9-6-24 YES!: Reversing the Tyranny of PowerPoint with Andrés

Transcript

• 00:00Medical educator series.
• 00:03You know, we're recording the
• 00:04sessions so that we can
• 00:05have them on the center
• 00:06website,
• 00:07for any of these sessions
• 00:08that you can't,
• 00:10come to. I'm Dana Dunn.
• 00:11I co direct the course,
• 00:14the annual course with Andreas
• 00:15Martin, who is with
• 00:16data at the top. Our
• 00:17session leader today. So
• 00:19And, thank you very much
• 00:21for for muting.
• 00:23I wanted just to give
• 00:24a couple of introductory comments
• 00:25about the course
• 00:27or series this year
• 00:29before I introduce our speaker.
• 00:32A lot of you are
• 00:33here because you wanna be
• 00:34better educators in the clinical
• 00:36setting. Some of you are
• 00:37here because you have major
• 00:38educational roles for
• 00:40courses or clerkships or residency
• 00:42programs. Some of you are
• 00:43here because you wanna teach
• 00:44your postdocs in the lab.
• 00:46There's a lot of places
• 00:47where teaching comes in handy.
• 00:50For those of you who
• 00:51are really wanna work
• 00:53deliberately on your educator skills,
• 00:56you may have noticed that
• 00:58we have these
• 01:01somewhat cryptic,
• 01:03letters that we have added
• 01:05to each of our sessions.
• 01:07And so I'm putting in
• 01:08the chat,
• 01:09a one pager on the
• 01:11ACGME
• 01:12clinician educator milestones, which got
• 01:15published
• 01:15a year or two ago.
• 01:17Voice And what we've done
• 01:19is that we've mapped all
• 01:20of the sessions
• 01:21to these clinician educator milestones
• 01:23so that you can be
• 01:24really deliberate about,
• 01:28finding what you feel like
• 01:29your gaps are when you're
• 01:30looking at the all the
• 01:31competencies of somebody who's gonna
• 01:33be an effective educator.
• 01:35And then we've been able
• 01:36to kind of then name
• 01:37each of the sessions,
• 01:39both in this yes series
• 01:40as well as in the
• 01:41monthly med ed discussion group
• 01:42series that are offered through
• 01:43the center for you to
• 01:45be able to kind of
• 01:45self assess and recognize where
• 01:47you really feel like you
• 01:48need to concentrate some of
• 01:49your efforts.
• 01:50So
• 01:51those, the one pager I
• 01:53just sent you just gives
• 01:54you the, the name of
• 01:55that competency.
• 01:57But for those of you
• 01:58who really wanna delve deep
• 01:59and find out more information
• 02:00about,
• 02:03about the milestones,
• 02:04descriptively,
• 02:06I've also just sent through
• 02:07the chat the full PDF
• 02:10of all of the milestones,
• 02:12that blow out a little
• 02:13bit more kind of the
• 02:14behaviors from early educator
• 02:17on up through more experienced
• 02:19educators so that you can
• 02:20self assess at some point
• 02:21and come up with your
• 02:22own learning plan that would
• 02:24involve,
• 02:25which of these sessions, hopefully,
• 02:26all you would wanna come
• 02:27to. So let us know
• 02:28if you have any questions
• 02:29about that, but we wanted
• 02:30to let you start to
• 02:31be more deliberately in control
• 02:34of
• 02:35recognizing where these sessions fit
• 02:36in
• 02:37to being a complete educator.
• 02:40And we have a little
• 02:41bit more information at the
• 02:42end of the session where
• 02:43you may you may be
• 02:43able to get some more
• 02:44feedback and practice for some
• 02:46of these things that we're
• 02:47gonna talk about today.
• 02:49So without further ado, I
• 02:51wanna introduce our inaugural
• 02:53speaker, Andreas Martin, who's a
• 02:55professor in the department of
• 02:57child psychiatry.
• 02:58He has many hats.
• 03:00I'm gonna point out a
• 03:01few of the hats that
• 03:02I think are meaningful for
• 03:04today.
• 03:05Very meaningful to me is
• 03:06one of our longitudinal coaches,
• 03:09in, in our inaugural year
• 03:10of that last year.
