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bioRxiv2023

Development and Outcomes of an International Certificate Program in Science Policy and Advocacy for STEM PhD Students and Postdocs

Scientists must play a significant role in enacting societal change by educating and advising policymakers on relevant policy topics. To fill the identified gap in science policy and advocacy training, during the pandemic years, we piloted and offered the online Science Policy & Advocacy for STEM Scientists Certificate Program starting in 2020. Over three cohorts, the program was focused on practical skills and concepts, networking, and career development opportunities, and providing pathways for PhD students and postdoctoral researchers to learn about and in many cases fully transition into science policy and advocacy roles and careers. Program participants were exposed to many important aspects of what it means to be involved in science policy and advocacy, and many chose to enter the field through subsequent opportunities facilitated by the program training. We sought to reduce a number of barriers to program participation, and additionally provided resources for others to develop similar programs at their university. We believe this training model is innovative and can be recapitulated, and sincerely hope to see more universities create similar programs in the US and internationally in order to serve trainees interested in science policy and advocacy and facilitate their building impactful careers in the field for years to come.

scientific communication and education↗

bioRxiv2020

Determinants of Water Source Use, Quality of Water, Sanitation and Hygiene Perceptions among Urban Households in North-West Ethiopia: A Cross-Sectional Study

BackgroundClean water is an essential element for human health, wellbeing, and prosperity. Every human being has the right to access safe drinking water. But, in now day, due to rapid population growth, illiteracy, lack of sustainable development, and climate change; it still faces a global challenge for about one billion people in the developing nation. The discontinuity of drinking water supply puts in force households either to use unsafe water storage materials or to use water from unimproved sources. This study aimed to identify the determinants of water source types, use, quality of water, and sanitation perception of physical parameters among urban households in North-West Ethiopia. MethodsA community-based cross-sectional study was conducted among households from February to March 2019. An interview-based pre-tested and structured questionnaire was used to collect the data. Data collection samples were selected randomly and proportional to each kebeles households. MS Excel and R Version 3.6.2 was used to enter and analyze the data; respectively. Descriptive statistics using frequencies and percentages were used to explain the sample data concerning the predictor variable. Both bivariate and multivariate logistic regressions were used to assess the association between the independent and the response variables. ResultsFour hundred eighteen (418) households have participated. Based on the study undertaken, 78.95% of households used improved and 21.05% of households used unimproved drinking water sources. Households drinking water sources are significantly associated with age of participant (x2 = 20.392, df=3), educational status (x2 = 19.358, df=4), source of income (x2 = 21.777, df=3), monthly income (x2 = 13.322, df=3), availability of additional facilities (x2 = 98.144, df=7), cleanness status (x2 =42.979, df=4), scarcity of water (x2 = 5.1388, df=1) and family size (x2 = 9.934, df=2). The logistic regression analysis also indicated as those factors are significantly determined (p 0.05) the water source types used by households. Factors such as availability of toilet facility, household member type, and sex of head of the household are not significantly associated with the drinking water sources. ConclusionThe study showed that being an older age group of the head of the household, being government employer, merchant and self-employed, being a higher income group, the presence of all facilities in the area, lived in a clean surrounding and lower family size are the determinant factors of using drinking water from improved sources. Therefore; the local, regional, and national governments and other supporting organizations shall improve the accessibility and adequacy of drinking water from improved sources through short and long time plans for the well-being of the community in the area.

scientific communication and education↗

bioRxiv2022

I Am A Scientist: Overcoming implicit bias in STEM through explicit representations of diversity in lectures

