"Student-led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program".
"Student-led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program".
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DOI：
10.1096/fba.2021-00165
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发表时间：
2023-01
影响因子：
2.7
通讯作者：
中科院分区：
文献类型：
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作者：
耶鲁大学物理与工程生物学综合研究生课程（IGPPEB）汇集了来自物理、工程和生物科学领域的博士生。该计划的主要目标是让学生在跨学科和合作研究环境中变得舒适，并善于与科学家和非科学家沟通。为了填补学生在参与包容性讨论方面的学习差距，IGPPEB学生开发了一个交流研讨会，以提高视觉参与的技能，引用特定的内容，建设性的对话入口，并鼓励同龄人。根据对研讨会的短期和长期评估，100%的学生报告说它应该提供给未来的同龄人，63%的学生认为它对个人有帮助。此外，92%的参与者报告说，在课程之外使用了一项或多项核心技能，其中“鼓励同伴”和“建设性对话入门”的技能在感知改善方面排名最高。根据最高平均评分（76±24分，满分为0-100分），学生们一致认为，研讨会让他们觉得自己在IGPPEB社区中更受欢迎。在68±13的评分中，他们也同意工作坊对他们的研究生院经历有积极的影响。与会者对未来的改进提出了建议，例如增加学生对课程材料的主导讨论的参与。本研究表明，学生主导的研讨会可以提高感知讨论技巧，并在跨学科的科学项目中建立社区。
The Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University brings together Ph.D. students from the physical, engineering, and biological sciences. The main goals of this program are for students to become comfortable working in an interdisciplinary and collaborative research environment and adept at communicating with scientists and nonscientists. To fill a student‐identified learning gap in engaging in inclusive discussions, IGPPEB students developed a communication workshop to improve skills in visual engagement, citing specific content, constructive conversation entrances, and encouragement of peers. Based on short‐ and long‐term assessment of the workshop, 100% of students reported that it should be offered to future cohorts and 63% of students perceived it to be personally helpful. Additionally, 92% of participants reported using one or more of the core skills beyond the course, with skills in “Encouraging peers” and “Constructive conversation entrances” rated the highest in perceived improvement. Based on the highest average rating of 76 ± 24 (on a scale of 0–100), students agreed that the workshop made them feel more welcome in the IGPPEB community. With a rating of 68 ± 13, they also agreed that the workshop had a positive impact on their graduate school experience. Participants provided suggestions for future improvements, such as increasing student involvement in leading discussions of course material. This study demonstrates that a student‐led workshop can improve perceived discussion skills and build community across an interdisciplinary program in the sciences.