Abstract Guidelines: 2024 Annual Meeting

When preparing an abstract, please make sure to follow the guidelines on this page.

Blind Abstracts – All abstract titles and bodies must be blinded appropriately. Any identifying information in the content or title fields will be cause for rejection.
Use Person First Language – When preparing an abstract, remember that ACPA requires that all abstracts use person first language, e.g., instead of “cleft patient” use “patient with a cleft.”
Check Spelling and Grammar – Abstracts will be published as submitted without copy-editing. All spelling and grammar errors, misspelled author name/credentials, will be published as submitted.
Ensure HIPAA Compliance – Confirm that the abstract is HIPAA Compliant and there is written consent for use of any recognizable photographs in this poster or presentation.
Provide Copyright Information – Submitting authors must have ownership rights to the content of this presentation and must not have transferred copyright to another party.

Research Abstract Elements

The body of the abstract can be a maximum of 3,000 characters, including spaces. All original research involving human subjects or animal studies must adhere to internationally accepted standards for the conduct of research. Human subject and animal research should be approved by a regionally appropriate oversight mechanism, such as an Institutional Review Board (IRB) or Animal Care and Use Committee. Do not include identifying information in the abstract, e.g. author names, degrees, titles, institutions and nonprofit organizations.

Title – Identify the nature of the presentation in a maximum of 250 characters.
Background & Purpose – Clearly state the purpose of the investigation. Research questions should be important and well defined.
Method/Description – Effectively describe the methods and how the stated purpose of the study will be addressed. Methods should be unbiased and precise enough to provide the accuracy needed for the measurements made. Include the sample size, considering for appropriateness and control groups, and duration of any patient follow-up.
Results – Describe the data and how it addresses the question(s) posed. Also, describe the analysis used.
Conclusions – Clearly state and justify conclusions, given the methods employed and the data reported.
Main Objectives of Presentation – State, in measurable language, how the presentation will change learners’ knowledge, competence, performance, or patient outcomes. See ASHA’s Learner Outcome Guidelines for more information.

Non-Research Abstract Elements

The body of the abstract can be a maximum of 3,000 characters, including spaces. Panel discussions must indicate the proposed presenters and moderator in the authors section only. Do not include identifying information in the abstract, e.g. author names, degrees, titles, institutions and nonprofit organizations.

Title – Identify the nature of the presentation in a maximum of 250 characters.
Background & Purpose – State the rationale and general goals for the presentation.
Description – Describe the content and format of the presentation.
Main Objectives of Presentation – State, in measurable language, how the presentation will change learners’ knowledge, competence, performance, or patient outcomes. See ASHA’s Learner Outcome Guidelines for more information.

Quality Improvement Abstract Elements

Title – Identify the nature of the presentation in a maximum of 250 characters.
Introduction – The introduction should include a brief statement of current knowledge, the characteristics of the organization in which the care problem occurs, and the importance/relevance of the QI problem addressed. Describe the specific improvement in care processes and/or patient outcomes aimed for as a result of the proposed intervention. Precisely state the primary improvement-related question(s) that study of the proposed intervention was designed to answer.
Methods – Describe the setting/plan/rationale for how the intervention was implemented. State how change as result of intervention was measured. Also briefly state the qualitative/quantitative analysis approach applied.
Results – Results should include the data presented over time. Also describe the outcome of intervention and degree of success.
Conclusion – Brief summary of key findings. Explain the usefulness of intervention/sustainability/generalizability to other contexts. Also describe the implications for practice/further study.
Main Objectives of Presentation – State, in measurable language, how the presentation will change learners’ knowledge, competence, performance, or patient outcomes. See ASHA’s Learner Outcome Guidelines for more information.

Primary Subject Area

All abstracts must include the primary subject area that best characterizes the abstract.

Cleft Lip/Palate Surgery
Craniofacial Biology and Anatomy
Craniofacial Surgery (Joint ASCFS/ACPA Session)
Dentistry/Prosthodontics
Feeding/Nutrition
Genetics
Global Health
Health Service Research/Epidemiology
Imaging
Neuroscience/Neurobiology
Nursing
Oral and Maxillofacial Surgery
Orthodontics
Orthognathic Surgery
Otolaryngology/Audiology
Pediatrics
Quality Improvement
Quality of Life/Psychosocial
Speech-Language
Team Care/Care Coordination
VPI
Other

Instructional Level

Instructional Level is required for all courses. ACPA will be using the below descriptions from the American Speech-Language-Hearing Association.

Introductory: Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often, this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory Level can also be used to describe course content related to new or emerging areas of practice.
Intermediate: Instruction at the Intermediate Level assumes some familiarity with the basic literature as well as some experience in professional practice within the area covered and is targeted for more experienced professionals. The pace of the training and difficulty of concepts presented require more advanced knowledge and skills than those required at the Introductory Level. Examples used at this level are often based on recent research and case studies that are complex in nature.
Advanced: Instruction at the Advanced Level assumes the participant already has established experience, knowledge, and skill within the area covered. The focus of courses at this level is on comprehension of findings in the current literature and the synthesis and application of information presented to advance current clinical and research practices. The pace of instruction and level of difficulty of the material presented are commensurate with the needs of a professional with comprehensive knowledge, ability, and experience in the content area.

Withdrawal or Change Requests

All withdrawals and change requests must be submitted to education@acpacares.org by November 17, 2023.

Withdrawal or Change Requests

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