通过基于证据的教育,改善光显微镜培训程序.
Gabriela Imreh1, Jianjiang Hu1, Sylvie Le Guyader1
1Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden.
Journal of microscopy
|August 3, 2023
概括
提高科学可复制性需要更好的显微镜教育. 设施工作人员 (FS) 需要在技术和教学上进行结构化的培训,以有效地教导研究人员,弥补数据可靠性的关键知识差距.
科学领域:
- 显微镜和科学可复制性
- 研究教育和培训研究.
背景情况:
- 科学数据的低可重复性是越来越多的关注跨学科,特别是在光显微镜.
- 发现的一个关键因素是研究人员对他们所使用的技术的认识不足.
- 显微镜设施工作人员 (FS) 往往缺乏在显微镜技术和教学方面的正式培训,尽管他们在教育研究人员方面发挥着至关重要的作用.
研究的目的:
- 解决显微镜设施人员和研究人员之间的知识差距,这阻碍了有效的培训.
- 提出核心设施内培训方法的范式转变,以改善显微镜教育.
- 提高显微镜培训的质量,最终提高发表的科学数据的可重复性.
主要方法:
- 分析显微镜培训知识缺口的原因,重点关注理解和学习之间的区别.
- 建议为设施人员提供结构化的教育框架,包括技术和教学培训.
- 建议采用"建设性调整"教学方法进行培训,并确定工作人员的职责.
主要成果:
- 发现设施工作人员的教学方法与研究人员的学习需求之间存在分歧,这是由于工作人员缺乏教学培训所致.
- 建议该设施的工作人员被认可为技术和教学方面的正式培训的教育工作者.
- 概述了使用建设性调整原则升级培训例程的模型,并建议对大学员工教育进行结构性改变.
结论:
- 需要改变范式,包括为设施人员提供结构化的教育和更新的培训方法.
- 资助机构,大学和核心设施组织的合作和资源配置对于实施这些变化至关重要.
- 投资于"培训培训师"计划和激励员工发展将改善显微镜教育和科学可重复性.
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