From Lab Coats to Public Forums: Crafting a Science Communication Curriculum for Nigerian Medical Researchers

From Lab Coats to Public Forums: Crafting a Science Communication Curriculum for Nigerian Medical Researchers | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article From Lab Coats to Public Forums: Crafting a Science Communication Curriculum for Nigerian Medical Researchers Tonia Onyeka, James Dearing, Bernard Appiah, Kelechi Uwa-Robinson, and 5 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8935348/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract Background Effective science communication is critical for bridging the gap between biomedical research and its application in clinical practice and policy. In Nigeria, science communication remains underdeveloped, with researchers often lacking the skills and incentives to disseminate their findings to non-specialist audiences. To address this gap, a structured science communication curriculum tailored for biomedical researchers, was developed and pilot tested. Objective To co-design a comprehensive science communication curriculum and pilot its implementation among a cohort of Nigerian biomedical researchers. Methods A three-phase mixed-methods study was conducted. For phase 1, an electronic survey assessed participants’ existing competencies and needs in science communication. In Phase 2, the curriculum was developed through collaborative virtual meetings and iterative feedback. And in Phase 3, the curriculum was piloted at a 3-day in-person workshop in Enugu, Nigeria. Quantitative data were collected using pre- and post-training surveys to assess four competency domains. Guided by the Kirkpatrick Model of Training Evaluation, participants’ experiences were explored through focus group discussions, and the qualitative data obtained were analyzed using thematic content analysis in NVivo. Results Eighteen faculty members participated in the in-person training and subsequent survey data were analyzed. Post-workshop evaluations showed improvements in all four assessed competencies: understanding visualization techniques (mean difference [MD] = 1.50, p = 0.003), clear understanding of effective communication (MD = 1.66, p = 0.003), writing for publication proficiency (MD =, p = 0.011), and applying science communication concepts (MD =, p = 0.285). Participants expressed increased motivation, enhanced understanding of science communication, and plans for practical application, including curriculum integration and use of visual tools. Conclusion The science communication curriculum appears to have enhanced knowledge and confidence among participating researchers, particularly in visualization and public-facing communication. While promising, future interventions should examine long-term impacts, broader participant inclusion, and integration of practical assessments. Science Communication Biomedical Researchers Curriculum Development Research Translation Public Engagement Capacity Building Full Text Additional Declarations No competing interests reported. Supplementary Files QuantitativeinstumentReadinessandNeedsAssessmentSurvey.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 04 May, 2026 Reviewers agreed at journal 10 Apr, 2026 Reviewers agreed at journal 04 Apr, 2026 Reviewers invited by journal 02 Apr, 2026 Editor assigned by journal 31 Mar, 2026 Editor invited by journal 09 Mar, 2026 Submission checks completed at journal 06 Mar, 2026 First submitted to journal 06 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8935348","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":617595933,"identity":"3c7d5047-491d-49db-8297-7cb2ce6a9c99","order_by":0,"name":"Tonia 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Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Science Communication, Biomedical Researchers, Curriculum Development, Research Translation, Public Engagement, Capacity Building","lastPublishedDoi":"10.21203/rs.3.rs-8935348/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8935348/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eEffective science communication is critical for bridging the gap between biomedical research and its application in clinical practice and policy. In Nigeria, science communication remains underdeveloped, with researchers often lacking the skills and incentives to disseminate their findings to non-specialist audiences. To address this gap, a structured science communication curriculum tailored for biomedical researchers, was developed and pilot tested.\u003c/p\u003e\u003ch2\u003eObjective\u003c/h2\u003e \u003cp\u003eTo co-design a comprehensive science communication curriculum and pilot its implementation among a cohort of Nigerian biomedical researchers.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA three-phase mixed-methods study was conducted. For phase 1, an electronic survey assessed participants\u0026rsquo; existing competencies and needs in science communication. In Phase 2, the curriculum was developed through collaborative virtual meetings and iterative feedback. And in Phase 3, the curriculum was piloted at a 3-day in-person workshop in Enugu, Nigeria. Quantitative data were collected using pre- and post-training surveys to assess four competency domains. Guided by the Kirkpatrick Model of Training Evaluation, participants\u0026rsquo; experiences were explored through focus group discussions, and the qualitative data obtained were analyzed using thematic content analysis in NVivo.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eEighteen faculty members participated in the in-person training and subsequent survey data were analyzed. Post-workshop evaluations showed improvements in all four assessed competencies: understanding visualization techniques (mean difference [MD]\u0026thinsp;=\u0026thinsp;1.50, p\u0026thinsp;=\u0026thinsp;0.003), clear understanding of effective communication (MD\u0026thinsp;=\u0026thinsp;1.66, p\u0026thinsp;=\u0026thinsp;0.003), writing for publication proficiency (MD =, p\u0026thinsp;=\u0026thinsp;0.011), and applying science communication concepts (MD =, p\u0026thinsp;=\u0026thinsp;0.285). Participants expressed increased motivation, enhanced understanding of science communication, and plans for practical application, including curriculum integration and use of visual tools.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe science communication curriculum appears to have enhanced knowledge and confidence among participating researchers, particularly in visualization and public-facing communication. While promising, future interventions should examine long-term impacts, broader participant inclusion, and integration of practical assessments.\u003c/p\u003e","manuscriptTitle":"From Lab Coats to Public Forums: Crafting a Science Communication Curriculum for Nigerian Medical Researchers","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-08 18:39:32","doi":"10.21203/rs.3.rs-8935348/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-04T14:44:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"80876326743225858034649998065316909659","date":"2026-04-10T07:23:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"204496388861057986640561775428249370476","date":"2026-04-04T16:13:53+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-02T09:41:45+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-31T07:13:01+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-09T05:25:44+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-07T04:25:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2026-03-07T04:20:41+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f212474f-1ab5-48ed-9704-0320a8b3f52e","owner":[],"postedDate":"April 8th, 2026","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-04T14:44:36+00:00","index":61,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-08T18:39:32+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-08 18:39:32","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8935348","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8935348","identity":"rs-8935348","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}