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Creating effective poster presentations
George HessKathryn TosneyLeon Leigel
40AMEE GUIDETeaching and Learning
Creating effective poster presentations
AMEE Guide No 40George Hess, Kathryn Tosney & Leon Liegel
Institution/Corresponding addressGeorge R Hess, Associate ProfessorDepartment of Forestry & Environmental ResourcesNorth Carolina State UniversityRaleigh NC 27695-8008 USA
Tel: USA 919.515.7437Email: [email protected]
The authorsGeorge Hess is an Associate Professor in the Department of Forestry & Environmental Resources at NC State University. His research focuses on open space planning in suburbanizing landscapes; he teaches using engaged and service-learning approaches.Visit http://www4.ncsu.edu/~grhess/
Kathryn Tosney is Chair of the Department of Biology at the University of Miami and Director of SEEDS (Scientists and Engineers Expanding Diversity and Success). Her research focuses on motility and guidance in neurons; her teaching focuses on career development.Visit http://www.bio.miami.edu/ktosney/
Leon Liegel was a career Forester/Soil Scientist with the USDA Forest Service, 1973-2001. He was then a Research Associate with Oregon State University’s Forest Ecosystems & Society Department, where he addressed sustainable forestry issues. He now works on distance education programs in natural resources.Visit http://www.forestry.oregonstate.edu/cof/fs/people/faculty/liegel.php
Guide Series Editor: Trevor Gibbs ([email protected])Published by: Association for Medical Education in Europe (AMEE), Dundee, UK
Designed by: Lynn Bell
© AMEE 2009ISBN: 978-1-903934-74-6
Copies may be obtained from:Association for Medical Education in Europe (AMEE), Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK. Tel: +44 (0)1382 381953; Fax: +44 (0)1382 381987; Email: [email protected]; Website: www.amee.org
Scottish Charity No. SC 031618
1
PART 1: INTRODUCTION
Poster presentations have become an important part of professional meetings and are recognized as valuable tools for teaching and assessment. An effective poster is a visual communication tool that will help you engage colleagues in conversation, convey your main point to large numbers of people, and advertise your work. An effective poster is a highly condensed version of a research paper constructed primarily of visual displays of data with just enough supporting text to provide context, interpretation, and conclusions. This AMEE Guide provides guidance and is illustrated with annotated examples.
A new look at scientifi c meetingsMaugh (1974) declared the poster session “a new look at scientifi c meetings” and its fi rst use at a major meeting in the United States as a smashing success. More than 20% of the 2,200 papers at the joint meeting in 1974 of the American Society of Biophysical Chemists and the Biophysical Society were presented as posters. Poster presenters and viewers alike appreciated the two-way exchange, and the potential for more in-depth discussion and personal interaction than oral presentations afford.
Since then, poster sessions have become common at scientifi c meetings, in part through necessity as the number of scientists vying for presentation slots met limitations of time and space at meetings. For example, the 2008 meeting of the Ecological Society of America hosted approximately 1150 contributed oral presentations and 700 posters (38% of total) during a 5-day period (ESA 2008). At the annual meetings of the Association for Medical Education in Europe (AMEE), posters have increased in both number and proportion of presentations. The 2001 meeting in Berlin saw 283 short communications and 117 poster presentations (30% of total; AMEE 2001). The posters were presented in 12 themed groups on a single day. During the 2008 meeting in Prague, some 450 short communications and 600 posters (57% of total) were offered; posters were presented in 31 themed groups over three days (AMEE 2008).
Posters have also been recognized as valuable tools for teaching and assessment. In the classroom, they can provide a mechanism to promote teamwork, develop presentation and communication skills, and enhance critical thinking and analysis skills (e.g., Moneyhan et al., 1996; Hess & Brooks, 1998; Bracher et al., 1998; Costa 2001). They also offer an alternative to essays and written papers for the assessment of student work (e.g., Pelletier, 1993; Moule et al., 1998; Akister et al., 2000). Chute and Bank (1986) suggest a class poster session as a time-saving alternative to spending “…half of the course listening to nervous undergraduates awkwardly drone on in the usual seminar fashion.” Poster competitions for graduate students are also held at some professional meetings, garnering prestige, recognition, and even monetary rewards for up-and-coming scientists.
