How to fulfill the expert role in public dialogue:The Dutch dialogue on human germline genetic modification as a case

Over the last decades science communication theory appears to have evolved at a much faster pace than science communication practice. Scientists seem willing to step into the public domain, but a genuine two-way interaction with the public is only rarely observed. We argue that part of this discrepancy between theory and practice may actually be caused by the lacking of a clear description of the modern expert role; the role a scientist should take in contemporary science communication. In this contribution we use an example of good practice—the Dutch dialogue on human germline genetic modification—to inform theory. We analyse guiding principles for the design and execution of this dialogue and observe expert behavior in three separate dialogue sessions. With the combined findings, we present a detailed description of the modern expert role in terms of three responsibilities, with for each responsibility three prompts for behavior. For the responsibility to share these are to select expert knowledge that is relevant to the goal; to present expert knowledge in a meaningful and accessible language; and to be cautious in sharing personal considerations. For the responsibility to listen and learn these are to consider interactions with members of the public as opportunities to learn; to be patient and supportive; and to assist in stimulating in-depth dialogue. For the responsibility to invest in relationships these are to assist in creating an ambiance of safety and relevance; to preserve trust; and to convey respect for every contribution and every point of view. Each behavioral prompt is further concretized with concomitant actions and practice examples as collected from observing experts in action. The implications for scientists engaging in contemporary science communication, as well as for science communication trainers, are discussed.</p

Learning (how) to listen:a key aspect in training future scientists for meaningful dialogue with society

The current paper presents the findings of an educational design study conducted within the realm of science communication training. Within this study framework, we implemented the active listening observation scale (ALOS) in a science communication training based on (deliberate) experiential learning. Our investigation centered on determining the efficacy and mechanisms through which the ALOS facilitated the acquisition of active listening skills. This was achieved through semi-structured interviews conducted with participants who, as part of our training regimen, participated in numerous dialogue sessions with a non-scientific audience. Through reflexive thematic analysis, it was observed that the ALOS facilitated learning in three distinct manners. First, the ALOS enhanced active listening cognition, by aiding participants in identifying active listening as a spectrum of behaviors serving various functions. Second, the ALOS enhanced the enactment of active listening behaviors by reinforcing the deliberate character of the experiential learning process. Lastly, the ALOS enhanced active listening affect, by assisting participants in recognizing active listening as key in fostering meaningful dialogue. We contemplate our findings within the context of the imperative to advance training initiatives explicitly tailored to fostering meaningful dialogue with society. Moreover, we underscore the necessity to refine science communication training from a pedagogical perspective.</p