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How to Create a Research Poster

• Poster Basics
• Design Tips
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What is a Research Poster?

Posters are widely used in the academic community, and most conferences include poster presentations in their program.  Research posters summarize information or research concisely and attractively to help publicize it and generate discussion. 

The poster is usually a mixture of a brief text mixed with tables, graphs, pictures, and other presentation formats. At a conference, the researcher stands by the poster display while other participants can come and view the presentation and interact with the author.

What Makes a Good Poster?

• Important information should be readable from about 10 feet away
• Title is short and draws interest
• Word count of about 300 to 800 words
• Text is clear and to the point
• Use of bullets, numbering, and headlines make it easy to read
• Effective use of graphics, color and fonts
• Consistent and clean layout
• Includes acknowledgments, your name and institutional affiliation

A Sample of a Well Designed Poster

View this poster example in a web browser .  

Image credit: Poster Session Tips by [email protected], via Penn State

Where do I begin?

Answer these three questions:.

• What is the most important/interesting/astounding finding from my research project?
• How can I visually share my research with conference attendees? Should I use charts, graphs, photos, images?
• What kind of information can I convey during my talk that will complement my poster?

What software can I use to make a poster?

A popular, easy-to-use option. It is part of Microsoft Office package and is available on the library computers in rooms LC337 and LC336. ( Advice for creating a poster with PowerPoint ).

Adobe Illustrator, Photoshop, and InDesign

Feature-rich professional software that is good for posters including lots of high-resolution images, but they are more complex and expensive.  NYU Faculty, Staff, and Students can access and download the Adobe Creative Suite .

Open Source Alternatives 

• OpenOffice is the free alternative to MS Office (Impress is its PowerPoint alternative).
• Inkscape and Gimp are alternatives to Adobe products.
• For charts and diagrams try Gliffy or Lovely Charts .
• A complete list of free graphics software .

A Sample of a Poorly Designed Poster

View this bad poster example in a browser.

Image Credit: Critique by Better Posters

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• Last Updated: Jul 11, 2023 5:09 PM
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How to prepare an effective research poster

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• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 1 2
• 1 National Maternity Hospital, Dublin
• 2 Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• mhiggins{at}nmh.ie

Being asked to give a poster presentation can be exciting, and you need not be daunted by the prospect of working out how to prepare one. As Lucia Hartigan and colleagues explain, many options are available

The long nights are over, the statistics have been run, the abstract has been written, and the email pops into your inbox: “Congratulations! You have been accepted for a poster presentation.”

All that work has been worthwhile. Your consultant congratulates you and your colleagues are envious of your having a legitimate excuse to go away for a couple of days, but now you have to work out how to prepare a poster. Do not despair, for you have many options.

Firstly, take this seriously. A poster is not a consolation prize for not being given an oral presentation. This is your chance to show your work, talk to others in the field, and, if you are lucky, to pick up pointers from experts. Given that just 45% of published abstracts end in a full paper, 1 this may be your only chance to get your work out there, so put some effort into it. If you don’t have access to the services of a graphic designer, then some work will be entailed as it normally takes us a full day to prepare the layout of a poster. If you are lucky enough to have help from a graphic designer, then you will need to check that the data are correct before it is sent to the printer. After all, it will be your name on the poster, not the graphic designer’s.

Secondly, check the details of the requirements. What size poster should you have? If it is too big, it may look arrogant. If it is too small, then it may seem too modest and self effacing. Should it be portrait or landscape? Different meetings have different requirements. Some may stay with traditional paper posters, so you need to factor in printing. Others present them electronically, but may have a deadline by which you need to have uploaded the poster. When planning a meeting the organisers work out how many poster boards there will be and then the numbers, so follow their requirements and read the small print.

Then make a template. It can be tempting to “borrow” a poster template from someone else, and this may buy you some time, but it is important to check what page set-up and size have been selected for the template. If it’s meant for an A2 size and you wish to print your poster on A0 paper, then the stretching may lead to pixillation, which would not look good.

Next, think about your layout. Use text boxes to cover the following areas: title (with authors, institution, and logo), background, methods, results, and conclusions. Check that the text boxes are aligned by using gridlines, and justify your text. Use different colours for titles, and make sure you can read the title from 3 metres away. Some people will put their abstract in a separate box in the top right hand corner underneath the title, and then expand a little in the other areas. That is fine, so long as you follow the golden rule of writing a poster: do not include too much text. One study showed that less than 5% of conference attendees visit posters at meetings and that few ask useful questions. 2 The same research found that, in addition to the scientific content of a poster, the factors that increase visual appeal include pictures, graphs, and a limited use of words. 2 The ideal number of words seems to be between 300 and 400 per square metre.

Now make it look pretty and eye catching, and use lots of graphics. Outline text boxes or fill them with a different colour. If you can present the data using a graph, image, or figures rather than text, then do so, as this will add visual appeal. If you want to put a picture in the background, and it is appropriate to do so, fade the image so that it does not distract from the content.

Fonts are important. Check whether the meeting has set criteria for fonts; if they have, then follow them. You do not want to stand out for the wrong reason. If there are no specified criteria, then the title should be in point size 72-84, depending on the size of the poster. The authors’ names should be either the same size, but in italics, or else a couple of sizes smaller.

If you are including the hospital logo, don’t take a picture that will not size up properly when enlarged. Instead, obtain a proper copy from the hospital administrators.

References can be in small writing. No one is likely to read them, and you are including them only to remind yourself what you learnt in the literature review. One intriguing possibility is the use of a trigger image to link the poster to online content. 3

Finally, there are also things you should not do. Don’t leave your figures unlabelled, include spelling errors, use abbreviations without an explanation, or go outside the boundaries of the poster. Don’t be ashamed that you “only” have a poster. At a good meeting you may find that the comments from passers by are an amazing peer review. We have presented at meetings where world experts have given feedback, and with that feedback we have written the paper on the flight home.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and have no relevant interests to declare.

• ↵ Scherer RW, Langenberg P, von Elm E. Full publication of results initially presented in abstracts. Cochrane Database Syst Rev 2007 ; 2 : MR000005 . OpenUrl PubMed
• ↵ Goodhand JR, Giles CL, Wahed M, Irving PM, Langmead L, Rampton DS. Poster presentations at medical conferences: an effective way of disseminating research? Clin Med 2011 ; 1 : 138 -41. OpenUrl
• ↵ Atherton S, Javed M, Webster S, Hemington-Gorse S. Use of a mobile device app: a potential new tool for poster presentations and surgical education. J Visual Comm Med 2013 ; 36 (1-2): 6 -10. OpenUrl

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Preparing and Presenting Effective Research Posters

Associated data.

APPENDIX A.2. Comparison of Research Papers, Presentations, and Posters—Contents.

Posters are a common way to present results of a statistical analysis, program evaluation, or other project at professional conferences. Often, researchers fail to recognize the unique nature of the format, which is a hybrid of a published paper and an oral presentation. This methods note demonstrates how to design research posters to convey study objectives, methods, findings, and implications effectively to varied professional audiences.

A review of existing literature on research communication and poster design is used to identify and demonstrate important considerations for poster content and layout. Guidelines on how to write about statistical methods, results, and statistical significance are illustrated with samples of ineffective writing annotated to point out weaknesses, accompanied by concrete examples and explanations of improved presentation. A comparison of the content and format of papers, speeches, and posters is also provided.

Each component of a research poster about a quantitative analysis should be adapted to the audience and format, with complex statistical results translated into simplified charts, tables, and bulleted text to convey findings as part of a clear, focused story line.

Conclusions

Effective research posters should be designed around two or three key findings with accompanying handouts and narrative description to supply additional technical detail and encourage dialog with poster viewers.

An assortment of posters is a common way to present research results to viewers at a professional conference. Too often, however, researchers treat posters as poor cousins to oral presentations or published papers, failing to recognize the opportunity to convey their findings while interacting with individual viewers. By neglecting to adapt detailed paragraphs and statistical tables into text bullets and charts, they make it harder for their audience to quickly grasp the key points of the poster. By simply posting pages from the paper, they risk having people merely skim their work while standing in the conference hall. By failing to devise narrative descriptions of their poster, they overlook the chance to learn from conversations with their audience.

Even researchers who adapt their paper into a well-designed poster often forget to address the range of substantive and statistical training of their viewers. This step is essential for those presenting to nonresearchers but also pertains when addressing interdisciplinary research audiences. Studies of policymakers ( DiFranza and the Staff of the Advocacy Institute 1996 ; Sorian and Baugh 2002 ) have demonstrated the importance of making it readily apparent how research findings apply to real-world issues rather than imposing on readers to translate statistical findings themselves.

This methods note is intended to help researchers avoid such pitfalls as they create posters for professional conferences. The first section describes objectives of research posters. The second shows how to describe statistical results to viewers with varied levels of statistical training, and the third provides guidelines on the contents and organization of the poster. Later sections address how to prepare a narrative and handouts to accompany a research poster. Because researchers often present the same results as published research papers, spoken conference presentations, and posters, Appendix A compares similarities and differences in the content, format, and audience interaction of these three modes of presenting research results. Although the focus of this note is on presentation of quantitative research results, many of the guidelines about how to prepare and present posters apply equally well to qualitative studies.

WHAT IS A RESEARCH POSTER?

Preparing a poster involves not only creating pages to be mounted in a conference hall, but also writing an associated narrative and handouts, and anticipating the questions you are likely to encounter during the session. Each of these elements should be adapted to the audience, which may include people with different levels of familiarity with your topic and methods ( Nelson et al. 2002 ; Beilenson 2004 ). For example, the annual meeting of the American Public Health Association draws academics who conduct complex statistical analyses along with practitioners, program planners, policymakers, and journalists who typically do not.

Posters are a hybrid form—more detailed than a speech but less than a paper, more interactive than either ( Appendix A ). In a speech, you (the presenter) determine the focus of the presentation, but in a poster session, the viewers drive that focus. Different people will ask about different facets of your research. Some might do policy work or research on a similar topic or with related data or methods. Others will have ideas about how to apply or extend your work, raising new questions or suggesting different contrasts, ways of classifying data, or presenting results. Beilenson (2004) describes the experience of giving a poster as a dialogue between you and your viewers.

By the end of an active poster session, you may have learned as much from your viewers as they have from you, especially if the topic, methods, or audience are new to you. For instance, at David Snowdon's first poster presentation on educational attainment and longevity using data from The Nun Study, another researcher returned several times to talk with Snowdon, eventually suggesting that he extend his research to focus on Alzheimer's disease, which led to an important new direction in his research ( Snowdon 2001 ). In addition, presenting a poster provides excellent practice in explaining quickly and clearly why your project is important and what your findings mean—a useful skill to apply when revising a speech or paper on the same topic.

WRITING FOR A VARIED PROFESSIONAL AUDIENCE

Audiences at professional conferences vary considerably in their substantive and methodological backgrounds. Some will be experts on your topic but not your methods, some will be experts on your methods but not your topic, and most will fall somewhere in between. In addition, advances in research methods imply that even researchers who received cutting-edge methodological training 10 or 20 years ago might not be conversant with the latest approaches. As you design your poster, provide enough background on both the topic and the methods to convey the purpose, findings, and implications of your research to the expected range of readers.

Telling a Simple, Clear Story

Write so your audience can understand why your work is of interest to them, providing them with a clear take-home message that they can grasp in the few minutes they will spend at your poster. Experts in communications and poster design recommend planning your poster around two to three key points that you want your audience to walk away with, then designing the title, charts, and text to emphasize those points ( Briscoe 1996 ; Nelson et al. 2002 ; Beilenson 2004 ). Start by introducing the two or three key questions you have decided will be the focus of your poster, and then provide a brief overview of data and methods before presenting the evidence to answer those questions. Close with a summary of your findings and their implications for research and policy.

A 2001 survey of government policymakers showed that they prefer summaries of research to be written so they can immediately see how the findings relate to issues currently facing their constituencies, without wading through a formal research paper ( Sorian and Baugh 2002 ). Complaints that surfaced about many research reports included that they were “too long, dense, or detailed,” or “too theoretical, technical, or jargony.” On average, respondents said they read only about a quarter of the research material they receive for detail, skim about half of it, and never get to the rest.

