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bioRxiv2024

Interdisciplinarity through internationality: results from a US-Mexico graduate course bridging computational and plant science

Interdisciplinarity is used to integrate and synthesize new research directions between scientific domains, but it is not the only means by which to generate novelty by bringing diverse perspectives together. Internationality draws upon cultural and linguistic diversity that can potentially impact interdisciplinarity as well. We created an interdisciplinary class originally intended to bridge computational and plant science that eventually became international in scope, including students from the US and Mexico. We administered a survey over four years designed to evaluate student expertise. The first year of the survey included only US students and demonstrated that biology and computational student groups have distinct expertise but can learn the skills of the other group over the course of a semester. Modeling of survey responses shows that biological and computational science expertise is equally distributed between US and Mexico student groups, but that nonetheless these groups can be predicted based on survey responses due to sub-specialization within each domain. Unlike interdisciplinarity, differences arising from internationality are mostly static and do not change with educational intervention and include unique skills such as working across languages. We end by discussing a distinct form of interdisciplinarity that arises through internationality and the implications of globalizing research and education efforts.

scientific communication and education↗

bioRxiv2024

Insights into Health Data Science Education: A Qualitative Content Analysis

BackgroundEarly career researchers in Health Data Science (HDS) struggle to effectively manage their learning process due to the novel and interdisciplinary nature of this field. To date, there is limited understanding about learning strategies in health data science. Therefore, we aim to uncover learning strategies that early career researchers employ to address their educational challenges, as well as shed light on their preferences regarding HDS teaching approach and course design. MethodIn this study, we conducted a qualitative content analysis through semistructured interviews with ten early career researchers, including individuals pursuing masters, PhD, and postdoctoral research programmes in HDS, across two higher education institutions in the United Kingdom. Interviews were carried out in person from June 2023 to August 2023. Data were analysed qualitatively using NVivo software. Descriptive statistics were employed for quantitative analysis. ResultsRegarding learning strategies, we identified ten main categories with 22 codes, including collaboration, information seeking, active learning, focus granularity, elaboration, organisation, order granularity, goal orientation, reviewing, and deep learning strategies. Regarding course design and teaching, we discovered four categories with 14 codes, including course materials, duration and complexity, online discussion, and teaching approaches. ConclusionsEarly career researchers used a range of learning strategies aligned with well-established learning theories, such as peer learning, information seeking, and active learning. It is also evident that learners in HDS favour interactive courses that provide them with hands-on experience and interactive discussion. The insights derived from our findings can enhance the quality of education in HDS.

scientific communication and education↗

bioRxiv2026

Inclusive Biology Curriculum Interventions Can Reduce High School Students' Bioessentialist Beliefs

Lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students continue to face violence, exclusion, and barriers at school, including in STEM education. A key underexamined factor in diversity, equity, and inclusion (DEI) efforts is the content of the life science curriculum, which is uniquely positioned to reinforce or refute bioessentialist, binary, and heteronormative biases. Outdated science curricula not only conflict with current scientific evidence but can also perpetuate beliefs that contribute to sexism and LGBTQIA+ marginalization. To address this, we designed four gender and sexual diversity (GSD)-inclusive biology activities, aligned with NGSS standards, and informed by inclusive curriculum frameworks. Using a mixed-methods approach, we studied 127 high school students who participated in two or more inclusive biology activities. Surveys conducted before and after implementation showed significant reductions in essential, binary beliefs about sex and gender, and increases in affirming attitudes toward sex and gender diversity. Interviews conducted after implementation further revealed differences between LGBTQIA+ and straight students conceptualizations of biological sex. Our findings demonstrate that even brief curriculum interventions can shift student attitudes, although we hope future studies will explore the impact of sustained interventions. Updating life science instruction is essential for educational equity and scientific accuracy.

scientific communication and education↗

bioRxiv2021

Keeping students connected and engaged in a wet-lab research experience during a time of social distancing via mobile devices and video conferencing software

