Pre-Work

• Respond to Flip Charts

• Provide email address

• Pick up materials

– Pen, Paper(5 sheets), index cards

• Reflect

– Why are you here?

– What presentations are you planning?

• Feel free to discuss with your neighbors

• Write down questions you want answered

Developing and Delivering

Presentations: Skills for

Faculty and Trainees

Karen J. Miller, MD, FAAP Developmental-Behavior Pediatrician

Kmiller7@tuftsmedicalcenter.org

Barbara A. Bernhard, MS Broadcast Journalism

Television Producer

BB@2BCE.com

Association of Pediatrics Program Directors

Chicago, IL April 4, 2014

K

What you will need

• 3 or 4 Index Cards

• 1 sheet – draw two columns-DON’T/DO

• 1 sheet - circle and rectangle

• 1 sheet- My Parking Lot

K

DO DON’T

Follow-up

My Parking Lot

Question/

Comment

Your

Vignette

Your

SOCO

Disclosures

• Karen J. Miller, MD

• No financial relationships to disclose

• No discussion of unapproved products

• Barbara A. Bernhard, MS

• No financial relationships to disclose

• No discussion of unapproved products

K

Introductions

• Karen J. Miller, MD

• Barbara A. Bernhard, MS

K

KAREN MILLER, MD

B

The question on your mind is….

Should I listen to these people,

take a nap or

go get deep dish pizza?

Stay tuned.

Who is Barbara Bernhard?

The Floating Hospital at Tufts Medical Center

Boston, MA

Karen J. Miller, MD Center for Children with Special Needs

B

What Not to Do

DON’T DO

• Grab paper

• Make chart

• Fill in columns

• Continue during

talk

• Take home

K

Don’t / Do Demo- Debrief

DON’T

• Be late

• Be disorganized

• Dress inappropriately

• Make rude remarks

• Talk too fast

• Talk in monotone

• Put too much on slide

• Read your slides

• Use red and fancy fonts

DO

• Check technology

• Strong opening

• Show enthusiasm

• Respectful

• Relax and converse

• Pause for effect

• Make it Remember-able

• Intrigue your learner

• Know your point (SOCO)

KB

Summary of

Introductions

• Write your own introduction to send with CV

• Under 300 words

• Minimal academic history

• Experience/passion about this topic

• End with “Teaser” sentence for this talk

• Accept graciously; never apologize

• Goal: Establish relationship with this audience

K

Plan

Introductions

• Orientation and objectives

• Approaches to planning

• Organizing content

• Delivering your presentation

• Handling questions

• Closing memorably

• Evaluations for you and for them

K

Overview and Ground Rules

• Sampling of techniques

• Participation

• Safety

• Questions

• Parking lot

K

Key to Symbols

Story

Summarize to

LOCK-IN

Acronyms/ mnemonic

Repetition

Video

Reflection

Visual

K

Key Point

Index

card

Learning Objectives

Participants will be able to:

• Apply Adult Learning Theory to the construction of

effective and engaging presentations that result in real

change in knowledge, skills and attitudes

• Match teaching modalities to the educational need,

your audience's characteristics and the learning

situation.

• Develop a personal presentation style that is

comfortable and confident by emphasizing the

connection with the audience using strategies that make

your key messages meaningful and motivating.

K

Begin with End in Mind

B

“If you don’t know where you’re going,

you might not get there” -Yogi Berra

Planning to Teach

Start

Teaching

Session

HERE

Middle

Begin

nin

g

Mid

dle

2

Mid

dle

3

Mid

dle

1

Endin

g

Sequel

Pre

quel

START

PLANNING

HERE

BK

What is your SOCO?

• SOCO *

Single

Over-riding

Communication

Objective

*Reference: AAP Media Training

http://www2.aap.org/sections/pem/pem-leadership-docs/papers/036.pdf

KB

Index

card

Our SOCO

• Start where your AUDIENCE is at,

take them where you want them to BE.

• To instruct is to INSPIRE !

