Giving Dynamic Presentations

Chapter 6

Faculty Development Series

Madigan Army Medical Center

Tacoma, Washington 98431

Giving Dynamic Presentations

Chapter Contents

Group Leader Check List

Faculty Needs and Resources Assessment

Attendance Sheet

Evaluation Form

Example Eight Steps

Handout

Preparation and Delivery of Dynamic Presentations

Tips on Delivering This Presentation

Supporting References

Check List for the Group Leader

Before the Session:

___ 1.Write out your own seven steps and 4 I’s for the presentation

___ 2.Review the Suggestions to Group Leaderat the beginning of this workbook.

___ 3.Review the Background Information to learn more about the topic.

___ 4.Duplicate and distribute Needs Assessment to faculty.

___ 5.Have faculty return the Needs Assessment at least 5 days before the session.

___ 6.Review the faculty Needs Assessment prior to the session.

___ 7.Review the PowerPoint slides and notes as well as the handout in this chapter.

___ 8.Review the sample speaking script for ideas on presentation flow

___ 9.Based on #6 and #7 above, determine best approach to this session.

___ 10.Duplicate the appropriate number of copies of the following:

attendance roster, faculty evaluation forms, and handouts.

During the Session:

___ 11.Have each participant sign in using the attendance roster.

___ 12.Distribute the handout(s) to the participants.

___ 13.Conduct the session based on #9 above.

After the Session:

___ 14.Collect the evaluation forms from the faculty.

___ 15.Keep the attendance roster for the session in your department.

Faculty Needs Assessment

Please complete the following needs assessment for the upcoming seminar on Giving Dynamic Presentations as part of your faculty development program.

The seminar will consist of an introduction by your group leader, a short PowerPoint presentation, several short video clips, several group activities and a discussion period.

The purpose of this needs assessment is to determine your learning needs and interests, so that the seminar is most useful for you. This needs assessment should also stimulate you to think about dynamic lectures before the seminar begins. We need your enthusiastic participation now, and in the seminar. It will be fun, and at the end of it, we'll be asking for your feedback!

Please turn this in to your group leader (______) no later than (______).

1. Have you had any formal training in giving presentations? YES NO

2. What do you already know about giving dynamic presentations? Answer briefly below:

a. What are the advantages and disadvantages of the lecture format?

b. What characteristics make for an outstanding presentation?

1.5.

2.6.

3.7.

4.8.

c. What are the characteristics of an outstanding visual aid?

d. What are the characteristics of an outstanding handout?

3. Think about presentations given in your program. Who does them? Are they engaging? Critique your own lecture style, visual aids, and handouts – what are their strengths, and which areas need improvement? Be prepared to share your thoughts with the group during the seminar.

4. What 3 things do you most want to learn or discuss regarding giving dynamic presentations?

5. Any other comments, concerns, or interests for this topic?

ATTENDANCE ROSTER – Page____of_____Pages

Department: ______Institution:______

Title of CME Activity: Faculty Development Series – Giving Dynamic Presentations

Course Content: Didactic and Group Discussion – An introduction to preparing and leading engaging learning activities

Instructor (Group Leader):______

Date:______Time: Began______Ended______Total ______

Name / Rank / Check One / Email Address
Staff Physician / Resident Physician / Other Professional Discipline

Total Number of Learners Attending This Activity: ______
Faculty Development Session Evaluation Form

Date / Speaker / Topic

Please rate the speaker using the scale below:

Strongly Disagree / Disagree / Somewhat Agree / Agree / Strongly Agree
Content was relevant to my needs
The speaker conveyed the subject matter clearly
The speaker used active learning techniques to teach this subject
The speaker gave adequate time for questions
Audiovisual / handout material added to the presentation
Overall, the speaker was effective

List one thing that you learned from this presentation:

Please add your comments/suggestion for improving this session on the back—they are VERY helpful

Faculty Development Session Evaluation Form

Date / Speaker / Topic

Please rate the speaker using the scale below:

List one thing that you learned from this presentation:

Please add your comments/suggestion for improving this session on the back—they are VERY helpful

Giving Dynamic Presentations

Example Eight Steps

The eight steps presented below may be used as a guide for your planning.

Modify these steps to meet your specific needs.

Who:20 faculty learners from the Department of Family Medicine

Why:Improve presentations skills as part of a required faculty development curriculum

When:0730-0900 on a Wednesday morning, blocked schedule for faculty development

Where:Classroom, individual desks, accessible, AV supported, requires own computer

What:Driven by the LNRA. Will explore which characteristics contribute to excellent, as well as poor, presentation preparation and delivery. Identify common pitfalls of delivering presentations and offer solutions to improve faculty skill set.

What For: By the end of this session participants will have

Reviewed presentation preparation using the 7 Steps and 4 I’s
Appraised effective PowerPoint tips
Applied PowerPoint tips to a presentation
Discussed public speaking strategies
Assessed several public speaking examples
Applied speaking strategies to a short presentation
Reviewed tips on preparing effective handouts

How:General: Active learning: small group activities and discussion, larger group discussion, using both ideal and poor PowerPoint examples. Video clips will also be utilized for examples, appraisals, and impact. Room contains individual desks. Will pre-configure desks into larger half-moon shape. Within larger half-moon configuration, will group two to three desks in smaller half-moon shape for multiple groups of two to three learners each. This will facilitate small group activities followed larger group discussions. The session will take place at 0730, so will provide breakfast and beverages.