Two major COVID-19 pandemic challenges presented for in-person instruction included adhering to social distancing guidelines and accommodating remote learners who were temporarily isolated or permanently participating from afar. At Binghamton University, our First-year Research Immersion (FRI) program was challenged with providing students with a wet lab course-based undergraduate research experience (CURE), an intense hands-on experience that emphasized student teamwork, lab protocol development, iteration, troubleshooting and other elements of the process of science that could not be replicated in a fully remote environment. We developed an innovative technology approach to maximize all students connection to the lab research experience utilizing dedicated mobile devices (iPod Touch) and video conferencing software (Zoom) to synchronously connect remote learners to in-person learners, peer mentors and instructors in our FRI research labs. In this way, despite limited lab capacities and fluctuating remote learning populations, we were able to connect remote learners to their peers and mentors in real-time and give them responsibilities that allowed them to be engaged and feel like meaningful participants in the research process. Although our students reported a preference for in-person labs, they noted this hybrid model was better than other traditionally employed remote-learning lab options. We believe lessons learned here can be applied to improve access to research in all situations and allow us to be prepared for other catastrophic disruptions to the educational system.

scientific communication and education↗

bioRxiv2022

Public perceptions, knowledge and factors associated with the acceptability of genetically modified foods in Kampala city, Uganda

Food is a basic human need important for the survival of all human beings. The rapidly growing world population puts pressure on food sources, inviting the need to devise mechanisms to sustain it. Biotechnology has developed important measures for improving plants and livestock as a remedy for food security with aim to achieve the Sustainable Development goal two (2). Globally, the adoption and use of genetically modified foods (GMFs) has been controversial as it is in Uganda today due to concerns related to the risk uncertainties. This study was therefore conducted to assess the public perceptions, knowledge and factors that influence the acceptability of genetically modified foods in Kampala City. This was a cross sectional quantitative study that involved one hundred and ninety-eight participants. The data were collected using a survey tool and summarized using descriptive and linear regression analysis. The findings of this study showed that almost two-thirds of participants (129/198, 65%) had some basic knowledge on genetically modified foods. About 45.3% (90/198) of the participants perceived genetically modified foods as being unsafe for human consumption. Eighty-eight participants (44.3%) perceived them as being associated with major human health and environmental safety concerns. The acceptability of these foods was significantly associated with gender, education level, nutritional value and health effects. Female participants were more likely to accept genetically modified foods (OR.4.84 95% CI: 1.37 - 7.68). Those who perceived genetically modified foods as being of high nutrition value were more likely to accept them (OR. 3.07, 95% CI: 1.27 - 7.37). The public is predominantly aware of genetical modified foods since a big proportion had basic knowledge about them although with a lot of misinformation. People with a higher education level had positive perceptions on the use of these foods hence a need to educate the public to dispel misinformation that influences their acceptability

scientific communication and education↗

bioRxiv2023

Clinical Knowledge and Reasoning Abilities of AI Large Language Models in Pharmacy: A Comparative Study on the NAPLEX Exam

ObjectiveThis study aims to evaluate the capabilities and limitations of three large language models (LLMs) - GPT-3, GPT-4, and Bard, in the field of pharmaceutical sciences by assessing their pharmaceutical reasoning abilities on a sample North American Pharmacist Licensure Examination (NAPLEX). We also analyze the potential impacts of LLMs on pharmaceutical education and practice. MethodsA sample NAPLEX exam consisting of 137 multiple-choice questions was obtained from an online source. GPT-3, GPT-4, and Bard were used to answer the questions by inputting them into the LLMs user interface. The answers provided by the LLMs were then compared with the answer key. ResultsGPT-4 exhibited superior performance compared to GPT-3 and Bard, answering 78.8% of the questions correctly. This score was 11% higher than Bard and 27.7% higher than GPT-3. However, when considering questions that required multiple selections, the performance of each LLM decreased significantly. GPT-4, GPT-3, and Bard only correctly answered 53.6%, 13.9%, and 21.4% of these questions, respectively. ConclusionAmong the three LLMs evaluated, GPT-4 was the only model capable of passing the NAPLEX exam. Nevertheless, given the continuous evolution of LLMs, it is reasonable to anticipate that future models will effortlessly pass the exam. This highlights the significant potential of LLMs to impact the pharmaceutical field. Hence, we must evaluate both the positive and negative implications associated with the integration of LLMs in pharmaceutical education and practice.

