PowerPoint Lecture Research Articles

The Efficiency of Online "Inked" Videos Versus Recorded PowerPoint Lectures on Teaching Pathophysiology to Medical Students in Pre-Clerkship Years: A Pilot Study.

Background:As online learning develops an increasingly important role in medical education, new online teaching modalities are arising all the time. One such teaching modality that is gaining popularity among medical students is the “inked” video, a type of animated video that utilizes a virtual blackboard. Student reviews suggest that the dynamic style of the inked video allows it to teach more efficiently than traditional teaching modalities, but currently there is no quantitative evidence to support or guide the use of this teaching modality.Hypothesis:When compared to the traditional recorded PowerPoint lecture, online inked videos teach the same pathophysiology concepts to pre-clerkship medical students in a shorter amount of time.Method:A randomized, crossover-design study was conducted with second-year medical students at the David Geffen School of Medicine at University of California, Los Angeles (n = 22). Students were randomized to 2 groups. Each group received 2 lessons on 2 different pathophysiology topics: one via a shorter inked video and the other via a longer recorded PowerPoint lecture. Two sets of dependent variables were used to test modality effects: immediate post-tests scores and delayed retention post-test scores. A perceptions survey was also administered to assess student preferences between the 2 teaching modalities.Results:Students performed similarly on immediate and delayed post-tests for the shorter inked videos and the longer recorded PowerPoint lectures (P > .05). Students reported greater engagement (P < .05) and greater satisfaction with learning (P < .05) with the inked videos than the recorded PowerPoint lectures.Conclusions:This study, although limited by its small-scale and single-institution design, provides preliminary evidence that online inked videos may be a more efficient and non-inferior alternative to recorded PowerPoint lectures.

Comparison of the effect of a compact vs a conventional, long-term education program on metabolic control in children and adolescents with type 1 diabetes: A pilot, randomized clinical trial.

Effective education is considered essential for people with type 1 diabetes mellitus (T1DM) to adhere to a complex and long-term medical regimen and to delay or prevent the onset of diabetes-related complications. We compared the effect of a compact, cost-effective, education program (CEPT1) vs a long-term program on the metabolic control of children and adolescents with T1DM. Young people aged 8 to 21 years with T1DM were randomized to a short-term (experimental) or an extensive education program (control). The experimental group participated in three sessions of 90 minutes, with one session per week, containing five short videos. The control group attended an extended program delivered through 45-minute PowerPoint lectures, with one class every 3 months. The primary outcome was change in glycated hemoglobin A1c (HbA1c) levels from baseline to endpoint (baseline, 3, 6, 9, and 12 months). In total, 62 patients were randomized to the experimental (CEPT1) (n = 32) or control (n = 30) groups. Both groups showed comparable improvement in HbA1c levels at the end of 12 months (P = .183). In a per-protocol analysis, the mean HbA1c level reduction was -2.3% (-2.6, -2.0) in the experimental group and - 1.8% (-2.0, -1.5) in the control group (P = .008). CEPT1 was comparable with an extensive education program in reducing HbA1c levels. In a per-protocol analysis, the CEPT1 was more effective than the control program in reducing HbA1c levels. CEPT1 is a simple and cost-effective tool that can equally be used in settings with limited resources and specialized centers.

Preparation for Baby-Friendly Designation With Innovative Education Methods

To prepare nursing staff for a Baby-Friendly designation visit using a reeducation method that will engage learners and reignite interest in the project. In the past, many educational offerings consisted of PowerPoint lectures. The educators did not feel this would be effective for this content and these learners. An educational activity was planned using an escape-room format. Surveys were conducted to determine knowledge gaps. An educational activity was designed to reinforce knowledge. A pretest was given. The educators of the labor and mom–baby units created an escape-room format to convey important concepts using an innovative method. An escape room requires the participants to solve puzzles to move through the room as a team. Our puzzles used learning points from the identified knowledge gaps. This activity created a scenario of a zombie apocalypse that required new mothers to successfully breastfeed to prevent neonatal transmission of the zombie virus. The team had to work together to answer questions. A correct answer would reveal a clue to unlock the next phase of the room. A posttest assessed knowledge following the activity. Pre–posttest results were evaluated from three important Baby-Friendly assessment areas. When discussing benefits of rooming-in, learners correctly answered 57% of the questions in the pretest and 84% in the posttest, an increase of 27%. When discussing benefits to hand expression, learners correctly answered 45% of the questions in the pretest and 79% in the posttest, an increase of 34%. When discussing reasons not to use artificial nipples, learners correctly answered 35% of the questions in the pretest and 66% in the posttest, an increase of 33%. Feedback from participants was overwhelmingly positive, with statements such as, “I liked the interactive format,” “It was creative,” “It made education fun,” “Great way to present topic/skills,” “Love the hands on activity,” “It was different and kept our interest,” “It was great to have information not presented in another lecture, but a more creative way,” and “Great learning tool—thanks for the variety.” Reeducation of subject matter can be challenging for educators. This project shows a method that could be used for a variety of subject matter to engage learners and impact long-term retention of knowledge.