To ensure that your poster is one viewers will read, understand, and remember, present your analyses to match the issues and questions of concern to them, rather than making readers translate your statistical results to fit their interests ( DiFranza and the Staff of the Advocacy Institute 1996 ; Nelson et al. 2002 ). Often, their questions will affect how you code your data, specify your model, or design your intervention and evaluation, so plan ahead by familiarizing yourself with your audience's interests and likely applications of your study findings. In an academic journal article, you might report parameter estimates and standard errors for each independent variable in your regression model. In the poster version, emphasize findings for specific program design features, demographic, or geographic groups, using straightforward means of presenting effect size and statistical significance; see “Describing Numeric Patterns and Contrasts” and “Presenting Statistical Test Results” below.

The following sections offer guidelines on how to present statistical findings on posters, accompanied by examples of “poor” and “better” descriptions—samples of ineffective writing annotated to point out weaknesses, accompanied by concrete examples and explanations of improved presentation. These ideas are illustrated with results from a multilevel analysis of disenrollment from the State Children's Health Insurance Program (SCHIP; Phillips et al. 2004 ). I chose that paper to show how to prepare a poster about a sophisticated quantitative analysis of a topic of interest to HSR readers, and because I was a collaborator in that study, which was presented in the three formats compared here—as a paper, a speech, and a poster.

Explaining Statistical Methods

Beilenson (2004) and Briscoe (1996) suggest keeping your description of data and methods brief, providing enough information for viewers to follow the story line and evaluate your approach. Avoid cluttering the poster with too much technical detail or obscuring key findings with excessive jargon. For readers interested in additional methodological information, provide a handout and a citation to the pertinent research paper.

As you write about statistical methods or other technical issues, relate them to the specific concepts you study. Provide synonyms for technical and statistical terminology, remembering that many conferences of interest to policy researchers draw people from a range of disciplines. Even with a quantitatively sophisticated audience, don't assume that people will know the equivalent vocabulary used in other fields. A few years ago, the journal Medical Care published an article whose sole purpose was to compare statistical terminology across various disciplines involved in health services research so that people could understand one another ( Maciejewski et al. 2002 ). After you define the term you plan to use, mention the synonyms from the various fields represented in your audience.

Consider whether acronyms are necessary on your poster. Avoid them if they are not familiar to the field or would be used only once or twice on your poster. If you use acronyms, spell them out at first usage, even those that are common in health services research such as “HEDIS®”(Health Plan Employer Data and Information Set) or “HLM”(hierarchical linear model).

Poor: “We use logistic regression and a discrete-time hazards specification to assess relative hazards of SCHIP disenrollment, with plan level as our key independent variable.” Comment: Terms like “discrete-time hazards specification” may be confusing to readers without training in those methods, which are relatively new on the scene. Also the meaning of “SCHIP” or “plan level” may be unfamiliar to some readers unless defined earlier on the poster.

Better: “Chances of disenrollment from the State Children's Health Insurance Program (SCHIP) vary by amount of time enrolled, so we used hazards models (also known as event history analysis or survival analysis) to correct for those differences when estimating disenrollment patterns for SCHIP plans for different income levels.” Comment: This version clarifies the terms and concepts, naming the statistical method and its synonyms, and providing a sense of why this type of analysis is needed.

To explain a statistical method or assumption, paraphrase technical terms and illustrate how the analytic approach applies to your particular research question and data:

Poor : “The data structure can be formulated as a two-level hierarchical linear model, with families (the level-1 unit of analysis) nested within counties (the level-2 unit of analysis).” Comment: Although this description would be fine for readers used to working with this type of statistical model, those who aren't conversant with those methods may be confused by terminology such as “level-1” and “unit of analysis.”

Better: “The data have a hierarchical (or multilevel) structure, with families clustered within counties.” Comment: By replacing “nested” with the more familiar “clustered,” identifying the specific concepts for the two levels of analysis, and mentioning that “hierarchical” and “multilevel” refer to the same type of analytic structure, this description relates the generic class of statistical model to this particular study.

Presenting Results with Charts

Charts are often the preferred way to convey numeric patterns, quickly revealing the relative sizes of groups, comparative levels of some outcome, or directions of trends ( Briscoe 1996 ; Tufte 2001 ; Nelson et al. 2002 ). As Beilenson puts it, “let your figures do the talking,” reducing the need for long text descriptions or complex tables with lots of tiny numbers. For example, create a pie chart to present sample composition, use a simple bar chart to show how the dependent variable varies across subgroups, or use line charts or clustered bar charts to illustrate the net effects of nonlinear specifications or interactions among independent variables ( Miller 2005 ). Charts that include confidence intervals around point estimates are a quick and effective way to present effect size, direction, and statistical significance. For multivariate analyses, consider presenting only the results for the main variables of interest, listing the other variables in the model in a footnote and including complex statistical tables in a handout.

Provide each chart with a title (in large type) that explains the topic of that chart. A rhetorical question or summary of the main finding can be very effective. Accompany each chart with a few annotations that succinctly describe the patterns in that chart. Although each chart page should be self-explanatory, be judicious: Tufte (2001) cautions against encumbering your charts with too much “nondata ink”—excessive labeling or superfluous features such as arrows and labels on individual data points. Strive for a balance between guiding your readers through the findings and maintaining a clean, uncluttered poster. Use chart types that are familiar to your expected audience. Finally, remember that you can flesh out descriptions of charts and tables in your script rather than including all the details on the poster itself; see “Narrative to Accompany a Poster.”

Describing Numeric Patterns and Contrasts

As you describe patterns or numeric contrasts, whether from simple calculations or complex statistical models, explain both the direction and magnitude of the association. Incorporate the concepts under study and the units of measurement rather than simply reporting coefficients (β's) ( Friedman 1990 ; Miller 2005 ).

Poor: “Number of enrolled children in the family is correlated with disenrollment.” Comment: Neither the direction nor the size of the association is apparent.

Poor [version #2]: “The log-hazard of disenrollment for one-child families was 0.316.” Comment: Most readers find it easier to assess the size and direction from hazards ratios (a form of relative risk) instead of log-hazards (log-relative risks, the β's from a hazards model).

Better: “Families with only one child enrolled in the program were about 1.4 times as likely as larger families to disenroll.” Comment: This version explains the association between number of children and disenrollment without requiring viewers to exponentiate the log-hazard in their heads to assess the size and direction of that association. It also explicitly identifies the group against which one-child families are compared in the model.

Presenting Statistical Test Results

On your poster, use an approach to presenting statistical significance that keeps the focus on your results, not on the arithmetic needed to conduct inferential statistical tests. Replace standard errors or test statistics with confidence intervals, p- values, or symbols, or use formatting such as boldface, italics, or a contrasting color to denote statistically significant findings ( Davis 1997 ; Miller 2005 ). Include the detailed statistical results in handouts for later perusal.

To illustrate these recommendations, Figures 1 and ​ and2 2 demonstrate how to divide results from a complex, multilevel model across several poster pages, using charts and bullets in lieu of the detailed statistical table from the scientific paper ( Table 1 ; Phillips et al. 2004 ). Following experts' advice to focus on one or two key points, these charts emphasize the findings from the final model (Model 5) rather than also discussing each of the fixed- and random-effects specifications from the paper.

Presenting Complex Statistical Results Graphically

Text Summary of Additional Statistical Results

Multilevel Discrete-Time Hazards Models of Disenrollment from SCHIP, New Jersey, January 1998–April 2000

Source : Phillips et al. (2004) .

SCHIP, State Children's Health Insurance Program; LRH, log relative-hazard; SE, standard error.

Figure 1 uses a chart (also from the paper) to present the net effects of a complicated set of interactions between two family-level traits (race and SCHIP plan) and a cross-level interaction between race of the family and county physician racial composition. The title is a rhetorical question that identifies the issue addressed in the chart, and the annotations explain the pattern. The chart version substantially reduces the amount of time viewers need to understand the main take-home point, averting the need to mentally sum and exponentiate several coefficients from the table.

Figure 2 uses bulleted text to summarize other key results from the model, translating log-relative hazards into hazards ratios and interpreting them with minimal reliance on jargon. The results for family race, SCHIP plan, and county physician racial composition are not repeated in Figure 2 , averting the common problem of interpreting main effect coefficients and interaction coefficients without reference to one another.

Alternatively, replace the text summary shown in Figure 2 with Table 2 —a simplified version of Table 1 which presents only the results for Model 5, replaces log-relative hazards with hazards ratios, reports associated confidence intervals in lieu of standard errors, and uses boldface to denote statistical significance. (On a color slide, use a contrasting color in lieu of bold.)

Relative Risks of SCHIP Disenrollment for Other * Family and County Characteristics, New Jersey, January 1998–April 2000

Statistically significant associations are shown in bold.

Based on hierarchical linear model controlling for months enrolled, months-squared, race, SCHIP plan, county physician racial composition, and all variables shown here. Scaled deviance =30,895. Random effects estimate for between-county variance =0.005 (standard error =0.006). SCHIP, State Children's Health Insurance Program; 95% CI, 95% confidence interval.

CONTENTS AND ORGANIZATION OF A POSTER

Research posters are organized like scientific papers, with separate pages devoted to the objectives and background, data and methods, results, and conclusions ( Briscoe 1996 ). Readers view the posters at their own pace and at close range; thus you can include more detail than in slides for a speech (see Appendix A for a detailed comparison of content and format of papers, speeches, and posters). Don't simply post pages from the scientific paper, which are far too text-heavy for a poster. Adapt them, replacing long paragraphs and complex tables with bulleted text, charts, and simple tables ( Briscoe 1996 ; Beilenson 2004 ). Fink (1995) provides useful guidelines for writing text bullets to convey research results. Use presentation software such as PowerPoint to create your pages or adapt them from related slides, facilitating good page layout with generous type size, bullets, and page titles. Such software also makes it easy to create matching handouts (see “Handouts”).

The “W's” (who, what, when, where, why) are an effective way to organize the elements of a poster.

• In the introductory section, describe what you are studying, why it is important, and how your analysis will add to the existing literature in the field.
• In the data and methods section of a statistical analysis, list when, where, who, and how the data were collected, how many cases were involved, and how the data were analyzed. For other types of interventions or program evaluations, list who, when, where, and how many, along with how the project was implemented and assessed.
• In the results section, present what you found.
• In the conclusion, return to what you found and how it can be used to inform programs or policies related to the issue.

Number and Layout of Pages

To determine how many pages you have to work with, find out the dimensions of your assigned space. A 4′ × 8′ bulletin board accommodates the equivalent of about twenty 8.5″ × 11″ pages, but be selective—no poster can capture the full detail of a large series of multivariate models. A trifold presentation board (3′ high by 4′ wide) will hold roughly a dozen pages, organized into three panels ( Appendix B ). Breaking the arrangement into vertical sections allows viewers to read each section standing in one place while following the conventions of reading left-to-right and top-to-bottom ( Briscoe 1996 ).

• At the top of the poster, put an informative title in a large, readable type size. On a 4′ × 8′ bulletin board, there should also be room for an institutional logo.

Suggested Layout for a 4′ × 8′ poster.

• In the left-hand panel, set the stage for the research question, conveying why the topic is of policy interest, summarizing major empirical or theoretical work on related topics, and stating your hypotheses or project aims, and explaining how your work fills in gaps in previous analyses.
• In the middle panel, briefly describe your data source, variables, and methods, then present results in tables or charts accompanied by text annotations. Diagrams, maps, and photographs are very effective for conveying issues difficult to capture succinctly in words ( Miller 2005 ), and to help readers envision the context. A schematic diagram of relationships among variables can be useful for illustrating causal order. Likewise, a diagram can be a succinct way to convey timing of different components of a longitudinal study or the nested structure of a multilevel dataset.
• In the right-hand panel, summarize your findings and relate them back to the research question or project aims, discuss strengths and limitations of your approach, identify research, practice, or policy implications, and suggest directions for future research.

Figure 3 (adapted from Beilenson 2004 ) shows a suggested layout for a 4′ × 8′ bulletin board, designed to be created using software such as Pagemaker that generates a single-sheet presentation; Appendix C shows a complete poster version of the Phillips et al. (2004) multilevel analysis of SCHIP disenrollment. If hardware or budget constraints preclude making a single-sheet poster, a similar configuration can be created using standard 8.5″ × 11″ pages in place of the individual tables, charts, or blocks of text shown in Figure 3 .

Find out well in advance how the posters are to be mounted so you can bring the appropriate supplies. If the room is set up for table-top presentations, tri-fold poster boards are essential because you won't have anything to attach a flat poster board or pages to. If you have been assigned a bulletin board, bring push-pins or a staple gun.

