Our latest YouTube video for Cancer Research Demystified came out yesterday, and it attempts to answer this very tough question: what is the single greatest challenge in cancer research?
Here’s a little behind the scenes look at how the video came to be!
I’m still not back to working in the real world post COVID19, so Hayley and I are mostly making separate videos this year, but finally we are both on screen ‘together’ again, as she recorded a clip for this one from her house! To pull the video together, I combined mine & Hayley’s thoughts on the topic with those of our internet friends, along with the key strategies of some of the leading funding bodies. The response to this lofty question across Twitter, Instagram, Reddit, Facebook, this blog, LinkedIn and my various DMs was fantastic and really enjoyable to read – everyone had their two cents, from researchers, students and clinicians to patients, advocates and the funders themselves. So many opinions were expressed that one thing became immediately clear: this is not something we all agree on! I attempted to pull together some common themes, which in my mind fell into a few subdivisions of either biological challenges, or research barriers.
How long does it take to make a CRD video?
I’ve been asked this question a few times, so I thought I’d use this video as an example and go through each of the tasks: The question I was asking for this video was open for answers for approximately one month across our different online platforms. Input from me asking this question in different places throughout this month was probably a combined total of 30 mins – nothing huge. Once all the answers were in, I spent about three hours one evening collating them (i.e. lots of screen shotting!) and trying to find common themes, as well as making the summary PowerPoint slide which I would use as an anchor throughout the video. Filming took about two hours one Saturday, followed by approx. five hours of editing – including re-recording some bits that didn’t make sense.
The rough cut, which contained all the bits I wanted to include initially, was about 75 minutes long – I clearly have spent too much time lecturing this term and was enjoying the sound of my own voice too much!!
The final edit was about 20 mins long – much more palatable I hope!
Export, upload and writing social media descriptions took a couple of hours that Saturday evening. Release the next day and sharing everywhere took about an hour. All in all this adds up to about 13.5 hours of my personal input for this video, give or take.
I would say this is on the light end of average for a CRD video. Some of our videos are miraculously conceived, edited and uploaded within one evening session of 3 hours after work on a Tuesday (6 human hours, since there would usually be two of us), but this is extremely rare! Generally we spend one evening planning, one evening filming and starting to edit, and a third evening finishing editing and uploading, so more like 18 human hours. Our first few videos back in 2016/2017 needed to be re-recorded several times, as we were awkward on camera, unpractised at getting everything we needed, and not working particularly efficiently yet. I’d say the longest was one of our early videos about blood samples – which must have been over 50 human hours, or at least it felt like it…
My favourite part about making this video was reading through all of the answers we received, particularly on Twitter, Reddit and Instagram. This turned into a whole conversation, and it was great to see so many researchers, patients and advocates discussing their views on cancer research. This is exactly what we have always been hoping to achieve with CRD.
My least favourite part was when I saw that the rough cut was 75 minutes long… that is just too long for a YouTube video, too detailed, too rambling, and I knew I’d have to work hard to cut it down to an acceptable length. I ended up cutting out my description of each of the 9 grand challenges that CRUK are currently trying to fund, which was detailed and took a fair amount of effort to pull together. It’s never fun to leave science on the cutting room floor! I think it was worth it in the end though.
If I could change one thing about this video, it would of course be that I wish it was filmed in the lab with Hayley. Maybe that will happen again one day, if I can get my hands on a vaccine….
I think that covers all the ‘behind the scenes’ for this video. Please watch it if you get a chance to, and share with any patients, carers, advocates or students you know who might like to find out more about cancer research!
Last year I published my first ‘paper’ with JoVE – the Journal of Visualized Experiments. JoVE are a video journal, that I had heard about from a collaborator – who suggested that our MRI-targeted prostate slicing method ‘PEOPLE’ might be a good fit. It sounded like a great idea!
I’m happy to report that there’s no twist coming in this blog – the experience was great, and I’d recommend them to others too!
With JoVE, you submit an abstract & basic written paper of your method (or whatever research you’d like to publish as a video). The written submission is peer reviewed, edited as necessary, and once the reviewers are happy, you begin to plan a filming day. There are a few options here – I chose to go with the more expensive option of having JoVE arrange the script, filming & editing for me, rather than having to do it myself. The benefit here is you get to work with professionals, who know how to get the right shots, the right lighting, and edit everything in such a way that other scientists can see everything they need to see clearly, and learn the method so that they can carry it out themselves.
