Training future generations to deliver evidence?based conservation and ecosystem management

1. To be effective, the next generation of conservation practitioners and managers need to critical thinkers with a deep understanding how make evidence-based decisions value evidence synthesis. 2. If, as educators, we do not these priorities core part what teach, are failing prepare our students an effective contribution practice. 3. help overcome this problem have created open access online teaching materials in multiple languages that stored Applied Ecology Resources. So far, 117 educators from 23 countries acknowledged importance already or about teach skills appraising using decision-making. This includes 145 undergraduate, postgraduate professional development courses. 4. We call for wider tools facilitate also suggest providing could beneficial improving global other subject areas. Para ser eficaces, la próxima generación de practicantes y administradores conservación deben pensadores críticos, con un entendimiento profundo cómo tomar decisiones basadas en evidencia del valor síntesis misma. Si, como educadores, no hacemos estas prioridades parte central lo que enseñamos, estamos fallando preparar nuestros estudiantes para hace una contribución efectiva práctica conservación. ayudar superar este problema, hemos creado materiales didácticos línea acceso abierto varios idiomas, serán almacenados “Applied Resources". Hasta ahora, educadores países han reconocido importancia esto ya están enseñando o por enseñar habilidades valorar usar toma Esto incluye cursos pregrado, posgrado desarrollo profesional. Hacemos llamado amplia enseñanza las herramientas facilitan basada también sugerimos proporcionar multiples idiomas podría beneficioso mejorar comprensión otras áreas temáticas. Zum effektiven Handeln brauchen wir der nächsten Generation von Naturschützern und Naturschutzmanagern kritische Denker mit einem grundlegenden Verständnis evidenz-basierten Entscheidungen dem Wert Evidenz-Synthesen. Wenn als Dozenten diese Aspekte nicht zu zentralen Bestandteil unserer Lehre machen, bereiten unsere Studierenden nur unzureichend darauf vor, wirksam zur zukünftigen Naturschutzpraxis beitragen können. Um Aufgabe zentral anzugehen, haben Open-Access-Online-Unterrichtsmaterialien mehreren Sprachen erstellt, die den ‚Applied Resources‘ gespeichert sind. Bisher mindestens aus Ländern Bedeutung dieses Themas erkannt es entsprechend schon ihre eingebaut beziehungsweise sind derzeit dabei, Ihren Möglichkeiten Bewertung Verwendung direkten Belegen bei Entscheidungsfindung im Naturschutz vermitteln. Diese umfasst Kurse - sowohl auf Bachelor MSc/PhD-Ebene wie auch beruflichen Weiterbildung. Wir empfehlen für Zukunft eine noch umfassendere Vermittlung Instrumente Fähigkeiten, evidenzbasierten zugrunde liegen. Darüber hinaus stellen Vorteile einer Bereitstellung mehrsprachigen Online-Unterrichtsmaterialien bessere globale Wissensvermittlung andere Fachbereiche heraus ??????????????????????????????? ???????????????????????????????????????????????????????????????????????????????????????? ??????????????????????????????????????????????????????????????????????? ???????????????????????????????????????????????????????????????Applied Resources????????????23???145???????????????????????????117???????????????????????????????????????????????????????????????????????????? ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ?????, ????????????????????????, ????????????????????? ????????????, ???????????????????????, ???????, ??????????????????????????????? ??????????, ????????????????????????? Resources???????????????, ??23????117???????????????, ???????????????????????????????????????145???, ??????????? ????????????????????????????, ????????????????????, ???????????????? eficaz, geração conservacionistas e gestores vida selvagem tem ter capacidade desenvolver pensamento crítico deve possuir um conhecimento sobre decisões com base em evidência, entendendo também sintetizar mesma. Se, não fazemos destas uma nuclear leccionamos, estaremos falhar na preparação dos nossos estudantes, impossibilitando-os realizar contribuição prática da conservação natureza. ajudar ultrapassar problema criámos materiais ensino on-line, acesso aberto várias línguas, disponíveis Resources”. Até à data, reconheceram importância deste processo já leccionam, ou estão prestes fazê-lo, ensinando avaliar evidências tomada decisões, aplicadas Aqui se incluem unidades curriculares primeiro segundo ciclos superior, bem desenvolvimento profissional. Apelamos expansão ferramentas competências facilitem decisão área natureza evidência distribuir material múltiplas poderá benéfico sentido melhorar compreensão noutras