9-8-23 YES!: Reversing the Tyranny of Powerpoint

September 20, 2023

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00:00And I'm thrilled that you are
00:03working closely with us to provide
00:06educator development programs.
00:08Andreas received his PhD in medical
00:11education from the University of
00:13Groggington in the Netherlands and
00:15really has worked very carefully
00:17on how do you teach in pedagogy,
00:20in particular using a lot of
00:23standardized people to really help
00:25improve the learning environment.
00:27He also has a Yale School
00:30of Public Health degree.
00:31He did his fellowship in residency
00:33up at the other school at in Boston.
00:37And we're so fortunate in his leadership
00:39roles that he's with us at Yale.
00:42And I really thank you for all you do,
00:43Andreas.
00:44I'll pass it over to you on this
00:47first session of the YES program.
00:49Welcome, everybody.
00:53Thank you, Janet.
00:57Let me just share my screen properly. There
01:04we go,
01:08there we go. And all systems go from
01:10a technical point of view, yeah,
01:13everyone is seeing things perfect, Okay.
01:16So this is very exciting.
01:18We've been looking forward to this for
01:21for a while and it's terrific to have the
01:26support of of Janet, of Jessica Lucy,
01:30of all the brass of the medical
01:32school who has been very supportive.
01:35And anyone who knows Dana Dunn knows
01:37that it's a joy to work together
01:40with her and I have to give her
01:43credit for coming up with this title.
01:45Yes, Yes Educator series.
01:47It should really be you mess
01:50with because of the medical,
01:51but it doesn't quite flow.
01:54But this is the first talk.
01:56I'm not going to go over the whole schedule.
01:58You can you can find it online,
02:00but at broad strokes I can tell you
02:02that it is divided into 3 parts.
02:05I will be teaching some preclinical
02:08tools or classroom tools.
02:10I'm sorry today being an example of that.
02:14I will also be and that's three
02:16sessions and then I'll be teaching three
02:20sessions on academic writing and presenting.
02:24And the third arm of this and the the
02:27biggest arm of this yes series is
02:29going to be led by Dana on clinical teaching.
02:32So you can learn everything from
02:34classroom to bedside and the
02:35publication and points in between.
02:37And we look forward to having you join us.
02:39So thank you for being here.
02:47OKI need to start by letting you
02:49know that there's no corporate
02:51support for this activity.
02:53No support at all, either.
02:54Personal, I can assure you that
02:57PowerPoint or PowerPoint enemies
02:59give me or take away no money,
03:01so this is completely neutral.
03:03And as you saw in the text,
03:06you can also text this number to for
03:10your attendance and participation.
03:12And maybe we'll be sending a
03:15reminders periodically throughout
03:18Okay. So what are we going to be doing today?
03:22The goal here is getting
03:25to a better slideshow.
03:27I have tried in years past to go no
03:30slideshow and just do it without PowerPoint,
03:33without slides, and it's doable,
03:35but I wouldn't recommend that.
03:38But I would recommend thinking
03:40of ways in which you can improve,
03:42and hopefully some of these tricks will help.
03:45I've divided the talk into three
03:48parts because these are the three
03:51elements that I think are at play here.
03:54The 1st, and for my money the most important
03:57one is the psychology of PowerPoint and
04:00how to better engage with participants,
04:02how to have participants really connect
04:06through the these tools rather than shy away.
04:11The second part is,
04:12I would say the more meat and potatoes part,
04:15which is how do you prepare or
04:18the designing of PowerPoint,
04:19how do you put it together,
04:20how do you think it through?
04:23And the 3rd and shortest session
04:25is going to be on presenting or
04:28the sharing of the PowerPoint.
04:30And that is because if you've done the 1st,
04:322:00,
04:32if you really have thought of the
04:34psychology and have designed things well,
04:37sharing presenting should be very easy.
04:40So we'll see if you believe me
04:42by the end of this.
04:43But this is the road map of
04:45what we're going to be doing.
04:47So let's start with the
04:48psychology of PowerPoint.
04:49And these are the four things that
04:51I'm going to be talking about.
04:54Who is featured in PowerPoint?
04:56How do you pace a PowerPoint
05:00complementing rather than competing
05:02with PowerPoint and sharing?
05:04And if this doesn't quite make sense,
05:06that's fine,
05:06because I haven't covered it yet.
05:08But that's just so that
05:08you know what's coming up.
05:12So featuring starring,
05:13if you're going to learn
05:15anything today and probably
05:17you'll forget like we all do,
05:19most of what I'll talk about,
05:21but Please remember this,
05:22This is the one point that I hope is sticky.
05:25And this is what most people
05:27who don't do PowerPoint well.
05:29And we've all been to bad PowerPoints,
05:30unfortunately.
05:31And we've all given bad PowerPoints.
05:33Unfortunately,
05:34the single most important thing
05:36to change that narrative is to
05:40remember that PowerPoint is the
05:43tool and you are the presentation.
05:48Very simple, right?
05:49PowerPoint is just the tool
05:51and you are the presentation.
05:54So often, most often we see the opposite.
05:58We see presenters, you know,
06:00running around their PowerPoint as
06:02if PowerPoint was giving the talk.
