Master in Scientific, Medical and Environmental Communication

Semir, Vladimir de

doi:10.22323/2.08010302

Cited by 5 publications

(2 citation statements)

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“…Universities have also played a fundamental role in training in scientific communication for new generations of professionals. UPF launched the first master's degree in scientific communication in Spain in 1995, a program that has been offered continuously since then and that now has two simultaneous versions (on-site and one online) (de Semir, 2009). Another of the pioneering universities is the University of Salamanca, whose master's degree, directed by Miguel Ángel Quintanilla, was offered for the first time in 1998.…”

Section: The Role Of Universities and Research Centresmentioning

confidence: 99%

Spain: Evolution and professionalisation of science communication

Revuelta¹,

Semir²,

Llorente³

2020

Communicating Science: A Global Perspective

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We review the respective roles played by mass media, museums, universities, professional associations and administrations (national, autonomous and local). Although Spanish scientific communication has experienced growth and recession phases since the 1970s, it has never stopped professionalising. Good examples are the offer of specific university studies on science communication (mainly master's and postgraduates courses); the growth of professional associations in number of partners and in their activities; the creation of collaborative networks (such as units of scientific culture, museums and science centres, etc.); the emergence of research groups dedicated to the analysis of this field; and the consolidation of major professional events. 2. Science and SC in Spain before the 1970s The need to recount great happenings is something inherent in the human condition and even before printing had been invented, the public communication of news or events was already taking place. Epidemics, plagues, weather forecasts, environmental disasters, wars and their technological implementations, and quarrels between wise men (or among wise men, mages and monks) are examples of issues that have been present in the 'public arena' throughout history. Nevertheless, SC was transformed in Spain with the printing press and technological advances, as well as scientific revolutions and the institutionalisation of science. Scientists themselves (engineers, doctors, astronomers, naturalists etc.) for centuries acted as disseminators in Spain (López-Ocón Cabrera, 2000). The amassing of artefacts and the 'culture of the curio' (Bolaños, 2008, p. 44), common to all countries with a colonial past or that commissioned great scientific expeditions, formed the basis for some of the first science museums in Spain. Examples include the country's National Museum of Natural Sciences, founded in 1771 on the basis of the collections of Pedro Franco Dávila or, towards the turn of the century, today's Museum of Natural Sciences in Barcelona, based on the collections of Francesc Martorell. Science news in the press is as old as the press itself. SC historians have found records of science news dating back to the 17th century in France and England. Unfortunately, research into the history of SC in Spain is so scant that we have nothing on record regarding these periods, but there is every reason to think that Spain also published this kind of article in the same period. This is particularly so given the fact that the country was at its cultural zenith (the so-called 'Golden Age' of Spanish hegemony in Europe, spanning the 16th and 17th centuries), with writers such as Cervantes and painters like Velázquez.

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Section: The Role Of Universities and Research Centresmentioning

confidence: 99%

Spain: Evolution and professionalisation of science communication

Revuelta¹,

Semir²,

Llorente³

2020

Communicating Science: A Global Perspective

Self Cite

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“…3 The coordinators had varying views of the scope of science communication as a subject for study and reflection. For de Semir (2009), it concerns 'the process of public transmission and diffusion of scientific knowledge'; for Trench (2009), it encompasses 'the relations between the organisations and institutions of science and those of society (including politics, education and media)'; and for Greco (2009), 'it is a complex dynamic system that functions on many intercommunicating levels and involves not only the mind, but also the body and the spirit.' However, the engagement between disciplines of natural sciences, social sciences and humanities is a common thread of these self-reviews, as is the engagement between the theory and practice of science communication.…”

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confidence: 99%

Vital and Vulnerable: Science Communication as a University Subject

Trench

2012

Science Communication in the World

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Over nearly three decades, science communication has become established as a subject of teaching and research in universities across the world. Its standing as an academic discipline continues to be debated, but graduate degree programmes and doctoral research in the field are increasing. Partly reflecting its inherent multi-and interdisciplinary content, science communication is embedded in different institutions in different ways. These developments have been driven mainly by individual champions, but in some cases also by institutional and government policies. The diversity of science communication programmes reflects in part the various histories and institutional affiliations of the programmes. The diversity can be seen as a sign of the subject's vitality but it is also a condition of its vulnerability. Many science communication teaching programmes have given rise to consultancies, applied research, publishing and, perhaps most notably, doctoral research, but information from the promoters of science communication programmes indicates that some programmes are particularly exposed to the rationalisation affecting higher education institutions in many countries. Science communication's position between and across disciplines and departments may mean it is not always well equipped to defend itself just when its need is most apparent.

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Formación en comunicación en los estudios de grado. Análisis en las áreas de ciencias de la salud y la vida, ciencias ambientales y ciencias naturales

Revuelta¹

2018

Inmediac. comun.

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El objetivo de este trabajo es analizar la formación en comunicación que reciben los alumnos que cursan estudios de grado en las áreas de ciencias de la salud y de la vida, las ciencias ambientales y las ciencias naturales. Para ello se ha estudiado el conjunto del sistema universitario español (84 universidades) y una muestra de 10 universidades pertenecientes a seis países latinoamericanos. A partir de un análisis documental de sus sitios web, se han identificado 91 asignaturas que reúnen los criterios de inclusión: 48 en el grado de medicina, 18 en ciencias de la vida (biomedicina y biotecnología, fundamentalmente), 13 en ciencias ambientales y otras ciencias naturales y 12 en otras ciencias de la salud (psicología, enfermería, nutrición, farmacia, gerontología, neurociencias y veterinaria). Asimismo, el análisis de contenido de los programas docentes de estas asignaturas ha permitido identificar siete categorías temáticas: 1) teorías de la comunicación y de las intervenciones basadas en la comunicación; 2) la comunicación en acción: actores, relaciones interpersonales y entornos; 3) naturaleza de la ciencia y elementos específicos del campo disciplinar; 4) comunicación en medios y su impacto social; 5) aspectos éticos; 6) habilidades y técnicas de comunicación generales y 7) habilidades en situaciones especiales.

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Master in Scientific, Medical and Environmental Communication

Cited by 5 publications

References 0 publications

Spain: Evolution and professionalisation of science communication

Spain: Evolution and professionalisation of science communication

Vital and Vulnerable: Science Communication as a University Subject

Formación en comunicación en los estudios de grado. Análisis en las áreas de ciencias de la salud y la vida, ciencias ambientales y ciencias naturales

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