conhecimento. Pour être efficace, prochaine génération praticiens et gestionnaires doit des penseurs critiques ayant une compréhension approfondie manière prendre décisions fondées sur preuves valeur synthèse preuves. tant qu'éducateurs, nous ne faisons pas ces priorités élément ce enseignons, préparons nos élèves apporter efficace nature. aider surmonter problème, avons créé du matériel pédagogique ligne libre accès dans plusieurs langues qui est stocké le site internet Jusqu'à présent, éducateurs pays ont reconnu son enseignent déjà sont point d'enseigner compétences matière d'évaluation d'utilisation prise décision conservation. Cela comprend cours premier cycle, troisième cycle perfectionnement professionnel. Nous appelons enseignement plus large outils facilitent fondée suggérons également fourniture didactique pourrait bénéfique pour améliorer d'autres domaines. Making informed ecosystem management choices is based upon sound relevant evidence. There increasing wealth science available, becoming easier. But, being trained utilize information? In conservation, decision-making often past experience expert knowledge, opposed full body scientific literature (e.g., Pullin, Knight, Stone, & Charman, 2004; Rafidimanantsoa, Poudyal, Ramamonjisoa, Jones, 2018). The failure include has potential reduce effectiveness management, even lead detrimental actions undertaken (Walsh, Dicks, Sutherland, 2015). Evidence-based (EBC) seeks avoid by inform this, collated critically appraised its quality relevance, integrated experience, values costs (Sutherland, Dolman, 2004). Wider adoption EBC requires professionals principles taught use it Although there availability accessibility literature, uptake within been slow. For example, despite published 8 years ago showing bat bridges ineffective reducing collisions vehicles (Berthinussen Altrigham, 2012), they continue put up around United Kingdom at considerable cost: 2020, Norfolk Council spent £1 million installing them along new road. collating research (through synthesis) revealed numerous concerns widely used practices actions. Reviews agri-environment schemes highlight some more achieving objectives than commonly alternatives (Dicks al., 2014). A number simple routine practices, such bumblebee nest boxes (Lye 2009) insufficiently pollination justify use. Cleaning birds after oil spills shown survival oiled their offspring, yet routinely substantial cost (Williams 2012). Many may detrimental, case moving leopards away dense human populations conflict, instead increased attacks (Athreya, Odden, Linnel, Karanth, 2010). Furthermore, analysis details context crucial interpreting relevance available wildflower strips promoting pollinators varies depending on implementation, landscape designed (Haaland, Naisbit, Bersier, 2011). outcome most well-studied depends way. As result findings, calls incorporate effectively into biological resources (Legge, 2015; Sutherland Wordley, 2017; However, several long-standing barriers environmental (Arlettaz 2010; Habel 2013, Walsh, Raymond, 2019; Sunderland, Sunderland-Groves, Shanley, Campbell, 2009). These include: accessing evidence, much behind paywalls presented user-friendly format; decision-makers having time read interpret all literature; uncertainty conflicting results causing confusion hampering (Walsh 2019). addressed through collation synthesis various formats: Conservation Evidence (conservationevidence.com), Collaboration Environmental (http://www.environmentalevidence.org/), Resources, journals Ecological Solutions Science Practice. initiatives save compiling one place, jargon summarizing information plain language summaries, increase abstracts English (Schwartz Despite advancements, barrier associated lack training key still attention. Practitioners reported limited education training, little continuous They general required limited: ability search, read, appraise lacking Biological delivered wide range organizations public, private not-for-profit sectors. Thus, behaviour change across dispersed diverse poses particular challenges when compared industries characterized fewer, larger players, healthcare. Providing entrants find, evaluate can address inconsistencies change. An obvious starting gaps would institutions train practitioners, namely universities higher organizations, well courses typically offered learned societies British Society, Society Biology). Tools learning developed order made challenging. If (including practitioners) early career stage, then attain leadership positions which influence organizational policy action, drive performed future (Cook, Mascia, Schwartz, Possingham, Fuller, 2013). Here discuss detail skills, including currently