Evidence based presentation design 2013

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Evidence based presentation design 2013

  1. 1. Presentation Design: An Evidence-based Approach Tyson Pillow, M.D., M.Ed. Baylor College of Medicine
  2. 2. I have no financial disclosures
  3. 3. “ ” I am intrigued by the idea that we can improve people’s learning by incorporating effective graphics into verbal material. - Richard Mayer
  4. 4. “It is not fair to expect us to apply the material in a testing situation...” “Dr. X is a wonderful teacher. However, the exam was unfair because it tested concepts rather than the facts emphasized in class...” -Random students
  5. 5. “My presentation lacks power and has no point. I assumed the software would take care of that!”
  6. 6. We must work to make our presentations learner-centered!
  7. 7. Prober, et. al. NEJM. 2012
  8. 8. Lectures (5%)
  9. 9. A word of caution
  10. 10. Crappy lecture + Recording =
  11. 11. Crappy lecture + Recording = Crappy recorded lecture
  12. 12. Objectives •Discuss presentation design as a means of creating a learning environment •Discuss four key educational principles affecting presentation design •List several presentation software skills for effective presentation design •Build an evidence-based template for presentation design
  13. 13. ...is a Science Presentation Design
  14. 14. 4 Key Educational Principles Streamline the message Organize and anchor Promote knowledge transfer Create a connection
  15. 15. 4 Key Educational Principles Streamline the message Organize and anchor Promote knowledge transfer Create a connection
  16. 16. 40 Billion
  17. 17. Brain 40 Billion
  18. 18. 40 bytes
  19. 19. 40 bytes Weinschenk. 100 Things Every Presenter Needs to Know about People. 2012
  20. 20. Medina. Brain Rules. 2008
  21. 21. Brain Rules
  22. 22. Instructional Design Issa, et. al. Medical Education. 2011
  23. 23. Instructional Design Issa, et. al. Medical Education. 2011 Coherence Signaling Redundancy Spatial contiguity Temporal contiguity Multimedia
  24. 24. Instructional Design Issa, et. al. Medical Education. 2011
  25. 25. “There was statistically significant greater increase in retention and transfer in the modified slide group” Instructional Design
  26. 26. The modified slide group outperformed the standard group at 1 and 4 weeks. Issa, et. al. Medical Education. 2013
  27. 27. 4 Key Educational Principles Streamline the message Organize and anchor Promote knowledge transfer Create a connection
  28. 28. Organize and anchor
  29. 29. Advanced Organizers Provide a framework for learners to relate to and construct new learning Ausubel. 1960 Zone of Proximal Development Difference between what the learner can do without vs with help Vygotsky. 1932
  30. 30. Novice
  31. 31. Novice
  32. 32. Novice
  33. 33. Expert
  34. 34. Expert
  35. 35. Expert Vygotsky, 1978 Resnick, 1983 National Research Council, 2000
  36. 36. 4 Key Educational Principles Streamline the message Organize and anchor Promote knowledge transfer Create a connection
  37. 37. Knowledge Transfer Concept attainment Memory Repetition
  38. 38. Do not assume declarative knowledge denotes understanding Concept attainment
  39. 39. Concept attainment Student 1 Student 2 “B-blockers are contraindicated in acute decompensated CHF” “B-blockers may be useful in acute decompensated CHF”
  40. 40. Concept attainment Student 1 Student 2 “B-blockers are contraindicated in acute decompensated CHF” “B-blockers may be useful in acute decompensated CHF” “Not sure of the mechanism” “I know there is a long term mortality benefit in CHF. It may help to mitigate the hyperdynamic state of acute CHF exacerbations”
  41. 41. Memory
  42. 42. 4 Baddeley, 1986, 1995
  43. 43. %Recall 80 60 40 20 Item First Last Slower Presentation Quicker Presentation Glanzer, 1966
  44. 44. HJPPYEVT SOHTMGNE
  45. 45. HJPPYEVT SOHTMGNE
  46. 46. Repetition Rock, 1957; Kiewra, 1991
  47. 47. 4 Key Educational Principles Streamline the message Organize and anchor Promote knowledge transfer Create a connection
  48. 48. Adult Learners Active learning Some control over learning Learning styles/needs met Focus on relevant problems and practical applications
