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A research poster should convey a project's key features while actively engaging the viewer and encouraging communication. Effectively designed conference posters disseminate important scientific research. This article reviews the steps needed to create an effective research poster for presentation at a conference. [ABSTRACT FROM AUTHOR]

In Outcome-Based Education (OBE) use of active learning (AL) techniques is the need of time to engage students and to ensure achievement of course outcomes. AL is a teaching technique in which the students' learning remains at its center and focuses on how students learn rather than what they learn. Several AL techniques like think-pair-share, flipped classroom, jigsaw, gallery walk, poster presentation etc. are being practiced for achieving effective learning and enhancing students' performance. However, no much study has been reported in the literature on learning strategies that facilitate students learning effectively. In view of this, in the present paper an attempt is done to carry out a comparative study on using two different AL techniques viz. gallery walk (GW) and poster presentation (PP) to know their effectiveness with regard to the performance of First Year B.Tech. students in End Semester Examination (ESE) of the course 'Basics of Civil Engineering' (BCE). Specific topics that were difficult for understanding were taught by implementing GW and PP methods and the CO attainment results are compared with the traditional (TRAD) method. Results indicate that by implementing AL techniques (GW and PP), CO attainment gets increased by approximately more than 2.72 times the CO attainment achieved by TRAD method. However, implementing PP technique causes a little increase (~4.60%) in CO attainment over GW technique. Study concludes that GW and PP techniques contributes in improving students' performance, encourages them for active engagement and also increases the retention levels in their learning. [ABSTRACT FROM AUTHOR]

The next step following acceptance of an abstract submitted for a scientific meeting is to create the poster. Poster presentations provide an avenue for dissemination of research findings as well as the opportunity to highlight the work and network with other clinicians. Requirements for poster presentations vary among scientific meetings. Therefore, it is important to follow instructions set forth by the specific conference at which the work will be presented. Important considerations for poster design include the elements it should contain, font type and size, use of tables and figures, and poster size. Research indicates visual appeal has a greater influence in attracting attention than content. In addition to creating the poster, preparing for presentation is an essential step in the process. Practicing the presentation prior to the meeting, anticipating questions, and being familiar with the poster content are principal factors in preparing for the presentation. Oral presentations for posters are typically brief and should only focus on the key points. The purpose of this paper is to review poster design and provide general guidelines for presenting an abstract at a scientific meeting. [ABSTRACT FROM AUTHOR]

Background: Research presentation has benefits, including CV building, networking, and collaboration. A measurable standard for achievement is publication in a peer-reviewed journal. Expectations regarding the likelihood of publication are unknown for studies presented at a national surgical scientific meeting. This study aims to evaluate predictors of manuscript publication arising from abstracts presented at a national surgical scientific meeting. Methods: Abstracts presented at the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Meeting 2019 were reviewed. Identification of published manuscripts was completed using MedLine, Embase, and Google Scholar 28 months after the presentation to allow for time for publication. Factors evaluated for association with publication included author and abstract measures. Descriptive analyses and multivariable statistics were performed. Results: 724 abstracts (160 podiums, 564 posters) were included. Of the podium presentations, 128 (80%) were published in a median of 4 months after the presentation. On univariable and multivariable analyses, there was no association between publication and abstract topic, gender, degree, number of publications, or H-indices of first and senior authors. 154 (27.3%) poster presentations were published with a median of 13 months. On univariable analysis, there was a statistically significant difference regarding the abstract topic (p = 0.015) and senior author degree (p = 0.01) between published and unpublished posters. Multivariable analysis demonstrated that colorectal surgery (OR 2.52; CI 1.02–6.23) and metabolic/obesity (OR 2.53; CI 1.09–5.84) are associated with an increased odd of publication. There was an inverse association with female senior authors (OR 0.53; CI 0.29–0.98), while additional degrees (e.g., doctorate and/or master's degree) of the senior authors were associated with an increased publication rate (OR 1.80; CI 1.00–3.22). Conclusion: 80% of podiums but only 27% of posters were ultimately published. While some predictors of poster publication were noted, it is unclear if these are why these projects fail to publish. Future research is warranted to determine if there are effective strategies to increase poster publication rates. [ABSTRACT FROM AUTHOR]

