Dataset Information

DivulgaMicro : A Brazilian Initiative To Empower Early-Career Scientists with Science Communication Skills.

ABSTRACT: Communication is fundamental in science. Among scientists, communication skills are required to write a comprehensible scientific manuscript or to prepare an attractive oral presentation. In addition, the ability to communicate successfully with the nonscientific community has been increasingly appreciated, as it represents the most effective way to promote popular scientific literacy. Nevertheless, students majoring in sciencerelated courses are not trained specifically for these purposes, and improving communication skills usually depends on tips and advice given by peers. To this end, we have launched DivulgaMicro, an initiative that aims to enhance science communication among early-career scientists in Brazil. DivulgaMicro relies on two major cornerstones: providing online resources via a dedicated website (www.divulgamicro.com.br/index.html) and promoting onsite workshops in universities located in different macro regions of the country. On the website, people can access a collection of fun activities designed to teach scientific concepts to a general audience, along with tips and news regarding public outreach events in Brazil. In the month following its launch, our website had 1,026 visitors from 10 different countries besides Brazil. Regarding the workshops, six were offered during 2018, with nearly 600 attendees. In the course, scientists are presented best practices for scientific writing and oral presentations, as well as techniques to improve communication with lay audiences, such as the use of storytelling structure and analogies. There is a high demand for science communication resources in Brazil, attesting to the importance of initiatives such as DivulgaMicro in our country.

SUBMITTER: Oliveira LMA

PROVIDER: S-EPMC6508905 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Publications

<i>DivulgaMicro</i> : A Brazilian Initiative To Empower Early-Career Scientists with Science Communication Skills.

Oliveira Laura Maria Andrade LMA Bonatelli Maria Letícia ML Pinto Tatiana Castro Abreu TCA

Journal of microbiology & biology education 20190426 1

Communication is fundamental in science. Among scientists, communication skills are required to write a comprehensible scientific manuscript or to prepare an attractive oral presentation. In addition, the ability to communicate successfully with the nonscientific community has been increasingly appreciated, as it represents the most effective way to promote popular scientific literacy. Nevertheless, students majoring in sciencerelated courses are not trained specifically for these purposes, and ...[more]

PMID: 31160934

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Project description:BackgroundApproaches to training biomedical scientists have created a talented research community. However, they have failed to create a professional workforce that includes many racial and ethnic minorities and women in proportion to their representation in the population or in PhD training. This is particularly true at the faculty level. Explanations for the absence of diversity in faculty ranks can be found in social science theories that reveal processes by which individuals develop identities, experiences, and skills required to be seen as legitimate within the profession.Methods/designUsing the social science theories of Communities of Practice, Social Cognitive Career Theory, identity formation, and cultural capital, we have developed and are testing a novel coaching-based model to address some of the limitations of previous diversity approaches. This coaching intervention (The Academy for Future Science Faculty) includes annual in-person meetings of students and trained faculty Career Coaches, along with ongoing virtual coaching, group meetings and communication. The model is being tested as a randomized controlled trial with two cohorts of biomedical PhD students from across the U.S., one recruited at the start of their PhDs and one nearing completion. Stratification into the experimental and control groups, and to coaching groups within the experimental arms, achieved equal numbers of students by race, ethnicity and gender to the extent possible. A fundamental design element of the Academy is to teach and make visible the social science principles which highly influence scientific advancement, as well as acknowledging the extra challenges faced by underrepresented groups working to be seen as legitimate within the scientific communities.DiscussionThe strategy being tested is based upon a novel application of the well-established principles of deploying highly skilled coaches, selected and trained for their ability to develop talents of others. This coaching model is intended to be a complement, rather than a substitute, for traditional mentoring in biomedical research training, and is being tested as such.