This was of particular benefit to me, as a (very!) amateur YouTuber with Cancer Research Demystified – I wanted to learn how the professionals do it!
Our videographer was Graham from https://www.sciphi.tv/. Working with him was a brilliant experience – he was an ex-researcher himself, and had extensive experience both carrying out and filming science. He made the day fun, quick and easy – if you ever need someone to film an academic video for you I highly recommend his company!
Filming day itself wouldn’t have been possible without the rest of our research team helping out (in particular Hayley and Aiman – thank you!) and of course a very generous prostate cancer patient, who was undergoing radical prostatectomy, kindly agreeing to take part in our research.
After a short wait we received a first draft of our video which we were really happy with – we had the opportunity to make a round of edits (there weren’t many), and then before long the video was up on JoVE’s website, as well as Pubmed and all the usual places you’d read scientific research in paper form!
Personally, I think videos make a whole lot more sense than written papers for sharing methodologies. I’ve used JoVE videos for training myself – notably for learning to build tissue microarrays (TMAs), and without those videos I’m not sure I could have learned this skill at all – as our resident experts had left the lab! A paper just wouldn’t be able to clearly explain how to use that equipment. With JoVE, there’s always a PDF that goes alongside the paper too, so once you’ve watched and understood the practical side, you have the written protocol to hand while you’re in the lab. The best of both worlds.
I’ve always been a fan of simple solutions (I’m a bit of a broken record on this) – and JoVE is a perfectly simple solution to providing training that will show you how to do something rather than just tell you.
Once caveat – it’s not cheap. But your fellow scientist who want to learn your methods will thank you – you’re doing the rest of us a favour! Of course, there’s always YouTube for a free (ish) alternative. But in my view, the added layers of peer review and professional production are worth the extra cost.
A quick blog this week! I wanted to take a moment to introduce one of our favourite Cancer Research Demystified videos. Here, we give a tour of our lab so that cancer patients, carers, students and anyone with an interest can see what cancer research really looks like!
During our first couple of years meeting with cancer patients, myself and Hayley noticed that for a lot of them, their main frame of reference for what a science lab looked like was ‘the telly’. Whether it was CSI, or even a particularly slick BBC News segment, it was clear that research labs were expected to be minimalist, futuristic, and full of coloured liquids.
The occasional person would describe the opposite picture – dark wooden cabinets filled with dusty glass specimen jars, stained benches, blackboards, worn-off labels on mystery chemicals, and that strong, ambiguous, smell.
Of course, neither are accurate. Real cancer research labs are somewhat modern, sure, but even the most expensive and ‘futuristic’ equipment typically looks more like a tumble dryer than an interactive hologram, and though much of our equipment does use lasers – they are hidden deep inside rather than scanning the lab for spies! Blackboards are long gone, replaced with white boards, dusty unlabeled jars are disposed of due to strict health and safety protocols, although stains on benches….? Well, some of those remain.
We did initially face some mild resistance when we first attempted to film this video. A senior member of staff advised us that patients want the comfort of knowing that the best brains in the world are working on a cure, using the best technology and most impressive workspaces. That’s why, we were told, we need to clear out so much lab mess before the camera crews come in for a news segment.
But frankly – those perfect, sterile, swish labs are out there – if someone wants to see a scientist in a never-before-worn white coat pipetting some pink liquid into a plate, all they need to do is turn on the news. We wanted to show something different – and frankly, more honest – warts and all!
The video we ended up with is a little on the nose perhaps, but we felt it needed to be. We show the reality of what it’s like to work in a lab (well, close to reality anyway – we filmed after hours to avoid getting in people’s way, so it is unusually quiet). Some of the difference between day-to-day lab work versus office work are highlighted, such as not being able to eat, drink or touch up your make up within the lab, and having to wear appropriate PPE.
I came back to this video during lockdown because I missed the lab. I still haven’t been back in there, and I’m not sure when I next will be. Other people are back there now though, under strict covid protocols, with significantly reduced capacity and masks. I hope to join them one day, but for now I’m minding my asthmatic lungs at home!
