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Ciubotariu II. Reflections: enhancing critical thinking in science education by implementing philosophy elements into training. mSphere 2024; 9:e0039924. [PMID: 38953617 PMCID: PMC11288055 DOI: 10.1128/msphere.00399-24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/04/2024] Open
Abstract
In this work, I describe the trajectory of philosophy and science as separate disciplines from their early days as quite overlapping fields to their clear divergence in the latest centuries. From personal experience, I discuss the benefits of exposure to philosophy and closely related courses in undergraduate studies and bring to the forefront the positive aspects of integrating philosophy of science courses in graduate science, technology, engineering, and mathematics (STEM) curriculum. I also briefly offer some additional steps institutions can take to foster unity between areas of science and philosophy by incorporating interdisciplinary activities.
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Affiliation(s)
- Ilinca I. Ciubotariu
- Department of Molecular Microbiology and Immunology, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland, USA
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Boem F, Suárez J. Epistemic misalignments in microbiome research. Bioessays 2024; 46:e2300220. [PMID: 38403799 DOI: 10.1002/bies.202300220] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Revised: 01/30/2024] [Accepted: 02/02/2024] [Indexed: 02/27/2024]
Abstract
We argue that microbiome research should be more reflective on the methods that it relies on to build its datasets due to the danger of facing a methodological problem which we call "epistemic misalignment." An epistemic misalignment occurs when the method used to answer specific scientific questions does not track justified answers, due to the material constraints imposed by the very method. For example, relying on 16S rRNA to answer questions about the function of the microbiome generates epistemic misalignments, due to the different temporal scales that 16S rRNA provides information about and the temporal scales that are required to know about the functionality of some microorganisms. We show how some of these exist in contemporary microbiome science and urge microbiome scientists to take some measures to avoid them, as they may question the credibility of the field as a whole.
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Affiliation(s)
- Federico Boem
- Philosophy Section, University of Twente, Enschede, The Netherlands
| | - Javier Suárez
- BIOETHICS Research Group - Department of Philosophy, University of Oviedo, Oviedo, Spain
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Schmidt JM, Porter JT, Rivera-Amill V, Appleyard CB. Promoting crucial team building, collaboration, and communication skills in graduate students through interactive retreats. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:919-929. [PMID: 37823189 PMCID: PMC10854806 DOI: 10.1152/advan.00125.2023] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Revised: 10/02/2023] [Accepted: 10/04/2023] [Indexed: 10/13/2023]
Abstract
Biomedical graduate students receive intensive training in their scientific area of interest yet need additional skills for successful scientific careers. Our aim was to promote team building, improve collaborations and enhance communication skills. An off-site yearly retreat was organized for the graduate students in our NIH-funded Research Initiative for Scientific Enhancement (RISE) graduate training program. Retreat themes were addressed through short presentations, case studies, live podcasts, webinars, focus groups, role-play, and breakout sessions with various team building exercises to practice communication skills and identify abilities, knowledge, values, and behaviors. Trainees gave short presentations and served as discussion leaders on topics related to the central theme. Expert guest speakers participated in discussion sessions with the trainees. Trainees evaluated the retreats at the end. A total of 48 trainees, 12 RISE Program faculty and staff, and 26 external speakers from industry, academia, media/journalism, the arts, psychology, and holistic medical fields participated over 9 years. The overall average benefit of the in-person retreats was rated 4.80 on a Likert scale of 1-5 by trainees. Trainees particularly enjoyed the informal interactions with program faculty, staff, and fellow trainees. They appreciated the opportunity to learn soft skills, such as interpersonal communication, conflict resolution, and leadership. Two additional retreats conducted virtually because of the COVID-19 pandemic were perceived as less beneficial. We conclude that off-site interactive retreats are a valuable tool for enhancing soft skills and a sense of team identity in a biomedical sciences graduate program, while covering important issues related to scientific careers.NEW & NOTEWORTHY Off-site interactive science-related retreats are a valuable tool for enhancing soft skills and sense of team identity in a biomedical sciences graduate program, while covering important issues related to pursuing a career in science. There are many perceived benefits, so we encourage other training programs to include a similar type of regular activity in students' training with the goal of improving trainee well-being and supporting their academic and research productivity.
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Affiliation(s)
- Jean Marie Schmidt
- PHSU RISE Graduate Training Program, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
| | - James T Porter
- PHSU RISE Graduate Training Program, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
- Department of Basic Sciences, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
| | - Vanessa Rivera-Amill
- PHSU RISE Graduate Training Program, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
- Department of Basic Sciences, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
| | - Caroline B Appleyard
- PHSU RISE Graduate Training Program, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
- Department of Basic Sciences, Ponce Health Sciences University and Ponce Research Institute, Ponce, Puerto Rico
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Schaller MD, Gencheva M, Gunther MR, Weed SA. Training doctoral students in critical thinking and experimental design using problem-based learning. BMC MEDICAL EDUCATION 2023; 23:579. [PMID: 37587476 PMCID: PMC10428545 DOI: 10.1186/s12909-023-04569-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Accepted: 08/05/2023] [Indexed: 08/18/2023]
Abstract
BACKGROUND Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format. METHODS Evaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students' proficiency in experimental design were used to measure student learning. RESULTS The analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions. CONCLUSIONS This problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.
