Oh No!!!
They Want ME to Talk!!!!
Nancy F. Barrett EdD
April 22, 2009
Goals
1. Understand the presentation development
process
2. Identify ways to use education concepts to
enhance teaching
3. Incorporate practical strategies to improve
presentations
Four-Step Development Process
Planning
 Development
 Handouts
 Presentation

A. Planning
1.
What is the topic?
How much do I already know?
What resources do I already have?
What else do I need and where do I find it?
A. Planning
2.
Who is the audience?
What do they want to know?
How much do they already know?
How are they going to use the information?
Four-Step Process
Planning
 Development
 Material
 Presentation

B. Development
1.
2.
3.
4.
Decide on goals
Organize
Use cognitive strategies
Follow PPT guidelines
Goals
1. Understand the presentation development
process
2. Identify ways to use education concepts to
enhance learning
3. Incorporate practical strategies to improve
presentations
How Do We Learn?
Doing
(Kinesthetic)
Handout
Hearing
(Auditory)
Presentation
Seeing
(Visual)
Slides
Gagne, R., Briggs, L., and Wager, W. (1988). Principles of Instructional Design. New
York: Holt, Reinhart.
Cognitive Strategies Defined
“Internal processes by which learners select and
modify their ways of attending, learning,
remembering and thinking.” 1
Organize and understand information
1
Gagne, Brigg, and Wagner, p. 67
2 West, Farmer and Wolff
2
Ways to Enhance Learning

Sorting and organizing
 Advance
organizers
 “Chunking”

Spatial (visual organizers)

Miscellaneous
 Metaphors
 Imagery
 Tables
 Concept
maps
West, C., Farmer, J. and Wolff, P. (1991) Instructional design:
Implications from cognitive science. Englewood Cliffs:
Prentice Hall.
Four-Step Development Process
Planning
 Development
 Material
 Presentation

C. Materials
Optional
 Electronic is useful
 Presentation Handout
 PPT guidelines

PPT Guidelines
An Example . . .
Diagnosis of VTE during
pregnancy and puerperium

The estimated fetal radiation exposure from the combination of a
CXR, V/Q scanning, and pulmonary arteriography is less than 500
mrad (Toglia, M et all. N Engl J Med 1996).

100 to 200 times less than the dose thought to produce a significant risk
of fetal anomalies. Small increase in the risk of childhood leukemia from
1 in 2800 to 1 in 2000 (Mole, RH. Br J Cancer 1990). Compare with the
15 percent risk of maternal mortality if pulmonary embolism is not
diagnosed and treated.

There has been no reported harmful effects from MR imaging of the
pregnant woman or fetus (Duncan, KR. Br J Hosp Med 1996;
55:178). Safety studies - at or below 1.5 Tesla magnetic field
strengths. There may be an increased risk of tissue heating at higher
field strengths.

National Radiological Protection Board: MRI to be avoided in the first
trimester it should be considered in the first trimester when the
benefit exceeds the theoretic risk (pregnant women with suspected
appendicitis in whom the appendix cannot be visualized by US)
Diagnosis of VTE during
pregnancy and puerperium

Fetal radiation exposure from CXR, V/Q scanning,
and pulmonary arteriography:
100 to 200 times < significant risk. 1

Small increase in the risk of childhood leukemia

No reported harmful effects from MR imaging of
the pregnant woman or fetus. 3

Avoid MRI in the first trimester 4
2
References (include at end)
1. Toglia, M et all. N Engl J Med 1996.
2. Mole, RH. Br J Cancer 1990.
3 Duncan, KR. Br J Hosp Med 1996; 55:178.
4. National Radiological Protection Board (needs
citation)
Four-Step Development Process
Planning
 Development
 Material
 Presentation

D. Presentation
Practice
 Equipment
 Space

In Summary

1. Understand the presentation
development process

2. Identify ways to use education
concepts to enhance teaching

3. Incorporate practical strategies to
improve presentations
If you:
1. Plan
A.
B.
Topic
Audience
3. Identify
Appropriate
Material
2. Develop
A.
B.
C.
D.
Goals
Organization
Learning Strategies
Presentation Guidelines
4. Practice
AWESOME