Elevator Pitch Research Articles

4.L. Skills building seminar: Skills building seminar: Enhancing your elevator pitch: persuading a policymaker in seconds

Abstract Numerous public health researchers aim to influence evidence-based policymaking with their scientific discoveries. However, bridging the gap between research and policy remains a significant challenge. While researchers excel in data analysis and publishing, effectively communicating with policymakers requires additional skills. One crucial skill is the ability to succinctly present research findings, such as in an elevator pitch. In this seminar, top-scoring abstract presenters will have the opportunity to convey their work in just 60 seconds to a panel of policymakers and politicians. Through a hands-on approach, both presenters and attendees will learn, as each pitch receives immediate feedback from the panel. Are they interested? Do they remember the key message? And if all goes well, do you get an invitation to come back and present more of your work? Since several years the European Public Health Association (EUPHA) has been organising skills-building seminars on the elevator pitch. Building forward on those previous five successful and well-attended workshops, the current workshop will follow up on this series and take forward where the previous editions ended. Lessons learned at the previous elevator pitch workshops: - Have a clear ask (keep it simple) and show enthusiasm. - Appeal to the policymaker’s own interests and priorities. - Spell out how action will be beneficial for the policymaker. - Be aware of upcoming elections. - Build a relationship with the assistants of politicians. - Consider the ‘policy window’. - Make the comparison with the policy plan. - Propose an action the politician should undertake. - Identify the relevant stakeholders and groups affected by the problem. For this sixth edition we take the elevator pitch to the next level. Whereas previous editions allowed pitches up to 2 minutes, the current seminar will set the timer at 60 seconds. The previous editions showed that keeping the pitch very short was more successful. The session will be wrapped up by a key note with reflections on the pitches exercise and linking this to what the literature says about influencing healthy policy making. Key messages • The elevator pitch is a useful skill to have for public health researchers to facilitate the outcomes of their research feed into health policies. • There are numerous tools available to effectively communicate public health messages to policymakers and promote evidence-informed policy making. Speakers/Panelists Charlotte Marchandise EUPHA

Effective Strategies For Small Startups To Attract Venture Capital

In essence, for small startups, securing VC is a major breakthrough for growing and scaling up their business. The paper now zeroes in on the tactics that small startups can employ to capture, to a larger extent, the potential attention of VCs. The most critical strategies in order to engage VCs will be what this discussion will be based on as we turn into a collection of previous literature, case studies, and expert insights. Forge a Convincing Business Model: One solid business model is what lies at the core of how to attract VC investment. How a startup can sketch out its value proposition, revenue streams, and path to scaling. This business model does not only bring out the potential for high returns that the startup might have; it also aligns with the risk appetite of these venture capitalists. Network Building: Networking forms one of the core functions of the entire venture capital business. This paper looks into just how a network of one's own can be built and leveraged via industrial connections, along with mentors and advisors. Proper networking will result in more visibility and credibility, thus increasing the opportunity for start-ups to reach out to potential investors. Demonstrating Market Potential: For venture capitalists, the ability to demonstrate a clear market potential is very much desirable from startups. We will see how startups can present information on market size, customer segments, and competitive landscape to secure an investment interest. Making a Strong Pitch: Preparing a convincing pitch is a sure way of attracting the interest of VCs. We will look at the main components of the pitch: elevator pitch, articulating the problem and solution, definition of the market opportunity, articulation of the solution itself, business model, traction, team, and financial projections. Preparing a sound pitch can dramatically increase the chance of receiving venture capital. Apart from these, the paper also makes the target to address the critical pitfalls which startup companies often face in the form of indistinct ideas, over-promise on market size, and unrealistic projections for financials. It must help the startups, through practical recommendations and insights, reach an optimization of approaches toward venture capital and hence secure the necessary funding portions of growth and success

