0% found this document useful (0 votes)
299 views18 pages

Creating Effective Poster Presentations

Creating effective poster presentations

Uploaded by

Ana Borges
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
299 views18 pages

Creating Effective Poster Presentations

Creating effective poster presentations

Uploaded by

Ana Borges
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 18

Creating effective

poster presentations

George Hess
Kathryn Tosney
Leon Leigel

AMEE GUIDE
Teaching and Learning 40
Creating effective poster presentations

AMEE Guide No 40
George Hess, Kathryn Tosney & Leon Liegel

Institution/Corresponding address
George R Hess, Associate Professor
Department of Forestry & Environmental Resources
North Carolina State University
Raleigh NC 27695-8008
USA
Tel: USA 919.515.7437
Email: george_hess@ncsu.edu

The authors
George Hess is an Associate Professor in the Department of Forestry & Environmental Resources at NC State
University. His research focuses on open space planning in suburbanizing landscapes; he teaches using
engaged and service-learning approaches.
Visit http://www4.ncsu.edu/~grhess/

Kathryn Tosney is Chair of the Department of Biology at the University of Miami and Director of SEEDS (Scientists
and Engineers Expanding Diversity and Success). Her research focuses on motility and guidance in neurons;
her teaching focuses on career development.
Visit http://www.bio.miami.edu/ktosney/

Leon Liegel was a career Forester/Soil Scientist with the USDA Forest Service, 1973-2001. He was then a
Research Associate with Oregon State University’s Forest Ecosystems & Society Department, where he
addressed sustainable forestry issues. He now works on distance education programs in natural resources.
Visit http://www.forestry.oregonstate.edu/cof/fs/people/faculty/liegel.php

Guide Series Editor: Trevor Gibbs (tjg.gibbs@gmail.com)


Published by: Association for Medical Education in Europe (AMEE), Dundee, UK
Designed by: Lynn Bell

© AMEE 2009
ISBN: 978-1-903934-74-6

Copies may be obtained from:


Association for Medical Education in Europe (AMEE), Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK.
Tel: +44 (0)1382 381953; Fax: +44 (0)1382 381987; Email: amee@dundee.ac.uk; Website: www.amee.org

Scottish Charity No. SC 031618


PART 1: INTRODUCTION

Poster presentations have become an important part of professional meetings Poster presentations have
and are recognized as valuable tools for teaching and assessment. An effective become an important part of
poster is a visual communication tool that will help you engage colleagues professional meetings and are
recognized as valuable tools
in conversation, convey your main point to large numbers of people, and for teaching and assessment.
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. This AMEE
Guide provides guidance and is illustrated with annotated examples.

A new look at scientific meetings


Maugh (1974) declared the poster session “a new look at scientific meetings”
and its first use at a major meeting in the United States as a smashing success.
More than 20% of the 2,200 papers at the joint meeting in 1974 of the American
Society of Biophysical Chemists and the Biophysical Society were presented
as posters. Poster presenters and viewers alike appreciated the two-way
exchange, and the potential for more in-depth discussion and personal
interaction than oral presentations afford.

Since then, poster sessions have become common at scientific meetings, in


part through necessity as the number of scientists vying for presentation slots
met limitations of time and space at meetings. For example, the 2008 meeting
of the Ecological Society of America hosted approximately 1150 contributed
oral presentations and 700 posters (38% of total) during a 5-day period (ESA
2008). At the annual meetings of the Association for Medical Education in
Europe (AMEE), posters have increased in both number and proportion of
presentations. The 2001 meeting in Berlin saw 283 short communications and
117 poster presentations (30% of total; AMEE 2001). The posters were presented
in 12 themed groups on a single day. During the 2008 meeting in Prague, some
450 short communications and 600 posters (57% of total) were offered; posters
were presented in 31 themed groups over three days (AMEE 2008).

Posters have also been recognized as valuable tools for teaching and Posters have also been
assessment. In the classroom, they can provide a mechanism to promote recognized as valuable tools
for teaching and assessment.
teamwork, develop presentation and communication skills, and enhance
critical thinking and analysis skills (e.g., Moneyhan et al., 1996; Hess & Brooks,
1998; Bracher et al., 1998; Costa 2001). They also offer an alternative to essays
and written papers for the assessment of student work (e.g., Pelletier, 1993;
Moule et al., 1998; Akister et al., 2000). Chute and Bank (1986) suggest a class
poster session as a time-saving alternative to spending “…half of the course
listening to nervous undergraduates awkwardly drone on in the usual seminar
fashion.” Poster competitions for graduate students are also held at some
professional meetings, garnering prestige, recognition, and even monetary
rewards for up-and-coming scientists.

