A critical evaluation of science outreach via social media: its role and impact on scientists [v2; ref status: indexed, http://f1000r.es/5ey]

The role of scientists in social media and its impact on their careers are not fully explored.  While policies and best practices are still fluid, it is concerning that discourse is often based on little to no data, and some arguments directly contradict the available data.  Here, we consider the relevant but subjective questions about science outreach via social media (SOSM), specifically: (1) Does a public relations nightmare exist for science?; (2) Why (or why aren’t) scientists engaging in social media?; (3) Are scientists using social media well?; and (4) Will social media benefit a scientist’s career? We call for the scientific community to create tangible plans that value, measure, and help manage scientists’ social media engagement

From the margins to the mainstream: deconstructing science communication as a white, Western paradigm

In this commentary we are concerned with what mainstream science communication has neglected through cultural narrowness and ambient racism: other practitioners, missing audiences, unvalued knowledge, unrecognised practices. We explore examples from First Nations Peoples in the lands now known as Australia, from Griots in West Africa and from People’s Science Movements in India to help us reimagine science communication. To develop meaningfully inclusive approaches to science communication, we argue there is an urgent need for the ‘mainstream’ to recognise, value and learn from science communication practices that are all too often seen as at ‘the margins’ of this field

Hand-built structures for restoring degraded meadows in sagebrush rangelands: examples and lessons learned from the Upper Gunnison River Basin, Colorado

May 2018.Includes bibliographical references.Purpose: Gully erosion and channel incision are widespread problems reducing the function and resilience of wet meadows and riparian areas. The loss of natural water storage capacity in these systems is of concern in low-precipitation areas where wet-mesic areas represent a small fraction of the landscape but are disproportionately important to wildlife and livestock. This technical note provides conservation practitioners with information on simple yet effective "Zeedyk" restoration techniques. The emphasis here is on structures that can be built by hand to address shallow headcuts or small incised channels (< 4 ft deep) impacting meadows and low-to-moderate gradient (< 3% slope) intermittent/ephemeral drainages in sagebrush rangelands. The note provides examples and lessons learned from partners in the Gunnison Climate Working Group who have been implementing a landscape-scale project using these techniques in the Upper Gunnison River Basin, Colorado. The note provides information and references to help practitioners identify opportunities, prioritize treatments, and design projects in similar watersheds across the West

Transforming Psychiatry from the Classroom to the Clinic: Lessons from the National Neuroscience Curriculum Initiative

ObjectiveIndividual residency programs often struggle to keep pace with scientific advances and new training requirements. Integrating a modern neuroscience perspective into the clinical practice of psychiatry is particularly emblematic of these challenges. The National Neuroscience Curriculum Initiative (NNCI) was established in 2013 to develop a comprehensive set of shared, open-access resources for teaching neuroscience in psychiatry.MethodsThe NNCI developed a collaborative, team-based approach with a peer-review process for generating and reviewing content. Teaching resources have included interactive sessions for the classroom paired with a comprehensive facilitator's guide. Brief accessible reviews and short videos have been developed for self-study and teaching in clinical settings. Dissemination efforts have included hands-on training for educators through national workshops. All resources are freely available on the NNCI website. Outcome measures have included the number of educational resources developed, feedback from workshop attendees, the number of US psychiatry residency programs who have adopted NNCI resources, as well as analytics from the NNCI website.ResultsTo date, the NNCI has developed over 150 teaching sessions, reflecting the work of 129 authors from 49 institutions. The NNCI has run over 50 faculty development workshops in collaboration with numerous national and international organizations. Between March 2015 and June 2019, the website (www.NNCIonline.org) has hosted 48,640 unique users from 161 countries with 500,953 page views. More than 200 psychiatry training programs have reported implementing NNCI teaching materials.ConclusionsThis multisite collaborative provides a model for integrating cutting-edge science into medical education and the practice of medicine more broadly