scholarly journals Translating Research as an Approach to Enhance Science Engagement

2018 ◽  
Vol 15 (8) ◽  
pp. 1749 ◽  
Author(s):  
Michelle Juarez ◽  
Chloe Kenet
Keyword(s):  
Journal Club ◽  
Learning Experience ◽  
Writing Skills ◽  
Research Literature ◽  
Scientific Writing ◽  
Primary Research ◽  
Passive Learning ◽  
Basic Language ◽  
Dissemination Of Research ◽  
The Impact

The impact of research depends on the effective communication of discoveries. Scientific writing is the primary tool for the dissemination of research, and is an important skill that biomedical trainees have to develop. Despite its importance, scientific writing is not part of the mainstream curriculum. One strategy used to teach scientific writing is holding a journal club style discussion of primary research literature that the students are asked to read. However, this activity can result in a passive learning experience and limit the development of trainees’ scientific writing skills. In order to improve trainees’ written communication skills, we tested an exercise that involved generating a revised article describing prior research, in essence “translating” the science into basic language. Following the guidelines set out by “Frontiers for Young Minds” and feedback received from “Young Reviewers”, we wrote a revised article with a simpler description of the research. In this article, we describe this scientific writing exercise, which may ultimately serve as a model for scientists to share their research more efficiently in order to promote better public health outcomes.

Doing peer review and receiving feedback: impact on scientific literacy and writing skills

2016 ◽  
Vol 40 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Christina A. Geithner ◽  
Alexandria N. Pollastro
Keyword(s):  
Human Physiology ◽  
Peer Review ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Scientific Writing ◽  
Learning Activities ◽  
Self Rating ◽  
The Impact ◽  
Literacy And Writing ◽  
Composite Self

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys ( n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means ( P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing.

Otitis Media and Language Development: A Meta-Analysis

2001 ◽  
Vol 10 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Michael W. Casby
Keyword(s):  
Young Children ◽  
Language Development ◽  
Otitis Media ◽  
Negative Impact ◽  
Meta Analysis ◽  
Research Literature ◽  
Primary Research ◽  
Statistical Population ◽  
Research Participants ◽  
The Impact

A substantial contemporary research literature on the impact of otitis media with effusion (OME) on language development in young children currently exists. Compared to the reports of earlier retrospective research on the topic, the results of the more recent prospective studies may be viewed as less conclusive and more equivocal. Nonetheless, the negative impact of OME on young children’s language development appears to be a widely held belief. What is required now, in addition to the continuing primary research, and occasional qualitative/narrative reviews, is an objective quantitative analysis, synthesis, and evaluation of this research literature. The purpose of this project was to conduct such an examination employing the methodology of meta-analysis. The results of this meta-analysis of the contemporary primary research on OME and language development in young children show that the magnitude of the statistical population effect of OME is markedly low. Nevertheless, it should be acknowledged that the findings of low population effects in this meta-analysis may be related to certain vicissitudes of the primary research. Among these are failure to determine research participants’ hearing levels, other intrinsic and/or extrinsic individual differences among the research participants, as well as the sensitivity of language measures used.

scholarly journals Online course in conjunction with face-to-face workshops to improve writing skills leading towards more publications in peer reviewed journals

2021 ◽  
Vol 47 ◽  
Author(s):  
Amon P Shoko ◽  
Ismael A Kimirei ◽  
Baraka C Sekadende ◽  
Mary A Kishe ◽  
Innocent E Sailale
Keyword(s):  
Developing Countries ◽  
Writing Skills ◽  
Scientific Writing ◽  
Online Course ◽  
Learning Materials ◽  
Local Conditions ◽  
Face To Face ◽  
Proposal Writing ◽  
Course Material ◽  
The Impact

Background:&nbsp;Researchers in the developing countries often have inadequate scientific writing skills to publish their research in international peer reviewed journals. Objectives: To improve the research-and proposal-writing skills of researchers and to evaluate the impact of this intervention. Methods: An off-the-shelf online course (AuthorAID, developed by INASP) was embedded in the Tanzania Fisheries Research Institute&rsquo;s (TAFIRI) website and offered to the institute researchers in Tanzania. The 8-week course was followed by a 2-day face- to-face workshop that used the course material contextualized to local conditions, and the combination was repeated one more time. Results: A total of 47 participants completed the course and attended the workshop: 21 (54%) completed the course in 2016 and 26 (67%) in 2017. The number of papers published annually by TAFIRI staff more than tripled between 2016 and 2019 after the AuthorAID intervention, most of them (114, or 91%) by researchers who had undergone the training. Conclusion:&nbsp;Embedding and contextualizing proven learning materials, such as the AuthorAID online course, can be an economical and effective approach to improving the writing skills of scientists in developing countries.

scholarly journals Reflecting on Exchanged Students' Learning: Bedside Demonstration, Case Reporting and Clinical Reasoning

2021 ◽  
Author(s):  
Dan Xu ◽  
Shaoting Feng ◽  
Suqing Yang ◽  
Shuqing Ding ◽  
Timothy Yap ◽  
...  
Keyword(s):  
Academic Performance ◽  
Case Report ◽  
Clinical Reasoning ◽  
Case Reports ◽  
Writing Skills ◽  
Scientific Writing ◽  
Report Writing ◽  
Reasoning Skills ◽  
The Impact ◽  
Clinical Reasoning Skills

