bioRxiv - Scientific Communication and Education最新文献_第4页

Building Brains for Robots: A Hands-On Approach to Learning Neuroscience in the Classroom 为机器人构建大脑：在课堂上学习神经科学的动手方法

bioRxiv - Scientific Communication and Education Pub Date : 2024-05-18 DOI: 10.1101/2024.05.15.594177

Raha Kannan, Maribel Gendreau, Alex Hatch, Sydney K Free, Kithinji Muriungi, Yash A Garje, Jennifer DeBoer, Gregory J Gage, Christopher A Harris

{"title":"Building Brains for Robots: A Hands-On Approach to Learning Neuroscience in the Classroom","authors":"Raha Kannan, Maribel Gendreau, Alex Hatch, Sydney K Free, Kithinji Muriungi, Yash A Garje, Jennifer DeBoer, Gregory J Gage, Christopher A Harris","doi":"10.1101/2024.05.15.594177","DOIUrl":"https://doi.org/10.1101/2024.05.15.594177","url":null,"abstract":"As the relevance of neuroscience in education grows, effective methods for teaching this complex subject in high school classrooms remain elusive. Integrating classroom experiments with brain-based robots offers a promising solution. This paper presents a structured curriculum designed around the use of camera-equipped mobile robots which enables students to construct and explore artificial neural networks. Through this hands-on approach, students engage directly with core concepts in neuroscience, learning to model spiking neural networks, decision-making processes in the basal ganglia, and principles of learning and memory. The curriculum not only makes challenging neuroscience concepts accessible and engaging but also demonstrates significant improvements in students' understanding and self-efficacy. By detailing the curriculum's development, implementation, and educational outcomes, this study outlines a scalable model for incorporating advanced scientific topics into secondary education, paving the way for a deeper student understanding of both theoretical neuroscience and its practical applications.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"207 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"The best home for this paper": A qualitative study of how authors select where to submit manuscripts "这篇论文的最佳归宿"：关于作者如何选择投稿地点的定性研究

bioRxiv - Scientific Communication and Education Pub Date : 2024-05-17 DOI: 10.1101/2024.05.14.594165

Lauren A Maggio, Natascha Chtena, Juan Pablo Alperin, Laura L Moorhead, John M Willinsky

{"title":"\"The best home for this paper\": A qualitative study of how authors select where to submit manuscripts","authors":"Lauren A Maggio, Natascha Chtena, Juan Pablo Alperin, Laura L Moorhead, John M Willinsky","doi":"10.1101/2024.05.14.594165","DOIUrl":"https://doi.org/10.1101/2024.05.14.594165","url":null,"abstract":"Introduction: For academics selecting a target journal to submit a manuscript is a critical decision with career implications. In medical education, research conducted in 2016 found that authors were influenced by multiple factors such as a journal's prestige and its mission. However, since this research was conducted the publishing landscape has shifted to include a broader variety of journals, an increased threat of predatory journals, and new publishing models. This study updates and expands upon how medical education authors decide which journal to submit to with the aim of describing the motivational factors and journal characteristics that guide authors' decision making. Methods: The authors conducted five qualitative focus groups in which twenty-two medical education authors and editors participated. During the focus groups participants were engaged in a discussion about how they select a journal to submit their manuscripts. Audio from all focus groups was transcribed. Transcripts were analyzed using codebook thematic analysis. Results: Participants considered multiple factors when selecting a target journal. Factors included a journal's impact, the scope of a journal, journal quality, and technical factors (e.g., word limits). Participants also described how social factors influenced their process and that open access plays a role that could both encourage or deter submission. Discussion: The findings describe the motivational factors and influential signals that guide authors in their journal selection decision making. These findings confirm, extend, and update journal selection factors reported in medical education and other disciplines. Notably, these findings emphasize the role of social factors, relationships and personal experiences, which were absent from previous work. Additionally, we observed increased consideration of OA and a shift away from an emphasis on journal prestige.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feminization of the precarious at the UNAM: examining obstacles to gender equality 联合国阿姆斯特丹行动中不稳定人群的女性化：审查性别平等的障碍

bioRxiv - Scientific Communication and Education Pub Date : 2024-05-17 DOI: 10.1101/2024.05.13.593992

lu ciccia, Geraldine Espinosa Lugo, Graciela Garcia Guzman, Jaime Gasca-Pineda, Patricia Velez, Laura Espinosa Asuar