The lack of diversity in Science, Technology, Engineering and Mathematics (STEM) is a significant issue for the sector. Many organisations and educators have identified lack of representation of historically marginalised groups within teaching materials as a potential barrier to students feeling that a STEM career is something that they can aspire to. A key barrier to addressing the issue is providing accessible and effective evidence-based approaches for educators to implement. In this study, we explore the potential for adapting presentation slides within lectures to humanise the scientists involved, presenting their full names and photographs alongside a Harvard style reference. We adopt a questionnaire based methodology, and survey 161 undergraduates and postgraduates at a UK civic university. We first establish that students project implicit biases onto a hypothetical reference, with over 50% of students assuming the scientist was male and Western. We then explore what students think of the humanised slide design, concluding that most students see it as good pedagogical practice, with some students positively changing their perceptions about diversity in science. We were unable to compare responses by ethnicity, but find evidence that female and non-binary students are more likely to see this as good pedagogical practice, perhaps reflecting white male fragility in being exposed to initiatives designed to highlight diversity. We conclude that humanised powerpoint slides are a potentially effective tool to highlight diversity of scientists within existing research-led teaching, but highlight that this is only a small intervention that needs to sit alongside more substantive work to address the lack of diversity in STEM.

scientific communication and education↗

bioRxiv2018

Examining Academic Leaders work in implementing Competency-based Medical Education (CBME) using Organizational Learning Theory

ContextCompetency-based medical education (CBME) implementation is being carried out in many medical schools worldwide. Academic Leadership is a strategy where selected Faculty act to influence peers to adopt change. The Universite de Montreal medical school, has adopted this strategy to implement CBME.\n\nPurposeThis paper aims to describe the work of Academic Leaders in the process of CBME implementation and to explore relevance of the Nonaka and Toyama organizational learning theory to map implementation progress.\n\nMethodBecause knowledge creation model focuses on the relationships between leaders and social structures, embedded case study was selected. Diverse sampling method was used to select three departments: internal medicine, surgery and psychiatry, based on the number of CBME training activities. Data collection was at two intervals, two years apart. Semi-structured interviews (individual and group) were conducted with Department Heads and Academic Leaders. Thematic analysis was conducted on the 15 interview transcriptions.\n\nResultsAs implementation begins, Leaders critically revisit accepted teaching routines and develop a common conception of CBME. This enables leaders to communicate with a wider audience and work within existing committees and working groups where they \"break down\" CBME into practical concepts. This practical understanding, disseminated through Entrustable Professional Activities, enables observable change.\n\nConclusionLeaders roles evolved from an \"expert\" that disseminates knowledge about CBME through lectures, to a responsive and pragmatic supporting role by developing and writing practical tools in collaboration with peers and program directors.

scientific communication and education↗

bioRxiv2023

Identifying key features of digital elements used during online science practicals

As in everyday life, we use more digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable on identifying and measuring their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe digital resources on which teaching online science practicals during COVID-19 forced lockdowns were built. We identified their key characteristics, as part of the Erasmus+ project My Home - My Science Lab, where science teachers in Slovakia, Czechia, Slovenia, France, and Spain shared web resources they used and would recommend and why. We recorded 89 inputs representing 50 unique web resources. Teachers preferred free web resources, mostly for knowledge revision, and newly discovered half of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The web resource most frequently mentioned and used in all countries was PhET (Interactive Simulations for Science and Math) providing free science principles simulations. Other characteristics mentioned in the literature (eg., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating.

scientific communication and education↗

bioRxiv2026

Development and assessment of tailored illustrations to enhance community understandings of genetics topics

ObjectivesEffective communication about genetics concepts is essential for collaborative anthropological genetics research. However, communication can be challenging because many ideas are abstract and may be especially unfamiliar to communities with limited access to formal education. Indeed, there are no widely adopted models for communicating such information, nor a clear understanding of the social factors that may shape participant engagement. Here, we conducted a qualitative and quantitative, community-driven study to understand how illustrations can be useful to support concept sharing with two Indigenous groups--the Orang Asli of Peninsular Malaysia and the Turkana of Kenya. MethodsWe used a two phase approach to create and evaluate how illustrations can bolster communication about genetics concepts. First, we created images illustrating answers to frequently asked questions about genetics, iteratively updating the illustrations based on participant feedback. Second, we conducted 92 interviews to evaluate the finalized illustrations effectiveness. Finally, we analyzed the interview data using thematic analyses, multivariable modeling, and multiple correspondence analyses to identify patterns in participant understanding and feedback, including age, sex, market integration, and schooling. ResultsParticipants reported high interest in genetics research (92%) and broadly positive perceptions of the illustrations. Familiar, locally-grounded imagery was preferred and associated with greater perceived clarity, while more technical illustrations were more frequently reported as confusing. Quantitative analyses showed strong internal consistency across measures of engagement and understanding, with modest variation by degree of market-integration, schooling, and sex. DiscussionOur findings demonstrate that community-specific visualizations, co-developed through iterative feedback, can effectively support engagement with genetics research in participant communities.

