COMMENTARY Towards Towards effective poster presentations...

COMMENTARY

Towards effective posterpresentations: an annotated

bibliographyDouglas Brownlie

Department of Marketing, University of Stirling, Stirling, UK

Abstract

Purpose – The aim of this paper is to introduce the topic of poster presentation as legitimate area ofacademic study and practice within the marketing discipline.

Design/methodology/approach – The paper presents the output of one part of a research projectthat reviewed the state of knowledge and practice within poster presentation as a disseminationmedium for research information. The results of the literature search are presented as an annotatedbibliography.

Findings – The literature search reveals a sizeable body of material on the use of poster presentationas a dissemination media, indicative of a set of key themes that guide good practice in poster design,construction and presentation. It also includes material that has studied the use of poster design andpresentation exercises as pedagogical devices.

Research limitations/implications – The research on which the paper is based is limited byvirtue of not offering a more complete survey of contemporary poster presentation practice across thesciences. It draws observations from the author’s attendance at several marketing andmanagement-related conferences where poster presenters have been interviewed and examples ofposter presentation have been collected. However, in the sciences, especially the medical sciences,poster practice is well-established and in some cases moving towards digitisation.

Practical implications – The aesthetics of poster design remain unclear in the case of poster designfor the dissemination of scientific information. However, a set of templates has been produced based onthe close study of a database of over 600 poster designs and ten years’ experience of using posters asteaching tools for research training. A methodology for poster design has also been developed knownas “The Block Architecture Method of Poster Design”. It uses the software Powerpoint and Photoshopto develop poster design electronically.

Originality/value – The bibliography will help interested teachers and students explore the variousissues surrounding poster design, construction and presentation. It will also help to understand some ofthe advantages of using poster-design exercises as creative and critical devices in a pedagogical context.

Keywords Posters, Design, Presentations

Paper type Research paper

IntroductionThis paper is curious to understand better why the visual device of poster presentationremains overlooked as an area of skilled communicative practice within the marketing

The current issue and full text archive of this journal is available at

www.emeraldinsight.com/0309-0566.htm

The author is grateful to the Academy of Marketing and the Faculty of Management, Universityof Stirling, for funding this work of which this bibliography is a part. He also thanks the BritishAssociation for the Advancement of Science for the opportunity to participate in its Perspectivesinitiative, a programme of training in poster design and presentation for doctoral andpost-doctoral researchers.

Towardseffective poster

presentations

1245

European Journal of MarketingVol. 41 No. 11/12, 2007

pp. 1245-1283q Emerald Group Publishing Limited

0309-0566DOI 10.1108/03090560710821161

discipline. A comparison between conference arrangements made for paperpresentations and poster presentation reveals a sizeable, but variable “gap” ininstitutional commitment to the textual and the visual. Current structures seem tomilitate against poster executions being recognised as an appropriate medium for thedissemination of peer-reviewed marketing knowledge.

As an occupational culture our current practice with regard to poster presentationreflects an underestimation of its transformative potential, not only as a research andpedagogical tool, but also an important area of professional academic practice. Indeed,in some cases the understanding of poster practice is very limited and dangerouslyattracted to the narrowly informed opinion of posters as indicative of a second-ratedissemination culture.

This annotated bibliography aims to offer a useful starting point for enhancing thisarea of professional academic practice in marketing. It offers pathways into theliterature of poster presentation through mapping-out the literature of the subject areaand its various topics as discussed and debated in a wide-range of scientific areas.

Although the author maintains that poster presentation is a neglected site ofrepresentational practice in the marketing academy, he argues that study of the topic inother disciplinary areas reveals that posters can work very effectively, not only as aninformation technology and dissemination medium, but also as pedagogical tools inadvancing critical thinking skills. In an era hungry for creative ways of makingteaching and learning more active and scholarship more productive, and making themall more contemporary and accountable, this seems like a worthwhile topic to consider.

This document is evidence that work has already begun to improve the situation. Ithas been produced under the aegis of an exploratory research project funded by theAcademy of Marketing and The Faculty of Management of The University of Stirling.

The annotated bibliographyWhat follows is an annotated bibliography of literature sources on the subject of posterpresentation, developed from an extensive literature search of major journal databases,coupled with the cross examination of citations[1] reported therein.

This annotated bibliography provides details of sources that have been consulted inan effort to evaluate issues and arguments that might better inform our understandingof poster presentation. The wide range of published sources that has been consultedprovides informative views on a variety of topics, many derived from closely madeobservations of good communicative practice in the context of disseminating researchfindings to scientific audiences in wide range of disciplines.

Inevitably this document cannot claim to provide a comprehensive coverage of thewealth of published materials available on the subject of poster presentation within thescientific disciplines. However, the author believes that it offers the novice and theexperienced poster presenter a useful way into and out of the rich, but complex maze ofcross-disciplinary literature on the subject. And to help in this respect the author hasdeveloped an easy-to-use guide to literature sources on specific poster presentationtopics. It takes the form of a matrix that lists and characterises each citation bydisciplinary origin and major themes discussed in the content (see Table I).

Ten major themes have been derived from a content analysis of the study materialcollected within the ambit of the literature search. (The literature search located threebroad categories of sources: journal articles and reports; text books; and web sites. All

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1248

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Table I.

EJM41,11/12

1252

three have been classified in Tables I-III.) Each of the citation entries is then furtherelaborated in the form of a full reference and brief synopsis.

DescriptorsWhat follows outlines the broad descriptive themes used to categorise the content ofthe articles cited in Table I. This should provide the reader with a guide to the contentand emphasis of each article.

AssessmentThis refers to material discussing the assessment of poster presentations, typically inthe context of being used as devices for teaching the principles of research design, aswell the visual organisation of material. Assessment approaches are outlined, as wellideas for judging effective and ineffective presentation. Some discussion is provided ofthe pedagogical advantages of poster design, including ways in which the visualisationof ideas promotes learning, not only through active learning strategies such as creativeproblem solving, but develops critical thinking skills and wider communication andprofessional interactive skills.

DigitalThis refers to material discussing the development of digital, e-posters or virtual posterpresentations. These are presently at the cutting-edge of poster presentation, especiallyin the medical sciences and some areas of engineering and geosciences where digitalimaging is commonly used for fieldwork simulation. In such cases, in addition to thetypical poster-board space allocated for the representation of static text and images, thearea also provides space for filmic moving images (generated by a laptop connected toa mini-projector) to illustrate problems or possible interventions and solutions at workin real time, say in heart surgery, earthquake architecture or ship stability. Alsodiscusses digital design issues, especially for web-based presentations.

Research toolThis refers to material discussing the use of poster presentations in planning anddecision-making for research projects, as well investigations into their effectiveness asdevices for the communication of scientific information.

Educational toolThis refers to case material describing the use of poster presentation as teachingdevices, providing information about the learning context, objectives, related projects

Author Disciplinary origin

Adelheid et al. (2003) PsychologyBriscoe (1996) ScienceDavis (1997) ScienceDay (1998) ScienceGosling (1999) SciencePechnik (2000) BiologySimmonds and Reynolds (1994) Science

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Table III.Web sites

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and their effectiveness. Some consensus about the benefits of the visualisation processand the more detailed forms of interaction it facilitates during the presentation phase.Shows some early awareness of the possible impact of the poster platform as a way ofwidening inclusion, for instance through opening up participation in congressactivities for novice researchers seeking to network, or gain experience of scientificdiscourse and exchange. These ideas also have implications for the economics ofconference organisation and attendance.

GuidelinesThis refers to straightforward material providing ready-made guidelines for posterdesign and construction, typically organised as checklists of good practice, and pitfallsto watch out for. Sometimes the material draws upon communication theory andgraphic design principles derived from printing, discussing issues such as: poster size;developing a narrative or storyline; the use of photographs and illustrations; questionsof black and white and colour; font size and type; material layout; the use of descriptiveversus associative or symbolic material to build the storyline.

Organising poster sessionsThis material discusses how to set up and run an effective poster presentation session,concentrating on the presentation “event” and context. It is typically based onexperience of organising poster sessions at scientific meetings and conferences. Someinput deals with their use in a teaching context – a must for all conference organisersin the marketing and management areas.

ProcessThis material discusses the straightforward mechanics of designing and constructinga poster presentation. It offers a step-by-step guide to the various activities involvedand how they impact each other.

Poster designThis material focuses on the design or composition of scientific posters. It typicallyemploys simple rules of visual communication to develop guidelines regarding thelocation of visual and textual content, visual layout, typeface and the use of colour.Effective practice is typically derived on the basis of “what seems to work”. Typicallyvery little consideration is given to issues of aesthetics, or hard-won principles ofcommercial graphic design practice.

Presentation guidelinesThis material refers to rules of thumb for the presentation of the poster. It discussesthings to consider in transporting the poster to the poster-board that may be locatedabroad at an international conference. It also discusses issues regarding things to do toimprove the visual attractiveness of the poster to passing traffic.

Story-boardingPosters are often seen as vehicles for telling a story through bringing together visualthemes and narrative devices. This refers to material looking specifically at the use ofstoryboards as tools in the development of a promising poster design composition andnarrative storyline. They are often used to sketch out the story line and indeed sketches


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are an important part of the development process. The advantages of this approach arediscussed, including facilitating the integration of peer feedback into the designdecision process.

Abstracts of journalsAkister, J., Bannon, A. and MullenderLock, H. (2000), “Poster presentations in socialwork education assessment: a case study”, Innovations in Education and TrainingInternational, Vol. 37 No. 3, p. 229Discusses the issue that in social work the ability to verbally support assessmentsundertaken in the workplace is an important skill that is not usually assessed. Using aposter presentation as an assessment strategy has offered some unexpectedopportunities in this area since students have to respond to questions from theassessors based on the material presented in the poster. This case study describes theexperience of using posters for assessment and includes feedback from students whochose the option of presenting a poster and those who did not.

