bioRxiv - Scientific Communication and Education最新文献

{"title":"Gender, interdisciplinary graduate training, and confidence working in teams","authors":"Lesa Tran Lu, Laura Palucki Blake, Josh R. Eyler, Rafael Verduzco, Sibani Lisa Biswal, George N. Bennett, Jonathan J. Silberg","doi":"10.1101/2024.03.30.587416","DOIUrl":"https://doi.org/10.1101/2024.03.30.587416","url":null,"abstract":"Teamwork is recognized as critical to solving complex societal challenges related to energy, health, and sustainability. With graduate education, students often gain teamwork experience through a problem-focused approach where they are brought into existing collaborations to pursue research that is focused on studying questions that have already been identified. Here, we describe an interdisciplinary educational program where graduate students were tasked with leading team formation, problem identification, and research formulation. This “team-first” training approach used a two-year curriculum to bring together students enrolled in diverse engineering and science graduate programs and provided students with a pedagogical understanding of interdisciplinarity, nurtured the development of student communication skills across disciplines, fostered student-led team formation and idea development, and empowered students to forge new connections between research groups. Assessment of three cohorts immediately following curriculum completion (n = 36) revealed significant gains in confidence in teamwork (p < 0.001) when compared to a control group of academic peers (n = 74). These gains varied across demographic groups, with women in science, technology, engineering, and mathematics presenting the strongest gains. This finding illustrates the importance of exploring how interdisciplinary team curricula in graduate school could support overcoming the gender gap in confidence.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"129 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140562988","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}

{"title":"Empowering Student Authorship in Synthetic Biology","authors":"Louis A. Roberts, Natalie G. Farny","doi":"10.1101/2024.03.30.587442","DOIUrl":"https://doi.org/10.1101/2024.03.30.587442","url":null,"abstract":"Women and racial minorities are underrepresented in the synthetic biology community. Developing a scholarly identity by engaging in a scientific community through writing and communication is an important component for STEM retention, particularly for underrepresented individuals. Several excellent pedagogical tools have been developed to teach scientific literacy and to measure competency in reading and interpreting scientific literature. However, fewer tools exist to measure learning gains with respect to writing, or that teach the more abstract processes of peer review and scientific publishing, which are essential for developing scholarly identity and publication currency. Here we describe our approach to teaching scientific writing and publishing to undergraduate students within a synthetic biology course. Using gold standard practices in project-based learning, we created a writing project in which students became experts in a specific application area of synthetic biology with relevance to an important global problem or challenge. To measure learning gains associated with our learning outcomes, we adapted and expanded the Student Attitudes, Abilities, and Beliefs (SAAB) concept inventory to include additional questions about the process of scientific writing, authorship, and peer review. Our results suggest the project-based approach was effective in achieving the learning objectives with respect to writing and peer reviewed publication, and resulted in high student satisfaction and student self-reported learning gains. We propose that these educational practices will contribute directly to the development of scientific identity of undergraduate students as synthetic biologists, and will be useful in creating a more diverse synthetic biology research enterprise.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"187 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563021","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}

{"title":"Providing Insights into Health Data Science Education through Artificial Intelligence","authors":"Narjes Rohani, Kobi Gal, Michael Gallagher, Areti Manataki","doi":"10.1101/2024.03.22.586308","DOIUrl":"https://doi.org/10.1101/2024.03.22.586308","url":null,"abstract":"Background: Health Data Science (HDS) is a novel interdisciplinary field that integrates biological, clinical, and computational sciences with the aim of analysing clinical and biological data through the utilisation of computational methods. Training healthcare specialists who are knowledgeable in both health and data sciences is highly required, important, and challenging. Therefore, it is essential to analyse students' learning experiences through artificial intelligence techniques in order to provide both teachers and learners with insights about effective learning strategies and to improve existing HDS course designs. Methods: We applied artificial intelligence methods to uncover learning tactics and strategies employed by students in an HDS massive open online course with over 3,000 students enrolled. We also used statistical tests to explore students' engagement with different resources (such as reading materials and lecture videos) and their level of engagement with various HDS topics. Results: We found that students in HDS employed four learning tactics, such as actively connecting new information to their prior knowledge, taking assessments and practising programming to evaluate their understanding, collaborating with their classmates, and repeating information to memorise. Based on the employed tactics, we also found three types of learning strategies, including low engagement (Surface learners), moderate engagement (Strategic learners), and high engagement (Deep learners), which are in line with well-known educational theories. The results indicate that successful students allocate more time to practical topics, such as projects and discussions, make connections among concepts, and employ peer learning. Conclusions: We applied artificial intelligence techniques to provide new insights into HDS education. Based on the findings, we provide pedagogical suggestions not only for course designers but also for teachers and learners that have the potential to improve the learning experience of HDS students.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140311894","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}