scientific communication and education↗

bioRxiv2023

Winning a competitive research award decreases time to degree in bioscience PhD programs, but not for everyone

Time to degree completion is an important metric of academic progress and success for doctoral students. It is also a common way for educational stakeholders to compare programs even if the content of the degree programs varies. But what types of behaviors and experiences are associated with faster times to degree? In this education article, we examine the relationship between receiving competitive research awards (e.g. grant writing) and time to degree for PhD students. We organize our analyses by student identities, specifically gender and underrepresented minority (URM) status, to examine differences in time to degree based on student demographics. Our dataset included students that graduated between academic years 2008-09 through 2018-19. We also interviewed students currently enrolled in these same programs. We find that URM women who won competitive research awards graduate faster than all other students who also won awards but also report lower levels of advisor support. We also find that URM women and all URM students tended to graduate faster compared to other groups of students who did not win awards. Students who reported feeling supported by their advisors, most of which reflected hands-on guidance through the writing process, in the interviews were more likely to apply for grants. Combined, these results highlight that writing grants and specific types of advisor support may influence faster times to degree for bioscience PhD students. This study suggests similar introspective analyses at other institutions and databases are needed.

scientific communication and education↗

bioRxiv2019

Expanded Scope of Practice Fellowships for Radiologists: a Survey of Interest Amongst Current Canadian Radiology Residents

Rationale and ObjectivesRadiology residents acquire a diverse educational experience and skill set, including a general internship year, which may enable the direct management of patients. In order for radiology residents to define new scopes of practice, however, additional fellowship training may in certain instances be warranted.\n\nMaterials and MethodsUsing the Canadian family medicine Enhanced Skills Program as a model, we conducted a Canada-wide survey of radiology residents to assess interest in additional fellowship training to expand their scope of practice.\n\nResultsOur results indicate that a majority of residents (69.2%) would like to routinely see patients in clinic and more than half (52%) are willing to undergo an additional year of fellowship to enhance their skill set. The most popular choices for such fellowships were sports medicine (22.8%), emergency medicine (19.6%) and vascular medicine (18.5%). In addition, a majority (52.9%) of residents felt capable of offering incidentaloma clinics without additional training beyond their core radiology residency.\n\nConclusionTraditional diagnostic and interventional radiology fellowships must be reconsidered to reflect the interests and capabilities of modern radiology trainees. Expansion of training options into the domain of direct patient management will likely prove popular among current residents.

scientific communication and education↗

bioRxiv2021

I, We, and They: A Linguistic and Narrative Exploration of the Authorship Process

IntroductionWhile authorship plays a powerful role in the academy, research indicates many authors engage in questionable practices like honorary authorship. This suggests that authorship may be a contested space where individuals must exercise agency--a dynamic and emergent process, embedded in context--to negotiate potentially conflicting norms among published criteria, disciplines, and informal practices. This study explores how authors narrate their own and others agency in making authorship decisions. MethodWe conducted a mixed-methods analysis of 24 first authors accounts of authorship decisions on a recent multi-author paper. Authors included 14 females and 10 males in health professions education (HPE) from U.S. and Canadian institutions (10 assistant, 6 associate, and 8 full professors). Analysis took place in three phases: (1) linguistic analysis of grammatical structures shown to be associated with agency (coding for main clause subjects and verb types); (2) narrative analysis to create a "moral" and "title" for each account; and (3) integration of (1) and (2). ResultsParticipants narrated other authors most frequently as main clause subjects (n = 191), then themselves (I; n = 151), inanimate nouns (it, the paper; n = 146), and author team (we; n = 105). Three broad types of agency were narrated: distributed (n = 15 participants), focusing on how resources and work were spread across team members; individual (n = 6), focusing on the first authors action; and collaborative (n = 3), focusing on group actions. These three types of agency contained four sub-types, e.g., supported, contested, task-based, negotiated. DiscussionThis study highlights the complex and emergent nature of agency narrated by authors when making authorship decisions. Published criteria offer us starting point--the stated rules of the authorship game; this paper offers us a next step--the enacted and narrated approach to the game.

