“Trust Is Built by Engaging in Direct Dialogue with Young People”
As part of the Science x Media Tandem project “Research in Real Life – Exchange inspires schools,” funded by the Charité Foundation, Professor Il-Kang Na from the Berlin Institute of Health at Charité (BIH) explored new ways of making science tangible and accessible to young people, together with filmmaker Kerstin Hoppenhaus and Sibylle Grunze. The project focused on face-to-face encounters with school students and discussions about HPV vaccination, scientific evidence, and how to deal with disinformation. In this interview, Il-Kang Na reflects on what she learned from the exchange and explains why it is important to listen to young people and take their questions seriously.
1. How can we build young people’s trust in science?
Trust is built through direct contact and open, honest dialogue. In our experience, it was important for young people to get to know us as scientists, engage in discussions with us, and ask critical questions. Social media and online information resources cannot replace this kind of personal exchange.
With our “Research in Real Life” project, we specifically wanted to reach young people who have few opportunities to encounter the academic world. Our team spent a long time considering which formats might work and what would be needed to establish a good relationship and build trust with these young people. Interviews with the students showed us just how “far away” we seem to them. However, they also show that it is possible to gain their trust.
2. What can young people learn about science through the example of HPV vaccination in particular?
As physicians and immunologists working in research, we deliberately chose HPV vaccination because it is directly relevant to young people’s lives. The vaccine protects against sexually transmitted infections and can prevent certain types of cancer, particularly cervical cancer. As such, it impacts direct decisions that are especially important at this age.
At the same time, HPV vaccination provides an excellent example of how science works. How do we know that a vaccine is effective and safe? How is scientific knowledge generated and verified? And how can we distinguish scientifically sound statements from disinformation?
These questions are particularly important today. When even politically influential figures spread unfounded doubts about the safety of the HPV vaccine, it becomes clear how essential it is to be able to critically evaluate scientific claims. We therefore did not simply want to tell young people what to believe or what to do. Instead, we wanted to help them develop the skills to assess scientific evidence and recommendations for themselves.
3. What have you personally taken away from the project, and why is dialogue with young people so important?
What impressed our team and me most was how open-minded and curious the students were. They engaged with us despite the fact that we come from a very different generation and background. In turn, we were able to gain valuable insights into their thoughts and perspectives, which was an enriching experience.
The students were surprised that we, as scientists, genuinely listened to them and took them seriously. That gave me pause for thought.
The students also asked many relevant questions. These highlighted two things: first, the range of information people need can be broader than one might expect; and second, those needs depend on the particular group one wants to reach.
This shows how important it is not only to explain things to young people, but also to listen to them.
4. Was there a question from a student that particularly surprised you? And why is it important for scientists to take part in projects like this?
Rather than any single question, it was the students’ openness and directness that impressed me. They quickly realised that they could ask us anything and that we would take their questions seriously, even when they were critical or went beyond theacutal topic.
That is precisely why it is important for scientists to participate in such projects in person. We cannot expect young people to trust science if they never get to know the people behind it or learn about their work. Through conversation, we could show that scientists are not infallible authorities, but people who ask questions, seek for answers, sometimes make mistakes, and continually re-evaluate their findings.
We were able to explain how new scientific findings emerge, how they can change over time, and how they can inform decisions such as vaccination recommendations.
And through this exchange, we ourselves learned to view the world from the perspective of young people for a change.
5. What needs to change to make science more relevant and accessible to young people?
I believe we scientists need to make time for personal interaction with young people. Simply presenting scientific findings through the usual channels is not enough.
We should invite students to our lab and workplaces so they can meet the people behind the research. This also gives them the opportunity to see how we work and how scientific results are generated. At the same time, we must be willing to leave our institutes and clinics and visit schools, engaging with young people’s questions and the realities of their lives.
I believe science becomes tangible when it is no longer perceived as abstract or distant. We should strive to convey that science is done by ordinary people who are curious and seek to understand things better.
That behind science are people who are driven by curiosity and strive to translate their discoveries into solutions that benefit society.
About the Person
Prof. Dr. Il-Kang Na is senior physician in the Department of Hematology, Oncology and Tumor Immunology and heads the Functional Immuno-Oncology research group at the Berlin Institute of Health at Charité (BIH). She is also Director of the BIH Charité Clinician Scientist Program.