Large Group Presentations That Work:

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Large Group Presentations That Work

• Ronald J. Markert, PhD
• Departments of Medicine and Orthopaedic Surgery
• ronald.markert_at_wright.edu

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Presentations That Work

• Three Components of a Presentation
• Preparing
• Presenting
• Evaluating

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No souls are saved after the first 20 minutes of
the sermon. Mark Twain

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Presentations That Work

• What is the purpose of a lecture?
• A lecture involves students in learning
• a few important concepts and principles.

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Presentations That Work

• Whats wrong with a lecture?
• A lecture can inhibit thinking.
• I keep talking when you have a good thought.

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How people learn Principles of adult learning
Adults are more likely to learn when

• Instruction is problem-centered.
• Instruction is experience-oriented.
• Learners are active, not passive.
• Feedback is provided.
• A supportive learning environment exists.

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Before he gets up, he does not know what to say.
When he speaks, he does not know what he is
saying. When he sits down, he does not know
what he has said.Winston Churchill

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Preparing

• Teach what learners need, not what you want to
  talk about.
• Soft Tissue Tumors
• Second-year medical students
• Pathology residents
• Professional conference

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I like to learn but I do not like to be
taught.Winston Churchill
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• Preparing
• Know your
• learners - e.g., students, residents, attendings
• context - e.g., small/large group
  course/conference
• content - concepts and principles
  (application of knowledge)

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The first step toward wisdom is knowing what the
words mean. Aristotle

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• Content concept learning
• Likelihood Ratio ratio of the probabilities of
  observing a particular finding in patients with
  and without the disease
• Likelihood Ratio for a positive test result
• LR sensitivity / (1 - specificity)

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Content learning principles (application of
knowledge)

• Using a nomogram, students will estimate the
  post-test probability of a disease for a given
  pre-test probability and likelihood ratio.

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Nomogram
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• Preparing
• Arrive early for your talk
• to demonstrate interest
• to check on technology
• to meet audience

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Presenting
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Presenting

• The classroom as your stage
• Eliminate distractions - objects, noises, and
  especially your nonverbal behavior.
• Purposeful movement vs. disruptive movement
• Address all sections of the audience.
• Limit laser use.

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Presenting

• Provide an advanced organizer.
• Tell learners your objectives at the start.
• Dont deliver an essay with so many points. No
  one can absorb it. Just make one point. Of
  course, you can say the point in many different
  ways.
• Winston Churchill

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Presenting

• Show enthusiasm
• For your content
• For your learners
• Nothing great can be accomplished without
  enthusiasm.
• Ralph Waldo Emerson

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• Presenting
• Use natural humor.
• Mention personal experiences.

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• Presenting
• Use active learning strategies based on how
  people learn.
• Rote has no future.
• Abraham Flexner, 1910

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How people learn

• Build on prior knowledge.
• Practice on multiple problems.
• Connect similarities and differences.
• Follow the optimal sequence.

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How people learn
Build on prior knowledge
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Patients with in-hospital procedures and
events Stanford (n 233),
McGill (n 285), Invasive
procedures angiography 55 34 angioplasty 30
13 bypass surgery 10 4 Noninvasive
procedures exercise test 20 56 left
ventricular function test 59 86 Events
reinfarction 1 1 mortality 12 11
p lt.0001 lt.0001 lt.0001
lt.0001 lt.0001 gt.05 gt.05

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• How people learn
• Practice on multiple problems

• Present a problem first and have students
  extract the principle.
• As the prevalence of a disease decreases,
• the positive predictive value (PPV) of a
• diagnostic test _________.

decreases
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How people learn

• Connecting similarities and differences
• concepts that look the same, but are different
• Absolute Risk Reduction vs. Relative Risk
  Reduction
• concepts that look different, but are the same
• Prospective and Retrospective Cohort Studies

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How people learn Follow the optimal sequence

• Study Designs - Medical Research
• Descriptive vs. Explanatory
• Explanatory RCTs vs. Observational
• Observational cohort, case-control,
  cross-sectional

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How people learn

• Build on prior knowledge.
• Practice on multiple problems.
• Connect similarities and differences.
• Follow the optimal sequence.