Project description:BackgroundSeminal reports, based on recommendations by educators, scientists, and in collaboration with students, have called for undergraduate curricula to engage students in some of the same practices as scientists-one of which is communicating science with a general, non-scientific audience (SciComm). Unfortunately, very little research has focused on helping students develop these skills. An important early step in creating effective and efficient curricula is understanding what baseline skills students have prior to instruction. Here, we used the Essential Elements for Effective Science Communication (EEES) framework to survey the SciComm skills of students in an environmental science course in which they had little SciComm training.ResultsOur analyses revealed that, despite not being given the framework, students included several of the 13 elements, especially those which were explicitly asked for in the assignment instructions. Students commonly targeted broad audiences composed of interested adults, aimed to increase the knowledge and awareness of their audience, and planned and executed remote projects using print on social media. Additionally, students demonstrated flexibility in their skills by slightly differing their choices depending on the context of the assignment, such as creating more engaging content than they had planned for.ConclusionsThe students exhibited several key baseline skills, even though they had minimal training on the best practices of SciComm; however, more support is required to help students become better communicators, and more work in different contexts may be beneficial to acquire additional perspectives on SciComm skills among a variety of science students. The few elements that were not well highlighted in the students' projects may not have been as intuitive to novice communicators. Thus, we provide recommendations for how educators can help their undergraduate science students develop valuable, prescribed SciComm skills. Some of these recommendations include helping students determine the right audience for their communication project, providing opportunities for students to try multiple media types, determining the type of language that is appropriate for the audience, and encouraging students to aim for a mix of communication objectives. With this guidance, educators can better prepare their students to become a more open and communicative generation of scientists and citizens.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-021-00304-0.

Project description:BackgroundUnderstanding the influences on healthcare professionals' career choices and progression can inform interventions to improve workforce retention. Retention of health professionals is a high priority worldwide, in order to maintain expertise and meet the needs of national populations. In the UK, investment in clinical scientists' pre-registration education is high and the need to retain motivated scientists recognised.MethodsWe conducted a mixed methods study to investigate the career choices and progression of early career clinical scientists. First job sector and salary of trainees who completed the UK pre-registration Scientist Training Programme (STP) between 2014 and 2019 were analysed using descriptive statistics and Chi-Squared tests. Semi-structured interviews conducted with volunteer practising clinical scientists who completed the programme in 2015 or 2016 were analysed thematically and reviewed for alignment with theories for understanding career choice and workforce retention.ResultsMost scientists who completed the STP between 2014 and 2019 obtained a post in the UK National Health Service (NHS) and achieved the expected starting salary. Life scientists were more likely to work in non-NHS healthcare settings than other scientific divisions; and physiological scientists less likely to achieve the expected starting salary. Experiences during training influenced career choice and progression 0-3 years post qualification, as did level of integration of training places with workforce planning. Specialty norms, staff turnover, organisational uncertainty and geographical preferences influenced choices in both the short (0-3 years) and longer term (5 + years). Interviewees reported a strong commitment to public service; and some could foresee that these priorities would influence future decisions about applying for management positions. These factors aligned with the components of job embeddedness theory, particularly that of 'fit'.ConclusionsTraining experiences, personal values, specialty norms and organisational factors all influence UK clinical scientists' early career choices and progression. Job embeddedness theory provides a useful lens through which to explore career choice and progression; and suggests types of intervention that can enhance the careers of this essential group. Interventions need to take account of variations between different scientific specialties.

Project description:Animal scientists face an increasing need to communicate with the lay public because of the public's interest in the origin and production of animal-sourced foods. Consumers' increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters (N = 241; spring 2018 = 61, summer 2018 = 15, Fall 2018 = 54, spring 2019 = 55, and fall 2019 = 56). Male animal science students (n = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students (n = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production (M = 3.09, SD = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [F(10, 230) = 0.36, P = 0.96]. Researchers also observed students' communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [F(1, 55) = 4.16, P = 0.046] students' beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students' communication tendencies and skills, which can be used to provide curricular recommendations and enhance students' workforce readiness.

Dataset Information

DivulgaMicro : A Brazilian Initiative To Empower Early-Career Scientists with Science Communication Skills.

Publications

<i>DivulgaMicro</i> : A Brazilian Initiative To Empower Early-Career Scientists with Science Communication Skills.

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