@article{RN1,
   title = {Poster presentation can be printed publication},
   journal = {Nature Reviews Drug Discovery},
   volume = {3},
   number = {10},
   pages = {820–820},
   note = {Other},
   ISSN = {1474-1776},
   DOI = {10.1038/nrd1536},
   year = {2004},
   type = {Journal Article}
}

@article{RN2,
   title = {'Fumes from the Spleen' On Preparing a Scientific Poster},
   journal = {Paediatric & Perinatal Epidemiology},
   volume = {24},
   number = {6},
   pages = {514–514},
   note = {Poster How To
},
   abstract = {The article presents tips on how to preparing a scientific poster. The author mentions the display of research posters which were included in the epidemiology meeting that he attended. The author provides guidelines on making opaque and inscrutable posters and includes 10 essential recommendations to achieve an aura of scientific mystery. Furthermore, the recommendation includes the golden rule of posters and revealing the complexity of thinking and analysis.},
   ISSN = {02695022},
   DOI = {10.1111/j.1365-3016.2010.01159.x},
   year = {2010},
   type = {Journal Article}
}

@article{RN3,
   author = {Abdel-Halim, H.},
   title = {Enhancing medicinal chemistry knowledge and student interest: Incorporating pharmacy practice related case studies and active-learning strategies},
   journal = {Pharmacy Education},
   volume = {20},
   pages = {168–178},
   note = {Poster as Capstone
},
   abstract = {Description: The action research evaluation describes a variety of novel teaching and learning techniques that were incorporated into a medicinal chemistry course. Clinically relevant medicinal chemistry cases were presented to learners complemented with 3D protein visualisation software in lectures. Evaluation: The learning outcome of students was assessed using in-class quizzes, poster session presentations and exams. Students’ marks and post-course surveys were used to assess the newly employed teaching methods. The improvement in student marks complemented the post-course surveys resulted. The majority of students agreed that the course design has improved their understanding of medicinal chemistry in general and helped in relating the course to pharmacy practice. Conclusion: This study suggests that diversifying teaching and learning methods is essential to improved students’ performance and understanding of medicinal chemistry. The integration of clinically relevant medicinal chemistry cases may help students to relate the concepts of drug chemistry, and drug design aspects to pharmacy practice.},
   ISSN = {1477-2701
1560-2214},
   DOI = {10.46542/pe.2020.201.168178},
   year = {2020},
   type = {Journal Article}
}

@article{RN4,
   author = {Abraham, R. R. and Devi, V.},
   title = {Students' perceptions regarding poster presentation associated with Mentored Student Projects},
   journal = {Medical Teacher},
   volume = {33},
   number = {5},
   pages = {423–423},
   note = {Poster as Capstone
},
   ISSN = {0142-159X},
   year = {2011},
   type = {Journal Article}
}

@article{RN5,
   author = {Adams, B. K. and Pabst, P.},
   title = {Is a poster presentation really a "printed publication?"},
   journal = {Tissue Engineering},
   volume = {10},
   number = {11-12},
   pages = {1841–1842},
   note = {Other},
   ISSN = {2152-4947},
   DOI = {10.1089/ten.2004.10.1841},
   year = {2004},
   type = {Journal Article}
}

@article{RN6,
   author = {Adkins, Denise R. and Lyon, Julie S.},
   title = {Promoting Research to the Masses: Assessing the Impact of a Poster Walk},
   journal = {International Journal for the Scholarship of Teaching & Learning},
   volume = {6},
   number = {2},
   pages = {1–11},
   note = {Poster as Capstone
},
   abstract = {Poster sessions are often used to educate communities. In this paper, we describe a project in which students summarized research findings on child development issues in poster form and showcased their work to the campus community. Through a variety of assessments, we show that poster walk participants not only enjoyed the event but also became more knowledgeable about child development issues. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {19314744},
   DOI = {10.20429/ijsotl.2012.060219},
   year = {2012},
   type = {Journal Article}
}

@article{RN7,
   author = {Adkins-Jablonsky, S. J. and Arnold, E. and Rock, R. and Gray, R. and Morris, J. J.},
   title = {Agar Art: a CURE for the Microbiology Laboratory},
   journal = {Journal of Microbiology & Biology Education},
   volume = {22},
   number = {2},
   note = {Poster as Capstone
},
   abstract = {We previously developed and assessed "The Art of Microbiology," a course-based undergraduate research experience (CURE) which uses agar art to spur student experimentation, where we found student outcomes related to science persistence. However, these outcomes were not correlated with specific activities and gains were not reported from more than one class. In this study, we explored which of the three major activities in this CURE-agar art, experimental design, or poster presentations-affected student engagement and outcomes associated with improved understanding of the nature of science (NOS). The Art of Microbiology was studied in three microbiology teaching laboratories: at a research university with either the CURE developer (18 students) or a CURE implementer (39 students) and at a community college with a CURE implementer (25 students). Our quasi-experimental mixed methods study used pre/post-NOS surveys and semi-structured class-wide interviews. Community college students had lower baseline NOS responses but had gains in NOS similar to research university students post-CURE. We surveyed research university students following each major activity using the Assessing Student Perspective of Engagement in Class Tool (ASPECT) survey but did not find a correlation between NOS and activity engagement. Of the three activities, we found the highest engagement with agar art, especially in the CURE developer class. Interviewed students in all classes described agar art as a fun, relevant, and low-stakes assignment. This work contributes to the evidence supporting agar art as a curricular tool, especially in ways that can add research to classrooms in and beyond the research university.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00121-21},
   year = {2021},
   type = {Journal Article}
}

@article{RN8,
   author = {Adler, E. M. and Gough, N. R.},
   title = {Assessing undergraduate laboratory performance},
   journal = {Science's Stke [Electronic Resource]: Signal Transduction Knowledge Environment},
   volume = {2006},
   number = {351},
   pages = {tr8},
   note = {Poster as Capstone
},
   abstract = {The lab notebook is one element for assessing student laboratory performance. However, it is also important to be able to communicate research results in a journal article format and a visual poster format. Another key aspect to scientific research is the ability to present a research plan. This article describes four assessment tools that can be used in conjunction with undergraduate lab courses that provide the opportunity for the students to practice each of these essential communication skills.},
   ISSN = {1525-8882},
   DOI = {10.1126/stke.3512006tr8},
   year = {2006},
   type = {Journal Article}
}

@article{RN9,
   author = {Akinmokun, O. I. and Akinsulire, A. T. and Alabi, E. O. and Seyi-Olajide, J. O.},
   title = {Scholarly Activities Participation among Surgical Resident Doctors in Nigeria},
   journal = {West African Journal of Medicine},
   volume = {36},
   number = {1},
   pages = {69–74},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Scholarly activity in various forms are academic deeds such as researches and research outputs in articles, oral presentations, publications and theses which are disseminated and peer- reviewed.
OBJECTIVES: This study aims to assess the level of participation of residents in scholarly activities including their attendance of national and international conferences during residency training.
METHODS: This was a descriptive cross-sectional study of 81 resident doctors in General and Orthopaedic surgery, who attended the revision courses organized by their Faculties. Self-administered structured questionnaires were used to collect data. Data obtained was analyzed using SPSS version 21.0.
RESULTS: The mean age of the respondents was 34.1 +/- 4.5 years, and age ranged from 26 years to 48 years. The male: female ratio was 12.5:1. The average number of years of respondents in residency programme was 3.9 +/- 1.8 years. 80.3% of the residents had participated in research since commencement of their residency. Only 18.5% of the resident doctors had any publications in a peer-reviewed journal. While 51.9% of residents had attended local and national conferences since the beginning of their training, only 17.3% had had oral and/or poster presentations at local conferences. No resident involved in this study had oral or poster presentation done at any of the international conferences attended, despite an attendance rate of 12.3%.
CONCLUSION: Resident doctors should be encouraged to participate in researches and to publish their works. They should also be encouraged to present their works at conferences.},
   ISSN = {0189-160X},
   year = {2019},
   type = {Journal Article}
}

@article{RN10,
   author = {Akister, J. and Bannon, A. and Mullender-Lock, H.},
   title = {Poster presentations in social work education assessment: a case study},
   journal = {Innovations in Education and Training International},
   volume = {37},
   number = {3},
   pages = {229–233},
   note = {Poster as Capstone
},
   abstract = {In social work the ability to verbally support assessments undertaken in the workplace is an important skill which is not usually assessed. Using a poster presentation as an assessment strategy has offered some unexpected opportunities in this area since the students have to respond to questions from the assessors based on the material presented in the poster. This case study describes the experience of using posters for assessment and includes feedback from students who chose the option of presenting a pester and those who did not.},
   ISSN = {1355-8005},
   DOI = {10.1080/13558000050138461},
   year = {2000},
   type = {Journal Article}
}

@article{RN12,
   author = {Albright, Kendra and Petrulis, Robert and Vasconcelos, Ana and Wood, Jamie},
   title = {An inquiry-based approach to teaching research methods in Information Studies},
   journal = {Education for Information},
   volume = {29},
   number = {1},
   pages = {19–38},
   note = {Poster as Capstone
},
   abstract = {This paper presents the results of a project that aimed at restructuring the delivery of research methods training at the Information School at the University of Sheffield, UK, based on an Inquiry-Based Learning (IBL) approach. The purpose of this research was to implement inquiry-based learning that would allow customization of research methods when applied to individual and small group learning and address the challenges of teaching in a large, diverse classroom. Discussion triads, inquiry-based seminars, and a poster session were integrated with traditional teaching methods to facilitate the development of student dissertation proposals as the module outcome. This paper presents the context and rationale for the project, the nature of inquiry-based learning, the context and changes introduced in the course module, teaching techniques and the evaluation of the project and outlines the lessons learned through the project. These include: the need to address a perceived disjunction between self-directed inquiry based activities and the classical mode of lecture delivery, requiring reviewing student experiences from an information consumption frame to a knowledge discovery frame; this, in turn, requires the development of evaluation frames that are devolved to students and differ from 'customer feedback' approaches that tend to be adopted in centrally devised questionnaires at many Universities. [ABSTRACT FROM AUTHOR]},
   ISSN = {01678329},
   DOI = {10.3233/EFI-2010-0912},
   year = {2012},
   type = {Journal Article}
}

@article{RN13,
   author = {Alexandrov, A. V. and Hennerici, M. G.},
   title = {How to prepare and deliver a scientific presentation},
   journal = {Cerebrovascular Diseases},
   volume = {35},
   number = {3},
   pages = {202–208},
   note = {Poster How To
},
   abstract = {Background: A scientific presentation is a professional way to share your observation, introduce a hypothesis, demonstrate and interpret the results of a study, or summarize what is learned or to be studied on the subject. Presentation Methods: Commonly, presentations at major conferences include podium (oral, platform), poster or lecture, and if selected one should be prepared to PRESENT: Plan from the start (place integral parts of the presentation in logical sequence); Reduce the amount of text and visual aids to the bare minimum; Elucidate (clarify) methods; Summarize results and key messages; Effectively deliver; Note all shortcomings, and Transform your own and the current thinking of others. We provide tips on how to achieve this. Presentation Results: After disclosing conflicts, if applicable, start with a brief summary of what is known and why it is required to investigate the subject. State the research question or the purpose of the lecture. For original presentations follow a structure: Introduction, Methods, Results, Conclusions. Invest a sufficient amount of time or poster space in describing the study methods. Clearly organize and deliver the results or synopsis of relevant studies. Include absolute numbers and simple statistics before showing advanced analyses. Remember to present one point at a time. Stay focused. Discuss study limitations. In a lecture or a podium talk or when standing by your poster, always think clearly, have a logical plan, gain audience attention, make them interested in your subject, excite their own thinking about the problem, listen to questions and carefully weigh the evidence that would justify the punch-line. Conclusions: Rank scientific evidence in your presentation appropriately. What may seem obvious may turn erroneous or more complex. Rehearse your presentation before you deliver it at a conference. Challenge yourself to dry runs with your most critically thinking colleagues. When the time comes, ace it with a clear mind, precise execution and fund of knowledge.},
   ISSN = {1421-9786
1015-9770},
   DOI = {10.1159/000346077},
   year = {2013},
   type = {Journal Article}
}

@article{RN11,
   author = {Al-Jarf, Reima Saado},
   title = {Connecting Graduate Students across the World with Research Web-Conferences},
   journal = {Online Submission},
   volume = {6},
   number = {5},
   pages = {115–124},
   note = {Virtual or Electronic Poster
},
   abstract = {This article describes a series of training web-conferences in which graduate students majoring in linguistics in Australia, UK, USA and Saudi Arabia participated. The web-conferences aimed at developing graduate students' electronic searching skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. They were initiated, organized and hosted by the Saudi Linguists' Society (SAL) created a Saudi graduate student studying in the UK Since SAL has a limited budget, free web-conferencing software, such as PalTalk, Skype, How-to Geek and WEbex, were tried out. Graduate students could register in the web-conferences for free. SAL's web-conferencing coordinator who was a graduate student in Australia invited the speakers, selected the web-conferencing theme, prepared the web-conference poster, announced them in the SAL website and on its Facebook page, scheduled them, and registered the participants. Steps in preparing for and conducting the training web-conferences are given. Participants' views on the benefits and shortcomings of training web-conferences are reported. Recommendations for conducting effective training web-conferences and for extending free web-conferencing and webinar tools to other educational settings in Saudi Arabia are given. In general, the participants found the training web-conferences cost-effective and beneficial.},
   ISSN = {2321-2454},
   year = {2018},
   type = {Journal Article}
}

@article{RN14,
   author = {Allan, Adrian},
   title = {Smells Like Teen Shampoo},
   journal = {School Science Review},
   volume = {99},
   number = {366},
   pages = {25–27},
   note = {Poster as Capstone
},
   abstract = {Reform of the Scottish science curriculum for Higher Chemistry gave students the opportunity to experiment with essential oils and fragrances. With the support of a Royal Society Partnership Grant, the students learnt how to isolate and identify compounds in essential oils using microscale steam distillation and thin-layer chromatography. The isolated oils were used to produce shampoos and then test the stability of foam (lather) obtained from their samples. Finally, they did a poster presentation to their industrial partner and fellow students.},
   ISSN = {0036-6811},
   year = {2017},
   type = {Journal Article}
}

@article{RN15,
   author = {Allegri, F.},
   title = {Helping improve dissemination of research: Toastmasters is a novel mechanism},
   journal = {Medical reference services quarterly},
   volume = {33},
   number = {2},
   pages = {218–226},
   note = {Poster How To
},
   abstract = {Competencies for health professionals and students often include the ability to transfer knowledge to different audiences in a variety of ways. Consultation, presentation, teaching, multimedia, and posters are some examples. A recent question on a national listserv about writing, editing, and proofreading services in health sciences libraries prompted this column about a potentially novel way of helping students and faculty in health disciplines to improve their abilities to communicate professionally. In addition to the poster design and review services that one library offers, it is also the host of two Toastmasters International clubs that provide participants a nonthreatening, real-world environment to improve the content, structure, methods, and delivery of their written and spoken messages. A librarian on staff is a member of and serves as liaison to the two clubs.},
   ISSN = {1540-9597},
   DOI = {10.1080/02763869.2014.897525},
   year = {2014},
   type = {Journal Article}
}

@article{RN16,
   author = {Allen, G. and Garris, J. and Lawson, L. and Reeder, T. and Crotty, J. and Hannan, J. and Brewer, K.},
   title = {An Innovative Use of Twitter to Disseminate and Promote Medical Student Scholarship During the COVID-19 Pandemic: Usability Study},
   journal = {Jmir Medical Education},
   volume = {8},
   number = {3},
   pages = {7},
   note = {Virtual or Electronic Poster
},
   abstract = {Background: Due to the emergence of the COVID-19 pandemic in March 2020, the cancellation of in-person learning activities forced every aspect of medical education and student engagement to pivot to a web-based format, including activities supporting the performance and dissemination of scholarly work. At that time, social media had been used to augment in-person conference learning, but it had not been used as the sole platform for scholarly abstract presentations. Objective: Our aim was to assess the feasibility of using Twitter to provide a completely web-based forum for real-time dissemination of and engagement with student scholarly work as an alternative to a traditional in-person poster presentation session. Methods: The Brody School of Medicine at East Carolina University launched an online Medical Student Scholarship Forum, using Twitter as a platform for students to present scholarly work and prepare for future web-based presentations. A single student forum participant created posts using a standardized template that incorporated student research descriptions, uniform promotional hashtags, and individual poster presentations. Tweets were released over 5 days and analytic data were collected from the Twitter platform. Outcome measures included impressions, engagements, retweets, likes, media engagements, and average daily engagement rate. Results: During the conference, the student leader published 63 tweets promoting the work of 58 students (55 medical and 3 dental students) over 5 days. During the forum and the following week, tweets from the @BrodyDistinctly Twitter account received 63,142 impressions and 7487 engagements, including 187 retweets, 1427 likes, and 2082 media engagements. During the 5 days of the forum, the average daily engagement rate was 12.72%. Conclusions: Using Twitter as a means of scholarly dissemination resulted in a larger viewing community compared to a traditional in-person event. Early evidence suggests that social media platforms may be an alternative to traditional scholarly presentations. Presenting via Twitter allowed students to receive instantaneous feedback and effectively network with wider academic communities. Additional research is needed to evaluate the effectiveness of knowledge uptake, feedback, and networking.},
   ISSN = {2369-3762},
   DOI = {10.2196/33767},
   year = {2022},
   type = {Journal Article}
}

@article{RN17,
   author = {Allen, R. H. and Tam, W. and Shoukas, A. A.},
   title = {Empowering biomedical engineering undergraduates to help teach design},
   journal = {Conference Proceedings: ... Annual International Conference of the IEEE Engineering in Medicine & Biology Society},
   volume = {2004},
   pages = {5154–7},
   note = {Poster as Capstone
},
   abstract = {We report on our experience empowering upperclassmen and seniors to help teach design courses in biomedical engineering. Initiated in the fall of 1998, these courses are a projects-based set, where teams of students from freshmen level to senior level converge to solve practical problems in biomedical engineering. One goal in these courses is to teach the design process by providing experiences that mimic it. Student teams solve practical projects solicited from faculty, industry and the local community. To hone skills and have a metric for grading, written documentation, posters and oral presentations are required over the two-semester sequence. By requiring a mock design and build exercise in the fall, students appreciate the manufacturing process, the difficulties unforeseen in the design stage and the importance of testing. A Web-based, searchable design repository captures reporting information from each project since its inception. This serves as a resource for future projects, in addition to traditional ones such as library, outside experts and lab facilities. Based on results to date, we conclude that characteristics about our design program help students experience design and learn aspects about teamwork and mentoring useful in their profession or graduate education.},
   ISSN = {1557-170X},
   DOI = {10.1109/IEMBS.2004.1404435},
   year = {2004},
   type = {Journal Article}
}

@article{RN18,
   author = {Anand, G. and Joshi, M.},
   title = {Good publication practice guideline 3: Evolving standards for medical writers},
   journal = {Perspectives in Clinical Research},
   volume = {10},
   number = {1},
   pages = {4–8},
   note = {Poster How To
},
   abstract = {Publications in peer-reviewed journals as well as oral and poster presentations for scientific conferences comes under the purview of GPP3 guideline. The GPP3 has kept pace with the changes in publication practices and focusses on every burning aspect of publications. The present paper evaluates the purview of GPP3 guideline in context with the evolving role of medical writer (MW) in the present times. A MW plays an important role to in producing high quality authentic documents. The role of professional MW have previously been emphasised upon in previous versions of GPP guidelines, and have been instrumental in acknowledging role of MWs in medical publications and cementing their existence rather than them being termed as 'ghostwriters'. Additionally the paper focuses on evolving publication and research presentation standards with reference to other guidelines. The paper also focusses on clarity on reimbursements which is in contrast to other Acts (Sunshine Act). Most importantly, the expectations from subsequent guidelines are also discussed which may form basis of subsequent GPP guidelines.},
   ISSN = {2229-5488
2229-3485},
   DOI = {10.4103/picr.PICR_31_18},
   year = {2019},
   type = {Journal Article}
}

@article{RN19,
   author = {Andraos-Selim, C. and Modzelewski, R. A. and Steinman, R. A.},
   title = {Inter-institutional Development of a Poster-Based Cancer Biology Learning Tool},
   journal = {Journal of Cancer Education},
   volume = {25},
   number = {3},
   pages = {413–417},
   note = {Poster as Capstone
},
   abstract = {There is a paucity of African-American Cancer researchers. To help address this, an educational collaboration was developed between a Comprehensive Cancer Center and a distant undergraduate biology department at a minority institution that sought to teach students introductory cancer biology while modeling research culture. A student-centered active learning curriculum was established that incorporated scientific poster presentations and simulated research exercises to foster learning of cancer biology. Students successfully mined primary literature for supportive data to test cancer-related hypotheses. Student feedback indicated that the poster project substantially enhanced depth of understanding of cancer biology and laid the groundwork for subsequent laboratory work. This inter-institutional collaboration modeled the research process while conveying facts and concepts about cancer.},
   ISSN = {0885-8195},
   DOI = {10.1007/s13187-010-0065-2},
   year = {2010},
   type = {Journal Article}
}

@article{RN20,
   author = {Arcila Hernandez, L. and Chodkowski, N. and Treibergs, K.},
   title = {A Guide to Implementing Inclusive and Accessible Virtual Poster Sessions},
   journal = {Journal of Microbiology & Biology Education},
   volume = {23},
   number = {1},
   note = {Virtual or Electronic Poster
},
   abstract = {Poster sessions are an integral part of conferences because they facilitate networking opportunities and provide a platform for researchers at every career stage to present and get feedback on their work. In Spring 2020, prompted by the rapid transition of the SABER (Society for the Advancement of Biology Education Research) Summer 2020 meeting to an online format, we designed and implemented a no-cost and accessible, asynchronous, and synchronous virtual poster session. Here, we outlined our goals for hosting an inclusive virtual poster session (VPS), demonstrated how a backward design approach can facilitate effective VPS, and described our rationale for adopting an asynchronous/synchronous model using the Padlet and Zoom platforms. We shared our lessons learned to facilitate a second VPS at the SABER 2021 meeting and to assist future poster session organizers in designing engaging, inclusive, and accessible poster sessions. Virtual poster sessions have great potential to improve collaborations and science communication experiences at scientific conferences and in undergraduate classrooms.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00237-21},
   year = {2022},
   type = {Journal Article}
}

@article{RN21,
   author = {Arnold, D. M. and Mortensen, C. J. and Thoron, A. C. and Miot, J. K. and Miller-Cushon, E. K.},
   title = {Identifying the optimal course delivery platform in an undergraduate animal behavior research course},
   journal = {Translational Animal Science},
   volume = {2},
   number = {3},
   pages = {311–318},
   note = {Poster as Capstone
},
   abstract = {There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (<b>CCTT</b>). Students' grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.},
   ISSN = {2573-2102},
   DOI = {10.1093/tas/txy066},
   year = {2018},
   type = {Journal Article}
}

@article{RN22,
   author = {Arslan, D. and Koca, T. and Tastekin, D. and Basaran, H. and Bozcuk, H.},
   title = {Impact of Poster Presentations on Academic Knowledge Transfer from the Oncologist Perspective in Turkey},
   journal = {Asian Pacific Journal of Cancer Prevention},
   volume = {15},
   number = {18},
   pages = {7707–7711},
   note = {Other},
   abstract = {Background: Currently poster presentations offer a common visual medium for knowledge transfer by a wide range of health professionals. Our study aimed to determine the scientific importance of poster presentations for Medical and Radiation Oncologists. Methods: A survey form including 40 questions was distributed to a total of 131 oncologists experienced in poster presentations. One hundred completed survey forms were included in the study. Descriptive statistics and modified thematic analyses were performed on the responses. Results: Overall 64% of the participants agreed that posters were a good medium for knowledge transfer. Some 88% agreed that concise and clear styled presentations would increase appealing interests for poster contents. Visual appearance was cited more influential than content of the subject; 70% of participants agreed that appearances of posters could help to draw more viewer attention. Of respondents, 63% believed that posters accompanied by their author were more attractive for congress attendees, and 33% of them declared that the halo effect of the poster presenter was also important. Conclusion: The present study indicated that intelligibility, appearance and visuality of posters are most important factors from the aspect of oncologist participants. Presenters must take into account these important points when preparing their academic posters.},
   ISSN = {1513-7368},
   DOI = {10.7314/apjcp.2014.15.18.7707},
   year = {2014},
   type = {Journal Article}
}

@article{RN23,
   author = {Assemi, M. and Ibarra, F. and Mallios, R. and Corelli, R. L.},
   title = {Scholarly contributions of required senior research projects in a doctor of pharmacy curriculum},
   journal = {American Journal of Pharmaceutical Education},
   volume = {79},
   number = {2},
   pages = {23},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVE: To determine dissemination outcomes and faculty perceptions of senior research projects conducted from 2008 to 2011 by PharmD students in a curricular pathway focused on direct patient care.
METHODS: Preceptors' reported dissemination outcomes of research projects were surveyed and their perceptions of the precepting experience were rated using a web-based survey. Results were compared to those from an earlier pharmaceutical care cohort (2002-2007) and a combined cohort of 2, more research-intensive curricular pathways at the school.
RESULTS: The overall response rate was 90.2%. Project dissemination included 61.3% at an institutional forum, 42.3% as a submitted publication, 37.8% as a poster, and 4.5% as an oral presentation. Projects completed from 2008-2011 were significantly more likely than those from 2002-2007 to be submitted for publication (42.3% vs 10.7%, p<0.001) and published (28.8% vs 5.3%, p<0.001). Most preceptors found their research projects valuable to them professionally (88.3%) and to their own or another institution (83.5% and 78.5%, respectively). Ninety-five percent of preceptors would precept again.
CONCLUSION: Dissemination rates for pharmaceutical care projects increased over time. Despite modest dissemination levels, the majority of preceptors agreed that required student research projects provide a valuable learning experience for students.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe79223},
   year = {2015},
   type = {Journal Article}
}

@article{RN24,
   author = {Atia, O. A.},
   title = {Medical Students' Contribution as a Refining Tool for the Conventional Educational System},
   journal = {Journal Of Microscopy And Ultrastructure},
   volume = {10},
   number = {2},
   pages = {37–39},
   note = {Poster as Capstone
},
   abstract = {One of the most important things that accentuate an institution's greater advancement is its pursuit of change. Student contribution has been advocated for by many well-standing universities and has proven a better approach and a more refined way of an exuberant advancement both academically and personally. This article highlights how such contribution can be administered using novel approaches while preserving the main guidelines for graduating not only health-care providers but also researchers and life-long learners. The new prospect of students as beneficial assets provides an educational institution with valuable creative ideas, eye sights that can detect points of possible reform in the educational system, and another significant voice to the making of future decisions. The faculty has successfully been able to apply certain characteristics-self-independence, new rational scope, practical and tutoring skills-to undergraduates through peer-to-peer learning technique, medical poster presentation skills, and case-based learning manner.},
   ISSN = {2213-8803},
   DOI = {10.4103/JMAU.JMAU_75_20},
   year = {2022},
   type = {Journal Article}
}

@article{RN25,
   author = {Atkinson, S. and Gagliardi, K. and Grant, M.},
   title = {Tips on preparing powerful poster presentations},
   journal = {Canadian Journal of Medical Laboratory Science},
   volume = {69},
   number = {5},
   pages = {208–211},
   note = {Poster How To
},
   ISSN = {1207-5833},
   year = {2007},
   type = {Journal Article}
}

@article{RN26,
   author = {Authier, S. and Curtis, M. J. and Soloviev, M. and Redfern, W. S. and Kallman, M. J. and Hamlin, R. L. and Leishman, D. J. and Valentin, J. P. and Koerner, J. E. and Vargas, H. M. and Botchway, A. and Correll, K. and Pugsley, M. K.},
   title = {The Diplomate in Safety Pharmacology (DSP) certification scheme},
   journal = {Journal of Pharmacological and Toxicological Methods},
   volume = {75},
   pages = {1–4},
   note = {Poster as Capstone
},
   abstract = {As with other professional disciplines there is a growing need from within industry as well as global regulatory authorities for implementation of a certification process in order to assure that appropriate expertise is developed and quality standards are identified for professionals involved in the practice of Safety Pharmacology (SP). In order to meet this need, the Safety Pharmacology Society (SPS) has developed the Diplomate in Safety Pharmacology (DSP) certification process. There are many benefits to certification including authentication of the discipline within the overall pharmaceutical community and with regulatory authorities. It also encourages participation in SPS activities by other professionals (toxicologists, clinicians, academics) who wish to broaden their professional expertise. It provides an opportunity for candidates to strengthen their fundamental scientific knowledge, and stimulates the sharing of data, methods and model development in the form of publications and presentations on relevant topics in SP. Accreditation in SP occurs after candidates successfully complete a written certification examination conducted at the annual SPS meeting. The DSP exam consists primarily of material pertinent to the conduct of SP vital function core battery studies (i.e., cardiovascular, respiratory and central nervous systems), supplemental SP studies (i.e., renal/urinary, gastrointestinal, immunology, and hematology), Regulatory Guidelines (ICH Guidelines) as well as relevant cross-functional knowledge (e.g., physiology, pharmacology, toxicology, biochemistry, pathology, pharmacokinetics, dosing formulation, analytical methods, and statistics). Maintenance of the DSP certification results from the accrual of credits which are gained from a range of educational and scientific contributions. Eligibility requirements include a combination of at least a bachelor degree in science and two years of relevant professional SP experience and one poster presentation on a SP topic as first author at a recognized major scientific meeting.},
   ISSN = {1873-488X
1056-8719},
   DOI = {10.1016/j.vascn.2015.04.008},
   year = {2015},
   type = {Journal Article}
}

@article{RN27,
   author = {Axon, D. R. and Whaley, M.},
   title = {Student Pharmacists' Perspectives of In-Person versus Virtual Research Poster Presentations},
   journal = {Pharmacy : A Journal Of Pharmacy Education And Practice},
   volume = {10},
   number = {5},
   pages = {26},
   note = {Virtual or Electronic Poster
},
   abstract = {This study assessed the preferences of fourth-year student pharmacists for an in-person versus virtual pharmacy research poster session. An electronic survey was administered to all fourth-year student pharmacists enrolled in a research project course in Fall 2021 (n = 132). Six items explored students' opinions towards research posters using a five-point agreement scale. Twelve items explored students' preferences for either research poster format. Students also indicated their overall preference for an in-person or virtual research poster session. Data were analyzed descriptively. A total of 63 fourth-year student pharmacists completed the questionnaire. The median agreement score was four out of five, indicating favorable attitudes towards the importance of research posters in pharmacy curriculum. Most students said they would enjoy research posters more, and would be more able to present at, participate in and ensure that all can participate in poster sessions if the poster sessions were virtual as opposed to in-person. Most (76.2%) students indicated a preference for virtual rather than in-person research poster sessions. In conclusion, the study results suggest that student pharmacists prefer virtual rather than in-person poster sessions. Further research is recommended to explore the comparative effectiveness of these poster formats to achieve learning outcomes in varying university pharmacy programs.},
   ISSN = {2226-4787},
   DOI = {10.3390/pharmacy10050104},
   year = {2022},
   type = {Journal Article}
}

@article{RN28,
   author = {Azmi, Norazrina and Yaakob, Nor Syafinaz and Jasamai, Malina and Eng Wee, Chua},
   title = {CROSSOVER LEARNING THROUGH A HEALTH CAMPAIGN INTEGRATED IN A BACHELOR OF PHARMACY CURRICULUM},
   journal = {ASEAN Journal of Teaching & Learning in Higher Education},
   volume = {10},
   number = {2},
   pages = {1–10},
   note = {Poster as Capstone
},
   abstract = {Purpose: Continuous improvement in teaching and learning methods is vital for addressing the changing needs of pharmacy education. Many have agreed that one of the most effective approaches is crossover learning, whereby learners are actively involved in shaping their learning experiences and acquiring knowledge in both formal and informal settings. In this work, we report an ongoing initiative of facilitating a student-led health campaign, Brain Awareness Day, to promote crossover learning. Method: The campaign is included in our curriculum (Bachelor of Pharmacy with Honours) as a formal mode of learning and continuous assessment. A total of 84 pharmacy students were divided into groups of eight or nine to work on a drug addiction-themed assignment and present the result in the form of a poster exhibition. A short, online questionnaire was used to gather the students' feedback on their learning experience and perceived gain of relevant insights from the campaign. Findings: Thirty nine out of 84 students took part in the survey. Most students agreed that their involvement in the campaign had contributed favourably to their learning experience and achievement of the pre-defined learning outcomes. The students also gave several suggestions for improving the organisation of the campaign. They suggested that more budget should be allocated for running the campaign, and that finding an off-campus venue might help to increase footfall. Significance: We concluded that the campaign had been effective in encouraging crossover learning, and it would remain an integrated sub-programme in our pharmacy curriculum. Diversifying methods of teaching and learning may help to realise Malaysia's aim of developing well-rounded and employable graduates. [ABSTRACT FROM AUTHOR]},
   ISSN = {19855826},
   year = {2018},
   type = {Journal Article}
}

@article{RN29,
   author = {Bailey, C. P.},
   title = {RNase one gene isolation, expression, and affinity purification models research experimental progression and culminates with guided inquiry-based experiments},
   journal = {Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology},
   volume = {37},
   number = {1},
   pages = {44–8},
   note = {Poster as Capstone
},
   abstract = {This new biochemistry laboratory course moves through a progression of experiments that generates a platform for guided inquiry-based experiments. RNase One gene is isolated from prokaryotic genomic DNA, expressed as a tagged protein, affinity purified, and tested for activity and substrate specificity. Student pairs present detailed explanations of materials and methods and the semester culminates in a poster session. Experimental plans take into account the expense and time required to move from gene isolation to enzyme assays. This combination of instructor-guided and student-designed experiments is a manageable foray into guided inquiry-based learning in a biochemistry laboratory course, while providing a cohesive story and context for individual experiments.},
   ISSN = {1470-8175},
   DOI = {10.1002/bmb.20247},
   year = {2009},
   type = {Journal Article}
}

@article{RN30,
   author = {Baltazar, C. S. and Taibo, C. and Sacarlal, J. and Gujral, L. and Salomão, C. and Doyle, T.},
   title = {Mozambique field epidemiology and laboratory training program: A pathway for strengthening human resources in applied epidemiology},
   journal = {Pan African Medical Journal},
   volume = {27},
   pages = {233},
   note = {Poster as Capstone
},
   abstract = {Introduction: in the last decades, Mozambique has been undergoing demographic, epidemiological, economic and social transitions, which have all had a notable impact on the National Health System. New challenges have emerged, causing a need to expand the preparation and response to emerging disease threats and public health emergencies. Methods: We describe the structure and function of the Mozambique Field Epidemiology Training Program (MZ-FELTP) and the main outputs achieved during the first 6 years of program implementation (consisting of 3 cohorts). We also outline the contribution of the program to the National Health System and assess the retention of the graduates. Results: The MZ-FELTP is a post-graduate in-service training program, based on the acquisition of skills, within two tracks: applied epidemiology and laboratory management. The program was established in 2010, with the objective of strengthening capacity in applied epidemiology and laboratory management, so that events of public health importance can be detected and investigated in a timely and effective manner. The program is in its seventh year, having successfully trained 36 health professionals in the advanced course. During the first six years of the program, more than 40 outbreaks were investigated, 37 surveillance system evaluations were conducted and 39 descriptive data analyses were performed. Surveillance activities were implemented for mass events and emergency situations. In addition, more than 100 oral and poster presentations were given by trainees at national and international conferences. Conclusion: The MZ-FELTP has helped provide the Ministry of Health with the human and technical resources and operational capacity, to rapidly and effectively respond to major public health challenges in the country. The continuous involvement of key stakeholders is necessary for the continuation, expansion and ongoing sustainability of the program.},
   ISSN = {1937-8688},
   DOI = {10.11604/pamj.2017.27.233.13183},
   year = {2017},
   type = {Journal Article}
}

@article{RN31,
   author = {Balthazar, P. and Harri, P. and Prater, A. and Heilbrun, M. E. and Mullins, M. E. and Safdar, N.},
   title = {Development and Implementation of an Integrated Imaging Informatics Track for Radiology Residents: Our 3-Year Experience},
   journal = {Academic Radiology},
   volume = {29},
   pages = {S58–S64},
   note = {Poster as Capstone
},
   abstract = {Rationale and Objectives: Imaging Informatics is an emerging and fast-evolving field that encompasses the management of information during all steps of the imaging value chain. With many information technology tools being essential to the radiologists' day-to-day work, there is an increasing need for qualified professionals with clinical background, technology expertise, and leadership skills. To answer this, we describe our experience in the development and implementation of an Integrated Imaging Informatics Track (13T) for radiology residents at our institution. Materials and Methods: The 13T was created by a resident-driven initiative funded by an intradepartmental resident grant. Its curriculum is delivered through a combination of monthly small group discussions, operational meetings, recommended readings, lectures, and early exposure to the National Imaging Informatics Course. The track is steered and managed by the 13T Committee, including trainees and faculty advisors. Up to two first-year residents are selected annually based on their curriculum vitae and an interest application. Successful completion of the program requires submission of a capstone project and at least one academic deliverable (national meeting presentation, poster, exhibit, manuscript and/or grant). Results: In our three-year experience, the seven I3T radiology residents have reported a total of 58 scholarly activities related to Imaging Informatics. I3T residents have assumed leadership roles within our organization and nationally. All residents have successfully carried out their clinical responsibilities. Conclusion: We have developed and implemented an I3T for radiology residents at our institution. These residents have been successful in their clinical, scholarship and leadership pursuits.},
   ISSN = {1076-6332},
   DOI = {10.1016/j.acra.2020.11.015},
   year = {2022},
   type = {Journal Article}
}

@article{RN32,
   author = {Barker, E. and Phillips, V.},
   title = {Creating conference posters: Structure, form and content},
   journal = {Journal of perioperative practice},
   volume = {31},
   number = {7-8},
   pages = {296–299},
   note = {Poster How To
},
   abstract = {This article aims to provide an overview of the form, structure and content of conference posters for researchers who intend to submit an academic poster to a conference. It focuses in particular on the design and layout of academic conference posters, making some suggestions for possible poster layouts. It also provides information about factors influencing conference selection. Finally, it summarises some top tips to be considered when creating a conference poster such as font selection and use of images.},
   ISSN = {2515-7949},
   DOI = {10.1177/1750458921996254},
   year = {2021},
   type = {Journal Article}
}

@article{RN33,
   author = {Barnett, K. L. and Shea, K. M. and McGeough, C. and Trotta, K. and Williams, S. and Ly, M. and Aloisio, K.},
   title = {Semester-Long Course-Based Research Project in Second-Semester Organic Chemistry: Synthesizing Potential Lead Compounds for the Treatment of a Neglected Tropical Disease},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {4},
   pages = {1008–1016},
   note = {Poster as Capstone
},
   abstract = {A semester-long research project for second-semester organic chemistry lab sections was developed. Student projects were based on preliminary data from faculty research that suggested the natural product neurolenin B to be a treatment for lymphatic filariasis. Students isolated neurolenins from the Central American plant Neurolaena lobata and proposed syntheses of previously unknown analogues using reactions learned in first- and second-semester organic chemistry. Using literature-based procedures, students ran reactions on neurolenins and analyzed their results by TLC and NMR spectroscopy. The semester culminated with a public poster session and final report using the Organic Letters template. Students in a total of 5 lab sections over 3 different semesters of the class completed this pilot course, and 15 sections in the same time span conducted traditional lab experiments. Qualitative and quantitative assessment data were collected to demonstrate the efficacy of the course. Students did not self-select into the pilot sections, were demographically similar to those in the traditional lab sections, and performed at the same level in the lecture portion of the course. Survey results from all students (traditional and pilot) were compared, and the students in the pilot sections showed higher levels of self-reported topic understanding, general motivation, and interest in organic chemistry.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.9b00685},
   year = {2020},
   type = {Journal Article}
}

@article{RN34,
   author = {Battisti, W. P. and Wager, E. and Baltzer, L. and Bridges, D. and Cairns, A. and Carswell, C. I. and Citrome, L. and Gurr, J. A. and Mooney, L. V. A. and Moore, B. J. and Peña, T. and Sanes-Miller, C. H. and Veitch, K. and Woolley, K. L. and Yarker, Y. E.},
   title = {Good publication practice for communicating company-sponsored medical research: GPP3},
   journal = {Annals of Internal Medicine},
   volume = {163},
   number = {6},
   pages = {461–464},
   note = {Poster How To
},
   abstract = {This updated Good Publication Practice (GPP) guideline, known as GPP3, builds on earlier versions and provides recommendations for individuals and organizations that contribute to the publication of research results sponsored or supported by pharmaceutical, medical device, diagnostics, and biotechnology companies. The recommendations are designed to help individuals and organizations maintain ethical and transparent publication practices and comply with legal and regulatory requirements. These recommendations cover publications in peerreviewed journals and presentations (oral or poster) at scientific congresses. The International Society for Medical Publication Professionals invited more than 3000 professionals worldwide to apply for a position on the steering committee, or as a reviewer, for this guideline. The GPP2 authors reviewed all applications (n = 241) and assembled an 18-member steering committee that represented 7 countries and a diversity of publication professions and institutions. From the 174 selected reviewers, 94 sent comments on the second draft, which steering committee members incorporated after discussion and consensus. The resulting guideline includes new sections (Principles of Good Publication Practice for Company-Sponsored Medical Research, Data Sharing, Studies That Should Be Published, and Plagiarism), expands guidance on the International Committee of Medical Journal Editors' authorship criteria and common authorship issues, improves clarity on appropriate author payment and reimbursement, and expands information on the role of medical writers. By following good publication practices (including GPP3), individuals and organizations will show integrity; accountability; and responsibility for accurate, complete, and transparent reporting in their publications and presentations.},
   ISSN = {1539-3704
0003-4819},
   DOI = {10.7326/M15-0288},
   year = {2015},
   type = {Journal Article}
}

@article{RN35,
   author = {Batzli, J. M. and Smith, A. R. and Williams, P. H. and McGee, S. A. and Dósa, K. and Pfammatter, J.},
   title = {Beyond Punnett squares: Student word association and explanations of phenotypic variation through an integrative quantitative genetics unit investigating anthocyanin inheritance and expression in Brassica rapa Fast plants},
   journal = {CBE life sciences education},
   volume = {13},
   number = {3},
   pages = {410–424},
   note = {Poster as Capstone
},
   abstract = {Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question "What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev)," we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students' cognitive structures before and after the unit and explanations in students' final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on "variation" as a proposed threshold concept and primary goal for students' explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from "plug and play," this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics.},
   ISSN = {1931-7913},
   DOI = {10.1187/cbe.13-12-0232},
   year = {2014},
   type = {Journal Article}
}

@article{RN36,
   author = {Baumgartner, Erin},
   title = {Student Poster Sessions},
   journal = {Science Teacher},
   volume = {71},
   number = {3},
   pages = {39–41},
   note = {Poster as Capstone
},
   abstract = {Discusses the use of poster presentations in the author's marine science class. Project-based nature of the class; Integration of assessment into the learning experience; Process followed by the author's class in doing a semester-long research project on intertidal ecology.},
   ISSN = {00368555},
   DOI = {10.3168/jds.S0022-0302(02)74328-2},
   year = {2004},
   type = {Journal Article}
}

@article{RN37,
   author = {Bavdekar, S. B. and Vyas, S. and Anand, V.},
   title = {Creating Posters for Effective Scientific Communication},
   journal = {The Journal of the Association of Physicians of India},
   volume = {65},
   number = {8},
   pages = {82–88},
   note = {Poster How To
},
   abstract = {A scientific poster is a summary of one's research that is presented in a visually engaging manner. Posters are presented as a means of short and quick scientific communications at conferences and scientific meetings. Presenting posters has advantages for the presenters and for conference attendees and organizers. It also plays a part in dissemination of research findings and furthering science. An effective poster is the one that focuses on a single message and conveys it through a concise and artistically attractive manner. This communication intends to provide tips on creating an effective poster to young scientists.},
   ISSN = {0004-5772},
   year = {2017},
   type = {Journal Article}
}

@article{RN38,
   author = {Beamish, A. J. and Ansell, J. and Foster, J. J. and Foster, K. A. and Egan, R. J.},
   title = {Poster exhibitions at conferences: Are we doing it properly?},
   journal = {Journal of Surgical Education},
   volume = {72},
   number = {2},
   pages = {278–282},
   note = {Poster Rubrics & Scoring
},
   abstract = {Objective Literature exploring the educational value and quality of conference poster presentation is scarce. The aim of this study was to identify and describe the variation in poster exhibitions across a spectrum of conferences attended by trainees. Design Prospective observational assessment of conference posters was carried out across 7 variables at 4 conferences attended by surgical trainees in 2012. Posters were compared by individual variables and according to overall poster score combining all 7 variables examined. The number of authors listed was also compared. Setting and Participants Random samples of consecutively numbered posters were examined at the exhibitions of 4 conferences, which included a UK national medical education conference (Association for the Study of Medical Education), a UK international surgical conference (Association of Surgeons of Great Britain and Ireland), a European oncology conference (European Society of Surgical Oncology), and a North American joint medical and surgical conference (Digestive Diseases Week). Results Significant variation existed between conferences in posters and their presentation. The proportion of presenters failing to display their posters ranged from 3% to 26% (p < 0.0001). Adherence to size guidelines varied from 89% to 100% (p = 0.002). The inclusion of references ranged from 19% to 82% (p < 0.0001). The presence of a presenting author during the allocated session varied widely from 21% to 86% (p < 0.0001). No significant variation was observed in the proportion of posters that were formatted using aims, methods, results, and conclusion sections (81%-93%; p = 0.513) or in the proportion of posters that were identified as difficult to read (24%-28%; p = 0.919). Association for the Study of Medical Education outperformed each of the other exhibitions overall (p < 0.0001). Posters with greater than the median of 4 authors performed significantly better across all areas (p < 0.0001-0.042) except presenter attendance (p = 0.480). Conclusions Poster exhibitions varied widely, with room for improvement at all 4 conferences. Lessons can be learned by all conferences from each other to improve presenter engagement with and the educational value of poster exhibitions.},
   ISSN = {1878-7452
1931-7204},
   DOI = {10.1016/j.jsurg.2014.08.011},
   year = {2015},
   type = {Journal Article}
}

@article{RN39,
   author = {Beckett, C. D. and Powell, J.},
   title = {Dissemination of Evidence-Based Practice Projects: Key Strategies for Successful Poster Presentations},
   journal = {Worldviews on Evidence-Based Nursing},
   volume = {18},
   number = {3},
   pages = {158–160},
   note = {Poster How To
},
   ISSN = {1545-102X},
   DOI = {10.1111/wvn.12502},
   year = {2021},
   type = {Journal Article}
}

@article{RN40,
   author = {Beier, S. and Armour, W. and Chen, X. X. and Renaud-Assemat, I.},
   title = {Rethinking Authentic Assessments - A Peer-Assessed Virtual Conference for Online Collaborative Learning},
   journal = {International Journal of Engineering Education},
   volume = {38},
   number = {5},
   pages = {1677–1688},
   note = {Virtual or Electronic Poster
},
   abstract = {The COVID-19 pandemic exacerbated the teaching challenges of engaging students, building a learning community, and creating enriching learning experiences. Here, we present an authentic, asynchronous assessment method applied as a peer-assessed virtual conference task. The peer assessment and facilitation effectively generated a strong sense of community and teamwork (95% agreement) and enabled the students to generate a deeper understanding of the course content (73% agreement) by fostering critical self-reflection (87% agreement). Student engagement excelled whereby many choose to engage in additional presentations outside of their allocated peer markings. Consistently positive feedback highlighted the task's utility as an online learning tool and its efficacy in shaping a collaborative class community besides remote teaching condition. Additionally, the multi-faceted nature of the assessment promoted a broad range of effective teaching qualities, including collaboration, communication, and application of theory in innovative contexts which lends itself to higher education. Overall, the virtual conference tool and its peer-based facilitation can be considered for effective engineering education practice, which may also apply to other scientific disciplines to improve student learning and experiences.},
   ISSN = {0949-149X},
   year = {2022},
   type = {Journal Article}
}

@article{RN41,
   author = {Belilos, E. and Kamande, S. and Morrison, M. and Malmut, L.},
   title = {Teaching poster design to enhance research presentation quality at academic conferences: a guide for educators},
   journal = {Postgraduate medical journal},
   note = {Poster How To
},
   abstract = {Poster sessions are one of the most common platforms for presenting research at academic conferences, yet posters are often inefficient at transferring knowledge to their readers due to suboptimal design and content selection. Physician trainees may not receive education on constructing posters as a traditional part of their residency curriculum. The purpose of this work is to propose a curriculum that will provide residents foundational knowledge and skills needed for designing high-quality research posters. The curriculum uses the flipped classroom model, a pedagogical approach that reverses the traditional learning environment by delivering instructional content outside of the classroom and moves activities into the classroom. Preparatory work includes watching an educational video on 'how to create a better research poster in less time' and preparing a poster to be presented at an upcoming conference. An 1-hour workshop is conducted during protected resident didactic time. It incorporates a 10-min slide show presentation on poster design and 50 min of active learning. During the active learning component, learners are asked to 'think-pair-share' to construct a research poster rubric using the information they just learnt. The learners work as a group to evaluate sample research posters. The class is then broken down into small groups of 2-3 learners to spend time working on their own posters and provide peer feedback. Following the workshop, residents continue to develop their research posters for conference presentation. This curriculum has the potential to enhance the quality of resident research posters presented at academic conferences, advance research education and ultimately improve dissemination of research within academic communities. The lesson plan outlined in this work can be used as a guide for teaching poster design to physician trainees in a number of specialties and may encourage programmes to consider integrating poster design as a formal part of the residency curriculum.},
   ISSN = {1469-0756},
   DOI = {10.1136/pmj-2022-141889},
   year = {2022},
   type = {Journal Article}
}

@article{RN42,
   author = {Bell, C. and Buckley, E. G. and Evans, P. and Lloyd-Jones, G.},
   title = {An evaluation of digital, split-site and traditional formats in conference poster sessions},
   journal = {Medical Teacher},
   volume = {28},
   number = {2},
   pages = {175–179},
   note = {Virtual or Electronic Poster
},
   abstract = {The paper reports an evaluation of digital, split-site and traditional poster presentations at the Association for Medical Education in Europe (AMEE) conference in September 2004. The programme included 300 posters in 19 sessions, viewed, potentially, by 1265 conference participants, in parallel with other events. The instrument was a questionnaire of 16 open- and closed-format questions applied opportunistically and gaining 250 complete responses. Qualitative and quantitative analysis suggested that no one format was preferred. Each had different strengths and weaknesses relating to seeing and hearing the presenter and viewing the poster. Opportunities for discussion were highly valued. © 2006 Taylor & Francis.},
   ISSN = {0142-159X
1466-187X},
   DOI = {10.1080/01421590600622806},
   year = {2006},
   type = {Journal Article}
}

@article{RN43,
   author = {Benjamin, W. J. and Lenze, N. R. and Yalamanchi, P. and Farlow, J. L. and Mihalic, A. P. and Bohm, L. A. and Thorne, M. C. and Kupfer, R. A.},
   title = {Impact of applicant and program factors on preference signaling outcomes in otolaryngology},
   journal = {Laryngoscope Investigative Otolaryngology},
   volume = {8},
   number = {2},
   pages = {401–408},
   note = {Poster as Capstone
},
   abstract = {Objectives: To assess the impact of applicant and program characteristics on preference signaling outcomes during the 2021 and 2022 application cycles in otolaryngology. Methods: The Texas Seeking Transparency in Applications to Residency survey was used for otolaryngology applicants during the 2021 and 2022 match years. The primary outcome of interest was signal yield, defined as the number of interviews at signaled programs divided by the total number of signals sent. Associations with applicant-reported characteristics, geographic connections to programs, and program reputation were assessed. Results: On average 59.5% of signals resulted in an interview (signal yield). There was a positive correlation between the number of signals sent to a program with a reported geographic connection and signal yield, with each additional signal resulting in a 3.4% increase in signal yield (p =.03). Signal yield was positively associated with number of publications (p <.001); number of abstracts, posters, and presentations (p =.04); and whether the applicant took a research year (p =.003). Applicants with higher USMLE Step 1 (p =.01) and Step 2 (p =.003) scores, publications (p =.03), volunteer (p =.008) and leadership (p =.001) experiences received a lower percentage of their total interviews from signaled programs whereas applicants from the 3rd (p <.001) and 4th (p =.03) cumulative class ranked quartiles received a higher percentage of their total interviews from signaled programs. Conclusions: Signal yield appears to have a significant association with geographic connections to programs and applicant competitiveness. This study may help applicants, advisors, and programs maximize the benefit of the preference signaling system. Levels of evidence: Level 4.},
   ISSN = {2378-8038},
   DOI = {10.1002/lio2.1025},
   year = {2023},
   type = {Journal Article}
}

@article{RN44,
   author = {Bennett, E. N. and Page, S. T.},
   title = {An undergraduate genome research course using "big data"},
   journal = {Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology},
   volume = {50},
   number = {5},
   pages = {450–452},
   note = {Poster as Capstone
},
   abstract = {The ability to analyze large data sets ("Big Data") is an increasingly important skill in modern science. In Biochemistry, the increased volume and velocity of data is particularly evident in the rapid expansion of biological databases. We present a modular bioinformatics course to survey the analysis of genomic data for advanced undergraduates. Research activities include genome scanning for endogenous retroviruses, annotating genomic sequences and a brief exploration of programming in R. A summative poster session was used to disseminate their work. This course is amenable to remote or online instruction. Supplemental materials provided include a schedule and outline. This article reports a session from the virtual international 2021 IUBMB/ASBMB workshop, "Teaching Science on Big Data."},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21647},
   year = {2022},
   type = {Journal Article}
}

@article{RN45,
   author = {Benyamin, O. and Lambert, S. and Mascarenas, K. and Goodlet, K. J.},
   title = {Online promotion of resident research and research training among postgraduate year 1 (PGY1) pharmacy residency programs},
   journal = {JACCP Journal of the American College of Clinical Pharmacy},
   volume = {5},
   number = {4},
   pages = {422–427},
   note = {Poster as Capstone
},
   abstract = {Introduction: National pharmacy organizations advocate for training relating to the investigation and evaluation of scientific evidence. Accordingly, most postgraduate year 1 (PGY1) residents conduct longitudinal research. However, residents typically report low confidence in their research abilities and may benefit from structured training within the residency program. The purpose of this study was to assess how PGY1 programs promote research on their websites, including the proportion offering resident research training. Methods: PGY1 residency programs were identified using the American Society of Health-System Pharmacists residency directory. Community-based, managed care, or PGY1/postgraduate year 2 (PGY2) combined programs were excluded. Study data were extracted using the residency directory and program websites and included program characteristics, research requirements, dedicated research time, promotion of past research, research mentorship and support, and research training. Characteristics of the programs with and without research training were compared. Results: Of 1139 PGY1 residency program websites, 3.0% had a highly prominent research section, 19.7% had a clear paragraph relevant to research information, 63.4% had minimal information on research, and 14.0% offered no research information. Forty-one percent of PGY1 residency programs required dissemination of research findings via poster presentation, platform presentation, or completed manuscript. Fifty-one programs (4.5%) provided research development training through seminars, a development program, or a certificate program. Compared with programs without research training, these programs were more likely to be fully accredited (100% vs 92.2%, P =.028), offer five or more PGY1 positions (25.5% vs 14.0%, P =.037), and offer one or more PGY2 specialty residencies (60.8% vs 35.6%, P <.001). Conclusion: Most PGY1 program websites had minimal information related to resident research. Although the presentation and dissemination of research was a commonly listed residency requirement, less than 5% of programs indicated that they provide resident research development. Residency program directors should ensure that their program websites accurately reflect their residents' research experience, including development opportunities.},
   ISSN = {2574-9870},
   DOI = {10.1002/jac5.1574},
   year = {2022},
   type = {Journal Article}
}

@article{RN46,
   author = {Berg, J. and Hicks, R.},
   title = {Successful design and delivery of a professional poster},
   journal = {Journal of the American Association of Nurse Practitioners},
   volume = {29},
   number = {8},
   pages = {461–469},
   note = {Poster How To
},
   abstract = {BACKGROUND AND PURPOSE: Poster presentations are increasingly popular for dissemination of scientific and clinical knowledge at professional meetings; however, this professional skill is generally absent from advanced practice registered nurse (APRN) curricula and acquisition of the skill must occur in other arenas. The purpose of this article is to promote professional development by educating APRNs, students, and faculty on the essentials of poster development and presentation. METHODS: To aid in poster presentation skill development, types of posters, advantages and disadvantages, content and design, and tips to enhance these presentations are discussed. What is known on these topics is summarized and emphasis on professional appearance and conduct is highlighted. CONCLUSIONS: Content and layout, use of color, imagery, and positive and negative space are crucial design elements. Poster presentation essentials include being prepared, professional appearance, and professional behavior. IMPLICATIONS FOR PRACTICE: Designing and presenting a professional poster is an essential skill for all APRNs as the ability to communicate knowledge is central to the role.},
   ISSN = {2327-6924},
   DOI = {10.1002/2327-6924.12478},
   year = {2017},
   type = {Journal Article}
}

@article{RN47,
   author = {Berg, Judith A.},
   title = {Creating a Professional Poster Presentation: Focus on Nurse Practitioners},
   journal = {Journal of the American Academy of Nurse Practitioners},
   volume = {17},
   number = {7},
   pages = {245–248},
   note = {Poster How To
},
   abstract = {The article reports that poster presentations are frequently utilized at professional meetings and conferences as a way to disseminate research findings or communicate new ideas to colleagues. A well-designed poster can be an effective way for nurse practitioners to convey information. Determining what to include on a poster can be challenging, but if the presentation is simple, direct, concise, and uncluttered, it has the best chance of communicating effectively. Advance planning is critical, as is knowledge of the mandated poster format and feedback from professional colleagues.},
   ISSN = {1041-2972},
   DOI = {10.1111/j.1745-7599.2005.0041.x},
   year = {2005},
   type = {Journal Article}
}

@article{RN48,
   author = {Bernot, K. M. and Kulesza, A. E. and Ridgway, J. S.},
   title = {Service Learning as Inquiry in an Undergraduate Science Course},
   journal = {American Biology Teacher},
   volume = {79},
   number = {5},
   pages = {393–400},
   note = {Poster as Capstone
},
   abstract = {To engage students in applying scientific process skills to real-world issues, we implemented a service-learning project model in our undergraduate introductory biology course for science majors. This model illustrates how we integrate inquiry inside and outside of the classroom through four steps: service, learning, classroom, and community. Out-of-class activities engaged students in serving the community (Service step) while deepening their learning experience beyond what they would learn in a classroom (Learning step). To connect the service-learning project with scientific process skills, students were asked to identify problems that our community partners were trying to solve, identify proposed solutions, and design ways to evaluate those solutions (Classroom step). Additionally, students connected their service-learning topic with core concepts in Biology. After their service, students used metrics to analyze their impact. Students then synthesized the connection between their service, learning, and classroom projects by presenting their findings to the scientific and lay communities through a poster session (Community step). Here we provide details of the model, recommendations, and examples for others to execute an inquiry-based service-learning project.},
   ISSN = {0002-7685},
   DOI = {10.1525/abt.2017.79.5.393},
   year = {2017},
   type = {Journal Article}
}

@article{RN49,
   author = {Bhatt, J. M. and Challa, A. K.},
   title = {First Year Course-Based Undergraduate Research Experience (CURE) Using the CRISPR/Cas9 Genome Engineering Technology in Zebrafish},
   journal = {Journal of Microbiology & Biology Education},
   volume = {19},
   number = {1},
   note = {Poster Rubrics & Scoring
},
   abstract = {Genetic analysis in model systems can provide a rich context for conceptual understanding of gene structure, regulation, and function. With an intent to create a rich learning experience in molecular genetics, we developed a semester-long course-based undergraduate research experience (CURE) using the CRISPR-Cas9 gene editing system to disrupt specific genes in the zebrafish. The course was offered to freshman students; nine students worked in four groups (two to three members per group) to design, synthesize, and test the nuclease activity of the CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats)/sgRNAs for targeted disruption of specific genes in the zebrafish. Each group worked with a gene with an already known mutant phenotype that can be visually scored and a gene that had not been studied in zebrafish previously. Embedded in the course were a series of workshop-styled units or tutorials, including tours to core facilities. The focus was on introducing and developing skills that could be accommodated within the span of a semester. Each group successfully cloned at least one plasmid-encoding CRISPR/sgRNA template, visually analyzed injected embryos, and performed genotyping assays to detect CRISPR-Cas9 activity. In-class discussions, a final end-of-semester written test, and group oral presentations were assessed for an understanding of the CRISPR-Cas9 system, application of the CRISPR-Cas9 system as a gene manipulation tool, and experimental methods used to create plasmid vectors and synthesize sgRNA. In addition, poster presentations were evaluated by faculty, graduate students, and senior undergraduate students at a University research exposition. Self-reflections in the form of group conversations were video recorded. All students (9/9) distinctly showed learning gains after completing the activity, but the extent of the gains was variable, as seen from results of a written test and poster presentation assessment. Qualitative analysis of evaluations and self-reporting data indicated several gains, suggesting that all students found many aspects of the CURE valuable and gained project-specific (conceptual) and transferrable skills (science process and science identity).},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v19i1.1245},
   year = {2018},
   type = {Journal Article}
}

@article{RN50,
   author = {Bingham, R. and O'Neal, D.},
   title = {Developing great abstracts and posters: How to use the tools of science communication},
   journal = {Nursing for Women's Health},
   volume = {17},
   number = {2},
   pages = {131–138},
   note = {Poster How To
},
   abstract = {All nurses, clinicians and researchers are encouraged to share information on the programs they develop or the studies they conduct. This communication serves to advance the knowledge and clinical wisdom of the nursing and other health care professions. One way to do this is to submit an abstract or poster to a conference, where you can present your findings to other health care professionals. This article gives useful tips for developing successful abstracts and posters. © 2013 AWHONN.},
   ISSN = {1751-4851
1751-486X},
   DOI = {10.1111/1751-486X.12021},
   year = {2013},
   type = {Journal Article}
}

@article{RN51,
   author = {Bissell, K. and Harries, A. D. and Reid, A. J. and Edginton, M. and Hinderaker, S. G. and Satyanarayana, S. and Enarson, D. A. and Zachariah, R.},
   title = {Operational research training: the course and beyond},
   journal = {Public Health in Action},
   volume = {2},
   number = {3},
   pages = {92–7},
   note = {Poster as Capstone
},
   abstract = {Insufficient operational research (OR) is generated within programmes and health systems in low- and middle-income countries, partly due to limited capacity and skills to undertake and publish OR in peer-reviewed journals. To address this, a three-module course was piloted by the International Union Against Tuberculosis and Lung Disease and Medecins Sans Frontieres in 2009-2010, with 12 participants. Five received mentorship and financial support as OR Fellows. Eleven of 12 participants submitted a paper to a peer-reviewed journal within 4 weeks of the end of the course. Evaluation shows that participants continued OR activities beyond the course. During the subsequent year, they submitted and/or published 19 papers, made 10 posters and/or presentations, and many participated in training, mentoring and/or paper reviewing. Some described changes in policy and practice influenced by their research, and changes in their organisation's approach to OR. They provided recommendations for improving and expanding OR. We conclude that participants can, with certain enabling conditions, take research questions through to publication, use skills gained to undertake and promote OR thereafter and contribute to improvement in policy and practice. An internet-based network will provide participants and graduates with a platform for collection of course outcomes and ongoing mentor- and peer-based support, resources and incentives.},
   ISSN = {2220-8372},
   DOI = {10.5588/pha.12.0022},
   year = {2012},
   type = {Journal Article}
}

@article{RN52,
   author = {Blassmann, U. and Stelzer, D.},
   title = {The basics for a scientific poster},
   journal = {Krankenhauspharmazie},
   volume = {38},
   number = {2},
   pages = {69–72},
   note = {Poster How To
},
   abstract = {Posters are a common way to present scientific research. The objective of a poster is the concise and clear presentation of scientific content, which should lead to professional exchange and discussions. Comments on the poster can be useful for further research, as well as the preparation of a scientific paper. During the scientific poster sessions, the author is available for questions and discussions. However, the presentation of a poster may involve an additional oral presentation, for example short presentations of selected posters or the presentation of the poster in front of a poster jury. Design and content of a poster have to rise the interest of the viewer and convey the main results. Therefore, a scientific poster is much more than just a reproduction of the abstract. This article offers tips and tricks for the design and preparation of a scientific poster.},
   ISSN = {0173-7597},
   year = {2017},
   type = {Journal Article}
}

@article{RN53,
   author = {Blessing, J. S.},
   title = {Busting Myths to Increase Critical Thinking in Psychology Majors},
   journal = {Teaching of Psychology},
   pages = {5},
   note = {Poster as Capstone
},
   abstract = {Background: Increasing students' ability to think critically allows them to engage more fully with psychology material. Objective: The current study used a critical thinking assignment called PsychBusters to examine critical thinking and interest in psychology in two sections of introductory psychology designated for first-year psychology majors. Method: The experimental section completed two PsychBusters presentations including a poster presentation. The control course section also completed poster presentations but did not do the PsychBusters assignment. For both sections, critical thinking skills and levels of interest in psychology were measured at the start and end of the semester. Results: Students in both sections maintained a high interest in psychology across the semester. The section that worked on the PsychBusters misconception assignment had similar critical thinking skills as the control at the start of the semester but had higher scores at the posttest. Conclusion: Assignments that direct students to focus on critical thinking may not improve one's interest in psychology. However, class assignments that hone critical thinking skills should be integrated into psychology courses with the aim of improving students' reasoning. Teaching Implications: The development of critical thinking skills in psychology majors should start early in the curriculum.},
   ISSN = {0098-6283},
   DOI = {10.1177/00986283231166954},
   year = {2023},
   type = {Journal Article}
}

@article{RN54,
   author = {Bongers, A.},
   title = {Virtual Poster Session Designed for Social Cognitive Learning in Undergraduate Chemistry Research},
   journal = {Journal of Chemical Education},
   volume = {99},
   number = {6},
   pages = {2259–2269},
   note = {Virtual or Electronic Poster
},
   abstract = {Research poster sessions are an excellent example of how scientists rely not only on technical skills but also on interpersonal interactions, communication, and other behaviors learned from participating in social environments. This process of learning is described by social cognitive theory, and particularly its aspects of self-regulation, self-reflection, and self-efficacy. Social learning and cognitive apprenticeship models were used to design a virtual poster session for upper-year students doing research thesis projects. Interactions (reactions, comments, and calls) among students, faculty, and graduate students were examined through a social network analysis of the session, and the emerging communication patterns were related to students' abilities to observe, model, and articulate behaviors in the virtual setting. A survey of student experiences provided insight into the session's outcomes and students' self-efficacy beliefs after the session. The poster session succeeded at creating a virtual space for social learning, reflecting on social norms in science, and for asking questions about research through a cognitive apprenticeship model.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.1c01008},
   year = {2022},
   type = {Journal Article}
}

@article{RN55,
   author = {Boranic, M.},
   title = {How to compose, write and publish a scientific or professional communication},
   journal = {Acta Informatica Medica},
   volume = {24},
   number = {6},
   pages = {416–418},
   note = {Poster How To
},
   abstract = {There is an ample number of recommendations, guides and monographs addressing the art of composing and publishing written, oral or visual communications in science and various professions. In order to write an article, autors have to follow certain rules. Presentation of the article (oral or poster presentation) also requires skill, meaning that you have to fulfill certain guidelines and regulations.},
   ISSN = {1986-5988
0353-8109},
   DOI = {10.5455/aim.2016.24.416-418},
   year = {2016},
   type = {Journal Article}
}

@article{RN56,
   author = {Bos, L. D. J.},
   title = {How to chair a poster discussion session},
   journal = {Breathe},
   volume = {15},
   number = {2},
   pages = {131–134},
   note = {Poster How To
},
   abstract = {Poster discussion sessions are exciting, interactive sessions to present and hear about the latest research. This article provides an outline of how to chair such a session at the ERS International Congress. http://bit.ly/2UORJzg.},
   ISSN = {2073-4735
1810-6838},
   DOI = {10.1183/20734735.0017-2019},
   year = {2019},
   type = {Journal Article}
}

@article{RN57,
   author = {Boullata, J. I. and Mancuso, C. E.},
   title = {A "how-to" guide in preparing abstracts and poster presentations},
   journal = {Nutrition in Clinical Practice},
   volume = {22},
   number = {6},
   pages = {641–646},
   note = {Poster How To
},
   abstract = {The preparation of an abstract or poster to share information from a project or case report with colleagues is a professional goal for many nutrition support practitioners. This paper provides an approach to help practitioners prepare an abstract for submission and subsequently a poster for presentation at a meeting. A nutrition support question that required collecting and evaluating information, or a unique patient case or case series, can serve as the focus of an abstract and subsequent poster. The professional meeting selected should be appropriate for the abstract topic, and the authors should closely adhere to the organization's abstract submission guidelines. The well-prepared abstract will then serve as the outline for the poster content; the visual aspect of the poster is also important to effectively communicate the information to colleagues at the meeting. Adequate time is required to prepare both the abstract and the poster in order to fittingly reflect the value of the information. Efforts in preparing the abstract will be worthwhile once the abstract has been accepted by reviewers for a poster session at the meeting. Likewise, the effort in preparing the poster in advance allows the presenter to enjoy the poster session and discuss the project with colleagues. Copyright © 2007 American Society for Parenteral and Enteral Nutrition.},
   ISSN = {0884-5336},
   DOI = {10.1177/0115426507022006641},
   year = {2007},
   type = {Journal Article}
}

@article{RN58,
   author = {Bozdag, A. D.},
   title = {A new technique for presentation of scientific works: Video in poster},
   journal = {World Journal of Surgery},
   volume = {32},
   number = {7},
   pages = {1559–1561},
   note = {Virtual or Electronic Poster
},
   abstract = {Background Presentations at scientific congresses and symposiums can be in two different forms: poster or oral presentation. Each method has some advantages and disadvantages. To combine the advantages of oral and poster presentations, a new presentation type was conceived: "video in poster." Methods The top of the portable digital video display (DVD) player is opened 180 degrees to keep the screen and the body of the DVD player in the same plane. The poster is attached to the DVD player and a window is made in the poster to expose the screen of the DVD player so the screen appears as a picture on the poster. Then this video in poster is fixed to the panel. When the DVD player is turned on, the video presentation of the surgical procedure starts. Results Several posters were presented at different medical congresses in 2007 using the "video in poster" technique, and they received poster awards. Conclusions The video in poster combines the advantages of both oral and poster presentations.},
   ISSN = {0364-2313},
   DOI = {10.1007/s00268-007-9446-z},
   year = {2008},
   type = {Journal Article}
}

@article{RN59,
   author = {Briggs, D. J.},
   title = {A practical guide to designing a poster for presentation},
   journal = {Nursing standard (Royal College of Nursing (Great Britain) : 1987)},
   volume = {23},
   number = {34},
   pages = {35–39},
   note = {Poster How To
},
   abstract = {Poster presentations are frequently used to disseminate research findings and clinical initiatives at conferences, and present module material for educational courses. However, many nurses lack confidence when it comes to designing posters. This article considers the skills required to design a poster. Aspects of good poster design are also discussed.},
   ISSN = {0029-6570},
   DOI = {10.7748/ns2009.04.23.34.35.c6954},
   year = {2009},
   type = {Journal Article}
}

@article{RN60,
   author = {Broden, Elizabeth G.},
   title = {How to Create an Effective Poster for a Professional Meeting: A literature review},
   journal = {Pediatric Intensive Care Nursing},
   volume = {16},
   number = {1/2},
   pages = {10–13},
   note = {Poster How To
},
   abstract = {Background: Poster presentations are an essential component of a career in research, and can facilitate discussion of new findings among health care professionals. Methodology: Three peer-reviewed articles were analyzed in order to develop a step-by-step guide to effective and professional poster creation, evaluation, and presentation. Results: A five-step plan was created. The steps include plan, create/organize, review, prepare, and present. Conclusions: Posters should serve as a tool to guide discussion, rather than summarize conclusions. This paper provides directions to effectively create and present a poster for a professional meeting.},
   ISSN = {1819-7566},
   year = {2015},
   type = {Journal Article}
}

@article{RN61,
   author = {Brouwers, K. and Cooke, A. and Chambers, C. D. and Henson, R. and Tibon, R.},
   title = {Evidence for prereg posters as a platform for preregistration},
   journal = {Nature Human Behaviour},
   volume = {4},
   number = {9},
   pages = {884–886},
   note = {Other},
   abstract = {Prereg posters are conference posters that present planned scientific projects. We provide preliminary evidence for their value in receiving constructive feedback, promoting open science and supporting early-career researchers.},
   ISSN = {2397-3374},
   DOI = {10.1038/s41562-020-0868-z},
   year = {2020},
   type = {Journal Article}
}

@article{RN62,
   author = {Brown, J. A. L.},
   title = {Producing scientific posters, using online scientific resources, improves applied scientific skills in undergraduates},
   journal = {Journal of Biological Education},
   volume = {54},
   number = {1},
   pages = {77–87},
   note = {Poster as Capstone
},
   abstract = {To succeed, undergraduate science students need to both acquire knowledge, and learn to apply it effectively. Here a novel 1(st) year undergraduate module (incorporating blended learning, applied bioinformatic skills and scientific posters) is described and its effectiveness evaluated (quantitatively and qualitatively). The aims were to engage students and teach applied skills through a process-oriented guided-inquiry learning (POGIL) based project, utilising common online tools. Given a nucleotide entry and utilising the National Centre for Biotechnology Information (NCBI) platform students had to identify a specific human syndrome. Students then retrieved and summarised key scientific data, presenting it as a scientific poster. The module effectiveness was demonstrated by the students ability to acquire knowledge (content) and apply it (process), by finding and extracting data from online databases. Assessment included evaluation of the students ability to analyse, visualise and explain acquired data as a scientific poster. Module evaluation used qualitative students surveys and quantitative assessment (pre- and post- module, multiple-choice quiz, assessing content or process specific knowledge). The module led to a significant increase in students applied, process specific, knowledge and enhanced their learning experience. This module demonstrates a successful method for incorporating applied learning into an undergraduate module, developing multiple applied professional skills.},
   ISSN = {0021-9266},
   DOI = {10.1080/00219266.2018.1546758},
   year = {2020},
   type = {Journal Article}
}

@article{RN63,
   author = {Brownlie, D.},
   title = {Towards effective poster presentations: an annotated bibliography},
   journal = {European Journal of Marketing},
   volume = {41},
   number = {11-12},
   pages = {1245–1283},
   note = {Poster How To
},
   abstract = {Purpose - The aim of this paper is to introduce the topic of poster presentation as legitimate area of academic study and practice within the marketing discipline. Design/methodology/approach - The paper presents the output of one part of a research project that reviewed the state of knowledge and practice within poster presentation as a dissemination medium for research information. The results of the literature search are presented as an annotated bibliography. Findings - The literature search reveals a sizeable body of material on the use of poster presentation as a dissemination media, indicative of a set of key themes that guide good practice in poster design, construction and presentation. It also includes material that has studied the use of poster design and presentation exercises as pedagogical devices. Research limitations/implications - The research on which the paper is based is limited by virtue of not offering a more complete survey of contemporary poster presentation practice across the sciences. It draws observations from the author's attendance at several marketing and management-related conferences where poster presenters have been interviewed and examples of poster presentation have been collected. However, in the sciences, especially the medical sciences, poster practice is well-established and in some cases moving towards digitisation. Practical implications - The aesthetics of poster design remain unclear in the case of poster design for the dissemination of scientific information. However, a set of templates has been produced based on the close study of a database of over 600 poster designs and ten years' experience of using posters as teaching tools for research training. A methodology for poster design has also been developed known as "The Block Architecture Method of Poster Design". It uses the software Powerpoint and Photoshop to develop poster design electronically. Originality/value - The bibliography will help interested teachers and students explore the various issues surrounding poster design, construction and presentation. It will also help to understand some of the advantages of using poster-design exercises as creative and critical devices in a pedagogical context.},
   ISSN = {0309-0566},
   DOI = {10.1108/03090560710821161},
   year = {2007},
   type = {Journal Article}
}