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Affiliation(s)
- Michael D Schaller
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA.
| | - Marieta Gencheva
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA
| | - Michael R Gunther
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA
| | - Scott A Weed
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA
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Bashir A, Wilkins K, Pallett R. An Innovative Workshop Embedding Pathology Service Users into the Undergraduate Biomedical Science Curriculum. Br J Biomed Sci 2023; 80:11584. [PMID: 37614721 PMCID: PMC10442479 DOI: 10.3389/bjbs.2023.11584] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 07/18/2023] [Indexed: 08/25/2023]
Abstract
The integration of pathology service users into the biomedical science curriculum has been driven by the refinement of the Health and Care Professions Council (HCPC) Standards of Proficiency. This study aimed to design and implement a novel and innovative service user event with a reflective assessment to enhance students' knowledge and understanding of the impact of pathology laboratory results on the patient pathway. The 4-h workshop consisted of a series of service users. Patients discussed how pathology services had contributed to their diagnosis and treatment, while service providers-a Microbiology Consultant, a director of primary care, and the patient referral optimisation officer-discussed their roles and their interactions with pathology services. Post-event, students completed a 750-word reflective assessment, highlighting challenges experienced by service users and providing suggestions for improving the delivery of pathology services. In total, 57.5% of respondents (57/99) completed a post-reflection survey, which included open- and closed-ended questions. Quantitative analysis of the survey data revealed that over 87.7% of respondents had increased knowledge and understanding of the revised HCPC standards. Following the assessment, students reported a significant increase in their confidence with respect to reflective writing (p < 0.001), with over 90% of respondents agreeing that the reflective assessment had increased their knowledge and understanding of the limitations that may negatively impact service users and patient care. Moreover, respondents highlighted how advancements in point-of-care testing (POCT) and improvements in communication can improve patient experiences. Thematic analysis revealed that respondents agreed that embedding patients into the curriculum reinforced the importance of there being a patient behind every sample. Respondents reported that reflecting upon service user experiences enabled them to identify improvements to the delivery of pathology services while recognising the essential role that Biomedical Scientists play in the patient pathway. This successful workshop has created a platform encompassing a range of pathology service users in the undergraduate curriculum. We recommend that other accredited biomedical science programmes adopt and embed this innovative workshop and reflective assessment into their programmes to help them meet these standards relating to service users while fostering important transferable skills in their students.
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Crawford DC, Hoye ML, Silberberg SD. From Methods to Monographs: Fostering a Culture of Research Quality. eNeuro 2023; 10:ENEURO.0247-23.2023. [PMID: 37553250 PMCID: PMC10411680 DOI: 10.1523/eneuro.0247-23.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 07/20/2023] [Indexed: 08/10/2023] Open
Affiliation(s)
- Devon C Crawford
- Office of Research Quality, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD 20892
| | - Mariah L Hoye
- Office of Research Quality, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD 20892
| | - Shai D Silberberg
- Office of Research Quality, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD 20892
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Van Wart A, Djorić D, D’Silva NM, Layton R, Hardy L, Suelzer E, Tetzlaff JE. An emerging field: An evaluation of biomedical graduate student and postdoctoral education and training research across seven decades. PLoS One 2023; 18:e0282262. [PMID: 37490486 PMCID: PMC10368290 DOI: 10.1371/journal.pone.0282262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Accepted: 02/10/2023] [Indexed: 07/27/2023] Open
Abstract
Biomedical graduate student and postdoctoral education and training research has expanded greatly over the last seven decades, leading to increased publications and the emergence of a field. The goal of this study was to analyze this growth by performing a cross-sectional bibliometric analysis using a systematic approach to better understand the publishing trends (including historical vs. emerging themes and research priorities); depth, structure, and evidence-basis of content; and venues for publication. The analysis documented a dramatic increase in biomedical trainee-related publications over time and showed that this area of research is maturing into its own independent field. Results demonstrated that the most frequently published article types in this field are shorter editorial and opinion pieces, and that evidence-based articles are less numerous. However, if current trends continue, projections indicate that by the year 2035, evidence-based articles will be the dominating article type published in this field. Most frequently published topics included career outcomes and workforce characterization and professional development. In recent years, the most cited articles were publications focused on diversity, equity, and inclusion, career outcomes and workforce characterization, and wellness. This study also shows that although a small subset of journals publishes most of this literature, publications are distributed diffusely across a wide range of journals and that surprisingly 68% of these journals have published only a single article on the topic. Further, we noted that the assignment of author- and index-supplied keywords was variable and inconsistent and speculate that this could create challenges to conducting comprehensive literature searches. Recommendations to address this include establishing standard keyword assignment criteria and proposing new index-supplied keywords to improve accessibility of research findings. These changes will be important for bringing visibility of this literature to our community, institutional leaders, national trainee organizations, and funding agencies.
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Affiliation(s)
- Audra Van Wart
- Division of Biology and Medicine, Brown University, Providence, Rhode Island, United States of America
| | - Dušanka Djorić
- Department of Microbiology and Immunology, Medical College of Wisconsin, Milwaukee, Wisconsin, United States of America
| | - Natalie M. D’Silva
- Division of Biology and Medicine, Brown University, Providence, Rhode Island, United States of America
- Vascular Research Laboratory, Providence Veterans Affairs Medical Center, Providence, Rhode Island, United States of America
| | - Rebekah Layton
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - LaKeya Hardy
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Elizabeth Suelzer
- MCW Libraries, Medical College of Wisconsin, Milwaukee, Wisconsin, United States of America
| | - Julie E. Tetzlaff
- Division of Pediatric Pathology, Department of Pathology, Medical College of Wisconsin, Milwaukee, Wisconsin, United States of America
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Budda ML. Introducing Graduate Students in Biomedical Sciences to an Institutional Animal Research Program. JOURNAL OF THE AMERICAN ASSOCIATION FOR LABORATORY ANIMAL SCIENCE : JAALAS 2023; 62:317-326. [PMID: 37277173 PMCID: PMC10434749 DOI: 10.30802/aalas-jaalas-23-000001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 02/02/2023] [Accepted: 03/21/2023] [Indexed: 06/07/2023]
Abstract
At the University of Oklahoma Health Sciences Center, graduate students enrolled in biomedical science programs comprise a significant portion of personnel working with research animals. Although the University requires that all personnel receive appropriate training before working with animals, veterinarians and research mentors agreed students would benefit from additional training. As a result, a course entitled "Laboratory Animal Use and Concepts" was added to the curriculum of the University's largest graduate program in biomedical sciences starting in 2017. The course introduces students to a number of topics relevant to the use of animals in biomedical research, with an emphasis on mice. Here we present a summary of the course and an assessment of its impact during the initial 5 y, from 2017-2021. Enrollment, student outcomes, and student evaluation surveys were included in this assessment. The course was offered to 6 classes totaling more than 120 students during this period. After completing the course, nearly 80% of students used animals as part of their graduate training. Among those, at least 21% sought additional training through formal workshops that offered supplemental opportunities to practice animal handling techniques. Student feedback suggested strong satisfaction with the course content and an appreciation for wet lab sessions. Providing enhanced training for incoming graduate students through this structured course appears to help students improve knowledge, skills, and attitudes that facilitate the responsible and ethical use of animals in biomedical research.
