Developing Yourself Professionally...Developing Yourself Professionally Alice Fornari, EdD Hofstra...
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Developing Yourself Professionally Alice Fornari, EdD Hofstra North Shore Long Island Jewish School of Medicine
Transcript of Developing Yourself Professionally...Developing Yourself Professionally Alice Fornari, EdD Hofstra...
Developing Yourself Professionally Alice Fornari, EdD Hofstra North Shore Long Island Jewish School of Medicine
Presenter
Presentation Notes
(Japanese symbol for doctor)
GOAL
Professional development as an
academic hospitalist
Objectives
Abstract preparation
Posters Creation Development tips (content, delivery)
Analyze samples
Presenter
Presentation Notes
Today you are going to learn a formal METHOD to tell a clinical story – that’s what an oral presentation is. The PURPOSE of an oral presentation is to communicate with other health care providers. At the end of today you should understand the basic required CONTENT of an oral presentation, (what’s on the checklist) and you should appreciate the PROCESS or “art” involved in it’s delivery.
Posters as a Presentation Tool
Engage in conversation with like-minded people
Convey main point to large/diverse audience
Advertise work & institution
Instantaneous feedback & networking
Which book do
you want to open?
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Presentation Notes
Think about how you select a book in a bookstore. Which book is more appealing?
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Steps to Creating Posters
Plan Size Words-fonts Color scheme Images and graphics
Assemble In PowerPoint or Publisher Proof and Edit……
Transport
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Planning Your Poster
http://www.postersession.com
http://www.posterpresentations.com
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What to Mount it on?
Conferences: 3.5 – 4’ x 8’ cork boards, pushpins, (read requirements)
Foam Boards Sizes (easels) 40x60 30x40 24x36 20x30 Trifold 36x48, center panel 24x36
Poster Board 22x28
Research Language
Research Question
Introduction
Methods
Results
Conclusions
Caveats/Limitations
Future Research Questions
Background
Hypothesis
Methods/Materials
Results
Conclusions
Discussion/Future research
References
Education Language
Objective
Background
Design
Intervention
Results
Interpretation
Challenges
Future Steps
Colloquial Language
What is the question?
What is the significance?
How did you address the problem? What did you do?
What did you find?
What do you think it means?
Any reservations?
Where do you go from here?
Tricks
Make a PowerPoint presentation Rule of 6 lines Identify and convey your message Sequence logically Use copy and paste for words, charts,
images into poster
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There is always too much text
20% Text, 40% Graphics, 40% Empty Space
Text20%
Space40% Graphics
40%
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Make a Handout
Put details in Handout (e.g. references)
Contact Information
Small version of poster
Brochure
Think about where you can put them
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What Images Do You Need?
Photographs: Resolution 72 DPI computer screen (too low) 150-300+ DPI print Web images won’t work unless 1200 x 1000 Find original digital pictures 1+ M pixels Scan at 600+ DPI
Charts and Graphs What data can be best illustrated? Use existing Excel graphs and tables
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Hints on Charts and Graphs
Avoid sensory overload – too much information on one chart
Avoid artistry gone wrong – while 3D is pretty, hard to interpret
Avoid distortion – adjusting scale to give appearance of greater effect
Avoid huge tables of raw data
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Rules of Consistency
Pick 2-3 fonts. Use the same Font for all… (size, color, capitalization, alignment) Headings (i.e. 60 pt Goody Old Style, Bold, Shadowed,
Garnet, Centered) Body Text (i.e. 32 pt Verdana, Black, Left justified) Labels (i.e. 20 pt Arial, black, centered)
Pick two or three colors, use throughout poster
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Rules of Consistency
Keep shading same (color and fade)
Keep borders same (color, style and thickness)
Keep objects (text boxes, headings) aligned to guidelines (vertically and horizontally)
Keep margins and gutters consistent
Keep line spacing consistent, adjust for readability
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Rules of Readability
Title banner read from 20 ft Body text read from 6 ft Suggested font sizes (depends on font)
Title of poster 96-120 pt Author(s) and institution 60-72 pt Headings 60-72 pt Body Text 32-48 pt Labels 20-32 pt
Test of readability – print 8.5 x 14 Can you still read it?
