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INTRODUCTION: Ineffective and non-interactive learning among nursing students limits opportunities for students' classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students' speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha's presentation pedagogy on presentation skills among nursing students in Tanzania. OBJECTIVES: The aim of this study was to establish comparative nursing student's presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations. METHODS: The study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students' presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level. RESULTS: Findings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants' presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p < .0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants' knowledge of Pecha Kucha presentation was associated with a 0.0239 (p < .0001) increase in presentation skills. CONCLUSION: Pecha Kucha presentations have a significant effect on nursing students' presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students' confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills. TRIAL REGISTRATION: It was not applicable as it was a quasi-experimental study.

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INTRODUCTION: With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising approach that can improve students' speaking skills, learning process, creativity, and students' engagement in learning. It involves the use of 20 slides where each covers 20 s, thus making a total of 6 min and 40 s. The current study will assess the effect of Pecha Kucha's presentation on presentation knowledge, skills, and learning satisfaction among nursing students in Tanzania. OBJECTIVES: The objectives of this study aimed to determine the baseline and end-line of Pecha Kucha Presentation knowledge, skills, and learning satisfaction among nursing students. METHODS: This study protocol proposes to employ an uncontrolled quasi-experimental study design with a quantitative approach among 230 university nursing students in Dodoma Region using simple and stratified sampling techniques. It proposes to employ the researcher-administered questionnaire to assess study variables that arise as students use the Pecha Kucha presentation format to prepare and present their assignments. The study will involve training of research assistants, pre-assessment of study variables, and training, and demonstration of Pecha Kucha presentations format among study participants. It will also involve assigning topics to study participants, submission and evaluation of the prepared assignments, participants' presentations in the classroom, post-intervention assessment, data analysis, reporting and dissemination of the study findings. CONCLUSION: This study will address and complement the global need to invest in nursing in an attempt to prepare competent nurses who are capable of solving complex health challenges through critical thinking, analysis, collaboration, and effective communication. The study will inform policymakers, health training institutions, and educators about a new engaging, and innovative nursing student presentation approach that enhances students' creativity, critical thinking skills, and meaningful learning. The referred nursing students' presentation approach intends to equip the students with survival and life skills in the 21st century in an attempt to meet the global economy and job opportunities. TRIAL REGISTRATION: It is not applicable as this is not a trial.

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In this study, it was aimed to plan a training program regarding vaccination chronically ill women group and investigate the effects of providing this training with the Pecha Kucha method on attitudes toward vaccination. This study was carried out between August 2021 and September 2021 using a pretest-posttest, prospective, randomized-controlled experimental design with an effect size (Cohen's d) of 1.005. The study was completed with 35 patients in each of the experimental and control groups. An introductory information form and the Attitudes toward the COVID-19 Vaccine Scale were used to collect data. While vaccination training was given to the experimental group via smartphones using the Pecha Kucha method, it was given to the control group with the classical verbal instruction method. The data were collected before the training, right after the training, and 3 months after the training. The statistical analyses included Pearson's chi-squared test, the Mann-Whitney U test, the Friedman test, and the Wilcoxon signed-rank test. In the second and third measurements, the rate of positive attitudes toward the vaccine and the rate of vaccination were higher in the experimental group (p < .05, p < .05). Training regarding vaccination via smartphones using the Pecha Kucha method may play a role in the development of positive attitudes toward the vaccine and the improvement of vaccination rates.

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Adequate and accurate information reduces pandemic fear in elderly women with chronic disease, one of the risk groups for COVID-19. We aim to determine the effect of pecha kucha pandemic training on the fear and belief in myths of COVID-19 in elderly women. This prospective, randomized controlled experimental study with pre- and post-tests employed a total of 64 elderly women, including 32 for each of experimental and control groups. The data were collected using an introductory information form, the Questionnaire for Beliefs in COVID-19 Myths, and the Fear of COVID-19 Scale. Women in the experimental group were informed about COVID-19, using a pecha kucha presentation via smart phone. Those in the control group were given the same information using classical lecture method. The data were collected before, just after, and 3 months after the training and analyzed using Pearson's chi-square, Mann-Whitney U, Friedman, Wilcoxon Signed Ranks tests. Elderly women in the experimental group had significantly lower fear and belief in myths of COVID-19 both just after and 3 months after the training (p < 0.05, p < 0.05). A pandemic training by pecha-kucha presentation, which is a short, clear, understandable and memorable method of teaching, can reduce both fear and belief in myths of COVID-19 in elderly women.

