Education and communication

A crucial aspect of our project was its connection with stakeholders, especially with the general public. Our cancer-related project has the potential to have a significant impact on the world, and we aimed to gather public insights on the health applications of synthetic biology. However, as we found out during our Integrated Human Practices meetings, the field of biology is not well-known among the public. This is even more challenging for patients who may lack the basic knowledge to truly understand their illness. Therefore, our most important effort has been about the creation of a synthetic biology workshop for cancer patients. This was a huge challenge as the disease is a very sensitive subject. We thus provide a whole range of tips about how to communicate with patients for future iGEMers engaging in health related subjects. As this showed the essential nature of the approach, we engaged in various education initiatives, such as a biology-themed card game, interactions with non-specialists individuals during science events, and various communication efforts including podcasts, TV reports and social media.

Education

Patients

Throughout our project, we aimed to exchange with various stakeholders on synthetic biology. The patients’ community in particular caught our attention as it is in the center of the fight against cancer. We took the time to learn about their reality, before engaging in a discussion with them, by meeting healthcare professionals and associations’ volunteers. That is how we discovered a need for more education on biology: frequently, patients don’t have enough fundamental knowledge to understand the functioning of cancer or the scientific notions given by doctors and nurses during their treatment. As they receive numerous pieces of information without understanding them, it adds more stress and could prevent them from making informed decisions about their treatment. Conversely, it was crucial for us to have end-customers' opinions about our project, its legitimacy and acceptability (see IHP section).

⧁ Aim:
For all these reasons, we chose to establish a workshop titled “Biology to Better Understand One's Illness” within the Etincelle Occitanie association. This workshop focuses on fundamental biology concepts that were then applied to help the patients better comprehend their illnesses.

⧁ Participants:
To create a workshop that is suitable for patients, we received guidance and advice from Aurélie Robello, the coordinator of the UTEP (Transversal Unit for Therapeutic Patient Education) at IUCT-Oncopole. We had multiple meetings to establish the vocabulary we should use and what activity would be the best to develop. Before introducing it to patients, we enlisted Louison, Alicia and Clara, three students, without an extensive knowledge of biology, to assess the workshop's progression and level of comprehension.
We finally had the occasion to conduct a session of our workshop within the Etincelle Occitanie association with a group of one companion and six patients, in remission or undergoing treatment, between the ages of 30 to 60.

⧁ Construction of the workshop:
We initially brainstormed a simple game to dynamize the workshop for the patients. We decided to create a card game with various questions that will stimulate the interaction among patients to share their knowledge and select a collective answer. Afterward, we will offer additional information and address any specific points that need clarification. The game would be divided into two sections: (i) one covering general biology and (ii) the other focusing on cancer.

You can find it in english version here, and in french version here.
  1. • We would start by exploring fundamental biology topics like human cells, cell division, the cell life cycle, DNA and its functions, bacterias, mutations (random or directed), exchange of genetic material (plasmid) and synthetic biology.
  2. • Then, with this newfound knowledge, we would then talk about their specific illnesses: how cancer cells work, potential causes of their development, the challenges in treating it, the different treatment options and how they work, and why there are side effects.

Our primary aim was to ensure that participants understand these concepts. As we said above, after refining our game with Aurélie Robello, we conducted a test on the card game with three young students (Figure 1) with no extensive knowledge of biology or cancer, to answer the following questions:

  1. • What is the comprehension level? Our main priority was to assess the understanding level of the questions and our responses. This process greatly assisted us in revising the phrasing and simplifying the explanations for the concepts as much as possible.
  2. • What is the optimal duration of the workshop? We were able to determine the time needed for each card, which, in turn, allowed us to calculate the number of cards required to achieve a total duration of one hour and a half. This duration was chosen as the best compromise, enabling us to cover the essential information while also providing ample time to engage with patients regarding their inquiries and experiences. This is why, based on the recommendations of Alicia, Louison, and Clara, we decided to choose approximately twenty cards out of the initial forty.
  3. • When is the best time to provide answers? Another point was to determine when would be the most opportune moment to bring additional information. After trying different combinations, we found it wise to provide answers and explanations after each card.
Figure 1: Test of the workshop with students.

⧁ Course of the workshop:
The final workshop (Figure 2) was conducted as planned. We first introduced our objective to give them keys on understanding their disease with biology while also making clear that we were no healthcare professionals. Then, we reviewed the fundamentals of biology. They were able to answer all of our questions and were already asking questions to make the link with their cancer. Then, they were paying even closer attention when we began the questions regarding cancer. We were able to exchange about their experiences, in particular about side effects. This enabled us to discuss our project as a potential treatment, thereby allowing them to discover synthetic biology through more concrete examples.

