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Conflict of Pinterest? Social media and conflicts of interest in scholarly peer-review

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peer review

In 1665, the concept of scholarly peer-review was introduced by Henry Oldenburg, the founding editor of the scientific journal Philosophical Transactions of the Royal Society (National Academy of Sciences, 2009) – a highly regarded journal that continues to publish high-quality science today. In general, the process of peer-review involves submitting one’s work to scrutiny by topical experts in a given field of research. Such a process is meant to serve a gatekeeping function, preventing the propagation of sub-par or incorrect scholarly information among research disciplines, thus ensuring that only accurate and truthful information populate scientific knowledge. Although it was introduced more than 350 years ago, scholarly peer-review remains a cornerstone of contemporary science and an important component of ensuring the validity and rigor of the scientific process.

While many factors play a role in ensuring ethical and responsible peer-review, and the process itself is far from perfect, avoiding ‘conflicts of interest’ is an important aspect of peer-review—that is, ensuring that reviewers provide honest and unbiased critiques on a piece of scholarly work. With respect to peer-review, conflicts of interest can present themselves in any situation where a reviewing researcher of a piece of scholarly work may be financially, professionally, or personally involved with the authoring researcher(s). Such intimate connections between reviewers and authors, including personal relationships (romantic or otherwise), can potentially result in a lack of critical judgement during peer-review and result in a breakdown of scientific integrity. Although scientists are typically diligent in avoiding conflicts of interest, novel and unfamiliar ways of making personal connections have the potential to create situations of conflict that scientists may misjudge and deem non-conflicting.

One relatively novel way of establishing contact is through online social media. While social media primarily serve a social purpose, many platforms have been utilized by scientists for outreach and communication purposes (among others; Van Noorden, 2014Collins et al., 2016). One platform that has been highly popular among the scientific community is Twitter. With Twitter, users can tailor their following to include other users with shared interests. In a world of online communication, however, people with common interests can often feel emotionally and personally connected with online contacts prior to meeting and engaging with them physically. For example, online dating has become a primary way of meeting potential partners, and contacts often feel an emotional connection prior to meeting. Furthermore, 64% of people maintain that common interests are the most important factor in driving online connection. As such, while the maintenance of close personal relationships requires physical contact (Dunbar, 2016), feelings of personal connection can be established from online communication with individuals sharing common interests. Thus, because scientists often share similar views and have become active on social media in recent years, it seems likely that virtual relationships (albeit non-romantic ones) through social media have the potential to create conflicts of interest, despite the many benefits of social media for researchers. This is particularly applicable to platforms where scientists can tailor their following to have a high proportion of followers with common research interests, such as Twitter.

This downside to social media and science became apparent when I was recently invited to review my 16th manuscript of 2017. I graciously declined to review the manusript for two reasons: 1. I didn’t really have the time to review the manuscript and felt I’ve put in my time so far this year, and 2. I felt that I may not have been able to give a fair and unbiased review of the manuscript because of a close connection with the primary author via Twitter, despite never meeting the author in person. Since declining the review, I’ve spent quite some time thinking about this idea and have honed in on a few key questions: how often does #ScienceTwitter get asked to review the work of close Twitter followers, how do potential reviewers respond in such situations, and does this have the potential to compromise the integrity of impartial peer-review? Preliminary results of an admittedly unscientific survey of #ScienceTwitter (with a low sample size, for now) can shed light on the former two questions, and suggests that it is not uncommon for scientists on social media to be asked to peer-review the work of close Twitter followers. Furthermore, when asked to review the work of close followers, #ScienceTwitter users overwhelmingly accept to review the work—indeed I have reviewed the work of Twitter followers in the past.

This, to me, seems inherently problematic yet not widely recognized, and further underscores the benefits and need for a fully-blinded peer-review system (or maybe a fully-open peer-review system). The question remains, however, as to whether this truly constitutes a conflict of interest and if it can indeed introduce bias into the peer-review process. I have some ideas for addressing the latter question (but will need the help of some progressive and enthusiastic journal editors) and plan to pursue the Twitter poll in a more formal fashion.

So, I want to know what you think – do you envision social media a source of conflict of interest in scholarly peer-review and how big of a problem do you think it might be? Let me know what you think in the comments section below!

References

Collins K, Shiffman D, Rock J (2016) How are scientists using social media in the workplace? PLoS One 11: e0162680. doi:10.1371/journal.pone.0162680

Dunbar RIM (2016) Do online social media cut through the constraints that limit the size of offline social networks? Royal Society Open Science 3: 150292. doi:10.1098/rsos.150292

National Academy of Sciences, Committee on Science, Engineering, and Public Policy (2009) On being a scientist: a guide to responsible conduct in research, third edition. The National Academies Press, Washington. 63 pp.

