Scientific Communication Skills Research Articles

Development of PhET-assisted simulation e-worksheet using flipped laboratory approach for science communication skills

Communication skills are one of the 21st century skills. Specific communication in biology learning includes science communication. The purpose of the study was to analyze the improvement of science communication skills using E-Worksheet assisted by PhET on nervous system material. This research and development consist of three stages: the preliminary study stage, the product development stage and the product testing stage. Static-Group Pretest-Posttest research design. This study involved 35 students in the experimental class and 35 students in the control class selected using Purposive Sampling. The research instrument consisted of a validation questionnaire and limited description with indicators of science communication. Data analysis informs that e-worksheet is very feasible with an average score of 83.83%. The improvement of science communication skills on the nervous system material in the classroom using e-worksheet assisted by PhET simulation with an overall N-Gain value of 0.56 with moderate criteria. E-Worksheet assisted by PhET simulation helps the learning process. The guide to using E-Worksheet assisted by PhET simulation should be clearer and more detailed and provide training for teachers to be more familiar with electronics.

Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students

This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways.

From Thesis to Publication: Unveiling the Predictive Factors for Cardiology Research at a North African Faculty of Medicine (Tunisia).

The benchmark of a medical thesis' success is often its acceptance for publication in an indexed journal. To determine the publication rate of practice theses in the field of Cardiology at the Faculty of Medicine of Sousse (FMSo) in Tunisia and to identify predictive factors for successful publication. We conducted a descriptive bibliometric analysis of Cardiology theses defended at FMSo from 2000 to 2019. Data were extracted from the theses' cover pages, abstracts, and conclusions. The publication status was ascertained via searches in "MEDLINE", "Scopus", and "Google Scholar". Predictive factors for publication were identified using multivariate analysis with a 90% Confidence Interval (CI). Of the 111 Cardiology theses defended at FMSo between 2000 and 2019, 36 were published yielding 42 scientific articles (publication rate of 32%). Notably, 86% of these articles were indexed in "MEDLINE" and/or "Scopus". In 79% of cases, doctoral candidates were co-authors of the resultant publications. Publication was significantly influenced by three factors: scientific mentorship by an Assistant or Associate Professor (aOR=3.021; 90%CI: 1.06-10.14; p=0.082), a prospective study design (aOR=2.536; 90%CI: 1.07-6.02; p=0.076), and a satisfactory quality of writing (aOR=2.384; 90%CI: 1.11-5.11; p=0.061). The publication of Cardiology theses at FMSo was found to be associated with the prospective design of the study and the quality of writing. Thus, it is imperative to enhance the research methodology and scientific communication skills of medical thesis candidates and their mentors to facilitate the transition from academic dissertations to medical articles.

Integrating an Annotation Project in a Senior-Level Biomedical Engineering Course to Develop Primary Literature Analysis and Science Communication Skills

Abstract Purpose This paper describes a senior-level biomedical engineering course designed to educate students on primary literature analysis and effective scientific communication. The course integrates elements from both disciplines through in-class discussions of primary research articles and an innovative annotation project utilizing the Science in the Classroom (SitC) program. Methods The course incorporates weekly discussions of seminal research articles led by the instructor in the field of biomedical microdevices, bi-weekly quizzes to assess comprehension, and a novel final project where student groups collaborate to annotate a high-impact scientific article through the SitC program. The annotations aim to make the article accessible to a broader audience while training the students in primary literature analysis and effective scientific communication. Results The course effectively enhances student understanding of primary literature, as evidenced by the significant improvement in quiz scores following in-class discussions. Additionally, student participation in the annotation project contributes valuable educational resources to the SitC program, promoting the dissemination of scientific knowledge to a wider audience. Conclusions The novel aspects of the course, specifically the annotation project, offer a unique learning experience by equipping students with the necessary skills to navigate and critically analyze primary research articles. The course also fosters effective scientific communication, transforming students into active contributors to the scientific community. Recommendations are included for instructors interested in adopting this novel approach to teaching primary literature analysis and scientific communication.

