Microsoft PowerPoint Presentation Research Articles

Evaluating the Impact of Early Career Academic Medicine Workshops on Medical Students' Interest.

Introduction Academic medicine is an important field that has had a notable decline in physician interest. The aim of this study was to introduce academic medicine to medical students early in their careers with a workshop in the medical school setting, beyond conferences, to promote even greater interest in the field. Methods This workshop consisted of (1) an informational didactic session using a Microsoft PowerPoint presentation, (2) small-group breakout discussion sessions to review case scenarios, and (3) a faculty panel to provide personal anecdotes and advice to students. The authors administered online pre- and post-workshop surveys to the students. One workshop was presented to first-year medical students and another to second-year medical students at California University of Science and Medicine. Data were analyzed using the IBM SPSS Statistics 27.0 for Windows. Pre- and post-workshop survey question means were compared using a paired t-test. Results There were 104 pre-clerkship student attendees, 83 of whom were in their first year and 21 in their second. Within each class year, there was a statistical significance in pre- and post-workshop survey responses for questions one through four (p < 0.001, p < 0.001, p < 0.001, p < 0.001), but question five responses were not statistically significant (p = 0.78). Conclusion Academic medicine workshops held early in medical students' careers are an effective way to foster interest in the field. Implementing academic medicine scholars' programs, in addition to these workshops, can help provide guidance and resources for students who want to pursue a career in academic medicine.

Effect of Multimedia Teaching Tools in Parental Anxiety and Comprehension of Informed Consent Procedure in Pediatric Surgical Procedures: A Single Centre Randomized Control Trial

IntroductionInformed consent is an essential component of medical ethics. In children, the parent or legally authorized guardian must consent to any medical or surgical intervention. A number of adjuncts have been developed to supplement the consent process including multimedia tools. Unfortunately, there is little information regarding the use of Multimedia teaching tools (MMT) in pediatric settings in developing countries with diversities in language, socioeconomic and educational status. ObjectivesThe objectives of the study were to compare the parental comprehension of the surgery through the informed consent obtained either by conventional method or by multimedia tool and the effect of MMT in alleviating parental anxiety against the conventional method and to assess their overall satisfaction. MethodsA randomized control trial was conducted between 2018 and 2020, including MMT and conventional groups. A novel Multimedia tool with a Microsoft PowerPoint presentation was created. A 5-Question knowledge-based test, State-Trait Anxiety Inventory (STAI) tool, and a Likert-based questionnaire were used to assess the comprehension, anxiety, and satisfaction of parents. ResultsAmong 122 randomized cohorts, the mean value of percentage fall in anxiety STAI score in the MMT group was 44.64 ± 10.14 whereas in the Conventional group it was 26.6 ± 11.91 (p < 0.05). MMT cohort scored higher in the knowledge-based test (p < 0.05) and recorded higher parental satisfaction. ConclusionThe Multimedia tool aided consent procedure is effective in reducing parental anxiety and improving their comprehension and overall satisfaction. Thus, they can be used as an effective supplement in preoperative surgical education and consent procedure. Level of evidenceLevel I.

2nd phase MBBS students’ perceptions on chalkboard and PowerPoint presentation as teaching–learning method – A survey-based cross-sectional study

