Belilos Eleanor, Kamande Stanley, Morrison Mike, Malmut Laura
Georgetown University School of Medicine, Washington, DC, USA.
Michigan State University, East Lansing, Michigan, USA.
Postgrad Med J. 2022 Jul 20. doi: 10.1136/pmj-2022-141889.
Poster sessions are one of the most common platforms for presenting research at academic conferences, yet posters are often inefficient at transferring knowledge to their readers due to suboptimal design and content selection. Physician trainees may not receive education on constructing posters as a traditional part of their residency curriculum. The purpose of this work is to propose a curriculum that will provide residents foundational knowledge and skills needed for designing high-quality research posters. The curriculum uses the flipped classroom model, a pedagogical approach that reverses the traditional learning environment by delivering instructional content outside of the classroom and moves activities into the classroom. Preparatory work includes watching an educational video on 'how to create a better research poster in less time' and preparing a poster to be presented at an upcoming conference. An 1-hour workshop is conducted during protected resident didactic time. It incorporates a 10-min slide show presentation on poster design and 50 min of active learning. During the active learning component, learners are asked to 'think-pair-share' to construct a research poster rubric using the information they just learnt. The learners work as a group to evaluate sample research posters. The class is then broken down into small groups of 2-3 learners to spend time working on their own posters and provide peer feedback. Following the workshop, residents continue to develop their research posters for conference presentation. This curriculum has the potential to enhance the quality of resident research posters presented at academic conferences, advance research education and ultimately improve dissemination of research within academic communities. The lesson plan outlined in this work can be used as a guide for teaching poster design to physician trainees in a number of specialties and may encourage programmes to consider integrating poster design as a formal part of the residency curriculum.
海报展示环节是学术会议上展示研究成果最常见的平台之一，但由于设计和内容选择欠佳，海报往往无法有效地将知识传递给读者。医师培训学员可能没有接受过关于制作海报的教育，而这并非住院医师培训课程的传统组成部分。这项工作的目的是提出一门课程，为住院医师提供设计高质量研究海报所需的基础知识和技能。该课程采用翻转课堂模式，这种教学方法通过在课堂外提供教学内容来颠倒传统的学习环境，并将活动转移到课堂内。预习工作包括观看一段关于“如何在更短时间内制作出更好的研究海报”的教学视频，并准备一份要在即将召开的会议上展示的海报。在住院医师受保护的理论学习时间内举办一场1小时的研讨会。它包括一个关于海报设计的10分钟幻灯片展示和50分钟的主动学习环节。在主动学习环节中，要求学习者“思考-结对-分享”，利用他们刚刚学到的信息构建一份研究海报评分标准。学习者分组评估研究海报样本。然后将班级分成2至3名学习者的小组，让他们花时间制作自己的海报并提供同伴反馈。研讨会结束后，住院医师继续完善他们的研究海报以便在会议上展示。该课程有可能提高在学术会议上展示的住院医师研究海报的质量，推进研究教育，并最终改善学术社区内研究成果的传播。这项工作中概述的课程计划可作为向多个专业的医师培训学员教授海报设计的指南，并可能促使各培训项目考虑将海报设计纳入住院医师培训课程的正式组成部分。