Van Noorden, R (2014) Online collaboration: scientists and the social network. Nature 512: 126-129. doi:10.1038/512126a

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Social media and science: using online media tools to enhance research impact

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This post also appears as a guest blog on the COAStNet website. COAStNet is a network of undergraduate students, graduate students, and coastal researchers who are studying, or have studied, ocean science at Canadian institutions. Their mission is to unite Canadian students and scientists in a network to enhance the communication of ocean research and to promote evidence-based ocean policy that ensures healthy and sustainable oceans. You can find them online, on Facebook, or on Twitter.social media blog post image

It was 2007, and my significant other at the time proposed that I join the most recent online fad – Facebook. As a studious second-year undergraduate and an avoider of online chatter, I vehemently declined. Though I was not immediately interested, I began to observe the ways in which she was using Facebook. Seeing her connect with old friends who had moved away, chatting with family who lived on the other side of the country, and discovering online material that may have otherwise taken hours to find, I began to see the immediate benefits of this new online tool. It wasn’t until much later during my Ph.D. research, however, that I began to see (and reap) the academic benefits of social media.

Though it has greatly enhanced communication among the general public, social media can also be of great benefit to specific groups of individuals, including scientists. Although they are numerous, many social media platforms offer benefits that, as collective, scientists are often seeking out in other ways. Networking, collaboration, education, public outreach, research impact – social media can provide researchers and educators with a plethora of opportunities that otherwise may be time consuming to simply get off the ground.

Indeed social media has allowed me to publish collaborative papers with international ecologists, engage in public outreach and education, establish networks that I otherwise may not have been able to, and substantially enhance my academic CV. So how exactly can social media benefit scientists and like-minded professionals and which platforms are most useful?

The benefits

  1. Networking

A critical aspect of academia is networking with your peers. Connecting with peers who share similar research interests can lead to collaboration, new and exciting projects, and can ultimately enhance a researcher’s scientific impact. However, academic networking is often limited to within-department networking, annual conferences/meetings, or through invited lectures and seminars. With the advent of social media, academic networking has been greatly enhanced.

Many social media platforms provide an informal arena for scientists to discuss their research and build their network. In addition, social media provides an easy and fast way to find like-minded researchers. For example, the use of hashtags on Twitter can allow a user to follow a particular topic and find other Twitter users who are engaged in similar discussions. Given the large and growing scientific community on Twitter, this provides a quick and easy-to-use way of finding and reaching out to academics with similar research interests.

Finally, many social media platforms are now used by entire labs, with PIs, students, and interns all contributing to the lab’s social media page(s). This provides a great communication platform for undergraduate and graduate students seeking positions to chat with lab members and get a feel for whether or not the lab dynamics and research suit their needs.

The approximate number of users for 5 social media platforms utilized by academics (Facebook=1.23 billion; LinkedIn=347 million; Twitter=288 million; Academia.edu=18.2 million; ResearchGate=6 million). Numbers represent the total number of users in 2014 reported by each social media site.
The approximate number of users for 5 social media platforms utilized by academics reported for 2014 (Facebook=1.35 billion; LinkedIn=347 million; Twitter=288 million; Academia.edu=18.2 million; ResearchGate=6 million). Values for Facebook and Twitter represent the total number of active monthly users (source: statista.com); value for LinkedIn represents the total number of users (source: statista.com); values for Academia.edu and RG represent total number of users reported by each site.
  1. International collaboration

As mentioned above, academic networking can often be limited to short periods of time spaced far apart, which can make collaboration difficult. Searching institutional websites and highlighting individual researchers for potential collaboration can also be time consuming for researchers and often gets pushed aside as a result. Furthermore, graduate students don’t often get opportunities for international collaboration due to financial constraints and a lack of an established reputation within their fields.

One of the biggest academic benefits of social media is that it offers a fast and convenient way to build international collaborations and expand scientific research. This allows not only established researchers to expand their research, but can also allow keen graduate students to engage in collaborative research projects (whether they be international, national, or local), gain additional publications, and substantially enhance their academic CVs.

  1. Education and public outreach

Academics and scientists share a common responsibility to educate. Designing and delivering courses, giving public lectures, and reaching out to various public groups is critical for enhancing the scientific literacy of those around us who do not directly engage in the faculty of science. However, the aforementioned duties of researchers can be extremely time consuming, which can limit the ability of scientists to educate to the fullest extent possible.

