Giving a Poster Presentation

1. Giving a Poster Presentation Dwight Lewis, PhD Department of Epidemiology Tanecia Mitchell, PhD Department of Pathology

2. AGENDA • 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

3. Conferences 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

4. 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

5. How to design a poster? • Adobe, MS Publisher, MS PowerPoint • Sections • Heading • Intro • Methods • Results • Discussion • Limitations • Implications • Acknowledgements

6. TITLE Authors, affiliation Abstract Methods Discussion Results Background Discussion Table 1 Conclusions Background Purpose Future Directions Results References, Acknowledgements, etc… Figure 1 Methods

7. Poster Presentations

8. Poster Presentations

9. Context and consequences of heavy drinking among college students: Results from a series of undergraduate focus groupsTanecia Mitchell, PhD, Dwight Lewis, PhD METHODS RESULTS IMPLICATIONS BACKGROUND • 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. • Participants • N= 80 students participated in the focus groups. • Of the participants: • 58% Caucasian • 19% African American • 11% Asian/Pacific Islander • 4% Hispanic • 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. • 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). • 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 DRINKING CONTEXT AND CONSEQUENCES • 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 FUTURE DIRECTIONS • 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. • 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. • 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) RESULTS: Gender Despite the emergence of several themes from all focus groups, the prevalence of reporting certain consequences did vary by gender. • 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. PURPOSE 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. • Males • Violence • Memory Loss • Getting into trouble • Interpersonal confrontations • Females • Anger • Emotional consequences • Embarrassed/Regretful • Sad or upset This study was supported by a grant from the National Institute of Alcohol Abuse and Alcoholism, award 5 R21 AA013969-02.

10. Parental Involvement in Current Alcohol Prevention Strategies Impact of Parent-Child Communication on Alcohol-Related Problems Among First-Year College StudentsDwight Lewis, PhD1, Tanecia Mitchell, PhD21Department of Epidemiology, 2School of Medicine METHODS – Survey RESULTS METHODS – Focus Group BACKGROUND • 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. • 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 • 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. • Many students view heavy drinking in college as a rite of passage (Walters etal., 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. Table 1: Demographic information for parents of first-year college students (N=139) PURPOSE OF STUDY • 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. 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. Figure 2: Level of discussion about alcohol during 3 different time periods among parents of first-year college students • 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. Figure 1: Frequency of Conversations about Alcohol: lifetime

11. Community-Campus Partnership Community-Campus Partnership Establish learner outcomes and competencies Establish the community-campus partnership Practice culturally competent approaches Select texts and other learning resources Fulfillment of Healthy People 2010 Objectives Sustain & maintain the course and activities Plan course instruction and activities Build course or program infrastructure Design course evaluation & improvement plans 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 PLANNING PROCESS (cont.) LESSONS LEARNED Healthy People 2010 Curriculum Planning Model1 BACKGROUND 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). • 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. • 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. PURPOSE OF PROJECT IMPLICATIONS 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. 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. METHODS THE PLANNING PROCESS • 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 • 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. FUTURE DIRECTIONS • 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. This study was supported through a grant from ASPH / American Legacy Foundation 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.

12. How should you prepare for your presentation?

13. 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

14. What a Poster Presentation Should not be… How do you give an effective presentation?

15. 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) • ANDPractice with individuals you work with to get their feedback & questions.

16. Dress Attire • Dress Comfortably and Appropriate—do not make a statement

17. Dress Attire • Comfortable shoes • Business Casual

18. Dress Attire

19. 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

20. Appearance & Body Language • Professional • Posture • Crossing Arms • Hands in Pockets • Cell phone • Appear open & Confident • Stand to the side

21. 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!

22. Interacting 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!

23. Interacting 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.

24. Interacting 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.

25. Interacting 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.

26. 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.

27. Examples of Difficult Questions? Multiple questions within one Answer the last (or any one that you got) in a little detail-then say I forgot the other could You remind me… Questions throughout your presentation Answer (Understand that this will occur a lot!) Good point-I will show you that in a moment

28. Examples of Difficult Questions? You should do this experiment Yes we had the same thought and we are now Doing studies along these lines or Great experiment I will do it when I get back The answer that never fails… I don’t know! Interesting point We thought this We should look into this more

29. When it’s over… • Follow-up with visitors • Visit sessions of respected attendees • Take a picture by your poster

30. 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

31. Acknowledgements • Victor Darley-Usmar, PhD • Aimee Landar, PhD Additional Resource: • Giving an Effective Poster Presentation http://www.youtube.com/watch?v=vMSaFUrk-FA

32. Thank You Contact Info: ldwight@uab.edu taneciam@uab.edu