Regardless of whether you will be mounting your poster at the conference or ahead of time, plan how the pages are to be arranged. Experiment with different page arrangements on a table marked with the dimensions of your overall poster. Once you have a final layout, number the backs of the pages or draw a rough sketch to work from as you arrange the pages on the board. If you must pin pages to a bulletin board at the conference venue, allow ample time to make them level and evenly spaced.

Other Design Considerations

A few other issues to keep in mind as you design your poster. Write a short, specific title that fits in large type size on the title banner of your poster. The title will be potential readers' first glimpse of your poster, so make it inviting and easy to read from a distance—at least 40-point type, ideally larger. Beilenson (2004) advises embedding your key finding in the title so viewers don't have to dig through the abstract or concluding page to understand the purpose and conclusions of your work. A caution: If you report a numeric finding in your title, keep in mind that readers may latch onto it as a “factoid” to summarize your conclusions, so select and phrase it carefully ( McDonough 2000 ).

Use at least 14-point type for the body of the poster text. As Briscoe (1996) points out, “many in your audience have reached the bifocal age” and all of them will read your poster while standing, hence long paragraphs in small type will not be appreciated! Make judicious use of color. Use a clear, white, or pastel for the background, with black or another dark color for most text, and a bright, contrasting shade to emphasize key points or to identify statistically significant results ( Davis 1997 ).

NARRATIVE TO ACCOMPANY A POSTER

Prepare a brief oral synopsis of the purpose, findings, and implications of your work to say to interested parties as they pause to read your poster. Keep it short—a few sentences that highlight what you are studying, a couple of key findings, and why they are important. Design your overview as a “sound byte” that captures your main points in a succinct and compelling fashion ( Beilenson 2004 ). After hearing your introduction, listeners will either nod and move along or comment on some aspect of your work that intrigues them. You can then tailor additional discussion to individual listeners, adjusting the focus and amount of detail to suit their interests. Gesture at the relevant pages as you make each point, stating the purpose of each chart or table and explaining its layout before describing the numeric findings; see Miller (2005) for guidelines on how to explain tables and charts to a live audience. Briscoe (1996) points out that these mini-scripts are opportunities for you to fill in details of your story line, allowing you to keep the pages themselves simple and uncluttered.

Prepare short answers to likely questions about various aspects of your work, such as why it is important from a policy or research perspective, or descriptions of data, methods, and specific results. Think of these as little modules from an overall speech—concise descriptions of particular elements of your study that you can choose among in response to questions that arise. Beilenson (2004) also recommends developing a few questions to ask your viewers, inquiring about their reactions to your findings, ideas for additional questions, or names of others working on the topic.

Practice your poster presentation in front of a test audience acquainted with the interests and statistical proficiency of your expected viewers. Ideally, your critic should not be too familiar with your work: A fresh set of eyes and ears is more likely to identify potential points of confusion than someone who is jaded from working closely with the material while writing the paper or drafting the poster ( Beilenson 2004 ). Ask your reviewer to identify elements that are unclear, flag jargon to be paraphrased or defined, and recommend changes to improve clarity ( Miller 2005 ). Have them critique your oral presentation as well as the contents and layout of the poster.

Prepare handouts to distribute to interested viewers. These can be produced from slides created in presentation software, printed several to a page along with a cover page containing the abstract and your contact information. Or package an executive summary or abstract with a few key tables or charts. Handouts provide access to the more detailed literature review, data and methods, full set of results, and citations without requiring viewers to read all of that information from the poster ( Beilenson 2004 ; Miller 2005 ). Although you also can bring copies of the complete paper, it is easier on both you and your viewers if you collect business cards or addresses and mail the paper later.

The quality and effectiveness of research posters at professional conferences is often compromised by authors' failure to take into account the unique nature of such presentations. One common error is posting numerous statistical tables and long paragraphs from a research paper—an approach that overwhelms viewers with too much detail for this type of format and presumes familiarity with advanced statistical techniques. Following recommendations from the literature on research communication and poster design, this paper shows how to focus each poster on a few key points, using charts and text bullets to convey results as part of a clear, straightforward story line, and supplementing with handouts and an oral overview.

Another frequent mistake is treating posters as a one-way means of communication. Unlike published papers, poster sessions are live presentations; unlike speeches, they allow for extended conversation with viewers. This note explains how to create an oral synopsis of the project, short modular descriptions of poster elements, and questions to encourage dialog. By following these guidelines, researchers can substantially improve their conference posters as vehicles to disseminate findings to varied research and policy audiences.

CHECKLIST FOR PREPARING AND PRESENTING AN EFFECTIVE RESEARCH POSTERS

• Design poster to focus on two or three key points.
• Adapt materials to suit expected viewers' knowledge of your topic and methods.
• Design questions to meet their interests and expected applications of your work.
• Paraphrase descriptions of complex statistical methods.
• Spell out acronyms if used.
• Replace large detailed tables with charts or small, simplified tables.
• Accompany tables or charts with bulleted annotations of major findings.
• Describe direction and magnitude of associations.
• Use confidence intervals, p -values, symbols, or formatting to denote statistical significance.

Layout and Format

• Organize the poster into background, data and methods, results, and study implications.
• Divide the material into vertical sections on the poster.
• Use at least 14-point type in the body of your poster, at least 40-point for the title.

Narrative Description

• Rehearse a three to four sentence overview of your research objectives and main findings.
• Summary of key studies and gaps in existing literature
• Data and methods
• Each table, chart, or set of bulleted results
• Research, policy, and practice implications
• Solicit their input on your findings
• Develop additional questions for later analysis
• Identify other researchers in the field
• Prepare handouts to distribute to interested viewers.
• Print slides from presentation software, several to a page.
• Or package an executive summary or abstract with a few key tables or charts.
• Include an abstract and contact information.

Acknowledgments

I would like to thank Ellen Idler, Julie Phillips, Deborah Carr, Diane (Deedee) Davis, and two anonymous reviewers for helpful comments on earlier drafts of this work.

Supplementary Material

The following supplementary material for this article is available online:

APPENDIX A.1. Comparison of Research Papers, Presentations, and Posters—Materials and Audience Interaction.

Suggested Layout for a Tri-Fold Presentation Board.

Example Research Poster of Phillips et al. 2004 Study.

• Beilenson J. Developing Effective Poster Presentations. Gerontology News. 2004; 32 (9):6–9. [ Google Scholar ]
• Briscoe MH. Preparing Scientific Illustrations: A Guide to Better Posters, Presentations, and Publications. 2. New York: Springer-Verlag; 1996. [ Google Scholar ]
• Davis M. Scientific Papers and Presentations. New York: Academic Press; 1997. [ Google Scholar ]
• DiFranza JR. A Researcher's Guide to Effective Dissemination of Policy-Related Research. Princeton, NJ: The Robert Wood Johnson Foundation; 1996. the Staff of the Advocacy Institute, with Assistance from the Center for Strategic Communications. [ Google Scholar ]
• Fink A. How to Report on Surveys. Thousand Oaks, CA: Sage Publications; 1995. [ Google Scholar ]
• Friedman GD. Be Kind to Your Reader. American Journal of Epidemiology. 1990; 132 (4):591–3. [ PubMed ] [ Google Scholar ]
• Maciejewski ML, Diehr P, Smith MA, Hebert P. Common Methodological Terms in Health Services Research and Their Symptoms. Medical Care. 2002; 40 :477–84. [ PubMed ] [ Google Scholar ]
• McDonough J. Experiencing Politics: A Legislator's Stories of Government and Health Care. Berkeley: University of California Press; 2000. [ Google Scholar ]
• Miller JE. The Chicago Guide to Writing about Multivariate Analysis. Chicago Guides to Writing, Editing and Publishing. Chicago: University of Chicago Press; 2005. [ Google Scholar ]
• Nelson DE, Brownson RC, Remington PL, Parvanta C, editors. Communicating Public Health Information Effectively: A Guide for Practitioners. Washington, DC: American Public Health Association; 2002. [ Google Scholar ]
• Phillips JA, Miller JE, Cantor JC, Gaboda D. Context or Composition. What Explains Variation in SCHIP Disenrollment? Health Services Research. 2004; 39 (4, part I):865–8. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Snowdon D. Aging with Grace: What the Nun Study Teaches Us about Leading Longer, Healthier, and More Meaningful Lives. New York: Bantam Books; 2001. [ Google Scholar ]
• Sorian R, Baugh T. Power of Information Closing the Gap between Research and Policy. Health Affairs. 2002; 21 (2):264–73. [ PubMed ] [ Google Scholar ]
• Tufte ER. The Visual Display of Quantitative Information. 2. Cheshire, CT: Graphics Press; 2001. [ Google Scholar ]

DEAN’S BOOK w/ Prof. CONNIE GRIFFIN

Honors291g-cdg’s blog, literature review/poster presentation guide.

Literature Review & Poster/Visual Presentation Guide GIVING & GETTING EFFECTIVE PRESENTATIONS PRESENTATIONS In many disciplines presentations are given at academic conferences, symposia, and other places where scholars share their work with one another (including the Massachusetts Undergraduate Research Conference).  It can be very challenging to display and communicate all of one’s research findings in a synthesized manner and short timeframe.  Following are some thoughts about both preparing your presentation and also how to maximize your experience as an audience member. I. PRESENTER’S ROLE: The overall purpose of your presentation is to share your research process and findings with the class. In all cases, whatever topic you choose for your research, the objective is to stimulate in your listeners an understanding of that topic and how you went about developing that understanding for yourself as a researcher. The purpose of your talk is to present your research. Keep that goal in mind as you consider what to include and how to organize it.. In the visual portion of your presentation, be sure to include the following:

1)    Title 2)    Your research question 3)    Examples of what you found (results) including a.    Visual and quantitative information b.    Important quotes 4)    Your conclusion

Remember to keep your presentation (and your visual material) concise. It is very easy to overwhelm an audience with too much text.  Also, be sure to use a font size that is large enough to read from several feet away. Presentation considerations. Five minutes go fast! Therefore, stick with the most important points (details can come in the Q&A session), and be sure to organize your presentation logically. Be sure to practice. Nothing will prepare you better than giving your presentation several times to an audience. Speak slowly, clearly, expressively. Make eye contact. Also make sure your visual really does support your oral presentation and aid your audience! Concluding your presentation. End your presentation with a quick summary or suggestion of what’s been gained by your research.  Then be prepared for questions. Be ready with a question of your own in case the audience needs prompting. A crucial part of your presentation is thinking about how to engage the audience. Listen closely, be sure you understand each questioner’s intent, and then answer as directly as possible. II. AUDIENCE’S ROLE: Even when not presenting, you play a crucial role in the presentation and determining its quality.  As a listener, demonstrate your interest: make eye contact with the presenter as you listen closely, and take notes so you can ask informed, pertinent, and helpful questions during the Q&A period. Putting a presenter at ease can go a long way to ensuring an effective presentation.

Creating Effective Posters

• Poster Design
• Creating Posters
• Elements of a Research Poster
• Poster Templates
• Citation Styles
• Presenting Your Poster
• Poster Examples

What is a Research Poster?

"A large-format poster is a document that can communicate your research at a conference, and is composed of a:

• introduction to your research question
• an overview of your methods/novel approach
• your results
• an insightful discussion of your conclusion
• previously published articles that are important to your research  
• an acknowledgement of the assistance and support you received from others"

 Credit: Colin Purrinton ,  Swarthmore College

The Periodic Table of Poster Elements

Example layout of a poster

I: Introduction and Research Question

Your introduction sets the stage for the project and serves to give the reader an overview! It should peak their interest.  Best practices include:

• Put your topic within context of published literature
• Provide a description and justification of your experimental approach
• Hint at why your subject is ideal for such research
• Give a clear hypothesis
• Minimize the background information and definitions - include just what is relevant!
• Don't repeat your abstract

Approximate word count:  200 words  

Font size for your introduction:   

Headings: about 44 pt

Main text:  about 32 pt

II: Methods

Here, describe your experimental equipment and the research methods you used.  In addition to the text, you might want to add:

• Figures or tables to help describe the design
• Flow charts to describe the experimental procedures
• Pictures or labeled drawings of the organism or the equipment used

Approximate word count: 200 words

Font size for your methods or research question section:  

Captions for your figures:  about 28 pt

III: Results and Findings

This section analyzes your data and explains if your experiment worked out, or if you were not doing an experiment, what your research findings were. Things to include are:

• Data analysis
• Supporting charts, figures, images, or tables
• Supporting information for your argument
• Legends or pictures that can stand on their own and help the viewer with an understanding

Approximate word count: 200 words.