Abstract Background: The increasing opportunities for medical students to participate in international, supervised and structured electives have been shown in our recent study, which enhanced students’ professionalism, cultural competence and clinical reasoning skills in preclinical years. However, evidence is scant in achieving the specific learning objectives and improving clinical reasoning during clinical years. This study aims to demonstrate how the short-term supervised elective can improve students’ clinical reasoning skills, skills of case report writing and satisfactory academic performance.Results: We recorded daily discussions on the demonstrated skills and cases collection with six Curtin Medical School students from Australia during a 19-day supervised elective at the First Affiliated hospital, Sun Yat-sen University, China. The daily clinical reasoning discussions, case collection and bedside demonstrations in different disciplines became the main content of the reflections discussed in this article. Their feedback was recorded post-elective to examine the impact of the exchange in their ongoing case report writing, clinical reasoning skills development and academic performance. The main themes of case-based clinical reasoning identified in the daily discussions and feedbacks were described by the students in two frameworks. Learning through clinical reasoning is well demonstrated during students-supervisors daily debrief. The students have used these clinical reasoning skills in their ensuing clinical placement with satisfactory academic performances. The students have completed two case reports individually with cases for publication in both Australian Doctor and BMJ case report. The supervisors obtained students’ feedbacks at the time of the elective, 6-month and 12-month post-elective, and feedback summary is highlighted in three aspects including improved clinical reasoning skills, scientific writing skills and satisfactory academic performance.Conclusions: These reflections provide insight into how this exchange elective may improve students’ clinical reasoning, enhance scientific writing skills and strengthen academic performance.

scholarly journals Drama in L2 learning: A research synthesis

2013 ◽  
Vol VII (2) ◽  
pp. 7-27
Author(s):  
George Belliveau ◽  
Won Kim
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Teaching Resources ◽  
Educational Drama ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Research Findings ◽  
On Line ◽  
The Impact

This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.

scholarly journals BACK and DRAW activities for improving writing skills

2017 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Muhammad Lukman Syafii
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Writing Process ◽  
Learning Experience ◽  
Writing Skills ◽  
Active Participation ◽  
Pivotal Role ◽  
Writing Ability ◽  
English Teaching ◽  
Basic Language

<p>This present paper addresses the issue of writing as an important aspect of EFL instruction. Writing as one of the four basic language skills plays a pivotal role in the context of English teaching as a foreign language in Indonesia. Considering these problems, it is important to modify the writing process in such a way to cope the writing. The process of writing the writer means is <em>BACK and DRAW</em> activities. What the writer termed as <em>BACK and DRAW </em>is a set of writing activities involving students’ active participation in the process, their intense learning experience in producing a required text, as well as their interactive work with peers and the teacher. <em>BACK and DRAW</em> stands for Brainstorming, Attaching, Correcting, Keeping, Developing, Revising, Arranging, and Wow! Or Wonderful! Or Well done!. These activities are good ways to improve the writing Ability.</p>

scholarly journals The Design and Implementation of an Undergraduate Health Professional Degree Elective Course on Scientific Writing, Peer Assessment and Critical Appraisal

2020 ◽  
Author(s):  
Aisha Osman ◽  
Daoud Al-Badriyeh ◽  
Farhat Naz Hussain ◽  
Sadaf Riaz ◽  
Hazem Elewa ◽  
...  
Keyword(s):  
Critical Appraisal ◽  
Journal Club ◽  
Peer Assessment ◽  
Writing Skills ◽  
Scientific Research ◽  
Scientific Writing ◽  
Assessment Process ◽  
Research Articles ◽  
Scientific Research Articles ◽  
Critical Appraisal Skills

Abstract Background. Describe the design, delivery and impact of a course delivered in an undergraduate pharmacy program with students whose first language is not English. The aim of this course is to develop pharmacy students’ scientific writing, peer assessment and critical appraisal skills. Methods. The course is offered in the final year of an undergraduate pharmacy program. In this course, students wrote two structured pharmacy review articles (PRA) based on assigned scientific research articles and peer assessed each others’ written PRAs. Students also critically appraised scientific research articles on a weekly basis, completed one pre-journal club written reflective critique based on a assigned scientific research article and moderated one journal club session. Results. Course rubrics were developed and validated by the course coordinators. A survey that was administered to students enrolled in the course identified that 85% of the students perceived that they gained adequate writing skills in the course. More than 70% of the students indicated they had the necessary skills to evaluate their peers’ written assessments and 93% felt comfortable providing and receiving feedback from peers. More than 90% of the students indicated that their understanding of the primary research articles assigned improved as a result of their contribution to the peer assessment process and writing of PRAs. Conclusion. This course improved students scientific writing, peer assessment and critical appraisal skills. Further practice is required to reinforce the skills learned and to strengthen the writing skills of students.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Drug Use in Prison: Patterns, Processes, and Implications for Treatment

1993 ◽  
Vol 23 (1) ◽  
pp. 119-129 ◽  
Author(s):  
James A. Inciardi ◽  
Dorothy Lockwood ◽  
Judith A. Quintan
Keyword(s):  
Drug Use ◽  
Drug Testing ◽  
Research Literature ◽  
Prison Violence ◽  
Patterns Of Use ◽  
Correctional Settings ◽  
Correctional System ◽  
The Impact

Although there seems to be a consensus that “drugs are in every prison,” and that “prison drug use is widespread,” little is really known about the prevalence and patterns of drug use in prison. What appears in the academic and research literature is at best anecdotal, suggesting only that drug use and trafficking exist in correctional settings, and that the control of drugs by inmates is in part related to prison violence. Similarly, press reports descriptive of drug use in prison typically focus on trafficking networks and the complicity of prison personnel, rather than on prevalence and patterns of use. Within this context, this article addresses the nature of drug use in prison, based on systematic interviewing and drug testing in the Delaware correctional system. Some conclusions and implications are offered relative to the impact of prison drug use on corrections-based therapeutic initiatives.

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