View Item 

Show simple item record

Educator’s blueprint: A how‐to guide for creating a high‐quality infographic
dc.contributor.authorGottlieb, Michael
dc.contributor.authorIbrahim, Andrew M.
dc.contributor.authorMartin, Lynsey J.
dc.contributor.authorYilmaz, Yusuf
dc.contributor.authorChan, Teresa M.
dc.date.accessioned2022-09-26T16:05:44Z
dc.date.available2023-09-26 12:05:43en
dc.date.available2022-09-26T16:05:44Z
dc.date.issued2022-08
dc.identifier.citationGottlieb, Michael; Ibrahim, Andrew M.; Martin, Lynsey J.; Yilmaz, Yusuf; Chan, Teresa M. (2022). "Educator’s blueprint: A how‐to guide for creating a high‐quality infographic." AEM Education and Training (4): n/a-n/a.
dc.identifier.issn2472-5390
dc.identifier.issn2472-5390
dc.identifier.urihttps://hdl.handle.net/2027.42/174851
dc.description.abstractInfographics are a valuable tool for increasing knowledge translation and dissemination. They can be used to simplify complex topics and supplement the written text of a study. This Educator’s Blueprint paper will provide 10 strategies for creating high‐quality infographics. These strategies include selecting appropriate content, defining the target audience, considering the format, selecting the software, using consistent font and color schemes, increasing image utilization, ensuring a consistent flow of ideas, avoiding copyright and HIPAA violations, getting feedback from others, and utilizing effective dissemination strategies. These strategies will help guide educators to increase their ability to create more effective infographics.
dc.publisherSpringer
dc.publisherWiley Periodicals, Inc.
dc.titleEducator’s blueprint: A how‐to guide for creating a high‐quality infographic
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEmergency Medicine
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/174851/1/aet210793_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/174851/2/aet210793.pdf
dc.identifier.doi10.1002/aet2.10793
dc.identifier.sourceAEM Education and Training
dc.identifier.citedreferenceScott H, Fawkner S, Oliver CW, Murray A. How to make an engaging infographic? Br J Sports Med. 2017; 51 ( 16 ): 1183 ‐ 1184.
dc.identifier.citedreferenceSheng AY, Gottlieb M, Welsh L. Leveraging learner‐centered educational frameworks to combat health mis/disinformation. AEM Educ Train Epub. 2021; 5: e10711. doi: 10.1002/aet2.10711
dc.identifier.citedreferenceGisondi M, Barber R, Faust JS, et al. A deadly Infodemic: social media and the power of COVID‐19 misinformation. J Med Internet Res. 2022; 24 ( 2 ): e3552.
dc.identifier.citedreferenceDunlap JC, Lowenthal PR. Getting graphic about infographics: design lessons learned from popular infographics. J Vis Literacy. 2016; 35 ( 1 ): 42 ‐ 59.
dc.identifier.citedreferenceEbrahimabadi M, Rezaei K, Moini A, Fournier A, Abedi A. Infographics or video; which one is more effective in asthmatic patients’ health? A randomized clinical trial. J Asthma. 2019; 56 ( 12 ): 1306 ‐ 1313. doi: 10.1080/02770903.2018.1536143
dc.identifier.citedreferenceKiernan M, Oppezzo MA, Resnicow K, Alexander GL. Effects of a methodological infographic on research participants’ knowledge, transparency, and trust. Health Psychol. 2018; 37 ( 8 ): 782 ‐ 786. doi: 10.1037/hea0000631
dc.identifier.citedreferenceThoma B, Murray H, Huang SYM, et al. The impact of social media promotion with infographics and podcasts on research dissemination and readership. CJEM. 2018; 20 ( 2 ): 300 ‐ 306. doi: 10.1017/cem.2017.394
dc.identifier.citedreferenceHuang S, Martin LJ, Yeh CH, et al. The effect of an infographic promotion on research dissemination and readership: a randomized controlled trial. CJEM. 2018; 20 ( 6 ): 826 ‐ 833. doi: 10.1017/cem.2018.436
dc.identifier.citedreferenceKunze KN, Vadhera A, Purbey R, Singh H, Kazarian GS, Chahla J. Infographics are more effective at increasing social media attention in comparison with original research articles: an Altmetrics‐based analysis. Art Ther. 2021; 37 ( 8 ): 2591 ‐ 2597. doi: 10.1016/j.arthro.2021.03.056
dc.identifier.citedreferenceMusey PI Jr, Bellolio F, Upadhye S, et al. Guidelines for reasonable and appropriate care in the emergency department (GRACE): recurrent, low‐risk chest pain in the emergency department. Acad Emerg Med. 2021; 28 ( 7 ): 718 ‐ 744.
