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Learning Science Communication Skills Using Improvisation, Video Recordings, and Practice, Practice, Practice.

Nicholas M Ponzio1, Janet Alder2, Mary Nucci3

  • 1Department of Pathology, Rutgers New Jersey Medical School and Rutgers School of Graduate Studies, Newark, NJ 07101.

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Summary
This summary is machine-generated.

This course improved science communication skills for doctoral students by emphasizing clear explanations and research significance. Diverse scientific backgrounds enhanced learning and communication abilities for broader audiences.

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Area of Science:

  • Science Communication
  • Doctoral Education

Background:

  • Doctoral science trainees often lack training in communicating research to non-specialist audiences.
  • A disparity exists between scientific research training and science communication skill development.

Purpose of the Study:

  • To develop an advanced ability for doctoral science trainees to communicate their research clearly and accurately.
  • To emphasize the value and significance of scientific research to diverse audiences.

Main Methods:

  • An interdisciplinary course combining classroom instruction with improvisation and video feedback.
  • Multidisciplinary faculty from science, education, communication, and theater arts.
  • Diverse PhD student participants from various scientific disciplines.

Main Results:

  • Students demonstrated improved oral and poster presentations, and written abstracts.
  • Student evaluations were largely positive, providing feedback for course improvement.
  • Diversity in scientific backgrounds positively impacted students' learning and communication abilities.

Conclusions:

  • The "Communicating Science" course effectively enhanced doctoral students' science communication skills.
  • Interdisciplinary collaboration and diverse student cohorts are beneficial for science communication training.
  • The course model shows promise for broader implementation within academic institutions.