@article{RN64,
   author = {Buduneli, N. and Scully, C. and Buduneli, E.},
   title = {How to make effective posters},
   journal = {Medicina Oral},
   volume = {5},
   number = {4},
   pages = {266–269},
   note = {Poster How To
},
   abstract = {The number of studies submitted for presentation in scientific meetings is increasing very fast. This reality makes it necessary to have poster sessions as well as oral presentations. Therefore, poster presentation has already become an efficient way of communication between the attenders of the meetings. In order to achieve an easy going and successful effect, it is extremely important to prepare the poster in a scientific manner. The aim of this paper is to provide a scientific approach to poster preparation in terms of style and technique.},
   ISSN = {1137-2834},
   year = {2000},
   type = {Journal Article}
}

@article{RN65,
   author = {Burdick, W. P. and Morahan, P. S. and Norcini, J. J.},
   title = {Capacity building in medical education and health outcomes in developing countries: The missing link},
   journal = {Education for Health: Change in Learning and Practice},
   volume = {20},
   number = {3},
   pages = {65},
   note = {Poster as Capstone
},
   abstract = {Background: Finding evidence for the link between capacity building in medical education and improved health outcomes in developing countries is an important challenge. We describe the Foundation for Advancement of International Medical Education and Research (FAIMER) Institute, a two year, part-time fellowship in medical education methodology and leadership and its evaluation as a model to bridge this gap by collecting quantitative and qualitative data on intermediary outcomes. Methods: FAIMER has used the following framework of human capacity building programs: 1) identify young and talented individuals with potential to become agents for change; 2) organize and deliver an effective learning intervention that is relevant for the environment; 3) facilitate the opportunity for real-life application of acquired knowledge and skills with support; and 4) promote development of a sustainable career path with opportunities for growth and advancement. Results: Twenty-three percent of curriculum innovation projects were directly related to community health. Of the 35 fellows in the first three classes of the Institute, there have been 11 promotions, 9 peer-reviewed publications and 14 international poster presentations, indicating development of the medical education field. Other qualitative and quantitative program evaluation data are presented. Discussion: The link between capacity building in medical education and improved health can be demonstrated in several ways: align curriculum with local health needs, place learners in community clinical settings, teach basic healthcare workers, become involved in national policy development and develop the field of medical education. Conclusion: While experimental models may not be possible to evaluate the effect of capacity building, methods described may help support the connection between improved medical education and health. © WP Burdick, PS Morahan, JJ Norcini, 2007.},
   ISSN = {1357-6283
1469-5804},
   year = {2007},
   type = {Journal Article}
}

@article{RN66,
   author = {Burdo, J. R.},
   title = {Using chick forebrain neurons to model neurodegeneration and protection in an undergraduate neuroscience laboratory course},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {11},
   number = {2},
   pages = {A178–86},
   note = {Poster as Capstone
},
   abstract = {Since 2009 at Boston College, we have been offering a Research in Neuroscience course using cultured neurons in an in vitro model of stroke. The students work in groups to learn how to perform sterile animal cell culture and run several basic bioassays to assess cell viability. They are then tasked with analyzing the scientific literature in an attempt to identify and predict the intracellular pathways involved in neuronal death, and identify dietary antioxidant compounds that may provide protection based on their known effects in other cells. After each group constructs a hypothesis pertaining to the potential neuroprotection, we purchase one compound per group and the students test their hypotheses using a commonly performed viability assay. The groups generate quantitative data and perform basic statistics on that data to analyze it for statistical significance. Finally, the groups compile their data and other elements of their research experience into a poster for our departmental research celebration at the end of the spring semester.},
   ISSN = {1544-2896},
   year = {2013},
   type = {Journal Article}
}

@article{RN67,
   author = {Byk, G. and Kabha, E.},
   title = {Anomalous regioselective four-member multicomponent Biginelli reaction II: One-pot parallel synthesis of spiro heterobicyclic aliphatic rings},
   journal = {Journal of Combinatorial Chemistry},
   volume = {6},
   number = {4},
   pages = {596–603},
   note = {Poster as Capstone
},
   abstract = {In a previous preliminary study, we found that a cyclic five-member ring beta-keto ester (lactone) reacts with one molecule of urea and two of aldehyde to give a new family of spiro heterobicyclic aliphatic rings in good yields with no traces of the expected dihydropyrimidine (Biginelli) products. The reaction is driven by a regiospecific condensation of two molecules of aldehyde with urea and beta-keto-gamma-lactone to afford only products harboring substitutions exclusively in a syn configuration (Byk, G.; Gottlieb, H. E.; Herscovici, J.; Mirkin, F. J. Comb. Chem. 2000, 2, 732-735). In the present work ((a) Presented in part at ISCT Combitech, October 15, 2002, Israel, and Eurocombi-2, Copenhagen 2003 (oral and poster presentation). (b) Also in American Peptide Society Symposium, Boston, 2003 (poster presentation). (c) Abstract in Biopolymers 2003, 71 (3), 354-355), we report a large and exciting extension of this new reaction utilizing parallel organic synthesis arrays, as demonstrated by the use of chiral beta-keto-gamma-lactams, derived from natural amino acids, instead of tetronic acid beta-keto-gamma-lactone) and the potential of the spirobicyclic products for generating "libraries from libraries". Interestingly, we note an unusual and important anisotropy effect induced by perpendicular interactions between rigid pi systems and different groups placed at the alpha position of the obtained spirobicyclic system. Stereo/regioselectivity of the aldehyde condensation is driven by the nature of the substitutions on the starting beta-keto-gamma-lactam. Aromatic aldehydes can be used as starting reagents with good yields; however, when aliphatic aldehydes are used, the desired products are obtained in poor yields, as observed in the classical Biginelli reaction. The possible reasons for these poor yields are addressed and clarify, to some extent, the complexity of the Biginelli multicomponent reaction mechanism and, in particular, the mechanism of the present reaction. Finally, we have investigated and proposed a mechanism for this new reaction by intercepting several intermediates.},
   ISSN = {1520-4766},
   DOI = {10.1021/cc049962i},
   year = {2004},
   type = {Journal Article}
}

@article{RN68,
   author = {Caccavo, F.},
   title = {An Open-Ended, Inquiry-Based Approach to Environmental Microbiology},
   journal = {American Biology Teacher},
   volume = {73},
   number = {9},
   pages = {521–525},
   note = {Poster as Capstone
},
   abstract = {An undergraduate environmental microbiology course was used to examine the hypothesis that students could best grow as biologists, inform career decisions, and experience the scientific process by engaging in a collaborative, research-based laboratory format. Students learned how to use scientific literature to formulate relevant questions and hypotheses and develop detailed experimental research proposals. They collected, analyzed, interpreted, and presented original scientific data in the form of a research-poster conference. Course objectives were measured using two Likert-style surveys, and the resulting data supported the original hypothesis of this work.},
   ISSN = {0002-7685},
   DOI = {10.1525/abt.2011.73.9.4},
   year = {2011},
   type = {Journal Article}
}

@article{RN69,
   author = {Calbraith, D.},
   title = {How to develop and present a conference poster},
   journal = {Nursing standard (Royal College of Nursing (Great Britain) : 1987)},
   volume = {35},
   number = {9},
   pages = {46–50},
   note = {Poster How To
},
   abstract = {RATIONALE AND KEY POINTS: Conference posters can be used by nurses to disseminate the findings of studies, audits or service improvement projects. Despite the lack of robust evidence on what an optimal poster should include, the literature contains several sources of useful information on the topic. A conference poster requires thorough and systematic preparation; authors will need to determine what message they want to convey, what the aim of their poster is, and how they will ensure precision, clarity, brevity and visual appeal. This article provides a step-by-step guide to assist nurses in developing optimal poster content and design, and in delivering effective poster presentations. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of.},
   ISSN = {2047-9018},
   DOI = {10.7748/ns.2020.e11468},
   year = {2020},
   type = {Journal Article}
}

@article{RN70,
   author = {Campbell, R. S.},
   title = {How to present, summarize, and defend your poster at the meeting},
   journal = {Respiratory care},
   volume = {49},
   number = {10},
   pages = {1217–1221},
   note = {Poster How To
},
   abstract = {For many people public speaking induces stress and fear, but with adequate planning, practice, and understanding of the "dos and don'ts" you can deliver presentations that will communicate your research clearly, succinctly, and with a professional and confident demeanor. This article provides a guide for the novice researcher to develop the skills to deliver several types of presentation and to minimize (and even make use of) the stress and fear. Planning and practice are the key to success.},
   ISSN = {0020-1324},
   year = {2004},
   type = {Journal Article}
}

@article{RN71,
   author = {Carney, J. K. and Hackett, R.},
   title = {Community-academic partnerships: A "Community-First" model to teach public health},
   journal = {Education for Health: Change in Learning and Practice},
   volume = {21},
   number = {1},
   pages = {166},
   note = {Poster as Capstone
},
   abstract = {Context: Physicians face complex public health issues in clinical practice today. We describe an innovative "community-first" model that teaches public health to medical students. Methods: The United Way of Chittenden County Volunteer Center (UWCCVC) in the State of Vermont, U.S.A., was chosen as the focal point for projects because of its documented history, success, and credibility. A simple form, sent to local community agencies, facilitated participation and identified Healthy People 2010 focus areas as the public health framework. Community agencies identified the health needs of populations that were served through this process. Projects were subsequently jointly developed and following student completion, assessed jointly by university faculty and community agency mentors. Results: A total of 41 projects have been completed, spanning 11 different areas of Healthy People 2010. Many different local community agencies have participated. An annual poster session is held at project completion. Assessment includes both faculty mentor and community agency assessment of student groups' progress and project quality. Community agencies are surveyed following project completion. Nearly all community agencies agreed that projects benefited the populations served and anticipated continuing the partnership. Conclusions: Putting community public health needs first, in developing projects, was critical to success. This "community-first" model provides opportunities to teach public health and benefit health in local communities. © JK Carney, R Hackett, 2008.},
   ISSN = {1357-6283
1469-5804},
   year = {2008},
   type = {Journal Article}
}

@article{RN72,
   author = {Carroll, Stuart and Yarger-Kane, Gwen},
   title = {Designing Projects To Promote Student Teacher Inquiry: An Evolutionary Approach},
   journal = {Action in Teacher Education},
   volume = {22},
   number = {2},
   pages = {90–99},
   note = {Poster as Capstone
},
   abstract = {Describes four inquiry projects used to facilitate undergraduate student teachers' development as inquiring practitioners, examining participants' reactions and products they produced. Data from student teachers' field and interview notes, comments and feedback from panel and poster sessions at a conference, student teacher surveys, student teachers' interviews with peers, and student teacher posters led to five conclusions about such projects. (SM)},
   ISSN = {0162-6620},
   year = {2000},
   type = {Journal Article}
}

@article{RN73,
   author = {Caspers, M. L. and Roberts-Kirchhoff, E. S.},
   title = {An undergraduate biochemistry laboratory course with an emphasis on a research experience},
   journal = {Biochemistry and Molecular Biology Education},
   volume = {31},
   number = {5},
   pages = {303–307},
   note = {Poster as Capstone
},
   abstract = {In their junior or senior year, biochemistry majors at the University of Detroit Mercy are required to take a two-credit biochemistry laboratory course. Five years ago, the format of this course was changed from structured experiments to a more project-based approach. Several structured experiments were included at the beginning of the course because not all students were familiar with computer-based statistics and graphics programs or fundamental biochemical techniques. Finally, students were given an enzyme purification assignment and a test/control project. In the latter project, students were provided with tissue from test and control animals and were expected to propose and test a parameter that they hypothesized might be different between the two tissues. For both projects, student teams were required to search the literature, submit and orally defend their proposals, perform the experiments, and submit a report. For all experiments except the test/control project, students submitted a written report in the style of a journal paper. A poster presentation was required for the test/control project. In course evaluations, the students cited a high degree of satisfaction with the project-based approach. © 2003 by The International Union of Biochemistry and Molecular Biology.},
   ISSN = {1470-8175},
   DOI = {10.1002/bmb.2003.494031050257},
   year = {2003},
   type = {Journal Article}
}

@article{RN74,
   author = {Castaldi, S. and Colombo, A. and D'Errico, R. and Bert, F. and Siliquini, R. and Ceruti, M. and Curti, S. and Gaietta, M. and Garavelli, E. and Legouellec, L. and Lovato, E. and Martinese, M. and Visco, F.},
   title = {Study for the quality assessment of abstracts presented to Italian public health national conferences: a six years survey},
   journal = {Annali di igiene : medicina preventiva e di comunità},
   volume = {25},
   number = {5},
   pages = {377–387},
   note = {Poster Rubrics & Scoring
},
   abstract = {BACKGROUND: Oral and poster presentations at congresses are essential to spread scientific knowledge among the medical community. Many scientific societies have analyzed the quality of papers presented at their meetings but no information on abstracts' evaluation has been presented in Public Health field. DESIGN AND METHODS: This study aims to examine the quality of abstracts presented at annual meetings of Italian Public Health Society (SItI) in the period 2005-2010 through a validated checklist grid, evaluating eight dimensions: Inherency, Structure, Originality, Objectives, Study design, Sources, Results, Conclusions. Each item was scored from 0 to 3 points (max score: 24) and we used the average score in our study (15) as threshold of good quality. A multivariate analysis was performed in order to investigate predictors of score of abstracts presented. RESULTS: A total of 4,399 abstracts (1,172 oral communications, 3,227 posters) was examined. Around 60% were submitted by Universities and around 40% were from Central Italy. The highest quality was found in the fields of Vaccines (average score 18.9), Infectious Diseases (18) and in abstracts submitted by Universities (16.4). Predictors of lower quality identified were geographical area and affiliation (p= 0.002). Abstracts containing well-written Results, Conclusions and Objectives (3 points) were more likely to be of high quality(OR=55.6, OR=41.9, and OR=157.4; p>0.001) CONCLUSIONS: This is the first European study evaluating the quality of abstracts in the public health field. A reliable evaluation tool is fundamental to offer a transparent methodology of assessment and to improve the quality of research.},
   ISSN = {1120-9135},
   DOI = {10.7416/ai.2013.1939},
   year = {2013},
   type = {Journal Article}
}

@article{RN75,
   author = {Cerezal Pesquera, L.},
   title = {Cómo preparar un póster para un congreso},
   journal = {Radiologia},
   volume = {55},
   number = {SUPPL.1},
   pages = {S8–S16},
   note = {Poster How To
},
   abstract = {Scientific and educational poster presentations in national and international meetings are one of the most effective means of scientific communication. Poster presentations are of particular importance in a mainly visual speciality like radiology, and also play a significant role in continuing medical education in our specialty. However, poster should be no more than an intermediate step on the way to publish our work in a scientific journal. The publication rates of posters prented in courses and conferences is very low in our country. Therefore, we must continue to progress in training in scientific publication, with efforts such as this supplement. This article review how to create an effective poster presentation. © 2012 SERAM. Publicado por Elsevier España, S.L. Todos los derechos reservados.},
   ISSN = {0033-8338
1578-1771},
   DOI = {10.1016/j.rx.2013.02.001},
   year = {2013},
   type = {Journal Article}
}

@article{RN76,
   author = {Chabeli, M. M.},
   title = {A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education},
   journal = {Curationis},
   volume = {25},
   number = {3},
   pages = {10–18},
   note = {Poster as Capstone
},
   abstract = {This article seeks to establish whether the poster presentation of a specific theme can facilitate the student's thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155). DENOSA's ethical standards for research (1998:7) were considered. The findings indicated both positive and negative perceptions. The positive perceptions were: a poster presentation as an evaluation method facilitates creative, critical and reflective thinking skills; group work facilitates student participation; it facilitates problem solving skills; it increases the student's independence and a sense of ownership; and the evaluation is fair. The negative perceptions were that there was a lack of clarity on the student's expectations and that group activity is difficult. Trustworthiness was maintained in accordance with Lincoln and Guba's principles (1985:290-327). It is concluded that a poster presentation, used effectively as an evaluation method, can facilitate the learner's critical and reflective thinking skills. It is recommended that other learner-centred methods of assessment and evaluation be researched for their effective use in facilitating the higher order thinking skills of learners.},
   ISSN = {0379-8577},
   DOI = {10.4102/curationis.v25i3.773},
   year = {2002},
   type = {Journal Article}
}

@article{RN77,
   author = {Chan, J. C. M.},
   title = {Methodology of abstract preparation and presentation: Target and pitfalls},
   journal = {Hong Kong Journal of Paediatrics},
   volume = {19},
   number = {4},
   pages = {249–251},
   note = {Poster How To
},
   abstract = {To write and present an abstract is like teaching - a meaningful and fulfilling learning experience. To succeed, capture audience attention from the start. Present your research aim and results in an elegant and simple manner. Do not give confusing details. Concentrate on concepts. Give concise figures and messages. Finally, close with a succinct and strong summary. A poster session is a friendly forum for scientific exchanges. The conference attendees can go back and forth on data in a poster, particularly if complicated tables are used, and quiz the poster presenter until questions are clarified. Poster communications are great for networking and personal contacts going into future collaborations. An oral presentation is different. Usually, the time limit compels a strategy of utmost clarity and brevity. In this article, we shall concentrate on the ways and means to make your presentations good learning experiences. Finally, we shall focus on how to give a confident, strong oral delivery that your research deserves.},
   ISSN = {1013-9923},
   year = {2014},
   type = {Journal Article}
}

@article{RN78,
   author = {Chan, Vincent},
   title = {Teaching oral communication in undergraduate science: Are we doing enough and doing it right?},
   journal = {Journal of Learning Design},
   volume = {4},
   number = {3},
   pages = {71–79},
   note = {Poster as Capstone
},
   abstract = {Communication skills and insights form an important basis for employability and participation in society. Universities aim to produce graduates with effective communication skills. Effective oral communication is critical for the advancement and sharing of scientific knowledge. There is increasing recognition within tertiary institutions of the need for science graduates to develop better presentation skills, in particular. This paper addresses the importance of embedding, teaching and assessing oral communication in university science subjects. It also describes several simple and authentic oral learning/assessment exercises. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Learning Design is the property of Journal of Learning Design and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {18328342},
   DOI = {10.5204/jld.v4i3.82},
   year = {2011},
   type = {Journal Article}
}

@article{RN79,
   author = {Chen, A. M. and Kiersma, M. E. and Keib, C. N. and Cailor, S.},
   title = {Fostering Interdisciplinary Communication between Pharmacy and Nursing Students},
   journal = {American journal of pharmaceutical education},
   volume = {79},
   number = {6},
   pages = {83},
   note = {Poster as Capstone
},
   abstract = {Objective. To evaluate pharmacy and nursing student self-perceptions of interdisciplinary communication skills, faculty member perceptions of interdisciplinary communication skills, and changes in those skills after increasing the interdisciplinary education content. Design. Two cohorts of pharmacy and nursing (bachelors of science in nursing, BSN) students in respective, semester-long research courses engaged in active learning on interdisciplinary communication, with the second cohort receiving additional content on the topic. At semester completion, students presented a research project at an interdisciplinary poster session. Assessment. Self-, peer-, and faculty evaluations (4 items; 5-point Likert-type) assessing self-confidence and actual interdisciplinary communication skills were completed during the poster session. Overall, students responded they were "very confident" or "extremely confident" regarding the skills, with greater confidence reported by the second cohort. Faculty members agreed that students exhibited effective interdisciplinary communication skills, with stronger agreement for the second cohort. Conclusion. Including interdisciplinary education and experiences in a curriculum increases students' interdisciplinary communication skills. Using multiple interdisciplinary experiences may result in greater increases in these skills.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe79683},
   year = {2015},
   type = {Journal Article}
}

@article{RN80,
   author = {Chen, C. W. Y.},
   title = {Integrating creativity into an English as a foreign language reading classroom},
   journal = {Tesol Journal},
   volume = {9},
   number = {4},
   pages = {5},
   note = {Poster as Capstone
},
   abstract = {This article describes how creativity is integrated into an English as a foreign language (EFL) reading classroom for a class of adolescent readers in Taiwan. The chosen focal material was a book called Our Iceberg Is Melting by John Kotter and Holger Rathgeber, and the four language learning units in which creativity was infused were (1) dramatic reading; (2) watching relevant videos; (3) poster sessions; and (4) writing possible plots for the sequel. Student works were included to showcase students' creativity and how the units were closely connected to language learning. It is hoped that more language teachers will integrate creative elements into their teaching to transform their teaching and classrooms.},
   ISSN = {1056-7941},
   DOI = {10.1002/tesj.384},
   year = {2018},
   type = {Journal Article}
}

@article{RN81,
   author = {Chesnut, R. and Tran-Johnson, J.},
   title = {Impact of a student leadership development program},
   journal = {American journal of pharmaceutical education},
   volume = {77},
   number = {10},
   pages = {225},
   note = {Poster as Capstone
},
   abstract = {To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform. One hundred twenty-three students participated in the program between 2008 and 2013. On monthly evaluation forms and a summative evaluation, students indicated that the program helped them feel prepared for leadership opportunities and increased their desire to pursue leadership. They valued interacting with pharmacy leaders from the community and learning how they could distinguish themselves as leaders. The SLDS provided pharmacy students with an opportunity to explore personal leadership styles and develop broader understanding of leadership, and increased their desire to pursue leadership positions in the future.},
   ISSN = {1553-6467},
   year = {2013},
   type = {Journal Article}
}

@article{RN82,
   author = {Chopra, R. and Kakar, A.},
   title = {The art and science of poster presentation in a conference},
   journal = {Current Medicine Research and Practice},
   volume = {4},
   number = {6},
   pages = {298–304},
   note = {Poster How To
},
   abstract = {Poster presentation is an effective mode of scientific communication and involves both arts and science. The poster presentation besides being aesthetically designed should also contain necessary high quality. While efforts are made to teach the elements of writing a journal article in many graduate school curricula, much less attention is pain to teaching those skills necessary to develop a good oral or poster presentation - even though these arguably are the common and most rapid ways to disseminate new findings. The various stages of poster presentation include planning, organization, printing, poster transportation, display and interaction stage. Electronic poster (or e-poster) is a new way to present academic work at conference and there is an increasing acceptance of this form of poster. In both the formats, poster presentation should be visual feast for the attendee.},
   ISSN = {2352-0817},
   DOI = {10.1016/j.cmrp.2014.11.002},
   year = {2014},
   type = {Journal Article}
}

@article{RN83,
   author = {Christenbery, T. L. and Latham, T. G.},
   title = {Creating effective scholarly posters: a guide for DNP students},
   journal = {Journal of the American Association of Nurse Practitioners},
   volume = {25},
   number = {1},
   pages = {16–23},
   note = {Poster How To
},
   abstract = {PURPOSE: Dissemination of scholarly project outcomes is an essential component of Doctor of Nursing Practice (DNP) education. This article provides guidelines for professional poster development and presentation as well as suggestions for integrating poster development as part of the DNP curriculum.
DATA SOURCES: This article was prepared by reviewing both theoretical and research-based literature regarding professional poster development.
CONCLUSIONS: Evidence indicates that poster presentations at professional conferences are an excellent venue for DNP students to successfully share the results of their scholarly projects. For posters to be both well perceived and received at conferences, certain guidelines must be followed regarding poster development. Guidelines include emphasizing a consistent message, clear focus, logical format, and esthetically pleasing design. Poster development guidelines and strategies need to be taught early and regularly throughout the DNP student's education.
IMPLICATIONS FOR PRACTICE: DNP scholarly projects provide forward-looking solutions to some of society's most formidable healthcare challenges. The dissemination of knowledge gleaned from the DNP scholarly projects is vital to 21st century global health. Effective poster presentations are critical to the dissemination of scholarly knowledge.},
   ISSN = {2327-6924},
   DOI = {10.1111/j.1745-7599.2012.00790.x},
   year = {2013},
   type = {Journal Article}
}

@article{RN84,
   author = {Church, H. R. and Fazlanie, L.},
   title = {Twelve tips for organising a local or regional e-poster session},
   journal = {Medical teacher},
   volume = {44},
   number = {9},
   pages = {967–972},
   note = {Virtual or Electronic Poster
},
   abstract = {E-posters have been increasingly incorporated into medical education conferences over the past few years, but since the disruption to the 'traditional' conference circuit as a result of COVID-19 pandemic in 2020 they have become a necessary tool for larger national and international conferences to support ongoing scholarship dissemination. The authors of this article also recognise the potential for smaller-scale e-poster sessions to be organised at local or regional levels to either continue, or establish new, special interest groups and smaller medical education research networks. Our 12 tips article is designed to offer practical advice to support the implementation of local or regional e-poster sessions to potential organisers and is written from the perspective of two medical educational researchers with experience of designing e-posters and organising virtual conferences which include e-poster presentation sessions.},
   ISSN = {1466-187X},
   DOI = {10.1080/0142159X.2021.1915968},
   year = {2022},
   type = {Journal Article}
}

@article{RN85,
   author = {Ciccone, L. and Gallardo-Williams, M. T.},
   title = {Local and Timely Class Project Promotes Student Engagement in a Nonmajors' Course: Organic Chemistry at the North Carolina State Fair},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {6},
   pages = {1620–1624},
   note = {Poster as Capstone
},
   abstract = {As a means to encourage student engagement and satisfaction in a large introductory organic chemistry class, students were tasked with the creation of instructional posters relating an organic compound to the North Carolina State Fair. Students had the freedom to choose what compound to represent and how to connect this compound to the state fair, as long as the final product was a digital poster suitable for sharing with other class members, and targeted to an audience of fair-goers. This report details the design and outcomes of the project with an emphasis on student choices and student perceptions of the completed works. Content analysis of the students' reflections of work revealed that most students expressed positive feelings toward the assignment and appreciated the opportunity to engage in creative pursuits related to the material being covered in class.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.9b01184},
   year = {2020},
   type = {Journal Article}
}

@article{RN86,
   author = {Ciorba, M. A.},
   title = {Research poster preparation for the GI fellow: basics and beyond},
   journal = {Gastrointestinal Endoscopy},
   volume = {65},
   number = {3},
   pages = {467–468},
   note = {Poster How To
},
   ISSN = {0016-5107},
   DOI = {10.1016/j.gie.2006.12.028},
   year = {2007},
   type = {Journal Article}
}

@article{RN87,
   author = {Cirino, L. A. and Emberts, Z. and Joseph, P. N. and Allen, P. E. and Lopatto, D. and Miller, C. W.},
   title = {Broadening the voice of science: Promoting scientific communication in the undergraduate classroom},
   journal = {Ecology and Evolution},
   volume = {7},
   number = {23},
   pages = {10124–10130},
   note = {Poster as Capstone
},
   abstract = {Effective and accurate communication of scientific findings is essential. Unfortunately, scientists are not always well trained in how to best communicate their results with other scientists nor do all appreciate the importance of speaking with the public. Here, we provide an example of how the development of oral communication skills can be integrated with research experiences at the undergraduate level. We describe our experiences developing, running, and evaluating a course for undergraduates that complemented their existing undergraduate research experiences with instruction on the nature of science and intensive training on the development of science communication skills. Students delivered science talks, research monologues, and poster presentations about the ecological and evolutionary research in which they were involved. We evaluated the effectiveness of our approach using the CURE survey and a focus group. As expected, undergraduates reported strong benefits to communication skills and confidence. We provide guidance for college researchers, instructors, and administrators interested in motivating and equipping the next generation of scientists to be excellent science communicators.},
   ISSN = {2045-7758},
   DOI = {10.1002/ece3.3501},
   year = {2017},
   type = {Journal Article}
}

@article{RN88,
   author = {Cistrunk, Kenya M. and Tofte, Elizabeth P. and Rogers, Juriel A.},
   title = {Building Community One Structure at a Time: A Partnership between Social Work and Landscape Architecture Students},
   journal = {Journal of Community Engagement and Higher Education},
   volume = {11},
   number = {1},
   pages = {53–63},
   note = {Poster as Capstone
},
   abstract = {Experiential learning is invaluable when promoting interdisciplinary approaches to teaching complex issues. This article reports on a five-week collaboration between undergraduate students in social work and landscape architecture courses, project impetus being a common-reading text. Students (n=54) constructed three-dimensional models of children's playgrounds and prepared academic posters describing restorative interventions based on their service-learning experiences with community partners. Projects were displayed at university-sponsored workshops. Participation in common reading programs has promising implications for interdisciplinary collaboration.},
   ISSN = {1934-5283},
   year = {2019},
   type = {Journal Article}
}

@article{RN89,
   author = {Coad, J. and Devitt, P.},
   title = {Research dissemination: The art of writing an abstract for conferences},
   journal = {Nurse Education in Practice},
   volume = {6},
   number = {2},
   pages = {112–6},
   note = {Poster How To
},
   abstract = {This article aims to assist readers with developing an abstract for a conference in order to have a paper accepted for presentation at a conference, whether it is in poster or an oral format. This is important as the authors argue that use of conferences as a method of disseminating research findings and good practice is expanding each year. Drawing on author experiences, both as members of scientific review panels and as submitters of abstracts, the article includes a practical review about the meaning of an abstract, how to get started and then breaks down in clear sections what reviewers look for in a good abstract. There are also some key points on the actual process of review, which are helpful in understanding of what happens to an abstract following submission.},
   ISSN = {1873-5223},
   DOI = {10.1016/j.nepr.2005.08.003},
   year = {2006},
   type = {Journal Article}
}

@article{RN90,
   author = {Cogswell, Cynthia},
   title = {Principles for Peer Review in Practice at Ohio University},
   journal = {Assessment Update},
   volume = {34},
   number = {4},
   pages = {10–11},
   note = {Poster How To
},
   abstract = {At this event, departments present on findings from the previous year's assessment plan utilizing an academic-style poster presentation. By deploying these principles, assessment committee members are able to serve as a "critical friend" to departments in their presentation design, coach individuals to prepare the best presentation possible, and create an inclusive talk that makes sense to outsiders. [Extracted from the article]
Copyright of Assessment Update is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {10416099},
   DOI = {10.1002/au.30310},
   year = {2022},
   type = {Journal Article}
}

@article{RN91,
   author = {Cojocaru, C. and Cojocaru, E.},
   title = {[How to build up a scientific poster]},
   journal = {Pneumologia (Bucharest, Romania)},
   volume = {60},
   number = {2},
   pages = {117–118},
   note = {Poster How To
},
   ISSN = {2067-2993},
   year = {2011},
   type = {Journal Article}
}

@article{RN92,
   author = {Connelly, Lynne M.},
   title = {Understanding Research. Designing Effective Conference Posters},
   journal = {MEDSURG Nursing},
   volume = {27},
   number = {1},
   pages = {64–65},
   note = {Poster How To
},
   abstract = {The article discusses key factors to make a poster more attractive and more useful to readers. Topics mentioned include percentage of the poster that should be white space, the need for presenters to think about and develop their posters from a visual perspective, and the use of PowerPoint software when developing a poster through templates for scientific posters available online.},
   ISSN = {1092-0811},
   year = {2018},
   type = {Journal Article}
}

@article{RN93,
   author = {Conyers, Vicki},
   title = {Posters: An Assessment Strategy to Foster Learning in Nursing Education},
   journal = {Journal of Nursing Education},
   volume = {42},
   number = {1},
   pages = {38–40},
   note = {Poster as Capstone
},
   abstract = {The article focuses on the use of posters to enhance learning in nursing education. Posters stimulate learning and critical thinking in undergraduate nursing programs. The poster strategy consists of a 3-stage process that enhances student learning through the design and construction of an educational poster. During these stages, students are provided with guidelines for designing and presentation of an effective poster. Nursing students give a positive response to poster assignments. Poster presentation enhances communication skills of the students, and results in their professional development.},
   ISSN = {01484834},
   DOI = {10.3928/0148-4834-20030101-09},
   year = {2003},
   type = {Journal Article}
}

@article{RN94,
   author = {Cook, Emily and Teaff, Elizabeth Anne and Cook, L. Jonathan},
   title = {A Collaborative Vision: Partnering with STEM Faculty to Teach Visual Literacy Through Multimedia Research Presentations},
   journal = {Internet Reference Services Quarterly},
   volume = {20},
   number = {3/4},
   pages = {63–88},
   note = {Poster Rubrics & Scoring
},
   abstract = {This article discusses visual literacy, its connection to information literacy, and its significance to scientific disciplines. It includes a case study from Washington and Lee (W&L) University that showcases how libraries can integrate visual literacy instruction into STEM courses. In the study, two W&L Library staff members partnered with one W&L visiting assistant professor of physics to transform a common assignment, the academic poster, into a digital form of visual communication. This shift resulted in a revised evaluative rubric and led to enhanced library led instruction focusing on information literacy, visual literacy, and digital literacy skills. [ABSTRACT FROM AUTHOR]},
   ISSN = {10875301},
   DOI = {10.1080/10875301.2015.1109574},
   year = {2015},
   type = {Journal Article}
}

@article{RN95,
   author = {Cooley, J. and Nelson, M. and Slack, M. and Warholak, T.},
   title = {Outcomes of a Multi-faceted Educational Intervention to Increase Student Scholarship},
   journal = {American journal of pharmaceutical education},
   volume = {79},
   number = {6},
   pages = {80},
   note = {Poster as Capstone
},
   abstract = {Objective. To increase the percentage of state, national, or international student presentations and publications. Design. A multi-faceted intervention to increase student scholarly output was developed that included: (1) a 120-minute lecture on publication of quality improvement or independent study research findings; (2) abstract workshops; (3) poster workshops; and (4) a reminder at an advanced pharmacy practice experience (APPE) meeting encouraging students to publish or present posters. The intervention effect was measured as the percent of students who presented at meetings and the number of student projects published. Assessment. A significant increase occurred in the percent of students who presented posters or published manuscripts after the intervention (64% vs 81%). Total student productivity increased from 84 to 147 posters, publications, and presentations. The number of projects presented or published increased from 50 to 77 in one year. Conclusion. This high-impact, low-cost intervention increased scholarly output and may help students stand out in a competitive job market.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe79680},
   year = {2015},
   type = {Journal Article}
}

@article{RN96,
   author = {Cooley, J. H. and Beaudrie-Nunn, A. and Slack, M. and Warholak, T. L.},
   title = {Identifying Student Research Project Impact Using the Buxton and Hanney Payback Framework},
   journal = {American Journal of Pharmaceutical Education},
   volume = {87},
   number = {4},
   pages = {519–525},
   note = {Poster as Capstone
},
   abstract = {Objectives. To determine whether evidence of the impact of student quality improvement projects and research projects on practice sites and the community can be identified using the Buxton and Hanney Payback Framework (BHPF).Methods. The BHPF was used to identify the broader impact of quality improvement projects and research projects conducted by the Doctor of Pharmacy (PharmD) class of 2020. The BHPF includes five domains of community impact: knowledge production, benefits to health or the health sector, benefits to future research, economic benefits, and policy and product development. Data were collected by having project preceptors complete a questionnaire and by reviewing student project posters. Data were analyzed by calculating frequencies and percentages for each domain.Results. Projects (N=73) were completed by 107 pharmacy students at health-system sites, community sites, academic sites, and other sites, and most often involved clinical care and pharmacy services (49%). Thirty-three preceptors (55%) responded to the questionnaire, and 73 project posters were reviewed. The most frequently identified impact types were knowledge production (n=43 for questionnaire, n=24 for posters) and health/health sector benefits (n=46 for questionnaire, n=8 for posters). Less frequently identified were economic benefits (total n=19), benefits to future research (total n=13), and policy and product development (total n=10).Conclusions. This study provides evidence that the impact of PharmD student quality improvement and research projects on practice sites and communities can be identified using the BHPF framework, and this impact extends beyond the usual academic outcomes of poster presentations and publications to include benefits related to improving quality of services, improving workflow, and providing opportunity for personal development.},
   ISSN = {0002-9459},
   DOI = {10.5688/ajpe9035},
   year = {2023},
   type = {Journal Article}
}

@article{RN97,
   author = {Coronado, G. D. and O'Connell, M. A. and Anderson, J. and Löest, H. and Ogaz, D. and Thompson, B.},
   title = {Undergraduate Cancer Training Program for Underrepresented Students: Findings from a Minority Institution/Cancer Center Partnership},
   journal = {Journal of Cancer Education},
   pages = {1–4},
   note = {Poster as Capstone
},
   abstract = {Students from racially/ethnically diverse backgrounds are underrepresented in graduate programs in biomedical disciplines. One goal of the Minority Institution/Cancer Center partnership between New Mexico State University (NMSU) and the Fred Hutchinson Cancer Research Center (FHCRC) is to expand the number of underrepresented students who are trained in cancer research. As part of the collaboration, a summer internship program has been organized at the FHCRC. The program runs for 9 weeks and involves mentored research, research seminars, coffee breaks, social activities, and a final poster session. This study examined the graduate school attendance rates of past interns, explored interns' perceptions of the training program, and identified ways to improve the program. Thirty undergraduate students enrolled at NMSU participated in the internship program from 2002 to 2007 and telephone interviews were conducted on 22 (73%) of them. One-third of the students were currently in graduate school (32%); the remaining were either working (36%), still in undergraduate school (27%), or unemployed and not in school (5%). Students rated highly the following aspects of the program: mentored research, informal time spent with mentors, and research seminars. Students also reported the following activities would further enhance the program: instruction on writing a personal statement for graduate school and tips in choosing an advisor. Students also desired instruction on taking the GRE/MCAT, receiving advice on selecting a graduate or professional school, and receiving advice on where to apply. These findings can inform the design of internship programs aimed at increasing rates of graduate school attendance among underrepresented students. © 2009 Springer.},
   ISSN = {0885-8195
1543-0154},
   DOI = {10.1007/s13187-009-0006-0},
   year = {2009},
   type = {Journal Article}
}

@article{RN98,
   author = {Costa, M. J.},
   title = {Using the separation of poster handouts into sections to develop student skills},
   journal = {Biochemistry and Molecular Biology Education},
   volume = {29},
   number = {3},
   pages = {98–100},
   note = {Poster How To
},
   abstract = {A method is presented that aims at developing the ability of students to handle information, to participate in group discussions, and to accept and give constructive criticism. The method involves synthesizing information in poster handouts and taking part in a student-centered assessment. The assessment proceeds through an objective scoring strategy that leads to the identification of key points for selecting and integrating information, as it should be displayed in poster presentations. A component of the strategy is the separation of these 'poster panels' into their main sections. Student's participation is enthusiastic. © 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved.},
   ISSN = {1470-8175},
   DOI = {10.1016/S1470-8175(01)00034-0},
   year = {2001},
   type = {Journal Article}
}

@article{RN99,
   author = {Cox-Paulson, E. A. and Grana, T. M. and Harris, M. A. and Batzli, J. M.},
   title = {Studying human disease genes in caenorhabditis elegans: A molecular genetics laboratory project},
   journal = {CBE Life Sciences Education},
   volume = {11},
   number = {2},
   pages = {165–179},
   note = {Poster as Capstone
},
   abstract = {Scientists routinely integrate information from various channels to explore topics under study. We designed a 4-wk undergraduate laboratory module that used a multifaceted approach to study a question in molecular genetics. Specifically, students investigated whether Caenorhabditis elegans can be a useful model system for studying genes associated with human disease. In a large-enrollment, sophomore-level laboratory course, groups of three to four students were assigned a gene associated with either breast cancer (brc-1), Wilson disease (cua-1), ovarian dysgenesis (fshr-1), or colon cancer (mlh-1). Students compared observable phenotypes of wild-type C. elegans and C. elegans with a homozygous deletion in the assigned gene. They confirmed the genetic deletion with nested polymerase chain reaction and performed a bioinformatics analysis to predict how the deletion would affect the encoded mRNA and protein. Students also performed RNA interference (RNAi) against their assigned gene and evaluated whether RNAi caused a phenotype similar to that of the genetic deletion. As a capstone activity, students prepared scientific posters in which they presented their data, evaluated whether C. elegans was a useful model system for studying their assigned genes, and proposed future directions. Assessment showed gains in understanding genotype versus phenotype, RNAi, common bioinformatics tools, and the utility of model organisms. © 2012 E. A. Cox-Paulson et al.},
   ISSN = {1931-7913},
   DOI = {10.1187/cbe-11-06-0045},
   year = {2012},
   type = {Journal Article}
}

@article{RN100,
   author = {Coyan, G. N. and Sultan, I. and Seese, L. M. and Chu, D. and Schuchert, M. J. and Kinnunen, A. and Kilic, A.},
   title = {Implementation of a protocol to increase the academic productivity of cardiothoracic surgery resident physicians},
   journal = {Journal of Thoracic and Cardiovascular Surgery},
   volume = {163},
   number = {2},
   pages = {739–745},
   note = {Poster as Capstone
},
   abstract = {Objective: Academic productivity during cardiothoracic surgery residency training is an important program metric, but is highly variable due to multiple factors. This study evaluated the influence of implementing a protocol to increase resident physicians' academic productivity in cardiac surgery. Methods: A comprehensive protocol for cardiac surgery was implemented at our institution that included active pairing of residents with academically productive faculty, regular research meetings, centralized data storage and analysis with a core team of biostatisticians, a formal peer-review protocol for analytic requests, and project prioritization and feedback. We compared cardiothoracic surgery residents’ academic productivity before implementation (July 2015-June 2017) versus after implementation (July 2017-June 2019). Academic productivity was measured by peer-reviewed articles, abstract presentations (oral or poster) at national cardiothoracic surgery meetings, and textbook chapters. Results: Thirty-four resident physicians (from traditional and integrated programs) trained at our institution during the study. A total of 122 peer-reviewed articles were produced over the course of the study: 74 (60.7%) cardiac- and 48 (39.3%) thoracic-focused. The number of cardiac-focused resident-produced articles increased from 10 preimplementation to 64 postimplementation (0.61 vs 2.03 articles per resident; P < .01). Abstract oral or poster presentations also increased, from 11 to 40 (0.61 vs 1.33 abstracts per resident; P = .01). Textbook chapters increased from 4 to 15 following the intervention (0.22 vs 0.5 chapters per resident; P = .01). Conclusions: Implementation of a dedicated protocol to facilitate faculty mentoring of resident research and streamline the data access, analysis, and publication process substantially improved cardiothoracic surgery residents’ academic productivity.},
   ISSN = {1097-685X
0022-5223},
   DOI = {10.1016/j.jtcvs.2020.09.122},
   year = {2022},
   type = {Journal Article}
}

@article{RN101,
   author = {Crilly, P. and Kayyali, R.},
   title = {The use of social media as a tool to educate United Kingdom undergraduate pharmacy students about public health},
   journal = {Currents in Pharmacy Teaching & Learning},
   volume = {12},
   number = {2},
   pages = {181–188},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND AND PURPOSE: The role of community pharmacists in England now includes public health service delivery, which is deemed to be an essential pharmacy service. This study aimed to evaluate pharmacy students' perceptions of social media as a learning tool and to investigate if workplace skills could be imbedded into a course assignment.
EDUCATIONAL ACTIVITY AND SETTING: Final year Kingston University MPharm students (N=120) were divided into 10 groups for a course assignment. They had to deliver an offline and online public health campaign on an assigned topic. Following the campaign, students delivered an oral presentation and created a poster to showcase their campaign content and strategy.
FINDINGS: Over half (51.3%) preferred the self-directed learning aspect of the assignment while 28.2% preferred the delivery of the campaign and use of social media. Students noted that they had developed team working, communication and creativity skills. Most (93.6%) agreed that social media was an effective tool when learning about public health. Students achieved higher scores for their social media pages than they did for their oral presentation.
SUMMARY: A blended learning approach proved to be an effective way to teach final year pharmacy students about public health topics. Social media was noted as an effective tool to learn about public health. A public health assignment is an effective way to support pharmacy students to learn how to use this medium appropriately to support healthy lifestyles.},
   ISSN = {1877-1300},
   DOI = {10.1016/j.cptl.2019.11.012},
   year = {2020},
   type = {Journal Article}
}

@article{RN102,
   author = {Crisp, K. M.},
   title = {A structured-inquiry approach to teaching neurophysiology using computer simulation},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {11},
   number = {1},
   pages = {A132–8},
   note = {Poster as Capstone
},
   abstract = {Computer simulation is a valuable tool for teaching the fundamentals of neurophysiology in undergraduate laboratories where time and equipment limitations restrict the amount of course content that can be delivered through hands-on interaction. However, students often find such exercises to be tedious and unstimulating. In an effort to engage students in the use of computational modeling while developing a deeper understanding of neurophysiology, an attempt was made to use an educational neurosimulation environment as the basis for a novel, inquiry-based research project. During the semester, students in the class wrote a research proposal, used the Neurodynamix II simulator to generate a large data set, analyzed their modeling results statistically, and presented their findings at the Midbrains Neuroscience Consortium undergraduate poster session. Learning was assessed in the form of a series of short term papers and two 10-min in-class writing responses to the open-ended question, "How do ion channels influence neuronal firing?", which they completed on weeks 6 and 15 of the semester. Students' answers to this question showed a deeper understanding of neuronal excitability after the project; their term papers revealed evidence of critical thinking about computational modeling and neuronal excitability. Suggestions for the adaptation of this structured-inquiry approach into shorter term lab experiences are discussed.},
   ISSN = {1544-2896},
   year = {2012},
   type = {Journal Article}
}

@article{RN103,
   author = {Cross, Jason},
   title = {My research study improves patient care – how can I share it?: The best way to share your research is to write an abstract for presentation at a conference or professional meeting, but for this to succeed there are some rules you should follow},
   journal = {Nursing Older People},
   volume = {32},
   number = {6},
   pages = {13–13},
   note = {Poster How To
},
   abstract = {The article offers information on rules to follow to share research which improves patient care with colleagues and peers. Topics discussed include presenting at a conference as one way to share work with a wider audience, an opportunity when submitting the same abstract as a poster presentation, and tips for an effective abstract.},
   ISSN = {1472-0795},
   DOI = {10.7748/nop.32.6.13.s9},
   year = {2020},
   type = {Journal Article}
}

@article{RN104,
   author = {Crusio, W. E. and Rubino, C. and Delprato, A.},
   title = {Engaging high school students in neuroscience research -through an e-internship program},
   journal = {F1000Research},
   volume = {6},
   pages = {20},
   note = {Poster as Capstone
},
   abstract = {In this article, we describe the design and implementation of an e-internship program that BioScience Project offers high school students over the summer. Project topics are in the areas of behavioral neuroscience and brain disorders. All research, teaching, and communication is done online using open access databases and webtools, a learning management system, and Google apps. Students conduct all aspects of a research project from formulating a question to collecting and analyzing the data, to presenting their results in the form of a scientific poster. Results from a pilot study involving fifteen students indicate that students are capable of successfully completing such a project, and benefit both intellectually and professionally from participating in the e-internship program.},
   ISSN = {2046-1402},
   DOI = {10.12688/f1000research.10570.2},
   year = {2017},
   type = {Journal Article}
}

@article{RN105,
   author = {Cyr, N. E.},
   title = {"Brevity is the Soul of Wit": Use of a Stepwise Project to Teach Concise Scientific Writing},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {16},
   number = {1},
   pages = {A46–A51},
   note = {Poster How To
},
   abstract = {Skillful writing is essential for professionals in science and medicine. Consequently, many undergraduate institutions have adjusted their curriculum to include in-depth instruction and practice in writing for students majoring in the sciences. In neuroscience, students are often asked to write a laboratory report in the style of a primary scientific article or a term paper structured like a review article. Typically, students write section by section and build up to the final draft of a complete paper. In this way, students learn how to write a scientific paper. While learning to write such a paper is important, this is not the only type of written communication relevant to scientific careers. Here, I describe a stepwise writing project aimed to improve editing, succinctness, and the ability to synthesize the literature. Furthermore, I provide feedback from the students, and discuss the advantages and challenges of this project.},
   ISSN = {1544-2896},
   year = {2017},
   type = {Journal Article}
}

@article{RN106,
   author = {Dacey, M. and Murphy, J. I. and Anderson, D. C. and McCloskey, W. W.},
   title = {An interprofessional service-learning course: Uniting students across educational levels and promoting patient-centered care},
   journal = {Journal of Nursing Education},
   volume = {49},
   number = {12},
   pages = {696–699},
   note = {Poster as Capstone
},
   abstract = {Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, interprofessional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. ©SLACK Incorporated.},
   ISSN = {0148-4834},
   DOI = {10.3928/01484834-20100831-09},
   year = {2010},
   type = {Journal Article}
}

@article{RN107,
   author = {Damron, D.},
   title = {Facilitating critic feedback on capstone papers through student poster sessions},
   journal = {Ps-Political Science & Politics},
   volume = {36},
   number = {4},
   pages = {777–780},
   note = {Poster as Capstone
},
   ISSN = {1049-0965},
   DOI = {10.1017/s1049096503003123},
   year = {2003},
   type = {Journal Article}
}

@article{RN108,
   author = {Darko, W. and Fancher, J. L. and Feldman, E. A. and Krasniak, A. E. and Miller, C. D. and Probst, L. A.},
   title = {Evaluating the design and conduct of teaching, education, and dissemination of knowledge learning experiences: A survey of American Society of Health System Pharmacists (ASHP)-accredited postgraduate year 1 pharmacy residency programs (TEDKLE—PGY1 survey)},
   journal = {JACCP Journal of the American College of Clinical Pharmacy},
   volume = {2},
   number = {5},
   pages = {544–553},
   note = {Poster as Capstone
},
   abstract = {Introduction: A postgraduate year 1 (PGY1) pharmacy residency is designed to build upon the Doctor of Pharmacy education. The American Society of Health-System Pharmacists (ASHP) accreditation standards, along with the competency areas, goals, and objectives (CAGOs), list four required competency areas for the design of pharmacy residency programs. The fourth required competency area goals and objectives (CAGO R4) focuses on the development of residents' skills related to teaching, education, and dissemination of knowledge. A characterization of current programs' approaches to satisfying this CAGO might stimulate improvements and spread innovation. Objectives: To better characterize how PGY1 pharmacy residency programs incorporate teaching experiences in the training of residents. Methods: The authors developed a survey to address the goals and objectives under CAGO R4. The survey was distributed to residency program directors (RPDs) of ASHP-accredited PGY1 pharmacy residency programs and responses were voluntary. All data were analyzed descriptively to determine frequency (n) and percent (%). Results: 21.9% of RPDs surveyed completed the survey, with a wide variation in program demographics. The most common presentations were to pharmacy staff/students (65.6%) and consisted of poster presentations (81.8%) or platform presentations (74.9%). The most common writing experiences included chart notes (94.6%) and drug monographs (88.7%). In regard to precepting, the majority (82.8%) of programs require their residents to co-precept one to two pharmacy students per residency year. Finally, approximately half of the respondents required their residents to complete a teaching certificate program, with an additional 62.6% of these programs offering pedagogical readings. Conclusion: Despite offering a number of experiences aimed at achieving the goals and objectives of CAGO R4, considerable variation exists in the design of the experiences offered and how programs assess the residents' learning experiences.},
   ISSN = {2574-9870},
   DOI = {10.1002/jac5.1117},
   year = {2019},
   type = {Journal Article}
}

@article{RN110,
   author = {Davis, B.},
   title = {News, notes & tips. Teaching epidemiology via poster session},
   journal = {Nurse Educator},
   volume = {25},
   number = {1},
   pages = {5–5},
   note = {Poster as Capstone
},
   ISSN = {0363-3624},
   year = {2000},
   type = {Journal Article}
}

@article{RN109,
   author = {Davis, Bonnie},
   title = {Teaching epidemiology via poster session},
   journal = {Nurse Educator},
   volume = {25},
   number = {1},
   pages = {5–5},
   note = {Poster as Capstone
Poster Rubrics & Scoring
},
   abstract = {The University of Mississippi Medical Center School of Nursing uses poster sessions to help students understand epidemiology and develop valuable skills in making professional presentations. Student posters include an analysis of the host, agent, and environment related to the health deviation; a matrix demonstrating interventions at each level of prevention; a table that shows levels of prevention as used in nursing practice; an abstract; and a reference list. Details of how posters are graded are provided.},
   ISSN = {03633624},
   DOI = {10.1097/00006223-200001000-00001},
   year = {2000},
   type = {Journal Article}
}

@article{RN111,
   author = {de Oliveira, J. R. S. and Queiroz, S. L.},
   title = {SCIENTIFIC COMMUNICATION IN UNDERGRADUATE CHEMISTRY COURSES: A REVIEW},
   journal = {Quimica Nova},
   volume = {38},
   number = {4},
   pages = {553–562},
   note = {Poster as Capstone
},
   abstract = {The importance of teaching scientific communication skills in undergraduate chemistry courses is well recognized. This paper provides an overview of didactic activities in which students engage to improve these skills. The study was based on an extensive literature review performed on the Journal of Chemical Education and on the Journal of College Science Teaching, in the years spanning from 1991 to 2010, and on The Chemical Educator, from 1996 to 2010. The findings from the study provided an opportunity to expand the knowledge on the variety of methods and contents used to teach scientific communication skills in undergraduate chemistry education, as well as to deepen our understanding of the effects of different approaches to teaching on performance in practice.},
   ISSN = {0100-4042},
   DOI = {10.5935/0100-4042.20150019},
   year = {2015},
   type = {Journal Article}
}

@article{RN112,
   author = {de Oliveira, L. M. A. and Cordeiro-Spinetti, E. and Neves, F. P. G. and Sujii, P. S. and Ribeiro, R. L. and de Lyra, S. S. and Pinto, T. C. A. and Bonatelli, M. L.},
   title = {Going Online in Pandemic Time: A DivulgaMicro Workshop Experience},
   journal = {Journal of Microbiology & Biology Education},
   volume = {22},
   number = {1},
   note = {Virtual or Electronic Poster
},
   abstract = {DivulgaMicro is a Brazilian science communication and outreach project run by three young female scientists. In 2020, due to the COVID-19 pandemic, we promoted the first virtual edition of the DivulgaMicro Workshop. Here, we describe adaptations implemented to deliver the virtual edition and its assessment by the participants. We offered a 3-day workshop addressing manuscript writing and publishing, poster design and oral presentations, and strategies for effectively communicating with the lay public on Days 1, 2, and 3, respectively. Each daily session was divided into short lectures and active learning through interactive and cooperative activities. We applied pre- and postsession surveys daily to assess participants' learning, with an opinion questionnaire at the end of the workshop. We selected 50 of 221 applicants, but only 38 of those selected participated in the workshop. Correct answers were significantly higher (p < 0.01) in the postsession surveys each day. Most of the 34 participants who answered the opinion questionnaire (97%) would recommend the workshop to their colleagues. Participants stated that the workshop content was transmitted in a clear and straightforward manner, and they considered the online format suitable for knowledge acquisition. Participants were satisfied with the organization, dynamics, and interactivity. Topics addressed on Day 3 (61.8%) and Day 1 (23.5%) were most liked and were considered most useful in the participants' careers. We believe that the overall success of the workshop is due to the combination of short lectures with active-learning activities, the use of virtual platforms that enabled effective communication between participants and instructors, and the support of our collaborators.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v22i1.2493},
   year = {2021},
   type = {Journal Article}
}

@article{RN113,
   author = {De Simone, R. and Rodrian, J. and Osswald, B. and Sack, F. U. and De Simone, E. and Hagl, S.},
   title = {Initial experience with a new communication tool: the 'Digital Interactive Poster Presentation'},
   journal = {European Journal of Cardio-Thoracic Surgery},
   volume = {19},
   number = {6},
   pages = {953–955},
   note = {Virtual or Electronic Poster
},
   ISSN = {1010-7940},
   DOI = {10.1016/s1010-7940(01)00694-7},
   year = {2001},
   type = {Journal Article}
}

@article{RN114,
   author = {Delost, M. E. and Nadder, T. S.},
   title = {Guidelines for Initiating a Research Agenda: Research Design and Dissemination of Results},
   journal = {Clinical laboratory science : journal of the American Society for Medical Technology},
   volume = {27},
   number = {4},
   pages = {237–244},
   note = {Poster How To
},
   abstract = {Successful research outcomes require selection and implementation of the appropriate research design. A realistic sampling plan appropriate for the design is essential. Qualitative or quantitative methodology may be utilized, depending on the research question and goals. Quantitative research may be experimental where there is an intervention, or nonexperimental, if no intervention is included in the design. Causation can only be established with experimental research. Popular types of nonexperimental research include descriptive and survey research. Research findings may be disseminated via presentations, posters, and publications, such as abstracts and manuscripts.},
   ISSN = {0894-959X},
   year = {2014},
   type = {Journal Article}
}

@article{RN115,
   author = {Delphin, E. and Davidson, M.},
   title = {Teaching and evaluating group competency in systems-based practice in anesthesiology},
   journal = {Anesthesia and Analgesia},
   volume = {106},
   number = {6},
   pages = {1837–1843},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Teaching and assessment of the systems-based practice competency has been problematic in hospital-based specialties such as anesthesiology. We developed a method to teach systems-based practice with collaborative team projects. The outcome was assessed with a tool that focused on group attributes. METHODS: Resident teams chose projects that focused on the health care system. Projects included economic analyses, safety initiatives, process analyses, and policy revisions. Projects were presented by groups in poster discussion sessions. The educational program was evaluated using five criteria: implementation, awareness and acceptance in the organization, utility, sustainability, and diffusion to other programs. RESULTS: The plan was implemented in 2005 and remains a required part of the resident curriculum. Key hospital and medical school leaders in our health care system participated in projects. Interdisciplinary collaboration occurred with multiple clinical departments. Nine projects performed economic analysis, 5 involved safety initiatives, 10 performed process analysis and recommended change, and 4 affected policy change in the institution. The program has been sustainable and has been effective in creating multidisciplinary institutional policy. CONCLUSIONS: We developed an innovative method to teach systems-based practice through a team-based project initiative. The projects appear to have had a positive impact on our health care organization. Our assessment tool for the project evaluated team, rather than individual, performance, which is crucial in this competency. © 2008 International Anesthesia Research Society.},
   ISSN = {0003-2999},
   DOI = {10.1213/ane.0b013e318173216e},
   year = {2008},
   type = {Journal Article}
}

@article{RN116,
   author = {Demarteau, N. and Moeremans, K. and Annemans, L.},
   title = {Critical appraisal of scientific posters comparing anemia treatments for cancer patients: Applying ispor task force guidelines on methodological quality of retrospective studies},
   journal = {Critical Reviews in Oncology/Hematology},
   volume = {63},
   number = {2},
   pages = {91–99},
   note = {Poster Rubrics & Scoring
},
   abstract = {Two independent reviewers used the methodological criteria published by the ISPOR Task Force on Retrospective Data to assess the quality of four posters presenting the results of retrospective database studies on the use of erythropoiesis-stimulating agents (epoetin alfa, epoetin beta, or darbepoetin alfa) for treating patients with cancer. A third reviewer consolidated the results. Overall, from the information reported in the four posters, their methodological quality ranged from poor to very poor; only a few of the criteria were satisfactorily addressed. The quality of the data sources and the research design received very poor scores. Key elements such as selection bias were not considered. These findings caution against the use of posters without appropriate assessment of their methodological quality. The ISPOR guidelines for the evaluation of retrospective analyses are a useful tool for assessing the quality of scientific posters. © 2007 Elsevier Ireland Ltd. All rights reserved.},
   ISSN = {1040-8428},
   DOI = {10.1016/j.critrevonc.2007.02.005},
   year = {2007},
   type = {Journal Article}
}

@article{RN117,
   author = {Denson, Cameron D. and Buelin, Jennifer K. and Lammi, Matthew D. and D'Amico, Susan},
   title = {Developing Instrumentation for Assessing Creativity in Engineering Design},
   journal = {Journal of Technology Education},
   volume = {27},
   number = {1},
   pages = {23–40},
   note = {Poster as Capstone
},
   abstract = {A perceived inability to assess creative attributes of students' work has often precluded creativity instruction in the classroom. The Consensual Assessment Technique (CAT) has shown promise in a variety of domains for its potential as a valid and reliable means of creativity assessment. Relying upon an operational definition of creativity and a group of raters experienced in a given domain, the CAT offers the field of engineering education an assessment method that has demonstrated discriminant validity for dimensions of creativity as well as for technical strength and aesthetic appeal. This paper reports on a web-based adaptation of the CAT for rating student projects developed during a weeklong engineering camp. Images of resulting scale models, technical drawings, and poster presentation materials were displayed on a website which was accessed by a team of seven independent raters. Online survey software featuring a series of Likert-type scales was used for ratings. The raters viewed project images on larger computer screens and used iPads to input their assessments. This effort extended the accessibility of the CAT to raters beyond limitations of geographic location. [ABSTRACT FROM AUTHOR]},
   ISSN = {10451064},
   year = {2015},
   type = {Journal Article}
}

@article{RN118,
   author = {Dent, J. A.},
   title = {The continuing use of the SPICES model in 'SAVOURING' curriculum development},
   journal = {Medical teacher},
   volume = {45},
   number = {7},
   pages = {760–765},
   note = {Poster as Capstone
},
   abstract = {The SPICES model, described by Harden, Sowden, and Dunn in Medical Education 1984, presents a way of re-focussing a traditional curriculum by the addition of various educational strategies or 'SPICES'. These 'SPICES', Student-centred learning, a Problem-based approach, Integrated learning, Community-based education, Elective elements, and a Systematic approach meet perceived deficiencies in a conventional teaching programme and can contribute to the delivery of a reformed curriculum which addresses the educational needs of contemporary healthcare professionals.The evidence: During almost 40 years now the SPICES model has achieved international recognition as a key approach to curriculum development. Its importance in the design, delivery, and audit of a curriculum remains relevant today as is evidenced by:The number of citations in the medical education literature.Its inclusion as a key element of curriculum development in standard texts of medical education.Its prominence as a component of established Certificate, Diploma and Masters courses in medical education.The number of presentations or posters on curriculum development in the annual AMEE conference.The international reports of its use in the design and delivery of a curriculum.The international reports of its use in individual course design.In curriculum design for other healthcare disciplines.In its role in curriculum auditing and reform.The continuing usefulness: This article revises the principles of the SPICES model. It reflects on examples of its continuing international use; its use for curriculum design and development in a variety of healthcare disciplines; and its role in curriculum audit and revision. It also comments on some of the suggested alternatives and modifications described.},
   ISSN = {1466-187X},
   DOI = {10.1080/0142159X.2022.2158067},
   year = {2023},
   type = {Journal Article}
}

@article{RN119,
   author = {Deonandan, R. and Gomes, J. and Lavigne, E. and Dinh, T. and Blanchard, R.},
   title = {A pilot study: research poster presentations as an educational tool for undergraduate epidemiology students},
   journal = {Advances in Medical Education & Practice},
   volume = {4},
   pages = {183–8},
   note = {Poster as Capstone
},
   abstract = {Students in a fourth year epidemiology course were surveyed after participating in a formal Science Research Day in which they presented original research, in poster form, to be judged by scientists from the community. Of 276 participating students, 80 (29%) responded to the study survey. As a result, 19% of respondents were more likely to pursue a career in science, and 27.5% were more likely to pursue a career in epidemiology. Only one respondent reported being less likely to pursue a science career, while seven were less likely to pursue epidemiology. A majority of respondents felt that the poster experience was on par with, or superior to, a comparable research paper, in terms of both educational appeal and enjoyment. Mandatory, formal poster presentations are an innovative format for teaching advanced health sciences, and may more accurately reflect the realities of a science career than do more traditional educational formats.},
   ISSN = {1179-7258},
   DOI = {10.2147/AMEP.S52037},
   year = {2013},
   type = {Journal Article}
}

@article{RN120,
   author = {Desbiens, N. A.},
   title = {A departmental experience in promoting oral and poster presentations},
   journal = {Teaching and Learning in Medicine},
   volume = {20},
   number = {3},
   pages = {254–260},
   note = {Other},
   abstract = {Background: Residency programs must demonstrate resident and faculty involvement in scholarly activity. One acceptable method is delivering presentations at scientific meetings. Description: A prospective database and retrospective search of all prior presentations. Evaluation: Prior to 1997, residents made less than 5 presentations per year. After inception, they made an average of 35, increasing from 12 in 1998 to 80 in 2006; 180 submissions were presented 335 times (1.9 presentations per unique work). The majority were based on case reports, whereas 11% were research. In the last 2 years, 36% were accepted as oral presentations, the remaining as posters. Total program cost for 2006 was $39,184 ($490 per presentation). Conclusion: The program has succeeded in increasing scholarly activity for faculty and residents at an acceptable cost. Most secondary goals were also met, including increasing the number of departmental publications. Copyright © 2008, Taylor & Francis Group, LLC.},
   ISSN = {1040-1334},
   DOI = {10.1080/10401330802199575},
   year = {2008},
   type = {Journal Article}
}

@article{RN121,
   author = {DeSilets, L. D.},
   title = {Poster Presentations},
   journal = {Journal of Continuing Education in Nursing},
   volume = {41},
   number = {10},
   pages = {437–438},
   note = {Poster How To
},
   abstract = {Poster presentations are often part of major conferences. This column offers suggestions for working with presenters and information about facilitating the poster session process in continuing nursing education. J Contin Educ Nurs 2010;41(10):437-438.},
   ISSN = {0022-0124},
   DOI = {10.3928/00220124-20100924-02},
   year = {2010},
   type = {Journal Article}
}

@article{RN122,
   author = {Deutch, C. E.},
   title = {Using Class Poster Sessions to Teach Intermediary Metabolism},
   journal = {American Biology Teacher},
   volume = {73},
   number = {3},
   pages = {177–178},
   note = {Poster as Capstone
},
   ISSN = {0002-7685},
   DOI = {10.1525/abt.2011.73.3.10},
   year = {2011},
   type = {Journal Article}
}

@article{RN123,
   author = {Devi, V. and Ramnarayan, K. and Abraham, R. R. and Pallath, V. and Kamath, A. and Kodidela, S.},
   title = {Short-term outcomes of a program developed to inculcate research essentials in undergraduate medical students},
   journal = {Journal of Postgraduate Medicine},
   volume = {61},
   number = {3},
   pages = {163–168},
   note = {Poster as Capstone
},
   abstract = {Background: Participation in research during undergraduate studies may increase students' interest in research and inculcate research essentials in them. Aims: The purpose of this study was to evaluate the effectiveness of the mentored student project (MSP) program. Settings and Design: In the MSP program, students in groups (n = 3 to 5) undertook a research project, wrote a scholarly report, and presented the work as a poster presentation with the help of a faculty mentor. To begin with, the logic model of the program was developed to identify short-term outcomes of the program on students, mentors, and the institution. A quasi-experimental design was used to measure the outcomes. Materials and Methods: A mixed method evaluation was done using a newly-developed questionnaire to assess the impact of the MSP on students' attitude, a multiple-choice question (MCQs) test to find out the impact on students' knowledge and grading of students' project reports and posters along with a survey to check the impact on skills. Students' satisfaction regarding the program and mentors' perceptions were collected using questionnaires. Evidence for validity was collected for all the instruments used for the evaluation. Statistical Analysis: Non-parametric tests were used to analyze data. Based on the scores, project reports and posters were graded into A (>70% marks), B (60-69% marks), and C (<59% marks) categories. The number of MSPs that resulted in publications, conference presentation and departmental collaborations were taken as impact on the institution. Results: Students' response rate was 91.5%. The students' attitudes regarding research changed positively (P = 0.036) and score in the MCQ test improved (P < 0.001) after undertaking MSP. Majority of project reports and posters were of grade A category. The majority of the items related to skills gained and satisfaction had a median score of 4. The MSPs resulted in inter-departmental and inter-institutional collaborations, 14 publications and 15 conference presentations. An area for improvement noted was to have the MSP implemented in the curriculum without increasing students' overall workload and stress. Conclusion: The study identified strengths and weaknesses of the MSP program. Our model of undergraduate research project may be incorporated in undergraduate medical programs to foster positive attitude and knowledge base about scientific research and to instil research skills among students.},
   ISSN = {0972-2823
0022-3859},
   DOI = {10.4103/0022-3859.159315},
   year = {2015},
   type = {Journal Article}
}

@article{RN124,
   author = {Devitt, P.},
   title = {How to use social media to disseminate research findings},
   journal = {Nursing children and young people},
   volume = {28},
   number = {8},
   pages = {20},
   note = {Poster How To
},
   abstract = {Traditionally, research and theoretical studies have been disseminated through articles published in journals, or via conferences as oral or poster presentations. However, the rise of the internet, particularly social media, has broadened opportunities.},
   ISSN = {2046-2344},
   DOI = {10.7748/ncyp.28.8.20.s25},
   year = {2016},
   type = {Journal Article}
}

@article{RN125,
   author = {Diegel-Vacek, L. and Carlucci, M.},
   title = {An Innovative Virtual Poster Session for Doctor of Nursing Practice Student Project Presentations},
   journal = {Journal of Nursing Education},
   volume = {59},
   number = {12},
   pages = {697–700},
   note = {Virtual or Electronic Poster
},
   abstract = {Background: The COVID-19 pandemic closed university campuses across the country. Nurse educators were challenged to develop innovative solutions for students to complete course requirements. The on-campus poster session used by a college of nursing as a scholarly forum for dissemination of all Doctor of Nursing Practice (DNP) student final projects was cancelled due to the pandemic. Method: Nurse educators developed and implemented an interactive, synchronous virtual session using the Zoom Video Communications platform. Results: Twelve virtual sessions were held, and 73 students presented DNP project posters. More than 150 students and faculty attended the virtual poster sessions. Students and faculty had positive feedback regarding the virtual format. Student presentations were academically rigorous, and audiences engaged in robust discussion with DNP students. Conclusion: The virtual platform was successfully used for an interactive presentation by DNP student and nursing faculty participants. This format may be especially valuable for use of scholarship dissemination by distance learning programs.},
   ISSN = {0148-4834},
   DOI = {10.3928/01484834-20201118-07},
   year = {2020},
   type = {Journal Article}
}

@article{RN126,
   author = {Dinkelman, Andrea L. and Aune, Jeanine E. and Nonnecke, Gail R.},
   title = {Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills},
   journal = {Journal of Natural Resources & Life Sciences Education},
   volume = {39},
   number = {1},
   pages = {137–144},
   note = {Poster as Capstone
},
   abstract = {For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and Horticulture and the library at Iowa State University collaborated in a foundation communication course (English 250). The course incorporates five components-finding information sources; evaluating information sources; and preparing an annotated bibliography, a research paper, and a research poster-all within the context of horticulture. The objective of the collaboration was to integrate communication and information literacy concepts into English 250 and relate these concepts to the students' discipline of horticulture. Assessment data and focus group discussions strongly validate students' appreciation for an interdisciplinary approach to teaching communication and information literacy skills within the discipline. [ABSTRACT FROM AUTHOR]},
   ISSN = {10599053},
   DOI = {10.4195/jnrlse.2010.0005u},
   year = {2010},
   type = {Journal Article}
}

@article{RN127,
   author = {Doherty, E. H. and Karimbux, N. Y. and Kugel, G.},
   title = {Creation and Initial Outcomes of a Selective Four-Year Research Program for Predoctoral Dental Students},
   journal = {Journal of Dental Education},
   volume = {80},
   number = {12},
   pages = {1405–1412},
   note = {Poster as Capstone
},
   abstract = {Educators agree that dental students' involvement in research plays an important role in their development and contributes to the future of dental education. However, dental schools are challenged to provide the time and support necessary to nurture their students in undertaking research activities. The aim of this study was to examine student participation in a predoctoral student research program at one U.S. dental school and to track participants' outcomes both before and after introduction of an additional, highly selective research scholarship program. Research participation was recorded for all predoctoral dental students in the graduating classes of 2005-15. The number of years of participation was also tracked for each student who participated in research. The results showed that, since the inception of the research honors scholarship in 2005, there has been a more than threefold increase in the number of dental students participating in research each year. The number of students who do multiple years of research has tripled, and the number of students' poster presentations at national academic meetings has risen tenfold in those ten years. The introduction of a competitive award that recognizes exceptional research by students has added to the research profile of the school and has shown success in encouraging students to become involved in research throughout their four years in dental school.},
   ISSN = {0022-0337},
   year = {2016},
   type = {Journal Article}
}

@article{RN128,
   author = {Donovan, J. L. and Kanaan, A. O. and Silva, M. A. and Horton, E. and Abel, C. and Belliveau, P. P.},
   title = {Assessment of center for the advancement of pharmaceutical education (CAPE) outcomes in a capstone course of an accelerated pharmacy program},
   journal = {Currents in Pharmacy Teaching and Learning},
   volume = {3},
   number = {4},
   pages = {299–306},
   note = {Poster as Capstone
},
   abstract = {Objective: Accreditation Council for Pharmacy Education endorses assessment of achievement of learning outcomes in pharmacy programs. This is a process that is aided by requiring that course outcomes align with student learning outcomes (SLOs). We sought to assess student achievement of multiple outcomes that have been linked to a senior capstone course. Materials and Methods: SLOs were applied to a capstone course that requires a professional poster presentation. Faculty assessment of SLOs achievement and students' self-assessment were completed using specific evaluation tools. Successful achievement was defined as an overall score of ≥70%. Results: There were 158 students assessed by faculty; 92 students completed self-evaluations. Faculty assessment found that students completed 85% of the course evaluation items (70% expected, p ≤ 0.001), with student self-assessment consistent with faculty assessment. Conclusions: The assessment methods in this course provided insight into how well our pharmacy curriculum prepares students for performance of tasks that are essential attributes for a graduating pharmacist. © 2011 Elsevier Inc.},
   ISSN = {1877-1297},
   DOI = {10.1016/j.cptl.2011.07.003},
   year = {2011},
   type = {Journal Article}
}

@article{RN129,
   author = {Dori, Y. J. and Allouche, A. and Herscu-Kluska, R. and Herscovitz, O. and Yarden, H. and Blinder, Y. and Levenberg, S.},
   title = {Biomedical Engineering Students' Question Posing Skill Based on Reading Scientific Articles},
   journal = {Journal of Science Education and Technology},
   pages = {17},
   note = {Poster as Capstone
},
   abstract = {Our study investigates the effect of hybrid courses and reading scientific articles on scientific literacy of biomedical engineering students. Participants included about 100 undergraduate and graduate students who participated in one or two hybrid courses. Our research goal was to study the effect of reading scientific articles and participating in online forum discourses on students' scientific literacy by investigating the students' question posing skill. Research tools included pre- and post-questionnaires, analysis of students' questions posted on the forum discourse, and research questions raised by the students on their scientific posters. The research findings indicated that students' participation in the hybrid courses and online discussions improved their scientific literacy skills. This improvement is reflected in the complexity level of the questions posted on the forum discourse after reading scientific articles, as well as in the research questions they wrote in their scientific posters, increased as the course progressed. The outcomes of this study underscore the potential of the hybrid course format that combines face-to-face sessions with online discussions of scientific articles for biomedical engineering students. The paper's theoretical contribution is that forum discussions may foster science and engineering students' question posing skill, leading to improved comprehension of scientific articles they read.},
   ISSN = {1059-0145},
   DOI = {10.1007/s10956-022-10015-y},
   year = {2023},
   type = {Journal Article}
}

@article{RN130,
   author = {Dratsch, T. and Caldeira, L. and Maintz, D. and dos Santos, D. P.},
   title = {Artificial intelligence abstracts from the European Congress of Radiology: analysis of topics and compliance with the STARD for abstracts checklist},
   journal = {Insights into Imaging},
   volume = {11},
   number = {1},
   note = {Poster Rubrics & Scoring
},
   abstract = {Objectives: To analyze all artificial intelligence abstracts presented at the European Congress of Radiology (ECR) 2019 with regard to their topics and their adherence to the Standards for Reporting Diagnostic accuracy studies (STARD) checklist. Methods: A total of 184 abstracts were analyzed with regard to adherence to the STARD criteria for abstracts as well as the reported modality, body region, pathology, and use cases. Results: Major topics of artificial intelligence abstracts were classification tasks in the abdomen, chest, and brain with CT being the most commonly used modality. Out of the 10 STARD for abstract criteria analyzed in the present study, on average, 5.32 (SD = 1.38) were reported by the 184 abstracts. Specifically, the highest adherence with STARD for abstracts was found for general interpretation of results of abstracts (100.0%, 184 of 184), clear study objectives (99.5%, 183 of 184), and estimates of diagnostic accuracy (96.2%, 177 of 184). The lowest STARD adherence was found for eligibility criteria for participants (9.2%, 17 of 184), type of study series (13.6%, 25 of 184), and implications for practice (20.7%, 44 of 184). There was no significant difference in the number of reported STARD criteria between abstracts accepted for oral presentation (M = 5.35, SD = 1.31) and abstracts accepted for the electronic poster session (M = 5.39, SD = 1.45) (p =.86). Conclusions: The adherence with STARD for abstract was low, indicating that providing authors with the related checklist may increase the quality of abstracts.},
   ISSN = {1869-4101},
   DOI = {10.1186/s13244-020-00866-7},
   year = {2020},
   type = {Journal Article}
}