Evaluating Learning Strategies for Independent Lifelong Learning Approaches

Students in integrated basic science courses in which normal and abnormal human embryological development is taught were given the option of using different learning tools to achieve competency of the assigned developmental topics. The goal of this investigation was to use a student survey to assess the value of each learning tool for the student, and whether any of these learning tools were of value to them in developing potential life‐long learning approaches. The available learning tools for the students included: assigned textbook reading, Word document handout of material with directed learning objectives/questions, video presentation of significant material, in‐class powerpoint lecture, self‐assessment multiple‐choice quiz questions, and self‐assessment multiple‐choice vignette questions. All learning tools were available to the students. A brief student survey was developed to assess the value of each recommended learning tool using a value scale of 0–5, with 5 being the highest value. In addition, students were asked to describe briefly why they found a specific learning tool beneficial to their learning of the subject material. A second question asked if any of these learning tools helped them develop potential life‐long learning approaches, and if so, which of these learning tools was most beneficial. When assessing the value of each learning tool to the student's learning, the students valued the quiz and vignette questions highest because it directed their learning to the clinical relevance of the topic covered in the Word document handout and the lecture information given via the video recording or powerpoint presentation. The textbook was valued lowest, but it was assessed to be valuable as a resource for more detailed information. When assessing the various learning tools for developing lifelong learning approaches, the use of clinical quiz and vignette questions was valued twice that of handouts or lecture type presentations. Written comments indicated that the questions were valued highly because the clinical scenarios emphasize the need to understand basic developmental processes. Use of a textbook for life‐longing learning was rated very low; however, searching the internet for answers was given as an alternative. The survey strongly suggests that clinical cases focusing on the learning objectives for a topic greatly raise the desire to learn, and that the use of multiple‐choice quiz and vignette questions significantly strengthens learning of the important topics.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions

ABSTRACTThe PowerPoint-assisted lecture (slide-lecture) is a common lecturing approach in higher education, in spite of much criticism of its use. Its popularity is facilitated by its affordances for multimodal instructional design, e.g. text with images and speech. Little is known about the integration of different semiotic modalities within the instructional communication practices of slide-lectures nor the learning conditions that they create. Given that text bulletpoints are ubiquitous in slide-lectures, and may impose linearity into instructional communications, this study explores the extent to which lecturing speech is systematically coordinated with slide-text. Eleven slide-lectures given in psychology departments across the UK were recorded and transcribed. Patterns of semantic matches between speech and slide-text were analysed to produce similarity scores for each lecturer. Lectures were scored using an integration scoring system of 0–1, with 1 indicating a perfect match of speech and slide-text. There was significant departure from a systematic voicing of the slide text (i.e. reading off the slides). Two characteristic speech–slide relationship styles were identified. The ‘referent’ style is one in which the slide is an object of reference for the lecturer to comment on and the ‘scaffolding’ style is one in which the slide-text is blended into the spoken narrative. Consequences of the lecturer’s coordination with presentational slides are discussed in terms of the learning environment it might produce. It is suggested that whichever relationship a lecturer has with their slide-text, students might benefit from the integration being consistent.Abbreviations: DA: Discourse Analysis; SPP: Secondary Pointing Procedures; ANOVA: Analysis of Variance

Randomized Controlled Trial of Simulation vs. Standard Training for Teaching Medical Students High-quality Cardiopulmonary Resuscitation.