{"title":"Feminization of the precarious at the UNAM: examining obstacles to gender equality","authors":"lu ciccia, Geraldine Espinosa Lugo, Graciela Garcia Guzman, Jaime Gasca-Pineda, Patricia Velez, Laura Espinosa Asuar","doi":"10.1101/2024.05.13.593992","DOIUrl":"https://doi.org/10.1101/2024.05.13.593992","url":null,"abstract":"In this article we seek a better understanding of the specificities of the gender gap, regarding the reality of women in the different disciplines contained in STEM within Latin America. Specifically, we analyze and compare the situation of women in the Institutes of Mathematics, Ecology and Biology, belonging to the National Autonomous University of Mexico (UNAM). In this novel study, we contribute to deepen in how the phenomena of horizontal and vertical segregation are combined with symbolic and structural obstacles, as well as economic-labor precariousness, within the framework of gender norms. We also analyze the points in common regarding the situation in the Global North. We consider that these facts are fundamental to understand how gender stereotypes are perpetuated in the production of knowledge, and what are the values implied in gender norms that explain the exclusion, and self-exclusion, of women in certain disciplines and statuses. Related to this, we inquired into the relationship between these values and the cultural capital represented in each of the disciplines mentioned and found that the knowledge areas that currently represent the highest cultural capital pose symbolic obstacles for women. Conversely, those areas that less strongly embody values associated with masculinity, and therefore have less cultural capital, present mainly structural obstacles for women.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Two separated worlds - on the international influence of life science and biomedical research 两个分离的世界--生命科学和生物医学研究的国际影响

bioRxiv - Scientific Communication and Education Pub Date : 2024-05-14 DOI: 10.1101/2024.05.10.592442

Zuguang Gu

引用次数: 0

PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce PROPEL：促进生物医学人才队伍多样性的可扩展学士后培训模式

bioRxiv - Scientific Communication and Education Pub Date : 2024-05-04 DOI: 10.1101/2024.05.01.592104

Jessica Allen, Ekland Abdiwahab, Meghan D Morris, Claude Jourdan Le Saux, Paola Betancur, K Mark Ansel, Ryan D Hernandez, Todd G Nystul

{"title":"PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce","authors":"Jessica Allen, Ekland Abdiwahab, Meghan D Morris, Claude Jourdan Le Saux, Paola Betancur, K Mark Ansel, Ryan D Hernandez, Todd G Nystul","doi":"10.1101/2024.05.01.592104","DOIUrl":"https://doi.org/10.1101/2024.05.01.592104","url":null,"abstract":"Promoting diversity in the scientific workforce is crucial for harnessing the potential of available talent and ensuring equitable access to Science, Technology, Engineering, Mathematics, and Medicine (STEM-M) careers. We have developed an innovative program called Post-baccalaureate Research Opportunity to Promote Equity in Learning (PROPEL) that provides scientific and career development training for postbaccalaureate scholars from historically excluded backgrounds in STEM-M fields with an interest in pursuing a PhD or MD/PhD degree. Our program is distinct from other postbaccalaureate programs in that scholars are hired by individual labs rather than funded centrally by the program. This funding mechanism removes the idea that central funding is necessary to encourage faculty to train diverse scholars and allows the program to scale dynamically according to the needs of the scientific community. The PROPEL program started in 2020 with six scholars and has since grown to an enrollment of over 100, making it the largest postbaccalaureate program for biomedical research in the country. Here, we describe the program structure and curriculum, our strategy for recruitment, the enrollment trends; the program demographics; metrics of scholar engagement; and outcomes for scholars who completed the program in 2023. Our experience demonstrates the strong demand from both scholars and faculty for programming of this type and describes the feasibility of implementation.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Finding the right words to evaluate research: An empirical appraisal of eLife's assessment vocabulary 找到评价研究的正确词汇：eLife 评估词汇的实证评估

bioRxiv - Scientific Communication and Education Pub Date : 2024-04-30 DOI: 10.1101/2024.04.30.591844