{"title":"Have AI-Generated Texts from LLM Infiltrated the Realm of Scientific Writing? A Large-Scale Analysis of Preprint Platforms","authors":"Huzi Cheng, Bin Sheng, Aaron Lee, Varun Chaudhary, Atanas G. Atanasov, Nan Liu, Yue Qiu, Tien Yin Wong, Yih-Chung Tham, Ying-Feng Zheng","doi":"10.1101/2024.03.25.586710","DOIUrl":"https://doi.org/10.1101/2024.03.25.586710","url":null,"abstract":"Since the release of ChatGPT in 2022, AI-generated texts have inevitably permeated various types of writing, sparking debates about the quality and quantity of content produced by such large language models (LLM). This study investigates a critical question: Have AI-generated texts from LLM infiltrated the realm of scientific writing, and if so, to what extent and in what setting? By analyzing a dataset comprised of preprint manuscripts uploaded to arXiv, bioRxiv, and medRxiv over the past two years, we confirmed and quantified the widespread influence of AI-generated texts in scientific publications using the latest LLM-text detection technique, the Binoculars LLM-detector. Further analyses with this tool reveal that: (1) the AI influence correlates with the trend of ChatGPT web searches; (2) it is widespread across many scientific domains but exhibits distinct impacts within them (highest: computer science, engineering sciences); (3) the influence varies with authors who had different language speaking backgrounds and geographic regions according to the location of their affiliations (>5%: Italy, China, average over countries), and (4) AI-generated texts are used in various content types in manuscripts (most significant: hypothesis formulation, conclusion summarization). Based on these findings, an AI-revision index is developed and calibrated, giving quantitative estimates about how AI is used in scientific writing. Suggestions about advantages and safe use of AI-augmented scientific writing are discussed based on our observations.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140302092","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}

{"title":"Automating Academic Document Analysis with ChatGPT: A Mendeley Case","authors":"Mohamed Abuella","doi":"10.1101/2024.03.18.585620","DOIUrl":"https://doi.org/10.1101/2024.03.18.585620","url":null,"abstract":"The management and organization of a large collection of academic documents is an important part of scientific research. This study explores the use of ChatGPT, a large language model from OpenAI, to extract insights from a large collection of academic documents stored in Mendeley. The study found that ChatGPT can be used to generate insightful graphs, concise summaries, and other tasks tailored to user needs. The study also demonstrated that ChatGPT can be used to analyze a large number of publications in PDF format. This suggests that ChatGPT could be a valuable tool for researchers who want to save time and effort by automating the analysis of their data.The GitHub repository for the source code and the output of this study is available at:url{https://github.com/MohamedAbuella/Analysis_Mendeley}.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199586","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}

{"title":"Presence of Ecuador in the Web of Science from open access in post-pandemic period 2019-2021: A multivariate analysis.","authors":"Patricio Alvarez-muñoz, Fernando Pacheco-Olea, Dennis Alfredo Peralta Gamboa, Angelo Aviles","doi":"10.1101/2024.03.18.585617","DOIUrl":"https://doi.org/10.1101/2024.03.18.585617","url":null,"abstract":"The study analyzed the presence of Ecuador in the post-pandemic Web of Science (WoS) from a multivariate dynamic, highlighting a significant transformation in scientific communication towards open access (OA). The methodology integrated multivariate statistical techniques, using R and specialized tools, to process 9,085 relevant articles. Between 2019 and 2021, 52% of Ecuadorian publications in WoS were open access. This movement reflects a commitment to quality research and accessibility, evidencing an increase in publications and citations under OA. The research highlights the importance of establishing robust national OA policies in Ecuador to promote scientific collaboration and an equitable distribution of knowledge. The dynamic biplot showed how universities in the post-pandemic period had stable and erratic behaviors towards open access. Of all the universities, the State University of Cuenca stands out in terms of quantity of production and migration to open access.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199687","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}

{"title":"An updated review of the marine ornamental fish trade in the European Union","authors":"Monica Virginia Biondo, Rainer Patrick Burki, Francisco Aguayo, Ricardo Calado","doi":"10.1101/2024.03.17.585413","DOIUrl":"https://doi.org/10.1101/2024.03.17.585413","url":null,"abstract":"Wild-caught fishes from coral reefs, one of the most threatened ecosystems on the planet, continue to supply the marine aquarium trade. Despite customs and veterinary checks during imports, comprehensive data on this global industry remains scarce. This study provides an updated review on one of its largest import markets, the European Union (EU): 24-million-euro annual trade value, detailed exporting and importing countries also diversity of species and families of the 26 million specimens imported between 2014 and 2021. We then show how a watchlist alert system based on the number of specimens traded, import trends, and vulnerability index according to FishBase and IUCN Red List conservation status can provide key information on which species should require a closer scrutiny. The stark decline in trade of the most traded species, Chromis viridis, may warrant monitoring through the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). While the European TRAde Control and Expert System (TRACES) electronically monitors the movement of live animals to respond quickly to biosecurity risks, one-third of marine ornamental fishes imported lack species-level information. With minor adjustments, TRACES could enhance the monitoring of wildlife trade, with marine ornamental fish being an interesting case study.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166705","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}