@article{RN131,
   author = {Drazen, J. M. and Shields, H. M. and Loscalzo, J.},
   title = {A division of medical communications in an academic medical center's department of medicine},
   journal = {Academic medicine : journal of the Association of American Medical Colleges},
   volume = {89},
   number = {12},
   pages = {1623–1629},
   note = {Poster as Capstone
},
   abstract = {Excellent physician communication skills (physician-to-patient and patient-to-physician) have been found to have a positive impact on patient satisfaction and may positively affect patient health behaviors and health outcomes. Such skills are also essential for accurate, succinct, and clear peer-to-peer (physician-to-physician), physician-to-lay-public, and physician-to-media communications. These skills are not innate, however; they must be learned and practiced repeatedly. The Division of Medical Communications (DMC) was created within the Department of Medicine at Brigham and Women's Hospital as an intellectual home for physicians who desire to learn and teach the wide variety of skills needed for effective communication.In this Perspective, the authors provide an overview of the key types of medical communications and share the DMC model as an innovative approach to providing expert guidance to physicians and physicians-in-training as they develop, practice, and refine their communication skills. Current DMC projects and programs include a Volunteer Patient Teaching Corps, which provides feedback to medical students, residents, and faculty on communication skills; a controlled trial of a modified team-based learning method for attending rounds; expert coaching in preparation for presentations of all types (e.g., grand rounds; oral presentations or poster presentations on basic science, clinical, or medical education research); sessions on speaking to the media and running a meeting well; and courses on writing for publication. Objective assessment of the impact of each of these interventions is planned.},
   ISSN = {1938-808X},
   DOI = {10.1097/ACM.0000000000000472},
   year = {2014},
   type = {Journal Article}
}

@article{RN132,
   author = {Driskill, Gerald W.},
   title = {Internationalizing the Campus through an Intercultural Assignment},
   journal = {Communication Teacher},
   volume = {21},
   number = {1},
   pages = {6–11},
   note = {Poster as Capstone
},
   abstract = {The topic of international education continues to gain the attention of educators. However, the American Council on Education (ACE) spotlights a slow response from universities to make intercultural learning a critical part of the undergraduate education process. Nonetheless, intercultural components are common not only in intercultural communication courses, but in basic courses, interpersonal, public speaking, nonverbal, as well as speech communication courses in secondary schools. Furthermore, universities as well as K-12 schools often engage students in international festival events to improve awareness of the global community. This assignment attempts to address the concerns found in the ACE report by providing a template for engaging students in taking their intercultural assignments beyond the classroom to address the learning needs of other students and community members. The objective of this assignment is to develop poster presentations designed to engage the campus and community in order to enhance their intercultural awareness and knowledge. [A list of references and suggested readings is included.]},
   ISSN = {1740-4622},
   DOI = {10.1080/17404620701211485},
   year = {2007},
   type = {Journal Article}
}

@article{RN133,
   author = {Driskill, L. P.},
   title = {Optimize Your Conference Poster's Impact},
   journal = {Chemical Engineering Progress},
   volume = {106},
   number = {8},
   pages = {43–48},
   note = {Poster How To
},
   ISSN = {0360-7275},
   year = {2010},
   type = {Journal Article}
}

@article{RN134,
   author = {Druetz, T. and Robert, É},
   title = {Why Do Poster Presentations Not Receive More Consideration? Some Thoughts Shared by Two PhD Candidates},
   journal = {Canadian Journal of Public Health-Revue Canadienne De Sante Publique},
   volume = {103},
   number = {6},
   pages = {E474–E474},
   note = {Other},
   ISSN = {0008-4263},
   DOI = {10.1007/bf03405643},
   year = {2012},
   type = {Journal Article}
}

@article{RN135,
   author = {Duckworth, J. and Halliwell, C.},
   title = {Evaluation of Higher-Order Skills Development in an Asynchronous Online Poster Session for Final Year Science Undergraduates},
   journal = {International Review of Research in Open and Distributed Learning},
   volume = {23},
   number = {3},
   pages = {259–273},
   note = {Poster Rubrics & Scoring
},
   abstract = {Preparing a scientific poster and presenting it at a conference supports the development of a range of skills in undergraduates that are relevant to further study and the workplace. This investigation focused on an asynchronous online poster session in a final year undergraduate science module at a UK university to assess evidence of higher-order skills development and determine student perceptions of the benefits and challenges of participating in the session. The study analysed 100 randomly selected posters from the 2020 session for evidence of scientific understanding, application, and critical evaluation, together with the feedback received on them. While 73% of the posters demonstrated understanding and 70% application, a lower proportion (42%) demonstrated critical evaluation skills. Seventy-eight percent of posters were considered to have received feedback from peers that gave an effective or partially effective evaluation of scientific content. Focus group discussions involving nine students led to the identification of themes relating to constraints, academic challenges, skills and experience, and personal development. Students recognized the value of the conference for skills development and the experience it gave of "real" science, while acknowledging the challenges involved in producing posters, giving feedback to peers, and managing their time. The asynchronous online poster session enabled students to develop higher-order cognitive and communication skills that are valued by employers. This format provides a pragmatic and easy to implement alternative to synchronous online conferences, which is relevant to the shift toward online learning in higher education, due to the COVID-19 pandemic and increase in distance learning and international students.},
   ISSN = {1492-3831},
   year = {2022},
   type = {Journal Article}
}

@article{RN136,
   author = {Dulsat Ortiz, Carles},
   title = {Natural sciences in early childhood education: experience in using the academic poster},
   journal = {Journal of Turkish Science Education (TUSED)},
   volume = {20},
   number = {2},
   pages = {241–251},
   note = {Poster as Capstone
},
   abstract = {This paper describes a study conducted in Bachelor of Pre-primary education degree classroom during a Teaching of the Natural Sciences class. It shows how poster may be used as a teaching and learning tool for natural science. The main motivation that guided the research was the fact that half the teacher trainee students had been removed from the natural sciences in their academic training for more than five years. It sets to approach the scientific concepts, but foremost it aims to go further in both scientific language adaptation or didactic transposition, as well as research and later exposition and presentation. It goes beyond the construction of scientific posters. The relevant elaboration of concepts related to the natural sciences is sought and to be able to explain them to their future children's education students. This experience has allowed collecting information by means of quantitative questionnaires; pre-test and post-test ad-hoc questionnaires were used, and complemented with a qualitative in-class observation diary. This one measured the students' participation. The qualitative part is analysed with the SPSS-22 software, while the qualitative data uses the dendrogram as an analysis tool. Through, this experience an increase in interest and motivation was achieved you need to state your conclusions more precisely, especially for the natural science subject, as well as introducing the use of the academic poster for its professional future. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Turkish Science Education (TUSED) is the property of Journal of Turkish Science Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {13046020},
   DOI = {10.36681/tused.2023.013},
   year = {2023},
   type = {Journal Article}
}

@article{RN137,
   author = {Ealy, Julie and Dorward, Adrienne},
   title = {An Interdisciplinary Study of the SARS Virus},
   journal = {Journal of College Science Teaching},
   volume = {35},
   number = {1},
   pages = {31–35},
   note = {Poster as Capstone
},
   abstract = {This article focuses on an interdisciplinary study of the SARS virus for students. The interdisciplinary study of the SARS virus provides opportunities for students in different disciplines to discuss the origin; spread; and global, economic, chemical, and biological aspects of a disease. Students benefit from active discussions with each other and share their knowledge with others in a semester-end poster session. To design a class in which students would be actively involved and join in discussions and answer questions, the author had to be very prepared. The primary objectives for students in the study were: to develop techniques for tackling problems students know little about, such as reading a journal article or focusing on a table, graph, or figure; develop a virus knowledge base that is applicable not only in specific situations but also in general situations; and listen and interact with different people who individually, but more so collectively, can contribute to a better understanding of a disease, and specifically of the SARS virus.},
   ISSN = {0047231X},
   DOI = {10.1016/j.pnpbp.2007.11.019},
   year = {2005},
   type = {Journal Article}
}

@article{RN138,
   author = {Edwards, J. E.},
   title = {A Cultural Immersion Experience in Indonesia for U.S. Nursing Students},
   journal = {Nursing for women's health},
   volume = {19},
   number = {3},
   pages = {271–277},
   note = {Poster as Capstone
},
   abstract = {Cultural immersion experiences as part of the education of health care professionals are important as our global focus expands through technology, natural disasters, pandemics, wars and the mobility of the world population. This is the story of a recent cultural immersion experience to Indonesia by U.S. nursing students. Student groups each chose an Indonesian health topic for an in-depth focus. Students critically evaluated published research and discussed evidence-based practice ideas applicable to their selected health issues. Using this knowledge, they developed PICO posters for presentation at an international nursing conference in Indonesia. The students greatly valued their opportunity to experience a different culture firsthand and to spend time with Indonesian students and faculty.},
   ISSN = {1751-486X},
   DOI = {10.1111/1751-486X.12210},
   year = {2015},
   type = {Journal Article}
}

@article{RN139,
   author = {Edwards, N. and Nathaniel, T. and Goodwin, R. and Khalil, M. and McPhail, B. and Fowler, L. and Russ-Sellers, R. and Chosed, R.},
   title = {Research Education Program for Underrepresented Minority Students: Students' Perception of Academic Enrichment and Research Activities},
   journal = {International journal of aging & human development},
   volume = {96},
   number = {1},
   pages = {63–75},
   note = {Poster as Capstone
},
   abstract = {The Research Education Program (REP) is an NIH R25-funded training grant designed to increase the pipeline of underrepresented minority (URM) students entering graduate programs and pursuing biomedical research and health care careers. Each week, students participated in different academic enrichment activities during morning sessions. Research activities were during afternoon sessions. URM students presented their research findings in a local poster session with their peers, graduate medical students, and faculty members. They also attended national conferences to gain experience and expand their professional networks. Our participants included 14.3% rural, 42.85% suburban, and 42.85% urban students. Of this, 83.33% were females, while 16.67% were males. In addition, 100% of students indicated exceptional satisfaction in 64.0% of the academic enrichment activities offered by the REP, and 100% indicated exceptional satisfaction in 63.0% of the research activities. Future research will investigate the long-term effects of REP and graduate enrollments.},
   ISSN = {1541-3535},
   DOI = {10.1177/00914150221106652},
   year = {2023},
   type = {Journal Article}
}

@article{RN140,
   author = {Ejaz, K. and Hussain, S. A.},
   title = {Presenting your research},
   journal = {Journal of the Pakistan Medical Association},
   volume = {63},
   number = {10},
   pages = {1317–1318},
   note = {Poster How To
},
   ISSN = {0030-9982},
   year = {2013},
   type = {Journal Article}
}

@article{RN141,
   author = {Eklund, A. G. and McGowan, G. J.},
   title = {An effective four-semester, junior-senior approach to a chemistry seminar curriculum},
   journal = {Journal of Chemical Education},
   volume = {84},
   number = {8},
   pages = {1299–1300},
   note = {Poster as Capstone
},
   abstract = {Although  many  colleges  and  universities  use  a  two-semester seminar approach to teach senior chemistry majorsskills  such  as  literature  searching  and  giving  oral  presenta-tions (1, 2),wedeveloped an effective four-semester seminarcourse. In contrast to the two-semester approach, this four-semester approach reinforces essential skills over a longer pe-riod  of  time,  improving  the  likelihood  that  graduates  arebetter prepared for such tasks in graduate school or industry.This approach works extremely well for colleges and univer-sities averaging only five–ten chemistry majors a year. Withsmall seminar classes, students have plenty of opportunitiesto receive feedback in the form of outlines and practice talksbefore giving their actual presentations.Using  this  approach,  juniors  and  seniors  develop  andexpand their skill set in giving oral and visual presentations,searching  the  chemical  literature,  learning  useful  computersoftware (such as ChemDraw and Power Point), and evalu-ating their peers’ performance},
   ISSN = {0021-9584},
   DOI = {10.1021/ed084p1299},
   year = {2007},
   type = {Journal Article}
}

@article{RN142,
   author = {Ellington, R. and Wachira, J. and Nkwanta, A.},
   title = {RNA secondary structure prediction by using discrete mathematics: an interdisciplinary research experience for undergraduate students},
   journal = {CBE Life Sciences Education [Electronic Resource]},
   volume = {9},
   number = {3},
   pages = {348–56},
   note = {Poster as Capstone
},
   abstract = {The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses discrete mathematical techniques and identifies specified base pairs as parameters. The goal of the REU was to introduce upper-level undergraduate students to the principles and challenges of interdisciplinary research in molecular biology and discrete mathematics. At the beginning of the project, students from the biology and mathematics departments of a mid-sized university received instruction on the role of secondary structure in the function of eukaryotic RNAs and RNA viruses, RNA related to combinatorics, and the National Center for Biotechnology Information resources. The student research projects focused on RNA secondary structure prediction on a regulatory region of the yellow fever virus RNA genome and on an untranslated region of an mRNA of a gene associated with the neurological disorder epilepsy. At the end of the project, the REU students gave poster and oral presentations, and they submitted written final project reports to the program director. The outcome of the REU was that the students gained transferable knowledge and skills in bioinformatics and an awareness of the applications of discrete mathematics to biological research problems.},
   ISSN = {1931-7913},
   DOI = {10.1187/cbe.10-03-0036},
   year = {2010},
   type = {Journal Article}
}

@article{RN143,
   author = {Ellwood, R. and Abrams, E.},
   title = {Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement},
   journal = {Cultural Studies of Science Education},
   volume = {13},
   number = {2},
   pages = {395–427},
   note = {Poster as Capstone
},
   abstract = {This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13-14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a continuum that also deliberately includes and promotes the necessary criteria for establishing flow. Attending to Flow Theory and incorporating student experiences with flow into inquiry-based science lessons will enhance student motivation and achievement outcomes in science and bolster the success of inquiry-based science.},
   ISSN = {1871-1502},
   DOI = {10.1007/s11422-016-9769-x},
   year = {2018},
   type = {Journal Article}
}

@article{RN144,
   author = {Ensom, R. J. and Ensom, M. H. H. and Leader, W. G.},
   title = {Getting further information from poster presentations},
   journal = {American Journal of Health-System Pharmacy},
   volume = {57},
   number = {1},
   pages = {25–26},
   note = {Other},
   ISSN = {1079-2082},
   DOI = {10.1093/ajhp/57.1.25},
   year = {2000},
   type = {Journal Article}
}

@article{RN145,
   author = {Eriksen, K. and Nielsen, B. E. and Pittelkow, M.},
   title = {Visualizing 3D Molecular Structures Using an Augmented Reality App},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {5},
   pages = {1487–1490},
   note = {Poster How To
},
   abstract = {We present a simple procedure to make an augmented reality app to visualize any chemical 3D model. The molecular structure may be based on crystallographic data or from computational modeling. This guide is made in such a way that no programming skills are needed, and the procedure uses free software and provides a way to visualize 3D structures that are normally difficult to comprehend in the 2D space of paper. The process can be applied to make a 3D representation of any 2D object, and we envisage the app to be useful when visualizing simple stereochemical problems, when presenting a complex 3D structure on a poster presentation or even in audio-visual presentations. The method works for all molecules including small molecules, supramolecular structures, MOFs, and biomacromolecules.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.9b01033},
   year = {2020},
   type = {Journal Article}
}

@article{RN146,
   author = {Ernst, J. and Baratz, M. E. and Fowler, J. R.},
   title = {Characterization of Unpublished Manuscripts by Applicants to an Orthopedic Hand Surgery Fellowship},
   journal = {Journal of Hand Surgery Global Online},
   note = {Poster as Capstone
},
   abstract = {Purpose: Obtaining a hand surgery fellowship is becoming increasingly competitive, and research is an important factor when assessing applications. Given the competitive nature of the fellowship application process, applicants may feel the need to bolster their application by misrepresenting their research experience. One form of misrepresentation rarely discussed in prior studies is the listing of submitted works under a “Publications” heading in curricula vitae. This study examines the prevalence of misclassification of manuscripts by applicants to a hand surgery fellowship and identifies factors that might be associated with incorrect classification. Methods: A retrospective review of 122 applicants to the 2020–2021 cycle for hand surgery fellowship was performed. Names and identifiable information were redacted prior to review. Demographic data collected included sex, United States Medical Licensing Examination Step 1 score, medical school rank, residency specialty, total publications, presence of submitted manuscripts in the “Publications” section, total number of submitted manuscripts, and total published abstracts and poster presentations. Results: A total of 1,098 listed publications across the 122 applicants were reviewed with a median of five publications per applicant. Submitted manuscripts were listed as publications by 33 applicants (27%). No observable differences by age, United States Medical Licensing Examination Step 1 score, or total number of publications were seen. Misclassification rates were not associated with publication totals. Conclusions: More than one-quarter of applicants incorrectly listed submitted or unaccepted manuscripts as publications. It is our hope that making fellowship applicants aware of this issue will decrease the rates of misrepresentation in future application cycles. Clinical relevance: The competition for hand surgery fellowships has become more intense, and this may explain our finding that 27% of applicants misrepresent the status of research on hand surgery fellowship applications.},
   ISSN = {2589-5141},
   DOI = {10.1016/j.jhsg.2023.08.010},
   year = {2023},
   type = {Journal Article}
}

@article{RN147,
   author = {Erpek, H. and Bozdag, A. D. and Boylu, S. and Soyder, A.},
   title = {Interactive Poster},
   journal = {Meandros Medical and Dental Journal},
   volume = {19},
   number = {4},
   pages = {317–320},
   note = {Virtual or Electronic Poster
},
   abstract = {Objective: The scientific presentations are usually in oral or poster form. Recently evolved methods are video and ''e-poster" presentations. Video data and images can be presented in oral presentations but for a limited time. The presentation time is prolonged in poster technique and available for more people but video data can't be presented. The video presentations and e-posters are uploaded and ready to be selected through a menu in few computers because of the lack of available number of computers for every study. The interactive posters make the presentation of numerous images and video data to be accessible continuously during whole meeting period via its special screen. We aimed to increase sharing of knowledge and make it interactive during a limited period. Materials and Methods: A 23-inch touch screen with a data processor was used for poster presentation. The special screen was provided for participants to read text, multiple images and video data continuously. The data processor was set to count the number of people to touch screen to read the presented study during the congress period. Results: The interactive poster was set to be ready in 7th Congress of Surgical Research. The continuous presentation was lasted all through the 3-day Congress Period and 938 clicks were counted by the processor. Conclusion: During a congress period, by touching the interactive screen it was possible to interchange between the menu topics. The software counting the clicks need to be developed to estimate the number of people evaluating the study as well as duration of interest and which image and video data were evaluated at most.},
   ISSN = {2149-9063},
   DOI = {10.4274/meandros.92400},
   year = {2018},
   type = {Journal Article}
}

@article{RN148,
   author = {Erren, T. C. and Bourne, P. E.},
   title = {Ten simple rules for a good poster presentation},
   journal = {Plos Computational Biology},
   volume = {3},
   number = {5},
   pages = {777–778},
   note = {Poster How To
},
   ISSN = {1553-7358 (Electronic)
1553-734X (Print)
1553-734X (Linking)},
   DOI = {10.1371/journal.pcbi.0030102},
   year = {2007},
   type = {Journal Article}
}

@article{RN149,
   author = {Erren, T. C. and Wild, U. and Lewis, P.},
   title = {Poster presentations and session organization: modern conferences},
   journal = {Trends in Pharmacological Sciences},
   note = {Virtual or Electronic Poster
},
   abstract = {Posters are important vectors for science. During the pandemic, poster presentations via virtual platforms came to the fore due to necessary online conferences. For the post-pandemic era, we offer approaches for poster presenters and session organizers at modern, more sustainable conferences, which can be in-person, online, or combined (hybrid) formats.},
   ISSN = {1873-3735
0165-6147},
   DOI = {10.1016/j.tips.2023.08.004},
   year = {2023},
   type = {Journal Article}
}

@article{RN150,
   author = {Evans, Riley and Friedman, Jane and McGrath, Lynn and Myers, Perla and Ruiz, Amanda},
   title = {Math Path: Encouraging Female Students in Mathematics Through Project-Based Learning},
   journal = {Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies},
   volume = {28},
   number = {4},
   pages = {287–299},
   note = {Poster as Capstone
},
   abstract = {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]},
   ISSN = {10511970},
   DOI = {10.1080/10511970.2017.1339154},
   year = {2018},
   type = {Journal Article}
}

@article{RN151,
   author = {Evtimova, S. and Trakiiska, K.},
   title = {APPLICATION OF THE CURRICULUM IN ECOLOGY FOR THE STUDY OF THE LOCAL ENVIRONMENT},
   journal = {Biotechnology & Biotechnological Equipment},
   volume = {23},
   pages = {47–49},
   note = {Poster as Capstone
},
   abstract = {Crafting a Curriculum in Ecology for the Study of the Local Environment is dictated by the alarming concerns for preserving life and nature. The opportunities for applying such a Curriculum lay in the experimental activities offered in its modules as well as in the partnerships and inter-institutional cooperation it engenders. The Curriculum is adapted to the age group/grade of students as well as their knowledge about nature. The rare biodiversity of Ostritza Reserve Park offers a unique opportunity for students' investigative and research work. The answers to questions such as "Are we ready to meet the challenges of nature?", "How acute is the threat of global warming?", "How to preserve the treasures of nature, studying our local environment?" emerge from various parts of the Curriculum -- debates in Discussion Club, poster sessions, round tables, eco-projects, etc. The ultimate "destination" of the Curriculum is the human behavior, its "vehicle" the civic duty and responsibility of every person. The Curriculum meets the national educational requirements and standards in ecology in a non-conventional, but attractive for students, approach. By sharing experience in the process of studying the local environment, the students advance their knowledge in nature preservation and ecology, at par with the European norms for education in these areas.},
   ISSN = {1310-2818},
   DOI = {10.1080/13102818.2009.10818362},
   year = {2009},
   type = {Journal Article}
}

@article{RN152,
   author = {Faccioli, N. and Perandini, S. and Comai, A. and D'Onofrio, M. and Pozzi Mucelli, R.},
   title = {Proper use of common image file formats in handling radiological images},
   journal = {Radiologia Medica},
   volume = {114},
   number = {3},
   pages = {484–495},
   note = {Poster How To
},
   abstract = {This paper highlights the differences among the most common file formats used for storing digital radiological images. It promotes the proper use of these formats to guarantee easy manipulation in handling the most typical practical applications in daily radiological practice. The authors provide a simple yet exhaustive introduction to the concept of "file format" and describe the algorithms and main features of the most common formats (BMP, JPEG, GIF, DICOM, TIF, PNG) and Portable Network Graphics (PNG). The different formats are compared in terms of dimension, quality, portability and with reference to the following specific needs: electronic communications, publication on the World Wide Web, presentation of electronic posters, video presentations for teaching and manuscript publishing. We also illustrate how to handle the various formats with the programmes supplied with standard software installations. The large number of digital applications of image file formats calls for a simplification in daily radiological practice. We recommend the use of JPEG and PNG for electronic communications; PNG and GIF for publication on the worldwide web; JPEG and PNG for electronic poster presentations; DICOM, PNG and JPEG for teaching presentations; TIF and PNG for printing on paper. © 2009 Springer-Verlag Italia.},
   ISSN = {0033-8362},
   DOI = {10.1007/s11547-009-0378-6},
   year = {2009},
   type = {Journal Article}
}

@article{RN153,
   author = {Fanguy, M. and Kharbash, R.},
   title = {Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) Theory},
   journal = {Journal of Chemical Education},
   volume = {100},
   number = {9},
   pages = {3709–3716},
   note = {Poster as Capstone
},
   abstract = {The paper describes guidelines for the planning, organization,and implementation of virtual activities within a metaverse environment,aiming to familiarize students with key concepts related to hard andsoft acids and bases (HSAB) theory. The guidelines are based on experiencegained during an online lesson given in January of 2022 for 188 incomingfreshmen at a large Korean university during a week-long science program.The proposed lesson involves three parts: 1) a lecture describingHSAB theory, which was conducted on Zoom; 2) a group work activityin which students demonstrate their understanding of the lecture conceptswithin a metaverse designed on the Gather.Town platform; 3) a pairworkactivity within the same metaverse in which students team up to describethe properties and interactions of acids and bases through the creationand presentation of a poster. In end-of-program evaluations, manystudents rated their experiences with social learning in the metaverseas their favorite component of the week-long program, and the instructorswho administered the lesson indicated that the poster presentationsthat the students gave demonstrated a firm grasp of HSAB theory. Thepresent lesson may be useful to practitioners who wish to teach conceptsrelated to HSAB theory in a metaverse, such as Gather.Town.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.3c00293},
   year = {2023},
   type = {Journal Article}
}

@article{RN154,
   author = {Faridi, E. and Ghaderian, A. and Honarasa, F. and Shafie, A.},
   title = {Next generation of chemistry and biochemistry conference posters: Animation, augmented reality, visitor statistics, and visitors' attention},
   journal = {Biochemistry and Molecular Biology Education},
   volume = {49},
   number = {4},
   pages = {619–624},
   note = {Virtual or Electronic Poster
},
   abstract = {Every branch of science needs visitors' attention during the poster presentation session at conferences, symposiums, seminars, etc. In particular, participants in the chemistry and biochemistry conference need more visual tools to explain their research work in detail. Presence of smartphones and the ability of 2D barcodes will allow chemical reactions or processes to be shown in the form of a movie, animation or augmented reality (AR). Therefore, the next generation of posters will be more interested in this view. Here, the ability of 2D barcodes or QR codes to help researchers to catch more attention in their research work was presented during a poster presentation session. In this way, the visitors showed positive attitudes to the applicability of such tools. Also, some information including the number of poster visitors and interesting topics in the conference can be collected easily which is useful for the scientific and organizing committee of conferences. As a result, biochemistry conference posters can be presented in new ways, based on animation images or video, to capture the attention of viewers and deepen their understanding of poster concepts.},
   ISSN = {1470-8175},
   DOI = {10.1002/bmb.21520},
   year = {2021},
   type = {Journal Article}
}

@article{RN155,
   author = {Faulkes, Z.},
   title = {The "wall of text" visual structure of academic conference posters},
   journal = {Frontiers in Communication},
   volume = {8},
   pages = {3},
   note = {Poster How To
},
   abstract = {Posters created for conferences are a type of visual communication that are used frequently by academics. There are rarely any formatting requirements beyond fitting on their provided boards. Because posters are usually created by researchers rather than experienced graphic designers, the visual structure of conference posters may be influenced by the common format for journal articles, where text is given primacy over graphics and structured as "introduction, methods, results, discussion." To test this, I examined award-winning posters from a large scientific society over 5 years of meetings. About three-quarters use the "Introduction, methods, results, discussion" format common to journal articles; about two-thirds use a columnar layout; most show multiple graphs and cite multiple references. Relatively few posters follow best graphic design practices, resulting in a "wall of text" on many posters.},
   DOI = {10.3389/fcomm.2023.1063345},
   year = {2023},
   type = {Journal Article}
}

@article{RN156,
   author = {Fernandes, P. M. B. and Rodrigues, S. P. and Lindsey, G.},
   title = {Critical analysis on the use of poster display as an alternative evaluation method in basic biochemistry},
   journal = {Biochemistry and Molecular Biology Education},
   volume = {33},
   number = {4},
   pages = {281–283},
   note = {Poster as Capstone
},
   abstract = {This article describes the use of poster preparation and display as an assessment tool and includes feedback from the students and academics concerned. This alternative approach has been used for four years since 2000 for biological science students studying biochemistry. The object of this approach was to get away from traditional teaching evaluation strategies, which promote passive learning and superficial memorization. Creating and presenting posters based on published manuscripts require students to understand, critically analyze, and disseminate the data, thereby promoting the understanding and retention of the material presented.},
   ISSN = {1470-8175},
   DOI = {10.1002/bmb.2005.49403304281},
   year = {2005},
   type = {Journal Article}
}

@article{RN157,
   author = {Ferreira, J. C. and Patino, C. M.},
   title = {How to prepare and present a poster at a conference and communicate your research findings effectively},
   journal = {Jornal brasileiro de pneumologia : publicacao oficial da Sociedade Brasileira de Pneumologia e Tisilogia},
   volume = {45},
   number = {3},
   pages = {e20190167},
   note = {Poster How To
},
   ISSN = {1806-3756},
   DOI = {10.1590/1806-3713/e20190167},
   year = {2019},
   type = {Journal Article}
}

@article{RN158,
   author = {Filipova, Anna A.},
   title = {Graduate Students' Poster Session Experiences: Do Levels of Academic Self-Efficacy and Individual Characteristics Play a Role?},
   journal = {Journal on Excellence in College Teaching},
   volume = {27},
   number = {3},
   pages = {173–200},
   note = {Poster as Capstone
},
   abstract = {This cross-sectional study assesses the effectiveness of poster session presentations as an alternative to traditional presentations in the public administration classroom. It also determined if graduate students' college academic self-efficacy and background characteristics impacted poster performance outcomes. Data were collected over four semesters. Results showed that the poster session provided an interactive, engaging, and relaxed learning environment in which students felt confident participating. Further, it fostered students' creativity and communication skills. Academic self-efficacy was positively related to poster session achievement/motivation, creativity, challenge, and interaction. [ABSTRACT FROM AUTHOR]},
   ISSN = {10524800},
   year = {2016},
   type = {Journal Article}
}

@article{RN159,
   author = {Finucane, T. E. and Boult, C. E.},
   title = {Association of funding and findings of pharmaceutical research at a meeting of a medical professional society},
   journal = {American Journal of Medicine},
   volume = {117},
   number = {11},
   pages = {842–845},
   note = {Poster as Capstone
},
   abstract = {To evaluate the association between funding and findings of pharmaceutical research presented at an annual meeting of a medical professional society. We reviewed the abstracts of all papers and posters presented at the annual meeting of a medical professional society. Two independent raters classified each study of a drug (n = 48) as either positive (favoring the drug studied) or negative, and as either funded by a pharmaceutical company or not. We computed κ and chi-squared statistics to evaluate the agreement between the raters, as well as the association between the results and the sponsorship of the study. Thirty studies of drugs (63%) were supported by pharmaceutical companies, all of which reported positive results. Of the 18 studies (37%) not supported by pharmaceutical companies, 67% reported positive results. The association between pharmaceutical funding and positive findings was statistically significant (P = 0.0007). At this scientific meeting, research funding from pharmaceutical companies was associated with study findings that supported the use of drugs marketed by pharmaceutical sponsors. We emphasize further study of this relation and suggest three principles - full disclosure, policies against "outcome bias," and educational opportunities - that may help manage industry-academia conflicts of interest that could otherwise jeopardize the credibility of pharmaceutical research presented at scientific meetings. © 2004 by Elsevier Inc.},
   ISSN = {0002-9343},
   DOI = {10.1016/j.amjmed.2004.05.029},
   year = {2004},
   type = {Journal Article}
}

@article{RN160,
   author = {Firrera, L. and Lemonnier, F. and Deschildt, M. and Grzych, G.},
   title = {Improving interactivity in scientific conferences by the use of new concept of academic posters},
   journal = {Annales De Biologie Clinique},
   volume = {80},
   number = {5},
   pages = {409–412},
   note = {Other},
   abstract = {Lors de notre participation au congrès Euromedlab 2021, nous avons voulu améliorer l’intérêt et les échanges autour de nos travaux lors des sessions posters [1, 2]. Notre réflexion sur l’évolution de ces posters scientifiques s’est orientée à partir des améliorations actuelles et potentielles des enseignements universitaires ainsi que du besoin grandissant de présentations plus ludiques et participatives [3]. Cette tendance à l’évolution pédagogique a été accélérée durant la pandémie de SARS-COV2 ...},
   ISSN = {0003-3898},
   DOI = {10.1684/abc.2022.1754},
   year = {2022},
   type = {Journal Article}
}

@article{RN161,
   author = {Forest-Lalande, L.},
   title = {How to develop an effective poster presentation},
   journal = {World Council of Enterostomal Therapists Journal},
   volume = {26},
   number = {3},
   pages = {12–14},
   note = {Poster How To
},
   abstract = {Presenting a poster at a congress is a simple and effective way to share new knowledge, best practice guidelines, strategies or research findings with colleagues. The WCET Congress recently held in Hong Kong gave participants the opportunity to view an impressive number of posters; 153 posters developed by authors coming from 25 countries were displayed.Presenting a poster may look easier to do than preparing for an oral presentation. However, developing a poster presentation is an exercise that requires lot of time and scientific rigour. Developing a good poster is more than gathering information and putting it together. The challenge is rather to succeed in presenting it in an organised manner. Neglecting to adhere to basic principles while developing a poster may make the difference between a good and a bad poster. The goal of this article is to give some hints to help authors to transmit effectively information through a poster presentation.},
   ISSN = {0819-4610},
   year = {2006},
   type = {Journal Article}
}

@article{RN162,
   author = {Forsyth, D. M. and Wright, T. L. and Scherb, C. A. and Gaspar, P. M.},
   title = {Disseminating evidence-based practice projects: poster design and evaluation},
   journal = {Clinical Scholars Review},
   volume = {3},
   number = {1},
   pages = {14–21},
   note = {Poster Rubrics & Scoring
},
   abstract = {The international emphasis on evidence-based practice (EBP) as a basis for quality care has elevated the importance of EBP dissemination. The doctor of nursing practice (DNP) degree has created opportunities for nurses to implement EBP projects in collaboration with academic and clinical teams. Findings from such innovative efforts ought to be widely distributed, yet such projects have unique dissemination needs that are not readily met by traditional research-based presentation venues. Current literature focuses on presentation approaches for research-based poster content and evaluation rather than EBP posters. To facilitate timely and quality dissemination of EBP projects, there is a need for clear criteria identifying the essential information to be shared, how to share it effectively, and how to evaluate the end product. Thus far, the challenge to better accommodate EBP poster presentations has been unmet. The purposes of this article are to provide suggestions for EBP poster creation and to describe the process of developing a Poster Evaluation Rubric for Evidence-Based Practice (PER-EBP). The PER-EBP tool, developed by the authors, provides a guide for EBP poster creation and criteria for EBP poster evaluation by self and others. Examples of an EBP literature review and a DNP student poster are provided.},
   ISSN = {1939-2095},
   DOI = {10.1891/1939-2095.3.1.14},
   year = {2010},
   type = {Journal Article}
}

@article{RN163,
   author = {Foulkes, M.},
   title = {Presentation skills for nurses},
   journal = {Nursing Standard},
   volume = {29},
   number = {25},
   pages = {52–8},
   note = {Poster How To
},
   abstract = {This article emphasises the importance of effective presentation skills. Such skills allow nurses to share knowledge and expertise and to communicate clearly in a range of workplace scenarios. Nurses are increasingly being asked to present in formal and informal situations, such as conferences, poster presentations, job interviews, case reports and ward-based teaching. This article explores the principles underpinning the development of these skills, discusses the situations in which they could be applied and demonstrates how nurses might improve and develop as presenters.},
   ISSN = {2047-9018},
   DOI = {10.7748/ns.29.25.52.e9488},
   year = {2015},
   type = {Journal Article}
}

@article{RN164,
   author = {Foulsham, T. and Kingstone, A.},
   title = {Look at my poster! Active gaze, preference and memory during a poster session},
   journal = {Perception},
   volume = {40},
   number = {11},
   pages = {1387–1389},
   note = {Poster How To
},
   abstract = {In science, as in advertising, people often present information on a poster, yet little is known about attention during a poster session. A mobile eye-tracker was used to record partici- pants' gaze during a mock poster session featuring a range of academic psychology posters. Participants spent the most time looking at introductions and conclusions. Larger posters were looked at for longer, as were posters rated more interesting (but not necessarily more aesthetically pleasing). Interestingly, gaze did not correlate with memory for poster details or liking, suggesting that attracting someone towards your poster may not be enough.},
   ISSN = {0301-0066},
   DOI = {10.1068/p7015},
   year = {2011},
   type = {Journal Article}
}

@article{RN165,
   author = {Francl, M.},
   title = {Poster children},
   journal = {Nature Chemistry},
   volume = {15},
   number = {1},
   pages = {2},
   note = {Other},
   abstract = {Introduced in response to growing numbers of scientists and conferences, posters gave an outlet to those not invited to give oral presentations. But why are poster sessions still the purview of students?},
   ISSN = {1755-4330},
   DOI = {10.1038/s41557-022-01118-5},
   year = {2023},
   type = {Journal Article}
}

@article{RN166,
   author = {Freeze, J. G. and Martin, J. A. and Fitzgerald, P. and Jakiela, D. J. and Reinhardt, C. R. and Newton, A. S.},
   title = {Orchestrating a Highly Interactive Virtual Student Research Symposium},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {9},
   pages = {2773–2778},
   note = {Virtual or Electronic Poster
},
   abstract = {The New Haven Local Section of the American Chemical Society held a virtual version of its annual Student Research Symposium prompted by the COVID-19 pandemic. A combination of YouTube, Google Drive, Open Broadcaster Software, and Zoom was utilized to hold the symposium which included juried oral and poster presentations. While our aim was to preserve as much of the in-person experience as possible despite the crisis, we found some very encouraging advantages to the virtual format as we designed it. These included reduced presenter fatigue, more substantive one-on-one interactions between student and senior researchers, expanded accessibility for students, faculty, and the general public, and the virtual symposium being a fraction of the cost of an in-person symposium. The details of this experience and advice for its application in the wider educational community are reported.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.0c00676},
   year = {2020},
   type = {Journal Article}
}

@article{RN167,
   author = {Freysteinson, W. M. and Stankus, J. A.},
   title = {The Language of Scholarship: How to Write an Abstract That Tells a Compelling Story},
   journal = {Journal of continuing education in nursing},
   volume = {50},
   number = {3},
   pages = {107–108},
   note = {Poster How To
},
   abstract = {This article is for nurses and nursing students who are writing abstracts for poster or oral presentations, journal articles, or grants. The use of storytelling principles for scholarly writing demonstrated how a potentially dreary abstract can be created to captivate a reader. [J Contin Educ Nurs. 2019;50(3):107-108.].},
   ISSN = {1938-2472},
   DOI = {10.3928/00220124-20190218-04},
   year = {2019},
   type = {Journal Article}
}

@article{RN168,
   author = {Frost, M. E. and Goates, M. C. and Nelson, G. M.},
   title = {The Benefits of Hosting a Poster Competition in an Academic Library},
   journal = {College & Research Libraries},
   volume = {84},
   number = {4},
   pages = {495–512},
   note = {Other},
   abstract = {Students preparing for careers in the sciences benefit from learning to communicate scientific information. Poster competitions give students the ability to practice written and oral communications skills. Over the last five years the Harold B. Lee Library has hosted a life sciences undergraduate poster competition. Here we share our experience hosting a traditional in-person competition and a virtual competition adapted in response to the COVID-19 pandemic. We also discuss survey feedback we received from participating students. Our program illustrates how academic libraries can foster the development of scientific communication skills and promote information literacy through a student research poster competition.},
   ISSN = {0010-0870},
   year = {2023},
   type = {Journal Article}
}

@article{RN169,
   author = {Fuentes, N. A. and Giunta, D. H. and Pazo, V. and Elizondo, C. M. and Figar, S. and de Quiros, F. G. B.},
   title = {Continuing medical education: A clinical research institutional project},
   journal = {Medicina},
   volume = {70},
   number = {3},
   pages = {240–246},
   note = {Poster as Capstone
},
   abstract = {In Argentina, education in clinical investigation is based on courses with theoric content. In developed countries programs with ongoing and practical content exist, generating the proper context to learn. In 2006, the Hospital Italiano de Buenos Aires (HIBA) created an area to train physicians, Research Area in Internal Medicine, and enable them to participate in every step of the clinical investigation process. The objective of this study is to describe this teaching area and its impact on the investigation in Internal Medicine in the HIBA, in the period 2006-2008. This area counts with fellow positions and provides training in Clinical Investigation for rotating residents. It has different activities including lectures, project counseling and 3 ongoing Institutional Registers for prevalent medical problems, 33% (6/18) of Intern staff are currently participating, with 3 fellows and 7 monitors for the Registers; 25 residents rotated in the area and generated their own research projects. 59 posters were presented in local and international congresses. Currently 6 original articles are in process of publication and 2 in peer review evaluation. A survey was carried out to evaluate the area where 76% (35/46) of the participants believed that they have acquired new skills; with 93% (44/47) using these knowledges in their every day practice. A 100% thought that they were adequately oriented in their projects, their ideas being fully respected (97%) (45/46). The inclusion of the Research Area in Internal Medicine improved the knowledge of the process of clinical Investigation and increased independent scientific production.},
   ISSN = {0025-7680
1669-9106},
   year = {2010},
   type = {Journal Article}
}

@article{RN170,
   author = {Furlan, P. Y. and Kitson, H. and Andes, C.},
   title = {Chemistry, poetry, and artistic illustration: An interdisciplinary approach to teaching and promoting chemistry},
   journal = {Journal of Chemical Education},
   volume = {84},
   number = {10},
   pages = {1625–1630},
   note = {Poster as Capstone
},
   ISSN = {0021-9584},
   DOI = {10.1021/ed084p1625},
   year = {2007},
   type = {Journal Article}
}

@article{RN171,
   author = {Gaetke-Udager, K. and Brown, R. K. J. and Centonze, C. P. and Hold, E. M. and Liles, A. L. and Woolen, S. A. and Zhang, A. and Davenport, M. S.},
   title = {Advanced Quality Training in Radiology: Inaugural Report of a 2-Year Program},
   journal = {American Journal of Roentgenology},
   volume = {212},
   number = {5},
   pages = {1082–1090},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVE. The purpose of this study is to describe and analyze the outcomes of a 2-year advanced quality training program for radiology residents. MATERIALS AND METHODS. In 2016, the radiology quality committee of a quaternary health system created a hands-on 2-year advanced quality training curriculum for diagnostic and interventional radiology residents. Internal candidates with the following prerequisites submitted competitive applications: registration for a 2-day lean health care management course, completion of four or more Radiological Society of North America (RSNA) quality essentials certificates, identification of faculty mentor(s), selection of one quality improvement project to champion, and completion of a two-page essay summarizing interest in quality improvement, the proposed project, and its potential impact. Residents were required to attend monthly quality meetings, pursue their project and its derivatives, submit completed work for consideration to a national meeting and for publication, and present at departmental grand rounds. Outcomes were summarized using descriptive statistics. RESULTS. Five residents submitted four projects for consideration, and all five were selected. In addition to the four submitted projects, seven additional projects were pursued. Participants worked on nine local and three multicenter process improvements, gave one to two grand rounds each, presented three oral and five poster presentations, generated eight publications, received three awards, formed 14 mentor-mentee relationships, and influenced local and multisite practice patterns. Participants reported gaining firsthand experience in quality improvement principles and developing real-world leadership skills. CONCLUSION. A targeted 2-year curriculum emphasizing hands-on quality improvement experience with rich mentor-mentee relationships can produce meaningful results.},
   ISSN = {0361-803X},
   DOI = {10.2214/ajr.18.20734},
   year = {2019},
   type = {Journal Article}
}

@article{RN172,
   author = {Gaida, E. and Barrios, A. J. and Wolkowicz, R. and Crowe, S. E. and Bernstein, S. I. and Quintana Serrano, M. A. and Dumbauld, J. N. and Pakiz, B. and Cripps, R. M. and Arredondo, E. M. and Martinez, M. E. and Madanat, H.},
   title = {Educating the Next Generation of Undergraduate URM Cancer Scientists: Results and Lessons Learned from a Cancer Research Partnership Scholar Program},
   journal = {Journal of cancer education : the official journal of the American Association for Cancer Education},
   volume = {36},
   number = {2},
   pages = {406–413},
   note = {Poster as Capstone
},
   abstract = {To improve cancer disparities among under-represented minority (URM) populations, better representation of URM individuals in cancer research is needed. The San Diego State University and University of California San Diego Moores Cancer Center Partnership is addressing cancer disparities through an educational program targeting undergraduate URM students. The Partnership provides a paid intensive summer research internship enriched with year-round activities that include educational sessions, a journal club, mentorship, social activities, and poster sessions and presentations. Program evaluation through follow-up surveys, focus groups, and other formal and informal feedback, including advisory and program steering committees, are used to improve the program. Long-term follow-up among scholars (minimum of 10 years) provides data to evaluate the program's long-term impact on scholars' education and career path. Since 2016, 63 URM undergraduate students participated in the scholar program. At the year-2 follow-up (2016 cohort; n = 12), 50% had completed their Graduate Record Examination (GRE) and/or applied to graduate or medical school. Lessons learned during the course of the program led to implementation of changes to provide a better learning experience and increase overall program satisfaction. Updates were made to recruitment timeline, improvements of the recruitment processes, refinement of the program contracts and onboarding meetings, identification of essential program coordinator skills and responsibilities, adjustments to program components, and establishment of a well-mapped and scheduled evaluation plan. The Partnership identified best practices and lessons learned for implementing lab-based internship scholar programs in biomedical and public health fields that could be considered in other programs.},
   ISSN = {1543-0154},
   DOI = {10.1007/s13187-019-01645-9},
   year = {2021},
   type = {Journal Article}
}

@article{RN173,
   author = {Galal, S. M. and Carr-Lopez, S. M. and Gomez, S. and Duong, V. and Mizoshiri, C. and Ujihara, L. and Tran, T. H. and Patel, R. A. and Woelfel, J. A.},
   title = {A collaborative approach to combining service, teaching, and research},
   journal = {American journal of pharmaceutical education},
   volume = {78},
   number = {3},
   pages = {58},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVE: To describe a faculty-student collaborative model and its outcomes on teaching, service, and scholarship. DESIGN: A Medicare Part D elective course was offered that consisted of classroom and experiential learning where pharmacy students participated in community outreach events to assist Medicare beneficiaries with Part D plan selection. The course training was expanded to include medication therapy management (MTM) and the administration of immunizations. At the completion of the course, students collaborated with faculty members on research endeavors. EVALUATION: During the first 6 years of this course, the class size more than doubled from 20 to 42 students, and all students participating in the course met the IPPE requirements for community outreach. Over that same period, the number of beneficiaries receiving assistance with their Part D plan grew from 72 to 610; and with the help of students starting in 2011, faculty members had 28 poster presentations at national conferences, 7 invited podium presentations at national/international meetings, and published 8 manuscripts in peer-reviewed journals. CONCLUSION: Through collaborative efforts, this model took an elective course and provided classroom and experiential learning for students, needed health services for the community, and opportunities to pursue wide ranging research projects for faculty members and students.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe78358},
   year = {2014},
   type = {Journal Article}
}

@article{RN174,
   author = {Gale, B. K.},
   title = {BioMEMS education at Louisiana Tech University},
   journal = {Biomedical Microdevices},
   volume = {4},
   number = {3},
   pages = {223–230},
   note = {Poster as Capstone
},
   abstract = {A course in BioMEMS was recently taught at the senior undergraduate and graduate level at Louisiana Tech University and the Institute for Micromanufacturing. The course focused on the basic principles and applications of MEMS technology in the area of biomedical microsystems. The course was well received and had an enrollment well above that expected. Student feedback and a review of the course evaluations indicated that the course was effective in achieving its aims. A poster session involving the presentation of student design projects at the end of the course proved to be a highlight and a valuable experience for all involved. While the course proved successful, suggestions for improvement of the course are outlined and a summary of student responses is presented. An overview of a BioMEMS short course based on the University course is also presented.},
   ISSN = {1387-2176},
   DOI = {10.1023/A:1016052514853},
   year = {2002},
   type = {Journal Article}
}

@article{RN175,
   author = {Galer-Unti, Regina A. and Tappe, Marlene K.},
   title = {Demystifying the Abstract Submission and Conference Presentation Process},
   journal = {Health Educator},
   volume = {41},
   number = {2},
   pages = {64–67},
   note = {Poster How To
},
   abstract = {The exchange of information regarding research and programming is vital to the profession and practice of health education. Sessions at national, regional, and state professional meetings provide opportunities for conference attendees to share and acquire information related to health and health education. Students and novice professionals, however, often require guidance in submitting an abstract for presentation and, if it is accepted for inclusion in a conference program, help in preparing and making the presentation. This paper includes guidance on how to successfully prepare and submit an abstract related to research or programmatic initiatives for presentation at a health education conference. Additionally, the paper includes advice for the preparation and delivery of an effective oral presentation, poster session, and roundtable discussion at a professional meeting. [ABSTRACT FROM AUTHOR]
Copyright of Health Educator is the property of Health Educator, Journal of Eta Sigma Gamma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {21681821},
   year = {2009},
   type = {Journal Article}
}

@article{RN176,
   author = {Gamble, T. and Turner-Cobb, J. M. and Walker, I. and Holt, N.},
   title = {Putting Proverbs to the Test: An Engaging Approach for Developing Students' Hypothesis Testing Skills},
   journal = {Teaching of Psychology},
   volume = {46},
   number = {3},
   pages = {230–235},
   note = {Poster as Capstone
},
   abstract = {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.},
   ISSN = {0098-6283},
   DOI = {10.1177/0098628319853937},
   year = {2019},
   type = {Journal Article}
}

@article{RN177,
   author = {Ganesananthan, S. and Zahid, A. and Choudhry, A. and Vadiveloo, T. V. and Khan, N. and Yang, T. and Urrehman, H. and Mahesh, S. and Yousef, Z.},
   title = {The Utility and Educational Impact of a Virtual Webinar to Deliver an International Undergraduate Cardiovascular Conference},
   journal = {Advances in Medical Education & Practice},
   volume = {13},
   pages = {993–1002},
   note = {Virtual or Electronic Poster
},
   abstract = {Introduction: Conferences are an important avenue for dissemination of knowledge, research and provide networking opportunities for career development. The COVID-19 pandemic has prompted adoption of virtual platforms for delivery of these conferences. The aim of the study was to determine the utility and educational impact of a student-led virtual webinar to deliver an undergraduate cardiovascular conference compared to a traditional in-person conference.
Methods: We conducted a two-day virtual conference using the Zoom platform in June 2021. The conference consisted of cardiology subspecialty lectures, and workshops were conducted by a junior doctor, senior cardiology trainees and consultants. The conference also outlaid a virtual poster hall and oral presentation session while networking opportunities were encouraged using breakout rooms and poster hall chat function. A 38-item self-administered online questionnaire was designed and disseminated at the end of the conference to all attending delegates. All data analysis and data visualisation strategies were conducted on R statistical programming.
Results: Eight-hundred and forty students from 55 countries attended the event. Four hundred and ninety participants (58.5% response rate, 55.9% female) completed the questionnaire. Factors such as weekend conference (84.9%), student-led or organised (84.1%), environmental/sustainable (82.3%), appropriate level for me (81.5%) and comfort to present (80.8%) were deemed to be at least equal to traditional in-person conference. The conference also increased participants' interest, their core cardiology knowledge and improved their critical analysis and basic echocardiography skills [median 4 (IQR 3-5) for all parameters]. Overall, participants also found it easy to use the virtual platform [median 5 (IQR 5-5)] and easier to ask questions compared to in-person conferences [median 5 (IQR 4-5) vs median 4 (IQR 3-5), p < 0.001].
Conclusion: Our virtual conference provided opportunities to students that the COVID-19 pandemic would have otherwise affected; however, its utility and educational impact will need to be assessed within its individual context of delivery.},
   ISSN = {1179-7258},
   DOI = {10.2147/AMEP.S376114},
   year = {2022},
   type = {Journal Article}
}

@article{RN178,
   author = {Gardner, S. M. and Adedokun, O. A. and Weaver, G. C. and Bartlett, E. L.},
   title = {Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {10},
   number = {1},
   pages = {A24–36},
   note = {Poster as Capstone
},
   abstract = {Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research.},
   ISSN = {1544-2896},
   year = {2011},
   type = {Journal Article}
}

@article{RN179,
   author = {Garrison, A. and Bushy, A.},
   title = {The Research Poster Appraisal Tool (R-PAT-II): designing and evaluating poster displays},
   journal = {Journal for Healthcare Quality: Promoting Excellence in Healthcare},
   volume = {26},
   number = {4},
   pages = {W4–24},
   note = {Poster Rubrics & Scoring
},
   ISSN = {1062-2551},
   year = {2004},
   type = {Journal Article}
}

@article{RN180,
   author = {Gemayel, R.},
   title = {How to design an outstanding poster},
   journal = {FEBS Journal},
   volume = {285},
   number = {7},
   pages = {1180–1184},
   note = {Poster How To
},
   abstract = {Poster sessions are an important forum for getting feedback on your results and engaging with the scientific community. In this instalment of the Words of Advice series, we provide you with a guide to designing an outstanding poster and offer tips on how to effectively communicate your results using your poster.},
   ISSN = {1742-4658},
   DOI = {10.1111/febs.14420},
   year = {2018},
   type = {Journal Article}
}

@article{RN181,
   author = {Gerczei, T.},
   title = {Impact of an In-Class Biochemistry Mini-conference on Students' Perception of Science},
   journal = {Journal of Chemical Education},
   volume = {93},
   number = {9},
   pages = {1521–1527},
   note = {Poster as Capstone
},
   abstract = {The work presented here is the summary of a 3 year study that aimed to uncover how students' perception of science changes with the chance to participate in a mini conference that is incorporated into the biochemistry lecture course. Students were asked to work in groups of 2 or 3 and research a topic that is related to the material covered in class. Their research was presented during the last lecture of the course, and the presentation was conducted similar to a conference poster session. The students' grades on this assignment were entirely based on peer evaluation and not on evaluation by the instructor. A survey was conducted before and after this assignment to gauge how the experience changed students' perception of science. The study was conducted with both STEM majors and non-STEM majors to allow comparison of how these two groups of students were affected by the experience.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.5b00612},
   year = {2016},
   type = {Journal Article}
}

@article{RN182,
   author = {Goddard, K.},
   title = {Microplastics, Marine Copepods & Freshwater Cladocerans: Investigations for College Biology Laboratory Classes},
   journal = {American Biology Teacher},
   volume = {84},
   number = {4},
   pages = {223–228},
   note = {Poster as Capstone
},
   abstract = {Microplastic particles (MPs) less than 5 mm in size swirl and bob in freshwaters and seas around the world. To familiarize college biology students with the pressing issue of microplastic pollution and designing their own experiments, I assigned investigatation into whether marine copepods (Tigriopus californicus) or freshwater cladocerans (Daphnia magna) ingest MPs in the laboratory. Groups of students produced a title, hypothesis, and annotated bibliography. They developed their experiments in a project planning table. They carried out three weeks of experiments. Students wrote papers or gave poster presentations. They wrote reflections that revealed expected gains, such as recognition of the importance of sample size, and more nuanced gains, such as developing personal views on working with live organisms. The students found that 20 mu m of blue MPs could be seen within the digestive tract and released fecal pellets of Tigriopus califomicus within 24 hours. And, 20 mu m of red MPs accumulated in the digestive tract of Daphnia magna within two days. The ingestion did not increase death rates over controls (in keeping with much published research on this topic). Students had the opportunity to see and reflect on the direct interaction of organisms with plastic pollution.},
   ISSN = {0002-7685},
   DOI = {10.1525/abt.2022.84.4.223},
   year = {2022},
   type = {Journal Article}
}

@article{RN183,
   author = {Goeppinger, J. and Miles, M. S. and Weaver, W. and Campbell, L. and Roland, E. J.},
   title = {Building nursing research capacity to address health disparities: Engaging minority baccalaureate and master's students},
   journal = {Nursing Outlook},
   volume = {57},
   number = {3},
   pages = {158–165},
   note = {Poster as Capstone
},
   abstract = {In order to decrease health disparities, nursing needs to promote opportunities for minority nursing students to incorporate the conduct, as well as the utilization, of research into their professional careers. This article describes a model program to facilitate minority research career development, the Research Enrichment and Apprenticeship Program (REAP). REAP was developed and implemented by a federally funded partnership between 2 historically Black universities and a research-intensive university. Fifty-five (N = 55) baccalaureate and master's nursing students and 35 faculty members from the 3 schools participated in an intensive research mentorship program guided by learner-centered pedagogical approaches that culminated in the public presentation of students' research projects at a scientific poster session. Student, faculty, and institutional achievements, as well as challenges, were identified and addressed as the partnership evolved. Recognizing and building upon the strengths of both minority-serving and research-intensive institutions allowed the development of an exemplar program. While process measures provided many indicators of success, long-term evaluation of research career-related outcomes are needed. © 2009 Elsevier Inc. All rights reserved.},
   ISSN = {0029-6554},
   DOI = {10.1016/j.outlook.2009.01.005},
   year = {2009},
   type = {Journal Article}
}

@article{RN184,
   author = {Gohlke, A. L. and Ray, D. B. and El-Ibiary, S. Y. and Barletta, J. F.},
   title = {Characteristics of the ideal postgraduate year 1 pharmacy practice residency candidate: A survey of residency program directors},
   journal = {Journal of Pharmacy Practice},
   volume = {27},
   number = {1},
   pages = {84–88},
   note = {Poster as Capstone
},
   abstract = {Objective: Assess pharmacy postgraduate year 1 (PGY1) residency application statistics and identify the qualities most desired in the ideal pharmacy residency candidate. Methods: A list of PGY1 residency program directors across the United States (n = 750) was acquired, and a validated electronic survey was created. The survey contained 25 questions pertaining to program demographics, application statistics, and candidate characteristics. Results: A total of 252 programs completed the survey. The average number of positions per program was 3.4 ± 2.6. The average ratio of applicants to available positions was 15:1. The highest scored quality was familiarity with an applicants college of pharmacy (7.7±2.5). Holding a leadership position within the college/ university scored 6.5±2, while poster presentations and publications were rated lower (4.1±2.5 and 3.1±2.3, respectively). When asked to rank modifiable characteristics, strong letters of recommendation, letters of intent, and prior experience with the applicant were ranked the highest. Conclusions: Strong letters of recommendation and intent along with prior experience with an applicant are highly valued. Although leadership positions and scholarship are not ranked as highly, they may distinguish applicants if the preceding criteria are met. Applicants should strive to build relationships with preceptors and obtain work experience or experiential rotations at potential residency locations. © 2013 The Author(s).},
   ISSN = {1531-1937
0897-1900},
   DOI = {10.1177/0897190013504962},
   year = {2014},
   type = {Journal Article}
}

@article{RN185,
   author = {Goodhand, J. R. and Giles, C. L. and Wahed, M. and Irving, P. M. and Langmead, L. and Rampton, D. S.},
   title = {Poster presentations at medical conferences: An effective way of disseminating research?},
   journal = {Clinical Medicine, Journal of the Royal College of Physicians of London},
   volume = {11},
   number = {2},
   pages = {138–141},
   note = {Poster Rubrics & Scoring
},
   abstract = {This study aimed to ascertain the value of posters at medical meetings to presenters and delegates. The usefulness of posters to presenters at national and international meetings was evaluated by assessing the numbers of delegates visiting them and the reasons why they visited. Memorability of selected posters was assessed and factors influencing their appeal to expert delegates identified. At both the national and international meetings, very few delegates (<5%) visited posters. Only a minority read them and fewer asked useful questions. Recall of content was so poor that it prevented identification of factors improving their memorability. Factors increasing posters' visual appeal included their scientific content, pictures/graphs and limited use of words. Few delegates visit posters and those doing so recall little of their content. To engage their audience, researchers should design visually appealing posters by presenting high quality data in pictures or graphs without an excess of words. © Royal College of Physicians, 2011. All rights reserved.},
   ISSN = {1470-2118
1473-4893},
   DOI = {10.7861/clinmedicine.11-2-138},
   year = {2011},
   type = {Journal Article}
}

@article{RN186,
   author = {Goodman, C. W. and Justo, J. and Merrow, C. and Prest, P. and Ramsey, E. and Ray, D.},
   title = {An experiential learning collaborative on quality improvement for interprofessional learners},
   journal = {Journal of interprofessional care},
   volume = {36},
   number = {2},
   pages = {327–330},
   note = {Poster as Capstone
},
   abstract = {Growing evidence supports the need to teach future healthcare practitioners the fundamentals of quality improvement (QI), but curricula rarely include opportunities to apply QI principles or develop relevant teamwork skills. We initiated a program in 2017 called QUEST to engage our learners in interprofessional health care improvement through a 7-month learning collaborative. QUEST pairs learners with mentors in clinical QI teams and provides structured content, tasks, and feedback. The model is intentionally experiential, intended to use existing expertise and opportunities in the clinical learning environment to support QI training. Three cohorts of health professions learners have completed QUEST (n = 45), resulting in 27 unique quality improvement projects and poster presentations. QI knowledge, as measured by the QIKAT-R, increased from 5.48 to 6.34 on a 9-point scale (p = .01). Teamwork readiness also improved: ISVS-9B scores increased from 5.25 to 6.23 on a 7-point scale (p < .01). Feedback has been positive with participants noting the unique learning opportunity, benefit to learner professional development, and enjoyment found in working across professions. QUEST continues to grow each year. Ongoing modifications are addressing mentor development and curricular standardization.},
   ISSN = {1469-9567},
   DOI = {10.1080/13561820.2021.1901673},
   year = {2022},
   type = {Journal Article}
}

@article{RN187,
   author = {Goodman, X. and Watts, J. and Arenas, R. and Weigel, R. and Terrell, T.},
   title = {Applying an information literacy rubric to first-year health sciences student research posters},
   journal = {Journal of the Medical Library Association : JMLA},
   volume = {106},
   number = {1},
   pages = {108–112},
   note = {Poster Rubrics & Scoring
},
   abstract = {Objective: This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students' abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. Methods: We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate the students' information literacy skills. Results: We found that 52% of students were proficient at selecting relevant sources that directly contributed to the themes, topics, or debates presented in their final poster projects, and 64% of students did well with selecting authoritative peer-reviewed scholarly sources related to their topics. However, 45% of students showed difficulty in correctly applying American Psychological Association (APA) citation style. Conclusion: Our findings demonstrate a need for instructors and librarians to provide strategies for reading and comprehending scholarly articles in addition to properly using APA citation style.},
   ISSN = {1558-9439},
   DOI = {10.5195/jmla.2018.400},
   year = {2018},
   type = {Journal Article}
}

@article{RN188,
   author = {Gopal, A. and Redman, M. and Cox, D. and Foreman, D. and Elsey, E. and Fleming, S.},
   title = {Academic poster design at a national conference: a need for standardised guidance?},
   journal = {The clinical teacher},
   volume = {14},
   number = {5},
   pages = {360–364},
   note = {Poster Rubrics & Scoring
},
   abstract = {BACKGROUND: Academic posters are a common means of disseminating information at conferences. Presentation at conferences is frequently given weight in postgraduate training programme recruitment. Some conferences provide guidance for visual presentation of posters. For the Association of the Study of Medical Education (ASME) Annual Scientific Meeting (ASM) 2015, poster abstract guidance was provided; however, the guidance on poster design was limited to size and orientation. The aim of this study was to investigate academic poster quality at a national medical education conference to identify where standards could be promoted and improved. Presentation at conferences is frequently given weight in postgraduate training programme recruitment METHODS: Six auditors assessed all posters displayed at the ASME ASM (15-17 July 2015) using guidelines based upon a modified checklist for academic posters. Ten criteria were agreed as assessment standards for poster design quality. RESULTS: One-hundred-and-eighty posters were assessed: 29 per cent had appropriate copyright for the materials displayed (n = 52); 41 per cent included suitable contact details (n = 73); 48 per cent (n = 87) had a text to graphic ratio of 50 : 50; 72 per cent (n = 130) met ASME guidance for layout and orientation; 76 per cent (n = 137) had appropriate referencing; 78 per cent showed evidence of proofreading for grammar and spelling (n = 140); 79 per cent (n = 142) were readable at a distance of 2 metres; and 87 per cent used appropriate academic logos (n = 156). DISCUSSION: There was variability in design quality as assessed by these criteria. We recommend that detailed guidance should be produced and disseminated by the organising conference. This may improve poster quality and aid in the communication of presented material. We aim to re-audit following the production and dissemination of poster presentation guidance.},
   ISSN = {1743-498X},
   DOI = {10.1111/tct.12584},
   year = {2017},
   type = {Journal Article}
}

@article{RN189,
   author = {Gordon, M. and Darbyshire, D. and Saifuddin, A. and Vimalesvaran, K.},
   title = {Limitations of poster presentations reporting educational innovations at a major international medical education conference},
   journal = {Medical education online},
   volume = {18},
   pages = {1–4},
   note = {Poster Rubrics & Scoring
},
   abstract = {BACKGROUND: In most areas of medical research, the label of 'quality' is associated with well-accepted standards. Whilst its interpretation in the field of medical education is contentious, there is agreement on the key elements required when reporting novel teaching strategies. We set out to assess if these features had been fulfilled by poster presentations at a major international medical education conference. METHODS: Such posters were analysed in four key areas: reporting of theoretical underpinning, explanation of instructional design methods, descriptions of the resources needed for introduction, and the offering of materials to support dissemination. RESULTS: Three hundred and twelve posters were reviewed with 170 suitable for analysis. Forty-one percent described their methods of instruction or innovation design. Thirty-three percent gave details of equipment, and 29% of studies described resources that may be required for delivering such an intervention. Further resources to support dissemination of their innovation were offered by 36%. Twenty-three percent described the theoretical underpinning or conceptual frameworks upon which their work was based. CONCLUSIONS: These findings suggest that posters presenting educational innovation are currently limited in what they offer to educators. Presenters should seek to enhance their reporting of these crucial aspects by employing existing published guidance, and organising committees may wish to consider explicitly requesting such information at the time of initial submission.},
   ISSN = {1087-2981},
   DOI = {10.3402/meo.v18i0.20498},
   year = {2013},
   type = {Journal Article}
}

@article{RN190,
   author = {Gossell-Williams, M. and Paul, T.},
   title = {Introducing medical students to pharmacovigilance through a Basic Research Skills Special Study Module},
   journal = {International Journal of Risk and Safety in Medicine},
   volume = {31},
   number = {2},
   pages = {81–87},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Pharmacovigilance is an important aspect of clinical practice; however, there is limited evidence that it exists as a theme in medical education curricula. OBJECTIVE: We developed and used a Basic Research Skill Special Study Module to introduce pharmacovigilance to medical students in the early years of their programme. METHODS: Students completing year one or two of the Faculty of Medical Sciences, Bachelor of Medicine, Bachelor of Surgery programme at The University of the West Indies, Jamaica participated in the four week experience from May 16th to June 12th 2019 to complete structured content sessions and self-directed activity. Sessions focused on the importance of pharmacovigilance and guided steps to complete a secondary data research project on an adverse reaction reported for a drug of personal interest. The final output was a poster mini-symposium at which each student held a five minute oral presentation. Posters were assessed for compliance with content guidelines, quality and presentation. RESULTS: Ten students participated in this experience and nine students produced posters of greater than 80% compliance with the content guidelines that were provided. The points awarded also reflected high scores for the required elements, relevant graphics, attractiveness/neatness and oral presentation. Students expressed overall satisfaction with the learning experience of the module. CONCLUSION: Moving forward, the authors will continue using this innovative active learning methodology to increase student exposure to pharmacovigilance, conducting and sharing research. Quantitative outcome assessment tools will be developed and long term goals will focus on its utility in curriculum improvement.},
   ISSN = {1878-6847
0924-6479},
   DOI = {10.3233/JRS-191032},
   year = {2020},
   type = {Journal Article}
}

@article{RN191,
   author = {Grantham, Michael L. and Ganong, Carissa and Drake, Dawn M. and Elias, Ashley and Mills, Mark S.},
   title = {Connecting interdisciplinary research and place-based learning: Using a local ecosystem as the focus for an undergraduate research group},
   journal = {Bioscene},
   volume = {47},
   number = {2},
   pages = {21–24},
   note = {Poster as Capstone
},
   abstract = {Undergraduate research experiences benefit students' scientific skills, and recent trends in undergraduate research and education include focusing on interdisciplinary projects and on place-based learning. Here we describe a semester-long pilot interdisciplinary undergraduate research program focused on local aquatic ecosystems, discuss perceived benefits of this research approach, and show how this program's structure could be modified for use at other undergraduate institutions. The program included nine undergraduate students and five faculty from multiple scientific disciplines (geography, virology, ecology, vertebrate and invertebrate zoology) and involved approximately half a day of research per student per week and weekly hour-long lab meetings of the entire group, followed by end-of-semester poster presentations to the university. Student self-assessment data indicated that the program improved students' perceptions of their scientific ability, as well as their comfort level at performing scientific skills. We suggest that bringing together faculty from multiple disciplines with projects focused on the same local ecosystem is a valuable technique for providing undergraduate students with not only hands-on research experience, but also with (1) exposure to a diversity of research areas and methods and (2) a better understanding of the ecosystems in and around their campus. [ABSTRACT FROM AUTHOR]
Copyright of Bioscene is the property of Association of College & University Biology Educators and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {15392422},
   year = {2021},
   type = {Journal Article}
}

@article{RN192,
   author = {Gray, A. L. and Curtis, C. W. and Young, M. R. and Bryson, K. K.},
   title = {Innovative poster designs: A shift toward visual representation of data},
   journal = {American Journal of Health-System Pharmacy},
   volume = {79},
   number = {8},
   pages = {625–628},
   note = {Poster How To
},
   ISSN = {1535-2900
1079-2082},
   DOI = {10.1093/ajhp/zxac002},
   year = {2022},
   type = {Journal Article}
}

@article{RN193,
   author = {Gray, Christine E. and Contreras-Shannon, Veronica E.},
   title = {Using Models From the Literature and Iterative Feedback to Teach Students to Construct Effective Data Figures for Poster Presentations},
   journal = {Journal of College Science Teaching},
   volume = {46},
   number = {3},
   pages = {74–82},
   note = {Poster How To
},
   abstract = {Analyzing, interpreting, and clearly presenting real data are skills we hope to develop in all students, majors and nonmajors alike. These process skills require lots of practice coupled with targeted feedback from instructors or mentors. Here we present a pedagogy implemented within a course-based research experience that is designed to help students to develop and practice these skills, while generating proper data figures for use in posters. Students use models derived from the literature to identify essential elements of effective data figures, along with iterative feedback from their instructors, to prepare their own figures for data they have collected over the course of the term. In the process, students think more deeply about what they did, why they did it, and why it is important. Students begin to move from seeking a "correct" answer toward deeper engagement in the scientific process. This instructional approach facilitated positive gains in the quality of student figures. Though our student-prepared figures were for poster presentations, the same process could be used to generate data figures for lab reports or research papers. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {0047231X},
   DOI = {10.2505/4/jcst17_046_03_74},
   year = {2017},
   type = {Journal Article}
}

@article{RN194,
   author = {Gray, Julie S. and Phillips, Glenn Allen},
   title = {Assessing a High‐Impact Practice in Higher Education Using VALUE Rubrics: What Do Undergraduate Research Posters Tell Us About What Students Know and Can Do?},
   journal = {Assessment Update},
   volume = {31},
   number = {6},
   pages = {4–14},
   note = {Poster as Capstone
},
   abstract = {Assessing a High-Impact Practice in Higher Education Using VALUE Rubrics: What Do Undergraduate Research Posters Tell Us About What Students Know and Can Do? Adoption of high-impact practices (HIPs) within institutions of higher education has grown over the last decade, and their widespread use suggests that their inclusion has become a mainstay ([3]; [4]). This study piloted the use of two rubrics from the Association of American Colleges and Universities (AAC&U) VALUE initiative ([8]) in an undergraduate research setting to assess critical thinking and oral communication in authentic performance-based student work. This pilot supports the use of the rubrics to observe and measure student learning outcomes in HIPs that represent authentic student work samples such as research posters. [Extracted from the article]
Copyright of Assessment Update is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {10416099},
   DOI = {10.1002/au.30191},
   year = {2019},
   type = {Journal Article}
}

@article{RN195,
   author = {Grech, V.},
   title = {WASP (Write a Scientific Paper): Preparing a poster},
   journal = {Early Human Development},
   volume = {125},
   pages = {57–59},
   note = {Poster How To
},
   abstract = {A poster is a visual communication tool, but crucially, it is absolutely not a research paper directly transposed onto a board. It shows the results of research but it does not explain in detail in the way that a conventional paper does. This paper will explain how poster creation accedes to newspaper article writing theory, while adhering to the IMRAD (Introduction, Methods, Results, and Discussion) format.},
   ISSN = {1872-6232},
   DOI = {10.1016/j.earlhumdev.2018.06.007},
   year = {2018},
   type = {Journal Article}
}

@article{RN196,
   author = {Grech, V.},
   title = {Presenting scientific work-news media theory in presentations, abstracts, and posters},
   journal = {Saudi Journal of Anaesthesia},
   volume = {13},
   number = {Suppl 1},
   pages = {S59–S62},
   note = {Poster How To
},
   abstract = {The effective presentation of scientific work in abstracts, posters, and PowerPoint presentations resembles popular newspaper writing far more than it does traditional paper writing. In the former three, a good "hook" is essential and must be obvious and apparent up front. A slight element of truthful sensationalism is therefore often helpful. Research preparation and presentation and skills of all sorts are increasingly critical in the incrementally competitive world of academia. This paper will offer factual and practical guidelines with regards to preparing research in these formats since self-presentation is essential for career progression. It is not only what we do but how we are seen to be doing it, acceding to Batman's aphorism: "it's not who I am underneath but what I do that defines me."},
   ISSN = {1658-354X},
   DOI = {10.4103/sja.SJA_556_18},
   year = {2019},
   type = {Journal Article}
}

@article{RN197,
   author = {Green, L. and Harrison, L.},
   title = {A poster presentation as an assessment tool},
   journal = {CONNECT: The World of Critical Care Nursing},
   volume = {4},
   number = {3},
   pages = {118–119},
   note = {Poster as Capstone
},
   ISSN = {1748-6254},
   year = {2005},
   type = {Journal Article}
}

@article{RN198,
   author = {Griffin, V. and Griffin, A. and Stein, K. and Gray, J. K.},
   title = {Transitioning the Doctor of Nursing Practice Final Project Defense to Large Venue Poster Sessions},
   journal = {The Journal of nursing education},
   volume = {59},
   number = {1},
   pages = {51–53},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Accelerated growth in Doctor of Nursing Practice (DNP) programs has mandated the need for innovative strategies for doctoral students to defend their final scholarly work while protecting the integrity and rigor of the experience. METHOD: A poster defense strategy was implemented and evaluated via a faculty focus group and a Likert-scale survey. Sessions highlighting eight projects each were scheduled at 75-minute intervals allowing for both informal poster viewing and formal audience questioning facilitated by a moderator. Evaluation of the event trended positive, with focus group members celebrating the energy around each session, noting the significant increase in audience size compared to past podium defenses. CONCLUSION: Evaluators who attended previous DNP project defenses all indicated that the large venue poster session approach was just as or more effective than previous methods. [J Nurs Educ. 2020;59(1):51-53.].},
   ISSN = {1938-2421},
   DOI = {10.3928/01484834-20191223-12},
   year = {2020},
   type = {Journal Article}
}

@article{RN199,
   author = {Grossmann, J.},
   title = {Poster Exhibitions at National Conferences: Education or Farce? In Reply},
   journal = {Deutsches Arzteblatt International},
   volume = {105},
   number = {39},
   pages = {670–671},
   note = {Poster Rubrics & Scoring
},
   ISSN = {1866-0452},
   DOI = {10.3238/arztebl.2008.0671},
   year = {2008},
   type = {Journal Article}
}

@article{RN200,
   author = {Gruss, A. B.},
   title = {Communicating Microbiology Concepts from Multiple Contexts through Poster Presentations},
   journal = {Journal of Microbiology & Biology Education},
   volume = {19},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Accredited environmental engineering degrees require graduates to be able to apply their scholarship to concepts of professional practice and design. This transferable skill of relating what you learn in one setting to another situation is vital for all professions, not just engineering. A course project involving designing and presenting a professional poster was implemented to enhance student mastery in Environmental Engineering Microbiology while also developing communication and transferable skills vital for all majors. Students were asked to read a contemporary non-fiction book relating to microbiology and expand upon the book's thesis by integrating course content, news articles, and peer-reviewed journal articles. They then were required to present this information in class using a professional poster. Students felt the project allowed them to synthesize and organize information, analyze ideas, and integrate ideas from various sources. These transferable skills are vital for students and professionals alike to be able to communicate advanced information and master a topic.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v19i1.1399},
   year = {2018},
   type = {Journal Article}
}

