Tracing the 'grey literature' of poster presentations: a mapping review.

BACKGROUND: Posters are a popular way of presenting information at conferences. However, little research has been conducted into their development, and the patterns and extent of their use are unclear. OBJECTIVES: A mapping review was performed to chart the development and utilisation of the poster medium, and to highlight the main literature themes and contributions. METHODS: A search for the term 'poster presentation' was conducted simultaneously in 249 databases. Results were categorised by discipline and analysed by decade. The results were used to form an informetric-based mapping review. RESULTS: (i) Medicine and health care disciplines are the predominant poster users and since 1990 have accounted for 68-75% of the overall published data. (ii) Over 99% of the returns led only to abstract or title citations for conference posters. (iii) Poster presentations offer much potentially useful information, but remain difficult to access. CONCLUSIONS: If the aim of poster presentation is to share and discuss information with others, then the limitations of poster abstracts and questions raised in the retrieved literature suggest that further efforts are required to make this more effective. Library and information specialists of all disciplines are likely to play a key role in such developments, and especially those from the medicine and health care disciplines which feature so prominently.

What is the evidence that poster presentations are effective in promoting knowledge transfer? A state of the art review.

BACKGROUND: Poster presentations are a common form of presenting health information at conferences and in the community. Anecdotal evidence within the discipline indicates that health information framed in a poster presentation may be an effective method of knowledge transfer. OBJECTIVES: A state of the art review of the literature was performed to determine the effectiveness of poster presentations on knowledge transfer. METHODS: Electronic searches of various electronic databases were performed for studies published until 2012. Studies were eligible for inclusion if they provided empirical data on the effectiveness of poster presentations on changes in participant knowledge, attitude or behaviour. RESULTS: A total of 51 studies were identified through the database searches, of which 15 met the inclusion criteria. No study evaluated the effectiveness of posters in comparison with other educational interventions. Most studies utilised a before/after methodology, with the common conclusion that posters elicit greatest effectiveness in knowledge transfer when integrated with other educational modalities. CONCLUSIONS: The poster presentation is a commonly used format for communicating information within the academic and public health fields. Evidence from well-designed studies comparing posters to other educational modalities is required to establish an evidence base on the effectiveness of utilising posters in achieving knowledge transfer.

Reflecting on nurses' views on using research in practice.

This paper follows a previous paper (Hewitt-Taylor et al, 2012) in which the authors summarised their reflections on the literature relating to the application of research in practice. This paper builds on these reflections and reports on the findings from one aspect of a study that explored nurses' views on using research in practice. Quantitative methods of data collection and analysis were used and data were gathered using questionnaires. The findings suggest that nurses generally value research, but this does not necessarily mean that they base individual decisions on particular research findings, or that research is considered the most important form of evidence in direct practice. In addition, the resources that enable nurses to find, appraise and make decisions about using research, are not always readily available in practice settings. From this part of the study, it can be concluded that for research utilisation to increase, time, resources, role models and environments that support this ethos are needed, and that an emphasis on research should not eclipse other key forms of nursing knowledge such as patient views and experiences, and professional expertise in the promotion of evidence-based practice.

Applying research to practice: exploring the barriers.

Nurses are not averse to applying research findings to their clinical practice; however, there appears to be a number of barriers to achieving this. Generally, barriers include lack of time and the need to provide more education surrounding the use of research. While these are both valid points, the authors suggest that perhaps the solution to the problem is looking at how research is 'sold' to practitioners. For example, the use of jargon in research is off-putting to many practitioners, which creates an impression that research is associated with academia, rather than a tool for practitioners. Also, there may be an unrealistic expectation of what 'using research' might mean. Research is seen as the pinnacle of evidence, and not a part of evidence-based practice. In this article, the authors propose that teaching and expectations of research should focus on the application of research to practice. Reviewing and critiquing of research should serve the purpose of helping to make decisions about its practical applications, rather than for academic use.

Effective Interventions for Improving Functional Movement Screen Scores Among "High-Risk" Athletes: A Systematic Review.