If you’re a cancer patient or carer – here’s a real look at where we’re carrying out the research to build better diagnostics and therapeutics. If you’re a student thinking about doing a medical/biology based research project – this is the sort of place you’ll find yourself working. Please enjoy!
For more Cancer Research Demystified content, here’s where you can find us:
I’ve always been a fan of writing ‘To Do’ lists – they’re great for keeping tracks of small bits of work that could slip between the cracks during a busy day or week, and they’re also great for a little dopamine burst when you tick off an item.
Of course the drawback is the list always grows longer, and never gets completed!
Recently, as part of my transition into life as a member of faculty, I’ve started occasionally writing the opposite version, which I’ve taken to calling my ‘To Did’ list. Yes, I realize some people go with ‘To Done’ – but it’s on my ear now and I’m sticking to it!
The list consists of things that I have taken care of in a given day or week, and forces me to take a few minutes to acknowledge the work that I have managed to get done, rather than always focusing on the mountain ahead.
It also allows me to visualise the spread of different types of work that I’ve done, to see if it aligns roughly with how I intended to balance my time between research, teaching, and other tasks.
This is useful, because I’ve received warnings from quite a few academics that in my first year as a lecturer I would likely end up doing virtually all teaching, and virtually no research, and that I should try to make sure my research isn’t neglected if at all possible.
I always wondered whether this early research-teaching imbalance is real, or whether us academics maybe just convince ourselves that this balance is shifted farther towards teaching than it really is. I suspect this could happen, because we have a tendency toward feeling perpetually behind on our research, and teaching ‘To Do’ jobs usually have harder deadlines than research ones, so we often feel like we’re being forced to spend time on teaching tasks instead of research ones…. Maybe it’s just a trick of the mind, and we are actually doing a bit more research than we think? Or maybe it’s true, and my research will take a huge hit in year one, that I should actively work to prevent?
Of course, with covid-era teaching requiring significant extra hours from teaching staff, and preventing new research experiments from being carried out within the lab during lockdown, I suspected that I might fall victim to this potential research-teaching imbalance even more than your average first year PI.
And given I am a scientist, the urge to collect data to answer this question was strong.
Hence the ‘To Did’ list.
Did it identify a huge imbalance toward teaching?
No, not really!
I’m writing this in the evening, having just written out my ‘To Did’ list for today. It seems nicely varied, with eight items that I spent roughly equal time on. The two most time consuming items (by only a small margin) were pure teaching, one item sat nicely on the teaching-research border, four items were pure research, and the smallest one was ‘other’.
Over the summer, before I brought in the ‘To Did’ list, I started going through old ‘To Do’ lists and highlighting research items yellow, teaching items green, and everything else blue, to try to collect similar data on how I was balancing these types of work. I found that yellow and green were almost perfectly equal, with blue less common. Which to me, seems ideal – between the results of the ‘To Do’ & ‘To Did’ lists, I am reassured things seems to be relatively well balanced so far!
An unexpected positive was that the ‘To Did’ list also highlighted for me how international my work has become, which hadn’t really clicked for me. Increasing my international network will (I hope) help my research career, and so it was exciting to notice items related to collaborations with Ireland, Finland, India and the US all in there alongside my main work in the UK.
Aside from the broad overview the ‘To Did’ list gives me of the variety of work I’m doing, it does also provide the same sort of dopamine release that ticking off a ‘To Do’ list does, only in this case, for me at least – it’s even better! Everything on my ‘To Did’ list is complete, even if it’s just a small step in a bigger picture. It’s something I’ve done that day, something I’ve accomplished, and something that is not hanging over me anymore.
One rule of my ‘To Did’ list, is that I do not allow myself to write ‘wrote/read emails’ as an item on the list. This is because I’ve had a bad habit in the past of putting myself down by saying ‘all I did all day was emails’, when in actual fact I may have been troubleshooting research problems, liaising with collaborators, submitting proposals, planning projects or reviewing papers – email was purely the vehicle. Calling those items ‘emails’ is a bit like spending three days on a wet lab experiment and saying ‘all I did the last few days was move stuff with my hands’ or teaching all day and saying ‘all I did today was speak!’ Writing these kinds of items on the list with verbs like liaised/reviewed/edited has made me acknowledge the reality of the work being done, and also helped me to feel better about previously perceived lack of productivity during lockdown, while I was really missing the lab!