• 03:12He's an associate in the
• 03:13center for medical education and
• 03:15recently became the director of
• 03:17the new med student med
• 03:19school,
• 03:20med ed concentration for the
• 03:21students, which is very popular.
• 03:23Fifty students signed up for
• 03:24that at least, so he's
• 03:25gonna be directing that. So
• 03:27I'm gonna turn it over
• 03:28to him for some people
• 03:30who are whether you're teaching
• 03:31in the classroom
• 03:32primarily or you might be
• 03:34using PowerPoint in other
• 03:36places like, presenting at a
• 03:37national conference or something locally,
• 03:40you're gonna, wanna pay attention
• 03:41to this. So, Andreas,
• 03:43off to you.
• 03:45Thank you,
• 03:46Dana. Let me share my
• 03:48screen.
• 03:56Okeydoke.
• 03:58So thank you. Thank you
• 03:59all for for coming on
• 04:00this Friday afternoon.
• 04:02It's, such a joy to
• 04:03be doing this
• 04:04series together with Dana and,
• 04:07in the Center for Medical
• 04:08Education.
• 04:09And really good to see
• 04:10all of you.
• 04:12So today,
• 04:15I titled my my talk
• 04:16Reversing the Tyranny of PowerPoint
• 04:18because I'm sure
• 04:19that you have all had
• 04:21experiences
• 04:21where the PowerPoint,
• 04:23takes over and not necessarily
• 04:25in a good way.
• 04:26So let me tell you
• 04:27what I'm what I will
• 04:29do and what I will
• 04:30not do. What what I
• 04:31will not particularly do today
• 04:33is tell you which button
• 04:35to press
• 04:36in PowerPoint.
• 04:39You know, that's
• 04:41findable, easily findable.
• 04:43You can talk to people,
• 04:44and that that usually is
• 04:45not the issue.
• 04:47I'm gonna talk more
• 04:50at a conceptual level
• 04:52about
• 04:58the things that can go
• 04:59wrong
• 05:00and can easily be made
• 05:01right in PowerPoint so that
• 05:03PowerPoint really serves you rather
• 05:06than you running around trying
• 05:07to serve PowerPoint.
• 05:10Okay. But at the same
• 05:12time, I wanna assure you
• 05:13it's gonna be a very
• 05:13practical session. I'm not gonna
• 05:15be talking about the philosophy
• 05:16of learning or the philosophy
• 05:17of PowerPoint.
• 05:19This information about CME is
• 05:21also in the chat, so
• 05:23please log on so that
• 05:24you can claim your credits.
• 05:27And this is a different
• 05:29view of the same one
• 05:30pager
• 05:31that you had from Dana.
• 05:33So these are the
• 05:36learning objectives,
• 05:37the milestones
• 05:38for clinician educators.
• 05:41And what I have done
• 05:42here is grayed out the
• 05:44stuff that is not hugely
• 05:45relevant today
• 05:47and highlighted in yellow what
• 05:48we're gonna be focusing on
• 05:50today.
• 05:52This is to tell you
• 05:53that as we go in
• 05:54this yes series,
• 05:56I think we're going to
• 05:57cover pretty much everything or
• 05:59the vast majority of these
• 06:00goals.
• 06:02So we're going to be
• 06:03talking about teaching and,
• 06:06establishing a,
• 06:08a a good learning environment.
• 06:12Okay. So let's get started.
• 06:13How how can we get
• 06:14to a better slideshow?
• 06:17Just thinking in your mind,
• 06:19what's the worst
• 06:21PowerPoint you've ever experienced.
• 06:24And probably there's going to
• 06:25be competition
• 06:26because there's probably many such
• 06:28PowerPoints
• 06:29that just to think about
• 06:31them hurts your retina or
• 06:32your brain or something.
• 06:34So that's not what we
• 06:35want. We want one of
• 06:36those PowerPoints that really
• 06:39flow and help to teach.
• 06:41So today, I'm gonna divide
• 06:43this talk into three parts.
• 06:44One is,
• 06:46engaging.
• 06:47How do we engage with
• 06:48our audience?