scientific communication and education↗

bioRxiv2024

Distinct patterns of bioscience doctoral publication disparities by gender and race/ethnicity

The ability to address the lack of diversity in the Science, Technology, Engineering and Math workforce depends on inclusive and equitable training of doctoral students to succeed in the profession. An important metric used to assess equitable training in bioscience doctoral programs is the number of publications that result from a students research. The purpose of this study was to investigate whether there are demographic differences in publication rates among all students in a cohort of bioscience Ph.D. programs at the University of California Los Angeles who graduated between 2011 and 2019. Using institutional data and publication database queries, we determined the number of doctoral publications parsed by authorship position, and the timing of the first publication for each student. The resulting dataset was then analyzed for the relationships between publication categories and student gender, race/ethnicity, and citizenship status. We find that female students published significantly fewer total and co-author papers compared to male students, but had the same number of first-author publications. In contrast, students from underrepresented racial/ethnic groups had fewer first-author papers compared to students from well-represented groups, but similar numbers of total and co-author publications. Publication of the first doctoral paper occurred later for female versus male, and underrepresented versus well-represented students. These results provide evidence for distinct patterns of doctoral publication disparities by gender and race/ethnicity, offering insights into a key metric of bioscience student success and informing potential strategies to achieve equitable outcomes in bioscience doctoral education.

scientific communication and education↗

bioRxiv2019

Genomics In The Jungle: Using Portable Sequencing As A Teaching Tool In Field Courses

Genetic research is a rapidly evolving field of study that is increasingly being utilized as a tool for wildlife conservation. However, researchers and science educators in remote areas can often find it difficult to access the latest genetic technologies, often due to a combination of high costs, bulky equipment, and lack of infrastructure. Recent technological innovations are resulting in portable, low-cost instruments that enable next-generation sequencing in remote environments, offering new opportunities to generate a more widespread network of trained conservation scientists, particularly within regions of high biodiversity. What is currently lacking are formalized educational efforts to teach participants in biodiverse areas with hands-on training in molecular biology and real-time DNA sequencing techniques. To address this challenge, we report the design and summarized feedback/outcomes of a conservation genetics field course, called Genomics in the Jungle, that took place at a field research station in the Amazon rainforest of southeastern Peru. The program was established by a small US-based NGO, Field Projects International, and facilitated by a local eco-tourism company in Peru, Inkaterra. We utilized portable sequencing technologies from Oxford Nanopore Technologies, and in-kind support from the manufacturers MiniPCR, MiniOne Systems, Promega, and New England Biolabs. Participants included a mix of non-Peruvian students and local/regional students, some of which had no prior exposure to a genetics laboratory. Overall, we maintain that portable sequencing technology is democratizing scientific research and conservation efforts, and is a major step forward for science educators and conservationists.

scientific communication and education↗

bioRxiv2021

Knowledge, Attitude and Practices towards COVID-19 Guidelines among Students in Bangladesh

This paper explores the level of knowledge, attitude and practices of COVID-19 guidelines among the students in Bangladesh. In achieving this objective, this paper uses primary data collected from 1822 students and three different Likert scales and a one-way ANOVA test are used to assess knowledge, attitudes, and practice (KAP) scores and mean differences with respect to different variables. The research reveals that the majority of students have a higher level of knowledge and a positive attitude towards the COVID-19 guidelines. In contrary, only 0.22 percent students show strong compliance towards COVID-19 guidelines while majority students (60.54 percent) have rather a poor adherence which is an alarming finding. Reopening the educational institutions in Bangladesh is, therefore, not advisable yet and reinforcing the preventive measures through campaigns and online discussion to persuade people to follow the preventive guidelines is highly recommended to contain this global disease. What We Already KnowO_LIMajority papers revealed the KAP of general people or medical related people. C_LIO_LIMajority people have moderate level of knowledge towards COVID-19. C_LIO_LINo research is found on KAP of the students in Bangladesh. C_LI What This Article AddsO_LIThe KAP of COVID-19 guidelines among the students in Bangladesh. C_LIO_LIMajority students have the higher level of knowledge towards COVID-19 guideline among students. C_LIO_LIOnly 0.22 percent students show strong compliance towards COVID-19 guidelines which recommends not reopening educational institutions now. C_LI

scientific communication and education↗

bioRxiv2025

Listening to children's and educators' experiences in long-term place-based conservation education sessions on southern Indian rocky outcrops