06:04And if you just psychologically
06:06change that dynamic in your head,
06:09life is going to be much better.
06:15What do I mean by pacing?
06:18One of the very common problems in PowerPoint
06:20is that there are too many things going on.
06:23And perhaps the most common of those is that
06:27things are happening not at brain speed.
06:30You're not pitching to the speed of
06:33your learner, so the students or
06:35what whomever your learners are,
06:37but you are pitching either at your
06:40own brain speed or very often going
06:42to my earlier point,
06:43to the computer, to the PowerPoint.
06:46So there's this data saturation,
06:49this data exaggeration that
06:51starts getting people nervous,
06:53angry, checked out.
06:55So I'm going to be talking
06:58about pacing throughout,
06:59as you will see,
07:01if you want to keep it to a bumper
07:03sticker or a memorable way of thinking
07:04about it is that you should try to move
07:06at the speed that you would tell a story.
07:08Because at the end of it,
07:10you are telling a story.
07:12Here I am telling you the story of a
07:15young little girl called PowerPoint
07:16who went into the dark woods.
07:18I mean,
07:19it's it's a story, right?
07:20So he's got to tell a story.
07:23And if you do that,
07:23the pacing will will follow.
07:31Very often we compete rather than
07:34complement our PowerPoint and many people.
07:38When I talk about people,
07:40I talk about myself as well.
07:41I'm just not throwing arrows out there.
07:42We these are errors that we've all made.
07:45But very often you will see that people
07:48use PowerPoint as a teleprompter.
07:51In the worst of scenarios,
07:52they turn around and look at
07:54the screen and read the slides.
07:56In the less severe example,
07:58they just look at their own computer
08:00and read the slides and they forget
08:02that they have an audience that they
08:04have people who they are engaging with.
08:06So PowerPoint is not a teleprompter,
08:10and if you put too many words on PowerPoint,
08:12you're already in a slippery
08:14slope to difficulty
08:21along the lines of this overload
08:25of information, auditory and visual
08:28channels in particular need to be
08:30In Sync while giving a PowerPoint,
08:32because it's so easy to
08:35go into sensory overload.
08:37And I will give you examples in
08:39the next few slides both of what
08:43auditory overload looks like and how
08:45to prevent it or remedy it and how
08:48visual overload looks and how to remedy it.
08:55I'm going to, I'm a child psychiatrist.
08:57I'm a child study center.
08:57So I'm going to give you just
08:59a couple of examples from my
09:01work to to make this come alive.
09:05The the next couple of slides
09:07come from this study just to
09:09give you a little bit of context,
09:11this was not particularly
09:12a child psychiatry study.
09:14It was a study with medical students
09:16in Israel in which two colleagues and
09:19myself got in front of the medical
09:21students to talk about how our
09:23personal vulnerabilities as physicians,
09:26whether it's a medical error,
09:29a medical illness,
09:31A psychiatric illness,
09:33anything that we felt frail about.
09:36And we talked about this to
09:38the medical students.
09:39We studied it and the results
09:41were very exciting.
09:43So
09:46as I talked about this,
09:48let's do this experiment.
09:49Here I am talking to you. Well,
09:52you are seeing a slide with lots of words.
09:55Now you right now need to make a decision.
09:58Either you pay attention to my words,
10:00Hopefully you will do that,
10:02or you read my beautiful words.
10:04Hopefully you will do that.
10:06So what do you do?
10:07You know, you're confused.
10:09Your head starts spinning.
10:10It's not good. It doesn't feel good.
10:12You say shut up.
10:13I want to read those words
10:15or take off the slide.
10:16It's irritating my retina.
10:18You can't do both, right?
10:20That's a very common problem.
10:25SO2I I work a lot in qualitative
10:27methods with qualitative methods.
10:29I use a lot of words and I'm a psychiatrist.
10:32I like words and use words.
10:35How do you present words?
10:37Well, you can present words,
10:38putting a lot of them in the slide.
10:40Well, that's not good where
10:42there are a couple of other ways.
10:43So I'm going to give you 2 examples.
10:45And I want you to compare in your own
10:47brain the experience that you just
10:49had listening to me talking to you
10:53over the slide to this second example.
10:56And we're going to see one more.
10:58So in that study that I mentioned
11:00of the students,
11:02we found several themes who came
11:04up to through a thematic analysis
11:07to several themes,
11:09and one of them we called
11:12unexpected vulnerability.
11:13Students found it powerful to have
11:18their instructors, their professors,
11:20and the more senior,
11:22the more so unexpectedly be
11:25vulnerable to human beings.
11:27And they spoke to the power of that.
11:30And one quote that captured
11:33this is the following.
11:35And I'll but the words on the
11:37screen and I'll read them slowly.
11:39I was diagnosed with depression.
11:42Takes guts to talk about it.
11:45Makes you wonder about what
11:47our hang ups still are,
11:49about the power dynamics and the stigma of
11:52labeling people with certain diagnoses,
11:55especially when it comes to
11:57the mental health work.
12:05And I left it there for a
12:07few more seconds so that,
12:08you know, you could process it.
12:10But just compare what your
12:11brain did and didn't do right.
12:13You're not competing,
12:14You are helping, you are building.