• 06:50And this is really psychology,
• 06:51if you will. It's just
• 06:52thinking about other people's minds
• 06:54and how other people think.
• 06:57The second part is about
• 06:59preparing, preparing your talk. How
• 07:00do you design it? Designing
• 07:02a PowerPoint.
• 07:04And finally,
• 07:06delivering it.
• 07:07How do you share the
• 07:08content?
• 07:10And you see that all
• 07:11of these are a bunch
• 07:12of gerunds in there, engaging,
• 07:14preparing, designing, delivering, sharing.
• 07:17Because to do it right,
• 07:18it needs to be a
• 07:19very active
• 07:20process, and you need to
• 07:21be very active.
• 07:25So
• 07:26let's start with the first
• 07:27of those three, engaging in
• 07:29the what I'm calling the
• 07:30psychology
• 07:31of PowerPoint. And these are
• 07:33the four
• 07:34subsections that we're going to
• 07:36touch on here.
• 07:40So what do I mean
• 07:41by featuring?
• 07:43Well, if you forget everything
• 07:44that I've said today and
• 07:46you're likely to forget everything
• 07:47that I say,
• 07:49Please do not forget
• 07:50this.
• 07:52PowerPoint
• 07:53is the tool.
• 07:55You are the presentation.
• 07:58PowerPoint is the tool. You
• 08:00are the presentation.
• 08:02I think that this is
• 08:03just routinely taken for granted
• 08:05or forgotten, and people spend
• 08:06all this time making these
• 08:08beautiful slides
• 08:10that just don't serve the
• 08:12purpose
• 08:13because they forget that they
• 08:15they are the
• 08:16the tool. They are
• 08:18they are the presentation. They
• 08:20are the show. They are
• 08:21the main event. You are
• 08:22the main event.
• 08:26What about pacing?
• 08:28Oftentimes, you're in a a
• 08:30PowerPoint presentation.
• 08:35Linda, could you help me
• 08:36mute muting?
• 08:38Oh, yeah.
• 08:41What what about pacing?
• 08:43When you
• 08:46again, in these nightmare scenario
• 08:47PowerPoints in your mind, I'm
• 08:49sure that you can recall
• 08:50PowerPoints that were so dreadfully
• 08:53slow
• 08:54or more commonly,
• 08:56dreadfully fast
• 08:58that your brain starts spinning.
• 08:59You can't
• 09:01you just can't follow as
• 09:02much.
• 09:03So the simple way of
• 09:04thinking about this is that,
• 09:07you must go at brain
• 09:08speed.
• 09:09And this is the learner's
• 09:11brain, not yours. You know
• 09:13the material,
• 09:14not the computers. It has
• 09:15plenty of, CPUs or whatever,
• 09:18but your learners.
• 09:19You you need to,
• 09:21be thinking of where they
• 09:23are at and move at
• 09:24their speed.
• 09:29One way of thinking about
• 09:30it very simply is to
• 09:31move at storytelling speed.
• 09:34You're telling a story after
• 09:35all. It may be a
• 09:36scientific story.
• 09:38It may have,
• 09:39you know, complex terms.
• 09:41But the more that you
• 09:42tell it as a story
• 09:43and you embed your passion
• 09:45and your interest in it,
• 09:47the better it's gonna go.
• 09:51And I think that the
• 09:52compliment of that point is
• 09:54that sometimes
• 09:55presenters it it when you're
• 09:57hearing one of these, difficult
• 09:58presentations,
• 09:59it almost feels like a
• 10:00chore.
• 10:01Like, these presenters have the
• 10:03chore of presenting a PowerPoint
• 10:06because thou shall present PowerPoint
• 10:08at a talk.
• 10:10And they're suffering and they're
• 10:11miserable at it.
• 10:12If you approach it differently
• 10:14in this story telling way,
• 10:17I think that you'll you'll
• 10:18be surprised how much better
• 10:20your talks become.
• 10:23We want PowerPoint to complement,
• 10:27not to compete with the
• 10:28content.