Although the importance of posters as a tool for communication, teaching,


and assessment seems clear, we have noticed that presenters often do not
take full advantage of the medium. In our personal experience, we have
found that many posters are hard to read, poorly organized, overloaded with
text, and lacking in effective visual displays of data. In 1999, one of us (Hess,
unpublished data) evaluated all 142 posters at the national meeting of a
professional society. The main criteria in his “60-second poster evaluation” were
overall appearance and the ease with which key pieces of information could
be located (Hess, undated). Many of the posters were cluttered or sloppy (33%)
and had fonts that were too small to read comfortably (22%), especially in the
figures (44%). Research objectives (38%) and main points (42%) could not be
found on many posters within the one-minute review period. Smith et al. (2004)
demonstrated that such quick-scoring techniques are a good indication of

1
overall quality. They found that a 15-second quick-scoring technique, focused
largely on visual and organizational elements, was highly correlated (r=0.75)
with more detailed scoring of the same posters.

The problems identified in many posters diminish their communication value The problems identified in
for all but the most determined readers. Once authors are made aware of many posters diminish their
communication value for
them, these problems are easily fixed. Medical and nursing educators have
all but the most determined
long dominated the literature examining the use and preparation of posters, readers.
both for professional meetings and as teaching and learning tools. Indeed,
the overwhelming majority (nearly 75%) of the ca. 125 peer-reviewed articles
in Brownlie’s (2007) comprehensive annotated bibliography of the literature
are from medical and nursing journals. Poster presenters should have access
to straightforward guidance to help them create more effective posters. That
is the purpose of the new AMEE guide and the associated web site, Creating
Effective Poster Presentations (Hess et al., 2008).

Creating an effective poster presentation


A scientific poster is a relatively large (1m x 2m) visual display designed to
convey research findings. 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. Posters use ordered text
and graphics to present a single message, are left unattended a day or longer
for meeting participants to review at their leisure, and usually have a scheduled
1- to 2-hour period when the author(s) are to be available for discussion. In
some conferences, like those of the Association for Medical Education in
Europe, poster presenters are also required to deliver a 2- to 3-minute highlights
speech to help generate interest in their work.

Despite the notion among some researchers that posters are “second class”
when compared to oral presentations, we argue that there are many reasons
to prefer poster presentations:
• You have the potential to reach a larger audience. Only those directly
interested in your field may attend an oral presentation, whereas scientists in
related fields are likely to stroll through a poster session. If your poster is visually
interesting and graphically informative, you can capture their attention.

• It is much easier to talk with people during a poster session – even the big
names in your field may stop at your poster. Thus, you can begin to develop
professional contacts and networks.

• You have the opportunity to present your information in a wide variety of


formats. In addition to your poster, you can also use handouts, additional
photographs, and even computer simulations to deepen your conversation
with interested colleagues.

• You can respond immediately to any criticism of your work, including


improving your approach when the criticism is warranted.

• While an oral presentation is linear, poster presentations provide multiple


points of entry for viewers. Different people will be interested in different
parts of your work, so that conversations can all start differently (you should
be prepared for this). You will also have the opportunity to try different
explanations if the ones you rehearsed are proving unconvincing.

• Many people find the poster session format less stressful than an oral
presentation.

Like an effective oral presentation, an effective poster presentation requires Like an effective oral
thoughtful and careful preparation. In today’s era of computers, digital text presentation, an effective
poster presentation requires
and graphics, and large printers, actually assembling and printing posters is
thoughtful and careful
not difficult. A poster, however, is not simply a manuscript hung on a board or preparation.
a set of PowerPoint slides printed on a single, large sheet of paper. In fact, a

2
compelling case can be made for thinking of a poster as an illustrated abstract
– 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.

