1. Shelley Ross Faculty Development Forum September 8, 2011 C REATING E FFECTIVE P OSTERS

2. O VERVIEW  Introductions  Survey of posters  Why posters?  Planning  Mechanics & Printing

4. S URVEY OF P OSTERS  Which posters:  Catch your eye?  Catch your interest?  Easy to grasp the point?  Hard to read?  Too much?  Too little?

5. P HILOSOPHY OF P OSTERS  Catch your interest quickly  Get main ideas across  Stimulate discussion

6. P HILOSOPHY OF P OSTERS  Goal One:  Look At ME!

7. P HILOSOPHY OF P OSTERS  Goal Two:  Read ME!

8. P HILOSOPHY OF P OSTERS  Goal 3:  Ask ME!

9. P HILOSOPHY OF P OSTERS  Less is more

13. P LANNING A POSTER  Visuals are important  Layout should be simple, but interesting  What is the essential information?

18. P LANNING A POSTER  Create figures for data  Use a template (especially when you are feeling insecure)

19. P LANNING A POSTER  >50% of the surface area is to be used for photos, graphs, diagrams  Good use of colour: be able to justify your use of colour (highlighting, structuring). Use black or dark blue for text. Too much colour can be offputting!

20. P LANNING A POSTER  Concentrate on "need to have" not "nice to have". The shorter the text, the greater the chance that people will read your poster.  Use key words and lists, not full sentences  Allocate a specific font / style / colour to subtitles to distinguish them clearly from the rest of the text.

21. P LANNING A POSTER  Posters are an ideal instrument for not only presenting your work but also for discussing it with others  Posters are another way of communicating your information. They are best used as an aid to a discussion and should only represent the essence of your topic.

22. M ECHANICS  Loads of templates online  Some templates on Faculty Development website

27. THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS): Using Formative Feedback to Teach and Assess Competencies with Family Medicine Residents Shelley Ross, Michel Donoff, & Paul Humphries Department of Family Medicine, University of Alberta Introduction Discussion CBAS Process Results 1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment? In the first 6 months of implementation: 1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered 9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week FieldNote Categories: Clinical Reasoning: 33% of all FieldNotes Communication: 17% Procedural Skills: 22% Patient-Centered Approach:14% Professionalism: 7% Selectivity: 7% Focus groups results: Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback. Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful. CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods. CBAS & PAR Research Questions Methods Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites. Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes) Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes) Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes) Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning. Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review. Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice. To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS). Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon. Resident demonstrates behaviour or skill in clinical setting Observer witnesses demonstration of behaviour or skill Feedback given to resident FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel Habits Clinical Domains Can occur simultaneo usly, or may be created later Resident completes first two pages of 4- month Progress Report FieldNotes in eCBAS provide evidence for progress Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel HabitsClinical Domains Academic Site Administrator complete academic requirements page of report

28. THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS): Using Formative Feedback to Teach and Assess Competencies with Family Medicine Residents Shelley Ross, Michel Donoff, & Paul Humphries Department of Family Medicine, University of Alberta Introduction Discussion CBAS Process Results 1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment? In the first 6 months of implementation: 1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered 9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week FieldNote Categories: Clinical Reasoning: 33% of all FieldNotes Communication: 17% Procedural Skills: 22% Patient-Centered Approach:14% Professionalism: 7% Selectivity: 7% Focus groups results: Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback. Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful. CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods. CBAS & PAR Research Questions Methods Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites. Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes) Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes) Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes) Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning. Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review. Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice. To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS). Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon. Resident demonstrates behaviour or skill in clinical setting Observer witnesses demonstration of behaviour or skill Feedback given to resident FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel Habits Clinical Domains Can occur simultaneo usly, or may be created later Resident completes first two pages of 4- month Progress Report FieldNotes in eCBAS provide evidence for progress Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel HabitsClinical Domains Academic Site Administrator complete academic requirements page of report

29. THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS): Using Formative Feedback to Teach and Assess Competencies with Family Medicine Residents Shelley Ross, Michel Donoff, & Paul Humphries Department of Family Medicine, University of Alberta Introduction Discussion CBAS Process Results 1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment? In the first 6 months of implementation: 1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered 9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week FieldNote Categories: Clinical Reasoning: 33% of all FieldNotes Communication: 17% Procedural Skills: 22% Patient-Centered Approach:14% Professionalism: 7% Selectivity: 7% Focus groups results: Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback. Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful. CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods. CBAS & PAR Research Questions Methods Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites. Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes) Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes) Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes) Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning. Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review. Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice. To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS). Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon. Resident demonstrates behaviour or skill in clinical setting Observer witnesses demonstration of behaviour or skill Feedback given to resident FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel Habits Clinical Domains Can occur simultaneo usly, or may be created later Resident completes first two pages of 4- month Progress Report FieldNotes in eCBAS provide evidence for progress Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel HabitsClinical Domains Academic Site Administrator complete academic requirements page of report

30. THE COMPETENCY-BASED ACHIEVEMENT SYSTEM (CBAS): Using Formative Feedback to Teach and Assess Competencies with Family Medicine Residents Shelley Ross, Michel Donoff, & Paul Humphries Department of Family Medicine, University of Alberta Introduction Discussion CBAS Process Results 1. To what extent do residents and advisors use CBAS for learning 2. To what extent do residents and advisors find CBAS to be useful for learning and assessment? In the first 6 months of implementation: 1188 FieldNotes have been entered into eCBAS 6 residents have no FieldNotes entered 9 residents have at least 1 FieldNotes 6 residents have at least 1 FieldNote per week 5 residents have at least 2 FieldNotes per week 7 residents have 4 or more FieldNotes per week FieldNote Categories: Clinical Reasoning: 33% of all FieldNotes Communication: 17% Procedural Skills: 22% Patient-Centered Approach:14% Professionalism: 7% Selectivity: 7% Focus groups results: Analysis is in progress; preliminary results include themes of usefulness of CBAS, and need for better Faculty Development around giving good feedback. Most residents at pilot sites are using eCBAS to document their learning. The varying levels of adoption reflect the need for further educational outreach to residents and preceptors about the principles and goals of CBAS for their learning. Residents are primarily using eCBAS to document their learning of procedural and clinical reasoning skills. Preliminary results from qualitative data support the descriptive findings: most residents find CBAS useful. CBAS development was designed as participatory action research (PAR), with end user input regularly collected and incorporated into the program design. Several iterations of CBAS were introduced to users, and their feedback was used to refine the system. We are now approaching saturation in the PAR process. Evaluation is mixed methods. CBAS & PAR Research Questions Methods Focus groups were conducted and eCBAS workbooks were surveyed. All FieldNotes entered between implementation and January 1 were included in the analysis. Implementation was staggered across sites. Site 1: CBAS start date: August 1 (16 residents; 635 FieldNotes) Site 2: CBAS start date: August 1 (2 residents; 142 FieldNotes) Site 3: CBAS start date: October 15 (12 residents; 311 FieldNotes) Figure 2. Resident and advisor meet every 4 months to determine progress and identify opportunities for further learning. Figure 1. Learner in clinical setting. FieldNotes are entered into the eCBAS workbook for organization and review. Family Medicine Residency Programs require innovative means to measure competence of residents throughout their preparation to enter practice. To answer this need, we developed the Competency-Based Achievement System (CBAS). CBAS uses feedback forms called FieldNotes to document formative feedback following direct in-training observations. Residents use FieldNotes to guide their learning and self-assessment (entered and organized in an electronic workbook: eCBAS). Summative assessment occurs every 4 months. Residents discuss their self-assessment with their advisor, and a final summative decision is mutually agreed upon. Resident demonstrates behaviour or skill in clinical setting Observer witnesses demonstration of behaviour or skill Feedback given to resident FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel Habits Clinical Domains Can occur simultaneo usly, or may be created later Resident completes first two pages of 4- month Progress Report FieldNotes in eCBAS provide evidence for progress Resident and Advisor meet to discuss progress across all Sentinel Habits and Clinical Domains, and progress in academic requirements FieldNote created which summarizes feedback FieldNote entered into and organized by eCBAS workbook Sentinel HabitsClinical Domains Academic Site Administrator complete academic requirements page of report

32. D ESIGNING A POSTER  A walk-through of Powerpoint

33. S ENDING FOR PRINTING  Convert to a pdf  Print it to make sure that it looks right (look especially at figures, tables, and margins)  Follow instructions at http://helpdesk.ualberta.ca/printing/multimedia/win /plaintext.php