With its massive outreach potential (Figure 1), social media can serve as a fantastic public outreach and educational tool. For example, David Shiffman, a Ph.D. student at the University of Miami has used Twitter and Facebook to spread education and awareness about sharks to an astounding number of social media users (>5,000 Facebook followers; >20,700 Twitter followers). Furthermore, social media platforms can be used to increase engagement in the classroom. Given the familiarity that today’s students have with platforms like Facebook, students may be more likely to engage with and share additional material through social media outlets rather than traditional classroom platforms such as email or classroom management tools (Clements, unpublished data).

  1. Research Impact

The ways in which academics and researchers are evaluated are limited and, in some ways, flawed. Scientists are often assessed on the number and the quality of their research publications. Given that quality is often gaged by journal prestige (which is most often a product of impact factor, which comes with its own variety of flaws), additional ways of measuring scientific impact are always welcome (of course, within logical reason).

Recently, social media has been established as a metric for scientific impact. Termed “altmetrics”, a variety of statistics surrounding peer-reviewed publications that appear on social media can be extracted and used to gauge the online impact of a given publication and, in turn, its authors. Indeed many journals now include an altmetric section for published articles, including the prestigious journal Nature (among numerous others; Figure 2) Furthermore, social media platforms designed specifically for scientists, such as ResearchGate, have developed their own algorithm to derive a single metric of scholarly impact for an individual researcher within the ResearchGate community. Though these metrics do come with their own set of problems and limitations, they also highlight the ways in which scholars can utilize social media to enhance their scholarly impact and outreach within and outside of the academic community.

Figure 2. Examples of altmetric pages for three separate scientific journals which publish coastal research: Nature (A), Journal of Shellfish Research (B), and Estuaries and Coasts (C).
Figure 2. Examples of altmetric pages for three separate scientific journals which publish coastal research: Nature (A), Journal of Shellfish Research (B), and Estuaries and Coasts (C).

The platforms

Though many social media platforms exist (see here for an exhaustive list), some are better suited for scientists and academics than others. Furthermore, the variety of needs that individual researchers may want social media to aid in can be optimized by using certain platforms. Though not exhaustive by any means, a list of social media sites commonly used by researchers (from Van Noorden 2014), along with their optimal use, is provided below:

  1. Facebook

Facebook is one of the most common social media sites and is often credited with initiating the social media revolution. Though it does not necessarily make networking or collaborating much easier for a researcher (Facebook has implemented hashtags, but they are not commonly used), it is a tool that can optimize public outreach and communication (though some studies suggest it is not suitable for this purpose; e.g. Fauville et al. 2014). In addition, Facebook groups can serve as a classroom tool for individual courses and can greatly enhance the engagement of undergraduate students (Clements, unpublished data).

  1. Twitter

Like Facebook, Twitter is an extremely popular social media site with an enormous amount of followers (Figure 1). However, Twitter offers some additional benefits for academics that Facebook does not. Alongside public outreach and education, Twitter utilizes the hashtag to link users to common topics being discussed within the Twitter community. Given the large and continually growing scientific community on Twitter, following hashtags related to your research can allow for extensive networking and collaboration. Furthermore, the large numbers of users coupled with the fact that tweets must be short and to-the-point (140 characters or less) make it a very efficient and useful tool for public outreach and education.

  1. LinkedIn

Acting as a platform for professionals, LinkedIn allows researchers to connect with other professionals to increase networking and potentially lead to collaboration. However, LinkedIn is likely better suited for researchers looking to hire employees or graduate students, as individual profiles essentially serve as CVs. On the flip-side, graduate students and employees can use this social media platform to connect with researchers that they may be interested in working with.

  1. Academia.edu

A great site for displaying and sharing work, Academia.edu allows researchers to share their publications with the academic community and follow like-minded researchers. This platform is great for sharing work with others and building academic connections, but is not overly useful for public outreach or finding graduate students (researchers).

  1. ResearchGate

The most used social media site by scientists (Van Noorden 2014), ResearchGate acts much in the same way as Academia.edu. ResearchGate allows researchers to upload and share their publications and network with other similar researchers. Furthermore, you can upload research before it is published, which can help to expedite the communication of scientific knowledge/research and provide a basis for additional peer-review. Students can also join the ResearchGate community to find publications and network with researchers.

The real uniqueness of ResearchGate, however, lies in its novel approach to quantifying scholarly impact. Unlike the h-index or other metrics of impact, the “RG Score” takes into account various aspects of a researcher’s work and uses them to represent that researcher’s academic impact. The fault in this, however, is that it is biased toward researchers that are actively engaged in the ResearchGate community, and individual RG Scores can become inflated fairly easily (for example, my RG Score is higher than my PhD supervisor’s, yet I haven’t finished my PhD).

