Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs

Formal training in communicating science to a general audience is not traditionally included in graduate and postdoctoral-level training programs. However, the ability to effectively communicate science is increasingly recognized as a responsibility of professional scientists. We describe a science...

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Autores principales:	Melissa McCartney, Chazman Childers, Rachael R. Baiduc, Kitch Barnicle
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/e25f7f34f6c448be8a96c8b4bdc8835e
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spelling	oai:doaj.org-article:e25f7f34f6c448be8a96c8b4bdc8835e2021-11-15T15:04:53ZAnnotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs10.1128/jmbe.v19i1.14391935-78851935-7877https://doaj.org/article/e25f7f34f6c448be8a96c8b4bdc8835e2018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1439https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Formal training in communicating science to a general audience is not traditionally included in graduate and postdoctoral-level training programs. However, the ability to effectively communicate science is increasingly recognized as a responsibility of professional scientists. We describe a science communication professional development opportunity in which scientists at the graduate-level and above annotate primary scientific literature, effectively translating complex research into an accessible educational tool for undergraduate students. We examined different types of annotator training, each with its own populations and evaluation methods, and surveyed participants about why they participated, the confidence they have in their self-reported science communication skills, and how they plan to leverage this experience to advance their science careers. Additionally, to confirm that annotators were successful in their goal of making the original research article easier to read, we performed a readability analysis on written annotations and compared that with the original text of the published paper. We found that both types of annotator training led to a gain in participants’ self-reported confidence in their science communication skills. Also, the annotations were significantly more readable than the original paper, indicating that the training was effective. The results of this work highlight the potential of annotator training to serve as a value-added component of scientific training at and above the graduate level.Melissa McCartneyChazman ChildersRachael R. BaiducKitch BarnicleAmerican 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 Melissa McCartney Chazman Childers Rachael R. Baiduc Kitch Barnicle Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs
description	Formal training in communicating science to a general audience is not traditionally included in graduate and postdoctoral-level training programs. However, the ability to effectively communicate science is increasingly recognized as a responsibility of professional scientists. We describe a science communication professional development opportunity in which scientists at the graduate-level and above annotate primary scientific literature, effectively translating complex research into an accessible educational tool for undergraduate students. We examined different types of annotator training, each with its own populations and evaluation methods, and surveyed participants about why they participated, the confidence they have in their self-reported science communication skills, and how they plan to leverage this experience to advance their science careers. Additionally, to confirm that annotators were successful in their goal of making the original research article easier to read, we performed a readability analysis on written annotations and compared that with the original text of the published paper. We found that both types of annotator training led to a gain in participants’ self-reported confidence in their science communication skills. Also, the annotations were significantly more readable than the original paper, indicating that the training was effective. The results of this work highlight the potential of annotator training to serve as a value-added component of scientific training at and above the graduate level.
format	article
author	Melissa McCartney Chazman Childers Rachael R. Baiduc Kitch Barnicle
author_facet	Melissa McCartney Chazman Childers Rachael R. Baiduc Kitch Barnicle
author_sort	Melissa McCartney
title	Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs
title_short	Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs
title_full	Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs
title_fullStr	Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs
title_full_unstemmed	Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs
title_sort	annotated primary literature: a professional development opportunity in science communication for graduate students and postdocs
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/e25f7f34f6c448be8a96c8b4bdc8835e
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Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs

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