Including people with lived experience in knowledge co-creation and sharing processes is critical for enhancing the value and quality of health and social care research. In this brief report, we reflect on a collaboration between researchers and older people to judge a student poster competition at a virual seniors housing conference. We describe the steps taken to facilitate the judging process and present five recommendations to foster meaningful partnerships with older people at academic conferences and increase opportunities for emerging and established gerontological researchers to involve older people in their work. [ABSTRACT FROM AUTHOR]

A midterm assignment affords honors students from all disciplines the opportunity for creative expression. Poster subjects cover a range of writers in the genre of horror, and the event showcases students' artistic abilities while promoting interdisciplinary socialization and a sense of community in honors. A sample list of authors and examples of document design are included. [ABSTRACT FROM AUTHOR]

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

The Visual Research Abstract (VRA) was initially conceived as a pedagogical strategy to assist undergraduate students to navigate and understand the structure of their dissertation and the theoretical activities relating to fashion research at its earliest stages. The paper is guided by action research and collects data using a structured online questionnaire across the third-year (L. 6) and second-year (L. 5) fashion students at a UK Arts University and is aimed to evaluate and refine the pedagogical method. The research explores the student experience regarding their application of the tool, and the proposed strategies for refinement. The findings reveal that the VRA is a useful pedagogical strategy in fashion education to navigate the theoretical structure of the written dissertation closely aligned to a student's final major project. Consequently, this approach has been discussed in the paper and adopted by several subject disciplines within the Arts University environment. [ABSTRACT FROM AUTHOR]

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.

Creation of academic & research posters gives the students an opportunity to develop indispensable skills like inquisitiveness, critical thinking, analytical thinking and dissemination of findings in creative way. This paper describes the formative use of poster presentation in a course of applied mathematics in the first year of the undergraduate engineering program in the western part of India. The authors have designed the internal assessment through poster presentation (IATPP) based on the ARCS model of motivation that also encourages students to find relevance of mathematics with other fields, seeds the foundation of research in their foundation years of engineering and develops a habit of self-learning and peer learning. The authors then discuss their experience of executing this novel approach of using poster presentation to bridge the gap between mathematics and core engineering courses through IATPP. Students' perceptions and results have proved IATPP an interesting, engaging, encouraging, motivating and challenging online assessment strategy that exposes them to mathematical concepts, helps them relate mathematics with other fields and empowers them with several vital life-long learning skills. [ABSTRACT FROM AUTHOR]

Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online‐survey. Overall, students worked collaboratively and invested extra‐time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post‐mortem full‐body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six‐point Likert scale), but free‐text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future. [ABSTRACT FROM AUTHOR]

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.

In the business or enterprise classroom, industry engagement within the curriculum can provide opportunities for students to gain a professional network, an understanding of the world of work, and to develop their mastery of business concepts. This article presents a case for educators to foster collaboration with external stakeholders in the assessment of undergraduate students. To increase purposeful industry involvement in a large university module of enterprise education, an innovative showcase assessment method was developed and implemented. Leveraging the power of a large class cohort, business professionals and university staff were invited to contribute to student assessment at a poster showcase that was run to scale. Through careful planning, this instructional innovation allowed a large student body (450-500 students) to have direct contact with industry representatives, while retaining standards of care and grading legitimacy. The authors describe and analyse this innovation, share challenges faced, and offer suggestions for application in future or remote (virtual) settings. A number of recommendations for the logistical and scholarly application of such a method are provided, to aid educators aiming to replicate such a pedagogical technique. [ABSTRACT FROM AUTHOR]

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.

At some stage of their career development, doctoral candidates, qualified psychologists and other professionals are called upon to make formal presentations at conferences or in work or clinical contexts. For many people, public speaking can be anxiety provoking. Thorough preparation and forethought can help manage anxiety so the speaker can feel empowered to develop confidence, new experiences and skills. A successful presentation on research findings, systemic or clinical issues, or innovative recommendations for service provision can have a significant impact for service users, other psychologists, professional organisations, policy makers or commissioners, who all potentially stand to benefit. Giving a presentation can also have various professional advantages, including creating opportunities for collaborations, networking, developing new ideas, the raising of a professional or organizational profile and even potential employability opportunities. This paper will discuss strategies to help the potential presenter ensure they meet designated or pre-set requirements, hone skills, convey the intended message and optimise professional opportunities. This paper will focus on: being clear about the aim of presenting; the importance of a dissemination strategy; selecting the most appropriate context to deliver your presentation; preparing an abstract or presentation summary; explanations and recommendations on how to deliver a successful presentation (be that poster presentation, individual presentation, symposium, or workshop); the presentation delivery; answering questions from the audience; and maximising the associated opportunities. [ABSTRACT FROM AUTHOR]

