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Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture.

ABSTRACT: The historic underrepresentation of women, certain racial and ethnic minorities, and members of other marginalized groups in careers in science, technology, engineering, and mathematics (STEM) reflects a disproportionate exit of individuals from these academic and career paths due to both environmental and personal factors. To transition successfully from classroom-based learning to the research environment, students must acquire various forms of capital nested within a largely hidden curriculum that most scientists learn informally. We have developed a semester-long course for undergraduate researchers that makes explicit concepts and strategies that contribute to STEM persistence. The course teaches skills for: 1) scientific communication; 2) maximizing the effectiveness of research mentoring relationships; and 3) navigating scientific culture and its interactions with multiple social identities. We offered the course for three consecutive semesters at the University of Massachusetts Boston to 33 students from different backgrounds, academic majors, and educational experiences. Quantitative and qualitative assessments demonstrated student learning in all three areas of emphasis. By deliberately combining instruction and practice in skills, such as those needed to present and critique scientific research, with skills needed to optimize personal interactions and key research relationships, we have created a novel learning experience to promote persistence in STEM.

SUBMITTER: Wrighting DM

PROVIDER: S-EPMC8715813 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Mentoring Nurses in Political Skill to Navigate Organizational Politics.

Project description:Objective. The aim of this study was to describe and analyze the correlations between mentoring functions and political skill development among nurses who have earned or are candidates for a Ph.D. or doctorate of nursing practice (DNP) degree. Background. The healthcare system is in flux; future generations of Ph.D. and DNP nurse leaders will be required to demonstrate political acumen. Political skill to navigate organizational politics has had limited research within nursing. Methods. A cross-sectional research design using a web-based survey of 222 nurses who have earned or are candidates for a Ph.D. or DNP. This study utilized two validated tools to measure mentoring functions and political skill. Results. The response rate was 52% (n = 115) of which 86 were Ph.D. and 29 were DNPs. An informal mentoring relationship was described by 62% of the respondents and formal mentoring by 35% of the protégés; only 25% (n = 74) established a mentoring contract. Mentoring score showed significance for total political skill and moderate effect on the networking ability. The mentoring functions of advocacy, career development facilitation, learning facilitation, and friendship were found to correlate significantly with total political skill scores. Conclusions. This study established a benefit for nurses who have earned or are candidates for a Ph.D. or DNP from mentoring to support political skill development.

| S-EPMC5061956 | biostudies-literature

Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non-Science Major Undergraduates.

Project description:We analyzed effects of peer teaching on non-science major undergraduates' knowledge, perceptions, and opinions about genetically modified (GM) crops and their use in agriculture. Undergraduates enrolled in an introductory nonmajors biology course participated in a service-learning program (SLP) in which they acted as cross-age peer teachers to high school students, teaching about the role of genetics in crop improvement through traditional breeding and GM approaches. Using pre/postassessments, we found that undergraduates' opinions shifted to favor the use of GM organisms (GMOs) in agriculture after SLP participation, rising from 46 to 97%. Perceptions about risks and benefits of GMOs also shifted from 43% stating that GMOs are harmful or suspect to no students describing GMOs in that way. Knowledge about GMOs became more accurate after SLP participation. There were significant correlations between students who had negative perceptions of GMOs and negative opinions or inaccurate knowledge about them. Students recognized the effect of peer teaching on their knowledge and perceptions, identifying the repeated peer teaching as an important factor in knowledge gain. Our results suggest students developed an informed opinion about the use of GMOs through first learning the science of genetic engineering and then teaching this information to younger students.

| S-EPMC6755218 | biostudies-literature

Ten simple rules to cultivate transdisciplinary collaboration in data science.

Project description: Not available

| S-EPMC8118297 | biostudies-literature

Research mentoring and scientist identity: insights from undergraduates and their mentors.

Project description:Background:Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results:Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates' mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions:Discussion highlights theoretical implications and details several methodological recommendations.

| S-EPMC6310469 | biostudies-literature

Scaffolded Curriculum for Developing Science Communication Skills in Life Science Undergraduates.

Project description:Strong communication skills are essential for future science professionals, but practical training has not been featured strongly in undergraduate curricula. To better train diverse life science majors in communication theory and skills, we created a foundational 200-level course and an advanced 400-level science communication course. Here, we outline the strategy, including lesson plans, assignments, and grading rubrics, for these courses. The science communication assignments presented are diverse in terms of audience, including communication to fellow scientists, to clinicians, and to the public, as well as in terms of format, including written, oral, and visual modes. We also provide suggestions for placing assignments designed to build upon each other into preexisting courses in a scaffolded manner to promote mastery of science communication skills.

| S-EPMC7861209 | biostudies-literature

Expanding science skills: teaching tissue culture, data analysis, and reporting through imaging the actin cytoskeleton.