• 10:30And oftentimes, there's this fight
• 10:32that you see between the
• 10:33two,
• 10:34and and people come to
• 10:36think of PowerPoint
• 10:37as some kind of a
• 10:38teleprompter where they need to
• 10:40read every single word and
• 10:42go through everything.
• 10:43It isn't a teleprompter.
• 10:50Whatever you are saying or
• 10:52putting on audio or video,
• 10:54anything that is auditory,
• 10:55must be synchronized
• 10:57with what you are seeing.
• 10:59And auditory information in PowerPoint
• 11:01is incredibly good and important
• 11:03if you do it well,
• 11:05But they need to be
• 11:05synchronized,
• 11:07and you need to avoid
• 11:08sensory overload with which drives
• 11:10people crazy.
• 11:11And that's why many of
• 11:13us have an allergy to
• 11:14PowerPoint
• 11:15or or the well known
• 11:17neuropharmacological
• 11:19condition called
• 11:20PowerPoint Algia.
• 11:21When you see a PowerPoint
• 11:23and in the back of
• 11:24your brain just starts hurting
• 11:25and your head starts spinning
• 11:26and it's terrible.
• 11:29Again, avoiding
• 11:30overload of what you present.
• 11:35I'm gonna use,
• 11:36a couple of examples from
• 11:37my own work
• 11:39to
• 11:40show to exemplify, hopefully, in
• 11:43a useful way
• 11:45ways of the
• 11:52overdoing it with slides,
• 11:54way of making information more
• 11:56digestible.
• 11:58So the first example is
• 11:59gonna be a qualitative example,
• 12:01and the second example is
• 12:02gonna be a quantitative example.
• 12:05So
• 12:06qualitative, which is what I'm
• 12:07gonna show you here,
• 12:09is from a study we
• 12:10did about physicians
• 12:12sharing their lived experiences,
• 12:15specifically with mental illness,
• 12:17sharing that with medical students,
• 12:20and seeing how it improved
• 12:22health attitudes and stigma around
• 12:25mental illness.
• 12:26I'm not going to go
• 12:27into the whole study.
• 12:28But once again, as a
• 12:31qualitative study, we have a
• 12:32lot of quotes, you know,
• 12:34really yummy quotes. So how
• 12:36do you present a lot
• 12:37of text?
• 12:38In this case, qualitative, but
• 12:39it may be any number
• 12:40of things. How do you
• 12:41present a lot of
• 12:42densely packed,
• 12:44information? And I'm gonna give
• 12:45you three quick examples.
• 12:48So let's see example one.
• 12:54It whoops. This is one
• 12:55of the themes that we
• 12:57came up with, unexpected vulnerability.
• 13:00And let me read it.
• 13:02I was diagnosed with depression,
• 13:04takes guts to talk about.
• 13:07It makes you wonder about
• 13:08what our hang ups still
• 13:10are about the power dynamics
• 13:12and stigma
• 13:13of labeling people with certain
• 13:15diagnoses,
• 13:16especially when it comes to
• 13:18the mental health world.
• 13:25I'll I'll I'll comment in
• 13:26on these three in in
• 13:28in a second.
• 13:31The next example
• 13:33is this,
• 13:35an armored
• 13:36an armored mutuality.
• 13:39And what we meant by
• 13:41this term,
• 13:43the mutuality, I think, is
• 13:44easy to understand. We're in
• 13:46a relationship between we, the
• 13:48faculty,
• 13:49and they, the students, for
• 13:50example, and we're being mutually
• 13:53mutual in our sharing.
• 13:55And we're unarmored
• 13:57because we approach it in
• 13:58a way that is legitimate.
• 14:00We're not concerned about how
• 14:01we or they will be
• 14:02perceived.
• 14:03That's a concept of an
• 14:05armored mutuality.
• 14:07And we have a quote
• 14:08here.
• 14:10Their willingness to share these
• 14:12intimate details about their lives
• 14:13with us.
• 14:15It made me feel like
• 14:16they were both trusting me
• 14:17and putting me on the
• 14:18same level,
• 14:20And it made me want
• 14:21to listen to what they
• 14:22had to say
• 14:23because they were so willing
• 14:25to share.
• 14:27This is the student I
• 14:28should have mentioned.