Interactions with nature can influence peoples perceptions of nature and its conservation. Connected to this, there is an increasing research interest in improving childhood nature experiences and environmental awareness through direct outdoor educational activities. While this research largely remains geographically biassed to the nature of temperate regions, global and national policies are pushing towards place-based outdoor environmental education in other geographies where research and theory-practice gap persists. The existing environmental outdoor education literature identifies the on-ground challenges, mostly from educators perspectives and focusing on academic achievements of participants. A better understanding of culturally specific, locally appropriate, and diverse pedagogies, drawing on both childrens and educators voices and relational values is required to fill this gap. We studied [~]20 years old, unique place-based conservation education sessions on the rock outcrops in Kannur (Kerala, India), facilitated by schools and non-governmental organizations. These sessions introduce children to the experience, ecology and conservation issues of rocky outcrops, an easily accessible local socio-ecological system. Considering this as a case-study, using mixed-methods, we aimed to assess (i) if and how these outdoor sessions improve socio-scientific understanding, and positive attitudes towards these habitats and their conservation in children, and to (ii) identify the sessions strengths, challenges, and relational values reflected in them through long-term experiences of its participants and educators. Our within-participant pre- and post-outdoor session surveys showed quantitative evidence for short-term increase in overall knowledge, but not any notable changes in measured attitudes or interests. But, the qualitative analysis of in-depth interviews with children and educators revealed major strengths of the sessions around the Natureculture elements, and relational values; while the challenges were mostly around educators understanding of children, pedagogical design, and logistics. Drawing on the long-term experiences of educators and children in the backdrop of existing global literature on outdoor education, we provide new insights on how using the power of emotions and experiences, positive and solution-oriented outlooks, unique socio-ecological elements, and relational values can be beneficial in designing conservation education sessions in often overlooked geographic and cultural contexts.

scientific communication and education↗

bioRxiv2026

SIGHT: an immersive Virtual Reality platform for reinforced learning of optics and functional neuroanatomy of vision

Virtual reality (VR) offers immersive and interactive learning environments that can improve student engagement and 3D visualization. However, its application in medical education is mostly limited to clinical settings and its potential for better understanding complex concepts, or empathy with the patients, remains underexplored. Here, we describe SIGHT (Simulated Immersive Guidance for Human Training), an immersive VR application, designed to teach core concepts in the physics and functional neuroanatomy, or neurophysiology of human vision. Its two integrated learning modules allow first-person experience of normal and pathological conditions: the optics module enables users to manipulate lenses, experience refractive errors such as myopia, presbyopia, and astigmatism and correct them through appropriate lens selection; the neurophysiology module allows learners to navigate the visual pathways from the retina to the visual cortex and to simulate lesions, experiencing the corresponding visual field deficits. User authentication and interactive evaluation steps provide analytical feedback of the experience and learning process. A pilot group of medical students reported high usability, engagement and deeper understanding of the vision-related concepts, showing how the approach of SIGHT can support experiential learning in medical education.

scientific communication and education↗

bioRxiv2024

Career Navigator: An online platform to streamline professional development and career education for graduate bioscientists

Graduate professional development is a highly dynamic enterprise that prepares graduate students for personal and career success in a variety of fields, including the biosciences. National policies, funding awards, and institutional programs have generated myriad tools and services for graduate bioscience students, including new learning resources, events, connections to prospective employers, and opportunities to strengthen academic and professional portfolios. These interventions are welcome and have done much to enhance graduate bioscience training, but they may also be overwhelming for trainees. To streamline professional development and career education information for the bioscience graduate students at our institution, we tested a model where we built a centralized web portal of career development resources. Here we present our strategy and best practices for website design. We show data that students preferred a centralized online portal over other forms of resource communication; that programming, paired communication and environmental factors (e.g. remote learning and work as in the COVID-19 pandemic) combined to increase sustained engagement with the site; and that harnessing website analytics is an effective way to measure site utilization and generate insights on programming and resource development. This data, in turn, fits into broader priorities to evaluate interventions in graduate bioscience education.

