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QUICK START (cont.)

How to change the template color theme You can easily change the color theme of your poster by going to the DESIGN

menu, click on COLORS, and choose the color theme of your choice. You can

also create your own color theme.

You can also manually change the color of your background by going to VIEW >

SLIDE MASTER. After you finish working on the master be sure to go to VIEW >

NORMAL to continue working on your poster.

How to add Text The template comes with a number of pre-formatted placeholders for headers

and text blocks. You can add more blocks by copying and pasting the existing

ones or by adding a text box from the HOME menu.

Text size Adjust the size of your text based on how much content you have to present. The

default template text offers a good starting point. The text should not be less than

28 points.

How to add Tables To add a table from scratch go to the INSERT menu and

click on TABLE. A drop-down box will help you select rows and

columns.

You can also copy and a paste a table from Word or another PowerPoint

document. A pasted table may need to be re-formatted by RIGHT-CLICK >

FORMAT SHAPE, TEXT BOX, Margins.

Graphs / Charts You will have to convert your graphs/charts/formulas/equations into images (.jpg

or .png and insert them into your presentation. This will help maintain the values

as different operating systems can distort your work.

Save your work Save your template as a lastname.firstname and as a .pptx file.

This is an ePosterBoards template www.eposterboards.com

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DESIGN GUIDE

This PowerPoint 2016 template produces a 40.97X23.04”

presentation poster. You can use it to create your research poster and

save valuable time placing titles, subtitles, text, and graphics.

We provide a series of YouTube tutorials that will guide you through

the poster design process and answer your poster production

questions. To view our template tutorials, go online to

https://www.youtube.com/playlist?list=PLBz4JvE0AKmweXsMNGeyR

XgWgN_lj_b5L

If you are uploading ahead of time, please go to our website:

http://www.eposterboards.com/eposterupload/

Need assistance? Call us at 617-588-3508 option 2

QUICK START

Title, Authors, and Affiliations Start designing your poster by adding the title, the names of the authors, and the

affiliated institutions. You can type or paste text into the provided boxes. The

template will automatically adjust the size of your text to fit the title box. You can

manually override this feature and change the size of your text.

TIP: The font size of your title should be bigger than your name(s) and institution

name(s). The smallest font size should be 28 points.

Adding Logos / Seals Most often, logos are added on each side of the title. You can insert a logo by

dragging and dropping it from your desktop, copy and paste or by going to

INSERT > PICTURES. Logos taken from web sites are likely to be low quality

when printed. Zoom it at 100% to see what the logo will look like on the final

poster and make any necessary adjustments.

TIP: If there is a conference website, you can pull logos from there. Please

keep in my that we will be adding navigational buttons or a kiosk menu button on

the right side of the slides. Please make the appropriate space for that.

Photographs / Graphics You can add images by dragging and dropping from your desktop, copy and

paste, or by going to INSERT > PICTURES. Resize images proportionally by

holding down the SHIFT key and dragging one of the corner handles. For a

professional-looking poster, do not distort your images by enlarging them

disproportionally.

ORIGINAL DISTORTED

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The objective of the Underserved

Youth Medical School Outreach (UYMSO)

Program is to increase exposure to

medicine and increase competency in

basic medical principles for students

enrolled in middle school and high school

in underserved schools in the Denver area.

Students completed an informative,

educational, and enjoyable day at Rocky

Vista University College of Osteopathic

Medicine – Colorado (RVUCOM-CO) with

carefully scheduled stations where

students were exposed to the basics of

getting into medical school, CPR,

ultrasound, suturing, and human anatomy.

All stations were carefully and intentionally

designed by former science teachers who

have created curriculum for classrooms

students in the past. Students completed

anonymous pre and post surveys to gauge

their understanding of both the road to

medical school acceptance and the basics

of CPR, ultrasound, suturing and human

anatomy.

As investigators, we hypothesize, with

careful control of surveys and procedures,

that students who complete the

UYMSO curriculum at RVUCOM-CO will

demonstrate an increased competency in

basic science principles, will display

increased interest in medicine, and

will report an increased confidence in their

ability to become physicians.

INTRODUCTION METHODOLOGY CONT.

Figure 4 Student practicing ultrasound

techniques.

Figure 3 Student practicing suture

techniques.

Underserved Youth Medical School Outreach Jessica McArthur OMS II, Joseph Nathanson OMS II, MEd, Dr. Rebecca Ryznar, PhD

METHODOLOGY

Rocky Vista University College of Osteopathic Medicine, Parker, Colorado

Student doctors Jessica McArthur and Joseph Nathanson designed the UYMSO program for middle

and high school students consisting of four stations. Students enter the building and are fitted for a white

coat for the day and given a passport to keep track of their activities. They take white coat pictures and fill

out a pre-survey. Next, they engage in four science skills stations, eagerly working to complete their

passports. After they finish the four stations, they are taken on a tour of the RVUCOM-CO campus. Last,

they take a post-survey and leave with an RVU goodie bag.

Stations

CPR

Students are taught the basics of CPR

including compression technique, breath

compression ratio, and steps to take in

order to help someone requiring CPR.

They are then given time to practice on

CPR dummies with a partner. Figure 1.

Ultrasound

Students are split into small groups and

shown different components of the

abdomen, chest, and eye. They

are taught the basics of ultrasound

including different probes to use, coloring

of various structures, and techniques on

how to explore different parts of the body.

Figure 2.

Suture Clinic

A student doctor demonstrates suturing

techniques on a banana peel. Students

are then paired with a student doctor to

practice suturing and knot-tying. Figure 3.