dc.identifier.citedreferenceGottlieb M, Wagner E, Wagner A, Chan T. Applying design thinking principles to curricular development in medical education. AEM Educ Train. 2017; 1 ( 1 ): 21 ‐ 26. doi: 10.1002/aet2.10003
dc.identifier.citedreferenceMurray IR, Murray AD, Wordie SJ, Oliver CW, Murray AW, Simpson AHRW. Maximising the impact of your work using infographics. Bone Joint Res. 2017; 6 ( 11 ): 619 ‐ 620.
dc.identifier.citedreferenceStones C, Gent M The 7 G.R.A.P.H.I.C. Principles of Public Health Infographic Design 2015. Accessed April 26, 2022. Available at: http://www.improvementacademy.org/documents/Projects/air_quality/The%207%20Graphic%20Principals%20of%20Public%20Health%20Infographic%20Design.pdf
dc.identifier.citedreferenceJosephson S. Keeping your Readers’ eyes on the screen: an eye‐tracking study comparing sans serif and serif typefaces. Vis Commun Q. 2008; 15 ( 1–2 ): 67 ‐ 79.
dc.identifier.citedreferenceSchindler PS. Color and contrast in magazine advertising. Psychol Market. 1986; 3 ( 2 ): 69 ‐ 78.
dc.identifier.citedreferenceVan Merriënboer JJG, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ. 2010; 44 ( 1 ): 85 ‐ 93.
dc.identifier.citedreferencePaivio A, Csapo K. Picture superiority in free recall: imagery or dual coding? Cogn Psychol. 1973; 5 ( 2 ): 176 ‐ 206. doi: 10.1016/0010-0285(73)90032-7
dc.identifier.citedreferenceLingard L, Watling C. Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers. Springer; 2021.
dc.identifier.citedreferenceSidalak D, Purdy E, Luckett-Gatopoulos S, Murray H, Thoma B, Chan TM. Coached peer review: developing the next generation of authors. Acad Med. 2017; 92 ( 2 ): 201 - 204.
dc.identifier.citedreferenceThoma B, Chan T, Desouza N, Lin M. Implementing peer review at an emergency medicine blog: bridging the gap between educators and clinical experts. CJEM. 2015; 17 ( 2 ): 188 ‐ 191.
dc.identifier.citedreferenceParrish P, Wilson BW, Dunlap JC. Learning experience as transaction: a framework for instructional design. Educ Technol. 2011; 51 ( 2 ): 15 ‐ 22.
dc.identifier.citedreferenceLandhuis E. Scientific literature: information overload. Nature. 2016; 535 ( 7612 ): 457 ‐ 458.
dc.identifier.citedreferenceBalas EA, Boren SA. Managing clinical knowledge for health care improvement. Yearb Med Inform. 2000; 1: 65 ‐ 70.
dc.identifier.citedreferenceGrant J, Green L, Mason B. Basic research and health: a reassessment of the scientific basis for the support of biomedical science. Res Eval. 2003; 12: 217 ‐ 224.
dc.identifier.citedreferenceMorris ZS, Wooding S, Grant J. The answer is 17 years, what is the question: understanding time lags in translational research. J R Soc Med. 2011; 104 ( 12 ): 510 ‐ 520. doi: 10.1258/jrsm.2011.110180
dc.identifier.citedreferenceChan TM, Dzara K, Dimeo SP, Bhalerao A, Maggio LA. Social media in knowledge translation and education for physicians and trainees: a scoping review. Perspect Med Educ. 2020; 9 ( 1 ): 20 ‐ 30. doi: 10.1007/s40037-019-00542-7
dc.identifier.citedreferenceGottlieb M, Dyer S. Information and disinformation: social media in the COVID‐19 crisis. Acad Emerg Med. 2020; 27 ( 7 ): 640 ‐ 641. doi: 10.1111/acem.14036
dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
aet210793_am.pdf
Size:
431.2KB
Format:
PDF
View/Open
Name:
aet210793.pdf
Size:
636.4KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe its collections in a way that respects the people and communities who create, use, and are represented in them. We encourage you to Contact Us anonymously if you encounter harmful or problematic language in catalog records or finding aids. More information about our policies and practices is available at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.