scientific communication and education↗

bioRxiv2021

Free for all, or free-for-all? A content analysis of Australian university open access policies

Recent research demonstrates that Australia lags in providing open access to research outputs. In Australia, while the two major research funding bodies require open access of outputs from projects they fund, these bodies only fund a small proportion of research conducted. The major source of research and experimental development funding in Australian higher education is general university, or institutional, funding, and such funds are not subject to national funder open access policies. Thus, institutional policies and other institutional supports for open access are important in understanding Australias OA position. The purpose of this paper is, therefore, to understand the characteristics of Australian institutional open access policies and to explore the extent they represent a coherent and unified approach to delivering and promoting open access in Australia. Open access policies were located using a systematic web search approach and then their contents were analysed. Only half of Australian universities were found to have an open access policy. There was a wide variation in language used, expressed intent of the policy and expectations of researchers. Few policies mention monitoring or compliance and only three mention consequences for non-compliance. While it is understandable that institutions develop their own policies, when language is used which does not reflect national and international understandings, when requirements are not clear and with consequences, policies are unlikely to contribute to understanding of open access, to uptake of the policy, or to ease of transferring understanding and practices between institutions. A more unified approach to open access is recommended.

scientific communication and education↗

bioRxiv2019

The Effect of New Nurses' Clinical Competence on Career Adaptation

BackgroundNew nurses need a certain period of time to adapt to the organization due to a lack of clinical competence, and also immaturity in social skill. The purpose of this study was to evaluate the effects of new nurses clinical competence on career adaptation in order to use the results as basic information for developing education programs to improve their adaptability in clinical practice. MethodThis study employed a descriptive survey to investigate the clinical competence and the career adaptability of new nurses working in a general hospital. The study subjects were 61 new nurses with less than one year of work experience and data was collected from June, 2018 to July, 2019. Data was analyzed using frequency analysis, descriptive statistics, t-test, ANOVA, Pearsons correlation coefficients, and multiple regression analysis. ResultsOn average, the study subjects have worked for 11.33{+/-}1.51 months. In this study, the average clinical competence of new nurses was 2.21{+/-}0.61, and career adaptability was 3.00{+/-}0.39. The clinical competence of new nurses was positively correlated with career adaptability (r=.453, p<.001). Among the sub-categories of clinical competence, developing professional and legal implementation were found to affect career adaptability (t=2.24, p=.030). ConclusionThe clinical competence of the new nurses was shown to positively affect their career adaptability, and it was confirmed that developing professional and legal implementation in the subcategories of clinical competence affected the career adaptability of the new nurses. Thus, it is necessary to establish a program that provides support for new nurses to enable them to build professional identities that they can be proud of.

scientific communication and education↗

bioRxiv2021

Transparency in peer review: Exploring the content and tone of reviewers' confidential comments to editors

PurposeRecent calls to improve transparency in peer review have prompted examination of many aspects of the peer review process. Peer review systems often allow confidential comments to editors that could reduce transparency to authors, yet this option has escaped scrutiny. Our study explores 1) how reviewers use the confidential comments section and 2) alignment between comments to the editor and comments to authors with respect to content and tone. MethodsOur dataset included 358 reviews of 168 manuscripts submitted between January 1, 2019 and August 24, 2020 to a health professions education journal with a single blind review process. We first identified reviews containing comments to the editor. Then, for the reviews with comments, we used procedures consistent with conventional and directed qualitative content analysis to develop a coding scheme and code comments for content, tone, and section of the manuscript. For reviews in which the reviewer recommended "reject," we coded for alignment between reviewers comments to the editor and to authors. We report descriptive statistics. Results49% of reviews contained comments to the editor (n=176). Most of these comments summarized the reviewers impression of the article (85%), which included explicit reference to their recommended decision (44%) and suitability for the journal (10%). The majority of comments addressed argument quality (56%) or research design/methods/data (51%). The tone of comments tended to be critical (40%) or constructive (34%). For the 48 reviews recommending "reject," the majority of comments to the editor contained content that also appeared in comments to the authors (65%); additional content tended to be irrelevant to the manuscript. Tone frequently aligned (85%). ConclusionFindings indicate variability in how reviewers use the confidential comments to editor section in online peer review systems, though generally the way they use them suggests integrity and transparency to authors.

