Nicole C. Kelp

The COVID-19 pandemic highlighted the increasing threat of emerging infectious diseases (EID) and the power of a unified response from scientific institutions for generating public health solutions. Societal perceptions of scientific research directly impact the success and sustainability of public health initiatives. As potential for zoonotic EIDs remains, it is vital to consider societal perceptions of the scientific research enterprise. This study characterizes the online narratives regarding EID research involving animal models. These narratives are compared across news and social media, pre- and post-COVID-19, and for research involving bats versus non-bat animal models. A thematic analysis of news media reveals narratives of “not in my backyard” (NIMBY) and distrust of government and universities. A content analysis of social media posts and comments highlights public frustration due to uncertainty regarding EID research, primarily post-COVID-19. These perceptions reveal potential avenues for misinformation correction and better public education about EID and animal research.

Vaccines remain a complex societal issue, and students studying microbiology and immunology should be prepared to talk about vaccines with diverse audience types in their future careers. Thus, it is important to train students in vaccine communication strategies. However, many existing vaccine communication trainings for undergraduate life sciences students do not rely on the latest research on effective science communication strategies. Thus, in this Tips and Tools article, we provide two example modules of how to integrate training in evidence-based science communication approaches, like strategic and inclusive science communication, into undergraduate microbiology/immunology courses in a time-efficient way. We provide data on student perceptions and skills in vaccine communication following these modules to suggest the plausibility and efficacy of integrating time-efficient modules on evidence-based vaccine communication into undergraduate microbiology courses.

Undergraduate science students will have opportunities, in their personal lives and future careers, to be science communicators. However, they must be trained in effective approaches to science communication. One medium by which students can engage in science communication is via podcasts, which are a tool for both science communication and science education. While there have been studies analyzing the impacts of podcasts on audiences, there is less examination in the literature of how the process of producing a science podcast influences the podcaster themselves, especially for student podcasters. Thus, in this article, we present a curriculum in which a group of student podcasters developed science podcasts about topics relevant to key concepts in biology and microbiology education, such as evolution as applied to antibiotic resistance. The students applied concepts of strategic and inclusive science communication to iteratively develop their podcasts. The second critical component of the curriculum is students engaging in collaborative autoethnography in order to reflexively consider how developing a podcast impacted them as developing science communicators. Thematic analysis of focus groups and student reflections revealed key themes about how students applied evidence from the science communication literature to their science podcasting process and about how students grew as scientists and science communicators during the process. This study provides insights for training of undergraduate science students in reflexive practice in science communication that is applicable to their future careers. Instructors can utilize the science podcast creation and/or collaborative autoethnography components of this curriculum in order to help develop their students as science communicators.

Undergraduate learning assistants (ULAs) are a tool to help increase the inclusivity and success of large-enrollment STEM courses for all students. ULAs are trained in inclusive pedagogy but are generally not trained in inclusive approaches to science communication with the students they are teaching. In this study, we interviewed ULAs regarding their science teaching and science communication approaches and thematically analyzed those interviews using deductive thematic analysis based on theories in science communication and discourse analysis. We found that ULAs are generally using inclusive communication tactics such as connection with their students but using deficit-based rather than asset-based perspectives and goals toward their students. This highlights the opportunity to train ULAs in deficit versus inclusive science communication as a tool to increase their ability to utilize inclusive, asset-based perspectives and approaches with their students.

Tuberculosis (TB) remains a large global health threat, including increasing cases in generally low-incidence areas of the USA. However, the knowledge, attitudes and practices (KAP) regarding TB in these low-incidence areas are underexplored, precluding planning for effective health communication in these areas regarding travel to high-incidence areas or potential future outbreaks in currently low-incidence areas. Using the health belief model as a theoretical framework, we developed a KAP survey to assess public perceptions of TB in Colorado, a currently low-incidence area. We collected complete responses from n =225 adults. We found that participants had higher self-assessed knowledge than actual knowledge about TB. We also found that while participants recognized TB as a global health threat, they were not personally worried about contracting TB. However, a portion of participants indicated that they would feel shame if they contracted TB. Public knowledge and risk perception about TB could be improved by providing information in low-incidence areas on the public health burden of TB. Additionally, providing health communication to focus on emotion management and reducing stigma about the disease would be important to promote healthcare-seeking and treatment compliance in case of a future outbreak.