Going up? Prepare your elevator pitch

Going up? Prepare your elevator pitch

God’s gift of wisdom in words, actions, and practical skills

This article examined wisdom, a godly attribute, as a gift God gives. The gift takes at least three forms: skill in wise words, skill in subsequent actions, and skill with one’s hands. Bystanders and readers easily spot wisdom. This article found that wisdom grew and was refined through use. Employing a canonical approach and a literary methodology, this article presented selected Hebrew Bible characters who broadly illustrated God’s gift of wisdom in words and actions; it then considered two men and a group of women who were skilled – wise – with their hands. Four biblical characters noted for wise speech and actions include Joseph, the dream-interpreter and second to Pharaoh as Egypt’s ruler (Gn 41:37–41); the Wise Woman of Abel Beth Maacah, a city’s arbitrator during a siege (2 Sm 20:14–22); Solomon, David’s successor, who asked God for an understanding mind and received wisdom (1 Ki 3:9–12); and Daniel, a Judean exile in Babylon who sought God’s wisdom in a life-and-death situation (Dn 2:19–23). A fifth character, Lady Wisdom (a most interesting persona), teaches that wisdom is not only a gift but also a learned skill. In an ‘Elevator Pitch’ proclaimed loudly in a city’s streets, she invites passers-by to come to her banquet, learn from her, and become wise (Pr 8–9). God’s wisdom also abounded in practical, tactile ways. God gave Bezalel and Oholiab wisdom in crafting furnishings for the Tabernacle in the Wilderness (Ex 31:1–11); wise-hearted women participated as spinners (Ex 35:25–26). This article concluded that whether given as word, action, or skill or learned via study or practiced manually, all wisdom’s forms come from the bountiful Giver, and require a recipient’s maintenance, namely the lifelong pattern of seeking God and walking in his ways (Pr 2). Wise choices in friends, words, and actions result in blessing the learner and subsequently promoting a society’s well-being. Wisdom ripples.Contribution: Through the lens of Old Testament character studies, this article illustrated aspects of God’s gift of wisdom. Stories showed how individuals sought, practiced, and developed wisdom. While wisdom initially met a need, saved a life, or led a nation, it overflowed from the one singularly known as wise to others. However, a condition applied. Wisdom is not inherited; all seekers must learn that wisdom’s objective, like all God’s gifts, is God’s glory.

156 Art as a Multiplier of Science Communication

OBJECTIVES/GOALS: Scientists are increasingly confronted with 'science critical' #_msocom_1 belief systems. The politicization of science fuels hesitancy towards evidence-based therapies. To overcome these barriers, we aim to devise strategies to communicate clinical translational science (CTS) through art. METHODS/STUDY POPULATION: A two-year pilot artist-in-residency (AIR) program embedded in the Translational Research Immersion Program (TRIP). Since 2009, TRIP contributes to CTS Workforce Development (WD) through a 10-week mentored, curriculum-rich summer undergraduate research experience. Students are recruited from 5 regional institutions, 6 HBCUs, and the University of Puerto Rico. AIR is composed of 3 phases: the “Immersive Phase” where the artist gains intensive exposure to the scientific process through the lived experience of TRIP students, the “Productive Phase” where the artist conceptualizes the process of CTS into works of art, and the “Engagement Phase” where the CTS workforce, artists, and community members coalesce around science-to-art materializations. RESULTS/ANTICIPATED RESULTS: In 2022 & 2023 the AIR participated in ~35hrs of CTS research seminars, panel discussions, and professional skills workshops. Additional TRIP student-AIR interaction occurred in focus groups including visits to mentor’s labs. An AIR-led workshop culminated in an Empowering CTS Communication event where TRIP students engaged with community members through elevator pitches of their CTS summer project on a speed-rotating basis. A month-long art-CTS exhibition planned for 3/2024 will feature contributions from AIR, TRIP students, and ITMAT community members. Qualitative insights were that TRIP is an effective art-science incubator, students strengthened their CTS communication skills, art functions as an icebreaker between science and communities with an ocean of opportunities for science education. DISCUSSION/SIGNIFICANCE: AIR embedded into existing CTS WD programs is proposed as creative approach to strengthen the reputation of science in the public. CTS-informed art functions as connective tissue between public and CTS workforce. The hands-on experience to adopt art as a science communication tool is a powerful soft skill for the next generation of CTS investigators.

The 15th Annual University of Ottawa Healthcare Symposium: 2024 Pitch-O-Rama Competition

The University of Ottawa Healthcare Symposium (UOHS) is a one-day undergraduate health conference aiming to increase awareness of the interdisciplinary field of health. Initially created by undergraduate students fourteen years ago, UOHS has grown to become the University of Ottawa’s largest healthcare conference with the goal of providing students with a holistic view of healthcare, fostering networking opportunities and encouraging the exploration of novel health disciplines to support their professional endeavors. The 2024 UOHS conference was held on January 27th, 2024, at 55 Laurier Avenue East in Ottawa. This year's conference theme, iHealthcare, aimed to prompt attendees to reflect on the transformative impact of technological innovations on patient care, diagnostics, and healthcare delivery. As a cherished tradition, the 2024 UOHS conference hosted Pitch-O-Rama, an Elevator Pitch Competition blending creativity with research innovation. Participants crafted and orally presented innovative research abstracts using slideshows. Participants were judged by a specially invited panel based on clarity, engagement, relevance to society, solving a knowledge gap worth funding, and creativity in presentation. This book will showcase the works of the winners and honorable mentions of the 2024 Pitch-O-Rama competition. For additional details about UOHS, please visit UOHS’s website: https://www.uohs-csuo.com/.