Project description:Within the eukaryotic cell, the actin cytoskeleton is a crucial structural framework that maintains cellular form, regulates cell movement and division, and facilitates the internal transportation of proteins and organelles. External cues induce alterations in the actin cytoskeleton primarily through the activation of Rho GTPases, which then bind to a diverse array of effector proteins to promote the local assembly or disassembly of actin. We have harnessed the extensively studied functions of RhoA in the dynamics of the actin cytoskeleton to craft a practical series for Stage 2 Biology students. This series not only imparts essential tissue culture laboratory skills but also reinforces them through repetition. These activities are presented in a scenario designed for students to explore the function of a hypothetical RhoA family member. Students produce slides from transfected cells, undertake fluorescence microscopy, process the images using ImageJ, and compile their findings in a comprehensive scientific report. The composition of the report requires independent acquisition of new knowledge and synoptic learning. According to student feedback, this early experience greatly aids in solidifying and honing the skills required to report on more extensive and intricate research projects, such as capstone projects.

| S-EPMC11360407 | biostudies-literature

Undergraduates Learn Evolution Through Teaching Kindergartners About Blind Mexican Cavefish.

Project description:The development and implementation of a scientific outreach activity comes with a number of challenges. A successful outreach event must match the sophistication of content to the audience, be engaging, expand the knowledge base for participants, and be inclusive for a diverse audience. Ideally, a successful event will also convey the importance of scientific outreach for future scientists and citizens. In this paper, we present a simple, hands-on guide to a scientific outreach event targeted to kindergarten learners. This activity also pursued a second goal: the inclusion of undergraduate students in the development and delivery of the event. We provided a detailed set of four activities, focusing on the blind Mexican cavefish, which were enthusiastically received by kindergarten audiences. The engagement of undergraduate students in the development of this activity encouraged public outreach involvement and fostered new scientific and communication skills. The format of the outreach event we describe is flexible. We provide a set of guidelines and suggestions for adapting this approach to other biological topics. The activity and approach we describe enables the implementation of effective scientific outreach, using active learning approaches, which benefits both elementary school learners and undergraduate students.

| S-EPMC5604892 | biostudies-literature

Care Escalation: Teaching Residents How to Effectively Communicate Patient Care Concerns.

Project description:Introduction:Care escalation for patients at risk of deterioration requires that care team members are able to effectively communicate patient care concerns to more senior team members. However, multiple factors inhibit residents from escalating their concerns, which contributes to treatment delays and sentinel events. Methods:We developed and implemented an annual 1- and 2-hour escalation curriculum for senior pediatric residents from the University of Colorado. The curriculum consisted of case presentations (one for the 1-hour or two for the 2-hour session), lecture, large-group discussion, and small-group activities. Faculty and fellows facilitated small groups, in which barriers to care escalation and specific tools for effective escalation were discussed. We administered precurriculum surveys for resident self-reflection and postcurriculum surveys for curriculum evaluation. Results:The curriculum was delivered to 179 residents over 3 years (2016-2018). Surveys were administered during the first 2 years, and 87% of participants completed pre- and postcurriculum surveys. Of all respondents, 88% believed that the curriculum helped them recognize care escalation barriers, and 85% believed that they learned skills for effective escalation. Resident comfort in asking for attending physician help improved from 52% to 95% (p < .001). Analysis of postsurvey open-ended responses indicated that residents valued listening to faculty share their personal experiences of escalating care. Discussion:The development and implementation of a curriculum to improve resident comfort and perceived ability to escalate patient care concerns are feasible and effective. Further work is needed to evaluate the impact of this curriculum in the clinical setting.

| S-EPMC6868518 | biostudies-literature

Teaching the science of learning.

Project description:The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.

| S-EPMC5780548 | biostudies-literature

Matching intraoperative teaching and learning for medical undergraduates via modified briefing-intraoperative teaching-debriefing (BID) model.

Project description:Intraoperative teaching is a challenging task. The briefing-intraoperative teaching-debriefing (BID) model, which is based on guided discovery learning at limited time intervals, has rarely been investigated. This study validated the benefits of the modified BID model on medical clerks. This study involved 37 first-year medical clerks enrolled from September 2019 to May 2020. Every learner scrubbed in one the totally implantable venous access device placement surgery and completed a pre-/posttest survey on surgical procedures and associated anatomy conducted through an intraoperative teaching questionnaire. Of these participants, 15 merely observed throughout the entire procedure (observation group), whereas the remaining 22 performed simple suturing under supervision (suturing group). All participants underwent an objective structured assessment of simple interrupted suturing skills at the end of the observership. Correlations were tested using a two-tailed paired t-test, with a p-value < 0.05 indicating statistical significance. The response rate was 100% and participants could reconfirm the precise venous access, catheter tip location, and suture materials for portal fixation after totally implantable venous access device placement (p < 0.05). Although a relatively higher satisfaction of the intraoperative teaching environment and educator attitude was reported in the suturing group than in the observation group, the difference in scores on the objective structured assessment was not statistically significant (8.7 ± 1.8 vs. 7.2 ± 3.7; p = 0.104). Our findings indicate that the modified BID model with hands-on experience is a practicable module for matching intraoperative teaching and learning via learning perception enhancement for medical undergraduates during totally implantable venous access device placement.

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