Font size:  

Captions:  about 28 pt

V: Conclusions and Future Research

This is where you will sum up your poster and remind readers of your hypothesis and the results of your research. A few things to include:

• Focus on the take home message
• Was your hypothesis supported? 
• Why the results are conclusive & interesting
• Relevance of your findings to other published work

Approximate word count: 300 words 

VI: Acknowledgments and References

This is the part where you will credit those who helped you produce this research. Key things to include are:

• Those who funded your research
• Sources that you used during your research
• Credit for those who provided supervision and mentorship
• Credit for any figures used in your poster
• Links to a full report, if necessary 

The text on this section will vary with the number of credits necessary, but will generally stay under 100 words. 

Your poster can be customized to what your research looks like! Not all posters have each section - it depends upon what you are communicating. Some posters will have more or less text, some will have more figures and photographs than others, some will have sections detailing specific parts of their research not included in this template. 

Remember - people will be viewing your poster from multiple feet away! Include only the most important points about your research. 

Credit: University of California, San Diego Libraries. 

Poster Creating Tips

How to make a better academic poster

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• Last Updated: May 13, 2024 2:47 PM
• URL: https://libguides.lib.cwu.edu/creatingposters

Designing Academic Posters: Creating the Poster

• Beginning with Research This link opens in a new window
• Planning Steps
• Effective Posters
• Poster Sections
• Images and Graphs
• Making Posters
• Recording with PowerPoint
• Open Image Galleries
• Poster Printing

Types of Posters

Research poster.

The content of a research poster generally follows the logic of a research paper:

Introduction : thesis/problem presented in a clear and concise way

Methods : describe them in two or three sentences

Results : graphs, tables, and/or charts summarizing the findings

Discussion : clear arguments based on your findings

Conclusion : summary and “what’s next” usually placed on the bottom right side of the poster

References : smaller fonts could be used – do not distract from the main content

Literature review poster

A literature review poster will also usually contain a table summarizing the articles/sources being reviewed.

This table will include references to the articles (in the format of in-text citations) and might include sample size, methods, interventions, outcomes, or other particulars depending on the subject.

Image description:

A diagram of a literature review poster. Download the Literature Review Table Template to view the full description of the image contents.

• Literature Review Table Template Use this table to guide you to organize your sources and thoughts for a literature review.
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• Next: Planning Steps
• Last Updated: Mar 19, 2024 8:55 AM
• URL: https://library.springfield.edu/academic-posters

Learn more about how the Cal Poly Humboldt Library can help support your research and learning needs.

Stay updated at Campus Ready .

• Cal Poly Humboldt Library
• Research Guides

Creating a Research Poster

• Creating your poster step by step
• Getting Started
• Citing Images
• Creative Commons Images
• Printing options
• More Resources

Preparing your poster

There are three components to your poster session:

• Your poster

All three components should complement one another, not repeat each other.

Poster: Your poster should be an outline of your research with interesting commentary about what you learned along the way.

You: You should prepare a 10-30 second elevator pitch and a 1-2 minute lightning talk about your research. This should be a unique experience or insight you had about your research that adds depth of understanding to what the attendee can read on your poster.

Handout: Best practices for handouts - Your handout should be double-sided. The first side of the paper should include a picture of your poster (this can be in black and white or color). The second side of the handout should include your literature review, cited references, further information about your topic and your contact information.

Creating your poster by answering 3 questions:

• What is the most important and/or interesting finding from my research project?
• How can I visually share my research with conference attendees? Should I use charts, graphs, images, or a wordcloud?
• What kind of information do I need to share during my lightning talk that will complement my poster?
• *Title (at least 72 pt font).
• Research question or hypothesis (all text should be at least 24 pt font).
• Methodology. What is the research process that you used? Explain how you did your research.
• Your interview questions.
• Observations. What did you see? Why is this important?
• *Findings. What did you learn? Summarize your conclusions.
• Pull out themes in the literature and list in bullet points.
• Consider a brief narrative of what you learned - what was the most interesting/surprising part of your project?
• Interesting quotes from your research.
• Turn your data into charts or tables.
• Use images (visit the "Images" tab in the guide for more information). Take your own or legally use others.
• Recommendations and/or next steps for future research.
• You can include your list of citations on your poster or in your handout.
• *Make sure your name, and Cal Poly Humboldt University is on your poster.

*Required. Everything else is optional - you decide what is important to put on your poster. These are just suggestions. Use the tabs in this guide for more tips on how to create your poster. 

Poster Sizes

You can create your poster from scratch by using PowerPoint or a similar design program.

Resize the slide to fit your needs before you begin adding any content. Standard poster sizes range from 40" by 30" and 48" by 36" but you should check with the conference organizers. If you don't resize your design at the beginning, when it is printed the image quality will be poor and pixelated if it is sized up to poster dimensions. 

The standard poster sizes for ideaFest are 36" x 48" and 24" by 36".

To resize in PowerPoint, go to "File" then "Page Setup..." and enter your dimensions in the boxes for "width" and "height". Make sure to select "OK" to save your changes.

To resize in Google Slides, go to "File" then "Page setup" and select the "Custom" option in the drop down menu.  Enter the dimensions for your poster size and then select "Apply" to save your changes.

Step Four: Final checklist

Final checklist for submitting your poster for printing:.

• Proofread your poster for spelling and grammar mistakes. Ask a peer to read your poster, they will catch the mistakes that you miss. Print your poster on an 8 1/2" by 11" sheet of paper - it is easier to read for mistakes and to judge your design. 
• Make sure you followed Step 3 and resized your PPT slide correctly.
• Does your poster have flow? Did you "chunk" information into easily read pieces of information?
• Do your visualizations (e.g. charts, graphs, tag clouds, etc.) tell a story? Are they properly labeled and readable?
• Make sure that your images we not resized in PPT. You should use the original size of the image or try an image editor (e.g. Photoshop). Did you cite your image?
• Is your name, department, and affiliation on your poster?
• Did you want to include acknowlegments on your poster? This may be appropriate if your advisor and a graduate student provided leadership during the research process. 
• Most importantly- Save your PPT slide to PDF before you send to the printer in order to avoid any printing mishaps. You should also double-check the properties to make sure it is still sized correctly in PDF.
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• Next: Images >>

WashU Libraries

Library services for undergraduate research.

• Creating an Abstract
• What is a Literature Review?
• Creating a Poster
• Presenting Your Research
• Share Your Undergraduate Research
• Contact a Subject Librarian This link opens in a new window
• Conducting Research
• College Writing: Citizen Scientist

Research Poster

A research poster session is a visual, interactive forum. The research is conveyed graphically in an informal setting. The researcher stands next to her/his poster and is prepared to answer questions to clarify information. The poster itself IS NOT the enlarged research paper. The poster should " entice the viewer with clarity, simplicity, and pictures ".

Impactful Scientific Posters

This site is developed to help students who are creating research posters for presentation at the Undergraduate Research Symposium. At this site you will find information about:

• What to include in a research poster
• How to design and organize a research poster
• What software programs to use to create a research poster

Research poster sessions, historically have been widely used by the scientific community in presenting original research. However there has been an increase in the use of poster sessions for undergraduate research in the social sciences and humanities.

View Sample Posters

Poster Sessions  - flick r 

A group on flickr for sharing posters and getting feedback

Poster Sessions - flick r

A group on flickr where people share photos of their posters

Online Design Resources

• Effective Poster Design   "An effective poster is a visual communications tool"
• Design Effective Posters   Contains examples of original and improved posters
• Creating Anthropology Conferences Posters: A Guide for Beginners

Considering Content

When developing an outline of a research poster, you want to consider including some of the following sections:

• Introduction or Background
• Literature Review
• Methods or Results
• Purpose or Objectives
• Acknowledges
• Works Cited

Content should be:

• clear and concise
• relevant and significant

Considering Design, Organization & Layout

The " Rule of Thirds " is a design tool used by photographers and graphic artists. The rule states that visual images (the poster) can be divided into nine equal segments (three sections high and three sestions wide. The audience's eye should travel from the top to the bottom in a Z pattern. The most important parts of the poster should be located on this "Z" shape.

Layout and design  should consider:

• balance and spacing
• consistency
• headings and fonts

Graphics should be:

• clearly relevant to project
• easily seen from a few feet away
• simply, easy to understand
• aesthetically pleasing, eye catching, but not garish
• clearly labeled

Sample layouts - at a glance

• Suggested layout arrangements
• Tips for a readable poster (PDf)
• Sample poster template (PowerPoint format)

Finding Stock Images

• U.S. Government Photos
• Library of Congress Images,   flick r  
• B ing Image Feed
• Creative Commons Images
• ArtStor Guide, fine arts images

Books from the Catalog

Journal Articles on Poster Design

Title: Visual Design Tips to Develop an Inviting Poster for Poster Presentations .

Authors: Tomita, Kei 1 , [email protected]

Source: TechTrends: Linking Research & Practice to Improve Learning; Jul2017, Vol. 61 Issue 4, p313-315, 3p

Abstract: The article offers suggestions for making a poster presentation at an academic conference as it is different from other presentation formats. Topics discussed include integrating the results, discussion, and conclusion sections or introduction and literature review sections in order to reduce the amount of text; name and affiliation bigger than the main text but smaller than the tittle and addition of figures and tables for creating visual variety and making poster more inviting.

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Title: Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric.

Authors: Pedwell, Rhianna K.; Hardy, James A.; Rowland, Susan L.

Source: Biochemistry & Molecular Biology Education ; May2017, Vol. 45 Issue 3, p249-261, 13p

Abstract: Evidence shows that science graduates often do not have the communication skills they need to meet workplace standards and expectations. One common mode of science communication is the poster. In a review of the literature we show that poster design is historically problematic, and that the guidance provided to students as they create posters for assessment is frequently inconsistent. To address this inconsistency we provide some guiding design principles for posters that are grounded in communication theory and the fundamentals of rhetoric. We also present three nondiscipline-specific example posters with accompanying notes that explain why the posters are examples of poor, average, and excellent poster design. The subject matter for the posters is a fabricated set of experiments on a topic that could not actually be the subject of research. Instructors may use these resources with their students, secure in the knowledge that they do not and will never represent an answer set to an extant assessment item. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):249-261, 2017. [ABSTRACT FROM AUTHOR]

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Title: The Research Poster and How it Consolidates and Communicates Key Concepts of a Research Inquiry.

Authors: McAuley, Mike ; Hodgkinson, Gray

Source: Design Principles & Practices: An International Journal: Annual Review ; 2017, Vol. 11 Issue 1, p1-14, 14p, 2 Color Photographs, 3 Diagrams, 2 Charts

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Title: A practical guide to designing a poster for presentation.

Authors: Briggs, David J.  [email protected]

Source: Nursing Standard . 4/29/2009, Vol. 23 Issue 34, p35-39. 5p. 2 Diagrams, 1 Chart.

Abstract: Poster presentations are frequently used to disseminate research findings and clinical initiatives at conferences, and present module material for educational courses. However, many nurses lack confidence when it comes to designing posters. This article considers the skills required to design a poster. Aspects of good poster design are also discussed. [ABSTRACT FROM AUTHOR]

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Title: Poster design—six points to ponder .

Authors: Brown, Bernard S.

Source: Biochemical Education ; July 1997, Vol. 25, p136-137, 2p

Abstract: Students should ponder six points when designing and producing posters. They should prepare by thinking about how their findings might be presented as a poster even while they are carrying out the research, looking for possible illustrations and layouts, and taking note of how professional advertisers stick with one main message that is written in a few words and accompanied by eye-catching visuals. They should organize information on the poster so that there is balance between the three elements of text, illustrations, and space. Students' posters should have a clear pathway that follows the normal reading direction for the language used in the poster. To enhance legibility, they should use upper- and lowercase letters and ensure that type size and column width look right. A short but catchy title, bold headings, not too much text, and simple pictures will help explain their work. Students should also ensure that posters are readable at two meters in two minutes to catch potential readers' attention .

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• Last Updated: Apr 30, 2024 3:17 PM
• URL: https://libguides.wustl.edu/our

• USC Libraries
• Research Guides
• Health Sciences
• Pharmacy Student Scholarly Project
• Literature Review as a whole project type

Pharmacy Student Scholarly Project: Literature Review as a whole project type

• Develop a Question
• IRB and CITI
• Literature Review as part of a project
• Data Management
• Make a Poster
• Present Research
• Citation Management Software
• Help for Mentors

What is a Literature Review project type?

