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bioRxiv2022

Evaluating user experience with immersive technology in simulation-based education: a modified Delphi study with qualitative analysis

BackgroundImmersive technology is becoming more widespread in simulation-based medical education with applications that both supplement and replace traditional teaching methods. There is a lack of validated measures that capture user experience to inform of the technology utility. We aimed to establish a consensus of items and domains that different simulation experts would include in a measure for immersive technology use. MethodsA 3-stage modified Delphi using online software was conducted to support the conceptual framework for the proposed measure. The first round was informed by prior work on immersive technology in simulation. In the first round, participants were asked to describe what we could measure in simulation-based education and technology. Thematic analysis generated key themes that were presented to the participants in the second round. Ranking of importance in round 2 was determined by mean rank scores. The final round was an online meeting for final consensus discussion and most important domains by experts were considered. ResultsA total of 16 simulation experts participated in the study. A consensus was reached on the ideal measure in immersive technology simulation that would be a user questionnaire and domains of interest would be: what was learnt, the degree of immersion experienced, fidelity provided, debrief, psychological safety and patient safety. No consensus was reached with the barriers that this technology introduces in education. ConclusionsThere is varied opinion on what we should prioritise in measuring the experience in simulation practice. Importantly, this study identified key areas that aids our understanding on how we can measure new technology in educational settings. Synthesising these results in to a multidomain instrument requires a systematic approach to testing in future research

scientific communication and education↗

bioRxiv2024

A systematic review of professional society-backed biology education DEI research: The groups, research methods, and levels of analyses comprising the field

This integrative literature review analyzes the corpus of biology education research published in the main biology education journals of major professional societies. The goal of this analysis is to determine which approaches (including groups of focus, research methods, and settings/perspectives) from social science fields (i.e., psychology, sociology, and anthropology) are utilized in published peer-reviewed biology education research relating to diversity, equity and inclusion (DEI). Scoping how social science approaches are used in this area is important to understanding whether biology education research could benefit from complementary approaches that might advance praxis. This analysis found that research informing the biology education community draws heavily from psychological perspectives that are overwhelmingly not disaggregated (78% of articles identifying a group used a lumped together one), are by far more quantitative (58% used survey, 26% grades, 20% school data) than qualitative (17% used interview, 10% observation), and did not (72%) adopt structural approaches. The addition of missing contributions from social science is critical to advancing interventions to broaden STEM participation given that merging paradigms can offer more robust, multi-level explanations for observed phenomena. This has important implications for education, biology education, biology education research, social science, and research in related STEM fields.

scientific communication and education↗

bioRxiv2020

Historical and cross-disciplinary trends in the biological and social sciences reveal an accelerating adoption of advanced analytics

Methods for data analysis in the biomedical, life and social sciences are developing at a rapid pace. At the same time, there is increasing concern that education in quantitative methods is failing to adequately prepare students for contemporary research. These trends have led to calls for educational reform to undergraduate and graduate quantitative research method curricula. We argue that such reform should be based on data-driven insights into within- and cross-disciplinary use of research methods. Our survey of peer-reviewed literature screened [~]3.5 million openly available research articles to monitor the cross-disciplinary usage of research methods in the past decade. We applied data-driven text-mining analyses to the methods and materials section of a large subset of this corpus to identify method trends shared across disciplines, as well as those unique to each discipline. As a whole, usage of T-test, analysis of variance, and other classical regression-based methods has declined in the published literature over the past 10 years. Machine-learning approaches, such as artificial neural networks, have seen a significant increase in the total share of scientific publications. We find unique groupings of research methods associated with each biomedical, life and social science discipline, such as the use of structural equation modeling in psychology, survival models in oncology, and manifold learning in ecology. We discuss the implications of these findings for education in statistics and research methods, as well as within- and cross-disciplinary collaboration.

