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Presentation Skills
Jim Tysinger, PhDDepartment 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
Communication - information exchanged between two people
Communication for Teachers and Learners:Goal: Achieve desired learning outcomes, not
impressShared Feedback: Is everyone “with it”?
Thoughts about Presentations
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
Present info to groups
Inspire, motivate, and stimulate thinking
Explain difficult concepts
Review/integrate knowledge
Lectures--Misuses
Transmit too many facts
Teach skills or change attitudes
Present pet interests to impress the audience
Prepare for Your Presentation
Plan your session to addressthe audience’s needs(Bransford, et al, 2000) Expert –vs– novice levels Learning styles and
preferences Background Degree of fatigue
(Chap 3,
Prepare for Your Presentation
Know and limit the topicResearch the topicFocus on what
learners need to know
Organize Your Presentation
Define goals/objectivesSpecify what learners
must knowStress 3-4 major
points/hourHint: Reduce content!!!
Organize Your Presentation
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 talkOpening/ Introduction
BodySpend most
time here
Conclusion
Opening/Introduction
Get audience’s attentionEmphasize importance of the
topicOther techniques?
State the talk’s intent/goal Set ground rules
Audience participationQuestions
Body
Specify 3-4 main pointsFocus on what you want them to
know Organize those main points to give
the learners a mental frameworkKnown to the unknownGeneral to specificOther ways?
Conclusion
Briefly summarize main points Describe what will happen next
What audience will do End the talk
Prepare Materials
HandoutsSemi-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
AudiovisualsSchedule the equipment you needPractice with equipmentHave a back-up plan for
emergenciesPrepare/review audiovisuals in
advance
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 transparenciesAllows for animationsImproves 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
Use PowerPoint, but…Avoid too many slides Don’t distract with too many
features
Prepare Audiovisuals
• Integrate learning strategy instruction within a lectureShowing learners how to organize and think
about content aids learning (Svinicki, 1991)Learning strategies: Ways people use to
learn conceptsHere’s one such strategy...
Prepare Audiovisuals
• Organizational Strategy: Arranging content to enhance retention, critical thinking, and applicationConsider 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 verballyMake 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 learningBut remember pictures
or drawings are open to interpretation (Vekiri, 2002) Seborrheic Dermatitis
involving the chest and armpits
Prepare Audiovisuals
Visuals: Make text readableUse large type (24 pt or higher)Employ sans serif typefacesUse capitals and lower caseInsure text/background contrastLimit words to 9 per line; lines to 8 or 9
Avoid poor visualsWhat’s wrong with these?
BIOCHEM REVIEW FOR FPs
THE KREB’S CYCLE– Required for life– Memorize the
entire cycle– Wjat I really want
you to know!
Preparation and Organization
Know and limit your topic 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!
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
Considerations for the lecturer Verbal and non-verbal skills Preparing/using audiovisuals Presentation pitfalls and how
to deal with them
Considerations
Be yourself Dress appropriately Get audience support Respect the audience Obtain feedback for
educator’s portfolioLearners, peers,
supervisors, outcomes
Non-Verbal Techniques
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
Monitor volume: Avoid loudness
Vary pace (watch audience)
Repeat questions Avoid verbalized
pauses
Verbal Techniques
• Use spoken cues to identify important pointsSpoken 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 questionWaiting 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 lecturingSpeaking 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 materialSpeed up when learners stop writing notes
Presentation Pitfalls
Lack of practice Anxiety Unanticipated challenges Blocking visuals Questions you can’t answer
Manage “sharpshooters”
Closure
Be yourself Share experience Practice Get feedback Strengthen 1-2
areas/presentation