Figure 2: Photographs taken during the workshop at Etincelle association

★ Tips for the iGEMers wanting to construct workshops with patients:

  1. • Make a first contact with associations by phone and request an in-person appointment with volunteers to instaure trust and show your interest into the functioning of the association.
  2. • Prepare correctly your request, by knowing precisely what need you could be answering to and present options to realize the activity.
  3. • Be open-minded and flexible to find the best conditions of realization.
  4. • Be patient and listen to the patients, don’t try to force the conversation.
  5. • Be aware of your words and the impact they could have.
  6. • Be attentive to the emotive reactions of your interlocutors.
  7. • Create an atmosphere of trust and make patients feel at ease.
  8. • Be open-minded and respectful.
  9. • Take the time to explain the notions and adapt the speech to ensure a good understanding.
  10. • Don’t affirm an answer to a question if you don’t have proper references to back it up.
  11. • Use simple expressions or words when speaking about science.
  12. • Don’t promise miracle solutions.

According to the patients, the notions of biology we first addressed were a good help to understand the aspects of their disease. They found our exchange enriching and well structured and it helped them gain more knowledge about their disease or confirm their notions. They even recommended repeating this workshop with other patients. According to some of them, it would be a good idea to split the workshop into two sessions: (i) an informative biology section at the very beginning covering the notions of cells, DNA, and how the body functions, but not too extensive because patients already have a significant amount of information to absorb ; then (ii). After a period of adjustment and when the patient feels ready, the second part would focus on explanations about tumor mechanisms, treatments, and side effects.

By providing them with these biology concepts, we were able to give them the option of becoming active participants in their treatment. We tried to answer their inquiries, however some of these questions were more challenging to answer, such as the cause of their cancer, and whether their nutrition or psychological state could have influenced the onset of cancer. After discussing treatments, they asked for more details about our project, and we explained how we used synthetic biology to create a treatment that could help reduce the significant side effects burdening them.

General public

We have found out it is essential to integrate basic notions of biology from an early age. Knowing what characterizes a living being, what our bodies are made of, how genetic information is stored and processed. These are the key points we wanted to teach to young audiences. To be as close as possible to this audience, we set up a science exhibition stand and developed a workshop adapted to middle-school students. All of these activities were accomplished in the spirit of mutual learning and dialogue. After that, we decided to diversify the channels we used in order to approach a broader audience. We participated in podcasts in order to define synthetic biology to the general public and provide insights into the future prospects that synthetic biology offers. It was also an opportunity to gain visibility for our project.

⧁ Aim:
We took part in the regional scientific exposition “L’Exposcience Occitanie” organized by the CIRASTI association whose objective is to promote the role of children and young people in society and develop their eagerness to learn and understand the world around them.

⧁ Participants:
This event is specifically aimed at teenagers and families with young children, with the goal of developing their interest in science, stimulating reflection, and even introducing older participants to potential professional fields.

⧁ Course of the event:
We proposed different activities for the children accompanied by their parents:

  1. • Saliva observation with a microscope to reveal our buccal cells.
  2. • A pipetting workshop with edible colored water to stimulate curiosity and engage motor skills. It was also a time to raise awareness on security by explaining how to wear personal protective equipment in the lab and why.
  3. • A game to explain transcription and translation in a fun and interactive way. The game is available here.

Figure 3: Activities for children at “L’Exposciences Occitanie”: microscope observation and pipetting workshop.

We also made two posters. One was presenting iGEM and defining synthetic biology at the same time. The second poster was a comic vulgarizing the different existing treatments for human diseases, from the least to the most invasive.

Figure 4: Posters to support our intervention at “L’Exposcience Occitanie 2023”.

Our interactions with the kids and their parents showed us how important it is to learn while having fun. The activities we proposed aroused their curiosity regarding the microscopic world that surrounds us, and the laboratory work. The parents were also enthusiastic about knowing that we engaged in a research project willing to answer the global issue of cancer.

★ Tips for the iGEMers wanting to exchange with a young public:

  1. - Initiate a dialogue by asking for small information like their name and age.
  2. - Be flexible and let them explore and express their curiosity.
  3. - Create a positive atmosphere by complimenting them and encouraging them.

⧁ Conclusion:
It was a great first experience of vulgarization. By taking part in this scientific exposition, we learned to find the words to explain synthetic biology to an audience unfamiliar with scientific terms. It was an opportunity to practice adjusting our language based on our interlocutor's age while frequently asking if the explanation was understood. This first experience of engaging with the general public has also enabled us to identify the concepts that we should emphasize in order to facilitate the understanding of the general public concerning synthetic biology and our project.

⧁ Aim:
We then decided to go to the very heart of the place where the first knowledge about microorganisms and genetics is acquired: the middle school. We aimed to pique the interest of ninth graders concerning the importance of biological engineering through a workshop that combined theoretical explanations with practical activities.