Tom E. Hardwicke, Sarah R Schiavone, Beth Clarke, Simine Vazire

{"title":"Finding the right words to evaluate research: An empirical appraisal of eLife's assessment vocabulary","authors":"Tom E. Hardwicke, Sarah R Schiavone, Beth Clarke, Simine Vazire","doi":"10.1101/2024.04.30.591844","DOIUrl":"https://doi.org/10.1101/2024.04.30.591844","url":null,"abstract":"Research articles published by the journal eLife are accompanied by short evaluation statements that use phrases from a prescribed vocabulary to evaluate research on two dimensions: importance and strength of support. Intuitively, the prescribed phrases appear to be highly synonymous (e.g., important/valuable, compelling/convincing) and the vocabulary's ordinal structure may not be obvious to readers. We conducted an online repeated-measures experiment to gauge whether the phrases were interpreted as intended. We also tested an alternative vocabulary with (in our view) a less ambiguous structure. 301 participants with a doctoral or graduate degree used a 0-100% scale to rate the importance and strength of support of hypothetical studies described using phrases from both vocabularies. For the eLife vocabulary, most participants' implied ranking did not match the intended ranking on both the importance (n = 59, 20% matched, 95% confidence interval [15% to 24%]) and strength of support dimensions (n = 45, 15% matched [11% to 20%]). By contrast, for the alternative vocabulary, most participants' implied ranking did match the intended ranking on both the importance (n = 188, 62% matched [57% to 68%]) and strength of support dimensions (n = 201, 67% matched [62% to 72%]). eLife's vocabulary tended to produce less consistent betweenperson interpretations, though the alternative vocabulary still elicited some overlapping interpretations away from the middle of the scale. We speculate that explicit presentation of a vocabulary's intended ordinal structure could improve interpretation. Overall, these findings suggest that more structured and less ambiguous language can improve communication of research evaluations.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"2020 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enabling preprint discovery, evaluation, and analysis with Europe PMC 利用欧洲预印本中心（Europe PMC）实现预印本的发现、评估和分析

bioRxiv - Scientific Communication and Education Pub Date : 2024-04-19 DOI: 10.1101/2024.04.19.590240

Maria Levchenko, Michael Parkin, Johanna McEntyre, Melissa Harrison

{"title":"Enabling preprint discovery, evaluation, and analysis with Europe PMC","authors":"Maria Levchenko, Michael Parkin, Johanna McEntyre, Melissa Harrison","doi":"10.1101/2024.04.19.590240","DOIUrl":"https://doi.org/10.1101/2024.04.19.590240","url":null,"abstract":"Preprints provide an indispensable tool for rapid and open communication of early research findings. Preprints can also be revised and improved based on scientific commentary uncoupled from journal-organised peer review. The uptake of preprints in the life sciences has increased significantly in recent years, especially during the COVID-19 pandemic, when immediate access to research findings became crucial to address the global health emergency. With ongoing expansion of new preprint servers, improving discoverability of preprints is a necessary step to facilitate wider sharing of the science reported in preprints. To address the challenges of preprint visibility and reuse, Europe PMC, an open database of life science literature, began indexing preprint abstracts and metadata from several platforms in July 2018. Since then, Europe PMC has continued to increase coverage through addition of new servers, and expanded its preprint initiative to include the full text of preprints related to COVID-19 in July 2020 and then the full text of preprints supported by the Europe PMC funder consortium in April 2022. The preprint collection can be searched via the website and programmatically, with abstracts and the open access full text of COVID-19 and Europe PMC funder preprint subsets available for bulk download in a standard machine-readable JATS XML format. This enables automated information extraction for large-scale analyses of the preprint corpus, accelerating scientific research of the preprint literature itself. This publication describes steps taken to build trust, improve discoverability, and support reuse of life science preprints in Europe PMC. Here we discuss the benefits of indexing preprints alongside peer-reviewed publications, and challenges associated with this process","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bacttle: a microbiology educational board game for lay public and schools Bacttle：面向普通公众和学校的微生物教育棋盘游戏

bioRxiv - Scientific Communication and Education Pub Date : 2024-04-06 DOI: 10.1101/2024.04.04.588042

Tania Miguel Trabajo, Eavan Dorcey, Jan Roelof van der Meer

{"title":"Bacttle: a microbiology educational board game for lay public and schools","authors":"Tania Miguel Trabajo, Eavan Dorcey, Jan Roelof van der Meer","doi":"10.1101/2024.04.04.588042","DOIUrl":"https://doi.org/10.1101/2024.04.04.588042","url":null,"abstract":"Inspired by the positive impact of serious games on science understanding and motivated by personal interests in scientific outreach, we developed Bacttle, an easy-to-play microbiology board game with adaptive difficulty, targeting any player from 7 years old onward. Bacttle addresses both the lay public and teachers for use in classrooms as a way of introducing microbiology concepts. The layout of the game and its mechanism are the result of multiple rounds of trial, feedback and re-design. The final version consists of a deck of cards, a 3D-printed board and tokens (with a paper-based alternative), with all digital content open source. Players in Bacttle take on the character of a bacterial species. The aim for each species is to proliferate under the environmental conditions of the board and the interactions with the board and with other players, which vary as the play evolves. Players start with a given number of lives that will increase or decrease based on the traits they play for different environmental scenarios. Such bacterial traits come in the form of cards that can be deployed strategically. In order to assess the impact of the game on microbiological knowledge, we scored differences in the understanding of general concepts before and after playing the game. We assessed a total of 169 visitors at two different university open day science fairs. Players were asked to fill a brief survey before and after the game with questions targeting conceptual advances. Results show that Bacttle increases general microbiology knowledge on players as young as 5 years old, and with the highest impact on those who have no a priori microbiology comprehension.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140562543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leading researchers in the leadership of leading research universities: meta-research analysis 顶尖研究型大学领导层中的顶尖研究人员：元研究分析

bioRxiv - Scientific Communication and Education Pub Date : 2024-04-03 DOI: 10.1101/2024.04.02.587840

