Presenting an Effective Presentation

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Presenting an Effective Presentation

• Dr Doug Klein
• Assistant Director, Continuous Professional
  Learning
• Associate Professor, Family medicine
• University of Alberta

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Objectives

• Following this workshop, you will be able to
• Differentiate between surface and deep learning
• Identify 5 strategies that if integrated will be
  more likely to result in behavioral change
• Recognize and solve problem situations in group
  learning

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How many of you

• Regularly do some form of teaching?
• Teach non-FP specialist colleagues?
• Teach FP specialists?
• Teach residents/med students?
• Do public forums?

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What is your biggest challenge?

• Engage
• Understand your audience
• Learning to change
• Learning styles
• Evaluate impact
• Language
• Sustain interest

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Types of learning

• Surface Learning versus Deep Learning

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Example of Surface Leaning

• I took a speed reading course and read 'War and
  Peace' in twenty minutes. It involves Russia.
• Woody AllenUS movie actor, comedian, director
  (1935 - )

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Transitions in learning

• Unconscious unaware
• Conscious unaware
• Conscious awareness
• Unconscious awareness

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Surface vs. Deep Learning
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What strategies are most effective in promoting
deeper learning?

• Cover learning styles
• Teaching
• Reflect on learning
• Participation
• Repetition
• Q and A
• Discussion with peers
• Key points
• Bring back to need of audience
• Objectives
• Cases relevant
• Demostration

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Deep learning is promoted byeducational
structure which incorporates

• Needs assessment
• Participation
• Practicality
• An appropriate amount of information
• Has a reflective component

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Needs based

• Survey
• Feedback
• Demographic
• Concerns
• Virtual need assessment

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Participation

• Ask audience questions
• Small groups
• Pairing people
• Worksheets quizes
• Audience response systems
• Role plays
• Incentives rewards
• Humour
• Ice breaker

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Practicality

• Cases
• Hands on activity
• Simulation
• Keep relevant
• Know your audience
• Examples
• Kiss principle

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Appropriate amount of information

• Not too lengthy
• Do not fill empty space
• 2 min per slide
• Tailor presentation to needs
• Trial run
• Less is More

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Reflection

• CCT
• Evaluation and repeat evaluation
• Commit to sharing
• Peer review
• Journal
• Participant sharing
• Most important learning aspect
• Needs assessment

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Commitment to change

• Based on the session we have just done, list one
  specific change that you will make based on the
  things we discussed.

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What challenges have you faced in teaching groups?

• The quiet group.
• The disruptive individual or couple.
• A group that goes off on tangents
• The dominator.
• 5. A group that just wont shut up!

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Strategies for Quiet Group

• Ask questions
• Initiate discussion
• Ask and use names
• Ask advice
• Group answers
• Ground rules
• Ice breaker
• Humour
• Selecting people
• Ask questions that they know answers
• Repetite question

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Strategies for Disruptive Individual or Couple

• Ground rules
• Separate
• Involve them
• Disruptive questions to parking lot
• At end

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Strategies for groups that go off on tangents

• Acknowledge but redirect
• Outline
• Humour
• Involve members as time keeper and facillatator

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Strategies for dealing with the dominator

• Ask others to particpate
• Take turns
• Give task summary or recorder
• Leave the room
• Call a break and take aside
• Back to person
• Hand on person

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Strategies for the runaway group

• Stay on task
• Rewards
• Similar to tangent group
• Break and reassess

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Conclusion

• Teach adults using adult education principles
• If there is no participation, there is no
  learning
• Adult learners are looking for solutions to
  problems they have right now in their practice
• Reflection identifies problems and results in
  behavior change.

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Questions/Comments