C REATING E FFECTIVE
P OSTERS
O VERVIEW

Introductions

Survey of posters

Why posters?

Planning

Mechanics & Printing
S URVEY

Which posters:

Catch your eye?

Catch your interest?

Easy to grasp the point?

Hard to read?

Too much?

Too little?
OF
P OSTERS
P HILOSOPHY
OF

Catch your interest quickly

Get main ideas across

Stimulate discussion
P OSTERS
P HILOSOPHY

Goal One:

Look At ME!
OF
P OSTERS
P HILOSOPHY

Goal Two:

Read ME!
OF
P OSTERS
P HILOSOPHY

Goal 3:

Ask ME!
OF
P OSTERS
P HILOSOPHY

Less is more
OF
P OSTERS
P LANNING
A POSTER

Visuals are important

Layout should be simple, but interesting

What is the essential information?
P LANNING
A POSTER

Create figures for data

Use a template (especially when you are feeling
insecure)
P LANNING
A POSTER

>50% of the surface area is to be used for
photos, graphs, diagrams

Good use of colour:

be able to justify your use of colour (highlighting,
structuring).

Use black or dark blue for text.

Too much colour can be offputting!
P LANNING
A POSTER

Concentrate on "need to have" not "nice to
have". The shorter the text, the greater the
chance that people will read your poster.

Use key words and lists, not full sentences

Allocate a specific font / style / colour to subtitles
to distinguish them clearly from the rest of the
text.
P LANNING
A POSTER

Posters are an ideal instrument for not only
presenting your work but also for discussing it
with others

Posters are another way of communicating your
information. They are best used as an aid to a
discussion and should only represent the essence
of your topic.
M ECHANICS