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Affiliation(s)
- Madeline L Budda
- Office of Animal Welfare Assurance, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma
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Ciubotariu II, Bosch G. Teaching students to R3eason, not merely to solve problem sets: The role of philosophy and visual data communication in accessible data science education. PLoS Comput Biol 2023; 19:e1011160. [PMID: 37289659 PMCID: PMC10249832 DOI: 10.1371/journal.pcbi.1011160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023] Open
Abstract
Much guidance on statistical training in STEM fields has been focused largely on the undergraduate cohort, with graduate education often being absent from the equation. Training in quantitative methods and reasoning is critical for graduate students in biomedical and science programs to foster reproducible and responsible research practices. We argue that graduate student education should more center around fundamental reasoning and integration skills rather than mainly on listing 1 statistical test method after the other without conveying the bigger context picture or critical argumentation skills that will enable student to improve research integrity through rigorous practice. Herein, we describe the approach we take in a quantitative reasoning course in the R3 program at the Johns Hopkins Bloomberg School of Public Health, with an error-focused lens, based on visualization and communication competencies. Specifically, we take this perspective stemming from the discussed causes of irreproducibility and apply it specifically to the many aspects of good statistical practice in science, ranging from experimental design to data collection and analysis, and conclusions drawn from the data. We also provide tips and guidelines for the implementation and adaptation of our course material to various graduate biomedical and STEM science programs.
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Affiliation(s)
- Ilinca I. Ciubotariu
- Department of Biological Sciences, Purdue University, West Lafayette, Indiana, United States of America
- Department of Molecular Microbiology and Immunology, Johns Hopkins Bloomberg School of Public Health, R Center for Innovation in Science Education, Baltimore, Maryland, United States of America
| | - Gundula Bosch
- Department of Molecular Microbiology and Immunology, Johns Hopkins Bloomberg School of Public Health, R Center for Innovation in Science Education, Baltimore, Maryland, United States of America
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Crone WC, Kesebir P, Hays B, Mirgain SA, Davidson RJ, Hagness SC. Cultivating well-being in engineering graduate students through mindfulness training. PLoS One 2023; 18:e0281994. [PMID: 36947553 PMCID: PMC10032494 DOI: 10.1371/journal.pone.0281994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 02/04/2023] [Indexed: 03/23/2023] Open
Abstract
The mental health crisis in graduate education combined with low treatment rates among engineering graduate students underscores the need for engineering graduate programs to provide effective methods to promote well-being. There is an extensive body of neuroscience research showing that contemplative practices, such as mindfulness, produce measurable effects on brain function and overall well-being. We hypothesized that a mindfulness-based training program designed for engineering graduate students would improve emotional well-being and, secondarily, enhance research capacity. An initial pilot study was conducted at a single institution (Phase 1), followed by a larger study conducted at both the original and a second institution (Phase 2) to gather additional data and show the program's transferability. The program comprised eight weekly mindfulness training sessions. Individuals in the study were randomly assigned to either an intervention group or wait-list control group. We administered pre- and post-test surveys with quantitative measures designed to assess emotional and physical well-being, as well as creativity, research satisfaction, and desire to contribute to the betterment of society. Participants also completed a summative survey to evaluate the impact of the program on their well-being and research. Analysis revealed statistically significant findings: improved emotional health, decreased neuroticism, increased positive affect, decreased negative affect, and increased mindfulness in the intervention groups compared to the control groups. Intervention groups in Phase 2 also reported statistically significant improvement in satisfaction with their research. Our findings suggest that mindfulness training has the potential to play a vital professional and personal development role in graduate engineering education.
