@article{sauers_infographic_2023,
	title = {An {Infographic} {Assignment} to {Translate} {Knowledge} of {Research} {Evidence} for the {Doctoral} of {Physical} {Therapy} {Classroom}: {A} {Case} {Report}},
	volume = {52},
	shorttitle = {An {Infographic} {Assignment} to {Translate} {Knowledge} of {Research} {Evidence} for the {Doctoral} of {Physical} {Therapy} {Classroom}},
	url = {https://pubmed.ncbi.nlm.nih.gov/38036485/},
	abstract = {AIMS: The purpose of this report was to describe an example of how to incorporate infographics as a group assignment in the entry-level physical therapy classroom to integrate course content and translate knowledge of research evidence. METHODS: This was a retrospective
case report. Students developed their own infographics as a group assignment to present in the classroom. During course ori- entation and at the end of the course, students were asked to complete an optional survey about infographics. RESULTS: Fifty students completed the survey. All
students (n=50) reported that they were attracted to visual information, and 74\% (n=37) had used an infographic as an educational/informative tool. 74\% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95\% (n=35) would consider using
infographics as a learning and knowledge translation (KT) tool in the future. CONCLUSION: These data validated students' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies,
such as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.},
	number = {4},
	journal = {Journal of Allied Health},
	author = {Sauers, Andrea Lopes and Miller, Erin Ann and Delgado, Mariah E. and Incorvaia, Cristina and Bacon, Cailee Welch},
	month = nov,
	year = {2023},
	pages = {207E--212E},
	file = {IngentaConnect Full Text PDF:/Users/jd/Zotero/storage/FZWJFZIS/Sauers et al. - 2023 - An Infographic Assignment to Translate Knowledge o.pdf:application/pdf},
}

{"_id":"rAjfgrBpMygbb353S","bibbaseid":"sauers-miller-delgado-incorvaia-bacon-aninfographicassignmenttotranslateknowledgeofresearchevidenceforthedoctoralofphysicaltherapyclassroomacasereport-2023","author_short":["Sauers, A. L.","Miller, E. A.","Delgado, M. E.","Incorvaia, C.","Bacon, C. W."],"bibdata":{"bibtype":"article","type":"article","title":"An Infographic Assignment to Translate Knowledge of Research Evidence for the Doctoral of Physical Therapy Classroom: A Case Report","volume":"52","shorttitle":"An Infographic Assignment to Translate Knowledge of Research Evidence for the Doctoral of Physical Therapy Classroom","url":"https://pubmed.ncbi.nlm.nih.gov/38036485/","abstract":"AIMS: The purpose of this report was to describe an example of how to incorporate infographics as a group assignment in the entry-level physical therapy classroom to integrate course content and translate knowledge of research evidence. METHODS: This was a retrospective case report. Students developed their own infographics as a group assignment to present in the classroom. During course ori- entation and at the end of the course, students were asked to complete an optional survey about infographics. RESULTS: Fifty students completed the survey. All students (n=50) reported that they were attracted to visual information, and 74% (n=37) had used an infographic as an educational/informative tool. 74% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95% (n=35) would consider using infographics as a learning and knowledge translation (KT) tool in the future. CONCLUSION: These data validated students' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies, such as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.","number":"4","journal":"Journal of Allied Health","author":[{"propositions":[],"lastnames":["Sauers"],"firstnames":["Andrea","Lopes"],"suffixes":[]},{"propositions":[],"lastnames":["Miller"],"firstnames":["Erin","Ann"],"suffixes":[]},{"propositions":[],"lastnames":["Delgado"],"firstnames":["Mariah","E."],"suffixes":[]},{"propositions":[],"lastnames":["Incorvaia"],"firstnames":["Cristina"],"suffixes":[]},{"propositions":[],"lastnames":["Bacon"],"firstnames":["Cailee","Welch"],"suffixes":[]}],"month":"November","year":"2023","pages":"207E–212E","file":"IngentaConnect Full Text PDF:/Users/jd/Zotero/storage/FZWJFZIS/Sauers et al. - 2023 - An Infographic Assignment to Translate Knowledge o.pdf:application/pdf","bibtex":"@article{sauers_infographic_2023,\n\ttitle = {An {Infographic} {Assignment} to {Translate} {Knowledge} of {Research} {Evidence} for the {Doctoral} of {Physical} {Therapy} {Classroom}: {A} {Case} {Report}},\n\tvolume = {52},\n\tshorttitle = {An {Infographic} {Assignment} to {Translate} {Knowledge} of {Research} {Evidence} for the {Doctoral} of {Physical} {Therapy} {Classroom}},\n\turl = {https://pubmed.ncbi.nlm.nih.gov/38036485/},\n\tabstract = {AIMS: The purpose of this report was to describe an example of how to incorporate infographics as a group assignment in the entry-level physical therapy classroom to integrate course content and translate knowledge of research evidence. METHODS: This was a retrospective\ncase report. Students developed their own infographics as a group assignment to present in the classroom. During course ori- entation and at the end of the course, students were asked to complete an optional survey about infographics. RESULTS: Fifty students completed the survey. All\nstudents (n=50) reported that they were attracted to visual information, and 74\\% (n=37) had used an infographic as an educational/informative tool. 74\\% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95\\% (n=35) would consider using\ninfographics as a learning and knowledge translation (KT) tool in the future. CONCLUSION: These data validated students' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies,\nsuch as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.},\n\tnumber = {4},\n\tjournal = {Journal of Allied Health},\n\tauthor = {Sauers, Andrea Lopes and Miller, Erin Ann and Delgado, Mariah E. and Incorvaia, Cristina and Bacon, Cailee Welch},\n\tmonth = nov,\n\tyear = {2023},\n\tpages = {207E--212E},\n\tfile = {IngentaConnect Full Text PDF:/Users/jd/Zotero/storage/FZWJFZIS/Sauers et al. - 2023 - An Infographic Assignment to Translate Knowledge o.pdf:application/pdf},\n}\n\n","author_short":["Sauers, A. L.","Miller, E. A.","Delgado, M. E.","Incorvaia, C.","Bacon, C. 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