@article{RN201,
   author = {Guedens, W. J. and Reynders, M.},
   title = {Identification and Formulation of Polymers: A Challenging Interdisciplinary Undergraduate Chemistry Lab Assignment},
   journal = {Journal of Chemical Education},
   volume = {94},
   number = {11},
   pages = {1756–1760},
   note = {Poster as Capstone
},
   abstract = {Prior to the recycling process, raising awareness of plastic waste impact, e.g., polluting oceans worldwide, is undoubtedly a first attempt to tackle this pandemic environmental issue. With this in mind, the presented practical session is an effort to entice an interdisciplinary audience of science undergraduates toward a sustainable future. The associated assignment focuses on a collaboration of undergraduate chemistry students and engineering undergraduates with a minor program in chemistry. Acting on an adequate uncluttered mind map of practical guidelines, the students acquire and exchange multiple "good laboratory practice" skills. By this, engineering undergraduates get acquainted with chemicals, e.g., polymers, while future chemists get an impression of how economics is concerned to maintain a balance between economy and ecology, i.e., a circular economy. In a grand finale, the students present their interdisciplinary communication skills via a poster exhibition: "chemistry meets economics". Moreover, via this interdisciplinary approach the traditional polymer chemistry laboratory session, still a substantial part of the organic chemistry curriculum in the polymer chemistry courses, gets a makeover and will be integrated into a modern, advanced curriculum.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.7b00284},
   year = {2017},
   type = {Journal Article}
}

@article{RN202,
   author = {Guerrero, G. R. and Reiss, M. J.},
   title = {Science outside the classroom: exploring opportunities from interdisciplinarity and research-practice partnerships},
   journal = {International Journal of Science Education},
   volume = {42},
   number = {9},
   pages = {1522–1543},
   note = {Poster as Capstone
},
   abstract = {This article examines an outdoor science activity based on Interdisciplinary Teaching and Learning of Science (ITLS) undertaken with a collaborative research methodology as a Research-Practice Partnership (RPP). The activity was implemented in a national reserve in Chile as part of continuing professional development and co-designed by in-service science teachers and researchers. The study had two research questions: 1) How do in-service teachers, working in a RPP, connect and articulate different science topics through methodological and theoretical interdisciplinary perspectives? 2) Can a RPP be a pedagogical resource to generate positive changes in professional development within the practice of managing outdoor science activities? The analysis was qualitative and based on content analysis of data collected from questionnaires about the teachers' perceptions and scientific posters designed by the teachers as part of their course. Teachers were able to connect interdisciplinary topics - using theoretical and methodological interdisciplinarity - to solve real problems that arise from the environment within a field trip. In addition, findings reveal benefits of RPP and ITLS, for the management of outdoors activities, supporting the importance and relevance of learning science outside the classroom. However, the boundaries between researchers and science teachers should consider the cultural worlds of participants in the partnerships.},
   ISSN = {0950-0693},
   DOI = {10.1080/09500693.2020.1767317},
   year = {2020},
   type = {Journal Article}
}

@article{RN203,
   author = {Gundogan, B. and Koshy, K. and Kurar, L. and Whitehurst, K.},
   title = {How to make an academic poster},
   journal = {Annals of Medicine and Surgery},
   volume = {11},
   pages = {69–71},
   note = {Poster How To
},
   abstract = {Academic posters are an excellent way to showcase your work at conferences and meetings. They can be used in poster presentations and serve as a summary of your project. In this how to article, we demonstrate how trainees can make and deliver a successful academic poster.},
   ISSN = {2049-0801},
   DOI = {10.1016/j.amsu.2016.09.001},
   year = {2016},
   type = {Journal Article}
}

@article{RN204,
   author = {Gunn, K. E. and McCauslin, C. S. and Staiger, J. and Pirone, D. M.},
   title = {Inquiry-based learning: inflammation as a model to teach molecular techniques for assessing gene expression},
   journal = {Journal of Microbiology & Biology Education},
   volume = {14},
   number = {2},
   pages = {189–96},
   note = {Poster as Capstone
},
   abstract = {This laboratory module simulates the process used by working scientists to ask and answer a question of biological interest. Instructors facilitate acquisition of knowledge using a comprehensive, inquiry-based approach in which students learn theory, hypothesis development, experimental design, and data interpretation and presentation. Using inflammation in macrophages as a model system, students perform a series of molecular biology techniques to address the biological question: "Does stimulus 'X' induce inflammation?" To ask this question, macrophage cells are treated with putative inflammatory mediators and then assayed for evidence of inflammatory response. Students become familiar with their assigned mediator and the relationship between their mediator and inflammation by conducting literature searches, then using this information to generate hypotheses which address the effect of their mediator on induction of inflammation. The cellular and molecular approaches used to test their hypotheses include transfection and luciferase reporter assay, immunoblot, fluorescence microscopy, enzyme-linked immunosorbent assay, and quantitative PCR. Quantitative and qualitative reasoning skills are developed through data analysis and demonstrated by successful completion of post-lab worksheets and the generation and oral presentation of a scientific poster. Learning objective assessment relies on four instruments: pre-lab quizzes, post-lab worksheets, poster presentation, and posttest. Within three cohorts (n = 85) more than 95% of our students successfully achieved the learning objectives.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v14i2.542},
   year = {2013},
   type = {Journal Article}
}

@article{RN205,
   author = {Guptan, Vinitha and Rasiah, Ratneswary},
   title = {Competence Development in Business Undergraduates : The Role of Formative Assessment and Humour},
   journal = {New Educational Review},
   volume = {45},
   number = {3},
   pages = {160–171},
   note = {Poster as Capstone
},
   abstract = {This study examined the perceived impact of formative assessment and humour on the learning experience and the development of graduate attributes of business undergraduate students. Data from 236 valid respondents of a questionnaire was analyzed using Partial Least Squares-Structural Equation Modeling method. The conceptual framework for this study is based on Dewey's theory of reflective thought and action and Ziv's theory of the attention-gaining and holding power of humour. Findings indicate positive and significant roles played by formative assessment and humour in enhancing learning experience and student development. It was found that applied academic writing and poster presentations were student-centered learning methods that had a positive impact on learning experience and successfully supported differentiated learners. Humour was found to add value to students' overall learning experience. The findings of this study will provide higher education institutions with a set of considerations for devising formative assessment strategies and practices that will successfully enhance students' learning and the development of their competences. [ABSTRACT FROM AUTHOR]
Copyright of New Educational Review is the property of Wydawnictwo Adam Marszalek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {17326729},
   DOI = {10.15804/tner.2016.45.3.13},
   year = {2016},
   type = {Journal Article}
}

@article{RN206,
   author = {Guzmán-Pantoja, J. E. and Gutiérrez-Román, E. A. and Guzmán-Pantoja, D. and García-Gutiérrez, M. and Corona-Anguiano, F. U. and Guzmán-Ramos, M.},
   title = {Strategies for design and creation of poster as a mean of dissemination of scientific research},
   journal = {Atencion Familiar},
   volume = {25},
   number = {1},
   pages = {32–36},
   note = {Poster How To
},
   abstract = {Health professionals develop basic, clinical, educational and epidemiological research projects in different areas of Health Sciences, which generate useful and essential information for decision-making within this area of knowledge. Therefore it is required to establish a methodology for the dissemination of news summaries, since this tool is the first contact of the investigator with the clinical and scientific work scenarios. This article aims to contextualize the reader and to the health care professional on the strategies for the design, preparation and presentation of posters as a mean to disseminate research results.},
   ISSN = {1405-8871},
   DOI = {10.22201/facmed.14058871p.2018.1.62927},
   year = {2018},
   type = {Journal Article}
}

@article{RN207,
   author = {Guzmán-Pantoja, J. E. and Gutiérrez-Román, E. A. and Guzmán-Pantoja, D. and García-Gutiérrez, M. and Corona-Anguiano, F. U. and Guzmán-Ramos, M.},
   title = {Strategies for poster presentations},
   journal = {Atencion Familiar},
   volume = {25},
   number = {1},
   pages = {37–40},
   note = {Poster How To
},
   abstract = {Research is one of the essential components of the government or institutional programs, which have had a direct impact on the technological globalization in the field of scientific research in the area of health, dissemination of scientific knowledge is an essential element for its development. The presentation of results should be done in international, national, regional and local scenarios by which the researcher must have basic and essential knowledge required to make a significant impact on those to whom the results are presented. The purpose of this work is to encourage the development of skills and abilities for the presentation of scientific research papers in poster, aimed to researchers who are beginners in this field.},
   ISSN = {1405-8871},
   DOI = {10.22201/facmed.14058871p.2018.1.62928},
   year = {2018},
   type = {Journal Article}
}

@article{RN208,
   author = {Guzy, Annmarie},
   title = {A Creative Midterm Alternative: The Horror Author Poster Session},
   journal = {Honors in Practice},
   volume = {19},
   pages = {138–141},
   note = {Poster as Capstone
},
   abstract = {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]},
   ISSN = {15590143},
   year = {2023},
   type = {Journal Article}
}

@article{RN209,
   author = {Hahnengress, M. L.},
   title = {Poster Exhibitions at National Conferences: Education or Farce? Unrealized Potential},
   journal = {Deutsches Arzteblatt International},
   volume = {105},
   number = {39},
   pages = {670–670},
   note = {Poster Rubrics & Scoring
},
   ISSN = {1866-0452},
   DOI = {10.3238/arztebl.2008.0670b},
   year = {2008},
   type = {Journal Article}
}

@article{RN210,
   author = {Halm, A. and Seyler, T. and Mohamed, S. and Ali Mbae, S. B. and Randrianarivo-Solofoniaina, A. E. and Ratsitorahina, M. and Nundlall, R. and Aboobakar, S. and Bibi, J. and Filleul, L. and Piola, P. and Razafimandimby, H. and Rasamoelina, H. and Valenciano, M. and Moren, A. and Cardinale, E. and Lepec, R. and Flachet, L.},
   title = {Four years into the Indian ocean field epidemiology training programme},
   journal = {The Pan African medical journal},
   volume = {26},
   pages = {195},
   note = {Poster as Capstone
},
   abstract = {INTRODUCTION: Following the 2005-6 chikungunya outbreak, a project to strengthen regional Public Health preparedness in the Indian Ocean was implemented. It includes the Comoros, Madagascar, Mauritius, Reunion (France) and Seychelles. A Field Epidemiology Training Programme (FETP-OI) was started in 2011 to develop a pool of well-trained intervention epidemiologists.
METHODS: The FETP-OI consists of two years of supervised, learning-by-doing, on-the-job training at national sites involved in disease surveillance and response. It includes work placements at the Madagascar Pasteur Institute and the French regional epidemiology unit in Reunion and up to three training courses per year. Training objectives include epidemiological surveillance, outbreak investigations, research studies, scientific communication and transfer of competencies.
RESULTS: In four years, two cohorts of in total 15 fellows originating from four countries followed the FETP-OI. They led 42 surveillance projects (71% routine management, 14% evaluations, 12% setup, 3% other) and investigated 36 outbreak alerts, 58% of them in Madagascar; most investigations (72%) concerned foodborne pathogens, plague or malaria. Fellows performed 18 studies (44% descriptive analyses, 22% disease risk factors, and 34% on other subjects), and presented results during regional and international conferences through 26 oral and 15 poster presentations. Four articles were published in regional Public Health bulletins and several scientific manuscripts are in process.
CONCLUSION: The FETP-OI has created a regional force of intervention consisting of field epidemiologists and trained supervisors using the same technical language and epidemiological methods. The third cohort is now ongoing. Technically and financially sustainable FETP-OI projects help addressing public health priorities of the Indian Ocean.},
   ISSN = {1937-8688},
   DOI = {10.11604/pamj.2017.26.195.10358},
   year = {2017},
   type = {Journal Article}
}

@article{RN211,
   author = {Hamilton, C. W.},
   title = {At a glance - A stepwise approach to successful poster presentations},
   journal = {Chest},
   volume = {134},
   number = {2},
   pages = {457–459},
   note = {Poster How To
},
   ISSN = {0012-3692},
   DOI = {10.1378/chest.08-1078},
   year = {2008},
   type = {Journal Article}
}

@article{RN212,
   author = {Hao, Q. and Sbert, M. and Ma, L.},
   title = {Gaze Information Channel in Cognitive Comprehension of Poster Reading},
   journal = {Entropy},
   volume = {21},
   number = {5},
   pages = {28},
   note = {Poster How To
},
   abstract = {Today, eye trackers are extensively used in studying human cognition. However, it is hard to analyze and interpret eye movement data from the cognitive comprehension perspective of poster reading. To find quantitative links between eye movements and cognitive comprehension, we tracked observers' eye movement for reading scientific poster publications. We model in this paper eye tracking fixation sequences between content-dependent Areas of Interests (AOIs) as a Markov chain. Furthermore, we use the fact that a Markov chain is a special case of information or communication channel. Then, the gaze transition can be modeled as a discrete information channel, the gaze information channel. Next, some traditional eye tracking metrics, together with the gaze entropy and mutual information of the gaze information channel are calculated to quantify cognitive comprehension for every participant. The analysis of the results demonstrate that the gaze entropy and mutual information from individual gaze information channel are related to participants' individual differences. This is the first study that eye tracking technology has been used to assess the cognitive comprehension of poster reading. The present work provides insights into human cognitive comprehension by using the novel gaze information channel methodology.},
   ISSN = {1099-4300},
   DOI = {10.3390/e21050444},
   year = {2019},
   type = {Journal Article}
}

@article{RN213,
   author = {Hardicre, J. and Devitt, P. and Coad, J.},
   title = {Ten steps to successful poster presentation},
   journal = {British Journal of Nursing},
   volume = {16},
   number = {7},
   pages = {398–401},
   note = {Poster How To
},
   abstract = {Receiving a letter confirming acceptance for you to present a poster at a conference can evoke mixed emotions. Joy, panic, fear and dread are among the many possible emotions and this is not exclusive to first time presenters. Developing an effective poster presentation is a skill that you can learn and can provide a rewarding way to present your work in a manner less intimidating than oral presentation (Shelledy, 2004). The key to successful poster presentation is meticulous, timely, well informed preparation. This article outlines ten steps to help guide you through the process to maximize your success.},
   ISSN = {0966-0461},
   DOI = {10.12968/bjon.2007.16.7.23239},
   year = {2007},
   type = {Journal Article}
}

@article{RN214,
   author = {Harirforoosh, S. and Stewart, D. W.},
   title = {A descriptive investigation of the impact of student research projects arising from elective research courses},
   journal = {BMC research notes},
   volume = {9},
   pages = {48},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Pharmacy academicians have noted the need to develop research skills in student pharmacists. At the Gatton College of Pharmacy, significant focus has been placed on the development of research skills through offering elective research courses. In order to evaluate the impact of participation in the research elective(s), we analyzed college records and surveyed faculty members with regard to the number of poster/podium presentations, published peer-reviewed manuscripts, and funded projects. RESULTS: Student enrollment in the research elective sequence has increased over time and has resulted in 81 poster presentations, 14 podium presentations, and 15 peer-reviewed publications. CONCLUSIONS: Implementation of a research elective sequence and fostering of a research culture amongst the faculty and students has resulted in increased student engagement in research and related scholarly activities.},
   ISSN = {1756-0500},
   DOI = {10.1186/s13104-016-1865-1},
   year = {2016},
   type = {Journal Article}
}

@article{RN215,
   author = {Haß, N.},
   title = {Poster exhibitions at national conferences: Education or farce? Value is questionable},
   journal = {Deutsches Arzteblatt},
   volume = {105},
   number = {39},
   pages = {670},
   note = {Poster Rubrics & Scoring
},
   ISSN = {0012-1207},
   DOI = {10.3238/arztebl.2008.0670a},
   year = {2008},
   type = {Journal Article}
}

@article{RN216,
   author = {Hassali, M. A. and Shafie, A. A. and Awaisu, A. and Mohamed Ibrahim, M. I. and Ahmed, S. I.},
   title = {A public health pharmacy course at a Malaysian pharmacy school},
   journal = {American journal of pharmaceutical education},
   volume = {73},
   number = {7},
   pages = {136},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVES: To develop and implement a new course on public health into the bachelor of pharmacy (BPharm) curriculum in Malaysia. DESIGN: A required 2-credit-hour course was designed to provide an overview of public health pharmacy roles and the behavioral aspects of human healthcare issues. Graded activities included nursing home visits, in-class quizzes, mini-projects, and poster sessions, and a comprehensive final examination. ASSESSMENT: The majority of the students performed well on the class activities and 93 (71.5%) of the 130 students enrolled received a grade of B or higher. A Web-based survey was administered at the end of the semester and 90% of students indicated that they had benefited from the course and were glad that it was offered. The majority of students agreed that the course made an impact in preparing them for their future role as pharmacists and expanded their understanding of the public health roles of a pharmacist. CONCLUSIONS: A public health pharmacy course was successfully designed and implemented in the BPharm curriculum. This study highlighted the feasibilities of introducing courses that are of global relevance into a Malaysian pharmacy curriculum. The findings from the students' evaluation suggest the needs to incorporate a similar course in all pharmacy schools in the country and will be used as a guide to improve the contents and methods of delivery of the course at our school.},
   ISSN = {1553-6467},
   year = {2009},
   type = {Journal Article}
}

@article{RN217,
   author = {Hastürk, Gamze and Dogan, Alev},
   title = {Effect of Triadic Teaching Approach in Some Environmental Subjects: Prospective Science Teachers Practice},
   journal = {International Journal of Environmental and Science Education},
   volume = {11},
   number = {5},
   pages = {893–905},
   note = {Poster as Capstone
},
   abstract = {Effective use of educational technologies by teachers in classrooms has come into prominence as the integration of technology into educational settings in todays world is considered as an inseparable part of an effective teaching. Besides, recent teacher training curriculums too emphasize the use of teaching strategies including technology to enhance student achievements. For this reason, it is decided to design a research focusing on to the use of an educational technologies based triadic teaching approach in teaching some environment-related subjects (global warming, ozone layer, air pollution, acid rains) of the science curriculum with 30 prospective science teachers through the special teaching methods course. The triadic teaching approach is comprised of internet-web based online research, poster preparation process activities and mini symposium activities steps. In order to establish the effect of the triadic teaching approach in selected environment-related subjects to meaningful learning of students, a pre and post word association test has applied, concept network maps of prospective teachers were drawn performed with them to collect their opinions on the triadic teaching approach. Findings of the study revealed that the triadic teaching approach has contributed to meaningful learning and ability of utilizing educational technologies of prospective teachers.},
   ISSN = {1306-3065},
   year = {2016},
   type = {Journal Article}
}

@article{RN218,
   author = {Hauwiller, M. R. and Ondry, J. C. and Calvin, J. J. and Baranger, A. M. and Alivisatos, A. P.},
   title = {Translatable Research Group-Based Undergraduate Research Program for Lower-Division Students},
   journal = {Journal of Chemical Education},
   volume = {96},
   number = {9},
   pages = {1881–1890},
   note = {Poster as Capstone
},
   abstract = {Participating in undergraduate research yields positive outcomes for undergraduate students, and universities are seeking ways to engage more students in undergraduate research earlier in their academic careers. Typically, undergraduate students perform research either as part of an apprenticeship where a student receives individual mentorship in a research lab setting from an experienced researcher in the field of interest or in a course-based undergraduate research experience where students work in a classroom or teaching laboratory to investigate open-ended research questions. In this work, we implement a model of undergraduate research that combines aspects of those two methods to provide benefits to undergraduate students and research groups. A cohort of 20 first-year undergraduate students at the University of California-Berkeley were recruited to work on a project investigating data previously collected by the Alivisatos research group. Over a semester, these students learned about nanomaterials and the research process, pursued curiosity-driven research in teams, and presented their results at a formal poster session. Students from this program showed quantifiable gains in their self-identification as researchers and scientists. This program was developed to be a model for other research groups, departments, and universities to combine the benefits of traditional apprenticeship research and course-based undergraduate research to provide a research experience for large numbers of undergraduate students early in their college education.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.9b00159},
   year = {2019},
   type = {Journal Article}
}

@article{RN219,
   author = {Hayes-Harb, R. and St Andre, M. and Shannahan, M.},
   title = {Assessment of Undergraduate Research Learning Outcomes: Poster Presentations as Artifacts},
   journal = {Spur-Scholarship and Practice of Undergraduate Research},
   volume = {3},
   number = {4},
   pages = {55–61},
   note = {Poster Rubrics & Scoring
},
   abstract = {The authors have developed a set of undergraduate research learning outcomes that address the traditions of research and mentoring across campus. Achievement of these outcomes is assessed at annual, institution-wide, undergraduate research events by employing a poster presentation evaluation rubric and deploying graduate students, postdoctoral scholars, and faculty as ad hoc raters. Between April 2018 and April 2019, 2,721 rubrics evaluating 803 undergraduate research posters by 436 raters were collected. Students participating in the one-semester funded and mentored undergraduate research program performed significantly higher on all four quantified learning outcomes than did nonparticipants. It was further found that disciplines exhibited different profiles of relative strength and weakness with respect to the various learning outcomes. Together, these findings inform future programmatic decision-making at the institution.},
   ISSN = {2476-101X},
   DOI = {10.18833/spur/3/4/10},
   year = {2020},
   type = {Journal Article}
}

@article{RN220,
   author = {Hazard, BrendaL},
   title = {A Recipe for Successful Poster Sessions},
   journal = {International Journal of Listening},
   volume = {21},
   number = {2},
   pages = {162–165},
   note = {Poster How To
},
   abstract = {The article presents tips on how to prepare a good poster presentation. One of the initial issues to be considered is the selection of topics with the aid of information from previous conference proceedings and Web sites. It is likewise necessary to investigate the degree of formality expected from the poster session and to read guidelines concerning size and space. It is also appropriate to prepare a back-up plan and to dress professionally according to the session. Moreover, it advises presentors to invite some people who may be interested to listen in the poster presentation.},
   ISSN = {10904018},
   DOI = {10.1080/10904010701302048},
   year = {2007},
   type = {Journal Article}
}

@article{RN221,
   author = {Hekmat-Scafe, D. S. and Brownell, S. E. and Seawell, P. C. and Malladi, S. and Imam, J. F. and Singla, V. and Bradon, N. and Cyert, M. S. and Stearns, T.},
   title = {Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course-based undergraduate research experience in molecular and cell biology},
   journal = {Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology},
   volume = {45},
   number = {2},
   pages = {161–178},
   note = {Poster as Capstone
},
   abstract = {The opportunity to engage in scientific research is an important, but often neglected, component of undergraduate training in biology. We describe the curriculum for an innovative, course-based undergraduate research experience (CURE) appropriate for a large, introductory cell and molecular biology laboratory class that leverages students' high level of interest in cancer. The course is highly collaborative and emphasizes the analysis and interpretation of original scientific data. During the course, students work in teams to characterize a collection of mutations in the human p53 tumor suppressor gene via expression and analysis in yeast. Initially, student pairs use both qualitative and quantitative assays to assess the ability of their p53 mutant to activate expression of reporter genes, and they localize their mutation within the p53 structure. Through facilitated discussion, students suggest possible molecular explanations for the transactivation defects displayed by their p53 mutants and propose experiments to test these hypotheses that they execute during the second part of the course. They use a western blot to determine whether mutant p53 levels are reduced, a DNA-binding assay to test whether recognition of any of three p53 target sequences is compromised, and fluorescence microscopy to assay nuclear localization. Students studying the same p53 mutant periodically convene to discuss and interpret their combined data. The course culminates in a poster session during which students present their findings to peers, instructors, and the greater biosciences community. Based on our experience, we provide recommendations for the development of similar large introductory lab courses. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):161-178, 2017.},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21024},
   year = {2017},
   type = {Journal Article}
}

@article{RN222,
   author = {Helix, M. R. and Coté, L. E. and Stachl, C. N. and Linn, M. C. and Stone, E. M. and Baranger, A. M.},
   title = {Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts},
   journal = {Chemistry Education Research and Practice},
   volume = {23},
   number = {2},
   pages = {313–334},
   note = {Poster as Capstone
Poster Rubrics & Scoring
},
   abstract = {Understanding the impact of undergraduate research experiences (UREs) and course-based undergraduate research experiences (CUREs) is crucial as universities debate the value of allocating scarce resources to these activities. We report on the Berkeley Undergraduate Research Evaluation Tools (BURET), designed to assess the learning outcomes of UREs and CUREs in chemistry and other sciences. To validate the tools, we administered BURET to 70 undergraduate students in the College of Chemistry and 19 students from other STEM fields, comparing the performance of students who had less than one year of undergraduate research to those with more than one year of research experience. Students wrote reflections and responded to interviews during poster presentations of their research project. BURET asks students to communicate the significance of their project, analyze their experimental design, interpret their data, and propose future research. Scoring rubrics reward students for integrating disciplinary evidence into their narratives. We found that the instruments yielded reliable scores, and the results clarified the impacts of undergraduate research, specifically characterizing the strengths and weaknesses of undergraduate researchers in chemistry at our institution. Students with at least a year of research experience were able to use disciplinary evidence more effectively than those with less than one year of experience. First-year students excelled at explaining the societal relevance of their work, but they incorporated only minimal discussion of prior research into their reflections and presentations. Students at all levels struggled to critique their own experimental design. These results have important implications for undergraduate learning, suggesting areas for faculty members, graduate student research mentors, and CURE or URE programs to improve undergraduate research experiences.},
   ISSN = {1109-4028},
   DOI = {10.1039/d1rp00104c},
   year = {2022},
   type = {Journal Article}
}

@article{RN223,
   author = {Henchey, C. and Keefe, K. and Munger, M. A. and Witt, D. M.},
   title = {Fostering PharmD Skills Related to Research and Quality Improvement Through Mentored Projects},
   journal = {American journal of pharmaceutical education},
   volume = {84},
   number = {9},
   pages = {ajpe7940},
   note = {Poster as Capstone
},
   abstract = {Objective. To assess the impact of a Doctor of Pharmacy (PharmD) capstone project on students' ability to conduct research and quality improvement, and to assess the feasibility of requiring projects in the core curriculum. Methods. Project proposals were solicited from faculty members and local colleagues, and students matched with an individual project and mentor. After developing a written research proposal in their third professional year, students completed the project with mentor oversight in their third and fourth professional years, culminating with a poster session and completion of a manuscript prior to graduation. Students' knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey instrument. Students and mentors were surveyed for feedback, and students' publications and presentations were tracked. Results. Sixty-one students (97%) completed their projects on time. Students' confidence in their ability to understand and participate in research increased, but improvement in statistical knowledge and interest in conducting future research projects was minimal. Fifty-eight percent of students presented posters at national conferences. Thirteen (21%) published manuscripts in peer-reviewed journals. Students and mentors responded positively overall about the program and the associated time requirements. Conclusion. Requiring PharmD students to complete a capstone project prior to graduation was feasible and increased student confidence in their ability to participate in research and the number of student and faculty poster presentations and peer-reviewed publications. These findings support the consideration of the Academy that analysis, synthesis, and creation of new knowledge can be successfully implemented into the core PharmD curricula.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe7940},
   year = {2020},
   type = {Journal Article}
}

@article{RN224,
   author = {Henderson, LaRhee and Buising, Charisse},
   title = {A Peer-Reviewed Research Assignment for Large Classes},
   journal = {Journal of College Science Teaching},
   volume = {30},
   number = {2},
   pages = {109–113},
   note = {Poster Rubrics & Scoring
},
   abstract = {Introduces a writing exercise students work on in collaborative groups. Aims to enhance students' scientific research paper writing skills and provide experience working in collaborative groups. Presents evaluation criteria for peer-group evaluation of a poster presentation, intra-group evaluation of peer performance, and peer-group evaluation of a research paper. (YDS)},
   ISSN = {0047-231X},
   year = {2000},
   type = {Journal Article}
}

@article{RN225,
   author = {Herbison, P.},
   title = {The reporting quality of abstracts of randomised controlled trials submitted to the ICS meeting in Heidelberg},
   journal = {Neurourology and Urodynamics},
   volume = {24},
   number = {1},
   pages = {21–24},
   note = {Poster Rubrics & Scoring
},
   abstract = {Aims: The quality of randomised controlled trials (RCTs) is associated with bias. Thus, reports of RCTs must have enough detail of key elements of quality to enable them to be interpreted properly. This study examines the quality of abstracts of RCTs reported at the ICS meeting in Heidelberg in 2002, using the CONSORT statement as the gold standard. Materials and Methods: All of the abstracts accepted for the meeting at Heidelberg were read to identify reports of RCTs. Copies of these were printed and examined to see whether they complied with the 22 items in the CONSORT statement. As these were all abstracts the first CONSORT item was changed so that to comply the title had to say it was a randomised trial. Each item was scored as not met, partially met, met. Results: Fifty-three reports of RCTs were found. Five of these were podium presentations, 14 discussion posters, and 34 non-discussion posters. Most reports did not comply with many of the items in the CONSORT statement, lacking particularly in technical details of the methods (only one study clearly reported hidden allocation to groups), and how the results were presented (only two studies fully reported results). Only 2/53 of the abstracts complied fully with more than 10 of the items, and 30/53 did not comply at all with 10 or more. Conclusions: The quality of reporting of studies at ICS is so poor that it is difficult to interpret the results. Reporting was particularly poor on the details of the randomisation and the numeric results. © 2004 Wiley-Liss, Inc.},
   ISSN = {0733-2467},
   DOI = {10.1002/nau.20076},
   year = {2005},
   type = {Journal Article}
}

@article{RN226,
   author = {Hess, G. R. and Tosney, K. W. and Liegel, L. H.},
   title = {Creating effective poster presentations: AMEE Guide no. 40},
   journal = {Medical Teacher},
   volume = {31},
   number = {4},
   pages = {319–321},
   note = {Poster How To
},
   abstract = {Poster presentations have become an important part of professional meetings and are recognized as valuable tools for teaching and assessment. An effective poster is a visual communication tool that will help you engage colleagues in conversation, convey your main point to large numbers of people, and advertise your work. An effective poster is a highly condensed version of a research paper constructed primarily of visual displays of data with just enough supporting text to provide context, interpretation, and conclusions. A new AMEE Guide, 'Creating Effective Poster Presentations', provides guidance and is illustrated with annotated examples. © 2009 Informa UK Ltd.},
   ISSN = {0142-159X
1466-187X},
   DOI = {10.1080/01421590902825131},
   year = {2009},
   type = {Journal Article}
}

@article{RN227,
   author = {Heye, M. L. and Stevens, K. R.},
   title = {Using new resources to teach evidence-based practice},
   journal = {The Journal of nursing education},
   volume = {48},
   number = {6},
   pages = {334–339},
   note = {Poster as Capstone
},
   abstract = {This article describes an innovative strategy used to teach evidence-based practice (EBP) concepts in an undergraduate research course and explains the underlying framework used to design the strategy. The strategy for the Evidence-Based Practice Project was based on new resources: undergraduate nursing student competencies for EBP, national health care improvement priorities, evidence rating systems, and a model of knowledge transformation for EBP. Groups of students selected a priority area, categorized and critically appraised the evidence supporting the recommendation for change in health care practice, and compared the recommendation to actual practice. An oral and poster presentation of the project provided the opportunity to discuss the significance, influence, and strength of the evidence supporting the recommendation to change health care practice. Student presentations and faculty perceptions of the project indicated beginning competencies in EBP were achieved.},
   ISSN = {0148-4834},
   DOI = {10.3928/01484834-20090515-06},
   year = {2009},
   type = {Journal Article}
}

@article{RN228,
   author = {Hill, J. and West, H. and Kneale, P.},
   title = {Making the most of multi-disciplinary undergraduate research conferences},
   journal = {Journal of Geography in Higher Education},
   volume = {42},
   number = {2},
   pages = {311–316},
   note = {Poster How To
},
   ISSN = {0309-8265},
   DOI = {10.1080/03098265.2017.1402873},
   year = {2018},
   type = {Journal Article}
}

@article{RN229,
   author = {Hill, J. and West, H. and Kneale, P.},
   title = {Preparing for multi-disciplinary undergraduate research conferences},
   journal = {Journal of Geography in Higher Education},
   volume = {42},
   number = {1},
   pages = {148–156},
   note = {Poster How To
},
   ISSN = {0309-8265},
   DOI = {10.1080/03098265.2017.1402872},
   year = {2018},
   type = {Journal Article}
}

@article{RN230,
   author = {Hilvano, Nestor T. and Mathis, Karen M. and Schauer, Daniel P.},
   title = {Collaborative Learning Utilizing Case-Based Problems},
   journal = {Bioscene},
   volume = {40},
   number = {2},
   pages = {22–30},
   note = {Poster as Capstone
},
   abstract = {Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life examples through open-ended, focused questions. This study consisted of students enrolled in an Anatomy and Physiology course sequence. Assessment was based on group goal and individual accountability. Rubrics for evaluation were developed for self and peer assessment of each groups' dynamics. A poster session provided our students with an opportunity to explain their work to an audience, as well as generate active discussion and peer evaluations. This study showed a significant positive effect (p = 0.0001-0.0025) on students' knowledge, attitude and psychomotor skills. [ABSTRACT FROM AUTHOR]
Copyright of Bioscene is the property of Association of College & University Biology Educators and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {15392422},
   year = {2014},
   type = {Journal Article}
}

@article{RN231,
   author = {Hites, R. A.},
   title = {How to give a scientific talk, present a poster, and write a research paper or proposal},
   journal = {Environmental Science and Technology},
   volume = {48},
   number = {17},
   pages = {9960–9964},
   note = {Poster How To
},
   ISSN = {1520-5851
0013-936X},
   DOI = {10.1021/es503552t},
   year = {2014},
   type = {Journal Article}
}

@article{RN232,
   author = {Ho Pao, C. and Choi, S. T. and Lok, S. Y. and Dorrough, S. and Abelseth, C. and Shelton, J. and Rentas, A.},
   title = {Inquiry-Driven Bioinformatics Laboratory Research Module: Metagenomic Study of Student Oral Microbes},
   journal = {Journal of Microbiology & Biology Education},
   volume = {22},
   number = {2},
   note = {Poster as Capstone
},
   abstract = {American Society for Microbiology Curriculum Guidelines highlight the importance of enabling students to think critically and learn by doing research. Moreover, information in biology, especially genetics and biotechnology, increases too rapidly for instructors to teach everything. To increase students' interest and comprehension of important core genetic concepts and to encourage students to practice scientific investigation, we designed a research module for upper-level biology/genetics students to examine oral bacteria. Students extracted their own oral microbial DNA and amplified and analyzed with general genus- and species-specific 16S rRNA PCR primers. The microbial DNA samples were also amplified with conserved bacteria 16S rRNA primers and the amplicons TOPO cloned (topoisomerase-based cloning) and Sanger sequenced. Lastly, the metagenomic microbial DNA samples were also sequenced by Illumina next-generation sequencing and analyzed with bioinformatics tools. We have implemented the module in three iterations of an undergraduate class at a small, liberal arts college. The project culminates in a poster presentation that the students on average performed in a high B range. Pre- and postsurvey analysis of student learning gains revealed significant student learning (P < 0.05 one-tailed, paired Wilcoxon signed ranked test, n = 23). Next, we surveyed student perceptions of the activity by a self-assessment. Significantly more than the medians, the students enjoyed the inquiry-driven module and considered it more effective in teaching about PCR and other molecular genetics concepts than the traditional prescribed laboratory exercises. We conclude that this microbe laboratory module induces research interest and is useful in teaching important genetics concepts.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00136-21},
   year = {2021},
   type = {Journal Article}
}

@article{RN233,
   author = {Holt, E. A. and Heim, A. B. and Tessens, E. and Walker, R.},
   title = {Thanks for inviting me to the party: Virtual poster sessions as a way to connect in a time of disconnection},
   journal = {Ecology and Evolution},
   volume = {10},
   number = {22},
   pages = {12423–12430},
   note = {Virtual or Electronic Poster
},
   abstract = {COVID-19 presented the world with trauma and isolation, but many people, including educators, have offered bright spots of creativity and engagement. As we confronted these issues in our own ecology classroom, we sought solutions to carry-forward the learning objectives we set for our students in January 2020, yet encourage interaction with the sensitivity that a pandemic requires. In the rapid transition to online course delivery, we opted to retain the original end-of-semester poster project in our introductory ecology course. However, we experimented with a new virtual platform where students could disseminate their work and communicate with the community. In this paper, we discuss the Mozilla Hubs virtual reality platform that we used for our event. We also collected qualitative data to share the benefits and challenges of this experience felt by the students, the instructors, and external observers.},
   ISSN = {2045-7758},
   DOI = {10.1002/ece3.6756},
   year = {2020},
   type = {Journal Article}
}

@article{RN234,
   author = {Hommel, E. and Sonstein, L. and Raji, M.},
   title = {Feasibility and Effectiveness of a Quality Improvement Curriculum for Combined Medicine Subspecialty Fellows},
   journal = {American journal of medical quality : the official journal of the American College of Medical Quality},
   volume = {37},
   number = {2},
   pages = {137–144},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) requires training in quality improvement (QI) yet many programs struggle to incorporate appropriate content. Small fellowship programs may find it particularly difficult, limited by a lack of well-trained faculty. We report on the feasibility and effectiveness of a consolidated curriculum for subspecialty fellowship programs. METHODS: Two QI experts were identified to design a curriculum. Interactive didactic sessions were created to guide development and implementation of fellow QI projects. All projects culminated in abstract/poster presentation. RESULTS: Seven of 10 eligible fellowships participated. Twenty-four projects were completed with 70% reaching improvement in process measures. Trainees improved confidence in 11 of 12 QI domains. Program directors stated enhancement in QI education with 100% recommending program continuation. CONCLUSIONS: Consolidating teaching efforts with existing QI experts can lead to an effective QI curriculum for fellowship programs. This model can be expanded to other graduate medical education trainees as a means to increase QI proficiency.},
   ISSN = {1555-824X},
   DOI = {10.1097/01.JMQ.0000751760.29873.ed},
   year = {2022},
   type = {Journal Article}
}

@article{RN235,
   author = {Horiuchi, S. and Nasser, J. S. and Chung, K. V. C.},
   title = {The Art of a Scientific Presentation: Tips from Steve Jobs},
   journal = {Plastic and Reconstructive Surgery},
   volume = {149},
   number = {3},
   pages = {533–540},
   note = {Poster How To
},
   ISSN = {0032-1052},
   DOI = {10.1097/prs.0000000000008849},
   year = {2022},
   type = {Journal Article}
}

@article{RN236,
   author = {Horstman, P. and Theeke, L.},
   title = {Using a professional writing retreat to enhance professional publications, presentations, and research development with staff nurses},
   journal = {Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization},
   volume = {28},
   number = {2},
   pages = {66–68},
   note = {Poster as Capstone
},
   abstract = {This article presents the outcomes of a structured writing retreat used with a group of professional nurses from a Magnet-designated hospital. The purpose of the retreat was to enhance nurses' ability to prepare poster presentations, develop manuscripts for peer-reviewed journal submissions, and design new research studies. This staff development retreat can serve as an exemplar for other hospitals desiring to increase dissemination of best practice.},
   ISSN = {1538-9049},
   DOI = {10.1097/NND.0b013e31824b417a},
   year = {2012},
   type = {Journal Article}
}

@article{RN237,
   author = {Huang, S. T. and Boulos, M. N. K. and Dellavalle, R. P.},
   title = {Scientific discourse 2.0 -: Will your next poster session be in Second Life®?},
   journal = {Embo Reports},
   volume = {9},
   number = {6},
   pages = {496–499},
   note = {Virtual or Electronic Poster
},
   ISSN = {1469-221X},
   DOI = {10.1038/embor.2008.86},
   year = {2008},
   type = {Journal Article}
}

@article{RN238,
   author = {Huddle, P. A.},
   title = {A poster session in organic chemistry that markedly enhanced student learning},
   journal = {Journal of Chemical Education},
   volume = {77},
   number = {9},
   pages = {1154–1157},
   note = {Poster as Capstone
},
   ISSN = {0021-9584},
   DOI = {10.1021/ed077p1154},
   year = {2000},
   type = {Journal Article}
}

@article{RN239,
   author = {Huddle, P. A. and Gammon, Steven D.},
   title = {How to Present a Paper or Poster},
   journal = {Journal of Chemical Education},
   volume = {77},
   number = {9},
   pages = {1152},
   note = {Poster How To
},
   abstract = {Discusses the method on the proper paper and poster presentations during American Chemical Society conferences. Preparation stage; Handbook for speakers; Mention of accredited journals of published work; Conformation of papers and posters.},
   ISSN = {00219584},
   DOI = {10.1021/ed077p1152},
   year = {2000},
   type = {Journal Article}
}

@article{RN240,
   author = {Humbles, Patricia},
   title = {Faculty and Students Find a Niche in Scholarship: Teaching Strategies to Disseminate Scholarly Evidence-Based Practice Projects},
   journal = {ABNF Journal},
   volume = {30},
   number = {4},
   pages = {109–112},
   note = {Poster as Capstone
},
   abstract = {The dissemination of evidence-based practice (EBP) projects is a teaching strategy for student scholarship in nursing education. Teaching strategies integrate the principles and theory of EBP for person-centered care. In this way, students expand the application to health-related issues by utilizing competencies in problem-solving, critical thinking, research skills, and clinical judgment. Undergraduate nursing students rarely get an opportunity to disseminate their scholarly evidenced-based projects. Purpose: The purpose of this article is to promote teaching strategies for students and faculty to collaborate on and disseminate EBP projects. Methods: Students from an RN-BSN program enrolled in a Community Population Nursing course participated with students from various health professions in a National University Nurse Managed Clinic (NUNMC) interprofessional workshop to collaborate on targeted person-centered projects for underserved communities. Faculty and students interacted in online interprofessional team training workshops that culminated in a final poster presentation. Five of the projects were accepted for poster presentations at national conferences.},
   ISSN = {1046-7041},
   year = {2019},
   type = {Journal Article}
}

@article{RN241,
   author = {Hunt, P. A. and Susiarjo, M. and Rubio, C. and Hassold, T. J.},
   title = {The bisphenol A experience: A primer for the analysis of environmental effects on mammalian reproduction},
   journal = {Biology of Reproduction},
   volume = {81},
   number = {5},
   pages = {807–813},
   note = {Poster as Capstone
},
   abstract = {It is increasingly evident that environmental factors are a veritable Pandora's box from which new concerns and complications continue to emerge. Although previously considered the domain of toxicologists, it is now clear that an understanding of the effects of the environment on reproduction requires a far broader range of expertise and that, at least for endocrine-disrupting chemicals, many of the tenets of classical toxicology need to be revisited. Indeed, because of the wide range of reproductive effects induced by these chemicals, interest among reproductive biologists has grown rapidly: in 2000, the program for the annual Society for the Study of Reproduction meeting included a single minisymposium on the fetal origins of adult disease, one platform session on endocrine disruption, and 23 toxicology poster presentations. In contrast, environmental factors featured prominently at the 2009 meeting, with strong representation in the plenary, minisymposia, platform, and poster sessions. Clearly, a lot has happened in a decade, and environmental issues have become an increasingly important research focus for reproductive biologists. In this review, we summarize some of the inherent difficulties in assessing environmental effects on reproductive performance, focusing on the endocrine disruptor bisphenol A (BPA) to illustrate important emerging concerns. In addition, because the BPA experience serves as a prototype for scientific activism, public education, and advocacy, these issues are also discussed. © 2009 by the Society for the Study of Reproduction, Inc.},
   ISSN = {0006-3363
1529-7268},
   DOI = {10.1095/biolreprod.109.077008},
   year = {2009},
   type = {Journal Article}
}

@article{RN242,
   author = {Huntington, J. T. and Dycus, P. and Hix, C. and West, R. and McKeon, L. and Coleman, M. T. and Hathaway, D. and McCurren, C. and Ogrinc, G.},
   title = {A standardized curriculum to introduce novice health professional students to practice-based learning and improvement: a multi-institutional pilot study},
   journal = {Quality Management in Health Care},
   volume = {18},
   number = {3},
   pages = {174–81},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Practice-based learning and improvement (PBLI) combines the science of continuous quality improvement with the pragmatics of day-to-day clinical care delivery. PBLI is a core-learning domain in nursing and medical education. We developed a workbook-based, project-focused curriculum to teach PBLI to novice health professional students.
PURPOSE: Evaluate the efficacy of a standardized curriculum to teach PBLI.
DESIGN: Nonrandomized, controlled trial with medical and nursing students from 3 institutions.
METHODS: Faculty used the workbook to facilitate completion of an improvement project with 16 participants. Both participants and controls (N = 15) completed instruments to measure PBLI knowledge and self-efficacy. Participants also completed a satisfaction survey and presented project posters at a national conference.
RESULTS: There was no significant difference in PBLI knowledge between groups. Self-efficacy of participants was higher than that of controls in identifying best practice, identifying measures, identifying successful local improvement work, implementing a structured change plan, and using Plan-Do-Study-Act methodology. Participant satisfaction with the curriculum was high.
CONCLUSION: Although PBLI knowledge was similar between groups, participants had higher self-efficacy and confidently disseminated their findings via formal poster presentation. This pilot study suggests that using a workbook-based, project-focused approach may be effective in teaching PBLI to novice health professional students.},
   ISSN = {1063-8628},
   DOI = {10.1097/QMH.0b013e3181aea218},
   year = {2009},
   type = {Journal Article}
}

@article{RN243,
   author = {Ian Hutchins, B.},
   title = {Embed dynamic content in your poster},
   journal = {Science Signaling},
   volume = {6},
   number = {260},
   note = {Virtual or Electronic Poster
},
   abstract = {A new technology has emerged that will facilitate the presentation of dynamic or otherwise inaccessible data on posters at scientific meetings. Video, audio, or other digital files hosted on mobile-friendly sites can be linked to through a quick response (QR) code, a two-dimensional barcode that can be scanned by smartphones, which then display the content. This approach is more affordable than acquiring tablet computers for playing dynamic content and can reach many users at large conferences. This resource details how to host videos, generate QR codes, and view the associated files on mobile devices. Copyright 2008 by the American Association for the Advancement of Science.},
   ISSN = {1945-0877
1937-9145},
   DOI = {10.1126/scisignal.2003623},
   year = {2013},
   type = {Journal Article}
}

@article{RN244,
   author = {Ilic, D. and Rowe, N.},
   title = {What is the evidence that poster presentations are effective in promoting knowledge transfer? A state of the art review},
   journal = {Health information and libraries journal},
   volume = {30},
   number = {1},
   pages = {4–12},
   note = {Other},
   abstract = {BACKGROUND: Poster presentations are a common form of presenting health information at conferences and in the community. Anecdotal evidence within the discipline indicates that health information framed in a poster presentation may be an effective method of knowledge transfer. OBJECTIVES: A state of the art review of the literature was performed to determine the effectiveness of poster presentations on knowledge transfer. METHODS: Electronic searches of various electronic databases were performed for studies published until 2012. Studies were eligible for inclusion if they provided empirical data on the effectiveness of poster presentations on changes in participant knowledge, attitude or behaviour. RESULTS: A total of 51 studies were identified through the database searches, of which 15 met the inclusion criteria. No study evaluated the effectiveness of posters in comparison with other educational interventions. Most studies utilised a before/after methodology, with the common conclusion that posters elicit greatest effectiveness in knowledge transfer when integrated with other educational modalities. CONCLUSIONS: The poster presentation is a commonly used format for communicating information within the academic and public health fields. Evidence from well-designed studies comparing posters to other educational modalities is required to establish an evidence base on the effectiveness of utilising posters in achieving knowledge transfer.},
   ISSN = {1471-1842},
   DOI = {10.1111/hir.12015},
   year = {2013},
   type = {Journal Article}
}

@article{RN245,
   author = {Injaian, L. and Smith, A. C. and Shipley, J. G. and Marbach-Ad, G. and Fredericksen, B.},
   title = {Antiviral drug research proposal activity},
   journal = {Journal of Microbiology & Biology Education},
   volume = {12},
   number = {1},
   pages = {18–28},
   note = {Poster as Capstone
},
   abstract = {The development of antiviral drugs provides an excellent example of how basic and clinical research must be used together in order to achieve the final goal of treating disease. A Research Oriented Learning Activity was designed to help students to better understand how basic and clinical research can be combined toward a common goal. Through this project students gained a better understanding of the process of scientific research and increased their information literacy in the field of virology. The students worked as teams to research the many aspects involved in the antiviral drug design process, with each student becoming an "expert" in one aspect of the project. The Antiviral Drug Research Proposal (ADRP) culminated with students presenting their proposals to their peers and local virologists in a poster session. Assessment data showed increased student awareness and knowledge of the research process and the steps involved in the development of antiviral drugs as a result of this activity.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v12i1.269},
   year = {2011},
   type = {Journal Article}
}

@article{RN246,
   author = {Ismail, M. N.},
   title = {Hydrothermal Synthesis and Characterization of Titanosilicate ETS-10: Preparation for Research Integrated Inorganic Chemistry Laboratory Course},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {6},
   pages = {1588–1594},
   note = {Poster as Capstone
},
   abstract = {Hydrothermal synthesis and characterization of titanosilicate ETS-10 was used as a means to prepare students for a research-focused independent term project as part of a 200-level descriptive inorganic chemistry course. Students spent the first 7 weeks of the course learning synthesis and characterization techniques that are common for metal oxide systems. In the second half of the semester, students led their own independent term projects as part of this research integrated laboratory course. All students successfully synthesized their materials and characterized their products independently. At the completion of the course, students submitted a journal-style report as well as presented their findings at a department poster session. The students were assessed through Student Assessment of their Learning Gains (SALG) surveys which showed enhancement in understanding and all-around research skills. The feasibility of learning advanced instrumentation that is not typically used in an undergraduate lab setting was demonstrated through this course.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.0c00165},
   year = {2020},
   type = {Journal Article}
}

@article{RN247,
   author = {Ivory, Kimberley and Hooker, Claire and Mooney‐Somers, Julie},
   title = {The future of conference posters: 'hipster and geek!'},
   journal = {Medical Education},
   volume = {49},
   number = {5},
   pages = {529–530},
   note = {Virtual or Electronic Poster
},
   abstract = {The article describes the design of an interactive, data-generating poster created by the authors for a workshop at a national general practitioner (GP) conference. Particular attention is given to how the poster incorporated the social media platform Twitter as well as QR (quick response) bar codes to engage conference attendees in discussions.},
   ISSN = {03080110},
   DOI = {10.1111/medu.12711},
   year = {2015},
   type = {Journal Article}
}

@article{RN248,
   author = {Jain, T. and Mohan, Y. and Dutta, R. and Parasuraman, G.},
   title = {Innovative Practice of Involving Medical Student in Community Based Research Projects and Scientific Writing},
   journal = {Journal of Clinical and Diagnostic Research},
   volume = {13},
   number = {7},
   pages = {JC1–JC4},
   note = {Poster as Capstone
},
   abstract = {Introduction: The present MBBS curriculum does not provide an adequate platform for promoting research aptitude among under-graduates in India. To overcome this limitation an innovative approach was introduced, to involve each student in the 6th semester in planning and conducting a research project. Aim: To teach medical students how to identify research questions, plan and conduct a research study. Materials and Methods: In the month of January 2017, a two days Research Methodology workshop was organised for the 6th semester MBBS students (n=141) by the Department of Community Medicine. During the workshop, sessions were taken on need for research, framing a research question, steps in conducting research studies, sample size calculation, sampling methods, data collection methods and tools, data analysis, data presentation, interpretation and writing a report. Plenary sessions were followed by group formation. The students were divided into groups of three each. Each group was guided by a faculty from Community Medicine Department. By the end of workshop all the groups finalised their research topics, framed objectives and decided on basic methodology like type of study design and estimated sample size. Each research project underwent Institutional ethical clearance. All the projects were completed by 30th May 2017 and on June 15th 2017 the Department organised and conducted a Poster competition for all the 47 projects. Individual student in the research group was assessed by his/her group facilitator and was awarded marks out of 5. Results: A total of 47 research projects were completed. The mean score of internal assessment marks of students for research projects was 4.02 out of 5. Students presented 51 posters and three papers in various Local, State, National and International conferences. They won five outstanding awards and eight project reports were converted into publications. Conclusion: This innovation has successfully involved 6th semester MBBS students in planning and conducting community based research projects. Students could understand the various steps involved in conducting scientific research and writing and presenting a research report. This study empirically demonstrated that with some extra effort from teachers, undergraduate medical students can be exposed to a hands-on learning experience in population-based research, without using additional resources.},
   ISSN = {2249-782X},
   DOI = {10.7860/jcdr/2019/41504.13009},
   year = {2019},
   type = {Journal Article}
}

@misc{RN249,
   author = {Jambor, H. K.},
   title = {Insights on Poster Preparation Practices in Life Sciences},
   number = {(Jambor H.K., helena.jambor@tu-dresden.de) National Center for Tumor Diseases, University Cancer Center, NCT-UCC, Technische Universität Dresden, Germany},
   note = {Poster How To
},
   abstract = {Posters are intended to spark scientific dialogue and omnipresent at biological conferences. Guides and how-to articles help life scientists in preparing informative visualizations in poster format. However, those posters shown at conferences are at present often overloaded with data and text and are poorly designed, which in sum hinder, rather than spark communication. Here, we surveyed life scientists themselves to understand why posters are such a struggle and to shed light on poster preparation from their subjective perspectives. We find that biologist spend on average two entire days preparing one poster, with half of the time devoted to visual design aspects. Most respond that they receive no design or software training and also receive little to no feedback when preparing their visualizations. In conclusion, our data suggests that some training, beyond providing literature, of life scientists in visualization principles and tools would likely improve conference poster quality. In addition, this would also improve other common visuals such as figures and slides, and thus overall benefit the science communication of researchers.},
   ISBN = {2692-8205},
   DOI = {10.1101/2020.10.08.331413},
   year = {2020},
   type = {Generic}
}

@article{RN250,
   author = {Jones, C. K. and Lerner, A. B.},
   title = {Implementing a course-based undergraduate research experience to grow the quantity and quality of undergraduate research in an animal science curriculum1},
   journal = {Journal of animal science},
   volume = {97},
   number = {11},
   pages = {4691–4697},
   note = {Poster as Capstone
},
   abstract = {Undergraduate research involves experiential learning methods that helps animal science students gain critical thinking skills. There is high demand for these opportunities. For example, 77.9% of incoming freshmen in the Department of Animal Sciences & Industry at Kansas State University in Fall 2017 and Fall 2018 planned to conduct research sometime during their undergraduate career (422 of 542 students). Conventional, one-on-one mentoring methods in the department were only serving 1.7% of the undergraduate population (21 of 1,212 students). This creates a unique challenge of increasing the number of undergraduate research opportunities, while maintaining the impact of individualized experiential learning. One method to address this challenge is the incorporation of a course-based research program. In this model, research projects are conducted during a conventional semester during scheduled classroom hours, with project components divided into 3 sections: (1) research preparation, including compliance requirements, hypothesis testing, experimental design, and protocol development; (2) data collection; and (3) data interpretation and dissemination. Students collect data as a team, but individually develop their own research abstract and poster to maintain a high level of experiential learning. By teaching multiple sections of this course per semester and incorporating the concepts into existing laboratories, 13.5% of students in the department completed undergraduate research in the 2018-2019 academic year (162 of 1,197 students). To monitor the quality of these experiences, student critical thinking ability was assessed using the online Critical Thinking Basic Concepts & Understanding Test (Foundation for Critical Thinking, Tomales, CA). Undergraduate research experiences increased (P = 0.028) the growth in student critical thinking score, but the type of research experience did not influence assessed skills (P > 0.281). Thus, course-based undergraduate research experiences may be an option for growing the quantity and quality of undergraduate research experience in animal science.},
   ISSN = {1525-3163},
   DOI = {10.1093/jas/skz319},
   year = {2019},
   type = {Journal Article}
}

@article{RN251,
   author = {Jones, E. M. and Baek, J. H. and Wyant, J. D.},
   title = {Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching},
   journal = {Journal of Teaching in Physical Education},
   volume = {36},
   number = {2},
   pages = {173–184},
   note = {Poster as Capstone
},
   abstract = {Purpose: The purpose of this study was to investigate the factors influencing preservice teachers' (PST) experiences integrating technology within a guided action-based research project in the context of student teaching. Methods: Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively. Results: Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs' experiences integrating technology. Discussion/Conclusion: Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.},
   ISSN = {0273-5024},
   DOI = {10.1123/jtpe.2015-0176},
   year = {2017},
   type = {Journal Article}
}

@article{RN252,
   author = {Junge, B. and Quiñones, C. and Kakietek, J. and Teodorescu, D. and Marsteller, P.},
   title = {Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University},
   journal = {CBE Life Sciences Education},
   volume = {9},
   number = {2},
   pages = {119–132},
   note = {Poster as Capstone
},
   abstract = {We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990-2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants. © 2010 by The American Society for Cell Biology.},
   ISSN = {1931-7913},
   DOI = {10.1187/cbe.09-08-0057},
   year = {2010},
   type = {Journal Article}
}

@article{RN253,
   author = {Kaimal, S. and Thappa, D. M.},
   title = {The art and science of medical poster presentation},
   journal = {Indian Journal of Dermatology Venereology & Leprology},
   volume = {76},
   number = {6},
   pages = {718–720},
   note = {Poster How To
},
   ISSN = {0378-6323},
   DOI = {10.4103/0378-6323.72463},
   year = {2010},
   type = {Journal Article}
}

@article{RN254,
   author = {Kao, D. J. and Hudmon, K. S. and Corelli, R. L.},
   title = {Evaluation of a required senior research project in a doctor of pharmacy curriculum},
   journal = {American journal of pharmaceutical education},
   volume = {75},
   number = {1},
   pages = {5},
   note = {Poster as Capstone
},
   abstract = {To characterize the dissemination of study findings and assess project preceptor attitudes towards a required senior research project in a doctor of pharmacy (PharmD) curriculum. A survey was conducted to determine preceptors' perceptions of the value of a required pharmacy student research project and dissemination of research results. One hundred fifteen project preceptors (92.0%) responded. Most preceptors agreed that the projects provided a valuable learning experience to the students (87.5%) and were of value to them professionally (82.1%) and to their institution (78.2%). Study findings were disseminated primarily through institutional forums (47.3%). A smaller percentage of projects were disseminated externally through presentations at professional meetings (23.7%, poster presentations; 4.0%, platform presentations), and peer-reviewed publications (5.3%). Despite a modest level of dissemination of project results through presentations at professional meetings and a low level of dissemination via published manuscripts, the majority of preceptors perceived a required student research project to be of value.},
   ISSN = {1553-6467},
   year = {2011},
   type = {Journal Article}
}

@article{RN255,
   author = {Kapus, J.},
   title = {COORDINATED PROCESS OF PRODUCING MASTER`S THESES AND CONDUCTING DEFENSES IN THE FORM OF STUDENT COUNSELING},
   journal = {Sodobna Pedagogika-Journal of Contemporary Educational Studies},
   volume = {74},
   number = {1},
   pages = {64–74},
   note = {Poster as Capstone
},
   abstract = {The aim of the paper is to present an example of good practice at the School of Sport, Health & Exercise Science, University of Portsmouth, UK. There, all students in the final year of their master`s degree prepare timed master`s theses and defend them at the student conference, an event held each year in the first half of September. The students use a poster presentation to publicly defend their master`s theses. Considering the way the Master`s degree is currently conducted in Slovenia, we believe that a change in the direction of the described practice from abroad would have a whole range of positive effects for all involved, i.e. for the students, the university teachers, the student office and for the faculty.},
   ISSN = {0038-0474},
   year = {2023},
   type = {Journal Article}
}

@article{RN256,
   author = {Karamzadeh, A. M. and Wong, B. J. F. and Crumley, R. L.},
   title = {A cost-benefit analysis and method of creating high-quality posters for a low cost},
   journal = {Laryngoscope},
   volume = {112},
   number = {1},
   pages = {21–22},
   note = {Poster How To
},
   abstract = {Objective: To introduce the results of a cost-benefit analysis comparing an office-based low-cost technique for producing research posters versus conventional methods. Study Design: Cost-benefit analysis. Methods: The average cost for manufacturing a 4′ × 6′ poster using university-based and commercial reprographic centers (from 10 different institutions and cities) was determined through a phone survey. The total number of posters (1248) presented at the American Academy of Otolaryngology-Head and Neck Surgery Annual Meeting from 1995 through 1999 was used to calculate and subsequently compare the total cost of generating posters using conventional versus our low-cost method. A detailed description of this technique (low-cost) is also offered. Results: The total printing costs for this meeting using the commercial or university-based services was $294,000 and $268,000 versus approximately $11,000 with our method. Esthetically, our technique is satisfactory and difficult to distinguish from standard methods from the typical poster-viewing distance. Conclusions: Given the current medical economic environment, the cost disparity between conventional and "low-cost" poster production, the esthetic acceptability of both, and the relative (compared with oral presentations) lack of scientific impact, we propose that the present technique is an extremely pragmatic option for poster production.},
   ISSN = {0023-852X},
   DOI = {10.1097/00005537-200201000-00004},
   year = {2002},
   type = {Journal Article}
}

@article{RN257,
   author = {Katz, L.},
   title = {A motivating exercise for the introductory class (and beyond)},
   journal = {Teaching of Psychology},
   volume = {30},
   number = {4},
   pages = {314–316},
   note = {Poster as Capstone
},
   abstract = {This article describes an exercise used with 12 community college psychology classes that produces high levels of motivation and offers the opportunity for a personally meaningful experience. Students choose a topic of personal interest related to psychology and investigate it through student-conceived field experiences and literature research. The exercise includes a poster presentation, handout, and oral presentation or, alternatively, a term paper and journal. At least 78% of 181 students reported selecting a topic they hoped would be useful in their personal life, and 88% reported it had been. Many reported being helped with career decisions. In classes with oral presentations, students learned from each others' research, and 93% reported finding listening to classmates' presentations worthwhile.},
   ISSN = {0098-6283},
   year = {2003},
   type = {Journal Article}
}

@article{RN258,
   author = {Kazmierczak, T. and Bistany, B.},
   title = {Setting up a Research Poster During COVID-19 Lockdown: A Reflection},
   journal = {Journal of Christian Nursing},
   volume = {37},
   number = {4},
   pages = {E45–E46},
   note = {Virtual or Electronic Poster
},
   abstract = {Students at a Christian nursing school faced unanticipated challenges in preparing and presenting research projects during the COVID-19 pandemic. Students and faculty rapidly adapted to a virtual environment and overcame obstacles to complete and present their work. The students demonstrated resilience and additional learning outcomes as a result of the enforced virtual experience.},
   ISSN = {0743-2550},
   DOI = {10.1097/cnj.0000000000000767},
   year = {2020},
   type = {Journal Article}
}

@article{RN259,
   author = {Keegan, D. A. and Bannister, S. L.},
   title = {Effect of colour coordination of attire with poster presentation on poster popularity},
   journal = {Canadian Medical Association Journal},
   volume = {169},
   number = {12},
   pages = {1291–1292},
   note = {Poster How To
},
   ISSN = {0820-3946},
   year = {2003},
   type = {Journal Article}
}

@article{RN260,
   author = {Keely, B. R.},
   title = {Planning and creating effective scientific posters},
   journal = {Journal of continuing education in nursing},
   volume = {35},
   number = {4},
   pages = {182–185},
   note = {Poster How To
},
   abstract = {Most nursing conferences are using poster sessions as a means to communicate innovative nursing practices and current research findings. This strategy is an effective form of presenting information in an interactive approach. This article presents guidelines for designing and conducting a successful poster presentation.},
   ISSN = {0022-0124},
   DOI = {10.3928/0022-0124-20040701-10},
   year = {2004},
   type = {Journal Article}
}

@article{RN261,
   author = {Keller, V. A. and Kendall, B. L.},
   title = {Independent Synthesis Projects in the Organic Chemistry Teaching Laboratories: Bridging the Gap Between Student and Researcher},
   journal = {Journal of Chemical Education},
   volume = {94},
   number = {10},
   pages = {1450–1457},
   note = {Poster as Capstone
},
   abstract = {Science educators strive to teach students how to be well-rounded scientists with the ability to problem solve, anticipate errors, and adapt to unexpected roadblocks. Traditional organic chemistry experiments seldom teach these skills, no matter how novel or contemporary the subject material. This paper reports on the success of a quarter-long organic chemistry laboratory experiment that takes the form of a research project designed to teach these real-life skills. Students took a three-step synthetic sequence from a literature source, and changed parameters to improve the yield. This involved library research and two levels of proposals, followed by a written report and a poster presentation. The goal was to simulate the different aspects of a research lab, from literature searches to problem solving to presenting results. The students experienced unexpected difficulties and were graded on how they overcame these obstacles, rather than on how much they improved the yields.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.7b00093},
   year = {2017},
   type = {Journal Article}
}

@article{RN262,
   author = {Kelly, M. M. and Blunt, E. and Nestor, K. and Mondillo, J.},
   title = {Professional Conference Poster Presentation: Innovative Professional Development Assignment in Nurse Practitioner Education},
   journal = {The Journal of nursing education},
   volume = {59},
   number = {6},
   pages = {345–348},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: This innovative assignment converted a traditional presentation to an assignment that addressed several National Organization of Nurse Practitioner Faculties competencies and the growing trend toward nurse practitioner professional advancement models. METHOD: The professional conference poster assignment spanned two semesters. The first semester assignment included a focused literature review and abstract development. The second semester assignment included a formal presentation using a digital poster format. RESULTS: Only three of the 23 respondents indicated ever having developed an abstract or a professional conference poster prior to the assignment. Students identified new skills acquired as a result of the professional conference poster assignment: writing an abstract (78%), writing a biographical statement (87%), constructing a digital poster (91%), speaking at a conference (87%), and searching the evidence (48%). CONCLUSION: Nurse practitioner students evaluated this assignment highly, learned valuable dissemination skills that met core competencies, and were instilled with a culture of clinical scholarship and dissemination. [J Nurs Educ. 2020;59(6):345-348.].},
   ISSN = {1938-2421},
   DOI = {10.3928/01484834-20200520-09},
   year = {2020},
   type = {Journal Article}
}

@article{RN263,
   author = {Kelsch, M. P. and Werremeyer, A. B.},
   title = {Poster project to emphasize public health in the pharmacy curriculum},
   journal = {American journal of pharmaceutical education},
   volume = {75},
   number = {1},
   pages = {2},
   note = {Poster as Capstone
Poster Rubrics & Scoring
},
   abstract = {To implement and assess a required public health poster project in a doctor of pharmacy (PharmD) program. Third-year PharmD students collaborated in pairs to research a public health topic relating to pharmacy practice. Each student group prepared an informational poster, while receiving feedback from a faculty mentor at each stage of the project. The students presented their completed posters at a statewide pharmacy conference. Faculty members evaluated the posters with a grading rubric, and students completed a survey instrument that assessed the overall experience. In general, faculty members rated the class highly across all domains of the grading rubric. The class generally agreed that the poster project increased their awareness of public health issues related to pharmacy practice, overall knowledge of public health, and presentation skills. The implementation of a poster project was well received by students and faculty members as an effective method for enhancing public health instruction in the PharmD program at North Dakota State University.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe7512},
   year = {2011},
   type = {Journal Article}
}

@article{RN264,
   author = {Kennedy, A.},
   title = {Share your professional ideas: create a poster presentation},
   journal = {Canadian Journal of Respiratory Therapy},
   volume = {37},
   number = {1},
   pages = {31–31},
   note = {Poster How To
},
   abstract = {Have you ever been to a conference and lingered over the poster presentations lining the walls? Concise and highly visual, a poster presentation lets you share the highlights of your research or project with other professionals. Thinking about designing one but aren't sure how to get started?},
   ISSN = {1205-9838},
   year = {2001},
   type = {Journal Article}
}

@article{RN265,
   author = {Kennel, S. and Burns, S. and Horn, H.},
   title = {Stimulating student interest in nursing research: a program pairing students with practicing clinician researchers},
   journal = {The Journal of nursing education},
   volume = {48},
   number = {4},
   pages = {209–212},
   note = {Poster as Capstone
},
   abstract = {Teaching nursing research to baccalaureate nursing (BSN) students can be challenging for nurse educators. The content of research courses often is dry and seemingly irrelevant to BSN students who are focused on more concrete tasks, such as passing clinical and academic courses. Through our search for creative ways to bring energy, excitement, passion, purpose, and reality to students' views of nursing research, we designed a program in which hospital nurses involved in clinical research projects mentored students in the clinical environment. Students were asked to perform literature reviews, collect and analyze data, and help with poster presentations. Student evaluations at the end of the program were positive, and analysis of pretest and posttest scores indicated student interest in nursing research increased significantly (p = 0.00).},
   ISSN = {0148-4834},
   DOI = {10.3928/01484834-20090401-06},
   year = {2009},
   type = {Journal Article}
}

@article{RN266,
   author = {Kerr, W. J. and Murray, R. E. G. and Moore, B. D.},
   title = {An integrated communication skills package for undergraduate chemists},
   journal = {Journal of Chemical Education},
   volume = {77},
   number = {2},
   pages = {191–194},
   note = {Poster as Capstone
},
   abstract = {The communication skills course developed by the Department of Pure and Applied Chemistry at Scotland's University of Strathclyde in collaboration with the university's Centre for Academic Practice is described. The purpose was to design a course that, by drawing on different strands of research and practice, would be both educationally sound and relevant to chemists and would have a firm theoretical basis. The integrated course, which is run over 3 years of the 4-year undergraduate program, not only has interrelated components but also has communications activities that are related to other course work. The 3 units of the course—the team business game, poster presentation exercise, and oral presentation skills—are detailed.},
   ISSN = {00219584},
   DOI = {10.1021/ed077p191},
   year = {2000},
   type = {Journal Article}
}

@article{RN267,
   author = {Khan, M. S. and Salam, A. R.},
   title = {Oral communication barriers facing Arab medical students},
   journal = {Indian Journal of Public Health Research and Development},
   volume = {10},
   number = {6},
   pages = {1416–1420},
   note = {Poster as Capstone
},
   abstract = {Effective oral communication skills are critical to progress and success in academic and health care environments. As it happens, medical students at the College of Health Sciences in Umm Al Qura University in Saudi Arabia are required to perform various academic oral literacy tasks as preliminary requirement of medical curricula. These tasks include task-based learning/problem-based learning (TBL/PBL) sessions, classroom interaction, group/team work, delivering poster presentations and oral presentations. In order to navigate through these tasks successfully, they heavily depend on their ability to communicate their intended meaning-an opportunity for them to exhibit their proficiency at such tasks. Unfortunately, as these students engage in oral interactions their communication ability and progress in getting through such tasks are hindered by various barriers. This study takes a holistic view of understanding the oral communication barriers facing Arab medical students during their performance in the oral literacy tasks. Four colleges from the College of Health Sciences were chosen as targets for this study. The study adopted a qualitative research design where interviews were used a major tool to collect data from eight current medical students and eight content area professors. Findings reveal that medical students are required to spend significant amounts of time interacting orally with each other as well as with the content area professors during these tasks. It might be argued that success or failure in such tasks depends on the tacit assumption of having good oral communication skills and communicative competence. The students were found to be facing different types of barriers; both Internal and External. The majority of the students were found to have positive attitudes towards the status, prestige and instrumental significance of oral communication skills. However, around one fourth of the students were found to think of English as an alien language and disregarded its instrumental significance.},
   ISSN = {0976-5506
0976-0245},
   DOI = {10.5958/0976-5506.2019.01497.9},
   year = {2019},
   type = {Journal Article}
}

@article{RN268,
   author = {Killpack, T. L. and Popolizio, T. R.},
   title = {An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices},
   journal = {Journal of Microbiology & Biology Education},
   volume = {24},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Laboratory courses can serve as important avenues to equitably support introductory biology students to develop foundational scientific literacy skills while experiencing the authentic research process. We present a model for an equity-focused redesign of an introductory organismal biology laboratory course at a teaching institution with limited research infrastructure. We incorporated elements of inquiry, structure, and climate into our three redesigned course components: weekly research investigations, skill-building assignments, and student-designed group projects. Students were trained in the research process through weekly experiments using locally relevant model organisms, collecting and analyzing novel data and writing brief results sections in the conventions of a research journal article. Student groups then collaborated to complete a student-designed research project and poster presentation using one of the model organisms. Through weekly inquiry labs and practice in skill-building assignments, most students in the sample mastered skills in analyzing, graphing, and writing about experimental results. Notably, students mastered skills that were practiced more frequently throughout the lab course, demonstrating the value of repeated and scaffolded practice. Students reported significant gains in self-efficacy and science identity, as well as sense of project ownership. Student gains were influenced by instructor but not their major or the semester in which they took the course, and growth occurred across students regardless of their incoming score on the presemester survey. This intentional course design model, combined with consistent expectations for instructors across multiple sections, has the potential to equitably support students with a range of prior knowledge and experiences to make meaningful gains in science literacy skills during an introductory semester.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00213-22},
   year = {2023},
   type = {Journal Article}
}

@article{RN269,
   author = {King, M. and Webster, J. and Cameron, C. and Zobel, G.},
   title = {Interactive data-gathering posters as a research tool: A case study assessing public opinion on incorporation of natural behavior into management systems},
   journal = {Animals},
   volume = {10},
   number = {6},
   pages = {1–10},
   note = {Other},
   abstract = {We developed a simple, interactive poster design. Via brief infographics and simple numbered stickers, participants were able to provide input about their top three areas of importance regarding a specific topic (i.e., promoting natural behavior in goats). The tool was utilized in three scenarios—an international conference, a regional veterinary conference, and a regional school leadership day. After a short discussion with the presenter, participants ranked their top three areas of importance. Response rates ranged from 22% to 100%. The data collection performed was intended to demonstrate a proof-of-concept of the poster design; therefore, comparisons across tested cohorts were not made. However, we showed that when applied in different settings, the poster gathered some consistent opinions on which behaviors are the best exemplars of naturalness in goats. Response bias, from opting for socially desirable responses, as well as sampling bias from using the tool at specific conferences or with specific demographics, could be an issue. Nonetheless, these are not unique concerns, and we suggest that corrections used in focus groups could alleviate these biases. The flexibility of this interactive tool, and its capability to shift the audience from viewing to participating in research presents a novel alternative to traditional poster presentations.},
   ISSN = {2076-2615},
   DOI = {10.3390/ani10060971},
   year = {2020},
   type = {Journal Article}
}

@article{RN270,
   author = {Kiselyov, K. and Schunn, C. D.},
   title = {Storytelling as a Tool to Enhance Conceptual Knowledge in Cell Biology},
   journal = {Journal of Microbiology & Biology Education},
   volume = {23},
   number = {2},
   note = {Poster as Capstone
},
   abstract = {Research in a range of disciplines shows that many undergraduate students struggle with aggregating complex knowledge components into a complete picture and incorporating research literature into the learning process. To build and improve on the practice of project-based approaches to teaching cell biology, we transformed an undergraduate cell biology class by introducing the concept of storylines that are selected by groups of students for development throughout the semester. Each storyline integrates molecular and organellar concepts discussed during the semester into the cell- and tissue-level functions, conditions, or diseases shared and discussed during online poster sessions. Three semester-long studies conducted with an undergraduate cell biology class utilized pre- and postassignment assessments of self-efficacy and content knowledge (administered three times during the semester), and these studies showed that both parameters were significantly improved following each assignment. Specifically, student self-efficacy showed large gains, preassignment to postassignment (pre-post) [F <sub>(1,13)</sub> = 47.8, P < .001], and content knowledge showed moderate pre-post gains [F <sub>(1,12)</sub> = 14.5, P < 0.002]. Attitude surveys administered at the end of the semester suggest that the approach is seen as beneficial and enriching. We conclude that it is possible to integrate multiple levels of material in a complicated class by using storytelling and that such integration is positive and useful.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00308-21},
   year = {2022},
   type = {Journal Article}
}

@article{RN271,
   author = {Klemm, P.},
   title = {Conducting nursing research with undergraduate students: a collaborative, participatory approach},
   journal = {Nurse Educator},
   volume = {37},
   number = {1},
   pages = {10–1},
   note = {Poster as Capstone
},
   ISSN = {1538-9855},
   DOI = {10.1097/NNE.0b013e3182383318},
   year = {2012},
   type = {Journal Article}
}