Grabber: Show JFK video; ask audience to reflect upon whether or not video compliments or detracts from the speech.

Induction Tasks:

Began with LNRA.

Learners discuss JFK video, it’s strengths, and it’s weaknesses.

Input Tasks:

1. Review Eight Steps and Four I’s of planning and how they relate to preparation of an effective, dynamic presentation.

2. Present teechniques to enahnce the content of presentations.

3. Present the common pitfalls of PowerPoint presentations and offer tips to counter them.

4. Present techniques for effective public speaking.

Implementation Tasks:

1. Interview one member of the small group and record several interesting facts about that individual.

2. Design two to three PowerPoint slides to introduce their group member.

3. Appraise two video clips and discuss as a group the strengths and weaknesses of each presentation.

4. Develop and deliver a one to two minute speech utilizing techniques from this session to present the interviewed group member.

Integration Tasks:

Challenge learners to apply concepts from this session to enhance their future presentations.

So What:

Learning: Learners understand effective preparation, content enhancement, and delivery perils as well as techniques to mitigate them.

Transfer: Learners build upone their current presentation delivery skill set and use these techniques to design and deliver excellent future presentations.

Impact: Departmental teaching is enhanced, improved learning and success for residents.

Giving Dynamic Presentations

Handout

"A boring teacher is someone who talks in someone else's sleep."

Overview

Advantages: Compliment a speaker’s presentation by reinforcing key concepts, decreases time required for taking notes

Disadvantages: If confusing or complicated, the audience may spend the session reading instead of listening

Preparing Useful Handouts

Tailor it to your audience: Students tend to prefer incomplete handouts that outline the key concepts but allow room for note-taking. Staff and residents prefer complete, clinically relevant handouts that can serve as a future reference
Concentrate on critical points of presentation: Be clear, logical and succinct
Include useful reference charts and lists
Use an annotated bibliography: Provides guidance to those who want to learn more

Summary

Techniques that create an engaging presentation

- 3-5 main points- Maintain eye contact

- Use body language- Use anecdotes

- Vary inflection & pacing - Show enthusiasm

Visual aids should follow the 4 R’s

- Readable- Relevant

- Reliable- Repetitious

Handouts are an excellent tool for increasing retention of information

Group Discussion Ideas

Discuss your program’s lectures – Are they engaging? Why or why not?

Critique your own lecture style, visual aids, and handouts discussed in this session

Giving Dynamic Presentations

Handout

Activity One:Preparation

In groups of 2-3, choose a group member to introduce. Develop 3-4 items that you would share with this audience when introducing that group member. Please write the items you plan to share below.

Item #1

Item #2

Item #3

Item #4

Activity Two: Content Enhancement

In your same group of 2-3 table members, design 1-2 PowerPoint slides on your computer that convey the items you learned about each other in Activity #1. Feel free to use text, images from the internet, or other creative ideas.

You can use the back side of this handout to draw out ideas for your slides before creating them or if you don’t have access to a computer with PowerPoint.

Activity Three: Delivery

In your group of 2-3, develop a 1-2 minute speech introducing your table member. Use your PowerPoint slides as content enhancement aids. Present your speech to the other members at the table. Please be sure to stand while delivering the presentation.

Speaking Notes

Remember the 4 R’s of Audio Visual Aids:

Area for Slide Design

Suggestions to Group Leader for Session #6

The 4 R’s of Audio-Visual Aids

Purposes of A-V Aids

Support and enhance the clarity of the presentation
Emphasize the important points
Stimulate the audience’s senses
Reinforce key concepts

Advantages of using A-V Aids

Can complement spoken part of presentation and lead to increased retention
Much learning occurs from visual sources

Disadvantages of A-V aids

It is easy to rely too heavily on them
If poorly done, they can become a distraction

Readable

Don’t use a chalkboard when speaking in a 400 seat lecture hall
For text slides, use 6 or fewer lines with fewer than 6 words per line
Ensure that charts and graphs are simple to understand
Be consistent in use of font, text size, and designs

Reliable

Test all your equipment prior to presenting
Develop a back-up plan if audiovisual aids fail

Relevant

Each slide or graphic should deal with one main concept
Make sure that all audiovisual tools support the main objectives

Repetitious

Should repeat main point of the presentation since repetition is the mother of all learning (Repetitio Est Mater Studiorum)
Also helpful to vary the ways you present the same information (visual, tactile, auditory, and affective)

Preparation and Delivery of Effective and Dynamic Presentations

Background Information

“The art of lecturing takes practice and preparation. Using a few basic oratorical techniques, along with carefully prepared visual aids, can make the difference between a routine lecture and a dynamic, engaging presentation.”

