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Worthington D, Graham B, Gilliard H, Kelp NC. Development of a Scale to Measure Planned Behavior in Inclusive Science Communication: Validity Evidence in Undergraduate STEM Students. CBE LIFE SCIENCES EDUCATION 2024; 23:ar48. [PMID: 39374167 DOI: 10.1187/cbe.24-01-0012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/09/2024]
Abstract
Science communication has historically been inequitable, with certain voices and perspectives holding the power and dominant ways of knowing being promoted over others. Recently, there has been a push toward inclusive science communication, which values diverse perspectives and ways of knowing in collaborative conversations to solve complex socioscientific issues. However, there is a lack of both trainings in inclusive science communication for undergraduate science, technology, engineering, and mathematics (STEM) students as well as established ways to evaluate the efficacy of these trainings. To address this need, we designed a new multifactorial survey based on the Theory of Planned Behavior to assess students' attitudes/norms, self-efficacy, behavioral intents, and behaviors in inclusive science communication, which we termed the Planned Behaviors in Inclusive Science Communication (PB-ISC) Scale. We utilized expert review, exploratory factor analysis, confirmatory factor analysis, cognitive interviews, and quantitative measures to gather evidence of validity supporting the proposed use of the final 4-factor, 26-item survey. This survey can be used as a tool by science communication educators and researchers to assess students' planned behavior in inclusive science communication in response to trainings or experiences in science communication or related topics like socioscientific issues, civic engagement, and citizen science.
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Affiliation(s)
- Delaney Worthington
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80521
| | - Barbara Graham
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80521
| | - Hannah Gilliard
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80521
| | - Nicole C Kelp
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80521
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Morra CN, Adkins SJ, Barnes ME, Pirlo OJ, Fleming R, Convers BJ, Glass SP, Howell ML, Raut SA. Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0003423. [PMID: 38874323 PMCID: PMC11360549 DOI: 10.1128/jmbe.00034-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 04/08/2024] [Indexed: 06/15/2024]
Abstract
Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.
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Affiliation(s)
- Christina N. Morra
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
- Department of Biology, Sacred Heart University, Fairfield, Connecticut, USA
| | - Sarah J. Adkins
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
- Alabama College of Osteopathic Medicine, Dothan, Alabama, USA
| | - M. Elizabeth Barnes
- Department of Biology, Middle Tennessee State University, Murfreesboro, Tennessee, USA
| | - Obadiah J. Pirlo
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Ryleigh Fleming
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Bianca J. Convers
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Sarah P. Glass
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Michael L. Howell
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Samiksha A. Raut
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
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Zhang Y, Wang J, Yan Y, Xu J, Li H, Zhang T, Wen H, Liu X, Liu Y, Lv C, Zhu H. Enhancing medical students' science communication skills: from the perspective of new media. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:288-294. [PMID: 38385192 DOI: 10.1152/advan.00192.2023] [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: 09/14/2023] [Revised: 02/07/2024] [Accepted: 02/08/2024] [Indexed: 02/23/2024]
Abstract
With the development of science over the years, people have increasingly realized the importance of science communication. Unfortunately, very little research has focused on helping medical students develop the capabilities of science communication. To improve medical students' science communication and evaluate the effectiveness of New Media through mobile clients in health science communication, a competition was held among medical undergraduates. Outstanding works were selected for publication on our official health science communication WeChat account. Furthermore, the participants volunteered to complete a questionnaire survey to help us assess students' awareness of science communication. Our analysis revealed that students had a strong willingness to serve society and to participate in science communication work. Students generally agreed that science communication work had excellent effects on professional knowledge and related skills. In addition, the correlation results showed that the greater students' willingness to participate in health science communication was, the greater their sense of gain. New Media effectively expand the influence of students' popular science works. Our findings suggest that competition in science communication has a positive impact on enhancing students' awareness and capabilities in science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency. However, we also noted that students' participation rate and enthusiasm for scientific communication were not high. Further research is needed to determine the reasons for this situation and potential strategies to further improve students' science communication.NEW & NOTEWORTHY The science communication competition had a positive impact on helping medical students develop awareness and capabilities for science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency.
