抗原与免疫原:学习资源中免疫学术语异质性的调查

Q3 Medicine ImmunoHorizons Pub Date : 2022-05-01 DOI:10.4049/immunohorizons.2200004
S. Pandey, Heather A. Bruns, D. Condry, Adam J. Kleinschmit, Archana Lal, Sarah Sletten, R. Sparks-Thissen, T. Vanniasinkam, Rebekah T. Taylor, L. Justement, Samantha L. Elliott
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引用次数: 1

摘要

关注免疫学教育的必要性从未如此强烈。2019冠状病毒病大流行表明,我们社会中有很大一部分人对疫苗犹豫不决。这种犹豫可能源于对免疫系统和免疫干预如何工作的普遍缺乏了解。此外,社交媒体平台通过迅速传播围绕这些干预措施背后的科学的大量误解和错误信息,削弱了公共卫生努力。免疫学研究人员、教育工作者和公共卫生专业人员充分认识到科学倡导者的责任,为向非专业观众传播科学而开发的丰富资源证明了这一点。然而,科学术语可能成为有效沟通的障碍,并对学习和理解产生负面影响。免疫学领域尤其充满了特定学科的术语,这可能会阻碍教育者向学习者传达关键概念的努力。此外,公认的定义缺乏一致性会使学生的概念理解复杂化。学习资源,包括印刷或在线出版的教科书,以及专门的数字资源,继续作为教育工作者和学生的主要信息来源。在本文中,我们描述了两个关键概念术语的学习资源术语表描述的巨大异质性:抗原和免疫原。我们提供了一个视角的教学策略,以解决这些关键术语。利用目前的知识,我们推荐一种方法来标准化术语抗原和免疫原的定义在免疫学教育者社区。
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Antigen and Immunogen: An Investigation into the Heterogeneity of Immunology Terminology in Learning Resources
The need to focus on immunology education has never been greater. The coronavirus disease 2019 pandemic has revealed that a significant proportion of our society is vaccine hesitant. Some of this hesitancy may stem from a general lack of understanding of how the immune system and immunological interventions work. In addition, social media platforms undercut public health efforts by quickly propagating a multitude of misconceptions and erroneous information surrounding the science behind these interventions. The responsibility to be advocates for science is well recognized by immunology researchers, educators, and public health professionals, as evidenced by the rich body of resources developed to communicate science to the lay audience. Scientific jargon, however, can be a barrier to effective communication and can negatively impact learning and comprehension. The field of immunology is especially laden with discipline-specific terminology, which can hamper educators’ efforts to convey key concepts to learners. Furthermore, a lack of consistency in accepted definitions can complicate students’ conceptual understanding. Learning resources, including textbooks, published in print or available online, and exclusively digital resources, continue to serve as the primary sources of information for both educators and students. In this article, we describe a vast heterogeneity in learning resource glossary descriptions of two key conceptual terms: antigen and immunogen. We provide a perspective on pedagogical strategies to address these critical terms. Using current knowledge, we recommend an approach to standardize the definitions of the terms antigen and immunogen within the immunology educator community.
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