Going Online in Pandemic Time: A DivulgaMicro Workshop Experience†

DivulgaMicro is a Brazilian Science Communication and Outreach project run by three young female scientists. In 2020, due to the COVID-19 pandemic, we promoted the first virtual edition of the DivulgaMicro Workshop. ABSTRACT DivulgaMicro is a Brazilian Science Communication and Outreach project run by three young female scientists. In 2020, due to the COVID-19 pandemic, we promoted the first virtual edition of the DivulgaMicro Workshop. Here, we describe adaptations implemented to deliver the virtual edition, and its assessment by the participants. We offered a 3-day workshop addressing manuscript writing and publishing, poster design and oral presentations, and strategies for effectively communicating with the lay public, on the first, second, and third days, respectively. Each daily session was divided into short lectures and active learning through interactive and cooperative activities. We applied pre- and postsession surveys daily to assess participants’ learning and an opinion questionnaire at the end of the workshop. We selected 50 of 221 applicants, but only 38 participants took the course. Correct answers were significantly higher (P < 0.01) in the post-session surveys each day. Most of the 34 participants who answered the opinion questionnaire (97%) would recommend the workshop to their colleagues. Participants stated the workshop content was transmitted clearly and straightforwardly and considered the online format suitable for knowledge acquisition. Participants were satisfied with the organization, dynamics, and interactivity. Topics addressed on the third (61.8%) and first days (23.5%) were most liked and were considered most useful in the participants’ careers. We believe that the overall success of the workshop is due to the combination of short lectures with active learning activities, the use of virtual platforms that enabled effective communication between participants and instructors, and the support of our collaborators.

[1]  L. Massarani,et al.  Brazil: History, significant breakthroughs and present challenges in science communication , 2020 .

[2]  J. Spanemberg,et al.  The impacts of the COVID‐19 pandemic on the teaching of dentistry in Brazil , 2020, Journal of dental education.

[3]  O. Au Mini-Lectures Interleaved with Exercises Found Beneficial in Online Learning , 2020, 2020 International Symposium on Educational Technology (ISET).

[4]  Dina L. Newman,et al.  An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration , 2020, Journal of microbiology & biology education.

[5]  P. Halpin,et al.  The use of Twitter and Zoom videoconferencing in healthcare professions seminar course benefits students at a commuter college. , 2019, Advances in physiology education.

[6]  L. M. Oliveira,et al.  DivulgaMicro : A Brazilian Initiative To Empower Early-Career Scientists with Science Communication Skills† , 2019, Journal of microbiology & biology education.

[7]  Jarbas Maia Linhares Diario Oficial da União , 2019 .

[8]  L. Massarani,et al.  Public engagement in science: Mapping out and understanding the practice of science communication in Latin America. , 2019, Anais da Academia Brasileira de Ciencias.

[9]  Kathryn Vela Using Slack to communicate with medical students , 2018, Journal of the Medical Library Association : JMLA.

[10]  Gary S. McDowell,et al.  Changing the Culture of Science Communication Training for Junior Scientists , 2018, Journal of microbiology & biology education.

[11]  K. Field,et al.  Learning to Write Like a Scientist: A Writing-Intensive Course for Microbiology/Health Science Students † , 2018, Journal of microbiology & biology education.

[12]  Sarah C. Fankhauser,et al.  Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students † , 2018, Journal of microbiology & biology education.

[13]  Cynthia J. Brame,et al.  Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting , 2016, Journal of microbiology & biology education.

[14]  C. Ratti,et al.  The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching† , 2016, Journal of microbiology & biology education.

[15]  L. Massarani,et al.  Science communication in Brazil: A historical review and considerations about the current situation. , 2016, Anais da Academia Brasileira de Ciencias.

[16]  J. Olden,et al.  Practical Science Communication Strategies for Graduate Students , 2014, Conservation biology : the journal of the Society for Conservation Biology.

[17]  R Core Team,et al.  R: A language and environment for statistical computing. , 2014 .

[18]  B. Trench Vital and vulnerable: science communication as a university subject , 2012 .

[19]  Lucy W. Kluckhohn Jones Experiences Vary in Learning Microbiology Online: Students viewing lectures online learn microbiology as well as students hearing lectures in traditional classrooms , 2010 .

[20]  M. Knobel,et al.  Master's Degree Program in Scientific and Cultural Communication: Preliminary reports on an innovative experience in Brazil , 2009 .

[21]  Lee Hughes,et al.  Construction and Evaluation of an Online Microbiology Course for Nonscience Majors , 2008, Journal of microbiology & biology education.

[22]  David W. Johnson,et al.  Active Learning: Cooperation in the Classroom , 2008 .

[23]  M. Weiss,et al.  Lessons from Science Communication Training , 2007, Science.

[24]  Kristina M. Obom,et al.  Comparison of Online and Onsite Bioinformatics Instruction for a Fully Online Bioinformatics Master’s Program , 2007, Journal of microbiology & biology education.