Call for Posters - Deadline Extended to February 23, 2009!

| Instructions | Submittal Form | Submittal Guidelines | Grading Criteria | Sample Abstract | Abstract Review Committee

We are soliciting abstracts for poster presentation. More specifically, we seek scientific and/or informative abstracts that reflect the focus of the conference. This year's conference will focus on replicable multidisciplinary collaborative models and approaches from the clinical, research, and community arenas that integrate all levels of providers to improve health outcomes and eliminate health disparities. All accepted abstracts will be presented as posters at the Third Annual Health Disparities Conference sponsored by the Xavier University of Louisiana College of Pharmacy’s Center for Minority Health and Health Disparities Research and Education.

INSTRUCTIONS

A presenting author is expected to attend the XULA09 Health Disparities conference and present the abstract. Abstracts will not be considered without receipt of conference registration from the presenting author.

• DEADLINE: All abstracts must be received by the Organizers no later than 4:00 PM Eastern, February 23, 2009. No corrections will be allowed.

• ELIGIBILITY: All abstracts should represent clinical, research, education, training activities, or community-based programs.

• ACKNOWLEDGEMENT: All abstracts will receive notification of receipt of poster. Acceptance notification will be sent no later than March 6, 2009.  All notifications will be made via email.

• SUBMISSION REQUIREMENTS: Please email an abstract of your poster to xula09@the1joshuagroup.com with “Xavier Health Disparities Poster Abstract Submission” as subject line including the >>Poster Submission Form<<. Please note we must receive your completed Conference Registration and Payment prior to considering your abstract for poster presentation.

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SUBMITTAL GUIDELINES

• 200-250 word count; tables and charts allowed, with reduced word count. Abstracts exceeding 250 words may be truncated.
• Define all abbreviations the first time they appear in the abstract.
• Avoid formulas.
• Do not include references, credits, or mention of grant support.
• Single space all typing; no space between title and body or between paragraphs.
• Indent each paragraph with a tab.
• Submit computer file of abstract. File must be in a PC-compatible format, preferably Microsoft Word.
• Proofread the abstract carefully before submitting; abstracts are published in the conference syllabus.
• All abstracts must be organized using the following format:
• TITLE (upper-case letters) maximum 60 characters
• AUTHOR(S) (upper-lower case letters)
• Presenting author must be listed first (upper-case letters)
• For each author, include first and second initial and last name, and highest degree (one only). Separate author name from degree with comma; separate authors with semi-colon.
  Example: FC Jones, MD; AF Hill, PhD; KG Witherspoon, BS
• AFFILIATION(S) (do not list header)
• List institution(s) where work was performed. Present affiliation information in a new line immediately following author line and include author initials following affiliation.
• Example: FC Jones, MD; AF Hill, PhD; KG Witherspoon, BS
  From the Xavier University (FCJ); New Way Out Ministries (AFH, KGW)
• PURPOSE (header in upper-case letters)
  Explain the importance of the research or activity to include objectives, goals and purpose
• DESIGN METHODS
  briefly explain the procedure, strategy and report references used to gather the information presented.
• RESULTS/EXPECTED RESULTS
  what did you find when you performed the analysis of the information presented?  Tables and figures can be included on an appropriate size
• DISCUSSION/CONCLUSION
  how does the results compare with the hypothesis.

A policy abstract should contain a brief description of the problem/issue to be considered, the key factors underlying the issue, and the recommendations for moving forward.

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GRADING CRITERIA

Abstracts will be graded and accepted using the the following technical criteria:

• Importance and Relevance of Topic
• Innovation and Contribution to Knowledge Base
• Clarity and Completeness: overall quality, purpose and objectives, theoretical and/or applied focus, research/activity methods, findings, and potential practical application 
• Potential Contributions of the Study to Science/Society
• Research Design:
  1. Explicit background information
  2. Sufficient information about the data collection and analysis procedures (if applicable)
• Results:
  1. Discussion of empirical studies or in the case where the study has not yet been carried out, are there predictions about the expected direction of the findings?
  2. Results likely to be of value to the field?

SAMPLE ABSTRACT

THE IMPACT OF HEALTH DISPARITY AWARENESS ON THE HEALTH BEHAVIORS OF STUDENTS AT XAVIER UNIVERSITY OF LOUISIANA
PL Rose, MPH; BC Brookover, MBA, PhD; KB kennedy, PharmD; AL Powell
College of Pharmacy (PLR; KBK; ALP), Department of Psychology (MCB)
Xavier University of Louisiana

PURPOSE - To examine the relationship between health disparities, awareness, and behaviors among college students.

METHODS - A Campus Health Awareness Survey (CHAS) was completed on the campus of Xavier University of Louisiana. Participants (n=169) answered questions regarding demographics, general health, family medical history, health behaviors, and awareness.

RESULTS - For each participant, a summary score, Knowledge of Health Disparities (KHD), was calculated for the total number correct for all of the health disparities diseases and conditions (M=5.11, SD=3.44). A nonparametric bivariate correlation was calculated between health disparities correct and self rated health, rs=+.32, p<.01. Analysis of Variance (ANOVA) showed that with a mean KHD of 5.31, African Americans were significantly more aware of health disparities than all other races/ethnicities (3.41), p<.01. Likewise, students with family income greater than $50,000 (6.06) were more aware than those with less than $50,000 (4.33), p<.01. Finally, each level of student classification was significantly more aware than the previous one. There were no significant differences between students who were or were not aware of health disparities for most health behavioral factors, including eating habits and physical activity levels, with the exception of student awareness of diabetes as a health disparity.

CONCLUSIONS - The results of the CHAS survey indicate that most students are moderately aware of health disparities; however, they do not associate their health behaviors to an increase in risk. These findings highlight the need for interventions to increase awareness of health disparities and to link knowledge to improved behaviors.

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