Alkirke, K. and Carson, C. (1986), “Poster sessions and educational exhibits. How arethey alike? How are they different?”, Oncology Nursing Forum, Vol. 13, p. 104States that each year at the Oncology Nursing Society Congress, the participant hasmany activities to choose from that will enhance one’s oncology nursing knowledge.This article outlines two of these activities, namely, educational exhibits and postersessions. By identifying what to expect from poster sessions and educational exhibits,participants will have a clear view of the valuable contribution they make to thesuccess of the Congress.

Bach, C.A. and Poole, M.J. (1994), “Posters: innovative and cost-effective tools for staffdevelopment”, Journal of Nursing Staff Development, Vol. 10, pp. 71-4Discussed how nursing staff development educators use the poster as a time- andcost-effective means to present essential information about policies and procedures aswell as current, pertinent information about research findings. In this article, theauthors present guidelines for preparation of successful poster presentations

Bach, D.B. et al. (1993), “Producing picture-perfect posters”, American Journal ofRoentgenology, Vol. 160, pp. 1303-7Discusses how scientific posters form an integral part of many radiology meetings.They provide the opportunity for interested parties to read the material at anindividualised pace, to study the images in detail, and to return to the exhibit numeroustimes. Argues that, although the content of the poster is its most important component,the visual presentation of the material can enhance or detract from the clarity of themessage. With the wide availability of sophisticated computer programs for desktoppublishing (DTP), such MS Powerpoint, one can now create the poster on a computermonitor with full control of the form as well as the content. This process is said toresult in a professional-appearing poster, yet still allow the author the opportunity tomake innumerable revisions, as the poster is visualised in detail on the computermonitor before printing. Furthermore, this process is said to be less expensive than thetraditional method of typesetting individual sections separately and mounting them on

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cardboard for display. The purpose of this article is to present our approach to posterproduction using commercially available DTP computer programs.

Beal, J.A. (1986), “Preparing for a poster session – some practical sessions”,Massachusetts Nurse, Vol. 56, p. 5The paper discusses how in nursing studies over the past few years, the use of postersessions to disseminate research has become increasingly widespread. This articleidentifies important factors the presenter should remember when preparing andpresenting poster presentations.

Beel-Bates, C. and Christopherson, D. (1991), “Poster presentations: another way toshare nursing research”, The Michigan Nurse, Vol. 64, pp. 35-7This paper is written for nurses who have had an abstract accepted for a poster sessionbut who have neither a clue where to begin to make a poster, nor the financial supportto contract for its professional development. It shares poster development suggestionsand construction tips, learned first hand.

Bergren, M.D. (1995), “Professional presentations with posters”, Journal of SchoolNursing, Vol. 11, pp. 6-7The paper offers guidelines concerning the various issues that tend to arise whensubmitting, preparing, and presenting posters for conferences.

Biancuzzo, M. (1994), “Developing a poster about a clinical innovation. Part I: ideas andabstract”, Clinical Nurse Specialist, Vol. 8, pp. 153-5This paper is the first in a series of three developed to assist the clinical nursingspecialist in planning, producing, and presenting a poster. Choosing an idea that islikely to be accepted by reviewers and then planning and writing the abstract aredescribed in this article. Practical instructions, specific to the clinical rather than theresearch poster, are given along with illustrative examples. A sample of reviewerevaluation criteria is given to help the nurse recognise a standard for excellence ininnovative poster presentations and to provide reviewers with an objective evaluationtool.

Biancuzzo M. (1994), “Developing a poster about a clinical innovation. Part II: creatingthe poster”, Clinical Nurse Specialist, Vol. 8, pp. 203-7This is the second in a series of three articles developed to assist the clinical nursingspecialist in planning, producing, and presenting a clinical poster. The purpose of aposter and critical steps in producing the poster are described in this article. Theprocess of producing the poster is said to be driven by space limitations and the mainpurpose of the presentation; whether the poster is produced by the presenter or aprofessional is determined by the presenter’s preference and resources. Special focus isput upon the units of the layout, how the units are produced, and how they are puttogether.

Biancuzzo, M. (1994), “Developing a poster about clinical evaluation. Part III:presentation and evaluation”, Clinical Nurse Specialist, Vol. 8, pp. 262-4This is the third in a series of three articles developed to assist the clinical nursingspecialist in planning, producing, and presenting a clinical poster. In this article,


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actions that the poster presenter needs to take before, during, and after the conferenceand poster session are discussed. An evaluation tool to gauge participants’ reactions issuggested. Examples given are specific to research known as the clinical innovationsproject.

Billington, H.L. (1997), “Poster presentations and peer assessment: novel forms ofevaluation and assessment”, Journal of Biographical Education, Vol. 31, pp. 218-21The paper compares peer assessment and staff assessment of students’ posterpresentations on major ecosystem processes. It finds that student assessors have atendency to over-mark one another’s work, suggesting that there to be a link betweenassessment strategies and student achievement. It concludes that students with goodwritten communication skills do not necessarily have good graphical communicationskills.

Blew, P.A. and Christian, W.P. (1984), “How to prepare effective poster presentationsfor professional conferences”, Behavior-Therapist, Vol. 7, pp. 129-32It discusses that in recent years many professional organisations, including theAssociation for Advancement of Behaviour Therapy (AABT) and the Asscociation forBehaviour Analysis (ABA), have scheduled poster sessions at their nationalconferences in place of the more traditional sessions. The paper reflects on howinnovations in the equipment and methodology have been found to be useful in theproduction and dissemination of poster presentations. It outlines strategies forpreparing effective poster presentations.

Bloch, S.M. (1996), “Do’s and don’ts of poster presentation”, Biophysical Journal,Vol. 71, pp. 3527-9The paper offers advice on preparing a good scientific poster. It argues that as with allcommunication, there is no single recipe for success. It discusses that there are manyalternative creative ways to display and convey scientific information pictorially.Occasional, it shows how breaking with tradition can pay off, but not always. Thesuggestions here certainly will not improve your science but, if followed, may help youto communicate your message. Suggests that when it comes to posters, style, format,colour, readability, attractiveness, and showmanship all count.

Bottler, M., Giardino, E.R. and Wolf, Z.R. (1990), “University/community postersessions”, Nursing Connections, Vol. 3, pp. 49-53The paper reports that a group of graduate nursing students created posters toillustrate their practical projects at the end of a field course. Posters were presented at aposter session on a university campus in Philadelphia, open to preceptors, other nursecolleagues, and the university community. Students recognised the advantages of theposter session, including how to conduct a professional presentation in public and howto construct an attractive, literature- based poster to hold the attention of colleaguesattending the session.

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Brewer, B.W., Buntrock, C.L., Diehl, N.S. and Van Raalte, J.L. (1997), “Where have allthe handouts gone? Long time passing”, Sport-Psychologist, Vol. 11, pp. 345-8The paper discusses that poster sessions have become a standard feature at sportpsychology conferences. It is said that although these sessions are intended to facilitateinteraction between presenters and audience members, research suggests that theexchange of information in poster sessions is less than optimal (Rienzi and Allen, 1994).The reported study examined the extent to which authors of poster presentations at asport psychology conference mailed handouts or manuscripts containing details oftheir presentations to interested colleagues. Results indicated that authors of only 39per cent of the posters responded to the requests for written information, and some ofthose responses were not timely. By failing to provide handouts or manuscripts tointerested individuals, poster presenters may impede scientific progress, as well as thedevelopment of their reputation. Presenters are encouraged to honour their ethical andprofessional obligations to disseminate information on their work to the sportpsychology community.

Brown, B.S. (1996), “Communicate your science! Producing punchy posters”, Trends inCell Biology, Vol. 6, pp. 37-9Introduces the idea of presenting a poster for the first time as a novice researcher andconference goes. Discusses what happens when the research has been done and youhave a piece of work that is ready to present at a conference but you have not done theconference thing before. You feel both excited and queasy about the prospect, and yoursupervisor thinks it is a good idea to present. So you write an abstract and send it off.And it is accepted. And the day of the conference draws nigh. But then you notice thesmall print . . . words to the effect that as working papers short communications, suchas yours, are now normally presented as posters. So what do you do? With no moreadvice to hand, you sit down at your word processor and write up your work as if youwere writing a chapter in a thesis. Off you go to the conference and pin up on the boardprovided your six pages, plus two diagrams, plus one table, plus three captions. Youstand and wait, but no one seems particularly interested. Oh dear. I wonder why.

Brown, B.S. (1997), “Poster design: six points to ponder”, Biochemical Education,Vol. 25, pp. 136-7This article identifies what it claims to be the six most important elements to considerwhen preparing poster presentations.

Bushy, A. (1990), “A tool to systematically evaluate QA poster displays”, Journal ofNursing Quality Assurance, Vol. 4, pp. 82-5The paper discusses why, despite the fact that posters are often used for qualityassurance information, little is written on the attributes of a “good” poster presentation.It reports that, in the light of this declared lack of information, a 30-item posterevaluation tool has been developed to evaluate QA poster displays. The paperdescribes the evaluation tool and explains the advantages of using it for theimprovement of future poster presentations.


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Bushy, A. (1991), “A rating scale to evaluate research posters”, Nurse Educator,Vol. 16, pp. 11-5Discusses how many nursing conferences include research reports in the form of oralreports, symposia discussions, and poster presentations. To assist faculty, students,and clinicians in the systematic preparation and critique of poster presentations, theauthor discusses her 30-item research-poster appraisal tool (R-PAT). The tool is said toassist nurses in preparing nursing research posters. It also guides nursing faculty ingrading research posters as class assignments, and lets viewers systematically critiqueposters.