Anatomy Lab

Student doctors lead stations on the

heart, brain, lungs, and spinal cord.

Students rotate with a small group

through different stations, learn the

basics of each organ, and are able to

touch and hold the organs. Figure 4.

Figure 1 Students practicing CPR

techniques.

Figure 2 Students learning about the

heart in the anatomy lab.

TAP TO GO

BACK TO

KIOSK MENU

https://www.youtube.com/playlist?list=PLBz4JvE0AKmweXsMNGeyRXgWgN_lj_b5L



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disproportionally.

ORIGINAL DISTORTED


Co. Danner, O. K., Et al. (n.d.). Hospital-based,

Multidisciplinary, youth mentoring and medical

exposure program positively influences and reinforces

health care career choice: "The Reach One Each One

Program early Experience" [Abstract]. American Journal

of Surgery,213(4), 611-616)

Special Thanks: Andrew Black, Maximilien

Bergman, Adam George, Jacob Cohn,

Alexandria Barton, Megan Free, Connor

Farnham, Tyler Jonas, Kevin Corey, Erik

Overby, Sean Beckman, Jonah Gevercer,

Collin Thomas, and Tiffany Nguyen.

PRELIMINARY RESULTS

IMPLICATIONS

Our results suggest that the UYMSO program can have an immediate, positive impact on

underserved Denver youth. Exposure to medicine in a strategically planned set of stations showed to

increase science competency as well as interest and confidence in a future in medicine. We plan to

further develop this program to reach more underserved youth in their critical teenage years in hopes to

increase the number of underserved children pursuing a medical career.

FUTURE DIRECTIONS

REFERENCES

We currently have over 200 students

scheduled to participate in the UYMSO

program this year with more schools pending.

We are increasing our sample size to further

confirm the success of our program in providing

a fun, transformative day for underserved youth

of the Denver area. We are developing our

curriculum into scripted lesson plans and

working with OMS I student leaders to keep

each station consistent and make the program

sustainable for years to come. We also plan to

share our ideas with like-minded medical

students across the country in order to further

spread the impact of this program on

our underserved youth.

Surveys

The pre-survey has a series of questions about

their exposure to medicine, interest in medicine,

as well as questions about the topics they would

learn that day. The post-survey asked identical

questions to assess the effectiveness in the

program in exciting them about medical school

as well as teaching them various skills and

concepts.

Passport

Each student receives a passport booklet with a

list of skills and facts to demonstrate during the

four stations. Each item must be signed off by a

student doctor. If the student completes all the

items by the end of the day, they are put into a

raffle for a gift card. The purpose of the passport

is to focus on key take-aways from each station

and increase overall student engagement.

Tour

Student doctors lead the students around the

campus and converse about the journey to

medical school. Students are shown the

anatomy lab, clinical skills lab, auditoriums,

cafeteria, and more. They talk about classes to

take in high school and college, as well as the

hard work and dedication required to pursue a

career in medicine. Further, students are

encouraged to ask questions about what it’s like

to be a medical student during this time.

Goodie Bags

At the end of the program, students were given

bags with a framed white coat photo and other

RVU memorabilia.

Results were statistically significant showing that students demonstrated increased competency in

basic science principles, improving from an average of 25% to 82% overall and increased interest and

confidence in the pursuit of medicine as a career, increasing over 1.3 points on a 5-point Likert scale.

For science competency, the scores of the pre-survey (M = 1.96 (25%), SD = 1.04, n = 26) were

hypothesized to be lower than the scores of the post-survey (M = 6.54 (82%), SD = 1.48, n = 26). This

difference was significant, t (50) = -12.93, p = 7.16E-18 (one-tail). Specifically, shown in Figure 5, are

the results are broken down by topic.

Further, shown in Figure 6, the scores of the Confidence in Career in Medicine scale pre-

survey (M = 2.93, SD = 1.05, n = 10) were hypothesized to be lower than the scores of the interest and

confidence scale post-survey (M = 6.30, SD = 1.95, n = 10). This difference was significant, t(18) = -

6.14, p = 4.21E-06 (one-tail).

METHODOLOGY CONT.

Figure 5 Student survey results on science

competency sections on the pre-survey (light

green) and post-survey (dark green) in CPR

(cardiopulmonary resuscitation), US (ultrasound),

suture, and anatomy.

Figure 6 Student survey results on “Confidence in

Career in Medicine” sections on the pre-survey (light

green) vs. post-survey (dark green).

Underserved Youth Medical School Outreach Jessica McArthur OMS II, Joseph Nathanson OMS II, MEd, Dr. Rebecca Ryznar, PhD

Rocky Vista University College of Osteopathic Medicine, Parker, Colorado

23

12

56

8

94

62

87 85

0

10

20

30

40

50

60

70

80

90

100

CPR US SUTURE ANATOMY

Perc

ent

Com

pete

ncy

Science Competency: Pre vs. Post

PRE-SURVEY POST-SURVEY

2.93

4.24

0

1

2

3

4

5

PRE-SURVEY POST-SURVEY

Lik

ert

Scale

Confidence in Career in Medicine: Pre vs. Post




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disproportionally.

ORIGINAL DISTORTED


Figure 7 Students learning about heart and lungs.

Figure 8 Students learning about the brain.

Figure 9 (left) Interest in

medicine.

Figure 10 (right) Overall

experience.

Figure 11 Students practicing suture techniques. Figure 12 Students get hands on

experience with brain.

Figure 13 Students practicing suture techniques.

Figure 14 Students practice using microphones in

lecture hall.

Additional Pictures and Videos




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