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Affiliation(s)
- Wendy C Crone
- Department of Engineering Physics, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
| | - Pelin Kesebir
- Center for Healthy Minds, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
| | - Beverly Hays
- Healthy Minds Innovations, Madison, Wisconsin, United States of America
| | - Shilagh A Mirgain
- Healthy Minds Innovations, Madison, Wisconsin, United States of America
- Department of Orthopedics and Rehabilitation, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
| | - Richard J Davidson
- Center for Healthy Minds, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
- Healthy Minds Innovations, Madison, Wisconsin, United States of America
- Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
| | - Susan C Hagness
- Department of Electrical and Computer Engineering, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
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Pearse C, Scott S. A Review of Clinical Laboratory Education, Training and Progression: Historical Challenges, the Impact of COVID-19 and Future Considerations. Br J Biomed Sci 2023; 80:11266. [PMID: 37125390 PMCID: PMC10130196 DOI: 10.3389/bjbs.2023.11266] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Accepted: 03/28/2023] [Indexed: 05/02/2023]
Abstract
The COVID-19 pandemic had a wide global impact on society, including the clinical laboratory workforce. This historically underrepresented group of highly skilled professionals have now started to gain the attention they deserve. There had already been dramatic changes to laboratory training over the past 2 decades resulting from advances in technology, changes to service needs, and as a consequence of Pathology reform initiatives. The pandemic has had an additional impact. Higher education institutions and students adapted to emergency remote teaching. Clinical laboratories faced unprecedented challenges to meet COVID-19 testing demands and adjust to new ways of working whilst maintaining their usual high quality service provision. Training, assessment, and development arrangements had to convert to online platforms to maintain social distancing. The pandemic also had a global impact on mental health and wellbeing, further impacting learning/training. Despite these challenges, there have been many positive outcomes. This review highlights pre- and post-pandemic training and assessment for clinical laboratory professionals, with particular emphasis on Biomedical Scientists, outlining recent improvements among a history of challenges. There is increasing interest surrounding this vital workforce, accelerated thanks to the pandemic. This new public platform has emphasised the importance of quality diagnostic services in the patient pathway and in the response to national crises. The ability to maintain a quality service that is prepared for the future is grounded in the effective training and development of its staff. All of which can only be achieved with a workforce that is sustainable, invested in, and given a voice.
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Ciubotariu II, Bosch G. Improving research integrity: a framework for responsible science communication. BMC Res Notes 2022; 15:177. [PMID: 35570294 PMCID: PMC9107633 DOI: 10.1186/s13104-022-06065-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2022] [Accepted: 05/05/2022] [Indexed: 12/27/2022] Open
Abstract
AbstractResearch integrity, an essential precept of scientific inquiry and discovery, comprises norms such as Rigor, Reproducibility, and Responsibility (the 3R’s). Over the past decades, numerous issues have arisen that challenge the reliability of scientific studies, including irreproducibility crises, lack of good scientific principles, and erroneous communications, which have impacted the public’s trust in science and its findings. Here, we highlight one important component of research integrity that is often overlooked in the discussion of proposals for improving research quality and promoting robust research; one that spans from the lab bench to the dissemination of scientific work: responsible science communication. We briefly outline the role of education and institutions of higher education in teaching the tenets of good scientific practice and within that, the importance of adequate communications training. In that context, we present our framework of responsible science communication that we live by and teach to our students in courses and workshops that are part of the Johns Hopkins Bloomberg School of Public Health R3 Center for Innovation in Science Education.
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Owolabi JO, Olatunji SY, Adetunji AE, Adekilekun T. Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes. Cureus 2022; 14:e24772. [PMID: 35686276 PMCID: PMC9170449 DOI: 10.7759/cureus.24772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/06/2022] [Indexed: 11/30/2022] Open
Abstract
Background Anatomy education in this context refers to the training of anatomists particularly in the university or college setting with an emphasis on equipping them with skills to be biomedical researchers and scientists, educators, and providers of applied or allied health services. There has been a recurring call to carefully evaluate and scrutinize biomedical science programs in Nigerian universities. This study considered the anatomy curriculum in representative Nigerian institutions with an emphasis on their philosophy, program design, program objectives, and program contents among other considerations. Materials and methods Structured and validated questionnaires, electronic, were administered to collect quantitative and qualitative data from heads of the anatomy department in representative institutions. Head of anatomy departments in 11 representative institutions returned their properly completed questionnaires, representing over 60% return rate of the target representative institutions. Quantitative data sets were analyzed and presented as tables, charts, and figures. Qualitative data in the form of free responses were analyzed and presented based on themes. Results Degree programs, including bachelor's, master's, and doctorate degrees, are currently offered in respondents' universities. The curricula are generally robust in scope and depth of content as they address all the main domains of anatomy or anatomical sciences, especially gross anatomy, histology, embryology, neuroscience, and physical anthropology in many instances. The average duration for the bachelor's program (BSc) is 4 years, master's 2 years, and PhD (Doctor of Philosophy) 3-5 years. Analysis of the main methods of training indicated that the programs include significant coursework at every level as well as the main research project leading to the presentation of a dissertation or thesis. We also identified gaps in training, with emphasis on transferable skills, which must be addressed in line with modern realities in basic medical sciences. Conclusion We consider it a necessity to equip graduates at all levels of training with competencies that are directly and clearly aligned with the roles that graduates of the program should play in workplaces. We, therefore, recommend that curricula be reviewed to emphasize competencies in scientific investigations, transferable skills, and science education. Specific cutting-edge skills and research methods should be included in alignment with overall program objectives and deliverables.
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Affiliation(s)
- Joshua Ola Owolabi
- Anatomy and Neuroscience, University of Global Health Equity, Kigali, RWA
| | | | - Adedeji E Adetunji
- Anatomy, College of Medicine and Health Sciences, Afe Babalola University, Ado-Ekiti, NGA
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Howick J, Zhao L, McKaig B, Rosa A, Campaner R, Oke J, Ho D. Do medical schools teach medical humanities? Review of curricula in the United States, Canada and the United Kingdom. J Eval Clin Pract 2022; 28:86-92. [PMID: 34105226 DOI: 10.1111/jep.13589] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 04/14/2021] [Accepted: 04/18/2021] [Indexed: 11/29/2022]
Abstract
RATIONALE AND OBJECTIVES Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. METHODS We searched the curriculum websites of all accredited medical schools in Canada, the UK and the US to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman's correlation and inverse variance weighting meta-analysis. RESULTS We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 154 in the US. Of these, nine (56%) in Canada, 34 (73%) in the UK and 124 (80%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were medical humanities (unspecified), history, and literature (Canada); sociology and social medicine, medical humanities (unspecified), and art (UK); and medical humanities (unspecified), literature and history (US). Higher ranked medical schools appeared less likely to offer medical humanities. CONCLUSIONS The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK and the US varies, and there appears to be an inverse relationship between medical school quality and medical humanities offerings. Our analysis was limited by the data provided on the Universities' websites. Given the potential for medical humanities to improve medical education and medical practice, opportunities to reduce this variation should be exploited.
