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Examining Oral Communication Skills in Communication Training Programs for STEM Professionals: A Systematic Quantitative Literature Review
Abstract
This study conducted a systematic quantitative literature review to examine the characteristics of communication training programs for Science, Technology, Engineering, and Mathematics (STEM) professionals and their overall impacts related to improving participants’ oral communication skills. Sixteen studies were identified and included in the analysis. Results demonstrate an overall positive effect of communication training programs on the oral communication skills of STEM professionals and highlight the need for integrating theoretical frameworks, using multiple methodological approaches, and incorporating validated measures into the evaluation of training programs. These findings provide meaningful insights for future research and practice in the training and development subfield of STEM communication.
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Theoretical frameworks can be confounding. They are supposed to be very important, but it is not always clear what they are or why you need them. Using ideas from Chaps. 1 and 2 , we describe them as local theories that are custom-designed for your study. Although they might use parts of larger well-known theories, they are created by individual researchers for particular studies. They are developed through the cyclic process of creating more precise and meaningful hypotheses. Building directly on constructs from the previous chapters, you can think of theoretical frameworks as equivalent to the most compelling, complete rationales you can develop for the predictions you make. Theoretical frameworks are important because they do lots of work for you. They incorporate the literature into your rationale, they explain why your study matters, they suggest how you can best test your predictions, and they help you interpret what you find. Your theoretical framework creates an essential coherence for your study and for the paper you are writing to report the study.
Accurate news media reporting of scientific research is important as most people receive their health information from the media and inaccuracies in media reporting can have adverse health outcomes. We completed a quantitative and qualitative analysis of a journal article, the corresponding press release and the online news reporting of a scientific study. Four themes were identified in the press release that were directly translated to the news reports that contributed to inaccuracies: sensationalism, misrepresentation, clinical recommendations and subjectivity. The pressures on journalists, scientists and their institutions has led to a mutually beneficial relationship between these actors that can prioritise newsworthiness ahead of scientific integrity to the detriment of public health.
Purpose - The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer.
Design/methodology/approach - Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses.
Findings - Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT.
Practical implications - Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low.
Originality/value - To the best of the authors' knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.
Successful training transfer is necessary for employees to adapt to this fast-changing working world. In this study, we investigate whether transformational trainer behaviour can inspire training participants to change their self-concept during training and whether this is related to increased training transfer. Following the self-concept based theory, we examine the relationship between transformational trainer behaviour and training transfer, mediated by psychological empowerment. Moreover, we test a cross-level interaction such that the indirect effect varies based on the number of participants per training group. We conducted a two-wave study with 373 training participants in 58 training groups. Multilevel moderated mediation analysis showed that the training participants’ psychological empowerment mediated the positive relationship between transformational trainer behaviour and training transfer two months later. However, this indirect effect was not moderated by the number of participants per group. These results add to the discourse on the importance of trainers for training transfer and offer a new perspective on training as changing the participants’ self-concept.
This study examines early-career scientists' cognition, affect, and behaviors before, during, and after a series of science communication training workshops drawing from the Risk Information Seeking and Processing (RISP) and Theory of Planned Behavior theoretical models. We find correlations between engagement (throughout the training), self-reported knowledge and intention to apply their science communication skills. We discuss implications of these findings for science communication training, in particular that science communication behaviors and investment in skill development appear to be more dependent on attitudes and motivations cultivated during the training, rather than their attitudes and motivations coming in.
The methods and results of systematic reviews should be reported in sufficient detail to allow users to assess the trustworthiness and applicability of the review findings. The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement was developed to facilitate transparent and complete reporting of systematic reviews and has been updated (to PRISMA 2020) to reflect recent advances in systematic review methodology and terminology. Here, we present the explanation and elaboration paper for PRISMA 2020, where we explain why reporting of each item is recommended, present bullet points that detail the reporting recommendations, and present examples from published reviews. We hope that changes to the content and structure of PRISMA 2020 will facilitate uptake of the guideline and lead to more transparent, complete, and accurate reporting of systematic reviews.