Although the importance of posters as a tool for communication, teaching, and assessment seems clear, we have noticed that presenters often do not take full advantage of the medium. In our personal experience, we have found that many posters are hard to read, poorly organized, overloaded with text, and lacking in effective visual displays of data. In 1999, one of us (Hess, unpublished data) evaluated all 142 posters at the national meeting of a professional society. The main criteria in his “60-second poster evaluation” were overall appearance and the ease with which key pieces of information could be located (Hess, undated). Many of the posters were cluttered or sloppy (33%) and had fonts that were too small to read comfortably (22%), especially in the fi gures (44%). Research objectives (38%) and main points (42%) could not be found on many posters within the one-minute review period. Smith et al. (2004) demonstrated that such quick-scoring techniques are a good indication of
Poster presentations have become an important part of professional meetings and are recognized as valuable tools for teaching and assessment.
Posters have also been recognized as valuable tools for teaching and assessment.
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overall quality. They found that a 15-second quick-scoring technique, focused largely on visual and organizational elements, was highly correlated (r=0.75) with more detailed scoring of the same posters.
The problems identifi ed in many posters diminish their communication value for all but the most determined readers. Once authors are made aware of them, these problems are easily fi xed. Medical and nursing educators have long dominated the literature examining the use and preparation of posters, both for professional meetings and as teaching and learning tools. Indeed, the overwhelming majority (nearly 75%) of the ca. 125 peer-reviewed articles in Brownlie’s (2007) comprehensive annotated bibliography of the literature are from medical and nursing journals. Poster presenters should have access to straightforward guidance to help them create more effective posters. That is the purpose of the new AMEE guide and the associated web site, Creating Effective Poster Presentations (Hess et al., 2008).
Creating an effective poster presentationA scientifi c poster is a relatively large (1m x 2m) visual display designed to convey research fi ndings. An effective poster is a visual communication tool that will help you engage colleagues in conversation, convey your main point to large numbers of people, and advertise your work. Posters use ordered text and graphics to present a single message, are left unattended a day or longer for meeting participants to review at their leisure, and usually have a scheduled 1- to 2-hour period when the author(s) are to be available for discussion. In some conferences, like those of the Association for Medical Education in Europe, poster presenters are also required to deliver a 2- to 3-minute highlights speech to help generate interest in their work.
Despite the notion among some researchers that posters are “second class” when compared to oral presentations, we argue that there are many reasons to prefer poster presentations:
You have the potential to reach a larger audience. Only those directly interested in your fi eld may attend an oral presentation, whereas scientists in related fi elds are likely to stroll through a poster session. If your poster is visually interesting and graphically informative, you can capture their attention.
It is much easier to talk with people during a poster session – even the big names in your fi eld may stop at your poster. Thus, you can begin to develop professional contacts and networks.
You have the opportunity to present your information in a wide variety of formats. In addition to your poster, you can also use handouts, additional photographs, and even computer simulations to deepen your conversation with interested colleagues.
You can respond immediately to any criticism of your work, including improving your approach when the criticism is warranted.
While an oral presentation is linear, poster presentations provide multiple points of entry for viewers. Different people will be interested in different parts of your work, so that conversations can all start differently (you should be prepared for this). You will also have the opportunity to try different explanations if the ones you rehearsed are proving unconvincing.
Many people fi nd the poster session format less stressful than an oral presentation.
Like an effective oral presentation, an effective poster presentation requires thoughtful and careful preparation. In today’s era of computers, digital text and graphics, and large printers, actually assembling and printing posters is not diffi cult. A poster, however, is not simply a manuscript hung on a board or a set of PowerPoint slides printed on a single, large sheet of paper. In fact, a
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The problems identifi ed in many posters diminish their communication value for all but the most determined readers.
Like an effective oral presentation, an effective poster presentation requires thoughtful and careful preparation.
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compelling case can be made for thinking of a poster as an illustrated abstract – a highly condensed version of a research paper constructed primarily of visual displays of data with just enough supporting text to provide context, interpretation, and conclusions.
