Introducing Public Speaking Self-Concept (PSSC): A Novel, Qualitatively-derived Communication Anxiety and Competence Variable

Despite numerous quantitative assessments of teaching interventions that have helped mitigate public speaking anxiety (PSA), this common barrier to public speaking persists. In addition, quantitative measures may not be appropriate for all instructional goals, especially with students from across a variety of cultures. To enrich educators’ capacity to help diverse bodies of students overcome the challenges presented by PSA, this qualitative study asked students to “Please describe yourself as a public speaker” at the beginning and the end of a freshman-level, general education public speaking class. Thematic analysis identified a two-dimensional pattern within student responses (N = 51) (a feelings-based dimension and a beliefs-based dimension), indicating that students could hold both emotionally-based self-perceptions about their fear or confidence regarding the act of public speaking along with separate, skills-based perceptions about themselves as public speakers. Every student’s answer (N= 51) contained one or both types of descriptions, evidencing a novel construct the authors have dubbed public speaking self-concept (PSSC). By the end of the course, the thematic analysis revealed students’ heightened ability to report more nuanced descriptions of their self-concepts, which often included positive belief-based descriptions acknowledging their enhanced public speaking skills, even if they still reported fearful or anxious emotions surrounding speaking experiences. Helping instructors and students understand and accept natural nervous reactions often elicited by public speaking while reflecting on specific, skill-based beliefs can help decrease students’ fears and, in turn, could prove key to enhancing the impact of future PSA interventions

Assessing Markers of Student Development for Dually and Non-Dually Enrolled Students in an Online Basic Public Speaking Course

Critics of college dual enrollment programs suggest that online courses could pose significant challenges for dually enrolled students due to the online learning environment structure, concerns of academic achievement, and limited access to academic support. These concerns call into question the merits of online instruction for institutions who offer the basic public speaking course online to provide access to a broader base of students (e.g., in inner cities and rural areas). Dual enrollment continues to increase in popularity, especially within the general education curriculum, which includes the basic public speaking course at many institutions. Research shows these students excel academically, but a student development perspective is lacking. For these reasons, this study assessed dually enrolled and non-dually enrolled students in an online basic public speaking course by measuring and comparing pretest and posttest findings on a communication-related marker of student development, public speaking anxiety, and a correlated marker of student development, imposter phenomenon. Findings show that, with regard to these markers, dually enrolled students within an online basic public speaking course have some similar outcomes to those of non-dually enrolled students. This study hopes to lay the groundwork for additional scholarship and dialogue regarding the best practices for dual credit courses in the communication discipline

A Digital Divide? Assessing Self-Perceived Communication Competency in an Online and Face-to-Face Basic Public Speaking Course

Previous research has documented an inverse relationship between speaking anxiety and self-perceived communication competence (SPCC). However, a recent assessment case study of an online basic public speaking course revealed that while the course decreased students’ speaking anxiety, it failed to increase their SPCC. Prompted by this surprising discrepancy and bolstered by continuing calls for increased exploration of educational quality of online public speaking courses, the current study compared SPCC between online (n = 147) and face-to-face (F2F) (n = 544) delivery of the large, standardized, multi-section basic public speaking course at our institution. Pretest scores of students’ overall SPCC were not significantly different between learning modalities. By the end of the F2F course, students perceived significant increases in SPCC. In stark contrast, however, the online sections failed to produce significant changes in SPCC. These findings suggest that the online basic public speaking course at our institution may not be designed in a way which promotes the development of SPCC—an important marker of our programmatic assessment. These results also draw attention to the need for further research assessing the comparison of delivery methods of the basic communication course and further discussion of best practices for online delivery of the course

Shaking in Their Digital Boots: Anxiety and Competence in the Online Basic Public Speaking Course

In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this instructional setting. However, since enhancing students’ self-perceived communication competence remains a critical learning outcome of the basic communication course, these findings suggest that online course development heighten focus on related interventions