• 14:32Putting me on the same
• 14:33level.
• 14:34And the third and final
• 14:35example is this,
• 14:40and this is,
• 14:42physicians talking now, not students.
• 14:46Healer, reveal thyself.
• 14:49In being with our patients,
• 14:50how many of us share
• 14:52our fallibility,
• 14:53our vulnerability,
• 14:56our imperfection?
• 14:58Went to the point. How
• 14:59many of us share our
• 15:01experiences being on their side
• 15:03of the aisle?
• 15:04Not nearly enough of us.
• 15:06We have been too caught
• 15:07up in a maladapted search
• 15:09for perfectionism
• 15:10and infallibility.
• 15:12The quest that has zapped
• 15:14zapped the joy out of
• 15:15the calling for so many,
• 15:17not to mention snuffed the
• 15:19life of a disproportionate number
• 15:20of physicians
• 15:21who have died by suicide.
• 15:26Okay.
• 15:28Pause.
• 15:29And I don't mean to
• 15:30share this as a downer.
• 15:32It's just to give the
• 15:33examples. If you noticed,
• 15:36in the first example, I
• 15:38put the title and the
• 15:39content all at once.
• 15:41In the second one, I
• 15:42separated the title or concept
• 15:45one from the actual
• 15:47quote.
• 15:48And in example three, I
• 15:50use this completely black
• 15:52background slide.
• 15:54Now it's not that one
• 15:56is better than the other,
• 15:58but these are options that
• 15:59usually you don't see
• 16:01that are very powerful.
• 16:03Because first of all, when
• 16:05you are able to read
• 16:06something
• 16:07at a normal speed and
• 16:09show the words,
• 16:11that is very different from
• 16:12putting a whole lot of
• 16:13words that people are trying
• 16:14to read and then you're
• 16:15trying to catch up with.
• 16:17I personally really like the
• 16:19black screen approach because there's
• 16:21no competing with anything,
• 16:23and all the attention is
• 16:24on you.
• 16:26And the other thing is,
• 16:27you know, the speed at
• 16:28which you you go. So
• 16:30this is
• 16:32one series of examples of
• 16:34how to present big chunks
• 16:35of data and that you
• 16:37don't need to do it
• 16:38in microscopic font and that
• 16:39you don't need to do
• 16:40three slides to one concept.
• 16:42You don't need images. In
• 16:43fact, if there was an
• 16:44image, it would be distracting.
• 16:47It's minimizing it, making it
• 16:49simple.
• 16:53Now
• 16:53along the lines of
• 16:55sharing and what it is
• 16:56that you share with your
• 16:58audience,
• 16:59I'd like to think as
• 17:01there being two different kind
• 17:03of PowerPoints.
• 17:04There is your PowerPoint
• 17:07and the learner's PowerPoint.
• 17:10Because PowerPoint
• 17:11is actually very good to
• 17:13organize,
• 17:14and as an outlining tool,
• 17:16but that doesn't mean that
• 17:17you need to torture your
• 17:19audience sharing all of that.
• 17:23So for example,
• 17:25this is a very bad
• 17:27slide.
• 17:28As you can see, it
• 17:29has way too many words,
• 17:31way too many facts. You
• 17:32you can't make any sense
• 17:34of it.
• 17:36To their credit,
• 17:38they did this as part
• 17:39of the outline
• 17:40in PowerPoint. So all of
• 17:42the slide is slide number
• 17:43seven, which is just as
• 17:45awful.
• 17:46But imagine having to sit
• 17:48through this,
• 17:50and having to see
• 17:52all of these data,
• 17:55a much better way would
• 17:56be to put a map
• 17:57of the US with those
• 17:59states highlighted
• 18:01or of the world and
• 18:02those countries highlighted and no
• 18:04words. And you don't need
• 18:05to go one by one.
• 18:07It is
• 18:08there. But the point is
• 18:09that that could be what
• 18:10you show them,
• 18:12and this can be your
• 18:13thing. You know? Keep all
• 18:14the details in in case
• 18:16you have someone in the
• 18:17audience who wants to know
• 18:18whether, I don't know, whether
• 18:19New Zealand was involved or
• 18:21whatever. But ninety nine percent
• 18:22of the time, you're not
• 18:23gonna need this granular information.
