Developing Great Abstracts and Posters

Bingham, Raymond J.; O'neal, Daniel J.

doi:10.1111/1751-486x.12021

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…However, all the students stated that posters were a new way to share information. This response is similar to the research by Ross et al [50] that 175 or 77% of the first-year students used posters to introduce new ways to share information with others.…”

Section: Discussionsupporting

confidence: 88%

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Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills

Wisanti,

Indah,

Putri

2024

IJERE

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Student-centered learning promotes the development of students’ knowledge and skills with poster assignments used to ensure their active participation in academics. Therefore, this research aims to explore student competencies in concept strengthening, creativity, and communication skills from working on digital poster project assignments. Research using observation method with a quantitative approach. Data were collected from 86 participants learning plant systematics in their first semester based on the criteria for strengthening the concept, creativity, communication, and student responses. The instruments used for data collection were a poster scoring rubric and a closed questionnaire. Data were analyzed descriptively with simple statistics in the form of average, standard deviation, and percentage. The hypothesis about the correlation of concept strengthening, creativity, and communication was tested with Spearman’s coefficient. The result showed that students made 29 posters with concept strengthening, creativity and communication skills in the very good (3.42±0.49), very good (3.57±0.26), and very good (3.41±0.25) categories, respectively. Student competency shows a positive correlation between communication skills and concept reinforcement and between communication skills and creativity. Students give a positive response to the application of posters in learning in terms of learning experiences, concept strengthening, creativity and communication. Hence, using posters as project assignments in learning helps develop students’ knowledge and skills by acquiring varied experiences.

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Section: Discussionsupporting

confidence: 88%

“…However, at scientific meetings, PowerPoint is also widely used to prepare posters, for example, at the "Complex Life of mRNA" conference [23]. This is because it provides templates that are easy to use [50] with numerous traditional contexts [16]. However, all the students stated that posters were a new way to share information.…”

Section: Discussionmentioning

confidence: 99%

Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills

Wisanti,

Indah,

Putri

2024

IJERE

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“…One item in this checklist describes the main criteria for evaluating abstract as one of the most important parts of each article. A well-written abstract provides a description of a clinical problem or research question; the methods used to address it and the significant results and implications ( 10 ). In other words, the main function of an abstract of a systematic review should be to signal its systematic methodology.…”

Section: Introductionmentioning

confidence: 99%

Assessing abstracts of Iranian systematic reviews and meta-analysis indexed in WOS and Scopus using PRISMA

Kazerani

Davoudian

Zayeri

et al. 2017

Med J Islam Repub Iran

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Background: Systematic reviews and meta-analysis have significant advantages over conventional reviews in that all available data should be presented. This study aimed to evaluate Iranian systematic reviews and meta-analysis abstracts indexed in WOS and Scopus during 2003-2012 based on PRISMA checklist. Methods: This is an analytical study. We evaluated 46 article abstracts indexed in WOS, 89 article abstracts indexed in Scopus and 158 article abstracts indexed in WOS and Scopus both (overlapped group). The quality of the abstracts was evaluated according to the PRISMA checklist for abstracts. Some indicators including distribution per year, total citation, average citations per year, average citations per documents and average citations per year in each article were determined through searching the WOS and Scopus Databases’ analytical section. Then, the correlations between the abstract's PRISMA scores, average citations per year, and publication year were calculated. Results: The abstract’s quality is not desirable as far as the PRISMA criteria are concerned. In other words, none of the articles’ abstracts is in line with the PRISMA items. The average of scores of the current study was 5.9 while the maximum score was 12. The PRISMA criteria showed the highest compliance with "Objectives" (98.6%), the second highest with "Synthesis of result" (85%) and "Title" (80.2%) and the lowest compliance with "Registration" (2%). There was a positive correlation between the compliance of PRISMA score and the average citations per year while there was a negative correlation between PRISMA score and the publication year. Conclusion: It seems that the suggested criteria for reporting Iranian systematic reviews and meta-analysis are not considered adequately by the writers and even scientific journal editors.

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A Clinical Practice Perspective on Publishing in Oncology Nursing

Gobel¹

2018

Seminars in Oncology Nursing

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Developing Great Abstracts and Posters

Cited by 6 publications

References 10 publications

Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills

Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills

Assessing abstracts of Iranian systematic reviews and meta-analysis indexed in WOS and Scopus using PRISMA

A Clinical Practice Perspective on Publishing in Oncology Nursing

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