1/12 YES!: Less is More: Posters as Academic Points of Contact

January 12, 2024

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00:00Just disease internal medicine faculty
00:02meeting and it's being recorded.
00:04Thank you for putting that up there.
00:05We we do have these recorded and on the
00:08Center for Medical Education website
00:10for your your reviewing pleasure.
00:12So I'm one of the faculty that Co directs
00:15the Yes series with Doctor Andres Martin
00:17who you're going to hear from today.
00:20And as you know,
00:22we have sessions for clinical based teaching,
00:25classroom based teaching and Andres
00:28has also added this year's some
00:31professional development that is widely
00:34applicable to many in no matter if
00:36you're a medical student or PA student
00:39or trainee or faculty about being
00:42able to to share your academic work.
00:44Last time he talked with us about abstracts
00:47and today he's going to talk about posters.
00:51So just I'm really excited to be
00:53working with him on this series.
00:54He's a professor in the child study Center
00:56in the Department of Child Psychiatry
00:58and one of the faculty associates in
01:01the Center for Medical Education.
01:03So I am gonna turn it over to you and I
01:05look forward to improving my posters.
01:10Thank you Dana.
01:11It's and it really is such a joy to
01:14be working with, not just with Dana,
01:16but with so many in this Yes series.
01:20And we hope you're getting something
01:21out of it. I see some repeat faces,
01:24which is always really wonderful.
01:26So this is the first time we're going to
01:29be talking in this space about posters.
01:32But I think having seen many, many,
01:34many bad posters and having produced many,
01:38many, many bad posters,
01:40that we can all learn how to
01:42do better and that it's a very,
01:44very learnable skill and in fact,
01:46not terribly difficult.
01:48I don't think I I call this posters
01:51as points of academic contact because
01:53that's really what this is about.
01:55You put your poster, whether on paper,
01:58at a big conference room full of many,
02:01many people, and you try,
02:03you try to connect with them or you
02:05do it increasingly through Zoom,
02:07and you try to connect in some academic way.
02:10They're very powerful and powerful
02:12because they're short.
02:14As Doctor Seuss said,
02:16famously short is better than length.
02:20So anything that is short is
02:22likely to to be good.
02:25OK, so yeah,
02:28Reagan was kind enough to
02:30already put the text for you,
02:32but there it is again.
02:33If you text that code,
02:34you will get CME credit.
02:38And as you see in underline,
02:41I have no corporate support by the American
02:44Poster Association or anything like that.
02:47So let's start with the learning objectives.
02:50I'll start by telling you what the
02:52three learning objectives are.
02:53Oops.
02:54And then we're going to go one
02:56by one through them.
02:57First,
02:58I want to present to you to
03:01distinguish what I call the
03:03minimalist approach to poster
03:04making from a maximalist approach.
03:06This will make sense once you see it,
03:09and you will see that I have a
03:11clear favorite for this.
03:14I'll also in this part talk about the
03:17difference is subtle but important
03:19differences between an in vivo
03:21poster versus an online poster.
03:27I will talk about optimizing
03:30graphic elements, letters,
03:32images, whatever it is,
03:34to tell a very memorable story in
03:37very few words, very few words.
03:40And finally, we'll talk about embedding
03:44complementary elements and materials
03:47through QR codes that can really
03:50extend the poster's content because
03:52you can include any number of things
03:55that endure after the presentation,
03:57supplementary materials,
03:58voice overs, etcetera.
04:01So let's start with the first one,
04:03the this minimalist versus
04:06maximalist approach.
04:07So what do I mean by this?
04:10All right,
04:10so take a Dramamine pill
04:12before you see this poster.
04:16OK, so these are out there,
04:18available in the blogosphere.
04:20And as you can see,
04:24it's impossible to pay
04:25attention to this poster there.
04:26There simply is too much visual
04:30nonsense you cannot pay attention.
04:32And although this car, this poster
04:34might be a little bit of a cartoon,
04:36it is a cartoon of a bad poster.
04:38It's not that far off from many a a
04:41poster that we see at conferences,
04:46clashing colors, too many words,
04:48paragraphs that are justified.
04:51You know, I could spend some
04:53time talking about all the things
04:54that are wrong with this poster.
04:58This one looks more medical,
05:00even though it's from engineering
05:02or physics or something.
05:03But this is the kind of things
05:05that we again see. Too many words,
05:08too much information, too much overload.
05:10Let alone the fact that the colors are
05:13clashing and torturing our poor retinas.
05:15But there is simply too much.
05:17You want to run away from this?
05:19You want to run away.
05:20Maybe your eye looks at $256 for four hours.
05:24That's interesting.
05:25So let me read these 5000 words
05:27to figure out what that means.
05:28You don't.
05:29You just give up the $256.
05:31It's very painful.
05:32So both of these are examples of
05:35what I consider bad postering,
05:37and they're examples of a maximalist poster.
05:40Let's squeeze as much as possible into
05:44a poster and just to show that they
05:46out there in the world are not the
05:48only bad people making bad posters.
05:50This was a poster that I did
05:52maybe nine years ago.
05:54It's actually my MEF poster for
05:57the Medical Education Fellowship.
05:59I don't think it's quite as obnoxious,
06:01but it is pretty obnoxious.
06:02There's just too much.
06:03I think it's moving in the right direction,
06:06and that it includes some images
06:08that at least are intriguing,
06:11but it includes some QR codes.
06:13But again,
06:14being maximalist one is not enough.