BACKGROUND: Medicine and research have almost become synonymous due to the emergence of evidence-based medicine. To keep up with the advancements in medical science, postgraduate students should learn the art and science of research. Postgraduate dissertations should take no longer a formality to acquire the degree but can be the best opportunity for disseminating their works as effective research publications. MATERIALS AND METHODS: We adapted research fair intervention to encourage the postgraduate students to publish their dissertation work. Students were asked to convert their dissertation into poster, which was adjudged by the experts from within and outside the institution. Best dissertation award competition was held to encourage them to showcase their work. The manuscript writing workshop was conducted to orient them on preparing a research article by making them work for the small group with the expert mentor. RESULTS: Among 100 students who participated in the research fair, 88 completed the feedback survey. The majority of the participants, 71.6% and 59.1%, mentioned that poster presentation and the feedback by the judges were very useful. About 54.5% of the participants mentioned that the manuscript writing workshop was very useful. Out of 100 manuscripts drafted during research fair, 78 (78.0%) have been submitted to various national and international journals. Out of these 21 articles are accepted for publication, 12 are published and 45 are in the review process. The overall success rate of the intervention was 42.3%. CONCLUSIONS: The research fair intervention was successful in encouraging feedback from the participants and the higher rate of submission for publication. [ABSTRACT FROM AUTHOR]

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

Objective: The American Association of Neurological Surgeons (AANS) and Congress of Neurological Surgeons (CNS) Joint Cerebrovascular (CV) Section serves as a centralized entity for the dissemination of information related to CV neurosurgery. The quality of scientific conferences, such as the CV Section's Society of NeuroInterventional Surgery Annual Meeting, can be gauged by the number of poster and oral presentations that are published in peer-reviewed journals. However, publication rates from the CV Section's meetings are unknown. The objective of this study was to assess the rate at which abstracts presented at the AANS/CNS CV Section Annual Meeting from 2014 to 2018 were subsequently published in peer-reviewed journals., Methods: The abstract titles for all accepted poster and oral podium presentation abstracts from the 2014-2018 Annual Joint AANS/CNS CV Section Meetings were searched using PubMed. A match was defined as sufficient similarity between the abstract and its corresponding journal publication with regard to title, authors, methods, and results. Five-year impact factors (IFs) from Journal Citation Reports (JCR), the country of the corresponding author, and the number of citations in the Scopus database were obtained using the articles' digital object identifier when available, or the exact article title, journal, and year of publication., Results: Of the 607 total poster and oral presentations from the 2014-2018 Annual Meetings of the AANS/CNS Joint CV Section, 46.29% (n = 281) have been published. Published articles received 3233 total citations for an average number of citations per article (± SD) of 10.89 ± 16.37. The average 5-year JCR IF of published studies was 4.64 ± 3.13. Additionally, 98.22% of published abstracts were in publication within 4 years from the time the abstract was presented. The most common peer-reviewed neurosurgical journals featuring these publications were the Journal of Neurosurgery, World Neurosurgery, the Journal of NeuroInterventional Surgery, Neurosurgery, and the Journal of Clinical Neuroscience., Conclusions: Nearly half of all poster and oral presentations at the annual meetings of the AANS/CNS Joint CV Section from 2014 to 2018 have been published in PubMed-indexed, peer-reviewed journals. The average number of citations per publication (10.89 ± 16.37) reflects the high quality of abstracts accepted for presentation. It is important to continuously assess the quality of research presented at national conferences to ensure that standards are being maintained for the advancement of clinical practice in a given area of medicine. Conference abstract publication rates in peer-reviewed journals represent a way in which research quality can be gauged, and the authors encourage others to conduct similar investigations in their subspecialty area of interest and/or practice.