Though the RG Score may be flawed, the collaborative nature of ResearchGate is of great benefit to researchers at all levels of their career. For example, I have personally established an international collaboration with Iranian ecologists working in the Caspian Sea, which has led to two publications in well-known journals.

  1. Others

Other social media sites promoted directly at scientists include Mendeley, a site much like ResearchGate, and FigShare, a fantastic site where researchers can openly share data which is published on the FigShare site with full attribution to the researcher(s) who publish their data there (indeed the use of the data must be accompanied by a citation).

Optimizing use

Along with the descriptions above, Van Noorden (2014) outlines the ways in which scientists use social media. The already-large and continually growing scientific presence on social media is a testament to its utility within the scientific community. However, being careful to not let such platforms dominate your time is an important aspect to consider when contemplating joining social media as a researcher or lab group. As such, strategically choosing a few platforms to best suit your research needs is key to establishing a solid social media presence while not substantially decreasing productivity or academic output.

Aside from individual researchers, scientific societies and organizations can benefit from using social media. Many coastal organizations (e.g. CERF, NOAA) utilize social media to connect with their members and, more importantly, recruit new members. Social media can also serve well in the promotion of an organization’s events, such as conferences or meetings. Contests and special events being held by organizations can also be promoted through social media – a great example of this was the 2014 NOAA photo contest.

Ultimately, it is up to the researcher to decide which social media platform suits him/her best. Social media can be of great benefit to scientists, but needs to be utilized appropriately in order to maximize its utility for individual researchers. If these aspects are taken into account, social media can serve academics and like-minded professionals very well, acting to enhance their careers and scholarly impact in a variety of ways.

REFERENCES

  1. Van Noordern, R. 2014. Online collaboration: scientists and the social network. Nature 512: 126-129.
  2. Fauville, G., Dupont, S., von Thun, S., and Lundin, J. 2015. Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy. Computers & Education 82: 60-73.

