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Silencing trust: confidence and familiarity in re-engineering knowledge infrastructures.

ABSTRACT: In this paper, we tell the story of efforts currently underway, on diverse fronts, to build digital knowledge repositories ('knowledge-bases') to support research in the life sciences. If successful, knowledge bases will be part of a new knowledge infrastructure-capable of facilitating ever-more comprehensive, computational models of biological systems. Such an infrastructure would, however, represent a sea-change in the technological management and manipulation of complex data, inducing a generational shift in how questions are asked and answered and results published and circulated. Integrating such knowledge bases into the daily workflow of the lab thus destabilizes a number of well-established habits which biologists rely on to ensure the quality of the knowledge they produce, evaluate, communicate and exploit. As the story we tell here shows, such destabilization introduces a situation of unfamiliarity, one that carries with it epistemic risks. It should elicit-to use Niklas Luhmann's terms-the question of trust: a shared recognition that the reliability of research practices is being risked, but that such a risk is worth taking in view of what may be gained. And yet, the problem of trust is being unexpectedly silenced. How that silencing has come about, why it matters, and what might yet be done forms the heart of this paper.

SUBMITTER: Nydal R

PROVIDER: S-EPMC7426298 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Silencing trust: confidence and familiarity in re-engineering knowledge infrastructures.

Nydal Rune R Bennett Gaymon G Kuiper Martin M Lægreid Astrid A

Medicine, health care, and philosophy 20200901 3

In this paper, we tell the story of efforts currently underway, on diverse fronts, to build digital knowledge repositories ('knowledge-bases') to support research in the life sciences. If successful, knowledge bases will be part of a new knowledge infrastructure-capable of facilitating ever-more comprehensive, computational models of biological systems. Such an infrastructure would, however, represent a sea-change in the technological management and manipulation of complex data, inducing a gener ...[more]

PMID: 32468194

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Project description:BackgroundMedical students are the future workforce of physicians in primary, secondary, tertiary, and highly specialized care centers. The present study was undertaken to assess familiarity, knowledge, confidence, of medical students with regard to autism spectrum disorders (ASDs).MethodsThis multicenter study was conducted in a cross-sectional design among medical students in the 3 main universities in Palestine. In addition to the sociodemographic and academic details, the questionnaire measured familiarity (8-items), knowledge (12-items), confidence and willingness to learn (5-items) with regard to ASDs.ResultsThe questionnaire was completed by309 medical students (response rate = 77.3 %). The median familiarity, knowledge, and confidence scores were 50 % (42.5 %, 57.5 %), 50 % (41.7 %, 66.7 %), and 60.0 % (54.0 %, 68.0 %), respectively. There was a positive moderate correlation between familiarity and knowledge scores (Spearman's rho = 0.29, p-value < 0.001) and familiarity and confidence scores (Spearman's rho = 0.34, p-value < 0.001). Medical students who have received a course on autism were 3.08-fold (95 % C.I. of 1.78-5.31) more likely to score ≥ 50 % on the familiarity items compared to those who did not receive a course. The medical students who were in their clinical academic stage, who received a course on ASDs, and those who interacted with individuals with ASDs were 2.36-fold (95 % C.I. of 1.34-4.18), 2.66-fold (95 % C.I. of 1.52-4.65), and 2.59-fold (95 % C.I. of 1.44-4.63) more likely to score ≥ 50 % on the knowledge items. Medical students who reported high satisfaction with their social life were 2.84-fold (95 % C.I. of 1.15-7.00) more likely to score ≥ 50 % on the confidence items.ConclusionsThe present study identified considerable awareness and knowledge gaps among medical students with regard to ASDs. Medical students in this study reported low confidence in their ability to provide healthcare services to individuals with ASDs. Appropriately designed educational interventions might improve familiarity, knowledge, and confidence of medical students. More studies are still needed to investigate if such interventions can improve healthcare services for individuals with ASDs.

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Silencing trust: confidence and familiarity in re-engineering knowledge infrastructures.

Publications

Silencing trust: confidence and familiarity in re-engineering knowledge infrastructures.

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