Butz, A.M., Kohr, L. and and Jones, D. (2004), “Developing a successful posterpresentation”, Journal of Pediatric Health Care, Vol. 18 No. 1, pp. 45-8The authors argue that in following some simple guidelines and rules for posterpresentations, a successful poster presentation can be achieved. The article outlines thenecessary steps to take for a successful poster presentation so that the presenter canachieve maximum feedback and discussion regarding their work, as well as learningfrom the poster experience. The reader is guided through the steps of creating asuccessful poster.

Caliendo, M.A. (1985), “Poster session presentations – their impact on biophotographyand the process of preparation”, Journal of Biological Photography, Vol. 53, pp. 5-8This is an elderly paper that introduces the idea of poster sessions as a new approachto disseminating scientific information. It provides guidelines for poster designers andpresenters.

Campbell, R.S. (2004), “How to present, summarize, and defend your poster at themeeting”, Respiratory Care, Vol. 49, pp. 1217-21This paper takes an interesting tack on posters as alternatives to paper presentationfor novice researchers. It argues that for many people public speaking induces stressand fear, but with adequate planning, practice, and understanding of the “dos anddon’ts” you can deliver presentations that will communicate your research clearly,succinctly, and with a professional and confident demeanour. The paper provides aguide for the novice researcher to develop the skills to deliver several types ofpresentation, including posters, and to minimise (and even make use of) the stress andfear. It argues that planning and practice are the essentials of presentation success.

Chabeli, M.M. (2002), “A poster presentation as an evaluation method to facilitatereflective thinking skills in nursing education”, Curationis, Vol. 25, pp. 10-8This article seeks to establish whether the poster presentation of a specific theme canfacilitate student thinking skills in nursing education. The study consists of aqualitative, exploratory, descriptive and contextual research design where 20 studentsvolunteered to take part by signing an informed consent. Descriptive sketches wereused for data collection followed by individual interviews to validate the findings. Datawere analysed by means of the descriptive method of open coding of Tesch (inCreswell, 1994, p. 155). Denosa’s (1998, p. 7) ethical standards for research wereconsidered. The findings indicated both positive and negative perceptions. Thepositive perceptions were: a poster presentation as an evaluation method facilitates

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creative, critical and reflective thinking skills; group work facilitates studentparticipation; it facilitates problem solving skills; it increases the student’sindependence and a sense of ownership; and the evaluation is fair. The negativeperceptions were that there was a lack of clarity on the student’s expectations and thatgroup activity is difficult. Trustworthiness was maintained in accordance with Lincolnand Guba’s (1985, pp. 290-327) principles. It is concluded that a poster presentation,used effectively as an evaluation method, can facilitate the learner’s critical andreflective thinking skills. It is recommended that other learner-centred methods ofassessment and evaluation be researched for their effective use in facilitating higherorder thinking skills of learners.

Cleary, M. and Garry, W. (2004), “Apportioning our time and energy: oral presentation,poster, journal article or other?”, International Journal of Mental Health Nursing,Vol. 13, pp. 204-7The paper argues that there is a general expectation for health service employees topresent their work in oral or written format to showcase clinical ideas, innovations,service developments, and quality and research initiatives. It outlines the types offorums where work can be presented and highlights their relative merits. It isanticipated that this discussion will be of interest to clinicians, managers andresearchers when considering where best to present their work.

Cleary, M., Hunt, G., Walter, G. and Horsfall, J. (2003), “Guidelines for presentationsand publications”, International Journal of Mental Health Nursing, Vol. 12, pp. 158-9The paper discusses how the oral and written presentation of work arising fromclinical practice, service development, quality improvement projects and research ispresently encouraged and supported. It argues that because this work may involveconsumers, staff and the organisation, it is important that proper consideration is givento how the work is disseminated, including any ethical implications. There is a need toensure that consumers, staff, facilities, the organisation and intellectual property areprotected from any potential concerns that may arise. The paper provides protocolsand a checklist that may be of interest and may be relevant for clinicians andresearchers to review and appraise their work before oral or written presentation.

Costa, M.J. (2001), “Using the separation of poster handouts into sections to developstudent skills”, Biochemistry and Molecular Biology Education, Vol. 29 No. 3,pp. 98-100A method is presented that aims at developing the ability of students to handleinformation, participate in group discussions, and accept and give constructivecriticism. The method involves synthesising information in poster handouts andtaking part in a student-centred assessment. The assessment proceeds through anobjective scoring strategy that leads to the identification of key points for selecting andintegrating information, as it should be displayed in poster presentations. Acomponent of the strategy is the separation of these “poster panels” into their mainsections. Student’s participation has been found to be enthusiastic.


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Coulston, A.M. and Stivers, M. (1993), “A poster worth a thousand words: how todesign effective poster session displays”, Journal of American Dietetic Association,Vol. 93, pp. 865-6This short article discusses the major design features required to make an effectiveposter session display.

Crooks, D.L. (1998), “Reflections on research: in the eye of the beholder: making themost of poster presentations – part 1”, Canadian Oncology Nursing Journal, Vol. 8,pp. 93-4In part one of a two part series, the paper discusses the purpose and basic requirementsof a poster presentation. Evaluation criteria are discussed to provide a focus for posterdevelopment and presentation.

Crooks, D.L. (1998), “Reflections on research: in the eye of the beholder: making themost of poster presentations – part 2”, Canadian Oncology Nursing Journal, Vol. 8,pp. 154-6In part one of this two-part series, the purpose, components of poster and modes ofpresentation were described. Part two discusses practical considerations in posterpreparation, tips for transporting and presenting the poster, and finally criteria forevaluation of posters.

De Simone, R., Rodrian, J., Osswald, B., Sack, F.-U., De Simone, E. and Hagl, S. (2001),“Initial experience with a new communication tool: the ‘Digital Interactive PosterPresentation’”, European Journal of Cardio-Thoracic Surgery, Vol. 19 No. 6, pp. 953-5The paper discusses how the traditional poster is often associated with a sense offrustration and incompleteness by the presenters and the audience. Traditional postersare seen as inadequate communication tools since they only reach a limited audience.The authors propose a new system for organising poster sessions – the “DigitalInteractive Poster Presentation” (DIPP). They argue that this new system allowsparticipation of a larger audience, interactive presentation, and more effectivediscussion of scientific data.

Dubois, B.L. (1985), “Poster sessions at biomedical meetings: design and presentation”,The ESP Journal, Vol. 4 No. 1, pp. 37-48As an alternative to reading a paper, the paper states that biomedical scientists canmake their first public communication of research results at a professional meeting viaa poster. It reports that observation of posters at the 1983 annual meeting of theFederation of American Societies for Experimental Biology shows that the mosteffective posters plan spacing, colour, and depth to guide the reader through theintended sequence. The informal spoken interaction between poster presenter andpasser-by, focused on scientific topics, requires a sophisticated grasp of a specific typeof conversational interaction, including the ability to comprehend illocutionary force ofutterances.

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Duchin, S. and Sherwood, G. (1990), “Posters as an educational strategy”, The Journalof Continuing Education in Nursing, Vol. 21, pp. 205-8The paper argues that posters are visual aids that are well suited to use as independentsources of information or as a support for other forms of presentation. By design, themessage displayed is brief, constant, and interactive with the viewer. The providedguidelines for developing a poster include careful delineation of content, knowledge ofaudience needs, and the environment or setting for the poster. The authors state thatthe application of basic design elements, such as simplicity of composition, attractivecolour combinations, and title spacings, results in a presentation mode that is bothattracting and lingering.

Eisenschitz, T. et al. (1979), “Poster sessions as a medium of scientific communication”,Journal of Research Communication Studies, Vol. 1, pp. 235-42This is a rather elderly paper, which argues that poster sessions are becoming anincreasingly popular form of scientific communication. It describes the features of suchsessions. An account is then given of the running of, and results of an analysis of, aposter session run by the Institute of Scientists in February 1978. Conclusions aredrawn on the strengths and weaknesses of poster sessions.

Elsner C, OD (1994), “Poster presentations: professional information on a personallevel”, CACCN, Vol. 5, pp. 15-7Discusses how poster presentations provide a unique forum to disseminateinformation regarding innovations in nursing practice, research findings and clinicalinformation. Although gaining popularity throughout the nursing community, postersare still an under-utilised means of communicating professional information. Thisarticle highlights the process for developing a poster presentation and outlinesconsiderations for content format, material selection, time frame, and presenterresponsibilities. Poster presentations are said to offer an important opportunity toexchange ideas and perspectives with other health professionals. When wellconstructed, its is argued, that the poster presentation can then be one of the mosteffective and efficient methods of sharing work with colleagues

Fowles, E. (1992), “Poster presentations as a strategy for evaluating nursing students ina research course”, JNE. Journal of Nursing Education, Vol. 31 No. 6, p. 287,ISSN 0148-4834This is a short article discussing the advantages of using poster presentations duringteaching and the evaluation of nursing students.

Fraser, S.W. (2003), “Project storyboards: catalysts for collaborative improvement”,International Journal of Health Care Quality Assurance, Vol. 16, pp. 300-305The paper uses case studies of storyboards from project facilitators involved in threedifferent collaborative improvement programmes in the UK: medicines managementservices, cancer processes and services for older adults. The objective is to compareand contrast perspectives of the benefits and limitations of storyboards, with the aim offeeding back to organisers of large-scale improvement programmes and users of thecollaborative methodology, how the impact of the storyboard process can be positiveand constructive. Storyboards are an effective technique for improvement project


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teams to describe their project, demonstrate progress and share information with otherimprovement teams working on similar topics, as part of a collaborative improvementprocess. Additional benefits include using the design and production of storyboards asan opportunity to develop team relationships and to provide those team members whodesire it, with a chance to use their creative abilities in a positive way.