Introduction

Residents have spent hundreds of hours in lecture halls during their training
Many presentations are helpful
Other lectures leave students more bewildered than when the talk began
A few presentations are enthralling and leave the audience with a clear understanding and a renewed enthusiasm
What separates average lectures from the exceptional ones is the ability to draw the audience in
Engaging the audience does not require a flair for the theatrical
Using a few basic speaking techniques and effective audiovisual aids can transform a presentation into an interactive learning experience

Advantages of Traditional Lecture Presentations

Excellent way to synthesize a broad range of research and information
Provides a coherent framework for material
Allows for presentation of information that may not be readily available in the literature
Familiar and economical method that can be given to large audiences

Weaknesses of Lectures

Does not account for students' individual differences
Offers little opportunity to judge audience understanding
Places heavy reliance on students' note taking skills and memory
Demands sustained listening
Limits active learner participation

Basic Guidelines for Delivering an Effective Presentation

Organize the talk around 3-5 main points: Like a good story, have a beginning (intro), a middle (body), and a conclusion (summary). Don’t try to cover the topic exhaustively – confine the activity to 3-5 main points.
Use body language: Emphasize certain points
Vary inflection and pacing: Avoid monotone delivery
Maintain eye contact with the audience: Don’t focus on your notes
Personalize the material: Use humorous or dramatic anecdotes from your own experiences. Choose your stories well – only use anecdotes that support the point you are trying to make.
Show enthusiasm for your topic
Create a diverse, interactive environment: The best way to engage the audience is to ask questions, even if they are only rhetorical. Questions force the audience to think about the material. Demonstrations are also helpful in clarifying theoretical concepts.
Use audiovisual aids properly: If done correctly, they can enhance a presentation and greatly improve understanding and retention.

Delivering the Presentation

Specific Techniques for the Dynamic Lecture

Use demonstrations
Provide anecdotes – use to make a point, not substitute for scientific practice
Use metaphors to make examples vivid

(“Bursae function to reduce friction – like holding a partially filled balloon which is covered in oil between your palms”)

Use questions effectively

- Ask one questions at a time

- Wait for a response for at least 3-5 seconds

- Call on students and encourage participation

Delivering Dynamic Presentations

Begin with a cordial, friendly line of greeting

Exhibit enthusiasm
Talkloud enough
Stand erect
Make eye contact very powerful makes connections
Smile look as if you are happy to be there
Use movement and gestures the larger the group, the larger the gestures & voice inflection should be
ALWAYS keep within the time limit
Relax and enjoy the performance

Combat Nervousness

Be prepared (best defense) - know content of lecture, be familiar with the room
Rehearse, rehearse, rehearse – “Perfect practice makes perfect!”
Release – go for a walk or stretch

Launch walk up confidently, stand up straight, and smile
Avoid annoying mannerisms such excessive movement, playing with remote clicker or keys in pocket, fiddling with hair
Use coffee cup – helps set an informal atmosphere, provides reason to pause periodically

Using Handouts (Advantages)

Complements the learning activity
Reinforces key concepts
Provides a take home reference
Lessens needs for audience to take notes

Using Handouts (Disadvantages)

Audience may focus their attention on handout rather than speaker

Handout Content (The ABC’s of Quality Content)

Accuracy data and concepts reflect verifiable information
Appropriateness relevant to the needs of the learner
Arguments adequately addresses areas of controversy
Background covers necessary background information
Balance theory and practice are appropriately balanced
Bibliography references well outlined and useful
Currency information is up-to-date
Comprehensiveness broadly comprehensive while appropriately succinct
Coordination integrates necessary data of other disciplines

When Should You Provide the Handout?

Prospective

- Given in advance of the lecture

- Allows the audience to read preparatory material or to ponder particular questions

- Allows lecturer to cover more subject material or begin at a higher level

- Often goes unread or not brought to class

Concurrent

- Given at the beginning of class

- Provides a program guide for the lecture

- Allows key points to be highlighted

- Eases the strain of note taking problems

- Encourages daydreaming if audience pays more attention to the handout than

to the speaker

Retrospective

- Given at the end of class

- Note taking becomes more time consuming

Tips on Delivering This Presentation

One approach to this session is as follows:

Using the Needs Assessment from the faculty, identify which of the three areas discussed above are most relevant to your audience. If time is limited, focus only on those areas indicated by the audience.

Consider using the example speaking script that is included within the slide presentation associated with this chapter.

Begin the session by establishing the goals for the seminar, and introduce the topic. Consider using the included grabber, which is a speech by President Kennedy (“Ask not what your country can do for you…”) that is coupled with an ineffective and distracting PowerPoint presentation. This will plant the seed that just because the content is exceptional doesn’t mean that it can’t be ruined by ineffective audiovisual aids.

After reviewing the agenda and objectives for the session, review the 7 steps of planning and share how you applied those steps to teaching this session.

For the first activity, use the first page of the handout and have the audience work in groups of 2-3 to prepare a short introduction of one of their group members. They should discover 3-4 interesting facts about that individual and begin to think how they will introduce that person to the audience.

The next section will cover content enhancement. You should introduce the 4 R’s of audiovisual aids (Readable, Reliable, Relevant, and Repetitious) and review examples of each in the PowerPoint presentation.