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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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

Roger W Moni¹, Deanne H Hryciw, Philip Poronnik

¹Educational Research Unit, School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia. r.moni@uq.edu.au

Advances in Physiology Education

|June 15, 2007

Summary

Explicitly teaching science undergraduates to write Opinion Editorials (Op-Eds) significantly improved their writing skills for lay audiences. Students demonstrated enhanced readability and higher grades after Op-Ed instruction.

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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.