• 18:26So this is one bad
• 18:27example of of that. I'll
• 18:29give you a better example
• 18:30in a minute.
• 18:35So let's move on to
• 18:37the designing of, PowerPoint, and
• 18:40these are the six
• 18:43subsections that I have found,
• 18:45helpful.
• 18:47So let's start with revealing.
• 18:49What do I mean by
• 18:50that? Revealing and transitioning.
• 18:52So
• 18:54whoops. Sorry.
• 18:55Sorry.
• 18:57The idea is,
• 18:59that you wanna gradually layer
• 19:01information.
• 19:02It goes along the lines
• 19:03of this,
• 19:05storytelling.
• 19:07And like a good storyteller,
• 19:08you don't tell the ending
• 19:10at the beginning.
• 19:11You build up
• 19:13even some
• 19:15tension
• 19:16that will keep people interested.
• 19:19So
• 19:21in doing this, you can
• 19:23prevent visual overload. I think
• 19:25that you already see my
• 19:26concerns with that.
• 19:28It definitely leads to better
• 19:29understanding
• 19:30and retention,
• 19:32and it can create this
• 19:34dramatic tension. There's a lot
• 19:35of drama in science that
• 19:37we can,
• 19:39communicate.
• 19:41By the way, in some
• 19:42of these slides of this
• 19:44style that I've been layering
• 19:46the PowerPoint and doing this,
• 19:49I'm trying also to exemplify
• 19:51that how
• 19:52you can
• 19:53little you know, morsel by
• 19:55morsel, it's much easier to
• 19:57follow the content.
• 20:02So
• 20:03in in in terms
• 20:05of layering and not showing
• 20:06it all at once, let
• 20:07me show you this different
• 20:09study. This is a quantitative
• 20:11study
• 20:13in which we use videotapes,
• 20:15short videos
• 20:17about a minute long
• 20:19of
• 20:20different
• 20:21actors,
• 20:22black and white adolescents,
• 20:25talking about their depression.
• 20:27And we use these videos
• 20:29in very large sample sizes,
• 20:33two thousand or so individuals,
• 20:34and we found how people
• 20:36felt. So again,
• 20:38that's not the focus here.
• 20:39The focus is how do
• 20:40you present the information?
• 20:44So this slide
• 20:45is,
• 20:46essentially,
• 20:48taken from the paper.
• 20:50And as you look at
• 20:51it
• 20:53and you listen to me
• 20:55and you try to make
• 20:55sense of it
• 20:57and you look at the
• 20:58asterisks
• 20:59and the groups and the
• 21:00subgroups,
• 21:02either you're really, really smart
• 21:05or you're losing me or
• 21:07losing the slide.
• 21:09You cannot do both. You
• 21:10cannot do both well. Just
• 21:12too much visual information.
• 21:15Now
• 21:16this worked fine in the
• 21:17paper, and when you read
• 21:18it on a paper, it
• 21:19works fine.
• 21:21But a paper is not
• 21:23a PowerPoint presentation.
• 21:26So how could you break
• 21:27this down,
• 21:28this kind of, information?
• 21:31So
• 21:33one way of doing it
• 21:34is starting very simple again.
• 21:37I'm gonna
• 21:38show you the response
• 21:40of
• 21:41participants,
• 21:42some of whom were white,
• 21:43some of whom were
• 21:45black.
• 21:46And in this first outcome,
• 21:48we're gonna look at how
• 21:50much stigma they felt around
• 21:52depression.
• 21:54You will see two colors.
• 21:56You're gonna see this tan
• 21:58color, which is the response
• 22:01to videos of depression, regular
• 22:03depression.
• 22:04And you will also see
• 22:05these videos in the red
• 22:07of what we call depression
• 22:09adjusted
• 22:10in which black actors
• 22:13were
• 22:14incorporating
• 22:15elements that
• 22:18were unique to black depression.
• 22:20And we knew this because
• 22:22of focus groups that we
• 22:23have done with black,
• 22:26non actors, with black women.