Every PSP needs to include a short literature review of a few paragraphs. You can also choose to do a  literature review including critical and structured methods as your entire PSP project. This page provides help for those who are considering or conducting a literature review as their PSP project. The Review Articles research guide will also include additional useful information for those conducting this project type.

Format and scope

Every PSP is presented as a poster. Each poster will include about 500 words of text and 3-5 images (figures, tables, diagrams, etc.). For a literature review poster, you need to provide full references for all materials cited in your poster. If there is space, you may include the references on the poster, or you can create a separate document.

Within this relatively limited word count, you need to explain why the topic you chose is important to explore, explain your search process, explain the selection process, identify trends in the literature, and provide critical analysis and insight into your topic. Many poster authors choose to display the search process, display of trends, and critical analysis/insight in figures and reserve the text for the other portions.

Starting a Literature Review PSP

How do I develop a topic? Literature reviews are most useful when they respond to a theme in the literature. You cannot select a topic for a literature review without  first looking at the literature. There needs to be a significant volume of papers that you can read that have some rationale or reason to be examined as a group.           First, identify a broad question or topic. Search for encyclopedia articles, textbook chapters, and literature reviews about this topic. Read a few sources and look for aspects or factors that interest you inside this broad topic. If your broad topic was "Counseling on new prescriptions," some aspects you might identify are: Some patients refuse counseling when offered. Some patients are not satisfied with counseling received. There are several competing methods for counseling. There are many locations in which counseling takes place-- via phone, via videochat, in a private office, at a counter in a retail store.           These smaller aspects or factors would be good candidate topics to consider for a literature review project. "What factors in the retail store, location available for counseling, and pharmacist demeanor can influence a patient to accept or refuse counseling?," "What methods are used to assess patient satisfaction with counseling and which is most reliable?," "Is counseling using active listening techniques more effective in producing patient satisfaction, when compared to traditional counseling?," or "What factors lead to patient satisfaction or dissatisfaction with counseling services provided at community pharmacies?" seem like they might be well-scoped for this length/depth of project.

These are examples of questions that might guide the process of searching, selecting, and identifying relevant studies for inclusion in a literature review project.

- There are many individual studies describing a specific disease/condition, specific treatment, specific process, or specific idea.

• Can you learn something new by combining data from individual original studies?
• What gaps remain in the research focused on this specific topic? Why is this gap important or necessary to be filled?

-  Each study uses a specific methodology to investigate a specific question.

• What methods have been used to investigate a specific disease, drug, condition, process, or idea?
• What has been learned as a sum of these investigations?
• Are there different research methods that would help improve studies on this disease, drug, condition, process, or idea? Which methods and why? 

Examples of critical literature review posters

These samples are from teams outside of USC. The poster examples are provided for content only; they do not follow the USC PSP guidelines for formatting posters.

• Hussain JSA, Bedran-Russo A, Seprum-Clavier A. Pulp Capping Agents: a Literature Review. Poster presented at Academy of General Dentistry 2015 Annual Meeting, June 18-21, 2015, San Francisco, CA. Available online at https://www.epostersonline.com/agd2015/node/104
• Dalal, M. Chamomile Cures: a literature review. Poster prepared during 2nd year medical school coursework at the University of Texas Medical Branch, 2016.
• Nomali M, Alipasandi K, Hoseinjani E et al. Prediction tools for hospital readmission among patients with heart failure: a literature review [version 1; not peer reviewed]. F1000Research 2017, 6:1721 (poster) (https://doi.org/10.7490/f1000research.1114897.1)
• Edgecombe, K. Non-pharmacological Preoperative Anxiety Treatments In Pediatric Anesthesia Presented at the American Academy of Anesthesiologist Assistants conference 2018.
• Khalil S, Mhaskar R. A Review of Patient Safety Curricula in U.S. Medical Schools. Presented at University of South Florida (USF) Research Day 2018.
• Varela VC, Radu SC, Kirby RS. A Review of Biliary Atresia. Presented at University of South Florida (USF) Research Day 2017.

Common questions

How many papers do I need to find? How many papers do I need to cite? Expect to find and read about twice as many materials as you cite in your final project. Most PSP Literature Review projects cite 5-20 references.

I picked my topic, but can't find more than a few relevant articles. Not every topic is appropriate for a literature review. There needs to be a significant amount of published information that has some commonalities. Before you talk to your mentor about changing your topic, consider:

• Did you do a thorough search, using multiple databases, and searching using subject headings and/or keywords? You can contact the library for help with searching.
•  It takes several years to plan, conduct, write, and publish a study. If your topic is less than 5 years old, there may not have been time for these processes to occur.  However, conference proceedings, position statements, policy documents, and opinion papers often discuss new ideas before research is conducted. Is it possible to incorporate these non-peer reviewed, semi-scholarly sources into your discussion of this topic?
• Conducting a thorough search and determining that there is a lack of published research evidence is, itself, a novel finding. Unfortunately, a poster describing this would be very boring to read. Consider expanding your original idea, and try to critically engage with the topic. You might try explain why there may be a lack of publications, offer suggestions for how to improve research in this field, or describe barriers in the funding and research processes.

I picked a really narrow topic, but I still get too many articles. How do I get fewer articles? The goal of a literature review is to select articles that have some reason to be examined together. If you have an overwhelmingly large number of articles, it is a clue that your topic is too broad, and you need to narrow it down further. Using these ideas to narrow your topic might mean changing your search, by adding/removing keywords or filters; or, you might read abstracts to find studies that meet some criteria.

• Factors relating to the studies: Can you find studies that have some comparable data-- use the same methodology; use the same measurement tool; measure the same outcomes; follow patients for the same amount of time; etc.?
• Factors relating to the participants in the studies: Do they use the same drugs; include or exclude patients with a single condition or co-existing conditions; focus on a specific group (age, gender, socioeconomic status, language, geographic region, stage of illness, etc.)?
• Factors relating to the other literature on this topic: If another review included papers from 1995-2005, perhaps your review could start at the year 2006. If another review covered adult women with a condition, perhaps your review could cover adult men with the same condition.
• Factors relating your topic to other systems and processes: If you are thinking about counseling, are there any laws that broadened the scope of practice for pharmacist counseling? Perhaps comparing patient satisfaction with counseling from before and after this law was passed would be interesting. If you are thinking about counseling via telecommunications devices, there may be technological milestones you might use to limit your search to specific timeframes, such as the introduction of smartphones around 2007; or mass adoption of smartphones around 2011.
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Research Posters in the Social Sciences: Poster Guidelines

• Poster Guidelines
• Additional Resources & Examples

Introduction

A research poster is a visual representation of your research paper . Posters are usually presented at poster sessions, often as part of a conference or research symposium.  As presenter, you give a short 1-2 minute talk to others as they stop by your poster, allow them to study it, and answer questions they have about your research.

An effective poster is:

• A concise summary of your research.
• Organized and self-explanatory.
• Visually pleasing, including images or figures and text that is easy to read.

Content Guidelines

The typical sections and organization of a research poster mirror the sections of the research paper, but may be somewhat merged.  For example, the most important takeaways from your literature review can be included in your poster's introduction .

Sections of the Research Poster

• Introduction/Background
• Research Question
• Discussion/Conclusion

The title of your poster should be prominent and interesting , drawing attention and making it easy to tell what your research is about.

Beneath the title, include your name  and department.

Posters presented at conferences should also include your contact info (email), advisor's name, and your institution.

The introduction provides the context for your research. What basic background information might your audience need? How does your research fit into the scholarly conversation ( literature review )?

What is the question that guided your research and that you answered?  This section might also be framed as your research objectives .

Outline the methods you used to conduct your research.  Depending on your research methodology (survey, field research, experiment, content analysis, secondary data analysis, etc.), include: sampling method and size; instrument; experimental design; materials; data analysis, etc.  The viewer should have a clear (and concise) idea of how you collected and analyzed your data .

Outline your findings.  Save discussion of their significance/implications for the conclusion.

The conclusion is your key message and should stand out.  What is the answer to your research question ?  What is the significance of that answer?

Include all the references from your paper.

For any images you included on your poster, put credits under each image rather than with your other references.

Design and Visual Guidelines

• Use a columnar format , read left to right.
• Effectively use white space (empty space around the edges, between columns) to prevent visual overload, and avoid using too much text .
• The title and section headings should be larger than the body text.
• For your reference list, you can go down to 18-pt. if necessary.
• Using different font styles can help distinguish between headings and body text.  Do not use more than 2-3 different font styles--and do use fonts that are easy to read.
• For emphasis, use bold rather than italics.
• Use color, but keep it simple. Try not to use more than 2-3 colors .  It should add interest and visual appeal, but not be distracting.
• If color is important for interpreting parts of your poster (i.e. color-coding in a chart), avoid combinations that could be difficult for color blind readers (e.g. red and green).
• Use images to reinforce your message and add interest.
• Cite your image sources.
• See box in upper right for more guidelines on using images.

Constructing Your Poster

PowerPoint  is often used to design posters.  Customize slide size to the dimensions of your poster (if printing on a large-format printer), or to the size of paper you will put on a separate poster board.

Tri-fold poster boards work well when you don't have a separate poster stand to set up your poster on.

Geisel Library has a color printer that can print on letter- and legal-sized paper.

The campus print shop can print on paper 12x26" for $2 each.

Using Images

Including visuals such as charts and images helps to convey your message in a concise way, as well as to add visual interest.

Visuals should be carefully designed/selected to support your message and be related to the text they appear next to.

Remember, you must credit images you got from elsewhere.  Image citations go immediately beneath the image, not in your bibliography with your other sources.

For more info, see our Finding and Using Images Geisel Guide .

Citing Sources in ASA Style

For help with citing sources in ASA style:

• Citing Sources in ASA Style Tab on Sociology Geisel Guide.
• ASA Style Guide - A. Electronic Image From Thompson Rivers University Libraries.

Your Librarian

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• Last Updated: Apr 1, 2024 3:39 PM
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Poster Presentations

• Poster Basics
• Literature Reviews & Citations
• Software, Logos, & Templates
• Printing and Laminating
• Prepare to Present
• Share your Work

Literature Reviews

• Rod Library Databases by Subject

All high-quality research projects start with a thorough literature review; researchers search scholarly journals to find out what has been done on the topic previously, then they build on that prior research.

• Research Guides Librarian-created research guides with tips and suggested databases relevant to your major, topic, or course.
• Liaison Librarians Librarian assigned to each UNI academic department. Contact for one-on-one research assistance.
• Ask Us Librarians and library assistants are here to assist with your research. You can contact us in person, via email, chat, etc.

Citing Sources

Be sure to cite your sources, both in-text and in a bibliography box on your poster. You also need to cite any images/charts you reproduced. If you created images/charts using data from a source, cite that source. Need help? Ask a librarian !

• Cite Your Sources by Claire Bowling Last Updated Nov 10, 2023 301 views this year
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• Last Updated: Sep 28, 2023 3:35 PM
• URL: https://guides.lib.uni.edu/posters

•   [email protected]

PSY 224 (Campus) Research II: Scientific Investigation

Research poster project assignment.

Instead of a final exam, this course will end with a class poster session during the last class time, Monday, December 12, 2022 from 12:30-1:45 on the 2nd floor of the Shapiro Library in the Mezzanine area above the Zachos Cafe. You can either work by yourself or with one other student on your own research project, leading to a poster presentation that will address a research question of your choosing. Your poster should be in American Psychological Association (APA) format. This is an empirical research project where you will collect data. You are encouraged to conduct a survey, correlation, quasi-experiment or experiment depending on the type of question you are seeking to address. For those of you conducting survey research, you will have free access to software called Qualtrics which you can share with others with a link you can share through social media or with others in class.

Qualtrics: Description & Help links

• SNHU Qualtrics page (Instructional Support) This link opens in a new window
• Qualtrics Support: Creating a Project This link opens in a new window

Potential research questions

Below are potential research questions, general methodological approaches, free and open access test materials, and example articles for your research project, though feel free to come up with your own (but please check it with the instructor ahead of time). You will be expected to find other articles on your own using library databases. Below are  four research projects that you can choose from. The advantage of using one of the preset research questions and methodologies is that those projects are already approved by SNHU’s Institutional Research Review Board (IRB) ahead of time. The IRB is an independent ethics board that reviews research to ensure it complies with government and professional ethical guidelines. IRB-approved projects are automatically eligible to be presented at SNHU’s Undergraduate Research Day and Psychology conferences. If you choose your own research question, you have the advantage of pursuing a research question more specific to your interests, but you would need to apply for IRB approval if you want to present your research outside of class.

