Presentation Skills Research Articles

Chief resident behaviors that lead to effective morning reports, a multisite qualitative study

BackgroundMorning report is a fundamental component of internal medicine training and often represents the most significant teaching responsibility of Chief Residents. We sought to define Chief Resident behaviors essential to leading a successful morning report.MethodsIn 2016, we conducted a multi-site qualitative study using key informant interviews of morning report stakeholders. 49 residents, Chief Residents, and faculty from 4 Internal Medicine programs participated. Interviews were analyzed and coded by 3 authors using inductive reasoning and thematic analysis. A preliminary code structure was developed and expanded in an iterative process concurrent with data collection until thematic sufficiency was reached and a final structure was established. This final structure was used to recode all transcripts.ResultsWe identified four themes of Chief Resident behaviors that lead to a successful morning report: report preparation, delivery skills, pedagogical approaches, and faculty participation. Preparation domains include thoughtful case selection, learning objective development, content editing, and report organization. Delivery domains include effective presentation skills, appropriate utilization of technology, and time management. Pedagogical approach domains include learner facilitation techniques that encourage clinical reasoning while nurturing a safe learning environment, as well as innovative teaching strategies. Moderating the involvement of faculty was identified as the final key to morning report effectiveness. Specific behavior examples are provided.ConclusionConsideration of content preparation, delivery, pedagogical approaches, and moderation of faculty participation are key components to Chief Resident-led morning reports. Results from this study could be used to enhance faculty development for Chief Residents.

Designing a collaborative and virtual exchange-embedded virtual summer school

This practice report describes the design and implementation of a collaborative and virtual exchange-embedded virtual summer school for postgraduate students in the context of European Higher Education. The two-week virtual summer school on multilingualism and intercultural learning brought together 40 students who collaborated to produce ten video-case studies based on their experiences as educators in a number of contexts. We share our experiences as organisers and participants and offer insights from the process of planning for, engaging with and evaluating the summer school. Our paper draws on quantitative and qualitative data, i.e., a pre and post summer school survey, a qualitative evaluation questionnaire and a student-participant account to evidence how the experience benefitted participants. Our findings demonstrate the effectiveness of the model presented here: participants’ understanding of key concepts of interculturality and multilingualism increased, there was a statistically significant difference in perceived development of digital competences and presentation skills, and more than 90% of the participants were very satisfied with their training and international collaboration opportunities. In conclusion, we propose a set of learning points that may support others to design and deliver a collaborative model of summer school and the use of ‘skills passports’ in alternative to accreditation.

Infusing intellectual and Developmental disability training into Medical School curriculum: a Pilot intervention

ABSTRACT Purpose Despite the rising prevalence of developmental disabilities (DD) in the US, there remains insufficient training for healthcare professionals to care for this medically underserved population – particularly adults. The National Inclusive Curriculum for Health Education (NICHE) aims to improve attitudes and knowledge towards people with intellectual and developmental disabilities (PWIDD); herein we describe one such intervention. Method The intervention integrated didactic, panel presentation and clinical skills components into a 2nd year medical school curriculum. The didactic session, covering health and assessment of PWIDDs, history of IDD, stigma, etc., was co-taught by a developmental pediatrician, family medicine physician and social worker. A panel of 3 adult self-advocates (SAs) with DD and a parent of a child with DD spoke about their lived experiences. One week later, students practiced taking clinical histories of SAs within small group settings with adult PWIDDs, facilitated by medical school faculty. Students completed the NICHE Knowledge(49 items) and Attitudes (60 items) surveys. The evaluation analyzed pre/post intervention differences in a) knowledge and attitude scores overall and b) by student age, gender, intended medical specialty, and prior experiences with PWIDDs. Open-ended comments were analyzed with content analysis. Results Overall Knowledge scores increased from pre-to posttest (n = 85; 65[19] vs. 73[17], p = 0.00), while Attitudes score improved (i.e., decreased) (n = 88; 0.55 [.06] vs. 0.53 [0.06]); p = 0.00). Higher pretest knowledge was found among female identified students (vs. others; p = 0.01) and those knowing > = 5 PWIDD (vs < 5; p = 0.02). Students characterize their IDD training and experience prior to intervention as ‘lacking’ and described the sessions as effective. Conclusions A brief (4 hours total) intervention was associated with modest but significant improved knowledge and attitudes towards PWIDDs. Replication and sustainability of this and other NICHE interventions are needed to fill gaps in PWIDDs’ health care.

Setting up a journal club for healthcare professionals in an older people's residential care setting.

