A talk within a talk
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Dr. Deanne Chiu provides guidance on effective medical presentations. She emphasizes preparing content from credible sources, knowing your audience and timing. During presentations, explain key concepts using multiple modalities to engage different learning styles per Kolb's cycle. Stimulate the audience with activities like case discussions. Conclude by reviewing main points and addressing questions to reinforce learning. The guidance illustrates these techniques through a presentation modeling the strategies.
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A talk within a talk
- 1. A TALK WITHIN A TALK Dr Deanne Chiu Emergency Medical Education Registrar “How To Give A Presentation” SCGH ED CME, Feb 2014
- 2. OBJECTIVES HOW TO PRESENT FOR SCGH ED CME • Preparation – resources/know your stuff • Speedy and Effective (Teaching on the Run) • Effective Group Teaching – SET, DIALOGUE, CLOSURE • The good, the bad and the “meh” • How to keep everyone happy (Adult Learning Theory) • Kolb’s Cycle/Honey & Mumford’s Learning Styles • Video killed the radio star • Or, “What the VARK?” – exercise: Burns Ax. (CPR if time allows) • A talk within a talk • How to Present being presented in the method outlined
- 4. PREPARATION - Content • Know your audience • Pitch to Primary Exam with Anatomy, Pathology, Physiol. & Pharm. • Use the ACEM fellowship curriculum - prioritise “expert” level topics • Ask your clinical mentor for ideas/current controversies • SCGH ED Guideline • SCGH Library • Access at home – login with your he number • FOAM • Be aware of time – aim for 25 minutes unless told otherwise by the Jameses
- 5. PREPARATION – Presentation Style • PowerPoint (or PowerPointless?) • See also: “World’s Worst PowerPoint” www.elmhurst.edu/~jacobh/WorstPresentationEverStandAlone.pp t • Prezi • Whiteboard teaching • Skills and procedures session • Teaching on the Run • Simulation/gear • Guest experts – eg. FT NP, IV Access team, U/S Team • Multimodal (more on this to follow)
- 7. TOTR: SET, DIALOGUE, CLOSURE SET – preparation and introduction of the session • Roles – teacher, student, patient, others (slides on web) • Outcomes – what are the students/audience going to learn; what they can expect; overview*** • Linkages – to past & future teaching/learning activities • Environment – setup of room, time of day, alertness
- 8. SET, DIALOGUE, CLOSURE DIALOGUE – The content part of the session • Questions – Combination of closed and open questions • Understanding – Check w/ observation & questioning • Explain – Key concepts*** • Stimulate – Through teaching methods and style*** • Timing – Make effective use of the time. Practice first!!!*** (aim for 20-25 minutes for ED CME)
- 9. SET, DIALOGUE, CLOSURE CLOSURE – The conclusion of the presentation • Review – Recap key information & check understanding • Explore – Are there any questions? Advise follow up activities eg. Further reading, Use of guideline for next pt • Summary – Take home messages***, handouts • Terminate – End the session. Thank, evaluate, where to from here?
- 10. THE GOOD, THE BAD, THE MEH ACTIVITY – in pairs, jot down: • 3 great thing about past presenters or presentations you have given/attended that you remember • 2 not-so-great things about past presenters or presentations you have given/attended that you’d improve • 1 features of boring presentations you have attended (or have given!)
- 11. Active Learning/Circuit Breakers Cantillon, P. Teaching Large Groups. BMJ 2003, 326, pp437-440
- 12. Active Learning – TOTR ideas *** *** *** ***
- 14. LEARNING STYLES • ACTIVISTS: • Thrive on new challenges • REFLECTORS: • Stand back and collect a lot of information • THEORISTS: • Integrate observations into logical maps and models • PRAGMATISTS: • Try out ideas to see if they work
- 16. ACTIVIST • Thrive on new challenges • Prefer doing and experiencing “CONCRETE EXPERIENCE” Example: Simulation Scenario Recall situations/cases that the learner has already experienced
- 17. REFLECTOR • Stand back and collect a lot of info • Observes and reflects “REFLECTIVE OBSERVATION” Example: Case presentation & discussion Observing activities or demonstrations
- 18. THEORIST • Integrate observations into logical maps and models • Wants to understand underlying reasons, concepts & relationships “ABSTRACT CONCEPTUALISATION” Example: Clinical guidelines and algorithms Debriefing
- 19. PRAGMATISTS • Try out ideas to see if they work • Likes to “have a go” and see how it goes “ACTIVE EXPERIMENTATION” Example: Suggest trying next time on the floor Participating in activities
- 20. WHAT THE VARK? Visual Auditory Reading Kinaesthetic Some examples…
- 21. DEPTH OF BURN DEPTH Colour Blisters Cap Refill Sensation Healing Epidermal/ Red Superficial No Present, <2 sec Present, Painful Yes Superficial Dermal Pale Pink Small Present, <2 sec Painful Yes MidDermal Dark Pink Present Sluggish +/- Usually Deep Dermal Blotchy Red +/- Absent Absent No Full Thickness White No Absent Absent No READING, REFLECTIVE, THEORETICAL, AUDITORY
- 23. BURN AX – see pdf handout AUDITORY, KINAESTHETIC, VISUAL, ACTIVE, PRAGMATIC
- 24. CPR 30 compressions: 2 breaths 100 beats per minute One third of the chest depth Basic Life Support D Dangers? R Responsive? S Send for help A Open Airway B Normal Breathing? C 30 compressions : 2 breaths if unwilling / unable to perform rescue breaths continue chest compressions D as soon as available and follow its prompts Start CPR Attach Defibrillator (AED) Continue CPR until responsiveness or normal breathing return December 2010
- 25. CPR AHA Hands Only CPR Video: http://www.youtube.com/watch?v=n5hP4DIBCEE Other songs: 101 bpm http://www.youtube.com/watch?v=TSVHoHyErBQ 99 bpm http://www.youtube.com/watch?v=ye5BuYf8q4o 100bpm http://www.youtube.com/watch?v=XgEfYGzojcA
- 26. RECAP/REVIEW • A talk within a talk • How to Present being presented in the method outlined • Speedy and Effective (Teaching on the Run) • Effective Group Teaching • The good, the bad and the “meh” • Preparation – know your stuff/resources • How to keep everyone happy (Adult Learning Theory) • Kolb’s Cycle/Honey & Mumford’s Learning Styles • Video killed the radio star • Or, “What the VARK?”
- 27. References/Resources • Teaching on the Run • Effective Group Teaching • SIMAC Course • Past talks • Burns for SVH ED; PMH ED – photos from Dr Lily Vrtik, Plastic Surgeon • Current Resusc Guidelines for PMH ED – CPR 100bpm idea from Dr Damien Hezekiah • Life in the Fast Lane • http://academiclifeinem.com/trick-of-the-trade-tie-over- dressing-for-scalp-lacerations/
- 28. Any questions?
- 29. Summary – Take home messages*** • SET the scene • Intro, Outcomes • DIALOGUE • Use more than one modality to explain concepts and stimulate your audience; Practise for timing; Know your stuff • Consider different learning styles/cover Kolb’s learning cycle • Use VARK & active learning activities • CLOSURE • Questions first, summary later
- 30. THE END • Future CME teaching? • Evaluation • Thank you!