There are numerous “how-to” guides available for poster presentations (see Brownlie’s 2007 bibliography for an extensive list). There are common themes that occur repeatedly, including:
developing a short, large, results-oriented title to convey results and attract attention
using visual elements to tell your story: photographs, graphs, drawings
minimizing text, using just enough to provide context and explain your visual elements and conclusions
maintaining a large, easy-to-read font throughout the poster
using appropriate headings to organize your poster and guide viewers
keeping your poster bright, colorful, and uncluttered
being prepared to speak about your poster
making sure you are with your poster during your assigned time
preparing a summary handout that people can take with them
We have developed this new AMEE Guide to Creating Effective Poster Presentations to synthesize these key points, illustrated by example posters annotated with notes describing what works and what could be improved. For many people, the Guide will provide the information needed to markedly improve their posters. For those who want more, the Guide is actually a summary of more detailed information found on our website (Hess et al., 2008). The website is currently in its 4th edition, and has benefi ted from comments and requests from around the world. We expect to add video content in the near future – short modules describing how to create effective posters, all backed with real-life examples.
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ReferencesAkister, J., Bannon, A., & Mullender-Lock, H. (2000) Poster presentations in social work education assessment: a case study. Innovations in Education and Training International, 37(3), pp. 229.
AMEE, Association for Medical Education in Europe. (2001) Medical Education and Standards at a Time of Change: Programme and Abstracts for Annual Meeting, Berlin, Germany. http://www.amee.org/documents/AMEE%202001%20Programme%20and%20Abstracts.pdf, viewed 2009 Jan 16.
AMEE, Association for Medical Education in Europe. (2008) Programme for Annual Meeting, Prague,Czech Republic. http://www.amee.org/documents/AMEE%202008%20Final%20Abstract%20Book.pdf, viewed 2009 Jan 16.
Bracher, L., Cantrell, J. & Wilkie, K. (1998) The process of poster presentation: a valuable learning experience. Medical Teacher, 20(6), pp. 552-557.
Brownlie, D. (2007) Towards effective poster presentations – an annotated bibliography. European Journal of Marketing, 41(11/12), pp. 1245-1283.
Chute, D.L. & Bank, B. (1983) Undergraduate seminars: the poster session solution. Teaching of Psychology, 10(2), pp. 99-100.
Costa, M.J. (2001) Using the separation of poster handouts into sections to develop student skills. Biochemistry and Molecular Biology Education, 29(3), pp. 98-100.
ESA, Ecological Society of America. 2008. 93rd ESA Annual Meeting, Milwaukee, WI, USA. http://eco.confex.com/eco/2008/techprogram/, viewed 2009 Jan 16.
Hess, G. undated. 60-second poster evaluation. http://www.ncsu.edu/project/posters/NewSite/60second.html, viewed 2009 Jan 17.
Hess, G. & Brooks, E. (1998) The class poster conference as a teaching tool. Journal of Natural Resources and Life Sciences Education, 27, pp. 155-158.
Hess, G., K. Tosney, & L. Liegel. 2008. Creating Effective Poster Presentations. http://www.ncsu.edu/project/posters, viewed 2009 Jan 16.
Maugh, T. H., II, 1974. Poster sessions: a new look at scientifi c meetings. Science, 184, pp. 1361.
Moneyhan, L., Ura, D., Ellwood, S. & Bruno, B. (1996) The poster presentation as an educational tool. Nurse Educator, 21, pp. 45-47.
Moule, P., Judd, M. & Girot, E. (1998) The poster presentation: what value to the teaching and assessment of research in pre- and post-registration nursing courses? Nurse Education Today, 18, pp. 237-242.
Pelletier, D. (1993) The focused use of posters for graduate education in the complex technological nursing environment. Nurse Education Today, 13(5), pp. 382-388.
Smith, P.E., Fuller, G. & Dunstan, F. (2004) Scoring posters at scientifi c meetings: fi rst impressions count. Journal of the Royal Society of Medicine, 97, pp. 340-341.
PART 1 was fi rst published as a Commentary in Medical Teacher:Hess G, Tosney K and Liegel L. 2009. Creating effective poster presentations: AMEE Guide No 40. Medical Teacher 31, 4, pp xxx-xxx
5
PART 2: A PRACTICAL GUIDE TO CREATING POSTERS
Key messagesPoster presentations are an important communication tool in the sciences and everyday living. A carefully crafted presentation will help you engage colleagues in conversation and provide information to many people.
