Transcript Presentation Techniques - Family & Community Medicine

Presentation Skills
Jim Tysinger, PhD
Department of Family
and Community
Medicine
The UT Health Science
Center at San Antonio
Objective
• Plan and present educational
sessions using the principles
discussed in the workshop.
Key Elements of a Presentation
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Communication - information exchanged
between two people
Communication for Teachers and Learners:
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Goal: Achieve desired learning outcomes, not
impress
Shared Feedback: Is everyone “with it”?
Thoughts about Presentations
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Many methods facilitate learning
You should expertly use many methods
Involve learners
Approach teaching as scholarly work
Obtain feedback to improve and
document your teaching expertise
Lectures--Uses
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Present info to groups
Inspire, motivate, and
stimulate thinking
Explain difficult
concepts
Review/integrate
knowledge
Lectures--Misuses
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Transmit too many
facts
Teach skills or change
attitudes
Present pet interests to
impress the audience
Prepare for Your Presentation
Plan your session to address
the audience’s needs
(Bransford, et al, 2000)
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Expert –vs– novice levels
Learning styles and preferences
Background
Degree of fatigue
(Chap 3,
Prepare for Your Presentation
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Know and limit the
topic
Research the topic
 Focus on what
learners need to know
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Organize Your Presentation
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Define goals/objectives
 Specify what learners must
know
 Stress 3-4 major points/hour
Hint: Reduce content!!!
Organize Your Presentation
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Limit “teacher-talk” to
15-20 minute blocks
with meaningful
learning activities
between blocks
Assess learning as
you go
Summarize your talk
Organize Your Presentation
3 parts of a talk
Opening/
Introduction
Body
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Spend most time
here
Conclusion
Opening/Introduction
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Get audience’s attention
Emphasize importance of the topic
 Other techniques?
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State the talk’s intent/goal
Set ground rules
Audience participation
 Questions
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Body
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Specify 3-4 main points
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Focus on what you want them to know
Organize those main points to give
the learners a mental framework
Known to the unknown
 General to specific
 Other ways?
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Conclusion
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Briefly summarize main points
Describe what will happen next
What audience will do
 End the talk
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Prepare Materials
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Handouts
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Semi-filled outline works well (include contact info)
Use paper of different colors to save time
Visuals: Match visuals with handout
Flip-charts
Cases, simulations, videos
Prepare Materials
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Audiovisuals
Schedule the equipment you need
 Practice with equipment
 Have a back-up plan for emergencies
 Prepare/review audiovisuals in
advance
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Prepare Audiovisuals
• Use PowerPoint (PP) when lecturing (1)
 Lectures
with PP increased student
performance on exams as compared to
lectures with OH transparencies (Lowry, 1999)
 Limits distraction of changing transparencies
 Allows for animations
 Improves the quality of the presentation
Prepare Audiovisuals
• Use PowerPoint (PP) when lecturing (2)
 Using
PowerPoint in lectures makes the
presenter appear more organized and makes
it easier for learners to take notes (Frey &
Birnbaum, 2002)
Prepare Audiovisuals
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Use PowerPoint, but…
Avoid too many slides
 Don’t distract with too many features
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Prepare Audiovisuals
• Integrate learning strategy instruction
within a lecture
 Showing
learners how to organize and think
about content aids learning (Svinicki, 1991)
Learning strategies: Ways people use to
learn concepts
Here’s one such strategy...
Prepare Audiovisuals
• Organizational Strategy: Arranging content
to enhance retention, critical thinking, and
application
 Consider
a lecture on “Acute Abdominal Pain”
 Prepare a matrix that helps learners compare
the causes
Prepare Audiovisuals
• Use graphics (diagrams, graphs, charts)
to aid learning
 Graphics
contribute to learning (Vekiri,
2002)
 Explain graphics verbally
 Make target information salient
Prepare Audiovisuals
Percentage of Adults Who Reported Eating Fewer Than 5
Servings of Fruits and Vegetables a Day, by Sex, 2002
Source: CDC, Behavioral Risk Factor Surveillance System.
Prepare Audiovisuals
• Use pictures to
enhance learning
 But
remember pictures
or drawings are open
to interpretation (Vekiri,
2002)
Seborrheic Dermatitis
involving the chest and
armpits
Prepare Audiovisuals
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Visuals: Make text readable
Use large type (24 pt or higher)
 Employ sans serif typefaces
 Use capitals and lower case
 Insure text/background contrast
 Limit words to 9 per line; lines to 8 or 9
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Avoid poor visuals
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What’s wrong with these?
BIOCHEM REVIEW FOR FPs
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THE KREB’S CYCLE
–
–
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Required for life
Memorize the entire
cycle
Wjat I really want you
to know!
Preparation and Organization
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Know and limit your topic
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Read and research
Identify what learners need to know
Research topics you don’t know and understand
Include all the information you know
Dazzle the learners with your expertise
Put in lots of statistics
Throw in a few citations for credibility
State some irrelevant research findings
Run a bew “zebras” by the learners just for fun!
You can’t read this, but….
Rehearse!
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Use an audience, if possible
Pace yourself to fit content into time
Practice with equipment
Get accustomed to the room
Presentation Skills Seminar
Presenting your Lecture
Key Points
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Considerations for the lecturer
Verbal and non-verbal skills
Preparing/using audiovisuals
Presentation pitfalls and how to
deal with them
Considerations
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Be yourself
Dress appropriately
Get audience support
Respect the audience
Obtain feedback for
educator’s portfolio
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Learners, peers,
supervisors, outcomes
Non-Verbal Techniques
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Smile to relax you & the audience
Show enthusiasm
Look at audience when speaking
Move with a purpose
Gesture naturally
Treat audience with respect
Verbal Techniques
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Monitor volume: Avoid
loudness
Vary pace (watch
audience)
Repeat questions
Avoid verbalized pauses
Verbal Techniques
• Use spoken cues to identify important points
 Spoken
cues aid note-taking and increase test
scores (Titsworth & Kiewra, 2004)
 State a brief overview at the beginning of a
lecture (e.g., “Today’s lecture is about…”)
 Use spoken cues (e.g., “First, we will discuss
the diagnosis of hypertension.”)
Verbal Techniques
• Pause 5 seconds after asking a question
 Waiting
5 seconds to call on a learner after
asking a question increases the quantity and
quality of words in the response (Rowe, 1987)
 “Wait time” lets learners process the question,
retrieve relevant information from memory,
and frame a response
•
Repeat questions
Verbal Techniques
• Speak at a slower rate when lecturing
 Speaking
slowly (i.e., 100 wpm) produces better
comprehension than a moderate (150 wpm) or
fast (200 wpm) rate (Robinson, et. al., 1997)
Slow down when presenting complex material
Speed up when learners stop writing notes
Presentation Pitfalls
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Lack of practice
Anxiety
Unanticipated challenges
Blocking visuals
Questions you can’t answer
 Manage “sharpshooters”
Closure
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Be yourself
Share experience
Practice
Get feedback
Strengthen 1-2
areas/presentation