12:17Now I might say that what we just saw,
12:24perhaps that was even too much,
12:28that having the slide with
12:29the words was too much.
12:30So let's see yet another example.
12:33And in it,
12:34I'm going to do what I'm doing now,
12:36which is a black screen with nothing on it.
12:40The only thing that you're seeing is me,
12:43and the only thing you're
12:44going to hear is my voice.
12:47I might have to read some words and look
12:49down, but mostly I'm looking at you.
12:53And the second example from this heal thyself
13:00in being with patients.
13:01How many of us share our fallibility,
13:04our vulnerability, our imperfection?
13:06More to the point,
13:09how many of us share our own experience
13:11being on their side of the aisle?
13:14Nearly enough.
13:17We have been too caught up
13:19in a maladaptive search for
13:21perfectionism and infallibility,
13:22a quest that has zapped the joy
13:24out of the column for so many,
13:26not to mention snuff the life out
13:30of a disproportionate number of
13:32physicians who have died by suicide.
13:40So you get in your own brain.
13:42You can start thinking how these
13:44different deliveries felt and how
13:46extraneous in some way was PowerPoint.
13:54A very similar that maybe,
13:56perhaps perhaps not as as heavy
14:00but clearly related is sharing.
14:05If you think about what is it that
14:08you share with your audience and what
14:11they really could use versus what
14:13you use and you could really use and
14:17you will see that there's often a
14:19disconnect and that we overwhelmingly
14:21present centered on our needs,
14:24not our learners needs.
14:27If you think of PowerPoint less as a
14:32projection screen thingy and more,
14:36or in addition as an organizing and
14:41an outlining tool, it can be great.
14:44Let me give you an example.
14:46So this is not from my work,
14:47but someone was kind enough to
14:50let me use this very bad slide.
14:52This is a terrible slide, right?
14:53It would take you half an hour to
14:55read it and it's all a number of
14:58countries and it makes no sense.
14:59And I don't know what MST is.
15:03This is a typical slide that we
15:05have all seen in annual meetings and
15:07presentations and the presenter waxes
15:09poetic and goes on and on and on.
15:12This is not useful information.
15:15Perhaps you could put a map
15:18pointing the countries and no words,
15:20but this is what I think was going
15:22on in the head of the presenter
15:24in their outline,
15:26the outline part where you type and
15:29PowerPoint there was all this information.
15:32And I think that this presenter
15:33is given the opportunity,
15:34would have shown each and every one
15:37of these slides and you know done
15:40severe damage to those learners brains.
15:43So the the response here,
15:44the solution here is not to throw
15:47this to the garbage.
15:49The solution is not to show it
15:52to the audience.
15:53You know, you can print it,
15:56you can have it for yourself,
15:58but you don't need to show it
16:00because you're only going to be
16:02alienating and distancing that crowd.
16:04So be very mindful,
16:05as in this part of the psychology of
16:08what is it that they need and you need.
16:11And in terms of visuals and words,
16:13they need much less than you think
16:15they do because what they need is you.
16:17Remember, you are the presentation.
16:20PowerPoint is just a tool,
16:24All right, So we we're done with psychology.
16:26For those of you who don't like psychology,
16:28we're now going to get into,
16:28I don't know, engineering or something.
16:33So how do we prepare and how do we
16:36design A PowerPoint presentation?
16:39I'll talk about revealing content
16:42and transitioning content.
16:43How to shift attention issues,
16:47pedestrian issues around formatting,
16:49listing, do some don'ts,
16:52embedding what can and can't be embedded,
16:55and timing.
17:00So what do I mean by
17:03revealing and transitioning?
17:05Another very common mistake that
17:07we see is presenting a whole lot
17:09of information in one slide,
17:11and your brain cannot process it.
17:12It's too much.
17:14It is way too much.
17:15But you can present pretty complex
17:19information if you become attentive
17:21to layering content in a gradual
17:25way and not giving it all at once,
17:28which is what many of us want to do.
17:40So how do we do this?
17:46By gradually layering and
17:47not giving it all at once.
17:49We can do a number of things,
17:51prevent visual overload.
17:52It's better for the learning,
17:55understanding,
17:55retention of our target audience.
17:58And it can even create dramatic tension.
18:01You say, huh, drama.
18:02We're not in the theater,
18:04but we kind of are, right?
18:05I mean, the presentation,
18:07you are on stage,
18:08you want to engage people,
18:10You want to really give it your all.
18:12And there are moments,
18:14even in a pretty straightforward
18:16PowerPoint presentation,
18:17where there are dramatic tension moments.
18:20Hopefully, Alex,
18:20simplify a couple of those.
18:26So to make this example about visual
18:31overload as a problem and visual
18:35layering as a potential solution,
18:38Elegan used some of the
18:39work from my research.
18:41Very different work.
18:43This is large study, 2000 or so children,
18:49adolescents exposed to videos,
18:51very short videos,
18:52one minute long videos about an adolescent
18:57talking to them about depression.
18:59Our goal was to see whether we could
19:03reduce stigma, stigmatized perceptions,
19:06and increased care seeking intentions.
19:10Showing these short videos
19:12and we had one actor,
19:14a wonderful young woman,
19:16black woman
19:18who did these videos and then
19:21we put them online to collect
19:23the data on these 2000 kids.
