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Evidence-based Presentation Design
Tyson Pillow, M.D., M.Ed. Baylor College of Medicine
I have no financial disclosures
Evidence-based Presentation Design Tyson Pillow, M.D., M.Ed. - - PowerPoint PPT Presentation
Evidence-based Presentation Design Tyson Pillow, M.D., M.Ed. - - PowerPoint PPT Presentation
Evidence-based Presentation Design Tyson Pillow, M.D., M.Ed. Baylor College of Medicine I have no financial disclosures drpillowtalks.blogspot.com I am intrigued by the idea that we can improve peoples learning by incorporating
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drpillowtalks.blogspot.com
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“ ”
I am intrigued by the idea that we can improve people’s learning by incorporating effective graphics into verbal material.
- Richard Mayer
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“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
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“My presentation lacks power and has no point. I assumed the software would take care of that!”
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We must work to make our presentations learner-centered!
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Prober, et. al. NEJM. 2012
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A word of caution
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Crappy lecture + Recording = Crappy recorded lecture
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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
- Review several “before and after” slides that
incorporate improved design principles
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...is a Science Presentation Design
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4 Key Educational Principles
Streamline the message Organize and anchor Promote knowledge transfer Create a connection
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4 Key Educational Principles
Streamline the message Organize and anchor Promote knowledge transfer Create a connection
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Brain
40 Billion
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40 bytes
- Weinschenk. 100 Things Every Presenter
Needs to Know about People. 2012
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- Medina. Brain Rules. 2008
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Brain Rules
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Instructional Design
Issa, et. al. Medical Education. 2011
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“There was statistically significant greater increase in retention and transfer in the modified slide group” Instructional Design
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4 Key Educational Principles
Streamline the message Organize and anchor Promote knowledge transfer Create a connection
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Organize and anchor
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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
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Novice
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Expert
Vygotsky, 1978 Resnick, 1983 National Research Council, 2000
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4 Key Educational Principles
Streamline the message Organize and anchor Promote knowledge transfer Create a connection
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Knowledge Transfer
Concept attainment Memory Repetition
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Do not assume declarative knowledge denotes understanding
Concept attainment
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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”
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Memory
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7 4
Baddeley, 1986, 1995
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% Recall
80 60 40 20
Item
First Last Slower Presentation Quicker Presentation
Glanzer, 1966
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HJPPYEVT SOHT MGNE
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HJPPYEVT SOHT MGNE
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Repetition
Rock, 1957; Kiewra, 1991
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4 Key Educational Principles
Streamline the message Organize and anchor Promote knowledge transfer Create a connection
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Adult Learners
Active learning Some control over learning Learning styles/needs met Focus on relevant problems and practical applications
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Learning styles
Multimedia approach Knowledge sharing Learning experiences personalized to needs Balance experiential and guided learning
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Multitasking.....
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... is a myth.
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Reality
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College Post-graduate
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83% of radiologists missed the gorilla!
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Breaks affect attention
Level of Performance Time Spent Teaching
Wilkinson, 1959
Break
Even 25 seconds is effective!
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“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.)
...is also an Art Presentation Design
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Basic Software Skills Using Text Using Shapes Basic Animations Using Hyperlinks Using Supergraphics
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Basic Software Skills Using Text Using Shapes Basic Animations Using Hyperlinks Using Supergraphics
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4 Key Educational Principles
Streamline the message Organize and anchor Promote knowledge transfer Create a connection
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Examples
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- 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 moresub-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?
- Subtopic number 3. This is probably not related to the
slides main point at all. Even if it is, I have already
- verloaded 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
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- 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 moresub-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?
- Subtopic number 3. This is probably not related to the
slides main point at all. Even if it is, I have already
- verloaded 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
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Main idea of the slide here Main topic here
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A quick note...
Hoffman, et. al. 2005
Readability is key
Veranda Trebuchet Arial Times
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Restoring Balance
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Restoring Balance
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Patients > 50 year old Elevated ESR Temporal pain
Temporal Arteritis
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Medical Student Procedural Skills Lab Experience
Beth Nelson, Tyson Pillow, David Young Baylor College of Medicine November 30, 2009
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Instead of the standard case format...
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56 y/o M with shortness of breath
Case Presentation Example 1
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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 DTRs Diaphoretic
Case Presentation Example 2
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SLIDE 70 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
SLIDE 71 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
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“
I never teach my pupils; I only attempt to provide the conditions in which they can learn.
”
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Evidence-based Presentation Design
Tyson Pillow, M.D., M.Ed. Baylor College of Medicine