Loads of templates online

Some templates on Faculty Development website
THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):
Using Formative Feedback to Teach and Assess Competencies
with Family Medicine Residents
Shelley Ross, Michel Donoff, & Paul Humphries
Department of Family Medicine, University of Alberta
Introduction
Family Medicine Residency Programs require innovative means
to measure competence of residents throughout their preparation
to enter practice.
Resident
demonstrates
behaviour or skill
in clinical setting
To answer this need, we developed the Competency-Based
Achievement System (CBAS). CBAS uses feedback forms
called FieldNotes to document formative feedback
following direct in-training observations. Residents use
FieldNotes to guide their learning and self-assessment
(entered and organized in an electronic workbook:
eCBAS).
Summative assessment occurs every 4 months.
Residents discuss their self-assessment with their
advisor, and a final summative decision is mutually
agreed upon.
CBAS & PAR
CBAS development was designed as participatory
action research (PAR), with end user input regularly
collected and incorporated into the program design.
Several iterations of CBAS were introduced to users,
and their feedback was used to refine the system. We
are now approaching saturation in the PAR process.
Evaluation is mixed methods.
Observer
witnesses
demonstration
of behaviour or
skill
Feedback given to
resident
Can occur
simultaneo
usly, or
may be
created
later
FieldNote entered into and
organized by eCBAS
workbook
Clinical
Domains
Sentinel Habits
Figure 1. Learner in clinical setting. FieldNotes are entered into
the eCBAS workbook for organization and review.
Resident completes
first two pages of 4month Progress Report
Academic Site
Administrator
complete
academic
requirements
page of report
FieldNotes in
eCBAS
provide
evidence for
progress
Resident and Advisor meet
to discuss progress across
all Sentinel Habits and
Clinical Domains, and
progress in academic
requirements
FieldNote created which
summarizes feedback
FieldNote entered into and
organized by eCBAS workbook
Sentinel Habits
Focus groups were conducted and eCBAS workbooks were
surveyed. All FieldNotes entered between implementation and
January 1 were included in the analysis. Implementation was
staggered across sites.
Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)
Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)
Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)
Results
FieldNote created
which summarizes
feedback
Research Questions
1. To what extent do residents and advisors use
CBAS for learning
2. To what extent do residents and advisors find
CBAS to be useful for learning and assessment?
Methods
CBAS Process
Clinical Domains
Figure 2. Resident and advisor meet every 4 months to determine
progress and identify opportunities for further learning.
In the first 6 months of implementation:
1188 FieldNotes have been entered into eCBAS
6 residents have no FieldNotes entered
9 residents have at least 1 FieldNotes
6 residents have at least 1 FieldNote per week
5 residents have at least 2 FieldNotes per week
7 residents have 4 or more FieldNotes per week
FieldNote Categories:
Clinical Reasoning: 33% of all FieldNotes
Communication: 17%
Procedural Skills: 22%
Patient-Centered Approach:14%
Professionalism: 7%
Selectivity: 7%
Focus groups results:
Analysis is in progress; preliminary results include themes of
usefulness of CBAS, and need for better Faculty Development
around giving good feedback.
Discussion
Most residents at pilot sites are using eCBAS to document their
learning. The varying levels of adoption reflect the need for further
educational outreach to residents and preceptors about the
principles and goals of CBAS for their learning. Residents are
primarily using eCBAS to document their learning of procedural
and clinical reasoning skills. Preliminary results from qualitative
data support the descriptive findings: most residents find CBAS
useful.
THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):
Using Formative Feedback to Teach and Assess Competencies
with Family Medicine Residents
Shelley Ross, Michel Donoff, & Paul Humphries
Department of Family Medicine, University of Alberta
Introduction
Family Medicine Residency Programs require innovative means
to measure competence of residents throughout their preparation
to enter practice.
Resident
demonstrates
behaviour or skill
in clinical setting
To answer this need, we developed the Competency-Based
Achievement System (CBAS). CBAS uses feedback forms
called FieldNotes to document formative feedback
following direct in-training observations. Residents use
FieldNotes to guide their learning and self-assessment
(entered and organized in an electronic workbook:
eCBAS).
Summative assessment occurs every 4 months.
Residents discuss their self-assessment with their
advisor, and a final summative decision is mutually
agreed upon.
CBAS & PAR
CBAS development was designed as participatory
action research (PAR), with end user input regularly
collected and incorporated into the program design.
Several iterations of CBAS were introduced to users,
and their feedback was used to refine the system. We
are now approaching saturation in the PAR process.
Evaluation is mixed methods.
Observer
witnesses
demonstration
of behaviour or
skill
