Clinical Infectious Diseases

S U P P L E M E N T A R TIC LE

Creating Effective Infographics and Visual Abstracts to

Disseminate Research and Facilitate Medical Education on
Social Media
Jennifer O. Spicer1 and Caroline G. Coleman2
1
Division of Infectious Diseases, Department of Medicine, Emory University School of Medicine, Atlanta, Georgia, USA, and 2J. Willis Hurst Internal Medicine Residency Program, Emory University
School of Medicine, Atlanta, Georgia, USA

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Presenting information in a visual format helps viewers digest complex concepts in an efficient, effective manner. Recently,
infographics have been used on social media and other digital platforms to educate health professionals, trainees, and patients about
medical and public health topics. In addition, visual abstracts, visual representations of a research article’s written abstract, have been
increasingly used to disseminate new research findings to other health professionals. In this review article, we will define infographics
and visual abstracts, describe why they are useful, outline how to create them, and explain how researchers, educators, and clinicians
can use them effectively. We share resources and a stepwise approach that allows readers to create their own infographics and visual
abstracts for research dissemination, medical education, and patient communication.
Keywords. graphical abstract; visual abstract; infographic; visual design; social media.

With the advent of social media, using visual methods of com-
munication has become increasingly important. Many scientists
and health professionals feel comfortable preparing figures, ta-
bles, and slideshow presentations but may be less familiar with
creating newer visual media, such as infographics and visual ab-
stracts. Learning how to develop these visual tools will enhance
their ability to share their scientific work and educate other
health professionals and the general public.
Infographics are visual representations of information using
a combination of charts, icons, or illustrations with minimal
text. Visual abstracts, also known as graphical abstracts, are
similar to infographics, but this term specifically refers to con-
cise visual summaries of the main findings of an article. They
were first popularized by Andrew Ibrahim [1] and have now
been adopted by many journals [2]. Although some journals
have staff who create visual abstracts, most require authors to
submit their own. Visual abstracts are frequently posted on
social media to highlight an article’s main findings. In this ar-
ticle, we will use the term “infographic” as an all-encompassing
term referring to any visual used to represent information, in-
cluding visual abstracts. We will use the term “visual abstracts”
only when discussing content specific to visual abstracts. In
this review, we will discuss the utility of infographics, outline
Correspondence: Jennifer O. Spicer, 46 Armstrong St, Woodruff Extension Bldg, Office 211,
Atlanta, GA 30303 (jennifer.spicer@emory.edu).
Clinical Infectious Diseases®  2022;74(S3):e14–22
© The Author(s) 2022. Published by Oxford University Press for the Infectious Diseases Society
of America. All rights reserved. For permissions, e-mail: journals.permissions@oup.com.
https://doi.org/10.1093/cid/ciac058
principles for creating them, and provide resources for those
interested in developing this skill.
THEORY SUPPORTING VISUAL MEDIA
Visuals help us interpret complex information more quickly
than text alone [3, 4]. Intuitively, most of us understand this
based on our experiences watching slideshow presentations.
Simple slides with relevant graphics and limited text make it
easier to digest complex information. Presenting information
in a visual manner decreases the cognitive load, or “mental
energy,” required to interpret information [5]. Cognitive load
theory describes 3 components that contribute to this mental
energy: (1) intrinsic load, which refers to the inherent com-
plexity of a topic; (2) extraneous load, which refers to external
factors that affect learning (eg, distracting images not relevant
to the topic); and (3) germane load, which refers to the mental
energy expended to organize and understand content [6]. The
cognitive theory of multimedia learning explains why adhering
to certain multimedia principles reduces cognitive load and en-
hances learning [5, 7].
Well-crafted visuals reduce intrinsic load, optimize germane
load, and eliminate extraneous load. Intrinsic load is reduced
when using visuals because images allow our brains to store in-
formation differently, as explained by dual coding theory [8].
Dual coding theory describes how our brain processes informa-
tion using 2 channels—a verbal channel for processing language
and a nonverbal channel for processing other stimuli, such as
images or sounds [9]. When we see a picture of something, our

