mHealth Effectiveness on Diabetic Health Outcomes: Learning ePoster

This report presents a learning resource in the form of an ePoster focusing on the effectiveness of mHealth technologies in improving health outcomes for diabetic patients. The intended audience is healthcare providers, and the ePoster aims to inform them about evidence-based mHealth approaches. It emphasizes the importance of knowledge sharing and dissemination and how ePosters, with their static and interactive attributes, can enhance active learning. The report contrasts traditional posters with ePosters, highlighting the latter's ability to offer in-depth information and interactive features such as embedded links to supporting documents, catering to adult learners' needs. The ePoster serves as an interactive learning model, promoting engagement and improving learning outcomes through various interactive features. It references several studies supporting the use of ePosters as a valid form of academic knowledge transfer.

Navigating Transitions 2018: Assessment 2 – Learning Resource ePoster
Navigating Transitions Assessment Task 2: Learning Resource – ePoster template
Title of eposter: A systematic Review of mHealth Effectiveness on Improving Health Outcome of Diabetic
Patients
Student Name: Student Number:
Intended Audience: Healthcare providers
Audience Learning Objectives (25 words or less):
identified through evidence-based research of what your intended audience needs to
learn, references provided
- To inform and offer effectiveness of mHealth technology approaches to health care providers in
improving healthcare outcomes among diabetic patients.
Purpose of eposter in addressing the identified learning need (500 words):
How does the workbook address the intended
learning outcomes and provide a benefit to learning for the intended audience? Consider how to engage an adult learner in a reading and writing
task (use graphics, case studies, etc). This should be evidence-based an include 5 high-quality sources of evidence.
Knowledge sharing and dissemination transfer have been a crucial aspect of improving learning
outcomes across diverse settings. Oral presentation generally entails detailed information which
can be presented in a more and didactic manner. Further it offers utilization of electronic poster
snapshots to the reader on the topic of interest, (SRowe & Lilic, 2009). The static attributes of the
poster presentation is n a conducive opportunity to offer active learning and meeting the needs of
professional practice. Active learning process entails the process of motivating the learner to
engage in positive activities which enhances analysis, synthesis and evaluating information, (6).
Poster presentations can be presented alone or presented by a presenter in order to explain key
information,(Salzl et al., 2008). Combination of short presentations with a poster display often
offers discussions between the presenter and the audiences present, (Freeman et al., 2014). This
process often offers a positive engagement on the presentation details.
The traditional poster aimed at presenting information in a succinct manner, this effort was geared
towards delivering in-depth information which presented information in an depth and congested
manner, thus making information sharing difficult to interpret. Some posters can have visual
appeal but don’t communicate the required content of information, (Carroll, 2013).
Posters often are acknowledged as visual mediums which if not well designed and equipped cannot
accommodate effective learning styles, (Prince, 2004). The effectiveness of health care related
knowledge has explored the use of e-poster in sharing information and facilitating engagement
process. E-poster offers a combination of technology information embedding in traditional poster
appearance thus retaining the static image and releasing full potential imperativeness.
Media posters offer an interactive presentation session due to its presentation on an interactive

Navigating Transitions 2018: Assessment 2 – Learning Resource ePoster
LCD or whiteboards. This mode of display offers adult learners with an opportunity to get hold of
any embedded links to the supporting information. Adult learners and the general viewers can
select an area of interest and access full access to imagery and linked documents. Supporting
documents in eposters offer live and open access to information being presented.
Thus, the choice of the e-poster offers an interactive learning model for the target audience in this
task through utilization of various interactive features offering positive engagement on the learning
outcomes. Hence, Rowe & Llic, (2009), in an article published in
BioMedical Central Journal
concluded that electronic poster offers a valid form of academic knowledge transfer. Media posters
offer an opportunity for in-depth information and wide scope of amenability to suit different
audiences, adults included.
Attach eposter as Appendix to this Template (1000 words)

Navigating Transitions 2018: Assessment 2 – Learning Resource ePoster
References:
Carroll, C. 2013. Competition based learning in the classroom.
age,
23, 1.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. 2014.
Active learning increases student performance in science, engineering, and mathematics.
Proceedings of
the National Academy of Sciences,
111(23), 8410-8415.
Prince, M. 2004. Does active learning work? A review of the research.
Journal of engineering education,93(3), 223-231.
Rowe, N., & Ilic, D. 2009. What impact do posters have on academic knowledge transfer? A pilot survey on
author attitudes and experiences.
BMC medical education,
9(1), 71.
Salzl, G., Gölder, S., Timmer, A., Marienhagen, J., Schölmerich, J., & Grossmann, J. 2008. Poster exhibitions
at national conferences: education or farce?.
Deutsches Ärzteblatt International,
105(5), 78.