Nurse Edumtron Todur (1990) IO, 398-400 0 Longman Group LX Ltd 1990
IWORK Facilitating project feedback: the use of poster presentations Cohn Rees
This article describes the use of student poster presentations as a means of feeding back to the whole group the results of project work. A technique usually associated with conferences, this format has been successfully used here to provide stimulation and creativity amongst one group of post-registration course members. It is suggested that not only could his approach be used by others, but that it has also the potential to be developed and applied in a variety of situations.
Project
work has become
a familiar
both pre- and post- registration completed, course members deal from the work of other itate this, presentation the whole group ideas
and
tunities.
When
are
sessions
to
used to disseminate
further
there
of
Once
can learn a great students. To facil-
or feedback
are often
provide
feature
education.
learning a large
time, it can also be very repetitive. students
do not always possess
presentation
of
In addition from
there is rarely enough
time available for a lively debate or discussion. This problem of structuring presentation sessions was faced by the author at the end of a series of eight one-day the conversion
element
a range were
of specialities,
discerning
adult group,
would
represented
ages and grades.
stimulating the
presentations solution tations.
up to the new course total
18 course members learners
who
The! needed
to round-off
the course.
18 quarter
of an hour
not
go down
was to experiment
well. The
with poster
presen-
a
of being
frankly boring. Even where there is a request for and comments
No 6). The add-on element
a high level of
skills and rely on reading
script. Such sessions can run the danger questions
of 40 days. The
Knowing
students on a course this can not only take a long
(WNB
would bring members
something
oppor-
number
ation Course
study days which formed of a Research
Appreci-
POSTER PRESENTATIONS The
concept
associated
of poster
presentations
with conferences
to summarise
a research
is usually
where they are used pryject.
Instead
of a
verbal presentation, authors are provided with space to display a poster containing details of their research.
Adapting
this concept
to a learn-
ing context the option of poster presentations as a means of feedback for their practical work was Cohn Rees BSc MSc PGCE (FE) Lecturer in Research and Sociology, South Glamorgan School of Nursing, Combined Training Institute, University Hospital of Wales, Heath Park, Cardiff CF4 4XW, UK (Requests for offprints to CR) Manuscript accepted 23 May 1990
398
discussed with the students. Most decided to use this as a way of presenting their work. The topic areas chosen by the students varied from reviews of the literature on specific s&jects. nursing issues such as the recruitment
and retention
of
NURSE EDUCATION
staff, small scale surveys, production tion booklets
and
placement,
an
exploration
plementary therapies. The brief given to students posters should contain under
of informa-
for staff on an operating
relevant
of
The
comthe
information
suggested
struc-
ture was that details should be given of i) the aim of their practical ii) the process
material
from
of flipchart
The room used had
on two walls, and a freestanding
board was placed in one corner. three ‘stations’. display
The author
stood
information remaining
alongside or
to
members
This provided
responsible
to provide
answer
for each additional
questions.
were divided
The
into groups
who then visited each station in turn spending approximately
15 min at each one.
It was feared experience
that this could still be a passive
for
the group
looking at pictures more purpose
as it could
at an exhibition.
and introduce
group evaluation, short
notes
These
were to be structured
i) things
be like
To provide
an element
of peer
each group was asked to make
each
time
they
visited
a station.
under
they had liked
about
suggestions
for
improving
the
presentation. Once
the three
stations
on display
visited the tutor facilitated comments helped
each
group
to round-off
made.
on the
This
part
A break
at the end of this time as
the session was characterised and concentration
had been
the feedback
had
the time period.
was usually instituted
and the ‘audience’
the end of each ‘round’.
The
through
on its advantages
direct questions
disadvantages
in the
final source
course
The following
evaluation
at was
and ques-
sections are an attempt
the main points which arose from
The
overall
evaluation
people
enjoyed
‘better
than
was very positive,
the format.
other
feedback
hold peoples attention‘.
most
One comment methods,
was
posters
The advantages
related
to both presenters
and to those circulating.
Most
of the
comments
those
strongest
presenting
came
from
their work. One of the biggest advan-
tages was that it was a less intimidating giving information
to the group.
easier to talk to three rather
than
comments
or four people
seventeen
included
plus
form of
It was found
the
at a time
tutor.
Other
the following:
‘able to get instant
feedback
and comments
from smaller group’ ‘able to give and receive more information’ ‘interesting
issues raised by group members’
‘brings more new ideas from people looking at the presen-
tation and ii) any
the act-
for verbal com-
ADVANTAGES consisted
pens, and sellotape.
noticeboards
requests
which
sheets to use as the poster, A4 paper if required, poster
through
ways. Firstly
during
and
encountered
supplied
in several
observation,
399
these sources.
others could learn. The
ivity. Secondly,
to summarise
used to achieve it
problems
personal
tionnaire.
work
iii) the results or experiences iv) any
through
ments both from presenters was that
appropriate
headings.
used it was evaluated
theatre
TODAY
by a lot of energy
which would be difficult
to
sustain for long periods.
presentations’ The relaxed
format
encourages
talk and questioning. than
active’ presenter
straight
within
is not
the small
possible
with
more ‘inter-
presentation.
can vary comments
individuals which
a
a great deal of
It is theref-ore
The
to suit the needs of groups
in a way
the
entire
the
small
course
membership. The members
advantages
from
point of view were expressed
group in such
terms as: ‘find it easier to understand
than listening
to a
verbal presentation’ ‘far more comments,
EVALUATION As this was the first time this technique
speak out amongst had been
This was reinforced
people are not scared to a few people’
in the feedback
at the end of
400
NURSE EDUCATION
TODAY
the sessions where one presenter every member
within a group
remarked
that
asked something
or made some comment. Standing at a station also allows individuals to ‘take-up’information at their
own
number
speed
and
provides
stimulus
to a
of senses.
It is also worth noting the element the posters
produced.
had gone into producing ally exciting comments
posters. given
of creativity
A great deal of thought stimulating
and visu-
Many of the peer
verbally
included
such
group com-
that if you were presenting see what the other
you were not able to
two co-presenters
had pro-
duced. This is perhaps a sign of the interest that each student generated through their work. To overcome
this at least to some extent,
at the end
of each round while the groups were writing their final peer group evaluation, the presenters were
encouraged
colleagues
to look
had displayed.
at what
their
two
This still did not allow
them to hear what had been said, but they could read the posters.
ments as ‘eye catching’, and ‘well laid out’. A number had cartoons or coloured drawings as well as text. Others had comprehensive text whilst in contrast some had key words or con-
FURTHER USE
troversial stimulate
It would appear that this technique has potential. In this instance projects were the work
statements discussion.
which were then used to Not all were posters, one
display showed how a 7000 word assignment been
reduced
mission
to a 2000
to a journal
intermediary
word article
with examples
had
for subof all the
stages.
of individuals but could be extended to pairs or small groups of students. This would require less feedback
time
and
enable
remain high over a shorter 1 half-day.
energy
levels
to
period of time such as
Poster presentations could also be used for topic exploration such as a review of the litera-
DISADVANTAGES
ture. It does not have to be centred
Every technique can be expected to have its limitations and disadvantages. Although it was
These are just two ways in which the use of posters could be extended. Individual tutors and
not identified
a number
the creativeness
repetitive
extend
of presenters
as a major disadvantage did find
it somewhat
having to repeat their comments three
groups.
changed respond groups’
point
consecutively
Some did say however,
what they differently
should
be able to
in many other ways.
to
said, or that they had to to each group. From the
of view the novelty
of students
this concept
that they
of the tech-
nique can wear off. It does require sustained concentration and energy. For this reason the presentations
on a practical
piece of work.
were spread over 3 half-days
with
some students giving a more usual illustrated talk and one who would have liked to have produced a video giving a ‘live’ performance instead. These were used to break up the rounds and introduce variety. The comments on disadvantages came mostly from the presenters. One mentioned the amount of time taken in preparation, although any format would require preparation. A further comment made by several people was
CONCLUSION Poster displays appear getting
student
tion in relation
to be a viable method
feedback
and group
to project
work. The
of
participapractical
experience described here should allow other tutors to explore using this approach. The results show that both the presenter and the audience see a greater number of benefits to its use than the usual method of ‘talk back’. Tutors are continually looking for new ways to structure learning experiences and it is hoped that this article will stimulate others to develop this concept further. Poster presentations have all the vital elements of good learning opportunities and are well worth exploring
on a wider scale.
IWORK Facilitating project feedback: the use of poster presentations Cohn Rees
This article describes the use of student poster presentations as a means of feeding back to the whole group the results of project work. A technique usually associated with conferences, this format has been successfully used here to provide stimulation and creativity amongst one group of post-registration course members. It is suggested that not only could his approach be used by others, but that it has also the potential to be developed and applied in a variety of situations.
Project
work has become
a familiar
both pre- and post- registration completed, course members deal from the work of other itate this, presentation the whole group ideas
and
tunities.
When
are
sessions
to
used to disseminate
further
there
of
Once
can learn a great students. To facil-
or feedback
are often
provide
feature
education.
learning a large
time, it can also be very repetitive. students
do not always possess
presentation
of
In addition from
there is rarely enough
time available for a lively debate or discussion. This problem of structuring presentation sessions was faced by the author at the end of a series of eight one-day the conversion
element
a range were
of specialities,
discerning
adult group,
would
represented
ages and grades.
stimulating the
presentations solution tations.
up to the new course total
18 course members learners
who
The! needed
to round-off
the course.
18 quarter
of an hour
not
go down
was to experiment
well. The
with poster
presen-
a
of being
frankly boring. Even where there is a request for and comments
No 6). The add-on element
a high level of
skills and rely on reading
script. Such sessions can run the danger questions
of 40 days. The
Knowing
students on a course this can not only take a long
(WNB
would bring members
something
oppor-
number
ation Course
study days which formed of a Research
Appreci-
POSTER PRESENTATIONS The
concept
associated
of poster
presentations
with conferences
to summarise
a research
is usually
where they are used pryject.
Instead
of a
verbal presentation, authors are provided with space to display a poster containing details of their research.
Adapting
this concept
to a learn-
ing context the option of poster presentations as a means of feedback for their practical work was Cohn Rees BSc MSc PGCE (FE) Lecturer in Research and Sociology, South Glamorgan School of Nursing, Combined Training Institute, University Hospital of Wales, Heath Park, Cardiff CF4 4XW, UK (Requests for offprints to CR) Manuscript accepted 23 May 1990
398
discussed with the students. Most decided to use this as a way of presenting their work. The topic areas chosen by the students varied from reviews of the literature on specific s&jects. nursing issues such as the recruitment
and retention
of
NURSE EDUCATION
staff, small scale surveys, production tion booklets
and
placement,
an
exploration
plementary therapies. The brief given to students posters should contain under
of informa-
for staff on an operating
relevant
of
The
comthe
information
suggested
struc-
ture was that details should be given of i) the aim of their practical ii) the process
material
from
of flipchart
The room used had
on two walls, and a freestanding
board was placed in one corner. three ‘stations’. display
The author
stood
information remaining
alongside or
to
members
This provided
responsible
to provide
answer
for each additional
questions.
were divided
The
into groups
who then visited each station in turn spending approximately
15 min at each one.
It was feared experience
that this could still be a passive
for
the group
looking at pictures more purpose
as it could
at an exhibition.
and introduce
group evaluation, short
notes
These
were to be structured
i) things
be like
To provide
an element
of peer
each group was asked to make
each
time
they
visited
a station.
under
they had liked
about
suggestions
for
improving
the
presentation. Once
the three
stations
on display
visited the tutor facilitated comments helped
each
group
to round-off
made.
on the
This
part
A break
at the end of this time as
the session was characterised and concentration
had been
the feedback
had
the time period.
was usually instituted
and the ‘audience’
the end of each ‘round’.
The
through
on its advantages
direct questions
disadvantages
in the
final source
course
The following
evaluation
at was
and ques-
sections are an attempt
the main points which arose from
The
overall
evaluation
people
enjoyed
‘better
than
was very positive,
the format.
other
feedback
hold peoples attention‘.
most
One comment methods,
was
posters
The advantages
related
to both presenters
and to those circulating.
Most
of the
comments
those
strongest
presenting
came
from
their work. One of the biggest advan-
tages was that it was a less intimidating giving information
to the group.
easier to talk to three rather
than
comments
or four people
seventeen
included
plus
form of
It was found
the
at a time
tutor.
Other
the following:
‘able to get instant
feedback
and comments
from smaller group’ ‘able to give and receive more information’ ‘interesting
issues raised by group members’
‘brings more new ideas from people looking at the presen-
tation and ii) any
the act-
for verbal com-
ADVANTAGES consisted
pens, and sellotape.
noticeboards
requests
which
sheets to use as the poster, A4 paper if required, poster
through
ways. Firstly
during
and
encountered
supplied
in several
observation,
399
these sources.
others could learn. The
ivity. Secondly,
to summarise
used to achieve it
problems
personal
tionnaire.
work
iii) the results or experiences iv) any
through
ments both from presenters was that
appropriate
headings.
used it was evaluated
theatre
TODAY
by a lot of energy
which would be difficult
to
sustain for long periods.
presentations’ The relaxed
format
encourages
talk and questioning. than
active’ presenter
straight
within
is not
the small
possible
with
more ‘inter-
presentation.
can vary comments
individuals which
a
a great deal of
It is theref-ore
The
to suit the needs of groups
in a way
the
entire
the
small
course
membership. The members
advantages
from
point of view were expressed
group in such
terms as: ‘find it easier to understand
than listening
to a
verbal presentation’ ‘far more comments,
EVALUATION As this was the first time this technique
speak out amongst had been
This was reinforced
people are not scared to a few people’
in the feedback
at the end of
400
NURSE EDUCATION
TODAY
the sessions where one presenter every member
within a group
remarked
that
asked something
or made some comment. Standing at a station also allows individuals to ‘take-up’information at their
own
number
speed
and
provides
stimulus
to a
of senses.
It is also worth noting the element the posters
produced.
had gone into producing ally exciting comments
posters. given
of creativity
A great deal of thought stimulating
and visu-
Many of the peer
verbally
included
such
group com-
that if you were presenting see what the other
you were not able to
two co-presenters
had pro-
duced. This is perhaps a sign of the interest that each student generated through their work. To overcome
this at least to some extent,
at the end
of each round while the groups were writing their final peer group evaluation, the presenters were
encouraged
colleagues
to look
had displayed.
at what
their
two
This still did not allow
them to hear what had been said, but they could read the posters.
ments as ‘eye catching’, and ‘well laid out’. A number had cartoons or coloured drawings as well as text. Others had comprehensive text whilst in contrast some had key words or con-
FURTHER USE
troversial stimulate
It would appear that this technique has potential. In this instance projects were the work
statements discussion.
which were then used to Not all were posters, one
display showed how a 7000 word assignment been
reduced
mission
to a 2000
to a journal
intermediary
word article
with examples
had
for subof all the
stages.
of individuals but could be extended to pairs or small groups of students. This would require less feedback
time
and
enable
remain high over a shorter 1 half-day.
energy
levels
to
period of time such as
Poster presentations could also be used for topic exploration such as a review of the litera-
DISADVANTAGES
ture. It does not have to be centred
Every technique can be expected to have its limitations and disadvantages. Although it was
These are just two ways in which the use of posters could be extended. Individual tutors and
not identified
a number
the creativeness
repetitive
extend
of presenters
as a major disadvantage did find
it somewhat
having to repeat their comments three
groups.
changed respond groups’
point
consecutively
Some did say however,
what they differently
should
be able to
in many other ways.
to
said, or that they had to to each group. From the
of view the novelty
of students
this concept
that they
of the tech-
nique can wear off. It does require sustained concentration and energy. For this reason the presentations
on a practical
piece of work.
were spread over 3 half-days
with
some students giving a more usual illustrated talk and one who would have liked to have produced a video giving a ‘live’ performance instead. These were used to break up the rounds and introduce variety. The comments on disadvantages came mostly from the presenters. One mentioned the amount of time taken in preparation, although any format would require preparation. A further comment made by several people was
CONCLUSION Poster displays appear getting
student
tion in relation
to be a viable method
feedback
and group
to project
work. The
of
participapractical
experience described here should allow other tutors to explore using this approach. The results show that both the presenter and the audience see a greater number of benefits to its use than the usual method of ‘talk back’. Tutors are continually looking for new ways to structure learning experiences and it is hoped that this article will stimulate others to develop this concept further. Poster presentations have all the vital elements of good learning opportunities and are well worth exploring
on a wider scale.
