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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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BACKGROUND: The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students' competency in HSS. METHODS: A comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P). RESULTS: Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams. CONCLUSION: Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

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Background: The study was conducted to assess the impact of a workshop intervention designed to enhance presentation skills of ophthalmology fellows in training. Methods: A 10-hour workshop on presentation skills was conducted for ophthalmology fellows in the 2022 cohort at a single institution. An email was sent to the 2022 cohort to recruit participants. A total of 29 fellows (19 females, 10 males) volunteered to participate in the study. Participants completed a self-rating questionnaire to assess improvement in their presentation skills at four different time points of the workshop. The self-rating questionnaire utilized a ten-point rating scale (1-10) and evaluated properties and content (PC) and soft skills (SS). Data were analysed using SPSS software. Friedman and post-hoc tests compared self-ratings at four time points. Statistical significance was set at p-value < 0.05. Results: Both properties & content (PC) and soft skills (SS) showed significant difference (p < 0.001) post workshop compared to earlier stages. The higher self-rating (PC4 and SS4) highlights increased awareness towards the scope of improving the presentation after the workshop intervention. Conclusions: Presentation skills empower medical professionals to better communicate with diverse audiences, demonstrating their currency in medical knowledge, lobbying for correct understanding, and bringing praxis to pedagogy. The findings support the integration of similar workshops into medical curricula to foster well-rounded medical professionals.

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BACKGROUND: There is a need for innovative teaching practices in nursing education due to many factors, such as global changes, the rapid development of technology, the increasing number of students, and the recent pandemic. OBJECTIVES: This research was conducted using standardized patients to evaluate the attitudes and skills of senior nursing students toward patient education practices following the implementation of a patient education training program. DESIGN: Mixed-methods design. SETTINGS: The study was conducted at a nursing faculty. PARTICIPANTS: The sample of the study consisted of 47 senior nursing students. INTERVENTION: The students participating in the study were given a four-hour patient education training that included the preparation of patient education, preparation of materials, and effective presentation. METHODS: A descriptive information form prepared by the researchers, the Patient Education Implementation Scale (PEIS), the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials (PEMATTR-P), and the presentation skill evaluation form (PSEF) were used to collect quantitative data. Semi-structured interview forms were utilized to collect qualitative data. SPSS for Windows v. 25.0 and MAXQDA20 were used for the data analyses. Results with a p value of <0.05 were considered statistically significant. RESULTS: The post-test mean PEIS scores of the students increased in the total scale and in all subdimensions. A significant difference was found in the understandability and actionability of patient education materials evaluated with PEMATTR-P (p < 0.05). The mean PSEF score of the students was 85.14 ± 9.25 points. Within the scope of the research, two main themes, namely emotions and efficacy, were determined. CONCLUSIONS: This study confirms that structured patient education training, including the use of standardized patients, is important for supporting and developing nursing senior students' attitudes and skills toward patient education.

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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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The development of science writing and presentation skills is necessary for a successful science career. Too often these skills are not included in pre- or postsecondary science, technology, engineering, and mathematics (STEM) education, leading to a disconnect between high schoolers' expectations for college preparedness and the skills needed to succeed in college. The Young Scientist Program Summer Focus recruits high school students from historically marginalized backgrounds to participate in 8-week summer internships at Washington University in St. Louis. Students conduct hands-on biomedical research projects under the mentorship of Washington University scientists (graduate students, postdoctorates, lab staff). Here, we present the curriculum for a science communication course that accompanies this early research experience. The course is designed to strengthen students' communication skills (critical reading, writing, presenting, and peer review) through a combination of weekly lectures and active learning methods. It prepares students for the capstone of their summer internship: writing a scientific paper and presenting their results at a closing symposium. We administered pre- and postprogram surveys to four Summer Focus cohorts to determine whether the course met its learning objectives. We found significant improvements in students' self-confidence in reading, interpreting, and communicating scientific data. Thus, this course provides a successful model for introducing science literacy and communication skills that are necessary for any career in STEM. We provide a detailed outline of the course structure and content so that this training can be incorporated into any undergraduate and graduate research programs.NEW & NOTEWORTHY Strong communication skills are necessary for a successful scientific career. Here, we describe the curriculum for a science communication course designed to accompany high school students participating in a summer biomedical research program. The course aims to improve their scientific literacy and communication skills. Students learn to read and understand scientific literature, write a paper about their summer research project, present their results, and provide feedback to peers. We found significant improvements in students' self-confidence in reading, interpreting, and communicating scientific data after completing the course. This successful model serves as a guide for students participating in their first research experience and provides the skills for success in future science, technology, engineering, and mathematics education and careers. The curriculum presented here can be easily adapted for any research program, including undergraduate summer research experiences and graduate student laboratory rotations.

