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Giving a Poster Presentation
Giving a Poster Presentation
Dwight Lewis, PhDDepartment of Epidemiology
Tanecia Mitchell, PhDDepartment of Pathology
AGENDAAGENDA
Conferences and annual meetings What is a poster presentation? How do you design a poster? How do you prepare for your
presentation? How should you interact with visitors? Tips Questions
Conferences and Annual MeetingsConferences and Annual Meetings Learn new material Opportunity to “market” yourself
Graduate education Job market
Continuing education credits Fees
Cheaper to join as student Sometimes waived through scholarships
What is a poster presentation?What is a poster presentation? Scientific one-on-
one interaction with individuals
Opportunity to connect and tailor
Personalized discussion with poster as aid to guide conversation
How to design a poster?How to design a poster? Adobe, MS Publisher,
MS PowerPoint Sections
Heading Intro Methods Results Discussion Limitations Implications Acknowledgements
Abstract
DiscussionBackground
Purpose
TITLEAuthors, affiliation
Results
Methods
Methods
Results
Discussion
Figure 1
Table 1Background Conclusions
Future Directions
References, Acknowledgements,
etc…
Poster PresentationsPoster Presentations
Poster Presentations
Poster Presentations
Context and consequences of heavy drinking among college students: Results from a series
of undergraduate focus groups
Tanecia Mitchell, PhD, Dwight Lewis, PhD
Context and consequences of heavy drinking among college students: Results from a series
of undergraduate focus groups
Tanecia Mitchell, PhD, Dwight Lewis, PhD
DRINKING CONTEXT AND CONSEQUENCES
The purpose of this study is to gain a better understanding of the contextual factors related to heavy drinking among college students.
To identify factors pertaining to college life leading to negative consequences associated with heavy alcohol use.
METHODS
RESULTS: Gender
FUTURE DIRECTIONS
PURPOSE
• Focus groups conducted during spring semester of 2004 at one private and one public university, both in the southeastern U.S.
• Participants were undergraduate college students ages 18-22 recruited through campus flyers and school newspaper advertisements.
• Participants stratified by gender and class year and selected to create four groups of 10 at each school, for a total of eight groups.
• Focus groups organized by class ranking (freshman/sophomore vs. junior/senior) and gender.
This study was supported by a grant from the National Institute of Alcohol Abuse and
Alcoholism, award 5 R21 AA013969-02.
IMPLICATIONS
Focus Group Guide
• Included questions about drinking behaviors and also elicited information to inform a research study to be conducted at the universities.
• Participants asked to discuss the last time they (or a friend) drank too much.
• Specific reference to:
•where they were
•with whom they were drinking
•what they drank
•how much they drank
•what happened as a result of drinking too much
Analysis
• Focus groups audiotapes transcribed and the information about students’ personal drinking experiences entered into NUD*ST (Q6) for analysis.
• Independent coders determined preliminary themes then discussed any discrepancies between the sets of codes until no differences remained.
• After eliminating stories not in the first-person, a total of 18 stories told by females and 29 by males.
• Focus group findings assisted with development of the HAND (Handheld Assisted Networking Device) assessment tool.
• Information from this research used to inform the content, appropriateness, and applicability of the HAND as well as the logistics of implementing the daily retrospective alcohol assessments.
• The HAND uses wireless, handheld computer technology to collect detailed information on a daily basis on alcohol use and its related contextual factors and consequences.
• Future research with the HAND will incorporate specific context and consequences of heavy alcohol use into personalized messages as part of an individualized intervention.
Males • Violence• Memory Loss • Getting into trouble• Interpersonal
confrontations
BACKGROUND
Participants
• N= 80 students participated in the focus groups.
• Of the participants:
58% Caucasian
19% African American
11% Asian/Pacific Islander
4% Hispanic
Themes • The themes identified included:
•Motivation for drinking•Location of drinking activities•Co-drinkers•Intentions of drinking•The type and quantity of alcohol consumed
•The consequences of drinking
RESULTS
•Consistencies in most recent ‘drunk story’ included:
•Drinking locations (bars)•Type of alcohol (shots of liquor) •Negative consequences (vomiting)•Multiple negative consequences•Co-drinkers (friends)
• Efforts to reduce harms associated with heavy drinking should include tailored interventions incorporating personalized feedback with prevention messages.
• Identification of high-risk drinking patterns, including drinking locations, types of alcohol, and drinking companions can be used to generate personalized prevention messages.