Widespread acceptance of a vaccine for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) will be the next major step in fighting the coronavirus disease 2019 (COVID-19) pandemic, but achieving high uptake will be a challenge and may be impeded by online misinformation. To inform successful vaccination campaigns, we conducted a randomized controlled trial in the UK and the USA to quantify how exposure to online misinformation around COVID-19 vaccines affects intent to vaccinate to protect oneself or others. Here we show that in both countries—as of September 2020—fewer people would ‘definitely’ take a vaccine than is likely required for herd immunity, and that, relative to factual information, recent misinformation induced a decline in intent of 6.2 percentage points (95th percentile interval 3.9 to 8.5) in the UK and 6.4 percentage points (95th percentile interval 4.0 to 8.8) in the USA among those who stated that they would definitely accept a vaccine. We also find that some sociodemographic groups are differentially impacted by exposure to misinformation. Finally, we show that scientific-sounding misinformation is more strongly associated with declines in vaccination intent. A randomized controlled trial reveals that exposure to recent online misinformation around a COVID-19 vaccine induces a decline in intent to vaccinate among adults in the UK and the USA.
As the science community has recognized the vital role of communicating to the public, science communication training has proliferated. The development of rigorous, comparable approaches to assessment of training has not kept pace. We conducted a fully controlled experiment using a semester-long science communication course, and audience assessment of communicator performance. Evaluators scored the communication competence of trainees and their matched, untrained controls, before and after training. Bayesian analysis of the data showed very small gains in communication skills of trainees, and no difference from untrained controls. High variance in scores suggests little agreement on what constitutes “good” communication.
As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience — core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that ‘knowing your audience’ should apply to training providers as they design and evaluate their curriculum, and gender may be a key influence on outcomes.
The research describes efforts toward developing a valid and reliable scale used to assess science communication training effectiveness (SCTE) undertaken in conjunction with a 4-year project funded by the National Science Foundation. Results suggest that the SCTE scale possesses acceptable psychometric properties, specifically reliability and validity, with regard to responses from graduate students in science, technology, engineering, and math fields. While it cannot be concluded that the SCTE scale is the “be-all-end-all” tool, it may assist investigators in gauging success of science communication training efforts and by identifying aspects of the program that are working or that need improving.
Across all sciences, the quality of measurements is important. Survey measurements are only appropriate for use when researchers have validity evidence within their particular context. Yet, this step is frequently skipped or is not reported in educational research. This article briefly reviews the aspects of validity that researchers should consider when using surveys. It then focuses on factor analysis, a statistical method that can be used to collect an important type of validity evidence. Factor analysis helps researchers explore or confirm the relationships between survey items and identify the total number of dimensions represented on the survey. The essential steps to conduct and interpret a factor analysis are described. This use of factor analysis is illustrated throughout by a validation of Diekman and colleagues' goal endorsement instrument for use with first-year undergraduate science, technology, engineering, and mathematics students. We provide example data, annotated code, and output for analyses in R, an open-source programming language and software environment for statistical computing. For education researchers using surveys, understanding the theoretical and statistical underpinnings of survey validity is fundamental for implementing rigorous education research.
Consistent with Baldwin and Ford’s model (Pers Psychol 41(1):63–105, 1988), training transfer is defined as the generalization of learning from a training to everyday practice in the workplace. The purpose of this review was to examine the influence of work-environment factors, one component of the model hypothesized to influence training transfer within behavioral health. An electronic literature search guided by the Consolidated Framework for Implementation Research’s inner setting domain was conducted was conducted on Medline OVID, Medline EMBASE, and PsycINFO databases. Of 9184 unique articles, 169 full-text versions of articles were screened for eligibility, yielding 26 articles meeting inclusion criteria. Results from the 26 studies revealed that overall, having more positive networks and communication, culture, implementation climate, and readiness for implementation can facilitate training transfer. Although few studies have examined the impact of inner setting factors on training transfer, these results suggest organizational context is important to consider with training efforts. These findings have important implications for individuals in the broader health professions educational field.
We present an assessment of the Engage program, a graduate-student-created and led training program at the University of Washington. Using a pre-course/post-course study design, we examined student ability to deliver a short presentation appropriate for a public audience. Based on both self-assessments and assessments by external reviewers, we show that Engage trainees had an increase in their ability to employ effective communication techniques.