06:16So it has three QR codes.
06:18There's too much,
06:20and I place this arrow here.
06:24Can someone does anyone have any
06:26ideas why I put this arrow here?
06:27What that, what does that mean?
06:36OK, so I might otherwise have been used.
06:40Say that again. Everything is
06:43compressed over to the left,
06:45whereas you might have had a
06:47lot more breathing room had
06:50it been put over to the right.
06:51That's great, wonderful.
06:53And there was another idea from someone
06:56had another idea I was going to say maybe
06:58the the aspect ratio of the principal
07:00space on the piece of paper wasn't quite
07:03jiving with the design of your poster.
07:06Exactly. And I think that both of
07:08you are exactly right.
07:09So remember that this was done in
07:12prehistoric times, maybe nine years ago,
07:14before we had a thing called zoom.
07:17So all the posters were prepared for paper.
07:20So this very much was prepared for paper.
07:22And once I blew it to size you,
07:26you could read everything.
07:27It was still a lot and it was this ratio
07:31that is I think almost like a three,
07:33three vertical, 4 horizontal.
07:35But I wanted to bring this to your
07:38attention because as you're doing posters,
07:40you need to be very mindful of are
07:43you presenting in person or unzoom?
07:44I have seen many, many,
07:46many zoom posters that are
07:48presented with this ratio.
07:49And as noted, if you use this ratio,
07:51you lose all of this precious space.
07:54So there's a way in zoom that you
07:56fill everything in the screen,
07:58which is what I encourage you to do.
08:00However,
08:00if you're going to be presenting in person,
08:03using the full ratio is not so good because
08:06the poster is going to be too horizontal.
08:09It's going to be a very big poster.
08:12It's very easy to find out what ratio
08:15you want once you know is it zoom
08:17or in person in your PowerPoint,
08:19which is how we create posters.
08:21You go and you select the poster.
08:23So this is the default,
08:25the old default in PowerPoint,
08:26which is a three by four ratio.
08:28The current default is what
08:31called a widescreen.
08:32And if you use widescreen it will fill
08:35the whole the whole screen and then
08:37you can customize it to all sorts of,
08:39you know,
08:39you can do a square poster
08:41a a very skinny long poster,
08:43but those I think are the main ones.
08:48Now as I've developed and grown I think
08:52that posters have gotten as you see,
08:54few words and you're going to see a
08:56couple of variations of this poster
08:59that that is still made for paper.
09:01You see that I am I have some
09:04free space on both sides.
09:05It's a 3 by 4 ratio.
09:07But what's important here is that
09:10this poster style is 3 components.
09:12The main event is in the middle in blue,
09:15and the idea is that if you only
09:17look at that and at the title,
09:20you should tell the whole,
09:20you should know the whole story.
09:24It's a qualitative study of child
09:27psychiatrist during COVID-19 and there are
09:304 main exposures of the pandemic that have
09:33open a reevaluation of the principles,
09:36inefficiencies, physician identity,
09:37role in society and cetera.
09:40So, so that tells the story.
09:42And then the panels on the right and
09:44the left give extra information,
09:45in this case, quotes, one quote,
09:48a couple of highlights about introductions,
09:50methods and discussion. It's brief.
09:53And then very importantly,
09:54it includes QR codes and
09:56some additional information.
09:58So it's getting tighter, fewer words.
10:01This is another variation that
10:04was prepared as paper.
10:05Here in the middle you see mostly
10:08images and it's a global photo
10:10elicitation study of child mental
10:13health during the pandemic.
10:15And even if you don't read anything,
10:17you can start getting an idea that this
10:19is where the submissions came from,
10:21that this really kind of represents
10:23the experience of children,
10:24this represents the experience of children,
10:26etcetera.
10:27My point here is just showing how the
10:29posters are getting more minimalist
10:34for a more traditionally quantitative poster.
10:38If you look here, these words, these 10
10:41or 12 words tell you the whole story.
10:43Training initiatives designed
10:45to produce child psychiatry,
10:47physician scientists are an important step.
10:49And then these three images, once again,
10:53it's small for zoom, but it was size 4.
10:56Paper shows you that the red line that
10:59a special program led to more K awards,
11:02it led to more publications,
11:04it led to more, more, more this and that.
11:07Once again, this three-part poster
11:10with a left that has some content,
11:14a right that has some detailed content,
11:16but the main event being big letters,
11:19a few images in the centre in your face.
11:22Because we're all seeing thousands
11:23of posters,
11:24so how can we really focus on the right one?
11:29This is the last one that I'll show you.
11:30And to show you that I didn't
11:32invent this approach to the poster,
11:33this is something that has been used a lot.
11:35This trifold poster.
11:38Once again, the title, a couple of details.
11:42If someone has interest on what the
11:43P value of something is or what not,
11:46you have it here on the side.
11:47You have all of this mumbo jumbo on the side,
11:50but most of the time you are going to
11:53be focusing on this and always the
11:56QR code linking to more information.
12:00This may feel very minimalistic to some
12:01of you to just have essentially this is
12:04a poster with a couple of footnotes.
12:06But remember that the point is not
12:08so much a poster as the contact,
12:11and through this you're going to.
12:12People are going to be stopping in
12:14front of your poster and asking
12:17you questions so you can decide as
12:19you go on what your style is,
12:21how much and how little.
12:22There's no right and wrong,
12:23but I'm giving you a range and really
12:26advising that you go away from too
12:29much from maximalist approaches.
12:33So how do we optimize the use of graphics
12:39to tell a memorable story using few words?
12:43Consider this and don't try reading it.
12:45It I I on purpose put it in a very faint
12:48Gray so that you don't strain yourself.
12:51But believe me that this is an abstract.
12:53It has a background, methods,
12:54results and conclusions.
12:55And you have all written abstracts.
12:57We talked the last time
12:58about how to do an abstract.
12:59This particular abstract is 240 words,
13:02and most abstracts are 250 words or under.
13:07So one of the rules of thumb for
13:10today is that your poster should
13:13have fewer words than your abstract.
13:16The past, the abstract that I'm going
13:18to be showing you has 200 words,
13:20so I went down from 2:40 to 200,
13:23and if you keep that in mind to always
13:25cut down in the number of words,
13:27I think you're going to be well served.
13:30This is also a reminder to me of
13:34this notion that a poster or an
13:38abstract is not a reduced paper.
13:41You don't start with the paper and then
13:43crush it into a tiny little poster,
13:45but the opposite.
13:46A paper is a poster or an abstract
13:50that has blossomed,
13:51and it's a very different way of
13:54thinking because you if you can
13:56really get an abstract tight,
13:58then your poster and your paper
14:01will flow naturally.
14:02Trying to cram or to sculpt an abstract
14:05out of the paper is much harder,
14:08but for now let's just focus on this.
14:10You want to go from the abstract.
14:12You want to start with an abstract
14:13with your ideas are going to be.
14:15They're not going to be pretty,
14:16but the ideas are going to be down
14:17and you're going to go to a poster.
14:20The next thing that I do is that I doodle it.
14:24This is what I doodled that
14:27abstract would look as a poster.
14:30This is what I did and you're
14:33going to see once you see the
14:35final product that there is.
14:37There definitely is some
14:41similarity, but it changes from the moment
14:43you doodle it to when you finish it.
14:46So that would be a second thing that
14:48I would recommend highly doodle before
14:50you start obsessing in PowerPoint,
14:53because if you have this and
14:54the PowerPoint comes easy,
14:55if you start doodling in PowerPoint,
14:57it takes a long time.
15:00So this is the poster and I want you
15:04now to take a minute to read it,
15:07try to make sense of it and then we're going
15:10to do a deconstructive experiment here.
15:12So let's just give you like 90 seconds
15:15or something like that to to read it.
16:40So the purpose of today is really not
16:43to talk about this particular poster.
16:46We're going to deconstruct it
16:47and and see how it was built.
16:49But before we go there,
16:52since this is supposed
16:53to be a point of contact,
16:56any questions about the poster itself,
16:57about the the content,
16:58about things that were not clear,
17:00any anything at all about the poster.
17:17This kind of silence, of course,
17:18happens a lot when you're at meetings,
17:20you're there sitting with your
17:21beautiful poster and no one
17:22gives you the time of day.
17:24So you're sitting there with your
17:25suit saying come see my poster,
17:26see my poster, ask me questions.
17:29So consider myself in a suit asking you,
17:32please look at my poster.
17:33Ask questions.
17:46Yeah, if that's how you want to play. OK.
17:49Any questions. Going once, Going twice.
17:53All right. If you can see the chat.
17:55Andres. Oh, no, I can't. Please. One
17:59question. Was the visual intended to
18:02explain what the qualitative method that
18:05the qualitative method was Focus group.
18:07So is that little drawing just meant to
18:11explain that there was focus groups used?
18:15Yes. So yes. So that's good.
18:17So the the panel D is that there was
18:19a debriefing and everybody together
18:21exchanged ideas and those were focus
18:23groups and in addition there were the
18:26individual people viewing the video.
18:27So the combination of individual
18:29reflections and focus groups
18:31was the body of the data. Yes,
18:37I I might ask a question.
18:39It it, it seems like that's a lot of space,
18:42although it's good for white space.
18:43Like to Deb's our earlier point,
18:46it does help give you visual
18:47relief to have the graphic,
18:49but it's also a lot of space just
18:51to kind of illustrate a focus group.
18:55Maybe you might talk about how
18:56you make those kind of decisions.
18:59Yeah. Well it's it's, it's it's good.
19:02You know. And by the way,
19:03I'm not surprised that the
19:04question was about the cartoons.
19:06What did the cartoons mean or not?
19:07Because even though they tell a
19:09story here they don't have a a long
19:12footnote explaining everything.
19:14So so they can be partially helpful.
19:18But but yeah to to that point when I
19:20started making the poster, I thought,
19:22I'm gonna really include images
19:24because they really tell a story.
19:26So yeah I I started with you know
19:29let's create the look that I like
19:31which was just these two bars.
19:32Don't you know? No, no real reason.
19:35I wanted some yellow,
19:36blue and you know another color.
19:39I came up with a title I I
19:40came up with a you know,
19:42colors that seem to synchronize and
19:44link and you know once I put the Crest,
19:46the yellow Crest.
19:48This seemed to work all the authors and
19:51to your point this is how I started
19:54the the poster and in the doodle that
19:56you saw I had four of these panels.
19:59Once I started doing it,
20:00I realized that including all four panels
20:03would be more confusing than helpful,
20:05and that perhaps even 2 panels is too much.
20:09So I, you know, I got, I got rid of those,
20:11but even though I didn't,
20:12whoops,
20:13even though I didn't highlight
20:15the the focus groupness of it,
20:17this really is a focus groups with with
20:20some leaders and some participants etcetera.
20:23Does that answer your your question,
20:25Dana?
20:28Yes. And I think also Deb's
20:30additional comment too about just
20:32saving on some words to explain
20:35the focus group and the methods.
20:38Yeah, yeah, yeah, and I don't.
20:41We'll see. I don't think I
20:42put that there. So we'll see.
20:48For those of you who who are not
20:50familiar or do this commonly,
20:52just a a computer tip.
20:54This is for a Mac.
20:55I I really don't know how to do it on APC,
20:58but screen grabs are your friend.
21:00And if you press these three buttons
21:02at the same time, So that would be
21:05the shift command and #4 you can take
21:09a picture of whatever is on your screen.
21:12You just draw a little box and it takes
21:15a picture and it puts it on your desktop.
21:18Now I use them a lot I tend for all
21:22sorts of purposes and the one thing to
21:25to be mindful of is avoiding pixelation.
21:28If you take an image that is low resolution,
21:31or if you do a screen grab
21:32of something that's very,
21:33very tiny and then try to make it big,
21:35it will look like this.
21:37And once you have pixelation,
21:39particularly in a poster,
21:40that's all that people are going to
21:43look at because it's jarring on the eye.
21:45So you always want to go for high resolution,
21:47big images and make them as big as they can.
21:51If you see that they start pixelating,
21:52it will tell you just what's the
21:55maximum size that you can do.
21:57And this is very helpful to get screen grabs,
22:00for example, from PDFs,
22:01if you want to include a certain image,
22:04those images that I showed you from
22:06my paper are screen grabs from
22:08the PDF of the paper itself.
22:10So yeah, and I don't know if we have a a,
22:13a PC person who knows how to do screen
22:16grabs on PCI saw that Gary was there.
22:18I don't know Gary do you have
22:20any words of wisdom or anyone in
22:28using Deb Deb talking about using the
22:33snipping tool on PC there's a snipping tool
22:36oh look at that there's a there's
22:38a you could also do alt enter
22:40and S together if you just.
22:43I think that's what it is you
22:45could just Google it but it is
22:47easy to do a screenshot on PC Good.
22:49No it's whoops screenshots are are
22:51really your your your friend they
22:53they can be very helpful and which
22:55leads to having some visuals and a
22:57poster is always very good not not
23:00to have just words whenever possible.
23:04I'm just it's yes I was just gonna follow up.
23:07I I I tend to use the snipping tool
23:10for if you're trying to go for a
23:12specific like figure or table,
23:14'cause you can pick your frame,
23:17it's not a whole screenshot.
23:18It's like focused and it helps
23:20when you're you can blow it up on
23:22your screen exactly when you're
23:23talking about avoiding pixelation.
23:25So that's a different than
23:27like capturing full screen.
23:28Just to be clear,
23:29it's like you select your
23:30area and highlight it
23:32no thank you and and and by the way,
23:35this these three keys,
23:36the command Shift 4 is exactly that,
23:40the snipping Tool. So I could just
23:42hopefully you can see my mouse.
23:43I could just you know snip
23:45whatever little piece I want to do.
23:47But if you do shift Control 3 then it will
23:52take a photograph of the whole screen. So.
23:55So there's lots of options and as someone
23:58mentioned I I can't see who who did.
24:01But if you Google any of these things
24:04they're very easy to to to find
24:07on the Mac. There's a the actual app
24:10that you're running is called Screenshot
24:12and it's found in your Applications
24:14folder in the Utilities folder.
24:17And it has a lot of options,
24:18like you can time a grab so
24:21that you can expose a drop down
24:22menu or something like that.
24:24You can select different
24:25sections of the screen.
24:26It's a really great app to
24:27put into your box so it's
24:29always available. Wow,
24:32Gary, that's great. That's terrific.
24:34So there's advanced screen grabbing that.
24:37That's great, wonderful.
24:41So, so now I decided on which images to put.
24:44I have the title, the Basic Blocks,
24:47then a couple of things about once
24:49we start getting into the the paper.
24:51As you see, I put just two bullets.
24:53I designed this to be
24:56viewable at a zoom font.
24:59So even these words in the image,
25:02I would say they're sub,
25:04you know they're not great.
25:06This is too small. This is perfect.
25:09You can read everything about it
25:10and you're going to see that here.
25:12I used full sentences.
25:15You don't have to use full sentences.
25:17In fact, just phrases with the key
25:20points could do the the trick.
25:23I use bulleted lines,
25:24so bulleted lines are something that
25:26you would never dare to do when
25:28you're writing anything in prose.
25:29But bulleted lists are actually
25:32very helpful in posters,
25:34so these two bullets give you
25:36a sense of why it's important.
25:38They happen a lot,
25:39these interactions and what
25:41it is that we want to do.
25:43We want to find a way to provide
25:45supervisors with a tool to
25:47think of how to approach them.
25:55If you see the difference between
25:57these two blocks, it's the same text.
26:00It's exactly the same text,
26:02but this upper one is done in
26:07Arial font and this one is
26:10done in Times New Roman font.
26:13Now that doesn't seem to be a
26:14big deal and it isn't, you know,
26:16your science will survive.
26:18But a another important rule of thumb
26:21is that things that you write on a page,
26:24on a piece of paper and a book,
26:26you should always use something
26:30like Times New Romance.
26:32Something that has these little
26:33things called serifs that I'll
26:35show you in a second that all these
26:37little stinkies at the bottom.
26:38It makes it easier to read on the
26:40page but when you put it on the
26:42screen or you put it on a poster
26:43this kind of font is annoying
26:45on the on the screen or poster.
26:47So you should use you should use this kind
26:50of font which is called the sans serif.
26:53So let me tell you what I what I mean.
26:57This paragraph in font I put here #20.
27:00That's the font that I'm using here.
27:03Bulleted lines are very good in
27:06PowerPoint and I'm using an 18.
27:08As I mentioned, being short,
27:10no need for full sentences and
27:13probably as small as you can go.
27:14Is 12, maybe 11, but certainly not ten.
27:19But this gives you an idea of the
27:22the size of the of the of the font.
27:28Look at what happens here.
27:29You know if you write a full
27:32paragraph that follows the full
27:34syntax and it's syntactically correct,
27:37it becomes really draining
27:38and boring on the eye.
27:39Especially if you justify the text
27:41rather than letting left align it
27:43and and it just makes you sleepy.
27:45You know this this is like
27:47PowerPoint hell or in poster hell.
27:48So you want to stay away from that.
27:50You want to have short,
27:51wreath and bulleted.
27:58The serif fonts, as I mentioned, are bad.
28:00Times New Roman is a classic one.
28:02Garamond. There's many others.
28:03But what they all have in common,
28:04these serifs are these little extensions
28:07at the bottom that make the line
28:10easier to read when you're on paper
28:13but not good when you're on the screen.
28:16So when you are on PowerPoint or on a poster,
28:20use sans serif fonts.
28:22Arial is probably the most
28:24common one in Calibri. Helvetica.
28:26I particularly like Avenir.
28:28That's the one that I use in this poster.
28:30But doesn't doesn't matter.
28:33And pick one and stick to it.
28:35You don't want to be changing fonts,
28:37so that's very annoying.
28:38You change fonts?
28:39Yeah, you're going to be changing some color,
28:42so you don't want to be changing
28:43too many things at once.
28:46Now let's take out the things that
28:50we don't need to focus on right now.
28:53Same poster. What was the problem here?
28:56And what I'm going to be doing is
28:59encouraging us all to be thinking
29:02about your basic epidemiology 101 when
29:05doing a poster that if you can hit
29:08on these epidemiologic principles,
29:09you're going to be all set.
29:12And the principles are what we call pico.
29:14I'm going to go through each one of them
29:16if you're not familiar with them Pico.
29:18So the P the 1st is the P problem.
29:21What is the problem?
29:22Racist interactions and clinical
29:24practice remain A pervasive reality
29:26for black healthcare providers.
29:27That is a problem.
29:32We're going to come to pico in a second.
29:33Wrong. Wrong. P where?
29:35We're going to do now the problem gap.
29:37Huck, I'm sorry.
29:39So that was a problem.
29:40The gap is We know what the problem was.
29:44What is the gap in what is available?
29:47Well, we know that there's a gap in
29:49the kind of materials and support and
29:52information and knowledge that we can give
29:55to supervisors when they're trying to
29:58work with their trainees and to all of us.
30:02So that's a gap.
30:03There's a hole in the literature.
30:04So we know the problem.
30:05We know the gap.
30:06And the 3rd letter here is the the H,
30:10the hook.
30:11So what's going to be the hook in this story?
30:14And in this case, you know,
30:18we spent a lot of time thinking about
30:21the title of the poster and anti
30:23black racism and clinical supervision.
30:26It's a hook.
30:27If people are walking around seeing posters,
30:29this is likely to grab attention
30:31because we're all dealing with racism,
30:33we're all dealing with anti black racism.
30:36It happens in clinical supervisions.
30:38We don't feel very competent to do it.
30:40Our black trainees feel terrible
30:42that this is going on.
30:44So, so there are it,
30:46it's something that draws your attention in.
30:48So in doing this we've done
30:51the there's going to be two,
30:55two acronyms that I share with you today.
30:57This is the first one problem gap hook and
31:00then we'll come to PICO in a second and
31:03this covers that the problem gap gap hook.
31:08This problem gap hook was defined by
31:12a medical educator lore Lorelai Lynn.
31:15I forget her last name that she
31:18talks about the problem with gap hook
31:21heuristic as a way of writing papers
31:23that will be interesting to others.
31:25And if you keep in mind this problem
31:28gap hook these three elements and
31:30you always include them in the
31:32introduction of your paper or in this
31:34case in the background and title and
31:36the the beginning of the product,
31:38you are likely to get the
31:39attention that you want to get.
31:41So that's the problem gap book.
31:46Now the second one. Now we do
31:49go to the pico that I promise.
31:51Oh, not yet. In the methods
31:58we describe exactly what it is that we did.
32:01I won't belabor that,
32:02but just to point out that this letter,
32:04this bright letter A,
32:05the idea is that I have these two
32:08floating images and I want to know where
32:10they belong and I don't have a lot of space.
32:13Space like in a article to put
32:15figure one in a lots of subtitles.
32:19But like this I know where my eye should go.
32:22Or as an author, I'm telling you,
32:23dear reader, when you read this,
32:25enhance it and complement
32:27it with this visual.
32:28This visual could be a graph,
32:30a histogram, whatever you want.
32:37Similarly with the the the second image.
32:40This is a focus group and
32:41then it's a good point.
32:42I should have added then joined
32:44a debriefing as part of a focus
32:46group or something like that.
32:49OK, here it is.
32:50Fine, the pico that I mentioned.
32:52So what is a PICO and how does
32:55that relate to this poster and
32:57how am I encouraging you to
33:00think about it for your poster?
33:03So the Piazza population,
33:05which in this case was,
33:07who were the participants in this case?
33:10There were 52 of them,
33:11different specialties.
33:12This is their racial and ethnic breakdown.
33:16So I have a sense that's probably
33:18all that I need to know here.
33:20That's the population
33:24in the paper. I would go into details
33:27as to how they were selected and our
33:28sampling and I this and all that.
33:30But in a poster, I just want to tell you
33:32the the bare facts of who people are.
33:37The next thing is the exposure.
33:39What? What is it that we did?
33:41So in this case,
33:43we exposed all of these learners,
33:45all of this, these residents
33:49and fellows and junior faculty.
33:52We expose them to viewing
33:54videos of racist behaviors,
33:56something that we call entrenching
33:59behaviors that retain the racism.
34:02These triads, by the way,
34:04include a patient who's a racist patient,
34:07a supervisor, and a trainee.
34:10And we played around with the
34:11different responses by the trainee,
34:13the different responses by the supervisor.
34:17And these were not real patients.
34:19These were simulated patients.
34:20These were simulated encounters.
34:22So the intervention was that bad behavior,
34:27The comparison or the
34:30control was how do what?
34:33What are the anti racist behaviors?
34:35What are behaviors that are
34:37uprooting of racist behavior?
34:39So we had good behaviors.
34:41The, the, the,
34:46yeah, the, the, the supervisor who says
34:48we're going to put a limit on this,
34:50we're not going to do this.
34:51That goes in circles to the training,
34:53make sure that she is doing well,
34:55etcetera, etcetera.
34:58And then the outcome,
34:59what is the outcome?
35:00What is it that we measured?
35:01Now in this case,
35:03this is a qualitative study.
35:05So I put in just briefly that we used
35:07thematic analysis and that we were
35:10using it behavioral response patterns.
35:12So our outcomes are not
35:13going to be numerical.
35:14I'm not going to be looking at the
35:16means and standard deviations,
35:18but these are the five different
35:20behavioral patterns that we found.
35:23I'm not going to go through each one of them.
35:24But, you know, just to give you an example,
35:27expliciveness.
35:30Do we avoid using the word racism
35:32or do we use it when confronting
35:35a patient who's being racist?
35:37There's no right or wrong,
35:38but there's a a whole range of those
35:43behaviors involving do we ask the resident,
35:46the fellow,
35:47the medical student who was
35:49subject to this racist encounter,
35:50do we involve them and say let's go
35:53as we confront the situation or you
35:55stay on the corner, I'll come back,
35:57I'm going to support you,
35:59but it's better for you to stay out
36:01of this one, etcetera, etcetera.
36:02And in the paper we do go into
36:04all of these different things
36:07in time. In, in this particular
36:09study time was not an important
36:12variable because it was a one
36:14shot cross-sectional study.
36:15But many times time will be
36:17a very important subject.
36:19We did X at .12 and three
36:24and now we're coloring it in and and
36:29finally coming to to the conclusions
36:35and the last little block.
36:38This block by the way,
36:39is the one where I see the most problems.
36:42People forget to put, you know,
36:45who they are affiliated with,
36:47you know, that's fine.
36:49They very often,
36:51very very often forget to put
36:53a contact person or an e-mail.
36:54So in this case Amanda was the lead author.
36:56She is the point person.
36:59But it's amazing how many posters don't come
37:01with a contact with contact information.
37:04And it's also amazing how many posters
37:06forget to put who they were supported by.
37:09And it's almost impossible to see
37:11a poster that includes disclosures.
37:14But this doesn't take space and it's really,
37:17really important in the spirit of
37:19transparency that people know who you are,
37:21how to get you and how you were funded,
37:23and if there's any funding
37:25conflict considerations.
37:28So the last thing is how to
37:31embed complementary elements
37:32through using QR codes.
37:34And you should think of these as
37:36extenders of all sorts of things.
37:38They really are poster extenders.
37:42So, so here it is my my little QR code,
37:47I made space for it,
37:48not too big not too little.
37:50And I like putting a little sign
37:53to saying if you if you scan here,
37:55this is what you're going to find and
37:57feel free to scan it now and you're
37:59going to see others truth in advertising.
38:01You will find there that there's a
38:04voice over like a two-minute recording
38:07of myself going over the poster.
38:11There's a published article
38:12with Amanda Calhoun.
38:14So the paper is there and in its
38:17details or references or something.
38:20All the all the videos that we use,
38:23all all these simulated videos
38:25are available because some people
38:27might want to use the videos
38:29or at least watch the videos.
38:31My point here yet again is not
38:33about advertising so much this
38:35poster or these videos,
38:36but to give you an example that
38:39you can include anything in this.
38:41And for those of you who don't know
38:42how to do it, it's pretty simple.
38:45You need to have your files,
38:54you need to be in your files,
38:56need to be somewhere on the web.
38:58So I use Google Docs,
39:01but you can use Box.
39:02You can use anything that's on the web.
39:05You create a little folder.
39:06In this case, as you can see,
39:07I created for QR code,
39:10and there's APDF of that paper.
39:12There's a voiceover that I mentioned,
39:14and there's a poster itself.
39:16Even if you don't have any additional
39:18goodies, it's always very good,
39:20I find, to have the poster itself,
39:23because then people walk away
39:24and if they want to come back,
39:26they can just read it.
39:28There are many free sites to do QR codes.
39:33You can just look free QR code generator.
39:37This is one of many.
39:39And then it will ask you for the
39:42URL the the address of this file.
39:45That's pretty simple and you
39:46feed it and in two seconds
39:48you have a unique QR code.
39:53Again in this particular case we have the
39:56the article that was that was published.
39:59We have the an MP4 of the voice over and
40:04here you have the, the the poster itself.
40:08You can add any number of things
40:11and you just need one of them.
40:14They're very, very valuable.
40:17So I think that this is the
40:19the the end of the formal part.
40:21I'm hoping that one you actually let's
40:25wait on the evaluation, I don't know.
40:26Because we we want to to talk,
40:28but feel free to start the evaluation.
40:30I'm going to stop screen sharing
40:32and hopefully have some discussion
40:34back and forth.
40:37Welcome any and all questions.
40:50Hi. Hey it's Bill here. I I have a
40:56a comment about posters like this.
41:01It's just like personal reaction. Now
41:06I look at the poster and I see you know,
41:12words, nouns and verbs.
41:14A lot of them are long and and
41:17when I what I find is what allows
41:21me to connect to the poster is the
41:25first time I see the word we you.
41:28You know what I'm saying?
41:29When I in that it's for for
41:35here. I'll start my video.
41:37So for for this poster hi it it's in
41:41the second bullet I and and I don't
41:43I just want to put that out there
41:46because we're talking about you
41:48know grabbing you know things that
41:51make people move into the poster.
41:55And for me I started to walk closer or
41:58move closer to this poster the minute I
42:02saw that word we you know what did we do?
42:06And it it moved it from being a set
42:10of ideas to and especially if there's
42:13somebody standing next to that poster.
42:16You know something that literally refers
42:18to that person and gives me an Ave.
42:20in to ask them questions.
42:22I just that's just a a reflection
42:26and and possibly at the question
42:29might be how do we make our it
42:32makes the portion more interactive
42:34it invites me in and and that I'll
42:37just stop with that and skip
42:39I hadn't thought of it in this contract.
42:41It's a great point.
42:42It comes up for me all the time
42:44when I review papers that people
42:47write in the passive third tense or,
42:50you know, very passive language.
42:53So if you said these individuals
42:57were shown videos, yeah,
42:59Then you're doing something to them.
43:01So I think your point is very well
43:02taken that it it's I, it's we.
43:04It's active. You start with those words.
43:07Yeah, absolutely.
43:09And we should take that to the posters
43:11because we teach that in writing,
43:12but not so much to posters.
43:14And yeah, bringing yourself to the equation,
43:16I think it's great. Yeah.
43:17Thank you, Bill.
43:19Fred.
43:20Yeah.
43:20Quick question about our
43:23quick observation on images.
43:26I because of my background,
43:30I will sometimes clip images off the web,
43:35but I do it, you know,
43:37with the understanding that I might be
43:41stealing someone's proprietary information.
43:44So the end. And that's one thing.
43:48Second thing is that if you were to take
43:51that image and Google has a way to do it
43:55now and say find this image in other places,
43:58you might find it's an image
44:00that's been used 5000 other times.
44:03So really not something unique and
44:06special as you might have thought was.
44:09What I've started doing is like for a month
44:14I figure out what presentations I'm gonna do.
44:18I get a one month subscription
44:21to Adobe Stock Images,
44:23which has everything under the
44:24sun that you want like pick,
44:26pick, pick, pick pick.
44:28And then you develop a little library
44:30of things that you actually own and may
44:33actually illustrate your points better
44:36than randomly picking off the web.
44:39That's all I have.
44:41Yeah. No thank you.
44:43And you know I haven't gone and
44:45presented at the White House and
44:47the Davos and you know I I think
44:48that if I was there I would probably
44:50pay more attention to those things.
44:52That's not all it's cracked up to be.
44:54Right. Right. So I I think it's
44:56it's a good point to be mindful.
44:58But I, I and maybe it's a bad
45:02bad usage on my part. I'm of course
45:05I'm very paranoid about those things.
45:06And when you submit papers when you
45:09need to be, you know you couldn't
45:10get away with this when you submit
45:12a paper but a PowerPoint does seem
45:13as more of an ethereal, you know.
45:15But but your point is is well taken.
45:17We should be careful about it
45:19and and and not go to jail.
45:21If you go to jail as a result
45:22of this presentation,
45:23that's a bad outcome bad.
45:27I see that there was a question from Deb.
45:31Deb you asked about colors and color
45:36selection. I are you here Deb,
45:40I'd oh, there you are great.
45:43So a couple of things.
45:44I I would say that probably
45:46having not more than four colors
45:48which I think is what I had after
45:51that it starts looking too much.
45:53I like primary colors.
45:56I like white backgrounds.
45:58I don't think you want to in general.
46:00I stay away from black backgrounds
46:02for for a poster but that's
46:03a personal thing but white I
46:05think is kind of wakes you up
46:09There's two considerations additional
46:12things and and and and Janet always
46:14reminds me of is that people who
46:17have the the colour blindness my
46:19struggle with certain combinations I
46:21if I remember correctly I think it's
46:24red and blue I think that together
46:27clash in a not very good way.
46:29Green can be a little bit complicated I I,
46:33you know I think that having some
46:35awareness of that but and the other
46:38thing that I used not so not so much
46:40in the poster but I did use it to make
46:43the points about the poster is using a
46:44colour to highlight something like when
46:46I said this is racist and I used yellow.
46:49That's another good use of colours.
46:52When you say that they have unintended
46:54meanings do you have something in mind?
46:57Yes
46:58thanks. And by the way those were great
47:01tips and some of them are new and some
47:02of them are in my head already.
47:04What I was thinking is when and and I
47:10think somebody just put in like green
47:12and red some I've heard somebody say
47:14when we were doing a patient facing tool
47:17demo that green can have an unintended
47:20meaning of saying go and red stop.
47:22That kind of these nuances of if you're
47:26using red or green without, I don't know.
47:30I'm sort of trying to get at
47:32like the potential meanings,
47:34like not meanings but attributable
47:40emotions. Maybe I'm thinking of
47:41or like the back story of a color.
47:44I know that's getting a
47:45little further from it.
47:46But this came up in a recent
47:48discussion that if you put like
47:50there were two treatments and one
47:51was listed in green and one was red,
47:53just 'cause they were trying to use
47:55different colors and there was concern,
47:57or one was yellow and one was red.
47:59And that, you know,
48:00there was concern that that would like
48:03subconsciously cause a preference.
48:05I don't know if that explains it better.
48:07It's a little nuanced,
48:08but I'm finding it's coming up
48:09in discussions more than I'm
48:10used to hearing about it.
48:13No, the the place where I've used
48:15it in to your advantage is that if
48:18you're doing males versus females,
48:20let's say in a traditional boy
48:21girl study using a pink and a blue,
48:23whatever we think about it, you know,
48:25our brains are primed to that
48:26and makes things easier to read.
48:28And and also I've done, you know,
48:30I've done some research in
48:32transgender health and then some of
48:34the more baby blue and baby pink.
48:36So you can you can use those colors
48:38in in a way that is helpful because
48:39otherwise you need to do all this math of
48:41who's a boy who's a girl who's a transit.
48:43It's just too difficult.
48:45But yeah, good.
48:51So it sounds like Deb's like saying,
48:52it says there's ways to use it in
48:54a reinforcing way but there may be
48:56situations where you inadvertently
48:57or or tapping into some subliminal
49:00thing that's count going against
49:02what you're trying to say.
49:04We also got a nice a nice tip from Gary.
49:07I like that. Gary you're like incredible.
49:09So if you Google public domain images
49:12that can lead you to rights free images
49:14which I think is is really good.
49:16Yeah. Yeah. And great idea.
49:18Yeah. So no jail. And you know,
49:22should we go
49:23to the oh, Fred has another question.
49:25But I want to make sure
49:26that people just evaluate
49:27and you have just just just last comment.
49:31You know, I, I don't know how many
49:34of us are graphic or web designers,
49:37probably not many.
49:39But there are actually tools online.
49:41So Andreas, you said you
49:44started with Yale Blue.
49:46Yale Blue will have a hex number.
49:48So they're actually sites you
49:50can go into online that are free.
49:52You put in the Yale hex number
49:54and it'll come up with pallet
49:57choices and pallet choices,
49:58some that are vivid,
50:00some that are mild.
50:02So there is that opportunity as well.
50:07That's great. Well, thank you so much.
50:10That's, I've I've learned a lot.
50:11Even though I'm supposed to not
50:13be learning today. Oh, no. Yeah.
50:14I'm supposed to be learning too. Yeah.
50:16And for Yale
50:17specifically there is a site I put it
50:19in the chat oh I didn't hit return that
50:21has like Yale logos.
50:24You can actually get the the
50:25hex codes for specific Blues.
50:27Yale blue and all that sort of thing.
50:31No, that these are really good
50:33reminders because most likely to
50:35send us to to to jail would be Yale.
50:37You know they're really Yale is very,
50:39very serious about its copyright.
50:40So I think it's it's good to
50:43be mindful of this. Thank you.
50:45I put up a code if you
50:48haven't done your evaluation,
50:49would really appreciate it.
50:51And then after that we still have
50:54one or two more slides to show you,
50:57so don't go away.
50:58But your your feedback is really helpful.
51:21Love the countdown clock.
51:24Oh yeah, it has counted down.
51:32So just so that you know what's
51:35coming up in early February the
51:38second Katie Gillison who's now at
51:41Emory was here with us wonderful
51:43teacher will be talking about bias
51:46and assessment clinical teaching.
51:47Then I'll be back for the for the
51:50final of my sessions and this one is on
51:54writing revising and getting published
51:57and it's something that I've enjoyed
52:00supporting particularly young people
52:01over the years but everyone and I was
52:03an editor in chief for many years.
52:05So it's something near and dear
52:07to my heart and we will have many
52:09more things the program goes
52:13goes on and on. So we're not done yet,
52:16but Dana, any anything else on on your
52:20now we appreciate everybody's
52:22feedback and attendance.
52:23What more we should add to
52:25the this burgeoning multi
52:28dimensional faculty development
52:30course beyond just teaching.
52:32So any feedback is really,
52:33really, really appreciated.
52:36Thank you very much.
52:38Thank you everyone.
52:39And we're going to give you the,
52:40the gift of four minutes of of
52:43your time unless you really
52:44want us to take those 4 minutes.
52:47Have a good day and a good weekend, everyone.
52:49Thanks for joining us. Thank you.