e14 • CID 2022:74 (Suppl 3) • Spicer and Coleman

brain stores that information as a visual image but also as a word
in our language center, thus making it easier to remember and
retrieve information in the future. Therefore, including images
is more effective than just using text, as highlighted by data vis-
ualization experts, such as Edward Tufte, Stephanie Evergreen,
and David McCandless; however, it is important for visuals to
include only relevant information to avoid adding extraneous
load. Carefully organizing materials within visual materials
facilitates comprehension, thus optimizing germane load. For
example, consider John Snow’s famous epidemiological map
of the London cholera outbreak (https://www.theguardian.
com/news/datablog/2013/mar/15/john-snow-cholera-map) or
Florence Nightingale’s polar area diagram of causes of death
(https://www.davidrumsey.com/luna/servlet/detail/RUMSEY~
8~1~327826~90096398:Diagram-of-the-Causes-of-Mortality-
;JSESSIONID=1d4a4d62-1b43-4dd3-8cb6-d77e1ee66910)
among the British Army. Figure 1 demonstrates multimedia
principles relevant to infographics [5, 7].
UTILITY OF INFOGRAPHICS
Infographics can be used for a variety of purposes. Educators,
clinicians, and public health professionals frequently use them
to communicate established knowledge to learners, patients,
and the general public. Researchers, in contrast, may benefit
more from creating visual abstracts to share and disseminate
new research findings.
Educators, Clinicians, and Public Health Professionals
Adhering to research-based principles for multimedia learning
when developing slideshow presentations has been shown to
result in superior knowledge retention [10]. These same princi-
ples can be applied to the development of infographics to facil-
itate understanding of new content. Medical educators can use
infographics to provide a succinct overview of a topic, making
it easier for learners to learn and retain information. Creating a
summary image for a topic helps learners progressively add new
details to an underlying mental framework, thus scaffolding
their learning. For examples, educators, such as the Clinical
Problem Solvers (https://clinicalproblemsolving.com/), have
created visual summaries of information such as illness scripts
and diagnostic schema that are widely shared over social media.
Learners, however, can also benefit from creating infographics
themselves. For example, asking learners to create a visual ab-
stract of a recent journal article to present at journal club helps
them identify and summarize the important information, thus
enhancing retention. When creating visual summaries of in-
formation, learners organize and build connections between
content, and this elaboration on their knowledge facilitates
information retention [11]. In addition, students learn how to
communicate scientific information more effectively [12].
Clinicians and public health professionals can also use
infographics to communicate with patients. Using infographics
for patient education has been shown to improve health know-
ledge and outcomes [13, 14]. Public health organizations—such
as the Centers for Disease Control and Prevention (CDC)
(https://www.cdc.gov/socialmedia/tools/InfoGraphics.html),
the World Health Organization (https://www.who.int/multi-
media), and the American Public Health Association (https://
www.apha.org/news-and-media/multimedia/infographics)—
develop and share infographics to educate the general public.
Infographics have the added benefit of being easily understood
regardless of primary language or level of education.
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Researchers
Research impact has traditionally been defined by the “pres-
tige” of the journal in which an article is published (ie, the
impact factor) and the number of citations that an article re-
ceives. More recently, however, altmetrics (short for “alterna-
tive metrics”) have been recognized as a method to measure
how widely an article is disseminated over social media, which
increases its visibility to other health professionals and the ge-
neral public [15].
Using images increases the impact of content shared on so-
cial media. Most studies focus on Twitter, and they have shown
that adding images to posts increases altmetrics, including the
number of people who view a post (ie, “impressions”), interact
with a post by “liking” it or clicking on it (ie, “engagement”), or
share a post (ie, “retweet”) [16, 17]. This increased visibility in-
creases the number of people who click on the article link [16,
18], although this does not always translate to increased full-
text views of the article [19]. Using visual abstracts in tweets,
has been shown to result in more interaction than just using a
key figure from the article [16, 17]. Thus, using visual abstracts
and disseminating them on social media is one way to increase
the attention that a research article receives, especially if the
post is on an account with a large number of followers.
One concern that has been raised with visual abstracts is the
tendency for them to oversimplify an article [2, 20]. This is a
valid concern; however, it is similar to what already occurs with
a written abstract. The visual abstract is meant to serve as a pre-
view on an article, similar to a written abstract, not as a replace-
ment for reading the full article [1]. To avoid misrepresenting
articles, it has been suggested that visual abstracts should be
part of the peer review process or approved by the author or
journal as a fair representation of the data [2, 20].
CREATING EFFECTIVE INFOGRAPHICS
Developing effective infographics requires combining prin-
ciples from the fields of scientific communication and
graphic design. The goal is to create visual material that
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Figure 1. Explanation and illustration of multimedia design principles that can decrease cognitive load. Abbreviations: HIV, human immunodeficiency virus; INSTIs, integrase
strand transfer inhibitors; NNRTIs, nonnucleoside reverse-transcriptase inhibitors; NRTIs, nucleoside reverse-transcriptase inhibitors. Image created with BioRender.com.