Doctoral students in science disciplines spend countless hours learning how to conduct cutting-edge research but very little time learning to communicate the nature and significance of their science to people outside their field. To narrow this disparity, we created an unusual course titled Communicating Science for doctoral science trainees at Rutgers University. Our goal was to help students develop an advanced ability to communicate their research clearly and accurately and to emphasize its value and significance to diverse audiences. Course design included classroom instruction supplemented with improvisation, video recordings, and ample opportunity for students to practice and receive immediate, constructive feedback in a supportive environment. A multidisciplinary faculty with expertise in science, education, communication,
and theater arts taught this course. PhD students came from diverse scientific disciplines, ranging from biology and chemistry to civil engineering. Students also completed a capstone project in which they worked with a professional in the academic or private sector to explore a possible career aspiration. Assessment was in the form of feedback on students’ oral and poster presentations, and written abstracts about their research. Student evaluations and comments about course format and content were mostly positive and also provided input for ways to improve the course. We discovered that the diversity of scientific backgrounds among our students enhanced their ability to learn how to communicate their science to others outside their disciplines. We are leveraging the success of our initial course offering to reach other student and faculty groups at Rutgers.
Effective communication is a requisite skill for scientists. However, formalized training in this area is often unavailable for members of the scientific community. As one approach to combat this problem, the American Society for Biochemistry and Molecular Biology (ASBMB) developed The Art of Science Communication, an eight-week-long online course that provides facilitated instruction on how to communicate science in an oral format. The course is offered three times a year, and as of December 2017, nearly 200 individuals from all career stages have taken part in it. The course completion rate is currently 60%, a rate three to five times as high as the average for similar Massive Open Online Courses (MOOCs). Participants have indicated that taking the course has improved their ability to communicate about their research, and
that the skills and lessons learned have benefited them professionally. Moving forward, we are examining approaches that will help us improve the course and expand its reach throughout the scientific community. This article details the development of the course and examines the role and potential of such training
within the larger scientific community.
The study contributes to training evaluation research by systematically comparing training outcomes between corporate e-learning and classroom training. We investigated a sample of vocational trainees (N = 86) in a field experiment with a time-lag design and examined their subjective as well as objective training success. While training success was subjectively perceived to vary in effectiveness depending on the setting right after the training, with higher scores for trainees in classroom training, it was perceived similarly effective in both training settings after six to eight weeks. With regard to objective training success, we found that whereas declarative and procedural knowledge scores increased for e-learning trainees, they decreased for trainees in classroom training. However, strengths of e-learning become more prevalent six to eight weeks after the training. Thus in the end, e-learning is as effective as classroom training for procedural knowledge and more effective than classroom training for declarative knowledge as e-learning trainees catch up on previous differences across time. We conclude that it is not the training setting or delivery media per se that leads to higher levels of trainings success in the long run but in order to be effective, trainings should be designed taking especially the type of learning content (declarative or procedural knowledge) into account.
The authors describe a science communication training called “Decoding Science” and the steps taken to develop and assess program effectiveness. Evaluation is based on a triangulated framework involving feedback from graduate student trainees, faculty trainers, and ordinary citizens who are not specialists in the field. Three cohorts of graduate STEM (science, technology, engineering, math) students participated in the training in Spring 2016 (N = 18), Fall 2016 (N = 11), and Spring 2017 (N = 14). Analysis of these evaluations indicates significant improvements in trainees’ communication of science. We conclude that our triangulated approach can be useful in science communication training.
This article explores science communication from the perspective of those most at risk of exclusion, drawing on ethnographic fieldwork. I conducted five focus groups and 32 interviews with participants from low-income, minority ethnic backgrounds. Using theories of social reproduction and social justice, I argue that participation in science communication is marked by structural inequalities (particularly ethnicity and class) in two ways. First, participants' involvement in science communication practices was narrow (limited to science media consumption). Second, their experiences of exclusion centred on cultural imperialism (misrepresentation and 'Othering') and powerlessness (being unable to participate or change the terms of their participation). I argue that social reproduction in science communication constructs a narrow public that reflects the shape, values and practices of dominant groups, at the expense of the marginalised. The article contributes to how we might reimagine science communication's publics by taking inclusion/exclusion and the effects of structural inequalities into account.