⧁ Participants:
We collaborated with the Ô’talents association, specialized in career orientation and cultural enrichment for middle school students. Our interventions were designed with dual aims: to engage in interactive knowledge sharing about synthetic biology and to career possibilities, perhaps even sparking vocations. We conducted sessions at two middle schools in the city of Toulouse, with small groups of 7 students to facilitate communication and dialogue.

⧁ Construction and course of the workshop:
Through our collaboration with Ô’talents, we benefited from experts in workshop creation for middle school students: Julie Fortin, Sophie Desgranges, coordinators at O’talents. Outside of this association, we received guidance from Sophie Yvon (researcher & science communicator), and oversight by Aurélie Robello (Coordinator in therapeutic workshops at IUCT-Oncopole).

Figure 5: Example of visual support we used.

Following the pieces of advice we were given, we incorporated references familiar to middle school students into our materials and explanations. We made an effort to make our materials as visual as possible. Our complete visual support is available here.

During the session, we also did our best to encourage interactions by asking questions and allowing each student to freely express their thoughts and knowledge. We began by discussing the basic definitions: what is life, what are microorganisms, where are they found, how are they used in everyday life, and what is DNA.

Figure 6: Interaction with students.

We showed the ninth graders that microorganisms are found everywhere in our daily lives. We taught them that microorganisms can be both useful and harmful. Finally, we showed how we grow them in the laboratory with a timelapse while emphasizing that there are safety rules to follow when conducting microbiological experiments.

Figure 7: (A) Cell phone bacterias, with and without antibiotics, and fungi from ambient air grown on LB agar medium after 48 hours. (B) Observation of the Petri dishes under a microscope.

In addition, we proposed an experiment of DNA extraction from kiwis (Figure 8), with a simple protocol, which they can reproduce at home with the supervision of their parents.

Figure 8: (A) Explanation of the DNA extraction protocol and safety rules. (B) Kiwi DNA extraction protocol. (C) Final result with the precipitated DNA of the kiwi in the ethanol phase.

After this experiment, we played the card game we did for the patient’s workshop to recap all the biological concepts covered during the session and provide additional explanations if necessary, once again guided by the answers and questions from the middle school students.
The workshop ended with an ultimate discussion regarding careers in synthetic biology and research. We briefly introduced the multitude of fields in which these professions are essential.

★ Tips for the iGEMers wanting to construct workshops with middle schoolers:

  1. • Try to find teachers or professionals in vulgarization to help you adapt your language and the concepts covered to the middle school students' level.
  2. • Be visual and use references they know about to illustrate the notions.
  3. • Be prepared to be flexible during the session, the time devoted to each activity is very variable from group to group.
  4. • Try to be dynamic and interact as much as possible with the middle schoolers. Ask them what they think, know and like.
  5. • Practical work should be included, it is highly appreciated by middle schoolers and captivates their attention.

⧁ Conclusion:
Overall, the ninth graders really enjoyed the workshop. They appreciated that we proposed interactive activities to illustrate the notions. They enjoyed being at the center of the discussion and appreciated that we tried to answer all their questions, even the quirkiest ones. Considering the positive feedback, the Ô’talents association will carry on additional sessions of our workshop with other middle school tutors who will connect with us.

On our part, we were delighted to have shared our knowledge with the young students we met. Beyond the educational aspect, we hope to have sparked interest among the younger generation in synthetic biology and the opportunities that this field can offer.

⧁ Aim:
To engage a broader range of audiences, from young children to adults, in the field of synthetic biology, we expanded our outreach efforts by participating in two podcasts. Through our project as an example, our goal was to convey the stakes of synthetic biology and present the iGEM competition as an opportunity to develop a dialogue with the general public.

⧁ Participants:
We took part in two podcasts. Our first podcast was recorded with Radio Francas (Figure 9) which is an educational space aimed at fostering the expression, participation, and empowerment of children, adolescents and young adults through radio practice and media in general.

Figure 9: Day of recording of the podcast with Radio Francas.

Our second podcast was recorded with “J’irai avec toi à Toulouse” (JATAT), or “I will go with you to Toulouse” (Figure 10). It is a podcast show that allows artists, associations, and various events to be showcased. The concept is to have guests on the show to present their projects.

Figure 10: Day of recording of the podcast with JATAT.

⧁ Course of the podcasts:
Our intervention in the first podcast by Radio Francas took place in two parts. The first part was dedicated to a general knowledge quiz on science, with the aim of providing interesting facts and information to the listeners. Secondly, we first discussed the issue of current cancer treatments that have significant side effects on patients. Then, in simpler terms, we explained our CALIPSO project, which aims to address this problem.

In the second podcast by JATAT, we again presented our project in a simplified manner, insisting on how we make use of synthetic biology to bring improvement to the existing treatments. We also discussed the career opportunities in synthetic biology and shared our experience as engineering students at the National Institute of Applied Sciences in Toulouse, as future synthetic biology engineers.