Incidences of emerging and re-emerging infectious diseases are increasing as disease vector populations and habitats expand due to climate change. Public health organizations must communicate effectively to guide public health behaviors to safeguard against vector-borne diseases. Specifically in Colorado, West Nile virus (WNV) burden is increasing. In this study, we used the Health Belief Model (HBM) as a theoretical framework to examine public risk perceptions and behaviors related to WNV and changes in these constructs related to different forms of messaging. We utilized a survey experiment with n = 358 participants across Colorado, testing the impact of four communication interventions spanning social media infographics, narrative messaging, and place-based risk information, including trailhead infographics and risk heatmaps. We found that any form of messaging about WNV statistically increased some HBM constructs regarding personal protective behaviors. However, the infographic displayed at a trailhead and the heatmap interventions led to statistically significant increases in more HBM constructs. Additionally, higher pre-existing knowledge about WNV increased the magnitude of change in perceived susceptiblity induced by the interventions. This study suggests that public health organizations could utilize place-based information regarding real-time, real-place risk to guide public health decision-making during emergence of vector-borne infectious diseases. Additionally, there appears to be a synergy of messaging with a beneficial effect of pre-existing knowledge, highlighting the need for diverse, longitudinal messaging strategies to reach people multiple times.

Tuberculosis (TB) remains a large global health threat, including increasing cases in generally low-incidence areas of the United States. However, the knowledge, attitudes, and practices regarding TB in these low-incidence areas are underexplored, precluding planning for effective health communication in these areas regarding travel to high-incidence areas or potential future outbreaks in currently low-incidence areas. Using Health Belief Model as a theoretical framework, we developed a Knowledge, Attitudes, and Practices (KAP) survey to assess public perceptions of TB in Colorado, a currently low-incidence area. We collected complete responses from n=225 adults. We found that participants had higher self-assessed knowledge than actual knowledge about TB. We also found that while participants recognized TB as a global health threat, they were not personally worried about contracting TB. However, a portion of participants indicated that they would feel shame if they contracted TB. Public knowledge and risk perception about TB could be improved by providing information in low-incidence areas on the public health burden of TB. Additionally, providing health communication to focus on emotion management and reducing stigma about the disease would be important to promote healthcare-seeking and treatment compliance in case of a future outbreak.

Undergraduate students need the opportunity to engage with primary scientific literature so they can gain a greater understanding of the scientific process and insights into the larger impacts of scientific research in their field. Reading primary scientific literature (PSL) also provides the opportunity for students to consider the application of primary scientific research to help solve socioscientific issues. Helping students consider more inclusive approaches to science communication can facilitate their connections between primary scientific research and collaborative solving of socioscientific issues. The CREATE method by Hoskins et al. is one pre-existing method of reading scientific papers that gives students a structured opportunity to examine papers. The CREATE method gives students the opportunity to practice scientific process skills, reflect on the impact of research, and consider future studies. We have added an additional element to the CREATE method to help students consider other areas of expertise and ways of knowing needed to apply science in the article to solve socioscientific issues, helping them take a more inclusive approach to reading the PSL. We have deemed this activity ‘inclusive-CREATE’ or iCREATE. Here, we present a curricular plan for implementing iCREATE and show evidence of its efficacy. For instance, we show that the iCREATE method increases students’ science and science communication identity and self-efficacy. We also show that iCREATE increases students’ inclusive science communication self-efficacy, intents, and planned behaviors. Overall, adding a more inclusive element to the CREATE method will help students feel more confident, more like a scientist, and more likely to engage in inclusive science communication behaviors.