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The Year-Round ABRCMS Experience.

ABRCMS Online is an extension of the conference that allows the biomedical sciences community to continue learning, with resources that explore professional development, diversity, and scientific topics. Take advantage of this opportunity to stay connected.

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Students

Resources for Community College, Undergraduate and Postbaccalaureate Students
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Trainees

Resources for Graduate Students and Postdoctoral Scientists
Faculty

Resources for Researchers, Faculty Members and Administrators working in Diversity and Inclusion
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Community

Information about the Greater ABRCMS Community



ABRCMS Online Resources

 
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STUDENT WEBINAR SERIES

Series covers a range of topics on professionalism and scientific development.

  • OFFERINGS COMPLIMENTARY DUE TO
    GRANT FUNDING
  • REGISTRATION IS REQUIRED
  • RECORDED WEBINARS AVAILABLE

STUDENT WEBINARS

FACULTY WEBINAR SERIES

Series covers a range of topics on creating diverse and inclusive campuses.

  • OFFERINGS COMPLIMENTARY DUE
    TO GRANT FUNDING
  • REGISTRATION IS REQUIRED
  • RECORDED WEBINARS AVAILABLE

FACULTY WEBINARS

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abrcmsonline blog

ABRCMS ONLINE BLOG

The ABRCMS Online Blog features stories and features relevant to the ABRCMS Community.

  • ABRCMS HIGHLIGHTS
  • BIOMEDICAL SCIENTIST FEATURES
  • PROFESSIONAL AND SCIENTIFIC
    DEVELOPMENT

ABRCMS ONLINE BLOG


Contribute to ABRCMS Online

ABRCMS Online will be accepting webinar proposals for the 2020 Webinar Series. Submit a webinar proposal to engage attendees in cutting-edge scientific research and enhance their professional development skills through ABRCMS Online.

Submit Webinar Proposal

Webinar Proposals Solicitation Posting Date: June 1, 2019

Due Date: Friday, September 20, 2019

“Writing a Compelling Abstract” – Specific Abstract Tips for Biomedical Sciences and Social and Behavioral Sciences/Public Health

If you're interested in maximizing your ABRCMS 2018 experience and want to put your best foot forward in your abstract, you’ll want to listen in!

Note: This session will provide feedback from reviewers of abstracts from Biomedical Sciences and Social and Behavioral Sciences/Public Health, as well as information about example abstracts from the fields in these disciplines.

Webinar participants will:

  • Review criteria that reviewers use to rate abstracts for ABRCMS
  • Describe the elements of successful abstract submissions 
  • Explore tips on writing a great abstract
  • Discuss examples from previous ABRCMS awardees
Karen Singer Freeman Faculty Presenter:  Dr. Karen Singer-Freeman, Director of Academic Planning and Assessment, University of North Carolina at Charlotte

WEBINAR RECORDING

Webinar recordings are hosted by Adobe Connect. To test your connection, please visit:

http://asmeducation.adobeconnect.com/common/help/en/support/meeting_test.htm

You may view a recording of the webinar by clicking on the button below:

 

 

WEBINAR SLIDES

Please use the viewer below to navigate through the slides used in the webinar.

QUESTIONS FROM THE WEBINAR

We have compiled a list of questions and answers from the webinar:

Q: When writing the methods, how much detail should be included about the model animal? More specifically, how much information about transgenic modifications?

In the abstract, the name and what the gene is, that’s really it. Then go into how you used it. Unless the project was making the model then you can get into more details. If any info it should be as specific and minimal as possible on your poster. You are the expert in your experiment hence you are expected to know the components and the reasoning behind each component. By including every single detail on your poster, you will simply overwhelm your audience.

Q: What if I do not have statistically significant results in a subgroup analysis, but I do identify trends? How can I present this analysis?

It is better not to discuss non-significant trends in your poster. This might be something you could point out when speaking with judges but be sure to make it clear that you understand that the observed difference is not significant. Report the result with honesty, make sure you can say that it is trending. Maybe have a p value as well. If it is over .2, then there likely isn’t a real trend. Just make your case.

Q: How can we articulate that our results are supported by data when we cannot include experimental data (in the form of figures or tables) in the abstract? I have difficulty turning figures and tables into words.

Try using sentences like, "We found that boys (average height = 50 inches) were significantly taller than girls (average height = 40 inches)."

 

OTHER WEBINARS IN THE SERIES

Please click on the links to view the other webinars in the "Writing a Compelling Abstract" series:

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"Writing a Compelling Abstract" – General Abstract Tips "Writing a Compelling Abstract" – Specific Abstract Tips for Chemical Sciences and Engineering/Physics/Mathematics

Additional Info


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