Enhancing science communication skills biology in students through the number head together

The teaching of science communication skills at the high school level can be effectively accomplished through lessons that are oriented not only towards the development of cognitive skills, but also towards the acquisition of hands-on communication skills. The present study employs an experimental research design to investigate the impact of NHT-type cooperative learning on students' science communication skills. This study employs an experimental design comprising an class and a control class. The study population comprised students at X MIPA UPT SMAN 2 The X MIPA 3 class was designated as the experimental class, while the X MIPA 7 class served as the control class. Sampling was conducted using a randomised system. The data employed in this study were derived from two sources: primary data collected via the science communication skills rubric and secondary data obtained through observation of student and teacher activities. The data collection instrument was a science communication skills observation sheet that had previously been tested for validity and reability. The data were analysed using the Friedman test, which revealed significant differences in students' science communication skills between the control and experimental classes at each meeting (p < 0.05). Similarly, the Wilcoxon test demonstrated a significant difference between the control and experimental classes at each meeting (p < 0.05). The findings of this study suggest that further research should be conducted at a larger scale to gain a more comprehensive understanding of the rubric of science communication skills.

Students' approaches to developing scientific communication skills.

Science communication is a core skill for undergraduate science students to acquire in preparation for their future careers, but studies show that this skill is underdeveloped in science graduates. The aim of this study was to discover the resources and approaches undergraduate students use to effectively develop their science communication skills and how the use of these methods relates to academic performance on a communication task. Undergraduate students undertaking a second-year biomedical science course (n = 490) were asked which approaches and resources they used to aid the development of their science communication skills, and the frequency of their responses was correlated against their laboratory report mark, using multiple regression and relative weights analysis. Students' (n = 453) use of Communication Learning in Practice for Scientists (CLIPS; an open-access interactive website on science communication), resources provided by the university, interactions with university teaching staff, and engagement with the scientific literature significantly predicted the laboratory report mark. Students enrolled in a blended format or in remote online learning only, and in different programs, performed comparably in the written report and used similar approaches and resources, other than remote students reporting more use of other online resources and students in blended learning engaging more with university resources. Together, these findings provide insight into which strategies are most helpful for undergraduate students to engage with to improve their scientific communication skills. The findings highlight that the provision of well-designed interactive communication resources, guided assessment resources, and opportunities to engage with teaching staff can assist in the development of science communication skills.NEW & NOTEWORTHY This study identifies the approaches and resources that undergraduate science students use to develop their science communication skills. It reveals which of these approaches and resources predict improved academic performance in a written science communication assessment task. The findings point to the importance of explicit guidance, and engagement with teaching staff, in advancing the development of science communication skills.

Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment.

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.

The Analysis 0f Writing Science Communication Skills Reviewed From The Distribution of Students' Learning Styles of Grade X

This study aims to analyze science communication skills in writing based on the distribution of learning styles. The research is a quantitative descriptive study. The population consists of 347 tenth-grade students, with a sample of 186 students. Sampling was conducted using stratified random sampling techniques. The instruments used include a portfolio sheet with practical reports and a learning style questionnaire. To analyze science communication skills in writing based on learning style distribution, the collected data were analyzed using descriptive statistical techniques with Microsoft Excel. The results show that the average science communication skills in writing, categorized by learning style, are rated as very good, with a percentage of 81%. This indicates that visual learning style dominates and significantly contributes to the science communication skills in writing among tenth-grade students at SMA Negeri 4 Tanjungpinang. In other words, students with a visual learning style demonstrate very good performance in written science communication

Development of E-Modules Based on the ICARE Learning Model to Improve Students' Creative Thinking and Scientific Communication Skills

This research aims to develop E-module teaching materials based on the ICARE learning model to improve high school students' creative thinking and scientific communication skills. The research method used in this research is the plomp model. The Plomp model consists of three stages, namely preliminary research, development or prototyping phase, assessment phase. Validation test using Aiken's V and Practicality formula. The results of the E-module validity test based on the ICARE learning model carried out by three validator experts obtained valid criteria, so that the e-module is suitable for use in learning activities. The teacher's practicality obtains very practical criteria, the students' practicality is in the very practical category. So, e-modules are very suitable for use in learning activities. E-modules based on the ICARE learning model have proven capable of improving high school students' creative thinking and scientific communication skills. The aim of this research is to see the practicality of e-modules based on the ICARE learning model to improve students' creative thinking and scientific communication skills.

Building Interdisciplinary Skills and Mentorship Opportunities in a 2-Week Research Experience

ABSTRACT A framework for a 2-wk summer research course is presented, with a mindset of discovery and self-advocacy that is interdisciplinary and inclusive. The foundations of the course are built upon 2 pillars: (a) a well-defined educational plan focused on cellular engineering, with a goal to instill an engineering mindset into the cell biology field; and (b) a tailored Dimensions of Mentoring policy, which uses a structured feedback system to define and strengthen mentor attributes and provide multiple opportunities for mentorship and mentorship training. Undergraduate and master’s student participants work with PhD students or postdoctoral/professor team leaders in small teams in discovery-based research projects. Multiple teams work in parallel during the 2-wk period and convene in course-wide meetings to share findings and give feedback. Working in small teams with multiple levels of peer and team lead mentoring, students experience advancement in research and technical skills. Participants also experience gains in their understanding of the overarching educational goals in cellular engineering and science communication skills through course-wide activities. The principles from the Dimensions of Mentoring were also effective, with mentors at different levels building strong inclusive teams, coaching practical skills, and promoting individual advocacy. Meeting basic needs, providing relatable role models, and prioritizing enjoyable team-building activities were found to be critical factors in providing inclusive and productive environments. Overall, participants report high satisfaction with a discovery-based interdisciplinary research experience because of a supported environment. This creation of a strong community benefits individual career development and contributes to sustainable research productivity.

Effectiveness Evaluation of the Student Research Proposal Presentation Program at Scientific Writing Course

Higher education increasingly emphasizes the importance of developing students' academic and professional abilities, including scientific communication and presentation skills. The research proposal presentation program is a strategic initiative in responding to these needs, but challenges in its implementation still exist. Evaluate the effectiveness of student research proposal presentation programs in the Scientific Writing course at UNINDRA and identify strengths and weaknesses in the delivery of material and student argumentation structure. Evaluative research involves collecting data from the results of presentation evaluations, feedback from lecturers or other participants, and assessing the quality of presentations. Qualitative and quantitative data analysis techniques were used, with thematic analysis techniques to identify patterns or themes in participant feedback and evaluation. The evaluation showed that the research proposal presentation program provided significant benefits for lecturers and students. However, there are challenges in the learning process due to inadequate support in CPMK and material distribution. The high lecturer-student ratio also hinders the implementation of the ideal presentation. Internal obstacles such as lack of courage and suboptimal preparation of presentation materials also affect the quality of presentations. The need for adjustments in the preparation of the curriculum and teaching methods, including aligning the CPMK with the CPL and ensuring that the plan for the presentation of research proposals is included in the RPS. It is necessary to provide adequate time and improvement of presentation equipment to improve the quality of presentation and feedback. Better integration between CPMK and CPL will create a globally competitive generation of academics and professionals. Thus, this program can be more effective in achieving higher education goals in developing students' academic and professional abilities.

Effectiveness of the Use of Media and Learning Models in Improving Students' Mathematical Communication Skills: Systematic Literature Review

SLR is researched to describe and find out the level of students' numerical communication capacity. Several parties have utilized a variety of learning materials and learning models to achieve the desired goals. The purpose of this study is to find out which learning tools and models can increase the scientific capacity of students. This question is divided into two tables, namely the media table and the strategy table. Analysts use proper writing audit frameworks to investigate existing diries. From the important articles, it can be concluded that a typical learning model can be utilized in learning materials aimed at supporting the advancement of scientific communication skills.