Garrison, A. (2004), “The Research Poster Appraisal Tool (R-PAT-II): designing andevaluating poster displays”, JHQ Online, www.nahq.org/journal/online/july_august/researchposter.pdfNotes that even though a number of articles, and more recently web sites, haveincluded information on developing poster presentations, there is a dearth ofinformation in the print literature focusing solely on effective evaluation tools that maybe used to evaluate posters objectively. This article describes the R-PAT-II, a revisedtool that can be used to evaluate professional posters at local, regional, national, andinternational events objectively. The R-PAT-II lists essential criteria that may be usedboth to create and rate posters for a variety of purposes including research, education,and CQI and PI initiatives.

Gerstle, D.S. (1999), “Grab their attention! Make your point!”, MCN, American Journalof Maternal Child Nursing, Vol. 24, pp. 257-61Argues that improving the education we offer is an important goal for nurses.Advances in computer presentation software have given us the ability to use visualsand sound to enhance learning, whether for patient education or staff development.Better visual design of your presentation should achieve four basic goals incommunicating your message: ensure legibility; reduce the effort required to interpretthe message; increase the viewer’s active engagement with the message; and focusattention on the most important parts of the message. Guidelines are given in thisarticle to meet each of these goals.

Gregg, M.M. and Pierce, L.L. (1994), “Developing a poster presentation”,Gastroenterology Nursing, Vol. 16, pp. 163-5Discusses how poster presentations are one method of presenting articles, projects, orresearch at a professional conference. The paper delineates the development of a posterfor presentation. Essential points on topic selection, writing the abstract, developmentstrategies, transport, and handout preparation are included.

Gyeszly, S. (1990), “Poster preparation for ALA Conference”, College and ResearchLibraries News, Vol. 51, pp. 532-3Suggests the hardest task is to complete the first poster presentation. The purpose ofthe article is to provide a “hands-on” experience for all librarians for all the librarianswho are struggling with their current research and poster or planning to participate inposter session in the future.

Handron, D.S. (1994), “Poster presentations: a tool for evaluating nursing students”,Nurse Educator, Vol. 19, pp. 17-9Notes that developing effective means to evaluate students taking undergraduatenursing research and stimulating interest in a course that is typically viewed by

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nursing majors as “irrelevant” is challenging and problematic. Traditionalexaminations and proposal assignments do not inspire undergraduate nursingstudents to appreciate research. The author outlines the steps taken to design and useposter presentations to evaluate students’ progress and offers.

Harikrishnan, K.M. and Kumaravelu, S. (1995), “Poster presentation: an effectivemeans of scientific communication”, Journal of the Association of Physicians of India,Vol. 43, pp. 546-7States that the poster presentation is an effective form of scientific communication,arguing that poster sessions form an essential and important component of conferencesand congresses. Reports that a lot of participants in conferences shy away frommaking poster presentations mainly because of a lack of familiarity with the format,advantages and shortcomings of posters. The purpose of this article is to put postersessions in a proper perspective and to highlight their advantages. Guidelines for thepreparation of posters and their effective presentation are detailed.

Hartman, K.J. (1996), “Designing effective poster presentations”, Fisheries, Vol. 21,p. 22The authors write that posters are an underused means of information transfer atAmerican Fisheries Society (AFS) meetings. Although oral presentations are thefavoured format of authors, posters have at least one major advantage over oral papers– a greater opportunity for interaction between authors and the audience. This articlediscusses the major components required to design an effective poster presentation.

Hayes, S.K. (1999), “Fairy tales of storyboarding”, Journal for Nurses in StaffDevelopment, Vol. 15, pp. 260-2Tells the story of how, once upon a time, there were two creative, intelligent, staffdevelopment educators who worked in a large hospital in Dayton, Ohio, and whowanted to tell a story about how to share performance improvement initiatives withothers. To narrate their story, they used a problem-solving method, a coordinatingtheme, bright colours, graphics, clip art, photography, data collection, and a board todisplay their story for “The Fundamentals of Storyboarding.” They argue that aproperly designed poster/storyboard can successfully attract attention, stimulateinterest, and impart information. Poster presentations are said to be effective tools foreducators to share their knowledge and expertise as well as demonstrateperformance-improvement initiatives in their organisation.

Healey, K.M. and Hoffman, M.A. (1991), “Self-instructional posters: one way to savetime and money”, The Journal of Continuing Education in Nursing, Vol. 22, pp. 123-5Discusses how getting staff to join continuing education programs can be difficult dueto time, staffing, and cost restraints. The paper reports how a self-instructional module,combined with a teaching poster format has had a favourable response fromparticipants. This format has the capability of reaching a higher number ofparticipants and is both time and cost effective.


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Henshaw, J.L. (1979), “Communicating through poster sessions”, IEEE Transactionson Professional Communication, September, pp. 137-40The author observes that at a poster session at a technical conference there is nocaptive audience. At modest amount of showmanship is therefore helpful in attractingattention. He reports that his experience shows that fewer and bigger rather than morevisuals are usually best; detailed information can be provided in other ways. Chartsmust be simple and legible. A photograph of the presenter helps newcomers identifyhim among the other visitors. Means for collecting names and addresses for furthercorrespondence should be provided. Additional guidelines to assist organisers,presenters, and observers in exchanging information are presented.

Henshaw, J.L. (1990), “Communicating through poster sessions”, American IndustrialHygiene, Vol. 51, pp. 50-52The author again observes that at a poster session at a technical conference there is nocaptive audience. At modest amount of showmanship is therefore helpful in attractingattention. He reports that his experience shows that fewer and bigger rather than morevisuals are usually best; detailed information can be provided in other ways. Chartsmust be simple and legible. A photograph of the presenter helps newcomers identifyhim among the other visitors. Means for collecting names and addresses for furthercorrespondence should be provided. Additional guidelines to assist organisers,presenters, and observers in exchanging information are presented.

Hollander, S. (2002), “The quick fix: helping students prepare poster presentations”,College Teaching, Vol. 50 No. 3, p. 103This brief article presents some ways that faculty can assist students with the posterand presentation process.

Horn, P.B., Kopser, K.G. and Carpenter, A.D. (1993), “A systematic evaluation of aposter presentation. . . alternative methods within staff development”, Journal ofContinuing Education in Nursing, Vol. 24, pp. 232-3The paper states that the purpose of this study is to describe an alternative approach toeducating nurses and comparing attendance rates between traditional and alternativeprograms. In these times of scarce nursing resources, traditional methods of staffdevelopment have been found to be ineffective. Frequently, nurses are unwilling toleave their patient care responsibilities to attend even short presentations at a givenplace and time. It reports that a poster presentation designed for oncology nursesattracted 65 per cent of all possible participants.

Horton, A. (1986), “Reinforcement of poster attendance”, Behaviour Therapist, Vol. 9,p. 222The paper discusses steps that can be taken to reinforce poster attendance. It notes thatposter sessions are a common method used to disseminate behaviour therapy researchat the Association for Advancement of Behaviour Therapy (AABT) annualconvention.

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Hunter, K. (1997), “Poster presentations: an alternative to the traditional classroomlecture”, American Journal of Pharmaceutical Education, Vol. 61 No. 1, p. 78, ISSN0002-9459The author argues that traditional teaching strategies, although useful for thedissemination of information, especially to a large number of students, can promotepassive learning and can become mundane. Therefore, innovative educational methodscan become important tools for empowering students to learn and retain presentedmaterial. This paper describes an alternative approach to the traditional classroomlecture that was implemented with first year, doctor of pharmacy candidates. Theapproach consisted of the development and presentation of a professional poster.Students were divided into teams of two and assigned topics related to specificanaemias or blood disorders. Each team was given a one and one-half hour time periodto present their project during which their classmates and faculty members askedquestions. Three posters were presented simultaneously during one classroom lectureperiod. Overall, student acceptance of the poster project was positive. From thefaculty’s perspective, the poster presentation is a fun and efficient way to promotelearning and critical thinking skills in pharmacy students. It presents students with theopportunity to be creative and to develop useful poster presentation skills. The posterpresentation also promotes professional communication and moves students out ofpassive learning into active learning role. Poster viewers have the opportunity to seekimmediate clarification of presented material in a non-threatening, relaxed atmosphere.Additionally, immediate feedback to the presenter can provide invaluable constructivecriticism. Because of the positive response to this project, this interactive teachingmethod was to be used again the following year for doctorate candidates.

Jackson, K. and Sheldon, L. (1998), “Poster presentation: how to tell a story. (How tomake best use of poster presentations at meetings and conferences)”, PaediatricNursing, Vol. 10, pp. 36-7Provides tips on how to get your message across when producing a poster for a studyday of conference.

Jackson, K. and Sheldon, L. (2000), “Demystifying the academic aura: preparing aposter”, Nurse Researcher, Vol. 7, pp. 70-3The paper focuses on developing skills in writing and self-presentation. It explores theart of producing and displaying a poster for a study day or conference.

Johns, M. (1998), “Planning and producing scientific posters”, Journal of AudiovisualMedia in Medicine, Vol. 21, pp. 13-7Argues that poster sessions now form an important part of most scientific and medicalmeetings. Traditionally they have been seen by presenters as the poor relation to thelecture programme, and consequently poster preparation has never been given theattention it deserves. This article examines the principles of poster production anddescribes the contribution the illustrator can make to its production.


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Karamzadeh, A.M., Wong, B.J. and Crumley, R.L. (2002), “A cost-benefit analysis andmethod of creating high-quality posters for a low cost”, Laryngoscope, Vol. 112, pp. 21-2The paper introduces the results of a cost-benefit analysis comparing an office-basedlow-cost technique for producing research posters versus conventional methods. Theaverage cost for manufacturing a 40 £ 60 poster using university-based and commercialreprographic centres (from ten different institutions and cities) was determinedthrough a telephone survey. The total number of posters (1,248) presented at theAmerican Academy of Otolaryngology-Head and Neck Surgery Annual Meeting from1995 through 1999 was used to calculate and subsequently compare the total cost ofgenerating posters using conventional versus the authors’ low-cost method. A detaileddescription of this technique (low-cost) is also offered. The total printing costs for thismeeting using the commercial or university-based services was $294,000 and $268,000versus approximately $11,000 with our method. Aesthetically, the low-cost techniqueis said to be satisfactory and difficult to distinguish from standard methods from thetypical poster-viewing distance. The authors suggest that the cost disparity betweenconventional and “low-cost” poster production and the aesthetic acceptability of both,that the present technique is an extremely pragmatic option for poster production.

