Assessment of Scientific Communication Self-efficacy, Interest, and Outcome Expectations for Career Development in Academic Medicine

Abstract

Competency in forms of scientific communication, both written and spoken, is essential for success in academic science. This study examined the psychometric properties of three new measures, based on social cognitive career theory, that are relevant to assessment of skill and perseverance in scientific communication. Pre- and postdoctoral trainees in biomedical science (N = 411) completed online questionnaires assessing self-efficacy in scientific communication, career outcome expectations, and interest in performing tasks in scientific writing, oral presentation, and impromptu scientific discourse. Structural equation modeling was used to evaluate factor structures and model relations. Confirmatory factor analysis supported a 22-item, 3-factor measure of self-efficacy, an 11-item, 2-factor measure of outcome expectations, and a 12-item, 3-factor measure of interest in scientific communication activities. Construct validity was further demonstrated by theory-consistent inter-factor relations and relations with typical communications performance behaviors (e.g., writing manuscripts, abstracts, presenting at national meetings).

The role of scientific communication in predicting science identity and research career intention

“…), and science identity. An earlier cross-sectional study found that at the PhD and postdoctoral level engagement in SC and social cognitive variables were predictive of intention to pursue an academic research career [13]. The longitudinal study reported here builds on this work by testing temporal relations between these variables, with the addition of science identity.…”

“…SC productivity. At Time 1, trainees were asked to write in the number of SC tasks they had completed in their career to date [13,39]. These included two types of writing tasks (e.g., "Prepared by myself a full first draft of a first-author manuscript [does not have to have been submitted]") and two presentation-task items (e.g., "Given an oral presentation at a national scientific meeting" and "How many times have you presented a poster at a scientific meeting?").…”

“…SC self-efficacy. A 22-item scale measured trainees' confidence in their ability to complete specific SC tasks including scientific writing (10 items), presenting (4 items), and informal speaking (8 items; [13]). Ratings were obtained at four time points using a 5-point scale, ranging from 1 (very insecure) to 5 (very confident).…”

“…Scientific communication in the scholarly sense (as opposed to science communication, which concerns communication with the public) is usually thought of as finished research products such as manuscripts and conference presentations [13]. By contrast, the cornerstone of the linguistic approach taken here is the conception of SC as a broad spectrum of communication activities including formal scientific writing and presenting as well as informal speaking or incorporating everyday conversations in the research environment.…”

“…Activities such as making comments or asking questions in group discussions, conference presentations, or lectures, and participating in journal clubs or other gatherings are common examples of informal speaking in academic environments. The role of speaking as an SC construct, distinct from writing and presenting, has been psychometrically validated [13,31].…”