scientific communication and education↗

bioRxiv2022

The Voices of Medical Education Science: Describing the Published Landscape

IntroductionMedical education has been described as a dynamic and growing field, driven in part by its unique body of scholarship. The voices of authors who publish medical education literature have a powerful impact on the discourses of the community. While there have been numerous studies looking at aspects of this literature, there has been no comprehensive view of recent publications. MethodThe authors conducted a bibliometric analysis of all articles published in 24 medical education journals published between 2000-2020 to identify article characteristics, with an emphasis on author gender, geographic location, and institutional affiliation. This study replicates and greatly expands on two previous investigations by examining all articles published in these core medical education journals. ResultsThe journals published 37,263 articles with the majority of articles published in 2020 (n=3,957, 10.7%) and the least in 2000 (n=711, 1.9%) representing a 456.5% increase. The articles were authored by 139,325 authors of which 62,708 were unique. Males were more prevalent across all authorship positions (n=62,828; 55.7%) than females (n=49,975; 44.3%). Authors listed 154 country affiliations with the United States (n=42,236, 40.4%), United Kingdom (n=12,967, 12.4%), and Canada (n=10,481, 10.0%) most represented. Ninety-three countries (60.4%) were low- or middle-income countries accounting for 9,684 (9.3%) author positions. Few articles were written by multinational teams (n=3,765; 16.2%). Authors listed affiliations with 4,372 unique institutions. Across all author positions, 48,189 authors (46.1%) were affiliated with a top 200 institution, as ranked by the Times Higher Education ranking. DiscussionThere is a relative imbalance of author voices in medical education. If the field values a diversity of perspectives, there is considerable opportunity for improvement.

scientific communication and education↗

bioRxiv2022

Knowledge And Attitude Towards Palliative Care Among Clinical Undergraduate Students Of Physiotherapy In Nigerian Universities: A Cross-Sectional Study

IntroductionPalliative care demands a special skill from health care providers which begins with the right attitude and adequate knowledge during training. Little is known about knowledge and attitude of physiotherapy undergraduates towards palliative care. Objective of this study was to assess knowledge and attitude of clinical undergraduates of physiotherapy in Nigerian universities towards palliative care. MethodThis was a cross sectional survey involving 281 (132 females and 149 males) clinical physiotherapy undergraduates from 10 purposively selected universities across Nigeria. Palliative care knowledge was assessed with a structured questionnaire while attitude was assessed using FROMMELT attitude towards care of the dying scale. Both questionnaires were administered online via Google forms. Socio-demographic data of each respondent was also collected. Data were analyzed using descriptive and inferential statistics. Level of significance was set at p<0.05. ResultsMajority of respondents were males (53%) aged 21-25 years (87.9%) from Obafemi Awolowo University (40.3%) and had above average knowledge (62%). Almost all, (99.6%) of the respondents displayed favourable attitude. There were significant associations between knowledge and university of respondents (p=0.001), attitude and age of respondents (p=0.003), as well as attitude and geopolitical zone of origin of respondents (p=0.006). There was significant correlation between knowledge and attitude of respondents (r =0.441, p =0.001). ConclusionThere are knowledge gaps, but positive attitudes towards palliative care among clinical physiotherapy undergraduates in Nigeria. This signifies an essential and urgent need for inclusion, reform or improvement in palliative care education in the curriculum of undergraduate physiotherapy training in Nigerian universities.

scientific communication and education↗

bioRxiv2023

Tasting to preserve: An educational activity to promote children's positive attitudes towards intraspecific diversity conservation.

On the edge of causing the sixth big mass extinction event, the development of positive attitudes towards the conservation of intraspecific diversity from early ages is essential to overcome the biodiversity crisis we currently face. However, there is no information available on elementary school students attitudes toward intraspecific diversity conservation nor is there a framework available to perform such analysis. For this study we designed, implemented, and evaluated an educational activity planned for third graders (8 to 13 years old) to explore the intraspecific diversity of vegetables and to promote healthy eating habits. Additionally, a framework was developed to evaluate students attitudes towards intraspecific diversity conservation and applied to semi-structured interviews conducted with students before and after engaging in the educational activity. In this paper we present a reliable framework, developed aligned with the ABC model of attitudes, based on literature, and adapted to elementary school students responses, to evaluate students attitudes toward intraspecific diversity. Our results show that, before the educational activity, most students choose a non-biodiverse option, justifying this choice with the affective component of attitudes: mostly emotional factors but also aesthetic and social/cultural factors. After the educational activity, we observed a significant increase in the frequency of students that choose the biodiverse option and that justified it with the cognitive component of attitudes: mainly with biology and health knowledge factors, but also with economic and ethical knowledge factors. Our findings support the positive impact of educational activities that explore vegetable varieties on students attitudes toward intraspecific diversity conservation.