Background: Teaching in medical college is continuously changing with the usage of latest technologies over the years. Developed technologies make teaching and learning more interesting to both teacher and student. Using audiovisual aids in teaching–learning process has become routine, mainly Microsoft PowerPoint presentations and chalkboard teaching is being underrated. However, teachers can make the lecture more interesting using chalkboard to the right extent and at the right time. There is no need to underrate the chalkboard teaching rather we have to improvise ourselves to learn how to use different teaching modalities to make lecture more effective. Teachers are being the responsible persons as facilitators in preparing the future doctors should be lifelong learners. We conducted a survey among 2nd phase MBBS students in our college to know which mode of teaching is easy for them to follow in learning medicine. Aims and Objectives: The aims and objectives of the study are to determine the importance of using chalkboard as teaching–learning method in medical education and to know the undergraduate students’ perceptions on chalkboard and PowerPoint presentation as teaching–learning methods. Materials and Methods: It was a cross-sectional survey evaluated by various parameters given to the students. There are total 22 parameters prepared and validated by our expert faculties. Parameters were given to the students after sensitizing them about the process and instructed to give their responses in given 30-min time. Statistical analyses were done using MS Excel sheet and SPSS 16. Results: In our study, overall preferred teaching–learning method is chalkboard lecture over PowerPoint presentation. Main reasons mentioned by undergraduate students were student–teacher interaction which is better and able to follow with the pace of the class. Conclusion: Greatness lies not only with the weapon but also with the warrior who knows how to use the weapon properly. Every teaching–learning method has advantages and disadvantages. PowerPoint presentation usage has increased enormously. From our study, we try to highlight the point that chalkboard teaching has its value in the student community. Hence, the tailored usage of chalkboard will definitely benefit the students. The result from this study is beneficial in making adaptations in our teaching thus benefitting the students.

The Effects of MS PowerPoint on Students at a Malaysian University in the English for Professionals (EFP) Classrooms

The use of Microsoft PowerPoint (a form of multimedia) presentations in classroom instruction has significantly increased globally on both online and offline platforms. This study examines the perception of “English for Professionals (EFP)” students toward the usage of MS PowerPoint in the classrooms for delivering lectures and the effects of MS PowerPoint on students' learning. Questionnaires were used to conduct a quantitative survey. Descriptive analysis was used to analyze the results of this quantitative research. The results illustrate the students' positive attitude toward lectures presented with MS PowerPoint slides. While the majority of the students were receptive, a significant percentage held an indifferent view. The implication is that while MS PowerPoint is a dominant tool in teaching, there is a need to understand the factors behind the neutral reception, whether they are in the tool itself, the application by the educators, or the expertise of the educators in developing the slides.

What's Important: Virtual Meeting Presentations: My First Attempt Was a Learning Experience.

What's Important: Virtual Meeting Presentations: My First Attempt Was a Learning Experience.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COMPETENCY OF SERVING TEACHERS FOR QUALITYINSTRUCTIONAL SERVICE DELIVERY IN AMINU SALEH COLLEGE OF EDUCATION, AZARE, BAUCHI STATE, NIGERIA

ICT has permeated all spheres of human endeavours in this 21st century of information-driven society, education sector inclusive. Consequence upon this development, teachers as stakeholders are not left behind in the aspect of training and retraining to acquire relevant skills in the usage of ICT in order to be ICT-compliant and use same in their teaching methodologies. This paper, therefore, examined ICT competency of serving teachers for quality instructional service delivery in Aminu Saleh College of Education, Azare, Bauchi State, Nigeria. The study adopted survey research design as questionnaire was used as an instrument for data collection from the sampled serving teachers. The questionnaire used for this research was structured on three components of ICT: Microsoft PowerPoint Presentation, Internet Usage and Usage of projector/interactive multimedia board. Simple random sampling technique was used to draw sample of 196 from the population of entire academics totally 436 currently serving in the area of the study using sample size table provided by Research Advisor. The instrument used for the study was validated by the specialists in the fields of Computer Science and Measurement and Evaluation. The reliability index of the instrument yielded 0.82 using Crobanch alpha reliability technique. The results revealed that academics have skills in the usage of Microsoft PowerPoint Presentation for effective instructional service delivery. Besides, it was found out that the serving teachers possess technical-know-how in Internet usage for gathering materials for their lessons, but lack skills on how to operate projector/interactive multimedia board for their lectures. It was also discovered that age, gender and years of experience had significant influence on the level of ICT skills acquisition and usage of serving teachers. However, there was no association between educational qualification of serving teachers and their level of ICT skills acquisition. The study recommends that Bauchi state government, in conjunction with College authority, should organize seminar on how to use and operate projector as well as interactive multimedia board for quality instructional service delivery by the lecturers.