Katzman, G.L., Wiggins, R.H. and Harnsberger, H. (2001), “Computerized scientificexhibit utilization: Observations from infoRAD at the Radiological Society of NorthAmerica Scientific Assembly”, Journal of Digital Imaging, Vol. 14, pp. 199-203The paper observes that no publication has discussed the utilisation of computerscientific exhibits (CSE) at national symposia, despite their growing numbers. Thereported hypothesis of the project was that, when given a choice, viewers initiallywould prefer a more conventional paper presentation of a scientific exhibit over that ofan electronic presentation. A nearly identical paper version of the introductory screento an infoRAD CSE was placed adjacent to the workstation. Utilisation of the paperintroduction, computer introduction, and both, as well as subsequent behaviour, wasrecorded. It was found that of 67 visitors, initial user choice was 56.7 per cent paper and43.3 per cent computer. Over the entire time at the exhibit 25.4 per cent only looked atthe handout, 25.4 per cent only at the computer, and 49.3 per cent perused both. Only10.5 per cent completed the entire exhibit, and 0.94 per cent of total registrants visitedthe CSE. Overall, 74.7 per cent perused the CSE when leaving the exhibit area. Uponarrival, viewers preferred the more conventional paper presentation, confirming theproject hypothesis. The paper reports that surprisingly, about 75 per cent eventuallyperused at least a portion of the computer presentation. Although a small fraction ofRadiological Society of North America (RSNA) registrants visited the CSE, the findingspresented are promising and suggest that CSE presence at national meetings isjustifiable, providing a “first step” toward CME outcomes analysis of CSE. The authorsargue that overall, these findings are promising and suggest that computer scientificexhibit presence at national meetings is justifiable.

Keegan, D.A. and Bannister, S.L. (2003), “Effect of colour coordination of attire withposter presentation on poster popularity”, CMAJ: Canadian Medical AssociationJournal, Vol. 169, p. 1291Discusses the results of a study that examined the effect of colour coordination of attirewith poster presentation on poster popularity. Looks specifically at the background on

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poster presentations; colours used in the study; average number of visitors during theposter presentation session; and the limitations of the study.

Keely, B.R. (2004), “Planning and creating effective scientific posters”, Journal ofContinuing Education in Nursing, Vol. 35, pp. 182-5States that most nursing conferences are using poster sessions as a means tocommunicate innovative nursing practices and current research findings. It is arguedthat this strategy is an effective form of presenting information in an interactiveapproach. The paper presents guidelines for designing and conducting a successfulposter presentation.

Kennedy, A. (2001), “Share your professional ideas: create a poster presentation”,Canadian Journal of Respiratory Therapy, Vol. 37, p. 31The paper asks if you have you ever been to a conference and lingered over the posterpresentations lining the walls? The author notes that concise and highly visual, aposter presentation lets you share the highlights of your research with otherprofessionals.

King, J.W., Johnson, L.K. and Rupnow, J.H. (2001), “Thinking visually: graphic tips fortechnical presentations”, Food Technology, Vol. 55, p. 49Asks in an age of information overload, how can professionals communicate effectivelyand efficiently to technical audiences? How can they organise their technicalpresentations to achieve their goals. Overhead transparencies, 35 mm slides, computerscreen shows, and posters are four main examples of visual communication. Theauthors assume that the presenter knows the technical content and has a way topresent her ideas, the literature review, methods, results, discussion, and keyreferences. But how do you visualise it? How do you start thinking visually?

Kirkpatrick, H. and Martin, M. (1991), “Communicating nursing research throughposter presentations”, Western Journal of Nursing Research, Vol. 13, pp. 145-8Discusses how the poster presentation is an increasingly popular vehicle forcommunicating nursing research. The exhibit’s ambiance encourages interactionbetween the investigator and colleagues who are involved in similar lines ofinvestigation or who are struggling with similar methodological concerns and thesmall number of viewers at a given time encourages participants to engage in moredetailed discussion with the presenter than is possible with paper presentations. Theauthors observe that effective poster presentations require thoughtful planning and arethe joint responsibility of the sponsoring agency and the presenter.

Kroenke, K. (1987), “Poster sessions”, American Journal of Medicine, Vol. 83,pp. 1129-30Notes that although scientific manuscripts, posters, and oral presentations share acommon order (introduction, methods, results, discussion), their differences should berecognised. The paper focuses on poster sessions that are distinguished by theiremphasis on simplicity, visibility, and selectivity. The translation of data into postersrequires a reduction in content, visual enlargement, and the portrayal of highlights.Five design principles are discussed.


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Larrabee, J.H. (1994), “Getting the most out of poster presentations”, Nursing QualityConnection, Vol. 4, pp. 11-12The paper argues that attending poster presentations is a great way to gain knowledgeabout specific nursing projects that may have relevance to your practice setting. It isalso an opportunity to network with other nurses with whom you share professionalinterests. The paper offers several tips for getting the most out of poster presentationswhether you are the presenter or the viewer.

Liegel, L. and Thompson, D. (1989), “Poster presentations for scientific meetings”,Journal of Agronomic Education, Vol. 18, pp. 69-75As the number of poster sessions increases at professional meetings each year,students, scientists, and managers face new challenges to develop effective posterproduction skills. The paper reviews the advantages and disadvantages of posterpresentations vs oral talks. It outlines front-end and secondary planning, materials,and follow-up needed to create visually attractive and technically accurate posters. Anexample of an actual poster display, with several spot-art symbols, is used to helpdocument conceptualisation and technical production aspects. These techniques can beused to make posters either for classroom projects or for formal presentations atnational professional meetings. Convenient checklists are provided to help first-time orexperienced enthusiasts determine their progress in completing specific phases of aposter presentation.

Lippman, D. and Ponton, K. (1989), “Designing a research poster with impact”,Western Journal of Nursing Research, Vol. 11, pp. 477-85Discusses what to do if your research has been accepted for the poster session at aprestigious research conference, not as a paper but as a poster. It then offers guidelinesfor good poster design practice.

Lohri-Posey, B.S. (1999), “Bringing nursing theory to life: the poster presentation”,Nurse Educator, Vol. 24, p. 6The paper describes the successes of using a poster presentation to teach nursingtheory to students.

Lucy, C.A. (2000), “How to succeed in analytical chemistry: a bibliography of resourcesfrom the literature”, Talanta, Vol. 51 No. 6, pp. 1125-47States that technical excellence is necessary to succeed in a career in analyticalchemistry. However there are many other skills necessary for success for whichanalysts receive no formal training. It notes that the journal Talanta has had a traditionof publishing articles on practical aspects of our profession, such as how to write apaper in spectrophotometry or on ion selective electrodes. This article gives advice onhow to purchase equipment, how (and when) to write a manuscript, how to review anarticle, how to give oral, poster and computer presentations, and how to get a job inanalytical chemistry.

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Lynn, M.R. (1989), “Poster sessions: a good way to communicate research”, Journal ofPediatric Nursing, Vol. 4, pp. 211-13The author writes that unheard of in nursing circles before the early 1970s, postersessions are gaining in popularity and occur, in some form, at most nursing meetings.In order to explore the effective use of poster sessions, the pros and cons of suchsessions are explored. Following this exploration, guidelines for poster developmentare offered. Finally, the use of the poster as a means of intra-institutional researchcommunication is discussed.

Maltby H.J. and Serrell M. (1998), “The art of poster presentation”, Collegian, Vol. 5,pp. 36-7This article provides helpful suggestions for the design and production of a poster.Layout, colour, balance, lettering and the use of pictures are considered. Details are alsoprovided of the Research-Poster Appraisal Tool (R-PAT) developed by Bushy (1991).The authors recommend that poster presenters use the tool to self-assess effectivenessprior to presentation. The tool can also be used by conference organisers for ratingdisplayed posters.

Mann, B. and Everly, B. (1985), “pointers on poster presentations”, Journal of NutritionEducation, Vol. 17Discusses how the poster presentation can be made an effective medium forcommunicating scientific information. Although the paper’s particular emphasis is onproviding pointers for designing effective poster presentations at professionalmeetings, many of its suggestions can apply to any poster presentation.

McCann, J. (2000), “Poster presentations come of age at scientific meetings”, Scientist,Vol. 14 No. 21, pp. 8-9States that in recent years the poster device had grown in popularity at many scientificmeetings. At the 50th meeting of the American Society of Human Genetics inPhiladelphia, 4-7 October, scientists signed up for 2,147 posters compared to 287 slidepresentations. The paper discusses the development of poster presentations withreference to the views of a number of academics and scientists.

McCann, S.A., Sramac, R.S. and Rudy, S.J. (1999), “The poster exhibit: guidelines forplanning, development, and presentation”, Dermatology Nursing, Vol. 11, p. 373The paper argues that the poster exhibit is an efficient and effective educational tool. Itis also an excellent means to creatively communicate new ideas, projects, and researchdermatology nursing. The advantages of the poster exhibit and guidelines for creatinga poster presentation are discussed.

McDaniel, R.W., Bach, C. and Poole, M. (1993), “Poster update: getting their attention”,Nursing Research, Vol. 42, pp. 302-4The paper discusses how posters are an excellent means for sharing research that is inprogress, or research that has recently been completed but is not yet reported inliterature. With close reference to previous literature this article provides a summary ofthe essential guidelines that should be considered when preparing a posterpresentation.