  49. 49. Learning styles Multimedia approach Knowledge sharing Learning experiences personalized to needs Balance experiential and guided learning
  50. 50. Multitasking.....
  51. 51. ... is a myth.
  52. 52. Reality
  53. 53. College Post-graduate
  54. 54. 83% of radiologists missed the gorilla!
  55. 55. Breaks affect attentionLevelofPerformance Time Spent Teaching Wilkinson, 1959 Break Even 25 seconds is effective!
  56. 56. 4 Key Educational Principles Streamline the message Organize and anchor Promote knowledge transfer Create a connection
  57. 57. Presentation Design ...is also an Art
  58. 58. “Successful teaching is a performance and the sooner we make peace with that fact, the better” (Tauber(R,(Mester(C.(Ac#ng&Lessons&for&Teachers:&using&Performance&Skills&in&the& Classroom.&Praeger,(2007(2nd(Edi9on.) Presentation Design ...is also an Art
  59. 59. Basic Software Skills Using Text Using Shapes Basic Animations Using Hyperlinks Inserting audio/video
  60. 60. Examples
  61. 61. •First idea is written here. I want to go into this topic in detail, so I will read it verbatim from my slide, making sure to cover the following subtopics: -Subtopic number 1. -Subtopic number 2.This one is also read verbatim with no context applied. ★In the interest of getting more confusing, I have included more sub-subtopics. ★This will continue as I want to try another bullet style. ‣Here is where I will hide the main point of my entire slide. ‣Can anyone beyond the second row read this? ★I will further hide the main point with another sub-subtopic. -Subtopic number 3.This is probably not related to the slides main point at all. Even if it is, I have already overloaded you with multiple confusing items to remember.This was not my intention. I am simply trying to get through all of the pertinent material. Main topic here
  62. 62. •First idea is written here. I want to go into this topic in detail, so I will read it verbatim from my slide, making sure to cover the following subtopics: -Subtopic number 1. -Subtopic number 2.This one is also read verbatim with no context applied. ★In the interest of getting more confusing, I have included more sub-subtopics. ★This will continue as I want to try another bullet style. ‣Here is where I will hide the main point of my entire slide. ‣Can anyone beyond the second row read this? ★I will further hide the main point with another sub-subtopic. -Subtopic number 3.This is probably not related to the slides main point at all. Even if it is, I have already overloaded you with multiple confusing items to remember.This was not my intention. I am simply trying to get through all of the pertinent material. Main topic here
  63. 63. Main idea of the slide here Main topic here
  64. 64. A quick note... Hoffman, et. al. 2005 Readability is key
  65. 65. A quick note... Hoffman, et. al. 2005 Readability is key Veranda Trebuchet Arial Times
  66. 66. Restoring Balance
  67. 67. Restoring Balance
  68. 68. Patients > 50 year old Elevated ESR Temporal pain Temporal Arteritis
  69. 69. Medical Student Procedural Skills Lab Experience Beth Nelson,Tyson Pillow, DavidYoung Baylor College of Medicine November 30, 2009
  70. 70. Instead of the standard case format...
  71. 71. 56 y/o M with shortness of breath Case Presentation Example 1
  72. 72. BP 162/65 HR 132 R 20 T 98.2 SpO2 100% RA “My legs are really weak” CTAB; normal inspiratory effort 1/5 strength; normal DTRs Diffuse goiter 4+/5 strength; normal DTRsDiaphoretic Case Presentation Example 2
  73. 73. What is What could be The gap Reward: new bliss Beginning Middle End Cross the threshold Turning point 1: Call to adventure Turning point 2: Call to action Adapted from Duarte. Resonate. 2011
  74. 74. Current knowledge/understanding Potential knowledge/understanding Zone of proximal development Reward: new understanding Beginning Middle End Cross the threshold Turning point 1: Identify the gap Turning point 2: Fill the gap Encourage further inquiry Adapted from Duarte. Resonate. 2011
  75. 75. “I never teach my pupils; I only attempt to provide the conditions in which they can learn. ”
  76. 76. Presentation Design: An Evidence-based Approach Tyson Pillow, M.D., M.Ed. Baylor College of Medicine

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