Lumbar Drains After Cardiac Surgery: Evidence-Based Solutions for Safe Management.

Lumbar Drains After Cardiac Surgery: Evidence-Based Solutions for Safe Management.

Teaching Instrumental Analytical Chemistry during COVID-19 Times in a Developing Country: Asynchronous versus Synchronous Communication

On Mar. 19, 2020, Argentina’s government decided to close academic institutions for an indefinite time in an attempt to contain the spread of the COVID-19 pandemic. Since the University established that, when the quarantine ends, 5 weeks will be reserved for face-to-face activities that could not be carried out virtually (laboratory lessons and final exams), the main focus on the online activities was in the theoretical lessons. For the Instrumental Analytical Chemistry course both synchronous strategy such as questions and answer sessions and asynchronous communication such as Microsoft PowerPoint presentations with explicative audios, simulated assays, and assignments were adopted. A survey conducted with our students indicated that although synchronous lessons provided face-to-face interaction, the lack of good Internet connectivity was the main weakness of this strategy. On the other hand, asynchronous lessons did not require very high bandwidth networks and had the possibility of stopping the lesson and continuing it later. However, students’ lack of interaction with their teachers was the main drawback of this type of communication. Most of the students pointed out that a blend of synchronous and asynchronous communication is more desirable for Instrumental Analytical Chemistry lessons than asynchronous or synchronous communication separately.

Integrating Survivorship Care Into a Radiation Medicine Program.

IntroductionAn important but often overlooked component of caring for cancer patients is survivorship care, provided after the completion of active treatment in order to facilitate transition into the next surveillance phase. A survivorship program was developed to deliver a one-on-one education session on healthy lifestyle behaviours and available resources to help patients transition to their post-treatment life. This study reports the outcome of this pilot survivorship care program provided to breast cancer patients completing radiation therapy. Program delivery format and content were evaluated for effectiveness, applicability, and feasibility. Methods and materialsBetween March 2017 and August 2018, 124 breast cancer patients, nearing completion of their curative intent radiation treatments, participated in this centre-specific survivorship program. The survivorship program entailed a one on one education session delivered to breast cancer patients within the last two weeks of their radiation treatment. Participants were provided a Microsoft PowerPoint presentation, information pamphlet, and evaluation form to provide feedback on materials and presentation. Survivorship education sessions were delivered by study staff or staff scheduled in the Pre-Radiotherapy Patient Assessment role. Follow-up phone calls were conducted post-session delivery to determine the ongoing applicability of survivorship material. Staff was also given an evaluation form upon completion of the trial to measure the session feasibility.ResultsOf the 124 participants in the study, 69 (56%) provided feedback. Results showed that 98% of participants felt the information provided either confirmed what they were already doing (44%) or encouraged them to consider a lifestyle change (54%). Additionally, 70% reported feeling more confident after completing the session. Staff survey results reported that 87.5% agreed or strongly agreed that these sessions were beneficial and valuable to patientsConclusionsDelivering one-on-one education sessions to individual participants focusing on healthy lifestyle measures garnered a positive response from participants, increasing their confidence and knowledge for making lifestyle changes. While staff survey results pointed strongly in favour of continuing with the survivorship sessions, it was shown that the methods of delivery trialed in this study were not feasible to be implemented on a larger scale. With some workflow modification, implementing a survivorship care program in our cancer centre is a possible and important aspect of a patient’s treatment journey.

A tool for routine monitoring and feedback of morbidities following paediatric cardiac surgery.