Effects of Using Student Worksheets Integrated With Context-Based Learning Videos on Collaboration and Science Communication Skills Students

Collaboration and science communication are skills that are needed and must be possessed by students. In reality, students are less trained to work together and express ideas well, so students' science collaboration and communication skills are still weak. Therefore, student worksheets integrated with context-based learning videos are used as a solution. This study aims to see the influence of using student worksheets integrated with context-based learning videos on improving students' collaboration skills and science communication skills. Students of class XI IPA 3 at SMAN 3 Payakumbuh were used as the research sample. The instruments used were observation sheets on collaboration and science communication skills. The results of the data analysis showed: 1) there was an increase in students' collaboration skills score from 40.29 to 85.59 with an excellent category, and 2) there was an increase in students' science communication skills score from 40.29 to 76.91 with a good category. Based on the t-test conducted, there is a positive effect of using student worksheets integrated with context-based learning videos on students' collaboration and science communication skills.

Comparative Analysis of Scientific Communication Skills between Korean and Australian University Students

Comparative Analysis of Scientific Communication Skills between Korean and Australian University Students

The effect of inquiry teaching approach on scientific process skills of students with intellectual disabilities

In this study, the effect of the inquiry teaching approach on the scientific process skills of students with intellectual disabilities was examined. The study was completed in the 2019-2020 academic year. In this study, multiple case study design from qualitative research methods was used. The study group consisted of nine middle school students with intellectual disabilities attending a special education class. The study process consisted of pre-tests, implementation of activities, post-tests and generalization practices. In order to collect the data of the study, the scientific process skills inventory developed by Özkan (2015), observation and field notes, and the activity observation form developed by the researcher were used. Data analysis includes the process of analyzing and integrating the data obtained from the pre-test, post-test and observations made during the process of the scientific process skills of students affected by intellectual disability. The pre-test-post-test application of the scientific process skills inventory and all of the activities were videotaped and then observed. During the analysis process, performance differences exhibited by students before, during, and after the implementation of activities were evaluated based on transcriptions of video recordings, and necessary notes were taken. Initially, comparisons were made between students' performance behaviors in pre-test and post-test assessments. Subsequently, the development of students' scientific process skills during the implementation of activities was examined through observations, field notes, student work, and video recordings of the activities. Throughout this coding process, particular attention was given to students' performance behaviors in relevant sections of the activities.Video recordings were transcribed and necessary notes were taken. As a result of the research, it was found that the inquiry teaching approach was effective in the development of observation, estimation and scientific communication skills of students with intellectual disabilities except inference skills. In addition, it was observed that students with intellectual disabilities were able to generalize the science process skills they acquired to different subject areas. As a result, it was seen that the inquiry teaching approach was effective in developing the science process skills of students with intellectual disabilities.

Scientific Communication and Student Interest in Biology Learning through Pictorial Riddle Method

Currently, the main challenge in education is to increase student engagement in science learning. Scientific communication skills are critical skills students need. The use of Pictorial Riddle method is a technique, way or effort made in learning to inform scientific facts for students through images, for example presented in the form of posters, pictures on the blackboard, or projections contained in object transparencies. This study aims to explore how the use of Pictorial Riddle learning method can improve students' scientific communication skills and at the same time arouse their interest in science learning. The method used in this research is a case study, using a sample of 57 students of class XI MIPA selected by random sampling technique. The results showed that the Pictorial Riddle learning method has a good effect on students' interest in science learning where students get learning equipped with pictures on the learner worksheet to be analyzed by students. The Pictorial Riddle approach opens space for student creativity, increases active participation, and strengthens understanding of scientific concepts. This can be the basis for innovative learning approaches, namely with a group learning system to develop scientific communication skills and increase student interest in science learning

Scientific Communication Initiative at a Medical Military Library

Implementation of new scholarly communication library service in the digital age is characterized by the competitive forces between the old library information services and the ambiguity of future information services. This research analyzes the development process of scientific initiative and collaborative partnership in the military medical library environment aimed to enhance the quality of scientific communication and information skills in military residents and clinicians. The hindering internal and external forces and facilitators of developing and implementing scientific initiative service in the military medical library are evaluated. The environmental analysis was conducted to determine the scholarly communication needs in the scholarly military medical environment. The ambassador-based model was used for the development of scientific communication initiative (SCI) at the military medical library. The SCI consisted of two components: library information communication and scientific communication. This implementation in the military medical environment enhanced scholarly communication, research skills development, and information education. A collaborative Scientific Hub, and liaison partnerships with military graduate medical education program directors and clinicians enhanced the scientific communication and information skills in residents. The Ambassador model, used in the development of scientific initiative in academic and military environments, was valuable for developing and implementing specialized interdisciplinary and multidisciplinary information services in the academic and military environment. Higher education hierarchy, educational needs, organizational hierarchy, academic culture, and educational environment influence the implementation of information services in academic and military environments.