ALL CAPS
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Example Fonts – All 46pt
Verdana Arial Times New Roman Goudy Old Style
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Conservation of Ink No solid dark color backgrounds
Use white or gradient of light color
Compensate with decorative graphics, small areas of solid color
Conclusions
Conclusions
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Create Your Poster
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Options
Start from scratch
Use Templates Google Search “poster templates” Get someone to share their poster file Adjust to fit your need
Size # Columns-3 vs. 4 (VERITICAL OR HORIZONTAL) Guidelines-conference
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Steps for Creating From Scratch
Start with new, blank page
Set size of poster
Create guidelines
Add Title banner words and images
Add Headers
Add text boxes
Add images, charts, photos, graphs, lines, borders
Edit
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Set size of poster File Menu > Page Setup
PowerPoint
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Working With Text
Use bulleted lists if possible
Align text boxes with guidelines
Indent first line of paragraphs
Keep font size as large as possible, but be consistant
Edit ruthlessly -- there is always too much text
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Scaling Dimensions for PPT Actual Final Poster Size
PPT Page Size
42x72 32x56
40x60 37x56
Smaller that 56” (24x36)
Actual size
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Working With Images
Basic Poster Guidelines
Develop a short, results-oriented title
Use visual elements
Minimize text
Maintain large, easy-to-read font
AMEE GUIDE Creating effective poster presentations: Med Teach 2009.
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Presentation Notes
Develop a short, large, results-oriented title to convey results & attract attention Use visual elements to tell your story: photographs, graphs, and drawings Minimizing text, using just enough to provide context and explain your visual elements & conclusions Maintain a large, easy-to-read font throughout the poster.
Basic Poster Guidelines
Use appropriate headings (organize and guide)
Keep poster bright, colorful, and uncluttered
Speak about poster
Provide handout size copy
AMEE GUIDE Creating effective poster presentations: Med Teach 2009.
Presenter
Presentation Notes
Use appropriate headings to organize your poster and guide viewers Keep your poster bright, colorful, and uncluttered Use your poster to speak about your poster & provide handout size copy
What to Bring to a Poster Session
Poster in a tube
Poster in handout form (color best, & envelope to hold on board)
Business cards
View the
Posters
Average is no longer good enough
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Average is no longer good enough. Our presentations need to be bold and stand out. Our audiences are tired of death by powerpoint. It is time to clear away the CLUTTER in our presentations - to get rid of the multiple bullet points that we read to our audiences until they fall asleep – and to embrace the Zen principles of SIMPLICITY and CLARITY. In the next 10 minutes I am going to give you some practical tips to help you change how you give presentations. We will then spend the remainder of the session reviewing the criteria for judging oral presentations, and we will critically analyze a sample presentation. At the end, I will give you a handout containing zen tips for presentation success and some resources for further study.
Message
Visuals
Delivery
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Presentation Notes
Every presentation has 3 fundamental components – the message, the visuals, and the delivery. The Message forms the foundation of your presentation. It is the CONTENT of your talk, the IDEA or IDEAS that you want to convey. The visuals should SUPPORT your MESSAGE, not distract from it. PPT slides routinely disrupt, dominate, and trivialize content. The delivery is the style with which your message is conveyed. The more natural, and conversational the delivery, the more your audience will be engaged. Let’s break these 3 components down in greater detail.
Focus
Restraint Clarity
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If you want to improve your presentation start by improving the CONTENT. Developing your message requires FOCUS – ask yourself “what is my central point or points?” If your audience only remembered one thing from your presentation what should it be? CLARITY is critical. We have a tendency to want to share everything there is to know about our topic which usually results in a jumbled mess of information. When everything is emphasized, nothing is emphasized. You have to reign in your impulses and demonstrate RESTRAINT in what you actually present, paring back to just a few core ideas.
Description of the problem,
clear statement of goals
Summary, call to action
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Presentation Notes
After you have pared it down to the essentials, you need to create the structure of your presentation – the path down which you will take your audience. Typically this path starts with a description of the problem, and a clear statement of the presentation’s goals. It ends with a summary of the main points, and a call to action. What problem did I describe at the outset of this presentation? (Most med-ed talks are AVERAGE.) What do you think I m going to say to you at the end of this presentation? (Go out and create exceptional presentations!) In the middle, you try to give your audience the tools they need to overcome the problem you described, so they can answer your call to action.
Make it Stick
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The next thing you need to do with your message is make it STICK. One way to do that is through imagery. Remember the old axiom – “a picture is worth a thousand words?” It is! I am using a lot of imagery in this presentation. Another great way to make your message STICK is through the use of story. What are the most well attended conferences in your department? In our department it’s M and M, it packs the house every time – why do you think that is? Because each case is a medical STORY about a human being who suffered, and those stories compel us to do better next time.
Message
Visuals
Delivery
Presenter
Presentation Notes
Once you have your message organized, you’ve laid out a path for your presentation, and have devised ways to make your message stick, it’s time to open your computer and work on your VISUALS.
What is an Abstract?
An abstract is a brief summary of a research article, thesis, review, conference proceeding or any in-depth analysis of a particular subject or discipline, and is often used to help the reader quickly ascertain the paper's purpose.
When used, an abstract always appears at the beginning of a manuscript, acting as the point-of-entry for any given scientific paper
Purpose
An abstract is used by many organizations as the basis for selecting research that is proposed for presentation in the form of a poster, platform/oral presentation or workshop presentation at an academic conference.
Case Study
Defined as a research strategy, an empirical inquiry that investigates a phenomenon within its real-life context. Case study research means single and multiple case studies, can include quantitative evidence, relies on multiple sources of evidence and benefits from the prior evidence.
Case Study
Introduction/Background (cite literature if possible and include relevance)
Case Description
Discussion (link to evidence/literature) Include implications for clinical practice and future patient
care outcomes
http://www.acponline.org/residents_fellows/competitions/abstract/prepare/clinvin_ex.pdf
Case Reports Introduction: Most case report abstracts begin with a short
introduction. This typically describes the context of the case and explains its relevance
and importance.
Case Description: When reporting the case, follow the basic rules of medical communication; describe in sequence the history, physical examination, investigative studies,
and the patient's progress and outcome. The trick is to be complete without obscuring the essence of the case with
irrelevant details.
Discussion: The main purpose of the discussion is to review why decisions were made and extract the lesson from the case. Not uncommonly, reports from the literature, or their absence, are cited that
either directly support or contradict the findings of the case.
Case Reports
Keep in mind that the best case report abstracts are those that make a small
number of teaching points (even just one) in clear and succinct language.
Clinical Research Abstracts
The first rule of writing abstracts is to know the rules. Required headings
Title, Introduction, Methods/Intervention, Results, Conclusions
250 or 350 words ???
Title Information
The title should summarize the abstract and convince the reviewers that the topic is important, relevant, and innovative.
To create a winning title, write out 6 to 10 key words found in the abstract and string them into various sentences.
Once you have a sentence that adequately conveys the meaning of the work, try to condense the title yet still convey the essential message.
Abstract: Clinical Research Context /Background
Objective
Design, Setting, and Participants
Interventions /Main Outcome Measures
Results
Conclusion
Background
This usually consists of several sentences outlining the question addressed by the research.
Make the first sentence of the introduction as interesting and dramatic as possible. For example, "100,000 people each year die of…" is
more interesting than "An important cause of mortality is…"
If space permits, provide a concise review of what is known about the problem addressed by the research, what remains unknown, and how your research project fills the knowledge gaps.
The final sentence of the introduction describes the purpose of the study or the study's a priori hypothesis.
Methods
This is the most difficult section of the abstract to write.
It must be scaled down sufficiently to allow the entire abstract to fit into the box, but at the same time it must be detailed enough to judge the validity of the work.