scientific communication and education↗

bioRxiv2018

Redesign of an Undergraduate General Microbiology Lab to Include Authentic Discovery-Driven Research on Cucumber Fermentations

Many undergraduate introductory microbiology laboratory courses teach basic principles of bacteriology using classical protocol-based experiments, with limited critical thinking and inquiry-based learning practices. We initiated a comprehensive redesign in our General Microbiology Laboratory course to promote scientific critical and creative thinking, while strengthening core microbiology concepts and skills. As part of the redesign, a series of authentic discovery-driven labs, based on cucumber fermentations, were developed as an independent research module within the course curriculum. Integrating discovery-driven labs allowed students to be engaged problem solvers, applying the scientific process to develop hypotheses, design experiments, utilize quantitative reasoning, and effectively communicate results. The inquiry-guided research project was developed to evaluate the minimum concentration of salt (NaCl) required in fermentation brine to safely, and effectively, ferment cucumbers. Over 5 weeks, students assess different aspects of the fermentation process, including quantifying bacterial populations with differential and selective media, measuring pH and glucose concentration of brine solutions, and characterizing the microbial metabolic potential. Additionally, students isolate an unknown bacterium from their fermentations, identifying and characterizing the isolate using 16S rRNA gene sequencing and metabolic tests. Throughout the research project, students collect, graph, and analyze their observations, culminating in students creating and presenting a scientific research poster. With this lab redesign, students generate new knowledge contributing to our understanding of microbial ecology within food fermentations, learn core microbiology skills and techniques, and develop critical and creative thinking skills. The impact of their research is valuable to science educators, researchers, and industry partners.

scientific communication and education↗

bioRxiv2022

A QuantCrit investigation of society's educational debts due to racism, sexism, and classism in biology student learning

We investigated the intersectional relationships between racism, sexism, and classism in inequities in student conceptual knowledge in introductory biology courses using a quantitative critical framework. Using Bayesian hierarchical linear models, we examined students conceptual knowledge as measured by the Introductory Molecular and Cell Biology Assessment. The data came from the LASSO database and included 6,547 students from 87 introductory courses at 11 institutions. The model indicated that students with marginalized identities by race, gender, and class tended to start with lower scores than continuing-generation, White men. We conceptualized these differences as educational debts society owed these students due to racism, sexism, and classism. Instruction added to these educational debts for most marginalized groups, with the largest increases for students with multiple marginalized identities. After instruction, society owed Black and Hispanic, first-generation women an educational debt equal to 60-80% of the average learning in the courses. These courses almost all (85/87) used collaborative learning and half (45/87) supported instruction with learning assistants. While research shows collaborative learning better serves students than lecture-based instruction, these results indicate it does not repay educational debts due to racism, sexism, and classism.

scientific communication and education↗

bioRxiv2023

Epistemic oppression of Black women in medical education publishing: A bibliometric study using intersectionality methodology

BackgroundBlack women in academic medicine experience racial and gender discrimination, all while being tasked with improving a flawed system. Representation of Black women in medicine remains low, yet they bear the burden of fostering diversity and mentoring trainees, exacerbating their minority tax and emotional labor, and negatively impacting career progression. ObjectiveTo complement qualitative accounts of Black women authors in the medical education literature with a quantitative account of their representation. DesignAn intersectional methodology employing bibliometric analysis and testimonio reflection. SubjectsUS-based authors of journal articles published in medical education journals between 2000 and 2020. Main measuresAuthor race was determined using a probability-based algorithm incorporating US Census data, and author gender was ascribed using Social Security Administration records. We conducted two negative binomial generalized linear models by first and last author publications. Metadata for each article was retrieved from Web of Science and PubMed to include author names, country of institutional affiliation, and Medical Subject Headings (MeSH). Results were contextualized via the "testimonio" account of a Black woman author. Key ResultsOf 21,945 unique authors, Black women (and other racially minoritized groups) published far fewer first and last authors papers than white women and men. In addition, major MeSH terms used by Black women authors reveal little overlap of highly ranked medical education topics. The testimonio further narrated struggles with belonging and racial identity. ConclusionBlack women are underrepresented in medical education publishing and feel a lack of belonging. We believe that dismantling oppressive structures in the publishing ecosystem and the field is imperative for achieving equity. Additionally, further experiential accounts are needed to contextualize this quantitative account and understand oppression in medical education publishing.

