1. How to Prepare and Display Posters Karan Dawson, Ph.D., R.Ph. University of Washington

2. Learning Objectives  List 3 reasons to create a poster.  Name 5 major poster parts.  Discuss design guidelines.  Demonstrate display options.  Describe personal presence at the poster display.

3. Why Present A Poster?  Inform  Advertise  Network

4. Anatomy of a Poster  Title + YOUR name  Abstract  Objectives  Methods  Results  Conclusions

5. Foundation and Conceptual Framework for a Teaching Certificate Program for Professional and Graduate Students, Residents, Fellows, and Practitioners Dana Hammer, Karan Dawson, Nanci Murphy, Teresa O’Sullivan, Peggy Odegard University of Washington School of Pharmacy OBJECTIVE Upon completion of this certificate program, the participant is expected to be able to: 1.Discuss the history and future of pharmacy education, 2.Identify and evaluate references and resources for pharmacy faculty to aid in their teaching, 3.Create and deliver an instructional module, 4.Assess the learning value of that module or other instructional activity, 5.Utilize a variety of instructional methodologies and assessments to facilitate learning, 6.Design appropriate grading systems, 7.Utilize a variety of educational research and measurement techniques, 8.Evaluate and discuss specific education journal articles of interest to the participant, 9.Complete and present an education- related capstone project, 10.Create a comprehensive portfolio to demonstrate achievement of rotation outcomes. In order to be an approved certificate program at the University of Washington, the Graduate School has several requirements (http://www.grad.washington.edu/Ac ad/GradCertificate.htm): Advisory Board of UW faculty and representatives of the professional community where appropriate. Instructors of courses must be UW faculty. Admissions Processes and Standards must be in place to ensure selection, quality and suitability of participants. Program Scope/Curriculum and Standards must be organized into a structured progression of classes, and include a capstone or equivalent unifying experience that provides intellectual cohesion to the program. Program must consist of no less than 15 credit hours, 9 of which must be in 500-level courses and above, and 9 of which must be graded. Students must maintain a minimum 3.0 GPA in program courses. Approval/Review Process of the Graduate School must be applied to and approved in order to offer and maintain the program. Proposals for new Graduate Certificate Programs must follow the Higher Education Coordinating Board guidelines, and be approved by the Graduate School Council and UW Board of Regents. PROPOSED CURRICULUM OTHER REQUIREMENTS GRADUATE SCHOOL REQUIREMENTS Design a teaching certificate program to prepare pharmacy educators for the rigors of academic teaching, and to help inspire others to consider academic careers. PROGRAM OUTCOMES 1.Capstone project: longitudinal project begun in Fall; should include a measurement aspect; brd members serve as individual project mentors 2.Program portfolio: students will be required to demonstrate achievement of program outcomes via creation of a portfolio. This portfolio should be started in the Fall to be completed in the Spring, with periodic (2/qtr) review + feedback from mentor 3.Campus workshops: related to teaching/learning; offered through pharmacy or other program; 1 per quarter IMPLICATION S Enhance the teaching skills of instructor/practitioners, graduate and professional students, residents and fellows Inspire participants to pursue careers in academia Serve as model for other programs developing similar initiatives Fall QuarterWinter QuarterSpring Quarter Pharm 4XX: Introduction to College Teaching and Pharmacy Education (3 cr, graded) Hammer/Dawson Pharm 5XX: Seminar in Pharmacy Education (1 cr, graded) Murphy/Odegard Pharm 5XX: Seminar in Pharmacy Education ( 1 cr, graded) O’Sulllivan/Hammer Pharm 599: Independent Research (1 cr, P/F) Board Members MedEd 522: Research in Medical Education (2 cr, P/F) Scott or Other MedEd 520: Teaching Methods in Medical Education ( 2 cr, graded) Ambrozy MedEd 521: Evaluation of Learning in Health Sciences Education (3 cr,graded) Carline Pharm 579: Teaching Practicum (2 cr, P/F, Winter or Spring) Board 6 CREDITS4 to 6 CREDITS5 to 7 CREDITS Total required credits for program: 17* * Must be completed between 1 and 3 years

6. Points About Points Design Tips

7. Title -96 pts (1”) Author(s) -66 (5/8”) Affiliation -48 (1/2”) Times New Roman

8. Title 150-225 pts (2”) Text 24 points (1/3”)

9. Arial AvantGarde Bookman Britannic B Century Gothic Colonna Footlight Helvetica Impact Matura Modern Times NR ZapfChancery 72 point examples

10. Serifs Sans serif fonts for Titles and Subheads »Helvetica and Univers l Serif fonts for body text »Times Roman, Palatino

11. Making a Case l ALL UPPER CASE IS HARDER TO READ l Use upper and low case appropriately

12. To bold or not to bold To bold or not to bold - Helvetica To bold or not to bold - Palatino To bold or not to bold - Bookman l To bold or not to bold - Colonna MT To bold or not to bold - ZapfChancery HELVETICA PALATINO BOOKMAN l COLONNA ZAPFCHANCERY

13. Use of Underlines To bold or not to bold - Helvetica To bold or not to bold - Palatino To bold or not to bold - Bookman l To bold or not to bold - Colonna MT To bold or not to bold - ZapfChancery HELVETICA PALATINO BOOKMAN l COLONNA ZAPFCHANCERY

14. Use of Underlines NOT! To bold or not to bold - Helvetica To bold or not to bold - Palatino To bold or not to bold - Bookman l To bold or not to bold - Colonna MT To bold or not to bold - ZapfChancery HELVETICA PALATINO BOOKMAN l COLONNA ZAPFCHANCERY

15. JUSTIFICATION l Justified lines = even length lines l Even left, ragged right margin easier to read from a distance avoids hyphenation avoids “rivers”

16. Many of the messages patients send involve the way they feel about their illnesses or life situations. If you are able to communicate back to a patient that you understand these feelings, then a caring, trusting relationship can be established. Communicating that you understand another person’s feelings is a powerful way of establishing rapport and is a necessary ingredient in any helping relationship. from CS, p. 65.

17. What About Graphics? By all means!  Provides variety  Displays data efficiently

19. Contrasts

20. More Contrasts l Use cutouts l Mount copy »on foam board »colored paper

21. What About Color? l One color with 1-2 accent colors l Bright colors attract l Complementary colors provide contrast

22. Proofing Just due it!

23. Proofing Just do it!

24. Display Tips: Layout  Sequence  Consider arrows  Focus eye toward center  Space margins equally  50% blank space = ideal  Draw a diagram

25. Display Tips: Hanging Your Poster  Follow your diagram  Push pins »hammer, level »adhesives usually proscribed  Velcro

26. Networking  Be present at your poster  Consider simple handouts

27. Summary: Inviting Posters Are  Easy to read »large, legible font »words to a minimum »well laid out  Topic you enjoy

28. Try It - You’ll Like It! Your Poster