1. Preparation and Delivery of Effective Presentations

2. Identify characteristics of effective lectures Plan lecture features that will contribute to the learning process »Attention and motivation »Structure »Density »Delivery

3. Preparation and Delivery of Effective Presentations The most effective lectures...

4. Attention If they aren’t paying attention, they won’t learn. »Average total attention span »10 seconds »Average attention span »10 minutes How do you capture attention?

5. Attention Retention First 25 minutes Next 15 minutes Final 15 minutes Average for Total Immediate Recall 44%25%48%41% Recall at 1 week 14%17%20%17% McLeish, 1968

6. Plan with the learners in mind. Purpose Listeners Interests Prior experience Key points

7. Create a need to know with the introduction. clinical case puzzle or problem question to be answered »jeopardy survey of experience or understanding visual stimulus »Video clip »Computer-simulation

8. Recapture their attention every 15 minutes. Vary your delivery. Get the learners involved. »Buzz groups »Key point summaries »Case vignette questions »Video clip

9. Structure New knowledge is built on prior knowledge. Link to prior learning. Meaningful links are essential for understanding. Provide a road map. »Prior experience »Relationship to other ideas »Interests »Rationale

10. Teach for transfer. Transfer from the classroom to the clinic is easier when material is organized in the way it will be used. »Identify what you want listeners to remember objectives »Use an organizing system that is clear. »Link new material to clinical applications

11. Select an organizing principle. Classical explanation »Sequential »Topical Problem-centered Persuasive Inquiry-based (from unknown to known) IMRD

12. Mark key points. Reiteration Visual reminders in the slides Verbal markers Use of 15 minute blocks »Statement of main point »Elaborated explanation »Vivid example »Summary Organized handouts.

13. Create notes that organize the material. Hand out ahead of time. State the objectives Plan for 6-8 pages of text per hour. If prose, create a topical sentence for each paragraph. Use a glossary for new terms. Include 4-5 focusing questions. Include figures on the same page.

14. Provide pockets of depth rather than only broad coverage. Begin with a general statement Follow with »Deeper explanation »Demonstration »Memorable examples »Illustrations and applications Move from simple to complex, familiar to unfamiliar

15. Summarize during and at the end. Reiterate main points Ask for learners to construct their summaries Point toward next direction

16. Density Overloading interferes with learning. GOAL: 50% of the presentation to contain new information »100 words / minute »4 sentences / minute Comparison of sequences shows some positions where all three proteins have the same residue, but at most positions the three sequences are different. These proteins have descended from a common ancestor protein and the residues that control the folding of the chain and the shape of the heme pocket have been conserved. Other residues have been substituted conservatively so as not to alter the tertiary structure -- e.g. a surface serine or glutamic acid for threonine, or an internal leucine for valine. In hemoglobin some surface residues are less polar (more hydrophobic) than the equivalent sites in myoglobin; their R- groups are involved in subunit-subunit interactions the hemoglobin tetramer. Favorable geometry plus the chance to exclude water from a hydrophobic surface drive the subunits toward association in a structurally specific manner.

17. Leave things out. “ Undoubtedly the student tries to learn too much, and we the teachers try to teach him too much -- neither, perhaps with great success.” Osler, 1899

18. Delivery The medium is part of the message. »Gesture »Movement »Eye contact »Tone »Rate and volume »Enunciation »Interaction

19. Make visuals that emphasize and illustrate key points. 1 slide / minute 1 main idea 7 words / line 7 lines / slide upper and lower case 24 - 32 type font

20. Provide time for interaction. Audience Response system Digital video Web-connectivity Simulations Q & A

21. Common Traps Talking too long Creating information overload Failing to establish a common ground Distracting your audience Failing to connect with individuals

22. Common Traps Using humor that bombs Failing to highlight key points Asking unclear questions Upsetting, intimidating or belittling members of the audience

23. Critical Features for Learning ATTENTION: If they are not paying attention, they cannot learn. STRUCTURE: New knowledge is built on prior experience and requires a meaningful organization. DENSITY: Too much information interferes with learning so leave things out. DELIVERY: The medium is part of the message.