19:26Now just look at that slide
19:29till you get a headache.
19:34Unless you have some PhD and
19:36statistics or you live in this world,
19:38it it's going to take you a long time
19:41to know what what is happening here.
19:44It's too much work.
19:45I I would be asking you too much work.
19:50And if you read the paper,
19:51there's a big footnote that explains
19:54everything so you can understand it.
19:57But PowerPoint is not a paper.
19:58That's another common mistake, right?
20:01PowerPoint is PowerPoint.
20:03But let's say that I want to
20:05show this information because it
20:06is so important as it was and I
20:08did present this information.
20:09Well, you can't present it like this.
20:11It's it's just not kind to your audience.
20:14So let's think about this other approach.
20:19As I mentioned, we have this black actor,
20:22young woman, very talented
20:23young woman who acted 2 scenes,
20:272 scenarios, each one one minute long.
20:30The first one in this light brown.
20:34Can you see my cursor in which she had
20:39a script about depression last year?
20:41I was depressed.
20:42These were my symptoms.
20:44I went and I got treatment.
20:46I feel better and this is what
20:48my life looks like now.
20:49That was essentially the one minute park.
20:54She also did the same thing,
20:56but we call this adjusted
20:58because in the adjusted version,
21:00her presentation was informed by
21:02a focus group of 6 or 10 black
21:05women talking about what they
21:08saw as different in depression
21:10among them that you know,
21:12that white people wouldn't understand.
21:15And it's it's subtle,
21:17but it's really important.
21:20And we thought that we were going to
21:24find that the adjusted one was going
21:26to resonate more with our black viewers
21:28who were really trying to get to treatment.
21:31So this is the what we did,
21:35we used as a measure.
21:37Well,
21:37I recognized a depression stigma scale
21:41and then among black participants,
21:43these are the viewers.
21:45We saw that black viewers all responded
21:48in a positive way to both videos.
21:52The higher that we go on the Y axis,
21:55the better that they did.
21:57So we can see that black viewers
21:59did well and they responded as
22:01predicted a little bit better
22:03to the adjusted video.
22:08But the real surprise was that
22:10white viewers also responded,
22:14responded more, and most importantly,
22:17there was a difference in how
22:19white viewers responded to the
22:21adjusted to the nonadjusted.
22:23We interpreted this to tell us that
22:26white viewers didn't really understand
22:29the experience of lived racism and they
22:32had an aha moment on seeing this very
22:35real woman telling them what it was
22:38like or was perhaps black viewers said Yep,
22:41I understand it.
22:42I, you know, it's kind of what I live,
22:44what I've lived,
22:45our families have lived, etcetera.
22:46So it was a surprise finding to us.
22:50Similarly, we had a secondary outcome,
22:52which was racial warmth.
22:54How positively or warmly or negatively
22:58or coldly you feel to other races,
23:00in this case to black people.
23:04We saw that really there was no
23:06difference after the viewing and
23:08before among black participants.
23:12But once again about in white participants.
23:15We did see that once they saw this
23:18video showing the expression of
23:21racism embedded into depression,
23:23they got what we called an
23:25empathic foothold into the life
23:27of black individuals because they
23:29got to understand depression,
23:31racism in a way that they hadn't before.
23:35Now, in this last slide
23:39on this series, I just want to show
23:41you this is a very technical thing,
23:43how you know what happened behind the scenes.
23:47I put these black boxes that really
23:49are not black. When I made them.
23:51I used white boxes because you see
23:52that I have a white background,
23:54but I use the black boxes just
23:56to show you how this was done.
23:59Animations and I'll come to
24:00animations can be helpful.
24:02This was an example of that.
24:04So here in this first animation,
24:07this whole panel showed up.
24:10In a second animation,
24:11the box which used to be a white box
24:14but here for your viewing is in black,
24:16disappeared in the third animation.
24:22The secondary outcome in the next one,
24:26that whole panel.
24:27But remember, it's blocked by the white.
24:28So you're only seeing this
24:30and then the whole thing.
24:32So what I when I walked you through that,
24:34there were these behind
24:36the scenes animations.
24:38In general,
24:38animations and PowerPoint are terrible,
24:41especially the ones that make you dizzy.
24:43But animations that just appear
24:46and disappear subtly and don't,
24:49they're not showy.
24:50They were invisible to you.
24:52Those can be very helpful when
24:54you're trying to layer information.
24:58This is a much easier example
25:00of layering in, you know,
25:01maybe a little bit of dramatic tension.
25:03Totally different study.
25:06We exposed medical students and
25:09others to a curriculum on children
25:12on wheelchairs and we asked them,
25:15this is maybe 150 individuals.
25:17What comes to mind?
25:19What are the 1st 3 words that
25:21come to mind when you think of a
25:23child on a wheelchair and you see
25:26the words and you see the colors?
25:28Red is not good and then
25:32afterwards blue is positive.
25:34So we saw at some level it was one
25:37of the measures of the impact of our
25:40curriculum in the context of this talk.
25:43If I had shown you what you're
25:44seeing right now, all of it at once,
25:47it it would be hard to see,
25:49you know,
25:50to to really have an aha moment to
25:53let some time to see the change,
25:57to think yourself what do you
25:58think when you think of a child
26:01in a wheelchair And then to have
26:03the ability to talk.
