The Poster Presentation as an Educational Tool

Moneyham, Linda; Ura, Darla; Ellwood, Steve; Bruno, B. C.

doi:10.1097/00006223-199607000-00017

Cited by 31 publications

(15 citation statements)

References 3 publications

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“…Facilita que los estudiantes integren conceptos y demuestren su comprensión al compartir su trabajo con pares y docentes (Handron, 1994). El aspecto social configura una de las mayores ventajas de este método, en cuanto genera una posibilidad muy potente de generación de redes a partir de la obtención de retroalimentación desde una variedad de fuentes, entre ellas sus pares, docentes, otros profesionales y potenciales usuarios o clientes (Moneyham et al, 1996), además de ser una plataforma de difusión de resultados y de innovaciones muy rápida (Moore et al, 2001). El entusiasmo que se genera es contagioso entre estudiantes y docentes, y tiene altas probabilidades de enriquecer el ambiente de aprendizaje mas allá de los límites de la sala de clases (Handron, 1994).…”

Section: Pósteresunclassified

Trabajando con Pósteres: una Herramienta para el Desarrollo de Habilidades de Comunicación en la Educación de Pregrado

Canales

Schmal

2013

Form. Univ.

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ResumenSe describe la experiencia en aula en una carrera universitaria de pregrado sobre la presentación de trabajos en forma de pósteres o paneles, como se usan en los congresos y conferencias. Las carreras en la universidad de Talca promueven como parte de la formación el desarrollo de las competencias de trabajo en equipo y comunicacionales. Utilizando metodologías cualitativas y cuantitativas no paramétricas, se analizó y reportó el progreso académico de un grupo de estudiantes de uno de los cursos de la carrera con la práctica y presentación de sus trabajos en forma de póster. Los resultados señalan que para aproximadamente 67% de los estudiantes fue su primera experiencia de trabajo con pósteres y más del 80% de los encuestados calificó esta experiencia como positiva o muy positiva. Los estudiantes reportan que el trabajo con pósteres permite desarrollar capacidades de comunicación que el mercado profesional está demandando. Palabras clave: pósteres, competencias, trabajo en equipo, educación de pregrado, habilidades de comunicación Working with Posters: a Tool for Fostering Communication Skills in Undergraduate Education AbstractThe teaching experience with a university career about the use of poster for presenting a defined work, similar to what is used in congress and conferences. The careers at the University of Talca promote workgroup and communicational skills as part of the formation of the students. Thus, using qualitative and non-parametric quantitative analyses, the academic progress during the preparation and presentation of the posters of a group of students was analyzed. Results show that more than about 67% of the group reports that it was their first time using posters in their academic training and more than 80% of the students valued this experience as positive or very positive. Finally, students report that this kind of work allows them to develop communication skills that are highly needed in the professional market.

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Section: Pósteresunclassified

Trabajando con Pósteres: una Herramienta para el Desarrollo de Habilidades de Comunicación en la Educación de Pregrado

Canales

Schmal

2013

Form. Univ.

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“…In teaching a one-semester biochemistry course, I have found that using in-class poster sessions (Baird, 1991;Moneyham et al, 1996;Montúfar-Chaveznava et al, 2008) can greatly improve students' appreciation of metabolism and facilitate their mastery of both general principles and specific details. While I still give lectures with overviews of metabolic concepts and the general features of the major pathways, the precise descriptions of the individual steps in these pathways are covered in the poster sessions.…”

Section: Using Class Poster Sessions To Teach Intermediary Metabolismmentioning

confidence: 99%

Using Class Poster Sessions to Teach Intermediary Metabolism

Deutch

2011

The American Biology Teacher

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“…12,13 Similarly, nursing faculty members have used student poster presentations to gauge student knowledge and skills in pediatric nursing, promote student interest in research, encourage networking, and develop skills to effectively communicate with other healthcare professionals. [14][15][16] Posters have also been used in an interprofessional course to facilitate communications among professional students from 7 different healthcare professions.…”

Section: Introductionmentioning

confidence: 99%

Implementation of an Integrated Longitudinal Curricular Activity for Graduating Pharmacy Students

Karimi

Meyer

Fujisaki

et al. 2014

American Journal of Pharmaceutical Education

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Objectives. To evaluate whether a novel integrated longitudinal curricular activity to prepare graduating doctor of pharmacy (PharmD) students for 2 comprehensive examinations was successful, and to assess whether it engaged other pharmacy students in curricular discussion and learning. Design. Thirty-eight of 91graduating third-year (P3) students in a PharmD program formed 11 teams to create and present pharmacotherapeutic posters to their peers. The impact of the novel activity on graduating students' performance on the North American Pharmacist Licensure Examination (NAPLEX) and a comprehensive commercial examination was assessed. All first-year (P1), secondyear (P2), and P3 students reviewed and discussed the content of each poster. Assessment. Participants in the integrated longitudinal curricular activity performed better than nonparticipants on the commercial examination (p50.023) and NAPLEX (p50.033). However, regardless of participation, commercial examination scores predicted a significant amount of variance (ie, 34%) in NAPLEX scores. The P3 participants (83%) believed the curricular activity assisted them in their NAPLEX preparation, while 75% of P1 students, 79% of P2 students, and 80% of P3 students agreed that poster review provided an effective summary of different disease states. Ninety percent of faculty poster evaluators reported that the posters were professional, and all evaluators agreed that participants effectively conveyed their message to the intended audience. Conclusion. The integrated longitudinal curricular activity provided a positive learning environment for all pharmacy students and may have better prepared graduating students' for the NAPLEX.

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The Poster Presentation as an Educational Tool

Cited by 31 publications

References 3 publications

Trabajando con Pósteres: una Herramienta para el Desarrollo de Habilidades de Comunicación en la Educación de Pregrado

Trabajando con Pósteres: una Herramienta para el Desarrollo de Habilidades de Comunicación en la Educación de Pregrado

Using Class Poster Sessions to Teach Intermediary Metabolism

Implementation of an Integrated Longitudinal Curricular Activity for Graduating Pharmacy Students

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