CREATING EFFECTIVE POSTERS

OVERVIEW

Introductions

Survey of posters

Why posters?

Planning

Mechanics & Printing

SURVEY OF POSTERS

Which posters:

Catch your eye?

Catch your interest?

Easy to grasp the point?

Hard to read?

Too much?

Too little?

PHILOSOPHY OF POSTERS

Catch your interest quickly

Get main ideas across

Stimulate discussion

PHILOSOPHY OF POSTERS

Goal One:

Look At ME!

PHILOSOPHY OF POSTERS

Goal Two:

Read ME!

PHILOSOPHY OF POSTERS

Goal 3:

Ask ME!

PHILOSOPHY OF POSTERS

Less is more

PLANNING A POSTER

Visuals are important

Layout should be simple, but interesting

What is the essential information?

PLANNING A POSTER

Create figures for data

Use a template (especially when you are feeling insecure)

PLANNING A POSTER

>50% of the surface area is to be used for photos, graphs, diagrams

Good use of colour: be able to justify your use of colour (highlighting,

structuring).

Use black or dark blue for text.

Too much colour can be offputting!

PLANNING A POSTER

Concentrate on "need to have" not "nice to have". The shorter the text, the greater the chance that people will read your poster.

Use key words and lists, not full sentences

Allocate a specific font / style / colour to subtitles to distinguish them clearly from the rest of the text.

PLANNING A POSTER

Posters are an ideal instrument for not only presenting your work but also for discussing it with others

Posters are another way of communicating your information. They are best used as an aid to a discussion and should only represent the essence of your topic.

MECHANICS

Loads of templates online

Some templates on Faculty Development website

THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):Using Formative Feedback to Teach and Assess Competencies

with Family Medicine ResidentsShelley Ross, Michel Donoff, & Paul Humphries

Department of Family Medicine, University of Alberta Introduction

Discussion

CBAS Process

Results

1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment?

In the first 6 months of implementation:1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week

FieldNote Categories:Clinical Reasoning: 33% of all FieldNotes Communication: 17%Procedural Skills: 22%Patient-Centered Approach:14%Professionalism: 7%Selectivity: 7%

Focus groups results:Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback.

Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful.

CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods.

CBAS & PAR

Research Questions

Methods

Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites.Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)

Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning.

Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review.

Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice.

To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS).

Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon.

Resident demonstrates behaviour or skill in clinical setting

Observer witnesses demonstration of behaviour or skill

Feedback given to resident

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Can occur simultaneously, or may be created later

Resident completes first two pages of 4-month Progress Report

FieldNotes in eCBAS provide evidence for progress

Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Academic Site Administrator complete academic requirements page of report

THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):Using Formative Feedback to Teach and Assess Competencies

with Family Medicine ResidentsShelley Ross, Michel Donoff, & Paul Humphries

Department of Family Medicine, University of Alberta Introduction

Discussion

CBAS Process

Results

1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment?

In the first 6 months of implementation:1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week

FieldNote Categories:Clinical Reasoning: 33% of all FieldNotes Communication: 17%Procedural Skills: 22%Patient-Centered Approach:14%Professionalism: 7%Selectivity: 7%

Focus groups results:Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback.

Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful.

CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods.

CBAS & PAR

Research Questions

Methods

Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites.Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)

Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning.

Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review.

Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice.

To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS).

Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon.

Resident demonstrates behaviour or skill in clinical setting

Observer witnesses demonstration of behaviour or skill

Feedback given to resident

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Can occur simultaneously, or may be created later

Resident completes first two pages of 4-month Progress Report

FieldNotes in eCBAS provide evidence for progress

Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Academic Site Administrator complete academic requirements page of report

THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):Using Formative Feedback to Teach and Assess Competencies

with Family Medicine ResidentsShelley Ross, Michel Donoff, & Paul Humphries

Department of Family Medicine, University of Alberta Introduction

Discussion

CBAS Process

Results

1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment?

In the first 6 months of implementation:1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week

FieldNote Categories:Clinical Reasoning: 33% of all FieldNotes Communication: 17%Procedural Skills: 22%Patient-Centered Approach:14%Professionalism: 7%Selectivity: 7%

Focus groups results:Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback.

Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful.

CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods.

CBAS & PAR

Research Questions

Methods

Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites.Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)

Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning.

Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review.

Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice.

To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS).

Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon.

Resident demonstrates behaviour or skill in clinical setting

Observer witnesses demonstration of behaviour or skill

Feedback given to resident

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Can occur simultaneously, or may be created later

Resident completes first two pages of 4-month Progress Report

FieldNotes in eCBAS provide evidence for progress

Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Academic Site Administrator complete academic requirements page of report

THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):Using Formative Feedback to Teach and Assess Competencies

with Family Medicine ResidentsShelley Ross, Michel Donoff, & Paul Humphries

Department of Family Medicine, University of Alberta Introduction

Discussion

CBAS Process

Results

1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment?

In the first 6 months of implementation:1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week

FieldNote Categories:Clinical Reasoning: 33% of all FieldNotes Communication: 17%Procedural Skills: 22%Patient-Centered Approach:14%Professionalism: 7%Selectivity: 7%

Focus groups results:Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback.

Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful.

CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods.

CBAS & PAR

Research Questions

Methods

Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites.Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)

Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning.

Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review.

Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice.

To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS).

Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon.

Resident demonstrates behaviour or skill in clinical setting

Observer witnesses demonstration of behaviour or skill

Feedback given to resident

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Can occur simultaneously, or may be created later

Resident completes first two pages of 4-month Progress Report

FieldNotes in eCBAS provide evidence for progress

Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements

FieldNote created which summarizes feedback

FieldNote entered into and organized by eCBAS workbook

Sentinel Habits Clinical Domains

Academic Site Administrator complete academic requirements page of report

DESIGNING A POSTER

A walk-through of Powerpoint

SENDING FOR PRINTING

Convert to a pdf

Print it to make sure that it looks right (look especially at figures, tables, and margins)

Follow instructions at

http://helpdesk.ualberta.ca/printing/multimedia/win/plaintext.php