When a Josephson junction is exposed to radio frequency radiation it undergoes the inverse AC Josephson effect -the phase of the junction locks to the drive frequency. As a result, the I − V curves of the junction acquire "Shapiro steps" of quantized voltage. If the junction has three or more superconducting terminals, coupling between different pairs of contacts must be taken into account and the state of the junction evolves in a phase space of higher dimensionality. Here, we study the multi-terminal inverse AC Josephson effect in a graphene sample with four superconducting terminals. We observe correlated switching events caused by the interplay of the connected junctions on the device. Additionally, we find a competition between trivial voltage steps, which are created by the device's resistor network, and nonlinear integer and fractional steps, which are created by the device's Josephson network. We successfully simulate the observed behaviors using a modified 3-dimensional RCSJ model.

The dynamical properties of multiterminal Josephson junctions (MT-JJs) have attracted interest, driven by the promise of new insights into synthetic topological phases of matter and Floquet states. This effort has culminated in the discovery of Cooper multiplets in which the splitting of a Cooper pair is enabled via a series of Andreev reflections that entangle four (or more) electrons. Here, we show that multiplet resonances can also emerge as a consequence of the three-terminal circuit model. The supercurrent appears due to correlated phase dynamics at values that correspond to the multiplet condition nV 1 = −mV 2 of applied bias. Multiplet resonances are seen in nanofabricated three-terminal graphene JJs, analog three-terminal JJ circuits, and circuit simulations. The stabilization of the supercurrent is purely dynamical, and a close analog to Kapitza’s inverted pendulum problem. We describe parameter considerations that optimize the detection of the multiplet lines both for design of future devices.

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INTRODUCTION: As a part of the MBBS curriculum review exercise, University of Cyberjaya (UoC), Malaysia had come up with a study to investigate the feedback and learning needs pertaining to radiological anatomy (RA) in pre-clinical teaching. MATERIALS AND METHODS: A single-institutional survey of all five-year medical students was done using an adapted instrument which had both open and close-ended questions on the radiological anatomy teaching received so far and the perception on the teaching methods and content. 405 respondents out of 503 (80%) (year 1=115, year 2= 78, year 3=79, year 4=78, year 5=55) replied. There were totally 136 male and 269 female respondents. RESULTS: Though the overall student learning time (SLT) was adequate, year 3 students (62%) reported inadequate radiological anatomy SLT. Pre[1]clinical students (57.5%) reported more of formal radiological anatomy teaching while clinical students indicated informal teaching (Informal: 15.1 %, Even mix of formal and informal: 56.6 %). Female students reported higher response of adequate SLT (69.1%) and formal teaching (46.9%) compared to males. Small group learning such as gross anatomy practical sessions, problem-based learning, clinical skills teaching, and clinical correlates sessions were recommended. Abdomen and thorax were the most preferred regions where radiological anatomy could be explored further. X-ray followed by CT and MRI were the most favoured radiological modalities to learn topographical anatomy. CONCLUSION: The study provided sound feedback on the existing radiological anatomy teaching practices. Data shows stark contrast between the needs of the students and the current practices indicating that it is quite substantial for curriculum review.

Students have a myriad of preferences of the various curricular elements especially teaching-learning methods, teaching aids and content. Taking radiological anatomy as a prototype, the responses from medical students in the clinical years regarding the rationale for preferences for the curricular elements were studied in a private university in Malaysia. The students’ responses to the research question were analysed qualitatively through thematic analysis. Analysis was conducted until no new themes emerged and data saturation was complete. The final themes were subjected to investigator triangulation. While searching answers for our research question of why students prefer certain curricular elements, the sub-themes that emerged were deep approach to learning, enabling transferability of knowledge to workplace, managing cognitive load and suiting learning styles. These sub-themes were categorised into two large themes namely student interaction with learning environment and relevancy of content to context. This prototype study sheds light on students preferred curricular elements. Curricular elements which employ effective student interaction with the learning environment and ensure relevancy to the context are highly sought. It could be concluded that active learning entailing studentcentred methods and clinically relevant content is most preferred by students. This prototype study provides potential findings that benefit other disciplines as well.