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Presenting a paper to a small or large audience should match both the knowledge level of your audience and the title and abstract you submitted to the conference. Your slides should give context to your work. Simpler slides and talks are easier to follow than a highly complex presentation. You must keep to the time scheduled for your talk and remember to Keep It Short and Simple (KISS). Your slides should be readable from the back of the room by keeping them simple but informative. Practice the talk (preferably with an audience of your colleagues) and be prepared to amend as necessary. Know your talk "by heart", so you can relax and enjoy the experience.

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Behavior analysts frequently collaborate with interdisciplinary colleagues to share information and make decisions about client services. This study evaluated the effects of behavioral skills training on preparation for and presentation during interdisciplinary review team meetings by clinicians (n = 4) and nurses (n = 4) at a residential school for students with intellectual and neurodevelopmental disabilities. The primary dependent measure was the percentage of preparation and presentation steps from task-analyzed behavior checklists that the participants implemented correctly. As evaluated by multiple-baseline designs, the participants improved their preparation and presentation skills to nearly 100% following behavioral skills training, maintained performance 1 month after the study, and rated training positively. We discuss elements of the training program, practice implications, and research directions.

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If asked to describe the term "anesthesiologist scholar", one may receive a variety of definitions depending on the individual's area of practice, location in the world, and the generation in which they trained. In this article, we review the roles of five core elements that make an anesthesiologist a "scholar": skills in critical appraisal, literature review, quality improvement, journal club participation, and presentation delivery. Although this list of scholarly components is not comprehensive, review of each element's role in the everyday practice and training of physicians will offer insight into their evolution and may offer a glimpse into the future of anesthesiologist scholars. Overall, through the dissemination, recognition, and support of scholarship through these practices, we will continue to achieve meaningful outcomes for our patients and promote a culture of collaboration worldwide. We should ensure that these topic areas become a bedrock of medical education globally, and we must foster opportunities for those who have already completed training to develop and master these skills as a part of their clinical and academic practice.

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A filler is any word or sound that interpolates (i.e., is inserted into) the main message of a speaker. Common fillers include "um", "ah," "like," "so," and "you know?" among others. Excessive use of fillers in scientific presentations can reduce the credibility of the speaker as well as impair the comprehension of the speaker's message by the audience. Primary causes of fillers include nervousness/speaking too quickly, inadequate preparation time, and infrequently used words that are difficult for the speaker to remember while presenting. Recommendations for reducing the use of fillers include self-awareness of the problem, reinforcing feedback, and active intervention to render pauses silent (instead of verbal) by "chunking" content, increasing preparation time, and slowing presentation pace. Excessive use of fillers is an obstacle to becoming an effective public speaker, and therefore, efforts to reduce filler use should be a goal of professional development.NEW & NOTEWORTHY Although many articles exist on the use of filler words during public speaking, to our knowledge this is the first comprehensive discussion of the issue in the context of scientific presentations and speech in biomedical research. This Personal View discusses the problem of excessive filler use, the underlying causes, and tips for reducing fillers based on a combination of available literature and personal advice from a laboratory with nearly 40 years of experience in mentoring.