communicates information accurately yet facilitates rapid un-
derstanding of key points. The sections below outline how
to build infographics, as summarized in Figure 2. These re-
commendations are based on a compilation of research-based
findings from graphic design and scientific communication
literature and recommendations from others with experience
in building infographics [1, 2, 21–23]. Those readers familiar
with design thinking will recognize the similarities between
those principles—empathize, define, ideate, prototype, and
test—with the process we recommend here [24].

e16 • CID 2022:74 (Suppl 3) • Spicer and Coleman

Outline the Content
The first step in creating an infographic is defining the primary
goal, the main message, and the target audience. The primary
goal refers to the conceptual rationale for creating the info-
graphic. Is it intended to summarize a topic or article, explain
an abstract concept, compare and contrast 2 entities, outline a
process, describe changes over time, contextualize a statistic,
and/or persuade viewers to perform a certain action? The un-
derlying purpose determines what supporting content should
be included and how it should be organized.
Next, summarize the key message in a single sentence. What
is the one “take home” point someone should understand after
looking at it? All keywords should be included in this message,
just as the title of a manuscript should include all key search
terms. This sentence can later be used as a social media post or
summary sentence within the infographic. This step is critical
before developing the visual design, because it is easy to be dis-
tracted from the primary message of the infographic during the
design process.
Finally, consider the target audience for the infographic. The
content of the infographic, including the language and depth of
content, will differ depending on whether the primary audience is
a layperson, a learner, or an expert in a field. For those creating ma-
terials for an audience without a scientific background, the CDC’s
Health Communication Playbook provides helpful guidelines to
improve communication [25]. The CDC Clear Communication
Index (https://www.cdc.gov/ccindex/widget.html) is a tool con-
taining 24 questions based on scientific communication litera-
ture that can be used to evaluate health communication materials
Figure 2. Illustration of the steps used to create an infographic or visual abstract. Note that although this figure is also used as the visual abstract for the current article,
this practice is not typically recommended.
and determine whether they need to be revised to enhance un-
derstanding [26]. The CDC also has a tool on their Web site that
translates medical jargon into more accessible language (https://
www.cdc.gov/healthcommunication/everydaywords/).
After determining the primary goal, main message, and au-
dience, write a short list of supporting information that needs
to be included in the infographic. Include Only critical details
needed to support the main point. Brevity is key, especially if
the infographic is being shared on social media.
Sketch the Layout
Once the content has been outlined, it is time to develop an ini-
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tial layout for the infographic. Graphic design is a complex field
with a wealth of evidence-based research supporting principles
of effective design. Most health professionals do not have formal
training in graphic design principles, but exploring some read-
able books on the topic can provide tips [27–29].
An organized layout is a key component of an effective info-
graphic. The structure of the layout should match the primary
goal of the infographic, as demonstrated in Figure 3. Use shapes,
such as boxes, to group content and structure material within
the layout. Orient the boxes along a grid, using horizontal and
vertical lines to establish sections, to align the content and pro-
mote organization and cohesion [28]. Leave unfilled space—
termed “white space” or “negative space”—between objects to
avoid clutter and allow viewers to focus on the primary content;
however, ensure that spacing is consistent. Finally, establish a
visual hierarchy to ensure that viewers know how to navigate
through the infographic. Viewers tend to scan content similarly
Infographics and Visual Abstracts • CID 2022:74 (Suppl 3) • e17
to how they would read narrative prose, although their viewing
patterns are affected by item complexity. Size, shape, color, and
images can all affect viewers’ interpretation of the visual hier-
archy. Add elements such as numbers, arrows, and headings to
guide viewers on the order in which they should read content.
Looking at examples of other infographics can provide some
initial ideas on a general layout. Infographics and visual ab-
stracts can be found by searching these terms within a Web-
based search engine or by searching the hashtags #infographic,
#VisualAbstract, or #GraphicalAbstract on social media sites.
GrepMed (https://www.grepmed.com/) is a searchable collec-
tion of community-sourced medical images and infographics.
The Febrile podcast has created summary infographics on in-
fectious diseases topics discussed on their podcast (http://
febrilepodcast.com/infographics/), and the Clinical Problem
Solvers create infographics of their diagnostic schemas and
illness scripts on their Web site, including some topics in in-