scientific communication and education↗

bioRxiv2025

Researchers' perspectives on preregistration in animal research

Preregistration is arguably one of the most promising and impactful Open Science practices. Defined as the a priori registration of study designs and analysis plans, preregistration has long been established as standard practice in clinical human research and is increasingly taken up in other fields of science. Despite growing evidence suggesting that preregistration can mitigate questionable research practices, and the existence of two platforms targeting animal studies, preregistration remains uncommon in animal research. In light of the reproducibility crisis and calls for more transparency and rigor also in animal research, preregistration represents a potentially promising step forward. However, implementing such policies without understanding their impact carries potential risks. It is, therefore, essential to uncover the strengths, weaknesses, opportunities, and threats of preregistration before advancing its implementation in animal research. This current study addressed this need as part of a larger feasibility project on preregistration of animal experiments in Switzerland, and aimed to: 1) assess the researchers experiences with preregistration; 2) examine their attitudes, subjective norms, perceived behavioral control, intentions, motivations, and perceived obstacles regarding preregistration; 3) explore associations between these psychosocial constructs and relevant background characteristics; 4) identify perceived facilitators and barriers to preregistration; and 5) summarize researchers suggestions for improving preregistration. A preregistered cross-sectional online survey was conducted among all registered study directors of ongoing animal experiments in Switzerland. Of the 1,385 invited study directors, 418 completed the survey (30.2% return rate; 41% female; age M = 47.1, SD = 9.52). Among them, 39.2% had never heard of preregistration, and only 10% had preregistered studies before participating in the survey. Bureaucratic burden (77.6%), time costs (71.4%), and low flexibility (65.7%) were the most common reported barriers to preregistration. On average, participants described rather unfavorable attitudes towards preregistration, negative subjective norms, relatively low perceived behavioral control, weak intention, and limited motivation to preregister, along with high perceived obstacles. Participants who had never preregistered a study, as well as those with more research experience, showed more negative scores on all assessed psychosocial constructs related to preregistration. Our findings offer guidance on promising measures to enhance acceptance of preregistration among animal researchers, including raising awareness, offering education and training, and facilitating procedures, to enhance the acceptance of preregistration among animal researchers.

scientific communication and education↗

bioRxiv2019

Regional Disparities of Antenatal Care Utilization in Indonesia

IntroductionThe main strategy for decreasing maternal morbidity and mortality with antenatal care (ANC). ANC aims to monitor and maintain the health and safety of the mother and fetus, detect all complications of pregnancy and take the necessary actions, respond to complaints, prepare for birth, and promote healthy living behavior. The study aims to analyze inter-regional disparities in [≥]4 ANC visits during pregnancy in Indonesia.\n\nMethodsData sources from 2017 Indonesian Demographic and Health Survey (IDHS). With an analysis unit of women aged 15-49 years old, a sample of 15,351 women was obtained. Besides ANC as the dependent variable, other variables analyzed were place of residence, age, husband/partner, education, parity, wealth status, and health insurance. Analysis using Binary Logistic Regression for the final test to determine disparity.\n\nResultsAll regions show a gap with the Papua region as a reference, except the Maluku region which was not significant shows differences in the use of ANC compared to the Papua. Women in the Nusa Tenggara have 4,365 chances of making [≥]4 ANC visits compared to the Papua region. Women in Java-Bali have 3,607 times more chances to make [≥]4 ANC visits than women in the Papua region. Women in Sumatra have 1,370 chances of making [≥]4 ANC visits compared to women in the Papua region. Women in Kalimantan have 2.232 times made [≥]4 ANC visits compared to women in the Papua region. Women in Sulawesi have 1,980 times more than AN4 ANC visits compared to women in the Papua region. In addition to the region category, other variables found to contribute to the predictor were age, husband/partner, education, parity, wealth and insurance.\n\nConclusionThere were disparities between regions in the ANC utilization in Indonesia.