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Affiliation(s)
- Jeremy Howick
- Faculty of Philosophy, University of Oxford, Oxford, UK
| | - Lunan Zhao
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Brenna McKaig
- Center for Health Humanities, MCPHS University, Boston, Massachusetts, USA
| | - Alessandro Rosa
- Department of Philosophy and Communication Studies, University of Bologna, Bologna, Italy
| | - Raffaella Campaner
- Department of Philosophy and Communication Studies, University of Bologna, Bologna, Italy
| | - Jason Oke
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Dien Ho
- Center for Health Humanities, MCPHS University, Boston, Massachusetts, USA
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15
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Owolabi JO, Olatunji SY, Adetunji AE, Tijani AA. Anatomy Education: Perceptions and Experiences of Nigerian Anatomists towards Contributing to Programme and Career Advancements. Health (London) 2022. [DOI: 10.4236/health.2022.149072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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16
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Kushner DB, Pekosz A. Virology in the Classroom: Current Approaches and Challenges to Undergraduate- and Graduate-Level Virology Education. Annu Rev Virol 2021; 8:537-558. [PMID: 34242063 DOI: 10.1146/annurev-virology-091919-080047] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The pervasive effects of the current coronavirus disease 2019 pandemic are but one reason for educators to refocus their efforts on virology teaching. Additionally, it is critical to understand how viruses function and to elucidate the relationship between virus and host. An understanding of current virology education may improve pedagogical approaches for educating our students and trainees. Faculty who teach undergraduate microbiology indicate that approximately 10% of the course content features viruses; stand-alone virology courses are infrequently offered to undergraduates. Fortunately, virology taught to undergraduates includes foundational material; several approaches for delivery of lecture- and lab-based content exist. At the graduate education level, there is growing appreciation that an emphasis on logic, reasoning, inference, and statistics must be reintroduced into the curriculum to create a generation of scientists who have a greater capacity for creativity and innovation. Educators also need to remove barriers to student success, at all levels of education. Expected final online publication date for the Annual Review of Virology, Volume 8 is September 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
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Affiliation(s)
- David B Kushner
- Department of Biology, Dickinson College, Carlisle, Pennsylvania 17013, USA;
| | - Andrew Pekosz
- Department of Molecular Microbiology and Immunology, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland 21205, USA
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17
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Schaller MD, Barbier M. FastTrack, a strategy to shorten time to degree. FASEB Bioadv 2021; 3:482-489. [PMID: 34258517 PMCID: PMC8255847 DOI: 10.1096/fba.2020-00144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 01/18/2021] [Accepted: 01/22/2021] [Indexed: 11/11/2022] Open
Abstract
Recent reports express concern about the sustainability of the biomedical research enterprise in its current form. Recurring concerns include the predictability and sustainability of funding for research, regulatory burden and training the next generation in the biomedical workforce. One specific concern is the duration of training periods during pre-doctoral and post-doctoral studies. This article addresses the issue of time-to-degree (TTD) for doctorates. Many reports stress the importance of shortening the TTD, but provide no recommendations to achieve this goal. Herein, factors potentially affecting TTD are discussed and one mechanism that harmonizes undergraduate and graduate programs is proposed as a strategy to reduce the TTD.
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Affiliation(s)
- Michael D. Schaller
- Departments of BiochemistryWest Virginia University School of MedicineMorgantownWVUSA
| | - Mariette Barbier
- Microbiology, Immunology & Cell BiologyWest Virginia University School of MedicineMorgantownWVUSA
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18
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Pericàs JM, Bosch X. Going 'trans-E-3-ve': Educational principles for a new generation of medical students. MEDICAL TEACHER 2021; 43:358-360. [PMID: 32529920 DOI: 10.1080/0142159x.2020.1774529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Educating medical students represents a thrilling yet challenging task. In an era of research breakthroughs but also global health setbacks, there is a risk that scientists and educators focus on highly specialized areas of knowledge, neglecting interrelated systemic issues. Here, we argue that the education of medical students should be embraced using a different strategy remodeled through what we call a 'tranS-E-3-ve' lens. In this new approach, there is no room for scientific reductionism. Instead, health disciplines should be seen from a translational, trans-disciplinary and trans-territorial scope, and should be sensitive to problems and pathways that link global phenomena to health. While current health issues cannot be approached without an equity lens, there are three interconnected dimensions of health that should pervade the content, goals, and design of academic curricula in medical schools: (1) exposome, or the understanding of the environmental contributors to health and disease; (2) identification of the mechanisms involved in the interactions between the elements that constitute complex systems; and (3) 'inner space', or the study of how cells communicate within the human body.