With the rise in the number of older people in the population and new developments in older people's services such as integrated care hubs, there is a need for healthcare professionals working with older people to keep up to date with the latest research. This article describes the process of establishing a multidisciplinary journal club in a residential care setting and recognising the potential of such clubs to develop staff members' critical thinking, presentation and communication skills. The authors emphasise the importance of fostering a culture of learning in older people's services and describe how a journal club can support healthcare professionals to maintain their knowledge and improve care.

The Secret Life of Junior Pathologists: Challenges and Future Directions.

Transition from pathology trainee to independent pathologist is stressful. No study has examined junior pathologists' challenges and concerns during this transition. To identify challenges and concerns of junior pathologists. Junior pathologists were defined as those who had been practicing independently for up to 5 years after completion of residency/fellowship. An institutional review board-approved electronic survey was created and distributed to recent pathology graduates of MD Anderson Cancer Center (Houston, Texas) and MedStar Georgetown University Hospital (Washington, District of Columbia). The survey was open from October 13, 2022, to January 31, 2023. The survey included 16 multiple-choice and free-text questions. Responses were received from 39 junior pathologists. Participants working in academic settings indicated independence, work-life balance, and professional identity formation as challenges; those in nonacademic settings indicated pathology reporting, efficiency, and administration as challenges. Areas where participants wished they received more guidance differed by practice setting: participants in academic settings more often chose effective time management and importance of turnaround time (35% [7 of 20] versus 0% [0 of 14], P = .03) and tumor board conference presentation skills (25% [5 of 20] versus 0% [0 of 14], P = .06), while those in nonacademic settings more often chose Current Procedural Terminology (CPT) coding, billing, and cost-effective patient care (79% [11 of 14] versus (35% [7 of 20]; P = .02). More female than male participants indicated that they wished they had received more guidance in leadership and soft skills (79% [11 of 14] versus 28% [5 of 18]; P = .01). This study identified challenges experienced by junior pathologists. Collective efforts from training programs, experienced pathologists, and professional organizations can explore ways to improve the transition experience.

IPA를 활용한 의과대학생의 연구 역량 강화를 위한 요구 분석

Objectives The purpose of this study is to investigate the level of research competencies and requirements resulting from the completion of a research competency enhancement education program for individual medical students. Based on this investigation, the study aims to provide foundational data for educational support in strengthening research competencies within medical schools.&#x0D; Methods A survey was conducted targeting a total of 101 participants, including 54 first-year medical students (Group 1) who were enrolled in the E-Medical School, Department of Medicine, and had completed a two-year research education program in the Department of Medical Education, and 47 third-year medical students (Group 2) who had participated in a two-year research education program. Data was collected using a research competencies scale, and paired-sample t-tests and Importance-Performance Analysis were conducted.&#x0D; Results First, the results of the needs analysis for the entire student group revealed the need for short-term focused improvement in “interpretation of results” and “presentation skills,” long-term progressive improvement in “acquisition of specialized knowledge,” “experimental execution,” and “communication skills,” and improved awareness in “research ethics,” “laboratory safety,” “communication abilities,” “experimental design,” and “data organization/ analysis,” as well as the need for sustained maintenance in “topic comprehension” and “error judgment.” Second, the needs analysis based on participation in the educational programs revealed the following results. In Group 1 (first-year medical students), there was a need for short-term focused improvement in “laboratory safety,” “error judgment,” “interpretation of results,” and “presentation skills,” long-term progressive improvement in “research ethics,” “acquisition of specialized knowledge,” “experimental execution,” and “communication skills,” and a demand for “communication skills.” In Group 2 (third-year medical students), there was a need for short-term focused improvement in “interpretation of results” and “presentation skills,” long-term progressive improvement in “acquisition of specialized knowledge,” “experimental design,” “experimental execution,” and “communication skills.”&#x0D; Conclusions This study provided empirical data related to enhancing the research competencies of medical students, serving as foundational information for the revision of education programs that promote learner-centered research competencies.

Exploring Transversal Green Skills Required Of Technology Graduates For Environmental Sustainability

The main aim of this study is to explore transversal green skills required of technology graduates for environmental sustainability. Thematic analysis was used for this study. Cluster sampling technique was used to sample four states out of seven states mentioned in the area of the study and all the 18 technical colleges and 6 building construction firms in the four sampled states in north western Nigeria were used. Purposive sampling was used to select 27 experts based on their working experience and educational qualification in building construction to participate in the qualitative segment of this study. For the qualitative section, interview guide/protocol was developed based on the specific objectives of the research. It was made up of 3 open-ended questions designed to obtained sufficient information on the area of transversal green skills considered appropriate for the study. To ensure reliability of qualitative result of this research, two procedures were followed; member checking and peer debriefing. For the validity of the findings of this study, the researchers used member checking to determine the accuracy of the findings. The results of the data obtained from the interview was analyzed and interpreted using transcription, coding, thematic, content analysis and categorization. The findings for this study include Reflective Thinking Skills, Presentation Skills, Resourcefulness Skills and Application Skills. The study recommends that Federal and state Governments should via NBTE adopt and ensure proper implementation of this findings for technology graduates at technical colleges in Nigeria with the aim of achieving environmental sustainability.

