how to give a talk, (the short version) for registrars 19.10.11
TRANSCRIPT
CBFP Implementation
• New Zealand Nov. 2012
• Australia March 2013
• Formative tests: CAP. New Reg’s
HNET will be introducing Formative assessments
The start of learning period
Guide subsequent teaching and learning
(A learning tool)
One F.A. is ‘Professional Presentations’
Formative Assessments are tools to help build learning road-maps
• This is where you are
• This is your goal at the end of this training
• Here is how to get there
I looked at the college version!
Below standard
Meets standard
Above standard
1. Introducing the topic 1 2 3 4 5 6 7 8 9 u/c
2. Setting material in context 1 2 3 4 5 6 7 8 9 u/c
3. Analysis and critique 1 2 3 4 5 6 7 8 9 u/c
4. Presentation and delivery 1 2 3 4 5 6 7 8 9 u/c
5. Answering questions 1 2 3 4 5 6 7 8 9 u/c
6. Quality of educational content 1 2 3 4 5 6 7 8 9 u/c
Anything especially good? Suggestions for improvement
Agreed action/goals for next presentation:
My version reflects the literature
…But is it easier to use?
…Is it a better learning tool?
Requires greaterimprovement
Requires moderate improvement
Requires little improvement
Not assessed
1. Engaging the audience
1 2 3 4 5 6 7 8 9 u/c
2. General Presentation
1 2 3 4 5 6 7 8 9 u/c
3. Organisation 1 2 3 4 5 6 7 8 9 u/c
4. Content 1 2 3 5 5 6 7 8 9 u/c
3 attitudes of mind
1. Like yourself (be yourself, don’t try to be perfect)
2. Like your subject (focus on it)
3. Like your audience (focus on friendly faces)
The Audience remembers little
• 70% of first 10 minutes
• 20% of the last 10 minutes
• Within one week 10% of what they were told
So to Summarize
• I have your attention for ten minutes
• You will recall little or nothing of what I say
How to deal with this?
• Set an exam.
• Short Simple core message:
Flag it, introduce it, repeat it, summarise it
How to deal with this (cont.)
• Recapture Attention(‘reset’ the first 10 minutes)
And/or
• Maximise Overall Attention
Reset attention (1)
• Anecdotes we are hardwired to listen to stories
• Humour (relevant to the presentation)
• Transition statements ‘in summary’ or ‘so that’s the problem, I’ll now go
on to address it’
Reset (2)
• Make breaks between subtopics clear: “So we have already talked about…”
• make clear
Introduction /Middle /End
Reset (3)
• Involve the audience Q&A, small group, show of hands
• Take a micro-break
• Change anything…presenters, move a little , show a short video
Much of communication is non verbal
An audience given a 30 second SILENT clip of a presentation can accurately predict audience satisfaction!
• Exchange of information. Members are healthcare professionals and others involved in medical education and medical education research at all levels (undergraduate, postgraduate and continuing)
• Receive regular mailings about ASME courses/conferences/workshops and activities, including the Annual Scientific Meeting
• Receive regular news about ASME, and other bodies concerned with medical education via electronic communication
• Eligibility to apply for any of ASME’s Small Grants, International Travelling Fellowships and Awards, including the undergraduate student award; the Sir John Ellis Student Prize
• Receive the monthly journal Medical Education and the quarterly journal The Clinical Teacher
• Access to the global community of medical educationalists and medical education researchers
• Access to the various Special Interest Groups (SIGs) within ASME including the Education Research Group, the Educator Development Group, the Policy Group and JASME – the Junior Association for the Study of Medical Education
Crowded Text
Confusing tables8:00-9:30 9:45-12:00
Week 1
MO Lecture Workshop on wards with patients
TUE Lecture Workshop on wards with patients
WE Lecture Workshop on wards with patients
THU Lecture Workshop on wards with patients
FRI Lecture Workshop on wards with patients
Week 2
MO Lecture Workshop on wards with patients
TUE Lecture Workshop on wards with patients
WE Psychiatric Hospital Bohnice
THU Lecture Workshop on wards with patients
FRI Lecture Workshop on wards with patients
Week 3
MO Lecture Workshop on wards with patients
TUE Lecture Workshop on wards with patients
WE Ward
THU Lecture Workshop on wards with patients
FRI Examination
Power Point Rules 2
• Contrasting colours……white on blue?
• Combination upper and lower case
• 32 or larger
• San serif fonts preferred : Helvetica, CG Omega, Universe, Arial.
Power Point Rules (3)
• Power point is a visual aide
not speaker notes!
• Power points should make lousy handouts!
• (Power point has a notes page)
Power Point Rules (4)Diagrams not tables
The impact of an outreach program applied to team E in the third
quarter, on patient presentations
1 2 3 4
E 20.4 27.4 90.0 20.4
W 30.6 38.6 34.6 31.6
N 45.9 46.9 45.0 43.9
Make this…
….INTO THIS !
0
10
20
30
40
50
60
70
80
90
1stQtr
2ndQtr
3rdQtr
4thQtr
East
West
North
Simplify statistics. Use Graphs, not tables
No complex gimmicksto distract the audience
It results in people not listening to what you say
They just watch the gimmicks
Beware of the laser pen!
Preparation
• Over Prepare, let the needs of the audience prune what you deliver
• Practice Delivery
Summary, or Giving a talk shortest version yet
• Fewer points more examples
• 10 minute rule
• Less bullet points
Summary Giving as talk the shortest version yet (cont)
• Technique =satisfaction
• Visual
• Audience centred, Enthusiastic