Evolving Attitudes of Science Graduate Students Toward Science Policy and Communication

Widespread changes in the exchange and politicization of science have made it imperative for scientists to be prepared to engage in science communication and science policy. Separately, science graduate students express interest in a more diverse array of career trajectories beyond the traditional academic research path. These forces together inspire changes to graduate education to develop critical science communication and policy skills. However, universities remain focused on training students in primarily academic research skills. This case study measured changes to beliefs about and participation in science communication and policy among science graduate students over three years to better understand the evolution of interest in these practices. Importantly, not only did students report a significantly increased interest in and belief in the importance of science communication and policy, but also these increases were observed regardless of their initial beliefs. Graduate students also provided qualitative feedback about the reasons behind these changes and perceived barriers to participating in science communication and policy. These data help to both motivate universal changes to graduate education to include science communication and policy and to inform stakeholders on how these changes can be optimally designed to address barriers and interests. Finally, corresponding policy changes are recommended to departments, universities, scientific societies, and other stakeholders to enact effective change to graduate training.

Profile of Pre-service Physics Teachers' Representational Fluency on Electrostatic Concept

Science teachers have to master representational to communicate and be aware of the students’ difficulties in understanding science concepts. This study aims to determine representational fluency as part of science communication skills in pre-service physics teachers. This study uses descriptive analysis techniques based on the percentage. The research subjects are 50 pre-service physics teachers aged between 19 and 22 years. This study was conducted at the Study Program of Physics Education of a college in Maluku. How fluent is a pre-service physics teacher in representing the concept of electrostatic was measured using 15 valid and reliable representational fluency multiple choice test that includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. The findings of the present study indicate that although students had started to learn concepts of electrostatic their representational fluency is still low. The preservice teachers’ rate of giving correct answers to the test items varies between 8% and 48%. The mean score of the pre-service teachers was found to be 4.06. Keywords: representational fluency, electrostatic

The Increasing Demand for Skilled Professionals in the Field of Pharmacovigilance

ABSTRACT The pharmaceutical sector is experiencing rapid advancements in drug discovery, strict regulations, and a commitment to patient safety. This has led to an increased demand for skilled pharmacovigilance experts who can ensure the safety and effectiveness of medicinal products. Several factors contribute to this demand. The expanding pharmaceutical landscape leads to the need for thorough investigation of the safety profile of new medications and treatments. The increasing volume of pharmaceutical products also requires close monitoring for safety and efficacy. Strict regulatory requirements from global agencies further emphasize the need for a robust pharmacovigilance system. The industry’s focus on patient safety drives the demand for professionals who can effectively manage and analyze safety data. The rise of biologics and biosimilars presents additional challenges in monitoring and assessing safety profiles, creating a need for specialized expertise. Furthermore, the globalization of clinical trials and technological advancements, such as artificial intelligence (AI) and machine learning (ML), require experts who can integrate these tools into pharmacovigilance methods. There are certain skill sets that are crucial for pharmacovigilance professionals. These include regulatory knowledge, data analysis and interpretation, case processing, signal detection and risk management, medical and scientific expertise, communication skills, and technological proficiency. There are various career opportunities in pharmacovigilance, including pharmacovigilance officer, pharmacovigilance scientist, medical reviewer, pharmacovigilance team lead/manager, regulatory affairs specialist, and consultant and trainer. Future trends in the field include the convergence of AI and ML, the use of real-world evidence for postmarketing surveillance and drug safety monitoring, collaboration, and outsourcing for PV projects, and the need to tailor pharmacovigilance approaches to personalized medicine. In conclusion, the pharmaceutical industry’s evolution and commitment to patient safety have created a growing need for skilled professionals in pharmacovigilance. Investments in the development and education of these professionals are essential for the advancement of drug safety and public health.