Using explicit teaching to improve how bioscience students write to the lay public

Area of Science:

• Science Communication
• Medical Education

Background:

• The media role model guides science faculty in teaching effective lay communication.
• Opinion Editorials (Op-Eds) were introduced as a novel assignment for final-year undergraduates in physiology and pharmacology.

Purpose of the Study:

• To demonstrate the efficacy of explicit teaching of the Opinion Editorial (Op-Ed) assignment.
• To assess improvements in science students' writing skills for lay audiences.

Main Methods:

• A one-shot, pre-/posttest research design was employed.
• Student writing skills were assessed via a baseline communication assignment and a post-instruction Op-Ed.
• Explicit instruction on Op-Ed writing was provided to students.

Main Results:

• Students achieved significantly higher grades on their Op-Eds (mean 84.4%) compared to their baseline communication assignments (mean 74.7%).
• Text readability of student Op-Eds improved, mirroring professional journalists' writing.
• Student surveys indicated perceived value and improved ability to write for lay audiences.

Conclusions:

• Explicit teaching of the Op-Ed assignment enhances science undergraduates' ability to communicate effectively with the lay public.
• The Op-Ed assignment serves as a valuable tool for improving science writing for broader audiences.
• Lay public feedback confirmed the improved readability of student Op-Eds.