• By incorporating such detailed drinking information specific to the population under study, daily assessment tools become more streamlined, adding to the appeal and usability.
• Positive alcohol expectancies are associated with heavier alcohol consumption; negative alcohol expectancies shown to be protective factor against heavy drinking (Young et al. 2005).
• Heavy drinking prevalence is highest at off-campus parties and off-campus bars, 31% and 22% respectively (Harford et al. 2002).
• Nationwide surveys reveal over half of all college student drinkers reported nausea or vomiting as a result of alcohol use (Presley et al. 1996).
• Research on beverage of choice for heavy drinkers has yielded varying results.
• For more than a decade, national surveys have consistently found that more than 40% of college students can be classified as binge drinkers (Wechsler et al., 2002).
• Male college students tend to drink larger quantities on more frequent occasions than females (O’Malley & Johnston 2002).
• Males also experience more negative consequences associated with heavy alcohol use (Perkins, 2002).
Females• Anger• Emotional
consequences• Embarrassed/Regretful• Sad or upset
Despite the emergence of several themes from all focus groups, the prevalence of reporting certain consequences did vary by gender.
Impact of Parent-Child Communication on Alcohol-Related Problems Among First-Year College Students
Dwight Lewis, PhD1, Tanecia Mitchell, PhD2 1Department of Epidemiology, 2School of Medicine
Many students view heavy drinking in college as a rite of passage (Walters et al., 2000).
College students aged 18-22 enrolled full-time more likely than their non-college peers to use alcohol, drink heavily, and binge drink (64% to 54%, respectively) (SAMHSA, 2002).
Wechsler et al. (2002) reported 44% of college students in 2001 were classified as binge drinkers.
BACKGROUND
Describe the influence of alcohol as a primary concern of parents of first-year college students.
Discuss the scope of parental involvement within the context of preventing alcohol related problems among college students.
Identify ways to increase parent-child communication as a means of reducing heavy alcohol use among college students.
PURPOSE OF STUDY
Parental Involvement in Current Alcohol Prevention Strategies
RESULTS
139 completed surveys for response rate of 32.1%.
The majority (66.2%, n=92) of parents reported they have had more than 10 talks with their child about alcohol in their lifetime (Figure 1).
Reasons for most recent discussion were:
knew someone who had a problem with drinking (27.3%)
because their child was leaving for college (14.4%)
a news/media story (10.8%)
child coming home drunk (2.2%)
and child was caught drinking (6.7%).
One-third of parents reported talking to their child ‘a great deal’ about alcohol when their child began college, significantly lower than the 50% while in high school (p = .002) and the 42% of parents during the transition to college (p=.035) (Figure 2).
Having multiple children in college (B=.183, p<.05), perceived effectiveness of the conversations with their child about alcohol (B=-.193, p<.05), and a high perceived severity (B=.168, r2=.028, p<.05) were significant predictors of frequency of conversations.
CONCLUSIONS
Findings indicate that parents of first-year college students are engaging their children in conversations about alcohol on numerous occasions, with frequency declining through college.
Because this is a time when students are most vulnerable to engaging in risky behaviors (Larimer & Crone, 2002), more needs to be done to increase communication between students and their parents regarding alcohol.
Students and their parents need to be provided information regarding alcohol use specific to the campus where their child will go to college prior to enrollment.
Parents should be given specific resources on how to maintain positive communication patterns while their child is at college.
Parents often underestimate their role in their child’s life once they leave for college (Tarrasa et al., 2000).
To date, parents of college students have been largely underutilized in prevention strategies to reduce heavy drinking among college students.
Parents are being included by some schools through parental notification policies, which occur only after their child has undergone judiciary proceedings for alcohol violations or experienced an alcohol-related injury.
Some university websites provide information targeting parents regarding how to keep communication channels open while their child is in college.
METHODS – Focus Group
40 female and 40 male students randomly selected from a list of families registered to attend Parents’ Weekend at a large, Southeastern university during fall of 2004.
A discussion guide developed for the focus group explored parental concerns, benefits and barriers to parental communication, parental influences and influences on parents, and possible sources of information regarding alcohol.
Parents also asked to review possible survey questions.
Findings from focus group used to inform the development and refinement of Parent-child Communication Survey
Figure 1: Frequency of Conversations about Alcohol: lifetime
0
10
20
30
40
50
60
70
80
90
100
none 1 2-3 4-6 7-10 10+
Numb
er of
Paren
ts
METHODS – Survey
A list was randomly generated by the Registrar’s Office through a computer program based on the following criteria:
parent of a first-year student and
even distribution of parents of male and female students.
Final survey was mailed to 492 parents, who were asked to return the completed surveys in a self-addressed, stamped envelope.
Survey included questions regarding parent-child communication, perceptions of risk of harm associated with alcohol use, parent’s perception of child’s alcohol use.
0
10
20
30
40
50
60
not at all somewhat moderate great deal
Level of Discussion
pro
po
rtio
n o
f p
aren
ts
high school
transition
college
Figure 2: Level of discussion about alcohol during 3 different time periods among parents of first-year college students
Table 1: Demographic information for parents of first-year college students (N=139)
Characteristics n % Education Level
At least 1 parent with college degree 100 71.9 At least 1 parent has had some college 27 19.4 No parent or guardian has attended college 12 8.6
Residence of Child
On-Campus 116 83.5 Off-Campus 9 6.5 Greek Housing 7 5.0 Other 5 3.6
Missing 2 1.4 First Child to Attend College 71 51.4 Child Involved in Greek System 25 18
STEP-UP USC: STUDIES CURRICULUMStuart L. Sudan, PhD, Deborah Parra-Medina, PhD, & Martin Evans, MS Norman J. Arnold School of Public Health, Columbia, SC
STEP-UP USC: STUDIES CURRICULUMStuart L. Sudan, PhD, Deborah Parra-Medina, PhD, & Martin Evans, MS Norman J. Arnold School of Public Health, Columbia, SC
The goal of STEP-UP USC is to develop a public health workforce well versed in, and committed to, tobacco prevention and control through education and practice opportunities. Because the Arnold School of Public Health (A-SPH) does not currently offer courses exclusively dedicated to tobacco, this project created a new masters-level tobacco studies course in the department of Health Promotion, Education and Behavior (HPEB).
BACKGROUND
As part of STEP-UP USC, the purpose of this project was to organize an advisory group made up of tobacco prevention practitioners from across the state and USC public health students to help in the development of a new masters-level tobacco studies course in HPEB.
METHODS
LESSONS LEARNED
FUTURE DIRECTIONS
PURPOSE OF PROJECT
• The Campus Community Partnerships for Health Advancing the Healthy People 2010 Objectives through Community-based Education: Curriculum Planning Guide1 was used as an organizing framework for the course.
• Regular meetings held with Advisory Group from September 2003 to March 2004.
This study was supported through a grant from ASPH / American
Legacy Foundation
IMPLICATIONS
By engaging community partners in the developmental process, course faculty gained a better understanding of day-to-day challenges and needs of tobacco prevention practitioners.
Through the partnership, we received specific guidance on desired competencies and skills for entry-level tobacco professionals, connected with qualified guest speakers, and gained insights that add a unique “applied” perspective in the classroom.
THE PLANNING PROCESS
Fulfillment of Healthy
People 2010 Objectives
Practice culturally competent approaches
Sustain & maintain the course and activities
Select texts and other learning resources
Design course evaluation & improvement plans
Establish the community-campus partnership
Build course or program infrastructure
Establish learner outcomes and competencies
Plan course instruction and activities
Healthy People 2010 Curriculum Planning Model1
Established Community-Campus Partnership
• Identified Advisory Group members through previous survey and participation on SC Tobacco Collaborative
• Recruited members to initial Advisory Group meeting.
Established Learner Outcomes & Competencies
• Engaged group members in discussions about expectations of student learning outcomes.
• Used nominal group process at first meeting to identify learning objectives & related competencies
• Group determined priority of outcomes & competencies
Selected Learning Resources• Determined teaching methodologies.
Lecture/discussion-based with guest speakers, group activities, individual presentations
• Determined roles for students & community partners.
Applied Learning Experience
Planned Course Instruction & Activities • Determined how partnership may facilitate
student learning.• Incorporated meaningful reflection activities.• Considered different strategies for
continuing partnership and course activities during academic breaks.
Masters student practicum's
Designed Course Evaluation & Improvement
Plans• Obtained mid-course feedback from students
at meeting with Advisory Group.• Will conduct formal evaluation at end of
semester.
Build Course or Program Infrastructure & Sustain and Maintain the Course and Activities
• Will perform necessary steps to establish the course as a permanent offering within HPEB.
• Will market efforts and successes.• Will implement strategies that foster
ongoing input & feedback from Advisory Group partners.