{"title":"Empowering future scientists: Exploring How Mentors Guide Students to Write and Publish Scientific Papers","authors":"Trisha Minocha, Tanya Bhagatwala, Gwendolyn Mirzoyan, Gary S McDowell, Sarah C Fankhauser","doi":"10.1101/2024.03.15.585231","DOIUrl":"https://doi.org/10.1101/2024.03.15.585231","url":null,"abstract":"Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities. As more students participate in research experiences and the dissemination of their work, it is important to understand how teachers and other mentors support the development of disciplinary literacies, including those that are deemed professional. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors (teachers and professional scientists) who guided pre-college students through the writing and publication of their scientific research projects. Our findings reveal that mentors have divergent views on the value of publication within science versus for student scientists. Additionally, analyzing our data from a lens of cognitive apprenticeship we find that mentors encourage independence by primarily employing the method of exploration. Our findings suggest that mentors could work to explicitly reveal their own thinking within science writing and provide more sequenced support for student scientists.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154769","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}

{"title":"Female-dominated disciplines have lower evaluated research quality and funding success rates, for men and women","authors":"Alex James, Franca Buelow, Liam Gibson, Ann Brower","doi":"10.1101/2024.03.14.585000","DOIUrl":"https://doi.org/10.1101/2024.03.14.585000","url":null,"abstract":"We use data from 30 countries and find that the more women in a discipline, the lower quality the research in that discipline is evaluated to be and the lower the funding success rate is. This affects men and women, and is robust to age, number of research outputs, and bibliometric measures where such data are available. Our work builds on others' findings that women's work is valued less, regardless of who performs that work.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154585","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}

{"title":"Deepening biomedical research training: Community-Building Wellness Workshops for Post-Baccalaureate Research Education Program (PREP) Trainees","authors":"Dezmond Cole, Andrew S Eneim, Cory J White, Chelsy R Eddings, Morgan Quinn Beckett, Vincent Clark, Jasmin Jeffery, Virangika K Wimalasena, Alexis Figueroa, Jose Javier Rosado-Franco, Rama Alhariri, Bonita H Powell, Parris Whitney Washington, Lana N Christensen, Katherine L Wilson, Jennifer M Kavran","doi":"10.1101/2024.03.10.584300","DOIUrl":"https://doi.org/10.1101/2024.03.10.584300","url":null,"abstract":"Problem: All trainees, especially those from historically minoritized backgrounds, experience stresses that may reduce their continuation in science, technology, engineering, math, and medicine (STEMM) careers. The Johns Hopkins University School of Medicine is one of 45 institutions with a National Institutes of Health funded Postbaccalaureate Research Education Program (PREP) that provides mentoring and a year of fulltime research to prepare students from historically excluded groups for graduate school. Having experienced the conflation of stresses during the COVID-19 pandemic and related shutdown, we realized our program lacked a component that explicitly helped PREP Scholars recognize and cope with non-academic stresses (financial, familial, social, mental) that might threaten their confidence and success as scientists and future in STEMM. Intervention: We developed an early-intervention program to help Scholars develop life-long skills to become successful and resilient scientists. We developed a year-long series comprised of 9 workshops focused on community, introspection, financial fitness, emotional intelligence, mental health, and soft-skills. We recruited and compensated a cohort of PhD students and postdoctoral fellows to serve as Peer Mentors, to provide a community and the safest space for Scholars to discuss personal concerns. Peer Mentors were responsible for developing and facilitating these Community-Building Wellness Workshops (CBWW). Context: CBWW were created and exectued as part of the larger PREP program. Workshops included a PowerPoint presentation by Peer Mentors that featured several case studies that prompted discussion and provided time for small-group discussions between Scholars and Peer Mentors. We also included pre- and post-work for each workshop. These touch-points helped Scholars cultivate the habit of introspection.\u0000Impact: The CBWW exceeded our goals. Both Peer Mentors and Scholars experienced strong mutual support, and Scholars developed life-long skills. Notably, several Scholars who had been experiencing financial, mental or mentor-related stress immediately brought this to the attention of program leadership, allowing early and successful intervention. At the completion of CBWW, PREP Scholars reported implementing many workshop skills into practice, were reshaping their criteria for choosing future mentors, and evaluating career decisions. Strikingly, Peer Mentors found they also benefitted from the program as well, suggesting a potential larger scope for the role of CBWW in academia.\u0000Lessons Learned: Peer Mentors were essential in creating a safe supportive environment that facilitated discussions, self-reflection, and self-care. Providing fair compensation to Peer Mentors for their professional mentoring and teaching contributions was essential and contributed meaningfully to the positive energy and impact of this program.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140128160","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}