scientific communication and education↗

bioRxiv2021

Teacher Perceptions of Using Robots to Teach Neuroscience in Secondary School

The use of robots to help teachers to engage students in STEM subjects has been increasing in recent years, and much progress has been made in K12 schools to incorporate robots in the pedagogy. Recent studies indicate that robots can play a significant role to engage students in neuroscience subjects, but little is known about teachers perceptions of using robots to teach neuroscience. In this paper, we present a study based on a survey questionnaire conducted with 84 teachers across multiple high schools in the United States to understand their perceptions about the usefulness of using robots to teach neuroscience. To situate teachers with an example of how robots can be used in neuroscience classrooms, we describe an educational tool called the SpikerBot. Our preliminary results indicate that there is an opportunity for neuroscience-oriented robots in secondary education, provided sufficient on-boarding and training videos.

scientific communication and education↗

bioRxiv2021

Asking the Wrong Questions About American Science Education: Insights from a Longitudinal Study of High School Biotechnology Lab Instruction

The discussion of American science education is often framed by the questions: Why do American precollege students do poorly on international science assessments and what we are doing wrong? Rather we need to ask: Why do so many international students come to US universities for science, what are we doing right in science, and how do we stay ahead in science education? Poor scores on international assessments belie the fact that the U.S. has the best science education system in the world. Our study of 6,200 high school teachers in 1998 and 2018 documented striking success in retooling classrooms for labbased instruction in biotechnology and provided a pre-COVID-19 snapshot of what is right with American biology education. However, it also highlights the need revitalize our precollege teaching resource with a renewed National Science Foundation commitment to in-service training.

scientific communication and education↗

bioRxiv2023

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Inhibition control is an essential executive function during childrens development, underpinning self-regulation and the acquisition of social and language abilities. This executive function is intensely engaged in music training while learning an instrument, a complex multisensory task requiring monitoring motor performance and auditory stream prioritization. This novel meta-analysis examined music-based training on inhibition control in children. Records from 1980 to 2023 yielded 22 longitudinal studies with controls (N = 1734), including 8 RCTs and 14 others. A random-effects meta-analysis showed that music training improved inhibition control (medium ES) in the RCTs and the superset of twenty-two longitudinal studies (small-to-medium ES). Music training plays a privileged role compared to other activities (sports, visual arts, drama) in improving childrens executive functioning, with a particular effect on inhibition control. We recommend music training for complementing education and as a clinical tool focusing on inhibition control remediation (e.g., in autism and ADHD).

scientific communication and education↗

bioRxiv2024

Learn!Bio - A time-limited cross-sectional study on biosciences students' pathway to resilience during and post the Covid-19 pandemic at an UK university from 2020-2023 and insights into future teaching approaches.

Higher education in biosciences is significantly informed by hands-on field trips and practical laboratory skills-training. With the first Covid-19 national lock-down in England in March 2020, on-campus education at higher education institutions was swiftly moved to alternative provisions, including online only options, a mix of synchronous or asynchronous blended, or hybrid adaptions. Students enrolled on an undergraduate bioscience programme have been faced with unprecedented changes and interruptions to their education. This study aimed to evaluate bioscience students ability to adjust to a fast-evolving learning environment and to capture students journey building up resilience and graduate attributes. Bioscience undergraduate students in years 1-3 at the biology department at a Northwest English university participated in this anonymous, cross-sectional, mixed-method study with open and closed questions evaluating their perception and feedback to remote and blended learning provisions during the Covid-19 pandemic and post pandemic learning capturing academic years 2019/20 to 2022/23. The Covid-19 pandemic and the consequent restriction of personal social interaction resulted in an significant decrease in the mental wellbeing of undergraduate bioscience students in this study, cumulating in poor or very poor self-rating of wellbeing in spring 2021; while at the same time students showed evidence of advanced adaption to the new learning and social environment by acquisition of additional technical, social and professional graduate-level skills, indicative of an, albeit unconscious, transition to resilience. Post pandemic, bioscience students worry about the increased living costs and are strongly in favour of a mixture of face-to-face and blended learning approaches. Our results show that bioscience students can experience poor mental health while developing resilience, indicating tailored support can aid students resilience performance. Students have adjusted with ease to digital teaching provisions and expect higher education institutions continue to offer both, face-to-face, and blended teaching, reducing the burden on students significantly risen living costs.

scientific communication and education↗

bioRxiv2021

A rapid prototyping approach for intensive field courses to build scientific and professional skills

This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two-week intensive residential field course that enables students to master core content in functional ecology alongside skills that facilitate their transition from student to scientist. This paper provides an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students: 1. Work closely with discipline specialists to develop a small group project that tests an hypothesis to answer a genuine scientific question in the field; 2. Learn critical skills of data management and communication; and 3. Analyse, interpret and present their results in the format of a scientific symposium. This process is repeated in an iterative cognitive apprenticeship model, supported by a series of workshops that name and explicitly instruct the students in hard and soft skills critical relevant for research and other careers. FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and ecological research skills that they develop during the course is demonstrated through high quality presentations and peer-reviewed publications in an open-access, student-led journal. We outline our course structure and evaluate its efficacy to show how this novel combination of field course elements allows students to gain maximum value from their educational journey, and to develop cognitive, affective and reflective tools to help apply their skills as scientists.

scientific communication and education↗

bioRxiv2017

Interactive Biology Cloud Lab Enables Authentic Inquiry-Based Science Learning At MOOC Scale

The Next Generation Science Standards (NGSS) and other national frameworks are calling for much more sophisticated approaches to STEM education, centered around the integration of complex experimentation (including real labs, not just simulations), data collection and analysis, modeling, and data-driven argumentation, i.e., students can behave like real scientists. How to implement such complex approaches in scalable ways is an unsolved challenge - both for presential and distance education. Here we report on the iterative design and large-scale deployment of an open online course with a \"biology cloud experimentation lab\" (using living cells) that engaged remote learners (> 300 students) in the scientific practices of experimentation, modeling and data analysis to investigate the phototaxis of a microorganism. We demonstrate (1) the robustness and scalability of the cloud lab technology (> 2, 300 experiments run), (2) the design principles and synergistic integration of multiple UI and learning activities and suitable data formats to facilitate NGSS-aligned science activities, and (3) design features that leverages the natural variability of real biology experiments to instigate authentic inquiry. This platform and course content are now suited for large-scale adaptation in formal K-16 education; and we provide recommendations for inquiry-based science learning in general.

scientific communication and education↗

bioRxiv2020

Comparison of analytical methods for rapid & reliable quantification of plant-based carbohydrates for the quintessential bioenergy educator

Biochemical conversion of plant-based insoluble carbohydrate polymers, such as starch from corn grains or cellulose-hemicellulose from corn stover, into soluble fermentable sugars (e.g., glucose and xylose) for bioenergy production has seen tremendous research activity and commercial-scale biorefineries deployment over the last three decades, particularly in regions around the world that have a dominant agricultural-based economy. Therefore, educators in schools and universities have developed various hands-on experimental activities to engage the general public and students either in outreach events or lab/classroom-based settings to instruct students on various inter-disciplinary concepts relevant to bioenergy and biochemicals production. One of the limitations of most available protocols is the lack of systematic and comprehensive comparison of educator-friendly analytical tools and protocols for quantitative analysis of water-soluble carbohydrates commonly encountered in a biorefinery backdrop during the biochemical conversion of lignocellulosic biomass to biofuels/biochemicals. Here, we systematically compare and validate findings from four leading analytical approaches for detection and quantification of lignocellulosic biomass derived soluble carbohydrates. We compare these assay methods based on the overall ease of use, detection accuracy/sensitivity, commercial availability, analytical cost per assay run, and suitability for use by instructors in biorefining specific hands-on activity protocols. Next, we provide a detailed instructional protocol that utilizes one of these validated soluble sugar assays as part of a ∼90 min hands-on bioenergy focused activity (called ‘Grass-to-Gas!’) conducted at Rutgers University with pre-university high school students. ‘Grass-to-Gas!’ activity involves students running biochemical assays that helps them understand the various facets of cellulosic biomass hydrolysis by commercial cellulase enzymes and monitoring the total glucose product released using our validated sugar assays to finally estimate the fractional conversion of cellulose-to-glucose. Lastly, we further demonstrate how such carbohydrate-based analytical methods can be used by instructors to help university students explore and understand various chemistry, biochemistry, and chemical engineering concepts relevant to other advanced operations involved in lignocellulose biorefining. These activity protocols would greatly aid educators teaching interdisciplinary science and engineering concepts to students in the backdrop of lignocellulose biorefining.Competing Interest StatementThe authors have declared no competing interest.View Full Text

scientific communication and education↗

bioRxiv2020

Is YouTube(R) promoting the exotic pet trade?Analysis of the global public perception of popular YouTube(R) videos featuring threatened exotic animals.