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Affiliation(s)
- Juan M Pericàs
- Hospital Clínic, IDIBAPS, Barcelona, Spain
- Vall d'Hebron Institute of Research (VHIR), Barcelona, Spain
| | - Xavier Bosch
- Department of Internal Medicine, Hospital Clínic, University of Barcelona, Barcelona, Spain
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19
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Experiential Graduate Course Prepares Transdisciplinary Future Leaders to Innovate at the Food-Energy-Water Nexus. SUSTAINABILITY 2021. [DOI: 10.3390/su13031438] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Food, energy and water (FEW) systems are critically stressed worldwide. These challenges require transformative science, engineering and policy solutions. However, cross-cutting solutions can only arise through transdisciplinary training of our future science and policy leaders. The University of Maryland Global STEWARDS National Science Foundation Research Traineeship seeks to meet these needs. This study assessed a foundational component of the program: a novel, experiential course focused on transdisciplinary training and communication skills. We drew on data from the first two offerings of the course and utilized a mixed-method, multi-informant evaluation that included validated pre–post surveys, individual interviews and focus groups. Paired Mann–Whitney–Wilcoxon tests were used to compare pre- and post-means. After the course, students reported improvements in their ability to identify strengths and weaknesses of multiple FEW nexus disciplines; articulate interplays between FEW systems at multiple scales; explain to peers the most important aspects of their research; and collaborate with scientists outside their field. Students also reported improvements in their oral and written communication skills, along with their ability to critically review others’ work. Our findings demonstrate that this graduate course can serve as an effective model to develop transdisciplinary researchers and communicators through cutting edge, experiential curricular approaches.
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20
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Valdez D, Vorland CJ, Brown AW, Mayo-Wilson E, Otten J, Ball R, Grant S, Levy R, Svetina Valdivia D, Allison DB. Improving open and rigorous science: ten key future research opportunities related to rigor, reproducibility, and transparency in scientific research. F1000Res 2020; 9:1235. [PMID: 33628434 PMCID: PMC7898357 DOI: 10.12688/f1000research.26594.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/02/2020] [Indexed: 11/20/2022] Open
Abstract
Background: As part of a coordinated effort to expand research activity around rigor, reproducibility, and transparency (RRT) across scientific disciplines, a team of investigators at the Indiana University School of Public Health-Bloomington hosted a workshop in October 2019 with international leaders to discuss key opportunities for RRT research. Objective: The workshop aimed to identify research priorities and opportunities related to RRT. Design: Over two-days, workshop attendees gave presentations and participated in three working groups: (1) Improving Education & Training in RRT, (2) Reducing Statistical Errors and Increasing Analytic Transparency, and (3) Looking Outward: Increasing Truthfulness and Accuracy of Research Communications. Following small-group discussions, the working groups presented their findings, and participants discussed the research opportunities identified. The investigators compiled a list of research priorities, which were circulated to all participants for feedback. Results: Participants identified the following priority research questions: (1) Can RRT-focused statistics and mathematical modeling courses improve statistics practice?; (2) Can specialized training in scientific writing improve transparency?; (3) Does modality (e.g. face to face, online) affect the efficacy RRT-related education?; (4) How can automated programs help identify errors more efficiently?; (5) What is the prevalence and impact of errors in scientific publications (e.g., analytic inconsistencies, statistical errors, and other objective errors)?; (6) Do error prevention workflows reduce errors?; (7) How do we encourage post-publication error correction?; (8) How does 'spin' in research communication affect stakeholder understanding and use of research evidence?; (9) Do tools to aid writing research reports increase comprehensiveness and clarity of research reports?; and (10) Is it possible to inculcate scientific values and norms related to truthful, rigorous, accurate, and comprehensive scientific reporting? Conclusion: Participants identified important and relatively unexplored questions related to improving RRT. This list may be useful to the scientific community and investigators seeking to advance meta-science (i.e. research on research).
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Affiliation(s)
- Danny Valdez
- Indiana University School of Public Health, Bloomington, IN, 47403, USA
| | - Colby J. Vorland
- Indiana University School of Public Health, Bloomington, IN, 47403, USA
| | - Andrew W. Brown
- Indiana University School of Public Health, Bloomington, IN, 47403, USA
| | - Evan Mayo-Wilson
- Indiana University School of Public Health, Bloomington, IN, 47403, USA
| | - Justin Otten
- Indiana University School of Public Health, Bloomington, IN, 47403, USA
| | - Richard Ball
- Project TIER, Haverford College, Haverford, Pennsylvania, 19041, USA
| | - Sean Grant
- Indiana University Purdue University Indianapolis Fairbanks School of Public Health, Indianapolis, IN, 46223, USA
| | - Rachel Levy
- Rachel Levy, Mathematical Association of America, 1529 18th St. NW, Washington, DC, 20036, USA
| | | | - David B. Allison
- Indiana University School of Public Health, Bloomington, IN, 47403, USA
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21
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Rashid R. Training STEM Ph.D. Students to Deal with Moral Dilemmas. SCIENCE AND ENGINEERING ETHICS 2020; 26:1861-1872. [PMID: 31912430 DOI: 10.1007/s11948-019-00174-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2019] [Accepted: 12/26/2019] [Indexed: 06/10/2023]
Abstract
Research in science, technology, engineering, and mathematics (STEM) fields has become much more complex in the twenty-first century. As a result, the students of our Graduate School, who are all Ph.D. candidates, need to be trained in essential skills and processes that are crucial for success in academia and beyond. Some research problems are inherently complex in that they raise deep moral dilemmas, such as antimicrobial resistance, sustainability, dual-use research of concern (defined as well-intentioned scientific research that may be misused for nefarious purposes), and human cloning. Dealing with moral dilemmas is one of several core competencies that twenty-first-century Ph.D. students must acquire. However, this might prove difficult for STEM Ph.D. students who have had limited exposure to moral philosophy. Since the task of dealing with moral dilemmas in STEM research requires input from both scientific and philosophical disciplines, it is argued with the help of the 4 examples above that this task be explicitly modelled as an interdisciplinary process. Furthermore, it is argued that a particular model from the interdisciplinary education literature could serve as a learning tool to support ethical decision-making in research ethics and integrity courses for doctoral students.
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Affiliation(s)
- Rafi Rashid
- NUS Graduate School for Integrative Sciences and Engineering (NGS), National University of Singapore, University Hall, Tan Chin Tuan Wing, #04-02, 21 Lower Kent Ridge Road, Singapore, 119077, Singapore.