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Presenting

• Visuals
• Keep tables, figures, and graphs simple.
• Make visuals readable by all (check the last
  row).
• The teacher is the best audiovisual medium
• all other aids are supplementary.
• A.K. Sachdeva

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Presenting

• Visuals - PowerPoint slides
• 6 lines/6-7 ESSENTIAL words per line
• grammatically parallel
• white letters on blue background
• no more than 3 colors no bad colors
• pictures support the verbal message

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Schmidt Norman, 1991
Novice Intermediate Expert
Examples
Basic Science Mechanisms
Clinical Rules
Basic Science Mechanisms
Clinical Rules
Basic Science Mechanisms
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AAMC Graduation Questionnaire 2004 (n 10,700)

• Faculty members provided me with sufficient
  feedback on my performance.
• Percent Agree/Strongly Agree
• Internal Medicine 80
• Pediatrics 78
• Family Medicine 76
• Psychiatry 73
• Ob/Gyn 69
• Surgery 60

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Yrs of Experience and Diagnostic Performance
Hobus Schmidt, 1993
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Presenting

• Do not overread your lecture or slides.
• Never say This will be on the test.

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Presenting

• Follow the rules of time
• Better to present too little than too much
• Include active learning every 15-20 minutes
• Tis better to be brief than tedious.
• Shakespeare, Richard III

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Presenting

• Follow the rules of time
• Lecture limit 40-50 minutes
• Never exceed your allotted time
• I am sorry about the length of my talk.
• I did not have time to make it shorter.
• Winston Churchill

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Presenting

• Speaking to the audience
• eye contact (3-second rule)
• sufficient volume
• clear
• emphasize key words
• pause (allows learners to think)

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Presenting

• Engage the audience in active learning by
  changing the sensory channel - from slides to
• interactive discussions
• handouts as exercises
• video
• props
• chalkboard

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Presenting

• Gestures and props a modest amount
• Handouts skeletal vs. complete

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Presenting

• Questions from audience to you
• Repeat questions when audience cannot hear.
• Redirect questions back to audience.
• Be brief when you answer a question.
• Offer to answer individually after talk.

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Presenting

• Questions to audience from you
• Ask higher-level questions avoid factual
  questions.
• Ask questions and then a 5 to 10 second pause
  students will be thinking.
  

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When you have a positive test, high values for
_____________ and ___________ help rule-in a
disease. Gold Standard diseased not
diseased pos TP
FP test neg N TN

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Presenting

• Brief summary at the end
• What were todays key points?
• Where will we progress after today?
• The best form of learning is repetition.
• Aristotle

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Presenting

• Stay after your talk
• to demonstrate your interest in learners
• to answer questions

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Evaluating
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Evaluating

• Low-tech evaluation after your talk
• Ask learners to comment on a feedback card
• How would you improve this
  presentation?

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Evaluating

• Self reflection or peer evaluation
• Introduction
• Introduced topic, stated objectives, offered
  preview
• Gained attention and motivated learning
• Established climate for learning and for
  participation
• David Irby
• Clinical Teacher
• June 2004

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Evaluating

• Body of lecture
• Presented 3-5 main points in clear and organized
  fashion
• Provided supporting materials, examples,
  summaries
• Used visuals, handouts, and/or demonstrations
• David Irby
• Clinical Teacher
• June 2004

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Evaluating

• Conclusion
• Summarized major points, without introducing new
  material
• Provided closure or stimulated further thought
• David Irby
• Clinical Teacher
• June 2004

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Evaluating

• Teacher Dynamics
• Exhibited enthusiasm and stimulated interest in
  content
• Used appropriate voice, gestures, movement, and
  eye contact
• Encouraged active participation
• Used questions to stimulate thought and
  discussion
• David Irby
• Clinical Teacher
• June 2004

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Presentations That Work

• Three Components of a Presentation
• Preparing
• Presenting
• Evaluating

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Teacher appearing before a local Texas School
Board to apply for a job during the Depression

• President of the School Board
• Do you believe the earth is flat or round?
• Teacher
• If you hire me, I can teach it either way.
• Lyndon B. Johnson