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    Effective Presentation

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    Samuel Inbaraja
    This document provides guidance on how to give an effective presentation. It discusses features of ineffective presentations based on evaluations from a medical conference, including poor content, delivery, slides, and language. It then lists features of effective presentations, such as using high quality slides with simple designs, providing relevant and unbiased content at the appropriate level for the audience, engaging in clear delivery with variations in voice and pacing, and interacting with the audience. The goal is to present information in a way that motivates and engages learners.

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    Effective Presentation

    Uploaded by

    Samuel Inbaraja
    39 views4 pages
    This document provides guidance on how to give an effective presentation. It discusses features of ineffective presentations based on evaluations from a medical conference, including poor content, delivery, slides, and language. It then lists features of effective presentations, such as using high quality slides with simple designs, providing relevant and unbiased content at the appropriate level for the audience, engaging in clear delivery with variations in voice and pacing, and interacting with the audience. The goal is to present information in a way that motivates and engages learners.

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    This document provides guidance on how to give an effective presentation. It discusses features of ineffective presentations based on evaluations from a medical conference, including poor content, delivery, slides, and language. It then lists features of effective presentations, such as using high quality slides with simple designs, providing relevant and unbiased content at the appropriate level for the audience, engaging in clear delivery with variations in voice and pacing, and interacting with the audience. The goal is to present information in a way that motivates and engages learners.

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    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    39 views4 pages

    Effective Presentation

    Uploaded by

    Samuel Inbaraja
    This document provides guidance on how to give an effective presentation. It discusses features of ineffective presentations based on evaluations from a medical conference, including poor content, delivery, slides, and language. It then lists features of effective presentations, such as using high quality slides with simple designs, providing relevant and unbiased content at the appropriate level for the audience, engaging in clear delivery with variations in voice and pacing, and interacting with the audience. The goal is to present information in a way that motivates and engages learners.

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    of 4

    How to Give an Effective Presentation

    Jannette Collins, MD, MEd, FCCP


    University of Wisconsin Hospital and Clinics

    Introduction
    When asked for a definition of CME (continuing medical education), many physicians
    will describe a short course with instructors presenting didactic lectures to large
    groups of physicians sitting for long hours in a hotel conference room in rows of
    narrow tables. The lecture is the staple format of CME course instruction. Lectures
    have been viewed as a poor method to promote the development of thinking skills
    for the formation of attitudes [1-3]. The main reason for this is the lack of
    involvement by the participants who remain passive recipients of information.
    However, when done effectively, the lecture can allow participants to learn new
    material, explain difficult concepts, organize thinking, promote problem solving, and
    challenge attitudes [4-6]. "Teach the teachers" workshops and courses, which
    introduce participants to interactive lecturing, lead to lectures that increase student
    participation and involvement in the large class lecture [7]. The objectives of this
    presentation are for the participants to be able to differentiate good and bad features
    of a presentation, evaluate their own and other’s presentation skills, and improve
    their own presentation skills.

    Speaker evaluations from the 2002 STR Course


    Analysis of comments from individual speaker evaluations from the STR 2002 Course
    revealed common features of ineffective lecturing (Table) [8]. The negative feature
    that was commented on most often (12.4%), and directed at the largest number of
    faculty (63%) was poor content. Other negative features included poor delivery,
    image slides, text slides, command of the English language, and handouts. Positive
    comments did not provide descriptive information regarding effective lectures.

    Table. Summary of negative comments from individual speaker evaluations

    # Comments #Speakers

    Poor content 107 (12.4%) 51 (63%)

    Poor delivery 74 (8.6%) 31 (38.3%)

    Poor image slides 72 (8.4%) 19 (23.5%)

    Poor English 58 (6.7%) 9 (11.1%)

    Poor text slides 37 (4.3%) 26 (32%)

    Poor handout 19 (2.2%) 14 (17.3%)

    Other 37 (4.3%) N/A

    Total 404 (46.9%) N/A

    Note: Percents shown represent percent of all comments (n=862) and speakers
    (n=81).
    Presentation skills
    Gelula [9] reported on aspects of voice clarity and speaking speed, approaches to
    using audiovisual aids, effectively using the audience as a resource, and ways to be
    entertaining as keys to effective lecturing. According to Gagne’s conditions of
    learning [10], it is first necessary to motivate and gain attention of the learner in
    order for learning to take place. When done properly, this aspect of the lecture offers
    a distinct advantage over written text or computerized programs. Van Dokkum [11]
    also offered suggestions for effective lecturing that included audience entertainment.
    He stated, "The two basic elements of a presentation are that it is both scientific and
    entertaining at the same time." Gigliotti [12] offered suggestions for developing an
    effective slide presentation, using novelty and humor. The author’s premise was that
    it will not matter how important the content of a presentation is if it is not heard due
    to lack of interest. For example, she suggested that a road sign reading "Gas Next
    Exit" would attract more interest from the audience than a slide that reads
    "Abdominal distention."