Research Question #1

Are cognitive biases related to how susceptible some people are to belief in conspiracy theories? This study is designed to explore how various cognitive biases, including jumping to conclusions, intentionalizing (ascribing intentionality to situations that are random or unintended), catastrophizing, emotional reasoning, and dichotomous thinking (seeing problems as extremes, without grey areas), might relate to the tendency to believe in conspiracy theories. Though some studies have focused on how cognitive ability relates to conspiracy theory beliefs (van Prooijen, 2017) and other studies have focused on specific cognitive biases (van Prooijen, et al., 2018), no study has focused on multiple relevant cognitive biases together in a single empirical study.

General Ideas for Methodology

Participants will be assessed for cognitive biases using the Cognitive Bias Questionnaire for Psychosis (CBQp). Though conspiracy beliefs do not constitute a clinical psychosis, it is conceivable that both could involve similar underlying cognitive biases towards illogical and/or non-evidence-based beliefs. The results of the CBQp questionnaire will be correlated with the tendency to believe in conspiracy theories as measured by The Generic Conspiracy Beliefs Scale (GCBS).

• The Cognitive Biases Questionnaire for Psychosis (Peters et al., 2013) – This is an open-access educational resource. You can find the questionnaire in Appendix 1, pages 308-310 of this link.
• To use the interactive GCB scale test, add this text below to your Qualtrix survey:
• For this set of questions about beliefs in conspiracies, open this link in a new window or copy and paste it into a new browser tab. For each statement, select a response from disagree to agree (with neutral in the middle) that best characterizes your response in most situations. Click "Continue" when you are done. You will be asked if you are willing to answer a few more questions after clicking "Continue" but feel free to select no in response to that question. Merely click "Get results." Please take a screenshot of your results and submit it here. Please ensure your overall scores shows as well as the "5 components". Once you submit the screenshot, you have completed this survey. Thank you!

Example Articles

Here is a secondary source (article) about the psychology of conspiracy theories. Under “existential motives,” it covers how some people are drawn to conspiracy theories to feel safe and exert control over others. This article can also lead you to primary research sources.

An article showing an example of a cognitive bias, called agency detection (otherwise known as intentionality), that is associated with belief in conspiracy theories:

Douglas, K. M., Sutton, R. M., Callan, M. J., Dawtry, R. J., & Harvey, A. J. (2016). Someone is pulling the strings: Hypersensitive agency detection and belief in conspiracy theories . Thinking & Reasoning, 22 (1), 57–77. https://dx.doi.org/10.1080/13546783.2015.1051586

       Here is where you can find the cognitive bias questionnaire:

Peters E., Moritz S., Schwannauer M., Wiseman Z., Greenwood K.E., Scott J., et al. (2014). Cognitive biases questionnaire for psychosis . Schizophrenia Bulletin 40, 300–313. https://dx.doi.org/10.1093/schbul/sbs199

This article shows evidence that the conspiracy beliefs scale is valid and reliable:

Brotherton, R., French, C.C., & Pickering, A.D. (2013). Measuring the belief in conspiracy theories: The generic conspiracist beliefs scale.   Frontiers in Psychology, 4 : 279. https://dx.doi.org/10.3389/fpsyg.2013.00279

Research Question #2

Past research has shown that excessive use of Instagram is associated with negative mental health outcomes and poor appearance-related self-perception. Is excessive use of Instagram associated with negative mood and negative self-perception in a non-clinical population? Please note that you cannot assess clinical mental health disorders due to ethical restrictions in conducting research for an undergraduate course, but assessing mood carries less risk and would add a new angle to existing research literature.

Ask participants to estimate their average daily Instagram use in hours and minutes. Administer tests that examine mood and appearance-related self-perception. Correlate daily Instagram use with survey results related to mood and appearance-related self-perception.

• Positive and Negative Affect Schedule (PANAS)  - This is an open-access educational resource, but you are required to acknowledge that the test is from Watson, D. & Clark, L.A. (1994). Also, indicate any modifications applied.
• Selfie Behavior and Body Image on Social Networking Sites Scales - This is an open-access educational resource, but you are required to acknowledge that the test is from Veldhuis, J., Alleva, J., Bij de Vaate, A.J.D., Keijer, M. &, Konijn, E.A. (2018). Also, indicate any modifications applied.

Sample Article

Sherlock, M., & Wagstaff, D.L. (2018). Exploring the Relationship Between Frequency of Instagram Use, Exposure to Idealized Images,

and Psychological Well-Being in Women . Psychology of Popular Media Culture. 8 (4), 482-490.

Research Question #3

How do the Big 5 personality traits relate to preference for different genres of music? This would be a correlation study that would add something new by not only using the Big 5 Traits some subcomponents of those traits called facets and a new and updated test called the Big Five Inventory – 2.

Administer a test or survey that measures the Big 5 personality traits. You could measure music preference. Then see if total score for each of the Big 5 traits correlate with measures of the extent of music preference.

• Big Five Inventory – 2 (BFI-2)  - This is an open-access educational resource, but you are required to acknowledge that the test is from Soto, C.J., & Oliver, J. (2017). Also, indicate any modifications applied.
• Short Test of Music Preferences (STOMP) -  The STOMP is a 14-item scale assessing preferences for four music genres. This is an open-access educational resource, but you are required to acknowledge that the test is from Rentfrow, Goldberg, & Levitin (updated 2013). Also, indicate any modifications applied.

Nave, G., Minxha, J., Greenberg, D.M., Kosinski, M., Stillwell, D. & Rentfrow, J. (2018). Musical Preferences Predict Personality: Evidence

from Active Listening and Facebook Likes . Psychological Science, 29 (7), 1145-1158 .

Rentfrow, P. J., & Gosling, S. D. (2003). The do re mi’s of everyday life: The structure and personality correlates of music preferences .

Journal of  Personality and Social Psychology, 84 , 1236-1256.

Research Question #4

How does the emotional context of an eyewitness episode affect memory and false memory? Specifically, memory tends to be biased towards negative emotional autobiographical events, but does that translate into increased false memory as well as memory?

Run an experiment as follows: Have participants watch a YouTube video of a crime scene. Tell participants in the negative emotional context group that the video depicts an actual robbery (treatment condition). Tell participants in the neutral emotional context group that the video shows actors in a robbery scene (neutral condition). Then compare the rates of recall and false memory rates associated with each condition.

• On a scale from 1 to 5, how sure are you that your answer to this question is accurate?
• Not at all confident <1     2    3    4    5>  Absolutely confident

Show this video of an altercation from surveillance submitted to the Broward Sheriff’s Office depicting an altercation in which an armed robbery occurs against three young people on spring break (though the teenagers foil the robbery).

Have participants read an eyewitness account that suggests that the person in the red and black flannel shirt was the first to start punching the perpetrator and how one of the perpetrators briefly revealed a knife—two pieces of misinformation to setup potential false memories. Including true details before, in-between, and after the misinformation items.

Include these questions:

Control Questions

• Do the tail lights of the perpetrator’s car go on after one of the perpetrators leaves the car?
• Did the person in the blue shirt punch the perpetrator?
• At the beginning of the video, did the young person in the red and black shirt lean against the car?
• A fourth person gets out of the car to help his friends against the perpetrator.

False Memory Questions

• The person in the red and black flannel shirt was the first to start punching the perpetrator.
• One of the perpetrators briefly revealed a knife.

​​​​​​​ Remember to add the confidence rating question with each question above. See if the average confidence rating for control questions is different than that for false memory questions.

Sample article

Porter, S., Spencer, L., & Birt, A.R. (2003). Blinded by emotion? Effect of the emotionality of a scene on susceptibility to false memories.

Canadian Journal of Behavioral Science, 35 (2), 165- 175.

Other potential questions that you would need to seek IRB approval on your own should you want to present at a conference:

• Do attachment styles experienced from a person’s parents affect later relationships with peers during young adulthood? Some studies show this to be the case with adolescent participants, but few if any have examined this correlation in young adults.
• What leads to greater happiness: experiences or materials gains?
• Does color affect the taste of food?

Where to look for other research question ideas:

• Browse Addictions News for Topic Ideas This link opens in a new window
• Applied Psychology Topics: Education This link opens in a new window
• Applied Psychology Topics: Environment This link opens in a new window
• Applied Psychology Topics: Human Rights This link opens in a new window
• Applied Psychology Topics: Sports and Exercise This link opens in a new window
• APA Psychology Topics: Children
• Forensic Psychology Research Topics This link opens in a new window List of forensic psychology topics with links to overviews for each. Includes criminal competencies, criminal responsibility, death penalty, eyewitness memory, forensic assessment, juvenile offenders, etc.
• Potential Topics: APA Spotlight Articles I/O Psychology This link opens in a new window
• Mental Health topics on the National Institute of Mental Health's website This link opens in a new window
• Social Psychology search results on the American Psychological Association's website This link opens in a new window

Research Poster requirements:

Your research poster should include the following sections as shown in the examples below:

• A title box towards the top of the poster, including the names of the authors and university affiliation.
• An introduction section highlighting the problem addressed, brief literature review with citations and your hypothesis or hypotheses.
• A method section describing your participants, any materials used and what you did during the experiment (procedures).
• A results section and, if applicable, associated tables or graphs.  These panels provide your statistics relevant to the hypothesis examined.  At minimum, provide descriptive statistics.  Inferential statistics are not required but your conclusions would benefit.
• A discussion where you relate your findings to that of other studies and draw your conclusions in light of your hypothesis.
• A references list. Make sure your references include at least four references with three primary research articles. Primary articles describe studies in which the authors collected the data themselves.  References must be in APA format.  If you cannot fit four or more references into your poster, you should provide the references separately in a Word or pdf document.

Here is an example of a poster created by a student in PSY 224 last school year:

Poster templates

• Poster Template for a Survey This link opens in a new window
• Poster Template for a Correlation, Experiment, or Quasi-Experiment This link opens in a new window
• SNHU Poster Design Guide This poster design guide includes information about image size required for posters, templates for posters, SNHU logos, etc. to create high quality research posters.
• Purdue Online Writing Lab (OWL) APA Classroom Poster This link opens in a new window Images of sample classroom research posters in APA format available on this page.

Sample Posters

Here is an example of a poster that some students presented at the New England Psychological conference:

Here is an example of a poster based on survey research:

Poster Session details

The Poster Session will be held Monday, December 12th, 2022 during class from 12:30-1:45pm in the Wolak Library Learning Center (Shapiro Library) 2nd floor mezzanine. You will be expected to answer questions other students/visitors have about your poster. Grades will be based on the poster and participation in the poster session.

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• Open access
• Published: 13 May 2024

Sexual and reproductive health implementation research in humanitarian contexts: a scoping review

• Alexandra Norton 1 &
• Hannah Tappis 2  

Reproductive Health volume  21 , Article number:  64 ( 2024 ) Cite this article

202 Accesses

6 Altmetric

Metrics details

Meeting the health needs of crisis-affected populations is a growing challenge, with 339 million people globally in need of humanitarian assistance in 2023. Given one in four people living in humanitarian contexts are women and girls of reproductive age, sexual and reproductive health care is considered as essential health service and minimum standard for humanitarian response. Despite growing calls for increased investment in implementation research in humanitarian settings, guidance on appropriate methods and analytical frameworks is limited.

A scoping review was conducted to examine the extent to which implementation research frameworks have been used to evaluate sexual and reproductive health interventions in humanitarian settings. Peer-reviewed papers published from 2013 to 2022 were identified through relevant systematic reviews and a literature search of Pubmed, Embase, PsycInfo, CINAHL and Global Health databases. Papers that presented primary quantitative or qualitative data pertaining to a sexual and reproductive health intervention in a humanitarian setting were included.

Seven thousand thirty-six unique records were screened for inclusion, and 69 papers met inclusion criteria. Of these, six papers explicitly described the use of an implementation research framework, three citing use of the Consolidated Framework for Implementation Research. Three additional papers referenced other types of frameworks used in their evaluation. Factors cited across all included studies as helping the intervention in their presence or hindering in their absence were synthesized into the following Consolidated Framework for Implementation Research domains: Characteristics of Systems, Outer Setting, Inner Setting, Characteristics of Individuals, Intervention Characteristics, and Process.

This review found a wide range of methodologies and only six of 69 studies using an implementation research framework, highlighting an opportunity for standardization to better inform the evidence for and delivery of sexual and reproductive health interventions in humanitarian settings. Increased use of implementation research frameworks such as a modified Consolidated Framework for Implementation Research could work toward both expanding the evidence base and increasing standardization.

