Presentations using PowerPoint or similar software are probably the most commonly used format that doctors use for teaching in medical school, during residency, at medical meetings and other continuing medical education (CME) activities. However, their effectiveness has been questioned by many. This article intends to provide, in a synthesized way, several recommendations that can help make the presentation more effective.
In this article, I share with you some tips on how to improve your presentation:
We are sharing here the recorded lectures that were presented during the workshop on “Training for surgery with patient safety in mind” at the Conference for Ophthalmic Educators organized by the International Council of Ophthalmology in conjunction with the AAO during the 2018 AAO meeting.
Mind maps: a performance support document and knowledge assessment tool
Performance support documents are paper or electronic documents that help apply what someone has learned at the moment of need. No matter the length and quality of the training, it is virtually impossible for one person to remember all that is required for a given situation. Examples of performance support documents are flowcharts, infographics, data tables, calculators, mind maps, etc.
I personally like developing this kind of documents using mind mapping software because it allows you to use these documents also as a knowledge test.
The other advantage of using online mind mapping software like “Mindmeister” ** is that it allows using text, graphics, and videos.
Watch the following video to see how we use the mindmaps
Teaching does not imply learning. If we comparare traditional face to face courses with online asynchronous courses we will see that traditional face to face courses usually only focus on the ‘transference” phase. This means the teacher speaks the learners listen with little or no interactivity. For learning to happen our courses should also focus on the “processing” phase, where learners incorporate, process, store, retrieve and practice, applying the new knowledge or skills to real life scenarios.
Online asynchronous courses allows us to change a teaching experience into a learning experience by adding activities and resources that favor the “processing” phase such as pretests, multimedia presentations, documents with text with graphics, mind maps, discussion forums, scenarios, assessments and continuity over (time because learners can come back to the course as needed after they finish it.)
This blog has been developed in cooperation with supranational and national member societies of the International Council of Opthalmology to keep you current on new technologies and the application of these technologies to teaching and learning.
Comments are welcome
Please feel free to comment or ask questions on any of the posts. For this, or to see other's comments, please click on "comments" at the bottom of each post.
If you would like to post some practical application or tip on using technology for teaching and learning, please contact us at email@example.com