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Marek, P., Christopher, A.N. and Koenig, C.S. (2002), “Applying technology to facilitateposter presentations”, Teaching of Psychology, Vol. 29 No. 1, pp. 70-2The authors write that because college graduates with baccalaureate degrees inpsychology are often employed in positions that are not directly related to psychology,the paper offers a rationale for introducing applied technological skills in theclassroom. They focus specifically on presentation software, primarily as a vehicle forcreating posters. Given the surge in popularity of poster presentations and the impactof high-quality visual displays, we review sources of information for preparing postersand graphs. The paper also offers guidelines for the use of PowerPoint presentationsoftware to create single-unit poster presentations, a skill applicable in a variety ofacademic and employment settings.

Michelle , G. (2004), “Research note. Apportioning our time and energy: oralpresentation, poster, journal article or other?”, International Journal of Mental HealthNursing, Vol. 13, p. 204Notes that there is a general expectation for health service employees to present theirwork in oral or written format to showcase clinical ideas, innovations, servicedevelopments, and quality and research initiatives. The paper outlines the types offorums where work can be presented and highlights their relative merits. The authorsanticipate that this discussion will be of interest to clinicians, managers andresearchers when considering where best to present their work.

Miracle, V.A. (1999), “Poster presentations with style”, Nursing Management, Vol. 30,p. 15Suggests that poster presentations are a cost-effective way to disseminate informationto the nursing staff. It discusses how to choose a format for the posters, thedevelopment of poster content, and the design of the layout.

Miracle, V.A. (2003), “How to do an effective poster presentation in the workplace”,Dimensions of Critical Care Nursing, Vol. 22, p. 171The article presents guidelines for making an effective poster presentation. It notesthat posters have been used for years to share information and that historically, postershave been used to disseminate research findings. Many scientific meetings each yearhave poster sessions in which research findings are displayed by poster, and theresearcher has the opportunity to interact with the participants. However, a poster doesnot have to be formal. A poster can be an informal way to share information withothers. Many units now routinely use posters to disseminate information. Thus, formalor informal, the basic principles of poster presentation are the same. However, thisarticle focuses on more informal poster presentations that can be used in youreveryday work setting. It suggest it is useful to find out exactly what the nursemanager or nurse educator expects in the poster and to present enough information toexplain the purpose of the poster but not enough to lose the main idea in minutiae.

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Miracle, V.A. and King, K.C. (1994), “Presenting research: effective paperpresentations and impressive poster presentations”, Applied Nursing Research, Vol. 7No. 3, pp. 147-51The authors note that from the very first nursing research course, nurses are taught thesignificance of sharing the findings of research. Dissemination of findings is the laststep of the research process, and typically, methods for publishing findings areincluded in course content. Obviously, the process of writing is involved. The literatureis full of descriptions about writing for publication, but there are other ways to shareresearch findings, including the oral paper and the poster presentation. The paperprovides guidelines for preparing an oral presentation and a poster presentation.

Moneyman, L., Ura, D., Ellwood, S. and Bruno, B. (1996), “The poster presentation asa educational tool”, Nurse Educator, Vol. 21, pp. 45-7The authors describe their experiences in using the poster presentation to developundergraduate nursing students in the scholarly role of professional nursing practice.Reports that posters were used as a means for students to communicate theiraccomplishments in implementation and evaluation of an innovative clinical project.Methods for development, exhibition, and evaluation of the poster project aredescribed.

Moore, L.W. (2001), “Insights on the poster preparation and presentation process”,Applied Nursing Research, Vol. 14, pp. 100-4Dissemination of research findings and effective clinical innovations are said to be thekey to the growth and development of the nursing profession. Several avenues exist forthe dissemination of information. One forum for communication that has gainedincreased recognition over the past decade is the poster presentation. Posterpresentations are often a significant part of regional, national, and internationalnursing conferences. Although posters are frequently used to disseminate informationto the nursing community, little is reported about actual poster presenters’ experienceswith preparation and presentation of their posters. The purpose of this article is topresent insights derived from information shared by poster presenters regarding theposter preparation and presentation process. Such insights derived from the personalexperiences of poster presenters may assist others to efficiently and effectively prepareand present scholarly posters that disseminate information to the nursing community.

Morin, K.H. (1996), “Practical hints. Poster presentations: planning”, MCN: TheAmerican Journal of Maternal/Child Nursing, Vol. 21, pp. 206-8Offers guidelines to consider prior to constructing a poster. The author advises, mostimportantly allow plenty of time!

Morin, K.H. (1996), “Practical hints. Poster presentations: getting your point across . . .effective use of color, typography, and basic design principles”, MCN: The AmericanJournal of Maternal/Child Nursing, Vol. 21, pp. 307-10Discusses the effective use of colour, typography, and other design principles that willresult in an eye-catching and readable poster.


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Morra, M. (1984), “How to plan and carry out your poster session”, Oncology NursingForum, Vol. 11, pp. 52-7Notes that poster sessions allow participants to display materials on a board anddiscuss findings with one or two interested people at a time. Successful posters aresimple, eye-catching, clear and concise. The article tells how to plan a session, with aweek-by-week task list for preparing materials. It includes 20 advertising principles forposter presentations, tips for those who will be producing materials themselves, and alisting of the language of production people.

Morra, M. (1990), “Creating high impact poster displays”, Journal of Quality andParticipation, September, pp. 92-5The author provides a week-by-week task list for preparing a poster presentation.

Mottet, E.A. and Jones, B.L. (1988), “The poster session: an overlooked managementtool”, Journal of Nursing Administration, Vol. 18, pp. 29-33The authors discuss that one approach to addressing recruitment and retention, image,and staff morale issues is through poster sessions held by local, state, and nationalorganisations. They argue that when you and your staff communicate your projectsthrough a poster session, you increase the visibility of your institution and nursingdepartment, as well as your staff’s professional development and morale. The authorsdiscuss guidelines for developing poster presentations that will effectively andprofessionally communicate your ideas.

Moule, P., Judd, M. and Girot, E. (1998), “The poster presentation: what value to theteaching and assessment of research in pre- and post-registration nursing courses?”,Nurse Education Today, Vol. 18, pp. 237-42Notes that poster presentations have proved to be a popular method of displayinginformation at conferences, and are being used increasingly used as a teaching method.Discusses the benefits and uses of poster presentations and offers advice for their mosteffective use. The author argue that using conference poster presentations in nursingeducation is a way to develop students’ research-awareness skills and enthusiasm andthat the method highlights the relevance of research to practice and fosters essentialresearch literacy.

Mundt, M. (1989), “Preparing a poster presentation”, Nurse Educator, Vol. 14, pp. 10,18, 23This article outlines the important design features that need to be achieved to create asuccessful poster presentation.

Murray, R. (1998), “Visual literacy: designing and presenting a poster”, Physiotherapy,Vol. 84, pp. 319-27The author writes that health professionals present information in a variety of formsand that poster presentations are increasingly used as a communications medium inphysiotherapy. Notes that although the literature on posters mainly concerns thepracticalities of production, this paper offers a more comprehensive approach to thetopic, drawing on the audiovisual, scientific and communications expertise of the threeauthors. It provides an update on the technology for poster production. This paper

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offers guidelines on both preparation and presentation of visual and verbal elements.Key principles are established: creating clear design, selecting significant data, andmaking information accessible and memorable by means of concise writing.Traditional and contemporary layouts for scientific posters are compared. Anexample of a non-scientific poster on a healthcare subject is included. The paper aimsto increase readers’ visual and verbal literacy, so that they are enabled to drawattention visually to their work. Finally, where resources for poster production arelimited, the authors suggest that “low tech” can still mean a high professionalstandard. They show that the key point is to be selective, so that the poster is effectivein putting over the main message.

Naik, S.R. and Aggarwal, R. (1993), “Communication at scientific meetings: in supportof posters”, Indian Journal of Gastroenterology, Vol. 12, pp. 142-3This article acknowledges the poster as a contentious subject in many scientificsocieties and attempts to support posters by discussing the possible reasons why“poster-haters” exist. In particular, the authors consider the continuing position ofposters as a mediocre form of communication to more traditional oral approaches.

Nalbone, D.P. and Aberson, C.L. (2003), “Psychology poster presentations: analysis ofcharacteristics and recommendations for improvement”, North American Journal ofPsychology, Vol. 5, pp. 171-80Argues that scientific research requires self-governance on the part of scientists toensure that findings are disseminated accurately and with integrity. Posterpresentations are a primary means of information dissemination for psychologists.In order to assess the manner that researchers disseminate their findings, the authorsexamined the characteristics of poster presentations at two national psychologyconventions. Using a combination of systematic random sampling and clustersampling, they selected 175 posters from the two conventions. One of three raters ratedeach poster on several different characteristics. Results provided empirically supportedsuggestions for creating effective poster presentations. The paper providesrecommendations based upon these findings that stress the value of posterpresentations and the ethical responsibilities of presenters.

Nishtar, S. (2004), “Posters as a tool for disseminating health related information in adeveloping country: a pilot experience”, Journal of the Pakistan Medical Association,Vol. 54, pp. 456-60Discusses a study that investigates the effectiveness of posters as a tool for impartinginformation related to high blood pressure. The project involved hanging postersconveying information about blood pressure in the waiting rooms of 339 healthfacilities. The impact of this intervention was assessed after 30 days of hanging theposters with the main assessment component of the survey aimed at the targetaudience at the facilities. 1,017 people attending the facilities were interviewed. Thepaper concludes that given the limitations of the study it is difficult to assess theeffectiveness of the poster in changing people’s behaviour regarding blood pressurecheck up. This experience will serve as a pilot for a larger prospective study to assessposter as a tool for prompting people to get their blood pressure checked.


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Owaley, V.B. (1993), “Poster sessions: getting the word out!”, Kentucky Nurse, Vol. 41,p. 15Brief article outlining the main steps in poster design.

Palaoglu O (2002), “The art of scientific presentation”, Acta Neurochirurgica ActaNeurochirurgica – Special Editions Supplement 83, pp. 105-8Discusses that while scientific research data can only become widespread by scientificcommunication, scientists generally underestimate the importance of communicatingeffectively. The paper reviews the guidelines for effective oral and poster presentationfor young scientists. Emphasis has been given not only to effective structuring of thecontent, but to effective verbal and non-verbal presentation techniques as well.References are mostly internet sources, thus, have not been cited throughout the articlebut given at the end as a whole.

Pelletier, D. (1993), “The focused use of posters for graduate education in the complextechnological nursing environment”, Nurse Education Today, Vol. 13 No. 5, pp. 382-8Discusses how posters are increasingly recognised as both a method of professionalcommunication and a strategy for learning and assessment in nurse education. Rapidtechnological developments in health care and the nursing practice environment aregenerating specific educational needs in relation to the use of technology. There is amove to incorporate within the traditional rational technical focus a broader, morecomprehensive understanding of technology, technological equipment and procedures.Technological innovations are an ideal subject matter for poster presentations at thegraduate level particularly as broader dimensions such as the impetus for introduction,the research base, the evaluation strategy and the cost can be incorporated. Each postercan become a teaching focus for a student presentation to classmates or otherprofessional forums in order to catalyse discussions of these wider dimensions. Theauthor provides a description of the use of posters for these purposes, includingexamples and comments by participants.

Pineda, R. (1999), “Poster sessions: enhancing interactive learning during studentpresentations”, Journal of Management Education, Vol. 23 No. 5, pp. 618-22,ISSN 1052-5629Writes that oral presentations in the classroom provide students with the opportunityto learn from each other’s research and opinions. Argues that poster sessions canenhance this learning experience by reducing the routine and anxiety normallyassociated with this activity, and by providing the instructor with the ability tomaximise student participation despite class sise and time constraints. This articlesuggests several dos and do nots when conducting poster sessions in a classroomsetting.

Powell-Tuck, J., Leach, S. and MacCready, L. (2002), “Electronic poster presentations inBAPEN – a controlled evaluation”, Clinical Nutrition, Vol. 21 No. 3, pp. 261-3The paper reports the results of a study that compares the quality of e-poster andtraditional poster communications. At the 2001 BAPEN congress, ten presenters wereinvited to supplement their poster by submitting its title and contents electronically.On projection, the digital poster submissions appeared as a poster. During chaired

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rounds, presenters “talked to” the projection as if it were a traditional poster. They“clicked” onto individual tables or figures to enlarge to full screen. A further “click”returned the screen to poster format. Delegates attending two e-poster sessions, and acontrol group attending two simultaneous traditional poster rounds, responded to aquestionnaire, on a scale 0-4, to statements which related: to the ability to hear and seewell, the posters” clarity and attractiveness, whether the format of the session capturedtheir interest and encouraged discussion. Delegates also responded on how e-postersshould be used in future meetings. Comparison was made using x squared for trend.The reported results suggest that more use should be made of e-posters should be usedin future, 28 vs four delegates thought that e-posters, but that traditional postersshould not be completely replaced. The authors conclude that e-posters enable detailedsearch of a computer-based database of presentations, and viewing of the full contentof all posters. Post-conference collaboration is enhanced by facilitating e-mail contact.E-posters should be used in tandem with traditional posters to improve the delivery oforiginal communications.

Rawlins, J.M. (2004), “Power to the poster”, Bulletin of The Royal College of Surgeonsof England, Vol. 86 No. 8, pp. 282-3“Posters are failed presentations!” That was the response the author overheard oncefrom a consultant to a senior house officer who had just received a poster acceptancefor a UK surgical meeting. The consultant made it quite clear he was not impressedand could not imagine why any senior house officer would ever want their researchpresented as a poster. The paper discusses those issues.

Rees, C. (1990), “Facilitating project feedback: the use of poster presentations”, NurseEducation Today, Vol. 10 No. 5, pp. 398-400This article describes the use of student poster presentations as a means of feedingback to the whole group the results of project work. A technique usually associatedwith conferences, the author argues that the format has been successfully used here toprovide stimulation and creativity amongst one group of post-registration coursemembers. It is suggested that not only could his approach be used by others, but alsothat it has the potential to be developed and applied in a variety of situations

Rempusheski, V.F. (1990), “Resources necessary to prepare a poster for presentation”,Applied Nursing Research, Vol. 3, pp. 134-7The author’s poster preparation suggestions are based on two objectives: to provideresources to produce a quality poster while simultaneously teaching about thepreparation process; and to advocate for financial support for the preparation of asmany posters as possible within the limits of designated funds. Issues such as thenumber of presentations by nurses within the institution, the utility of the proposeddisplay, budgetary limits, and poster display guidelines are considered in relation tothese objectives.

Rupnow, J. and King, J.W. (1995), “A primer on preparing posters for technicalpresentations”, Food Technology, Vol. 49 No. 11, p. 93, ISSN 0015-6639Argues that food scientists can more effectively communicate their research results byuse of properly designed poster presentations.


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Russell, C.K., Gregory, D.M. and Gates, M.F. (1996), “Aesthetics and substance inqualitative research posters”, Qualitative Health Research, Vol. 6, pp. 542-52The authors observe that poster presentations of qualitative research are increasing innumber. Currently, they argue, no guidelines exist for preparing qualitative researchposters to assist researchers in designing posters that will be maximally effective. Thepaper presents guidelines for qualitative posters, developed from our evaluation ofqualitative posters at research conferences and a review of the literature. Areasdiscussed include content, text, materials, component arrangement, and visuals. Theyargue that although qualitative research celebrates creativity, consideration of theseareas will help researchers ensure that their messages are clearly received by thelargest possible audience.

Saydak, S.J., Robinson, J.A. and Lewis, D.J. (1987), “A poster presentation: a reflectionof professionalism”, Journal of Nursing Staff Development, Vol. 3, pp. 164-8Discusses how a multi-sensory teaching strategy facilitates conceptualisation of ideasand increases retention of the material presented. The authors argue that posterpresentations provide a challenging and rewarding opportunity to share one’sexpertise with others and that a properly designed poster can successfully attractattention, stimulate interest, and impart information. This article focuses on the use ofthe phases of the nursing process for systematically designing, presenting, andappraising the effectiveness of this method of presentation in facilitating the transfer oflearning.

Sedory, M.A. and Campeau, C.A. (1993), “Essential Americans: a poster session foressential education”, Journal of Continuing Education in Nursing, Vol. 24, pp. 128-30Discusses how the joint Commission on Accreditation of Healthcare Organisationsrequires that all member hospitals provide information to the nursing staff on safetypractices at least every other year. Hospital policy requires that this information beprovided once yearly. The paper reports that the Staff Education Department at a largeteaching hospital used posters to disseminate that required information, known as“Essential Education”. The posters, which matched topic areas with famousAmericans, presented the necessary content in a clear, concise manner. The nursingstaff found the posters to be less time consuming and more interesting that previousessential education programs. A cost analysis demonstrated a significant savings forthe hospital.

Seigel, H. (1991), “Innovative approaches to in-service education”, The Journal ofContinuing Education in Nursing, Vol. 22, pp. 147-51Observes that the many challenges facing nursing educators today include meeting theregulatory agency education standards while reaching staff on a variety ofshifts/schedules. The article describes a model of development, implementation, andevaluation of required in-service education that meets this challenge. Creative teachingstrategies are discussed, including posters, which facilitate learning at the individuallevel, encourage staff participation at the unit level, and contain cost at the departmentlevel.

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Shelledy DC (2004), “How to make an effective poster”, Respiratory Care, Vol. 49,pp. 1213-6Observes that poster presentations given at scientific meetings are widely used inmedicine, nursing, and allied health professions to communicate research findings. Theauthor writes that a good poster presentation can be an effective way to share theresults of your research with your peers, in a collegial and non-threatening atmosphere.Feedback received during a poster session can be invaluable in refining your researchand preparing for publication in a peer reviewed journal. A typical poster presentationfollows the same format as a scientific paper. Suggests that poster components includea title banner, the abstract, introduction, method, results, discussion, conclusions, andtables and figures. Technical details of poster production include decisions on whatmaterials and methods to use to print and display your poster, font size, whether to usea professional graphics department for production, and cost. Advises that posterpresentation of your research at a professional meeting can be a rewarding experience,and is a useful step toward publishing your research in a respected science journal.

Sherbinski, L.A. and Stroup D.R (1992), “Developing a poster for disseminatingresearch findings”, AANA Journal, Vol. 60, pp. 567-72Notes that one of the key goals of research methodology should be the dissemination offindings. The authors discuss that the presentation of research findings to an audienceof interest can be accomplished through formal or informal presentations atprofessional conferences or on a departmental level, publication in a variety ofprofessional journals, and presentation as a poster session. They note that posterpresentations can attract an audience of similar interest, permit interaction andclarification of the research process and findings by the researcher, allow creativeexpression in presentation, and help to build collegial relationships with others whohold similar interests. Posters are also a way for educators to present the researchfindings of others that answer specific clinical questions or provide a means of staffdevelopment. A well-designed poster gives the viewer a concise overview of theresearch problem/purpose, research methodology, sample, results, and implications.Since the less formal poster presentation is viewed as less intimidating to someresearchers and conference participants, posters may provide a more relaxedatmosphere in which the exchange of information takes place.

Smith, P.E., Fuller, G. and Dunstan, F. (2004), “Scoring posters at scientific meetings:first impressions count”, Journal of the Royal Society of Medicine, Vol. 97, pp. 340-1Discusses how many specialist professional societies present “best poster” prizes, yetwithout generally agreed assessment methods. The authors report the findings of astudy where 31 posters at a neurology meeting were divided randomly into two sets; 14neurologists were andomised into two groups, each assigned one poster set. They“quick scored” the first half, viewing posters for ten to 15 seconds, and “detailedscored” the others. A total of 11 administrators and pharmaceutical representativesquick scored all posters. They conclude that quick ranking by specialists canefficiently identify the best posters for more detailed assessment. On this basis theauthors offer poster-scoring guidelines for use at scientific meetings.


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Supe, A.N. and Sahu, D.R. (2000), “The art and science of presentation: the poster”,Journal of Postgraduate Medicine, Vol. 46, pp. 112-5Writes that research will remain confined to the walls of the research room or theinstitute unless and until it is presented to an audience. In this series the authors try toanalyse the different ways of projection of research work. It begins with a discussion ofone of the most widely used methods of presentation-the poster.

Suthren, R.J. (1998), “Virtual posters and virtual essays in geoscience courses”,Computers & Geosciences, Vol. 24 No. 7, pp. 665-71This paper describes two experiments to introduce information technology (IT) intogeoscience courses. An important part of the author’s Introduction to Geology moduleis for students to observe and interpret rocks and their relationships in the field. Hewrites that logistical constraints make it necessary to simulate fieldwork in thelaboratory, where extensive use is made of poster displays based on field photographs.Fieldwork simulation is becoming more IT-based, as web pages replace conventionalposters. He argues that these “virtual posters” have the advantage of 24-hour access bystudents, who can save and print the files for later use. They are easily updated andprovide the potential for much more student interaction. Third-year students havesubmitted web pages instead of written reports, with the emphasis on using the web asan alternative presentation medium, rather than on students becoming HTML experts.The experiment generated enthusiasm and provided students with useful transferableskills. In all of these developments sound geoscience education is the primaryconsideration, using IT where it can enhance learning and not as an end in itself.

Taggart, H. and Arslanian, C. (2000), “Creating an effective poster presentation”,Orthopaedic Nursing, Vol. 19, pp. 47-52The paper summarises the elements of designing and conducting a poster presentationused in disseminating research findings during nursing conferences. It discussesopportunities for presenting findings in an interactive form, enabling interactionbetween presenters and their colleagues. It also considers cost, content, design andpresentation, including the display of posters throughout a conference.

Taylor, B. (2003), “Are poster presentations effective? A parent’s study”, PaediatricNursing, Vol. 15, p. 42The paper considers the impact of a conference poster presentation on changingpaediatric nursing practice and encourages professionals to consider ways of enablingconsumer involvement in health care. It discusses contextual framework, aims of theposter, as well as problems encountered by paediatric nurses.

Thompkins, D. (1989), “How to develop a poster”, Journal of Intravenous Nursing,Vol. 12, pp. 329-31Writes that nursing professionals can improve nursing practice and patient care byexchanging information with other members of the profession. The author considershow the poster presentation can actively engages the audience in the learning processand provide an effective method for sharing information on a one-on-one basis. Thearticle outlines steps to ensure a successful poster presentation. These steps may

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enable the reader to present a poster at a future Intravenous Nurses Society annualmeeting or other professional-society meeting.

Van Rijswijk, L. and Krasner, D. (1995), “Research and writing basics: posterpresentations”, Ostomy Wound Management, Vol. 41, pp. 12-14This article offers an introduction to preparing poster presentations, outlining themajor poster design issues, and offering tips regarding preparing and planning,lay-out, preparing the text, and handouts.

Vogelsang, J. (1994), “Guidelines for developing a research poster for presentation”,Journal of Post Anesthesia Nursing, Vol. 9, pp. 126-8This article offers step-by-step guidelines for designing, preparing, and displayingposter presentations.

Wharrad, H.J., Allcock, N. and Meal, A.G. (1995), “The use of posters in the teaching ofbiological sciences on a undergraduate nursing course”, Nurse Education Today,Vol. 15, pp. 370-4The authors note that posters are commonly used at research conferences forcommunicating information and in education as an alternative way of teaching andassessing students. The paper reports the use of posters as a means of teaching andassessing part of the biological sciences component of an undergraduate nursingcourse. They find that tutors felt it was a valuable exercise enabling students todevelop a number of skills, alongside the learning and revision of knowledge, includingworking as a team, condensing information and word and graphic processing.Students evaluated the exercise as being challenging but rewarding and preferred to beassessed by this method than by oral presentations or examinations. Lecturers andguided study/tutorial were preferred to posters as teaching methods.

White, A. and White, L. (2003), “Preparing a poster”, Acupuncture in Medicine,Vol. 21, pp. 23-7The authors state that well prepared posters are an effective means to communicate asimple message and stimulate discussion. They write that a good poster requiresconsiderable effort in identifying the vital ingredients and rejecting any superfluousmaterial. In their view the conventional structure for papers and abstracts is a suitablebasis for posters on many subjects, with modification if necessary. Suitable topicsinclude clinical trials, surveys, qualitative studies and case reports. Suggestions aremade for contents that should be considered for each section. Careful planning of size,shape, flow and content will save time in preparation, and several technical graphicalpoints are made, which may improve the attractiveness and readability of the poster.

Windle, P.E. (2001), “Celebrating successes through poster presentation”, Journal ofPeriAnesthesia Nursing, Vol. 16 No. 5, pp. 337-9This article discusses the advantages of poster presentations in the dissemination ofnursing research. The author outlines the required content of a research poster,providing an example of a research display poster.


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Woolsey, J.D. (1989), “Combating poster fatigue: how to use visual grammar andanalysis to effect better visual communications”, Trends in Neurosciences, Vol. 12 No. 9,pp. 325-32Discusses that posters are increasingly being used as a medium for the communicationof results and ideas. The author argues that the organisation and presentation of aposter plays an important role in facilitating effective communication. The paperdescribes how best to maximise the visual impact of a poster.

Wright, V. and Moll, J.M. (1987), “Proper poster presentation: a visual and verbalABC”, British Journal of Rheumatology, Vol. 26, pp. 292-4The authors discuss how the 58 posters exhibited at the 1985 Annual General Meetingof the British Society for Rheumatology were analysed for 13 variables consideredimportant in the construction of a good poster. In particular the attributes of theinformation, simplicity and visual attractiveness were studied. The time spent byviewers was also measured for one selected poster each in immunology, biochemistry,therapeutics and clinical medicine. On the basis of this survey, nine recommendationsfor good presentation were made.

Abstracts of booksAdelheid, A., Nicol, M. and Pexman, P. (2003) Displaying Your Findings: A PracticalGuide for Creating Figures, Posters and Presentations, American PsychologicalAssociation, Washington, DCThis is a recent addition to the literature on presenting and displaying researchmaterial. It discusses a number of communication issues, providing good examples ofcharts and diagrams and questions to consider when working towards the realisationof visual representations of your research. The chapter on posters is only 16 pages longbut manages to cover, with admirable detail, the key issues to consider in designing aposter. It also provides informative diagrams illustrating designs formats, includinglayout, fonts, handouts and content, etc.

Briscoe, M.H. (1996), Preparing Scientific Illustrations: A Guide to Better Posters,Presentations, and Publications, 2nd ed., Springer Verlag, New York, NYThis is one of the most popular books on the visual presentations of scientific data. It iswritten as a concise handbook, offering practical information aimed primarily atbiological and medical researchers. Its step-by-step approach guides readers throughthe communication principles and related technical aspects of preparing clear andeffective illustrations for scientific publications of various kinds. Although it covers avariety of topics, including photography, diagrams, slides, etc. chapter 9 is devoted tothe design and construction of poster presentations with illustrations of good practice.That it addresses the illustration needs of scientists clearly, distinguishes thispublication as a hands-on manual.

Davis, M. (1997), Scientific Papers and Presentations, 2nd ed., Academic Press,LondonThis is a book about communication in the context of scientific research. It is itself anoutstanding example of effective written communication. Although aimed primarily atscientific researchers, it offers a variety of insights about communicating data and

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scientific presentations that would benefit beginners as well as seasoned professionals.It provides a useful chapter on poster presentations.

Day, R.A. (1998) How to Write and Publish a Scientific Paper, 5th ed., CambridgeUniversity Press, CambridgeThis book offers a range of insights about writing about scientific research. Althoughit concentrates on technical writing skills it also offers practical guidance about posterpresentations. It uses Snoopy cartoons to illustrate key learning points.

Gosling, P.J. (1999), Scientist’s Guide to Poster Presentations, Kluwer AcademicPublishing, New York, NYThis book provides practical guidance on how to produce an effective poster design forpresentation to other researchers. The information is clearly presented and providesinsights that would be useful to the experienced presenter as well as the inexperienced.It is written in an informative and enthusiastic style and discusses the purpose ofposters, their design and construction, offering useful hints on each of the issues,including the transportation of your poster. Throughout the book the reader is alertedto the various pitfalls and how to avoid them.

Pechnik, J.A. (2000), A Short Guide to Writing about Biology, 4th ed., LongmanPublishing GroupThis is a short book about writing about biological research. However it is more than awriting guide aimed at biologists for it also deals with general communications issuesof relevance to all scientific presenters. Chapter 11 provides very useful material onposter presentations, layout and construction. It also provides a checklist of handyhints.

Simmonds, D. and Reynolds, L. (1994), Data Presentation and Visual Literacy inMedicine and Science, Butterworth-Heinemann MedicalThis book discusses data presentation and visual literacy for medical researchers.Many of the issues covered are of specific concern to medical researchers, especially theillustrations, but it also offers a variety of general issues regarding the communicationof scientific information. It provides a chapter on poster presentations.

Note

1. Journal databases searched: Business Source Elite, Emerald, Health Source Elite, Ingenta,Science direct, Internurse, PubMed, Google Scholar.

About the authorDouglas Brownlie teaches and researches in marketing subjects in the Department of Marketingat the University of Stirling. He previously did this at the University of Strathclyde, theUniversity of Glasgow and University College Cork. He has published widely on topics,including consumer culture and marketing management.


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