scientific communication and education↗

bioRxiv2025

Are they funny? Associations between instructors humor and student emotions in undergraduate lab courses

Instructor use of humor can positively affect students educational experiences by increasing students comfort in the classroom and making the instructor seem more approachable. Humor can also elicit emotional responses, which in turn may influence students engagement in the course and their relationship with the instructor. However, students may interpret instructor humor differently, resulting in varied effects. The present study examined how instructors use of humor relates to students emotions about their lab course. In addition, we examined whether researcher-identified humor aligned with student reports to support valid inferences about instructor humor. To accomplish this, trained researchers analyzed classroom audio recordings of instructor talk in 48 lab courses to identify instances of instructor humor. We also surveyed their undergraduate students (n = 462) about their instructors humor and pleasant and unpleasant emotions about their lab course. Our results revealed that trained researchers coding of instructor humor was poorly predictive of students emotions about their laboratory courses. In contrast, students who perceived their instructor to be humorous reported greater pleasant emotions and fewer unpleasant emotions. Our results suggest that instructor humor from students perspective may be influential in how they experience instruction. In addition, student perceptions of instructor humor may be a more useful indicator than researcher observations for studying instructor humor.

scientific communication and education↗

bioRxiv2022

The Free Association Sessions: Perspectives on a Novel Teaching Platform by Final Year Medical Students and Basic Specialist Trainees in Psychiatry.

IntroductionNotwithstanding the many advantages of outcomes-based education within Psychiatry placements in Medical School and Basic Specialist Training within the College of Psychiatry of Ireland, there is limited protected time for broad Reflective Practice that appreciates the complexity of working in the Mental Health setting. Furthermore, there are limitations to the current model of restricting Reflective Practice sessions to the Balint Group Format. MethodsA novel programme of structured Reflective Practice was offered to students in the School of Medicine in The University of Limerick and trainees in the Mid-West Deanery. Six student and fourteen trainee participants were subsequently invited to provide perspectives on the programme via Focus Groups. The study employed an inductive latent phenomenological approach for analysis of qualitative data. ResultsFive major themes emerged: These related to the teaching environment, personal identity, complexity, awareness of cognitive dissonance and the structure of the sessions. There were a number of different perceptions, relating to the participants stage of training. ConclusionsThere was evidence that the structured reflective sessions created a comfortable environment, addressed hierarchy issues and facilitated wide-ranging opportunities for reflective practice, with an observed increased appreciation for complexity in Psychiatry. There was apparent tension between controlling content and facilitating the form of group process. Nonetheless, the structure appeared more approachable for medical students and those early in training.

scientific communication and education↗

bioRxiv2026

Undergraduate Biophysical Chemistry Series: Teaching through a Combination of a Purpose-built Textbook, Research-derived Biomolecular Samples and Computer Labs

Biophysics is a rapidly advancing field with an incredible breadth of topics. Thus, undergraduate biophysics instructors have to strategize and decide what topics they will cover in their courses. Educational institutions utilize a variety of biophysics textbooks. A common deficiency of each of the existing texts is that it serves well a given set of topics (theory, illustrations, practice problems) and leaves out other areas. A typical example includes good theory and problems for thermodynamics and kinetics while presenting molecular dynamics and various spectroscopic methods in a lacking or outdated way. The authors of this manuscript teach a capstone Biophysical Chemistry three-quarter series (Western Washington University/WWU, Bellingham, WA) which ideally should resonate with the general and major-specific courses the students take within their major at WWU. To achieve this goal and to enrich the traditional lecture-based delivery, the instructors have developed and brought together key pedagogical elements: purpose-built online textbook with a uniform structure of the academic content and practice problems, a study sample (oligopeptide) of biophysical significance with a growing set of experimental and computational data and student-centric in-class activities including computer labs. Our Biophysical series emphasizes concepts and methods of computational structural biology (Molecular Dynamics) and spectroscopic approaches (IR, UV and NMR). Here we describe the details of our integrative approach, summarize key outcomes and chart ways to advance the biophysical chemistry series further. Our textbook can be found through LibreText.