Feedback given to
resident
Can occur
simultaneo
usly, or
may be
created
later
FieldNote entered into and
organized by eCBAS
workbook
Clinical
Domains
Sentinel Habits
Figure 1. Learner in clinical setting. FieldNotes are entered into
the eCBAS workbook for organization and review.
Resident completes
first two pages of 4month Progress Report
Academic Site
Administrator
complete
academic
requirements
page of report
FieldNotes in
eCBAS
provide
evidence for
progress
Resident and Advisor meet
to discuss progress across
all Sentinel Habits and
Clinical Domains, and
progress in academic
requirements
FieldNote created which
summarizes feedback
FieldNote entered into and
organized by eCBAS workbook
Sentinel Habits
Focus groups were conducted and eCBAS workbooks were
surveyed. All FieldNotes entered between implementation and
January 1 were included in the analysis. Implementation was
staggered across sites.
Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)
Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)
Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)
Results
FieldNote created
which summarizes
feedback
Research Questions
1. To what extent do residents and advisors use
CBAS for learning
2. To what extent do residents and advisors find
CBAS to be useful for learning and assessment?
Methods
CBAS Process
Clinical Domains
Figure 2. Resident and advisor meet every 4 months to determine
progress and identify opportunities for further learning.
In the first 6 months of implementation:
1188 FieldNotes have been entered into eCBAS
6 residents have no FieldNotes entered
9 residents have at least 1 FieldNotes
6 residents have at least 1 FieldNote per week
5 residents have at least 2 FieldNotes per week
7 residents have 4 or more FieldNotes per week
FieldNote Categories:
Clinical Reasoning: 33% of all FieldNotes
Communication: 17%
Procedural Skills: 22%
Patient-Centered Approach:14%
Professionalism: 7%
Selectivity: 7%
Focus groups results:
Analysis is in progress; preliminary results include themes of
usefulness of CBAS, and need for better Faculty Development
around giving good feedback.
Discussion
Most residents at pilot sites are using eCBAS to document their
learning. The varying levels of adoption reflect the need for further
educational outreach to residents and preceptors about the
principles and goals of CBAS for their learning. Residents are
primarily using eCBAS to document their learning of procedural
and clinical reasoning skills. Preliminary results from qualitative
data support the descriptive findings: most residents find CBAS
useful.
THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):
Using Formative Feedback to Teach and Assess Competencies
with Family Medicine Residents
Shelley Ross, Michel Donoff, & Paul Humphries
Department of Family Medicine, University of Alberta
Introduction
Family Medicine Residency Programs require innovative means
to measure competence of residents throughout their preparation
to enter practice.
Resident
demonstrates
behaviour or skill
in clinical setting
To answer this need, we developed the Competency-Based
Achievement System (CBAS). CBAS uses feedback forms
called FieldNotes to document formative feedback
following direct in-training observations. Residents use
FieldNotes to guide their learning and self-assessment
(entered and organized in an electronic workbook:
eCBAS).
Summative assessment occurs every 4 months.
Residents discuss their self-assessment with their
advisor, and a final summative decision is mutually
agreed upon.
CBAS & PAR
CBAS development was designed as participatory
action research (PAR), with end user input regularly
collected and incorporated into the program design.
Several iterations of CBAS were introduced to users,
and their feedback was used to refine the system. We
are now approaching saturation in the PAR process.
Evaluation is mixed methods.
Observer
witnesses
demonstration
of behaviour or
skill
Feedback given to
resident
Can occur
simultaneo
usly, or
may be
created
later
FieldNote entered into and
organized by eCBAS
workbook
Clinical
Domains
Sentinel Habits
Figure 1. Learner in clinical setting. FieldNotes are entered into
the eCBAS workbook for organization and review.
Resident completes
first two pages of 4month Progress Report
Academic Site
Administrator
complete
academic
requirements
page of report
FieldNotes in
eCBAS
provide
evidence for
progress
Resident and Advisor meet
to discuss progress across
all Sentinel Habits and
Clinical Domains, and
progress in academic
requirements
FieldNote created which
summarizes feedback
FieldNote entered into and
organized by eCBAS workbook
Sentinel Habits
Focus groups were conducted and eCBAS workbooks were
surveyed. All FieldNotes entered between implementation and
January 1 were included in the analysis. Implementation was
staggered across sites.
Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)
Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)
Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)
Results
FieldNote created
which summarizes
feedback
Research Questions
1. To what extent do residents and advisors use
CBAS for learning
2. To what extent do residents and advisors find
CBAS to be useful for learning and assessment?
Methods
CBAS Process
Clinical Domains
Figure 2. Resident and advisor meet every 4 months to determine