26:04So once again, layering,
26:05in this case, not very complex,
26:08It's just something appearing
26:10that wasn't there before.
26:12You're not giving it all at once.
26:19From a technical point of view,
26:20if you don't know this,
26:21this may be a second good
26:22thing for you to you know not.
26:24Never forget the single most powerful and
26:28important key on PowerPoint is the B key.
26:32BSN boy. Because when you're in
26:36this light presentation mode,
26:37what happens is that this happens.
26:40I just press my B key, things go
26:42away and now I can connect with you.
26:44Now I can speak with you.
26:45Now we don't need to be dealing
26:48with PowerPoint and I can always
26:51come back pressing any other key.
26:53The W of white is similar,
26:56although probably the the the
26:59B is more effective.
27:01So incredibly powerful tool.
27:03When you really want to recenter attention,
27:06you want your participants to look at you.
27:08You want to forget about the
27:09darn thing up on the screen.
27:15So couple of pointers
27:18about format formatting.
27:22You probably know that in PowerPoint you can
27:24do all sorts of formats and that nowadays
27:28most presentations are done in wide screen.
27:32White screen is a format that fills
27:34your whole screen, so it's very good.
27:36Especially now in the age of zoom,
27:38it's rare these days to have
27:41the four by three format.
27:43It's very easy in the format page set up
27:47and you just choose any number of formats,
27:51but white screen is quite important
27:53and it's very visually appealing.
27:56It's very cinematographic and there's
27:58more real estate to put in there.
28:01You don't want to have your presentation
28:04and then black lost space on both sides,
28:08so that's that and there's templates
28:12in this talk as you've seen.
28:15Hopefully you notice or now bring
28:16to your attention.
28:17I've used two templates,
28:18so when we did the Yale CMD credit
28:22slide it was this template and then
28:26the rest of the slides is a template
28:28that I created with these two lines.
28:31So a couple of things.
28:33Choose whatever template makes you happy.
28:36I would recommend less is more,
28:42but try to stick to the same one if you can.
28:45I haven't been very good about this.
28:47I've used all sorts of templates
28:49over my career and what's difficult
28:50is that when you then want to mix
28:52and match and move things around,
28:54it makes it a little bit more complicated.
28:55So pick one that you're happy
28:58with and you can just make it up
29:04and whatever you choose.
29:06Also remember that the background
29:08sometimes is really annoying.
29:10So if you go to this one,
29:13let's say that all my slides were
29:14in this using this background,
29:18but I want to just to show an image or a
29:20word or I didn't want to be reading Yale
29:22Medical School or Yel CME and all that,
29:24it just didn't belong there.
29:26You can just go into right click on the
29:29slide and it will give you an option for
29:31background and you can say I think it's a
29:34race background or something like that.
29:36So it won't affect all the other slides,
29:39but it affects that individual slide.
29:41When you start noticing these things,
29:43and I do, it becomes very irritating
29:45when you see background that is not
29:48adding anything and it's just yet
29:51again another visual distraction in
29:52another set of words that you don't
29:54want to be paying attention to.
29:56So blocking background can be very helpful.
30:01Ontology. There are many fonts as you know.
30:05Here again, take one and stick to it.
30:07But the key thing is that for
30:10those of you who love this stuff,
30:11there are serif fonts and
30:14San Seraphonso serif fonts,
30:16as a reminder, have these little
30:19lines that carry on little lines,
30:21little lines at the at the bottom and
30:26in serif font fonts are particularly
30:28good for printed materials because it
30:30makes it easy to read long sentences,
30:32books, novels, etcetera.
30:36They're terrible in PowerPoint.
30:38Don't use serif fonts.
30:41Sans serif fonts do not have those
30:43little legs or extensions and they are
30:47much easier to read on the screen.
30:50You remember,
30:51you're not going to be writing many words,
30:54so the few words are going to pop up.
30:56It pops up and the the two big
30:59ones are Ariel and Calibri.
31:01I've used Avenir. It it doesn't matter.
31:05There's a couple of them.
31:06But always stick to a sans serif font.
31:14Something that's very annoying is when
31:16you see a pixelated image on PowerPoint.
31:20The this example of President Obama.
31:23Of course it's an exaggeration to make a
31:26point, but you often see these terribly
31:29pixelated images like the one in the middle.
31:33That detract because your brain
31:34is trying to make sense of it.
31:36It's trying to impose some
31:38organization to it.
31:40So when you use images,
31:42and I am a big believer and
31:44user and enthusiast of images,
31:46always look for high resolution images.
31:49When you Google for the image and
31:51like you saw the the papers that I cited,
31:54you can always clip from a paper,
31:58from a PDF, from a website and get
32:01high resolution things to clip on.
32:03So be be very mindful of the resolution.
32:06It can be.
32:07It can be annoying.
32:12When PowerPoint was initially made,
32:14it was all about the,
32:15you know, lists and bullets.
32:17Lists and bullets and lists
32:18and bullets and and by now,
32:19I think that we're all
32:20sick of lists and bullets.
32:21It doesn't mean that they're not helpful,
32:24but be mindful of them.