There are numerous “how-to” guides available for poster presentations (see
Brownlie’s 2007 bibliography for an extensive list). There are common themes
that occur repeatedly, including:
• developing a short, large, results-oriented title to convey results and attract
attention
• using visual elements to tell your story: photographs, graphs, drawings
• minimizing text, using just enough to provide context and explain your visual
elements and conclusions
• maintaining a large, easy-to-read font throughout the poster
• using appropriate headings to organize your poster and guide viewers
• keeping your poster bright, colorful, and uncluttered
• being prepared to speak about your poster
• making sure you are with your poster during your assigned time
• preparing a summary handout that people can take with them

We have developed this new AMEE Guide to Creating Effective Poster


Presentations to synthesize these key points, illustrated by example posters
annotated with notes describing what works and what could be improved.
For many people, the Guide will provide the information needed to markedly
improve their posters. For those who want more, the Guide is actually a
summary of more detailed information found on our website (Hess et al., 2008).
The website is currently in its 4th edition, and has benefited from comments and
requests from around the world. We expect to add video content in the near
future – short modules describing how to create effective posters, all backed
with real-life examples.

3
References
Akister, J., Bannon, A., & Mullender-Lock, H. (2000) Poster presentations in social
work education assessment: a case study. Innovations in Education and Training
International, 37(3), pp. 229.
AMEE, Association for Medical Education in Europe. (2001) Medical Education
and Standards at a Time of Change: Programme and Abstracts for Annual
Meeting, Berlin, Germany. http://www.amee.org/documents/AMEE%202001%20
Programme%20and%20Abstracts.pdf, viewed 2009 Jan 16.
AMEE, Association for Medical Education in Europe. (2008) Programme for Annual
Meeting, Prague,Czech Republic. http://www.amee.org/documents/AMEE%202
008%20Final%20Abstract%20Book.pdf, viewed 2009 Jan 16.
Bracher, L., Cantrell, J. & Wilkie, K. (1998) The process of poster presentation: a
valuable learning experience. Medical Teacher, 20(6), pp. 552-557.
Brownlie, D. (2007) Towards effective poster presentations – an annotated
bibliography. European Journal of Marketing, 41(11/12), pp. 1245-1283.
Chute, D.L. & Bank, B. (1983) Undergraduate seminars: the poster session solution.
Teaching of Psychology, 10(2), pp. 99-100.
Costa, M.J. (2001) Using the separation of poster handouts into sections to develop
student skills. Biochemistry and Molecular Biology Education, 29(3), pp. 98-100.
ESA, Ecological Society of America. 2008. 93rd ESA Annual Meeting, Milwaukee,
WI, USA. http://eco.confex.com/eco/2008/techprogram/, viewed 2009 Jan 16.
Hess, G. undated. 60-second poster evaluation. http://www.ncsu.edu/project/
posters/NewSite/60second.html, viewed 2009 Jan 17.
Hess, G. & Brooks, E. (1998) The class poster conference as a teaching tool. Journal
of Natural Resources and Life Sciences Education, 27, pp. 155-158.
Hess, G., K. Tosney, & L. Liegel. 2008. Creating Effective Poster Presentations.
http://www.ncsu.edu/project/posters, viewed 2009 Jan 16.
Maugh, T. H., II, 1974. Poster sessions: a new look at scientific meetings. Science,
184, pp. 1361.
Moneyhan, L., Ura, D., Ellwood, S. & Bruno, B. (1996) The poster presentation as an
educational tool. Nurse Educator, 21, pp. 45-47.
Moule, P., Judd, M. & Girot, E. (1998) The poster presentation: what value to
the teaching and assessment of research in pre- and post-registration nursing
courses? Nurse Education Today, 18, pp. 237-242.
Pelletier, D. (1993) The focused use of posters for graduate education in the
complex technological nursing environment. Nurse Education Today, 13(5), pp.
382-388.
Smith, P.E., Fuller, G. & Dunstan, F. (2004) Scoring posters at scientific meetings: first
impressions count. Journal of the Royal Society of Medicine, 97, pp. 340-341.

PART 1 was first published as a Commentary in Medical Teacher:


Hess G, Tosney K and Liegel L. 2009. Creating effective poster presentations:
AMEE Guide No 40. Medical Teacher 31, 4, pp xxx-xxx

4
PART 2: A PRACTICAL GUIDE TO
CREATING POSTERS

Key messages
Poster presentations are an important communication tool in the sciences
and everyday living. A carefully crafted presentation will help you engage A carefully crafted
colleagues in conversation and provide information to many people. presentation will help you
engage colleagues in
conversation and provide
Posters serve as: information to many people.
• a conversation starter
• a source of information
• a summary of your research, and
• an advertisement of your work.

Many posters at professional meetings have problems that reduce their


effectiveness:
• hard-to-find objectives and main points
• text that is too small to read
• cluttered and confusing graphics
• poor organization, and
• weak conclusions and summary statements.