scientific communication and education↗

bioRxiv2024

Leading researchers in the leadership of leading research universities: meta-research analysis

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.

scientific communication and education↗

bioRxiv2018

Factors Associated with Scientific Misconduct and Questionable Research Practices in Health Professions Education

IntroductionEngaging in scientific misconduct and questionable research practices (QRPs) is a noted problem across fields, including health professions education (HPE). To mitigate these practices, other disciplines have enacted strategies based on researcher characteristics and practice factors. Thus, to inform HPE, this article seeks to determine which researcher characteristics and practice factors, if any, might explain the frequency of irresponsible research practices.\n\nMethodIn 2017, a cross-sectional survey of HPE researchers was conducted. The survey included 66 items derived from two published QRP surveys and a publication pressure scale adapted from the literature. The study outcome was the self-reported misconduct frequency score, which is a weighted mean score for each respondent on all misconduct and QRP items. Statistical analysis included descriptive statistics, correlation analysis, and multiple linear regression analysis.\n\nResults and DiscussionIn total, 590 researchers took the survey. Results from the regression analysis indicated that researcher age had a negative association with the misconduct frequency score (b = -.01, t = -2.91, p<.05) suggesting that older researchers tended to have lower misconduct frequency scores. Publication pressure (b = .20, t = 7.82, p<.001) and number of publications (b = .001, t = 3.27, p<.01) had positive associations with the misconduct frequency score. The greater the publication pressure or the more publications a researcher reported, the higher the misconduct frequency score. Overall, the explanatory variables accounted for 21% of the variance in the misconduct frequency score, and publication pressure was the strongest predictor. These findings provide an evidence base from which HPE might tailor strategies to address scientific misconduct and QRPs.

scientific communication and education↗

bioRxiv2021

Enculturating a Community of Action (CoA): A qualitative study of health professions educators' perspectives on teaching with Wikipedia

PurposeThere is a growing desire for health professions educators to engage learners in more meaningful instruction. Many have tapped Wikipedia to offer an applied approach to engage learners, particularly as it relates to evidence-based medicine (EBM). However, little is known about the benefits and challenges of using Wikipedia as a pedagogical tool from the collective experience of educators who have sought to improve their instructional practice with it. This study aims to uncover and synthesize the perspectives of health professions education (HPE) instructors who have incorporated Wikipedia in their HPE courses. MethodsApplying a constructivist approach, the authors conducted semi-structured interviews with 17 participating HPE instructors who had substantively integrated Wikipedia into their curriculum. Participants were interviewed about their experiences of integrating Wikipedia editing into their courses. Thematic analysis was conducted on resulting transcripts. ResultsAuthors observed two broad themes among participants expressed benefits of teaching with Wikipedia: 1) provides a meaningful instructional alternative that also benefits society and develops learners information literacy and EBM skills, and 2) supports learners careers and professional identity formation. Identified challenges included: 1) high effort and time, 2) issues with sourcing references, and 3) challenging interactions with skeptics, editors, and students. DiscussionFindings build on known benefits, such as providing a real-world collaborative project that contextualizes students learning experiences. They also echo known challenges, such as the resource-intensive nature of teaching with Wikipedia. At the same time, findings extend the current literature by revealing a potential opportunity to approach crowd-sourced information tools, like Wikipedia, as a vehicle to engage and enculturate HPE students within a situated learning context. These findings present implications for HPE programs considering implementing Wikipedia and faculty development needed to help instructors harness crowd-sourced information tools pedagogical opportunities as well as anticipate their challenges.

scientific communication and education↗