Problem:
Medical educators widely accept that health care providers need strong communication skills. The authors sought to develop a course incorporating improvisation to teach health professions students communication skills and build empathy.
Approach:
Teaching health care professionals to communicate more effectively with patients, the public, and each other is a goal of the Alan Alda Center for Communicating Science at Stony Brook University. The authors designed an interprofessional elective for medical, nursing, and dental students that differed in several respects from traditional communication training. The Communicating Science elective, which was offered by the Alda Center from 2012-2016, used verbal and nonverbal exercises, role-playing, and storytelling, including improvisation exercises, to teach students to communicate with empathy and clarity.
Outcomes:
In course evaluations completed by 76 students in 2012 and 2013, 100% said they would recommend the course to fellow students, saw the relevance of the course content to their careers, and desired more of the course content in their school's curriculum. As a result of this positive feedback, from 2014-2016, ten hours of instruction pairing empathy and communication training were embedded in the preclinical curriculum at the Stony Brook University School of Medicine.
Next steps:
This course could be an effective model, and one other institutions could employ, for improving communication skills and empathy in the next generation of health care professionals. Next steps include advocating for communication skills training to be embedded throughout the curriculum of a four-year medical school program.
Communication skills in pharmacy education and practice are increasingly regarded as a crucial component. However, thus far, estimating of the overall communication skills training (CST) effects in a variety of outcomes is lacking. The aim of this study was to synthesize the effects of CST in pharmacy education by performing a meta-analysis of CST studies. We searched MEDLINE, EMBASE, ERIC, CINAHL, PsycINFO, Cochrane Library, Web of Science, Communication and Mass Media Complete (CMMC), key journals, and bibliographic databases. The effect sizes (ESs) were extracted and pooled in random effects meta-analyses. We assessed the quality of the study using the Medical Education Research Study Quality Instrument (MERSQI). From 34,737 articles, 9 studies were included in this meta-analysis. The overall effect size for CST was 0.611 (95% CI 0.327–0.895), and it was statistically significant (p = 0.000). We found based on the subgroup analyses that CST has a large effect size when it used stand-alone courses, lecture-lab based courses, video recordings, feedback, training for 2 or more semesters, hours per week ≥5 h and external assessments. For the CST effect, the effect sizes were ranked in order of confidence, knowledge, skills, and attitudes. The result of the meta-regression is that the total number of attendees is significantly negatively correlated with the effect sizes of the CST. The findings of the present meta-analysis provide evidence that CST in pharmacy education may act as an efficient way to improve the communication competency of students, and it may serve as a guide for pharmacy educators.
Scientists are required to communicate science and research not only to other experts in the field, but also to scientists and experts from other fields, as well as to the public and policymakers. One fundamental suggestion when communicating with non-experts is to avoid professional jargon. However, because they are trained to speak with highly specialized language, avoiding jargon is difficult for scientists, and there is no standard to guide scientists in adjusting their messages. In this research project, we present the development and validation of the data produced by an up-to-date, scientist-friendly program for identifying jargon in popular written texts, based on a corpus of over 90 million words published in the BBC site during the years 2012–2015. The validation of results by the jargon identifier, the De-jargonizer, involved three mini studies: (1) comparison and correlation with existing frequency word lists in the literature; (2) a comparison with previous research on spoken language jargon use in TED transcripts of non-science lectures, TED transcripts of science lectures and transcripts of academic science lectures; and (3) a test of 5,000 pairs of published research abstracts and lay reader summaries describing the same article from the journals PLOS Computational Biology and PLOS Genetics. Validation procedures showed that the data classification of the De-jargonizer significantly correlates with existing frequency word lists, replicates similar jargon differences in previous studies on scientific versus general lectures, and identifies significant differences in jargon use between abstracts and lay summaries. As expected, more jargon was found in the academic abstracts than lay summaries; however, the percentage of jargon in the lay summaries exceeded the amount recommended for the public to understand the text. Thus, the De-jargonizer can help scientists identify problematic jargon when communicating science to non-experts, and be implemented by science communication instructors when evaluating the effectiveness and jargon use of participants in science communication workshops and programs.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Rapid growth in public communication of science and technology has led to many diverse training programs. We ask: What are learning goals of science communication training? A comprehensive set of learning goals for future trainings will draw fully from the range of fields that contribute to science communication. Learning goals help decide what to count as success and how to gather evidence of learning. Based on the strands of learning developed for 'learning science in informal environments', we built a conceptually coherent definition of science communication learning that addresses affective issues, content knowledge, methods, reflection, participation, and identity. We reviewed dozens of articles describing science communication training, identifying explicit and implicit learning goals. We identified gaps in outcomes commonly used for training programs; these gaps appeared especially in the areas of affective learning and identity formation. No one program can achieve all learning goals. Different courses might be tailored for scientists who remain in science, wish to become journalists, wish to work for museums, etc. But we believe conceptual coherence can help course designers identify important goals. Creating a common language will increase the ability to compare outcomes across courses and programs.
