It is essential to connect: Evaluating a Science Communication Boot Camp.

Scientific knowledge has expanded dramatically in the 21st century. Yet, even in science where there is large consensus among the studies-evolution by natural selection, for example, or the human basis of accelerated climate change-the public and policymakers are not always in agreement with the science. To bridge this gap, scientists and educators need to connect and engage with diverse audiences with varying levels of science literacy. Communication scholars have identified several effective tactics to communicate effectively with non-specialist audiences. However, our sometimes-siloed thinking in science and higher education discourages sharing this knowledge across disciplinary lines. Furthermore, many training programs focus on educating about which communication strategies work, but they fail to provide participants with the opportunity to develop the skills required to listen effectively and respond in an engaging way. To that end, we created the Science Communication Boot Camp (SCBC) with support from an American Association for Anatomy innovations grant. The 3-day program engaged and immersed participants in training designed to develop audience-centered communication, distill scientific concepts into meaningful narratives, and connect effectively with the public, collaborators, and policymakers. Based on participant surveys at three timepoints (preworkshop, postworkshop, and 2-year follow-up), the SCBC was effective in helping participants to increase their communication skills and willingness to engage with the public and other non-specialist audiences.

NOMENs land: The place of eponyms in the anatomy classroom.

The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are "pale, male and stale" in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom.