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Research Skills Seminar Series 2019CAHS Research Education Program
ResearchEducationProgram.org
Oral Presentationof Research ResultsA/Prof Sue SkullHead of CAHS Research Education ProgramDeputy Director of Department of Child Health Research, CAHS
30 August 2019
Research Skills Seminar Series | CAHS Research Education Program Department of Child Health Research | Child and Adolescent Health Service
Oral Presentation
CONTENTS:
1 PRESENTATION .................................................................................................................................. 1
2 ORAL PRESENTATION – ADDITIONAL NOTES AND RESOURCES ......................................................... 19
2.1 COMMUNICATION PLANNING IN RESEARCH .................................................................................. 19
2.2 PRESENTING .................................................................................................................................... 19
2.3 POWERPOINT .................................................................................................................................. 19
2.4 CHAIRING CONFERENCE SESSIONS .................................................................................................. 19
© CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019
Copyright to this material produced by the CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, Western Australia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apart from any fair dealing for personal, academic, research or non‐commercial use, no part may be reproduced without written permission. The Department of Child Health Research is under no obligation to grant this permission. Please acknowledge the CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service when reproducing or quoting material from this source.
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“Had the lecturer added 30 hours of preparation to his presentation, his 30 minute appearance would probably have inspired some of the 300 of us who were listening, but instead we stopped listening after about 30 seconds…”
Erik Drakenberg
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RESEARCH SKILLS SEMINAR SERIES 2019Research Education Program
ResearchEducationProgram.org
Oral Presentation of Research ResultsAssociate Professor Sue SkullHead, Research Education ProgramDeputy Director, Department of Child Health Research, CAHS
Research Skills Seminar Series | CAHS Research Education Program Department of Child Health Research | Child and Adolescent Health Service
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Overview Practical tips
Content: preparing and organising materials
The tools and environment
Delivery styles and techniques
Question time and the role of the chairperson
Gaining confidence
But first…
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Think about your work
Show your peers and colleagues what you can do
Get your message across: community, sponsors, participants
Avoid duplication of work
Get feedback and new ideas
Impact on policy and practice
This is an opportunity, not a predicament!
“Learning without any opportunities to share what we've learned, is a little like cooking for ourselves; we do it, but we probably won't do it as well.”
Mike Schmoker, Results
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Yourself
Your work
Your backers
Your audience
It’s also about respect
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All good speakers were bad speakers at first.Preparation and practice do matter.
“Where you stumble, There lies your treasure.”Joseph Campbell
“One important key to success is self-confidence. An important key to self-confidence is preparation.” Arthur Asche
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Remember the audience wants you to succeed!
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A beginning
A middle bit
An end
A message
Tell a story
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Keep It Simple
“Everything should be made
as simple as possible,
but not simpler.”
Albert Einstein
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The Result?
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PowerPoint (-lessness?)
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Cognitive Load Theory
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“If you have ever wondered why your eyes start glazing over as you read those dot points on the screen, as the same words are being spoken, take heart in knowing there is a scientific explanation.
It is more difficult to process information if it is coming at you in the written and spoken form at the same time.”
Anna Patty, Education Editor, Sydney Morning Herald, April 2007
Read this…
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"It is effective to speak to a diagram, because it presents information in a different form.
But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented.”
Anna Patty, Education Editor, Sydney Morning Herald, April 2007
And this…
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Despite all this…Best to get on with some practical tips…
“Do what you will, this world's a fiction and is made up of contradiction.”
William Blake
Content
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5
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Choose and organise your material
Focus on key message(s)
Get your message across in the allocated time
Don’t be afraid to repeat the message(s)
Content - Overview
“Tell ‘em what you’re going to tell ‘em. Then tell ‘em. Then tell ‘em what you’ve told ‘em.”
If you have an important point to make, don't try to be subtle or clever.Use a pile driver. Hit the point once. Then come back and hit it again.Then hit it a third time - a tremendous whack. Winston Churchill
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Pitch it right – ASK!
Never underestimate intelligence
Never overestimate topic knowledge or interest
Your audience
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Mode of Address
Time
Eye Contact
Volume
Pace
Clarify Detail if Necessary
Cultural Issues
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Avoid
Acronyms
Abbreviations
Jargon
Waffle
General Content Tips
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As for a paper, only much shorter…
Title slide
Overview – “tell ‘em what you’re going to tell ‘em”
Introduction
Aims
Methods
Results
Discussion
Summary – “tell ‘em what you’ve just told ‘em”
Acknowledgements
Typical Outline
Yim D, Curtis N, Cheung M, Burgner D. Update on Kawasaki disease: Epidemiology,aetiology and pathogenesis.J Paediatric Child Health. 2013;49:704‐8
Isaacs D.Children and guns: A call to disarm. J Paediatric Child Health. 2013;49:699‐700
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Short and “catchy”
“Eye catcher: clear description”
Accurate, specific, complete
Title
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Why are we here?
What we know / don’t know / rationale
What will this research add?
Clear statement of question / hypothesis / aims / objectives
Introduction
*Engage the audience’s interest!
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Study, design, time period, site
Participants
Piloting
Definitions
Sample size
Data collection and management
Data analysis and statistical methods
Ethics: approvals, consultation
Methods
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Report results! – objectively
Logical
Simple Complex
• Study sample
• Simple descriptive analyses
• More complex analyses
Consistent presentation: order, decimals, CIs
Think about presentation options…
Results
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Figures, Tables Graphs
Useful complex data
“chart junk”
Labels, titles
Colour, font
Consider presentation options
Chart Examples
27Illinois State University 2001
Chart Examples
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Comparison of Personnel, 1990 and 1998
Illinois State University 2001
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What did this study find?
Expected or unexpected?
Strengths and limitations
Impact on current practice/thinking
Recommendations, future directions
A word on the Conclusion
“Say what your findings mean, not what you would like them to mean, or think they ought to mean” JS Lilleyman
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What NOT to include…..
“More research is needed…..”
The death penalty applies!
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Usually appreciated
One page
Contact details
A good backup when technology fails
Consider a handout
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To whom?
Check for what?
Practise
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To whom? • Someone HONEST
• Peers, content experts
• More than one better
• Yourself
Practise
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Looking at what?• Timing
• Science and logic
• Slide content
• Style
• Questions likely to be asked
• Overall impression
Practise
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Finish early?
On‐time?
Is going over a bit OK?
Timing
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Always leave time at the end – How?
Never go over time – Why?
Timing
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Tools and Environment
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Arrive early
Check equipment and the room
Check the presentation
Tools and Environment Overview
The more complex the technology,
the more likely it will stuff up.
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KNOW whether you are being recorded or video‐linked to another sites
Behave accordingly
Linking
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Tools
11
Tools
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The Lectern or DeskUseful for notes, pointers, sound, screen etc.Potential barrier
The PointerCan be v. useful, under‐used Potential distraction, shaking, eye damage
The MicrophoneProjection, recordingsLess engagement, “feedback”, test first
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KISS Minimise words, dot points, slides
Maximise font
Consistency
Beware backgrounds, gimmicks, graphs, colours etc.
Back up plan
PowerPoint Slides
“The single biggest problem with communication isthe illusion that it has taken place”
George Bernard Shaw
Keeping it simple
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• Contrasting text colour• Don’t overdo your creative side
• Black on white is actually OK
• Avoid distracting backgrounds
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By way of example….
• Blah blah blah blah blah blah
• Blah blah blah blah blah blah
• Blah blah blah blah blah blah
• More blah
• Even more blah
• Too much blah
• Time to stop
• Really
• Truly
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Delivery Styles and Techniques
45 46
Connect to the audience and enjoy yourself (!)
Everyone has their own style
Be yourself
Be prepared
The audience is on your side
Practise. Practise. Practise!
Delivery Style
“Be yourself. Everyone else is already taken”Oscar Wilde
Delivery - Start Slow
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Take a moment
Walk up slowly
Check everything before talking
Thank for the invitation to speak
Pause. Smile. Check the clock/your watch
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Speaking Style
Eyes up
Think about your voice
Avoid reading
“Talk low, talk slow, and don’t talk too much.” John Wayne
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Movement – Dos and Don’ts
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DO Stand Move around a bit Clasp your hands if nervousDON’T Fiddle, fidget, pace Mumble, “err”, ramble Block the screen Hide behind the lectern Hold things if you are shakingAND NEVER APOLOGISE – it’s the best you can do
Movement
“No one can make you feel inferior without your consent.”
Eleanor Roosevelt
“Do as I do ...”Photo: Andrew Meares 2007
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Connecting
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Introduce yourselfMake a general comment
Friendly faces in the audience
Personalise
‘Just us’Be passionate
Physically close
Humour
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Irritating people
Technical problems
Delivery Style: Handling Problems
“Always forgive your enemies; nothing annoys them so much.” Oscar Wilde
“People who think they know everything are a great annoyanceto those of us who do.” Isaac Asimov
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Don’t fade out
Thank the audience and chairperson
Effective ending
Don’t rush off
Finishing
Question time andthe role of the chairperson
55 56
DO ?
DON’T ?
Dos and Don’ts for Question Time
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DO
Anticipate
Know or set (up front) when Qs should occur
Ask for Qs if the chairperson doesn’t
Look like you’re enjoying yourself
Repeat back the question
Clarify or ask to repeat if needed
Answer simply, succinctly
The Rules: Do
“Class is knowing what to say, when to say it, and when to stop.” Anonymous58
DON’T
Bluff
Get angry/put down
Rush off
The Rules: Don’t
“It’s better to shut up and give the impression you’re stupid than to say something and erase all doubt.” Anonymous
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Use to your advantage, or
If you, know how to tackle this role properly
Before / During / After the speaker
What about the Chairperson?
“Do not sit down in Satan’s easy chair of do-little, but arise and aim at the elevated standard which it is your privilege to attain.”
Ellen G White
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BEFORE
Contacts the speaker beforehand
Arrives early
Starts on time
Calls the audience to attention
Requests mobile phones/beepers off
Introduces the speaker and gives some background
Stays at the front to greet the speaker
The Good Chairperson: Before
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During…
Sits nearby
Watches the time
Sounds warning bell
Listens carefully
Stops the speaker
The Good Chairperson: During
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AFTER
Conducts question time: has a question, protects
May repeat the ‘main message’ before thanking
Personally congratulates the speaker
Writes a short note of thanks next day
The Good Chairperson: After
This rarely all happens!
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Not optional
Use as a learning exercise
Don’t take it personally
“get back on your bicycle”
Act on it immediately if possible
Feedback: Further improvement
A few people remain poor speakers all their lives, mainly because they make no effort to improve.
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PRACTISE and be prepared to make changes
Watch other people
Try the good things next time
Improving
“Sometimes I lie awake at night, and ask, 'Where have I gone wrong?’Then a voice says to me, 'This is going to take more than one night.'” Charles M. Schulz
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Gaining Confidence
65 66
Careful preparation gains respect
Confidence comes with experience
Practise Be prepared to change
Gaining Confidence
“Confidence is a habit that can be developed by acting as if you already had the confidence you desire to have.'”
Brian Tracy
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Allocation listeners to review aspects of your presentation:
Questions
Science and logic
Slide content
Style
Overall impression
Timing
If presenting to your peers…
Take Home Messages
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Get a clear story across
On time
Keep it simple
Be prepared
Connect to the audience
Enjoy yourself
Appreciate the role of question time and the chairperson
PRACTISE!
Take Home Messages
“Clarity affords focus.” Thomas Leonard 70
Professor Malcolm McDonald
Acknowledgements
RESEARCH SKILLS SEMINAR SERIES 2019Research Education Program
ResearchEducationProgram.org
©CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019
Copyright to this material produced by the CAHS Research Education Program,Department of Child Health Research, Child and Adolescent Health Service, WesternAustralia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apartfrom any fair dealing for personal, academic, research or non-commercial use, nopart may be reproduced without written permission. The Department of Child HealthResearch is under no obligation to grant this permission. Please acknowledge theCAHS Research Education Program, Department of Child Health Research, Childand Adolescent Health Service when reproducing or quoting material from thissource.
2 ORAL PRESENTATION – ADDITIONAL NOTES AND RESOURCES
2.1 COMMUNICATION PLANNING IN RESEARCH
Communications planning for research projects ‐ contributions program for non‐profit consumer and voluntary organizations https://www.ic.gc.ca/eic/site/oca‐bc.nsf/eng/ca02491.html
Training in research communication planning: http://www.unu.edu/unupress/food2/UIN08E/uin08e19.htm
2.2 PRESENTING
Oral Presentation Structure. Scitable by Nature Education 2014 http://www.nature.com/scitable/topicpage/oral‐presentation‐structure‐13900387
Presentation Slides. Scitable by Nature Education 2014 http://www.nature.com/scitable/topicpage/presentation‐slides‐13905480
Effective Oral Presentations. Scitable by Nature Education 2014 http://www.nature.com/scitable/topicpage/effective‐oral‐presentations‐13906743
10 Secrets to giving a good scientific talk. Schoeberl M, Toon B http://www.cgd.ucar.edu/cms/agu/scientific_talk.html
Answering Questions. Scitable by Nature Education 2014 http://www.nature.com/scitable/topicpage/answering‐questions‐13907464
How to give an effective scientific presentation: Dr Ruth Freeman, Trinity College, Dublin http://theory.bio.uu.nl/MERIT/pdf/cst1freemanssgralskills.pdf
How to construct bad charts and graphs. Gary Klass. Department of Politic and Government, Illinois State University. 2001 http://www.dlsi.ua.es/~japerez/cursos/ceptc/02‐bad‐charts.pdf
2.3 POWERPOINT
Using Powerpoint. University of Leicester. http://www2.le.ac.uk/offices/ld/resources/presentation/using‐ppt
Powerpoint in the classroom. Is it really necessary? D.Voss. Cell Biol Educ. 2004 Fall; 3(3): 155–156. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC520839/
2.4 CHAIRING CONFERENCE SESSIONS
If you get asked to be a Session Chair, your only reaction should be to say “Yes!” Mallette LA. Pepperdine University http://www.aabri.com/LV11Manuscripts/LV11032.pdf
Chairing Sessions. Nature Education 2014. http://www.nature.com/scitable/topicpage/chairing‐sessions‐13908566
Research Skills Seminar Series 2019CAHS Research Education Program
ResearchEducationProgram.org
© CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019
Copyright to this material produced by the CAHS Research Education Program,Department of Child Health Research, Child and Adolescent Health Service, WesternAustralia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apartfrom any fair dealing for personal, academic, research or non-commercial use, nopart may be reproduced without written permission. The Department of Child HealthResearch is under no obligation to grant this permission. Please acknowledge theCAHS Research Education Program, Department of Child Health Research, Childand Adolescent Health Service when reproducing or quoting material from thissource.
Research Skills Seminar Series | CAHS Research Education Program Department of Child Health Research | Child and Adolescent Health Service
