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Background: Although scientific researchers aim to present their projects at academic conferences as a step toward publication, not all projects mature to become a peer-reviewed manuscript. The publication rate of meetings can be utilized to assess the quality of presented research. Our objective was to evaluate the contemporary publication rate of abstracts presented at spine conferences. Methods: We reviewed annual meeting programs of North American Spine Society (NASS), Scoliosis Research Society (SRS), International Meeting on Advanced Spine Techniques (IMAST), Spine Global Spine Congress (GSC), Lumbar Spine Research Society (LSRS), and Cervical Spine Research Society (CSRS) from 2017 to 2019. Abstracts were identified as published from PubMed and Google search. From published manuscripts, journal name and open access status was collected. Journal impact factors were collected from the 2021 Journal Citation Reports. Results: A total of 3,091/5,722 (54%) abstracts were published, ranging from 44.5% to 66.3%. Publication rate of posters and podiums ranged from 39.8% to 64.8% and 51.6% to 67.2%, respectively. Podium presentations were more likely to be published than posters (59.6% vs. 47.2%, p

Poster presentation encompasses many elements such as the organization of poster, the content related to the title proposed, the appearance and the written word. Usually, the poster presentation is used as a platform for student to present their final year project or any other competitions. Students will be evaluated based on the criteria that meets the requirements proposed by the panels or judges. However, their performance in poster presentations does not provide the suitable techniques to estimate the actual value since it involves the elements of fuzziness. In this study, the fuzzy evaluation technique will be applied to measure the performance of the poster presentation. The motivation behind poster presentation is to determine the performance of students using fuzzy evaluation method. The objective of this study is to compare the results between using conventional method and fuzzy evaluation method. The method consists of normalizing the marks, developing the graph of fuzzy membership function, calculating the degree of satisfaction, and finalizing the actual marks. We believed that the result from this study could be able to measure the better output with the consideration of linguistic terms includes excellent, good, moderate, satisfactory, and so on. This method also can be an alternative way to evaluate the performance of the poster presentation.

Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success. HIGHLIGHTS: • Learners need meaningful tasks that facilitate their learning autonomy. • Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning. • The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.

This article briefly reports student’s experience on the use of Poster Presentation in an Indonesian EFL classroom. Its focus is to share the activities, to recognize student’s perspectives framing it and identify the benefit of Poster Presentation. Participants included a class of thirty-five, 1st-year English Education department in one of universities in Tasikmalaya, west java Indonesia; 23 females and 12 males. The findings revealed that most of the students demonstrated positive vibe and were satisfied toward using Poster Presentation activities; enjoying group poster preparation, stimulating good personal presentation, fostering student’s activeness and creativity and they reported a desire to engage in similar practices in the future.

Abstract Background Scientific congresses have become the most expedient method to communicate novel findings on any research topic. However, an important question is whether this information will be published in peer-reviewed journals. Our aim was to determine the publication rate of the abstracts presented at the European Society for Surgery of the Shoulder and Elbow Congress and analyze factors that may influence this rate. Methods A total of 398 abstracts reported in the Abstract Book from the 2008 European Society for Surgery of the Shoulder and Elbow Congress were examined and categorized by oral and poster presentations, topic, and the number of authors listed. A search in PubMed and Google Scholar for subsequent peer-reviewed publications was performed in September 2015. The time to publication after the meeting had been held; the type of journal and its impact factor at the time to publication were recorded for those abstracts that reached peer-reviewed journal publication. Results The overall publication rate for the 2008 European Society for Surgery of the Shoulder and Elbow oral and poster presentations was 45.20% after 7 years. The mean time to publication was 18.53 months, and the mean impact factor value was 2.32. Oral presentations were significantly better represented in journals than posters (64.40 vs. 35.40%, p

Titles are the first point of contact with readers and are encoded to provide concise information on the paper’s contents. Data from available surveys show that the structural construction conforms to four different layouts, namely nominal, compound, full-sentence and question, with a prevalence of the former two formats and an increase in the use of the latter ones. The aim of this paper is to discuss the state of the art of title encoding practices in three written genres commonly employed in Food Science: research articles, short communications and poster presentations. Findings indicate the prevalent occurrence of nominal and compound layouts and the lack of question titles in the three genres analysed. Results also show that titles have a mean length of 15.3 words in research articles, of 14.6 words in short communications and of 12 words in poster presentations. The data are shared to offer a framework of current praxis in Food Science and to inform teachers and authors on how to shape informative titles for their research.