BASICS OF SCIENTIFIC RESEARCH AS A MANDATORY COMPONENT IN EDUCATIONAL PROGRAMS IN PHILOLOGY

The article is devoted to an overview of the tasks of the discipline “Fundamentals of scientific research” as a mandatory component of educational programs in philology. The main tasks of the course “Fundamentals of scientific research” in the field of higher education are familiarization with the basic concepts and principles of scientific research. The course aims to familiarize students with the basic concepts and principles of scientific research, such as formulating a research question, developing a hypothesis, choosing research methods, collecting and analyzing data, etc. This will help students understand the process of conducting scientific research and be able to apply it; studying the methodology of scientific research. The course also aims to introduce students to basic methodological approaches to scientific research, such as qualitative and quantitative approaches, experimental and correlational research, and others. This will help students choose the most appropriate methodological approach for their research; development of scientific writing and presentation skills. The course is aimed at developing scientific writing skills, including writing scientific articles, reports and presentations. Students will learn the formatting and design of scientific works, as well as study the current rules of citation and reference to literary sources; study of ethical aspects of scientific research. The course aims to familiarize students with the ethical aspects of scientific research, such as maintaining confidentiality, respecting the rights of research participants, avoiding plagiarism and data fabrication. This will help students understand the importance of ethical standards in scientific activity and adhere to them. Academic integrity is the basis of trust in scientific research and the scientific community as a whole. Studying this topic helps to ensure the quality and reliability of scientific publications, which in turn increases the credibility of science and helps attract funding and support for further research.

The science behind soft skills: Do's and Don'ts for early career researchers and beyond. A review paper from the EU-CardioRNA COST Action CA17129.

Soft skills are the elementary management, personal, and interpersonal abilities that are vital for an individual to be efficient at workplace or in their personal life. Each work place requires different set of soft skills. Thus, in addition to scientific/technical skills that are easier to access within a short time frame, several key soft skills are essential for the success of a researcher in today's international work environment. In this paper, the trainees and trainers of the EU-CardioRNA COST Action CA17129 training school on soft skills present basic and advanced soft skills for early career researchers. Here, we particularly emphasize on the importance of transferable and presentation skills, ethics, literature reading and reviewing, research protocol and grant writing, networking, and career opportunities for researchers. All these skills are vital but are often overlooked by some scholars. We also provide tips to ace in aforementioned skills that are crucial in a day-to-day life of early and late career researchers in academia and industry.

Efficacy of Flipgrid App as an Assistant for Speaking Skill Development in EFL Classroom

This study purposed to investigate whether the use of Flipgrid app develop the speaking performance in an English class. It also revealed the students’ perception towards the use of Flipgrid in an improvement of English speaking. By purposive sampling, 17 university students who were non-majoring in English agreed to participate the experiment. The data obtained from four speaking tasks were analyzed by using a pair sample t-test to study if the use of Flipgrid enable students to improve the speaking skill. Mean and percentage were used to analyzed the students’ perception towards the use of Flipgrid in speaking activity. According to the study, it found a difference in the score for the speaking practice in TASK1 VS TASK3 (p=0.0139) and a significant difference in the speaking TASK 1 and Task 4 (p= 0.0001) which assured that Flipgrid was potential for the development of English speaking. Besides, the students showed the high level of satisfaction (M=3.909) towards the use of Flipgrid in speaking activity and they verified the benefits received from the use of Flipgrid (M=4.091), namely the increasing of confident in speaking English (M=4.394) and engaging the presentation skill (M=4.176). To be concluded, Flipgrid can be the beneficial tool in enhancing speaking skill and it also encourages students to be more confident in speaking English.

Hone Your Presentation Skills

Hone Your Presentation Skills

Hybrid Train-The-Trainer course for the Fundamental Use of Surgical Energy certificates improves self-confidence in knowledge of surgical energy and develops teaching skills: a feasibility study.

