Science Communication Training in North America: Preparing Whom to Do What With What Effect?

2020 ◽  
pp. 107554702096013
Author(s):  
Anthony Dudo ◽  
John C. Besley ◽  
Shupei Yuan
Keyword(s):  
North America ◽  
Communication Skills ◽  
Technical Communication ◽  
Science Communication ◽  
Training Programs ◽  
Communication Training ◽  
Key Characteristics ◽  
Semistructured Interviews ◽  
Current Science ◽  
Positive Impacts

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.

scholarly journals The Unexpected Benefits of Science Communication Training

Eos ◽  
2019 ◽  
Vol 100 ◽  
Author(s):  
Beth Bartel ◽  
Ma�t� Agopian ◽  
Wendy Bohon
Keyword(s):  
Communication Skills ◽  
Science Communication ◽  
Communication Training ◽  
Scientific Communities

When scientists learn better communication skills, they not only convey their research to a broader audience but also become better connected to their own scientific communities.

scholarly journals Science communication training as information seeking and processing: a theoretical approach to training early-career scientists

2021 ◽  
Vol 20 (05) ◽  
pp. A06
Author(s):  
Heather Akin ◽  
Shelly Rodgers ◽  
Jack Schultz
Keyword(s):  
Theory Of Planned Behavior ◽  
Communication Skills ◽  
Theoretical Approach ◽  
Information Seeking ◽  
Science Communication ◽  
Skill Development ◽  
Theoretical Models ◽  
Communication Training ◽  
Early Career ◽  
Communication Behaviors

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.

Doctor-Patient Communication in Palliative Care

2014 ◽  
pp. 143-148
Author(s):  
William S. Breitbart
Keyword(s):  
Communication Skills ◽  
Training Programs ◽  
Communication Training ◽  
Patient Communication ◽  
Adjustment Disorders ◽  
Good Doctor ◽  
Doctor Patient Communication ◽  
Clinical Encounters ◽  
Communication Problems ◽  
Dying Patient

Doctor-patient communication is an essential component in caring for a dying patient. Communication problems have been identified in 84% to 94% of clinical encounters. Good doctor-patient communication reduces the risk of iatrogenic suffering, mood, anxiety, and adjustment disorders among cancer patients and their families. This chapter provides an overview of the guidelines for communication and empathy in caring for terminally ill patients, including essential strategies for effective doctor-patient communication, core communication skills, and teaching methods utilized in communication training programs.

scholarly journals The relationship between instruction specificity and resistiveness to care during activities of daily living in persons with dementia

2018 ◽  
Vol 6 (4) ◽  
pp. 45
Author(s):  
Jeffrey A. Buchanan ◽  
Britta DeJager ◽  
Sandra Garcia ◽  
Daniel Houlihan ◽  
Carolina Sears ◽  
...  
Keyword(s):  
Activities Of Daily Living ◽  
Communication Skills ◽  
Physical Aggression ◽  
Daily Living ◽  
Training Programs ◽  
Communication Training ◽  
Different Types ◽  
Resistiveness To Care ◽  
The Relationship

It is common for persons with dementia to display resistant behaviors during activities of daily living (ADLs) and caregiver communication skills can influence the likelihood of these behaviors. Previous research suggests that the type of instructions issued by caregivers is related to rates of compliance during ADLs in persons with dementia. It is unclear, however, if these instruction types affect the likelihood resistiveness to care (RTC) during ADLs. The purpose of the current study was to examine how the use of different types of instructions relate to instances of RTC during ADLs. Results indicated that vague and ambiguous instructions (i.e., beta instructions) were more likely to precede and follow physical aggression compared to instructions that were more specific, clear and feasible (i.e., alpha instructions). Results also indicated that alpha instructions were more likely to precede verbal agitation. These findings have implications for communication training programs for caregivers working with persons with dementia.

scholarly journals Do communication training programs improve students’ communication skills? - a follow-up study

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Anne Simmenroth-Nayda ◽  
Cora Weiss ◽  
Thomas Fischer ◽  
Wolfgang Himmel
Keyword(s):  
Communication Skills ◽  
Training Programs ◽  
Communication Training ◽  
Follow Up Study

scholarly journals The Emerging Global Tobacco Treatment Workforce: Characteristics of Tobacco Treatment Specialists Trained in Council-Accredited Training Programs from 2017 to 2019

2021 ◽  
Vol 18 (5) ◽  
pp. 2416
Author(s):  
Christine E. Sheffer ◽  
Abdulmohsen Al-Zalabani ◽  
Andrée Aubrey ◽  
Rasha Bader ◽  
Claribel Beltrez ◽  
...  
Keyword(s):  
North America ◽  
Tobacco Use ◽  
Training Programs ◽  
Systems Of Care ◽  
Eastern Mediterranean ◽  
Annual Number ◽  
Treatment Services ◽  
Tobacco Treatment ◽  
The World ◽  
Academic Settings

