Published on February 19, 2014
A TALK WITHIN A TALK Dr Deanne Chiu Emergency Medical Education Registrar “How To Give A Presentation” SCGH ED CME, Feb 2014
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
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
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)
Roles Outcomes Linkages Environment SET DIALOGUE Review Explore Summary Terminate Questions Understanding Explain Stimulate Timing CLOSURE Teaching on the Run Program
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
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)
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?
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!)
Active Learning/Circuit Breakers Cantillon, P. Teaching Large Groups. BMJ 2003, 326, pp437-440
Active Learning – TOTR ideas *** *** *** ***
KOLB’S LEARNING CYCLE
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
PREZI Prezi http://prezi.com/cak5ry8ae9ig/kolbs-learning-cycle/
ACTIVIST • Thrive on new challenges • Prefer doing and experiencing “CONCRETE EXPERIENCE” Example: Simulation Scenario Recall situations/cases that the learner has already experienced
REFLECTOR • Stand back and collect a lot of info • Observes and reflects “REFLECTIVE OBSERVATION” Example: Case presentation & discussion Observing activities or demonstrations
THEORIST • Integrate observations into logical maps and models • Wants to understand underlying reasons, concepts & relationships “ABSTRACT CONCEPTUALISATION” Example: Clinical guidelines and algorithms Debriefing
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
WHAT THE VARK? Visual Auditory Reading Kinaesthetic Some examples…
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
BURN AX VISUAL, ACTIVE
BURN AX – see pdf handout AUDITORY, KINAESTHETIC, VISUAL, ACTIVE, PRAGMATIC
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
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
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?”
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/
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
THE END • Future CME teaching? • Evaluation • Thank you!
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