BACKGROUND: The Functional Movement ScreenTM (FMSTM) is a tool designed to screen a series of movements that aids in the identification of compensatory fundamental movement patterns, functional limitations, and asymmetrical movement patterns. A previous systematic review and meta-analysis has shown that athletes with an FMSTM score <13-14 are considered "high-risk" and are more likely to be injured. There are discrepancies regarding the efficacy of physical intervention programs in improving FMSTM scores. PURPOSE: The aim of this systematic review was to assess the role of physical intervention programs in increasing functional movement in "high-risk" athletes as measured by the FMSTM. STUDY DESIGN: Systematic Review. METHODS: A computerized search was performed in 2019 according to PRISMA guidelines searching Embase, Science Direct, Ovid, and PubMed. The studies were assessed for quality and risk of bias using the Modified Downs and Black checklist. Participant demographics, intervention routines, and FMSTM scores were extracted from the included studies. RESULTS: Six studies met the inclusion criteria and demonstrated a fair methodological quality. Comparisons across all studies revealed significant improvement in FMSTM scores following implementation of a variety of physical intervention programs. These programs included those that utilized functional training, foot muscle strengthening, Pilates, core stability training, and resistance movements. Despite variations in the corrective exercises performed, the number of training sessions, and the length of the intervention program, all studies demonstrated an increase in the total FMSTM score following program implementation. CONCLUSION: The included intervention programs significantly improved total FMSTM scores in "high-risk" athletes. Despite variations in the corrective exercises (interventions) performed, the number of training sessions, and the length of the program, all studies demonstrated a significant increase in the total FMSTM score following program implementation.

Weightbearing CT Analysis of the Transverse Tarsal Joint During Eversion and Inversion.

BACKGROUND: Understanding of the movement and function of the transverse tarsal joint (TTJt) continues to evolve. Most studies have been done in cadavers or under nonphysiologic conditions. Weightbearing computed tomographic (WBCT) scans may provide more accurate information about the position of the TTJt when the hindfoot is in valgus or varus. METHODS: Five volunteers underwent bilateral weightbearing CT scans while standing on a platform that positioned both hindfeet in 20 degrees of valgus and 20 degrees of varus. Each bone of the foot was segmented, and the joint surfaces of the talus, calcaneus, cuboid, and navicular were identified. The principal axes for each joint surface were determined and used to calculate the angles and distances between the bones with the foot in valgus or varus. RESULTS: In the coronal plane, the angle between the talus and calcaneus rotated 17.1 degrees as the hindfoot moved from valgus to varus. The distance between the centers of the talus and calcaneus decreased 7.1 mm. The cuboid translated 3.9 mm medially relative to the calcaneus. There was no change in angle or distance between the cuboid and navicular. The navicular rotated 25.4 degrees into varus relative to the talus. CONCLUSION: The TTJt locking mechanism was previously thought to occur from the talonavicular and calcaneocuboid joint axes moving from parallel to divergent as the hindfoot inverts. The current data show a more complex interaction between the four bones that comprise the TTJt and suggests that the locking mechanism may occur because of tightening of the ligaments and joint capsules. CLINICAL RELEVANCE: This study uses weight bearing CT scans of healthy, asymptomatic volunteers standing on valgus and varus platforms to characterize the normal motion of the transverse tarsal joint of the foot. A better understanding of how the transverse tarsal joint functions may assist clinicians in both the conservative and surgical management of hindfoot pathology.

Poster presentation - a visual medium for academic and scientific meetings.

Academic poster presentations are used as a medium of knowledge transfer by a wide range of health professional groups. Posters also provide a means of publication for academic and professional contributors. Posters are designed to give a visual representation of an issue that firstly attracts attention, and then conveys an intended message. Whilst the poster medium has become adopted into the publication orthodoxy of the scientific and academic communities, there are acknowledged limitations regarding the depth of knowledge transfer, issues of compilation and production, and the related viewer conception. If treated as a standalone medium, the limitations of a two-dimensional, page limited format may not provide the ideal opportunity to deliver the depth of information required within the academic context. Despite these limitations however, the continued use of posters is justified when supported by author presentation or multi-media resources. This paper aims to provide an overview of the current concept and practicality of academic poster publications. It also outlines by example, some of the wider principles of poster compilation and presentation, for use by those who may utilise the medium at academic and scientific meetings.

Orthopaedic In-training Exam Preparation among Orthopaedic Surgery Residency Programs.

OBJECTIVE: The Orthopaedic In-Training Examination (OITE) is given annually to residents to assess their knowledge of clinical orthopaedics and orthopaedic basic science. This study sought to determine what resources orthopaedic residency programs recommend and/or require for residents as preparative tools for the OITE and to understand which resources are most beneficial. DESIGN: An anonymous electronic survey was distributed to program directors of orthopaedic surgery residency programs. It included questions about resources that program directors recommended or required residents to use when preparing for the OITE. SETTING: The survey was prepared and the results analyzed at two academic medical institutions in Louisiana. The survey was available to respondents in December 2019 and January 2020. PARTICIPANTS: The survey was delivered to program directors of 148 ACGME accredited orthopaedic surgery residency programs in the United States. RESULTS: 148 orthopaedic surgery residency program directors received the survey and 44 responded (response rate: 29.7%). Twenty-nine programs (73.2%) reported that practice tests/review of old OITE exams positively correlated with better scores. The most recommended resources for OITE preparation were Orthobullets (35 programs; 85%) and Res Study (AAOS) (27 programs; 67.5%). Programs having formal/required preparation programs had lower mean overall scores on the OITE than programs that did not. Those without a formal/required program scored in the 60th percentile, while those with a formal/required program scored in the 53.3rd percentile, a difference of 6.7 percentile points (p = 0.049). The mean overall percentiles were significantly higher for programs that reported having a threshold/goal OITE score for residents compared to those that didn't. Programs with a threshold/goal score scored in the 60.6th percentile on average, while those without a threshold/goal score scored in the 51.7th percentile on average, a difference of 8.9 percentile points (p = 0.0095). CONCLUSIONS: There is substantial variability in the resources that are utilized in preparation for the OITE, with the most commonly recommended resource being Orthobullets. The study method most cited as having a positive impact on scores was practice tests/review of old OITE exams. Having a formal/required program resulted in programs having lower OITE scores. Setting a goal/threshold score correlates positively with an increase in OITE score. Encouraging residents to use practice questions/old OITE tests, setting a goal/threshold score and avoiding formal/required preparation programs may improve resident performance on the OITE.

What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiences.

BACKGROUND: Research knowledge is commonly facilitated at conferences via oral presentations, poster presentations and workshops. Current literature exploring the efficacy of academic posters is however limited. The purpose of this initial study was to explore the perceptions of academic poster presentation, together with its benefits and limitations as an effective mechanism for academic knowledge transfer and contribute to the available academic data. METHODS: A survey was distributed to 88 delegates who presented academic posters at two Releasing Research and Enterprise Potential conferences in June 2007 and June 2008 at Bournemouth University. This survey addressed attitude and opinion items, together with their general experiences of poster presentations. Descriptive statistics were performed on the responses. RESULTS: A 39% return was achieved with the majority of respondents believing that posters are a good medium for transferring knowledge and a valid form of academic publication. Visual appeal was cited as more influential than subject content, with 94% agreeing that poster imagery is most likely to draw viewer's attention. Respondents also believed that posters must be accompanied by their author in order to effectively communicate the academic content. CONCLUSION: This pilot study is the first to explore perceptions of the academic poster as a medium for knowledge transfer. Given that academic posters rely heavily on visual appeal and direct author interaction, the medium requires greater flexibility in their design to promote effective knowledge transfer. This paper introduces the concept of the IT-based 'MediaPoster' so as to address the issues raised within published literature and subsequently enhance knowledge-transfer within the field of academic medicine.