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Healthcare professionals frequently communicate complex medical information among colleagues and students. This paper aims to determine gaps in healthcare professionals' presentation skills and identify barriers to improving. Eighty-eight individuals at a Midwest Academic Medical Center completed a survey that consisted of three parts: (1) respondents' current presentation slide deck, (2) respondents' perceptions of their current presentation skills, and (3) barriers to and motivations for improving their presentation skills. A mixed-methods approach was used to collect and analyze data. Respondents used bullet points and text the most (74%), and videos the least in their presentations (51%). When assessing respondents' perceptions of their current presentation skills, they rated themselves the lowest as a storyteller (median = 6/10) and as an overall presenter (median = 6/10). The biggest barrier reported was "lack of training on best practices" (58%). Respondents reported "interested in improving" and "enhance opportunities" as their main motivations for improving presentation skills. Four themes emerged from the open-ended survey items: Practical tips and best practices, Ability to communicate effectively, Professional development, and Practice opportunities. Effective presentation skills should be included in every healthcare professionals faculty development curriculum. This is especially crucial for junior faculty members to ensure their continued success.

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In this Perspective, I share several personal thoughts and recommendations with early-career stage investigators for developing and delivering effective oral research presentations in the biomedical sciences. I begin by emphasizing the importance of this professional skill and describing numerous opportunities for gaining experience as well as sources of guidance and feedback. I then discuss considerations for deciding whether and when to present, tips for developing a fundamentally sound presentation, and suggestions on preparing for and delivering a compelling talk. Lastly, I provide my insights on optimal performance during the Q&A (question and answer) period, discuss the concept of "audience good will," and provide advice on how to best maintain that good will during your presentation.

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BACKGROUND: Didactic lectures remain common in medical education. Many faculty physicians do not receive formal training on public presentations or leading instructional sessions. Coaching has emerged in medical education with the potential to positively impact skills. We sought to evaluate a novel, national faculty peer-coaching program created to improve lecture presentation skills and foster career development. METHODS: This was a mixed-methods study of participant and faculty perceptions after completing the Council of Residency Directors in Emergency Medicine Academy Coaching Program. Participants completed an online evaluative survey consisting of multiple choice and Likert-type items. Program coaches participated in semistructured interviews. Descriptive statistics were reported for survey data. Thematic qualitative analysis by two independent reviewers was performed on interview data. RESULTS: During 2012 to 2017, a total of 30 participants and 11 coaches from 37 residency programs across the United States engaged in the program. Twenty-four (80%) participants completed the survey. Eight (73%) coaches participated in semistructured interviews. Data were collected between October and December 2018. The mean ± SD numbers of national presentations participants had given before and after the coaching program were 6.92 ± 7.68 and 16.42 ± 15.43, respectively. Since their coaching, most participants (87.5%) have been invited to give a lecture at another institution. Many participants felt that the program improved their lecture evaluations, public speaking, ability to engage an audience, and professional development. Almost all (92%) would recommend the program to a colleague. The coaches perceived multiple benefits including improved skills, self-reflection, networking, career advancement, and personal fulfillment. Suggestions for improvement included improved administrative processes, more clear expectations, increased marketing, and increased participant and coach engagement. CONCLUSION: Participants and coaches perceived multiple benefits from this novel, national faculty coaching program. With identification of the success, challenges, and suggestions for improvement, others may benefit as they develop coaching programs in medical education.

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Clinical case presentation is part of daily routine for doctors to communicate with each other to facilitate learning, and ultimately patient management. Hence, the art of good clinical case presentation is a skill that needs to be mastered. Case presentations are a part of most undergraduate and postgraduate training programs aimed at nurturing oratory and presentation design skills. This article is an attempt at providing a trainee in radiology a guideline to good case presentation skills.

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Scientific presentations, usually given with slide presentation software such as PowerPoint™, are the most common method for disseminating knowledge to students and peers. Unfortunately, many are boring, text-heavy, and bullet point-riddled data dumps, with animations or cartoons that obscure or distract rather than clarify the message. These presentations, which we have all sat through and/or delivered, are often so dull that they are referred to as "death by PowerPoint™." In this paper, the authors intend to impart basic techniques for organizing and communicating information in the most effective, engaging, and actionable ways possible. We focus on three processes: generating ideas and outlining a talk, creating visually appealing uncluttered slides, and delivering an inspiring, practice-changing presentation. We also discuss considerations for a virtual presentation. We believe that even experienced speakers could benefit from reflecting on these recommendations and editing their slide presentations for clarity and simplicity.