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22
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Koroshetz WJ, Behrman S, Brame CJ, Branchaw JL, Brown EN, Clark EA, Dockterman D, Elm JJ, Gay PL, Green KM, Hsi S, Kaplitt MG, Kolber BJ, Kolodkin AL, Lipscombe D, MacLeod MR, McKinney CC, Munafò MR, Oakley B, Olimpo JT, Percie du Sert N, Raman IM, Riley C, Shelton AL, Uzzo SM, Crawford DC, Silberberg SD. Framework for advancing rigorous research. eLife 2020; 9:e55915. [PMID: 32127131 PMCID: PMC7056268 DOI: 10.7554/elife.55915] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Accepted: 02/21/2020] [Indexed: 12/13/2022] Open
Abstract
There is a pressing need to increase the rigor of research in the life and biomedical sciences. To address this issue, we propose that communities of 'rigor champions' be established to campaign for reforms of the research culture that has led to shortcomings in rigor. These communities of rigor champions would also assist in the development and adoption of a comprehensive educational platform that would teach the principles of rigorous science to researchers at all career stages.
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Affiliation(s)
- Walter J Koroshetz
- National Institute of Neurological Disorders and StrokeBethesdaUnited States
| | | | - Cynthia J Brame
- Center for Teaching and Department of Biological Sciences, Vanderbilt UniversityNashvilleUnited States
| | - Janet L Branchaw
- Department of Kinesiology and Wisconsin Institute for Science Education and Community Engagement, University of Wisconsin - MadisonMadisonUnited States
| | - Emery N Brown
- Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General HospitalBostonUnited States
- Department of Brain and Cognitive Science, Institute of Medical Engineering and Sciences, the Picower Institute for Learning and Memory, and the Institute for Data Systems and Society, Massachusetts Institute of TechnologyBostonUnited States
| | - Erin A Clark
- Department of Biology and Program in Neuroscience, Brandeis UniversityWalthamUnited States
| | - David Dockterman
- Harvard Graduate School of Education, Harvard UniversityCambridgeUnited States
| | - Jordan J Elm
- Department of Public Health Sciences, Medical University of South CarolinaCharlestonUnited States
| | | | - Katelyn M Green
- Cellular and Molecular Biology Graduate Program, University of MichiganAnn ArborUnited States
| | - Sherry Hsi
- The Concord ConsortiumEmeryvilleUnited States
| | - Michael G Kaplitt
- Department of Neurological Surgery, Weill Cornell Medical CollegeNew YorkUnited States
| | - Benedict J Kolber
- Department of Biological Sciences, Duquesne UniversityPittsburghUnited States
| | - Alex L Kolodkin
- Solomon H. Snyder Department of Neuroscience, Johns Hopkins School of MedicineBaltimoreUnited States
| | - Diane Lipscombe
- Carney Institute for Brain Science, Department of Neuroscience, Brown UniversityProvidenceUnited States
| | - Malcolm R MacLeod
- Centre for Clinical Brain Sciences, University of EdinburghEdinburghUnited Kingdom
| | - Caleb C McKinney
- Biomedical Graduate Education, Georgetown University Medical CenterWashingtonUnited States
| | - Marcus R Munafò
- MRC Integrative Epidemiology Unit, School of Psychological Science, University of BristolBristolUnited Kingdom
| | | | - Jeffrey T Olimpo
- Department of Biological Sciences, The University of Texas at El PasoEl PasoUnited States
| | - Nathalie Percie du Sert
- National Centre for the Replacement, Refinement and Reduction of Animals in Research (NC3Rs)LondonUnited Kingdom
| | - Indira M Raman
- Department of Neurobiology, Northwestern UniversityEvanstonUnited States
| | | | - Amy L Shelton
- Center for Talented Youth and School of Education, Johns Hopkins UniversityBaltimoreUnited States
| | | | - Devon C Crawford
- National Institute of Neurological Disorders and StrokeBethesdaUnited States
| | - Shai D Silberberg
- National Institute of Neurological Disorders and StrokeBethesdaUnited States
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23
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Remein CD, Childs E, Pasco JC, Trinquart L, Flynn DB, Wingerter SL, Bhasin RM, Demers LB, Benjamin EJ. Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019. BMJ Open 2020; 10:e031568. [PMID: 31988222 PMCID: PMC7045204 DOI: 10.1136/bmjopen-2019-031568] [Citation(s) in RCA: 52] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Revised: 11/23/2019] [Accepted: 12/02/2019] [Indexed: 01/08/2023] Open
Abstract
OBJECTIVES Narrative medicine (NM) incorporates stories into health sciences paradigms as fundamental aspects of the human experience. The aim of this systematic review is to answer the research question: how effective is the implementation and evaluation of NM programmes in academic medicine and health sciences? We documented objectives, content and evaluation outcomes of NM programming to provide recommendations for future narrative-based education. METHODS We conducted a systematic review of literature published through 2019 using five major databases: PubMed, Embase, PsycINFO, ERIC and MedEdPORTAL. Eligible NM programming included textual analysis/close reading of published literature and creative/reflective writing. Qualifying participants comprised individuals from academic medicine and health sciences disciplines. We reviewed and categorised programme goals, content and evaluation activities to assess participant satisfaction and programme efficacy. Two members of the research team assessed the risk of bias, independently screening records via a two-round, iterative process to reach consensus on eligibility. RESULTS Of 1569 original citations identified, we selected 55 unique programmes (described in 61 records). In all, 41 (75%) programmes reported a form of evaluation; evaluation methods lacked consistency. Twenty-two programmes used quantitative evaluation (13 well described), and 33 programmes used qualitative evaluation (27 well described). Well-described quantitative evaluations relied on 32 different measures (7 validated) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building, empathy, confidence/personal accomplishment, pedagogical skills and clinical skills. An average of 88.3% of participants agreed or strongly agreed that the programme had positive outcomes. Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building, empathy, perspective-taking/reflection, resilience and burnout detection/mitigation, confidence/personal accomplishment, narrative competence, and ethical inquiry. CONCLUSION Evaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies. We suggest best practices and innovative future directions for programme implementation and evaluation.