32:26You know, not everything needs to
32:28be a list and the bulleted list.
32:30One example are the table of contents and
32:32reminders of giving you an example, right.
32:34This is what we're going to do.
32:35This is what we're doing.
32:37This is what we did periodically,
32:39a reminder that also introduces
32:41some familiarity with the topic
32:48embedding. So there's so much to say
32:50about embedding that the next session,
32:52about a month from now,
32:54is going to be all about teaching with
32:57technology and how to embed either into a
33:00PowerPoint or separate from a PowerPoint.
33:02All sorts of graphic thingies,
33:04video eye candy poles, interactive things.
33:09There's lots and lots of things,
33:11but I want to give you an example
33:13here of how embedding something
33:16can really change the game.
33:18Now this is going to be the mentally
33:21interactive part of this talk,
33:23or one of them.
33:24So I'm going to show you a video that is less
33:27than a minute long or about a minute long.
33:30And as you watch it,
33:31I want you to figure out what it is about,
33:35what is happening here,
33:37because I can tell you that it is a topic.
33:40If that is near and dear,
33:42I think to many,
33:43of not all of us.
33:45And the idea is that if we
33:47were to talk about this topic,
33:49we could probably spend a whole hour after
33:51that was one minute talking about it.
33:53But for now,
33:54just as your mental exercise of engagement,
33:57what do you think this is about?
33:59I'm not telling you.
35:10So this sound, this video was went to me
35:14by my collaborator and colleague Maya,
35:16done from from Stanford. You can imagine.
35:19I mean, I I can just feel it that we could
35:22go on talking and talking right about this.
35:24This could be Dana, this could be a whole
35:26other session on imposter syndrome, right?
35:28Or unless maybe only Dana Dunn and
35:29I are the only ones who felt it,
35:31but I've heard that there may
35:32be a third person out there.
35:33So anyway, you can see the power of an
35:38image of a short video in starting things
35:45as you are putting your slide deck together.
35:50I could rule of thumb is one
35:53minute per slide on average.
35:55As you get more facile and depending on the
35:57content sometimes it could be two per minute.
35:59But I think that, you know,
36:023540 minutes in for a one hour is
36:05about all that a brain can take,
36:08but one minute on average.
36:12And we're almost there, right,
36:13Because now we're going to go,
36:15I told you the shortest
36:16part which is presenting.
36:18If you've done all of this,
36:19the presenting part should
36:22be pretty straightforward.
36:24So in presenting and I can tell you this
36:28is what I did as early as this morning.
36:33Slide sorter, slide sorter is your friend.
36:36This is a different presentation
36:37that I'm showing you here,
36:39but I gave a presentation and tell them
36:42the last minute I was making changes.
36:45The slides order view provides you
36:47with a 30,000 feet view of what it
36:50is that you're doing and it allows
36:52you to move things around so that you
36:55can tell that story and follow that
36:57narrative arch in a way that is better.
37:01And it's a beauty of PowerPoint, right?
37:03That we can change things to the very,
37:05very last minute, which didn't used
37:06to be the case with the old slides,
37:08but the slide sorter is very,
37:11very useful.
37:14And here you see 59 slides, 60 minutes.
37:18It's about as much as can be packed.
37:22But I encourage you to use that slide sorter
37:24and to change things as you find around.
37:27I also pay a lot of attention to the
37:29contrast between words and images.
37:31And if you if I have 100 slides with images,
37:34maybe I need to put some
37:36words and vice versa.
37:37But the ratio of words you see is low and
37:41the words are usually in few sentences,
37:44maybe 4-5 Max in a slide in just a
37:48couple of words per sentence and
37:50you don't need a full sentence.
37:53This is not grammar school and
37:55this is not a novel.
37:57These are just keywords to
38:00stick into the learner's brain.
38:05The other the thing that I find
38:08incredibly helpful is this for
38:11timing purposes is a percent review.
38:14What I have here is a screenshot
38:16of what it looks like. This is.
38:18I'm on a Mac, so this is how on
38:21a Mac percent review looks like.
38:24Now it's very easy when you're here
38:26because let's say that I'm in this
38:29slide and I have only 30 seconds left.
38:32I'm not going to run through the everything,
38:35but I can quickly click on this
38:37slide and jump 6 or 10 or however
38:39many slides ahead
38:42in. In this day and age of Zoom,
38:45you can't quite do this.
38:46So right now I'm talking to
38:48you on Zoom on my laptop.
38:50But I have here on my computer a panel
38:54showing me something very similar
38:56and I know that I have 7 minutes
39:00Max to leave time for discussion.
39:04So if I run out of time,
39:06I'm not going to be,
39:07which drives everyone crazy,
39:08but I'm just going to jump to
39:11the next or the final slide and
39:13you will not be any the wiser.
39:19So
39:24preparing and practicing.
39:25So again, some very mundane things.
39:31Transitions.
39:32Don't use fancy transitions.
39:34The ones that go around and do
39:36sparkles and forget about it,
39:37don't ever use those.
39:39Appear and disappear is enough
39:43timing
39:47practice. Or get a good sense of how
39:49long your time is going going to be and
39:52get breathing room in different parts.