Tobacco use is projected to kill 1 billion people in the 21st century. Tobacco Use Disorder (TUD) is one of the most common substance use disorders in the world. Evidence-based treatment of TUD is effective, but treatment accessibility remains very low. A dearth of specially trained clinicians is a significant barrier to treatment accessibility, even within systems of care that implement brief intervention models. The treatment of TUD is becoming more complex and tailoring treatment to address new and traditional tobacco products is needed. The Council for Tobacco Treatment Training Programs (Council) is the accrediting body for Tobacco Treatment Specialist (TTS) training programs. Between 2016 and 2019, n = 7761 trainees completed Council-accredited TTS training programs. Trainees were primarily from North America (92.6%) and the Eastern Mediterranean (6.1%) and were trained via in-person group workshops in medical and academic settings. From 2016 to 2019, the number of Council-accredited training programs increased from 14 to 22 and annual number of trainees increased by 28.5%. Trainees have diverse professional backgrounds and work in diverse settings but were primarily White (69.1%) and female (78.7%) located in North America. Nearly two-thirds intended to implement tobacco treatment services in their setting; two-thirds had been providing tobacco treatment for 1 year or less; and 20% were sent to training by their employers. These findings suggest that the training programs are contributing to the development of a new workforce of TTSs as well as the development of new programmatic tobacco treatment services in diverse settings. Developing strategies to support attendance from demographically and geographically diverse professionals might increase the proportion of trainees from marginalized groups and regions of the world with significant tobacco-related inequities.

Application of Practice Oriented–Peer Review for Prosthodontics (PRO-PReP)—A Qualitative Study

2021 ◽  
pp. 009121742199014
Author(s):  
Varsha Murthy ◽  
KR Sethuraman ◽  
Sunayana Choudhury ◽  
R Shakila
Keyword(s):  
Peer Review ◽  
Communication Skills ◽  
Training Programs ◽  
Residency Education ◽  
Relationship Building ◽  
Self Reflection ◽  
Novel Concept ◽  
The Relationship ◽  
Difficult Situations ◽  
Balint Method

Objective Communication skills diminish with time and must be applied and updated frequently. Due to various professional constraints, the dentists may not be able to attend training programs to sharpen their skills. During patient interactions, dentists may face difficult situations which they may be unable to handle and, consequently, make them overreact. Therefore, there is a need to provide a platform to freely discuss their feelings, ideas, and take opinion from peers. Methods Training in communication skills customized for dealing with complete denture patients was conducted for the prosthodontic postgraduates. Based on feedback obtained, it was decided to have periodic meetings and the concept of Practice-Oriented–Peer Review for Prosthodontics (PrO-PReP) was introduced. This novel concept is a combination of the Relationship building, exploring Reactions, exploring Content, and Coaching (R2C2) model of residency education and the Balint method. The meetings were scheduled every one or two months based on the available caseload of the patients treated by the postgraduates. Results The thematic analysis of the postgraduates’ self-reflection during the sessions and the video recorded observations (assessed using the Kalamazoo scale) revealed that these sessions were effective in positively engaging the postgraduates to discuss their experiences, reflect on their performances, practice their newly gained skills, and learn from peer sharing. Conclusion The postgraduates felt that they have changed in their working style and were more confident to manage patients. They found such sessions very useful for being updated with the already-learned skills.

scholarly journals Personal-accentuation and contextual-amplification models of pubertal timing: Predicting youth depression

2010 ◽  
Vol 22 (2) ◽  
pp. 433-451 ◽  
Author(s):  
Karen D. Rudolph ◽  
Wendy Troop-Gordon
Keyword(s):  
Stress Responses ◽  
Pubertal Timing ◽  
Pubertal Maturation ◽  
Maternal Caregivers ◽  
Developmental Transitions ◽  
Contextual Risk ◽  
Youth Depression ◽  
Key Characteristics ◽  
Semistructured Interviews ◽  
Contextual Risks

AbstractThis research examined personal-accentuation and contextual-amplification models of pubertal timing, wherein personal and contextual risks magnify the effects of earlier pubertal maturation on youth depression. A sample of 167 youths (M age = 12.41 years, SD = 1.19) and their maternal caregivers completed semistructured interviews and questionnaires at two waves. Consistent with a personal-accentuation model, earlier pubertal maturation more strongly predicted subsequent depression in youths with prior depression, certain personality traits, and maladaptive stress responses than in youths without these personal risks. Several of these effects were specific to earlier-maturing girls. Consistent with a contextual-amplification model, earlier pubertal maturation more strongly predicted subsequent depression in youths exposed to recent maternal depression and family stress than in youths without these contextual risks. These findings identify key characteristics of youths and their family context that help to explain individual variation in depressive reactions to earlier pubertal maturation. More broadly, this research contributes to integrative models of depression that consider the interplay among personal vulnerability, contextual risk, and developmental transitions.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators

2021 ◽  
pp. 1-15
Author(s):  
Aashna Sadana ◽  
Aneesh Kumar
Keyword(s):  
School Climate ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Training Programs ◽  
Indian School ◽  
School Counsellors ◽  
Improved Outcomes ◽  
Semistructured Interviews ◽  
Collaboration Strategies

Abstract Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

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