@article{RN272,
   author = {Knapp, N. F.},
   title = {Increasing Interaction in a Flipped Online Classroom through Video Conferencing},
   journal = {Techtrends},
   volume = {62},
   number = {6},
   pages = {618–624},
   note = {Poster as Capstone
},
   abstract = {Interactive learning is vital to schooled learning because it encourages and enables the exploration and application of knowledge. The difficulty of providing for this learning-based interaction among students who never meet in person has been a continuing concern in online education. This paper describes six different interactive structures (whole group discussions, break-out groups, show-and-tell, independent small groups, online conferences, and virtual poster sessions) developed to allow students in online courses to interact virtually face-to-face using free video conferencing programs and discusses the advantages and disadvantages of each. Student response to these video conferencing structures in 18 fully online classes was overwhelmingly positive, based on data from anonymous end-of-course evaluations. Student comments emphasized increased engagement and enjoyment from being able to see and talk with each other in both large and small groups, and the value of the relationships and learning community they believed such interaction fostered.},
   ISSN = {8756-3894},
   DOI = {10.1007/s11528-018-0336-z},
   year = {2018},
   type = {Journal Article}
}

@article{RN273,
   author = {Knight, S. E. and Van Wyk, J. M. and Mahomed, S.},
   title = {Teaching research: a programme to develop research capacity in undergraduate medical students at the University of KwaZulu-Natal, South Africa},
   journal = {BMC medical education},
   volume = {16},
   pages = {61},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Improved research ability is a core competency to achieve in health professionals. The Selectives is a three-year, longitudinal, community-based programme within the undergraduate curriculum which aims to develop research capacity in all medical students during the prescribed curriculum. In relation to the programme, the authors describe the types of studies conducted by students, conditions that facilitated their learning, how the experience improved students' knowledge of research and public health and their development of reflective learning practices. METHODS: A cohort of 212 students completed the Selectives Programme in 2014, and 69 (32 %) completed an anonymous online evaluation thereafter. Data collected include students' perceptions of the research component of Selectives; its impact on their knowledge of research and a documentary analysis of their research protocols and posters. Ethical approval for the ongoing evaluation of the Selectives was sought and obtained from the institutional Biomedical Research Ethics Committee. RESULTS: During Selectives, 75 groups of 2-4 students conducted research studies of primary health care problems in community settings. Each group is assessed on their presentation of research findings as a scientific poster. The Selectives facilitated learning for the majority of the cohort. Students reported positive learning experiences about the research process, including ethics; protocol writing; data processing; dissemination of findings and results; and their use in informing a health promotion intervention. Students reported having gained a better understanding of their strengths and weaknesses through reflective learning from this academic activity. The Selectives is scheduled adjacent to the students' mid-year vacation. This scheduling together with the placement in the students' home community minimizes travel and accommodation costs associated with working outside the academic teaching platform and therefore makes it a cost-effective model in a low resource context. CONCLUSIONS: The Selectives has proven beneficial to develop a range of generic and practical research competencies for a full cohort of students enrolled in the undergraduate medical curriculum. The Selectives research process is integrated with learning about population health and the social determinants of health in a primary health care setting.},
   ISSN = {1472-6920},
   DOI = {10.1186/s12909-016-0567-7},
   year = {2016},
   type = {Journal Article}
}

@article{RN274,
   author = {Knott, J. C. and Taylor, D. M. and Simon, E. L.},
   title = {Conference presentations: A research primer for low- and middle-income countries},
   journal = {African Journal of Emergency Medicine},
   volume = {10},
   pages = {S158–S160},
   note = {Poster How To
},
   abstract = {Presenting research at a conference is an opportunity to disseminate the findings, network with other researchers, and to develop your academic track record. Although every conference will have some local differences, there are common approaches to presenting your research in the best manner. This will differ depending on whether it is an oral or a poster presentation. This research primer aims to support researchers in the early stages of their careers to undertake the best possible presentation.},
   ISSN = {2211-419X},
   DOI = {10.1016/j.afjem.2020.05.002},
   year = {2020},
   type = {Journal Article}
}

@article{RN275,
   author = {Koenig, Kathleen and Hanson, Margaret},
   title = {Fueling interest in science: An after-school program model that works},
   journal = {Science Scope},
   volume = {32},
   number = {4},
   pages = {48–51},
   note = {Poster as Capstone
},
   abstract = {Girls in Science is an after-school program designed to foster grades 6 and 7 girls' interest in science, technology, engineering, and mathematics (STEM). It features monthly after-school meetings with female scientists, a field trip to a university for a showcase of female scientists, and students' end-of-year poster presentations on science careers. Research reveals the program's popularity and its positive impact on girls' attitudes toward STEM. Its success can be attributed to four elements, namely, that it is accessible, affordable, flexible, and exciting.},
   ISSN = {08872376},
   year = {2008},
   type = {Journal Article}
}

@article{RN276,
   author = {Komori, K. and Kataoka, M. and Kuramoto, N. and Tsuji, T. and Nakatani, T. and Yasuhara, T. and Mitamura, S. and Hane, Y. and Ogita, K.},
   title = {Proof of Learning Outcome by the Advanced Clinical Competency Examination Trial after the Long-term Student's Practice in Pharmaceutical Education},
   journal = {Yakugaku Zasshi - Journal of the Pharmaceutical Society of Japan},
   volume = {136},
   number = {9},
   pages = {1275–84},
   note = {Poster Rubrics & Scoring
},
   abstract = {At Setsunan University, a debrief session (a poster session) is commonly performed by the students who have completed the long-term students' practice. Since the valuable changes in practical competency of the students cannot be evaluated through this session, we specified items that can help evaluate and methods that can help estimate the students' competency as clinical pharmacists. We subsequently carried out a trial called the "Advanced Clinical Competency Examination". We evaluated 103 students who had concluded the students' practice for the second period (Sep 1, 2014, to Nov 16, 2014): 70 students (called "All finish students") who had completed the practice in a hospital and pharmacy, and 33 students (called "Hospital finish students") who had finished the practice at a hospital only. The trial was executed in four stages. In the first stage, students drew pictures of something impressive they had learned during the practice. In the second stage, students were given patient cases and were asked, "What is this patient's problem?" and "How would you solve this problem?". In the third stage, the students discussed their answers in a group. In the fourth stage, each group made a poster presentation in separate rooms. By using a rubric, the teachers evaluated each student individually, the results of which showed that the "All finish students" could identify more problems than the "Hospital finish students".},
   ISSN = {1347-5231},
   DOI = {10.1248/yakushi.15-00263},
   year = {2016},
   type = {Journal Article}
}

@article{RN277,
   author = {Krakau, F. and Doll, L. and Mitzkat, A.},
   title = {An interprofessional core elective module on the scholarly presentation of projects: implementation in an online format},
   journal = {GMS Journal for Medical Education},
   volume = {38},
   number = {5},
   pages = {Doc90},
   note = {Virtual or Electronic Poster
},
   abstract = {<b>Background:</b> In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. <b>Implementation:</b> During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. <b>Summary:</b> In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.},
   ISSN = {2366-5017},
   DOI = {10.3205/zma001486},
   year = {2021},
   type = {Journal Article}
}

@article{RN278,
   author = {Kralikova, B. and Leutwyler, A. and Pernin, T.},
   title = {How to realize a scientific poster ?},
   journal = {Revue Medicale Suisse},
   volume = {15},
   number = {664},
   pages = {1707–1710},
   note = {Poster How To
},
   abstract = {The academic poster, an illustrated summary of a scientific paper, is the most widely used tool by scientists to report on the progress of their work, in addition to oral presentations. It is often the first opportunity for a young clinician to present a clinical, public health or research work. In order to help with the realization of this work, we propose a practical guide including the necessary preparatory tools, the content, the appearance, the pitfalls to avoid as well as practical aspects to consider. The purpose of this article is to facilitate the realization of a visually appealing, structured and concise poster to promote discussion around the subject presented and possibly allow future collaborations.},
   ISSN = {1660-9379},
   DOI = {10.53738/REVMED.2019.15.664.1707},
   year = {2019},
   type = {Journal Article}
}

@article{RN279,
   author = {Krausman, P. R. and Cox, A. S.},
   title = {Effective Poster Presentations},
   journal = {Journal of Wildlife Management},
   volume = {82},
   number = {5},
   pages = {887–888},
   note = {Poster How To
},
   ISSN = {0022-541X},
   DOI = {10.1002/jwmg.21474},
   year = {2018},
   type = {Journal Article}
}

@article{RN280,
   author = {Krewski, D. and Rainham, D.},
   title = {Ambient air pollution and population health: Overview},
   journal = {Journal of Toxicology and Environmental Health - Part A: Current Issues},
   volume = {70},
   number = {3-4},
   pages = {275–283},
   note = {Poster as Capstone
},
   abstract = {In November 2003 approximately 200 researchers, stakeholders, and policymakers from more than 40 countries gathered to discuss the science and policy implications of air pollution and human health as part of the AIRNET/NERAM Strategies for Clean Air and Health initiative. The purpose of this paper is to review the more than 35 research posters presented at the conference, including exposure, toxicological, and epidemiological studies of air pollution. Collectively, these papers support previous evidence that both short- and long-term exposures to particulate air pollution have adverse population health impacts, including effects on children. Cellular studies also suggest that air pollution can cause mutagenic and oxidative effects, raising concerns about carcinogenicity and cellular regeneration. Studies of biomarkers, such as Clara-cell proteins and lymphocyte damage assessment, provide further evidence of air pollution effects at the cellular level. Other studies have focused on improvements to measurement and sources of air pollution. These studies suggest that particle mass rather than particle composition may be a more useful indicator of potential human health risk. It is well known that emissions from transportation sources are a major contributor to ambient air pollution in large urban centres. Epidemiologic researchers are able to reduce bias due to misclassification and improve exposure assessment models by allocating air pollution exposure according to distance from traffic sources or land-use patterns. The close association between traffic patterns and air pollution concentrations provides a potential basis for the development of transport policies and regulations with population health improvements as a primary objective. The results of the research presented here present opportunities and challenges for the development of policies for improvements to air quality and human health. However, there remains the challenge of how best to achieve these reductions. Copyright © Taylor & Francis Group, LLC.},
   ISSN = {1528-7394
1087-2620},
   DOI = {10.1080/15287390600884859},
   year = {2007},
   type = {Journal Article}
}

@article{RN281,
   author = {LaCosse, J. and Ainsworth, S. E. and Shepherd, M. A. and Ent, M. and Klein, K. M. and Holland-Carter, L. A. and Moss, J. H. and Licht, M. and Licht, B.},
   title = {An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes},
   journal = {Teaching of Psychology},
   volume = {44},
   number = {2},
   pages = {117–123},
   note = {Poster as Capstone
},
   abstract = {The current investigation tested the effectiveness of an online student research project designed to supplement traditional methods (e.g., lectures, discussions, and assigned readings) of teaching research methods in a large-enrollment Introduction to Psychology course. Over the course of the semester, students completed seven assignments, each representing a stage of the research process. Students formed hypotheses, tested their hypotheses using data from the class, interpreted their results, generated future directions, created PowerPoint slides summarizing their projects, and presented their results in a poster session. We found support for the hypothesis that the research methods intervention would lead to better performance on a research methods quiz compared to students in a nonintervention section taught by the same instructor. This intervention demonstrated that it is feasible to use project-oriented active-learning techniques to foster understanding of research methods in large classes.},
   ISSN = {0098-6283},
   DOI = {10.1177/0098628317692614},
   year = {2017},
   type = {Journal Article}
}

@article{RN282,
   author = {Lacroix, G. and Koch, W. and Ritter, D. and Gutleb, A. C. and Larsen, S. T. and Loret, T. and Zanetti, F. and Constant, S. and Chortarea, S. and Rothen-Rutishauser, B. and Hiemstra, P. S. and Frejafon, E. and Hubert, P. and Gribaldo, L. and Kearns, P. and Aublant, J. M. and Diabaté, S. and Weiss, C. and De Groot, A. and Kooter, I.},
   title = {Air-Liquid Interface in Vitro Models for Respiratory Toxicology Research: Consensus Workshop and Recommendations},
   journal = {Applied In Vitro Toxicology},
   volume = {4},
   number = {2},
   pages = {91–106},
   note = {Poster as Capstone
},
   abstract = {In vitro air-liquid interface (ALI) cell culture models can potentially be used to assess inhalation toxicology endpoints and are usually considered, in terms of relevancy, between classic (i.e., submerged) in vitro models and animal-based models. In some situations that need to be clearly defined, ALI methods may represent a complement or an alternative option to in vivo experimentations or classic in vitro methods. However, it is clear that many different approaches exist and that only very limited validation studies have been carried out to date. This means comparison of data from different methods is difficult and available methods are currently not suitable for use in regulatory assessments. This is despite inhalation toxicology being a priority area for many governmental organizations. In this setting, a 1-day workshop on ALI in vitro models for respiratory toxicology research was organized in Paris in March 2016 to assess the situation and to discuss what might be possible in terms of validation studies. The workshop was attended by major parties in Europe and brought together more than 60 representatives from various academic, commercial, and regulatory organizations. Following plenary, oral, and poster presentations, an expert panel was convened to lead a discussion on possible approaches to validation studies for ALI inhalation models. A series of recommendations were made and the outcomes of the workshop are reported.},
   ISSN = {2332-1539
2332-1512},
   DOI = {10.1089/aivt.2017.0034},
   year = {2018},
   type = {Journal Article}
}

@article{RN283,
   author = {Lahman, M. K. E. and Taylor, C. M. and Beddes, L. A. and Blount, I. D. and Bontempo, K. A. and Coon, J. D. and Fernandez, C. and Motter, B.},
   title = {Research Falling Out of Colorful Pages Onto Paper: Collage Inquiry},
   journal = {Qualitative Inquiry},
   volume = {26},
   number = {3-4},
   pages = {262–270},
   note = {Poster as Capstone
},
   abstract = {As part of an advanced doctoral course on representing qualitative research, the authors used collage to represent either who they were as researcher or the research they were conducting. The authors, comprised of the course professor and seven doctoral students, read about collage as inquiry and research representation and then participated reflexively in a course lecture on the background of collage, a collage creation activity, a gallery walk, written and oral reflection on each other's collages, a research poster presentation at a campus research event, and a final reflection of the entire process. As the process unfolded the authors represented the experience in the form of a collective collage poem, and a methodological and pedagogical article. Elements of this article include a review of collage as an art and research inquiry form, an overview of the pedagogical experiences, and the authors' experiences shared in the form of brief vignettes and collage images.},
   ISSN = {1077-8004},
   DOI = {10.1177/1077800418810721},
   year = {2020},
   type = {Journal Article}
}

@article{RN284,
   author = {Langner, A. and Graulich, N. and Nied, M.},
   title = {Eye-Tracking as a Promising Tool in Pre-Service Teacher Education-A New Approach to Promote Skills for Digital Multimedia Design},
   journal = {Journal of Chemical Education},
   volume = {99},
   number = {4},
   pages = {1651–1659},
   note = {Poster as Capstone
},
   abstract = {With advances in digitization, learning processes can be supported in many ways. The expectation that pre-service teachers learn to design, choose, and use appropriate digital multimedia in their prospective teaching also increases. A university course should thus help student teachers develop their intention and behavior for the future use of digital media in teaching by reinforcing their attitude, subjective norm, and self-efficacy. A crucial aspect when using digital media for teaching and learning purposes is to understand how learners perceive and learn with them. Assessing perceptual processes in multimedia learning with eye-tracking technologies can serve as a means to support student teachers in evaluating learners' perceptions and cognitive processes. This might initiate a meaningful reflection about multimedia design and could positively influence student teachers' behavioral intention for future use of digital media. We present a new course design that was implemented and explored with a cohort of advanced chemistry student teachers. Participants in this course (a) created learning materials respecting multimedia design principles, (b) investigated the learning processes with these materials in a small empirical eye-tracking study, and (c) reflected on purposeful design of teaching materials in scientific posters. The overall course design, evaluation results, and impact on student teachers' attitude, subjective norm, and self-efficacy expectations toward the use of digital media in teaching are given. Implications for implementing multimedia learning with eye-tracking in a student teacher course are also discussed.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.1c01122},
   year = {2022},
   type = {Journal Article}
}

@article{RN285,
   author = {Lannon, S. L.},
   title = {Leadership skills beyond the bedside: professional development classes for the staff nurse},
   journal = {Journal of Continuing Education in Nursing},
   volume = {38},
   number = {1},
   pages = {17–21; quiz 22–3, 45},
   note = {Poster as Capstone
},
   abstract = {Preparation for advanced leadership roles requires hospital-based staff nurses to develop skills beyond clinical expertise. Non-clinical activities such as poster and oral presentations, article publication, and professional portfolio development are ways to demonstrate these skills. This article cle discusses how an educational initiative was developed to provide instruction and mentoring for these areas of professional development. In addition, the relationship between this initiative and a clinical advancement ladder is discussed. [References: 10]},
   ISSN = {0022-0124},
   DOI = {10.3928/00220124-20070101-06},
   year = {2007},
   type = {Journal Article}
}

@article{RN286,
   author = {Large, D. N. and Van Doorn, N. A. and Timmons, S. C.},
   title = {Cancer and chemicals: A research-inspired laboratory exercise based on the Ames test for mutagenicity},
   journal = {Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology},
   volume = {51},
   number = {1},
   pages = {103–113},
   note = {Poster as Capstone
},
   abstract = {Laboratory courses should cultivate enthusiasm for research and an appreciation for real-world scientific challenges to retain undergraduate students and encourage them to pursue STEM-related careers. Course-based undergraduate research experiences (CURE) have emerged as an inclusive pedagogical model that facilitates laboratory skill development, while also improving self-efficacy and critical thinking skills. Herein, an innovative research-inspired Ames test for mutagenicity project is described. Students choose their own project theme and investigate substances using both TA98 and TA100 strains of Salmonella typhimurium to evaluate the potential for frameshift mutations and base-pair substitutions, respectively. An appropriate test concentration of each substance is first determined via a cytotoxicity assay, providing an additional learning opportunity. Students also study the mutagenicity of test substance metabolites using commercially available rat liver extracts to simulate metabolism. Overall, these experiences provide a comprehensive research project with high relevancy to human health and real-world importance. This laboratory module was assessed using CURE pre- and post-course surveys to evaluate learning gains and benefits. Assessment data illustrated that students appreciated the discovery aspect of the research project and gained skills related to reading scientific literature and effective poster presentations. Student-reported benefits of research project participation included learning new laboratory techniques, enhanced scientific writing skills, an increased tolerance for and understanding of common research challenges, and the confidence to tackle more complex research endeavors. Narrative feedback from students was very positive, with project highlights being the opportunity to select their own test substances and create new knowledge, as well as the analysis of results.},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21674},
   year = {2023},
   type = {Journal Article}
}

@article{RN287,
   author = {Larive, C. K. and Bulska, E.},
   title = {Tips for effective poster presentations},
   journal = {Analytical and Bioanalytical Chemistry},
   volume = {385},
   number = {8},
   pages = {1347–1349},
   note = {Poster How To
},
   ISSN = {1618-2642},
   DOI = {10.1007/s00216-006-0618-8},
   year = {2006},
   type = {Journal Article}
}

@article{RN288,
   author = {Latham, S. and Tello, S. F.},
   title = {Examining Entrepreneurs' Presentation Effectiveness in Generating Stakeholder Interest: Observations From the Medical Device Industry},
   journal = {Journal of Small Business Management},
   volume = {54},
   number = {1},
   pages = {85–101},
   note = {Poster How To
},
   abstract = {Entrepreneurs make countless pitches and presentations to prospective stakeholders that are critical to securing needed resources. Our study examines whether or not certain aspects of visual presentations are more likely to elicit stakeholder interest. By applying precepts of information visualization theory, we empirically examine 42 early-stage venture poster presentations to determine the impact design and content have on attracting stakeholder interest. Our findings suggest that visualization matters; posters that included specific visual devices garnered a higher level of interest among prospective stakeholders, including investors and collaborators.},
   ISSN = {0047-2778},
   DOI = {10.1111/jsbm.12132},
   year = {2016},
   type = {Journal Article}
}

@article{RN289,
   author = {Lee, B. J. and Rhodes, N. J. and Scheetz, M. H. and McLaughlin, M. M.},
   title = {Engaging Pharmacy Students in Research Through Near-Peer Training},
   journal = {American journal of pharmaceutical education},
   volume = {81},
   number = {9},
   pages = {6340},
   note = {Poster as Capstone
},
   abstract = {Objective. To describe the implementation of a near-peer training model within a student research program. Methods. A near-peer training model was implemented in a pharmacy student research program to promote development of effective teaching skills and research competencies. Under the supervision of a research mentor, senior learners precepted junior learners in various aspects of translational research. A three-step teaching process was employed throughout the experience in which junior learners performed an assigned task, senior learners provided guidance and mentorship, and research mentors provided feedback for improvement. Results. A total of 43 pharmacy trainees have participated in the student research program; each year of involvement now averages 15 to 18 students. The program has been responsible for almost 100 poster presentations at national meetings and more than 20 manuscripts in peer-reviewed journals. Funding through intramural grants and scholarships to compensate for conference expenses and other functions has also been awarded. Conclusion. Near-peer teaching supports a tiered-research model under the supervision of a research mentor. For health care systems and colleges of pharmacy with established research programs or those seeking to implement new programs, near-peer teaching appears to be a promising strategy to promote the development of research competencies in pharmacist trainees.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe6340},
   year = {2017},
   type = {Journal Article}
}

@article{RN290,
   author = {Lefor, A. K. and Maeno, M.},
   title = {Preparing Scientific Papers, Posters, and Slides},
   journal = {Journal of Surgical Education},
   volume = {73},
   number = {2},
   pages = {286–290},
   note = {Poster How To
},
   abstract = {Publications and presentations are important in academic medicine. The ability to present information in a standard fashion is critically important. Papers, posters, and slides must be prepared appropriately to maximize their chance of being accepted. The first step is to use word processing software correctly. English language usage must conform to standard scientific English usage. Abbreviations should be avoided as much as possible. Numerical data must be presented with the appropriate number of significant figures. The first step in preparing a paper is to decide the target journal. Papers should always be written in 12 point Times New Roman font, while slides and posters should be in Arial or Helvetica. The Results section must contain actual data with appropriate statistical analysis. Take great care to prepare figures and tables according to the journal's instructions. Posters must be prepared to allow easy reading at a distance of 2m. Use a white background and dark letters. The majority of the area of your poster should be Results, and there is no need to include the abstract or references on a poster. Slide presentations should be limited to about one slide for each minute of the talk. Avoid the use of animations and excessive use of color. Do not use abbreviations on slides. Following these simple guidelines will meet the requirements of most journals and allow your audience to appreciate the data on your posters and slides. (C) 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.},
   ISSN = {1931-7204},
   DOI = {10.1016/j.jsurg.2015.09.020},
   year = {2016},
   type = {Journal Article}
}

@article{RN291,
   author = {Legget, Jane A. and Losekoot, Erwin and Neill, Lindsay and Wood, Yvonne},
   title = {Are Posters Worth the Paper They Are Printed On?: The Pedagogy of Posters in Hospitality and Tourism Management Education},
   journal = {Schole: A Journal of Leisure Studies and Recreation Education},
   volume = {29},
   number = {1},
   pages = {91–101},
   note = {Poster as Capstone
},
   abstract = {This paper considers what is known and extends the knowledge about the value of using posters in tertiary student assessment. It carries out a literature review before considering academic staff and student feedback on poster presentations, highlighting the rationale for using them, challenges in implementing posters as a form of assessment, and student responses to posters as a summative assessment tool. The paper concludes with recommendations based on our findings for those considering using posters and opportunities for further pedagogical research in this increasingly popular tool within the field of hospitality and tourism management.},
   ISSN = {1937-156X},
   DOI = {10.1080/1937156X.2014.11949714},
   year = {2014},
   type = {Journal Article}
}

@article{RN292,
   author = {Lent, M. R. and Gaither-Hardy, D. and Favor, K. E. and Harris, D. and Cos, T. A. and Millard, C. and Kone, Z. and Van Riper, A. and Dugosh, K. L.},
   title = {The development, implementation and early learnings of a training program to advance interest in behavioral research careers among undergraduate BIPOC students majoring in psychology},
   journal = {BMC medical education},
   volume = {23},
   number = {1},
   pages = {160},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVES: Black, indigenous and people of color (BIPOC) remain underrepresented in research occupations. This report discusses a collaboration to train undergraduate BIPOC students in clinical research between a public health institute, two medical schools, and a historically Black College or University (HBCU). This nine-month program trained BIPOC undergraduates in research methodology, psychology, and addiction science, and immersed trainees in real-world research. The program included didactic seminars, experiential activities, and a mentored research project culminating in a poster and oral presentation. METHODS: Key learnings, program satisfaction survey results, and preliminary outcomes from the first three program cohorts (N = 6 students) are presented. This program addressed several barriers hypothesized to contribute to the limited number of BIPOC students pursuing research careers, including mentorship from BIPOC faculty and financial concerns. RESULTS: Students reported moderate to high satisfaction with the program and endorsed gaining new research skills. Limitations and future directions are discussed. CONCLUSION: The expansion of the BIPOC health and research workforce is an urgent priority given the importance of BIPOC professionals to the health of our nation. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT04650386.},
   ISSN = {1472-6920},
   DOI = {10.1186/s12909-023-04104-8},
   year = {2023},
   type = {Journal Article}
}

@article{RN293,
   author = {Leone, E. A. and French, D. P.},
   title = {A Mixed-Methods Study of a Poster Presentation Activity, Students' Science Identity, and Science Communication Self-Efficacy under Remote Teaching Conditions},
   journal = {Journal of Microbiology & Biology Education},
   volume = {23},
   number = {1},
   note = {Virtual or Electronic Poster
},
   abstract = {Disseminating and communicating scientific findings is an acknowledged part of the research experience, but few science programs include explicit undergraduate curricula for practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities for students to practice science communication, but few studies describe or assess authentic oral science communication activities within CUREs, and none do so under hybrid conditions. The existing literature lacks substantial evidence for how science communication activities impact students' science identity and science communication self-efficacy, specifically regarding research posters. To address this, we collected students' quantitative and qualitative perceptions of science identity and science communication self-efficacy in a hybrid CURE and collected students' qualitative perceptions of presenting their research remotely at a virtual poster symposium. We found that students' science identity and science communication self-efficacy improved significantly, as well as benefits and complaints about presenting research virtually, namely, reduced stress, a more comfortable atmosphere, but a murkier communication channel. Our results should prove valuable to educators interested in improving students' science identity and science communication self-efficacy, especially when limited to a virtual or hybrid format, as affective factors strongly impact students' persistence in science.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00262-21},
   year = {2022},
   type = {Journal Article}
}

@article{RN294,
   author = {Levine-Rasky, C.},
   title = {THE PUBLIC POSTER SESSION},
   journal = {Teaching Sociology},
   volume = {37},
   number = {3},
   pages = {309–316},
   note = {Poster as Capstone
},
   ISSN = {0092-055X},
   DOI = {10.1177/0092055x0903700309},
   year = {2009},
   type = {Journal Article}
}

@article{RN295,
   author = {Levy, K. and Lehna, C.},
   title = {A service-oriented teaching and learning project},
   journal = {Pediatric nursing},
   volume = {28},
   number = {3},
   pages = {219–221},
   note = {Poster as Capstone
},
   abstract = {Profound changes in the health care system have heightened nursing educators' awareness about preparing students for the role of health educator to patients and families. To address this concern, senior students in a child and family course developed a teaching and learning (TL) project oriented toward children's and families' distinctive learning needs. With the clinical instructor's guidance, the students sought to create a unique learning activity while still meeting the course's TL objectives. Students gathered information on an array of health topics and determined that a "mini-health fair" for children, families, and professionals using attractive and informative posters and presentations was an effective strategy for disseminating the information. Participants listened to the students' presentations and viewed posters. Pediatric patients enjoyed the interactive learning, families appreciated the take-home informational handouts, and clinicians applauded the professionalism of the student's work. The TL project that was designed to develop students' skills as educators developed into a countywide experience. Students participated in the community's annual health fair and presented to the nursing school's governing board as an exemplar of practice-based teaching. Students were successful when given encouragement and support to create and present TL projects.},
   ISSN = {0097-9805},
   year = {2002},
   type = {Journal Article}
}

@article{RN296,
   author = {Lin, Miranda and Bates, Alan B.},
   title = {The Impact of Service-Learning on Early Childhood Preservice Teachers},
   journal = {New Waves - Educational Research & Development},
   volume = {18},
   number = {1},
   pages = {36–51},
   note = {Poster as Capstone
},
   abstract = {This paper explores how service learning helps preservice teachers change their perceptions toward working with diverse populations and how they link service learning to social justice. Providing opportunities for preservice teachers to link community service with their classroom experiences adds value to their learning experience and enhances qualities of understanding and commitment that lead to effective citizenship participation. Twentyeight early childhood preservice teachers enrolled in a multicultural education course were asked to complete a service-learning project in which they worked with day care centers that serve low income families. In groups, preservice teachers worked closely with the centers to conduct a needs assessment and create projects that assist in overcoming the issues facing each center. After the projects were completed, preservice teachers completed a guided reflection paper and poster presentation as part of the project. Guiding questions focused on the impact of the experience on preservice teachers and the centers. Results indicated that overall, preservice teachers valued the service learning experience and gained an appreciation for working with students of diverse backgrounds. However, they had difficulty connecting service-learning and social justice. Strategies to help preservice teachers develop a better understanding of social justice will be discussed. [ABSTRACT FROM AUTHOR]},
   ISSN = {15268659},
   year = {2015},
   type = {Journal Article}
}

@article{RN297,
   author = {Logan, J. L. and Quiñones, R. and Sunderland, D. P.},
   title = {Poster Presentations: Turning a Lab of the Week into a Culminating Experience},
   journal = {Journal of Chemical Education},
   volume = {92},
   number = {1},
   pages = {96–101},
   note = {Poster as Capstone
},
   abstract = {An assignment incorporating posters into a second-year analytical chemistry lab is described. Students work in groups and are assigned one of the application-themed weekly laboratories as a topic. Course data acquired for these weekly laboratories are compiled into spreadsheets that the poster group then analyzes to present in an on-campus poster session. Visual design with the use of minimal text is emphasized, and statistical analysis and spreadsheet usage are incorporated. This assignment provides the majority of students in the course with their first poster experience. By making the students revisit a previous lab and reconsider the topic using course-wide data, a simple lab of the week becomes an in-depth project culminating in a poster presentation. Student satisfaction with this assignment has been high both in terms of group work experience and the resulting poster.},
   ISSN = {0021-9584},
   DOI = {10.1021/ed400695x},
   year = {2015},
   type = {Journal Article}
}

@article{RN298,
   author = {Long, L. L., III and Sun, L.},
   title = {Entrepreneurial Mindset: Integrating Creative Thinking and Innovation into a Graphical Communications Course},
   journal = {Engineering Design Graphics Journal},
   volume = {82},
   number = {2},
   pages = {58–63},
   note = {Poster as Capstone
},
   abstract = {Nationwide, leaders in business and industry have increasingly acknowledged the importance of entrepreneurship. Several areas of the country showcase the importance of entrepreneurship such as Silicon Valley in California where a large number of start-up companies in science, technology, engineering and math (STEM) fields are located. To meet the needs of business and industry, institutions of higher education prepare students for future employment by offering rigorous and relevant coursework in areas such as entrepreneurship. Collegiate faculty and staff can use fundamental engineering courses to instill an entrepreneurial mindset -- a set of beliefs, attitudes, and behaviors that drive innovation -- in their students. This paper will explore an open-ended team project within a freshman-level engineering graphics course in which instructors encourage an entrepreneurial mindset in students. The goal of the course project is to develop engineering students' critical thinking and innovation skills while preparing them for their future professions. An end-of-semester course-wide poster competition allowed students to practice teamwork as well as innovative thinking and communication skills.},
   ISSN = {0046-2012},
   year = {2018},
   type = {Journal Article}
}

@article{RN299,
   author = {Luciano, G. and Jobbins, K. and Rosenblum, M.},
   title = {A Curriculum to Teach Learners How to Develop and Present a Case Report},
   journal = {Mededportal Publications},
   volume = {14},
   pages = {10692},
   note = {Poster How To
},
   abstract = {Introduction: Residents are required by the Accreditation Council for Graduate Medical Education to complete a scholarly project during residency, but they may not have dedicated time or instruction to be able to successfully achieve this goal.
Methods: In 2013 at Baystate Medical Center, we developed the Case Report Curriculum to guide internal medicine interns through the process of writing and presenting a case report. Core faculty and chief residents facilitate six sessions, which are scheduled throughout the year. Sessions combine large- and small-group discussion with facilitated independent work as well as postsession assignments and timely feedback from course facilitators. Topics include selecting a case report, crafting learning objectives, writing a discussion, authorship and creating a title, generating a poster, and presenting a poster. At the culmination of the conference series, interns present their completed case reports at an institutional academic day where judges critique and score their posters.
Results: Over the past 4 years, 95%-100% of our interns have participated in the required curriculum and presented their posters. We found that the majority of interns go on to present additional scholarly works at regional and national meetings during their second and third postgraduate years. Due to the success of the curriculum, interns from additional programs within the institution now attend the conference series.
Discussion: The Case Report Curriculum is a successful conference series that guides interns through the process of writing a case and can inspire additional scholarship during residency.},
   ISSN = {2374-8265},
   DOI = {10.15766/mep_2374-8265.10692},
   year = {2018},
   type = {Journal Article}
}

@article{RN300,
   author = {Lynch, M. W.},
   title = {Using conferences poster presentations as a tool for student learning and development},
   journal = {Innovations in Education and Teaching International},
   volume = {55},
   number = {6},
   pages = {633–639},
   note = {Poster as Capstone
},
   abstract = {This paper offers an insight into the use of poster presentations as a means of helping students prepare and develop their arguments for their final project work to be submitted for assessment. The five students, all from a Masters in Social Work course in Gothenburg, Sweden participated in an international conference in Bratislava, Slovakia. The use of poster presentations, understood in this paper from a constructionist theory of education perspective, also created the opportunities for building student's self-confidence and helping them develop their own academic voice. Furthermore it is argued that this process helped scaffold their knowledge building before the final submission of their course work.},
   ISSN = {1470-3297},
   DOI = {10.1080/14703297.2017.1286999},
   year = {2018},
   type = {Journal Article}
}

@article{RN301,
   author = {Lyons, R. and Buckley, K.},
   title = {Stakeholder Engagement in a Large Enterprise Class Showcase},
   journal = {Journal of Management Education},
   volume = {45},
   number = {3},
   pages = {404–437},
   note = {Poster as Capstone
},
   abstract = {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.},
   ISSN = {1052-5629},
   DOI = {10.1177/1052562920969908},
   year = {2021},
   type = {Journal Article}
}

@article{RN302,
   author = {Mabrouk, P. A. and Schelble, S. M.},
   title = {Interactive Poster Survey Study of ACS Members' Knowledge and Needs on Research Ethics},
   journal = {Journal of Chemical Education},
   volume = {95},
   number = {6},
   pages = {954–961},
   note = {Other},
   abstract = {An interactive poster exhibited at two poster sessions at the Fall 2016 American Chemical Society (ACS) National Meeting was used as a vehicle to learn about ACS members' concerns and needs related to research ethics and to identify opportunities for engagement of the Society by the Committee on Ethics (ETHX) and others in terms of ethics awareness, education, and meeting programming. The poster which leveraged color-coded sticky notes engaged 92 poster session attendees representing a wide array of shareholders from academe and industry. 15% of the participants returned to the poster to learn what other conferees had posted. The study identified a number of critical gaps in knowledge that represent opportunities for ACS, educators, and others to engage members in the vital area of research ethics education and training. These include a lack of awareness of existing resources on research ethics, an interest among members for materials for student training, and concerns about ethical issues in the areas of publications, plagiarism, data-handling, teaching ethics, and ethical decision-making.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.7b00867},
   year = {2018},
   type = {Journal Article}
}

@article{RN303,
   author = {MacDonald, Kath},
   title = {Taking risks in sharing data: the use of poetry for dissemination of research},
   journal = {International Practice Development Journal},
   volume = {5},
   number = {2},
   pages = {1–7},
   note = {Poster How To
},
   abstract = {Background: Dissemination of findings in health sciences research can take many forms, but is usually through publication in peer-reviewed journals, and oral and poster presentations at conferences and events. One of the challenges for the researcher is how to get the message across with maximum impact, particularly when faced with a short time frame for presentation. Aim: The aim of this paper is to reflect on the experience of presenting poetry as a medium for dissemination of research at an international conference. I will consider the reactions of the recipients to my poetry and critically reflect on the transformational journey that occurred as a result of taking a risk in my method of sharing data. Conclusion: The poetry was viewed as a powerful medium through which to deliver the key messages of the research. It can convey meaning accessibly in a short time frame. Feedback from three conferences has been highly positive and will form the impetus for new work. The reaction from each conference audience has affirmed my view that taking a risk – while provoking anxiety – has been transformative in terms of my future dissemination of research and my practice as an educator. Implications for practice: • Alternative methods of disseminating research, such as poetry, can illuminate emergent meanings accessibly • Taking risks can lead to transformational ways of practice},
   ISSN = {2046-9292},
   DOI = {10.19043/ipdj.52.009},
   year = {2015},
   type = {Journal Article}
}

@article{RN304,
   author = {MacIntosh-Murray, A.},
   title = {Poster presentations as a genre in knowledge communication - A case study of forms, norms, and values},
   journal = {Science Communication},
   volume = {28},
   number = {3},
   pages = {347–376},
   note = {Other},
   abstract = {Learning to communicate research well through posters involves far more than formatting issues such as font size. The conventions of poster presentations as social practices are part of academic apprenticeship in many health disciplines. This case study examines doctoral students' poster presentations as a research-process genre. The article maps genre knowledge required of novice researchers: poster form, creation processes, presentation practices, and underlying values. Complexity arises from the multiple roles that posters must fulfill, combined with formatting restrictions, the nature of audience interaction, and prestige issues. Posters are often considered as second class compared to oral presentations, perhaps unfairly. The reuse of posters raises questions about publication as academic currency and appropriate knowledge-exchange practices. Poster presentations are evolving with digital media, which may affect competence development in this multimodal form of research communication. Future research should consider how posters' technology-influenced evolution affects interaction, communicative purposes, and the texts themselves.},
   ISSN = {1075-5470},
   DOI = {10.1177/1075547006298251},
   year = {2007},
   type = {Journal Article}
}

@article{RN305,
   author = {Mager, N. A. D. and Ernst, K. M. and Parker, K. W. and Bates, B. N. and Aronson, B. D.},
   title = {A required course in leadership, entrepreneurship, and administration in pharmacy},
   journal = {Pharmacy Education},
   volume = {21},
   number = {1},
   pages = {626–641},
   note = {Poster as Capstone
},
   abstract = {Context: Worldwide, there is growing interest in equipping pharmacy graduates with the requisite skills to assume responsibilities related to management and leadership in the profession. To meet this need, the required course "Leadership, Entrepreneurship, and Administration in Pharmacy" is provided as a culminating experience for pharmacy students. Description of course: In this course, students learn concepts related to management, leadership, and entrepreneurship and complete assignments including financial statement exercises, human resources management simulations, personal leadership development plans, and business plan projects with professional poster presentations. The course in its current form has been offered four times to 541 students. Evaluation: Student evaluations (n=214) show the course is well-received and provides opportunities to develop knowledge and skills not covered previously. As the pharmacy profession is constantly evolving, students need a strong foundation in management, leadership, and entrepreneurship. Sharing experiences from this course will aid faculty at other institutions wanting to include similar topics in their curriculum.},
   ISSN = {1560-2214},
   DOI = {10.46542/pe.2021.211.626641},
   year = {2021},
   type = {Journal Article}
}

@article{RN306,
   author = {Mahomed, S. and Ross, A. and Van Wyk, J.},
   title = {Training and assessing undergraduate medical students' research: Learning, engagement and experiences of students and staff},
   journal = {African journal of primary health care & family medicine},
   volume = {13},
   number = {1},
   pages = {e1–e8},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: The development of research skills is an important aspect of undergraduate medical training that facilitates the practice of evidence-based medicine. The inclusion of research training into undergraduate medical curricula can take various formats and is compulsory for all students at the Nelson R. Mandela School of Medicine (NRMSM). The evaluation of this training is important, both to ensure that students obtain the required research skills and to improve the quality of the training. AIM: The aim of this study was to evaluate undergraduate medical students' and staff learning, engagement and experiences in the training and assessment of third-year research projects. SETTING: This research was conducted at NRMSM, South Africa. METHODS: Questionnaires were administered to third-year medical students after they completed their research project poster presentations and to the staff who assessed the presentations. Responses to the learning process, group work, alignment between module outcomes and assessment and the benefits of poster presentations were assessed. RESULTS: A total of 215 students and 10 staff completed the questionnaire. Many students reported having enjoyed learning about research (78%) and that the training activities facilitated their understanding of the research process (84%). The majority of students (86%) and staff (80%) perceived the posters as an effective way to demonstrate students' ability to collect, analyse and interpret data. CONCLUSION: Staff and students viewed the research process positively and reported that the poster presentations were an effective way to assess research.},
   ISSN = {2071-2936},
   DOI = {10.4102/phcfm.v13i1.2559},
   year = {2021},
   type = {Journal Article}
}

@article{RN307,
   author = {Majka, E. A. and Guenther, M. F. and Raimondi, S. L.},
   title = {Science Bootcamp Goes Virtual: a Compressed, Interdisciplinary Online CURE Promotes Psychosocial Gains in STEM Transfer Students},
   journal = {Journal of Microbiology & Biology Education},
   volume = {22},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Course-based undergraduate research experiences (CUREs) are well-documented as high-impact practices that can broaden participation and success in STEM. Drawing primarily from a community of practice theoretical framework, we previously developed an interdisciplinary CURE course (Science Bootcamp) for STEM majors focused entirely on the scientific process. Among first-year students, Science Bootcamp leads to psychosocial gains and increased retention. In the current study, we test whether an online Science Bootcamp also improved outcomes for STEM transfer students-a group that faces "transfer shock," which can negatively impact GPA, psychosocial outcomes, and retention. To this end, we redesigned Science Bootcamp to a 2-week course for STEM transfer students to complete prior to beginning the fall semester at our 4-year institution. Due to the COVID-19 pandemic, the course was conducted in an entirely virtual format, using primarily synchronous instruction. Despite the course being virtual, the diverse group of STEM majors worked in small groups to conduct rigorous, novel empirical research projects from start to finish, even presenting their results in a poster symposium. Assessment data confirmed the compressed, online Science Bootcamp contained key CURE components-opportunities for collaboration, discovery and relevance, and iteration-and that students were highly satisfied with the course. Moreover, in line with our hypothesis, STEM transfer students who participated in the online Science Bootcamp experienced a range of psychosocial gains (e.g., belonging to STEM). In sum, these findings suggest our online Science Bootcamp promotes positive STEM outcomes, representing a highly flexible and affordable CURE that can be scaled for use at institutions of any size.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v22i1.2353},
   year = {2021},
   type = {Journal Article}
}

@article{RN308,
   author = {Maloney, L. M. and Hakimi, M. and Hays, T. and Adachi, J. and Chau, A. and Esper, B. S. and Koulouris, V. and Kung, P. and Meier, K. R. and Schum, R. S. and Sha, S. and Wong, A. and Wu, A. and Yin, W. and Page, C. R.},
   title = {Learning the Language of Medical Device Innovation: A Longitudinal Interdisciplinary Elective for Medical Students},
   journal = {Academic medicine : journal of the Association of American Medical Colleges},
   volume = {97},
   number = {9},
   pages = {1341–1345},
   note = {Poster as Capstone
},
   abstract = {PROBLEM: Physicians are playing a growing role as clinician-innovators. Academic physicians are well positioned to contribute to the medical device innovation process, yet few medical school curricula provide students opportunities to learn the conceptual framework for clinical needs finding, needs screening, concept generation and iterative prototyping, and intellectual property management. This framework supports innovation and encourages the development of valuable interdisciplinary communication skills and collaborative learning strategies. APPROACH: Our university offers a novel 3-year-long medical student Longitudinal Interdisciplinary Elective in Biodesign (MSLIEB) that teaches medical device innovation in 4 stages: (1) seminars and small-group work, (2) shared clinical experiences for needs finding, (3) concept generation and product development by serving as consultants for biomedical engineering capstone projects, and (4) reflection and mentorship. The MSLIEB objectives are to: create a longitudinal interdisciplinary peer mentorship relationship between undergraduate biomedical engineering students and medical students, and encourage codevelopment of professional identities in relation to medical device innovation. OUTCOMES: The MSLIEB enrolled 5 entering cohorts from 2017 to 2021 with a total of 37 medical student participants. The first full entering cohort of 12 medical students produced 8 mentored biomedical engineering capstone projects, 7 of which were based on clinical needs statements derived from earlier in the elective. Medical student participants have coauthored poster and oral presentations; contributed to projects that won WolfieTank, a university-wide competition modeled after the television show Shark Tank; and participated in the filing of provisional patents. Students reflecting on the course reported a change in their attitude towards existing medical problems, felt better-equipped to collaboratively design solutions for clinical needs, and considered a potential career path in device design. NEXT STEPS: The MSLIEB will be scaled up by recruiting additional faculty, broadening clinical opportunities to include the outpatient setting, and increasing medical student access to rapid prototyping equipment.},
   ISSN = {1938-808X},
   DOI = {10.1097/ACM.0000000000004723},
   year = {2022},
   type = {Journal Article}
}

@article{RN309,
   author = {Manarin, Karen},
   title = {Interpreting Undergraduate Research Posters in the Literature Classroom},
   journal = {Teaching & Learning Inquiry},
   volume = {4},
   number = {1},
   pages = {1–15},
   note = {Poster as Capstone
},
   abstract = {This essay explores the use of undergraduate research posters in English literature classrooms; at the same time, it argues for a scholarship of teaching and learning responsive to how meaning is constructed in the arts and humanities. Our scholarly practice requires interaction with texts and with each other, yet the undergraduate research paper typically does not involve much interaction between peers. The posters disseminate preliminary interpretations of research projects to peers; they are a way to make visible some of the cognitive, affective, and aesthetic aspects of literary research. This essay analyzes student reflections on both the process of creating and the process of presenting research posters before providing "close readings" of several posters. Reading the posters reveals key elements of students' interactions with literary texts: close reading, integration, negotiation, theoretical generalization, and aesthetic judgment. As the students explored a less familiar genre, disciplinary processes of knowledge creation were defamiliarized and made visible. [ABSTRACT FROM AUTHOR]},
   ISSN = {21674787},
   DOI = {10.20343/teachlearninqu.4.1.8},
   year = {2016},
   type = {Journal Article}
}

@article{RN310,
   author = {Manegold, J. G. and Schaffer, B. S. and Arseneau, E. and Kauanui, S. K.},
   title = {Social innovation and poster presentations: Service-learning for business students in a team-based course},
   journal = {Journal of Education for Business},
   volume = {95},
   number = {7},
   pages = {469–475},
   note = {Poster as Capstone
},
   abstract = {This paper describes a course project that delivers the theoretical application of effective team processes through a unique blend of service-learning and social innovation. Through this project, student teams develop collaborative relationships with military veterans who are in the early stages of business development, resulting in both educational and social benefits for the students, veterans, and the surrounding community. The authors describe the design of the course project and partnership with veterans, as well as the interactive poster-presentation forum that showcases the results of these service-learning projects. We discuss relevant supporting theory and conclude with pedagogical recommendations for instructors.},
   ISSN = {0883-2323},
   DOI = {10.1080/08832323.2019.1680519},
   year = {2020},
   type = {Journal Article}
}

@article{RN311,
   author = {Manterola, C. and Pineda, V. and Vial, M. and Grande, L.},
   title = {How should the results of a scientific study be presented? I. The oral presentation},
   journal = {Cirugía española},
   volume = {81},
   number = {1},
   pages = {12–17},
   note = {Poster How To
},
   abstract = {The results of a research study can be presented through oral communications, posters, conferences and publications, etc. The present article suggests ways in which oral communications and posters can be presented. The sequence of steps leading up to an oral presentation can be divided into writing a summary, designing the graphic material, giving the presentation and defending the results. Posters have a similar structure but this format allows complex experiments to be clearly presented and a variety of illustrations to be introduced, without the strict time constraints that apply to oral presentations. Whichever format is followed, we recommend that authors answer the following questions: what was the question studied and why?, how was it studied?, what were the results?, and what do they mean? These questions help to structure the presentation effectively.},
   ISSN = {0009-739X},
   year = {2007},
   type = {Journal Article}
}

@article{RN312,
   author = {Marbach-Ad, Gili and McGinnis, J. Randy and Pease, Rebecca and Dai, Amy and Benson, Spencer and Dantley, Scott Jackson},
   title = {Transformative undergraduate science courses for non-majors at a historically black institution and at a primarily white institution},
   journal = {Science Education International},
   volume = {21},
   number = {4},
   pages = {252–271},
   note = {Poster as Capstone
},
   abstract = {We investigated curricular and pedagogical innovations in undergraduate science courses for non-science majors at a Historically Black Institution (HBI) and a Primarily White Institution (PWI). The aims were to improve students' understanding of science, i science by connecting their prior experience and interest to the science content, and recruit students, especially from underrepresented groups, to science teacher education. Both courses were developed with the same fundamental principles of teaching for all and connection to student interests. We report on the way we used students' interest to increase their enthusiasm towards science and how the instructors established linkages between science and teaching, while introduc research (reading the literature, writing mini presenting the data in poster presentations). We discuss the way that the PWI and HBI instructors customized their courses to take into consideration the characteristics of the students' population taking the courses. We assessed our progress in achieving our goals by using researchers' observations, the instructors' perspective, students' feedback, and a reliable and valid survey. Our major insight was that their roles within their contexts (HBI or PWI) mediated the way they designed, implemented, and assessed their learners. [ABSTRACT FROM AUTHOR]
Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {1450104X},
   year = {2010},
   type = {Journal Article}
}

@article{RN313,
   author = {Mardan, Qnms and Alharbi, A. B. and Alzaidi, S. A. and Aldhafeer, E. S. and Allazzam, A. M.},
   title = {Academic and Clinical Background of Plastic Surgery Residents of the Saudi Training Program},
   journal = {Plastic and Reconstructive Surgery-Global Open},
   volume = {8},
   number = {5},
   pages = {6},
   note = {Poster as Capstone
},
   abstract = {Background: Plastic surgery residents are required to contribute to the scientific milieu, apart from honing their surgical skills. Data regarding their academic and clinical background are limited locally in comparison with their counterparts. This is the first study of its kind on the Saudi training program, with suggested potential solutions to shortcomings. Methods: This is a cross-sectional study based on an electronic, 27-element, self-administered questionnaire sent to a WhatsApp group gathering all 40 plastic surgery residents of the Saudi program, with the exclusion of a single participant. Results: The mean of overall residents' publications was 2.29 articles. No significant difference (P= 0.438) was found in the number of publications among residents of different levels. However, seniors have published significantly (P= 0.002) more articles (mean = 1.6; SD = 1.24) during residency compared with juniors (mean = 0.42; SD = 1). The group that had taken rotations in plastic surgery abroad published more articles (P= 0.02) than the group that did not. Using eta correlation, a positive correlation (eta= 0.36) was found between taking courses in research and publication. Conclusions: The Saudi plastic surgery residents are ahead of their colleagues in other local specialties but fall behind their counterparts internationally. The relatively poor contribution in terms of research, posters, and oral presentations could be remedied with measures such as providing protected research time and mentorship. They should be emboldened to pursue postgraduate studies, as only 3 residents had a Master of Science degree.},
   ISSN = {2169-7574},
   DOI = {10.1097/gox.0000000000002865},
   year = {2020},
   type = {Journal Article}
}

@article{RN314,
   author = {Marek, P. and Christopher, A. N. and Koenig, C. S.},
   title = {Applying technology to facilitate poster presentations},
   journal = {Teaching of Psychology},
   volume = {29},
   number = {1},
   pages = {70–72},
   note = {Poster How To
},
   abstract = {Because college graduates with baccalaureate degrees in psychology are often employed in positions that are not directly related to psychology, we offer a rationale for introducing applied technological skills in the classroom. We focus specifically on presentation software, primarily as a vehicle for creating posters. Given the surge in popularity of poster presentations and the impact of high-quality visual displays, we review sources of information for preparing posters and graphs. We also offer guidelines for the use of PowerPoint(TM) presentation software to create single-unit poster presentations, a skill applicable in a variety of academic and employment settings.},
   ISSN = {0098-6283},
   DOI = {10.1207/s15328023top2901_12},
   year = {2002},
   type = {Journal Article}
}

@article{RN315,
   author = {Marion, R. E. and Gardner, G. E. and Parks, L. D.},
   title = {Multiweek cell culture project for use in upper-level biology laboratories},
   journal = {American Journal of Physiology - Advances in Physiology Education},
   volume = {36},
   number = {2},
   pages = {154–157},
   note = {Poster as Capstone
},
   abstract = {Multiweek cell culture project for use in upper-level biology laboratories. Adv Physiol Educ 36: 154-157, 2012; doi:10.1152/advan.00080.2011-This article describes a laboratory protocol for a multiweek project piloted in a new upper-level biology laboratory (BIO 426) using cell culture techniques. Human embryonic kidney-293 cells were used, and several culture media and supplements were identified for students to design their own experiments. Treatments included amino acids, EGF, caffeine, epinephrine, heavy metals, and FBS. Students researched primary literature to determine their experimental variables, made their own solutions, and treated their cells over a period of 2 wk. Before this, a sterile technique laboratory was developed to teach students how to work with the cells and minimize contamination. Students designed their experiments, mixed their solutions, seeded their cells, and treated them with their control and experimental media. Students had the choice of manipulating a number of variables, including incubation times, exposure to treatment media, and temperature. At the end of the experiment, students observed the effects of their treatment, harvested and dyed their cells, counted relative cell numbers in control and treatment flasks, and determined the ratio of living to dead cells using a hemocytometer. At the conclusion of the experiment, students presented their findings in a poster presentation. This laboratory can be expanded or adapted to include additional cell lines and treatments. The ability to design and implement their own experiments has been shown to increase student engagement in the biology-related laboratory activities as well as develop the critical thinking skills needed for independent research. © 2012 The American Physiological Society.},
   ISSN = {1043-4046
1522-1229},
   DOI = {10.1152/advan.00080.2011},
   year = {2012},
   type = {Journal Article}
}

@article{RN316,
   author = {Marom, D. and Ashkenazi, S.},
   title = {[How to prepare a poster for a medical conference?]},
   journal = {Harefuah},
   volume = {153},
   number = {2},
   pages = {113–114},
   note = {Poster How To
},
   ISSN = {0017-7768},
   year = {2014},
   type = {Journal Article}
}

@article{RN317,
   author = {Marshall, G.},
   title = {Promoting independent learning by curriculum design and assessment in a taught postgraduate MRI programme},
   journal = {Radiography},
   volume = {14},
   number = {3},
   pages = {238–245},
   note = {Poster as Capstone
},
   abstract = {The purpose of this paper is to consider the need for and importance of independent learning in an emergent profession, radiography. The paper then evaluates whether the revalidated postgraduate programme in magnetic resonance imaging (MRI) encourages independent learning by its curriculum design, delivery and assessment. Evidence regarding the promotion of independent learning was gained from staff, mentors, learners and external examiners. Furthermore the scientific presentations and posters that the learners contributed in the professional conference arena during or subsequent to programme completion were seen as indicators of independent learning, as this work lay beyond the remit of the course. Based on the above, the ethos of the programme to promote independent learning has been successful. © 2006 The College of Radiographers.},
   ISSN = {1078-8174},
   DOI = {10.1016/j.radi.2006.11.001},
   year = {2008},
   type = {Journal Article}
}

@article{RN318,
   author = {Martinelli, S. M. and McGraw, K. A. and Kalbaugh, C. A. and Vance, S. and Viera, A. J. and Zvara, D. A. and Mayer, D. C.},
   title = {A Novel Core Competencies-Based Academic Medicine Curriculum: Description and Preliminary Results},
   journal = {The Journal of Education in Perioperative Medicine JEPM},
   volume = {16},
   number = {10},
   pages = {E076},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Physicians practice health care in a rapidly changing system that requires more than the delivery of safe and effective care. Modern physicians must also acquire skills beyond direct patient care. Residency programs must, therefore, prepare physicians to meet these demands by providing appropriate education and training.
METHODS: We designed, implemented and assessed an academic medicine curriculum in the first post-graduate year. This curriculum provides comprehensive exposure to necessary non-patient contact related physician skills. Topics centered around four domains: critical appraisal of literature of literature, quality improvement, professional development, and teaching. Each of these domains is linked to the six core competencies established by the Accreditation Council for Graduate Medical Education's (ACGME). Instruction includes small-group learning sessions with additional time for self-directed online modules and a faculty-mentored quality improvement research project that is presented at a graduation symposium. All residents completed a survey evaluation of the curriculum before and after the course via open-ended questions and Likert responses (0-5). We assessed improvement in resident confidence with each curricular domain using mean Likert score change and 95% confidence intervals (CI).
RESULTS: Residents improved at all curricular domains measured. The most significant mean changes included confidence in: poster presentations (2.7; 95% CI: 1.9-3.5), plan-do-check-act cycle (2.5; 95% CI: 2.1-2.9), quality improvement projects (2.4; 95% CI: 1.9-2.9), and abstract presentation (2.3; 95% CI: 1.6-3.0).
CONCLUSIONS: We found that the academic medicine rotation (AMR) is feasible in a large academic setting. Furthermore, the AMR allows early exposure to and improvement in essential non-patient contact related physician skills required by the ACGME core competencies and assessed through the milestones.},
   ISSN = {2333-0406},
   year = {2014},
   type = {Journal Article}
}

@article{RN319,
   author = {Mayberry, J. F.},
   title = {The design and application of effective written instructional material: a review of published work},
   journal = {Postgraduate Medical Journal},
   volume = {83},
   number = {983},
   pages = {596–8},
   note = {Poster How To
},
   abstract = {This review will consider the evidence base for the format of educational material drawing on academic papers and the practice of the design industry. The core issues identified from the review are drawn together in guidelines for educational posters, text and web based material. The review deals with the design of written material both for use in leaflets and books as well as the impact of factors such as font type and size as well as colour on poster design. It sets these aspects of educational material within a research framework, which looks at impact on learning and subsequent change in practice. These issues are examined through a practical example of a poster designed for a regional gastroenterology meeting. [References: 13]},
   ISSN = {1469-0756},
   year = {2007},
   type = {Journal Article}
}

@article{RN320,
   author = {Mayfield, T. J. and Olimpo, J. T. and Floyd, K. W. and Greenbaum, E.},
   title = {Collaborative Posters Develop Students' Ability to Communicate about Undervalued Scientific Resources to Nonscientists},
   journal = {Journal of Microbiology & Biology Education},
   volume = {19},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Scientists are increasingly called upon to communicate with the public, yet most never receive formal training in this area. Public understanding is particularly critical to maintaining support for undervalued resources such as biological collections, research data repositories, and expensive equipment. We describe activities carried out in an inquiry-driven organismal biology laboratory course designed to engage a diverse student body using biological collections. The goals of this cooperative learning experience were to increase students' ability to locate and comprehend primary research articles, and to communicate the importance of an undervalued scientific resource to nonscientists. Our results indicate that collaboratively created, research-focused informational posters are an effective tool for achieving these goals and may be applied in other disciplines or classroom settings.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v19i1.1442},
   year = {2018},
   type = {Journal Article}
}

@article{RN321,
   author = {McClendon, K. S. and Stover, K. R.},
   title = {Tips for a successful poster presentation},
   journal = {American Journal of Health-System Pharmacy},
   volume = {71},
   number = {6},
   pages = {449–451},
   note = {Poster How To
},
   ISSN = {1535-2900
1079-2082},
   DOI = {10.2146/ajhp130116},
   year = {2014},
   type = {Journal Article}
}

@article{RN322,
   author = {McCormack, J. A. Y. and Beyerlein, Steve and Brackin, Patricia and Odom, Edwin and Cordon, D. A. N.},
   title = {Snapshot Style Poster Sessions for Formative Inter-Team Design Feedback in Capstone Courses},
   journal = {International Journal of Engineering Education},
   volume = {31},
   number = {6B},
   pages = {1736–1747},
   note = {Poster as Capstone
},
   abstract = {Snapshot style poster sessions where student teams prepare simple, pinned-up posters that show off in-progress status of their projects are efficient and effective sources of just-in-time design feedback. In the authors' experience, snapshot poster sessions can satisfactorily accommodate up to 30 project teams during a single class period. The intended audience is other students in the class, faculty advisors, professional staff, nearby clients, and interested students not enrolled in the class. Minimal additional preparation time is expected for mid-semester snapshot days. The idea is that project teams continue work on normal project activities for as long as possible, creating poster content in the final day before the session, reusing resources from personal logbooks and project binders. Snapshot poster sessions, scheduled several times throughout the course of a project, provide opportunities for multiple parties to provide formative assessment, share best practices, highlight common struggles, and punctuate common milestones for capstone design projects. To measure the impact of snapshot events, data was gathered from both participating students and instructors using post-event classroom activities, logbooks, and surveys. The data was analyzed to look for patterns in the subject of the feedback (design process, design products, and team processes, and the snapshot experience itself) as well as the source of the feedback (seif-directed or peerdirected). The data collection showed that large quantities of feedback were generated about student design process and products while less feedback was generated about student team process. The volume of peer feedback was increased with formal writing prompts. A faculty survey identified high leverage subjects to emphasize in different snapshot events throughout the duration of a project. [ABSTRACT FROM AUTHOR]},
   ISSN = {0949149X},
   year = {2015},
   type = {Journal Article}
}

@article{RN323,
   author = {McCulloch, B.},
   title = {Don't ignore that call for posters!},
   journal = {Journal of continuing education in nursing},
   volume = {41},
   number = {9},
   pages = {392–393},
   note = {Poster How To
},
   abstract = {Participating in a conference poster session is an effective way to share information about clinical practice. This column offers some practical tips to help with the process of developing a visually appealing and informative poster. Copyright 2010, SLACK Incorporated.},
   ISSN = {0022-0124},
   DOI = {10.3928/00220124-20100825-04},
   year = {2010},
   type = {Journal Article}
}

@article{RN324,
   author = {McCurdy, F. A. and Beck, G. and Maroon, A. and Gomes, H. and Lane, P. H.},
   title = {The administrative colloquium: Developing management and leadership skills for faculty},
   journal = {Ambulatory Pediatrics},
   volume = {4},
   number = {1 SUPPL.},
   pages = {124–128},
   note = {Poster as Capstone
},
   abstract = {Objective. Development of leadership competencies has become a priority for many academic health science centers. However, traditional faculty development has focused almost exclusively on improving teaching skills. The process and outcomes of developing leadership skills for academic health science center faculty has not been extensively studied. Methods. The University of Nebraska Medical Center (UNMC) created a year-long course, called the Administrative Colloquium, as a means to enhance faculty leadership skills. Completion of the course required attendance at 8 half-day workshop sessions, each devoted to teaching a leadership competency (eg, leading with vision, managing change) and completing a project with a project report (oral or poster presentation). Course evaluation was multifaceted. Attendees were queried multiple times by a pre- and poststrategy and retrospective pre- and poststrategy concerning their perceptions about knowledge obtained during the course. Paired t testing was used to determine statistical differences between the mean pre- versus postvalues and the retrospective pre- versus postvalues. Project content was qualitatively analyzed for themes. Results. All comparisons of pre- and postdata and retrospective pre- and postdata were statistically significant (P < .05). Three themes arose from the analysis of projects: change, management, and interpersonal communications. Conclusions. The pre- and postknowledge data and the retrospective pre- and postknowledge data demonstrate that learning was significant as well as sustained. Qualitative analysis of the project content demonstrates that the participants were applying the course content to solving real-world problems. These results give preliminary support to the conclusion that the Administrative Colloquium has had an impact on faculty leadership development at UNMC.},
   ISSN = {1530-1567},
   DOI = {10.1367/1539-4409(2004)004<0124:TACDMA>2.0.CO;2},
   year = {2004},
   type = {Journal Article}
}

@article{RN325,
   author = {McEvoy, N. L. and Tume, L. N.},
   title = {Creating a conference poster: Out with the old and in with the new, moving from the traditional to the improved modern poster format},
   journal = {Nursing in Critical Care},
   volume = {27},
   number = {5},
   pages = {619–622},
   note = {Poster How To
},
   ISSN = {1362-1017},
   DOI = {10.1111/nicc.12822},
   year = {2022},
   type = {Journal Article}
}

@article{RN326,
   author = {McGee, R. E. and Walker, E. R. and McBride, C. M. and Nehl, E. J. and Rice, W. S. and Wise, N. E. and Jones-Harrell, C. and Lang, D. L.},
   title = {Enhancing Students' Skills in Applying Theory Through Collaborative and Active Learning: A Pre-Post Evaluation of an Innovative Theory Course for Graduate Public Health Students},
   journal = {Pedagogy in Health Promotion},
   pages = {10},
   note = {Poster as Capstone
},
   abstract = {Modern public health practice includes planning, implementation, and evaluation of programs targeting the structural and social determinants of health. To prepare graduate students to engage with theory in complex, practical, and innovative ways, a new model of course delivery was created to focus on developing and applying theorizing skills to the social ecological model. Throughout the semester, students engage in collaborative learning to apply theory to real-world public health interventions focused on high-profile public health issues. Data were gleaned from three course sections (N = 80) using a pre-post study design to evaluate students' ability to apply theory at various levels of the social ecological model and confidence to meet course objectives. The post-course survey also included questions about the helpfulness of specific course elements and asked for recommendations for improvement. Descriptive statistics were calculated and differences between pre- and post-ratings were tested with paired samples t-tests and Wilcoxon signed rank tests. Students improved in their ability to apply theory by the end of the semester (p < .001) and in their confidence in meeting all learning objectives (p < .001). Most students found that this new format of engaging with theory in complex, applied, and innovative ways by working in teams, completing in-class activities, and open poster presentations beneficial. Engaging students in a new course format led to critical reflection about various levels of influence on health and enhanced students' ability to apply theory at multiple levels of influence. Further refinement and course development will continue to facilitate developing theorizing skills.},
   ISSN = {2373-3799},
   DOI = {10.1177/23733799231186637},
   year = {2023},
   type = {Journal Article}
}

@article{RN327,
   author = {McGuire, R.},
   title = {How to present a poster},
   journal = {Pharmaceutical Journal},
   volume = {270},
   number = {7248},
   pages = {650–652},
   note = {Poster How To
},
   abstract = {Further tips for giving poster presentations are given in Panel 2. Although conferences can be tiring, try to enjoy yourself. Attending a conference is not only a chance to show off your work, but also a great opportunity to catch up with former colleagues and make new contacts. It could even lead to interesting future career opportunities.},
   ISSN = {0031-6873},
   year = {2003},
   type = {Journal Article}
}

@article{RN328,
   author = {McLaughlin, M. M. and Skoglund, E. and Bergman, S. and Scheetz, M. H.},
   title = {Development of a pharmacy student research program at a large academic medical center},
   journal = {American Journal of Health-System Pharmacy},
   volume = {72},
   number = {21},
   pages = {1885–1889},
   note = {Poster as Capstone
},
   abstract = {Purpose. A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described. Summary. In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013. Conclusion. A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students.},
   ISSN = {1079-2082},
   DOI = {10.2146/ajhp150042},
   year = {2015},
   type = {Journal Article}
}

@article{RN329,
   author = {McMillan, D. E. and Bell, S. and Benson, E. E. and Mandzuk, L. L. and Matias, D. M. and McIvor, M. J. and Robertson, J. E. and Wilkins, K. L.},
   title = {From anxiety to enthusiasm: Facilitating graduate nursing students' knowledge development in science and theory},
   journal = {Journal of Nursing Education},
   volume = {46},
   number = {2},
   pages = {88–91},
   note = {Poster as Capstone
},
   abstract = {Knowledge development of theory can be challenging for graduate nursing students when they experience deficits related to theoretical foundations, evaluation, or application. This article recounts the experiences of the students and course facilitator with a graduate-level nursing science and theory course, which required critical analysis of a concept, theory critique, and poster presentation. The idea for this article was generated when the students realized the profound importance of nursing theories and their applicability to practice and research. Students' anxiety gave way to enthusiasm with the implementation of teaching and learning strategies based on adult learning theory. Knowles' four characteristics of adult learners are discussed in relation to the experiences of the students and course facilitator. These characteristics include learners' wish to be self-directed, need to bring life experiences to their learning, recognition of their social and occupational role competencies, and need to take a more immediate, problem-solving approach to their learning.},
   ISSN = {0148-4834},
   DOI = {10.3928/01484834-20070201-10},
   year = {2007},
   type = {Journal Article}
}

@article{RN330,
   author = {McNutt, M.},
   title = {It starts with a poster},
   journal = {Science},
   volume = {347},
   number = {6226},
   pages = {1047–1047},
   note = {Poster How To
},
   abstract = {The article cites the importance of communication in science, including communication among scientists as well as with policy makers and the public, and looks at how science students can develop their communication skills. The author says giving poster presentations at scientific meetings are a good opportunity for students to develop these skills and offers suggestions for making them effective. Effective conference talks are also discussed.},
   ISSN = {00368075},
   DOI = {10.1126/science.aab0014},
   year = {2015},
   type = {Journal Article}
}

@article{RN331,
   author = {Medina-Walpole, A. and Fonzi, J. and Katz, P. R.},
   title = {Academic career development in geriatric fellowship training},
   journal = {Journal of the American Geriatrics Society},
   volume = {55},
   number = {12},
   pages = {2061–2067},
   note = {Poster as Capstone
},
   abstract = {Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs. © 2007, The American Geriatrics Society.},
   ISSN = {0002-8614
1532-5415},
   DOI = {10.1111/j.1532-5415.2007.01425.x},
   year = {2007},
   type = {Journal Article}
}

@article{RN332,
   author = {Meléndez, J.},
   title = {Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Peru},
   journal = {Journal of Microbiology & Biology Education},
   volume = {20},
   number = {1},
   pages = {3},
   note = {Poster as Capstone
},
   abstract = {According to a report published by the Center for Community College Student Engagement and others, global learning is considered one of the high-impact practices used to increase student engagement and motivation to learn. Engagement and motivation have also been linked to increased learning gains and improvement in the overall learning experience. Furthermore, global learning helps students explore other people's cultures and worldviews, which is an important skill for students to gain in order to compete and adapt to solve the problems of our global society. Here, I discuss two class activities that faculty can adopt to implement global learning in their courses, with the purpose of engaging and motivating students to learn microbiology while celebrating some traditions from Morocco and Peril. Students researched traditional fermented foods and drinks from Peru and Morocco. Then, they answered guided questions to help them link the food items to microbiological concepts learned in class. For example: normal flora and fermentation were learned as students researched the process of making a Peruvian drink called "chicha de Ora," which is made from chewed corn that becomes fermented as it mixes with oral bacteria from saliva. While engaging in global learning, students learned some microbiology concepts; they passed the knowledge on to the campus community with poster presentations held during International Education Week. Based on students' feedback and participation, I can conclude that teaching microbiology using global learning was engaging, promoted student learning, and motivated students to learn.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v20i1.1685},
   year = {2019},
   type = {Journal Article}
}

@article{RN333,
   author = {Menke, J. L.},
   title = {Implementation of Online Poster Sessions in Online and Face-to-Face Classrooms as a Unique Assessment Tool},
   journal = {Journal of Chemical Education},
   volume = {91},
   number = {3},
   pages = {414–416},
   note = {Virtual or Electronic Poster
},
   abstract = {Online poster sessions provide the benefits of typical face-to-face poster sessions while eliminating some of the obstacles such a nontraditional assessment presents. It allows students to do in-depth research on a specific topic and then present the material in a more artistic way that could be more appealing to certain students. It also allows an instructor to assess the students' understanding of the topic and their ability to communicate the topic to others, while eliminating the use of multiple class periods for student presentations. The online poster session eliminates the need for a large room and the difficulty of one instructor needing to visit a large number of posters in a short period of time This assessment method can be implemented in any course. The content, as well as the format of the course (face-to-face, large, small, online), help guide how the online poster session is used.},
   ISSN = {0021-9584},
   DOI = {10.1021/ed400665n},
   year = {2014},
   type = {Journal Article}
}

@article{RN334,
   author = {Mernoff, B. and Aldous, A. R. and Wasio, N. A. and Kritzer, J. A. and Sykes, E. C. H. and O'Hagan, K.},
   title = {A Reverse Science Fair that Connects High School Students with University Researchers},
   journal = {Journal of Chemical Education},
   volume = {94},
   number = {2},
   pages = {171–176},
   note = {Poster as Capstone
},
   abstract = {Many university science outreach programs involve presentations of research projects to high school students. These presentations often focus more on exciting scientific content and less on fostering direct relationships between high school students and scientists. Such interactions are important for sustaining student interest in science throughout high school and into college. The Reverse Science Fair seeks to build relationships between high school students and graduate student researchers by swapping the roles that each play during a traditional science fair. Graduate student researchers are introduced as young scientists devoted to asking their own research questions and finding their own answers. This facilitates discussion not only about the scientific method and the research being presented, but also about researchers' personal experiences in the laboratory. Graduate students from Tufts University (Medford, MA), in October 2015, first exhibit and discuss their own research at poster presentations located at Medford High School. Then, in February 2016 the same graduate students return as judges so that the high school students have the opportunity to discuss their own science fair projects at a school-wide fair. Data from surveys and. observer reports show that high school students benefited from discussing science with relatable role models who are enthusiastic about science. The majority of high school students indicated that they had an increased understanding of different applications of the scientific method as well as an increased interest in doing scientific research. Graduate students reported that they gained valuable experience from presenting to a new audience.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.6b00111},
   year = {2017},
   type = {Journal Article}
}

@article{RN335,
   author = {Michalets, E. L. and Williams, C. and Park, I.},
   title = {Ten year experience with student pharmacist research within a health system and education center},
   journal = {Currents in Pharmacy Teaching and Learning},
   volume = {10},
   number = {3},
   pages = {316–324},
   note = {Poster as Capstone
},
   abstract = {Introduction: Skills gained from research experience allow student pharmacists to evolve as practitioners, innovators and perpetual learners in an increasingly complex healthcare environment. Data published regarding pharmacy resident research are focused on external dissemination rates and research programs. Little is published regarding student research. Methods: This descriptive study was a five-year before and after comparison between the existing co-curricular model and a new longitudinal, 12-month research advanced pharmacy practice experience (L-APPE) model for student pharmacist research. The objective was to describe the development and transition to the L-APPE and compare the models in external dissemination rates and preceptor-classified impact on patient care. Preceptors were surveyed to characterize the impact on the health care institution. Results: Over a ten-year period, 65 fourth year students engaged in research. From 2006-2011, 28 students (43.4% of student cohort) completed co-curricular research projects. From 2011-2016, 37 students (40.2% of student cohort) completed the L-APPE. The number of national poster presentations increased 6-fold with the L-APPE, from 6 (21.4%) to 36 (97.3%) (p < 0.01). Combined posters and peer reviewed publications had a 350% higher occurrence (RR 4.5, 95% CI 1.9-10.9; p < 0.01). Preceptors classified L-APPE projects 1.5 times more often as leading to a change or affirmation of a practice model or prescribing pattern (83.3% vs 57.1%; p = 0.03). Discussion and conclusions: The L-APPE research model increased external dissemination rates and resulted in more meaningful practice model or prescribing pattern benefits. Additional study of pharmacy student research is warranted.},
   ISSN = {1877-1297},
   DOI = {10.1016/j.cptl.2017.11.010},
   year = {2018},
   type = {Journal Article}
}

@article{RN336,
   author = {Migliore, M.},
   title = {A new method for poster presentation: integrating a digital-picture-frame and video-player},
   journal = {Annali Italiani Di Chirurgia},
   volume = {81},
   number = {1},
   pages = {63–64},
   note = {Virtual or Electronic Poster
},
   ISSN = {0003-469X},
   year = {2010},
   type = {Journal Article}
}

@article{RN337,
   author = {Miller, A. and Gift, A.},
   title = {Community Awareness and Service Learning in Analytical Chemistry Laboratories},
   journal = {Journal of Chemical Education},
   volume = {96},
   number = {7},
   pages = {1395–1400},
   note = {Poster as Capstone
},
   abstract = {A service-learning project was completed in both a senior and sophomore-level analytical chemistry course. Both projects took place at a local wetland managed by a nonprofit volunteer group. The two classes performed an in-depth water quality analysis and soil/sediment extractions examining the spatial variation of nutrients. The senior-level class had a deep connection with the nonprofit group. The students reported their results to the nonprofit in a poster presentation, an entry in the newsletter for the nonprofit, and in a final written report. They were also required to give a more technical poster presentation at a chemistry department seminar. For the sophomore-level class, the only connection with the nonprofit group was through a field sampling event. The impact of working at the site was evaluated by a paired pre/post-survey and through standard course evaluations. For the students who completed the pre/post-survey, there was a statistically significant increase in the students' knowledge of the community. Students also report an appreciation for "real-world" application of chemistry content.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.8b00569},
   year = {2019},
   type = {Journal Article}
}