Several well-trained expert instructors who completed the "Train-The-Trainer (TTT)" course are required to disseminate the safe use of surgical energy devices, which can be learned through the Fundamental Use of Surgical Energy (FUSE) program. This study aimed to explore whether the hybrid FUSE TTT course is feasible and effective, which can improve teaching skills of surgical energy. The hybrid TTT course, which was designed to train FUSE-certified personnel as instructors, comprised three virtual sessions spread over 5h in total and a 1-day in-person training, followed by a 100-min FUSE electrosurgery hands-on workshop in practice as an instructor. The participants reported on self-confidence regarding knowledge of various energy devices or adverse events before, immediately after, and 6months after the course. Participants and experienced FUSE instructors assessed the trainees' presentation skills at the beginning of the in-person training and after the hands-on workshop. The primary outcomes were the feasibility and completion rate of the entire course. Seventeen participants completed the entire couse; most (94%) were satisfied with the course. Self-confidence in knowledge about various contents improved significantly: the fundamentals of electrosurgery (post, p < 0.001; 6months, p = 0.01), mechanism and prevention of adverse events (post, p = 0.001; 6months, p = 0.04), monopolar instruments (post, p = 0.002; 6months, p = 0.01), bipolar instruments (post, p = 0.01; 6months, p = 0.06), and integration with other medical devices (post, p = 0.006; 6months, p = 0.02). The presentation skill index scores of self- and peer assessments improved after the in-person training (self-assessment [pre 44 vs. post 56, p < 0.001], peer assessment [pre 39 vs. post 68, p < 0.001]). The hybrid TTT course can provide FUSE-certified personnel with an improved self-confidence concerning knowledge of surgical energy and improve their presentation skills with midterm retention. This can help build trainees' self-confidence as instructors.

Classroom gesture instruction on second language learners' academic presentations: Evidence from Chinese intermediate English learners

Gesture has been recognized as an important aspect of second language (L2) acquisition, playing a vital role in L2 communication. Previous research has shown that L2 learners' communicative efficacy can be facilitated through gesture mediation. In particular, L2 learners may find gesture a useful tool to deliver their subject-related academic presentations. However, whether classroom gesture instruction could boost L2 learners' gesture use in academic speaking context and their overall presentation performance has rarely been explored. Drawing on activity theory, this study aims to investigate the potential role of gesture instruction in intermediate L2 English learners' gesture use and their academic presentation performance. Our study found that L2 learners who received classroom gesture instructions showed significant improvement in their use of gestures, and outperformed the control group in a post-test presentation session, showing improvement in all gesture types among which beats were significantly increased. These findings confirm the teachability of gesture to enhance Chinese L2 English learners' academic presentation skills, proving gesture as an indispensable instructional component in English for Academic Purposes (EAP) classroom.

Exhibiting Education

Abstract Exhibition research, design, and creation offer students significant experience in a wide range of intellectual and practical pursuits. This essay presents these components as they are found in the Emory University joint undergraduate/graduate course Digging into the Archives and Creating an Exhibition. The students learn how to navigate archives; ways to collaborate successfully with library and museum exhibition teams (and each other); skills in design and presentation; public programming; and strategies for identifying and reaching broad and diverse audiences. This discussion of the course goals, structure, and outcomes details how such undertakings can enhance student learning in both undergraduate and graduate contexts, while building a range of transferrable skills.

The Key English Pronunciation Difficulties for Egyptian EFL Learners

Despite all the attempts by ESL and EFL learners to attain (near-)native proficiency, many phonological, lexical and spelling mistakes still occur in any L2 learning environment (Huwari 2019, 31). This paper aims to investigate the key English pronunciation difficulties, both segmental (on the level of speech sounds) and suprasegmental (rhythm, stress, and juncture), of Egyptian learners of English, in a corpus of audio and/or video recordings of English conversation and presentation skills classes by Egyptian university students who are also native speakers of Egyptian Colloquial Arabic (ECA). The project involves both contrastive analysis (of the phonological systems of English, Egyptian Arabic and Modern Standard Arabic) as well as error analysis. While the significance of contrastive analysis lies in helping EFL teachers predict the problematic aspects (Al-Saqqaf and Vaddapalli 2012, 56), error analysis would provide them with the actual problems encountered by the learners and the extent of their seriousness.

