1/12 YES!: Less is More: Posters as Academic Points of Contact
January 12, 2024ID11181
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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.