Short-term survival after paediatric cardiac surgery has improved significantly over the past 20years and increasing attention is being given to measuring and reducing incidence of morbidities following surgery. How to best use routinely collected data to share morbidity information constitutes a challenge for clinical teams interested in analysing their outcomes for quality improvement. We aimed to develop a tool facilitating this process in the context of monitoring morbidities following paediatric cardiac surgery, as part of a prospective multi-centre research study in the United Kingdom.We developed a prototype software tool to analyse and present data about morbidities associated with cardiac surgery in children. We used an iterative process, involving engagement with potential users, tool design and implementation, and feedback collection. Graphical data displays were based on the use of icons and graphs designed in collaboration with clinicians.Our tool enables automatic creation of graphical summaries, displayed as a Microsoft PowerPoint presentation, from a spreadsheet containing patient-level data about specified cardiac surgery morbidities. Data summaries include numbers/percentages of cases with morbidities reported, co-occurrences of different morbidities, and time series of each complication over a time window.Our work was characterised by a very high level of interaction with potential users of the tool, enabling us to promptly account for feedback and suggestions from clinicians and data managers. The United Kingdom centres involved in the project received the tool positively, and several expressed their interest in using it as part of their routine practice.

Nanâtawihowin Âcimowina Kika-Môsahkinikêhk Papiskîci-Itascikêwin Astâcikowina [Medicine/Healing Stories Picked, Sorted, Stored]: Adapting the Collective Consensual Data Analytic Procedure (CCDAP) as an Indigenous Research Method

Over the past several years, academic discourse has included discussions around improving research methodologies, particularly related to Indigenous people. Using Western research methodologies and methods when undertaking health research with Indigenous people, in the direction of Indigenous communities, has not been very effective. This is due to the fact that Western research methodologies do not address the need to foster relationships, mutual respect, and reciprocity. Engaging Indigenous communities empowers them to take an active role in how the research is conducted and ensures that the research is relevant to their communities. Engagement with Indigenous communities is also important during the analysis of qualitative data in the form of interviews, focus groups, and sharing circles. Without adequate engagement, data analysis often reverts back to Western methods, leaving the community out of the data analysis process. Bartlett et al. developed the “Collective Consensual Data Analytic Procedure” (CCDAP) in 2006 to address the lack of community involvement in the data analysis process. Analyzing the qualitative data using a community panel to reach a group consensus reduces the possibility of biases that any one person could bring to the research. Furthermore, group participation helps foster relationships and camaraderie within Indigenous communities. The process outlined by Dr. Bartlett could however become tedious and lengthy when dealing with a large number of interviews and data entries. This is why the CCDAP process was streamlined by first doing a thematic analysis of the data using the NVivo software. Following the thematic analysis, digitalization was added to the process by the way of Microsoft PowerPoint presentation and Excel spreadsheet. This made it quicker and easier to perform the analysis remotely using any videoconferencing platform that allows for screen sharing.

Survey on How to Select and Develop Learning Media Conducted by Teacher Professional Education Participants

This paper discusses the selection and development of instructional media of participants of Teacher Professional Education held in the Department of Electronic Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta in the 2018. Teacher Professional Education Participants were middle school and elementary school teachers from Java and Sumatra, Indonesia. The total respondents were 82 teachers. Based on the results of the survey, it was found that most of the teachers had carried out the task of selecting and developing the media even though it was not based on Anderson’s theory in selecting and developing media. Most teachers (53.66%) always used learning media when carrying out the learning process. Most of the teachers made their own learning media (78.05%) using computers (84.15%) in the form of Microsoft Power Point presentations (100%). Finally, most teachers did not understand Anderson’s theory about the selection and development of learning media (72.20%).

Teacher Candidate’s Opinions on Presentation Programs

Bu çalışma ile öğretmen adaylarının sunum programlarına yönelik görüşleri incelenmiştir. Araştırma 2016-2017 eğitim-öğretim yılı bahar döneminde 1. ve 2. sınıfta öğrenim gören 225 öğretmen adayının katılımı ile gerçekleştirilmiştir. Çalışmada betimsel yöntem kullanılmıştır. Uygulamanın ilk aşamasında katılımcılar, araştırmacılar tarafından gösterilen Microsoft PowerPoint, Prezi ve PowToon sunum programlarına yönelik eğitim almış ve bu programları kullanarak eğitsel içerikli materyaller oluşturmuşlardır. Araştırmanın ikinci aşamasında ise katılımcılara sunum programlarına yönelik anket uygulanarak veri toplanmıştır. Ankette öğretmen adaylarının sunum programlarına yönelik görüşlerinin yanı sıra bu programları gelecekte kullanma durumları ve uygulama sırasında karşılaştıkları sorunlara yönelik sorulara yer verilmiştir. Elde edilen bulgulara göre öğretmen adaylarının yarıdan çoğunun sunum programlarına olumlu bir tutum içerisinde olduğu belirlenmiştir.