Undergraduates' Communication and Presentation Skills: A Rubric-based Assessment Using Repeated Measure Design and Discourse Analysis

Undergraduates' Communication and Presentation Skills: A Rubric-based Assessment Using Repeated Measure Design and Discourse Analysis

Analysis of Peer and Self-Assessments Using the Many-facet Rasch Measurement Model and Student Opinions

The aim of this study is to analyze the peer and self-assessments of higher education students' oral presentation skills with the many-facet Rasch measurement model and to determine students' opinions on peer and self-assessment. In the study, convergent parallel method, one of the mixed-method research approaches, was used. The study group consisted of 11 university students studying at a state university in the 2022-2023 academic year. The FACETS program was used to analyze the data. The three facets identified in the study were the assessee (11 students), the assessor (11 students) and the items (16 items). Therefore, 11 participants scored (peer and self-assessment) on a 16-item assessment form. In addition, students' opinions on peer and self-assessment were obtained through three open-ended interview questions prepared by the researcher. According to the results of the study, it was determined that there was a statistically significant difference between the students in terms of their oral presentation skills, between the assessors in terms of their strictness/generosity in scoring, and between the criteria (items) in terms of the level of difficulty in realization. In addition, the participant opinions obtained from each interview question were analyzed through themes and sub-themes formed according to the general thoughts on peer and self-assessment, experiences, and whether the participants considered themselves as a reliable rater or not. In terms of practice, it can be suggested to provide detailed and enlightening information to students before peer and/or self-assessment in the classroom environment, and to give quick feedback to those who have not done the assessment appropriately. In addition, the reasons for the biases identified in peer and self-assessments in the current study can be investigated in future studies.

Benden sosyal medya uzmanı olur mu? Türkiye’de yayınlanan iş ilanlarındaki gerekli beceri ve nitelikler üzerine betimsel bir içerik analizi

The increase in the demand for digital skills has attracted attention in job postings published in the communication sector in recent years. The aim of this study is to reveal the frequently demanded skills and qualifications for the position of social media specialist, which is directly related to digital skills, in the context of Türkiye. For this purpose, descriptive content analysis was employed on 244 job postings published on Bigumigu.com and Mediacat.com, which publish the job postings of agencies in Türkiye. As a result of the analysis, it is possible to say that the most dominant demand of the job postings is experience in terms of years. Having agency experience, being fluent in English, being able to work in a team and having high communication skills are among the most demanded qualifications. Digital content management, digital advertising management, data analytics, design, reporting, and presentation skills are also among the most frequently requested skills. The most surprising result of the research is that agencies do not require a university education. It is important for universities to revise their curricula on the basis of these demands to respond to the needs of the sector and to train qualified graduates.

Business Presentation Skills: The Twenty-first-century Conundrum

Priyanka’s decision to never take the stage again after receiving harsh feedback on her debut presentation became a hot topic among the first-year students at Excellence School of Management. Professor Mahajan, the course instructor, recognized that this batch was similar to previous ones she had taught. During class presentations, she observed that most students could be divided into two distinct groups. The first group consisted of overly confident students, while the second group comprised individuals who lacked confidence in creating and delivering effective presentations. Professor Mahajan was now faced with two significant challenges. Firstly, she needed to help students understand that an effective presentation was not solely about creating flashy, jargon-filled slides and delivering them flawlessly in English. Secondly, she realized that the students’ misconceptions about presentation skills, which they considered to be undeniable truths, could hinder their progress in learning and practising these skills. Determined to find a swift resolution, Professor Mahajan knew that addressing these issues was crucial for the student’s growth. She understood the importance of building a solid foundation and wanted to dispel the myths surrounding presentation skills without disheartening anyone. Her ultimate goal was to inspire all students to embark on their journey of mastering effective presentation techniques.

Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research.

The development of science writing and presentation skills are necessary for a successful science career. Too often these skills are not included in pre- or postsecondary STEM education, leading to a disconnect between high schoolers' expectations for college preparedness and the skills needed to succeed in college. The Young Scientist Program (YSP) Summer Focus recruits high school students from historically marginalized backgrounds to participate in eight-week summer internships at Washington University in St. Louis. Students conduct hands-on biomedical research projects under the mentorship of Washington University scientists (graduate students, post-doctorates, lab staff). Here, we present the curriculum for a science communication course that accompanies this early research experience. The course is designed to strengthen students' communication skills (critical reading, writing, presenting, and peer review) through a combination of weekly lectures and active learning methods. It prepares students for the capstone of their summer internship: writing a scientific paper and presenting their results at a closing symposium. We administered pre- and post-program surveys to four Summer Focus cohorts to determine whether the course met its learning objectives. We found significant improvements in students' self-confidence in reading, interpreting, and communicating scientific data. Thus, this course provides a successful model for introducing science literacy and communication skills that are necessary for any career in STEM. We provide a detailed outline of the course structure and content so that this training could be incorporated into any undergraduate and graduate research programs.