39:56I'd be familiar with the AV
39:57equipment in this day and age,
39:59where once again we have to show
40:01both on the screen and on zoom,
40:03and things change all the time,
40:05so do yourself a favor and get there earlier,
40:09especially for zoom.
40:12Being old school can be good
40:14for certain things.
40:15I usually don't print out all of my slides,
40:18although it can be helpful if
40:20there's a catastrophic thing.
40:21You have your slides.
40:23As a discussion, as an outline,
40:26as we talked about,
40:27when I need to read certain things
40:28or remind myself of certain things,
40:30I do have, You know,
40:31paper dongles.
40:34Don't assume that where you're
40:36going to be presenting has the
40:37right connection to your computer,
40:39so make it a point to buy one and
40:42have it with you at all times.
40:45And this is something that I learned from
40:47my work with the actors from the theater,
40:50and it's true here.
40:51When you're giving a talk,
40:52getting in early is on time,
40:55getting on time is late,
40:56and getting in late is unacceptable,
40:59right.
40:59So always get there a little
41:02early for those of you who don't
41:04know that strange word dongle.
41:06So these this is the typical
41:09dongle for for an apple.
41:11And nowadays,
41:12most of the connections are this type,
41:13which also includes sound,
41:15which is very convenient,
41:17but there's also still quite a bit
41:19of the oldfashioned dongles around.
41:21So know where you're going
41:22to be talking about.
41:26And the last thing, very simple
41:29thing that so many people forget,
41:32don't read the slides, the slides,
41:33know what they're saying and
41:35don't look at the slides.
41:37The slides are, you know,
41:38secure enough in their slightness
41:40that they don't need your validation.
41:43You have the computer in front of you.
41:45You have learners in front
41:47of you and engage with them.
41:49Engage with them.
41:50Face the audience, not the slides,
41:52and don't read them.
41:54Please don't read them.
41:56So the executive summary of my talk in 63
42:00Bullets in a bulleted list in Small font.
42:04Executive summary Are you ready?
42:05Doctor Heffler, Are you ready to take notes?
42:08Furious. You'll be excited.
42:09Summary.
42:10Absolutely.
42:10I've got. I want all 63 points, Andreas.
42:13Here it goes, 123. This is it.
42:17You know PowerPoint is a tool.
42:19You are the presentation. I don't.
42:22I know that you don't believe it,
42:23that we don't believe it,
42:24that we think that we need to
42:26armor ourselves behind PowerPoint.
42:27But if you bring yourself as an
42:30educator and and remember that this is
42:32just like a screwdriver or a hammer,
42:35things are going to go much,
42:36much, much, much better
42:39in the last two minutes.
42:42It would be really, really important.
42:45And I'm asking here on behalf
42:46of Janet and Linda Serro and
42:49Reagan Carney and everybody in
42:51the center of Medical Education.
42:53It will be tremendously helpful
42:55for us to have your feedback.
42:57You can use the the QR code.
43:01QR codes, by the way,
43:02are very helpful and I
43:04also will put in the chat
43:09everyone in the meeting.
43:10I'm going to put it.
43:12If you prefer to do it through your computer,
43:14you can just click on it.
43:15The evaluation will help us a lot, a lot.
43:19So please evaluate.
43:21Maybe we'll give you 2 minutes and
43:24then there's going to be one last
43:25slide that says thank you very much.
43:27And then we can have question and
43:30and answers and and interact.
43:48Are you ready for questions, Andreas.
43:53Andreas, that survey link that you posted
43:56took us to the second presentation.
44:00Linda, would you? That's the
44:02one I had. Linda would posted
44:06someone whose name starts with a Q.
44:13The QR code is right.
44:14But maybe the link oh,
44:17Andres's link is working well. Yeah.
44:18And the QR code is working OK OK yeah.
44:24Oh, hold on. I just tried it again.
44:30The. Yeah, the the Linda Sarro that goes to
44:34#2 andreas's quote link works well. Sorry.
44:39Why don't we do let's do one minute and
44:43then we'll have questions. Is that good
44:47erfect?
45:46I love the use of the timer,
45:48Andreas and wonderful modeling for all of us.
45:52So we do have a question.
45:53How many words do you recommend
45:55for each slide and how many lines?
45:58Yeah, you know, I
46:02I didn't put it down.
46:03I thought about it a lot
46:04because I didn't want to be.
46:05I couldn't be prescriptive.
46:07But if I were to wing it,
46:08I would say no more than five
46:11lines and each sentence with,
46:13you know, 5 or 6 words.
46:16I think the key is not to
46:18use full sentences and the
46:20other is also the font size.
46:21It varies by by which font but if you
46:27use like a 32 for titles and a 28
46:30for main and a 24 and and that's it.
46:34Great.
46:34Thanks the jaw.
46:38Hi. Thank you for your time.
46:43You're muted. Sorry I muted again.
46:45I was wondering if you could comment
46:48on the use of color and how you
46:51strategize using color and PowerPoint.
46:53So and I'm thinking about
46:55two specific examples.
46:56One is that I've heard in terms
46:58of the background color of slides
47:01from an accessibility standpoint,
47:03is actually sometimes more
47:04helpful to have a darker color
47:07background for visualization,
47:09but others have told me that
47:11that is more distracting.