BK

Transcen-dence

Self-Actualization

Esteem

Belonging

Safety

Physiological Needs

Maslow’s Hierarchy of Motivation

Highly recommended:

Drive: the surprising truth about what motivates us by Daniel Pink (2011) K

Audience:

Individuals→ Group

Ice-breaker- “Lightning Round”

1. Your name

2. Your location

3. Your role

4. WIIFM- “What’s In It For Me”

– Why are you HERE?

– Is there a presentation issue on your mind?

K

Who are you

and what do you want?

• Flip chart review

– Who you are

– Speaking Experience

• Group Shout-out

– Why are YOU here today

– AKA WIIFM

• Write down on cards

– WIIFM

Story

BK

Index

card

Adult Learners

• Experience

• Knowledge

• Habit and Bias

• Problem-centered

• Relevant

• Internally motivated

• WIIFM

What’s In It For Me?

K Adult Learning Theories (2013) AMEE #83

The Medical Teacher; Taylor DC, Hamdy H

Brainstorming

your presentation

How do

You

Start? B

Reporter’s Questions

• Who

• What

• Where

• When

• Why

BK

ABCDE method

Easy to Remember! Easy to Teach!

K

ABCDE method

• Audience-where they Are now

• Be- where you want them to Be (Goal)

• Content- what; Learning objectives

• Delivery-how; format and methods

• Evaluation-Did they get there? Did you?

K

Presentation Parts

Audience

Content Delivery

KB

Evaluate this lecture (video)

B

Ben Stein in Ferris Bueller’s Day Off

https://www.youtube.com/watch?v=uhiCFdWeQfA

Presentation Analysis

Audience

Content Delivery

B

Audience Analysis

K Adapted from www.tonyjeary.com

Evaluate this lecture (video)

B https://www.youtube.com/watch?v=FQjgsQ5G8ug John Cleese Explains the Brain

Presentation Analysis

Audience

Content Delivery

B

? Change BEhavior Change

Presentation POWER

EMOTION FACTS

Audience

Delivery Content

Boring

Recitation

Entertainment

K

Emotionally Engage

Learners with Stories (Cases)

• GOOD THINGS

WILL HAPPEN • BAD THINGS

MIGHT HAPPEN

Stories that Move Mountains: Storytelling and Visual Design for Persuasive Presentations

Sykes M, Malik AN , West MD; 2013 Wiley

Inspires Instructs

Story

B

Write Your Story

• Write a one or two sentence vignette to set

the scene or illustrate a key point of your

presentation.

K

• I hear and I forget.

• I see and I remember.

• I do and I understand.

~ Confucius

K

Active Learning

activates learning

C2

C3

B

C1

A

Delivery

K

Active Learning Strategies

IMAGINE (Stories)

Questions

Polls

Audience Response

Systems (ARS) *

Reflection/Think about..

Worksheets

Think then share in pairs

Small group discussion

Brainstorming

SKILLS = PRACTICE

Demonstrate skills

Paired practice with

feedback

Brief video clip then

discussion or exercise

Simulation

Role Play

Quiz

Games

* http://www.polleverywhere.com/

K

Video

clip

Storyboard

Options

Generated

Solutions To

Recommend

Illustration

Situation

Study

1

Obstacle

Intro

Resonate: present visual stories that transform audiences, Nancy Duarte

Controversy

Data

STORY

Study

2

Practice

Change

Results

1&2

Obstacle

Obstacle

BK

Guideline

Edit Ruthlessly

• Communicate core message

• Edit to fit THIS audience

• Prioritize to fit the time

• Plan 75% of time

• Plan 10-15 minute CHUNKs

• Addendum for information you

cannot include

Half-

way

Know your

half-way mark

B

Story

Planner

TIME WHAT WHY HOW (WHOM)

PRE-LEC

-60 ROOM

-10 bathroom

0 INTRO CONNECT

5 SITUATION URGENCY CASE

10 OPTIONS DATA

20 SOLUTIONS THINK-PAIR

30 SUMMARY VISUAL

35 Q&A

45 CLOSER

K

What NOT to Do

with PowerPoint

K

Should it be PowerPoint?

• Is a slide presentation the best method?

• Is it for a handout?