John P.A. Ioannidis

{"title":"Leading researchers in the leadership of leading research universities: meta-research analysis","authors":"John P.A. Ioannidis","doi":"10.1101/2024.04.02.587840","DOIUrl":"https://doi.org/10.1101/2024.04.02.587840","url":null,"abstract":"It is unknown to what extent leading researchers are currently involved in the leadership of leading research universities as presidents or as executive board members. The academic administrative leader (president or equivalent role) of each of the 146 Carnegie tier 1 USA universities and of any of the top-100 universities per Times Higher Education (THE) 2024 ranking and the members of the executive governing bodies (Board of Trustees, Council, Corporation or similar) for the each of the top-20 universities per THE 2024 ranking were examined for high citation impact in their scientific subfield. Highly-cited was defined as the top-2% of a composite citation indicator (that considers citations, h-index, co-authorship adjusted hm-index and citations to papers as single, first, last authors) in their main scientific subfield based on career-long impact until end-2022 among all scholars focusing in the same subfield and having published ≥5 full papers. Very highly-cited was similarly defined as the top-0.2%. Science was divided into 174 fields per Science-Metrix classification. 38/146 (26%) tier 1 USA university leaders as of end-2023 were highly-cited and 5/146 (3%) were very highly-cited. The respective figures for the top-100 THE 2024 universities globally were 43/100 and 12/100. For the 13 US universities among the top-20 of THE 2024, the probability of their leader being highly-cited was lower (6/13, 46%) than the probability of a randomly chosen active full tenured professor from their faculty being highly-cited (52-77%). Across 444 board members of 14 top-10 THE 2024 universities with data, only 65 (15%) were academics, and 19 (4%) were highly-cited; academics were rare in USA university boards. Board members had predominantly careers in for-profit companies. In conclusion, leading research universities have a dearth of leaders who are high-impact researchers.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140562446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering STEM Students: A University-wide Mentorship Program Fostering Retention and Belonging 增强 STEM 学生的能力：全校范围的导师计划：培养学生的留校率和归属感

bioRxiv - Scientific Communication and Education Pub Date : 2024-04-02 DOI: 10.1101/2024.04.02.587784

Sumedha Ravishankar, Tara C.J. Spencer-Drakes, Ivy H. Fernandes, Megan I. Hayes, Shelby Coopwood, Ilya Spencer, Sonya E. Neal

{"title":"Empowering STEM Students: A University-wide Mentorship Program Fostering Retention and Belonging","authors":"Sumedha Ravishankar, Tara C.J. Spencer-Drakes, Ivy H. Fernandes, Megan I. Hayes, Shelby Coopwood, Ilya Spencer, Sonya E. Neal","doi":"10.1101/2024.04.02.587784","DOIUrl":"https://doi.org/10.1101/2024.04.02.587784","url":null,"abstract":"In the face of a challenging climate that is resistant to Diversity, Equity, and Inclusion (DEI) efforts, there is a critical need for a support structure for retaining students, particularly those from historically excluded groups (HEGs), in STEM. The Biology Undergraduate and Master’s Mentorship Program (BUMMP) embodies this commitment to fostering scientific identity, efficacy, and sense of belonging for 1<sup>st</sup> generation and historically underserved undergraduate and master’s students at UC San Diego. The mission of BUMMP is to cultivate a sense of belonging, instill confidence, and nurture a strong scientific identity amongst all of its participants. At its core, the three pillars of BUMMP are: 1) mentorship, 2) professional development, and 3) research. Quality mentorship is provided where students receive personal guidance from faculty, graduate students, postdocs, and industry leaders in navigating their career pathways. Complementing mentorship, BUMMP provides paid research opportunities and prioritizes professional development by offering workshops designed to enhance students’ professional skills. These three pillars form the backbone of BUMMP, empowering students from all backgrounds and ensuring their retention and persistence in STEM. So far, we’ve served over 1,350 mentees, collaborated with 809 mentors, and had over 180 mentees actively engaged in BUMMP-sponsored research activities. Overall, BUMMP’s expansive efforts have made a tremendous impact at UC San Diego and will continue to foster a community of future leaders who will be prepared to make meaningful contributions to the scientific community and beyond.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140562546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0