scientific communication and education↗

bioRxiv2024

SIMHYB 2: a software tool to explore and illustrate evolutionary forces in Population Genetics teaching and research. Application to Conservation Genetics

Practical approaches have become a standard in many scientific disciplines, including population genetics. By analyzing properly selected datasets, the students can calculate parameters and draw conclusions about genetic diversity, differentiation and evolution of populations with higher efficiency than if based exclusively on theoretical lessons. However, preparing the appropriate datasets is a hard task and a wrong selection can spoil a well-aimed practice. Here we present SO_SCPLOWIMC_SCPLOWHO_SCPLOWYBC_SCPLOW 2, a software tool specifically intended to ease the full understanding of evolutionary forces by the students and to help the teacher to prepare adequate datasets and examples for the practices. It simulates the course of a mixed population under user-defined reproductive and evolutionary conditions. Outputs can be easily adapted for downstream analysis with other popular tools as GO_SCPLOWENC_SCPLOWAO_SCPLOWLC_SCPLOWEO_SCPLOWXC_SCPLOW or SO_SCPLOWTRUCTUREC_SCPLOW. Thus, SO_SCPLOWIMC_SCPLOWHO_SCPLOWYBC_SCPLOW 2 is very suitable for project-based-learning approaches: students can produce their own datasets in different scenarios of genetic drift, migration, selective advantage, reproductive success... Additionally, SO_SCPLOWIMC_SCPLOWHO_SCPLOWYBC_SCPLOW 2 is the only simulation software available to date providing traceable pedigrees of individuals, being therefore very convenient for preparing datasets for parentage analysis, spatial genetic structure or conservation genetics study cases. Satisfactory results from its ongoing utilization in higher education and research are reported.

scientific communication and education↗

bioRxiv2018

The History, Advocacy and Efficacy of Data Management Plans

Data management plans (DMPs) have increasingly been encouraged as a key component of institutional and funding body policy. Although DMPs necessarily place administrative burden on researchers, proponents claim that DMPs have myriad benefits, including enhanced research data quality, increased rates of data sharing, and institutional planning and compliance benefits.\n\nIn this manuscript, we explore the international history of DMPs and describe institutional and funding body DMP policy. We find that economic and societal benefits from presumed increased rates of data sharing was the original driver of mandating DMPs by funding bodies. Today, 86% of UK Research Councils and 63% of US funding bodies require submission of a DMP with funding applications. Given that no major Australian funding bodies require DMP submission, it is of note that 37% of Australian universities have taken the initiative to internally mandate DMPs.\n\nInstitutions both within Australia and internationally frequently promote the professional benefits of DMP use, and endorse DMPs as best practice. We analyse one such typical DMP implementation at a major Australian institution, finding that DMPs have low levels of apparent translational value. Indeed, an extensive literature review suggests there is very limited published systematic evidence that DMP use has any tangible benefit for researchers, institutions or funding bodies.\n\nWe are therefore led to question why DMPs have become the go-to tool for research data professionals and advocates of good data practice. By delineating multiple use-cases and highlighting the need for DMPs to be fit for intended purpose, we question the view that a good DMP is necessarily that which encompasses the entire data lifecycle of a project. Finally, we summarise recent developments in the DMP landscape, and note a positive shift towards evidence-based research management through more researcher-centric, educative, and integrated DMP services.

scientific communication and education↗

bioRxiv2018

The MooSciTIC project: a booster shot of science for West African research and higher education actors

In this paper, we describe the implementation of the MooSciTIC summer schools, a capacity-building initiative targeting West African research scientists and higher education teachers. Throughout the three years of the project, we provided on-site courses and practicals on cross-disciplinary aspects such as scientific writing, communication and integrity, in the aim of improving the self-reliance of researchers and upgrading research practices throughout the sub-region. We explain how the program was designed and implemented and we show the positive outcomes it generated for our former trainees within a relatively short period, hoping to inspire similar initiatives to follow our steps.

scientific communication and education↗