Bridge to M4 (B2M4): An innovative residency application preparation curriculum.

The medical residency application process is daunting, time-consuming, and variable, making mentorship in preparation for this process important. In light of changes to the residency application process due to the COVID-19 pandemic, medical students identified a need to create a formal residency application preparation curriculum. The curriculum focused on reflection, while also furthering professional development and preparing for the nuances of the residency application cycle through structured advising. Bridge to M4 (B2M4) included reflective activities to help guide curriculum vitae (CV) refinement, personal and professional values clarification, residency program exploration, elevator pitch formation, personal statement development, mentor identification, guidance on requesting letters of recommendation, and virtual residency interview preparation. The B2M4 elective first took place in June 2020 with 36 rising fourth year students enrolled. Perceived effectiveness of the curriculum was assessed by having student cohorts evaluate the importance of the CV, personal statement, general preparation, and residency program selection before and after the course. Student feedback was reviewed with content analysis, which highlighted the usefulness of a structured residency preparation course that was rooted in reflection and incorporated faculty mentorship and feedback. This student-driven, innovative curricular design provided students the opportunity to prepare for the residency application process through reflective activities including values clarification, strengths identification, and goal setting. B2M4 demonstrates a process that can be used not only during the Residency Match process, but also throughout graduate medical education and future career decisions.

Improving Knowledge, Confidence, and Skills Related to Engaging in Nutrition Policy-Related Activities Through Authentic Assignments and Class Activities

Authentic assignments are defined as assessments that allow students to complete activities similar to those in which individuals in the field are engaged. They assess student achievement while helping students understand standards and challenges of the field. In this article, we describe the use of authentic assignments and class activities in a graduate-level nutrition policy course at a public university in North Carolina and evaluate outcomes related to students’ knowledge, comfort, and confidence in engaging in nutrition policy-related activities. The course included a variety of authentic assignments and activities, including a group policy brief project, letter to a legislator, case studies, and an elevator pitch on a nutrition policy issue. During the fall of 2020, students enrolled in two sections of the course ( N = 72) were invited to complete a pre- and post-survey. Thirty-five students (49%) completed both surveys and were included in the analyses. There were significant increases in students’ comfort and confidence for engaging in nutrition policy-related activities. Students also appeared to have gained a better understanding of how they and/or their future profession are impacted by nutrition policy and how they and/or their future profession can play a role in nutrition policy. Authentic assignments may be helpful for preparing students to participate in the nutrition policy process.

8.I. Skills building seminar: Improving your elevator pitch: convincing a policymaker in a matter of seconds

Abstract Many public health researchers aspire their scientific findings to contribute to evidence-informed policies. However, realising this translation of evidence into policy is often experienced as a challenge. This is no surprise, as typical researchers’ activities - from data collection and analysis to publishing scientific articles - is a totally different ballgame than getting your messages across to policymakers. Additional skills are required by public health researchers in order to let their research findings make their way into health policies. One of those skills is to be able to pitch your work when meeting a policymaker e.g. in an elevator. In this skills building seminar high scoring abstract submitters will be invited to present their work in maximum 60 seconds to a panel of policymakers and politicians. Following the learning by doing approach, this hands on session will not only be a learning experience for the presenting researchers, also the audience will learn, as each pitch will receive feedback on the spot from the panel of real policymakers and politicians. Are they interested? Do they remember the key message? And if all goes well, do you get an invitation to come back and present more of your work? Since a number of years the European Public Health Association (EUPHA) has been organising skills building seminars on the elevator pitch. Building forward on those previous four successful and well-attended workshops, the current workshop will follow up on this series and take forward where the previous editions ended. Lessons learned at the previous elevator pitch workshops: - Have a clear ask (keep it simple) and show enthusiasm. - Appeal to the policymaker's own interests and priorities. - Spell out how action will be beneficial for the policymaker. - Be aware of upcoming elections. - Build a relationship with the assistants of politicians. - Consider the ‘policy window’. - Make the comparison with the policy plan. - Propose an action the politician should undertake. - Identify the relevant stakeholders and groups affected by the problem. For this fifth edition we take the elevator pitch to the next level. Whereas previous editions allowed pitches up to 2 minutes, the current seminar will set the timer at 60 seconds. The previous editions showed that keeping the pitch very short was more successful. The session will be wrapped up by a key note with reflections on the pitches exercise and linking this to what the literature says about influencing healthy policy making. Key messages • The elevator pitch is a useful skill to have for public health researchers to facilitate the outcomes of their research feed into health policies. • There are numerous tools available to effectively communicate public health messages to policymakers and promote evidence-informed policy making.

Teaching elevator pitch presentations through a multimodal lens: Insights from ESP students' experiences

AbstractProfessional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim & Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre.

The impact of high-immersion virtual reality on foreign language anxiety

Public speaking, especially in a foreign language, is associated with increased anxiety. Research has shown the potential of virtual reality (VR) for simulating real-life experiences, allowing for public speaking practice in an ecological and safe environment. This between-subjects study investigated the effect of VR on foreign language anxiety (FLA) in public speaking practice. Intermediate learners of English participated in eight public speaking sessions over a three-month period, yielding 160 research observations. The experimental intervention took place in high-immersion VR with subjects wearing a VR headset and speaking in front of virtual audience. In the control intervention, subjects used a videoconferencing platform (Zoom) to speak in front of a real-life audience. Multivariate regression analysis revealed that practicing speaking in VR was associated with statistically significant lower FLA scores, compared with speaking practice using Zoom. The study found that VR technology had a positive effect on practicing public speaking in a foreign language. The research findings have practical implications for professionals and curriculum designers in various domains where public speaking skills are essential. For example, incorporating VR-based public speaking practice can benefit professionals preparing for a job interview, an elevator pitch, or a conference presentation. Curriculum designers can consider integrating VR simulations into language courses to provide students with realistic public speaking experiences. This approach can help students overcome language barriers, reduce anxiety, and develop their communication skills in a controlled and supportive environment.

’F---- Shark Tank:’ Rethinking the Centrality of the Business Pitch in Microenterprise Entrepreneurship

ABSTRACT This project investigates how the goals of microenterprise entrepreneurs affect their use of communication genres. Although slide-based business pitches are key for traditional entrepreneurs, microenterprise entrepreneurs have little interest in investment. Therefore, acquiring customers through short elevator pitches takes this central position. This article also explores the social justice dimensions of microenterprise acceleration, finding that such organizations can provide important services in combating inequality. This project uses writing, activity, and genre research as a theoretical framework, and the research site is a microenterprise accelerator in Tacoma, Washington called Spaceworks Tacoma, which supports both lower-income and Black owners of small businesses.

The University of Ottawa Healthcare Symposium (UOHS) 2023 Pitch-O-Rama: Undergraduate Elevator Pitch Research Competition

The University of Ottawa Healthcare Symposium (UOHS) 2023 Pitch-O-Rama: Undergraduate Elevator Pitch Research Competition

2022-2023 IgNITE Medical Case Competition: CardioRespiratory Medicine

The IgNITE Medical Case Competition is an annual research case competition organized by students across North America. Our mission is to provide high school and university students the opportunity to gain valuable research experience while networking with industry professionals. Each year, students in teams of 1-4 are paired with an experienced mentor to develop and present a novel research proposal within a specified theme of the competition. Students are taught the fundamental scientific principles underlying three lab techniques which can be applied in their proposal for the competition or used in their future research career. This year's theme was CardioRespiratory Medicine, and competitors learned about RNA Sequencing, Model Organisms, and In vivo imaging systems. Furthermore, the IgNITE community grew internationally this year with over 550 high school and university students participating in the competition. Presented in this booklet are the Top 40 teams' abstracts and we invite you to visit our website (www.ignitecompetition.org) to watch their associated elevator pitch videos. We hope you enjoy reading through some of this year's top proposals and encourage you to join our ever-growing community. &nbsp

Elevator pitch

Elevator pitch

An Advocacy Leadership Training in Neurology for High School Students: A Pilot Study (P11-2.003)

<h3>Objective:</h3> To pilot a program where students can learn about common disabling neurologic conditions and gain leadership and teaching skills. In this program, students will spread awareness about these conditions and advocate for important public health issues. <h3>Background:</h3> There is insufficient awareness about common and disabling neurologic conditions in the general population. Increasing awareness of these conditions is critical in increasing self-efficacy as well as highlighting their importance amongst lawmakers and politicians. High school students may be valuable champions willing to share this knowledge. With support, encouragement, and mentorship, they may gain interest in the field of neurology while also gaining the leadership and media skills necessary to pursue their own advocacy interests. <h3>Design/Methods:</h3> Modeling after the American Academy of Neurology’s widely successful Palatucci Advocacy Leadership Forum, we expanded the already established Headache and Arts program to include a <i>Public Health Ambassador Program.</i> We partnered with established New York State Science Technology Engineering Programs (STEPs) serving underrepresented students. This program involved three assignments to teach important advocacy skills and disseminate information regarding migraine and concussion. Additionally, we developed a Likert scale to better understand if the program inspires students to pursue careers in Science, Technology, Engineering, and Mathematics (STEM). This questionnaire was provided to students before and after the program. <h3>Results:</h3> There were 38 student participants in the research program with 12 from in-person courses and 26 from virtual courses. Students incorporated the migraine and concussion information learned in class into three advocacy-related projects: a knowledge transfer assignment, a letter to the editor, and an elevator pitch. Students also created artwork integrating STEAM knowledge learned throughout the program. <h3>Conclusions:</h3> A program that provides students with tools to spread awareness of neurologic conditions may be an effective way to expand the impact of the program as well as incite interest in advocacy amongst high school students. <b>Disclosure:</b> Tyler Gumpel has nothing to disclose. Ms. Boubour has received research support from The Fulbright Program. Dr. Minen has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Pain Medicine Journal. The institution of Dr. Minen has received research support from NIH. Dr. Minen has received intellectual property interests from a discovery or technology relating to health care. Dr. Minen has received personal compensation in the range of $500-$4,999 for serving as a First Contact-Primary Care Advisory Board Member with American Headache Society . Dr. Minen has received personal compensation in the range of $500-$4,999 for serving as a Consultant for PCORI grant on migraine evidence based map for stakeholders with ECRI .

Building Blocks for Critical Reviews in Health Professions Education

Building Blocks for Critical Reviews in Health Professions Education

The artificially intelligent entrepreneur: ChatGPT, prompt engineering, and entrepreneurial rhetoric creation

To better understand the role of artificial intelligence in the development of entrepreneurial rhetoric, we examine how generative language models such as ChatGPT serve as viable tools for content creation. Using an established framework for examining CEO celebrity (Creator, Transformer, Rebel, and Savior), we illustrate how such models can effectively produce and refine elevator pitches, social media pitches, and crowdfunding pitches commonly used in the study of entrepreneurial rhetoric. We demonstrate ChatGPT's ability to mimic each celebrity CEO archetype by prompting language in the style of exemplars, including Elon Musk, Indra Nooyi, Tony Hsieh, and Lisa Su. Implications of prompt engineering—the fine-tuning of inputs fed into language models to produce precise output—for entrepreneurship research and practice are discussed. We conclude by advancing the idea that the emergent and enduring value of generative models is, at its core, dependent on effective prompt engineering.

“Design a Sensor”: Implementation of Entrepreneurial-Minded Learning in Undergraduate General Chemistry

This article describes the design and implementation of a sensors-based entrepreneurial-minded learning (EML) module in a large (>150 students) first-year General Chemistry II course. Students worked in groups create a novel sensor that solves an existing scientific problem or improves upon an existing sensor. Students proposed and explained the chemical background of their sensors as well as presented their final products to the class in the style of a brief elevator pitch. This module necessitates that students think innovatively, integrate knowledge from varied sources, and collaborate with their peers. The aim of implementing this EML module is to spur creative thinking, innovation, and entrepreneurial learning among first-year undergraduate chemistry students. We conducted course surveys to gauge students’ reception of this module and found that the majority of students enjoyed this activity and learned valuable skills from their experience. Moving forward, we advocate that these and similar learning modules are implemented in large, introductory course settings due to the many benefits that they offer to students.

RNMKRS PITCHPERFECTOR: ARTIFICIAL INTELLIGENCE TO BOOSTER STUDENTS’ SELF-EFFICACY IN DELIVERING ELEVATOR PITCH

ABSTRACT This article investigates the usage of an AI bot app called RNMKRS PitchPerfector to teach the sales skills necessary to deliver a successful elevator pitch. In particular, we wanted to know if the use of this app could increase student self-efficacy toward this critical selling skill. To analyze if RNMKRS had a real impact on students’ elevator pitch self-efficacy, surveys were administered before and after the implementation of the RNMKRS assignment. In addition, class modality (online asynchronous and in-person) was tested to identify potential differences in self-efficacy growth. We found that the usage of RNMKRS did increase student self-efficacy in the delivery of an elevator pitch. That impact was not influenced by classroom modality suggesting that it would be equally effective for an in-person class as it would be in an online asynchronous course. Finally, we discuss the challenges that we faced implementing RNMKRS with students.