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Improving light microscopy training routines with evidence-based education.

Gabriela Imreh1, Jianjiang Hu1, Sylvie Le Guyader1

  • 1Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden.

Journal of Microscopy
|August 3, 2023
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Summary

Improving scientific reproducibility requires better microscopy education. Facility staff (FS) need structured training in both technology and pedagogy to effectively teach researchers, bridging a critical knowledge gap for enhanced data reliability.

Keywords:
light microscopymicroscopy trainingspedagogyreproducibilityteachingtraining

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Area of Science:

  • Microscopy and Scientific Reproducibility
  • Research Education and Training

Background:

  • Low reproducibility of scientific data is a growing concern across disciplines, particularly in light microscopy.
  • A key factor identified is researchers' insufficient awareness of the technologies they employ.
  • Microscopy facility staff (FS) often lack formal training in both microscopy technology and pedagogy, despite their crucial role in educating researchers.

Purpose of the Study:

  • To address the knowledge gap between microscopy facility staff and researchers that hinders effective training.
  • To propose a paradigm shift in training methodologies within core facilities to improve microscopy education.
  • To enhance the quality of microscopy training to ultimately improve the reproducibility of published scientific data.

Main Methods:

  • Analyzing the causes of the knowledge gap in microscopy training, focusing on the distinction between understanding and learning.
  • Proposing a structured educational framework for facility staff, including technological and pedagogical training.
  • Recommending the adoption of the Constructive Alignment pedagogical method for training routines and defining staff responsibilities.

Main Results:

  • Identified a disconnect between facility staff's teaching approach and researchers' learning needs, stemming from a lack of pedagogical training for staff.
  • Proposed that facility staff be recognized as educators with formal training in both technology and pedagogy.
  • Outlined a model for upgrading training routines using Constructive Alignment principles and suggested structural changes for university staff education.

Conclusions:

  • A paradigm shift is necessary, involving structured education for facility staff and updated training methodologies.
  • Collaboration and resource allocation from funding agencies, universities, and core facility organizations are essential for implementing these changes.
  • Investing in 'Train-the-trainer' programs and incentivizing staff development will improve microscopy education and scientific reproducibility.