progress and identify opportunities for further learning.
In the first 6 months of implementation:
1188 FieldNotes have been entered into eCBAS
6 residents have no FieldNotes entered
9 residents have at least 1 FieldNotes
6 residents have at least 1 FieldNote per week
5 residents have at least 2 FieldNotes per week
7 residents have 4 or more FieldNotes per week
FieldNote Categories:
Clinical Reasoning: 33% of all FieldNotes
Communication: 17%
Procedural Skills: 22%
Patient-Centered Approach:14%
Professionalism: 7%
Selectivity: 7%
Focus groups results:
Analysis is in progress; preliminary results include themes of
usefulness of CBAS, and need for better Faculty Development
around giving good feedback.
Discussion
Most residents at pilot sites are using eCBAS to document their
learning. The varying levels of adoption reflect the need for further
educational outreach to residents and preceptors about the
principles and goals of CBAS for their learning. Residents are
primarily using eCBAS to document their learning of procedural
and clinical reasoning skills. Preliminary results from qualitative
data support the descriptive findings: most residents find CBAS
useful.
THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS):
Using Formative Feedback to Teach and Assess Competencies
with Family Medicine Residents
Shelley Ross, Michel Donoff, & Paul Humphries
Department of Family Medicine, University of Alberta
Introduction
Family Medicine Residency Programs require innovative means
to measure competence of residents throughout their preparation
to enter practice.
Resident
demonstrates
behaviour or skill
in clinical setting
To answer this need, we developed the Competency-Based
Achievement System (CBAS). CBAS uses feedback forms
called FieldNotes to document formative feedback
following direct in-training observations. Residents use
FieldNotes to guide their learning and self-assessment
(entered and organized in an electronic workbook:
eCBAS).
Summative assessment occurs every 4 months.
Residents discuss their self-assessment with their
advisor, and a final summative decision is mutually
agreed upon.
CBAS & PAR
CBAS development was designed as participatory
action research (PAR), with end user input regularly
collected and incorporated into the program design.
Several iterations of CBAS were introduced to users,
and their feedback was used to refine the system. We
are now approaching saturation in the PAR process.
Evaluation is mixed methods.
Observer
witnesses
demonstration
of behaviour or
skill
Feedback given to
resident
Can occur
simultaneo
usly, or
may be
created
later
FieldNote entered into and
organized by eCBAS
workbook
Clinical
Domains
Sentinel Habits
Figure 1. Learner in clinical setting. FieldNotes are entered into
the eCBAS workbook for organization and review.
Resident completes
first two pages of 4month Progress Report
Academic Site
Administrator
complete
academic
requirements
page of report
FieldNotes in
eCBAS
provide
evidence for
progress
Resident and Advisor meet
to discuss progress across
all Sentinel Habits and
Clinical Domains, and
progress in academic
requirements
FieldNote created which
summarizes feedback
FieldNote entered into and
organized by eCBAS workbook
Sentinel Habits
Focus groups were conducted and eCBAS workbooks were
surveyed. All FieldNotes entered between implementation and
January 1 were included in the analysis. Implementation was
staggered across sites.
Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes)
Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes)
Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes)
Results
FieldNote created
which summarizes
feedback
Research Questions
1. To what extent do residents and advisors use
CBAS for learning
2. To what extent do residents and advisors find
CBAS to be useful for learning and assessment?
Methods
CBAS Process
Clinical Domains
Figure 2. Resident and advisor meet every 4 months to determine
progress and identify opportunities for further learning.
In the first 6 months of implementation:
1188 FieldNotes have been entered into eCBAS
6 residents have no FieldNotes entered
9 residents have at least 1 FieldNotes
6 residents have at least 1 FieldNote per week
5 residents have at least 2 FieldNotes per week
7 residents have 4 or more FieldNotes per week
FieldNote Categories:
Clinical Reasoning: 33% of all FieldNotes
Communication: 17%
Procedural Skills: 22%
Patient-Centered Approach:14%
Professionalism: 7%
Selectivity: 7%
Focus groups results:
Analysis is in progress; preliminary results include themes of
usefulness of CBAS, and need for better Faculty Development
around giving good feedback.
Discussion
Most residents at pilot sites are using eCBAS to document their
learning. The varying levels of adoption reflect the need for further
educational outreach to residents and preceptors about the
principles and goals of CBAS for their learning. Residents are
primarily using eCBAS to document their learning of procedural
and clinical reasoning skills. Preliminary results from qualitative
data support the descriptive findings: most residents find CBAS
useful.
D ESIGNING

A walk-through of Powerpoint
A POSTER
S ENDING
FOR PRINTING

Convert to a pdf

Print it to make sure that it looks right (look
especially at figures, tables, and margins)

Follow instructions at
http://helpdesk.ualberta.ca/printing/multimedia/win
/plaintext.php