• Cut out all extra words and take all those

really important and complicated things you

want to remember to talk about and put it into

Notes. Rehearse your talk so you know it

without reading.

Keep the core

Use visuals instead

K

What TO DO- PowerPoint

• Simple

• Key words

• Light background for small spaces

• San serif fonts like Arial

• 24 points or larger

• Use builds or animation to control info

• Use VISUAL HIGHLIGHTING with data slides

• B - Blacks screen; hit again returns to slides

Resource: www.presentationzen.com

See Garr Reynold’s TEDx talk K

PowerPoint is VISUAL

65%

10 %

Adding pictures

leads to better recall

Words

Only

Pictures

and

Words

• Google-”Five ways to reduce PowerPoint Overload”

by Cliff Atkinson and Richard E. Mayer B

Improving Data Slides

K

Visual Data- Infographic

• Specificity .80 (High specificity=few false positives)

K

Video

SLIDESHOW Presentation

Video

Web-linked video

requires Internet access or

Software to download video

before embedding

MRI of Brain Study

K

Gogtay N, PNAS 2004

Visuals and Copyright

• Internet ≠ Public Domain

• Pictures, graphs, video

• Protect children’s identity

• Handout vs Slideshow

• Educational use

• Ask permission

• Try www.commons.wikimedia.org

• Try www.google.com/advanced_image_search

Resource: Google “AAP Faculty Guide 2012”

B

Section Summary: Content

• SOCO for this section is:

Start where your audience is at,

organize Content to take them

where you want them to BE.

B

Delivery Skills:

It’s Showtime!

B

Pre-Presentation

Save all emails

Get contact cell phone

Know EXACT location

Arrive EARLY – 30-60 minutes

Technology check – AV technician?

Bathroom

Mingle and learn about your audience

K Engagement Checklist in handout or on request

Speaker’s Kit

Your presentation in at least two formats

Your own remote with laser pointer

Analog clock with glow-in-dark hands

Plastic cup

Kleenex

Dry-Erase markers

Wide masking tape

K

Story

Decision: What to Wear (or Not)

B

Delivery: A presentation is

a conversation with a message

Presenter

Message

Audience

Hint: pick friendly-looking

audience member to talk with K

People Believe Your Body

• Stand square

• Open body

• Gesture

• Smile with eyes

B

Coping with Anxiety

• Write opening and closing

• Practice, practice, practice

• Enthusiasm for message

BREATHE

Mantra:

I know what I know

and I am excited to share it

BK

Go for 6

• Be the most enthusiastic person in the room

Conversation

Shouting

Enthusiasm

Activity

KB

Sometimes the best thing

to say is

NOTHING # o

f R

espon

ses

1 2 3 4 5 6 7 8 9 10 seconds

KB

How to Wrap-up

• End on time

• Summarize

• Vision of the better future

• Leave time for questions

• Finish with Closer

• Evaluate and Debrief

BK

Evaluate and Debrief

• Ask someone in advance

• Feedback; two things to improve

• Evaluations

• Write down your own assessment

• Strengths

• Improve

• Thanks and feedback to organizer

• Keep file folder

In-depth Evaluation form for mentoring

is additional handout for this session K

APPD Meeting Evaluation

• URL to the online meeting evaluations for

feedback on our workshop:

https://www.appd.org/amsurvey/

• Please send comments and questions

– Karen Miller kmiller7@tuftsmedicalcenter.org

– Barbara Bernhard BB@2BCE.com

One Minute Teach-back

• Think-Pair-Share

• Think about what you learned

• Pair up

• Share one thing you will use next time

Activity

K

Summary:

“It’s like déjà vu all over again”

• Audience-centered presentations

• Use stories to engage emotions

• Skills TO DO and what NOT to do

• Presentation skills can be LEARNED.

BKBK

Whoops! Not Done Yet

~ Yogi Berra

Handling the Q&A

• Two questions prepared

• Restate the question

• Reframe it to fit you

• Shorter is better

• Control politely

• Say you don’t know

• Say what you can say Ask us difficult questions

• “My child…”

• “Isn’t it true doctor…”

• “Apparently you haven’t read…” KB

Activity

CLOSER is the clincher

• SEND THEM OUT ENERGIZED !

