Practice makes progress: an evaluation of an online scientist–student chat activity in improving scientists’ perceived communication skills

Figures & data

Figure 1. Data collection schematic. Participants completed Survey 1 (Training feedback) after doing the four online theoretical training modules. Participants completed Survey 2 (Reflection survey) after participating in each chat. Participants completed Survey 3 (Participation feedback) at the end of the project.

Figure 2. Volunteers’ perceived experience of the project. Responses to Likert-Type statements in post project survey (Survey 3). All (N = 11) volunteers completed Survey 3, but one volunteer skipped this section. A. Volunteer’s perceived benefit of the training modules. B. Volunteer’s perceived efficacy during the chats. C. Volunteer’s perception of benefits of participation. Q = Question.

Figure 3. Scientists’ perceived impact on science communication skills. Scientists (n = 10/11) rated on a 5-point Likert-Type scale their perceived competence in 14 different aspects of science communication skills, as they felt they were during the 1st I’m a Cell EXPLORERS Scientist Online Chat (ICESOC) and after their last one. Comparisons between the two sets were tested using the Wilcoxon Signed rank test. Q = Question.