@article{RN338,
   author = {Miller, J. E.},
   title = {Preparing and presenting effective research posters},
   journal = {Health Services Research},
   volume = {42},
   number = {1 I},
   pages = {311–328},
   note = {Poster How To
},
   abstract = {Objectives. Posters are a common way to present results of a statistical analysis, program evaluation, or other project at professional conferences. Often, researchers fail to recognize the unique nature of the format, which is a hybrid of a published paper and an oral presentation. This methods note demonstrates how to design research posters to convey study objectives, methods, findings, and implications effectively to varied professional audiences. Methods. A review of existing literature on research communication and poster design is used to identify and demonstrate important considerations for poster content and layout. Guidelines on how to write about statistical methods, results, and statistical significance are illustrated with samples of ineffective writing annotated to point out weaknesses, accompanied by concrete examples and explanations of improved presentation. A comparison of the content and format of papers, speeches, and posters is also provided. Findings. Each component of a research poster about a quantitative analysis should be adapted to the audience and format, with complex statistical results translated into simplified charts, tables, and bulleted text to convey findings as part of a clear, focused story line. Conclusions. Effective research posters should be designed around two or three key findings with accompanying handouts and narrative description to supply additional technical detail and encourage dialog with poster viewers. © 2006 Health Research and Educational Trust.},
   ISSN = {0017-9124
1475-6773},
   DOI = {10.1111/j.1475-6773.2006.00588.x},
   year = {2007},
   type = {Journal Article}
}

@article{RN339,
   author = {Miller-Kuhlmann, R. and Kraler, L. and Bozinov, N. and Frolov, A. and Mlynash, M. and Gold, C. A. and Kvam, K. A.},
   title = {Education Research: A novel resident-driven neurology quality improvement curriculum},
   journal = {Neurology},
   volume = {94},
   number = {3},
   pages = {137–142},
   note = {Poster as Capstone
},
   abstract = {ObjectiveTo describe and assess the effectiveness of a neurology resident quality improvement curriculum focused on development of practical skills and project experience.MethodsWe designed and implemented a quality improvement curriculum composed of (1) a workshop series and (2) monthly resident-led Morbidity, Mortality, & Improvement conferences focused on case analysis and project development. Surveys were administered precurriculum and 18 months postcurriculum to assess the effect on self-assessed confidence with quality improvement skills, attitudes, and project participation. Scholarship in the form of posters, presentations, and manuscripts was tracked during the course of the study.ResultsPrecurriculum, 83% of neurology residents felt that instruction in quality improvement was important, but most rated their confidence level with various skills as low. Following implementation of the curriculum, residents were significantly more confident in analyzing a patient case (odds ratio, 95% confidence interval) (2.4, 1.9-3.1), proposing system changes (3.1, 2.3-3.9), writing a problem statement (9.9, 6.2-13.5), studying a process (3.1, 2.3-3.8), identifying resources (3.1, 2.3-3.8), identifying appropriate measures (2.5, 1.9-3.0), collaborating with other providers to make improvements (4.9, 3.5-6.4), and making changes in a system (3.1, 2.3-3.8). Project participation increased from the precurriculum baseline (7/18, 39%) to the postcurriculum period (17/22, 77%; p = 0.023). One hundred percent of residents surveyed rated the curriculum positively.ConclusionsOur multifaceted curriculum was associated with increased resident confidence with quality improvement skills and increased participation in improvement projects. With adequate faculty mentorship, this curriculum represents a novel template for preparing neurology residents for meeting the expectations of improvement in practice and offers scholarship opportunities.},
   ISSN = {1526-632X
0028-3878},
   DOI = {10.1212/WNL.0000000000008752},
   year = {2020},
   type = {Journal Article}
}

@article{RN340,
   author = {Mills, P. A. and Sweeney, W. V. and DeMeo, S. and Marino, R. and Clarkson, S.},
   title = {Using poster sessions as an alternative to written examinations - The poster exam},
   journal = {Journal of Chemical Education},
   volume = {77},
   number = {9},
   pages = {1158–1161},
   note = {Poster as Capstone
},
   ISSN = {0021-9584},
   year = {2000},
   type = {Journal Article}
}

@article{RN341,
   author = {Millward, Jody},
   title = {TYCA-Pacific Coast Report from Jody Millward},
   journal = {Teaching English in the Two Year College},
   volume = {37},
   number = {4},
   pages = {438–439},
   note = {Poster as Capstone
},
   abstract = {The article reports on the Two-Year College English Association (TYCA) at the Pacific Coast region in the U.S. It mentions that the faculty has identified several challenges that were associated to the administrative issues and campus policies that regulate service learning activities. The faculty who incorporate service into their curriculum found a variety of ways to offer course credit for the work and to evaluate the learning outcomes including journals, essays, and poster sessions.},
   ISSN = {00986291},
   year = {2010},
   type = {Journal Article}
}

@article{RN342,
   author = {Mingueneau, M. and Chaix, A. and Scotti, N. and Chaix, J. and Reynders, A. and Hammond, C. and Thimonier, J.},
   title = {Hands-on experiments on glycemia regulation and type 1 diabetes},
   journal = {Advances in physiology education},
   volume = {39},
   number = {3},
   pages = {232–239},
   note = {Poster as Capstone
},
   abstract = {In the present article, we describe a 3-day experimental workshop on glycemia regulation and type 1 diabetes that engages students in open-ended investigations and guided experiments leading to results that are not already known to them. After an initial questioning phase during which students observe PowerPoint slides depicting the glycemia (blood glucose levels) of individuals in various situations, students design, execute, and interpret experiments to address one of the following questions: 1) Which criteria must an animal model of diabetes fulfill? 2) How do pancreatic cells maintain glycemia constant? and 3) Is there a way to produce an insulin protein similar to the one released by human pancreatic cells? Students then 1) measure glycemia and glycosuria in control mice and in a mouse model of type 1 diabetes (Alloxan-treated mice), 2) measure the release of insulin by pancreatic β-cells (INS-1 cell line) in response to different concentrations of glucose in the extracellular medium, and 3) transfect Chinese hamster ovary cells with a plasmid coding for green fluorescent protein, observe green fluorescent protein fluorescence of some of the transfected Chinese hamster ovary cells under the microscope, and observe the characteristics of human insulin protein and its three-dimensional conformation using RASMOL software. At the end of the experimental session, students make posters and present their work to researchers. Back at school, they may also present their work to their colleagues.},
   ISSN = {1522-1229},
   DOI = {10.1152/advan.00047.2015},
   year = {2015},
   type = {Journal Article}
}

@article{RN343,
   author = {Miracle, V. A.},
   title = {How to do an effective poster presentation in the workplace},
   journal = {Dimensions of critical care nursing : DCCN},
   volume = {22},
   number = {4},
   pages = {171–172},
   note = {Poster How To
},
   ISSN = {0730-4625},
   DOI = {10.1097/00003465-200307000-00005},
   year = {2003},
   type = {Journal Article}
}

@article{RN344,
   author = {Moitra, K.},
   title = {Releasing the "GENI": Integrating authentic microbial genomics research into the classroom through GENI-ACT},
   journal = {FEMS Microbiology Letters},
   volume = {364},
   number = {21},
   note = {Poster as Capstone
},
   abstract = {The integration of genomics research into the undergraduate biology curriculum provides students with the opportunity to become familiar with bioinformatics tools and answer original research questions. Our purpose with this research project was to upscale the research experience through integration with classroom experience giving students access to authentic research projects. Students annotated 60 predicted ABC genes of Methanothermobacter thermautotrophicus and Methanobacterium sp. SWAN-1, and they were required to present a research poster to demonstrate their understanding of the project. During this research project a number of tests, assessments and surveys were conducted to assess familiarity with technical and conceptual understanding of genome annotation, satisfaction with annotation instruction, gain in bioinformatics research skills, scientific communications skills and increased student interest in research. We found that students gained significant skills in bioinformatics, specifically genome annotation skills and also gained confidence in their abilities to carry out scientific research. As a result of this authentic undergraduate research experience under-represented students were motivated to pursue future careers in STEM fields.},
   ISSN = {1574-6968
0378-1097},
   DOI = {10.1093/femsle/fnx215},
   year = {2017},
   type = {Journal Article}
}

@article{RN345,
   author = {Moliterno, Arlene A.},
   title = {Using PowerPoint to Create Digital Poster Sessions in a Literacy Methods Course},
   journal = {Journal of Reading Education},
   volume = {31},
   number = {1},
   pages = {41–42},
   note = {Poster as Capstone
},
   abstract = {A time-efficient and enjoyable strategy that enables students in a literacy methods course to share their individual research projects within the classroom setting is described. This strategy involves students creating PowerPoint presentations of their research projects, which are then viewed and evaluated by their classmates during a session in the computer laboratory.},
   ISSN = {08865701},
   year = {2005},
   type = {Journal Article}
}

@article{RN346,
   author = {Möller, R. and Shoshan, M.},
   title = {Medical students' research productivity and career preferences; a 2-year prospective follow-up study},
   journal = {BMC medical education},
   volume = {17},
   number = {1},
   pages = {51},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Linking undergraduate medical education to scientific research is necessary for the quality of future health care, and students´ individual research projects are one way to do so. Assessment of the impact of such projects is of interest for both educational and research-oriented segments of medical schools. Here, we examined the scholarly products and medical students' career preferences 2 years after a mandatory research project course. METHODS: A prospective cross-sectional questionnaire study. All 581 students registered on a 20-week research project course between September 2010 through September 2012 were e-mailed a questionnaire 2 years after completing the course. RESULTS: In total, 392 students (mean age 27 years; 60% females) responded (67% response rate). 59 students (15%) were co-authors on a scientific paper published in an international journal, 6 students had published in a national journal, and 57 students had co-authored a paper submitted for publication. Totally, 122 scientific papers had been submitted. Moreover, 67 (17%) students had given 107 oral or poster presentations nationally or internationally during the follow-up. Career-wise, 36 students (9%) had been registered as PhD students and an additional 127 students (34%) were planning to register. Those who did not plan doctoral studies were significantly older (p = 0.013) than those who did. However, 35% reported that they would in the coming 5 years prefer to work as clinicians only, and this group was significantly younger than those who envisaged participation in research. There were no significant gender differences. CONCLUSIONS: Approximately a third of the students had authored papers and/or public presentations, and a similar fraction had career plans involving a PhD degree. The results indicate that the project course had a positive impact on continued supervisor-student collaboration on a professional level, but also that strategies to encourage young doctors to perform clinical research may be needed.},
   ISSN = {1472-6920},
   DOI = {10.1186/s12909-017-0890-7},
   year = {2017},
   type = {Journal Article}
}

@article{RN347,
   author = {Monarrez, A. and Morales, D. and Echegoyen, L. E. and Seira, D. and Wagler, A. E.},
   title = {The Moderating Effect of Faculty Mentorship on Undergraduate Students' Summer Research Outcomes},
   journal = {CBE life sciences education},
   volume = {19},
   number = {4},
   pages = {ar56},
   note = {Poster as Capstone
},
   abstract = {Summer undergraduate research experience (SURE) programs are proven interventions that provide undergraduate students with opportunities to develop research skills under the mentorship of a faculty member. These are essential programs, particularly for members of underrepresented minorities, because SUREs are known to broaden their participation and increase retention. We present the results of a study investigating the influence of faculty mentorship quality on the quality of research presentations for undergraduate students attending a 10-week, distributed, multi-institutional SURE program focused on biomedical research training. Upon returning to the home institution, students presented research posters at a local symposium. Poster presentations were judged using a scale validated as part of this project. Combining collected information on student demographics and their self-reported assessments of research gains and belonging to the scientific community, we made use of data analytics methodologies to appropriately merge and analyze the data to address the overarching research question: What are the independent and combined effects of the quality of faculty mentorship and student characteristics on the quality of SURE student poster presentations? Results show that faculty mentor quality functions as a moderating influence for student characteristics on research presentation quality. Implications and recommendations for SURE program implementation are discussed.},
   ISSN = {1931-7913},
   DOI = {10.1187/cbe.20-04-0081},
   year = {2020},
   type = {Journal Article}
}

@article{RN348,
   author = {Moore, K.},
   title = {Conference poster sessions: reviewing the evidence},
   journal = {Journal of Wound, Ostomy & Continence Nursing},
   volume = {29},
   number = {3},
   pages = {119–120},
   note = {Poster Rubrics & Scoring
},
   ISSN = {1071-5754},
   DOI = {10.1067/mjw.2002.124021},
   year = {2002},
   type = {Journal Article}
}

@article{RN349,
   author = {Moore, L. W. and Augspurger, P. and King, M. O. and Proffitt, C.},
   title = {Insights on the poster preparation and presentation process},
   journal = {Applied Nursing Research},
   volume = {14},
   number = {2},
   pages = {100–104},
   note = {Poster How To
},
   abstract = {Dissemination of research findings and effective clinical innovations is key to the growth and development of the nursing profession. Several avenues exist for the dissemination of information. One forum for communication that has gained increased recognition over the past decade is the poster presentation, poster presentations are often a significant part of regional. national, and international nursing conferences. Although posters are frequently used to disseminate information to the nursing community, little is reported about actual poster presenters' experiences with preparation and presentation of their posters. The purpose of this article is to present insights derived from information shared by poster presenters regarding the poster preparation and presentation process. Such insights derived from the personal experiences of poster presenters may assist others to efficiently and effectively prepare and present scholarly posters that disseminate information to the nursing community. Copyright (C) 2001 by W.B. Saunders Company.},
   ISSN = {0897-1897},
   DOI = {10.1053/apnr.2001.22376},
   year = {2001},
   type = {Journal Article}
}

@article{RN350,
   author = {Mora-López, N. and Bernárdez-Vilaboa, R.},
   title = {Exploratory Study on the Blended Learning of Research and Language Skills in EFL and Interinstitutional Assessment},
   journal = {Education Sciences},
   volume = {13},
   number = {2},
   pages = {18},
   note = {Poster as Capstone
},
   abstract = {Blended learning is receiving more and more attention due to social changes, technological advances, and the increasing internationality of studies, and research needs to be carried out to explore the possibilities this instruction modality offers to university students. This project aimed to test the feasibility and success of a blended course on research and EFL skills and to determine whether there is an internationally shared criterion when assessing students' scientific work. To do so, a short module on research skills was designed and implemented with 30 students from the BSc in Optics and Optometry from the Complutense University of Madrid, whose final project, the production of a scientific poster, was assessed by three instructors from different universities. The results show that the content and modality of the teaching were successful in the increase in students' research and language skills. The assessment of the posters showed heterogeneous evaluations regarding the quality of their visual features and their contents. Therefore, more research is needed on international perspectives about the presentation of results in the academic and scientific genre to pursue the creation and dissemination of homogeneous criteria, and therefore improve students' performance with an international value.},
   DOI = {10.3390/educsci13020155},
   year = {2023},
   type = {Journal Article}
}

@article{RN351,
   author = {Morgan, J. and Galvin, S. and Goldstein, J. and Fant, C. and Murphy, R. and Doobay-Persaud, A.},
   title = {From Creation to Evaluation: A Comprehensive Global Health Scholars Program for Graduate Medical Education Trainees},
   journal = {Journal of Medical Education & Curricular Development},
   volume = {7},
   pages = {2382120520951821},
   note = {Poster as Capstone
},
   abstract = {INTRODUCTION: Recently, participation in clinical global health rotations has significantly increased among graduate medical education (GME) trainees. Despite the many benefits these experiences provide, many ethical challenges exist. Well-intentioned partnerships and participants often encounter personal and professional dilemmas related to safety, social responsibility, and accountability. We designed a curriculum to provide trainees of all specialties with a comprehensive educational program aimed at delivering culturally mindful and ethically responsible clinical care in resource-constrained settings.
METHODS: The McGaw Global Health Clinical Scholars Program (GHCS) at Northwestern University offers a 2-year curriculum for selected GME trainees across specialties interested in global health. Each trainee must complete the following components: core lectures, peer journal club, specialty-specific lectures, a mentorship agreement, ethics and skill-based simulations, a global health field experience, a poster presentation, and a mentored scholarly project.
RESULTS: Since 2014, 84 trainees from 13 specialties have participated in the program with 50 current trainees and 39 graduates. Twenty-five trainees completed exit surveys, of which 95% would recommend this program to other trainees and 84% felt more prepared to deliver global health care. In addition, 78% reported career plans that included global health and/or work with underserved populations. Trainees described "acceptance of differences and respect for those differences" and "understanding sustainability" as learning points from the program.
DISCUSSION: Providing a comprehensive global health education program across specialties can be feasible and effective. GME trainees who participated in this program report feeling both more prepared for clinical experiences and more likely to serve the underserved anywhere.},
   ISSN = {2382-1205},
   DOI = {10.1177/2382120520951821},
   year = {2020},
   type = {Journal Article}
}

@article{RN352,
   author = {Morgan, Rhonda},
   title = {Collective Thoughts about the Assessment of Service Learning},
   journal = {Assessment Update},
   volume = {28},
   number = {5},
   pages = {7–11},
   note = {Poster Rubrics & Scoring
},
   abstract = {The article focuses on a strategy to assess service learning and outcomes to substantiate the validity of the learning method. Topics discussed include methods to assess student learning such as oral and poster presentations, journaling and questionnaires; external agencies involved in accreditation to examine service learning design; and areas for improvement to close the assessment loop.},
   ISSN = {10416099},
   DOI = {10.1002/au.30072},
   year = {2016},
   type = {Journal Article}
}

@article{RN353,
   author = {Morris, H. J. and Pérez, I. and Llauradó, G. and Rodríguez, O.},
   title = {Poster sessions as a learning tool in teaching immunochemical techniques},
   journal = {Pharmacy Education},
   volume = {11},
   number = {1},
   pages = {126–129},
   note = {Poster as Capstone
},
   abstract = {The role of poster sessions as teaching and learning tools is increasing and this article describes the experiences in the development of poster sessions, as a learning tool, in the learning and teaching of the principles and applications of immunochemical techniques to Pharmacy students. Posters illustrate up to date information on techniques, chosen by the students, starting from a systematic search of specialised literature. The article discusses advantages of poster sessions as teaching and learning resource, including acquiring abilities for making and presenting a poster (and hence the messages) to a scientific audience, gaining incentives for researching a topic in depth, and promoting scientific topics (eg. immunology) in the department. This approach is a valuable learning tool, not only due to the comprehensive introduction to scientific (immunochemical) techniques, but also because it helps the students to prepare for their future career plans. In course evaluations, the students cited a high degree of satisfaction with poster presentations. © 2011 FIP.},
   ISSN = {1477-2701
1560-2214},
   year = {2011},
   type = {Journal Article}
}

@article{RN354,
   author = {Morrison, M. and Merlo, K. and Woessner, Z.},
   title = {How to Boost the Impact of Scientific Conferences},
   journal = {Cell},
   volume = {182},
   number = {5},
   pages = {1067–1071},
   note = {Virtual or Electronic Poster
},
   abstract = {We can maximize the impact of scientific conferences by uploading all conference presentations, posters, and abstracts to highly trafficked public repositories for each content type. Talks can be hosted on sites like YouTube and Youku, posters can be published on Figshare, and papers and abstracts can become open access preprints. We can maximize the impact of scientific conferences by uploading all conference presentations, posters, and abstracts to highly trafficked public repositories for each content type. Talks can be hosted on sites like YouTube and Youku, posters can be published on Figshare, and papers and abstracts can become open access preprints.},
   ISSN = {1097-4172
0092-8674},
   DOI = {10.1016/j.cell.2020.07.029},
   year = {2020},
   type = {Journal Article}
}

@article{RN355,
   author = {Moubareck, C. A.},
   title = {The effectiveness of project-based learning on Emirati undergraduate students in a microbiology course},
   journal = {Learning and Teaching in Higher Education-Gulf Perspectives},
   volume = {18},
   number = {2},
   pages = {95–106},
   note = {Poster as Capstone
},
   abstract = {PurposeA composting project was introduced into an undergraduate microbiology course, to evaluate its efficacy against traditional lecturing for teaching environmental sustainability.Design/methodology/approachThe research project was a semester-long intervention. Three groups of students participated in the study: a group of 47 female undergraduate students were involved in a composting project, a group of 43 female students were exposed to a traditional lecture and a group of 34 students were the control group. A pretest and a posttest were used, along with poster presentations for the composting project students. In addition, a questionnaire was used to examine students' attitudes toward composting and their waste management practices.FindingsThe project and lecture groups showed significant increases in average test-scores, with the post-project increase (20.9 points) being higher than the post-lecture increase (12.3 points). The questionnaire revealed that nonorganic waste recycling was practiced irregularly, while food waste was reused as livestock feed by 38% of the students. Composting was not common, but 23% of the students in the project group started household composting during the project. The students who were most satisfied with the project outcomes were willing to spend higher prices for a composting box (p = 0.036), showing a high correlation between awareness raising and environmental sustainability practices.Social implicationsThe project-based learning approach had more impact than the traditional lecture in teaching environmental sustainability to the students. The project succeeded in improving students' composting knowledge and increased their interest in continuing the composting practices at home.Originality/valueThe study is the first attempt to measure the direct impact of composting education on Emirati students' knowledge of, and interest in environmental sustainable practices, vis-a-vis composting.},
   ISSN = {2077-5504},
   DOI = {10.1108/lthe-06-2021-0047},
   year = {2022},
   type = {Journal Article}
}

@article{RN356,
   author = {Moyo, M.},
   title = {The 5 Cs for Developing an Effective Poster Presentation},
   journal = {Journal of Radiology Nursing},
   volume = {38},
   number = {3},
   pages = {210–212},
   note = {Poster How To
},
   abstract = {Disseminating nursing knowledge is imperative for the forward mobilization of the nursing profession. Poster presentations are an invaluable communication tool for nurses to disseminate knowledge about research, quality, or process improvement work. Generally, nurses are excited when their abstracts are accepted for presentation. That excitement, however, quickly wears off as they start thinking “what next?” This article will outline the 5 Cs for developing an effective poster presentation and provide some useful tips for preparation and how to give an effective poster presentation.},
   ISSN = {1555-9912
1546-0843},
   DOI = {10.1016/j.jradnu.2019.05.015},
   year = {2019},
   type = {Journal Article}
}

@article{RN357,
   author = {Murphy, J. and Leggieri, A. and Murphy, G.},
   title = {Fostering the Integration of Extrinsic Motivation in an Online Graduate Nursing Education Course},
   journal = {Nursing education perspectives},
   volume = {42},
   number = {6},
   pages = {E63–E65},
   note = {Poster as Capstone
},
   abstract = {ABSTRACT: Research indicates that academic performance is increased when intrinsic factors motivate students. Although students may be intrinsically motivated to attend a graduate program, not all topics will be inherently interesting, leaving students to rely on extrinsic factors for motivation. This article proposes that educators use Ryan and Deci's organismic integration theory to design assignments that foster the integration of extrinsic motivation. We describe how a virtual poster session assignment was created in an online nursing education course using the principles of organismic integration theory.},
   ISSN = {1536-5026},
   DOI = {10.1097/01.NEP.0000000000000654},
   year = {2021},
   type = {Journal Article}
}

@article{RN358,
   author = {Na, B. J. and Lee, K. and Kim, K. and Song, D. and Hur, Y.},
   title = {Experience of developing and implementing a motivation induction course for konyang university medical college freshmen},
   journal = {Korean Journal of Medical Education},
   volume = {24},
   number = {2},
   pages = {141–52},
   note = {Poster as Capstone
},
   abstract = {PURPOSE: This study aimed to develop a new course for Konyang University College of Medicine freshmen to motivate them with regard to their vision and medical professionalism and experience various learning methods of medical education.
METHODS: The course was developed by 4 faculty members through several intensive meetings throughout the winter of 2010. A 4-credit course was designed for 61 freshmen of Konyang University College of Medicine to provide structured guidance and an introduction to their medical education and increase their motivation with regard to their studies and school life. The course lasted for 4 weeks (February 28 to March 25), and every session of the program was evaluated by the students.
RESULTS: The 'motivation induction course' consisted of the following sessions: university-wide: 'leadership camp' and 'special lectures for future vision;' college-wide: 'major immersion session,' 'Enneagram workshop,' 'STRONG workshop,' 'medical professionalism,' and 'team-based learning.' The group results were presented in a poster and by oral presentation and were awarded prizes for the best performance. Special features included: group discussion session on medical ethics, which used scenarios that were developed by a medical humanity course committee and visiting all departments and mentors of the medical college to fulfill their curiosity of their future major or workplace. Overall, the course was evaluated as satisfactory (M=4.22, SD=0.81).
CONCLUSION: Although there was some dissatisfaction, the overall experience of the "motivation induction course" was a success. The course will continue to be valuable for freshmen in adapting to medical school and its culture and in defining one's view of a good doctor.},
   ISSN = {2005-727X},
   DOI = {10.3946/kjme.2012.24.2.141},
   year = {2012},
   type = {Journal Article}
}

@article{RN359,
   author = {Nahm, E. and Charters, K. G.},
   title = {Poster presentation tips},
   journal = {CARING Newsletter},
   volume = {23},
   number = {4},
   pages = {3–5},
   note = {Poster How To
},
   ISSN = {1551-9104},
   year = {2008},
   type = {Journal Article}
}

@article{RN360,
   author = {Naseem, S. and Rafi, S. and Qazi, M. A. and Mangrio, S. and Bareach, G. and Naeem, Z.},
   title = {Conventional to virtual poster presentation in scholars' day during coronavirus disease-19 lock down: Medical students' performance and perspective},
   journal = {International Journal of Health Sciences-Ijhs},
   volume = {15},
   number = {6},
   pages = {23–27},
   note = {Virtual or Electronic Poster
},
   abstract = {Objectives: The study was conducted to assess the performance regarding presentation and communication skills of the undergraduate medical students and to explore the perceptions and challenges while adopting to virtual mode of presentation held during the 1st wave of coronavirus disease pandemic lock down in the first ever online scholars' day. Methods: A mixed method research was designed, enrolling all presenters of scholars' day, data collection was done in 2 weeks in the month of May 2020. Descriptive statistics were calculated using SPSS version 23.0. An interview guide was prepared to explore participants experience in the online e-poster competition, which took 20 min each conducted by the team of investigators, who were trained before interviews. Thematic analysis was done. Results: The mean score for students' performance was 8.9 +/- 2.1. Three main themes were generated following transcription of data. These include engaging in the tedium of lockdown era, assortment of imperative material in research, Pros and Cons. Conclusion: E-poster presentation is an innovative method of presenting the research work of undergraduate students. It helps students to communicate at a different forum with diversity using multitude of skills, thus enhances learning. Moreover, comments by the audience and judges can provide a platform to brainstorm on research projects before these get published.},
   ISSN = {1658-3639},
   year = {2021},
   type = {Journal Article}
}

@article{RN361,
   author = {Naß, J. and Efferth, T. and Wohlmann, A.},
   title = {Interviews and personal stories: A humanities approach in pharmaceutical education},
   journal = {Pharmacy Education},
   volume = {19},
   number = {1},
   pages = {155–161},
   note = {Poster as Capstone
},
   abstract = {Background:Patients usually voice their problems and concerns by telling stories, as research in medical humanities has shown. Narrative skills are therefore an important competency for pharmacists who work closely with patients. Objective: This article describes and evaluates an interdisciplinary teaching project that encouraged pharmaceutical students to become aware of the narrative quality of the pharmacist-patient interaction, and to provide students with tools and concepts from the humanities to understand. Method: Following ethical approval, students conducted interviews with patients about their experiences with medication. Students were introduced to methods from literature studies and cultural anthropology to help them interpret the stories they had gathered and to evaluate the interpersonal communications in which they had participated. The students wrote a reflective report and participated in two workshops (an analysis workshop and a poster presentation). For the project’s assessment, the authors evaluated the students’ reflective reports and their anonymous written feedback after the workshops. Results: From the students’ point of view, the teaching project improved their questioning techniques and gave them a deeper insight into, and sensibility for patients’ beliefs about medication and their role as pharmacists. Conclusion: The teaching project suggests that interdisciplinary methods and approaches in pharmacy education can offer a space for students to reflect on their professional roles as pharmacists, the centrality of storytelling for patients and the importance of language.},
   ISSN = {1477-2701
1560-2214},
   year = {2019},
   type = {Journal Article}
}

@article{RN362,
   author = {Navarro, F. and Orlando, J. and Vega-Retter, C. and Roth, A. D.},
   title = {"Science Writing in Higher Education: Effects of Teaching Self-Assessment of Scientific Poster Construction on Writing Quality and Academic Achievement"},
   journal = {International Journal of Science and Mathematics Education},
   volume = {20},
   number = {1},
   pages = {89–110},
   note = {Poster as Capstone
},
   abstract = {Science writing is a complex rhetorical activity that enhances disciplinary participation in university education and requires learner-centered, inquiry-based explicit instruction. This study aimed to determine the effects of teaching writing self-assessment of scientific posters on writing quality and academic achievement in a higher education science class. An interdisciplinary team of science and writing scholars designed an action-research intervention based on two 90-min workshops focused on students' self-assessment of writing scientific posters for a first-semester Cell Biology course for prospective teachers of biology and chemistry in secondary schools. Students co-created and applied a checklist to assess writing traits central to scientific communication (e.g. use of reliable references and original figures, inclusion of limitations and projections) in their posters. Promoted writing traits were qualitatively coded in double-blind fashion in posters from 19 teams with similar intakes: 9 teams (45 students, 100% population) in the treatment group and 10 teams (50 randomly selected students, 50% population) from two previous years. Principal component analysis (PCA) and permutation ANOVA were used to quantitatively determine divergence between groups. Results indicated that posters constructed by intervention-treated teams were significantly better in terms of the reliability and retrievability of sources; they also showed a higher number of student-made figures, projections and conclusions. In addition, evaluators' scores for posters increased in the treatment groups, although this did not have a significant impact on overall grades. These results offer empirical support of self-assessment for learning and the use of poster construction as effective pedagogical strategies in science teacher education.},
   ISSN = {1571-0068},
   DOI = {10.1007/s10763-020-10137-y},
   year = {2022},
   type = {Journal Article}
}

@article{RN363,
   author = {Newbrey, Michael G. and Baltezore, Joan M.},
   title = {Poster Presentations: Conceptualizing, Constructing and Critiquing},
   journal = {American Biology Teacher},
   volume = {68},
   number = {9},
   pages = {550–554},
   note = {Poster How To
},
   abstract = {Posters are commonly used as tools for disseminating information at scientific meetings, but many students lack an understanding of "good" poster characteristics. We present a set of characteristics for use in constructing posters for scientific meetings and classroom presentations along with tips on critiquing posters to enhance their presentation.},
   ISSN = {0002-7685},
   DOI = {Doi 10.2307/4452063},
   year = {2006},
   type = {Journal Article}
}

@article{RN364,
   author = {Newsom, L. C. and Miller, S. W. and Chesson, M.},
   title = {Use of Digital vs Printed Posters for Teaching and Learning in Pharmacy Education},
   journal = {American journal of pharmaceutical education},
   volume = {85},
   number = {6},
   pages = {8307},
   note = {Virtual or Electronic Poster
},
   abstract = {Objective. To characterize student pharmacists' perceptions of the use of posters as a learning tool and their preferences regarding digital posters compared to printed posters for presentation and review.Methods. Student pharmacists presented and peer-reviewed posters in a digital format using a tablet and an overhead monitor or in a printed format mounted on a poster board. The perceptions of two cohorts of pharmacy students were characterized by comparing their responses on pre- and post-activity surveys.Results. The pre- and post-activity surveys were completed by 543 students (95.3%) in the 2017-2018 academic year and 553 students (97%) in the 2018-2019 academic year, respectively. Over 95% of students perceived that the poster activity enhanced their poster creation, literature evaluation, and communication skills, while also improving their learning of pharmacy-related topics. There was a significant increase on the post-activity survey in the number of students who preferred the digital poster format, with students indicating that the digital format was straightforward (87.3%), enhanced their presentation (77.2%), and promoted learning (70.5%).Conclusion. Poster presentations provide a platform for the dissemination and discussion of topics and allow students to improve their presentation and communication skills. Digital posters represent a convenient, cost-effective, and preferred presentation method for pharmacy students compared to printed posters.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe8307},
   year = {2021},
   type = {Journal Article}
}

@article{RN365,
   author = {Nichols, N. L. and Ilatovskaya, D. V. and Matyas, M. L.},
   title = {Monitoring undergraduate student needs and activities at Experimental Biology: APS pilot survey},
   journal = {Advances in Physiology Education},
   volume = {41},
   number = {2},
   pages = {186–193},
   note = {Poster as Capstone
},
   abstract = {Life science professional societies play important roles for undergraduates in their fields and increasingly offer membership, fellowships, and awards for undergraduate students. However, the overall impacts of society-student interactions have not been well studied. Here, we sought to develop and test a pilot survey of undergraduate students to determine how they got involved in research and in presenting at the Experimental Biology (EB) meeting, what they gained from the scientific and career development sessions at the meeting, and how the American Physiological Society (APS) can best support and engage undergraduate students. This survey was administered in 2014 and 2015 to undergraduate students who submitted physiology abstracts for and attended EB. More than 150 students responded (38% response rate). Respondents were demographically representative of undergraduate students majoring in life sciences in the United States. Most students (72%) became involved in research through a summer research program or college course. They attended a variety of EB sessions, including poster sessions and symposia, and found them useful. Undergraduate students interacted with established researchers at multiple venues. Students recommended that APS provide more research fellowships (25%) and keep in touch with students via both e-mail (46%) and social media (37%). Our results indicate that APS' EB undergraduate activities are valued by students and are effective in helping them have a positive scientific meeting experience. These results also guided the development of a more streamlined survey for use in future years.},
   ISSN = {1522-1229},
   DOI = {10.1152/advan.00182.2016},
   year = {2017},
   type = {Journal Article}
}

@article{RN366,
   author = {Niu, X. Y. and Rosenberger, J. L.},
   title = {Near-Balanced Incomplete Block Designs, With an Application to Poster Competitions},
   journal = {American Statistician},
   volume = {73},
   number = {2},
   pages = {159–164},
   note = {Poster Rubrics & Scoring
},
   abstract = {Judging scholarly posters creates a challenge to assign the judges efficiently. If there are many posters and few reviews per judge, the commonly used balanced incomplete block design is not a feasible option. An additional challenge is an unknown number of judges before the event. We propose two connected near-balanced incomplete block designs that both satisfy the requirements of our setting: one that generates a connected assignment and balances the treatments and another one that further balances pairs of treatments. We describe both fixed and random effects models to estimate the population marginal means of the poster scores and rationalize the use of the random effects model. We evaluate the estimation accuracy and efficiency, especially the winning chance of the truly best posters, of the two designs in comparison with a random assignment via simulation studies. The two proposed designs both demonstrate accuracy and efficiency gain over the random assignment.},
   ISSN = {0003-1305},
   DOI = {10.1080/00031305.2017.1385534},
   year = {2019},
   type = {Journal Article}
}

@article{RN367,
   author = {Nobile, M. and Agodi, A. and Barchitta, M. and Brusaferro, S. and Castaldi, S. and D'Alessandro, D. and Montagna, M. T. and Mura, I. and Tardivo, S. and Torregrossa, M. V. and Zannini, L. and Pasquarella, C. and Auxilia, F.},
   title = {The effectiveness of educational interventions in university training on hospital hygiene: results of action research},
   journal = {Annali di igiene : medicina preventiva e di comunita},
   volume = {30},
   number = {5 Supple 2},
   pages = {111–120},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: The Italian Study Group of Hospital Hygiene of the Italian Society of Hygiene, Preventive Medicine and Public Health promoted and conducted a study on teaching hospital hygiene, with particular reference to the prevention and control of healthcare-associated infections, with the aim of developing effective educational material starting from the results collected. MATERIAL AND METHODS: First of all, a survey was carried out, targeting lecturers in hospital hygiene, with the purpose of investigating their perceptions regarding this issue. The available scientific literature was also reviewed in order to identify effective educational/teaching strategies for the prevention of healthcare-associated infections, so that valid training interventions could be subsequently developed. Finally, a trial-training intervention was implemented, and specific audio-visual teaching material was also tested. RESULTS: The overall response rate to the survey was 42%, with good country-wide representativeness. The level of awareness of hospital hygiene issues by students resulted higher among trainee nurses (65%) than among medical students (44%). The teaching staff identified alternative educational methodologies to substitute the classical lecture (e.g.: case discussions) and, in most cases, the alternative solution appeared to be preferable. The teaching of hospital hygiene was better integrated with other disciplines and professional training activities in the degree courses for nurses than in those for doctors; the total number of hours assigned to such teaching was variable. The literature review highlighted that various educational approaches are used. The most common are presentations or lectures, but videos, posters, questionnaires and e-learning strategies are also used. Combining different instruments when designing an educational programme has proven to be an effective strategy. The training activity tested was positively evaluated by the participants; the possibility of multidisciplinary exchange of knowledge was particularly appreciated. CONCLUSION: Having considered the issue of teaching hospital hygiene from the points of view of the different protagonists involved (educators and students), this enabled us to develop useful training material and a proposal for a shared educational intervention. The subject of hospital hygiene, in particular the one related to the prevention of healthcare-associated infections, is addressed in various courses and with different modalities; it is, therefore, important to standardize course contents and teaching methods, in order to facilitate multidisciplinary debate, especially starting from case studies.},
   ISSN = {1120-9135},
   DOI = {10.7416/ai.2018.2255},
   year = {2018},
   type = {Journal Article}
}

@article{RN368,
   author = {Nourbala, M. H. and Einollahi, B. and Khoddami-Vishte, H. R. and Assari, S. and Simforoosh, N.},
   title = {IXth MESOT Congress: Quality of the Abstracts},
   journal = {Transplantation Proceedings},
   volume = {39},
   number = {4},
   pages = {786–787},
   note = {Poster Rubrics & Scoring
},
   abstract = {Background: We assessed the abstracts of the IXth Congress of the Middle East Society for Organ Transplantation (MESOT) held December 6 to 10, 2004, in Ankara, Turkey. Methods: Assessment was done with a 19-item quality assessment checklist, which was developed by Timmer et al (2003) with a good interrater agreement (intraclass coefficient 0.61 to 0.81). From the total 396 Congress abstracts, cluster random sampling was applied to select abstracts from oral and poster presentations. We assessed 109 abstracts, by recording presentation type, study type, country of study, number of authors, and transplantation type. We also evaluated study design and obtained a final quality score for each sample. Evaluation of the abstracts was performed by a single investigator. Results: The mean (SD) quality score of all abstracts was 0.60 ± 0.11 (range: 0.33 to 0.81). More than 80% had a score above 0.50. Human observational studies showed higher scores compared with human and basic interventional studies (P = .001). Other variables showed no association with quality scores. The strongest parts of the abstracts were the appropriateness of the subjects and a sufficient description of them. The weakest parts of abstracts for common items were characteristic of subjects, method of selection, and sufficient detail of results. Conclusion: Overall, the quality of the abstracts presented at the IXth MESOT congress was acceptable. However, according to our study, better description of the subjects, their method of selection, and detailed report of the results would improve their quality. © 2007 Elsevier Inc. All rights reserved.},
   ISSN = {0041-1345},
   DOI = {10.1016/j.transproceed.2007.02.003},
   year = {2007},
   type = {Journal Article}
}

@article{RN370,
   author = {Odom, D. P. and Grossel, M. J.},
   title = {Using the two-hybrid screen in the classroom laboratory},
   journal = {Cell Biology Education},
   volume = {1},
   number = {1-2},
   pages = {43–62},
   note = {Poster as Capstone
},
   abstract = {The National Science Foundation and others have made compelling arguments that research be incorporated into the learning of undergraduates. In response to these arguments, a two-hybrid research project was incorporated into a molecular biology course that contained both a lecture section and a laboratory section. The course was designed around specific goals for educational outcomes, including introducing research to a wide range of students, teaching students experimental design and data analysis, and enhancing understanding of course material. Additional goals included teaching students to search genomic databases, to access scientific articles, and to write a paper in scientific format. Graded events tested these goals, and a student evaluation indicated student perception of the project. According to our analysis of the data, the yeast two-hybrid screen was a success: several novel clones were identified; students met expectations on graded lab reports, the poster session, and the final paper; and evaluations indicated that students had achieved the outlined goals. Students indicated on the evaluations that the research project increased their interest in research and greatly improved understanding of the course material. Finally, several students in the course intend to submit the findings of the research project to an undergraduate research journal.},
   ISSN = {1536-7509},
   DOI = {10.1187/cbe.02-02-0002},
   year = {2002},
   type = {Journal Article}
}

@article{RN371,
   author = {Oelkers, P. M.},
   title = {Semester-long inquiry-based molecular biology laboratory: Transcriptional regulation in yeast},
   journal = {Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology},
   volume = {45},
   number = {2},
   pages = {145–151},
   note = {Poster as Capstone
},
   abstract = {A single semester molecular biology laboratory has been developed in which students design and execute a project examining transcriptional regulation in Saccharomyces cerevisiae. Three weeks of planning are allocated to developing a hypothesis through literature searches and use of bioinformatics. Common experimental plans address a cell process and how three genes that encode for proteins involved in that process are transcriptionally regulated in response to changing environmental conditions. Planning includes designing oligonucleotides to amplify the putative promoters of the three genes of interest. After the PCR, each product is cloned proximal to β-galactosidase in a yeast reporter plasmid. Techniques used include agarose electrophoresis, extraction of DNA from agarose, plasmid purification from bacteria, restriction digestion, ligation, and bacterial transformation. This promoter/reporter plasmid is then transformed into yeast. Transformed yeast are cultured in conditions prescribed in the experimental design, lysed and β-galactosidase activity is measured. The course provides an independent research experience in a group setting. Notebooks are maintained on-line with regular feedback. Projects culminate with the presentation of a poster worth 60% of the grade. Over the last three years, about 65% of students met expectations for experimental design, data acquisition, and analysis. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):145-151, 2017.},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21023},
   year = {2017},
   type = {Journal Article}
}

@misc{RN372,
   author = {Ohaja, M. and Dunlea, M. and Muldoon, K.},
   title = {Group marking and peer assessment during a group poster presentation: The experiences and views of midwifery students},
   volume = {13},
   number = {(Ohaja M., ohajam@tcd.ie; Dunlea M., mdunlea@tcd.ie; Muldoon K., kmuldoon@tcd.ie) School of Nursing and Midwifery, Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland},
   pages = {466–470},
   note = {Poster as Capstone
},
   abstract = {Traditionally, written examination and clinical practice assessments are the main ways of deeming midwifery students fit and competent for practice. Contemporary academics in an effort to engage the students in the learning process have employed alternative teaching and assessment strategies. Among the alternative strategies are group projects after which members of the group are awarded the same grade, and peer assessment. With the purpose of informing the midwifery curricular, we utilised a qualitative descriptive approach to explore midwifery students' experiences and views on the use of group poster presentation for learning and assessment. The participants consisted of a purposive sample of 14 higher diploma midwifery students who were registered in a third level institution in Ireland. Semi-structured individual interviews were conducted following the completion of the poster presentation assessment. Permission to undertake the study was obtained from the college ethics committee. In this paper, we focus on the participants' views of group marking and peer assessment which are among the key elements that emerged in this study. While awarding a group mark was overall accepted, peer assessment proved a more contentious issue. Most of the participants found it challenging marking their friends. Reactions to group marks were very much influenced by the group dynamics. © 2012 Elsevier Ltd.},
   ISBN = {1471-5953},
   DOI = {10.1016/j.nepr.2012.11.005},
   year = {2013},
   type = {Generic}
}

@article{RN369,
   author = {O'Neil, C. E.},
   title = {A poster session to describe student experiences in community nutrition agencies},
   journal = {Journal of Nutrition Education},
   volume = {33},
   number = {5},
   pages = {297–298},
   note = {Poster as Capstone
},
   ISSN = {0022-3182},
   DOI = {10.1016/s1499-4046(06)60295-9},
   year = {2001},
   type = {Journal Article}
}

@article{RN373,
   author = {Orsmond, Paul and Merry, Stephen and Sheffield, David},
   title = {A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment},
   journal = {Studies in Educational Evaluation},
   volume = {32},
   number = {3},
   pages = {262–287},
   note = {Poster as Capstone
},
   abstract = {Abstract: Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated learning outcomes by demonstrating other aspects of study which are termed distractions. Thirty-three undergraduate students'' constructed scientific posters and completed questionnaires prior to and on the day of poster submission. Additionally, ten of these students were interviewed. Analysis of questionnaire data using principle components analysis and interview data by clustering units of relevant meaning revealed that students did not differentiate between learning outcomes and distractions, both of which steered their learning during the assessment. These results are discussed within the context of assessment tasks and implications for practice. [Copyright &y& Elsevier]
Copyright of Studies in Educational Evaluation is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {0191491X},
   DOI = {10.1016/j.stueduc.2006.08.005},
   year = {2006},
   type = {Journal Article}
}

@article{RN374,
   author = {Parks, S. T. and Taylor, C.},
   title = {Development of a Remote, Course-Based Undergraduate Experience to Facilitate In Silico Study of Microbial Metabolic Pathways},
   journal = {Journal of Microbiology & Biology Education},
   volume = {23},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Course-based undergraduate research experiences (CUREs) often occur in a physical lab space, but they can also be offered remotely while maintaining course expectations and providing opportunity for authentic student engagement in research. Using a novel framework, remote Microbial Ecology CURE students used microbes isolated via antimicrobial-challenged Winogradsky columns to investigate phylogeny and metabolism through a hypothesis-driven meta-analysis (MA). Students used 16S rRNA and key metabolic enzymes to compare phylogeny; enzymes were modeled and evaluated for putative conserved domains, culminating in primer design and analysis. Using in silico tools facilitated student development of bioinformatics skills. The MA was subdivided into discrete sections in order to (i) provide a timeline for students to remain on schedule throughout a remote-learning lab experience, (ii) encourage feedback throughout the project, and (iii) facilitate student understanding of the experimental design. MA deliverables were designed to be specific figures with individual titles, legends, and analyses to enable their feedback for subsequent presentations. The six key formative deliverables included a word cloud (used to develop the works cited list and hypothesis), a 16S rRNA phylogenetic tree, an annotated metabolic pathway and three-dimensional model of the key metabolic enzyme, a phylogenetic tree based on the key metabolic enzyme, design and analysis of a primer set for the key metabolic enzyme, and a summative poster and graphical abstract. The MA project yielded poster presentations at virtual conferences, lab presentations, and written reports. Using the hypothesis-based MA model encouraged an authentic research experience, enabling students to develop, discuss, and progress in meaningful experiments.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00318-21},
   year = {2022},
   type = {Journal Article}
}

@article{RN375,
   author = {Patel, M. H. and Akhtar, J. and Taqvi, Smrh and Batool, T.},
   title = {Analysis of challenges faced and the scientific content of a hybrid pediatric surgical conference arranged during the COVID-19 pandemic},
   journal = {Annals of Pediatric Surgery},
   volume = {17},
   number = {1},
   pages = {5},
   note = {Poster as Capstone
},
   abstract = {Background Scientific conferences which are considered as an important event for dissemination of research and related academic activities were badly affected during the COVID-19 pandemic. Virtual format for interaction was used as an alternative method to continue such academic discourse. However, this did not provide the same level of communication and interest as that of in-person meetings. With evolving knowledge about the COVID-19 pandemic especially its transmission, role of vaccine, and observing standard operating procedures (SOPs), fear among healthcare providers is mitigated to some extent. Keeping in mind the importance of scientific conferences in the context of sharing knowledge and its impact on the training of faculty members and postgraduate residents, a hybrid conference was planned by the national association of pediatric surgeons. The purpose of this study was to retrospectively review the challenges faced during the organization of this conference as well as to analyze the pattern of registration, number of abstracts received, the gender of the participants and their status, region of the country they represented, type of presentation made, and scientific subject covered. SPSS version 22 was used for data entry. Descriptive and inferential statistics were used to present data. Chi square test was applied to find out the association between categorical variables and a p value < 0.05 was considered as significant. Results A total of 170 pediatric surgeons and postgraduate residents participated from all over the country and abroad. Nearly half (47.1%) of the registrants were postgraduate residents. Most of the participants (90%) opted for in-person attendance. The venue was selected with a capacity to house more than double the number of registrants with provision of safe distance. Availability of face masks, gloves, and sanitizers was ensured by the organizers. Packed meal boxes were arranged and served at the venue site in an open place on the terrace. A total of 97 abstracts were accepted for presentation that included 57 (58.8%) long oral podium and 40 (41.2%) poster presentations. Most of the studies (n=48-49.4%) were related to the subject of gastroenterology including pancreatico-hepatobiliary system and spleen. Majority of the presenters were male (p = 0.046) and postgraduate residents (p = 0.001). Conclusion It was possible to organize a hybrid annual medical conference where most of the participants preferred physical presence. A rich scientific program was made to cater the needs for pediatric surgical fraternity. Residents made attractive presentations. It was noted that physical presence during clinical conference produced effective communication and learning.},
   ISSN = {1687-4137},
   DOI = {10.1186/s43159-021-00135-2},
   year = {2021},
   type = {Journal Article}
}

@article{RN376,
   author = {Patino, R.},
   title = {Intellectual property rights and research disclosure in the university environment: Preserving the commercialization option and optimizing market interest},
   journal = {Journal of the American Association for Laboratory Animal Science},
   volume = {48},
   number = {2},
   pages = {138–143},
   note = {Poster How To
},
   abstract = {Clinical and basic scientists at academic medical and biomedical research institutions often form ideas that could have both monetary and human health benefits if developed and applied to improvement of human wellbeing. However, such ideas lose much of their potential value in both regards if they are disclosed in traditional knowledge-sharing forums such as abstracts, posters, and oral presentations at research meetings. Learning the basics about intellectual property protection and obtaining professional guidance in the management of intellectual property from a knowledgeable technology management professional or intellectual property attorney can avoid such losses yet pose a minimal burden of confidentiality on the investigator. Knowing how to successfully navigate the early stages of intellectual property protection can greatly increase the likelihood that discoveries and knowledge will become available for the public good without diminishing the important mandate of disseminating knowledge through traditional knowledge-sharing forums. Copyright 2009 by the American Association for Laboratory Animal Science.},
   ISSN = {1559-6109},
   year = {2009},
   type = {Journal Article}
}

@article{RN377,
   author = {Pedwell, R. K. and Hardy, J. A. and Rowland, S. L.},
   title = {Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric},
   journal = {Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology},
   volume = {45},
   number = {3},
   pages = {249–261},
   note = {Poster How To
},
   abstract = {Evidence shows that science graduates often do not have the communication skills they need to meet workplace standards and expectations. One common mode of science communication is the poster. In a review of the literature we show that poster design is historically problematic, and that the guidance provided to students as they create posters for assessment is frequently inconsistent. To address this inconsistency we provide some guiding design principles for posters that are grounded in communication theory and the fundamentals of rhetoric. We also present three nondiscipline-specific example posters with accompanying notes that explain why the posters are examples of poor, average, and excellent poster design. The subject matter for the posters is a fabricated set of experiments on a topic that could not actually be the subject of research. Instructors may use these resources with their students, secure in the knowledge that they do not and will never represent an answer set to an extant assessment item. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):249-261, 2017.},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21034},
   year = {2017},
   type = {Journal Article}
}

@article{RN378,
   author = {Perez, A. and Rabionet, S. and Bleidt, B.},
   title = {Teaching Research Skills to Student Pharmacists in One Semester: An Applied Research Elective},
   journal = {American journal of pharmaceutical education},
   volume = {81},
   number = {1},
   pages = {16},
   note = {Poster as Capstone
},
   abstract = {Objectives. To implement and assess the effectiveness of a 15-week applied research elective that introduced students to secondary database analysis in clinical pharmacy. Design. In small groups, students learned, planned, developed and completed a secondary database study to answer an original research question. During one semester, they completed a basic research proposal and Institutional Review Board application, created and analyzed a National Health and Nutrition Examination Survey (NHANES) sample dataset, and reported the results in an abstract and poster presentation. Assessment. All deliverables resulted in high grades. Mean scores on a survey conducted following completion of the course revealed that students strongly agreed or agreed that they had high levels of confidence about performing research-related tasks. Eight student groups delivered poster presentations at professional conferences. Conclusions. Within one semester, student pharmacists with no or little research experience completed original research projects that contributed to pharmacy practice knowledge. They felt highly confident doing research-related tasks, and successfully disseminated their studies beyond the classroom.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe81116},
   year = {2017},
   type = {Journal Article}
}

@article{RN379,
   author = {Pérez, F. Q.},
   title = {Application of mini-games in Physics and Chemistry of High School},
   journal = {Historia Y Comunicacion Social},
   volume = {18},
   pages = {411–420},
   note = {Poster as Capstone
},
   abstract = {The described research was carried out during the academic year 2012-2013 with students of 1st Bachelor in health and technological modes. It is based on the use of educational mini-games, related to the subject matter of Physics and Chemistry. The students were organized by teams, choosing and analyzing the mini-games, developing a digital magazine, a photo interactive, a multimedia test and a poster presentation. These tasks were collected in Edmodo network, as well as the self-assessment of the students, with great satisfaction on their part.},
   ISSN = {1137-0734},
   DOI = {10.5209/rev_HICS.2013.v18.43976},
   year = {2013},
   type = {Journal Article}
}

@article{RN380,
   author = {Perloff, M. D. and Zuzuárregui, J. R. P. and Frank, S. A.},
   title = {Writing from the wards: Advice for residents},
   journal = {Neurologist},
   volume = {18},
   number = {2},
   pages = {96–98},
   note = {Poster as Capstone
},
   abstract = {INTRODUCTION: Published articles share information and ideas across fields and can be a part of educational and career development. Academic and personal interests are the typical motivators, but many residents have trouble with the logistics of writing and the simple act of getting started. OBJECTIVE: The following article gives concrete advice, structural recommendations and addresses logistical concerns in writing manuscripts, focusing on case reports. METHODS: The process of writing a paper results in self-teaching, while striving to teach others. Working on case reports often produces posters and presentations on the way to writing the manuscript. This article reviews different types of case reports: from the classic sentinel case, to case series, and video submissions, to teaching cases. A "how to" strategy is presented in the writing process, from idea, to data, to writing itself. Aspects such as choosing your audience and journal are discussed, as well as employing coauthors and working together to produce a polished manuscript. CONCLUSIONS: Residents and fellows are immersed in clinical medicine but may not possess experience in writing journal articles. Presented is advice on and logistics of writing manuscripts that are based on clinical data and clinical experience. Through utilizing a structured approach and understanding the practicalities involved, more physicians in training can write from the wards. © 2012 Lippincott Williams & Wilkins, Inc.},
   ISSN = {1074-7931},
   DOI = {10.1097/NRL.0b013e31823fa3d0},
   year = {2012},
   type = {Journal Article}
}

@article{RN381,
   author = {Persky, A. M.},
   title = {Scientific Posters: A Plea from a Conference Attendee},
   journal = {American journal of pharmaceutical education},
   volume = {80},
   number = {10},
   pages = {162},
   note = {Poster How To
},
   abstract = {Conferences provide lots of opportunities to learn and poster sessions are supposed to be one of these venues. However, it seems most posters are not designed considering the reader or the venue; they are designed to reflect a potential manuscript. In this commentary, I provide a rationale why posters should be an illustrated abstract and provide some design tips to make the poster more reader friendly based on available research.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe8010162},
   year = {2016},
   type = {Journal Article}
}

@article{RN382,
   author = {Pezzementi, L. and Johnson, J. F.},
   title = {A collaborative, investigative recombinant DNA technology course with laboratory},
   journal = {Biochemistry and Molecular Biology Education},
   volume = {30},
   number = {6},
   pages = {376–379},
   note = {Poster as Capstone
},
   abstract = {A recombinant DNA technology course was designed to promote contextual, collaborative, inquiry-based learning of science where students learn from one another and have a sense of ownership of their education. The class stressed group presentations and critical reading and discussion of scientific articles. The laboratory consisted of two research projects: random cDNA cloning and in vitro expression and site-directed mutagenesis of cholinesterase. Students prepared a poster and wrote a scientific paper peer-reviewed by scientists at a nearby university. Multiple methods were used to evaluate the course. Evaluation data were consistent and positive. Students learned to read, present, and discuss scientific articles in depth, work collaboratively in small teams, and perform genetic engineering experiments. The students also outperformed all biology majors on the molecular biology/genetics subtest of the Major Field Achievement Test. The course has an extensive website at http://panther.bsc.edu/ ~lepezzem/bi405_html/bi405.html. © 2002 by The International Union of Biochemistry and Molecular Biology.},
   ISSN = {1470-8175},
   DOI = {10.1002/bmb.2002.494030060145},
   year = {2002},
   type = {Journal Article}
}

@article{RN383,
   author = {Pierce, L. L.},
   title = {The e-Poster Conference: An Online Nursing Research Course Learning Activity},
   journal = {The Journal of nursing education},
   volume = {55},
   number = {9},
   pages = {533–535},
   note = {Virtual or Electronic Poster
},
   abstract = {BACKGROUND: Posters have become one of the most important types of scientific communication. This article describes an e-poster conference as an online learning activity for professional nursing students. METHOD: Research and evidence-based practice (EBP) project posters from colleagues across the country were placed on a university research course Web site, along with an evaluation tool and discussion prompts. During one semester, students experienced a range of activities focused on understanding research and EBP basic processes in preparation for evaluation and discussion of the layout and content of these e-posters. RESULTS: From all accounts, the conference was rated as positive, providing nursing students with opportunities to (a) view studies and projects from a wider nursing science audience, (b) foster the development of important evaluation and communication skills, and (c) be exposed to evidence that could be translated into their practice. CONCLUSION: Other schools and organizations may adopt this e-poster conference activity to stimulate professional nurses' critical thinking ability. [J Nurs Educ. 2016;55(9):533-535.].},
   ISSN = {1938-2421},
   DOI = {10.3928/01484834-20160816-08},
   year = {2016},
   type = {Journal Article}
}

@article{RN384,
   author = {Pierson, D. J.},
   title = {Posters and presentations at the Respiratory Care Open Forum: Valid and objective, or biased and misleading?},
   journal = {Respiratory Care},
   volume = {53},
   number = {11},
   pages = {1436–1440},
   note = {Poster Rubrics & Scoring
},
   ISSN = {0020-1324},
   year = {2008},
   type = {Journal Article}
}

@phdthesis{RN385,
   author = {Pilarz, Matthew},
   title = {Implementation of a Research-Based Lab Module in a High School Chemistry Curriculum: A Study of Classroom Dynamics},
   university = {ProQuest LLC},
   note = {Poster as Capstone
},
   abstract = {For this study, a research-based lab module was implemented in two high school chemistry classes for the purpose of examining classroom dynamics throughout the process of students completing the module. A research-based lab module developed for use in undergraduate laboratories by the Center for Authentic Science Practice in Education (CASPiE) was modified and implemented in two high school settings. This module consisted of four phases: Skill Building, Experimental Design, Independent Research, and Results and Poster Presentation. Classroom dynamics were studied by considering the students' and teachers' perceptions of their experiences during the completion of the module and by examining the interactions between students and teachers that took place throughout the module. The results reveal that there are shifts in classroom dynamics throughout the four phases of the module. In the Skill Building phase there was a great deal of dependence on the teacher for help in completing tasks. However, there is a slight contrast to what the students and teachers reported about their experiences during this phase. The teachers describe the students as being very dependent on them and asking questions constantly during the Skill Building experiments. The students report that they tried to figure out their problems with their lab partners and students in other lab groups before asking the teacher for help. The teachers perceived that students came to them immediately for help and did not realize that students were coming to them as sort of a last resort when they could not solve problems on their own. In the Experimental Design phase the students and teachers both report that the lab groups were working together as groups to design their experiments, and rarely had interactions with anyone outside of their lab group. For the Independent Research phase both students and teachers report that lab groups worked very independently of any outside assistance and that they began to use a division of labor strategy within their group to complete tasks. This also is the case for the Results and Poster Presentation phase of the module. In examination of the student-student and student-teacher interactions, a comparison is made between the Skill Building and Independent Research phases of the module. During the Skill Building phase, students tend to be less confident in their work and their lab partners work as compared to the Independent Research phase. Lab groups also tended to be more dependent on seeking help from outside of their lab group when completing experiments in the Skill Building phase as compared to the Independent Research phase. One finding that contrasts these is that students are dependent on their teacher for help when completing data analysis calculations. The overall results show that classroom dynamics shift throughout the completion of a research-based lab module and that a community develops in the classroom that mirrors the scientific community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]},
   year = {2013},
   type = {Thesis}
}

@article{RN386,
   author = {Poirier, T. and Wilhelm, M.},
   title = {An interprofessional faculty seminar focused on interprofessional education},
   journal = {American journal of pharmaceutical education},
   volume = {78},
   number = {4},
   pages = {80},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVE: To evaluate an interprofessional faculty seminar designed to explore the topic of interprofessional education (IPE) as a way to encourage dialogue and identify opportunities for collaboration among health professional programs. DESIGN: A seminar was developed with the schools of pharmacy, nursing, dental medicine, and medicine. Components included a review of IPE presentation, poster session highlighting existing IPE endeavors, discussion of future opportunities, and thematic round tables on how to achieve IPE competencies. ASSESSMENT: Fifty-four health professions faculty members attended the seminar. Significant differences in knowledge related to the IPE seminar were identified. Responses to a perception survey indicated that seminar goals were achieved. CONCLUSION: An interprofessional faculty seminar was well received and achieved its goals. Participants identified opportunities and networked for future collaborations.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe78480},
   year = {2014},
   type = {Journal Article}
}

@article{RN387,
   author = {Polasik, K.},
   title = {Space Matters. The Role of Empty Space in Conference Posters},
   journal = {Avant},
   volume = {13},
   number = {3},
   pages = {7},
   note = {Poster How To
},
   abstract = {Understanding and applying the rules of graphic design in conference posters can provide: practical benefits, such as attracting and maintaining attention of viewers, and substantive benefits supporting and enriching communicated content. This second kind of benefits is based on the concept of visual grammar (described by Kress & Van Leeuwen [2006] and applied to scientific poster by D'Angelo [2010]), according to which visual elements express meaning similarly to language, and just like language they have their grammar - rules of application and presentation impacting the expressed sense. This poster presents the use of visual grammar in conference posters using the example of an often underappreciated visual element - empty space.},
   ISSN = {2082-7598},
   DOI = {10.26913/avant.3202217},
   year = {2022},
   type = {Journal Article}
}

@article{RN388,
   author = {Ponzio, N. M. and Alder, J. and Nucci, M. and Dannenfelser, D. and Hilton, H. and Linardopoulos, N. and Lutz, C.},
   title = {Learning Science Communication Skills Using Improvisation, Video Recordings, and Practice, Practice, Practice},
   journal = {Journal of Microbiology & Biology Education},
   volume = {19},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Doctoral students in science disciplines spend countless hours learning how to conduct cutting-edge research but very little time learning to communicate the nature and significance of their science to people outside their field. To narrow this disparity, we created an unusual course titled Communicating Science for doctoral science trainees at Rutgers University. Our goal was to help students develop an advanced ability to communicate their research clearly and accurately and to emphasize its value and significance to diverse audiences. Course design included classroom instruction supplemented with improvisation, video recordings, and ample opportunity for students to practice and receive immediate, constructive feedback in a supportive environment. A multidisciplinary faculty with expertise in science, education, communication, and theater arts taught this course. PhD students came from diverse scientific disciplines, ranging from biology and chemistry to civil engineering. Students also completed a capstone project in which they worked with a professional in the academic or private sector to explore a possible career aspiration. Assessment was in the form of feedback on students' oral and poster presentations, and written abstracts about their research. Student evaluations and comments about course format and content were mostly positive and also provided input for ways to improve the course. We discovered that the diversity of scientific backgrounds among our students enhanced their ability to learn how to communicate their science to others outside their disciplines. We are leveraging the success of our initial course offering to reach other student and faculty groups at Rutgers.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v19i1.1433},
   year = {2018},
   type = {Journal Article}
}

@article{RN389,
   author = {Poston, Iona},
   title = {Stimulating enthusiasm for research in undergraduate nursing students},
   journal = {Journal of Nursing Education},
   volume = {41},
   number = {4},
   pages = {186–188},
   note = {Poster as Capstone
},
   abstract = {Senior students taking an undergraduate nursing course were allowed some options in how they earn their grade. After selecting a grade to aim for, students taking the course earn points toward that grade by choosing from a number of assignment options, each of which carries a maximum number of points to be earned for completing that assignment. Students can complete as many assignments as necessary to earn their targeted grade. The assignment options available to students are poster presentations, interviews, comics, critiques of research articles, research conferences, literature review papers, research assistant projects, research utilization projects, and a final examination. Among the benefits of the course are the the appreciation that students frequently express at being allowed to choose their assignments and the enthusiasm generated for nursing research that cannot be gained by tests alone.},
   ISSN = {01484834},
   DOI = {10.3928/0148-4834-20020401-10},
   year = {2002},
   type = {Journal Article}
}

@article{RN390,
   author = {Powell-Tuck, J. and Leach, S. and Maccready, L.},
   title = {Electronic poster presentations in BAPEN - A controlled evaluation},
   journal = {Clinical Nutrition},
   volume = {21},
   number = {3},
   pages = {261–263},
   note = {Virtual or Electronic Poster
},
   abstract = {Introduction: We sought to compare the quality of e-poster and traditional poster communications. Method: At the 2001 BAPEN congress, ten presenters were invited to supplement their poster by submitting its title and contents electronically. On projection, the submissions appeared as a poster. During chaired rounds, presenters 'talked to' the projection as if it were a traditional poster. They 'clicked' onto individual tables or figures to enlarge to full screen. A further 'click' returned the screen to poster format. Delegates attending two e-poster sessions, and a control group attending two simultaneous traditional poster rounds, responded to a questionnaire, on a scale 0--4, to statements which related: to the ability to (1) hear and (2) see well, (3) the posters' clarity and attractiveness, (4) whether the format of the session captured their interest and (5) encouraged discussion. Delegates also responded on how e-posters should be used in future meetings. Comparison was made using x2 for trend. Results: Questionnaires were returned from attendees at e-poster (27) and traditional (25) poster rounds. For all questions, the trend was in favour of e-posters with significant differences seen for 'seeing' (P= 0.009),'interest capture' (P<0.007) and 'encouragement of discussion' (P< 0.05). Thirty-two vs one delegates thought that e-posters should be used in future, 28 vs 4 delegates thought that e-posters and traditional posters should be used together, but most (23 vs 8) thought that traditional posters should not be completely replaced. Conclusions: E-posters enable detailed search of a computer-based database of presentations, and viewing of the full content of all posters. Post-conference collaboration is enhanced by facilitating e-mail contact. E-posters should be used in tandem with traditional posters to improve the delivery of original communications. © 2002 Elsevier Science Ltd. All rights reserved.},
   ISSN = {0261-5614},
   DOI = {10.1054/clnu.2002.0564},
   year = {2002},
   type = {Journal Article}
}

@article{RN391,
   author = {Price, S. A. and Larouche, O. and Friedman, S. T. and Corn, K. A. and Wainwright, P. C. and Martinez, C. M.},
   title = {A CURE for a Major Challenge in Phenomics: A Practical Guide to Implementing a Quantitative Specimen-Based Undergraduate Research Experience},
   journal = {Integrative Organismal Biology},
   volume = {2},
   number = {1},
   pages = {obaa004},
   note = {Poster as Capstone
},
   abstract = {The measurement and analysis of phenotypes is often a rate-limiting step for many integrative organismal studies but engaging undergraduate researchers can help overcome this challenge. We present a practical guide to implementing a quantitative specimen-based Course-based Undergraduate Research Experience (CURE), which trains students to collect phenotypic data and mentors them through the entire scientific process using the data they help to collect. Direct access to specimens is not necessary to implement this undergraduate research experience, as recent efforts to digitize museum collections along with online image archives allow data extraction to take place in any classroom. We focus in particular on hypothesis development and quantitative skills, as they are essential for modern biological discovery but are rarely emphasized in traditional lecture-based classes. We have implemented this experience, focusing on collecting and analyzing body shape data across fishes, at two institutions with a total of 39 students. It has so far resulted in 14 talks and 4 posters presented by students at local symposia and 2 scientific papers in preparation with undergraduate co-authors. Moreover, the students had a positive experience that, according to their own assessment, improved their critical thinking and analytical skills as well as their knowledge of science and the scientific process.},
   ISSN = {2517-4843},
   DOI = {10.1093/iob/obaa004},
   year = {2020},
   type = {Journal Article}
}

@article{RN392,
   author = {Qiang, Y. T. and Fu, Y. W. and Yu, X. and Guo, Y. W. and Zhou, Z. H. and Sigal, L.},
   title = {Learning to Generate Posters of Scientific Papers by Probabilistic Graphical Models},
   journal = {Journal of Computer Science and Technology},
   volume = {34},
   number = {1},
   pages = {155–169},
   note = {Poster How To
},
   abstract = {Researchers often summarize their work in the form of scientific posters. Posters provide a coherent and efficient way to convey core ideas expressed in scientific papers. Generating a good scientific poster, however, is a complex and time-consuming cognitive task, since such posters need to be readable, informative, and visually aesthetic. In this paper, for the first time, we study the challenging problem of learning to generate posters from scientific papers. To this end, a data-driven framework, which utilizes graphical models, is proposed. Specifically, given content to display, the key elements of a good poster, including attributes of each panel and arrangements of graphical elements, are learned and inferred from data. During the inference stage, the maximum a posterior (MAP) estimation framework is employed to incorporate some design principles. In order to bridge the gap between panel attributes and the composition within each panel, we also propose a recursive page splitting algorithm to generate the panel layout for a poster. To learn and validate our model, we collect and release a new benchmark dataset, called NJU-Fudan Paper-Poster dataset, which consists of scientific papers and corresponding posters with exhaustively labelled panels and attributes. Qualitative and quantitative results indicate the effectiveness of our approach.},
   ISSN = {1000-9000},
   DOI = {10.1007/s11390-019-1904-1},
   year = {2019},
   type = {Journal Article}
}

@article{RN393,
   author = {Qua, K. and Papp, K. K. and Junk, D. J. and Hooper, M. W. and Berger, N. A.},
   title = {YOUTH ENJOY SCIENCE PROGRAM AT THE CASE COMPREHENSIVE CANCER CENTER: INCREASING ENGAGEMENT AND OPPORTUNITY FOR UNDERREPRESENTED MINORITY STUDENTS},
   journal = {Ethnicity & Disease},
   volume = {30},
   number = {1},
   pages = {15–24},
   note = {Poster as Capstone
},
   abstract = {The Youth Enjoy Science (YES) Program at the Case Comprehensive Cancer Center is a National Cancer Institute (NCI) R25-funded training grant, designed to increase the pipeline of underrepresented minority (URM) students entering college and pursuing biomedical research and health care careers in the Cleveland Metropolitan and surrounding school districts. The three components of the program include: Learn to Beat Cancer, engaging middle school students and their families; Research to Beat Cancer, designed for high school students and college undergraduates; and Teach to Beat Cancer, focused on enhancing science, technology, engineering, and mathematics (STEM) teaching capacity among high school teachers. This study focuses on Research to Beat Cancer, which, in 2018 enrolled 36 URM students as paid summer scholars. Students were assigned to a faculty mentor, were taught laboratory safety, responsible conduct of research and the scientific method, and then immersed in full-time laboratory cancer research during an eight-week period. Twice each week, students participated in Lunch and Learn Seminars where faculty members provided combined motivational and scientific guidance lectures. In a capstone poster session at the end of the program, students presented their research to peers, medical and graduate students, family members, faculty, community members and leaders. Students' perceptions of the program were reported using descriptive statistics and qualitative thematic analyses. Twenty-four of the 2018 YES students (67%) and 19 (53%) mentors completed the online post-program survey. Opportunity was a major qualitative theme from student and mentor responses. Future research will investigate the long-term impacts of YES, including college enrollment.},
   ISSN = {1049-510X},
   DOI = {10.18865/ed.30.1.15},
   year = {2020},
   type = {Journal Article}
}

@article{RN394,
   author = {Quesada, Antonio},
   title = {Theorems Discovered by Students Inspire Teachers' Development},
   journal = {Yearbook (National Council of Teachers of Mathematics)},
   volume = {71},
   pages = {267–282},
   note = {Poster as Capstone
},
   abstract = {The writer discusses how a concepts in geometry course prepared mathematics teachers to help secondary school students invent and prove theorems. The course follows a Socratic approach for doing proofs in class, where the teacher educator poses questions, provides hints when needed, and encourages students to think individually and with classmates. Students work in teams using Cabri to solve a set of inquiry-based activities in traditional, modern Euclidean, and non-Euclidean geometries, before completing a final project that includes creating new inquiry-based activities, a poster session, and an in-class presentation. Examples of problems solved by secondary school students, some of which represent new mathematical findings and some of which are simply new to the learner, are provided.},
   ISSN = {00774103},
   year = {2009},
   type = {Journal Article}
}

@article{RN395,
   author = {Ramirez, J. J. and Normansell, L.},
   title = {Reissue: A Decade of FUN: The First Ten Years of the Faculty for Undergraduate Neuroscience},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {20},
   number = {1},
   pages = {E4–E11},
   note = {Poster as Capstone
},
   abstract = {The year 2021 marks the 30<sup>th</sup> Anniversary of the founding of the Faculty for Undergraduate Neuroscience (FUN). Within the first ten years of FUN's existence, the organization grew from a group of 67 individuals committed to undergraduate education in the neurosciences to over 300 members. FUN established productive partnerships with the Society for Neuroscience and the Association of Neuroscience Departments and Programs. FUN launched numerous projects to enhance the experience of undergraduates in the classroom and in the laboratory. FUN established a Travel Award Program that enabled undergraduates to attend the Annual Meeting of the Society for Neuroscience to present research posters on the floor of the meeting. Subsequently, undergraduate students were invited to present posters at the annual FUN Social. The listserv FUNnet was created to enable communication among FUN members. Workshops designed to enhance curricular development and laboratory-based experiences were begun in 1995 and continued every three years thereafter. Conversations to create regional conferences similar to the NorthEast Under/graduate Research Organization for Neuroscience (NEURON) conference were facilitated at the 2001 FUN Workshop. Efforts to improve National Institutes of Health funding for undergraduate colleges and universities were launched. Because of the dedication of FUN members, the first ten years of FUN's existence were filled with energetic innovations that significantly enhanced the education of undergraduate neuroscience students.},
   ISSN = {1544-2896},
   year = {2021},
   type = {Journal Article}
}

@article{RN396,
   author = {Ramirez, J. J. and Tonidandel, S.},
   title = {SOMAS-URM: The Evolution of a Mentoring and Summer Research Program},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {8},
   number = {1},
   pages = {A69–72},
   note = {Poster as Capstone
},
   abstract = {The need to enhance recruitment and retention of students in the sciences to strengthen the economic and scientific foundation of the United States was recently underscored by the National Science Board. The SOMAS Program (Support Of Mentors And their Students) addresses this need using a two-pronged strategy: 1) Junior faculty receive mentoring and instruction in launching research programs that engage student collaborators; and 2) College students are introduced to discovery in the neurosciences by conducting original research with their professors. Junior faculty from predominantly undergraduate institutions are invited to submit applications to obtain summer research support for undergraduate students who will spend 10 weeks collaborating with the faculty member on projects of common interest. Awards cover a travel and a supply budget, summer student housing, as well as faculty and student stipends. The faculty mentors and their students are to use the travel support to attend the joint Annual Meetings of the Society for Neuroscience (SfN) and the Faculty for Undergraduate Neuroscience (FUN). Faculty Awardees are required to participate in the Survival Skills and Ethics Workshop held at the SfN Meeting to prepare them to write grants aimed at supporting their research programs. Students are to present their summer research findings at the FUN Poster Session held jointly with the SfN Meeting. Students are also required to attend Survival Skills Workshop sessions that focus on ethics in research and that provide tips on applying to graduate school. The SOMAS-URM Program presently emphasizes recruitment and retention of underrepresented groups to enhance participation in scientific discovery by the full range of the American population.},
   ISSN = {1544-2896},
   year = {2009},
   type = {Journal Article}
}