Amid calls from scientific leaders for their colleagues to become more effective public communicators, this study examines the objectives that scientists' report drive their public engagement behaviors. We explore how scientists evaluate five specific communication objectives, which include informing the public about science, exciting the public about science, strengthening the public's trust in science, tailoring messages about science, and defending science from misinformation. We use insights from extant research, the theory of planned behavior, and procedural justice theory to identify likely predictors of scientists' views about these communication objectives. Results show that scientists most prioritize communication designed to defend science from misinformation and educate the public about science, and least prioritize communication that seeks to build trust and establish resonance with the public. Regression analyses reveal factors associated with scientists who prioritize each of the five specific communication objectives. Our findings highlight the need for communication trainers to help scientists select specific communication objectives for particular contexts and audiences.
Scientists are increasingly expected to engage in public communication, though they frequently report that they feel inadequately prepared for such activity. The necessary training for such activity has barely been discussed in the science communication literature. Drawing on country reports from the Monitoring Policy and Research Activities on Science in Society in Europe (MASIS) report, this paper reviews initiatives across Europe to support scientists' public communication. It examines these within a framework that distinguishes between training oriented to dissemination or dialogue, and to capacity-building of scientists or professionalisation of science communicators. It traces the uneven spread and diverse character of such supports and identifies the four principal groups of policy actors who play distinct roles and, in the case of higher education institutions, sometimes internally contradictory roles. The paper draws on the authors' own experiences to underline the value of communication training that is oriented to dialogue and stimulates reflexivity.
Instructional communication scholars examine three different types of learning outcomes: cognitive learning, affective learning, and behavioral learning. Cognitive and affective learning have been more substantially re-searched (Messman & Jones-Corley, 2001; McCroskey & McCroskey, 2006; Whitt, Wheeless, & Allen, 2004) in comparison to the limited general and communication-based literature examining behavioral learning (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956; Krathwohl, Bloom, & Masia, 1964; Mottet & Beebe, 2006). Behav-ioral learning is more complex to evaluate because it requires careful attention to targeted skill sets and cri-terion-based grading in a demonstration format (Mottet & Beebe, 2006; Stitt, Simonds, & Hunt, 2003). However, behavioral learning outcomes have recently received more explicit recognition in revised models of student learning (Krathwohl, 2002). This paper explores how indicators of student course engagement, student dispo-sitions, and student demographics influence instructors' evaluations of students' skill development and behav-ioral learning in the basic course.
This comprehensive review of the assessment of oral communication in the communication discipline is both descriptive and empirical in nature. First, some background on the topic of communication assessment is provided. Following the descriptive background, we present an empirical analysis of academic papers, research studies, and books about assessing communication, all of which were presented or published from 1975 to 2009. The results are outlined of content and thematic analyses of a database of 558 citations from that time period, including 434 national convention presentations, 89 journal articles, and 35 other extant books and publications. Three main themes and eight subthemes are identified in the database, and trends evident in the resulting data are considered. The study concludes with a discussion of the trends and overarching themes gleaned from the research efforts, and the authors' recommendations of best practices for how to conduct oral communication assessment.