★ Tips for the iGEMers wanting to take parts in podcasts:

  1. • Prepare the vocabulary you are going to use to be understandable despite the scientific nature of the subject.
  2. • Keep your sentences short and go straight to the point.
  3. • Try to be dynamic and spontaneous in your answers.
  4. • Invite listeners to find out more about the subject (give general public references like "Sciences&Vie Découvertes" in France which is a Science magazine for kids).

⧁ Conclusion:
We learned a lot from these two experiences, and the professionals who guided us made us realize the importance of this type of communication. Whether our podcast was broadcast on the radio or on a platform like Spotify and Youtube, we are aware of how to convey our message to people anywhere in the city of Toulouse, and even beyond. This further encouraged us to use various canals to reach as many people as possible.

Conclusion

Thanks to our education initiatives, we were able to engage in conversations on synthetic biology with various members of the public, across different ages and scientific backgrounds. For example, the dialogues established with patients not only provided them with the opportunity to actively participate in their treatment decisions but also allowed us to discuss their feelings regarding synthetic biology in health innovations. As for the workshops with middle schoolers, it provided us with an opportunity to introduce them to this field and to stimulate their curiosity while learning from them about how they perceive biology, including synthetic biology.

Communication

Introduction

To support and complement the Education aspect of the project, we used various communication supports. It was essential not only to share our progress and findings but also to create a bridge between synthetic biology research and the broader public. From traditional media releases to the dynamic world of social media, each platform played its part in our outreach strategy.

Newspapers and TV interviews

Getting articles about CALIPSO in newspapers helps spread the word to many people. This way of communication permits to reach a larger public. The interest of these articles is also to arouse curiosity and to generate interest for synthetic biology, its application to cancer research, and the iGEM competition. We were able to reach a wide regional demographic.

TV report by Sandra Wachlewicz and Nathalie Fournis from France 3 TV Occitanie

Newsletters

⧁ Aim: to inform our sponsors and partners of our project progress.
⧁ Target: sponsors, industrial partners, and other contributors.

Throughout the summer, we sent monthly newsletters to keep all our partners updated on every aspect of our project. This included updates on experiments, media coverage, events, and CALIPSO objectives. Staying connected with them facilitates the exchanges and also the understanding of our work.

Social media

⧁ Aim: to communicate about synthetic biology and the potential of liposomes in this field on social media, and the progress of our project.
⧁ Target: high school, students, iGEMers, scientists, general public.

We regularly communicated on social networks, especially on Instagram and Linkedin. We proposed a visual and narrative depiction of our progress, captivating a diverse audience and developing a community of supporters. This allowed us to amplify our reach, enrich our network, and strengthen the project's standing in both public and professional spheres. It was important for us to maintain contact with those who follow our project but also with the other iGEM teams. In this manner, iGEM Nantes reached out to us about the French iGEM meetup, which we eventually co-organized. We also got in touch with iGEM Patras Medicine, whose project also focuses on cancer, and we subsequently collaborated with them on the safety guide.

Support from Unicancer

Unicancer is a renowned entity in the oncology field in France, known for their dedication to cancer research and care innovation. They published a post on their instagram account (@reseau.unicancer) about our team, our project CALIPSO and how it works. Given Unicancer's commitment to increasing patient inclusion in clinical trials, their support highlights the potential they see in CALIPSO's contribution to advancing oncology treatments and patient care. This exposure was also a great opportunity to amplify our visibility to a wider audience through their network.

BioSynSys Symposium

The 2023 edition of BioSynSys (international Symposium on Synthetic and Systems Biology) took place at INSA Toulouse from July 19th to the 21rst. The event gathered national and international experts, professionals, researchers, and scholars from the field to one platform. We gave an oral communication about our project and presented our first experimental results. It was a great opportunity to practice explaining and communicating the project to experts in the field of synthetic biology. Their feedback helped us improve our oral presentation skills.

BioSynSys presentation.

Project promotion video

For our Promotion Video, we tried to make a clear and educational video so that it would be accessible to as many people as possible, specialists or not. Given the complexity of our project, we led the explanatory segment through animated plans, to help the public better understand what liposomes are, how we engineered them in CALIPSO, and the huge potential they hold.
These animations were included in the France 3 Occitanie TV broadcast on our project. It enabled them to visually illustrate liposomes for the general public.

Promotion video's thumbnail.

Conclusion

Using various ways of communicating, CALIPSO effectively reached the general public. Our engagement efforts, from newspaper articles to social media posts, underlines the significance of transparent and accessible communication in research. This experience has been about learning, sharing, and working together. We are thankful for the connections we made, the support we received, and the difference we made in helping people understand how synthetic biology can be used in cancer research.

Access Wiki Tools View Source Code