IntroductionMost medical schools teach cardiopulmonary resuscitation (CPR) during the final year in course curriculum to prepare students to manage the first minutes of clinical emergencies. Little is known regarding the optimal method of instruction for this critical skill. Simulation has been shown in similar settings to enhance performance and knowledge. We evaluated the comparative effectiveness of high-fidelity simulation training vs. standard manikin training for teaching medical students the American Heart Association (AHA) guidelines for high-quality CPR.MethodsThis was a prospective, randomized, parallel-arm study of 70 fourth-year medical students to either simulation (SIM) or standard training (STD) over an eight-month period. SIM group learned the AHA guidelines for high-quality CPR via an hour session that included a PowerPoint lecture with training on a high-fidelity simulator. STD group learned identical content using a low-fidelity Resusci Anne® CPR manikin. All students managed a simulated cardiac arrest scenario with primary outcome based on the AHA guidelines definition of high-quality CPR (specifies metrics for compression rate, depth, recoil, and compression fraction). Secondary outcome was time to emergency medical services (EMS) activation. We analyzed data via Kruskal-Wallis rank sum test. Outcomes were performed on a simulated cardiac arrest case adapted from the AHA Advanced Cardiac Life Support (ACLS) SimMan® Scenario manual.ResultsStudents in the SIM group performed CPR that more closely adhered to the AHA guidelines of compression depth and compression fraction. Mean compression depth was 4.57 centimeters (cm) (95% confidence interval [CI] [4.30–4.82]) for SIM and 3.89 cm (95% CI [3.50–4.27]) for STD, p=0.02. Mean compression fraction was 0.724 (95% CI [0.699–0.751]) for SIM group and 0.679 (95% CI [0.655–0.702]) for STD, p=0.01. There was no difference for compression rate or recoil between groups. Time to EMS activation was 24.7 seconds (s) (95% CI [15.7–40.8]) for SIM group and 79.5 s (95% CI [44.8–119.6]) for STD group, p=0.007.ConclusionHigh-fidelity simulation training is superior to low-fidelity CPR manikin training for teaching fourth-year medical students implementation of high-quality CPR for chest compression depth and compression fraction.

Suicide Symposium: A Multidisciplinary Approach to Risk Assessment and the Emotional Aftermath of Patient Suicide.

The loss of a patient to suicide is a common experience among mental health practitioners and trainees. Research suggests that younger, less experienced clinicians are often most keenly affected by the experience. Given the prevalence of patient loss to suicide and the subsequent emotional aftermath, our goal in creating a multidisciplinary suicide symposium was to provide a safe, structured environment where trainees and mental health practitioners could obtain collegial support and education to reduce the stigma surrounding patient suicide. Mental health trainees and practitioners (including medical students, nurse practitioner students, psychiatry residents, psychology interns, and practicing psychologists and psychiatrists) were invited to a 4-hour symposium. The curriculum focused on assessment of risk and possible interventions, as well as addressing the loss of a patient to suicide. Teaching methods included a PowerPoint lecture; case-based, small-group discussion; and role-play. Attendees completed numbered, anonymous surveys looking at attitudes about loss and suicide before and after the symposium. Of 35 total attendees, 22 completed both pre- and postsymposium surveys. Paired t tests revealed several statistically significant increases, including increases in comfort seeking support from a colleague after losing a patient to suicide (p = .043) and comfort seeking support from a professional after losing a patient to suicide (p = .030). The symposium appears to have had the desired effect of increasing attendees' comfort working with patients at risk for suicide, as well as their comfort reaching out for support from others following the loss of a patient to suicide.

The development of a clinical skills laboratory at Ross University School of Medicine.

Dedicated clinical skills laboratories (CSLs) that make use of models, mannequins and simulators, are being increasingly established in medical and veterinary schools. These have been commonplace in medical schools for more than two decades, but their incorporation within the teaching of veterinary curricula has occurred much more recently. In 2007, a decision was taken to establish a CSL at Ross University School of Veterinary Medicine. We considered the range of skills that we wished to teach, the physical space and equipment needed, the storage and air conditioning requirements, the facilities needed to deliver PowerPoint lectures and case study presentations, and other essentials necessary to handle cadaver specimens. We converted an appropriate campus building to our needs, hired teaching staff, and started to source models and mannequins for the teaching of veterinary clinical skills. In 2010, 177 senior students completed a survey evaluating their experiences within our CSL. Student satisfaction was generally high, with 95% of respondents feeling that the CSL had improved their psychomotor skills. However, 15% of them felt that the models were insufficiently realistic. Our clinical skills programme has since developed considerably, and it currently offers instruction in a diverse array of surgical, medical and other clinical skills. We hope that this description of our experiences may assist others embarking on similar projects elsewhere.

Engaging the 21st-Century Student: Beyond the Lecture

ABSTRACTWe are in the age of the millennial student: students are ethnically diverse, sheltered, pressured, confident, technologically advanced, team oriented, and some have helicopter parents. Furthermore, while academically inclined, these students also show increases in pressure, feeling overwhelmed, and levels of stress, in addition to academic entitlement. As our student population continues to diversify, professors should be inclined to reevaluate their teaching modalities. Today’s students need more than traditional PowerPoint lectures; they need innovation, engagement, and—to much chagrin from professors, both seasoned and new—a higher involvement with technology. This article both introduces and guides the use of five different instructional strategies that can help to supplement traditional lecture while enhancing the classroom and student in a transformative manner. These strategies will enhance the teaching profession by providing innovative techniques to higher education instructors looking to enhance and enrich their current teaching practices.

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.

Parkinson's Disease Oral Health Module: Interprofessional Coordination of Care.

Patients with Parkinson's disease (PD) suffer progressive neurodegeneration and experience motor and nonmotor symptoms. Oropharyngeal dysfunctions are increasingly recognized as nonmotor PD symptoms that negatively impact a patient's quality of life. This module was primarily created to update dental health professionals and educate dental students on the oral health needs of patients with PD, with an emphasis on interprofessional collaboration and evidence-based dentistry. The module may also benefit other health professionals from different disciplines working with patients with PD. The module was developed to be delivered in one 55-minute large-group session followed by a short assessment and case study discussion. Associated materials include PowerPoint slides with transcript, a narrated video version of the PowerPoint lecture, a quiz, and the case study. Thirty-four first-year dental students were invited to watch the narrated presentation, complete a pre-/postsurvey, and take the quiz. All participants agreed dental schools should provide education regarding oral health in patients with neurological disorders, as only 29% of them had previously taken a related class. After watching the presentation, students reported that most of the information was new content and that the difficulty level met their expectations. All students reported that the lecture increased their interest in interprofessional collaboration. In a quiz taken immediately after the presentation, the class average grade was 82.7, with 94% of the class passing the quiz with a grade of 70 or more. Educating dental professionals regarding care of patients with PD must emphasize interprofessional collaborations among health care providers.

Image Versus Text in PowerPoint Lectures: Who Does It Benefit?

Microsoft PowerPoint has become routine in higher education lectures, yet there is very little research on the effectiveness of text in slides, which is primarily what is used. The current study assessed student satisfaction with images versus text slides in PowerPoint lectures across several classes of one professor in the social work department at a large public university. The survey was sent to 123 BSW students who were instructed by the researcher with PowerPoint lectures that involved primarily images versus text. Seventy-eight students completed the survey for a response rate of 63%. Results indicated that students overwhelmingly reported that images in PowerPoint lectures enhanced their learning. However, further analyses indicated that being African American is negatively associated with enhancing their learning using images. This is important because of the increase in African American students enrolling in college and low institutional retention rates of underrepresented students.

The use of cartoons as a teaching tool to enhance student learning in Medical Jurisprudence

Background - Cartoons have been used effectively as a teaching tool in other settings and were considered as a potentially useful teaching aid. Medical Jurisprudence is one area which needs paramount attention in the present era of Consumer Protection Act and growing litigations against Medical Practitioners. This study examines the impact of cartoons in improving healthcare professional’s knowledge with regards to Medical Jurisprudence as desired by Medical Council of India, thereby addressing the equally important affection domain, in addition to cognitive and psychomotor domains. A very high percentage of students agreed that medical cartoons help in clarity of concept (99%), memory processing (98%), retention and learning (99%), in reproduction (86%), in generation of interest (100%), in focus (98%), in interaction (95%) and as an effective teaching tool (100%). Conclusion – Study suggested that students are interested in power point lectures with academic cartoons since they are effective teaching tool which helps in understanding the topic in abetter way and facilitates the clarity of the concept, generates interest, helps in retention and learning.

Human trafficking education for nurse practitioners: Integration into standard curriculum

BackgroundHuman trafficking is a crime resulting in serious negative health outcomes for the victims. To provide optimal care, thus improving health outcomes, healthcare providers must be able to identify victims as they seek care for acute and chronic physical illness, communicable diseases, sexually transmitted infections, and mental health disorders (Lederer and Wetzel, 2014; Oram et al., 2012). Unfortunately, healthcare providers lack appropriate knowledge of clues that would lead to victim identification. This may result in a failure to identify victims (Beck et al., 2015; Ross et al., 2015; Konstantopoulos et al., 2013; Chisolm-Straker et al., 2012). Increasing the number of healthcare providers able to identify, treat, and refer victims of trafficking for further care is imperative. ObjectivesThe study evaluated the knowledge level of student nurse practitioners enrolled in an adult, family, or pediatric clinical course. Knowledge domains included the definitions, laws, prevalence, identification, treatment, and community and social service resources. Design/Setting/ParticipantsThe study was designed as a non-probability sampling of adult, family, and pediatric nurse practitioner students (n=73). Participants included students enrolled in the Adult & Older Adult I or the Primary Care of the Child & Adolescent I course at a large public university. MethodsThe study was designed as a one hour educational intervention intended for presentation in a lecture-style format. The educational intervention included a PowerPoint lecture and embedded videos. The pre-survey, designed as a paper survey, contained a demographic section followed by six survey questions covering the six domains of interest. Following the intervention, participants completed the post-survey prior to leaving the classroom. ResultsPre-survey results pinpointed knowledge gaps across all six domains under investigation. Post-survey results revealed an increase in knowledge across all six domains of interest. ConclusionsThe educational intervention increased knowledge of human trafficking among students enrolled in a nurse practitioner program. Informed nurse practitioners have the ability to identify, treat, and refer victims of trafficking. As an integral part of the health care team, nurse practitioners should receive trafficking education as part of the standard course curricula.

Students’ Perceptions of Teaching and Learning Practices: A Principal Component Approach

Students’ attendance and engagement with teaching and learning practices is perceived as a critical element for academic performance. Even with stipulated attendance policies, students still choose not to engage. The study employed a principal component analysis to analyze first- and second-year students’ perceptions of the importance of the 12 teaching and learning practices used in the Economics modules. The results showed that first year students perceive lecturer consultation, ADO consultation, and revision classes as the most beneficial practices for their academic performance. Second-year students recognize interactive group learning practices as most beneficial for their academic performance; they also perceive weekly tutorials, PowerPoint lectures, small group tutorials, and revision classes as contributing the most to academic performance. Self-study and e-learning are perceived as the least beneficial by both streams of students. The main conclusion from this study was that first-year students are more likely to be solitary learners and prefer teaching and learning practices that involve one-on-one interaction with the instructor. On the other hand, second-year students tend to be more social learners, preferring teaching and learning practices that are in a group setup. This is a possible explanation of why they do not attend or engage with some teaching and learning practices.

Effect Of A Powerpoint Lecture VS Video Presentation On The Knowledge And Attitude On HIV Among Grade 9 Public School Students

Objective: This study aimed to compare the effect of a Powerpoint lecture versus video presentation on the knowledge and attitude on HIV among grades 9 students in a public school in Manila. Methods: GRADE 9 public school students were randomly assigned into one of two groups, video presentation or PowerPoint presentation. Pre- and post-tests were administered to assess the efficacy of an intervention. Student t-test was used to compare knowledge on HIV/AIDS before and after the intervention, as well as compare the results between the 2 groups. Chi-square was used to compare scores on attitude before and after the intervention, with the level of significance at p=0.05. Results: Two hundred fourteen students participated in the study, and majority (57%) are females. The mean age of participants is 14.2 years. The difference in scores before and after the intervention was found to be statistically significant (p&lt;0.001) with an approximate increase by 16% and 24% after a video and Powerpoint presentation respectively. The difference between post-intervention scores is statistically significant (p &lt;0.001; 95% confidence interval) in favor of the PowerPoint presentation. Conclusion: A PowerPoint lecture is more effective than a video presentation in increasing knowledge and developing positive attitude towards HIV/AIDS.

