Posters

Poster deadlines:

Deadline for poster abstract submission: Now Closed.
Poster authors notified of outcome: w/c 9 August

Posters at DEMEC 2021 will cover 6 themes following the AoME Professional Standards– Core Values and Five Domains

  1. Designing and planning learning (view poster listing)
  2. Teaching and facilitating learning (view poster listing)
  3. Assessment of learning (view poster listing)
  4. Educational research and scholarship (view poster listing)
  5. Educational management and leadership (view poster listing)
  6. Core values of medical educators (view poster listing)

Why submit a poster to DEMEC 2021?

Posters are a great opportunity to present your work.

Selected “Spotlight on posters” submissions within each of the 6 themes will be invited to deliver a face to face short spoken presentation with Q&A from moderators, and be awarded a prize. 

Visual abstracts and Pitch posters will be available to view virtually throughout the conference period and on demand for 3 months afterwards.

Contributions from all levels of the education and training community are welcome (medical students, foundation year doctors, primary care and the wider multi professional educator community).

The committee strongly encourages submissions from early career persons especially to take the opportunity to be the main presenter of the work.

Each “main presenter” can present only one poster, however they can be named as a co-author on more than one abstract, and can step in for a “main presenter” if required.

Submissions exploring equality, diversity and inclusivity issues are particularly strongly encouraged. These may include, but are not limited to, racial, sexuality and gender inequalities, in addition to widening participation and differential attainment initiatives.

Poster types

DEMEC will run as a hybrid conference this year. Two forms of poster presentation will be featured on the virtual platform.


1/ Visual Abstracts

1a/ Visual abstract
a one image static PDF file that is clear and conciseNo audio included.  (See examples below)

Created by: Dr Georgia Ineson (Foundation doctor and previous ASME SoMe intern)

Created by: Aqua Asif & Ollie Burton (ASME interns)

1b/ How to compile a visual abstract:

How to compile a visual abstract


2/ Pitch

2a/ Pitch
a pre recorded 2 minute translational talk about their abstract which does not include any slides, but can show only one suitable photo or picture. Sub titles can be included.  (See example below)

This example video features a systematic review of social media in medical education by Guckian et al, presented (briefly!) by Dr Jonny Guckian, director of Social Media and Communications at ASME.

2b/ How to compile a pitch


Your final presentation files will be required no later than Friday 29 October.

Selected “Spotlight on posters” submissions within each of the 6 themes will be invited to deliver a face to face short spoken presentation with Q&A from moderators, and be awarded a prize. 

Visual abstracts and Pitch posters will be available to view virtually throughout the conference period and on demand for 3 months afterwards.

Attendees will be able to connect with the authors listed for each poster and use the chat function on the platform or connect with a 1-1 video meeting request.

Disclaimer:

Final presentation files will be viewed by committee prior to upload to the virtual platform. 
At this time the conference committee reserve the right to remove the visual abstract from inclusion at the conference if the content of the visual abstract or pitch is deemed unsuitable. 
The submitted written abstract will still be available to conference attendees within the programme book.

Deadlines:

Submission closes: 23:59 hrs – Wednesday 30 June
Authors notified of outcome – Tuesday 31 August

Publication:

A small selection of high quality scholarship-related poster abstracts will be published on line in The Clinical Teacher Journal.


Submission instructions:

(Please read carefully before submitting your abstract)

Submissions will only be accepted on line by clicking on the link below.

  1. Poster abstracts should be submitted by the main presenter (The main presenter can present only one poster, however they can be named as a co-author on more than one abstract)
  2. The abstract must not have been published before.
  3. By submitting your abstract, the lead author commits to be available during the scheduled time that the poster is presented on the virtual platform enabling discussion with interested parties depending on the outcome of the blind marking.
  4. Publication – A small selection of high quality scholarship-related poster abstracts will be published on line in Clinical Teacher
  5. Abstracts should be clear and concise.
  6. It is the authors responsibility to ensure that correct grammar is used and that the abstract is checked for grammatical or other errors prior to submission.
  7. Submit your abstract by completing the form below and also attaching a word version (in case of symbol sensitivity or inclusion of graphs or pictures).
  8. Posters will be category grouped at the conference. There will be 6 categories. Please indicate on the form below which category you feel your abstract should be included under.
  9. ABSTRACT TITLE – in CAPITALS and NO MORE than 250 characters.
  10. AUTHOR(S) – with brief affiliations and NO MORE than four lines. (Surname followed by initials, each author name separated by a comma)
  11. MAIN PRESENTING AUTHOR – indicate this in the authors listing with an * besides your name.
  12. If authors have different affiliations they can be indicated by superscript numbers or letters. Please ensure that a full list of authors and affiliations are included. Denote the name(s) of department, institution and address.
  13. ABSTRACT TEXT – The length of an abstract body should not exceed more than 2500 characters including spaces and references. Ensure the abstract includes a clear introduction, methods for the work and conclusions/implications.
  14. Use single-spaced typing of 12 pitch (point) type of normal lettering.
  15. A maximum of one table per abstract can be included, inserted into the abstract as a jpg file and included in the 2500 characters.
  16. Ensure your complete abstract, including any images or tables, fits onto ONE A4 sheet. Abstracts that roll over onto more than one sheet of A4 will not be considered.
  17. IMAGES should be submitted as jpg files within the abstract and be legible to a maximum size of 8 x 8 cm.
  18. Acknowledgements may be included at the end.
  19. Avoid abbreviations; if used, they must be defined.

Abstracts which do not conform to the guidelines will not be accepted.

Abstracts will be blind marked by committee, per category.

Poster abstracts will be made available on the DEMEC website post conference in pdf form.
Poster abstracts will not be published elsewhere.

For poster submission enquiries please contact:
Suzanne Randall
E[email protected]

Transitions matter: The theory, research and practice of transitions in medical education

Transitions matter. They provide opportunities for intense learning but are also challenging. Drawing on the literature and her team-based research on medical education transitions, Charlotte will talk about: (i) What transitions are; (ii) How transitions can be researched; and (iii) How medical students and trainees can be helped to navigate transitions.

Professor Charlotte Rees
Head of School of Health Sciences
University of Newcastle
NSW, Australia

Building high performance healthcare teams – culture, relationships and translational simulation

Improving teamwork and shaping culture in healthcare is easy to say, but hard to do.
Team training, catchy communication acronyms, and off-site team building might not realise the promise of high performing teams in the complex environment of 21st century healthcare.
Maybe simulation offers more than we think – if used with agility – to explore work environments and the people in them, to test better systems or practices, and to embed ‘best practice’ once we know what that is.
And maybe simulation can actually shape culture, and help high performing healthcare teams get better, together.

Professor Victoria Brazil
Professor of Emergency Medicine and Director of Simulation
Gold Coast Health Service, Queensland, Australia

The importance of generalist skills for multimorbidity patient care

The proportion of patients with two or more medical conditions continues to increase. The majority of over 75s now have 3 or more conditions and almost one in five 40-69 year olds have at least 2 conditions. This trend remains a challenge to the entire medical profession. Whilst greater specialisation, particularly in secondary care, has improved clinical outcomes for individual conditions, generalist skills are becoming increasingly important when faced with patients with multiple long-term conditions. Shifting back to maintaining and celebrating generalism in the medical workforce is critical to respond to the changing pattern to health and disease in the population.

Professor Chris Whitty
Chief Medical Officer
Department of Health and Social Care, London, UK