fectious diseases (https://clinicalproblemsolving.com/). Many
medical education sites, public health organizations, podcasts,
and journals host collections of infographics or visual abstracts
on their Web sites. The Visual Abstract Database (https://
visualabstract.pro/) contains a gallery of visual abstracts from
a variety of journals. Figure 4 shows an example layout for a
visual abstract.
When developing the layout, resist the temptation to open
slideshow software on a computer. Instead, use a pencil and a
blank sheet of paper to create rough sketches. Drawing frees
the user from default parameters present in slideshow software,
thus promoting creativity and preventing frustration that may
occur when trying to determine how to accomplish specific
goals within a software program. The drawing does not have to
be perfect. It just needs to outline a general idea for the design.
Choose a Platform
After sketching an initial draft on paper, transfer it to a digital
format to refine it. Many software platforms exist that include
premade infographic templates and graphics that can be in-
cluded in the illustrations (Table 1). A few of the platforms have
a free version, although many require a subscription to be able
to download and publish infographics. Microsoft Powerpoint,
Keynote, and GoogleSlides are commonly used and have all of
the tools necessary to create an infographic.
Select a Color Scheme
Color choice is often a personal preference. Although some
colors tend to evoke specific emotions or meanings, those in-
terpretations vary based on an individual’s culture, personal
history, and preferences [30, 31]. David McCandless has cre-
ated an infographic highlighting how colors are interpreted
differently based on culture [32], which can influence implicit
interpretations of visualizations. When choosing a color com-
bination, also consider accessibility, as approximately 10% of
e18 • CID 2022:74 (Suppl 3) • Spicer and Coleman
the population has some type of color vision deficit, most com-
monly the inability to distinguish between red and green [33].
It is generally recommended to use 3–5 colors, including at least
1 light, 1 dark, and 1 emphasis color [28, 29]. Many Web sites
exist that can aid in the selection of a cohesive color combina-
tion using principles of color theory. For example, the Adobe
Color site (https://color.adobe.com) will create a color palette
from an image or a base color, and the color codes can then be
used in another software program; moreover, it can even simu-
late how color palettes will appear to individuals with common
color vision deficiencies.
Color use within infographics should be purposeful and
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planned. Ensuring color contrast is essential. A light back-
ground with dark text and graphics is often easier to read than
light text on a dark background; color text on a color back-
ground is more difficult to read and should be avoided [29, 34].
Graphic designers often advocate the 60-30-10 rule of color use,
which advocates for using a dominant (often neutral) color for
60% of the space, a secondary color for 30%, and an accent color
for 10% [35]. Any additional color use should be limited and
applied meaningfully to help individuals better interpret the
data presented [29].
Incorporate Graphics
After sketching the layout, consider how to present content
visually, prioritizing graphics over words. Any image included
should serve a purpose and not be merely decorative. Including
irrelevant graphics distracts learners from the primary mes-
sage and hinders learning [5, 7]. In general, it is best to use the
simplest graphic possible while including any necessary details,
as filtering out any extraneous elements improves comprehen-
sion [28, 36]. Any text included should be brief, using minimal
words while maintaining clarity.
Examples of graphics include icons, medical illustrations,
timelines, tables, charts, and graphs. Each type serves a dif-
ferent purpose, and a single infographic often includes multiple
graphic elements (Figure 5). Of note: if tables, graphs, or charts
are used, they should be much simpler than those presented in
a scientific manuscript and should only contain critical results.
Icons and medical illustrations are commonly used in
infographics. Icons are simplified pictorial representations
of objects that may be in color or black and white. Icons are
available for free in many of the software programs previously
mentioned; however, other Web sites, such as the Noun Project
(https://thenounproject.com/) and FlatIcon (https://www.
flaticon.com/), have additional icons available free or through
a subscription service, depending on how they will be used.
When choosing an icon, ensure that the meaning is clear or
relevant words are nearby. Cultural conventions may affect the
interpretation of icons and result in different interpretations
[37]. More complex medical illustrations are also available on
other Web sites, including Servier Medical Art (https://smart.
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Figure 3. Examples of potential layouts for infographics based on their underlying primary goal. The image in example 1 was created by Emma Levine, MD, for the Clinical
Problem Solvers (https://clinicalproblemsolving.com/) and has been reused with their permission. The image in example 2 was created by Miriam Ahmed, PharmD, and has
been reused with her permission.