@article{RN397,
   author = {Ramsauer, V. P.},
   title = {An elective course to engage pharmacy students in research activities},
   journal = {American journal of pharmaceutical education},
   volume = {75},
   number = {7},
   pages = {138},
   note = {Poster as Capstone
},
   abstract = {To implement problem-based learning exercises in a pharmacy research elective course and assess the impact on students' knowledge and confidence in their ability to analyze, design, and present basic research projects relevant to clinical areas. Hands-on learning activities, including discussions on experimental design, development of collective diagrams, research planning, results analysis, data evaluation, and presentation design, were incorporated into the course and developed as team-based learning experiences. Students gave a seminar presentation to peers and faculty members at the end of the semester and created posters for presentations at professional meetings. Students who decided to work on a continuation project during the following semester were expected to produce data that might be sufficient for the development of manuscripts for submission to scientific journals. Feedback from students revealed an appreciation and renewed interest in analyzing clinical issues with a much wider focus as well as increased understanding of and confidence in using data derived from basic science research.},
   ISSN = {1553-6467},
   DOI = {10.5688/ajpe757138},
   year = {2011},
   type = {Journal Article}
}

@article{RN398,
   author = {Ramsewak, A.},
   title = {How to... Create a poster presentation},
   journal = {Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors},
   volume = {23},
   number = {5},
   pages = {360–361},
   note = {Poster How To
},
   ISSN = {1473-9879},
   year = {2012},
   type = {Journal Article}
}

@article{RN399,
   author = {Ranse, J. and Aitken, C.},
   title = {Preparing and presenting a poster at a Scientific Conference},
   journal = {Journal of Emergency Primary Health Care},
   volume = {6},
   number = {1},
   note = {Poster How To
},
   ISSN = {1447-4999},
   year = {2008},
   type = {Journal Article}
}

@article{RN400,
   author = {Rasche, M. E.},
   title = {Outcomes of a Research-driven Laboratory and Literature Course Designed to Enhance Undergraduate Contributions to Original Research},
   journal = {Biochemistry and Molecular Biology Education},
   volume = {32},
   number = {2},
   pages = {101–107},
   note = {Poster as Capstone
},
   abstract = {This work describes outcomes of a research-driven advanced microbiology laboratory and literature research course intended to enhance undergraduate preparation for and contributions to original research. The laboratory section was designed to teach fundamental biochemistry and molecular biology techniques in the context of an original research project. Site-directed mutants of a gene of interest were constructed, and the effects of mutations on the resulting enzymes were analyzed. Students were also introduced to the literature surrounding their project, electronic literature databases, and preparation of computer-generated slides for oral presentations. Student progress was evaluated through a laboratory report written as scientific manuscript, an oral presentation, a 10-page written review, and an essay examination. In the semester following the laboratory course, four of the 14 undergraduates joined the host laboratory to continue their projects as individual undergraduate researchers. Quantifiable outcomes of the course and subsequent undergraduate research included i) production of eight new site-directed mutants and preliminary characterization of the corresponding enzymes, ii) training of four individual undergraduate researchers prior to joining the laboratory, iii) publication of a manuscript with results from two undergraduate researchers, and iv) presentation of two posters with undergraduate co-authors at a national meeting. This research-driven approach may be applicable to enhance undergraduate contributions to other original research projects that have defined goals achievable within the timeframe of a single semester.},
   ISSN = {1470-8175},
   DOI = {10.1002/bmb.2004.494032020313},
   year = {2004},
   type = {Journal Article}
}

@article{RN401,
   author = {Rauschenbach, I. and Keddis, R. and Davis, D.},
   title = {Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills},
   journal = {Journal of Microbiology & Biology Education},
   volume = {19},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v19i1.1511},
   year = {2018},
   type = {Journal Article}
}

@article{RN402,
   author = {Reader, S. and Fornari, A. and Simon, S. and Townsend, J.},
   title = {Promoting Faculty Scholarship - An evaluation of a program for busy clinician-educators},
   journal = {Canadian Medical Education Journal [Electronic Resource]},
   volume = {6},
   number = {1},
   pages = {e43–60},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Clinician educators face barriers to scholarship including lack of time, insufficient skills, and access to mentoring. An urban department of family medicine implemented a federally funded Scholars Program to increase the participants' perceived confidence, knowledge and skills to conduct educational research.
METHOD: A part-time faculty development model provided modest protected time for one year to busy clinician educators. Scholars focused on designing, implementing, and writing about a scholarly project. Scholars participated in skill seminars, cohort and individual meetings, an educational poster fair and an annual writing retreat with consultation from a visiting professor. We assessed the increases in the quantity and quality of peer reviewed education scholarship. Data included pre- and post-program self-assessed research skills and confidence and semi-structured interviews. Further, data were collected longitudinally through a survey conducted three years after program participation to assess continued involvement in educational scholarship, academic presentations and publications.
RESULTS: Ten scholars completed the program. Scholars reported that protected time, coaching by a coordinator, peer mentoring, engagement of project leaders, and involvement of a visiting professor increased confidence and ability to apply research skills. Participation resulted in academic presentations and publications and new educational leadership positions for several of the participants.
CONCLUSIONS: A faculty scholars program emphasizing multi-level mentoring and focused protected time can result in increased confidence, skills and scholarly outcomes at modest cost.},
   ISSN = {1923-1202},
   year = {2015},
   type = {Journal Article}
}

@article{RN403,
   author = {Reinhardt, C. H. and Rosen, E. N.},
   title = {How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning},
   journal = {American Journal of Physiology - Advances in Physiology Education},
   volume = {36},
   number = {3},
   pages = {207–212},
   note = {Poster as Capstone
},
   abstract = {Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected. © 2012 The American Physiological Society.},
   ISSN = {1043-4046
1522-1229},
   DOI = {10.1152/advan.00108.2011},
   year = {2012},
   type = {Journal Article}
}

@article{RN404,
   author = {Renaud, Jessica and Squier, Christopher and Larsen, Sarah C.},
   title = {Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course},
   journal = {Journal of Chemical Education},
   volume = {83},
   number = {7},
   pages = {1029–1031},
   note = {Poster as Capstone
},
   abstract = {A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three units: communicating science to different audiences, oral and poster presentation skills, and interviews and the press. To demonstrate their communicating science skills, students prepared poster and oral presentations on laboratory experiments conducted in the course. The oral and poster presentations replaced written laboratory reports for two of the experiments.},
   ISSN = {0021-9584},
   year = {2006},
   type = {Journal Article}
}

@article{RN405,
   author = {Reyna, N. S. and Pruett, C. and Morrison, M. and Fowler, J. and Pandey, S. and Hensley, L.},
   title = {Twitter: More than Tweets for Undergraduate Student Researchers},
   journal = {Journal of Microbiology & Biology Education},
   volume = {23},
   number = {1},
   pages = {4},
   note = {Poster as Capstone
},
   abstract = {During the COVID-19 pandemic, biology educators were forced to think of ways to communicate with their students, engaging them in science and with the scientific community. For educators using course-based undergraduate research experiences (CUREs), the challenge to have students perform real science, analyze their work, and present their results to a larger scientific audience was difficult as the world moved online. Many instructors were able to adapt CUREs utilizing online data analysis and virtual meeting software for class discussions and synchronous learning. However, interaction with the larger scientific community, an integral component of making science relevant for students and allowing them to network with other young scientists and experts in their fields, was still missing. Even before COVID-19, a subset of students would travel to regional or national meetings to present their work, but most did not have these opportunities. With over 300 million active users, Twitter provided a unique platform for students to present their work to a large and varied audience. The Cell Biology Education Consortium hosted an innovative scientific poster session entirely on Twitter to engage undergraduate researchers with one another and with the much broader community. The format for posting on this popular social media platform challenged students to simplify their science and make their points using only a few words and slides. Nineteen institutions and over one hundred students participated in this event. Even though these practices emerged as a necessity during the COVID-19 pandemic, the Twitter presentation strategy shared in this paper can be used widely.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.00326-21},
   year = {2022},
   type = {Journal Article}
}

@article{RN406,
   author = {Rios-Velazquez, C. and Robles-Suarez, R. and Gonzalez-Negron, A. J. and Baez-Santos, I.},
   title = {The delta cooperative model: a dynamic and innovative team-work activity to develop research skills in microbiology},
   journal = {Microbiology Education},
   volume = {7},
   pages = {20–7},
   note = {Poster Rubrics & Scoring
},
   abstract = {The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student's perception of the workshops' effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student's knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.},
   ISSN = {1542-8818},
   year = {2006},
   type = {Journal Article}
}

@article{RN407,
   author = {Robbins, E. J. and Kinney, J. M. and Kart, C. S.},
   title = {Promoting active engagement in health research: lessons from an undergraduate gerontology capstone course},
   journal = {Gerontology & geriatrics education},
   volume = {29},
   number = {2},
   pages = {105–123},
   note = {Poster Rubrics & Scoring
},
   abstract = {With National Institutes of Health/National Institute of Aging (NIH/NIA) (R15/AREA) funding, the authors offered a four-credit hour undergraduate research course that was cross-listed in gerontology and sociology. This capstone course was aimed at providing students with the opportunity to (1) gain knowledge about diabetes and racial/ethnic disparities in the management of the illness and (2) develop expertise in secondary data analysis, using the Behavioral Risk Factor Surveillance System (BRFSS) data set. Each student designed and conducted her or his own research project and, working in teams, created a team poster and presentation. The authors examine student pretest/posttest questionnaire data, rubric-based assessment of students' work, and mid- and end-of-the-semester student evaluations to highlight three distinct aspects of the course: (1) skills acquired by students, (2) students' evaluation of the course, and (3) successes and challenges of implementing the course.},
   ISSN = {0270-1960},
   DOI = {10.1080/02701960802223159},
   year = {2008},
   type = {Journal Article}
}

@article{RN408,
   author = {Robic, S.},
   title = {Laboratory exploration of survival of probiotic cultures inside the human digestive tract using in vitro models},
   journal = {Journal of Microbiology & Biology Education},
   volume = {11},
   number = {1},
   pages = {50–5},
   note = {Poster as Capstone
},
   abstract = {Scientists often model complex biological phenomena in vitro, mimicking conditions found in living organisms. Understanding the power and limitations of biological models is an important topic in undergraduate science. In this activity, students develop their own in vitro model for testing the survival of bacteria from commercial probiotic supplements. Students work in groups to decide which factors are important for survival of bacteria in a chosen portion of the human digestive tract. Groups of students create their own in vitro models of organs such as stomach and/or intestines. Students expose a probiotic supplement to conditions mimicking the chosen portion of the human digestive tract, and measure the effect of those conditions on the survival of bacteria found in the supplement. Students choose to focus on conditions such as low pH found in stomach or pancreatic enzymes found in the upper intestine. Through this activity, students gain experience with serial dilutions and calculations of colony forming units (CFUs). This project also provides the students with the valuable experience of designing experiments in small groups. Students present their findings in a poster session, which provides a venue for discussing the validity and limitation of various models.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v11.i1.139},
   year = {2010},
   type = {Journal Article}
}

@article{RN409,
   author = {Rojas, I. E. E. and de Los Angeles Segura-Azuara, N. and Cabrera, M. V. L.},
   title = {Breaking the Curse: Opening Students' Eyes to Pathology and Oncology Research},
   journal = {Pathology Oncology Research},
   volume = {26},
   number = {3},
   pages = {1971–1974},
   note = {Poster as Capstone
},
   abstract = {Research is a particularly underexplored professional activity for physicians, leaving many medical students compelled to pursue a clinical career. However, the XXI century requires that physicians innovate and perform research that fuels their practice; students should have early exposure to research to explore it as a career path. It should be encouraged in the undergraduate program by having students take part in case reports, short communication presentations, and research seminars. As part of an educational strategy, students worked with faculty members to deliver a gynecologic oncology pathology case report as a poster for the Oncology Conference of Medical Students. We used a quantitative approach with a descriptive and cross-sectional design to assess the effect of poster presentations on developing student's research skills. The sample comprised 118 medical students enrolled in the Pathology courses that presented a total of 23 posters. The judges who assessed had a medical specialty in Pathology, Radio-oncology, and Gynecologic Oncology. The results show that students exceeded expectations on the use of language, as it was both formal and technical; and they used relevant bibliographic support and references. However, students performed less well in the clinical case summary. The judges found that although it was coherent and chronologically ordered, they did not include all the relevant laboratory tests and analyses, nor a full description of the diagnosis. This educational strategy has proven to be valuable in promoting Pathology and Oncology Research in students; it allowed participants to adopt a systematic approach and methodologies to document, analyze, and share knowledge.},
   ISSN = {1532-2807},
   DOI = {10.1007/s12253-019-00728-8},
   year = {2020},
   type = {Journal Article}
}

@article{RN410,
   author = {Romanov, S. M. and Kytsan, O. V.},
   title = {DIDACTIC POSSIBILITIES OF USING AN INTERACTIVE POSTER IN LEARNING FOREIGN LITERATURE},
   journal = {Information Technologies and Learning Tools},
   volume = {95},
   number = {3},
   pages = {58–76},
   note = {Poster as Capstone
},
   abstract = {The article examines the features of using an interactive poster in the educational process of a modern secondary school. The idea that the study of humanitarian (philological) disciplines, in addition to basic competencies, can and should be developed in students and skills related to the information and communication sphere became the basis for the research. Therefore, the purpose of the study is to check the effectiveness of using an interactive poster during the study of foreign literature courses in secondary education institutions. Analysis of relevant services that can be used to create interactive posters (Glogster, Genial.ly, Smore.com, Picktochart) led to the choice of the Thinglink service. The selected service has the ability to combine images and interactive videos, pictures, music, text content and other tags. The article offers a method of creating an interactive poster designed for foreign literature lessons on the topic "Modernism". The algorithm of this work is revealed through the peculiarities of the basic didactic interaction "teacher -student", where the emphasis is placed on the personality of the student. It turned out that the poster provides not only professional competence in literature and the information and communication sphere, but also involves intermediality as one of the modern ways of studying literature. In this direction, the possibilities of electronic posters and posters are compared and delimited. It turned out that the interactive poster is an extremely effective way of visualizing information -a very important way of learning about literary phenomena. Structurally, it is built on the basis of a central image, to which calls to other objects are attached: text files, web resources, multimedia objects: video, audio, slide shows, presentations, game tasks, surveys, etc.The use of interactive posters in foreign literature lessons is an important tool for intensifying the process of learning about the writer and his artistic world (especially in the not-so-simple area of text analysis). It is important that such work reveals the creative potential of students, especially when they are directly involved in the creation of electronic posters. Such work is suitable for high school students, as well as participants in scientific thesis defense competitions at the Small Academy of Sciences, city and regional competitions, scientific tournaments, reading competitions, etc.},
   ISSN = {2076-8184},
   DOI = {10.33407/itlt.v95i3.5167},
   year = {2023},
   type = {Journal Article}
}

@article{RN411,
   author = {Romsdahl, R. J. and Hill, M. J.},
   title = {Applying the learning community model to graduate education: linking research and teaching between core courses},
   journal = {Teaching in Higher Education},
   volume = {17},
   number = {6},
   pages = {722–734},
   note = {Poster as Capstone
},
   abstract = {In graduate education, there is often a great divide between classroom learning and research endeavors. Using learning community (LC) values and strategies, our goal is to build stronger and more meaningful ties between these two aspects of graduate education so that students see them as complimentary learning rather than separate components. This article describes a collaborative learning project between two core topics to strengthen links between course concepts and research, raise student interest in regional environmental issues, prepare students for postgraduate success, and help foster LC values. The project requires collaborative learning and integration of individual research to achieve team products, for example, reports and presentations, conference poster, or a manuscript submission to a peer-review journal. Although the LC model is tailored toward undergraduate education, student feedback shows our transfer of its values and strategies into the graduate classroom has been successful in three student cohorts.},
   ISSN = {1356-2517},
   DOI = {10.1080/13562517.2012.678325},
   year = {2012},
   type = {Journal Article}
}

@article{RN412,
   author = {Rosei, F. and Johnston, T. W.},
   title = {HOW TO 'SURVIVE' AFTER GRADUATING IN MATERIALS SCIENCE V: Presentations at conferences (oral and poster)},
   journal = {Journal of Materials Education},
   volume = {34},
   number = {5-6},
   pages = {197–205},
   note = {Poster How To
},
   abstract = {This article describes our views and advice of how to give excellent oral presentations for Materials Science journals (and hopefully for broader audiences). Most of this discussion also applies to physics, chemistry and engineering audiences. Hereafter we will discuss the most usual forms of oral scientific communications, including oral presentations and poster presentations, invited talks and plenary talks at conferences, seminars and colloquia. Besides the 'technical' or 'nuts-and-bolts' aspects of scientific oral communication, we once again emphasize a fundamental concept that we developed in the previous articles, namely: learn to play from the other side. We remind the reader that anything that matters in the world of science is peer-reviewed before it is seen by the ultimate readers. Therefore, we once again advise the reader to place him/herself in the mindset of those who are going to evaluate their work to anticipate their reactions and forestall objections. [As a matter of background, we also remind the reader that this is the fifth article of a series. It follows the first (in which we described how the graduate course on 'Survival Skills for Scientists' was created at Institut National de la Recherche Scientifique (INRS) in Varennes (QC))(10), the second (in which we offered basic advice on how to apply the skills and knowledge acquired in graduate school to finding a job and developing a career in the 'real world' of science after graduating), the third (in which we described the Peer Review System and how it is used as a form of quality control in modem science)(7) and the fourth article (in which we gave tips on how to write compelling papers)](1).},
   ISSN = {0738-7989},
   year = {2012},
   type = {Journal Article}
}

@article{RN413,
   author = {Ross, A. and Dlungwane, T. and Van Wyk, J.},
   title = {Using poster presentation to assess large classes: a case study of a first-year undergraduate module at a South African university},
   journal = {BMC medical education},
   volume = {19},
   number = {1},
   pages = {432},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: The massification of higher education is often associated with poor student engagement, poor development of their critical thinking, inadequate feedback and poor student throughput. These factors necessitate the need to devise novel, innovative methods to teach, assess and provide feedback to learners to counter the restrictions imposed due to the large class learning environments. This study was conducted to ascertain the perceptions of 1st year medical students and staff at the Nelson Mandela School of Medicine regarding the value of poster presentations as a strategy to enhance learning, assessment and feedback. METHODS: This was an exploratory observational, descriptive cross-sectional, case study. Data was collected through separate student and staff questionnaires that required participant responses on a five-point Likert scale. The data was extracted into Excel spreadsheets for quantitative analysis. RESULTS: Two-hundred- and-thirty (92%) student questionnaires were returned (N = 250). Most students indicated that the design and presentation of the poster had helped them to select important material (92%), understand and describe disadvantage (86%) and to make a difference in the community (92%). The students agreed that the poster assessment was an efficient (81%) and fair method (75%) that provided opportunities for meaningful feedback. Ten staff members responded to the questionnaire. Most staff members (90%) indicated that the poster presentation had allowed students to demonstrate their engagement in a meaningful and appropriate way around issues of disadvantage and HIV and agreed that the poster presentations allowed for immediate and effective feedback. CONCLUSION: Students' interactions in the tasks promoted active engagement with others and course material; the development of higher order thinking and skills which added to students' accounts of transformative learning experiences. They could describe and illustrate the difference that they had made in their chosen community. The poster presentations allowed for quick and efficient marking, immediate feedback and an opportunity to validate the students' participation. Poster presentations offered an innovative way to encourage deep meaningful engagement and learning amongst peers and facilitators. Poster presentations should be more widely considered as an innovative way of encouraging deeper engagement and learning in a large class setting.},
   ISSN = {1472-6920},
   DOI = {10.1186/s12909-019-1863-9},
   year = {2019},
   type = {Journal Article}
}

@article{RN414,
   author = {Rouser, K. P.},
   title = {Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses},
   journal = {Journal of Engineering for Gas Turbines and Power-Transactions of the Asme},
   volume = {139},
   number = {12},
   pages = {7},
   note = {Poster as Capstone
},
   abstract = {A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences, and assessment methods to various types of students learning in undergraduate aerospace propulsion courses at the junior-level at the United States Air Force Academy (USAFA) and senior-level at Oklahoma State University (OSU), Still-water, OK. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of students learning associated with desired educational outcomes. Literature suggests the best method for teaching and assessing student' cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate students' cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was performed to assess students' acquisition knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations served as summative oral assessments of students' creative thinking, decision making, and professional judgment. Conversely, two written midterm exams and a final exam primarily focused on assessing students' problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also on how to improve their design and implementation, including the use of information technology (IT) and broader curricular employment.},
   ISSN = {0742-4795},
   DOI = {10.1115/1.4037577},
   year = {2017},
   type = {Journal Article}
}

@article{RN415,
   author = {Rowe, N.},
   title = {Help poster sessions to grab attention},
   journal = {Nature},
   volume = {509},
   number = {7499},
   pages = {164–164},
   note = {Poster How To
},
   ISSN = {0028-0836},
   DOI = {10.1038/509164e},
   year = {2014},
   type = {Journal Article}
}

@article{RN416,
   author = {Rowe, N.},
   title = {Tracing the 'grey literature' of poster presentations: a mapping review},
   journal = {Health Information and Libraries Journal},
   volume = {34},
   number = {2},
   pages = {106–124},
   note = {Other},
   abstract = {BackgroundPosters are a popular way of presenting information at conferences. However, little research has been conducted into their development, and the patterns and extent of their use are unclear. ObjectivesA mapping review was performed to chart the development and utilisation of the poster medium, and to highlight the main literature themes and contributions. MethodsA search for the term poster presentation' was conducted simultaneously in 249 databases. Results were categorised by discipline and analysed by decade. The results were used to form an informetric-based mapping review. Results(i) Medicine and health care disciplines are the predominant poster users and since 1990 have accounted for 68-75% of the overall published data. (ii) Over 99% of the returns led only to abstract or title citations for conference posters. (iii) Poster presentations offer much potentially useful information, but remain difficult to access. ConclusionsIf the aim of poster presentation is to share and discuss information with others, then the limitations of poster abstracts and questions raised in the retrieved literature suggest that further efforts are required to make this more effective. Library and information specialists of all disciplines are likely to play a key role in such developments, and especially those from the medicine and health care disciplines which feature so prominently.},
   ISSN = {1471-1834},
   DOI = {10.1111/hir.12177},
   year = {2017},
   type = {Journal Article}
}

@article{RN418,
   author = {Rowe, N. and Ilic, D.},
   title = {Innovating professional knowledge transfer: From academic poster to 'MediaPoster'},
   journal = {Medical Education},
   volume = {43},
   number = {5},
   pages = {496},
   note = {Virtual or Electronic Poster
},
   ISSN = {0308-0110
1365-2923},
   DOI = {10.1111/j.1365-2923.2009.03338.x},
   year = {2009},
   type = {Journal Article}
}

@article{RN417,
   author = {Rowe, N. and Ilic, D.},
   title = {What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiences},
   journal = {BMC medical education},
   volume = {9},
   pages = {71},
   note = {Other},
   abstract = {BACKGROUND: Research knowledge is commonly facilitated at conferences via oral presentations, poster presentations and workshops. Current literature exploring the efficacy of academic posters is however limited. The purpose of this initial study was to explore the perceptions of academic poster presentation, together with its benefits and limitations as an effective mechanism for academic knowledge transfer and contribute to the available academic data. METHODS: A survey was distributed to 88 delegates who presented academic posters at two Releasing Research and Enterprise Potential conferences in June 2007 and June 2008 at Bournemouth University. This survey addressed attitude and opinion items, together with their general experiences of poster presentations. Descriptive statistics were performed on the responses. RESULTS: A 39% return was achieved with the majority of respondents believing that posters are a good medium for transferring knowledge and a valid form of academic publication. Visual appeal was cited as more influential than subject content, with 94% agreeing that poster imagery is most likely to draw viewer's attention. Respondents also believed that posters must be accompanied by their author in order to effectively communicate the academic content. CONCLUSION: This pilot study is the first to explore perceptions of the academic poster as a medium for knowledge transfer. Given that academic posters rely heavily on visual appeal and direct author interaction, the medium requires greater flexibility in their design to promote effective knowledge transfer. This paper introduces the concept of the IT-based 'MediaPoster' so as to address the issues raised within published literature and subsequently enhance knowledge-transfer within the field of academic medicine.},
   ISSN = {1472-6920},
   year = {2009},
   type = {Journal Article}
}

@article{RN419,
   author = {Rowe, N. and Ilic, D.},
   title = {Poster Presentation - a visual medium for academic and scientific meetings},
   journal = {Paediatric Respiratory Reviews},
   volume = {12},
   number = {3},
   pages = {208–213},
   note = {Poster How To
},
   abstract = {Academic poster presentations are used as a medium of knowledge transfer by a wide range of health professional groups. Posters also provide a means of publication for academic and professional contributors. Posters are designed to give a visual representation of an issue that firstly attracts attention, and then conveys an intended message. Whilst the poster medium has become adopted into the publication orthodoxy of the scientific and academic communities, there are acknowledged limitations regarding the depth of knowledge transfer, issues of compilation and production, and the related viewer conception. If treated as a standalone medium, the limitations of a two-dimensional, page limited format may not provide the ideal opportunity to deliver the depth of information required within the academic context. Despite these limitations however, the continued use of posters is justified when supported by author presentation or multi-media resources. This paper aims to provide an overview of the current concept and practicality of academic poster publications. It also outlines by example, some of the wider principles of poster compilation and presentation, for use by those who may utilise the medium at academic and scientific meetings. © 2011 Elsevier Ltd.},
   ISSN = {1526-0542
1526-0550},
   DOI = {10.1016/j.prrv.2011.01.011},
   year = {2011},
   type = {Journal Article}
}

@article{RN420,
   author = {Rowe, N. and Ilic, D.},
   title = {Rethinking poster presentations at large-scale scientific meetings - Is it time for the format to evolve?},
   journal = {FEBS Journal},
   volume = {282},
   number = {19},
   pages = {3661–3668},
   note = {Other},
   ISSN = {1742-4658
1742-464X},
   DOI = {10.1111/febs.13383},
   year = {2015},
   type = {Journal Article}
}

@article{RN421,
   author = {Russell, J. S. and Martin, L. and Curtin, D. and Penhale, S. and Trueblood, N. A.},
   title = {Non-science majors gain valuable insight studying clinical trials literature: An evidence-based medicine library assignment},
   journal = {American Journal of Physiology - Advances in Physiology Education},
   volume = {28},
   number = {1-4},
   pages = {188–194},
   note = {Poster as Capstone
},
   abstract = {When faced with a diagnosis, it is empowering to be able to assess the evidence of treatment effectiveness and safety. To teach this skill to non-science majors, we assigned the "Responsible Patienthood Project" (RPP). For the RPP, students studied an array of disease and treatment literature: the final product of their work was a poster presentation, in which they did an in-depth analysis of one primary article, thus encouraging critical evaluation of experimental design, methods, and conclusions. Post-RPP, there was a 35% decrease in the student perception that they would unquestioningly accept a recommended treatment for a hypothetical diagnosis, and a 40% increase in the perception that they would consult a combination of resources, including primary articles. We recommend this project based on our results that suggest 1) non-science majors are able to successfully access and assess primary scientific literature, 2) students felt empowered by the RPP, and 3) skills in information gathering, via library instruction, may serve as a particularly helpful lifelong learning tool.},
   ISSN = {1043-4046},
   DOI = {10.1152/advan.00029.2003},
   year = {2004},
   type = {Journal Article}
}

@article{RN422,
   author = {Ryan, K.},
   title = {Re-Framing the arts dissertation: the visual research abstract as an alternative, innovative and creative approach to fashion research},
   journal = {International Journal of Fashion Design Technology and Education},
   volume = {15},
   number = {3},
   pages = {440–449},
   note = {Poster How To
},
   abstract = {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.},
   ISSN = {1754-3266},
   DOI = {10.1080/17543266.2022.2084773},
   year = {2022},
   type = {Journal Article}
}

@article{RN423,
   author = {Saha, S. and Shippy, T. D. and Brown, S. J. and Benoit, J. B. and D'Elia, T.},
   title = {Undergraduate Virtual Engagement in Community Genome Annotation Provides Flexibility to Overcome Course Disruptions},
   journal = {Journal of Microbiology & Biology Education},
   volume = {22},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {Recently, students and faculty have been forced to deal with unprecedented disruptions to their courses and broader uncertainties that have presented serious challenges to quality instruction. We present a flexible, team-based approach to teaching and learning that can transition seamlessly between face-to-face, hybrid, and fully online instruction when disruptions occur. We have built a community genome annotation program that can be implemented as a module in a biology course, as an entire course, or as directed research projects. This approach maintains an engaging and supportive educational environment and provides students the opportunity to learn and contribute to science with undergraduate research. Students are provided guidance through multiple interactions with faculty and peer mentors to support their progress and encourage learning. Integration of the developed instructional tools with available technology ensures that students can contribute remotely. Through this process, students seamlessly continue their annotation coursework, participate in undergraduate research, and prepare abstracts and posters for virtual conferences. Importantly, this strategy does not impose any additional burden or workload on students, who may already be overwhelmed with the additional work associated with the transition to remote learning. Here, we present tips for implementing this instructional platform, provide an overview of tools that facilitate instruction, and discuss expected educational outcomes.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v22i1.2395},
   year = {2021},
   type = {Journal Article}
}

@article{RN424,
   author = {Sahoo, R. and Rehan, S. and Sahoo, S.},
   title = {Pre-medical students’ view points on integrated poster presentations as a tool for learning medical science},
   journal = {Malaysian Journal of Medical Sciences},
   volume = {25},
   number = {6},
   pages = {121–126},
   note = {Poster as Capstone
},
   abstract = {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 semi-structured 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.},
   ISSN = {2180-4303
1394-195X},
   DOI = {10.21315/mjms2018.25.6.12},
   year = {2018},
   type = {Journal Article}
}

@article{RN425,
   author = {Salzl, G. and Gölder, S. and Timmer, A. and Marienhagen, J. and Schölmerich, J. and Grossmann, J.},
   title = {Poster exhibitions at national conferences: Education or farce?},
   journal = {Deutsches Arzteblatt},
   volume = {105},
   number = {5},
   pages = {78–83},
   note = {Poster Rubrics & Scoring
},
   abstract = {Introduction: The so-called poster exhibition is an established element of medical meetings which often receives little attention. The aim of this study was to analyze the organization, acceptance and value of poster exhibitions, Methods: Interview based study conducted during the annual meeting of a German specialist medical conference. A total of 247 attendees, poster authors and "poster chairpersons" were interviewed. Attendance at poster exhibitions was documented, the poster review and award process analyzed, and abstracts assessed for redundancy of presentation. Results: Participation in poster exhibitions was very low. Despite this, their scientific value was esteemed high by young authors and the poster chairpersons. Almost a third (29.4%) of posters had been displayed at other meetings. Several attendees (55.4%) and poster presenters (49.1%) say they would welcome the opportunity for personal one-on-one discussion at the poster in addition to poster viewing. Discussion: The option of additional personal discussion with the poster presenter may lead to an increase of the rather modest participation of attendees at poster exhibitions. Poster exhibitions are of value in particular for young scientists and poster chairpersons.},
   ISSN = {0012-1207},
   DOI = {10.3238/arztebl.2008.0078},
   year = {2008},
   type = {Journal Article}
}

@article{RN426,
   author = {Samet, C. and Valiyaveettil, S.},
   title = {Fruit and Vegetable Peels as Efficient Renewable Adsorbents for Removal of Pollutants from Water: A Research Experience for General Chemistry Students},
   journal = {Journal of Chemical Education},
   volume = {95},
   number = {8},
   pages = {1354–1358},
   note = {Poster as Capstone
},
   abstract = {Sustainability is emerging as a prominent curricular initiative at the undergraduate level, and as a result, involving students in real-world problems in the classroom and laboratory is an important goal. The specific problem of a dwindling supply of clean and safe drinking water is also of utmost importance and relevance. This general chemistry laboratory curriculum provides first-year students with an opportunity to design and implement their own experiments that employ fruit and vegetable peels as adsorbents to remove pollutants from water. The project is nine laboratory periods long, with the first 2 weeks devoted to providing students with the necessary tools to perform original research. In the third week, students visit the Dickinson College farm and brainstorm possible hypotheses. Working in pairs, students perform original research in the fourth through sixth weeks and investigate adsorption capacity and percent removal. In the final 3 weeks, students perform calculations and engage in peer review of their posters, which are presented at an all-college public poster session. This project introduces students to UV-vis and AA spectroscopy, making standard solutions and employing Beer's Law, as well as literature searching and experiment design. If time allows, FTIR spectroscopy may be employed to examine the chemical makeup of the peels. This curriculum can be used in subsets with additional guidance in a standard two-semester introductory course sequence.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.8b00240},
   year = {2018},
   type = {Journal Article}
}

@article{RN427,
   author = {Sampson, Victor and Grooms, Jonathon},
   title = {Promoting and supporting scientific argumentation in the classroom: The evaluate-alternatives instructional model},
   journal = {Science Scope},
   volume = {33},
   number = {3},
   pages = {66–73},
   note = {Poster as Capstone
},
   abstract = {An evaluate-alternatives instructional model for fostering student engagement in scientific argumentation is provided. The model comprises five steps: introduction of the phenomenon to explore, creation of data, generation of tentative arguments and counterarguments, holding of an interactive poster session, and generation of individual arguments and counterarguments.},
   ISSN = {08872376},
   year = {2009},
   type = {Journal Article}
}

@article{RN428,
   author = {Satusky, M. J. and Wilkins, H. and Hutson, B. and Nasiri, M. and King, D. E. and Erie, D. A. and Freeman, T. C.},
   title = {CUREing Biochemistry Lab Monotony},
   journal = {Journal of Chemical Education},
   volume = {99},
   number = {12},
   pages = {3888–3898},
   note = {Poster as Capstone
},
   abstract = {Undergraduate research experience is critical to success in postgraduate research settings. The recent movement away from "cookbook" style laboratories to course-based undergraduate research experiences (CUREs) in undergraduate laboratories has allowed universities to provide inclusive research experience while bypassing the limitations of extracurricular apprenticeships. This paper describes an upper-level biochemistry CURE designed to provide students with an introductory experience to graduate-level research by studying a suspected DNA helicase. This CURE is designed to span multiple semesters, where each student cohort builds upon the work of previous semesters. Pre-and postcourse surveys were employed to assess student confidence in bench skills, perceptions of the course, and project ownership. The results show that the incorporation of lab meeting style recitations and poster presentations led to higher project ownership, while overcoming troubleshooting was a significant challenge. Furthermore, confidence in every experimental technique increased significantly in all but one instance. Based on these results, this CURE is providing students with a realistic experience in graduate-level research.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.2c00357},
   year = {2022},
   type = {Journal Article}
}

@article{RN429,
   author = {Sawaya, Mary Alice},
   title = {Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge},
   journal = {International Journal of Childbirth Education},
   volume = {32},
   number = {2},
   pages = {44–46},
   note = {Poster How To
},
   abstract = {To promote the translation of research into evidence based practice, health care professionals need to communicate findings from all types of research to enhance clinical decision making. However, many may be intimidated by the prospect of a podium presentation. A poster presentation can be a great way to communicate findings without the anxiety of speaking to a large group. Despite many resources available on creating a poster, there remains a lack of confidence among nurses and doulas on how to create a powerful poster. In an effort to assist in translating evidence to practice, this article provides the beginner with a guide on how to create a compelling poster for presentation at a conference.},
   ISSN = {0887-8625},
   year = {2017},
   type = {Journal Article}
}

@article{RN430,
   author = {Schmidt, N. A. and Brown, J. M.},
   title = {Use of the Innovation-Decision Process Teaching Strategy to Promote Evidence-Based Practice},
   journal = {Journal of Professional Nursing},
   volume = {23},
   number = {3},
   pages = {150–156},
   note = {Poster as Capstone
},
   abstract = {The purpose of this article is to describe the innovation-decision process teaching strategy (I-DPTS) based on the model of diffusion of innovations [Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press]. A goal of baccalaureate nursing education is to develop competencies required for evidence-based practice. Such practice merges clinician expertise, patient preferences, and critical evaluation of the literature to improve patient outcomes and reduce health care costs [Melnyk, B. M. (2005). A primer on evidence-based practice. Paper presented at the Purdue School of Nursing Seventh Annual Helen R. Johnson Leadership Conference, West Lafayette, IN]. Several strategies to promote evidence-based practice have appeared in the literature. However, when they are examined in light of the innovation-decision process (Rogers, 2003), they do not address all the essential steps for adoption to occur. The I-DPTS allows students to achieve competencies necessary to overcome barriers associated with implementing best practices. This strategy was successfully implemented in a senior-level introductory nursing research class. Community representatives identified practice issues that could be addressed by student groups. After conducting a search of the literature, students analyzed the evidence, determined best practice based on the evidence, and developed a policy for implementation in clinical settings. At course end, representatives were invited to attend oral and poster presentations. Use of the I-DPTS better prepares students to implement best practice as they embark on their professional careers. © 2007 Elsevier Inc. All rights reserved.},
   ISSN = {8755-7223},
   DOI = {10.1016/j.profnurs.2007.01.009},
   year = {2007},
   type = {Journal Article}
}

@article{RN431,
   author = {Schmitt-Harsh, Mikaela and Harsh, Joseph A.},
   title = {The Development and Implementation of an Inquiry-Based Poster Project on Sustainability in a Large Non-Majors Environmental Science Course},
   journal = {Journal of Environmental Studies and Sciences},
   volume = {3},
   number = {1},
   pages = {56–64},
   note = {Poster as Capstone
},
   abstract = {In the past decade, systematic studies have indicated a significant regression in scientific literacy in nonscience students and students across science, technology, engineering, and mathematics disciplines in higher education. Of particular concern, evaluations of introductory lecture-based undergraduate courses have indicated deficiencies in promoting students' understanding of the role of science and how the scientific community conducts science. In an effort to introduce students to the scientific enterprise, an inquiry-based poster project was developed for a large non-majors environmental science class at a public Midwestern university. Through a term-long project, students (n = 64) worked in a collaborative means to collect and analyze data regarding sustainability topics. Students' findings were disseminated in a poster presentation during a culminating research symposium that was attended by departmental faculty and university administrators. This paper describes the development and implementation of the inquiry-based project with some preliminary data demonstrating the effectiveness of this activity in promoting student learning and engagement.},
   ISSN = {2190-6483},
   DOI = {10.1007/s13412-012-0090-z},
   year = {2013},
   type = {Journal Article}
}

@article{RN432,
   author = {Schon, M. and Steinestel, K. and Spiegelburg, D. and Risch, A. and Seidel, M. and Schurr, L. and Fassnacht, U. K. and Golenhofen, N. and Bockers, T. M. and Bockers, A.},
   title = {Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students},
   journal = {Anatomical Sciences Education},
   pages = {89–101},
   note = {Poster as Capstone
},
   abstract = {Scientific competences as defined in the German competency framework describes the ability to think independently and act scientifically, and forms a central component of medical education. This report describes its integration into anatomical teaching. On the basis of the findings in dissection courses from two consecutive years, students worked on either a case report (n = 70) or an original work (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 estimated 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 [MD] 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 computer tomography (CT) scan (22.4%) and histopathological workup (31.6%) in their case reports. Students were positive about the experience of learning new scientific skills (MD 4 on a six-point Likert scale), but free text answers revealed that some students experienced the project as an extra burden in a demanding course. In summary, it was feasible to introduce students to science 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 in the future.},
   ISSN = {1935-9780},
   DOI = {10.1002/ase.2031},
   year = {2020},
   type = {Journal Article}
}

@article{RN433,
   author = {Schuit, D. and Diers, D. and Vendrely, A.},
   title = {Interdisciplinary group learning in a kinesiology course: A novel approach},
   journal = {Journal of Allied Health},
   volume = {42},
   number = {4},
   pages = {e91–e96},
   note = {Poster Rubrics & Scoring
},
   abstract = {This paper describes an active, collaborative learning project that occurred during a kinesiology course for first-year graduate students in physical (PT) and occupational therapy (OT) that was taught by faculty from both disciplines and designed to promote teamwork and integration of kinesiology concepts. The project required the students to describe and illustrate an assigned functional task, including the involved bony structure, joint mechanics, and muscle actions for joints of the lower extremities. Students from the PT and OT cohorts were intentionally mixed into groups of five students. They were provided with a topic for the assignment and a clear grading rubric. Each group gathered information from a variety of sources to address the topic. The final project was a poster that was presented to the class through an elaborate schedule that required all members of an individual group to present their poster to the group when they arrive at their poster. The presentations were well done and received high marks overall. Student scores were much less critical than faculty scores and included very few comments. The high scores awarded by course faculty indicated the thoroughness of the detail in the posters, as well as the preparedness of the students. An informally determined majority of students commented that being required to present the entire poster required them to comprehend material from the entire course, which we viewed as a positive learning experience. © 2013 Association of Schools of Allied Health Professions, Wash., DC.},
   ISSN = {1945-404X
0090-7421},
   year = {2013},
   type = {Journal Article}
}

@article{RN434,
   author = {Schwager, S. and Berger, U. and Glaeser, A. and Strauss, B. and Wick, K.},
   title = {Evaluation of “healthy learning. Together”, an easily applicable mental health promotion tool for students aged 9 to 18 years},
   journal = {International Journal of Environmental Research and Public Health},
   volume = {16},
   number = {3},
   note = {Poster as Capstone
},
   abstract = {Schools play an important role in adolescents’ health promotion. Due to the limited resources of teachers, there is a need for short-time interventions that can be easily implemented in a regular class without extensive training. Therefore, the tool “Healthy learning. Together.” was developed within a joint venture research project in Jena, Germany. The tool consists of a box with 60 exercises and a poster exhibition for students in 5th grade and higher. One thousand one hundred and forty four (1144) students (56% female) from nine schools were assessed at an interval of 10 weeks in a parallelized pre-post-design with class-wise assignment to intervention group (IG) and control group (CG). In the IG, regular teachers implemented the health promotion tool. Before and after the intervention social integration, class climate, self-efficacy (as primary outcomes) and mental and physical wellbeing (as secondary outcomes) were measured using standardized questionnaires. ANCOVA analysis revealed that students of the IG showed more positive changes on primary outcomes with small effect sizes. Additional implementation outcomes showed high teacher and student enthusiasm but sometimes low exposure rates. Regarding the relatively small amount of time and preparation for teachers to get noticeable effects, the introduced tool is suitable as a first step into health promotion for schools.},
   ISSN = {1660-4601
1661-7827},
   DOI = {10.3390/ijerph16030487},
   year = {2019},
   type = {Journal Article}
}

@article{RN435,
   author = {Schwarz, G. and Picotti, V. and Bleiner, D. and Gundlach-Graham, A.},
   title = {Incorporating a Student-Centered Approach with Collaborative Learning into Methods in Quantitative Element Analysis},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {10},
   pages = {3617–3623},
   note = {Poster as Capstone
},
   abstract = {This paper summarizes a project seminar in analytical chemistry that includes a method comparison approach and collaborative learning. In this project seminar, 12 students worked in four groups, each of which focused on one method for quantitative element analysis, including flame atomic absorption spectroscopy, inductively coupled plasma mass spectrometry, inductively coupled plasma optical emission spectroscopy, and X-ray fluorescence spectroscopy. The seminar was structured into two phases. In the first phase, students became familiar with their method and instrumentation through characterizing the method's capabilities for the analysis of a steel reference sample and then sharing and comparing results between groups. In the second phase, all groups used insights gained during the first phase to design and perform experiments with their methods to solve an analytical challenge. Specifically, the aim of each group was to quantify major, minor, and trace element concentrations from periglacial sediment layers from the hills southeast of Zurich, Switzerland. At the end of phase two, the student-groups presented and compared their results in a joint public poster presentation. Assessment was based on material produced by the participants: posters, teaching materials, method profiles, and written reports. The course evaluation indicates a high satisfaction with the course. The student-centered approach enabled students to get extensive hands-on experience in order to acquire subject-specific skills as well as soft skills. It is well-suited for upper-level undergraduate and graduate students for specialization in analytical chemistry. Further insights, observations, potential for improvement, and limitations are discussed.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.0c00052},
   year = {2020},
   type = {Journal Article}
}

@article{RN436,
   author = {Scott, Derek A. and Jenkinson, Alison McE},
   title = {Using Infographics to Help Students Understand and Communicate Anatomy and Physiology},
   journal = {HAPS Educator},
   pages = {95–104},
   note = {Poster How To
},
   abstract = {Poster presentations to communicate scientific knowledge/understanding are a commonly used assessment tool. It can be a challenge for students (and staff!) to deliver clear information with minimal text on the poster. We have found that this format did not encourage imaginative project topics or posters. To enhance communication skills, imagination, and student engagement, we adapted an existing physiology research project and increased the emphasis on communication skills with the use of infographics. This paper describes how students may produce their own biomedical infographics and discusses the issues that educators may need to consider when integrating infographic assessments into their teaching.},
   ISSN = {2473-3806},
   year = {2020},
   type = {Journal Article}
}

@article{RN437,
   author = {Serra Aracil, X. and Navarro Soto, S. and Aparicio Rodríguez, O. and Hermoso Bosch, J. and Montmany Vioque, S. and Carmona Navarro, D. and Corredera Cantarin, C. and Gómez Diaz, C.},
   title = {Four years experience with the AEC residents E-Book},
   journal = {Cirugia Espanola},
   volume = {86},
   number = {3},
   pages = {147–153},
   note = {Poster as Capstone
},
   abstract = {Introduction: The introduction of the Spanish Association of Surgeons resident's electronic book (AEC-E-Book), has meant that we can perform particular and overall assessments of each resident. The objective of this article has been to find out the mean health care, scientific and surgical activities according to the speciality program. Material and method: A register of the activities of residents in the AEC-E-Book. The overall activity per year and per rotation has been measured. The relationships of assisted interventions performed and their level of complexity have been analysed. The mean scientific and health care activities and the mean on-call periods per month. Results: A total of 8 residents have registered their activity in the AEC-E-Book since the year 2004. They assisted in a mean of 1514 operations, of which 922 were performed as surgeon (62%). They assisted in 185 laparoscopic interventions, of which they performed 72 (39%). As surgeon, 864 (94%) of the 922 procedures 64% were level 1, 75% level 2, and 53% were level 3. They were on-call a mean of 5.75 times per month. They attended a total of 21 courses and congresses during residency. They took part in 24 presentations and posters, as well as in 6 journal publications during residence. Conclusions: The AEC-E-Book enables the activity of the resident to be continually assessed. We have been able to find out the mean activities carried out by each resident during a particular rotation and year, thus being able to know exactly if they have fulfilled the defined minimums. © 2008 AEC.},
   ISSN = {0009-739X
1578-147X},
   DOI = {10.1016/j.ciresp.2009.02.018},
   year = {2009},
   type = {Journal Article}
}

@article{RN438,
   author = {Seth, J. and Miller, B. and Johnson, A.},
   title = {Q: Have you had a virtual poster session?},
   journal = {Research-Technology Management},
   volume = {59},
   number = {2},
   pages = {58–58},
   note = {Virtual or Electronic Poster
},
   ISSN = {0895-6308},
   year = {2016},
   type = {Journal Article}
}

@article{RN439,
   author = {Sevean, P. A. and Poole, K. and Strickland, D. S.},
   title = {Actualizing scholarship in senior baccalaureate nursing students},
   journal = {Journal of Nursing Education},
   volume = {44},
   number = {10},
   pages = {473–476},
   note = {Poster as Capstone
},
   abstract = {Nursing scholarship is difficult to define and often equated with either research and publication in academia or academic achievement of students, but the definition has recently been broadened to include clinical scholarship. This article emphasizes the connections between the theory of nursing scholarship and its application to advanced clinical practice for senior baccalaureate nursing students. Strategies used to enhance students' ability to operationalize scholarship include reflective journals, development of an abstract and professional paper, and presentation of a paper or poster at the student-led Nursing Scholarship Forum. The Forum is evaluated as a learning activity that helps students actualize scholarship. The results of the evaluation indicate this type of scholarly activity enhances nursing students' transition into the professional practice role.},
   ISSN = {0148-4834},
   DOI = {10.3928/01484834-20051001-06},
   year = {2005},
   type = {Journal Article}
}

@article{RN440,
   author = {Shane, Joseph},
   title = {Coupling Scientific Journalism and Poster Sessions as Teaching, Learning, and Assessment Tools in the Nonmajors Science Classroom},
   journal = {Journal of College Science Teaching},
   volume = {37},
   number = {6},
   pages = {26–31},
   note = {Poster as Capstone
},
   abstract = {Scientific journalism, writing to teach a lay audience, coupled with in-class poster sessions is a powerful and efficient mechanism for engaging and assessing students in nonmajors science courses. This article describes the motivation for developing these tools for a one-semester course designed around the chemistry and social implications of energy, provides details about how these tools are implemented throughout the semester, and argues for their general application in similar courses across the scientific disciplines. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {0047231X},
   DOI = {10.5713/ajas.19.0809},
   year = {2008},
   type = {Journal Article}
}

@article{RN441,
   author = {Shelledy, D. C.},
   title = {How to make an effective poster},
   journal = {Respiratory care},
   volume = {49},
   number = {10},
   pages = {1213–1216},
   note = {Poster How To
},
   abstract = {Poster presentations given at scientific meetings are widely used in medicine, nursing, and allied health professions to communicate research findings. A good poster presentation can be an effective way to share the results of your research with your peers, in a collegial and non-threatening atmosphere. Feedback received during a poster session can be invaluable in refining your research and preparing for publication in a peer reviewed journal. A typical poster presentation follows the same format as a scientific paper. Poster sections include a title banner, the abstract, introduction, method, results, discussion, conclusions, and tables and figures. Technical details of poster production include decisions on what materials and methods to use to print and display your poster, font size, whether to use a professional graphics department for production, and cost. Presentation of your research at a professional meeting can be a rewarding experience, and is a useful step toward publishing your research in a respected science journal.},
   ISSN = {0020-1324},
   year = {2004},
   type = {Journal Article}
}

@article{RN442,
   author = {Sheppard, C. L. and Clohessy, M. and MacNeil, C. and Butler, R.},
   title = {The missing link: creating opportunities for older people to participate in academic conferences},
   journal = {Journal of gerontological social work},
   volume = {66},
   number = {1},
   pages = {177–185},
   note = {Poster Rubrics & Scoring
},
   abstract = {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.},
   ISSN = {1540-4048},
   DOI = {10.1080/01634372.2022.2124573},
   year = {2023},
   type = {Journal Article}
}

@article{RN443,
   author = {Sherbinski, L. A. and Stroup, D. R.},
   title = {Developing a poster for disseminating research findings},
   journal = {AANA Journal},
   volume = {60},
   number = {6},
   pages = {567–72},
   note = {Poster How To
},
   abstract = {One of the goals of research should be the dissemination of research findings. Presentation of research findings to an audience of interest can be accomplished through formal or informal presentations at professional conferences or on a departmental level, publication in a variety of professional journals, and presentation as a poster session. Poster presentations attract an audience of similar interest, permit interaction and clarification of the research process and findings by the researcher, allow creative expression in presentation, and help to build collegial relationships with others who hold similar interests. Posters are also a way for educators to present the research findings of others that answer specific clinical questions or provide a means of staff development. A well-designed poster gives the viewer a concise overview of the research problem/purpose, research methodology, sample, results, and implications. Since the less formal poster presentation is viewed as less intimidating to some researchers and conference participants, posters may provide a more relaxed atmosphere in which the exchange of information takes place.},
   ISSN = {0094-6354},
   year = {1992},
   type = {Journal Article}
}

@article{RN444,
   author = {Sherman, R. O.},
   title = {How to create an effective poster presentation},
   journal = {American Nurse Today},
   volume = {5},
   number = {9},
   pages = {13–15},
   note = {Poster How To
},
   abstract = {Start early, plan carefully, and strive for clarity and simplicity. These are the keys to creating a poster presentation that wows conference attendees.},
   ISSN = {1930-5583},
   year = {2010},
   type = {Journal Article}
}

@article{RN445,
   author = {Shidham, V. and Pitman, M. and Demay, R.},
   title = {How to write an article: Preparing a publishable manuscript!},
   journal = {CytoJournal},
   volume = {9},
   number = {1},
   pages = {1},
   note = {Poster How To
},
   abstract = {Most of the scientific work presented as abstracts (platforms and posters) at various conferences have the potential to be published as articles in peer-reviewed journals. This DIY (Do It Yourself) article on how to achieve that goal is an extension of the symposium presented at the 36 th European Congress of Cytology, Istanbul, Turkey (presentation available on net at http://alturl.com/q6bfp). The criteria for manuscript authorship should be based on the ICMJE (International Committee of Medical Journal Editors) Uniform Requirements for Manuscripts. The next step is to choose the appropriate journal to submit the manuscript and review the ′Instructions to the authors′ for that journal. Although initially it may appear to be an insurmountable task, diligent organizational discipline with a little patience and perseverance with input from mentors should lead to the preparation of a nearly perfect publishable manuscript even by a novice. Ultimately, the published article is an excellent track record of academic productivity with contribution to the general public good by encouraging the exchange of experience and innovation. It is a highly rewarding conduit to the personal success and growth leading to the collective achievement of continued scientific progress. Recent emergences of journals and publishers offering the platform and opportunity to publish under an open access charter provides the opportunity for authors to protect their copyright from being lost to conventional publishers. Publishing your work on this open platform is the most rewarding mission and is the recommended option in the current modern era. [This open access article can be linked (copy-paste link from HTML version of this article) or reproduced FREELY if original reference details are prominently identifiable]. © 2012 Shidham VB, et al.; licensee Cytopathology Foundation Inc.},
   ISSN = {0974-5963
1742-6413},
   DOI = {10.4103/1742-6413.92545},
   year = {2012},
   type = {Journal Article}
}

@article{RN446,
   author = {Shilpa, M. and Shilpa, M. and Raghunandana, R. and Narayana, K.},
   title = {Empathy in medical education: Does it need to be taught? – students feedback on aetcom module of learning},
   journal = {National Journal of Physiology, Pharmacy and Pharmacology},
   volume = {11},
   number = {4},
   pages = {401–405},
   note = {Poster as Capstone
},
   abstract = {Background: A doctor’s intention while treating his patient is just not to cure the disease, rather it is to heal the illness. An overall approach to a patient includes not only the pharmaceutical prescription but also includes the doctor’s attitude and care toward a patient. The respect for the patient and the cadavers plays an important role. These aspects are introduced by Medical Council of India in the new curriculum. The present study was to look into the students perception toward this new curriculum. Aim and Objective: This study aims to know about the students’ perception toward the competency-based medical education curriculum. Materials and Methods: The study was conducted on one hundred and fifty 1st year MBBS students, who had undergone training on various AETCOM modules through lecture class, sharing experiences by patient and doctor, roll play, poster presentation by the students, painting exhibition, opinion poll, panel discussion, and interaction with simulated and real patients. Assessment was done through reflection and feedback. It was a multidisciplinary approach. Results: Among the participants, 51.76% totally agreed, 23.53% of them partially agreed with the concepts of new curriculum, wherein 82% of the students realized the difference between healing and curing. About 88% of them said that treating all patients with equanimity is an important ethical concern. About 92% of them realized their duties and responsibilities toward society as a doctor. About 74% of them agreed with the ethical concern of the respect toward patient’s autonomy. Conclusions: Students have realized about the importance of empathy for building a good doctor-patient relationship and its role in effective patient management through the AETCOM modules.},
   ISSN = {2231-3206
2320-4672},
   DOI = {10.5455/njppp.2021.11.11336202015122020},
   year = {2021},
   type = {Journal Article}
}

@article{RN447,
   author = {Shin, S. J.},
   title = {Evaluation of electronic versus traditional format poster presentations},
   journal = {Medical education},
   volume = {46},
   number = {5},
   pages = {519–520},
   note = {Virtual or Electronic Poster
},
   ISSN = {1365-2923},
   DOI = {10.1111/j.1365-2923.2012.04253.x},
   year = {2012},
   type = {Journal Article}
}

@article{RN448,
   author = {Shuman, J. M.},
   title = {Copyright and open access in the life sciences: a researcher's guide to sharing and publishing scientific information},
   journal = {Emerging Topics in Life Sciences},
   volume = {2},
   number = {6},
   pages = {779–784},
   note = {Virtual or Electronic Poster
},
   abstract = {Copyright provides the creator of an original work, such as a journal article or a scientific poster, with exclusive rights to authorize and reproduction and sharing copies of the work. Issues regarding copyright have become more prominent as digital technologies have made copying and distributing information easier. In a research environment, there is ample opportunity to share print and electronic resources among colleagues, which may represent noncompliance with copyright law. The desire to remove the paywall from the published literature has led to several versions of open access (OA), differentiated by the fees charged to the author as article processing charges, where the article is stored, and when the published article becomes freely available as OA. A number of government agencies and major research funders in the U.S.A. and the EU have implemented specific guidelines as to where and how their funded research can be published. Although OA publications can be read for free, they are still subject to various license limitations regarding sharing and reuse.},
   ISSN = {2397-8554},
   DOI = {10.1042/ETLS20180154},
   year = {2018},
   type = {Journal Article}
}

@article{RN449,
   author = {Shuster, G. F. and Learn, C. D. and Duncan, R.},
   title = {A strategy for involving on-campus and distance students in a nursing research course},
   journal = {Journal of continuing education in nursing},
   volume = {34},
   number = {3},
   pages = {108–115},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND: Teaching research at the undergraduate level can be a challenge. This is particularly true for distance education courses, in which students often feel isolated from each other and from faculty. Faculty teaching on-campus and distance education research courses designed a student research project and a method for bringing distance and on-campus students together to present their research findings. METHOD: By actively engaging students in the research process and providing an on-campus research day for the presentation of student posters (Year 1) and research papers (Year 2), course faculty were able to achieve their two goals of directly involving students in the nursing research process and creating a greater student sense of belonging within the college learning community. RESULTS: Statistical analysis of an evaluation survey among on-site and off-site registered nurse to bachelor of science in nursing students indicated both groups ranked the Year 1 poster research day as good to very good. Students attending the Year 2 research day, where they presented papers, ranked the day as good. Statistical analysis indicated a significant difference between the two research days, with a clear student preference for posters. CONCLUSION: Students valued their active participation in the research process and the opportunity to get together and present their work. However, students clearly preferred a poster presentation format to presenting their findings as a research paper.},
   ISSN = {0022-0124},
   DOI = {10.3928/0022-0124-20030501-06},
   year = {2003},
   type = {Journal Article}
}

@article{RN450,
   author = {Siedlecki, S. L.},
   title = {How to Create a Poster That Attracts an Audience},
   journal = {American Journal of Nursing},
   volume = {117},
   number = {3},
   pages = {49–55},
   note = {Poster How To
},
   abstract = {Background: Nurses developing a poster presentation for the first time who look for guidance in the literature will find many articles offering recommendations on format and style, but these are based on opinion rather than evidence. Purpose: The purpose of this study was to identify the attributes of a poster that improved the chance that nursing conference attendees would read it. Methods: A mixed-methods descriptive study employing survey methodology was used to assess the perceptions of nurses attending poster sessions at a two-day nursing conference. The survey consisted of basic demographic questions, 25 items asking respondents to identify and rate the importance of variables that influenced their decision to read a poster, and several open-ended questions. Both a qualitative and quantitative analysis of the responses was performed. Results: The two major themes that emerged from the qualitative analysis were that poster-viewing decisions were based first on aesthetics and then on relevance. The quantitative analysis identified aesthetic characteristics that were most important to nurse viewers, including overall visual appeal, color, organization, and layout; viewers determined the relevance of a poster primarily by reading its title. Conclusions: To develop a poster that will attract an audience, nurse researchers should keep in mind the attributes that are important to their peers and colleagues. Conference attendees are more likely to read a poster if it's on a topic that interests them, is pleasing to the eye, and has a title that's easy to read.},
   ISSN = {0002-936X},
   year = {2017},
   type = {Journal Article}
}

@article{RN451,
   author = {Siegrist, Beverly and Garrett-Wright, Dawn and Abel, Cathy H.},
   title = {Poster Presentations as a Teaching Strategy in Web-Based Courses},
   journal = {Nursing Education Perspectives (National League for Nursing)},
   volume = {32},
   number = {3},
   pages = {198–199},
   note = {Poster as Capstone
},
   ISSN = {1536-5026},
   DOI = {10.5480/1536-5026-32.3.198},
   year = {2011},
   type = {Journal Article}
}

@article{RN452,
   author = {Simons, J.},
   title = {How to prepare conference abstracts and poster presentations},
   journal = {Nursing children and young people},
   volume = {28},
   number = {7},
   pages = {18},
   note = {Poster How To
},
   abstract = {An effective way of disseminating nursing research is to present it at a national or international conference.},
   ISSN = {2046-2344},
   DOI = {10.7748/ncyp.28.7.18.s19},
   year = {2016},
   type = {Journal Article}
}

@article{RN453,
   author = {Singh, M. K.},
   title = {Preparing and Presenting Effective Abstracts and Posters in Psychiatry},
   journal = {Academic Psychiatry},
   volume = {38},
   number = {6},
   pages = {709–715},
   note = {Poster How To
},
   abstract = {Presenting an abstract and a poster gives scientists from all fields, including psychiatry, an important opportunity to introduce their research to others. Researchers and mental health professionals at all levels of career development can use several media resources to assist them with the technical aspects of preparing an abstract or a poster. This article will focus on major principles associated with preparing and presenting an abstract and a poster at a scientific meeting. A literature search using NIH PubMed was conducted to identify peer and nonpeer-reviewed articles that provide methods for effective abstract and poster presentation for the period of 1966 to June 2014. First, the author reviews the purpose and relative importance of abstracts and posters in academic settings. Next, the author describes the qualities of an effective abstract and poster and common pitfalls that may occur. Finally, the author presents a systematic approach to preparing and presenting an abstract and a poster in a scientific setting. Several sources consistently suggest that readability, organization, and succinctness are qualities that make an effective and successful abstract and poster. Mental health professionals in all stages of their career development may benefit from following these guidelines in presenting their scientific work.},
   ISSN = {1042-9670},
   DOI = {10.1007/s40596-014-0190-z},
   year = {2014},
   type = {Journal Article}
}

@article{RN454,
   author = {Skiles, M. and Yang, E. and Reshef, O. and Muñoz, D. R. and Cintron, D. and Lind, M. L. and Rush, A. and Calleja, P. P. and Nerenberg, R. and Armani, A. and Faust, K. M. and Kumar, M.},
   title = {Conference demographics and footprint changed by virtual platforms},
   journal = {Nature Sustainability},
   volume = {5},
   number = {2},
   pages = {149–+},
   note = {Virtual or Electronic Poster
},
   abstract = {Conferences disseminate research, grow professional networks and train employees. Unfortunately, they also contribute to climate change and present barriers to achieving a socially sustainable work environment. Here, we analyse the recent impact of transforming in-person conferences into virtual conferences on improving diversity, equity and inclusion in science and engineering conferences. Factors including cost, gender, career stage and geographic location were evaluated. Virtual conferences demonstrated a clearly discernable and, in some cases, orders of magnitude improvement across nearly all metrics. On the basis of participant survey results, this improvement may be attributed to a combination of reduced financial and personal-life burdens. However, despite this clear impact, further development of virtual networking features and poster sessions is necessary to achieve widespread adoption and acceptance of this new format. In-person conferences have typically resulted in a large carbon footprint while limiting inclusivity of those who can attend. This analysis uses the pandemic to gauge like-for-like environmental and demographic outcomes for virtual conference attendance.},
   ISSN = {2398-9629},
   DOI = {10.1038/s41893-021-00823-2},
   year = {2022},
   type = {Journal Article}
}

@article{RN455,
   author = {Skledar, S. J. and McKaveney, T. P. and Ward, C. O. and Culley, C. M. and Ervin, K. C. and Weber, R. J.},
   title = {Advanced practice internship: experiential learning in a drug use and disease state management program},
   journal = {American journal of pharmaceutical education},
   volume = {70},
   number = {3},
   pages = {68},
   note = {Poster as Capstone
},
   abstract = {OBJECTIVE: Establish a 3-year hospital internship within a drug use and disease state management program that would provide doctor of pharmacy students with experiential learning while still completing their classroom studies. DESIGN: As paid interns, students engaged in group and individual activities that assessed clinical practice guidelines. Patient monitoring and clinical intervention techniques were learned through prospective evaluation of drug therapy. Students designed evidence-based treatment guidelines and participated in all phases of development, including multidisciplinary approval, implementation, and evaluation stages. ASSESSMENT: Student competency was continually monitored through direct observation by a preceptor and written examinations. Patient case studies, group discussions, and poster presentations allowed assessment of student growth in knowledge and communication skills. CONCLUSION: The comprehensive structure of this internship provides a broad perspective for understanding the role of the hospital pharmacist in providing pharmaceutical care. Close supervision maximizes student learning potential and fosters a mentoring relationship for both personal and professional growth.},
   ISSN = {1553-6467},
   DOI = {10.5688/aj700368},
   year = {2006},
   type = {Journal Article}
}

@article{RN456,
   author = {Sleister, H. M.},
   title = {Isolation and characterization of <i>Saccharomyces cerevisiae</i> mutants defective in chromosome transmission in an undergraduate genetics research course},
   journal = {Genetics},
   volume = {177},
   number = {2},
   pages = {677–688},
   note = {Poster as Capstone
},
   abstract = {An tipper-level genetics research course was developed to expose undergraduates to investigative science. Students are immersed in a research project with the ultimate goal of identifying proteins important for chromosome transmission in mitosis. After mutagenizing yeast Saccharomyces cerevisiae cells, students implement a genetic screen that allows for visual detection of mutants with an increased loss of an ADE2-marked yeast artificial chromosome (YAC). Students then genetically characterize the mutants and begin efforts to identify the defective genes in these mutants. While engaged in this research project, students practice a variety of technical skills in both classical and molecular genetics. Furthermore, students learn to collaborate and gain experience in sharing scientific findings with others in the form of written papers, poster presentations, and oral presentations. Previous students indicated that, relative to a traditional laboratory course, this research course improved their understanding of scientific concepts and technical skills and helped them make connections between concepts. Moreover, this course allowed students to experience scientific inquiry and was influential for students as they considered future endeavors.},
   ISSN = {0016-6731},
   DOI = {10.1534/genetics.107.076455},
   year = {2007},
   type = {Journal Article}
}

@article{RN457,
   author = {Sloan, R.},
   title = {Poster presentations in the virtual world},
   journal = {Journal of continuing education in nursing},
   volume = {43},
   number = {11},
   pages = {485–486},
   note = {Virtual or Electronic Poster
},
   abstract = {This column describes a creative virtual-world approach used by the American Nurses Association Center for Continuing Education and Professional Development to provide an additional venue for continuing nursing education within a large conference format. Hurdles that were overcome in developing a virtual world of poster presentations included determining how to award contact hours, how to secure funding, how to separate sponsorship from the integrity of the learning activity, and how to manage submissions and content. Copyright 2012, SLACK Incorporated.},
   ISSN = {0022-0124},
   DOI = {10.3928/00220124-20121024-24},
   year = {2012},
   type = {Journal Article}
}

@article{RN458,
   author = {Smith, Catherine Novotny},
   title = {Using the Cell Signaling Literature to Teach Molecular Biology to Undergraduates},
   journal = {Biochemistry & Molecular Biology Education},
   volume = {30},
   number = {6},
   pages = {380–383},
   note = {Poster as Capstone
},
   abstract = {The writer describes her approach to integrating the primary scientific literature in an advanced molecular biology course on cell signaling. The approach involves students learning about different categories of cell signaling molecules in one-week blocks and the instructor presenting protocols for each category of signaling molecule discussed in the course. Students are assessed on their comprehension of the topics covered through such course projects as journal article presentations and research topic/poster presentations, which provide opportunities for students to utilize and develop critical thinking skills.},
   ISSN = {14708175},
   DOI = {10.1002/bmb.2002.494030060154},
   year = {2002},
   type = {Journal Article}
}

@article{RN459,
   author = {Smith, M. A. and Olimpo, J. T. and Santillan, K. A. and McLaughlin, J. S.},
   title = {Addressing Foodborne Illness in Cote d'Ivoire: Connecting the Classroom to the Community through a Nonmajors Course-Based Undergraduate Research Experience},
   journal = {Journal of Microbiology & Biology Education},
   volume = {23},
   number = {1},
   pages = {9},
   note = {Poster as Capstone
},
   abstract = {The integration of course-based undergraduate research experiences (CUREs) into science, technology, engineering, and mathematics (STEM) laboratory curricula has provided new avenues to engage students at all levels in discovery-based learning. Empirical research demonstrates that CUREs have the potential to foster students' development of scientific process and reasoning skills, attitudes, motivations, and persistence in STEM. Yet, these outcomes are largely reported for studies conducted in the United States, Canada, Europe, and Australia. It therefore remains unclear to what extent CUREs are impactful for students enrolled in alternate international university contexts. To address this concern, we conducted a quasi-experimental mixed methods study to investigate the impact of a one-semester food microbiology and public health (FMPH) CURE on nonmajors students' development of science identity, science communication and process skills, science community values, and science-society perceptions at a private institution in Cote d'Ivoire, West Africa. Content analysis of students' end-of-semester research poster products and thematic analysis of student responses to post-semester open-ended survey items revealed positive gains with respect to student learning and student perceptions of the relevancy of their research to diverse audiences. Paired t-test analyses of pre-/post-semester closed-ended survey responses likewise indicated significant gains in students' science identity and science community values development as well as their confidence in handling and treating foods to reduce the bacterial load on those foods. Collectively, these findings suggest that the FMPH CURE was a meaningful and relevant learning experience capable of promoting students' growth as scientists and scientifically-minded citizens.},
   ISSN = {1935-7877},
   year = {2022},
   type = {Journal Article}
}

@article{RN460,
   author = {Smith, P. E. M. and Fuller, G. and Dunstan, F.},
   title = {Scoring poster at scientific meetings: First impressions count},
   journal = {Journal of the Royal Society of Medicine},
   volume = {97},
   number = {7},
   pages = {340–341},
   note = {Poster Rubrics & Scoring
},
   abstract = {Many specialist societies present 'best poster' prizes, yet without generally agreed assessment methods. 31 posters at a neurology meeting were divided randomly into two sets; 14 neurologists, randomized into two groups, were each assigned one poster set. They 'quick scored' the first half, viewing posters for 10-15 seconds, and 'detailed scored' the others. 11 administrators and pharmaceutical representatives quick scored all posters. Neurologists' quick score ranking correlated highly (r=0.75) with other neurologists' detailed score ranking, and identified four of their six top-ranked posters. Correlations were strongest for presentation (r=0.65), message (r=0.65) and star-quality (r=0.64), but weak for facts (r=0.09), originality (r=0.15) or science (r=0.02). Non-neurologists could not identify the posters ranked highest by neurologists. We conclude that quick ranking by specialists can efficiently identify the best posters for more detailed assessment. On this basis we offer poster-scoring guidelines for use at scientific meetings.},
   ISSN = {0141-0768},
   DOI = {10.1258/jrsm.97.7.340},
   year = {2004},
   type = {Journal Article}
}

@article{RN461,
   author = {Smith, R. P. and Learman, L. A.},
   title = {A plea for MERSQI: The medical education research study quality instrument},
   journal = {Obstetrics and Gynecology},
   volume = {130},
   number = {4},
   pages = {686–690},
   note = {Poster Rubrics & Scoring
},
   abstract = {OBJECTIVE:To describe the quality of educational scholarship presented at a large national conference of obstetrics and gynecology educators.METHODS:We reviewed Council on Resident Education in Obstetrics and Gynecology-Association of Professors of Gynecology and Obstetrics annual meeting abstracts from 2015 and 2016, published as supplements to Obstetrics & Gynecology. For this uncontrolled observational study, abstracts were reviewed and scored using the Medical Education Research Study Quality Instrument (MERSQI). Comparisons between types of submissions (oral presentations or posters), origin of the report (academic or community), setting (undergraduate, graduate, postgraduate), and focus of the study (tool development or evaluation) were made. Abstracts from award-winning presentations and full manuscripts were compared with the remaining abstracts. One- and two-tailed Student t tests with a two-sample unequal variance (heteroscedastic) test were performed with a significance threshold of P≤.05.RESULTS:One hundred eighty-six abstracts and articles were available, with 101 posters and 77 oral presentations that could be scored in all six of the MERSQI domains. The average MERSQI score was 9.05 (±1.90) with scores ranging from 5 to 13.5 (median 9). Abstracts from full-text articles scored more than 1 point higher than other abstracts (10.2 compared with 9.0, P<.001, Cohen's d=0.72). Statistically significant smaller magnitude differences were found comparing tool development with evaluation, academic with community studies, and for award with nonaward winners. No differences were found comparing oral and poster presentations.CONCLUSION:The quality of educational scholarship presented at a national meeting of obstetrics and gynecology educators falls within the published range for other specialties. The MERSQI scoring system is a useful method for tracking and benchmarking the quality of medical education scholarship in obstetrics and gynecology.},
   ISSN = {1873-233X
0029-7844},
   DOI = {10.1097/AOG.0000000000002091},
   year = {2017},
   type = {Journal Article}
}

@article{RN462,
   author = {Smythers, A. L. and Ford, M. M. and Hawkins, D. G. and Connor, M. C. and Lawrence, K. C. and Stanton, C. R. and Gayton, A. C. and Hicks, L. M.},
   title = {Modernizing the Analytical Chemistry Laboratory: The Design and Implementation of a Modular Protein-Centered Course},
   journal = {Journal of Chemical Education},
   volume = {98},
   number = {5},
   pages = {1645–1652},
   note = {Poster as Capstone
},
   abstract = {Course-based undergraduate research experiences (CUREs) integrate authentic research into undergraduate chemistry laboratories, introducing students to research while simultaneously reinforcing fundamental concepts. Despite their ubiquitous nature in bioanalytical research, few CUREs have been published applying the fundamental techniques of separations, spectroscopy, quantification, and mass spectrometry. To engage students in learning these increasingly essential bioanalytical techniques, we designed and implemented a semester-long project-based course centered around the purification, quantification, and identification of heterologously expressed proteins in five succinct and adaptable modules. Instructors can use these modules to form the foundation of a CURE specific to their research interests. The extensive commercial availability of plasmids for transformation combined with the modular approach to laboratory experiments enables convenient customization to accommodate diverse research goals. Instructors can tailor the modules to meet the curricular requirements and instrumentation capabilities of their institutions and can easily extend the research goals to incorporate more specialized analytical techniques, as needed. Through the implementation of the five modules, students apply the fundaments of acid-base chemistry, statistics, quantification strategies, spectrophotometry, separations, and mass spectrometry, thus covering the material required in most undergraduate introductory analytical courses. Instructors can then use these modules as a backbone to support student-led discovery-based investigations for the remainder of the course. Students demonstrate their understanding through the completion of a comprehensive, publication-style laboratory report as well as a poster presentation at a university-wide undergraduate research symposium. Since first offering this course in 2016, student evaluations have been exceedingly positive, with over 75% of students indicating that the course both increased their scientific skills as well as their confidence in their ability to succeed in further science courses. Furthermore, 22% of students reported they were "much more" or "extremely more" likely to enroll in a Ph.D. program in science, math, or engineering following the courses, emphasizing the impact that project-based laboratories can have on undergraduate chemists' career trajectories.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.0c01269},
   year = {2021},
   type = {Journal Article}
}

@article{RN463,
   author = {Son, J. and Sabio, J. and Jain, A. and Ulijn, R. V.},
   title = {Ten Steps to Organize a Virtual Scientific Symposium and Engage Your Global Audience},
   journal = {Global Challenges},
   volume = {6},
   number = {9},
   pages = {9},
   note = {Virtual or Electronic Poster
},
   abstract = {The paper describes guidelines for the planning, organization, and successful execution of virtual, global scientific conferences for global audiences. The guidelines are based on experience and lessons learned during the organization of the 3-day 2020 Virtual Systems Chemistry Symposium hosted on Zoom webinar and Twitter, held on May 2020 with over 1000 registered participants from 46 different countries.},
   DOI = {10.1002/gch2.202200005},
   year = {2022},
   type = {Journal Article}
}

