and interest among students. Moreover, it encourages exploration and integration of
concepts and provides students with a novel way to demonstrate their understanding of scientific
principles. This pilot projects aimed to analyse views of participants on the academic benefits and
learning of medical sciences via poster presentations.
Methods: This cross-sectional study used the sequential exploratory type of mixed
methods design in which quantitative data analysis was performed via survey-based
questionnaires and qualitative study. For this purpose, we performed a thematic analysis of semistructured interview questions that were administered to all participants using the self-interview
technique.
Results: A majority of students were of the opinion that the process of making poster
preparation acted as an opportunity to promote deep learning. Moreover, a majority expressed
that making these presentations required teamwork, which gave them an insight into collaborative
learning.
Conclusion: Our study revealed that poster presentations, when used effectively as an
assignment, can facilitate a learner’s critical and reflective thinking and promoting active learning.
Previous generic guidelines for making posters were found to be an important step that led to a
systematic scientific approach amongst learners as well as for integrating basic science and
medical knowledge.