Posters serve as:
a conversation starter
a source of information
a summary of your research, and
an advertisement of your work.
Many posters at professional meetings have problems that reduce their effectiveness:
hard-to-fi nd objectives and main points
text that is too small to read
cluttered and confusing graphics
poor organization, and
weak conclusions and summary statements.
You can avoid these problems by implementing three concepts:
keep your poster focused on a single message
use colorful graphic images to tell a story, and
present information in a well-ordered sequence.
This booklet summarizes more detailed information available on our website, www.ncsu.edu/project/posters
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A carefully crafted presentation will help you engage colleagues in conversation and provide information to many people.
6
Getting started... some key considerationsBefore putting fi ngers to keyboard, you should determine:
Specifi c size and orientation: (horizontal vs. vertical) requirements
Material you will be working with: a single, large sheet of paper from a plotter… individual elements on standard paper (A3 & A4) mounted on foam core or craft paper… laminated or not. The examples here are single, large sheets – because they are most common at professional, scientifi c meetings – but the concepts are universal.
Schedule: It takes time to create a good poster. Allow time to focus your message… create a draft… edit the draft a few days later… get at least one round of comments from colleagues, preferably two… print the fi nal version.
Know your MESSAGE… and don’t be shy about itDetermine the one thing you really want everyone to know
State that one thing succinctly – and put it in the title if you can
All visuals and text should relate to this message – if they do not, remove them
Be bold – make the strongest statements your data will support
Use section headings or graphic captions for your key point(s)
AUDIENCE dictates your language… know who will be there
Be sure that your audience will understand your message
Audience categories include… specialists only… wide-ranging disciplines… and general interest
Provide context and interpretation for each specifi c audience
Adjust terminology, jargon, and acronyms to each audience
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Good points…Title conveys the main fi ndingNice visual balanceAppropriate mix of visuals and textSimple, colorful, attractive layoutNice visual balance and use of white spaceFont large enough, even in fi guresGraphs interpreted by their titlesContext and objectives are clear
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Potential improvements…Title could be even more direct: Water Temperature Determines Sex of Southern FlounderFont could be even larger, taking up some of the white space between columnsPerhaps relate conclusions back to aquaculture, a theme developed in the Introduction
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7
EXAMPLE 1: Scientifi c poster with standard headingsThis poster was presented at the annual symposium for graduate students in the Zoology Department at North Carolina State University. This audience comprises many disciplines; all are scientifi cally literate.
Obj
ectiv
eT
his
stud
y w
as c
ondu
cted
to d
eter
min
e w
heth
er s
outh
ern
flou
nder
exh
ibit
tem
pera
ture
-dep
ende
nt s
ex d
eter
min
atio
n (T
SD
), a
nd if
gro
wth
is a
ffec
ted
by r
eari
ng te
mpe
ratu
re.
Sout
hern
Flo
unde
r E
xhib
it T
empe
ratu
re-D
epen
dent
Sex
Det
erm
inat
ion
J. A
dam
Luc
kenb
ach*
, Joh
n G
odw
in a
nd R
usse
ll B
orsk
iD
epar
tmen
t of Z
oolo
gy, B
ox 7
617,
Nor
th C
arol
ina
Stat
e U
nive
rsit
y, R
alei
gh, N
C 2
7695
Met
hods
•S
outh
ern
flou
nder
bro
odst
ock
wer
e st
rip
spaw
ned
to
coll
ect e
ggs
and
sper
m f
or in
vit
rofe
rtil
izat
ion.
•H
atch
ed la
rvae
wer
e w
eane
d fr
om a
nat
ural
die
t (r
otif
ers/
Art
emia
) to
hig
h pr
otei
n pe
llet
edfe
ed a
nd f
ed
unti
l sat
iati
on a
t lea
st tw
ice
dail
y.
•U
pon
reac
hing
a m
ean
tota
l len
gth
of 4
0 m
m, t
he
juve
nile
flo
unde
r w
ere
stoc
ked
at e
qual
den
siti
es in
to o
ne
of th
ree
tem
pera
ture
s 18
, 23,
or
28°C
for
245
day
s.
