Are PowerPoint presentations fulfilling its purpose?

Thomas, Marina; Raju, B Appala

doi:10.4038/seajme.v1i1.508

Cited by 10 publications

(2 citation statements)

References 7 publications

(4 reference statements)

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“…There are many issues with the preparation of power point slides like layout, background, theme selection, clear legible text and visibility of slides in bigger classes, given that the eectiveness of PowerPoint-based teaching is not related to the technology itself but to the users of this technology. 9,10,11 It is better to use an integrated approach in the use of teaching aids while teaching instead of solely depending upon PowerPoint use. According to the students, clarity of words, illustrations, real pictures, and summarizations were some of the attributes best dealt with on PPT, whereas explanations, clarity of concepts and learning to draw diagrams are better done on chalk and Board.…”

Section: Original Articlementioning

confidence: 99%

Blending Old and New Teaching Methods and Tools in Medical Education

Hassan¹,

Jadoon²,

Khan³

et al. 2023

J Gandhara Med Dent Sci

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OBJECTIVES To identify a preference for current teaching methods and use new teaching aids through feedback by medical students and teachers of first and second-year MBBS. METHODOLOGY This cross-sectional study was conducted on 91 MBBS students and teachers of Nowshera Medical College (NMC), Nowshera. Both male and female students and teachers of NMC of class first and second-year MBBS participated in the study. A feedback proforma-based questionnaire was filled out by all the participants online using Google forms. Participants were given the option to select more than one option in the case of the mode of teaching and tool of teaching. The data was collected, analyzed and presented in tabular and graphical forms using SPSS version 23. RESULTS Out of the 91 participants who responded to our research, 45 (49.5%) were males, and 46(50.5%) were female. The majority, 74 (81.3%), were MBBS students, while 17(18.7%) were MBBS teachers. Most of the participants selected more than one option. Most 48(52.7%) of the participants preferred lectures as the mode of delivery while 35(38.4%) opted for SGD, for demonstrations 14(15.3%), PBL 33(36.2%), assignments 13(14.2%0 and notes opted by 4(4.39%). 60.4% (55) were selected to use whiteboards and markers. Only 15.3% (14) were in favour of Powerpoint use, dissection 25(27.4%), models 29(31.86%), and figures 11(12%). CONCLUSION Lectures remain the most preferred teaching method in basic medical sciences among teachers and students, along with other teaching methods. Multiple teaching tools must be used during the class instead of solely depending on Powerpoint presentations.

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Section: Original Articlementioning

confidence: 99%

Blending Old and New Teaching Methods and Tools in Medical Education

Hassan¹,

Jadoon²,

Khan³

et al. 2023

J Gandhara Med Dent Sci

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“…Chalk talks are a strategy that can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment ( 4 , 6 ). An engaging chalk talk is a dynamic approach to content dissemination and elaboration and is more memorable than static diagrams presented on slides ( 7 – 9 ). Chalk talks can progress at the learners’ pace; the inherent need to pause while writing or waiting for learner input guarantees that the facilitator (i.e., the resident, fellow, or attending delivering the chalk talk) creates space for questions or clarifications before advancing to the next topic.…”

Section: The Chalk Talk As a Necessary Skillmentioning

confidence: 99%

A Primer for Developing Chalk Talks

Sehdev,

Richards

2023

ATS Scholar

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Chalk talks are a ubiquitous teaching strategy in both pulmonary, critical care, and sleep medicine and medicine in general; yet, trainees and early career faculty are rarely taught how to design, prepare, and present a chalk talk. Skills necessary to deliver a chalk talk are transferable to other settings, such as the bedside, wards during rounds, and virtual classrooms. As a teaching strategy, the chalk talk can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment. Suited for both formal and informal learning, the chalk talk can be prepared well in advance or, after some practice, can be presented “on the fly.” Furthermore, often on the wards or in the intensive care unit, team members are asked to “teach the rest of the team” at some point during rounds. There is little guidance in medical education for students and trainees to prepare for how to do this, and the chalk talk can serve as an excellent format and teaching strategy to “teach the team” when tasked to do so. To highlight our perspectives on best practices in using the chalk talk format effectively, we first briefly review the literature surrounding this very common yet understudied teaching strategy. We then provide a primer on how to design, develop, and deliver a chalk talk as a resource for how we teach residents, fellows, and early career attendings to deliver their own chalk talks.

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Experiences of Using Prezi in Psychiatry Teaching

et al. 2014

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Publication informationAcademic Psychiatry, 39 (6) Prezi is an exciting alternative to PowerPoint. It is a presentation software allowing lecturers to develop ideas and produce mind maps as they might do on an old-style blackboard. This study examines students ' experience of lectures presented using Prezi. We aimed to identify the strengths and weaknesses of this new teaching medium. Methods:Prezi was used to present mental health lectures to final year medical and physiotherapy students. These lectures were also available online. This cross-sectional study used a questionnaire to assess student's experience of the software. Results:Of students approached, 75.5% (74/98) took part in the study. A majority, 98.6% (73/74), found Prezi to be a more engaging experience compared to other styles of lecture delivery. The overview or 'mind-map' provided by Prezi was found to be helpful by 89.2% (66/74). Problems arose when students used Prezi in their personal study with 31.1% (23/74) reporting some difficulties, mostly of a technical nature. Conclusion:This study highlights the potential of Prezi for providing students with an engaging and stimulating educational experience. For Prezi to be effective, however, the lecturer has to understand and be familiar with the software and its appropriate use.

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Are PowerPoint presentations fulfilling its purpose?

Cited by 10 publications

References 7 publications

Blending Old and New Teaching Methods and Tools in Medical Education

Blending Old and New Teaching Methods and Tools in Medical Education

A Primer for Developing Chalk Talks

Experiences of Using Prezi in Psychiatry Teaching

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