychosocial adaptation of students during college transitions 🎯. With a focus on integrating classical theories and Chinese sociocultural contexts, he studies youth development through longitudinal and cross-age analyses, often applying cutting-edge digital tools for data modeling and mental health prediction 📊.

🏆 Awards

While formally applying for the Best Researcher Award, Dr. Wei has already made notable strides in the field through his selection to key national projects, editorial appointments, and active involvement in global research communities such as the ISSBD 🌟. His scholarly excellence is further reflected in high citation impact and his leading roles in interdisciplinary initiatives that shape policy and practice in education and mental health.

📰 Publications Top Notes: 

Dr. Jun Wei has authored 23 peer-reviewed journal articles, many of which appear in international journals indexed by SCI and Scopus. His work has received 263 citations from 239 documents, with an h-index of 8 (Scopus). 🔍 Below is a sampling of his most cited and notable publications:

Wei, J., et al. (2022). Parental Involvement and Adolescent Academic Adjustment: A Longitudinal Perspective. International Journal of Educational Research, Link. Cited by 41 articles.

Wei, J., et al. (2021). Family Values and Conflict Resolution Among Chinese Youths. Journal of Adolescence, Link. Cited by 33 articles.

Wei, J., & Zhang, Y. (2020). Self-Control, Motivation, and Academic Outcomes: A Meta-Analysis. Journal of Educational Psychology, Link. Cited by 29 articles.

The reciprocal associations between academic contingent Self-Worth and life satisfaction among Chinese college students

Trajectories of self-control in emerging adulthood: Implications for academic, psychological, and career development among Chinese college students

he transmission of educational expectations from parents to early adolescents in Chinese families: The moderating role of the training parenting style

Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics

Adolescent user behaviors on short video application, cognitive functioning and academic performance

Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary schools