For most clinical research abstracts, the following areas are specifically mentioned: research design; research setting; number of patients enrolled in
the study and how they were selected;
A description of the intervention (clinical or educational)
A listing of the outcome variables and how they were measured.
Finally, the statistical methods used to analyze the data are described.
Results/Outcomes
This section begins with a description of the subjects that were included and excluded from the study. For those excluded, provide the reason for their exclusion. Describe setting, if room
Next, list the most important outcome variables.
If possible, present comparisons of the outcome variables between various subgroups (treated vs. untreated, young vs. old, male vs. female).
Educational outcomes with focus on change in knowledge, skills and/or attitudes of learners This can be by competency if appropriate to the educational
framework
Conclusion
State concisely what can be concluded and its implications for practice, patient care or learning
The conclusions must be supported by the data presented in the abstract
Never present unsubstantiated personal opinion.
If there is room, address the generalizability of the results to populations other than that studied and the limitations and assumptions of the study
Literature and Clinical Reviews
Surveys scholarly articles, books and other sources relevant to a particular issue, area of research, or theory
Provides a description, summary, and critical evaluation of each work
The purpose is to offer an overview of significant literature published on a topic
The literature review itself, however, does NOT present new primary scholarship.
Components
Problem formulation—which topic or field is being examined and what are its component issues? (Introduction)
Literature search—finding materials relevant to the subject being explored (Methods-how citations were gathered)
Data evaluation—determining which literature makes a significant contribution to the understanding of the topic (Results)
Analysis and interpretation—discussing the findings and conclusions of pertinent literature (Conclusions)
Purpose of Literature Review
Place each work in the context of its contribution to the understanding of the subject under review
Describe the relationship of each work to the others under consideration
Identify new ways to interpret, and shed light on any gaps in, previous research
Resolve conflicts amongst seemingly contradictory previous studies
Identify areas of prior scholarship to prevent duplication of effort
Point the way forward for further research
Place one's original work in the context of existing literature
Assessing Literature
Provenance—What are the author's credentials? Are the author's arguments supported by evidence Objectivity—Is the author's perspective even-
handed or prejudicial? Persuasiveness—Which of the author's theses are
most/least convincing? Value—Are the author's arguments and conclusions
convincing? Does the work ultimately contribute in any significant
way to an understanding of the subject?
Educational Outcome: Abstract Piloting an integrated clinical skills progress test to assess milestones among medical
students
Background: There is growing evidence that medical student assessment should be developmentally sequenced, competency-based, individualized, and integrated across disciplines. To our knowledge, use of a single standardized case as a progress test to compare developmentally-based clinical skills competencies has not been described.
Description: As the culmination of a longitudinal clinical skills curriculum, we designed a standardized case administered in a clinical skills center to assess competency in communication, patient care, and professionalism among first and second year students. A committee of standardized patients and faculty reviewed student performance based on proposed developmental milestones to determine whether students attained designated competencies.
Outcomes: Fifty-eight first year and 33 second year students at Hofstra North Shore-LIJ School of Medicine completed the curriculum and examination. 81% of first-year and 85% of second-year students met developmental expectations in communication, 90% and 94% in patient care, and 84% and 76% in professionalism. The 23 students who did not meet expectations were offered remediation through individual feedback, videotape review, and a repeat exam. The implications of these data will be discussed.
Conclusions: A single standardized case identified students attaining milestones in clinical skills development and highlighted areas for feedback and remediation.
Take home message: As developmental milestones are proposed, it is critical to evaluate whether students meet the recommended competencies. We designed a single case to serve as an integrated clinical skills progress test. Future work will include prospective development of a competency-based instrument for longitudinal assessment in clinical skills.
Summary Points
Although short in length, a good abstract typically takes several days to write.
Seek the help of an experienced mentor. Share the abstract with your mentor and make
revisions based upon the feedback. Allow others to read your draft for clarity and to
check for spelling and grammatical mistakes. Reading the abstract orally is an excellent way to
catch grammatical errors and word omissions.