Expertise in the broader impacts of scientific research is an increasingly important aspect of professional development, particularly
because federal grant proposals are commonly reviewed using both the Intellectual Merit and the Broader Impacts Criteria.
Unfortunately, training in broader impacts, such as science communication and outreach, is not typically part of undergraduate
or graduate curricula. We initiated one of the first graduate-level biology courses on broader impacts, focusing on giving
graduate students firsthand, authentic experiences with grant writing, science communication, and educational outreach. Students
in this interdisciplinary course learned from experts, wrote for a broad audience about their own research, and proposed and
implemented outreach in collaboration with local organizations. We outline our approach, discuss outcomes from each activity,
assess our impact, and finally consider how future programs might expand on this model.
Universities increasingly expect students to publish during a PhD candidature because it benefits the candidate, supervisor, institution, and wider community. Here, we describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews – a challenge for researchers new to a field. Our method allows researchers new to a field to systematically analyse existing academic literature to produce a structured quantitative summary of the field. This method is a more straightforward and systematic approach than the traditional ‘narrative method’ common to many student theses. When published, this type of review can also complement existing narrative reviews produced by experts in a field by quantitatively assessing the literature, including identifying research gaps. The method can also be used as the initial step for further analysis, including identifying suitable data sets for meta-analysis. Students report that the method is enabling and rewarding.
Experts in science communication were asked to identify the essential elements of a science communication course for post-graduate students. A Delphi methodology provided a framework for a research design that accessed their opinions and allowed them to contribute to, reflect on and identify 10 essential elements. There was a high level of agreement among these experts that the audience comes first, and their statements signalled the importance of developing empathetic skills to engage an audience. Science communication courses should focus on the audience and how to access their needs, priorities and imagination. They signalled a need for dedicated science communication courses where students need to develop a broad understanding of the scientific and social issues rather than narrowly focusing on technical media skills development.
This study identifies key characteristics of current science communication training programs based in North America. We report findings from semistructured interviews conducted with science communication trainers ( N = 32) that examined programs’ curricula, trainees, and impacts. Findings suggest that the current landscape of science communication training is one where a range of well-intentioned individuals and groups provide guidance to mostly self-selecting scientists. Training typically involves helping scientists find and refine their own message and then expecting these individuals to find their own opportunities to communicate. Programs commonly emphasize technical communication skills more than strategy, rarely conduct robust evaluation, and are not typically designed to enhance inclusivity. Researcher-trainer partnerships can help maximize the reach and positive impacts of these programs.
This article investigates the impact science communication training has on engagement intentions through a parallel multiple mediation model. Theory of planned behavior variables for internal efficacy, response efficacy, norms, and attitudes are examined as potential mediators. Based on a survey of randomly selected scientists from universities in the Association of American Universities, results indicate indirect effects for internal efficacy and attitudes toward the audience and consistent direct effects found in earlier research. This research provides a more comprehensive examination of how communication training contributes to scientists’ public engagement activity.
Self-efficacy, or the beliefs people hold about their ability to succeed in certain pursuits, is a long-established construct. Self-efficacy for science communication distinguishes scientists who engage with the public and relates to scientists’ attitudes about the public. As such, self-efficacy for public engagement has the potential to serve as a key indicator in the evaluation of scientist training and public outreach programs. To date, most evaluation scales have been designed for public audiences, rather than scientists. This study used think-aloud methods and Item Response Theory to develop a scale to measure scientists’ Self-Efficacy for Public Engagement with Science. The results from this study support the use of a 13-item self-efficacy scale, and provide initial validation evidence to support its use with scientists who engage with the public. The findings are presented in relation to the continued study of public engagement through both research and evaluation.
Background:
Communication errors have a negative impact on patient safety. It is therefore essential that healthcare professionals have the skills and confidence to speak up assertively when patient safety is at risk. Although the facilitators to and barriers of assertive communication have been the subject of previous reviews, evidence regarding the effectiveness of interventions designed to enhance assertive communication is lacking. Thus, this paper reports the findings from a systematic review of the effectiveness of assertiveness communication training programs for healthcare professionals and students.
