A TALK WITHIN A TALKDr 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.ppt

• 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)

SET

DIALOGUE

CLOSURE

RolesOutcomesLinkagesEnvironment

QuestionsUnderstandingExplainStimulateTiming

ReviewExploreSummaryTerminate

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

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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 BURNDEPTH Colour Blisters Cap Refill Sensation Healing

Epidermal/ Superficial

Red No Present, <2 sec

Present, Painful

Yes

Superficial Dermal

Pale Pink

Small Present, <2 sec

Painful Yes

Mid- Dermal

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

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/

Any questions?

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!