Integral to most undergraduate psychology degree programs are research methods courses. Students learn about theory, study design and hypothesis testing, and gain knowledge that is assessed by laboratory reports. We describe a problem-based learning approach with an emphasis on acquisition of study design skills. Working in small groups, students took well-known falsifiable proverbs, developed hypotheses to test them, recruited and assessed participants, analyzed the data, and presented their findings in a poster format. This approach allowed students to develop key skills to systematically experiment with an idea using proverbs as a proxy for theory. We suggest proverb testing as a useful technique to engage student-centered active learning in psychology and in the behavioral sciences more broadly. [ABSTRACT FROM AUTHOR]

This article sums up the findings of a study that investigated university students' perceptions on using poster presentations as aform of oral presentation in English language classrooms. The participants were ninety-nine students from various majors studying in English for Specific Purposes (ESP) courses in a public university in Thailand. The participants were assigned to create posters in groups and give group oral presentations to audiences as speaking assignments. A questionnaire was used to gather data on their attitudes about using poster presentations in terms of its advantages and disadvantages. With regards to the advantages, the results of the study indicated that the use of poster presentations is very useful for the students. Not only can the students develop their collaborative and creative skills, but they can also develop more confidence in speaking English. They also agreed that giving poster presentations in English can be beneficial for their future employment. However, there were some disadvantages of delivering poster presentations in the classroom. The results showed that it was a time-consuming process and some of the students mentioned chaos during the presentation. The suggestions given by the participants revealed what teachers should be aware of when using this type ofpresentation. [ABSTRACT FROM AUTHOR]

Background: A poster presentation is an experiential learning activity that stimulates curiosity and interest among students. Moreover, it encourages exploration and integration of concepts and provides students with a novel way to demonstrate their understanding of scientific principles. This pilot projects aimed to analyse views of participants on the academic benefits and learning of medical sciences via poster presentations. Methods: This cross-sectional study used the sequential exploratory type of mixed methods design in which quantitative data analysis was performed via survey-based questionnaires and qualitative study. For this purpose, we performed a thematic analysis of semistructured interview questions that were administered to all participants using the self-interview technique. Results: A majority of students were of the opinion that the process of making poster preparation acted as an opportunity to promote deep learning. Moreover, a majority expressed that making these presentations required teamwork, which gave them an insight into collaborative learning. Conclusion: Our study revealed that poster presentations, when used effectively as an assignment, can facilitate a learner's critical and reflective thinking and promoting active learning. Previous generic guidelines for making posters were found to be an important step that led to a systematic scientific approach amongst learners as well as for integrating basic science and medical knowledge. [ABSTRACT FROM AUTHOR]

The article offers a guide to making the most of participating from multi-disciplinary undergraduate research conferences. It introduces undergraduate research conferences, and summarizes the benefits of participating in these events. It also offers steps on how to prepare an effective verbal or poster presentation.

Although the number of bachelor's degrees in the U.S. awarded to women has gone up, engagement of women in science, technology, engineering, and mathematics (STEM) continues to be low. This paper presents a project-based learning program, informed by education research best practices, designed to provide research experiences to female students early in their academic careers. Mentored by female faculty, students voluntarily collaborate on extracurricular mathematical research projects that they select together based on their interests and passions. They then prepare and share their work at an undergraduate research celebration event at the university and at other conferences. [ABSTRACT FROM AUTHOR]

The article focuses on guidance for geography students preparing and delivering lecture style and poster presentations in class and increasing opportunities for undergraduate geographers to present their research at institutional and national student research conferences. It mentions steps need to take to prepare an effective verbal or poster presentation and communication skills with specific aspects of verbal delivery. It also mentions conferences offer space to present research in progress.

Abstract: Objective: In this study, we aimed to determine the publication status of the abstracts presented at the Turkish Respiratory Society Congress between 2011 and 2014. Methods: The abstracts were classified according to presentation type (oral presentations, poster discussion, etc.), study type, study design, topic, publication status, time interval between the presentation and the publication date, and the journal in which the article was published. The conversion rate of presentations into full‐text articles in peer‐reviewed journals were surveyed through Elsevier's Scopus. Results: The total number of abstracts submitted in the congress was 2 009. In terms of study type, the majority of abstracts were case reports (56.4%) and the remainder was original research. Totally, 179 abstracts were published in an indexed journal with an overall publication rate of 8.9%. 18.3% of oral presentations were converted into full‐text article. Publication rates according to study types were 14.8% for original researches and 4.4% for case reports. The first three subspecialties with the highest publication rates were “sleep related breathing disorders” (16.9%), “interventional pulmonology” (16.7%) and “pleural diseases” (15.2%). Median publication/acceptance time was 8.0 months (0–38). Conclusion: This is the first study evaluating the publication rates of abstracts presented in a respiratory congress. Although the number of presented abstracts in the congress increased year by year, prominently in the case reports, over all conversion rates were decreased. We put forward that encouraging the authors to conduct higher‐quality investigations would raise the publication rate as well as improve the scientific quality of congress. [ABSTRACT FROM AUTHOR]