You can avoid these problems by implementing three concepts:


• keep your poster focused on a single message
• use colorful graphic images to tell a story, and
• present information in a well-ordered sequence.

This booklet summarizes more detailed information available on our website,


www.ncsu.edu/project/posters

5
Getting started... some key considerations
Before putting fingers to keyboard, you should determine:

• Specific size and orientation: (horizontal vs. vertical) requirements

• Material you will be working with: a single, large sheet of paper from a
plotter… individual elements on standard paper (A3 & A4) mounted on
foam core or craft paper… laminated or not. The examples here are single,
large sheets – because they are most common at professional, scientific
meetings – but the concepts are universal.

• Schedule: It takes time to create a good poster. Allow time to focus your
message… create a draft… edit the draft a few days later… get at least
one round of comments from colleagues, preferably two… print the final
version.

Know your MESSAGE… and don’t be shy about it


• Determine the one thing you really want everyone to know
• State that one thing succinctly – and put it in the title if you can
• All visuals and text should relate to this message – if they do not, remove
them
• Be bold – make the strongest statements your data will support
• Use section headings or graphic captions for your key point(s)

AUDIENCE dictates your language…


know who will be there
• Be sure that your audience will understand your message
• Audience categories include… specialists only… wide-ranging disciplines…
and general interest
• Provide context and interpretation for each specific audience
• Adjust terminology, jargon, and acronyms to each audience

Good points… Potential improvements…


• Title conveys the main finding • Title could be even more direct:
• Nice visual balance Water Temperature Determines Sex
of Southern Flounder
• Appropriate mix of visuals and text
• Font could be even larger, taking
• Simple, colorful, attractive layout
up some of the white space
• Nice visual balance and use of white space between columns
• Font large enough, even in figures • Perhaps relate conclusions back to
• Graphs interpreted by their titles aquaculture, a theme developed in
• Context and objectives are clear the Introduction

6
Southern Flounder Exhibit Temperature-Dependent Sex Determination
J. Adam Luckenbach*, John Godwin and Russell Borski
Department of Zoology, Box 7617, North Carolina State University, Raleigh, NC 27695

In tro d u c tio n T e m p e ra tu re A ffe c ts S e x D e te rm in a tio n G ro w th D o e s N o t D iffe r b y S e x


Southern flounder (Paralichthys lethostigma) support
valuable fisheries and show great promise for aquaculture. 50 = male
Female flounder are known to grow faster and reach larger 80
= female
adult sizes than males. Therefore, information on sex
determination that might increase the ratio of female 40
60
flounder is important for aquaculture.
30
40

**

Body Weight (g)


O b je c tiv e
20 20

% Females
This study was conducted to determine whether southern
flounder exhibit temperature-dependent sex determination 31 6 28 23 31 6
10
0
(TSD), and if growth is affected by rearing temperature. 18 23 28
***
64 53 49
T e m p e ra tu re (°C )
0
18 23 28
M e th o d s
T e m p e ra tu re (°C ) R e s u lts
• Southern flounder broodstock were strip spawned to
collect eggs and sperm for in vitro fertilization. (**P < 0.01 and ***P < 0.001 represent significant • Sex was discernible in most fish greater than 120 mm long.
• Hatched larvae were weaned from a natural diet deviations from a 1:1 male:female sex ratio) • High (28ºC) temperature produced 4% females.
(rotifers/Artemia) to high protein pelleted feed and fed
EXAMPLE 1: Scientific poster with standard headings

• Low (18ºC) temperature produced 22% females.


until satiation at least twice daily.
• Mid-range (23ºC) temperature produced 44% females.
• Upon reaching a mean total length of 40 mm, the
juvenile flounder were stocked at equal densities into one • Fish raised at high or low temperatures showed reduced growth
of three temperatures 18, 23, or 28°C for 245 days. R e a rin g T e m p e ra tu re A ffe c ts G ro w th compared to those at the mid-range temperature.
• Gonads were preserved and later sectioned at 2-6 • Up to 245 days, no differences in growth existed between sexes.
microns. 80

• Sex-distinguishing markers were used to distinguish C o n c lu s io n s


males (spermatogenesis) from females (oogenesis).
60 • These findings indicate that sex determination in southern flounder is
temperature-sensitive and temperature has a profound effect on growth.

