1. Sonya Shipley, MD Meaghan Ruddy, MA, PhD
STFM Faculty for Tomorrow Resident as Educators Curriculum: Effective Presentations
Sonya Shipley, MD
Meaghan Ruddy, MA, PhD

2. Learning Objectives
Describe some of the basics of effective presentations in didactics and conferences
Describe the different dynamics involved in small versus large group teaching
Describe techniques for effectively teaching a large group
Describe techniques for effectively teaching a small group
Construct an effective presentation or outline thereof
Appraise the work of peers and receive feedback

3. Large Group versus Small Group
Didactics
Conference presentations
Lectures
Breakouts
Seminars
Morning/ case report
Any large group can become small groups
These are the basic types of large and small group presentations you may experience in your academic and medical career.

4. Large Group Presentations
Some TED talk presenters practice the presentations 200 times.
200 times!  
And let’s be honest, even some of those can be so-so if we’re not into the topic.
So what can we do?
Some TED talk presenters practice the presentations 200 times. 200 times!  And let’s be honest, even some of those can be so-so if we’re not into the topic. Also, there is no way that anyone involved in medical education (or education generally, really), has the capacity to practice one presentation that much.  So what can we do?
(Forbes.com 2014)

5. Well Constructed Large Group Presentations
Clearly understandable
Know your audience and their lingo
Chunk into 3s
The rule of 3 abides
Emotional
Humor, poignancy, tap into the humanity of your audience
Basic rules
Start in the middle
Get into the cool parts right away
Show, don’t tell
When possible (unlike right now)
It’s not about YOU
Let your work speak for your credibility
Passionate Users
Large Groups: We also must remember that audience interest level matters, the lesson being it is likely that not everyone we’re talking to is interested in what we have to say.  But many will be (at least a little). Regardless of audience interest level, our presentations should be as well-constructed as possible.
What does it mean to have a well-constructed presentation? Some basic rules include that the presentation should be:
Clearly understandable - can you summarize your point in 140 characters or less? Are you using language and concepts that everyone understands - in other words, do you know your audience?
Chunky/ memorable - most people can retain 3 chunks of information with reasonable accuracy. Use the rule of three by breaking your topic into three parts and/ or provide three action steps, and avoid more than three bullets per slide.
Emotional - emotions? In case presenting? Absolutely.  Cases with a gripping story are more easily recalled.
Here are a few more fun tips:
Start in the middle: or start with the action, with the thing that grabbed you about the topic. Why is this cool? Why should your audience care?
Show, don’t tell: graphics, graphics, graphics
It’s not about YOU: don’t worry about establishing credibility – let your work do that for you
(Headrush.typepad,com, 2006; Forbes.com, 2013)

6. Just the WORST The Measuring Stick
Another way of approaching presentation construction is to think back to some of the WORST presentations you’ve endured. Could be webinars, didactics, med school lectures, CME - narrow it down to a few. What are the characteristics of a bad presentation? How could they have been made better by these basic rules?

7. Well Constructed Small Group Presentations
Engage individuals
Because you actually can!
Use active learning
Get your audience to do stuff
When applicable
Ask for input
Include discussion questions
Active learning techniques
Think-Pair-Share
Roundtable Brainstorming
Gamification
Small groups: The tenets of presenting to large groups apply also to small groups HOWEVER with small groups there is also the opportunity to make your presentation more active and audience friendly.
Active learning is simply the use of audience participation techniques to make the important pieces of your presentation more memorable. Here are some techniques you may think about putting into practice:
Think-Pair-Share: after presenting an important piece of information about something, ask your audience to pair up and discuss a question prompt based on your information. Example from the IAMSE How-to Guide to Active Learning Chapter 5: You are given a pill that you have never seen before (show picture of the pill). THINK: “How would you answer this question: “What physical characteristics of the pill can you use to identify it?” PAIR: “Now turn to the person next to you and tell each other what you are thinking.” After sufficient time, SHARE: “ Who would like to share what you talked about?”. An additional question could be: “What technologies can you use to identify the pill?”
Roundtable Brainstorming: good for topics that involve questions of technique or differential dx. From the IAMSE How-to Guide Chapter 5: Divide participants into small groups of 6-8. Give each participant an envelope with a sentence stem written at the top. The topic of the stem is related to the training topic. For example, “A problem I am having with family involvement is…” Participants complete the sentence with a clear explanation of a problem they are experiencing. They then pass their envelopes to the left. Each person now reads the problem she/he has received and writes a possible solution on a 3x5 card. She/he puts the card into the envelope and passes the envelope to the left again. Continue passing envelopes and generating new solutions until envelopes return to their originators. Everyone can now read the solutions they were given. End the activity by having each participant share with her/his small group the solutions she/he will try.
Gamification: make a game of questions related to your topic! Kahoot (getkahoot.com)is one of several platforms to do this. Polleverywhere is another interactive site and has the ability to make word clouds and respondent polls. Both are free to use for a limited number of responses, so try them out! Making question is a great way to study!
Fornari, A and Poznanski, A eds. How-to Guide to Active Learning. IAMSE Manuals.
(Fornari and Poznanski, editors,IAMSE)

8. Build a Presentation Workshop
Using a topic you know very well, weave a 3 slide presentation based on the rules we’ve been discussing.
Try Kahoot, Polleverywhere, or any other interactive option!
Time to practice weaving an effective presentation! Using a topic you know very well, construct a 3 slide presentation based on the rules we’ve been discussing. Try Kahoot, Polleverywhere, or any other interactive option!
image.php?image=18035&picture=weaving-loom

9. Build a Presentation Workshop
Stand and Deliver!
Each participant will have 1:30 to present the topic (stopwatches at the ready!)
3:30 will be spent receiving feedback based on the ideas in this session.
Each participant will have 1:30 to present the topic (stopwatches at the ready!), and 3:30 will be spent receiving feedback. We likely won’t need all 5 minutes per person as the concepts may become repetitious and efficient as more participants present.   

10. Feedback Was it clearly understandable? Was rule of 3 used?
Give examples of why yes or no
Was rule of 3 used?
If not, good reason?
Was it emotionally involving?
If not, should it have been?
Did it start in the middle?
Or at least get into the cool parts quickly?
Did it show or tell?
Would the opposite have been better?
Was it about the presenter?
Did they let the work speak?

11. Critical Assessment
What should be the three key qualities of good presentations?
Discuss the pros and cons of each concept and finish the session with the construction of a group presentation that adheres to the rules that arise during the discussion.
As a group, critically assess what should be the three key qualities of good presentations. Maybe they are the three described herein or perhaps three different rules.  Discuss the pros and cons of each concept and finish the session with the construction of a group presentation that adheres to the rules that arise during the discussion – perhaps something to share within the program?
How will you change your next upcoming presentation to align with these 3 key qualities we’ve defined?

12. Summary Good Large Group Presenting: Clearly understandable
Chunk into 3s
Emotional hooks
Start in the middle
Show, don’t tell
Good Small Group Presenting:
Engage individuals
Ask for input
Active Learning

13. Most Importantly It’s not about YOU It’s about the PRESENTATION

14. Resources http://med-ed-online.net/index.php/meo/article/view/28565
one-habit-that-brilliant-ted-speakers-practice-up-to-200- times/
three-basic-secrets-of-all-successful-presentations/
strategies/choosing-the-best-approach-for-small-group- work/
06/10/better_beginnin.html
Fornari, A and Poznanski, A eds. How-to Guide to Active Learning. IAMSE Manuals.