•G
onad
s w
ere
pres
erve
d an
d la
ter
sect
ione
d at
2-6
m
icro
ns.
•S
ex-d
isti
ngui
shin
g m
arke
rs w
ere
used
to d
isti
ngui
sh
mal
es (
sper
mat
ogen
esis
) fr
om f
emal
es (
ooge
nesi
s).
His
tolo
gica
l A
naly
sis
Con
clus
ions
•T
hese
fin
ding
s in
dica
te th
at s
ex d
eter
min
atio
n in
sou
ther
n fl
ound
er is
te
mpe
ratu
re-s
ensi
tive
and
tem
pera
ture
has
a p
rofo
und
effe
ct o
n gr
owth
.
•A
mid
-ran
ge r
eari
ng te
mpe
ratu
re (
23°C
) ap
pear
s to
max
imiz
e th
e nu
mbe
r of
fem
ales
and
pro
mot
e be
tter
gro
wth
in y
oung
sou
ther
n fl
ound
er.
•A
ltho
ugh
adul
t fem
ales
are
kno
wn
to g
row
larg
er th
an m
ales
, no
diff
eren
ce in
gro
wth
bet
wee
n se
xes
occu
rred
in a
ge-0
(<
1 y
ear)
so
uthe
rn f
loun
der.
Tem
pera
ture
Affe
cts
Sex
Det
erm
inat
ion
Rea
ring
Tem
pera
ture
Affe
cts
Gro
wth
Intr
oduc
tion
Sou
ther
n fl
ound
er (
Par
alic
hthy
sle
thos
tigm
a)su
ppor
t va
luab
le f
ishe
ries
and
sho
w g
reat
pro
mis
e fo
r aq
uacu
ltur
e.
Fem
ale
flou
nder
are
kno
wn
to g
row
fas
ter
and
reac
h la
rger
ad
ult s
izes
than
mal
es.
The
refo
re, i
nfor
mat
ion
on s
ex
dete
rmin
atio
n th
at m
ight
incr
ease
the
rati
o of
fem
ale
flou
nder
is im
port
ant f
or a
quac
ultu
re.
Ack
now
ledg
emen
tsT
he a
utho
rs a
ckno
wle
dge
the
Sal
ston
stal
l-K
enne
dy P
rogr
am o
f th
e N
atio
nal M
arin
e F
ishe
ries
Ser
vice
and
the
Uni
vers
ity
of N
orth
Car
olin
a S
ea G
rant
Col
lege
Pro
gram
for
fund
ing
this
res
earc
h. S
peci
al th
anks
to L
ea W
are
and
Bet
h S
him
psfo
r he
lp w
ith
the
wor
k.
= f
emal
e
Gro
wth
Doe
s N
ot D
iffer
by
Sex
Tem
pera
ture
(°C
)
Body Weight (g)
1823
28020406080
= m
ale
3123
316
628
1823
280
1020304050
**
***
% Females
Tem
pera
ture
(°C
)
6453
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Body Weight (g)
Tem
pera
ture
(o C)
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51
(**P
< 0
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and
***P
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rep
rese
nt s
igni
fica
nt
devi
atio
ns f
rom
a 1
:1 m
ale:
fem
ale
sex
rati
o)
Res
ults
•S
ex w
as d
isce
rnib
le in
mos
t fis
h gr
eate
r th
an 1
20 m
m lo
ng.
•H
igh
(28º
C)
tem
pera
ture
pro
duce
d 4%
fem
ales
.
•L
ow (
18ºC
) te
mpe
ratu
re p
rodu
ced
22%
fem
ales
.
•M
id-r
ange
(23
ºC)
tem
pera
ture
pro
duce
d 44
% f
emal
es.
•F
ish
rais
ed a
t hig
h or
low
tem
pera
ture
s sh
owed
red
uced
gro
wth
co
mpa
red
to th
ose
at th
e m
id-r
ange
tem
pera
ture
.
•U
p to
245
day
s, n
o di
ffer
ence
s in
gro
wth
exi
sted
bet
wee
n se
xes.