H is to lo g ic a l • A mid-range rearing temperature (23°C) appears to maximize the


40 number of females and promote better growth in young southern
A n a ly s is flounder.
• Although adult females are known to grow larger than males, no

Body Weight (g)


difference in growth between sexes occurred in age-0 (< 1 year)
20 southern flounder.

37 51 37
0
18 23 28 A c k n o w le d g e m e n ts
North Carolina State University. This audience comprises many disciplines; all are scientifically literate.

Male Differentiation Female Differentiation The authors acknowledge the Salstonstall-Kennedy Program of the National Marine
T e m p e ra tu re ( o C ) Fisheries Service and the University of North Carolina Sea Grant College Program for
funding this research. Special thanks to Lea Ware and Beth Shimps for help with the work.
This poster was presented at the annual symposium for graduate students in the Zoology Department at

7
Create a provocative TITLE… and keep it short
• Craft a title from your main message… deliver this message to people who
only read titles
• A provocative question can garner interest
• Keep it short… direct… active

For example… use a specific, direct title…


Substance A Inhibits Production of Protein B

...rather than a generic, uninformative one…


The Effect of Substance A on Protein B

Use HEADINGS to organize your work


and convey main points
• Headings help viewers find the parts of your poster they want to read
• Use headings to convey key points and take-home message(s)
• It’s fun to experiment, but stick to an organizational format that everyone
knows unless a compelling reason merits something else…
Introduction :: Objective :: Methods :: Results :: Conclusion
• Use color, typeface, and font size that make headings stand out

MINIMIZE TEXT and keep it large


• Posters are visual – use minimal text to support images and graphics
• Keep text elements to 50 words or less
• You can minimize text by… keeping the focus on your main message… using
phrases instead of full sentences… using active (first person) voice
• Use large text – at least 24 points for text, larger for headings
• Serif fonts (e.g., Times) are best for text; Sans-serif for headings

Good points… Potential improvements…


• Title asks a question many audience • Increase focus: there are three
members will find compelling stories here (breeding birds, migrant
• Concise methods; focus on findings birds, mammals) – eliminate at least
one
• Pleasing design and color scheme
• Use standard or shorter headings to
• Nice visual balance avoid confusion
• Blue header blocks tell the story • Remove methods-oriented details
• Good use of high-quality images from center and right columns and
• Font is generally large enough focus on results
• Enlarge scatter plots
• Enlarge line graph in the center
Problems… column
• Lacks white space – appears crowded
• Non-standard headings confuse many Making these changes will increase white
viewers space, reduce crowding, and improve
focus.
• Scatter plots are too small

8
EXAMPLE 2: Scientific poster with non-standard headings
This poster was presented at an annual meeting of the Ecological Society of America. Thousands of people
attend these meetings; participants represent a broad spectrum of ecologically-focused specialties.

9
10
+ Title asks
provocative
question and + Image is a good
then defines attention-
focus grabber
– Author
information – Low resolution
should be image pixelated
larger at full size

+ Succinct
introduction
of problem
leading to
hypotheses
– Could be
improved by + Succinct finding
bulleting
– Font too small on
graph
– Redundant

+ Clear
objectives
– Bullets too far
from text

+ Main points bold


viewers had a basic understanding of modeling approaches.

and articulated
clearly
+ Succinct
methods – Might eliminate
all but bolded
+ Appropriate text and leave
for audience room for
+ Nice graphic conclusion or
display recmmendations

– Rename
Section 5 to
“Conclusions”
EXAMPLE 3: Scientific poster with positive(+) and negative(–) aspects identified

+ Lines and numbered headings + Results are centerpiece of poster + “No effect” graphic clearly separated by positional difference (on left)
make flow clear + Focus on graphic display – Graph fonts are too small
+ Nicely presented interpretation of graphics
students from the course and diverse faculty from the biological sciences. It was reasonable to assume
This was presented at a poster session for a graduate biological modeling course. The audience included
Use COLOR creatively… but don’t go overboard
• Use balanced color (and large graphics) to attract viewers
• Use light background and dark letters for contrast – poster sessions usually
have poor overhead lighting
• Use a 2-3 color scheme – more colors than that are distracting
• Consider people who have problems differentiating colors, especially when
designing graphics – inability to tell red from green is common