servier.com/), a free service, and BioRender (https://biorender.
com/), which provides more options but requires a paid sub-
scription. Choosing consistent images (ie, similar styles of icons
or illustrations) in a single infographic improves cohesiveness
and aesthetics.
Other graphic elements can be used to communicate more
complex concepts. Flowcharts or numbered illustrations are
helpful for explaining a process. Tables and bar graphs are
helpful for making comparisons, such as outcomes across 2
groups in a study, and these are more easily interpreted than

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Figure 4. Sample layout for a visual abstract.

pie charts, which should generally be avoided [38]. Line graphs
can be used to show trends in data. Two-dimensional graphics
should be used instead of 3-dimensional ones, as the latter in-
crease complexity and make it more difficult for individuals to
make visual comparisons [38–40].
If using a chart, it is important to ensure that the chart type
selected matches the primary goal of the visual (eg, comparing
2 entities or showing change over time). Selecting the best
method for data presentation is a skill, and there are resources
to help guide chart selection based on the intended goal [27,
38]. Figures from a manuscript should not just be reused in an
infographic. All extraneous information should be removed
from the graph, including unnecessary numbers, words, and
lines, in order to emphasize the main point. Simplicity is key.
Finally, check the copyright license before using an image.
Most software programs allow use of their images and products
on social media sites and in publications, although some require
a subscription to download materials. Web sites containing col-
lections of icons and illustrations have information on their
sites regarding how images can be used. If searching for images
using an internet search engine, check the license of the images
before using them. Some images have Creative Commons copy-
right licenses that allow reuse with minimal restrictions.
Ask for Feedback
After creating an infographic, it is helpful to ask for feedback
from others to confirm that the message is clear and concise.
Having someone from the target audience review the info-
graphic is essential to ensure that it is interpreted accurately,
especially for infographics developed for patients or the general
public [41]. Collaborating with a graphic artist can result in an
even better product [42].

Table 1. Examples of Software Programs Available for Developing Infographicsa

Program Description Web Site Cost

InkScape Free to download and allows users to draw/create graphics and text https://inkscape.org/ Free
Canva A tool for making infographics that includes premade graphics https://www.canva.com/ Free/$
Mind the Graph A tool for making infographics that contains premade graphics, https://mindthegraph.com/ Free/$
including medical illustrations
BioRender A tool for making infographics that contains premade graphics, https://biorender.com/ $$
including medical illustrations
Adobe Illustrator More advanced graphic design software that can be used to create https://www.adobe.com/products/illustrator. $$
infographics or other graphics html
a
The examples in this table are not an exhaustive list of options.
$ indicates less than $200 per year and $$ indicates more than $200 per year.
The number of $ signs correlates with the cost of the product.

e20 • CID 2022:74 (Suppl 3) • Spicer and Coleman


Figure 5. Examples of how graphic elements can be incorporated into infographics.
CONCLUSIONS
Infographics provide a powerful method for communicating
complex information. Researchers, educators, clinicians, and
public health professionals should consider how they can use
infographics and visual abstracts to communicate information
to their target audience. Sharing infographics on social media
results in wider dissemination of materials, increasing the im-
pact of health professionals beyond their local institution. When
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designing an infographic, consider research-based principles of
scientific communication and graphic design.
Notes
Acknowledgments. The authors thank Varun Phadke, MD, who provided
input on an early draft of the manuscript.
Supplement sponsorship. This supplement is supported by the Infectious
Diseases Society of America.
Potential conflicts of interest. All authors: No reported conflicts. All au-
thors have submitted the ICMJE Form for Disclosure of Potential Conflicts
Infographics and Visual Abstracts • CID 2022:74 (Suppl 3) • e21
of Interest. Conflicts that the editors consider relevant to the content of the
manuscript have been disclosed.
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