The Role of Scientific Communication Skills in Trainees’ Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis

Cameron, Carrie; Lee, Hwa Young; Anderson, Cheryl; Byars‐Winston, Angela; Baldwin, Constance D.; Chang, Shine

doi:10.1187/cbe.14-09-0152

Cited by 37 publications

(37 citation statements)

References 56 publications

(73 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Career outcome expectations, as well as interests, appear to be much more closely related to choice goals in the Lent model (e.g., take another math course, select engineering as a major), rather than to actual academic performance. Recent data from our group is supportive of this prediction (Cameron et al, 2014). In a structural equation choice model with intention to remain in an academic research career as the choice goal among research trainees, all three cognitive variables (scientific communication self-efficacy, career outcome expectations, and task interest) significantly predicted career intentions.…”

Section: Discussionsupporting

confidence: 64%

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

Anderson

Lee

Byars‐Winston

et al. 2015

Journal of Career Assessment

Self Cite

View full text Add to dashboard Cite

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).

show abstract

Section: Discussionsupporting

confidence: 64%

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

Anderson

Lee

Byars‐Winston

et al. 2015

Journal of Career Assessment

Self Cite

View full text Add to dashboard Cite

show abstract

“…Increasing familiarity with scientific writing conventions has been reported to improve writing confidence and self-assessed proficiency among doctoral students (29), and an intense, focused delivery of non-discipline-specific writing instruction to graduate students working on theses or dissertations has been shown to improve writing proficiency and research independence as assessed by before-and-after tests (38). Likewise, a study of 510 graduate-level biomedical students in Texas suggests that the development of skills in academic writing can improve research engagement and likelihood of program completion (39). Trainee self-assessments for our workshop indicated that it increased their familiarity with the skills and conventions of biomedical writing as well as their confidence.…”

Section: Discussionmentioning

confidence: 85%

Scientific Writing Workshop Improves Confidence in Critical Writing Skills among Trainees in the Biomedical Sciences

Wortman-Wunder

Wefes

2020

J Microbiol Biol Educ.

View full text Add to dashboard Cite

Written communication is a key research skill, yet the current model of pre-and postdoctoral training in the biomedical sciences lacks consistent formal training in this area, leading to crises of confidence when tackling research writing. A 15-hour non-credit workshop, "Secrets of Successful Scientific Writing," was developed in collaboration with an experienced instructor of scientific writing. The workshop consisted of six 2.5-hour sessions and was offered six times; a total of 126 trainees attended over these six offerings. Topics included strategies to engage the audience, principles of psychological linguistics to maximize sentence effectiveness, conventions of biomedical journal writing, technical writing and the history of scientific publishing, and two sessions on grant writing. Student confidence in and familiarity with targeted writing skills were assessed by self-evaluation questions administered immediately before and after each session. The workshop was determined to be effective at improving the confidence of participants regarding specific writing skills in the biomedical sciences, with all but two of the measures showing that the workshop had a large effect size. We conclude that a short, structured workshop can help improve the confidence and knowledge of pre-and postdoctoral writers, preparing them to better meet the writing challenges of their professional careers.

show abstract

“…Speaking fluently in formal and informal research‐related conversations represents important communication skills that academics/researchers need to acquire early in their training. Despite that importance, no formal education or training on that topic is available in the majority of institutions (Cameron et al., , ). Challenges for fluent professional verbal communication include difficulty in speaking a foreign language, limited professional and general vocabulary, grammatical errors, and anxiety.…”

Section: Benefits Of Wwom On Personal Development Perceived By Particmentioning

confidence: 99%

“…Speaking fluently in formal and informal research-related conversations represents important communication skills that academics/researchers need to acquire early in their training. Despite that importance, no formal education or training on that topic is available in the majority of institutions (Cameron et al, 2013(Cameron et al, , 2015.…”

Section: Other Benefitsmentioning

confidence: 99%

World Workshop on Oral Medicine VII: What participants perceive as important

et al. 2019

View full text Add to dashboard Cite

Our objective was to identify which aspects of World Workshop on Oral Medicine (WWOM) participation were perceived as significant for participants’ professional development. Online survey was sent to previous WWOM participants. Qualitative analysis of participants’ responses to an open‐ended question was performed. Fifty‐two WWOM participants responded. Nearly three quarters of respondents (72.3%) felt that participation in the WWOM helped their career. A high percentage of respondents (67.3%) provided answers that fell under the domains of international collaboration, followed by personal academic benefits (48%). Overall, the results indicate that WWOM participation played an important role in individual's professional development. We identified aspects of WWOM involvement that the participants perceived as important. This information will be used for the development of an objective instrument for measuring impact of WWOM on participant's professional path.

show abstract

The Role of Scientific Communication Skills in Trainees’ Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis

Cited by 37 publications

References 56 publications

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

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

Scientific Writing Workshop Improves Confidence in Critical Writing Skills among Trainees in the Biomedical Sciences

World Workshop on Oral Medicine VII: What participants perceive as important

Contact Info

Product

Resources

About