Plain English summary

Three hundred thirty-nine million people globally were in need of humanitarian assistance in 2023, and meeting the health needs of crisis-affected populations is a growing challenge. One in four people living in humanitarian contexts are women and girls of reproductive age, and provision of sexual and reproductive health care is considered to be essential within a humanitarian response. Implementation research can help to better understand how real-world contexts affect health improvement efforts. Despite growing calls for increased investment in implementation research in humanitarian settings, guidance on how best to do so is limited. This scoping review was conducted to examine the extent to which implementation research frameworks have been used to evaluate sexual and reproductive health interventions in humanitarian settings. Of 69 papers that met inclusion criteria for the review, six of them explicitly described the use of an implementation research framework. Three used the Consolidated Framework for Implementation Research, a theory-based framework that can guide implementation research. Three additional papers referenced other types of frameworks used in their evaluation. This review summarizes how factors relevant to different aspects of implementation within the included papers could have been organized using the Consolidated Framework for Implementation Research. The findings from this review highlight an opportunity for standardization to better inform the evidence for and delivery of sexual and reproductive health interventions in humanitarian settings. Increased use of implementation research frameworks such as a modified Consolidated Framework for Implementation Research could work toward both expanding the evidence base and increasing standardization.

Peer Review reports

Over the past few decades, the field of public health implementation research (IR) has grown as a means by which the real-world conditions affecting health improvement efforts can be better understood. Peters et al. put forward the following broad definition of IR for health: “IR is the scientific inquiry into questions concerning implementation – the act of carrying an intention into effect, which in health research can be policies, programmes, or individual practices (collectively called interventions)” [ 1 ].

As IR emphasizes real-world circumstances, the context within which a health intervention is delivered is a core consideration. However, much IR implemented to date has focused on higher-resource settings, with many proposed frameworks developed with particular utility for a higher-income setting [ 2 ]. In recognition of IR’s potential to increase evidence across a range of settings, there have been numerous reviews of the use of IR in lower-resource settings as well as calls for broader use [ 3 , 4 ]. There have also been more focused efforts to modify various approaches and frameworks to strengthen the relevance of IR to low- and middle-income country settings (LMICs), such as the work by Means et al. to adapt a specific IR framework for increased utility in LMICs [ 2 ].

Within LMIC settings, the centrality of context to a health intervention’s impact is of particular relevance in humanitarian settings, which present a set of distinct implementation challenges [ 5 ]. Humanitarian responses to crisis situations operate with limited resources, under potential security concerns, and often under pressure to relieve acute suffering and need [ 6 ]. Given these factors, successful implementation of a particular health intervention may require different qualities than those that optimize intervention impact under more stable circumstances [ 7 ]. Despite increasing recognition of the need for expanded evidence of health interventions in humanitarian settings, the evidence base remains limited [ 8 ]. Furthermore, despite its potential utility, there is not standardized guidance on IR in humanitarian settings, nor are there widely endorsed recommendations for the frameworks best suited to analyze implementation in these settings.

Sexual and reproductive health (SRH) is a core aspect of the health sector response in humanitarian settings [ 9 ]. Yet, progress in addressing SRH needs has lagged far behind other services because of challenges related to culture and ideology, financing constraints, lack of data and competing priorities [ 10 ]. The Minimum Initial Service Package (MISP) for SRH in Crisis Situations is the international standard for the minimum set of SRH services that should be implemented in all crisis situations [ 11 ]. However, as in other areas of health, there is need for expanded evidence for planning and implementation of SRH interventions in humanitarian settings. Recent systematic reviews of SRH in humanitarian settings have focused on the effectiveness of interventions and service delivery strategies, as well as factors affecting utilization, but have not detailed whether IR frameworks were used [ 12 , 13 , 14 , 15 ]. There have also been recent reviews examining IR frameworks used in various settings and research areas, but none have explicitly focused on humanitarian settings [ 2 , 16 ].

Given the need for an expanded evidence base for SRH interventions in humanitarian settings and the potential for IR to be used to expand the available evidence, a scoping review was undertaken. This scoping review sought to identify IR approaches that have been used in the last ten years to evaluate SRH interventions in humanitarian settings.

This review also sought to shed light on whether there is a need for a common framework to guide research design, analysis, and reporting for SRH interventions in humanitarian settings and if so, if there are any established frameworks already in use that would be fit-for-purpose or could be tailored to meet this need.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews was utilized to guide the elements of this review [ 17 ]. The review protocol was retrospectively registered with the Open Science Framework ( https://osf.io/b5qtz ).

Search strategy

A two-fold search strategy was undertaken for this review, which covered the last 10 years (2013–2022). First, recent systematic reviews pertaining to research or evaluation of SRH interventions in humanitarian settings were identified through keyword searches on PubMed and Google Scholar. Four relevant systematic reviews were identified [ 12 , 13 , 14 , 15 ] Table 1 .

Second, a literature search mirroring these reviews was conducted to identify relevant papers published since the completion of searches for the most recent review (April 2017). Additional file 1 includes the search terms that were used in the literature search [see Additional file 1 ].

The literature search was conducted for papers published from April 2017 to December 2022 in the databases that were searched in one or more of the systematic reviews: PubMed, Embase, PsycInfo, CINAHL and Global Health. Searches were completed in January 2023 Table 2 .

Two reviewers screened each identified study for alignment with inclusion criteria. Studies in the four systematic reviews identified were considered potentially eligible if published during the last 10 years. These papers then underwent full-text review to confirm satisfaction of all inclusion criteria, as inclusion criteria were similar but not fully aligned across the four reviews.

Literature search results were exported into a citation manager (Covidence), duplicates were removed, and a step-wise screening process for inclusion was applied. First, all papers underwent title and abstract screening. The remaining papers after abstract screening then underwent full-text review to confirm satisfaction of all inclusion criteria. Title and abstract screening as well as full-text review was conducted independently by both authors; disagreements after full-text review were resolved by consensus.

Data extraction and synthesis

The following content areas were summarized in Microsoft Excel for each paper that met inclusion criteria: publication details including author, year, country, setting [rural, urban, camp, settlement], population [refugees, internally displaced persons, general crisis-affected], crisis type [armed conflict, natural disaster], crisis stage [acute, chronic], study design, research methods, SRH intervention, and intervention target population [specific beneficiaries of the intervention within the broader population]; the use of an IR framework; details regarding the IR framework, how it was used, and any rationale given for the framework used; factors cited as impacting SRH interventions, either positively or negatively; and other key findings deemed relevant to this review.

As the focus of this review was on the approach taken for SRH intervention research and evaluation, the quality of the studies themselves was not assessed.

Twenty papers underwent full-text review due to their inclusion in one or more of the four systematic reviews and meeting publication date inclusion criteria. The literature search identified 7,016 unique papers. After full-text screening, 69 met all inclusion criteria and were included in the review. Figure  1 illustrates the search strategy and screening process.

Flow chart of paper identification

Papers published in each of the 10 years of the review timeframe (2013–2022) were included. 29% of the papers originated from the first five years of the time frame considered for this review, with the remaining 71% papers coming from the second half. Characteristics of included publications, including geographic location, type of humanitarian crisis, and type of SRH intervention, are presented in Table  3 .

A wide range of study designs and methods were used across the papers, with both qualitative and quantitative studies well represented. Twenty-six papers were quantitative evaluations [ 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 ], 17 were qualitative [ 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 ], and 26 used mixed methods [ 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 ]. Within the quantitative evaluations, 15 were observational, while five were quasi-experimental, five were randomized controlled trials, and one was an economic evaluation. Study designs as classified by the authors of this review are summarized in Table  4 .

Six papers (9%) explicitly cited use of an IR framework. Three of these papers utilized the Consolidated Framework for Implementation Research (CFIR) [ 51 , 65 , 70 ]. The CFIR is a commonly used determinant framework that—in its originally proposed form in 2009—is comprised of five domains, each of which has constructs to further categorize factors that impact implementation. The CFIR domains were identified as core content areas influencing the effectiveness of implementation, and the constructs within each domain are intended to provide a range of options for researchers to select from to “guide diagnostic assessments of implementation context, evaluate implementation progress, and help explain findings.” [ 87 ] To allow for consistent terminology throughout this review, the original 2009 CFIR domains and constructs are used.

Guan et al. conducted a mixed methods study to assess the feasibility and effectiveness of a neonatal hepatitis B immunization program in a conflict-affected rural region of Myanmar. Guan et al. report mapping data onto the CFIR as a secondary analysis step. They describe that “CFIR was used as a comprehensive meta-theoretical framework to examine the implementation of the Hepatitis B Virus vaccination program,” and implementation themes from multiple study data sources (interviews, observations, examination of monitoring materials) were mapped onto CFIR constructs. They report their results in two phases – Pre-implementation training and community education, and Implementation – with both anchored in themes that they had mapped onto CFIR domains and constructs. All but six constructs were included in their analysis, with a majority summarized in a table and key themes explored further in the narrative text. They specify that most concerns were identified within the Outer Setting and Process domains, while elements identified within the Inner Setting domain provided strength to the intervention and helped mitigate against barriers [ 70 ].

Sarker et al. conducted a qualitative study to assess provision of maternal, newborn and child health services to Rohingya refugees residing in camps in Cox’s Bazar, Bangladesh. They cite using CFIR as a guide for thematic analysis, applying it after a process of inductive and deductive coding to index these codes into the CFIR domains. They utilized three of the five CFIR domains (Outer Setting, Inner Setting, and Process), stating that the remaining two domains (Intervention Characteristics and Characteristics of Individuals) were not relevant to their analysis. They then proposed two additional CFIR domains, Context and Security, for use in humanitarian contexts. In contrast to Guan et al., CFIR constructs are not used nor mentioned by Sarker et al., with content under each domain instead synthesized as challenges and potential solutions. Regarding the CFIR, Sarker et al. write, “The CFIR guided us for interpretative coding and creating the challenges and possible solutions into groups for further clarification of the issues related to program delivery in a humanitarian crisis setting.” [ 51 ]

Sami et al. conducted a mixed methods case study to assess the implementation of a package of neonatal interventions at health facilities within refugee and internally displaced persons camps in South Sudan. They reference use of the CFIR earlier in the study than Sarker et al., basing their guides for semi-structured focus group discussions on the CFIR framework. They similarly reference a general use of the CFIR framework as they conducted thematic analysis. Constructs are referenced once, but they do not specify whether their application of the CFIR framework included use of domains, constructs, or both. This may be in part because they then applied an additional framework, the World Health Organization (WHO) Health System Framework, to present their findings. They describe a nested approach to their use of these frameworks: “Exploring these [CFIR] constructs within the WHO Health Systems Framework can identify specific entry points to improve the implementation of newborn interventions at critical health system building blocks.” [ 65 ]

Three papers cite use of different IR frameworks. Bolan et al. utilized the Theoretical Domains Framework in their mixed methods feasibility study and pilot cluster randomized trial evaluating pilot use of the Safe Delivery App by maternal and newborn health workers providing basic emergency obstetric and newborn care in facilities in the conflict-affected Maniema province of the Democratic Republic of the Congo (DRC). They used the Theroetical Domains Framework in designing interview questions, and further used it as the coding framework for their analysis. Similar to the CFIR, the Theoretical Domains Framework is a determinant framework that consists of domains, each of which then includes constructs. Bolan et al. utilized the Theoretical Domains Framework at the construct level in interview question development and at the domain level in their analysis, mapping interview responses to eight of the 14 domains [ 83 ]. Berg et al. report using an “exploratory design guided by the principles of an evaluation framework” developed by the Medical Research Council to analyze the implementation process, mechanisms of impact, and outcomes of a three-pillar training intervention to improve maternal and neonatal healthcare in the conflict-affected South Kivu province of the DRC [ 67 , 88 ]. Select components of this evaluation framework were used to guide deductive analysis of focus group discussions and in-depth interviews [ 67 ]. In their study of health workers’ knowledge and attitudes toward newborn health interventions in South Sudan, before and after training and supply provision, Sami et al. report use of the Conceptual Framework of the Role of Attitudes in Evidence-Based Practice Implementation in their analysis process. The framework was used to group codes following initial inductive coding analysis of in-depth interviews [ 72 ].