Oral Presentation Versus Role Playing in Medical Education: A Quasi-Experimental Study

Background It is claimed that role-playing is a teaching strategy that has several advantages for both the teacher and student. This study aimed to compare two educational methods (oral presentation, a traditional method that is known to be teacher-centered, versus role-playing which is a student-centered method). Methods This quasi-experimental study was performed between September 2013 and October 2014 in 95 medical students in Mashhad University of Medical Sciences. Role-playing and oral (plus Microsoft PowerPoint) presentation were done by one assistant professor. There were no changes in the educational content nor the classroom. Using random numbers, half of each group received one of the methods as the first class and vice versa. At the end of each session, the standard satisfaction evaluating questionnaire was filled by the students. Results During the one-year duration of this study, 95 students were evaluated, and 46 (60%) of them were female. The mean age was 22.5 ± 1 years, and 28 (87.5%) were single. Role-playing had a mean rank of 54.64, and oral presentation had 21.45 (P < 0.001). This difference was present based on gender as well (P < 0.001). The satisfaction score was significantly higher for role-playing (P < 0.001). Conclusions Role-playing can be much more helpful in education and needs to be incorporated into the lesson plans.

Methods of teaching and adequacy of the undergraduate orthodontic curriculum: Perception of Nigerian orthodontic faculty

Background: It is crucially important that undergraduate studies prepare students to be internationally relevant and employable. Thus, the curriculum must be constantly reviewed to ensure this. Aim: The aim of this study was to assess the perceptions of orthodontic faculty in Nigeria about the adequacy and global relevance of the undergraduate orthodontic curriculum in Nigerian dental schools and the most effective methods of lecture delivery to undergraduate students. Materials and Methods: Data were collected from orthodontic lecturers using anonymous structured self-administered questionnaires. Results: About half of the respondents (47.1%) believed that the curriculum used in their dental schools was adequate, while majority (70.1%) reported that it was globally relevant. Majority (88.2%) of the respondents believed that oral lectures with Microsoft PowerPoint presentations were the most effective method of lecture delivery. The use of whiteboard (29.4%), projector with transparencies (17.6%), and blackboard (11.8%) were considered the least effective methods by participants. Conclusion: Orthodontic faculty members in Nigeria believe that the current undergraduate curriculum, though adequate, can be improved upon. Oral lectures with Microsoft PowerPoint presentations were considered as the most effective method of lecture delivery by Nigerian undergraduate orthodontic lecturers.

Teachme, A Gesture Recognition System with Customization Feature

Many presentation these days are done with the help of a presentation tool. Lecturers at Universities and researchers in conferences use such tools to order the flow of the presentation and to help audiences follow the presentation points. Presenters control the presentation tools using mouse and keyboard which keep the presenters always beside the computer machine to be close enough to the keyboard and mouse. This reduces the ability of the lecturer to move close to the audiences and reduces the eye contact with them. Moreover, using such traditional techniques in controlling presentation tools lack the communication naturalness. Several gesture recognition tools are introduced as solutions for these problems. However, these tools require the user to learn specific gestures to control the presentation and/or the mouse. These specific gestures can be considered as a gestures vocabulary for the gesture recognition system. This paper introduces a gesture recognition system, TeachMe, which controls Microsoft PowerPoint presentation tool and the mouse pointer. TeachMe also has a gesture customization feature that allows the user to customize some gestures according to his/her preference. TeachMe uses Kinect device as an interface for capturing gestures. This paper, specifically, discusses in details the techniques and factors taken into consideration for implementing the system and its customization feature.