Fem
ale
Dif
fere
ntia
tion
Mal
e D
iffe
rent
iati
on
8
Create a provocative TITLE… and keep it shortCraft a title from your main message… deliver this message to people who only read titlesA provocative question can garner interestKeep it short… direct… active
For example… use a specifi c, direct title…
Substance A Inhibits Production of Protein B
...rather than a generic, uninformative one…
The Effect of Substance A on Protein B
Use HEADINGS to organize your work and convey main points
Headings help viewers fi nd the parts of your poster they want to read
Use headings to convey key points and take-home message(s)
It’s fun to experiment, but stick to an organizational format that everyone knows unless a compelling reason merits something else…
Introduction :: Objective :: Methods :: Results :: Conclusion
Use color, typeface, and font size that make headings stand out
MINIMIZE TEXT and keep it largePosters are visual – use minimal text to support images and graphics
Keep text elements to 50 words or less
You can minimize text by… keeping the focus on your main message… using phrases instead of full sentences… using active (fi rst person) voice
Use large text – at least 24 points for text, larger for headings
Serif fonts (e.g., Times) are best for text; Sans-serif for headings
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Good points…Title asks a question many audience members will fi nd compellingConcise methods; focus on fi ndingsPleasing design and color schemeNice visual balanceBlue header blocks tell the storyGood use of high-quality imagesFont is generally large enough
Problems…Lacks white space – appears crowdedNon-standard headings confuse many viewersScatter plots are too small
•
••••••
••
•
Potential improvements…Increase focus: there are three stories here (breeding birds, migrant birds, mammals) – eliminate at least oneUse standard or shorter headings to avoid confusionRemove methods-oriented details from center and right columns and focus on resultsEnlarge scatter plotsEnlarge line graph in the center column
Making these changes will increase white space, reduce crowding, and improve focus.
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EXAMPLE 2: Scientifi c poster with non-standard headingsThis poster was presented at an annual meeting of the Ecological Society of America. Thousands of people attend these meetings; participants represent a broad spectrum of ecologically-focused specialties.
10
EXAMPLE 3: Scientifi c poster with positive(+) and negative(–) aspects identifi edThis was presented at a poster session for a graduate biological modeling course. The audience included students from the course and diverse faculty from the biological sciences. It was reasonable to assume viewers had a basic understanding of modeling approaches.
+ Re
sults
are
cen
terp
iece
of p
oste
r +
“No
effe
ct” g
raph
ic cle
arly
sepa
rate
d by
pos
itiona
l diffe
renc
e (o
n lef
t)+
Focu
s on g
raph
ic dis
play
– Gr
aph f
onts
are
too
small
+ Ni
cely
pres
ente
d int
erpr
etat
ion o
f gra
phics
+ Im
age
is a g
ood
atte
ntion
-gr
abbe
r
– Lo
w re
solut
ion
imag
e pix
elate
d at
full s
ize
+ Su
ccinc
t fi nd
ing
– Fo
nt to
o sm
all o
n gr
aph
+ M
ain p
oints
bold
and
artic
ulate
d cle
arly
– M
ight e
limina
te
all b
ut b
olded
te
xt an
d lea
ve
room
for
conc
lusion
or
recm
men
datio
ns
– Re
nam
e Se
ction
5 to
“C
onclu
sions
”
+ Lin
es a
nd nu
mbe
red
head
ings
mak
e fl o
w cle
ar
+ Tit
le as
ks pr
ovoc
ative
qu
estio
n and
th
en d
efi ne
s fo
cus
– Au
thor
inf
orm
ation
sh
ould
be
large
r
+ Su
ccinc
t int
rodu
ction
of
pro
blem
lea
ding
to
hypo
thes
es
– Co
uld b
e im
prov
ed b
y bu
lletin
g
– Re
dund
ant
+ Cl
ear
objec
tives
– Bu
llets
too
far
from
text
+ Su
ccinc
t m
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Use COLOR creatively… but don’t go overboardUse balanced color (and large graphics) to attract viewers
Use light background and dark letters for contrast – poster sessions usually have poor overhead lighting
Use a 2-3 color scheme – more colors than that are distracting
Consider people who have problems differentiating colors, especially when designing graphics – inability to tell red from green is common
Keep GRAPHICS clean and unclutteredGood graphs, illustrations, photos are the visual core of your poster
Write explanations directly on or adjacent to fi gures instead of referencing them from elsewhere
Use captions to convey your message… instead of “Scatter plot of nest predators by greenway width” write “Nest predators less common in wider greenways”
Good graphs communicate relationships quickly… keep them clean
Use simple two-dimensional graphs whenever possible
Use photos that support your message and enliven your presentation
Use high-resolution images… avoid pixelated images
Color graphics can help focus viewer attention on specifi c parts of a poster (e.g, images in Example 2)
Leave WHITE SPACE… don’t fi ll every square centimeterWhite space helps organization by making columnar fl ow obvious
Cramming in too much makes an overwhelming, crowded poster
White space reduces crowding … and forces you to minimize text
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EXAMPLE 4: Clean up your graphics
Don’t bury your data with ‘chart junk’
Graphs from some software packages are fi lled with what Edward Tufte, an expert in the visual display of complex data, calls ‘chart junk’ – the dark backgrounds, false 3-D, shadows, and grid lines that distract the reader and hide data.