Objective:
The objective of this review is to identify, appraise and synthesise the best available quantitative evidence in relation to the effectiveness of assertiveness communication training programs for healthcare professionals and students on levels of assertiveness, communication competence and impact on clinicians' behaviours and patient safety.
Data sources:
The databases included: CINAHL, Cochrane library, EMBASE, Informit health collection, MEDLINE, ProQuest nursing and allied health, PsycINFO, Scopus and Web of Science. The search for unpublished studies included: MedNar, ProQuest Dissertations & Theses A&I. Studies published in English from 2001 until 2016 inclusive were considered.
Study eligibility criteria:
The review included original quantitative research that evaluated (a) any type of independent assertiveness communication training program; and (b) programs with assertiveness training included as a core component of team skills or communication training for healthcare professionals and students, regardless of healthcare setting and level of qualification of participants.
Study appraisal and synthesis methods:
Studies selected based on eligibility criteria were assessed for methodological quality and the data were extracted by two independent researchers using the Joanna Briggs Institute critical appraisal and data extraction tools.
Results:
Eleven papers were critically appraised using the Joanna Briggs Institute critical appraisal checklists. Eight papers from the USA, Australia, Ireland, and Taiwan were included in the review.
Conclusions:
Interventions to improve assertive communication were reported to be effective to some degree with all targeted groups except experienced anaesthesiologists. Face-to-face and multimethod programs, support from leaders, teamwork skills training and communication techniques adapted from the aviation industry were identified as appropriate approaches for optimising the effectiveness of assertiveness communication training programs. Behavioural change as the result of assertiveness interventions was evaluated by observer-based rating scales during simulation, whilst self-perceived knowledge and attitudes were evaluated using validated scales. Future research should consider evaluation of sustained effect on behaviour change and patient safety.
Social approaches to work-related informal learning, such as proactive feedback-seeking, help-seeking and information-seeking, are important determinants of development in the workplace. Unfortunately, previous research has failed to clearly conceptualize these forms of learning and does not provide a validated and generally applicable measurement instrument. We set out to develop and validate such a scale measuring social approaches to work-related informal learning. We collected data in four organizations in Austria and the Netherlands, with a total sample size of 895 employees. These data were used to conduct exploratory and confirmatory factor analyses, which showed four distinct factors: feedback-seeking from the supervisor, feedback-seeking from colleagues, help-seeking and information-seeking. In conclusion, the scale we developed is valid in a range of contexts and thus is an appropriate tool for research as well as human resource development practice.
A widespread culture supporting public engagement activities in higher education is desirable but difficult to establish. Drawing on social cognitive theory, this science communication project aimed to enhance culture change in engineering by developing communication skillsets of early-career engineers, particularly supporting female engineers as role models. Engineers received training in storytelling to present at live events, enhanced by peer group social persuasion and vicarious modeling. A science communication coordinator and senior management endorsement removed barriers to participation. Evaluation showed engineers’ self-efficacy levels significantly increased. Qualitative data highlighted a developing culture of engagement but purposive selection of women proved controversial.
Qualitative interviews with science communication trainers (n = 24) on the role of objectives and goals in training efforts suggest that trainers believe that scientists come to training with a range of long-term goals in mind. However, trainers appear to focus on teaching communication skills and are relatively unlikely to focus on identifying specific communication objectives as a means of achieving scientists’ goals. The communication objective that trainers consistently report emphasizing is knowledge building. Other potential objectives such as fostering excitement, building trust, and reframing issues were rarely raised. Research aimed at helping trainers foster strategic communication capacity is proposed.
This article uses data from two U.K. studies in order to explore the meanings attached to public engagement. It focuses on two issues of importance to contemporary discussions of science communication: the degree to which there has been a smooth transition, in practice, from models of public understanding of science to those of public engagement with science and technology (PEST), and the histories, or genealogies, of such models. Data from two qualitative studiesa case study of one of the United Kingdom'ssix Beacons for Public Engagement and a study of contract research staffare used to characterize the ways in which U.K. academic communities understand PEST. It is argued that engagement is construed as multiple, relational, and outcomes oriented, with seven key outcomes ranging from better research to empowered individuals. These differences are traced to personal and professional backgrounds, suggesting that multiple and overlapping meanings around PEST are derived from particular histories that have been brought together, through the rubric of public engagement, in assemblages such as the Beacons.
