1. Reminders about your Table of Evidence . . .

2. Table of Evidence
Table for assignment was more detailed so I could know you grasped principles.
Template for poster with table
Has fewer columns; it’s an example
Can drop table template used in assignment in the spot in the poster (no need to cut & paste into poster template
Poster has set font sizes in template that need to be followed (only exception is table can’t be < 16 font)
You’ll need to decide on key points to show that led you to your decisions
What is crucial for reader to know?
Remember, poster is meant to get message out quickly without spending 30 min figuring out what is in table!

3. Table of Evidence (contd.)
Look back at examples of tables in readings & in Canvas class folder & how brief they are
Check out tables from prior virtual poster sessions at PSU
Which ones tell the message the best?
Some people have a high # of articles (e.g., 12+)
Decision Point – you will need to develop a strategy for synthesizing evidence in table

4. Table of Evidence (contd.)
Decide entry order that makes most sense for reader to examine evidence
Alphabetical?
Hierarchy of evidence?
Something else?
Judging quality of evidence requires your critical thinking. Don’t assume author’s conclusion in discussion is accurate.
Did they ignore things like reliability, validity, how sample was selected, eligibility criteria? Is there a clinical confounder you see that could have altered the findings!

5. Reminders for Table of Evidence
Does the article match your PICOT?
Complete sentences not used in table
An IV or DV is “measured”
method is questionnaire, lab test, diagnos-tic test, interview, equipment (like BP), etc.
How (or did they) consider reliability & validity—that factors into your appraisal!
Measurement does not = data analysis
Data analysis is what stats test was used to address your PICOT

6. What are you doing with the table of evidence & all that you learned from each article?
Consider level & appraising/judging the quality of each.
Use your critical thinking skills to put all evidence together to decide if you put the evidence into practice!
You have to do what the evidence says, not what you thought & hoped it might say!