Canada lagging behind in ocean acidification research and action

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scallop
The year was 2011, and Rob Saunders, CEO of Island Scallops, had some grim news to report from his scallop hatchery in Qualicum Bay, BC – every scallop the company had put in the water over the past 3 years had died. The likely culprit? – ocean acidification (OA). Seawater pH levels reaching 7.2 had been reported from the area, where typical seawater hovers around a pH of 8. Consequently, Island Scallops was forced to dramatically scale back production, shutting down its processing plant and laying off 1/3 of its employees.
Although often considered a future problem, OA is already impacting coastal systems on the Pacific coast of North America. Aside from the shellfish crises in the Northwest United States, and British Columbia, Feely et al. (2008) reported undersaturated seawater (with respect to aragonite; a mineral form of calcium carbonate) upwelling along the continental shelf of the Pacific coast of North America from Canada to Mexico. More recently, it has been suggested that these chemical changes in the same area are already resulting in negative biological implications at the base of the food web (Bednaršek et al. 2014). As a result of these immediate threats of OA, various committees and national projects have been formed to address and monitor OA in the United States, such as the NOAA Ocean Acidification Program (NOAA OAP), while documents outlining strategic plans for research, monitoring, and tackling the problem of OA in the US  have been published in recent years (e.g. OCBP 2009, NRC 2010, IWGOA 2014) (Europe is also leading the way in this area, but I will stick to North America for the purposes of this post; for a glimpse at the European Project on Ocean Acidification, EPOCA, see here). In fact, the United States federal government, through NOAA initiatives, has a total of 16 buoys/moorings monitoring OA in their national waters (10 on the Pacific coast, 6 on the Atlantic coast) (Figure 1).
Figure 1. Allocation of buoys/moorings monitoring ocean acidification in countries of the Pacific and Atlantic coasts of North America.
Figure 1. Allocation of buoys/moorings monitoring ocean acidification in countries of the Pacific and Atlantic coasts of North America.
While the US Federal government appears to be sufficiently concerned about OA, the Canadian Federal government seems much more disinterested. In their 2012 State of the Oceans report, Fisheries and Oceans Canada (DFO) reported that, due to its age, Pacific sub-surface water already contains a high concentration of CO2 and periodic episodes of undersaturated (pH<7.7) surface waters already occur on the Pacific coast of Canada (DFO 2012). In the report, DFO also stated that on the Atlantic coast of Canada, bottom waters in the St. Lawrence Estuary have dropped 0.2-0.3 units over the past 70 years (in comparison to the global average decrease of 0.1 units) resulting in biological implications for bottom-dwelling animals, and suggested that water from Arctic outflow moving through the Canadian Arctic Archipelago is bringing more acidic waters to the east coast of Canada, potentially making it more susceptible to future changes (DFO 2012). Although the report clearly outlines that ocean acidification is already a problem on both Canadian coasts and suggests that future conditions will get worse, the Canadian Federal government is doing very little to address OA in Canada, simply stating in the report that “Continued scientific research into ocean acidification is necessary to identify its impacts and drivers, which vary by location, with a view to developing a coherent response to the issue”. While 16 buoys are monitoring OA in US waters, Canada has a total of 1 (Pacific coast), which is itself a collaborative project with NOAA in the US (Figure 1). Canada has, however, been involved in the AMAP project which has contributed to monitoring Arctic OA, but the only other governmental OA research program in Canada is just getting off of the ground at a DFO lab in St. Andrews, New Brunswick; however, this program is very primitive and requires much more time, effort, and funding to appropriately establish an OA monitoring program on Canada’s east coast. When it comes to policy, OA isn’t even on the radar in Canada. Although, the President of the United States committed to protecting marine ecosystems of the US and tackling the problem of OA in June of 2014 (not to mention the myriad regional initiatives aimed at addressing the problem in the United States), the Canadian government has yet to mention the prospect of trying to mitigate the implications of OA in our country. While the United States have multiple, detailed documents outlining OA and potential adaptation strategies, the latest formal report outlining Canada’s action on climate change designates less than a page to OA (Warren & Lemmen 2014). Furthermore, although the Canadian government is abundantly proud of its ecoENERGY program (i.e., investing money into oil and natural gas exploration), the ecoACTION program (i.e., actively taking action against ecological problems such as climate change and ocean acidification) has been dismantled. Finally, although government agencies such as NOAA in the US and EPOCA in Europe have devoted a substantial amount of time into public outreach and education, government scientists studying OA in Canada are still struggling to speak outside of their offices.
The latest report from the Government of Canada outlining Canada's actions towards climate change restrict ocean acidification to less than a single page.
The latest report from the Government of Canada outlining Canada’s actions towards climate change restrict ocean acidification to less than a single page.
For the past decade or more, OA has been on the radars of scientists around the world. With its imminent threat to marine organisms around the world, from individual species to global biodiversity, acidification has been a hot topic, peaking the interest of scientists and (some) policy makers alike. Although disparately necessary, a global policy to address the threat of OA is lacking. Consequently, a disconnect exists between regions around the world, with some taking notice and action more than others. Although the United States has begun to lead the way in OA research and mitigation (along with numerous countries in Europe), it is quite clear that the Canadian Federal Government and associated policy makers are drastically lagging when it comes to acting on OA, a detrimental environmental issue the requires immediate attention. As a result, research into OA in Canada is drastically hindered and negative instances such as those at Island Scallops aren’t likely to be prevented for quite some time to come.

References:

Feely RA et al. 2008. Evidence for upwelling of corrosive “acidified” water onto the continental shelf. Nature, 320, 1490-1492.

Ocean Carbon and Biogeochemistry Program 2009. ocean acidification: Recommended strategy for a U.S. national research program [online]. Accessed 01/12/2014 from http://www.us-ocb.org/publications/OCB_OA_Whitepaper.pdf.

National Research Council 2010. Ocean acidification: A national strategy to meet the challenges of a changing ocean [online]. Accessed 01/12/2014 from http://hofmannlab.msi.ucsb. edu/resources/OA_A%20National%20Strategy%20to%20Meet%20the%20Challenges%20of%20a%20Changing%20Ocean.pdf.

Bednaršek N et al. 2014. Limacina helicina shell dissolution as an indicator of declining habitat suitability owing to ocean acidification in the California Current Ecosystem. Proc R Soc B, 281, DOI: 10.1098/rspb.2014.0123.

Fisheries and Oceans Canada 2014. Canada’s state of the oceans report, 2012 [online]. Accessed 01/12/2014 from http://www.dfo-mpo.gc.ca/science/coe-cde/soto/report-rapport-2012/index-eng.asp#a2.

Interagency Working Group on Ocean Acidification 2014. Strategic plan for federal research and monitoring of ocean acidification [online]. Accessed 01/12/2014 from http://www.whitehouse. gov/sites/default/files/microsites/ostp/NSTC/iwg-oa_strategic_plan_march_2014.pdf.

Warren FJ & Lemmen DS 2014. Canada in a changing climate: Sector perspectives on impacts and adaptation. Government of Canada, Ottawa, 286pp.