Practice makes progress: an evaluation of an online scientist–student chat activity in improving scientists’ perceived communication skills

Scientists are ideally placed to inform, inspire and empower others in science, thus contribute towards the formation of a scientifically informed society. Despite increasing emphasis on scientists engaging Public Engagement Science, there is not enough structured spaces for practice. Social-distancing policies incurred by COVID-19 crisis have forced many PES programmes move online, incurring further limitations both training This pilot study aimed investigate impact participation four short online modules activity scientists’ perceived science communication skills. I’m Cell EXPLORERS Scientist Online Chat, 35-minute text-based chat where young people (aged 11–15 years old) ask questions about being scientist. Both were ‘Science Capital Teaching Approach’. The participating (N = 11, 8 female 3 male scientists) comprised mix staff students from Higher Education Institutions Ireland. Data collected via surveys completed after initial training, directly each chat, at end project. Findings indicated that increased proficiency various