Infographics and Visual Abstracts

Abstract

s on social media platforms is associated with higher engagement and Altmetric scores than the dissemination of medical literature citations alone. In a randomized controlled trial the use of a visual abstract resulted in articles being read nearly 3 times as often.resulted in articles being read nearly 3 times as often. DOI: http://dx.doi.org/10.4300/JGME-D-21-00590 Journal of Graduate Medical Education, August 2021 581 RIP OUT: VISUAL MEDIA IN MEDICAL EDUCATION SERIES D ow naded rom hp://m eridianenpress.com jgm e/article-pdf/13/4/520/i1949-8357-13-4-581.pdf by gest on 20 N ovem er 2021 What You Can Do LONG TERM 1. Create a repository of design materials. Find and save infographics, layouts, and visual strategies to use for your next infographic(s). Look outside of medicine for a broader array of visual design ideas in other fields. Find and save resources for commercialfree fonts, stock images, icons, and color palettes. Across your work, use consistent design elements (eg, color schemes or layouts) or a logo to create a visual identity or ‘‘brand’’ for your teaching. 2. Learn the advanced featuresofyourdesign softwareor branch out into new software. Explore beyond the basics of your chosen software (for example, MicrosoftPowerPoint can be leveraged tocreateanimations, complex diagrams, etc). Watch tutorials on advanced functions that can take your design skills to the next level. Easy-to-use software applications have different features that can make your creative process more efficient or elevate your design (eg, Canva, Venngage, Piktochart, Easel.ly, Visme). Alternatively, delve into advanced software such as Adobe Illustrator. 3. Collaborate with others. Input from diverse team members can enhance your graphic by providing a varied lens on content and/or visual design. Additionally, they can share the workload and help achieve timely completion. 4. Incorporate infographics and visual abstracts into multiple aspects of your teaching. Use visuals in other venues where learning may be enhanced with infographics or visual abstracts (eg, clinical teaching, journal club) and/or with different audiences (eg, faculty, interprofessional team). Consider sequencing as well: Would infographics be best used to prime learners prior to or after the teaching session, or used within the teaching session? Think creatively about how to use visuals in teaching (eg, after a small group teaching session, ask learners to elaborate their takeaways by sketching out their own draft infographics). 5. Expand use for program branding internally and externally. Use infographics for your recruitment website and share on social media. Create visual abstracts to highlight a recent publication or your program’s scholarship. References and Resources for Further Reading 1. Martin LJ, Turnquist A, Groot B, Huang SYM. Exploring the role of infographics for summarizing medical literature. Health Profess Educ. 2019;5(1):48–57. doi:10.1016/j.hpe. 2018.03.005 2. Hughes AJ, McQuail P, Keogh P, Synnott K. Infographics improve comprehension and recall at the orthopaedic journal club [published online ahead of print November 16, 2020]. J Surg Educ. doi:10.1016/j.jsurg.2020.10.012 3. Oska S, Lerma E, Topf J. A picture is worth a thousand views: a triple crossover trial of visual abstracts to examine their impact on research dissemination. J Med Internet Res. 2020;22(12):e22327. doi:10.2196/22327 4. Ibrahim AM, Lillemoe KD, Klingensmith ME, Dimick JB. Visual abstracts to disseminate research on social media: a prospective, case-control crossover study. Ann Surg. 2017;266(6):e46–e48. doi:10.1097/SLA. 0000000000002277 Shreya P. Trivedi, MD, is Co-Director, Innovations in Media & Education Delivery (iMED) Initiative, Beth Israel Deaconess Medical Center, and Instructor, Harvard Medical School; Alvin Chin, MD, is an Emergency Medicine Resident and Director of Design for CanadiEM, McMaster University, Hamilton, Ontario, Canada; Andrew Ibrahim, MD, MS, is Assistant Professor, Department of Surgery, Architecture, and Urban Planning, University of Michigan, and Senior Principal and Chief Medical Officer, HOK; and Amy Ou, MD, is Assistant Professor, University of California San Francisco, and Hospitalist and Chief Outreach Director of Core Internal Medicine, San Francisco General Hospital. Corresponding author: Shreya P. Trivedi, MD, Beth Israel Deaconess Medical Center, strived1@bidmc.harvard.edu, Twitter @ShreyaTrivediMD RIP OUT: VISUAL MEDIA IN MEDICAL EDUCATION SERIES 582 Journal of Graduate Medical Education, August 2021 D ow naded rom hp://m eridianenpress.com jgm e/article-pdf/13/4/520/i1949-8357-13-4-581.pdf by gest on 20 N ovem er 2021