Do pictures ‘tell’ a thousand words in lectures? How lecturers vocalise photographs in their presentations

ABSTRACTThis article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers’ speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in presentation slides were referred to explicitly by exploring their features to make a point related to the lecture content, with only 14 of these used to invite student questioning. Most photographs (97 or 67%) represent a case of ‘unprobed representations’, that is, either ‘embedded’ in the talk as ‘illustrations’ of the speech topic or not referred to at all. A taxonomy of uses that lecturers made of the photographs in their slideshows was created through adapting a Peircean semiotic analysis of the photograph–speech interaction. The implications in terms of lecturer and student engagement with the photographic material are discussed, arguing the case for more Critical Semiotic Exploration of photographs in HE practice.

Young people’s acceptance of bioenergy and the influence of attitude strength on information provision

This study investigated the effects of using a standardized PowerPoint lecture to provide young people with nuanced information about bioenergy. The study’s aim was to understand the relationship between knowledge and participants’ perception of bioenergy, and the relationship of the latter to participants’ attitude strength and intention to use and learn about bioenergy. Data were collected from 715 participants using a survey instrument that contained mainly Likert-scale questions. Data were then processed using partial least squares structural equation modelling. Results show that providing such information increases knowledge about bioenergy, but does relatively little to create a more positive perception of bioenergy. In turn, having a more positive view about bioenergy would lead to a higher intention to use bioenergy. Attitude strength was found to mediate the previous relationship and decreases the strength of the relationship between perception and intention to use. Results also show that the lecture weakly contributed to building attitude strength, rendering opinion change less likely in the future. We conclude that listening to a lecture on bioenergy slightly improves people’s perception of bioenergy, makes it more likely that people maintain such a disposition, and translates into a slightly higher intention to use bioenergy.

Dual PowerPoint presentation approach for students with special educational needs and note-takers

In higher education, supporting students with special educational needs (SEN) necessitates an understanding of these needs, additional teaching aids and innovative ideas. The teacher must be an integral part of this support process, and this is difficult for the majority of teachers, due to their lack of core understanding of SEN. However, teachers can focus on their core skills and content knowledge, and have immense alacrity to explore potential options to support their students with SEN. I decided to support my students with SEN by adapting my PowerPoint presentations according to their requirements. PowerPoint presentations usually provide concisely summarised information to students that often lead to confusion in their pre-lecture or post-lecture review. This lack of comprehensive subject information within PowerPoint presentations can have serious implications for students with SEN and their note-takers if no other teaching resources or aids are available to help them. Students with SEN and note-takers reported this concern to me at Aberystwyth University, UK. Consequently, I began to explore ways to make my PowerPoint presentations extra helpful for my students with SEN. After a review of best practices for students with SEN based on universal design for learning and a few trials, I developed a dual PowerPoint presentation (DPP), lecture handouts and comprehensive lecture notes. Subsequently, I successfully employed this approach in the delivery of some of the undergraduate modules of a BSc computer science programme. Feedback from students with SEN, note-takers and the student support department, and examination results showed the success and potential of this DPP approach.

Education on Patient-Ventilator Synchrony, Clinicians' Knowledge Level, and Duration of Mechanical Ventilation.

Improved recognition of patient-ventilator asynchrony may reduce duration of mechanical ventilation. To evaluate the effects of education about patient-ventilator synchrony on clinicians' level of knowledge and patients' mean duration of mechanical ventilation. A quasi-experimental 1-group pretest-posttest study was performed in a 16-bed intensive care unit. Analysis included 33 clinicians and 97 ventilator patients. The intervention consisted of PowerPoint lectures on patient-ventilator synchrony. Data included test scores before and after the education, scores on the Acute Physiology and Chronic Health Evaluation II, and mean duration of mechanical ventilation. Differences in scores before and after education, mean duration of mechanical ventilation, and mean health evaluation scores before and after education were determined by using t tests. Of the 33 clinicians, 17 were registered nurses and 16 were respiratory therapists. Posttest scores were 63% higher than pretest scores (P < .001). Before the lecture, 47 patients had a mean health evaluation score of 21 (SD, 7.8) and mean duration of mechanical ventilation of 5.4 (SD, 4.6) days. After the lecture, 50 patients had a mean health evaluation score of 24.6 (SD, 8.2) and mean duration of mechanical ventilation of 4.8 (SD, 4.3) days. Mean health evaluation score was marginally higher after the lecture (P = .054). Mean duration of mechanical ventilation did not differ (P = .54). Clinicians' test scores increased significantly after patient-ventilator synchrony lectures. Mean duration of mechanical ventilation decreased by 0.6 days and health evaluation scores were marginally higher after the lectures.