    In another study, Copeland et al [13] collected data from physicians participating in


    lecture-based CME internal medicine courses to determine the most important
    features of the effective lecture. These features were clarity and visibility of slides,
    relevance of material to the audience, and the speaker’s ability to identify key issues,
    engage the audience, and present material clearly and with animation. Features
    determined least likely to affect the attendee’s ratings of a lecture included
    presenter’s age, gender, physical appearance, and time of day in which the lecture
    was delivered.

    Features of effective presentations


    From evaluation of speakers at the STR Course and the educational literature,
    specific features of effective presentations were identified. The list of features can be
    used as a checklist by persons wanting to improve the quality of their presentations
    and can be used by persons evaluating speakers.

    Slides

    • Make images with optimal contrast resolution (not too light or too dark).
    • Make images big enough to be seen by everyone in the audience, including
    those in the back of the room.
    • Use enough images to illustrate the important points of the presentation, with
    the appropriate number of text slides relative to image slides.
    • Keep slides simple, avoiding too many lines per slide (>6), too many
    characters per line, lines extending too inferiorly on slide, distracting
    animation effects, and too many graphs.
    • Use color schemes that optimize visualization of the text, avoiding schemes
    that make the text difficult to read (i.e. purple or red on green).
    • Check slides for grammar and spelling errors prior to presentation.

    Content

    • Provide an appropriate, limited amount of data that is needed to support the


    findings and conclusions without overloading the audience with too many
    statistics, charts or graphs, or making assumptions without providing
    supportive data.
    • Provide content that is up-to-date and relevant to current practice.
    • Present content in an unbiased fashion without showing favoritism to one or
    more companies/institutional protocols when there are acceptable alternatives
    that the audience should be familiar with.
    • Follow the printed program and objectives.
    • Present content that is practical and appropriate for the audience, not too
    simple or complex or irrelevant to the listeners.
    • Incorporate appropriate humor or anecdotes into the presentation to engage
    the audience.

    Delivery

    • Vary voice inflection, speaking in a conversational tone rather than a


    monotone voice.
    • Speak at an appropriate pace, not too fast, and incorporate pauses into the
    presentation.
    • Slow down or pause when showing cine images so that the audience can see
    the pertinent findings.
    • Use the slides to emphasize key points, without reading the slides word-for-
    word.
    • Speak with enthusiasm, showing interest in the topic and regard for the
    audience’s interest.
    • Speak loudly enough that everyone in the audience, especially those in the
    back of the room, can hear.
    • Speak clearly and consider rehearsing in front of an appropriate audience, if
    speaking in a less familiar language than the presenter’s primary language.
    • Follow time limits.
    • Incorporate interaction into the presentation, such as asking the audience
    questions (rhetorical or otherwise), directing the audience to think of or
    perform a specific task, using case-based examples, or using an audience
    response system.
    • Use appropriate gesturing and facial expressions and avoid being a dull,
    immovable object.
    • Speak directly into the microphone, even when turning head or moving away
    from the podium.
    • Use a laser pointer/cursor to point out or emphasize important features on a
    slide, avoiding random, distracting movement.
    • Rehearse the presentation in order to be completely familiar with the content
    and organization of the slides.
    • Be familiar with the audiovisual equipment and how to obtain assistance if
    needed.
    • Speak professionally and with confidence, without being apologetic for the
    content or appearance of slides.
    References

    1. Newble D, Cannon R. A handbook for medical teachers. Boston: Kluwer


    Academic, 1994
    2. Frederick P. Student involvement: Active learning in classes. In MG Weimer
    (Ed.), New directions for teaching and learning, 32: Teaching large classes
    well (pp. 45-56). San Francisco: Jossey-Bass, 1987
    3. McKeachie W. Teaching tips. Lexington, MA: DC Heath, 1994
    4. Gage N, Berliner D. Educational Psychology. Dallas: Houghton-Mifflin, 1991
    5. Frederick P. The lively lecture: 8 variations. College Teaching 1986; 34:43-50
    6. Saroyan A, Snell L. Variations in lecturing styles. Higher Education 1997;
    33:85-1104
    7. Nasmith L, Steinert Y. The evaluation of a workshop to promote interactive
    lecturing. Teaching and Learning in Medicine 2001; 13:43-48
    8. Collins J, Mullan BF, Holbert JM. Evaluation of speakers at a national radiology
    continuing medical education course. Med Educ Online [serial online] 2002;
    7:17.
    Available from http://www.med-ed-online.org.
    9. Gelula MH. Effective lecture presentation skills. Surg Neurol 1997; 47:201-
    204
    10. Gagne RM, Briggs LJ, Wager WW. Principles of instructional design. 1988.
    Florida: Holt, Rinehart & Winston, Inc.
    11. van Dokkum W. The art of lecturing: how to become a scientific entertainer.
    International Journal of Food Sciences and Nutrition. 1995; 46:95-100
    12. Gigliotti E. Let me entertainer-teach you: gaining attention through the use of
    slide shows. The Journal of Continuing Education in Nursing. 1995; 26:31-34
    13. Copeland HL, Stoller JK, Hewson MG, Longworth DL. Making the continuing
    medical education lecture effective. The Journal of Continuing Education in
    the Health Professions. 1998; 18:227-234

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