Writing competitive research conference abstracts: AMEE Guide no. 108

Abstract

The ability to write a competitive research conference abstract is an important skill for medical educators. A compelling and concise abstract can convince peer reviewers, conference selection committee members, and conference attendees that the research described therein is worthy for inclusion in the conference program and/or for their attendance in the meeting. This AMEE Guide is designed to help medical educators write research conference abstracts that can achieve these outcomes. To do so, this Guide begins by examining the rhetorical context (i.e. the purpose, audience, and structure) of research conference abstracts and then moves on to describe the abstract selection processes common to many medical education conferences. Next, the Guide provides theory-based information and concrete suggestions on how to write persuasively. Finally, the Guide offers some writing tips and some proofreading techniques that all authors can use. By attending to the aspects of the research conference abstract addressed in this Guide, we hope to help medical educators enhance this important text in their writing repertoire.

Acknowledgements

We would like to thank attendees of the 2014 AAMC workshop on Writing Competitive Conference Abstracts for their thoughtful reflections and comments. The success of that session prompted the development of this Guide. We extend our sincere thanks to Dr. Dorene Balmer for her insightful and careful review of this Guide while it was in preparation. We also thank Dr. Anthony Artino for his generous and thoughtful contributions to this Guide.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Lara Varpio, PhD, is an Associate Professor at Uniformed Services University of the Health Sciences. Her program of research investigates the many kinds of teams involved in health professions education (e.g. interprofessional clinical care teams, health professions education scholarship unit teams, etc.). A self-professed “theory junky,” she uses theories from the social sciences and humanities, in conjunction with qualitative methods and methodologies, to build practical, theory-based knowledge.

Jonathan Amiel, MD, is the Associate Dean for Curricular Affairs at Columbia University College of Physicians and Surgeons. He is past chair of the AAMC's Organization of Resident Representatives, chair-elect of the AAMC's Northeast Group on Educational Affairs and chairs the membership committee of the Gold Humanism Honour Society.

Boyd F. Richards, PhD, is Assistant Vice President for Education Research and Evaluation and Professor of Medical Education (Pediatrics) at the Columbia University College of Physicians and Surgeons. Dr. Richards focuses his administrative, service and research activities on many different aspects of medical education including: educational scholarship in academic promotions, teaching academies, clinical performance examinations, problem-based learning curricula, team-based learning interventions, program evaluation, performance assessment, and programs for improving faculty teaching.