describe set produced aid further subject. It hoped paper inspire empower instructors aspects programs, way improve future. Studies examining best thinking educational settings (reviewed Behar-Horenstein Niu, 2011) system colleges, universities, courses) fail provide learners guidance think (Bailin, 2002; Pithers Soden 2000; Smith 2020; Tiruneh, Verburgh, Elen, leave individuals struggling properly interpret, understand, cases where political parties media purposely inadvertently mislead, people actively distrust without critical-thinking poor (Bouygues, young enables better judgements decisions, risks, opportunities (Abrami Whilst many environments, explicit synthesize, inconsistent. theory application practice feature medical healthcare decades (Glasziou, Del Mar, Salisbury, 2003, Straus, Glasziou, Richardson, Haynes, 2018, first edition 1997). renewed requests curricula create standards medicine (Dawes 2005; Burts, Gilbert, 2008). result, skilled day-to-day broader provision policy. Centre Evidence-Based Medicine, University Oxford, Medical Journal, teachers: https://www.cebm.net/ebm-library/ https://bestpractice.bmj.com/info/toolkit/. Several health-focused systematic reviews found methods involved multi-faceted, practical lectures, workshops, journal clubs real clinical were linked assessment (Young, Rohwer, Volmink, Clarke, envisage, decade, will just savvy concepts but achieve support, guidance, educators. Textbooks undergraduate graduate (Hudson, 2009, Primack, 2003; Stinner, 1995). important role (for worse) educating decision-makers. assigned formal 'class text' instructor works text start finish. cases, texts suggested students, consult framing such, appears textbooks huge determining content. examination since 2000 (i.e., concept was developed) very few examples had defined introduced specific topic provided (Table 1). Moreover, single textbook direction approaches underpin surprise, papers until recently 2004 remarkable targeted search failed locate meaningful inclusion term 'evidence-based conservation' almost contemporary textbooks. Our those conservation-specific acknowledge outside refer ‘Living Environment’ Miller Spoolman). ‘evidence-based conservation’, modification, Resources (https://www.britishecologicalsociety.org/applied-ecology-resources/about-aer/additional-resources/evidence-in-conservation-teaching/). cover themes (Figure 1), in-depth subjects meta-analysis designing interventions experiments 2). comprises lecture handouts, workshop suggestions, assessments, library weblinks, exercises reading list. languages. free copyright (material donated authors) current form, modified, combined lecturer's own material. Some throughout Link tool go stages making decision Why testing important? done? How plan design experiment world: What question you want answer? data needed answer question? collected? Is collect data? Will your answered? worth collecting Reporting publication bias synthesis? Research types Systematic reviews: Question formulation, Literature filtering, Data extraction, synthesis, Management recommendations gap identification Meta-analysis: Formulate question, Search studies, Standardize each study (effect size) 'common currency', Weight effect size sample size, Average studies test if average differs significantly zero, Look biases heterogeneity project? database used? existing (Appendix 1) least devoted EBC. 60 73 12 sciences. authors piece run session (but necessarily course organizers). hope widespread raise awareness adequately topic. Having devoting chapters teachers alike. Initially, added course, over time, entire equip researchers implement roles. Over expect become standard element included aimed specifically believe skill any sector. Students attending tutorials, today protect conserve nature necessary appraisal information, does not, vital ensuring addition, confidence break precedent. able abandon status quo significant institutional resistance change, imperfect. With understanding, position demand direct funding efforts build base. variety globally committed year shows great taught. While only solution towards decision-making, sharing begins demand. usefully replicated scale areas appear similar foresight conservation). plea writing HD WJS thank Arcadia MAVA referees manuscript. conflict interest declare. conceived idea. HD, TA, MC, CNC, SJC, NRH, JPGJ, NL, JCW led manuscript materials. All contributed drafts gave final approval publication. No study. peer review history article https://publons.com/publon/10.1002/2688-8319.12032. Please note: publisher responsible content functionality supporting supplied authors. Any queries (other missing content) should directed corresponding author article.