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OBJECTIVE: The objective of this study was to ascertain whether the addition of part-task training as a step in Pecha Kucha for fiberoptic tracheal intubation increases the success rate and reduces the complication rate. SUBJECTS AND METHODS: The residents of the Department of Anesthesiology were initially included in an orientation program. We used the Pecha Kucha method for the presentation of teaching fiberoptic intubation skills. Afterwards the participants were trained in Laerdal® airway management and each participant performed tracheal intubation using the Aintree catheter. The participants were divided into two groups. Group 1 (n = 9) received part-task training and group 2 (n = 9) received whole-task training. The tracheal intubation performances of participants were evaluated on fresh frozen cadavers. The number of interventions, incidence of complications, success rate, and optimization maneuver requirements were recorded. RESULTS: Eighteen residents aged between 27 and 33 years were included. All were junior residents with less than 2 years of experience. There was no significant difference in terms of duration of tracheal intubation, complication rates, and optimization maneuvers between the study groups. Six participants could not place the tracheal tube in the last section. The success rates for the part-task group during Aintree and tracheal tube placement were 100 and 66.7%, respectively, whereas the rates were 55.6 and 44.4%, respectively, in whole-task group (p < 0.05). CONCLUSION: In addition to the Pecha Kucha method in fiberoptic intubation training, simulation-based part-task training appears to increase the success rate and to reduce the complication rate on fresh frozen cadavers.

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BACKGROUND: Little is known about educational games in Plastic Surgery training. Pecha kucha game has proved to be helpful tool to improve communicative skills. This study survey in resident participants in Pecha Kucha contest assessed how to improve speaking skills in plastic surgery training. METHODS: In the second edition of Pecha Kucha contest of the Mexican Society of Plastic Surgery, a survey was conducted with the residents to know the utility of this educational game. RESULTS: Twenty-six residents participated in the survey. Most of them from the Universidad Nacional Autonoma de México. Most of the residents considered it to be a good tool in order to improve communication skills and helpful for their future practice. The amount of time to present an idea was considered enough to express an idea. The most common proportion between words and images was 20-80% in the presentation. CONCLUSION: Pecha Kucha helped to improve communication skills during residents' training. We encourage other plastic surgery societies to incorporate educational games in their national and international meetings.

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The present study reports perceptions of first-year undergraduate medical students ( n = 120), regarding modified directed self-learning (DSL) sessions in physiology. Students were provided with prereading assignments (faculty developed PowerPoint slides containing diagrams with incomplete labeling/flowcharts with missing steps) pertaining to the DSL topic 1 wk before the scheduled small-group DSL presentations. During DSL presentation sessions, which were facilitated by teachers, a few students individually presented learning objectives in the specified topic. Apart from that, students discussed answers for the questions in the prereading assignment. Students were also given an opportunity to use technology to support DSL, by way of involving them in Pecha Kucha (PK) talks. The impact of the modified DSL method was determined by requesting students to respond to a validated questionnaire. Frequency analysis of the responses revealed that >60% of students were positive about the modified DSL sessions improving their DSL, presentation, collaborative learning, and information retrieving skills. Students agreed that PK talks helped them to learn how to organize content (65%), present concise information (65.8%), and apply creativity (72.5%). Even though small in number, there were comments that the prereading assignments were useful for learning. The present study revealed that, even though students actively participated in modified DSL sessions, their perceptions on satisfaction and usefulness of the same toward achievement of various skills were not encouraging. The study generated significant results, which implies that undergraduate medical students should be oriented on the relevance of active learning strategies in their future studies.

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