The exploitation of threatened exotic species via social media challenges efforts to regulate the exotic pet trade and consequently threatens species conservation. To investigate how such content is perceived by the global community, sentiment analysis techniques were employed to explore variations in attitudes expressed through text and emoji usage in public comments associated with 346 popular YouTube(R) videos starring exotic wild cats or primates in captive or domestic situations. Although a negative trend in mean text sentiment was observed in 2015 for primates, an otherwise consistent positive mean sentiment text and emoji score through time was revealed in response to both exotic wild cat and primate videos, implying the societal normalisation and acceptance of exotic pets. These findings highlight the urgency for effective YouTube(R) policy changes and content management to promote public education and conservation awareness, whilst extinguishing false legitimisation and potential demand for the exotic pet trade.

scientific communication and education↗

bioRxiv2024

Science Education for the Youth (SEFTY): A Neuroscience Outreach Program for High School Students in Southern Nevada During the COVID-19 Pandemic

Laboratory outreach programs for K-12 students in the United States from 2020-2022 were suspended or delayed due to COVID-19 restrictions. While Southern Nevada also observed similar closures for onsite programs, we and others hypothesized that in-person laboratory activities could be prioritized after increasing vaccine doses were available to the public and masking was encouraged. Here, we describe how the Laboratory of Neurogenetics and Precision Medicine at the University of Nevada Las Vegas (UNLV) collaborated with administrators from a local school district to conduct training activities for high school students during the COVID-19 pandemic. The Science Education for the Youth (SEFTY) programs curriculum was constructed to incorporate experiential learning, fostering collaboration and peer-to-peer knowledge exchange. Leveraging neuroscience tools from our UNLV laboratory, we engaged with 117 high school applicants from 2021-2022. Our recruitment efforts yielded a diverse cohort, with >41% Pacific Islander and Asian students, >9% African American students, and >12% multiracial students. We assessed the impact of the SEFTY program through pre- and post-assessment student evaluations, revealing a significant improvement of 20.3% in science proficiency (p<0.001) after participating in the program. Collectively, our laboratory curriculum offers valuable insights into the capacity of an outreach program to actively foster diversity and cultivate opportunities for academic excellence, even in the challenging context of a global pandemic. Significance StatementThe Science Education for the Youth (SEFTY) program at UNLV successfully engaged 117 diverse high school students in neuroscience-based experiential learning, demonstrating the viability of in-person education during a pandemic. Significant improvements in science proficiency (20.3% increase) underscore the programs effectiveness in fostering academic excellence and diversity. This initiative potentially serves as a model for maintaining high-quality, inclusive science education in challenging times.

scientific communication and education↗

bioRxiv2025

Human Attitudes Toward Insects and Spiders: Exploring the Paradoxes of Ecological Value and Discomfort

Insects, with over a million species, are important to ecosystems, contributing to pollination, nutrient cycling, and pest control, yet public perceptions often lean negative due to fear, disgust, or cultural influences. The study explores human attitudes toward insects via a 17-question Google Forms survey, finding consistent perceptions across demographics, except for education level, which impacts ecological awareness and tolerance. A notable exception was the belief that all insects are harmful, which varied significantly by age, and gender differences in handling dangerous insects. Principal Component Analysis identified three key dimensions--environmental awareness, demographic influences, and emotional responses-- explaining 38% of the variance. The findings highlight paradoxes in public views, such as recognizing insects ecological value while expressing discomfort with their presence. Education emerges as a critical factor in fostering positive attitudes, suggesting targeted campaigns could bridge knowledge gaps and promote coexistence with these essential creatures.

scientific communication and education↗