Competency in forms of scientific communication, both written and spoken, is essential for success in academic science. This study examined the psychometric properties of three new measures, based on social cognitive career theory, that are relevant to assessment of skill and perseverance in scientific communication. Pre- and postdoctoral trainees in biomedical science (N = 411) completed online questionnaires assessing self-efficacy in scientific communication, career outcome expectations, and interest in performing tasks in scientific writing, oral presentation, and impromptu scientific discourse. Structural equation modeling was used to evaluate factor structures and model relations. Confirmatory factor analysis supported a 22-item, 3-factor measure of self-efficacy; an 11-item, 2-factor measure of outcome expectations; and a 12-item, 3-factor measure of interest in scientific communication activities. Construct validity was further demonstrated by theory-consistent inter-factor relations and relations with typical communications performance behaviors (e.g., writing manuscripts, abstracts, and presenting at national meetings).
This study assesses how scientists think about science communication training based on the argument that such training represents an important tool in improving the quality of interactions between scientists and the public. It specifically focuses on training related to five goals, including views about training to make science messages understandable, as well as attitude-focused training meant to build trust and credibility, to demonstrate that one listens to the public, to demonstrate that one cares about the public's views, and to frame messages to resonate with audiences' pre-existing values. The theory of planned behavior and procedural justice theory were used to identify potential predictors of views about training toward these goals. Results show that the scientists rate message comprehension and credibility most favorably and give their lowest rating to training related to framing. Regression analyses reveal that believing that public engagement can make a difference (external efficacy) and belief in the ethicality of specific goals were the best predictors of whether scientists saw value in goal-oriented training. The results suggest that communication trainers might benefit from emphasizing the effectiveness and ethicality of engagement activities if they want to attract scientists to communication training, and that more work may need to be done by professional organizations to help scientists consider the value of thinking about communication goals beyond the traditional focus on message comprehension. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52:199–220, 2015.
This article presents an agentic theory of human development, adaptation, and change. The evolutionary emergence of advanced symbolizing capacity enabled humans to transcend the dictates of their immediate environment and made them unique in their power to shape their life circumstances and the courses their lives take. In this conception, people are contributors to their life circumstances, not just products of them. Social cognitive theory rejects a duality between human agency and social structure. People create social systems, and these systems, in turn, organize and influence people's lives. This article discusses the core properties of human agency, the different forms it takes, its ontological and epistemological status, its development and role in causal structures, its growing primacy in the coevolution process, and its influential exercise at individual and collective levels across diverse spheres of life and cultural systems.
© 2006 Association for Psychological Science.
The current study involved an attempted census of first and second authors from five key journals across the subfields of science, health, environment, and risk communication between 2003 and 2008. Of those responding (n = 320), 80% describe themselves as a communication expert. Of these experts (n = 255), 57% report conducting formal training for bench scientists and engineers, science regulators, medical personnel, or journalists. The main focus of training was in basic communication theories and models. There is broad agreement that the science community would benefit from additional science communication training and that deficit model thinking remains prevalent.
This essay starts with a discussion of the literature review, theoretical framework, and conceptual framework as components of a manuscript. This discussion includes similarities and distinctions among these components and their relation to other sections of a manuscript such as the problem statement, discussion, and implications. The essay concludes with an overview of the literature review, theoretical framework, and conceptual framework as separate types of manuscripts. Understanding similarities and differences among the literature review, theoretical framework, and conceptual framework can help novice and experienced researchers in organizing, conceptualizing, and conducting their research, whether qualitative, quantitative, or mixed-methods.
In this article, the researchers investigate reliability and validity of a variety of speech evaluation instruments used in public speaking classes. Raters from diverse backgrounds and experience evaluated videotaped speeches using various evaluation forms. Results indicate student speeches can be evaluated reliably and validly using any of a number of different evaluation forms that address the fundamental speech constructs of content and delivery. In addition, lack of extensive rater training and experience do not appear to have a major negative impact on the evaluation process.