@article{RN464,
   author = {Soon, C. S. L. and Tudor Car, L. and Ng, C. J. and Tan, N. C. and Smith, H.},
   title = {What Is the Utility of Posters? Qualitative Study of Participants at a Regional Primary Healthcare Conference in Asia},
   journal = {Medical Science Educator},
   volume = {32},
   number = {6},
   pages = {1405–1412},
   note = {Other},
   abstract = {Background: Posters are used extensively as a mode of presentation at scientific conferences, but little is documented about their value to presenters or viewers. The study aimed to explore conference delegates' views and experiences of poster presentations, and their perceptions of the strengths and weaknesses of posters compared with oral presentations, and also to identify ways to enhance the educational value of posters.
Method: This was a qualitative study using brief, semi-structured, face-to-face interviews amongst delegates at a 3-day Asia Pacific regional academic primary care conference in Singapore. Interviews were digitally recorded, transcribed verbatim, and their contents analysed thematically.
Results: Eighty-nine interviews were analysed. Respondents were mainly early career researchers (58%), and a third were presenting (poster or oral) at the conference. Many positive attributes of posters were identified. For the viewers, these included the ability to gain a rapid overview of research activity (for "benchmarking", "updating", and "inspiration"); the ability to choose who to engage with and when, in contrast to the tightly scheduled oral sessions; and opportunity to discuss content in a leisurely and detailed fashion with the presenter. Presenters considered posters "less threatening" than oral presentations and valued posters for the networking opportunities they created. However, posters were reported to be more demanding on the skills of precis and their preparation was considered arduous and more expensive than an oral presentation. Posters were also perceived to have lower academic status and dominate the presenter's time at the conference, reducing the opportunities for them to see the work of others. Suggestions for incorporating technologies to enhance the impact of posters included QR codes to access more detailed information, pre-recorded presentations, and online interactive clarification sessions with poster authors.
Conclusion: Posters are perceived as a valuable mode of presentation at scientific conferences by presenters and viewers. Their unique strengths challenge the perception that posters are somehow inferior to oral presentations, suggesting a need for their advantages to be promoted by researchers and conference organisers. The incorporation of technology within the traditional display may enhance poster utility. Given the time and money spent on academic conferences there is an urgent need to evaluate the different styles of presentation used at conferences and how they differ in their ability to impact on medical science knowledge and evidence-based clinical practice.
Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01657-z.},
   ISSN = {2156-8650},
   DOI = {10.1007/s40670-022-01657-z},
   year = {2022},
   type = {Journal Article}
}

@article{RN465,
   author = {Sousa, B. J. and Clark, A. M.},
   title = {Six Insights to Make Better Academic Conference Posters},
   journal = {International Journal of Qualitative Methods},
   volume = {18},
   pages = {4},
   note = {Poster How To
},
   ISSN = {1609-4069},
   DOI = {10.1177/1609406919862370},
   year = {2019},
   type = {Journal Article}
}

@article{RN466,
   author = {Sprowls, E. D.},
   title = {Collaborative Learning Tools To Foster Inclusive Participation and Sense of Belonging in a Microbiology Outreach Partnership},
   journal = {Journal of Microbiology & Biology Education},
   volume = {21},
   number = {1},
   note = {Poster as Capstone
},
   abstract = {For secondary outreach programs to meet the goals of enhancing science education and attracting future scientists from underrepresented populations, we need an inclusive approach that integrates students' knowledge and experiences in the process of doing science. I present three pedagogical tools designed by developing equitable, inclusive collaboration among microbiologist outreach mentors and high school biology students. These activities aim to foster a sense of belonging in a scientific community and serve as an entry point to the practice of inclusion. Over a one-semester course at an alternative high school, ten secondary students and their scientist mentors met weekly to design and conduct microbiology experiments together. This group of students and scientists participated in structured collaborative learning activities to: i) understand each other's ideas about science; ii) collectively analyze their research findings; and iii) offer peer feedback. I modified the following three learning tools for use in my secondary science classroom from protocols of the National School Reform Faculty: 1) the Quotes Introduction Activity set the stage for equitable discourse between high school students and scientist mentors, while initiating important conversations about the process of biological research; 2) the Data Analysis Protocol allowed both students and mentors to contribute to the scientific process; and 3) the Feedback Carousel Activity engaged students and scientists alike in reviewing and refining poster presentations. This inclusive engagement in the social aspects of learning science can help students feel a sense of belonging and imagine their futures in the scientific community, key steps towards inclusion. The supportive system of structured feedback in these collaborative learning activities created a safe, inclusive space for secondary students to try on the role of microbiology expert, and for scientist volunteers to practice inclusive mentorship. Drawing from inclusive pedagogical tools in secondary education will help expand our capacity for inclusive science outreach and bring us closer to the goals of improving biology education and attracting future biologists at the university level.},
   ISSN = {1935-7877},
   DOI = {10.1128/jmbe.v21i1.2070},
   year = {2020},
   type = {Journal Article}
}

@article{RN467,
   author = {Stewart, K. A. and Brown, S. L. and Wrensford, G. and Hurley, M. M.},
   title = {Creating a Comprehensive Approach to Exposing Underrepresented Pre-health Professions Students to Clinical Medicine and Health Research},
   journal = {Journal of the National Medical Association},
   volume = {112},
   number = {1},
   pages = {36–43},
   note = {Poster as Capstone
},
   abstract = {BACKGROUND/PURPOSE: With the urgency to create more equitable health care, increased research and early exposure to health interventions and clinical medicine are imperative. Health disparities continue to persist nationwide, particularly in underserved areas and among traditionally disadvantaged populations. In addition to the need to eliminate health disparities, increasing the diversity among health professionals to more accurately reflect the US population is essential.
METHODS: The health professions partnership at the School of Medicine and the School of Dental Medicine is a comprehensive pipeline designed to increase the preparation of underrepresented students for health careers. Through this health professions pipeline's Health Disparities Clinical Summer Research Fellowship Program (HDCSRFP), undergraduate students are exposed to health disparities research and clinical skills over seven weeks. Over the course of the program, participants conducted a research project, gained clinical exposure by shadowing community physicians and other health professionals, and received mentoring by health professional faculty and students. At the conclusion of the program, participants presented their research projects during a poster symposium.
RESULTS: A total of 121 program participants between 2008 and 2018 each conducted a research project focused on reducing health inequities within specific populations, particularly in urban settings. The health professions pipeline has been instrumental in increasing the aptitude and competitiveness of these students pursuing health careers through participation in research, clinical medicine, and enrichment activities. Specifically, 92% of the 79 program participants identified who completed undergraduate studies before the end of the 2018 fall semester pursued a career or further studies within a health profession. Forty-six percent of these college graduates were accepted or matriculated in medical school by the end of 2018.
CONCLUSION: The HDCSRFP, like the other health professions partnership pipeline programs, serves as a model for other educational programs to expose students to the field of medicine and health research, and to increase diversity within health professions.},
   ISSN = {1943-4693},
   DOI = {10.1016/j.jnma.2019.12.003},
   year = {2020},
   type = {Journal Article}
}

@article{RN468,
   author = {Stewart, Timothy and Thompson, Janette and Tank, Kristina and Olson, Joanne and Rentz, Michael and Wolter, Peter},
   title = {A Course-Based Research and Teaching Experience for Science Majors and Preservice Educators},
   journal = {Journal of College Science Teaching},
   volume = {52},
   number = {1},
   pages = {22–28},
   note = {Poster as Capstone
},
   abstract = {We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science teaching while improving skills in collaboration, leadership, and different forms of communication. Students apply their learning by educating local school groups on ecological concepts in the field and share their scholarship with faculty, peers, and community partners during a poster symposium. Each student team completes a research project and teaching activity proposal, conducts research and develops a teaching activity, and writes a research paper and lesson plan in the format of a professional manuscript. Teams use mentor feedback and their reflections on drafts and practice sessions to improve the research proposal and paper, teaching lesson plan, delivery of the teaching activity, and poster presentation. Improved grades on revised assignments and self-reported gains in knowledge and skills provide evidence of student learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {0047231X},
   year = {2022},
   type = {Journal Article}
}

@article{RN469,
   author = {Stillwell, C. and Curabba, B. and Alexander, K. and Kidd, A. and Kim, E. and Stone, P. and Wyle, C.},
   title = {Students transcribing tasks: noticing fluency, accuracy, and complexity},
   journal = {Elt Journal},
   volume = {64},
   number = {4},
   pages = {445–455},
   note = {Poster as Capstone
},
   abstract = {Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed.},
   ISSN = {0951-0893},
   DOI = {10.1093/elt/ccp081},
   year = {2010},
   type = {Journal Article}
}

@article{RN470,
   author = {Stonehouse, David},
   title = {How to prepare and deliver a good presentation: general principles for success},
   journal = {British Journal of Healthcare Assistants},
   volume = {12},
   number = {8},
   pages = {394–397},
   note = {Poster How To
},
   abstract = {The author has more than 14 years’ experience in higher education, supporting students in delivering presentations for assessment and in marking across all levels up to masters, and as an external examiner. This article examines and highlights the general principles that will assist the student in writing, preparing and delivering a successful presentation. Standing up in front of your peers, tutors, or interviewers can be one of the most stressful things students and job applicants face. The aim of this article is to give advice and encouragement to the student, thereby hopefully reducing some of the stress that presentations cause. Areas such as the length of the presentation, structure and content, maintaining confidentiality, referencing, presentation marking criteria, spelling and grammar, font size and clutter, animation and colour, individual or group presentations, poster presentations, preparing for questions, audience participation, notes and handouts, confidence and body language, and feedback will be discussed.},
   ISSN = {1753-1586},
   DOI = {10.12968/bjha.2018.12.8.394},
   year = {2018},
   type = {Journal Article}
}

@article{RN471,
   author = {Störzinger, D. and Meyle, E. and Hoppe-Tichy, T.},
   title = {How to make a poster?},
   journal = {Krankenhauspharmazie},
   volume = {29},
   number = {8},
   pages = {349–351},
   note = {Poster How To
},
   abstract = {Presenting a poster is a popular alternative to an oral presentation or publication of a paper in a journal. It is an appropriate way to present scientific information efficiently and specifically. Many topics of clinical pharmacy are suitable for being presented at a meeting in form of a poster. This article gives some general advices regarding the design and creation of a poster due to missing standards.},
   ISSN = {0173-7597},
   year = {2008},
   type = {Journal Article}
}

@article{RN472,
   author = {Stuart, A. E.},
   title = {Engaging the audience: developing presentation skills in science students},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {12},
   number = {1},
   pages = {A4–A10},
   note = {Poster as Capstone
},
   abstract = {This article describes a graduate class in presentation skills ("PClass") as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003-2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University's Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker's question session, and speaking to a lay audience.},
   ISSN = {1544-2896},
   year = {2013},
   type = {Journal Article}
}

@article{RN473,
   author = {Sull, Errol Craig},
   title = {Further Your School Panache by Giving a Conference Presentation!},
   journal = {Distance Learning},
   volume = {15},
   number = {4},
   pages = {68–71},
   note = {Poster How To
},
   abstract = {The article discusses how online educators can prepare a strong conference presentation for students. It notes that one can expect to be selected as a presenter is to have experience in a field that is commensurate with others wanting to learn. It adds that each conference offers the opportunity for a solo presentation, team presentations poster presentations, and the presenter stands next to them, available for questions.},
   ISSN = {15474712},
   year = {2018},
   type = {Journal Article}
}

@article{RN474,
   author = {Suma, M. N. and Hathur, B. and Kulkarni, P. and Manjunath, G. V.},
   title = {Research fair: A three pronged innovative effort for fruitful publications out of post graduate dissertations},
   journal = {International Journal of Health and Allied Sciences},
   volume = {9},
   number = {3},
   pages = {277–283},
   note = {Poster as Capstone
},
   abstract = {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.},
   ISSN = {2278-4292},
   DOI = {10.4103/ijhas.IJHAS_161_20},
   year = {2020},
   type = {Journal Article}
}

@article{RN475,
   author = {Summers, K.},
   title = {Student assessment using poster presentations},
   journal = {Paediatric nursing},
   volume = {17},
   number = {8},
   pages = {24–26},
   note = {Poster as Capstone
},
   ISSN = {0962-9513},
   DOI = {10.7748/paed2005.10.17.8.24.c1008},
   year = {2005},
   type = {Journal Article}
}

@article{RN476,
   author = {Swanoski, M. T. and Akers, M. F. and Amaro, M. L. and Huot, K. L. and Lutfiyya, M. N.},
   title = {Incorporating research into a postgraduate year 1 pharmacy residency},
   journal = {American journal of pharmaceutical education},
   volume = {76},
   number = {9},
   pages = {175},
   note = {Poster as Capstone
},
   abstract = {To implement a longitudinal research experience in the form of an embedded mini-fellowship in a first-postgraduate year (PGY1) residency program. In September 2011, a research module was initiated and research meetings were established on a recurrent basis throughout the residency so that residents would have protected time for academic work. The research module was structured around lecture seminars, statistical analysis workshops, and works-in-progress sessions. Two residents completed the initial module and worked on multiple research projects. The projects were assessed by the lead faculty member on the research module based on established learning objectives for the module. The 3 completed research projects were presented at national meeting poster sessions. Five papers were submitted to scholarly journals for peer review. Residents were able to submit their final required project manuscripts just 4 months after beginning the research module. Formalizing the research efforts of PGY1 residents by establishing a research module with protected time ensured residents worked steadily toward established deadlines and met the objectives of the module.},
   ISSN = {1553-6467},
   year = {2012},
   type = {Journal Article}
}

@article{RN477,
   author = {Swanson, H. I. and Sarge, O. P. and Rodrigo-Peiris, T. and Xiang, L. and Cassone, V. M.},
   title = {Development of a Course-Based Undergraduate Research Experience to Introduce Drug-Receptor Concepts},
   journal = {Journal of Medical Education & Curricular Development},
   volume = {3},
   pages = {Jan–Dec},
   note = {Poster as Capstone
},
   abstract = {Course-based research experiences (CUREs) are currently of high interest due to their potential for engaging undergraduate students in authentic research and maintaining their interest in science, technology, engineering, and mathematics (STEM) majors. As part of a campus-wide initiative called STEMCats, which is a living learning program offered to freshman STEM majors at the University of Kentucky funded by a grant from Howard Hughes Medical Institute, we have developed a CURE for freshmen interested in pursuing health care careers. Our course, entitled "Drug-Drug Interactions in Breast Cancer," utilized a semester-long, in-class authentic research project and instructor-led discussions to engage students in a full spectrum of research activities, ranging from developing hypotheses and experimental design to generating original data, collaboratively interpreting results and presenting a poster at a campus-wide symposium. Student's feedback indicated a positive impact on scientific understanding and skills, enhanced teamwork and communication skills, as well as high student engagement, motivation, and STEM belonging. STEM belonging is defined as the extent to which a student may view the STEM fields as places where they belong. The results obtained from this pilot study, while preliminary, will be useful for guiding design revisions and generating appropriate objective evaluations of future pharmacological-based CUREs.},
   ISSN = {2382-1205},
   DOI = {10.4137/JMECD.S31233},
   year = {2016},
   type = {Journal Article}
}

@article{RN478,
   author = {Taggart, H. M. and Arslanian, C.},
   title = {Creating an effective poster presentation},
   journal = {Orthopaedic nursing / National Association of Orthopaedic Nurses},
   volume = {19},
   number = {3},
   pages = {47–49, 52},
   note = {Poster How To
},
   abstract = {One way to build knowledge in nursing is to share research findings or clinical program outcomes. The dissemination of these findings is often a difficult final step in a project that has taken months or years to complete. One method of sharing findings in a relaxed and informal setting is a poster presentation. This method is an effective form for presenting findings using an interactive approach. The milieu of a poster presentation enables the presenters to interact and dialogue with colleagues. Guidelines for size and format require that the poster is clear and informative. Application of design helps to create visually appealing posters. This article summarizes elements of designing and conducting a poster presentation.},
   ISSN = {0744-6020},
   DOI = {10.1097/00006416-200019030-00007},
   year = {2000},
   type = {Journal Article}
}

@article{RN479,
   author = {Taly, A. and Nitti, F. and Baaden, M. and Pasquali, S.},
   title = {Molecular modelling as the spark for active learning approaches for interdisciplinary biology teaching},
   journal = {Interface Focus},
   volume = {9},
   number = {3},
   pages = {11},
   note = {Poster as Capstone
},
   abstract = {We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves mathematics, physics, chemistry, computer science and biology. Based on our own areas of research, molecular modelling is chosen as the central axis as it involves all disciplines. To provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. All sessions are built around active pedagogy, including games, and a final poster presentation.},
   ISSN = {2042-8898},
   DOI = {10.1098/rsfs.2018.0065},
   year = {2019},
   type = {Journal Article}
}

@article{RN480,
   author = {Taylor, B.},
   title = {Are poster presentations effective? A parent's study},
   journal = {Paediatric Nursing},
   volume = {15},
   number = {2},
   pages = {42–45},
   note = {Poster How To
},
   abstract = {Bridget Taylor describes how her conference poster about her daughter's experience as a patient had the potential to change practice. [ABSTRACT FROM AUTHOR]
Copyright of Paediatric Nursing is the property of RNCi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {09629513},
   DOI = {10.7748/paed.15.2.42.s22},
   year = {2003},
   type = {Journal Article}
}

@article{RN481,
   author = {Tennant, M. R. and Edwards, M. and Miyamoto, M. M.},
   title = {Redesigning a library-based genetics class research project through instructional theory and authentic experience},
   journal = {Journal of the Medical Library Association},
   volume = {100},
   number = {2},
   pages = {90–7},
   note = {Poster as Capstone
},
   abstract = {QUESTION: How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity?
SETTING: The University of Florida's Health Science Center Library provides the case study.
METHODS: Since 1996, the librarian has codeveloped, supported, and graded all components of the project. In 2009, the project evolved from a single-authored paper to a group-work poster, with graded presentations hosted by the library. In 2010, students were surveyed regarding class enhancements.
RESULTS: Responses indicated a preference for collaborative work and the poster format and suggested the changes facilitated learning. Instructors reported that the poster format more clearly documented students' understanding of genetics.
CONCLUSION: Results suggest project enhancements contributed to greater appreciation, understanding, and application of classroom material and offered a unique and authentic learning experience, without compromising educational integrity. The library benefitted through increased visibility as a partner in the educational mission and development of a sustainable instructional collaboration.},
   ISSN = {1558-9439},
   DOI = {10.3163/1536-5050.100.2.006},
   year = {2012},
   type = {Journal Article}
}

@article{RN482,
   author = {Teter, K.},
   title = {Science communication from a course-based undergraduate research experience},
   journal = {Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology},
   volume = {51},
   number = {4},
   pages = {370–376},
   note = {Poster as Capstone
},
   abstract = {Course-based undergraduate research experiences (CUREs) provide an efficient mechanism to provide many students with an original research project. CUREs often culminate in a capstone poster presentation, but reports on these classes usually focus on the preparation and execution of the project rather than communication of the results. This article summarizes a CURE-associated research seminar that focuses on developing the communication and interpersonal skills required for the production and presentation of a conference poster. The class is designed to provide students with the tools and confidence for effective communication of their research. From the two class offerings to date, the 18 participating students have received five awards from 19 conference presentations.},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21728},
   year = {2023},
   type = {Journal Article}
}

@article{RN483,
   author = {Tomita, Kei},
   title = {Visual Design Tips to Develop an Inviting Poster for Poster Presentations},
   journal = {TechTrends: Linking Research & Practice to Improve Learning},
   volume = {61},
   number = {4},
   pages = {313–315},
   note = {Poster How To
},
   abstract = {The article offers suggestions for making a poster presentation at an academic conference as it is different from other presentation formats. Topics discussed include integrating the results, discussion, and conclusion sections or introduction and literature review sections in order to reduce the amount of text; name and affiliation bigger than the main text but smaller than the tittle and addition of figures and tables for creating visual variety and making poster more inviting.},
   ISSN = {87563894},
   DOI = {10.1007/s11528-017-0197-x},
   year = {2017},
   type = {Journal Article}
}

@article{RN484,
   author = {Tribe, Lorena and Cooper, Evan L.},
   title = {Independent Research Projects in General Chemistry Classes as an Introduction to Peer-Reviewed Literature},
   journal = {Journal of College Science Teaching},
   volume = {37},
   number = {4},
   pages = {38–42},
   note = {Poster as Capstone
},
   abstract = {A well-structured independent literature research project with a poster session was used to introduce students to peer-reviewed literature in a general chemistry course. Overall, students reported an enhanced appreciation of the course due to performing research at some level, using peer-reviewed literature, and presenting their results in a poster-session format. The slight increase in workload for the instructors was compensated by the enthusiastic response of the students. (Contains 3 tables.)},
   ISSN = {0047-231X},
   DOI = {10.2505/3/jcst08_037_04},
   year = {2008},
   type = {Journal Article}
}

@article{RN485,
   author = {Tribe, Rachel and Marshall, Claire},
   title = {Preparing for a conference, doctoral or professional presentation},
   journal = {Counselling Psychology Review},
   volume = {35},
   number = {2},
   pages = {30–39},
   note = {Poster How To
},
   abstract = {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]
Copyright of Counselling Psychology Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
   ISSN = {17572142},
   DOI = {10.53841/bpscpr.2020.35.2.30},
   year = {2020},
   type = {Journal Article}
}

@article{RN486,
   author = {Tripathy, J. P. and Bhatnagar, A. and Shewade, H. D. and Kumar, A. M. V. and Zachariah, R. and Harries, A. D.},
   title = {Ten tips to improve the visibility and dissemination of research for policy makers and practitioners},
   journal = {Public Health Action},
   volume = {7},
   number = {1},
   pages = {10–14},
   note = {Poster How To
},
   abstract = {Effective dissemination of evidence is important in bridging the gap between research and policy. In this paper, we list 10 approaches for improving the visibility of research findings, which in turn will hopefully contribute towards changes in policy. Current approaches include using social media (Facebook, Twitter, LinkedIn); sharing podcasts and other research outputs such as conference papers, posters, presentations, reports, protocols, preprint copy and research data (figshare, Zenodo, Slideshare, Scribd); and using personal blogs and unique author identifiers (ORCID, ResearcherID). Researchers and funders could consider drawing up a systematic plan for dissemination of research during the stage of protocol development.},
   ISSN = {2220-8372},
   DOI = {10.5588/pha.16.0090},
   year = {2017},
   type = {Journal Article}
}

@article{RN487,
   author = {Trofimova, E. and Asgharzadeh Kangachar, S. and Weynberg, K. D. and Willows, R. D. and Jaschke, P. R.},
   title = {A bacterial genome assembly and annotation laboratory using a virtual machine},
   journal = {Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology},
   volume = {51},
   number = {3},
   pages = {276–285},
   note = {Poster as Capstone
},
   abstract = {With the global increase of infections caused by antibiotic-resistant bacterial strains, there is an urgent need for new methods of tackling the issue. Genomic analysis of bacterial strains can help to understand their virulence and antibiotic resistance profile. Bioinformatic skills are in great demand across the biological sciences. We designed a workshop that allows university students to learn the process of genome assembly using command-line tools within a virtual machine on a Linux operating system. We use Illumina and Nanopore short and long-read raw sequences to reveal the advantages and disadvantages of short, long, and hybrid assembly methods. The workshop teaches how to assess read and assembly quality, perform genome annotation, and analyze pathogenicity, antibiotic and phage resistance. The workshop is intended for a five-week teaching period and is concluded by a student poster presentation assessment.},
   ISSN = {1539-3429},
   DOI = {10.1002/bmb.21720},
   year = {2023},
   type = {Journal Article}
}

@article{RN488,
   author = {Truan, N. and Dressel, D.},
   title = {Doing Open Science in a Research-Based Seminar: Students' Positioning Towards Openness in Higher Education},
   journal = {International Review of Research in Open and Distributed Learning},
   volume = {23},
   number = {3},
   pages = {153–170},
   note = {Poster as Capstone
},
   abstract = {This study investigates undergraduate students' attitudes towards and experiences with open education practices (OEP) in a research-based linguistics seminar. Data was collected through written assignments in which two groups of students in subsequent terms were surveyed on their willingness to publish (a) academic posters in open access (OA); (b) teaching concepts as open educational resources (OER); and (c) personal reflections on the research process in OA. Through qualitative data analysis, we examine students' apprehensions and motivations to publish their artifacts. We find that key motivators are a sense of belonging, personal reward, and an active contribution to a culture of collaboration, whereas apprehensions are grounded in concerns about the quality of their work, uncertainties about licensing, and fear of vulnerability through visibility. We show that open science practices and OEP can be combined synergistically in process-oriented, research-based, and collaborative seminar concepts, and we formulate recommendations for lecturers on how to successfully address OEP in the classroom.},
   ISSN = {1492-3831},
   year = {2022},
   type = {Journal Article}
}

@article{RN489,
   author = {Tung, T. and Gomez, R. and Kawahara, T. and Matsuyama, T.},
   title = {Multiparty Interaction Understanding Using Smart Multimodal Digital Signage},
   journal = {Ieee Transactions on Human-Machine Systems},
   volume = {44},
   number = {5},
   pages = {625–637},
   note = {Virtual or Electronic Poster
},
   abstract = {This paper presents a novel multimodal system designed for multi-party human-human interaction analysis. The design of human-machine interfaces for multiple users is challenging because simultaneous processing of actions and reactions have to be consistent. The proposed system consists of a large display equipped with multiple sensing devices: microphone array, HD video cameras, and depth sensors. Multiple users positioned in front of the panel freely interact using voice or gesture while looking at the displayed content, without wearing any particular devices (such as motion capture sensors or head mounted devices). Acoustic and visual information is captured and processed jointly using established and state-of-the-art techniques to obtain individual speech and gaze direction. Furthermore, a new framework is proposed to model A/V multimodal interaction between verbal and nonverbal communication events. Dynamics of audio signals obtained from speaker diarization and head poses extracted from video images are modeled using hybrid dynamical systems (HDS). We show that HDS temporal structure characteristics can be used for multimodal interaction level estimation, which is useful feedback that can help to improve multi-party communication experience. Experimental results using synthetic and real-world datasets of group communication such as poster presentations show the feasibility of the proposed multimodal system.},
   ISSN = {2168-2291},
   DOI = {10.1109/thms.2014.2326873},
   year = {2014},
   type = {Journal Article}
}

@article{RN490,
   author = {Udovicich, C. and Kasivisvanathan, V. and Winchester, C. L.},
   title = {Communicating your research (part 1) – to the scientific community},
   journal = {Journal of Clinical Urology},
   volume = {10},
   number = {4},
   pages = {396–399},
   note = {Poster How To
},
   abstract = {Having generated data, an important part of the research process is to effectively communicate your findings to the scientific community. Traditional routes for doing this include publishing an abstract, presenting a poster, giving an oral presentation or publishing a peer-reviewed original research paper. Understanding your audience and delivering a clear message are key elements for effective communication.},
   ISSN = {2051-4166
2051-4158},
   DOI = {10.1177/2051415816668941},
   year = {2017},
   type = {Journal Article}
}

@article{RN491,
   author = {Utecht, C. and Tremayne, P.},
   title = {Using poster presentations in nursing education},
   journal = {Nursing times},
   volume = {104},
   number = {48},
   pages = {26–27},
   note = {Poster as Capstone
},
   abstract = {This article outlines how student nurses evaluated the introduction of a poster presentation within a module. It highlights how such a strategy can: make learning more enjoyable; disseminate information to peers and practice staff; and be used as a teaching aid for patients.},
   ISSN = {0954-7762},
   year = {2008},
   type = {Journal Article}
}

@article{RN492,
   author = {Uyulgan, M. A. and Akkuzu, N.},
   title = {EDUCATIONAL SHORT VIDEOS TO UTILIZE IN THE BIOCHEMISTRY LABORATORY: OPINIONS OF UNIVERSITY STUDENTS},
   journal = {Journal of Baltic Science Education},
   volume = {17},
   number = {3},
   pages = {496–510},
   note = {Poster as Capstone
},
   abstract = {This research aimed to reveal the opinions of the university students who conducted original educational videos context for the experiments in the Biochemistry laboratory course. Participants were fourth year students (N=40) of the Mathematics and Science Education Department, in Chemistry Education Program. A case study was used and carried out during the Spring term of 2014 at the Faculty of Education of Dokuz Eylul University in Izmir, Turkey. The students designed and took participation in educational short videos. Besides, each group students prepared poster presentations of their video at the end of the 14-week implementation process. To collect data, semi-structured interviews were used. The interview results of the research showed that learning was more meaningful and valid through this laboratory course because the students attended the course with interest and favor and motivated positively. Eventually, the educational short videos can be a powerful convincing learning tool for students.},
   ISSN = {1648-3898},
   year = {2018},
   type = {Journal Article}
}

@article{RN493,
   author = {Vela, M. B. and Kim, K. E. and Tang, H. and Chin, M. H.},
   title = {Innovative health care disparities curriculum for incoming medical students},
   journal = {Journal of General Internal Medicine},
   volume = {23},
   number = {7},
   pages = {1028–1032},
   note = {Poster as Capstone
},
   abstract = {PURPOSE: 1) To pilot a health disparities curriculum for incoming first year medical students and evaluate changes in knowledge. 2) To help students become aware of personal biases regarding racial and ethnic minorities. 3) To inspire students to commit to serving indigent populations. METHODS: First year students participated in a 5-day elective course held before orientation week. The course used the curricular goals that had been developed by the Society of General Internal Medicine Health Disparities Task Force. Thirty-two faculty members from multiple institutions and different disciplinary backgrounds taught the course. Teaching modalities included didactic lectures, small group discussions, off-site expeditions to local free clinics, community hospitals and clinics, and student-led poster session workshops. The course was evaluated by pre-post surveys. RESULTS: Sixty-four students (60% of matriculating class) participated. Survey response rates were 97-100%. Students' factual knowledge (76 to 89%, p<.0009) about health disparities and abilities to address disparities issues improved after the course. This curriculum received the highest rating of any course at the medical school (overall mean 4.9, 1 = poor, 5 = excellent). CONCLUSIONS: This innovative course provided students an opportunity for learning and exploration of a comprehensive curriculum on health disparities at a critical formative time. © 2008 Society of General Internal Medicine.},
   ISSN = {0884-8734
1525-1497},
   DOI = {10.1007/s11606-008-0584-2},
   year = {2008},
   type = {Journal Article}
}

@article{RN494,
   author = {Velasquez, S. E. and Abraham, K. and Burnett, T. G. and Chapin, B. and Hendry, W. J. and Leung, S. and Madden, M. E. and Rider, V. and Stanford, J. A. and Ward, R. E. and Chapes, S. K.},
   title = {The K-INBRE symposium: a 10-institution collaboration to improve undergraduate education},
   journal = {Advances in physiology education},
   volume = {42},
   number = {1},
   pages = {104–110},
   note = {Poster as Capstone
},
   abstract = {The Kansas-IDeA Network of Biomedical Research Excellence (K-INBRE) is an infrastructure-building program funded by the National Institute of General Medical Sciences. Undergraduate education, through undergraduate research, is a key component of the program. The K-INBRE network includes 10 higher education institutions in Kansas and northern Oklahoma, with over 1,000 student participants in 16 yr. Since 2003, the K-INBRE has held an annual state-wide research symposium that includes national and regional speakers and provides a forum for undergraduates to give platform and poster presentations. The symposium is well attended by K-INBRE participants and has grown to a size of over 300 participants per year from all 10 K-INBRE schools. Two surveys were distributed to students and mentors to assess the impact of the symposium on student learning. Surveys (153) were distributed to students who participated in K-INBRE from 2013 through 2015 with a 51% response rate. Mentors were surveyed with a response of 111 surveys out of 161. Survey results indicate that students and mentors alike find the symposium to be beneficial and enriching of the student experience. Almost 80% of student respondents indicated that their participation in the symposium fostered appreciation of research. In short, the K-INBRE symposium provides a unique opportunity for students to gain experience in collecting, preparing, and communicating research in a professional environment. The collaborative experience of the annual K-INBRE symposium, the impact it has on student learning, and how it has influenced the research culture at our 10 institutions will be described.},
   ISSN = {1522-1229},
   DOI = {10.1152/advan.00093.2017},
   year = {2018},
   type = {Journal Article}
}

@article{RN495,
   author = {Vellurattil, R. P. and Puglisi, M. P. and Johnson, C. L. and Slonek, J.},
   title = {Introduction of a capstone research program in a new college of pharmacy: Student perceptions},
   journal = {Currents in Pharmacy Teaching and Learning},
   volume = {6},
   number = {3},
   pages = {429–436},
   note = {Poster as Capstone
},
   abstract = {Background: A capstone research project requirement was completed by fourth-year professional students at this college during the 2011-2012 school year. Objectives: To (1) ascertain the students' perceived value of research in a Doctor of Pharmacy program; (2) assess students' attitudes regarding level of guidance and preparedness during the research project; and (3) evaluate the perceived impact of the program on students' research abilities after completion. Methods: An anonymous survey was administered to graduating professional students. This survey consisted of 18 multiple-choice items (progressive Likert-type scales with ten response options and close-ended) and an additional section for comments. Data were analyzed using PASW version 18.0. Results: Ninety-two percent (n = 65) of students completed the survey. The majority (76.9%) are entering entry-level positions, while 13.78% are pursuing residency/fellowship training. The overall response mean for students' perceptions of the importance of research-related activities in their PharmD education was 2.9. The response means for guidance from mentors and preparedness received in the curriculum was 3.1 and 2.4, respectively. Overall, the majority of students felt that they are able to present a research poster at a local or national meeting and write a research manuscript in the future (69.2% and 72.3%, respectively). Conclusions: This study demonstrated that graduating fourth-year students in this new pharmacy program do not believe research is an important component in the PharmD curriculum. While the students feel that they are prepared to participate in scholarly activities, their perception of the value of performing research was not important. © 2014 Elsevier Inc.},
   ISSN = {1877-1297},
   DOI = {10.1016/j.cptl.2014.02.008},
   year = {2014},
   type = {Journal Article}
}

@article{RN496,
   author = {Verhoff, M. A. and Raupach, T. and Ramsthaler, F. and Anders, S.},
   title = {Scientific poster},
   journal = {Rechtsmedizin},
   volume = {20},
   number = {5},
   pages = {426–429},
   note = {Poster How To
},
   abstract = {Posters and short oral presentations have become regular forms of contributions at medical conferences. Frequently, however, posters are seen as second-rate contributions. This article provides suggestions on how to upgrade the status of scientific poster presentations. An important aspect is the placement of posters within the organizational structure of the conference. Another important aspect is that authors and advisory committees of conferences should be guided less by considerations of capacity than by considerations of content in their decision whether a contribution should be presented as a poster or a short oral presentation. © Springer-Verlag 2010.},
   ISSN = {0937-9819},
   DOI = {10.1007/s00194-010-0693-1},
   year = {2010},
   type = {Journal Article}
}

@article{RN497,
   author = {Vessey, J. A. and DeMarco, R. F.},
   title = {The Undergraduate Research Fellows Program: A Unique Model to Promote Engagement in Research},
   journal = {Journal of Professional Nursing},
   volume = {24},
   number = {6},
   pages = {358–363},
   note = {Poster How To
},
   abstract = {Well-educated nurses with research expertise are needed to advance evidence-based nursing practice. A primary goal of undergraduate nursing curricula is to create meaningful participatory experiences to help students develop a research skill set that articulates with rapid career advancement of gifted, young graduates interested in nursing research and faculty careers. Three research enrichment models-undergraduate honors programs, research assistant work-for-hire programs, and research work/mentorship programs-to be in conjunction with standard research content are reviewed. The development and implementation of one research work/mentorship program, the Boston College undergraduate research fellows program (UGRF), is explicated. This process included surveying previous UGRFs followed by creating a retreat and seminars to address specific research skill sets. The research skill sets included (a) how to develop a research team, (b) accurate data retrieval, (c) ethical considerations, (d) the research process, (e) data management, (f) successful writing of abstracts, and (g) creating effective poster presentations. Outcomes include evidence of involvement in research productivity and valuing of evidenced-based practice through the UGRF mentorship process with faculty partners. © 2008 Elsevier Inc. All rights reserved.},
   ISSN = {8755-7223},
   DOI = {10.1016/j.profnurs.2008.06.003},
   year = {2008},
   type = {Journal Article}
}

@article{RN498,
   author = {Viele, Pat},
   title = {Information fluency: Where to start},
   journal = {Physics Teacher},
   volume = {50},
   number = {6},
   pages = {379–380},
   note = {Poster as Capstone
Poster How To
},
   abstract = {The author offers some web links to materials that will be helpful to readers in learning about information fluency skills. It reflects on the ethical manner required by a student while preparing a class presentation, a poster session, and writing a paper. It presents the significance of internet in information retrieval, and depicts that the ability to evaluate information is an essential skill.},
   ISSN = {0031921X},
   DOI = {10.1119/1.4745701},
   year = {2012},
   type = {Journal Article}
}

@article{RN499,
   author = {Waljee, J. F. and Larson, B. P. and Chang, K. W. C. and Ono, S. and Holland, A. L. and Haase, S. C. and Chung, K. C.},
   title = {Developing the Art of Scientific Presentation},
   journal = {Journal of Hand Surgery-American Volume},
   volume = {37A},
   number = {12},
   pages = {2580–U171},
   note = {Poster How To
},
   abstract = {Purpose Few guidelines exist regarding the most effective approach to scientific oral presentations. Our purpose is to (1) develop a standardized instrument to evaluate scientific presentations based on a comprehensive review of the available literature regarding the components and organization of scientific presentations and (2) describe the optimal characteristics of scientific presentations. Methods At the Sixty-sixth (2011) Annual Meeting of the American Society for Surgery of the Hand, 69 presentations were evaluated by at least 2 independent observers. A rating instrument was developed a priori to examine presentation content (background, methods, results, and conclusions), presentation style (speech, structure, delivery, slide aesthetics), and overall quality. We examined correlations between reviewers' ratings of each component as well as overall perceived quality of the presentation using regression analysis. Intraclass correlation coefficients were calculated to measure the degree of variation because of reviewer disagreement and identify the aspects of presentations that contribute to overall quality. Results Reviewer agreement was high for presentation content, and less than 1% of variation was caused by reviewer disagreement for background, methods, and conclusions. With respect to presentation style, reviewers agreed most frequently regarding speech and slide appearance, and only 9% and 13%, respectively, of the variation was caused by reviewer disagreement. Disagreement was higher for delivery and presentation structure, and 21% of the variation was attributable to reviewer disagreement. Speaker delivery and slide appearance were the most important predictors of presentation quality, followed by the quality of the presentation of conclusions and background information. Presentation of methods and results were not associated with overall presentation quality. Conclusions Distinct aspects of presentation content and style correlate with quality, which can be reliably and objectively measured. By focusing on selected concepts with visually simple slides, speakers can enhance their delivery and may potentially improve the audience's comprehension of the study findings. Copyright (C) 2012 by the American Society for Surgery of the Hand. All rights reserved.},
   ISSN = {0363-5023},
   DOI = {10.1016/j.jhsa.2012.09.018},
   year = {2012},
   type = {Journal Article}
}

@article{RN500,
   author = {Wallace, Heather D. and Preston, Lou and Harvie, Kate M.},
   title = {Assessing Curriculum Planning for Humanities Inquiry: The Challenges and Opportunities of Poster Presentation},
   journal = {Australian Journal of Teacher Education},
   volume = {41},
   number = {12},
   pages = {67–82},
   note = {Poster as Capstone
},
   abstract = {Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.},
   ISSN = {0313-5373},
   year = {2016},
   type = {Journal Article}
}

@article{RN501,
   author = {Wallace, J. P. and Taylor, J. A. and Wallace, L. G. and Cockrell, D. J.},
   title = {Student focused oral health promotion in Residential Aged Care Facilities},
   journal = {International Journal of Health Promotion and Education},
   volume = {48},
   number = {4},
   pages = {111–114},
   note = {Poster as Capstone
},
   abstract = {Objectives: A pilot oral health promotion student placement program was developed in February 2009 to provide final year Bachelor of Oral Health students with an opportunity to experience a community based aged care placement, and to provide health promotion to residents and staff within these Residential Aged Care Facilities (RACF). Design: Students in the final year of the Bachelor of Oral Health, University of Newcastle were placed in Residential Aged Care Facilities (RACF) that volunteered to participate in the program. Management at the RACF were interviewed to determine existing levels of oral health awareness and services provided, and the participating students completed pre-and post-participation surveys to determine knowledge and experience with older adults. Results: A total of 54 students participated and were placed in 17 RACF across the Central Coast area of New South Wales, Australia. Students produced oral hygiene teaching aids and a scientific poster as assessment tasks linked with the placement program, and assisted residents with their oral hygiene care. Students identified improvement in their skills and knowledge as a result of the experiences during the placement program. Conclusions: The student placement program provided a supportive teaching and learning environment where students built on and improved their communications skills and oral health knowledge pertaining to the older person.},
   ISSN = {1463-5240},
   DOI = {10.1080/14635240.2010.10708193},
   year = {2010},
   type = {Journal Article}
}

@article{RN502,
   author = {Watts, Helen},
   title = {How to create a poster for a conference},
   journal = {Journal of Kidney Care},
   volume = {4},
   number = {1},
   pages = {42–44},
   note = {Poster How To
},
   abstract = {Conferences in the renal community are a key forum to share work and information to the wider multidisciplinary team. In the past few years, as conferences have grown in size, a poster presentation has become an ideal way for new and experienced presenters to show case their work. In this article, ANN UK executive board member Helen Watts explores the art of creating and giving impact to your poster presentation},
   ISSN = {2397-9534},
   DOI = {10.12968/jokc.2019.4.1.42},
   year = {2019},
   type = {Journal Article}
}

@article{RN503,
   author = {Wax, J. R. and Cartin, A. and Pinette, M. G.},
   title = {Preparing a research presentation: a guide for investigators},
   journal = {American Journal of Obstetrics and Gynecology},
   volume = {205},
   number = {1},
   pages = {5},
   note = {Poster How To
},
   abstract = {Many obstetrics and gynecology residencies require trainees to complete a research project as a graduation requirement. These projects may be submitted for publication in a peer-review journal or presentation at a professional meeting. Although written instructions are available for novice authors, few references target research abstract submission and presentation. This paper provides investigators with the advice to successfully negotiate this process.},
   ISSN = {0002-9378},
   DOI = {10.1016/j.ajog.2011.02.069},
   year = {2011},
   type = {Journal Article}
}

@article{RN504,
   author = {Weadock, W. J. and Londy, F. J. and Lin, J. and Ellis, J. H.},
   title = {Improving educational computer exhibits at radiologic meetings by modifying computer environment: results of an observational study},
   journal = {Radiographics : a review publication of the Radiological Society of North America, Inc},
   volume = {22},
   number = {6},
   pages = {1561–1565},
   note = {Virtual or Electronic Poster
},
   abstract = {An observational study of educational computer exhibits (ECEs) at the 86th Scientific Assembly and Annual Meeting of the Radiological Society of North America in 2000 was performed to determine the frequency with which the ECEs were in working order. At any given time, an average of 10% of the 71 exhibits were found to be inoperable, and, although some exhibits were functioning 100% of the time, others were not functioning up to 55% of the time. These observations underscore the importance of careful design when creating a computer-based exhibit for a meeting. Downtime of ECEs at meetings is the result of both intentional and unintentional user actions. Given that traditional poster presentations are "working" 100% of the time, modifications made to the environment of an exhibit computer to reduce downtime would be beneficial. Several relatively easy computer configuration steps can be taken that will likely improve the amount of time that an exhibit is functional. Electronic exhibits allow a more interactive experience for users and, with some assistance, will continue to be an effective educational tool. Copyright RSNA, 2002},
   ISSN = {0271-5333},
   DOI = {10.1148/rg.226015721},
   year = {2002},
   type = {Journal Article}
}

@article{RN505,
   author = {Weaver, E. M. and Shaul, K. A. and Lower, B. H.},
   title = {Implementation of an Online Poster Symposium for a Large-Enrollment, Natural Science, General Education, Asynchronous Course},
   journal = {Frontiers in Education},
   volume = {7},
   pages = {13},
   note = {Virtual or Electronic Poster
},
   abstract = {Asynchronous online courses are popular because they offer benefits to both students and instructors. Students benefit from the convenience, flexibility, affordability, freedom of geography, and access to information. Instructors and institutions benefit by having a broad geographical reach, scalability, and cost-savings of no physical classroom. A challenge with asynchronous online courses is providing students with engaging, collaborative and interactive experiences. Here, we describe how an online poster symposium can be used as a unique educational experience and assessment tool in a large-enrollment (e.g., 500 students), asynchronous, natural science, general education (GE) course. The course, Introduction to Environmental Science (ENR2100), was delivered using distance education (DE) technology over a 15-week semester. In ENR2100 students learn a variety of topics including freshwater resources, surface water, aquifers, groundwater hydrology, ecohydrology, coastal and ocean circulation, drinking water, water purification, wastewater treatment, irrigation, urban and agricultural runoff, sediment and contaminant transport, water cycle, water policy, water pollution, and water quality. Here we present a is a long-term study that takes place from 2017 to 2022 (before and after COVID-19) and involved 5,625 students over 8 semesters. Scaffolding was used to break up the poster project into smaller, more manageable assignments, which students completed throughout the semester. Instructions, examples, how-to videos, book chapters and rubrics were used to accommodate Students' different levels of knowledge. Poster assignments were designed to teach students how to find and critically evaluate sources of information, recognize the changing nature of scientific knowledge, methods, models and tools, understand the application of scientific data and technological developments, and evaluate the social and ethical implications of natural science discoveries. At the end of the semester students participated in an asynchronous online poster symposium. Each student delivered a 5-min poster presentation using an online learning management system and completed peer reviews of their classmates' posters using a rubric. This poster project met the learning objectives of our natural science, general education course and taught students important written, visual and verbal communication skills. Students were surveyed to determine, which parts of the course were most effective for instruction and learning. Students ranked poster assignments first, followed closely by lectures videos. Approximately 87% of students were confident that they could produce a scientific poster in the future and 80% of students recommended virtual poster symposiums for online courses.},
   DOI = {10.3389/feduc.2022.906995},
   year = {2022},
   type = {Journal Article}
}

@article{RN506,
   author = {Wheeler, E. C. and Hardie, T. and Schell, K. and Plowfield, L.},
   title = {Symbiosis--undergraduate research mentoring and faculty scholarship in nursing},
   journal = {Nursing Outlook},
   volume = {56},
   number = {1},
   pages = {9–15},
   note = {Poster as Capstone
},
   abstract = {Although teaching is the major focus of academia, research and professional publications frequently determine faculty eligibility for promotion and tenure. In universities where funded research is scarce, faculty need creative means to accomplish research goals. Research is an essential part of baccalaureate nursing education. The goal of research education at the baccalaureate level is to prepare knowledgeable consumers in nursing research. The purpose of this article is to describe an undergraduate nursing research course that provide students with hands-on experience in the conduct of nursing research and provide faculty with assistance in moving their research agenda forward. Faculty members were solicited to work with 5-10 students in a research project that was either in the planning stages or actively in progress. After one year of program implementation, faculty and students were involved in presenting poster and oral presentations at state, regional, and international research conferences. Manuscripts and proposals for funding are in the process of submission.},
   ISSN = {0029-6554},
   DOI = {10.1016/j.outlook.2007.09.001},
   year = {2008},
   type = {Journal Article}
}

@article{RN507,
   author = {Wheland, Ethel R. and O'Neil, Timothy W. and Adler, Jeffrey D. and Liszka, Kathy J.},
   title = {THE POSTER SESSION: A TOOL FOR EDUCATION, ASSESSMENT, AND RECRUITMENT},
   journal = {Mathematics & Computer Education},
   volume = {43},
   number = {2},
   pages = {141–150},
   note = {Other},
   abstract = {The article shows that a poster session has benefits to students and instructors of mathematics. The event can be cited by students as documentation of their active involvement in their own educational process. It also promotes collegiability among students and provides them a chance to interact with faculty members others than their own instructors. It gives exposure to programs and access to potential employers for graduating students. The planning for the event starts with space reservation, which requires a formal request to the scheduling office. This gets students thinking about the event in advance and gives faculty the opportunity to support the event.},
   ISSN = {07308639},
   year = {2009},
   type = {Journal Article}
}

@article{RN508,
   author = {Wickham, R. J. and Genne-Bacon, E. A. and Jacob, M. H.},
   title = {The Spine Lab: A Short-Duration, Fully-Remote Course-Based Undergraduate Research Experience},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {20},
   number = {1},
   pages = {A28–A39},
   note = {Poster as Capstone
},
   abstract = {Course-based undergraduate research experiences (CUREs) are increasingly common approaches to provide students with authentic laboratory experiences. Typically, CUREs are semester-long, in-person experiences that can be financially and time prohibitive for some institutions, faculty, and students. Here, we developed a short-duration, fully-online CURE, the Spine Lab, to provide an opportunity for students to conduct original research. In this CURE, we focused on synaptic spines in the mammalian brain; synapses are the unit structure that functions in rapid information processing. The students worked together in pairs and as a class to analyze cortical neuron spine density and structural morphology changes between a mouse line with learning impairments (forebrain-specific beta-catenin knockouts [beta-cat cKOs]) and control (Ctl) littermates. The students showed their results in an online poster presentation. Their findings show that spine density is significantly reduced, while spine structural maturation is unaltered in the beta-cat cKO. Defining pathophysiological changes caused by CTNNB1/beta-catenin loss-of-function provides important insights relevant to human disorders caused by disruptive mutations in this gene. To assess the benefits of this CURE, students completed a pre- and post-test assessment including a content quiz, STEM identity survey, and a standardized CURE survey. Participation in the Spine Lab correlated with improved content and STEM identity scores, and decreased negative attitudes about science. Moreover, direct comparison to the CURE database reveals that the Spine Lab produces comparable benefits to traditional CUREs. This work as a whole suggests that short-duration, fully-online CUREs can provide benefit to students and could be an inclusive tool to improve student outcomes.},
   ISSN = {1544-2896},
   year = {2021},
   type = {Journal Article}
}

@article{RN509,
   author = {Widanski, B. and Thompson, J. A. and Foran-Mulcahy, K.},
   title = {Improving Students' Oral Scientific Communication Skills through Targeted Instruction in Organic Chemistry Lab},
   journal = {Journal of Chemical Education},
   volume = {97},
   number = {10},
   pages = {3603–3608},
   note = {Poster as Capstone
},
   abstract = {A two-year targeted intervention designed to improve students' oral communication skills in an organic chemistry laboratory course is described. The study compares the oral communication skills of groups who received interventions versus those who did not. The collaborative effort involving chemistry and English faculty and an instruction librarian assessed student performance on several measures of oral communication competency. Participants blindly placed themselves in either treatment or control groups. Both groups received identical basic instruction on poster layout and design. The treatment group received additional instruction on multiple aspects of oral communication and presentation skills. A comparison of the outcomes of the two groups found that those receiving the additional targeted interventions performed better on measures such as the ability to describe clearly the research project and fluency with scientific terminology.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.9b01190},
   year = {2020},
   type = {Journal Article}
}

@article{RN510,
   author = {Widanski, B. and Thompson, J. A. and Foran-Mulcahy, K. and Abafo, A.},
   title = {Providing Students with Interdisciplinary Support To Improve Their Organic Chemistry Posters},
   journal = {Journal of Chemical Education},
   volume = {93},
   number = {1},
   pages = {93–97},
   note = {Poster How To
},
   abstract = {A two-semester-long interdisciplinary support effort to improve student posters in organic chemistry lab is described. In the first semester, students' literature search report is supported by a workshop conducted by an Instruction Librarian. During the subsequent semester, a second workshop is presented by the Instruction Librarian, an English professor, and the Assistant Director of the college's Learning Center. In that workshop, the students are shown PowerPoint applications to enable them to produce digital posters. They also learn the conventions of scientific poster layout and design, scientific writing style, use of graphics, and correct ACS documentation. The interdisciplinary support culminates in a poster competition at the end of the second semester. The digital posters created not only exemplify professional scientific design and content; they are also easily transported, presented, and stored and eliminate the expense of printed posters.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.5b00020},
   year = {2016},
   type = {Journal Article}
}

@article{RN511,
   author = {Wierzchowski, A. and Wink, D. J.},
   title = {Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience},
   journal = {Journal of Chemical Education},
   volume = {100},
   number = {8},
   pages = {2873–2883},
   note = {Poster as Capstone
},
   abstract = {This paper examines student experiences in a workshop-basedundergraduateresearch experience studying the activity and inhibition of salivaryamylase that provides students with the chance to participate in authenticscientific research prior to the start of their undergraduate studies,following the structure of a course-based undergraduate research experience(CURE). Understanding student experiences at this point in their studiesis important because research experiences at the beginning of universitystudies have been shown to increase retention in STEM. This studyutilizes meaningful learning and situated cognition as theoreticalframeworks and phenomenography as a methodological framework, appliedto data from semistructured interviews with six students. The studentexperiences were characterized as an outcome space detailing the degreeof their meaningful learning with respect to their understanding ofthe research process, nature of science, and the poster creation andpresentation process. The findings highlight that meaningful learningis achieved when research is connected to students' personallives or future job interests. The research process and nature ofscience must also be made explicit to students by emphasizing theiterative nature of research and highlighting distinctions betweenscience and nonscience fields. All participating students displayedan understanding that anyone can partake in science anywhere. Implicationsfor building on this work to develop an understanding of students'senses of belonging and self-identity are also discussed.},
   ISSN = {0021-9584},
   DOI = {10.1021/acs.jchemed.3c00174},
   year = {2023},
   type = {Journal Article}
}

@article{RN512,
   author = {Willett, L. L. and Paranjape, A. and Estrada, C.},
   title = {Identifying key components for an effective case report poster: An observational study},
   journal = {Journal of General Internal Medicine},
   volume = {24},
   number = {3},
   pages = {393–397},
   note = {Poster Rubrics & Scoring
},
   abstract = {Background: Residents demonstrate scholarly activity by presenting posters at academic meetings. Although recommendations from national organizations are available, evidence identifying which components are most important is not. OBJECTIVE: To develop and test an evaluation tool to measure the quality of case report posters and identify the specific components most in need of improvement. DESIGN: Faculty evaluators reviewed case report posters and provided on-site feedback to presenters at poster sessions of four annual academic general internal medicine meetings. A newly developed ten-item evaluation form measured poster quality for specific components of content, discussion, and format (5-point Likert scale, 1 = lowest, 5 = highest). Main outcome measure(s): Evaluation tool performance, including Cronbach alpha and inter-rater reliability, overall poster scores, differences across meetings and evaluators and specific components of the posters most in need of improvement. RESULTS: Forty-five evaluators from 20 medical institutions reviewed 347 posters. Cronbach's alpha of the evaluation form was 0.84 and inter-rater reliability, Spearman's rho 0.49 (p∈<∈0.001). The median score was 4.1 (Q1 -Q3, 3.7-4.6)(Q1∈=∈25th, Q3∈=∈75th percentile). The national meeting median score was higher than the regional meetings (4.4 vs, 4.0, P∈<∈0.001). We found no difference in faculty scores. The following areas were identified as most needing improvement: clearly state learning objectives, tie conclusions to learning objectives, and use appropriate amount of words. CONCLUSIONS: Our evaluation tool provides empirical data to guide trainees as they prepare posters for presentation which may improve poster quality and enhance their scholarly productivity. © 2008 Society of General Internal Medicine.},
   ISSN = {0884-8734
1525-1497},
   DOI = {10.1007/s11606-008-0860-1},
   year = {2009},
   type = {Journal Article}
}

@article{RN513,
   author = {Willis, L. D.},
   title = {How to Present Your Research Findings at a Scientific Meeting},
   journal = {Respiratory care},
   volume = {68},
   number = {11},
   pages = {1598–1605},
   note = {Poster How To
},
   abstract = {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.},
   ISSN = {1943-3654},
   DOI = {10.4187/respcare.11226},
   year = {2023},
   type = {Journal Article}
}

@article{RN514,
   author = {Wimpfheimer, T.},
   title = {Peer-evaluated poster sessions: An alternative method to grading general chemistry laboratory work},
   journal = {Journal of Chemical Education},
   volume = {81},
   number = {12},
   pages = {1775–1776},
   note = {Poster as Capstone
},
   ISSN = {0021-9584},
   DOI = {10.1021/ed081p1775},
   year = {2004},
   type = {Journal Article}
}

@article{RN515,
   author = {Winarti, E.},
   title = {Emancipatory education and the preparation of future teachers},
   journal = {On the Horizon},
   volume = {26},
   number = {2},
   pages = {113–121},
   note = {Poster as Capstone
},
   abstract = {Purpose The purpose of this paper is to explore the possibilities and impact of emancipatory education in the preparation of future elementary school teachers. Design/methodology/approach To serve the purpose of the study, emancipatory education was introduced to the student teachers of an elementary school teacher education program in the Curriculum and Learning Development course. The researcher then observed them during their learning activities and analyzed their portfolios providing feedback during their poster presentations. A classroom experiential model was applied. Findings The results of the students' activities indicated that most of the students were able to develop the twenty-first century skills needed to conduct the activities and avoid the tendency to follow directions from someone in authority. After the implementation of this study, the student teachers revealed higher-order thinking skills and were also able to develop learning materials and assessments that were appropriate to elementary school pupils. Still, the old tendencies (e.g. not thinking out of the box and waiting for direct instructions) sometimes emerged. Research limitations/implications The study was applied to a single course in one out of five parallel classes in a university in a particular area in Indonesia, a developing Asian country with a collectivist culture. Originality/value This paper exemplifies how learning and teaching activities in a higher education institution in a developing country can be designed to help future teachers prepare themselves to function and teach in a globalized society.},
   ISSN = {1074-8121},
   DOI = {10.1108/oth-08-2017-0068},
   year = {2018},
   type = {Journal Article}
}

@article{RN516,
   author = {Wipke-Tevis, D. D. and Williams, D. A.},
   title = {Preparing and presenting a research poster},
   journal = {Journal of Vascular Nursing},
   volume = {20},
   number = {4},
   pages = {138–42},
   note = {Poster How To
},
   ISSN = {1062-0303},
   DOI = {10.1067/mvn.2002.130001},
   year = {2002},
   type = {Journal Article}
}

@article{RN517,
   author = {Wolfe, A. D. and Bhalala, U. and Marshall, V.},
   title = {Building a Local Research Symposium: The Crossroads of Scholarship, Education, and Faculty Development},
   journal = {MedEdPORTAL : the journal of teaching and learning resources},
   volume = {16},
   pages = {11048},
   note = {Poster as Capstone
},
   abstract = {Introduction: Demonstrating research productivity for faculty and trainees is challenging in primarily community-based settings, where academic, structural, and financial resources for faculty development in scholarship may be limited. More tools are needed to guide faculty leaders in community-based settings to develop opportunities locally. Methods: At our community-based children's hospital with recent academic affiliation and a new residency program, we developed an annual research symposium targeted to faculty and trainees. We refined tools for solicitation and scoring of abstracts, speaker selection, skill-building workshops, scholarly case report presentations, and a mentored poster session. We worked with available resources, kept costs flexible and low, and secured local partnerships to defray expenses. Evaluation consisted of session evaluations and trends in abstract submissions, institutional review board (IRB) submissions, and resident scholarly productivity over 4 years. Results: Scholarship improved over the symposium's first 4 years, with increased attendance (from 80 to 150), abstract submissions (from 29 to >50), IRB-approved research projects (from 65 to 123), and positive feedback on symposium evaluations. From our first three resident classes, 61 resident-authored abstracts were presented at our symposia, with 33 presented at regional and national meetings and 15 converted to peer-reviewed manuscripts. Discussion: We have developed a local research symposium to meet the needs of a new hospital's faculty and trainees. Evaluation data have allowed us to tailor the program to stakeholder needs. We provide a tool kit of generalizable resources for community-based programs to build on these efforts in a high-yield and cost-effective manner.},
   ISSN = {2374-8265},
   DOI = {10.15766/mep_2374-8265.11048},
   year = {2020},
   type = {Journal Article}
}

@article{RN518,
   author = {Wood, G. J. and Morrison, R. S.},
   title = {Writing abstracts and developing posters for national meetings},
   journal = {Journal of Palliative Medicine},
   volume = {14},
   number = {3},
   pages = {353–359},
   note = {Poster How To
},
   abstract = {Presenting posters at national meetings can help fellows and junior faculty members develop a national reputation. They often lead to interesting and fruitful networking and collaboration opportunities. They also help with promotion in academic medicine and can reveal new job opportunities. Practically, presenting posters can help justify funding to attend a meeting. Finally, this process can be invaluable in assisting with manuscript preparation. This article provides suggestions and words of wisdom for palliative care fellows and junior faculty members wanting to present a poster at a national meeting describing a case study or original research. It outlines how to pick a topic, decide on collaborators, and choose a meeting for the submission. It also describes how to write the abstract using examples that present a general format as well as writing tips for each section. It then describes how to prepare the poster and do the presentation. Sample poster formats are provided as are talking points to help the reader productively interact with those that visit the poster. Finally, tips are given regarding what to do after the meeting. The article seeks to not only describe the basic steps of this entire process, but also to highlight the hidden curriculum behind the successful abstracts and posters. These tricks of the trade can help the submission stand out and will make sure the reader gets the most out of the hard work that goes into a poster presentation at a national meeting. © Copyright 2011, Mary Ann Liebert, Inc. 2011.},
   ISSN = {1096-6218},
   DOI = {10.1089/jpm.2010.0171},
   year = {2011},
   type = {Journal Article}
}

@article{RN519,
   author = {Wright, A. and Harding, E. E.},
   title = {Development and evaluation of an electronic guide for introductory microbiology skills},
   journal = {Microbiology Education},
   volume = {6},
   pages = {28–35},
   note = {Poster as Capstone
},
   abstract = {To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major's class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.},
   ISSN = {1542-8818},
   year = {2005},
   type = {Journal Article}
}

@article{RN520,
   author = {Wright, R. and Boggs, J.},
   title = {Learning cell biology as a team: A project-based approach toupper-divisioncell biology},
   journal = {Cell Biology Education},
   volume = {1},
   number = {4},
   pages = {145–153},
   note = {Poster as Capstone
},
   abstract = {To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.},
   ISSN = {1536-7509},
   DOI = {10.1187/cbe.02-03-0006},
   year = {2002},
   type = {Journal Article}
}

@article{RN521,
   author = {Wu, H. H. and Ibrahim, J. and Conway, D. and Liu, M. and Morshed, S. and Miclau, T. and Coughlin, R. R. and Shearer, D. W.},
   title = {Clinical Research Course for International Orthopaedic Surgeons: 2-Year Outcomes},
   journal = {Journal of Orthopaedic Trauma},
   volume = {32},
   pages = {S35–S37},
   note = {Poster as Capstone
},
   abstract = {Background: Although orthopaedic trauma occurs at higher rates in low- and middle-income countries (LMICs), most research on this topic is conducted in high-resource settings. Few initiatives exist to promote local research in LMICs. Investigators created the Institute for Global Orthopaedics and Traumatology (IGOT) International Research Symposium to promote local research initiatives by surgeons practicing in low-resource environments. The purpose of this study is to determine the efficacy of this symposium in teaching orthopaedic surgeons practicing in LMICs how to conduct clinical research. Methods: In this prospective observational study, orthopaedic surgeons from LMICs with no formal research training were recruited to attend the 1-day IGOT International Research Symposium in San Francisco. A survey was administered immediately before and after the symposium to inquire about the participants' confidence in different aspects related to research using a 1-5 Likert scale. A second survey, conducted 2 years later, recorded the attendees' research productivity after the workshop. Results: Forty-three participants representing 10 different LMICs from Africa and Asia attended the 2013 course. At 2 year postcourse, participants reported starting 25 research projects, authored 7 "accepted or published manuscripts" (vs. 1 before the course; P , 0.01), and were selected for 12 podium or poster presentations (vs. 3 before the course; P , 0.01). Two research symposium attendees received "Top International Forum Paper" at the 2015 Orthopaedic Trauma Association Annual Meeting. Discussion: A 1-day research course resulted in increased participant confidence in conducting research. This was associated with greater research productivity by participants 2 years later. These results suggest that the IGOT International Research Symposium can improve the number of initiated research projects by surgeons in LMICs.},
   ISSN = {1531-2291
0890-5339},
   DOI = {10.1097/BOT.0000000000001292},
   year = {2018},
   type = {Journal Article}
}

@article{RN522,
   author = {Wuller, C. A.},
   title = {A capstone advanced pharmacy practice experience in research},
   journal = {American journal of pharmaceutical education},
   volume = {74},
   number = {10},
   pages = {180},
   note = {Poster as Capstone
},
   abstract = {To implement a required capstone experience in research for pharmacy students, assess course outcomes, and solicit mentors' and students' opinions regarding the structure and efficacy of the course. Fourth-year pharmacy students chose a research project, selected a mentor, and completed a 5-week capstone advanced pharmacy practice experience (APPE), during which they wrote a research paper and presented their research at a poster session. Eighty students completed the capstone experience in 2008-2009 and 56 faculty and non-faculty pharmacists served as mentors. Based on their responses on a course evaluation, the students' experience with their mentor and course instructor were positive. Thirty-one mentors completed a survey on which they indicated their overall support of the capstone project, but wanted their role to be better defined and felt the students needed to have additional training in statistics, survey question design, and the IRB process before completing the APPE. The capstone APPE was perceived by students and mentors as a positive learning experience that allowed the student to take information from the curriculum and apply it to a real-world situation. Additional research is needed to determine whether pharmacy students will use the research skills acquired in their future careers.},
   ISSN = {1553-6467},
   DOI = {10.5688/aj7410180},
   year = {2010},
   type = {Journal Article}
}

@article{RN523,
   author = {Young, J. and Bridgeman, M. B. and Hermes-DeSantis, E. R.},
   title = {Presentation of scientific poster information: Lessons learned from evaluating the impact of content arrangement and use of infographics},
   journal = {Currents in Pharmacy Teaching & Learning},
   volume = {11},
   number = {2},
   pages = {204–210},
   note = {Poster How To
},
   abstract = {BACKGROUND: Scientific poster content and delivery methodology have evolved in recent years. The objective of this observational cross-sectional survey-based study was to evaluate pharmacists' preferences of two different scientific poster formats conducted at a conference in May 2017. Two posters on the same topic were developed and presented utilizing different formatting; one in the traditional, text-based format and the other in an infographic-based format. Study participants (n = 61) included 23 (38%) preceptors and 37 (61%) residents. Preceptors and residents scored clarity and comprehensibility similarly for both poster formats respectively, but rated aesthetic appeal higher for the infographic format. Both groups found more detailed information to be missing from the infographic poster format. Overall, residents did not prefer one poster format to another, while preceptors overwhelmingly preferred the infographic poster format over the traditional poster format.
IMPACT: Several key confounders limit the interpretations of the study results. These confounders include lack of large and well-distributed sample size, inability to control for the effect of preference on comprehension scores, and differences between resident and preceptor experience that may ultimately influence preferences and results.
RECOMMENDATIONS: In repeating this study, investigators should consider capturing a national and larger sample size to increase applicability of results, design questions to assess comprehension, and collect participant baseline characteristics.
DISCUSSION: Variations in preferences and perceptions for optimal scientific poster content and design among pharmacists exist. The findings of this study suggest infographic poster formats are more aesthetically appealing, but demonstrate similar clarity and comprehensibility as a traditional poster format.},
   ISSN = {1877-1300},
   DOI = {10.1016/j.cptl.2018.11.011},
   year = {2019},
   type = {Journal Article}
}

@article{RN524,
   author = {Zahra, T. and Mansoor, S. and Shaheen, A. and Jaffery, T.},
   title = {Students' & Facilitators' perspective regarding introduction of Active Learning Strategies (ALSs)to enhance learning process of first year medical students: A Quantitative & Qualitative Survey},
   journal = {Rawal Medical Journal},
   volume = {39},
   number = {1},
   pages = {85–91},
   note = {Poster as Capstone
},
   abstract = {Objectives: This study was conducted to determine Students' & Facilitators' perspective regarding introduction of active learning strategies (ALSs) to enhance learning process of first year medical students. Methodology: This cross sectional study was conducted on first year medical students & their facilitators at Shifa College of Medicine (SCM), Islamabad during a three week period. Besides conducting small group discussions as main learning strategy throughout the module, we introduced outcome based ALSs role plays, oral and poster presentations in a session at the end of one of our module of 1st year class of MBBS students. Students' (n=102) were randomly divided into 4 large groups (n=2526) and were assigned group themes. Each group was further subdivided into 3 small groups (n=8-9) for group activity. Students' and facilitators' feedback questionnaires were designed, responses were recorded on 5 point Likert scale and descriptive statistics were applied. Results: Both students and facilitators agreed that exposure of these experiential vehicles could enhance their learning process by helping them to recognize gaps in learning, promoting critical thinking and intellectual agility, improving communication/interpersonal skills, promoting integrated learning across various disciplines and developing habit of collaboration. Conclusion: ALSs could enhance learning process of medical students. These sessions are strongly recommended for future modules.},
   ISSN = {0303-5212},
   year = {2014},
   type = {Journal Article}
}

@article{RN525,
   author = {Zarrin-Khameh, N.},
   title = {Poster presentation: An observation},
   journal = {Archives of Pathology & Laboratory Medicine},
   volume = {132},
   number = {6},
   pages = {904–905},
   note = {Poster How To
},
   ISSN = {0003-9985},
   year = {2008},
   type = {Journal Article}
}

@article{RN526,
   author = {Zelle, B. A. and Zlowodzki, M. and Bhandari, M.},
   title = {Discrepancies between proceedings abstracts and posters at a scientific meeting},
   journal = {Clinical Orthopaedics and Related Research},
   volume = {435},
   number = {435},
   pages = {245–249},
   note = {Other},
   abstract = {The proceedings handbook of abstracts from scientific meetings aims to provide meeting attendees with an accurate summary of scientific presentations. Given that posters are prepared closer to the meeting than the abstracts for the proceedings book, we hypothesized that there is a high rate of inconsistency between abstracts in the proceedings handbook and the corresponding posters. We compared the poster abstracts printed in the proceedings handbook with the actual posters at the 71st annual meeting of the American Academy of Orthopaedic Surgeons in 2004. Our comparison included all 50 trauma posters and 52 adult reconstruction knee posters. This comparison revealed discrepancies in 76% of the presented posters. These changes were detected in all parts of the posters including titles (33%), authorship (49%), methods (8%), results (30%), and conclusions (2%). The sample size changed in 15% of the studies. Discrepancies between the trauma posters versus the adult reconstruction knee posters were similar. Our findings suggest that discrepancies between the poster abstracts in the proceedings handbook and actual poster presentations are common, but changes in conclusions are rare. Meeting attendees should not assume that the proceedings handbook provides an accurate reflection of poster presentations. Visiting the poster section is recommended. © 2005 Lippincott Williams & Wilkins.},
   ISSN = {1528-1132
0009-921X},
   DOI = {10.1097/01.blo.0000157039.58863.c6},
   year = {2005},
   type = {Journal Article}
}

@article{RN527,
   author = {Zerwic, J. J. and Grandfield, K. and Kavanaugh, K. and Berger, B. and Graham, L. and Mershon, M.},
   title = {Tips for better visual elements in posters and podium presentations},
   journal = {Education for health (Abingdon, England)},
   volume = {23},
   number = {2},
   pages = {267},
   note = {Poster How To
},
   abstract = {The ability to effectively communicate through posters and podium presentations using appropriate visual content and style is essential for health care educators. To offer suggestions for more effective visual elements of posters and podium presentations. We present the experiences of our multidisciplinary publishing group, whose combined experiences and collaboration have provided us with an understanding of what works and how to achieve success when working on presentations and posters. Many others would offer similar advice, as these guidelines are consistent with effective presentation. FINDINGS/SUGGESTIONS: Certain visual elements should be attended to in any visual presentation: consistency, alignment, contrast and repetition. Presentations should be consistent in font size and type, line spacing, alignment of graphics and text, and size of graphics. All elements should be aligned with at least one other element. Contrasting light background with dark text (and vice versa) helps an audience read the text more easily. Standardized formatting lets viewers know when they are looking at similar things (tables, headings, etc.). Using a minimal number of colors (four at most) helps the audience more easily read text. For podium presentations, have one slide for each minute allotted for speaking. The speaker is also a visual element; one should not allow the audience's view of either the presentation or presenter to be blocked. Making eye contact with the audience also keeps them visually engaged. Health care educators often share information through posters and podium presentations. These tips should help the visual elements of presentations be more effective.},
   ISSN = {1469-5804},
   year = {2010},
   type = {Journal Article}
}

@article{RN528,
   author = {Zhang, Y. and Phipps, L. B. and McDaniel, J.},
   title = {Pharmacognosy, a Classical Theme Tuned to a Contemporary Melody},
   journal = {American Journal of Pharmaceutical Education},
   volume = {81},
   number = {8},
   pages = {7},
   note = {Poster as Capstone
},
   abstract = {Objective. To describe the development of a pharmacognosy course that uses a combination of didactic teaching, team-based projects, and practicum laboratory practice. Methods. A course titled "Pharmacognosy" was developed by applying a three-tier teaching methodology: in the classroom, the basic concepts and principles were introduced in a didactic manner; outside the classroom, students worked in teams and each team created an independent literature-based research project that was submitted as a poster presentation; in the pharmacy practicum laboratory, students worked individually and conducted a quality control experiment comprised of a quantitative analysis of an herbal product. Results. During the seven-year course implementation, 1091 first-year PharmD students participated in the course. Their performance was consistently satisfactory. On average, 30% of students in each class received a grade of "A" and teams received a "B" and above on their projects. Conclusion. The pharmacognosy course, equipped with concurrent teaching methods, implemented with a group research project, and reinforced by practicum laboratory experience, has reached the original goal of introducing a classical topic in an updated and contemporary fashion to meet the requirement of integrated pharmacy education and practice.},
   ISSN = {0002-9459},
   DOI = {10.5688/ajpe5953},
   year = {2017},
   type = {Journal Article}
}

@article{RN529,
   author = {Zimmerman, T. and Goetz, T. and Ibrahim, S. A.},
   title = {Peanuts, the Immune System, and Food Safety: Assaying Commercial Products for Peanut Residues in a Remote Hand On Activity},
   journal = {American Biology Teacher},
   volume = {83},
   number = {9},
   pages = {584–588},
   note = {Poster as Capstone
},
   abstract = {In an age-appropriate remote learning activity developed by a researcher-teacher team, junior high school students learned about the link between human health and food safety. The students were introduced to basic concepts about the innate immune system and food safety through a learning activity that focused on peanut allergens in food products. The students (a) learned how to distinguish between the concepts of immunity and allergy; (b) learned about cross-contamination and the link between allergies and food safety; (c) learned what antibodies are and how they can be used for science; (d) applied basic knowledge about the immune system and food safety to screen for peanut residues in suspect non-peanut food products using a commercial test kit; and (e) applied basic knowledge about the immune system and food safety to create individual poster presentations on other types of allergies, such as soy or dairy allergies.},
   ISSN = {0002-7685},
   DOI = {10.1525/abt.2021.83.9.584},
   year = {2021},
   type = {Journal Article}
}

@article{RN530,
   author = {Zwick, M.},
   title = {The Design, Implementation, and Assessment of an Undergraduate Neurobiology Course using a Project-Based Approach},
   journal = {Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience},
   volume = {16},
   number = {2},
   pages = {A131–A142},
   note = {Poster as Capstone
},
   abstract = {Project-based learning (PBL) is a student-centered approach that allows students to build on prior knowledge and address relevant problems while working on challenging projects. PBL is well-suited to undergraduate neuroscience courses because students are often interested in learning about diseased states of the nervous system, but can be discouraged by having to learn the chemical and cellular mechanisms underlying pathologies in a lecture-based learning environment. PBL provides students with a significant learning experience that excites them and can help them learn challenging content. Drawing from the recommendations of multiple STEM education reform efforts, I examined the effectiveness of using PBL in an undergraduate neurobiology course to provide students with significant and engaging learning experiences. Students were grouped into teams using a guild system and completed three substantial projects consisting of team-authored research papers and poster presentations. Each project was designed to address fundamental neuroscience concepts using a real-world problem. By the end of the course, students were more confident in their understanding of neuroscience and had greater understanding of neuroscience concepts. Student attitudes toward working on projects or working as a member of team did not change but remained positive throughout course. Taken together, these results suggest that PBL can be an effective way to actively engage students while allowing them to learn, integrate and communicate core neuroscience concepts.},
   ISSN = {1544-2896},
   year = {2018},
   type = {Journal Article}
}