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.

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)

6. Roles
Outcomes
Linkages
Environment
SET
DIALOGUE
Review
Explore
Summary
Terminate
Questions
Understanding
Explain
Stimulate
Timing
CLOSURE
Teaching on the Run Program

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
***
***
***
***

13. KOLB’S LEARNING CYCLE

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

15. PREZI
Prezi
http://prezi.com/cak5ry8ae9ig/kolbs-learning-cycle/

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

22. BURN AX
VISUAL, ACTIVE

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!