It only takes a few minutes to remove clutter so that important data patterns become apparent.
Keep graphs focused on your data
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EDIT ruthlessly… less is moreIf it’s not critical to your main message, delete it
Simplify verbiage, reduce sentence complexity, remove detail
Print on standard (A4) paper and ask colleges to edit
Colleagues from a different fi eld can identify jargon, missing context (why your work matters), and logical leaps
Colleagues in your fi eld can identify errors of fact and interpretation
Be prepared to PRESENT your workLet people read for a while before letting them know you are there for questions
Prepare ½-, 2-, and 5-minute “tours” of your poster, focus on your results
Some conferences require a short, oral “highlight presentation”
Ask viewers if they want a “tour”
For longer “tours,” include… the context of your problem and why it is important (Introduction)… your objective and what you did (Objective & Methods)… what you discovered (Results)… what your fi ndings mean in terms of your stated context (Conclusion)
Use the graphics on your poster to support conversations with viewers
Use your poster as a visual aid… don’t read it to people
Develop a one-page HANDOUTHandouts serve several purposes… give viewers something to take with them… help viewers remember who your are, what you did, and how to contact you… provide a place for more detail than you want on your poster
Print a scaled-down version of your poster on one side of an A4 sheet
Use the other side for more detailed information, readings, equations, citations
Supplement… not duplicate… information on your poster
You can use A3 paper, folded in half, giving you four pages to work with
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EXAMPLE 5: Handout designed for back of A4 sheet
The front of the sheet would contain a scaled-down version of the manatee poster (Example 3). Notice the additional detail and citations here.
Good points…Title Bold headings identify distinct sections“Parameters” and “Methods” supply additional details about model developmentCitations direct interested readers to key literature
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Potential improvements…Include poster title and author at top of pageAbstract redundant with poster; replace with brief summary and other new informationBullets too far from text
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Closing thoughtsUse creative poster presentations in
Community stakeholder meetings to summarize the pros and cons of alternative actions
Rotating displays in workplace hallways to keep administrative, technical, and scientifi c staff aware of ongoing research
Science fairs for primary, secondary, and university students to explain projects, reports, and special interests
ResourcesSee our web site for most current list: www.ncsu.edu/project/posters
Block, S.M. 1996. Do’s and don’ts of poster presentations. Biophysical Journal 71: 3527-3529.
Gosling, P.J. 2007. Scientist’s Guide to Poster Presentations. Springer, New York.
Erren, T.C. & P.E. Bourne. 2007. Ten simple rules for a good poster presentation. PLoS Computational Biology 3(5) e102. doi:10.1371/journal.pcbl.0030102
Tufte, E. 1983. The Visual Display of Quantitative Information. Graphics Press, Cheshire, CT.
Woolsey, J.D. 1989. Combating poster fatigue: How to use visual grammar and analysis to effect better visual communication. Trends in Neurosciences 12: 325-332.
AcknowledgementsWe thank Adam Luckenbach and Jun Yoshizaki for use of their posters as examples, and the many viewers of our web site who have made comments to improve it.
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ISBN: 978-1-903934-74-6
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