Incorporation of Images on Presentation Slides Positively Impacts Continuing Medical Education Conference Speaker Evaluations Ian Ferguson, BA 1, Andrew Phillips, MD, MEd 2, Rachel Chin, MD 3, Michelle Lin, MD 3 1 Washington University School of Medicine in St. Louis 2 Stanford University, Department of Anesthesia, Division of Critical Care 3 University of California San Francisco, Department of Emergency Medicine METHODS INTRODUCTIONRESULTS DISCUSSION Applying principles from cognitive psychologists on the science of learning and instruction, researchers have developed principles for "evidence­based instructional design” which argue for reductions in the amount of text per slide as well as increases in the fraction of images per presentation. The primary outcome of interest in prior studies has been learner performance as measured through tests of learning comprehension and retention. Although continuing medical education (CME) presentations are common across health professions, it is unknown whether slide design impacts audience evaluations of the speaker. STUDY QUESTION: Does text density and image use on slides affect overall speaker evaluations? On average, 47.4% (SD=25.36) of slides had at least one image, modeled as “image fraction”. Image fraction significantly predicted overall higher evaluation scores [F(1, )=6.158, p=0.015] in the adjusted model. The mean (SD) number of words per slide was 25.61(8.14) but was not a predictor of speaker evaluation scores [F(1, )=0.55, p=0.815]. Of note, the speaker [χ2(1)=2.952, p=0.003] and speaker seniority [F(3, )=4.083, p=0.011] significantly predicted higher scores. This retrospective analysis of six sequential CME conferences (two annual emergency medicine conferences over a three-year period) used a mixed linear regression model to assess whether post- conference speaker evaluations were associated with: Image fraction: percent of slides with an image/figure Text density: number of words per slide This is the first published study to date assessing the association between slide design and CME speaker evaluations by an audience of practicing clinicians. The incorporation of images was associated with higher evaluation scores, in alignment with Mayer’s theory of multimedia learning. Contrary to this theory, however, text density was not a predictor. This suggests that predictors of speaker evaluations are multifactorial. Faculty development efforts should focus on teaching best practices in both slide design and presentation skills. Figure 1. Mean ± SD speaker evaluation score, image fraction, and words per slide Figure 3. Interval plot showing estimate of variable’s effect (b) on mixed linear regression model with 95% confidence interval. Faculty seniority comparisons are against full professor rank. Figure 2. Mean speaker evaluation score by presenter seniority

Incorporation of Images on Presentation Slides Positively Impacts Continuing Medical Education Conference Speaker Evaluations Ian Ferguson 1, BA, Andrew Phillips, MD 2, Rachel Chin, MD 3, Michelle Lin, MD 3 1 Washington University School of Medicine in St. Louis 2 Stanford University, Department of Anesthesia, Division of Critical Care 3 University of California San Francisco, Department of Emergency Medicine Figure 4. Percent attendee specialty by conference Figure 5. Attendees’ median years in clinical practice by conference Attendee demographic information Figure 7. Percent presenter by gender Figure 6. Percent presenter by seniority % Presenter demographic information