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Affiliation(s)
- Ying Zhang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Jiao Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Yan Yan
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Jie Xu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Hui Li
- School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Ting Zhang
- School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Haixia Wen
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Xiaoyu Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Yanyan Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Chunmei Lv
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
| | - Hui Zhu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Heilongjiang, People's Republic of China
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Vickery R, Murphy K, McMillan R, Alderfer S, Donkoh J, Kelp N. Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students. CBE LIFE SCIENCES EDUCATION 2023; 22:ar8. [PMID: 36637377 PMCID: PMC10074279 DOI: 10.1187/cbe.22-03-0040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 11/21/2022] [Accepted: 12/12/2022] [Indexed: 06/17/2023]
Abstract
There has been an increased push for science, technology, engineering, and mathematics (STEM) students and scientists to be trained in science communication. Science communication researchers have outlined various models of how scientists interact with nonscientists-including deficit, dialogue, and inclusive approaches. We wanted to analyze whether published science communication curricula for STEM students and scientists exhibit features of inclusive science communication. We analyzed n = 81 published science communication trainings. We found an increase in such publications over the past two decades. We coded the trainings according to the science communication model they most closely follow, finding 40.7% deficit, 39.5% dialogue, and 19.8% inclusive. Trainings for STEM undergraduates were the least likely to provide training in the inclusive model. Finally, only 27.2% of publications included evaluation of the efficacy of the curriculum using an external scale or framework. These findings present opportunities: while it is positive that there are more published science communication curricula, science education and communication researchers should develop and publish more-inclusive science communication trainings for STEM students. Additionally, undergraduate students can and should begin their training in science communication with a focus on inclusivity not deficits. Finally, science education researchers should develop more standards for evaluating the efficacy of inclusive science communication training.
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Affiliation(s)
- Randy Vickery
- Department of Biology, Colorado State University, Fort Collins, CO 80523
| | - Katlyn Murphy
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80523
| | - Rachel McMillan
- Department of Biology, Colorado State University, Fort Collins, CO 80523
| | - Sydney Alderfer
- Department of Chemical and Biological Engineering, Colorado State University, Fort Collins, CO 80523
| | - Jasmine Donkoh
- Department of Biology, Colorado State University, Fort Collins, CO 80523
| | - Nicole Kelp
- Department of Biology, Colorado State University, Fort Collins, CO 80523
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Organ JM, Taylor AM. Science Communication and Biomedical Visualization: Two Sides of the Same Coin. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1421:3-13. [PMID: 37524981 DOI: 10.1007/978-3-031-30379-1_1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
Biomedical visualization has a long history as a tool for education around public health. However, recent advances in our understanding of how to be more effective at communicating complex scientific ideas to a public audience necessitate a re-examination of approaches to biomedical visualization. Scientific knowledge has expanded dramatically in the twenty-first century, as has its availability beyond the scientific arena. This chapter briefly discusses the historical approaches in biomedical visualization from the perspective of Western public health. It also outlines the approach that biomedical visualization should take according to best practices in effective science communication.
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Affiliation(s)
- Jason M Organ
- Department of Anatomy, Cell Biology and Physiology, Indiana University School of Medicine, Indianapolis, IN, USA.
- Department of Communication Studies, Indiana University Purdue University, Indianapolis, IN, USA.
| | - Adam M Taylor
- Lancaster Medical School, Faculty of Health and Medicine, Lancaster University, Lancaster, UK
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Adebisi YA. Undergraduate students' involvement in research: Values, benefits, barriers and recommendations. Ann Med Surg (Lond) 2022; 81:104384. [PMID: 36042923 PMCID: PMC9420469 DOI: 10.1016/j.amsu.2022.104384] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Accepted: 08/11/2022] [Indexed: 11/17/2022] Open
Abstract
Developing, maintaining, and sustaining undergraduate research initiatives can benefit academic institutions, faculty mentors, and students. As the world evolves, more research is required to advance knowledge and innovation in all fields. This implies that students must be prepared for today's knowledge-driven world. Research in the medical and health sciences has stalled in many developing countries, where a dual burden of communicable and noncommunicable diseases is prevalent. In this article, I discuss the values and benefits of undergraduate healthcare students participating in research and scientific publishing, as well as the challenges they face. I also make recommendations to encourage undergraduates to get involved in research. The potential of undergraduate research has not yet been fully realized. Undergraduate research's main objectives are to teach students how to do research and to help them acquire skills that they can use beyond the academic environment. Undergraduate research will complement rather than conflict with university education and should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students. Building capacity in research has a long-term impact on valuable learning outcomes as undergraduate students prepare for professional service. Stakeholders and educational authorities must invest in strengthening undergraduate involvement in research.
