Promoting outreach through physiology chapter collaboration

TY - JOUR

T1 - Promoting outreach through physiology chapter collaboration

AU - Elmer, Steven J.

AU - Gohn, Cassandra R.

AU - Durocher, John J.

AU - Sharma, Naveen

N1 - Funding Information: Munzenmaier (1) explained that participation in physiology outreach is not “as daunting as it seems” and that if all APS members take time to visit a classroom for example, then the “results would be momentous.” Some of the benefits for physiologists and trainees include opportunities to practice presentation skills and speak to different audiences. Participation in outreach also stimulates creativity and requires making connections between science, communication, and policy. For trainees, it can help facilitate confidence and a sense of belonging. We acknowledge that there are some barriers (28, 29) as scientists and trainees have reported that time constraints, lack of institutional support, and lack of training make it difficult to participate in outreach. To help overcome these potential barriers, the American Society for Cell Biology (30) has outlined a few basic steps for getting started with outreach. First, it is important to determine the outreach goals such as inspiring a new generation of scientists, reducing the attainment gap for underrepresented students, or increasing awareness about a key health issue. Second, it is important to identify the target audience which could be K–12 students, policy makers, or the public. Third, it is important to find a key partner (e.g., campus outreach office, K–12 school, library, museum) and develop a plan for implementation. Finally, it is important to secure resources such as activity lesson plans, promotional materials, and gather feedback afterward. For activities that are specific to K–12 outreach, there is a simple three-step guide available through the Life Science Teaching Resource Community website (31). Based on our experiences, participating in outreach is straightforward and well received by key partners, and most activities can be successfully implemented without funding. If financial support is required, funding could be obtained through a variety of mechanisms including but not limited to 1) direct support from departments, colleges, and/or universities; 2) donations through “giving day” platforms and crowdfunding sites; and 3) portions of grant or overhead funds. A team-based approach (9) where physiology faculty and trainees work together and target an existing event is a great way to get started (e.g., Physiology Friday, National Biomechanics Day, Exercise is Medicine on Campus Month). Accordingly, we encourage physiologists and trainees to set aside a few hours to participate in at least one outreach activity each year.

PY - 2023

Y1 - 2023

UR - http://www.scopus.com/inward/record.url?scp=85163903101&partnerID=8YFLogxK

U2 - 10.1152/ADVAN.00037.2023

DO - 10.1152/ADVAN.00037.2023

M3 - Editorial

C2 - 37199737

AN - SCOPUS:85163903101

SN - 1043-4046

VL - 47

SP - 373

EP - 375

JO - Advances in Physiology Education

JF - Advances in Physiology Education

IS - 3

ER -