• Get back on message –

• WHAT TO DO NEXT!

• Finish with inspiration- YOU CAN DO IT!

B

Questions?

Comments?

KB

Where to

meet to

continue the

conversation?

Start where your AUDIENCE is at,

take them where you want them to BE.

Instruct and INSPIRE!

K

Our Closer:

Resources

• Association of Pediatric Program Directors’ Share Warehouse

https://www.appd.org/ed_res/share_warehouse.cfm Find and share

resources, including curricula and evaluation tools

• American Academy of Pediatrics’ Teaching and Learning Resource

Center. https://pedialinktc.pbworks.com/n/home (must be logged into

Pedialink to access; teaching tips, free courses for residents, basic

procedure videos, designed for Residents and Fellows in Training.

• American Academy of Pediatrics’ Residents as Teachers webpage

http://www2.aap.org/sections/ypn/r/resident/resident_teachers.html

• American Academy of Pediatrics’ Advocacy http://www.aap.org/en-us/my-

aap/advocacy/workingwiththemedia/spokespersontips has Talking to the

Media speaking tips and Speaking Kits

• MedEd Portal; www.MedEdportal.org; peer reviewed teaching and faculty

development materials and assessment tools; Assoc of American Medical

Colleges

• Toastmasters International www.toastmasters.org; local clubs improve

communication, public speaking and leadership skills

Highlight your host

or local resources

Arial size 18+

Readable in

handout

References

• Brown G, Manogue M. AMEE Medical Education Guide No. 22:

Refreshing lecturing: a guide for lecturers. Medical Teacher.

2001;23:231-244. (AMEE Medical education series)

• Cantillon P. ABC of Learning and Teaching in Medicine: Large Group.

BMJ.2003;326:437-40 (part of BMJ series on medical education)

• Friedlander MJ et al. What Can Medical Education Learn from the

Neurobiology of Learning? Academic Medicine. 2011;86:415-420.

• Schumacher DJ. Englander R, Carraccio C. Developing the Master

Learner: applying learning theory to the learner, the teacher and the

learning environment. Academic Medicine. 2013; 88: 1635-1645

• Mayer, RE. Applying the science of learning to medical education.

Medical Education, 2010, 44: 543–549. also google “Five Ways to

Reduce PowerPoint Overload” by Cliff Atkinson and Richard E. Mayer

for illustration

• Roberts, KB. Educational Principles of community education.

Pediatrics. 1996, 98:S1259-1263. GNOME mnemonic for planning.

Articles in common,

relevant journals;

not chapters

Books

• Made to Stick: Why some ideas survive and others die, Heath C,

Heath C, 2007; Random House; www.heathbrothers.com; Learn

effective messages are Simple, Unexpected, Credible, Concrete,

Emotional and use Stories

• Make It Stick: the Science of Successful Learning, Brown PC,

Roediger HL, McDaniel MA, 2014

• Design For How People Learn by Julie Dirksen, 2011, New Riders

Press. A funny, readable guide to teaching including current ideas,

psychology research and practical applications.

• Resonate: Visual Presentations that Transform Audiences;

Nancy Duarte; 2010; how to use Post-its to brainstorm and details

the structure of a great presentation (see TED.com talk)

• Stories that Move Mountains: Storytelling and Visual Design for

Persuasive Presentations; M Sykes, AN Malik, MD West Wiley

2013; Use of Visual Story Map to plan presentations

Broadly useful and

practical books if

interested in topic

Find Inspiration Great talks at www.TED.com

• Nancy Duarte’s TEDx talk: The Secret Structure of Great Talks (18

min)

http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great

_talks.html

• Hans Rosling’s TED talk makes data meaningful: Stats that reshape

your world-view (18 min)

http://www.ted.com/talks/lang/en/hans_rosling_shows_the_best_stats

_you_ve_ever_seen.html

• Steve Jobs masterful presentation at a graduation:

http://ed.ted.com/lessons/steve-jobs-at-stanford-university-

commencement-2005

Multimedia

resources