Scientific Communication

Based on decades of SciComm research, we have developed the following training opportunities:
• Funded training programs for postdoctoral and predoctoral trainees
• Trainee forums to learn best practices in SciComm and the job search
• Mentor workshops to get practice in evidence-based approaches to SciComm mentoring
• Individual consultations for mentors and/or trainees
• Online resources and tips to help trainees and mentors

Summary of results: Trainees who engage in SciComm (including writing, conversational speaking, and rehearsed presenting) and who have positive expectations about doing so will be more likely to stay in an academic research career.  Furthermore, by empowering mentors to be responsive to trainees in their SciComm skills, trainees will be more likely to persist in research careers and be more productive scientists.  

Theoretical framework: These findings are based on  a structural equation model of intent to pursue a biomedical research career. This model is adapted from the framework of Social Cognitive Career.

These factors influence a trainee’s intent to remain in a biomedical research career:

1. External support includes mentoring style and practices
2. Self-efficacy is the sense of competence at SciComm tasks
3. Outcome expectations include the sense that SciComm is worthwhile
4. SciComm productivity includes past/emerging performance in SciComm
5. SciComm task interest comprises enjoyment of writing, presenting, conversing

Phase I

Unmatched data of predoctoral and postdoctoral trainees and mentors at MD Anderson and the Texas Medical Center area

Focus groups with mentors (N = 50) and trainees (N = 43)

Cross-sectional survey of mentors (N = 174) and unrelated trainees (N = 510)

Phase II

Matched mentor-trainee dyads, longitudinal data (4 time points over 18 months) National survey (33 states, N = 153)

Intervention Phase

In an effort to strengthen research career intention and help our diverse trainees, we now provide training for mentors. We guide mentors on how to develop their own best practices for SciComm mentoring by providing a highly interactive workshop and follow-up resources. As part of the project, we will be assessing the effectiveness of the workshop over the next 5 years.

Mentors

1. Sign up for SciComm training (link coming soon)

1. Learning resources for mentors

2. SciComm facilitator training

2. Give trainees feedback on their science communication

1. Give responsive, constructive feedback on a continual basis (not just when there are deadlines)

2. Guide mentees in asking questions during meetings

3. Make sure mentees understand feedback and clarify concerns

4. Establish high expectations for practicing oral presentations

Trainees

1. Work on SciComm goals

2. Practice SciComm (in front of non-expert and lay audiences)

3. Ask for targeted feedback from mentor and colleagues on SciComm tasks