Three other papers cite use of specific frameworks in their intervention evaluation [ 19 , 44 , 76 ]. As a characteristic of IR is the use of an explicit framework to guide the research, the use of the frameworks in these three papers meets the intention of IR and serves the purpose that an IR framework would have in strengthening the analytical rigor. Castle et al. cite use of their program’s theory of change as a framework for a mixed methods evaluation of the provision of family planning services and more specifically uptake of long-acting reversible contraception use in the DRC. They describe use of the theory of change to “enhance effectiveness of [long-acting reversible contraception] access and uptake.” [ 76 ] Thommesen et al. cite use of the AAAQ (Availability, Accessibility, Acceptability and Quality) framework in their qualitative study assessing midwifery services provided to pregnant women in Afghanistan. This framework is focused on the “underlying elements needed for attainment of optimum standard of health care,” but the authors used it in this paper to evaluate facilitators and barriers to women accessing midwifery services [ 44 ]. Jarrett et al. cite use of the Centers for Disease Control and Prevention’s (CDC) Guidelines for Evaluating Public Health Surveillance Systems to explore the characteristics of a population mobility, mortality and birth surveillance system in South Kivu, DRC. Use of these CDC guidelines is cited as one of four study objectives, and commentary is included in the Results section pertaining to each criteria within these guidelines, although more detail regarding use of these guidelines or the authors’ experience with their use in the study is not provided [ 19 ].

Overall, 22 of the 69 papers either explicitly or implicitly identified IR as relevant to their work. Nineteen papers include a focus on feasibility (seven of which did not otherwise identify the importance of exploring questions concerning implementation), touching on a common outcome of interest in implementation research [ 89 ].

While a majority of papers did not explicitly or implicitly use an IR framework to evaluate their SRH intervention of focus, most identified factors that facilitated implementation when they were present or served as a barrier when absent. Sixty cite factors that served as facilitators and 49 cite factors that served as barriers, with just three not citing either. Fifty-nine distinct factors were identified across the papers.

Three of the six studies that explicitly used an IR framework used the CFIR, and the CFIR is the only IR framework that was used by multiple studies. As previously mentioned, Means et al. put forth an adaptation of the CFIR to increase its relevance in LMIC settings, proposing a sixth domain (Characteristics of Systems) and 11 additional constructs [ 2 ]. Using the expanded domains and constructs as proposed by Means et al., the 59 factors cited by papers in this review were thematically grouped into the six domains: Characteristics of Systems, Outer Setting, Inner Setting, Characteristics of Individuals, Intervention Characteristics, and Process. Within each domain, alignment with CFIR constructs was assessed for, and alignment was found with 29 constructs: eight of Means et al.’s 11 constructs, and 21 of the 39 standard CFIR constructs. Three factors did not align with any construct (all fitting within the Outer Setting domain), and 14 aligned with a construct label but not the associated definition. Table 5 synthesizes the mapping of factors affecting SRH intervention implementation to CFIR domains and constructs, with the construct appearing in italics if it is considered to align with that factor by label but not by definition.

Table 6 lists the CFIR constructs that were not found to have alignment with any factor cited by the papers in this review.

This scoping review sought to assess how IR frameworks have been used to bolster the evidence base for SRH interventions in humanitarian settings, and it revealed that IR frameworks, or an explicit IR approach, are rarely used. All four of the systematic reviews identified with a focus on SRH in humanitarian settings articulate the need for more research examining the effectiveness of SRH interventions in humanitarian settings, with two specifically citing a need for implementation research/science [ 12 , 13 ]. The distribution of papers across the timeframe included in this review does suggest that more research on SRH interventions for crisis-affected populations is taking place, as a majority of relevant papers were published in the second half of the review period. The papers included a wide range of methodologies, which reflect the differing research questions and contexts being evaluated. However, it also invites the question of whether there should be more standardization of outcomes measured or frameworks used to guide analysis and to facilitate increased comparison, synthesis and application across settings.

Three of the six papers that used an IR framework utilized the CFIR. Guan et al. used the CFIR at both a domain and construct level, Sarker et al. used the CFIR at the domain level, and Sami et al. did not specify which CFIR elements were used in informing the focus group discussion guide [ 51 , 65 , 70 ]. It is challenging to draw strong conclusions about the applicability of CFIR in humanitarian settings based on the minimal use of CFIR and IR frameworks within the papers reviewed, although Guan et al. provides a helpful model for how analysis can be structured around CFIR domains and constructs. It is worth considering that the minimal use of IR frameworks, and more specifically CFIR constructs, could be in part because that level of prescriptive categorization does not allow for enough fluidity in humanitarian settings. It also raises questions about the appropriate degree of standardization to pursue for research done in these settings.

The mapping of factors affecting SRH intervention implementation provides an example of how a modified CFIR framework could be used for IR in humanitarian contexts. This mapping exercise found factors that mapped to all five of the original CFIR domains as well as the sixth domain proposed by Means et al. All factors fit well within the definition for the selected domain, indicating an appropriate degree of fit between these existing domains and the factors identified as impacting SRH interventions in humanitarian settings. On a construct level, however, the findings were more variable, with one-quarter of factors not fully aligning with any construct. Furthermore, over 40% of the CFIR constructs (including the additional constructs from Means et al.) were not found to align with any factors cited by the papers in this review, also demonstrating some disconnect between the parameters posed by the CFIR constructs and the factors cited as relevant in a humanitarian context.

It is worth noting that while the CFIR as proposed in 2009 was used in this assessment, as well as in the included papers which used the CFIR, an update was published in 2022. Following a review of CFIR use since its publication, the authors provide updates to construct names and definitions to “make the framework more applicable across a range of innovations and settings.” New constructs and subconstructs were also added, for a total of 48 constructs and 19 subconstructs across the five domains [ 90 ]. A CFIR Outcomes Addendum was also published in 2022, based on recommendations for the CFIR to add outcomes and intended to be used as a complement to the CFIR determinants framework [ 91 ]. These expansions to the CFIR framework may improve applicability of the CFIR in humanitarian settings. Several constructs added to the Outer Setting domain could be of particular utility – critical incidents, local attitudes, and local conditions, each of which could help account for unique challenges faced in contexts of crisis. Sub-constructs added within the Inner Setting domain that seek to clarify structural characteristics and available resources would also be of high utility based on mapping of the factors identified in this review to the original CFIR constructs. As outcomes were not formally included in the CFIR until the 2022 addendum, a separate assessment of implementation outcomes was not undertaken in this review. However, analysis of the factors cited by papers in this review as affecting implementation was derived from the full text of the papers and thus captures content relevant to implementation determinants that is contained within the outcomes.

Given the demonstrated need for additional flexibility within an IR framework for humanitarian contexts, while not a focus of this review, it is worth considering whether a different framework could provide a better fit than the CFIR. Other frameworks have differing points of emphasis that would create different opportunities for flexibility but that do not seem to resolve the challenges experienced in applying the CFIR to a humanitarian context. As one example, the EPIS (Exploration, Preparation, Implementation, Sustainment) Framework considers the impact of inner and outer context on each of four implementation phases; while the constructs within this framework are broader than the CFIR, an emphasis on the intervention characteristics is missing, a domain where stronger alignment within the CFIR is also needed [ 92 ]. Alternatively, the PRISM (Practical, Robust Implementation and Sustainability Model) framework is a determinant and evaluation framework that adds consideration of context factors to the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) outcomes framework. It has a stronger emphasis on intervention aspects, with sub-domains to account for both organization and patient perspectives within the intervention. While PRISM does include aspects of context, external environment considerations are less robust and intentionally less comprehensive in scope, which would not provide the degree of alignment possible between the Characteristics of Systems and Outer Setting CFIR domains for the considerations unique to humanitarian environments [ 93 ].

Reflecting on their experience with the CFIR, Sarker et al. indicate that it can be a “great asset” in both evaluating current work and developing future interventions. They also encourage future research of humanitarian health interventions to utilize the CFIR [ 51 ]. The other papers that used the CFIR do not specifically reflect on their experience utilizing it, referring more generally to having felt that it was a useful tool [ 65 , 70 ]. On their use of an evaluation framework, Berg et al. reflected that it lent useful structure and helped to identify aspects affecting implementation that otherwise would have gone un-noticed [ 67 ]. The remaining studies that utilized an IR framework did not specifically comment on their experience with its use [ 72 , 83 ]. While a formal IR framework was not engaged by other studies, a number cite a desire for IR to contribute further detail to their findings [ 21 , 37 ].

In their recommendations for strengthening the evidence base for humanitarian health interventions, Ager et al. speak to the need for “methodologic innovation” to develop methodologies with particular applicability in humanitarian settings [ 7 ]. As IR is not yet routinized for SRH interventions, this could be opportune timing for the use of a standardized IR framework to gauge its utility. Using an IR framework to assess factors influencing implementation of the MISP in initial stages of a humanitarian response, and interventions to support more comprehensive SRH service delivery in protracted crises, could lend further rigor and standardization to SRH evaluations, as well as inform strategies to improve MISP implementation over time. Based on categorizing factors identified by these papers as relevant for intervention evaluation, there does seem to be utility to a modified CFIR approach. Given the paucity of formal IR framework use within SRH literature, it would be worth conducting similar scoping exercises to assess for explicit use of IR frameworks within the evidence base for other health service delivery areas in humanitarian settings. In the interim, the recommended approach from this review for future IR on humanitarian health interventions would be a modified CFIR approach with domain-level standardization and flexibility for constructs that may standardize over time with more use. This would enable use of a common analytical framework and vocabulary at the domain level for stakeholders to describe interventions and the factors influencing the effectiveness of implementation, with constructs available to use and customize as most appropriate for specific contexts and interventions.

This review had a number of limitations. As this was a scoping review and a two-part search strategy was used, the papers summarized here may not be comprehensive of those written pertaining to SRH interventions over the past 10 years. Papers from 2013 to 2017 that would have met this scoping review’s inclusion criteria may have been omitted due to being excluded from the systematic reviews. The review was limited to papers available in English. Furthermore, this review did not assess the quality of the papers included or seek to assess the methodology used beyond examination of the use of an IR framework. It does, however, serve as a first step in assessing the extent to which calls for implementation research have been addressed, and identify entry points for strengthening the science and practice of SRH research in humanitarian settings.

With one in 23 people worldwide in need of humanitarian assistance, and financing required for response plans at an all-time high, the need for evidence to guide resource allocation and programming for SRH in humanitarian settings is as important as ever [ 94 ]. Recent research agenda setting initiatives and strategies to advance health in humanitarian settings call for increased investment in implementation research—with priorities ranging from research on effective strategies for expanding access to a full range of contraceptive options to integrating mental health and psychosocial support into SRH programming to capturing accurate and actionable data on maternal and perinatal mortality in a wide range of acute and protracted emergency contexts [ 95 , 96 ]. To truly advance guidance in these areas, implementation research will need to be conducted across diverse humanitarian settings, with clear and consistent documentation of both intervention characteristics and outcomes, as well as contextual and programmatic factors affecting implementation.

Conclusions

Implementation research has potential to increase impact of health interventions particularly in crisis-affected settings where flexibility, adaptability and context-responsive approaches are highlighted as cornerstones of effective programming. There remains significant opportunity for standardization of research in the humanitarian space, with one such opportunity occurring through increased utilization of IR frameworks such as a modified CFIR approach. Investing in more robust sexual and reproductive health research in humanitarian contexts can enrich insights available to guide programming and increase transferability of learning across settings.

Availability of data and materials

The datasets analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Availability, Accessibility, Acceptability and Quality

Centers for Disease Control and Prevention

Consolidated Framework for Implementation Research

Democratic Republic of the Congo

Exploration, Preparation, Implementation, Sustainment

• Implementation research

Low and middle income country

Minimum Initial Service Package

Practical, Robust Implementation and Sustainability Model

Preferred Reporting Items for Systematic Reviews and Meta-Analyses

Reach, Effectiveness, Adoption, Implementation, Maintenance

• Sexual and reproductive health

World Health Organization

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AN and HT designed the scoping review. AN conducted the literature search. AN and HT screened records for inclusion. AN extracted data from included studies. Both authors contributed to synthesis of results. AN drafted the manuscript and both authors contributed to editorial changes.

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. Literature search terms: Exact search terms used in literature search, with additional detail on the methodology to determine search terms and definitions used for each component of the search

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Norton, A., Tappis, H. Sexual and reproductive health implementation research in humanitarian contexts: a scoping review. Reprod Health 21 , 64 (2024). https://doi.org/10.1186/s12978-024-01793-2

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Received : 06 November 2023

Accepted : 12 April 2024

Published : 13 May 2024

DOI : https://doi.org/10.1186/s12978-024-01793-2

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