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RATIONALE AND KEY POINTS: Conference posters can be used by nurses to disseminate the findings of studies, audits or service improvement projects. Despite the lack of robust evidence on what an optimal poster should include, the literature contains several sources of useful information on the topic. A conference poster requires thorough and systematic preparation; authors will need to determine what message they want to convey, what the aim of their poster is, and how they will ensure precision, clarity, brevity and visual appeal. This article provides a step-by-step guide to assist nurses in developing optimal poster content and design, and in delivering effective poster presentations. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of.

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BACKGROUND: During the fourth Summer Camp (SC) held by the European Association of Osseointegration (EAO), 20 junior representatives from various European and non-European universities and associations were selected to partake in oral presentation and communication skill development. AIMS: The aim of the EAO Summer Camp (EAO SC) was to identify new methods of enhancing participants' abilities to engage, influence and lead in a professional environment, on both a clinical and scientific level. MATERIALS AND METHODS: Four different groups were assigned to discuss one of two topics: (1) an Implant Register and (2) Digital Dentistry. The method that was used during the EAO SC, for training presentation skills, was the 4MAT learning model. The 4MAT learning model is a framework for creating an engaged, dynamic and more involved style of training by accurately visualizing the learning process that each learner goes through. RESULTS AND CONCLUSIONS: All four groups, including each participant, presented outcomes in the format of 4MAT learning model answering four key questions, the Why, the What, the How and the What if. After the event, each group prepared a written summary of the thought processes. The outcome of the summer camp, for the chosen participants, was gaining skills to engage and influence in a professional environment, both clinically and scientifically. It was also expected from participants to share gained knowledge in their own respective environments after the EAO Summer Camp had ended. In conclusion, most of participants gained a valuable insight into presentation skills and also demonstrated their enthusiasm by presenting their experience at universities, institutes and clinics.

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Current research calculates the time between development of new evidence-based knowledge into established clinical practice as 17 years. This is the knowledge translation gap. The factors influencing this delay are multiple, but it is clear across the history of medicine that knowledge from new, well-constructed studies does not lead directly to change. A significant factor within the knowledge translation gap is the nature of the presentations as they are currently delivered. In the 1999 film The Matrix, there is a discussion between two characters regarding the concept that the world we perceive is, in fact, a virtual reality. As we inhabit this construct, we have a fleeting awareness that the world may not be as we perceive it, but the truth of what that entails is overwhelming. The implicit beliefs underpinning a presentation are that reading out a presentation is teaching, and the corollary, that listening to that presentation is learning. The evidence in the psychological and educational literature is clear that this is false. The implications of this are significant. This is The Matrix of knowledge translation.

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BACKGROUND: Scientific poster content and delivery methodology have evolved in recent years. The objective of this observational cross-sectional survey-based study was to evaluate pharmacists' preferences of two different scientific poster formats conducted at a conference in May 2017. Two posters on the same topic were developed and presented utilizing different formatting; one in the traditional, text-based format and the other in an infographic-based format. Study participants (n = 61) included 23 (38%) preceptors and 37 (61%) residents. Preceptors and residents scored clarity and comprehensibility similarly for both poster formats respectively, but rated aesthetic appeal higher for the infographic format. Both groups found more detailed information to be missing from the infographic poster format. Overall, residents did not prefer one poster format to another, while preceptors overwhelmingly preferred the infographic poster format over the traditional poster format. IMPACT: Several key confounders limit the interpretations of the study results. These confounders include lack of large and well-distributed sample size, inability to control for the effect of preference on comprehension scores, and differences between resident and preceptor experience that may ultimately influence preferences and results. RECOMMENDATIONS: In repeating this study, investigators should consider capturing a national and larger sample size to increase applicability of results, design questions to assess comprehension, and collect participant baseline characteristics. DISCUSSION: Variations in preferences and perceptions for optimal scientific poster content and design among pharmacists exist. The findings of this study suggest infographic poster formats are more aesthetically appealing, but demonstrate similar clarity and comprehensibility as a traditional poster format.

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Delivering a presentation that is educational, memorable, and even inspiring is the aspiration of all speakers. Unfortunately, public speaking is an anxiety-producing experience for many. This is especially true when delivering a talk to physician colleagues. Like so many daunting activities, success is achievable if you are willing to invest the time and energy to prepare. We believe that adherence to the principles outlined in this article, including a focus on content, delivery and design, will help you to succeed.

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