This webinar is intended to help potential entrants understand the criteria that reviewers use to rate abstracts for ABRCMS and the elements of successful abstract submissions.
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! Tips on writing a great abstract as well as examples from previous ABRCMS awardees will be shared.
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.
Faculty Presenter: Dr. Karen Singer-Freeman, Director of Academic Planning and Assessment, University of North Carolina at Charlotte
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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: