Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students

Reading and critiquing primary scientific literature is an important skill for graduate students, as reviewing literature is critical to advancing science. Prior research indicates that graduate students lack understanding of effective communication as well as basic experimental design, but also tha...

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Autores principales:	Elizabeth A. Johnson, Sarah C. Fankhauser
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/9bc4dbdcfb4f49b3a3554da9158b90dc
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spelling	oai:doaj.org-article:9bc4dbdcfb4f49b3a3554da9158b90dc2021-11-15T15:04:53ZEngaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students10.1128/jmbe.v19i1.14291935-78851935-7877https://doaj.org/article/9bc4dbdcfb4f49b3a3554da9158b90dc2018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1429https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Reading and critiquing primary scientific literature is an important skill for graduate students, as reviewing literature is critical to advancing science. Prior research indicates that graduate students lack understanding of effective communication as well as basic experimental design, but also that graduate students are capable of growth in their experimental design abilities when given proper opportunities. The Journal of Emerging Investigators (JEI) provides graduate students with the opportunity to review and edit original research papers submitted by middle and high school student-authors. The purpose of this project was to determine whether participation in the primary literature process through JEI effectively aids in developing graduate students’ perceived abilities in the domains of communication, scientific critique, and career preparation. A 12-question survey was distributed using SurveyMonkey to 215 JEI reviewers and editors. Editors, whose role involves the synthesis of feedback from multiple reviewers and interaction with papers in their earliest stages, perceived that they benefited more than did reviewers in every domain assessed by the survey. Perceived impact on critiquing skills was only rated more highly by reviewers than by editors once the graduate students in question had reviewed 10 or more papers. The results of this research suggest that graduate students should participate early and often in the reading and reviewing of primary literature; furthermore, the study of flawed science writing can help to improve experimental design, critique, and science communication skills.Elizabeth A. JohnsonSarah C. FankhauserAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Elizabeth A. Johnson Sarah C. Fankhauser Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
description	Reading and critiquing primary scientific literature is an important skill for graduate students, as reviewing literature is critical to advancing science. Prior research indicates that graduate students lack understanding of effective communication as well as basic experimental design, but also that graduate students are capable of growth in their experimental design abilities when given proper opportunities. The Journal of Emerging Investigators (JEI) provides graduate students with the opportunity to review and edit original research papers submitted by middle and high school student-authors. The purpose of this project was to determine whether participation in the primary literature process through JEI effectively aids in developing graduate students’ perceived abilities in the domains of communication, scientific critique, and career preparation. A 12-question survey was distributed using SurveyMonkey to 215 JEI reviewers and editors. Editors, whose role involves the synthesis of feedback from multiple reviewers and interaction with papers in their earliest stages, perceived that they benefited more than did reviewers in every domain assessed by the survey. Perceived impact on critiquing skills was only rated more highly by reviewers than by editors once the graduate students in question had reviewed 10 or more papers. The results of this research suggest that graduate students should participate early and often in the reading and reviewing of primary literature; furthermore, the study of flawed science writing can help to improve experimental design, critique, and science communication skills.
format	article
author	Elizabeth A. Johnson Sarah C. Fankhauser
author_facet	Elizabeth A. Johnson Sarah C. Fankhauser
author_sort	Elizabeth A. Johnson
title	Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
title_short	Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
title_full	Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
title_fullStr	Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
title_full_unstemmed	Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
title_sort	engaging in the publication process improves perceptions of scientific communication, critique, and career skills among graduate students
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/9bc4dbdcfb4f49b3a3554da9158b90dc
work_keys_str_mv	AT elizabethajohnson engaginginthepublicationprocessimprovesperceptionsofscientificcommunicationcritiqueandcareerskillsamonggraduatestudents AT sarahcfankhauser engaginginthepublicationprocessimprovesperceptionsofscientificcommunicationcritiqueandcareerskillsamonggraduatestudents
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Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students

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