Three-dimensional digital projection in neurosurgical education: technical note.

Three-dimensional images have become an important tool in teaching surgical anatomy, and its didactic power is enhanced when combined with 3D surgical images and videos. This paper describes the method used by the last author (G.C.R.) since 2002 to project 3D anatomical and surgical images using a computer source. Projecting 3D images requires the superposition of 2 similar but slightly different images of the same object. The set of images, one mimicking the view of the left eye and the other mimicking the view of the right eye, constitute the stereoscopic pair and can be processed using anaglyphic or horizontal-vertical polarization of light for individual use or presentation to larger audiences. Classically, 3D projection could be obtained by using a double set of slides, projected through 2 slide projectors, each of them equipped with complementary filters, shooting over a medium that keeps light polarized (a silver screen) and having the audience wear appropriate glasses. More recently, a digital method of 3D projection has been perfected. In this method, a personal computer is used as the source of the images, which are arranged in a Microsoft PowerPoint presentation. A beam splitter device is used to connect the computer source to 2 digital, portable projectors. Filters, a silver screen, and glasses are used, similar to the classic method. Among other advantages, this method brings flexibility to 3D presentations by allowing the combination of 3D anatomical and surgical still images and videos. It eliminates the need for using film and film developing, lowering the costs of the process. In using small, powerful digital projectors, this method substitutes for the previous technology, without incurring a loss of quality, and enhances portability.

The Effect of a Brief Acceptance and Commitment Therapy Intervention on the Near-Miss Effect in Problem Gamblers

In the current study, 3 participants with a history of problem gambling were exposed to computerized slot machine play consisting of outcomes that depicted wins, losses, and near misses (2 out of 3 identical slot machine symbols). Participants were asked to rate each type of outcome in terms of its closeness to a win on a scale of 1 to 10 before and after a brief acceptance and commitment therapy intervention. The intervention, which was specifically designed to address one type of rule following in gamblers called the near-miss effect, was delivered via a Microsoft PowerPoint presentation within a brief experimental session. Results were evaluated within a multiple-baseline-across-participants design and demonstrated a decrease in the near-miss effect after intervention. Implications for treatment of problem gambling are discussed.

Integrating anchored instructional strategy and modularity concept into Interactive multimedia PowerPoint presentation

This study is based on the cognitive theory of multimedia learning to propose an alternative presentation integrating anchored strategy and modularity concept into a Microsoft PowerPoint presentation for classroom learning. With the anchored instructional strategy and rich visual interactivity, the presentation helps students to acquire more information and remember more ideas. In addition, incorporated hyperlinks and modular design strategies, teachers can easily select the particular slide they need to help student with their questions, thereby reducing their information load. This method can support students’ cognitive process with the comprehension of the content being taught so as to enhance their learning attitude and performance. In this study, an exploratory test was conducted with 83 students in a university of technology. The results indicated that the students in the experimental group had a better learning effectiveness for lectures with interactive PowerPoint presentation than that of the control group. Key words: Cognitive theory of multimedia learning, anchored instructional strategy, modularity concept, hyperlink, interactive PowerPoint presentation.

A Comparison of Simplified-Visually Rich and Traditional Presentation Styles

Microsoft PowerPoint and similar presentation tools have become commonplace in higher education, yet there is very little research on the effectiveness of different PowerPoint formats for implementing this software. This study compared two PowerPoint presentation techniques: a more traditional format employing heavy use of bullet points with text and a newer format referred to as the Simplified-Visually Rich Approach, which uses frequent visuals and minimizes on-screen text. These techniques were assessed with a quasi-experimental between-groups design that analyzed the impact of these two formats on college student satisfaction and learning outcomes in a general psychology course. No differences in learning outcomes were demonstrated, although the Simplified-Visually Rich Approach produced significantly higher student satisfaction.