Keep GRAPHICS clean and uncluttered


• Good graphs, illustrations, photos are the visual core of your poster
• Write explanations directly on or adjacent to figures instead of referencing
them from elsewhere
• Use captions to convey your message… instead of “Scatter plot of nest
predators by greenway width” write “Nest predators less common in wider
greenways”
• Good graphs communicate relationships quickly… keep them clean
• Use simple two-dimensional graphs whenever possible
• Use photos that support your message and enliven your presentation
• Use high-resolution images… avoid pixelated images
• Color graphics can help focus viewer attention on specific parts of a poster
(e.g, images in Example 2)

Leave WHITE SPACE… don’t fill every square centimeter


• White space helps organization by making columnar flow obvious
• Cramming in too much makes an overwhelming, crowded poster
• White space reduces crowding … and forces you to minimize text

11
EXAMPLE 4: Clean up your graphics

Don’t bury your data


with ‘chart junk’

Graphs from some software packages are filled with what Edward Tufte, an expert in the visual display of
complex data, calls ‘chart junk’ – the dark backgrounds, false 3-D, shadows, and grid lines that distract the
reader and hide data.

It only takes a few minutes to remove clutter so that important data patterns become apparent.

Keep graphs
focused on your
data

12
EDIT ruthlessly… less is more
• If it’s not critical to your main message, delete it
• Simplify verbiage, reduce sentence complexity, remove detail
• Print on standard (A4) paper and ask colleges to edit
• Colleagues from a different field can identify jargon, missing context (why
your work matters), and logical leaps
• Colleagues in your field can identify errors of fact and interpretation

Be prepared to PRESENT your work


• Let people read for a while before letting them know you are there for
questions
• Prepare ½-, 2-, and 5-minute “tours” of your poster, focus on your results
• Some conferences require a short, oral “highlight presentation”
• Ask viewers if they want a “tour”
• For longer “tours,” include… the context of your problem and why it is
important (Introduction)… your objective and what you did (Objective &
Methods)… what you discovered (Results)… what your findings mean in
terms of your stated context (Conclusion)
• Use the graphics on your poster to support conversations with viewers
• Use your poster as a visual aid… don’t read it to people

Develop a one-page HANDOUT


• Handouts serve several purposes… give viewers something to take with
them… help viewers remember who your are, what you did, and how to
contact you… provide a place for more detail than you want on your
poster
• Print a scaled-down version of your poster on one side of an A4 sheet
• Use the other side for more detailed information, readings, equations,
citations
• Supplement… not duplicate… information on your poster
• You can use A3 paper, folded in half, giving you four pages to work with

13
EXAMPLE 5: Handout designed for back of A4 sheet
The front of the sheet would contain a scaled-down version of the manatee poster (Example 3). Notice the
additional detail and citations here.

Good points… Potential improvements…


• Title Bold headings identify distinct sections • Include poster title and author at top of page
• “Parameters” and “Methods” supply additional • Abstract redundant with poster; replace with
details about model development brief summary and other new information
• Citations direct interested readers to key • Bullets too far from text
literature

14
Closing thoughts
• Use creative poster presentations in
• Community stakeholder meetings to summarize the pros and cons of
alternative actions
• Rotating displays in workplace hallways to keep administrative, technical,
and scientific staff aware of ongoing research
• Science fairs for primary, secondary, and university students to explain
projects, reports, and special interests

Resources
See our web site for most current list: www.ncsu.edu/project/posters
• Block, S.M. 1996. Do’s and don’ts of poster presentations. Biophysical Journal
71: 3527-3529.
• Gosling, P.J. 2007. Scientist’s Guide to Poster Presentations. Springer, New
York.
• Erren, T.C. & P.E. Bourne. 2007. Ten simple rules for a good poster presentation.
PLoS Computational Biology 3(5) e102. doi:10.1371/journal.pcbl.0030102
• Tufte, E. 1983. The Visual Display of Quantitative Information. Graphics Press,
Cheshire, CT.
• Woolsey, J.D. 1989. Combating poster fatigue: How to use visual grammar
and analysis to effect better visual communication. Trends in Neurosciences
12: 325-332.

Acknowledgements
We thank Adam Luckenbach and Jun Yoshizaki for use of their posters as
examples, and the many viewers of our web site who have made comments
to improve it.

15
ISBN: 978-1-903934-74-6

Association for Medical Education in Europe (AMEE),


Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK.
Tel: +44 (0)1382 381953 Fax: +44 (0)1382 381987
Email: amee@dundee.ac.uk Website: www.amee.org

For information about other guides in the series and how to order
copies, please see the AMEE website www.amee.org

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy