Presenter Information

Poster Presentation FAQs:

Who can submit a virtual poster?

All abstracts originally accepted to present a poster at SGIM20 are invited to present their poster virtually. Additionally, accepted oral abstracts, vignettes and innovations not recording their session are also invited to present their work as a virtual poster.

How do I submit a virtual poster?

Go to and login using the email associated with your ScholarOne account. Password SGIM20. Click the upload button for each presentation listed and follow the prompts.

What is the deadline to submit my poster?

We ask that you upload your poster by June 5, 2020.

What do I do if I’m having technical difficulties uploading my poster?

For technical support, please click the “help” button within the Poster-Cast site or email

Poster Tips and Resources

Videos and links to aid in creating a research poster. Click here.
PDF with tips and specifications for posters . Click here.

Virtual Presentation FAQs:

How do I record and upload my session?

Once you have accepted your invitation, you will receive a follow up email with information on how to record and upload your presentation.

What if the presenting authors are unable to get together to record?

If necessary, each presenter can record their piece separately – Echo360 can then edit those pieces into one presentation.

What’s the deadline for recording and uploading my session?

Your presentation will need to be recorded and uploaded no later than June 30, 2020.

Why am I being asked to upload my slides?

We are asking you to upload your presentation slide deck to the Poster Cast site so we can make it available to the viewers of your presentation. This is optional but encouraged. Providing access to your slide deck allows viewers to follow along, revisit, and retain the information.

How do I upload my presentation slides?

Go to and login using the email associated with your ScholarOne account. Password SGIM20. Click the upload button for each presentation listed and follow the prompts.

What do I do if I’m having technical difficulties using the Echo360 Universal Capture Tool?

For tech related questions regarding the Echo360 Universal Capture Tool, please email

Can I include a Q&A portion of my presentation?

There are a few options for Q&A:

  • Post a query on the SGIM All Member Forum before uploading your presentation. Be sure to include context to members can formulate their questions.
  • Ask viewers to post their questions in the comment section of the Echo360 platform.
  • Be sure to include your contact information at the beginning and end of your presentation so viewers can reach you with follow-up questions.

Do I need to be registered for SGIM20 On Demand in order to present?

You do not need to be registered to the 2020 Annual Meeting in order to record and upload your presentation. There is no fee to be a presenter. However, if you wish to register to view any of the on-demand content, there will be a nominal charge for non-members and additional fees if you wish to receive CME or MOC credit.

When do I need to submit my post-test questions? How do I get started?

In order for your session to be CME/MOC credit eligible, SGIM is requiring the submission of post-test questions for each recorded presentation. These should be created using the learning objectives from your initial submission. You can submit these questions via your invitation in ScholarOne form or by email to

SGIM must receive your post-test questions by April 30 in order for your presentation to be eligible for CME Credit.

Tips for Questions:

In order for your session to be CME/MOC credit eligible, SGIM is requiring the submission of 3 post-test questions for each recorded presentation. These should be easy to create based on your pre-established learning objectives from your initial submission using the tips below. You can submit these questions via the invitation you received in ScholarOne or via email to annualmeeting@sgim.orgSGIM must receive your post-test questions by April 30 in order for your presentation to be eligible for CME Credit. 

Since this is not something you generally create for your presentations, SGIM has provided a few helpful tips below to assist you in writing these questions:

  • The most common question format typically consists of a problem statement that:
    • relates directly to one learning objective
    • avoids the use of negative phrasing where possible
    • avoids specific determinants (e.g. never, always, etc.)
    • avoids including irrelevant material/information
  • Answer options should be:
    • Stated clearly and concisely
    • Be mutually exclusive
    • Avoid the use of “all of the above”, “none of the above”, and combinations such as “both c and d” where possible
    • Avoid the use of negative statements
  • Questions should reflect principles of authentic assessment, such as:
    • Enhancing the development of real-world skills
    • Encouraging cognitive skills (evaluation, analysis, synthesis)
    • Promote the integration of a variety of related skills into a holistic project
  • Consider questions that address the three levels of Bloom’s Taxonomy
    • Level 1: Knowledge (recall of specific facts and information)
    • Level 2: Comprehension (ability to translate information, estimate effects, or interpret material)
    • Level 3: Application (using learned material in a different way)

Two sample questions previously used by the SGIM MOC task force and approved by ABIM:

I. You are asked to provide pre-operative risk assessment before a below the knee amputation for Mr. Jones, a 55 year old African American man with a diabetic foot infection. He has a low pre-operative risk and you counsel him that the proposed operation would be relatively safe. He states “You doctors don’t realize that you are biased. You always want to amputate the legs of African Americans.”

Which of the following would be the most accurate response regarding racial differences in amputation?

A. “There are no differences in amputation rates between African Americans and Caucasians”
B. “Any difference in amputation rates is due to doctors who are racist.”
C. “Any difference in amputation rates is due to differences in patients, not their race”
D. “There used to be differences but those have resolved”
E. “There have been differences noted for almost three decades”

Correct answer = E

African Americans compared to white patients have a two- to four-fold risk of amputation due to vascular disease. African Americans, on average, were not offered limb salvaging procedures as often as whites in a Medicare sample. There continue to be differences in amputation rates. There are a few studies that have looked at differences among providers and found higher rates for amputation even among high performing providers. Disparities in amputation rates persist even after adjustment for severity of illness and geographic variation. Provider bias and opinion could play a role; however, there is no conclusive evidence for the underlying cause of the disparity. Possible contributions to disparities in amputation rates include racism by the provider, system issues and institutional bias. This pattern has been recognized for the past three decades

1. Holman KH, Henke PK, Dimick JB, Birkmeyer JD. Racial disparities in the use of revascularization before leg amputation in Medicare patients. J Vasc Surg. 2011;54(2):420-6, 426.e1.
2. Regenbogen SE, Gawande AA, Lipsitz SR, Greenberg CC, Jha AK. Do differences in hospital and surgeon quality explain racial disparities in lower-extremity vascular amputations?. Ann Surg. 2009;250(3):424-31.
Rowe VL, Weaver FA, Lane JS, Etzioni DA. Racial and ethnic differences in patterns of treatment for acute peripheral arterial disease in the United States, 1998-2006. J Vasc Surg. 2010;51(4 Suppl):21S-26S.

II. A 53-year-old healthy postmenopausal woman is following up with you after having undergone a core breast biopsy. She originally presented a month ago with a slightly tender breast mass and subsequently underwent diagnostic mammography followed by a core biopsy which revealed atypical ductal hyperplasia. In addition to regular mammography screening and clinical breast examination, what is the most appropriate management of this patient?

A. Reassurance
B. Discuss raloxifene use
C. Refer for surgical excision
D. Discuss raloxifene use and refer for surgical excision

The correct answer is D.

Atypical ductal and lobular hyperplasias (ADH and ALH), especially multifocal lesions, confer a substantial increase in the risk of subsequent breast cancer (relative risk 3.7 to 5.3)
Women with atypical hyperplasia (AH) should be closely monitored and counseled regarding risk reduction strategies. Women with AH should stop taking oral contraceptives, avoid hormone replacement therapy, and make appropriate lifestyle and dietary changes. Chemoprophylaxis of breast cancer should be considered, as well as close surveillance with clinical breast exam and mammography, and possibly breast MRI if patient is at very high risk of cancer.
In addition, a surgical excision should be performed in patients when a core needle biopsy reveals atypical hyperplasia (ductal or lobular) to avoid underestimation of the diagnosis. An upgrade in diagnosis from atypia to ductal carcinoma in situ (DCIS) or invasive breast cancer occurs in 10 to 30% of patients with excisional biopsy.

1. Degnim, A.C., Visscher, D.W. et al. (2007). Stratification of breast cancer risk in women with atypia: a Mayo cohort study. Journal of Clinical Oncology, 25(19), 2671.
2. McGhan, L.J., Pockaj, B.A., Wasif, N., Giurescu, M.E., McCullough, A.E., & Gray, R.J. (2012, October). Atypical ductal hyperplasia on core biopsy: an automatic trigger for excisional biopsy? Annals of Surgical Oncology, 19(10), 3264-9.
3. Margenthaler, J.A., Duke, D., Monsees, B.S., Barton, P.T., Clark, C., & Dietz, J.R. (2006). Correlation between core biopsy and excisional biopsy in breast high-risk lesions. American Journal of Surgical Pathology, 192(4), 534.

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