Practice Culturally Competent Approaches• Advisory Group included president of
SCAATN• Cultural competence was included as a
primary course objective and instructional topic.
1 Connors Km, author; Cushman S, Seiner SD, Unverzagt M, eds. 2003. Advancing the Healthy People 2010 Objectives Through Community Based Education: A Curriculum Planning Guide . San Francisco, CA: Community-Campus Partnerships for Health.
• USC Graduate Certificate in Drug and Addictions Studies
• Make Public Health Practice in Tobacco Prevention and Control a permanent course within HPEB.
• Evaluation with students currently enrolled in course.
• Continue regular meetings & communications with Advisory Group for the development of consistent, structured practicum opportunities to increase level of interest in tobacco-related careers.
ADVANTAGES• Expanded professional network.• Advisory Group members took on multiple
roles: Content development Guest speakers Applied learning experience supervisors
• Students gain more practical & applied knowledge related to tobacco prevention & control
DISADVANTAGES• Increase in time for course development.
THE PLANNING PROCESS (cont.)
How should you prepare for
your presentation?
It’s okay to be nervous…
It’s okay to be nervous…
Opportunity to share your work with others!
Educate and Learn from others.
Everyone has different presentation styles
Tell a Story
What a Poster Presentation Should not be…
How do you give an effective presentation?
Prepare and Practice!Prepare and Practice!
Presenter–Audience Interaction
Print out your poster and practice
Possible questions
Have 2 versions of presentation: short version (2-3 min) and full version (4 min)
AND Practice with individuals you work with to get their feedback & questions.
Dress AttireDress Attire Dress Comfortably and Appropriate—do
not make a statement
Dress AttireDress Attire
Comfortable shoes
Business Casual
Dress AttireDress Attire
More Tips…More Tips… Have a Notepad and pen
Suggestions Email addresses
Copies of your poster
Business Cards, CVs, Resumes
It’s never too early to start networking!
Mints & Bottled Water
Appearance & Body Language
Appearance & Body Language
Professional Posture
Crossing Arms
Hands in Pockets
Cell phone
Appear open & Confident
Stand to the side
What do you do while waiting for visitors? What do you do while waiting for visitors?
Don’t pull a disappearing act!
3 types of visitors: Readers Listeners Both
Take your time and be excited about sharing your work!
Interacting with VisitorsInteracting with Visitors Be self-confident but
never arrogant and aggressive!
Talk naturally and clearly Make eye contact with
each person that stops by Do not mumble Do not speak too fast Do not read your poster
to them It’s a conversation!
Interacting with VisitorsInteracting with Visitors Introduce yourself & Smile Thank them for coming by
to learn about your project.
Be enthusiastic Ask would they like to
hear about your project. If yes, ask if they want a
brief or detailed summary.
Interacting with VisitorsInteracting with Visitors Give one of the versions
of your presentations: short (2-3 min) or full version (4 min)
1 sentence summary. State hypothesis/purpose! Point to data/findings
when describing them Summarize findings
midway through to ensure listener is following you.
Interacting with VisitorsInteracting with Visitors
Smile. Conclude: mention whether your
hypothesis was proven and/or future directions.
Ask if they have any questions if they haven’t asked any already.
Finally…you made it. Smile again and thank them for
coming.
How to Deal with Questions?
How to Deal with Questions?
Always listen-do not cut the questioner off.
Be open and interested.
Thank the questioner& try to not look irritated or offended.
Details to experts; Generalize to novices.
Multiple questions within oneAnswer the last (or any one that you got) ina little detail-then say I forgot the other couldYou remind me…
Questions throughout your presentation
Answer (Understand that this will occur a lot!) Good point-I will show you that in a moment
Examples of Difficult Questions?
Examples of Difficult Questions?
Yes we had the same thought and we are nowDoing studies along these lines orGreat experiment I will do it when I get back
You should do this experiment
The answer that never fails…
I don’t know!Interesting point We thought thisWe should look into this more
Follow-up with visitors
Visit sessions of respected attendees
Take a picture by your poster
When it’s over…When it’s over…
Tips for Successful Posters
Tips for Successful Posters
See Conference guidelines Space, requirements, format
(presenter responsibilities, etc…
Double check for errors
Extra time for printing
CVs, Resumes, Business Cards
AcknowledgementsAcknowledgements
Victor Darley-Usmar, PhD Aimee Landar, PhD
Additional Resource: Additional Resource:
Giving an Effective Poster Presentation http://www.youtube.com/watch?v=vMSaFUrk-FA