Measuring Essential Learning Outcomes for Public Speaking

Basic Course Directors (BCDs) are typically expected to assess course learning outcomes, but few formal guidelines and resources exist for new BCDs. As one part of a larger multi-methodological assessment tool development project, this manuscript maps existing quantitative measures onto the six essential competencies and associated learning outcomes established by the Social Science Research Council Panel on Public Speaking. This manuscript compiles dozens of measurement resources, aligned by outcome, and also identifies areas where future assessment measures development is needed. While there are many measures available for evaluating outcomes related to creating messages, critically analyzing messages, and demonstrating self-efficacy, there are measurement gaps for outcomes related to communication ethics, embracing difference, and influencing public discourse

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

Late-Stage Metastatic Melanoma Emerges through a Diversity of Evolutionary Pathways

Understanding the evolutionary pathways to metastasis and resistance to immune-checkpoint inhibitors (ICI) in melanoma is critical for improving outcomes. Here, we present the most comprehensive intrapatient metastatic melanoma dataset assembled to date as part of the Posthumous Evaluation of Advanced Cancer Environment (PEACE) research autopsy program, including 222 exome sequencing, 493 panel-sequenced, 161 RNA sequencing, and 22 single-cell whole-genome sequencing samples from 14 ICI-treated patients. We observed frequent whole-genome doubling and widespread loss of heterozygosity, often involving antigen-presentation machinery. We found KIT extrachromosomal DNA may have contributed to the lack of response to KIT inhibitors of a KIT-driven melanoma. At the lesion-level, MYC amplifications were enriched in ICI nonresponders. Single-cell sequencing revealed polyclonal seeding of metastases originating from clones with different ploidy in one patient. Finally, we observed that brain metastases that diverged early in molecular evolution emerge late in disease. Overall, our study illustrates the diverse evolutionary landscape of advanced melanoma.SIGNIFICANCE: Despite treatment advances, melanoma remains a deadly disease at stage IV. Through research autopsy and dense sampling of metastases combined with extensive multiomic profiling, our study elucidates the many mechanisms that melanomas use to evade treatment and the immune system, whether through mutations, widespread copy-number alterations, or extrachromosomal DNA.See related commentary by Shain, p. 1294. This article is highlighted in the In This Issue feature, p. 1275.</p

Late-Stage Metastatic Melanoma Emerges through a Diversity of Evolutionary Pathways

UNLABELLED: Understanding the evolutionary pathways to metastasis and resistance to immune-checkpoint inhibitors (ICI) in melanoma is critical for improving outcomes. Here, we present the most comprehensive intrapatient metastatic melanoma dataset assembled to date as part of the Posthumous Evaluation of Advanced Cancer Environment (PEACE) research autopsy program, including 222 exome sequencing, 493 panel-sequenced, 161 RNA sequencing, and 22 single-cell whole-genome sequencing samples from 14 ICI-treated patients. We observed frequent whole-genome doubling and widespread loss of heterozygosity, often involving antigen-presentation machinery. We found KIT extrachromosomal DNA may have contributed to the lack of response to KIT inhibitors of a KIT-driven melanoma. At the lesion-level, MYC amplifications were enriched in ICI nonresponders. Single-cell sequencing revealed polyclonal seeding of metastases originating from clones with different ploidy in one patient. Finally, we observed that brain metastases that diverged early in molecular evolution emerge late in disease. Overall, our study illustrates the diverse evolutionary landscape of advanced melanoma. SIGNIFICANCE: Despite treatment advances, melanoma remains a deadly disease at stage IV. Through research autopsy and dense sampling of metastases combined with extensive multiomic profiling, our study elucidates the many mechanisms that melanomas use to evade treatment and the immune system, whether through mutations, widespread copy-number alterations, or extrachromosomal DNA. See related commentary by Shain, p. 1294. This article is highlighted in the In This Issue feature, p. 1275