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Affiliation(s)
- Yusuff Adebayo Adebisi
- Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria
- Global Health Focus, Abuja, Nigeria
- Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria.
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Balzan S, Di Benedetto C, Cavicchioli L, Merlanti R, Gelain ME, Zanetti R, Cortelazzo A, Marinelli L, Cardazzo B. Disseminating Science and Education through Social Media: The Experience of a Students' Editorial Team at the University of Padova. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00345-21. [PMID: 35496709 PMCID: PMC9053016 DOI: 10.1128/jmbe.00345-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 02/15/2022] [Indexed: 06/14/2023]
Abstract
"WeSocial: Online Learning Community" is a project aiming to provide students with the basic skills in science communication via social media as a useful tool in their future careers and to disseminate the University Department of Comparative Biomedicine and Food Science activities to the general public. The project is based on two main actions: professional training on science communication and social media strategies, and the establishment of an editorial team composed of students supervised by the teaching staff. When the training phase was concluded, official department accounts on Instagram (bca_campus_unipd) and Facebook (BCA_campus_unipd) were opened. Currently, the students' editorial team (SET) oversees publishing a maximum of 3 posts per week, whose content deals with the academic, research, and educational areas of the department seen through the students' eyes. The social media accounts are constantly growing and becoming a "place" for the virtual community of the department. Since students are both "information producers" and the "audience" of the project, they propose and focus on issues particularly important to them. As a result, the department's social media has become a meaningful and relevant experience for students, enhancing their sense of belonging to the departmental and university community life. Moreover, the project is fostering the interaction between students and teaching staff and, thanks to peer communication, is increasing the awareness of department activities especially in the student audience.
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Affiliation(s)
- Stefania Balzan
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
| | | | - Laura Cavicchioli
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
| | - Roberta Merlanti
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
| | - Maria Elena Gelain
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
| | - Rossella Zanetti
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
| | | | - Lieta Marinelli
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
| | - Barbara Cardazzo
- Department of Comparative Biomedicine and Food Science, University of Padua, Padua, Italy
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Nunes GS, Adami SL, Pellenz MM, Rigo D, Estivalet RA, Diel AP, Benincá IL, Haupenthal A. Toward scientific dissemination of undergraduate thesis in physical therapy programs - a cross-sectional study. BMC MEDICAL EDUCATION 2022; 22:32. [PMID: 35016663 PMCID: PMC8753828 DOI: 10.1186/s12909-021-03087-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 12/16/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The execution of undergraduate thesis is a period in which students have an opportunity to develop their scientific knowledge. However, many barriers could prevent the learning process. This cross-sectional study aimed to analyze the scientific dissemination of results from undergraduate theses in physical therapy programs and verify the existence of barriers and challenges in the preparation of undergraduate thesis. Second, to investigate whether project characteristics and thesis development barriers were associated with the dissemination of undergraduate thesis results. METHODS Physical therapists who graduated as of 2015, from 50 different educational institutions, answered an online questionnaire about barriers faced during the execution of undergraduate thesis and about scientific dissemination of their results. RESULTS Of 324 participants, 43% (n = 138) of participants disseminated their results, and the main form of dissemination was publishing in national journals (18%, n = 58). Regarding the barriers, 76% (n = 246) of participants reported facing some difficulties, and the main challenge highlighted was the lack of scientific knowledge (28%, n = 91). Chances of dissemination were associated with barriers related to scientific understanding and operational factors, such as the type of institution, institutional facilities, and involvement with other projects. CONCLUSION Scientific knowledge seems to be a determining factor for the good development of undergraduate theses. In addition, it is clear the need to stimulate more qualified dissemination that reaches a larger audience. Changes in operational and teaching factors may improve the undergraduate thesis quality. However, the importance of rethinking scientific education within physical therapy programs draws attention.
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Affiliation(s)
- Guilherme S Nunes
- Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil.
| | - Samantha L Adami
- Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil
| | - Maitê M Pellenz
- Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil
| | - Daniela Rigo
- Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil
| | - Rafael A Estivalet
- Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil
| | - Ane Priscila Diel
- Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil
| | | | - Alessandro Haupenthal
- Department of Health Sciences, Federal University of Santa Catarina, Araranguá, SC, Brazil
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