So whether you’re trying to collect data on how you break up your time, or just looking for reassurance that you’re still getting s#!t done during the pandemic, I whole heartedly recommend writing a ‘To Did’ list.
I guess I can now add a 9th item to today’s list – writing this blog!
Are the influential Professors who made their names guesting on talk radio shows or writing opinion pieces in the national papers a thing of the past? Will they be replaced by a generation of #scicomm advocates, sharing lab bench selfies and vlogs? I’ve seen the latter spark eye-rolling and accusations of vanity – could it be true that this new brand of public engagement is less impactful, or does it still do the same job of engaging with the public, and ultimately make lofty academics more relatable to the average Joe?
These are some questions I’ve been asking myself over the last few years, while actively engaging more with other academics and the wider public online. Am I building towards becoming part of a new generation of influential Profs in the future, or just making myself look like an attention seeker?
To pick this apart, let’s start with why academics seek to communicate with the wider community in the first place.
Effective communication is key to ensuring our research has an impact within the wider community. For us to enact change in any field of academic research, we need to have discourse with other non-academic professionals, patients, advocates, teachers, politicians – whoever it might be.
Additionally, with more and more papers being published each year, it’s hard to get ours noticed within the academic community above the sea of new data without publicizing our work in some way. As a result, researchers like myself are scrambling to draw attention to our findings everywhere and anywhere we can, living in fear that our work may go unnoticed, gathering dust in the depths of Pubmed.
But at what point does publicizing your work, or describing it for a wider audience, cross over into attempted-influencer territory? And if it does – is that a bad thing?
As with anything, opinions vary – but it’s certainly not rare in my experience to come across a peer who believes that an influential Prof who gets invited onto talk radio should be revered as a great communicator, while one who engages on Twitter, or god forbid, Instagram (!) should be dismissed as an attention seeker.
Will this continue? Will one or the other die out, or perhaps will traditional media and social media merge over time, with the distinction becoming less relevant? To me, this appears to already be happening, with some of those revered Profs gradually turning to social media – particularly Twitter.
Will tomorrow’s generation of great academic communicators summarize their think piece from the Economist with a viral TikTok?
Where do I fit in to all of this?
Let me share some of the numbers with you that encouraged me to start engaging more online myself.
In the ten years from 2009, when I was an undergrad, to 2019, when I was applying for my first faculty roles, the number of papers about cancer being published in Pubmed almost doubled, from an already massive to 123,530, to a phenomenal 222,784. That’s nearly a quarter of a million papers in just one field, in just one year!
More research is great – more papers, more data, more opportunities for our field to advance. But it’s also more papers for each of us to keep up with. We can’t possibly each read this colossal amount of work, while still conducting our own research. And what if a paper does get lost, and nobody reads it – nobody will ask the next question, run the next experiment, or take the next step. At that point – why did we bother doing the work in the first place?
With this in mind, many of us – myself included, who lack contacts or cred in traditional media, are turning to social media to get our work out there. We’re using the internet to try to improve our paper’s Altimetric score, something which puts a numerical value on how much attention a publication has garnered. Maybe it starts with a tweet, or a blog (ahem), or a post on LinkedIn or Reddit. Personally, I’ve tried all of these, as well as dabbling in producing lay YouTube videos describing our latest published work. I’ve even tried posting paper abstracts on Instagram at this point – which surprisingly did get a few likes despite semi-drowning in a sea of selfies.
All sounds fine, right?
But with social media, you have the same issue as with Pubmed – an ever increasing deluge of content, drowning out your little post among millions of others.
To fight this, I’ve been actively trying to build a following on various social media platforms, within the scientific and academic communities. I want like-minded people to read my papers, and for them to do that, they need to see the tweets/blogs/videos that describe or link to them, so I need more followers, more retweets, more likes, etc. etc.