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Affiliation(s)
| | - Ellen Childs
- Boston University School of Public Health, Boston, Massachusetts, USA
| | - John Carlo Pasco
- Boston University School of Medicine, Boston, Massachusetts, USA
| | - Ludovic Trinquart
- Boston University School of Public Health, Boston, Massachusetts, USA
| | - David B Flynn
- Boston University School of Medicine, Boston, Massachusetts, USA
| | | | - Robina M Bhasin
- Boston University School of Medicine, Boston, Massachusetts, USA
| | - Lindsay B Demers
- Boston University School of Medicine, Boston, Massachusetts, USA
| | - Emelia J Benjamin
- Boston University School of Medicine, Boston, Massachusetts, USA
- Boston University School of Public Health, Boston, Massachusetts, USA
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24
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Rodríguez G, Pérez N, Núñez G, Baños JE, Carrió M. Developing creative and research skills through an open and interprofessional inquiry-based learning course. BMC MEDICAL EDUCATION 2019; 19:134. [PMID: 31068154 PMCID: PMC6506954 DOI: 10.1186/s12909-019-1563-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2019] [Accepted: 04/17/2019] [Indexed: 06/01/2023]
Abstract
BACKGROUND Biomedicine needs innovative professionals. Inquiry-based learning (IBL) aims to develop higher order thinking skills, such as creativity and research. Stimulatory techniques and interprofessional education, which requires students from different fields to collaborate, also enhances creativity. In this study, the effectiveness of an interprofessional IBL course that introduces a creativity workshop based on stimulatory techniques to develop creative and research skills is examined. METHODS 529 undergraduate human biology and medical students performed the interprofessional IBL course, 198 with the creativity workshop and 331 without. Students' perceptions of learning processes and outcomes were assessed in surveys and focus groups by the authors of this study. As well, the final learning results from both groups of students were analyzed by the teachers of the course and the researchers. RESULTS The results show that the open IBL approach promoted the development of these skills, interprofessionality acted as a creativity enhancer and stimulatory techniques contributed to improve the learning outcomes. CONCLUSIONS This study provides insight into how open interprofessional IBL fosters acquisition of complex skills and knowledge, pointing out the benefits and limitations of this approach in health sciences studies.
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Affiliation(s)
- Gemma Rodríguez
- Research Group in Health Sciences Education, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Dr. Aiguader 88, 08003, Barcelona, Spain
| | - Nora Pérez
- Research Group in Health Sciences Education, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Dr. Aiguader 88, 08003, Barcelona, Spain
| | - Gemma Núñez
- Research Group in Health Sciences Education, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Dr. Aiguader 88, 08003, Barcelona, Spain
| | - Josep-E Baños
- Research Group in Health Sciences Education, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Dr. Aiguader 88, 08003, Barcelona, Spain
| | - Mar Carrió
- Research Group in Health Sciences Education, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Dr. Aiguader 88, 08003, Barcelona, Spain.
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25
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Doonan F, Taylor L, Branduardi P, Morrissey JP. Innovative training networks: overview of the Marie Skłodowska-Curie PhD training model. FEMS Microbiol Lett 2018; 365:5078865. [PMID: 30239741 PMCID: PMC6140915 DOI: 10.1093/femsle/fny207] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2018] [Accepted: 08/21/2018] [Indexed: 12/29/2022] Open
Abstract
Doctoral training has changed in recent years with most PhDs now performed in structured programmes operated by university graduate schools. These schools generally superimpose a training framework onto the traditional research project to improve the education experience of the students and to prepare them for their careers. Many graduates progress to the commercial sector, where there is demand for highly skilled employees. The European Union (EU) promotes the development of transnational, training-focused, PhD programmes called Innovative Training Networks (ITNs) through Marie Skłodowska-Curie Actions. ITNs share many features of thematic PhD programmes, but they only recruit a single cohort of students, and they align with EU policy goals. These training networks are prestigious and very well regarded within European academia. The authors of this article were participants in a yeast biotechnology ITN, YEASTCELL, which finished in 2017. Some interesting insights into the more and less successful aspects of the project arose during discussions at the final project workshop. The views of the participants are distilled here in a discussion of how an ITN could be structured to maximise the benefits for the three main stakeholders: students, supervisors and industry partners.
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Affiliation(s)
- Francesca Doonan
- School of Microbiology, University College Cork, College Road Cork, Ireland
| | - Lucy Taylor
- PrimeUCC, UCC Academy, 2.02 Western Gateway Building, Western Road, Cork, Ireland
| | - Paola Branduardi
- Dipartimento di Biotecnologie e Bioscienze, Università degli Studi Milano-Bicocca, Piazza della Scienza, 2 20126 Milano, Italy
| | - John P Morrissey
- School of Microbiology, University College Cork, College Road Cork, Ireland
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26
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Casadevall A, Fang FC. Making the scientific literature fail-safe. J Clin Invest 2018; 128:4243-4244. [PMID: 30179223 PMCID: PMC6159988 DOI: 10.1172/jci123884] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023] Open
Affiliation(s)
- Arturo Casadevall
- Department of Molecular Microbiology and Immunology, Johns Hopkins School of Public Health, Baltimore, Maryland, USA
| | - Ferric C. Fang
- Departments of Laboratory Medicine and Microbiology, University of Washington, Seattle, Washington, USA
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