47:13And then the second example is that I
47:17previously used color as an emphasis,
47:21a tool for emphasis and certain
47:23words or whatnot.
47:24But same question in regards
47:25to how many colors might be
47:27too distracting on the slide.
47:30You know, that is a great question
47:33because just recently someone reminded
47:35me that there are some colors that
47:37are not quite as user friendly for
47:39folks with color blindness, Daltonism.
47:41I don't know what the right UpToDate
47:44medical term is and in particular,
47:46if I'm right here, green.
47:48I know it's particularly challenging
47:51and I think red can be challenging.
47:53Now you saw that I do use that maroon red.
47:56I don't know its accessibility,
47:58but I personally have moved
48:02to light background always.
48:04I I find it,
48:05it just pops and everybody sees it
48:06and it keeps people awake actually
48:08because black backgrounds for example,
48:09really are very kind of drowsy making and
48:12in terms of the number of colors in in text,
48:16I wouldn't use more than three tops.
48:20I mean that that is a lot.
48:22If you start getting into more than that,
48:23it gets too psychedelic.
48:27There are websites,
48:28I don't know the answer right now,
48:30but go into what is the best
48:33accessibility etcetera,
48:33etcetera.
48:33But I think it's staying away from green,
48:36which is also not particularly
48:38pretty on the screen and bright
48:40red probably you're safe with that.
48:43Thank you.
48:44Another question, are there any
48:46adjustments for Zoom presentations?
48:49Yeah,
48:51specifically, you know,
48:56the idea that you're the center,
49:00while on zoom you're either
49:03completely xed out or minimized
49:07or a little box on the side that
49:11gets in the way of your slide. Yes,
49:14yes. I was dealing actually with
49:16some of that because you know,
49:18it does block a little bit of what you
49:21see and you do want to see yourself to
49:23make sure that you're in the screen and
49:25you want to try to make eye contact.
49:27It it it's, it's a different challenge.
49:30So in terms of adjustments for resume,
49:34the most important one is and you
49:36saw that even in the beginning.
49:38I had to redo it because I forgot
49:40is optimizing for sound.
49:42If you don't optimize for sound,
49:44videos look pixelated.
49:45So when you do the share screen
49:48that is really really important
49:50and very easy to to forget.
49:52And you want to do optimize sound
49:54not the one that says video because
49:56that just screws everything up.
49:57Don't ask me why.
49:58So that's one.
50:00The other is that I guess the the.
50:03I know that there are some setups
50:06in which you can have a camera
50:08and a separate computer monitor
50:10and you can all make it work out.
50:12I don't have that because I'm
50:14always taking my laptop where I go.
50:15So I only have this.
50:17And it's probably helpful to
50:20assume that you're not going to
50:21have all the bells and whistles,
50:23so just reminding yourself.
50:24And it has to be conscious because
50:26the people are not there to
50:28look at the camera periodically,
50:30but not all the time,
50:31because I can get creepy,
50:33but you know,
50:34looking at the camera while at the
50:36same time jockeying everything.
50:37It takes a little bit of muscle
50:39memory for sure it,
50:41but those are some of the things.
50:44I hope that's helpful.
50:47Dane
50:47is pointing out to all of us
50:49that she's had to redo so many
50:51of her lectures on PowerPoint.
50:53And after really learning about these points,
50:56it really is essential to redo them.
50:59Look through how many words do you have,
51:01how do you talk about your data?
51:03You really gave us great
51:04examples today, Andreas.
51:05And certainly any of us in the
51:07center are willing to help and go
51:09through it because you all want,
51:11we all want to be good teachers.
51:13So really highlighting the key points
51:15today as you reflect on your own
51:18slides would be a wonderful take away.
51:21Yeah. Yeah.
51:24And along those lines and I
51:28will leave this up while we're,
51:30while we're still here,
51:36but
51:40our upcoming events, yes, I'm trying
51:44to. So we have two sessions
51:46while you're doing that Andreas,
51:47we are always having these 12 to one.
51:50We have an MEDG,
51:52which is our medical education
51:54discussion group on 9/21 identifying
51:57microaggressions and discussing responses.
52:00I'm going to be doing that with
52:02Allison Renfro, Tishiana Armah,
52:04Esperanza Diaz and Elizabeth Conklin.
52:07I'm really looking forward to doing that.
52:09We've created some videos and on 9/22,
52:14we have Learning Climate with
52:17Vinny Quigliaro and Shauna Hay.
52:20So again, I know I really appreciate.
52:22I think Fred,
52:22you said you signed up for all of these,
52:24but these are our upcoming ones.
52:26And please feel free to sign up for these.
52:29We will be sending other
52:31emails from Yale Messaging.
52:33And Andreas,
52:34thank you so much and I thank
52:36everyone for joining us today
52:38for this wonderful kickoff event.
52:40Thank you so much.
52:42Thank you, everyone. Bye bye. Thank you.
53:25And I think you can pop people
53:27out of the, I think, right.
53:30It's like a table might have gotten,
53:33you know, way later. We can go
53:34pop into my room now to do a quick debrief.
53:37Oh, is it a different Zoom link anyway?
53:39Yeah, we thought we would do that.
53:40So I'm going to leave.
53:41We'll see you in my room in a second.