I’ve actively gotten into a habit of putting spare moments here and there into tiny social media tasks, all with the aim of building my own following. You might catch me liking a post about someone else’s paper while I’m making a cup of tea, retweeting a video while I’m walking to the shop, or following a few fellow scientists while half-watching Netflix. Any content of my own such as a blog like this, a YouTube video or a more detailed Twitter/Instagram post is produced in bulk on the weekends, and scheduled to be released throughout the week so that it appears like I’m constantly engaged, even though I do actually have a ‘day job’!
And it has worked a little bit, getting me from a few dozen followers to a few hundred, and now heading towards a couple of thousand. Nothing huge. Social media is the signpost as far as I’m concerned, directing people to my ‘actual’ work, rather than the endgame in and of itself.
But is that how it comes across?
Do I just look like an attempted influencer?
I received a message from a stranger a couple of weeks ago, after I helped to launch a joint Twitter account with a few like minded academics called ‘Academic YouTubers’. The stranger said something along the lines of ‘prepare for an influx of academic influencers’.
It was the first time I had heard the term ‘influencer’ used to refer to what I had considered to be people working in science communication or ‘sci comm’.
To others, does it look like we’re trying to become influencers? Using papers to garner followers rather than the other way around? Using social media in an attempt at garnering fame or even financial gain?
The idea of being an influencer within academia does tickle me a bit, I must admit. Imagine if our next ‘Cancer Research Demystified’ video included a sponsorship deal, where we advocate the use of a particular brand of RNA extraction kits and offer a discount code on your next purchase, or happen to be wearing lab coats with a name brand clearly visible and ‘#ad’ in the video description…!
I would like to think it’s clear to our (few) viewers that that’s not the aim of our channel – we’re purely trying to connect with cancer patients to tell them about cancer research.
But is that really how it comes across?
One moment sticks out in my memory on this. I posted a story on my Instagram page a couple of years ago, toasting a paper acceptance with a flute of prosecco. I was happy about the good news, and it’s a habit of mine to share the positive moments in academia, as they can be few and far between! That evening I received a reply to the story, from an old friend I went to college with. It read ‘Sweet Jesus, Sue is insufferable‘. Within an instant they deleted the message, but I had already seen it, before they presumably sent it to whoever the intended recipient was. It hurt my feelings a little, and made me question my online presence. Is it too much? Too self-congratulatory? Too vain?
That message still lingers in the back of my mind today, whenever I hit ‘post’.
Am I doing the right thing to post frequently, trying build a moderate audience one day and grow better at communicating my work with the wider world, or am I simply alienating my peers, overloading their feeds and making them role their eyes at my perceived attention-seeking behaviour?
Furthermore, can I really argue against this label, when really attention-seeking is pretty much exactly what I’m doing, just for my work, rather than myself?
At the end of the day, when I take a step back from all the minor details and self doubt, I firmly believe that engagement between academia and wider society is key to the advancement of civilization.
And if I believe that, then I suppose I need to continue to do what I’m doing – communicate wherever I can get a platform, explain my findings, their significance and what I believe should happen next. And for that to get seen, I also need to continue the less substantive posts, the odd meme and a whole lot of retweets, that help to game the algorithms and build that all important follower list.
After all, that’s how the rest of society is communicating nowadays – so for academia to stay relevant, surely we should follow suit.
Furthermore, the benefits to me of engaging with other scientists online are immeasurable, and deserve their own future blog – I’ve learned so much from other researchers debating their views on Twitter, and this does allow me to better inform my own work.
I suppose I’ll just have to accept that for every ‘like’ I receive from a former colleague, I’m probably also receiving an eye roll from another. And for as long as my #scicomm attempts seem to stimulate some minor engagement and/or discussion, I’ll have to keep going.
To be honest, I still feel uncomfortable about the term ‘academic influencer’, but perhaps that will change. I look at the next generation – today’s undergrads, the #scientistsofinstagram (yes it’s real, go look) who I oftentimes see posting heavily edited selfies in their lab coats and plugging particular trendy stationary brands. They seem to be actively aiming for the ‘academic influencer’ label. Is there anything wrong with what they’re doing? I don’t think so, so long as they aren’t spreading misinformation. And if I’m not going to judge them for their brand of science communication, then I suppose I shouldn’t judge myself for my own version either.
As always, comments, thoughts and discussion welcome. Go on – tell me I’m insufferable, you know you want to!