• 22:29So so this is what
• 22:30we're gonna see. So let's
• 22:31see. For first time,
• 22:33among black participants,
• 22:35we see that they all
• 22:37have
• 22:38above zero.
• 22:40They have some stigma,
• 22:42And it appears as if
• 22:44they have more,
• 22:48they they
• 22:49they are having more stigma
• 22:51to the adjusted video.
• 22:54However, there doesn't appear to
• 22:56be a difference between the
• 22:57groups.
• 22:58And we know that because
• 22:59when we compare to white
• 23:01to non black participants,
• 23:03they also all have,
• 23:07increased in stigma
• 23:10scores. But now we see
• 23:12that
• 23:13seeing the videos of the
• 23:14these adjusted videos really did
• 23:16lead to more
• 23:19stigma.
• 23:20We could go on, but
• 23:21I think that you get
• 23:22the the idea.
• 23:24Similarly, I could walk,
• 23:26for the sake of time,
• 23:27I won't go into detail,
• 23:28but something very similar on
• 23:30our second outcome. We didn't
• 23:32see much difference in the
• 23:33first one,
• 23:36and we did see some
• 23:38difference in the second outcome,
• 23:41etcetera.
• 23:42So
• 23:44the the point here
• 23:45is that layering information and
• 23:47presenting it in a
• 23:49piecemeal way
• 23:51gives you the ability to
• 23:53present complex information
• 23:55in a way that
• 23:57makes sense.
• 24:00Now
• 24:01from a technical point of
• 24:02view, how do you do
• 24:03this?
• 24:04Well, I did I included
• 24:06these as black boxes.
• 24:09You would do it with
• 24:10a with a white box,
• 24:11but I did it for
• 24:12illustration with a black box
• 24:14such that I am layering
• 24:16the entry of this image.
• 24:20And then I'm I'm gonna
• 24:20take out that black box
• 24:23to show that.
• 24:27Again, in the original slides
• 24:28that I showed you, the
• 24:30the box was white
• 24:32so that,
• 24:33it would blend with the
• 24:35background.
• 24:37Similarly here, I would then
• 24:39in in include insert
• 24:41the second outcome.
• 24:44And by taking the black
• 24:45the white box out, it
• 24:47can appear.
• 24:48So that's just the slightest,
• 24:51slight of hand, if you
• 24:52will, in the background.
• 24:56Another example,
• 24:58this is a story, a
• 24:59study about perceptions
• 25:02of children on wheelchairs and
• 25:04other disabilities.
• 25:06And this is the before,
• 25:09set of perceptions, challenging,
• 25:11disability, difficult, different.
• 25:13These were the, you know,
• 25:15the negative words that struck
• 25:16out the most.
• 25:19After an intervention that we
• 25:21did, you see that there
• 25:22was a big change for
• 25:23the better, and we see
• 25:24these positive words.
• 25:26I show you this because
• 25:28if you if I were
• 25:29to show you what you're
• 25:29seeing right now,
• 25:31all of these words,
• 25:33it once again would make
• 25:34a lot of
• 25:36difficulty trying to make sense
• 25:37of it. You know? What's
• 25:38blue? What's red? What's pre?
• 25:40What's post?
• 25:41So by breaking it up,
• 25:42you are going at your
• 25:44learner's
• 25:45speed.
• 25:46So, hopefully, those examples
• 25:48ring true.
• 25:51I had told you that
• 25:51if you forget everything, don't
• 25:53forget
• 25:55that you are the presentation
• 25:57and PowerPoint is your tool.
• 25:59The other thing that I
• 26:00would ask you never to
• 26:01forget because this is the
• 26:02most helpful thing I've ever
• 26:03heard learned in
• 26:06PowerPoint
• 26:07is the role of the
• 26:08b and the w keys.
• 26:10So this this only happens
• 26:11when you're in
• 26:13presenter view mode, which is
• 26:15what I am on right
• 26:16now. And I'm gonna press
• 26:18the b key, and that's
• 26:19what happens.
• 26:21Gonna press it again.
• 26:22I'm gonna press the w
• 26:24key.
• 26:25That's what happens.
• 26:26So the w as in
• 26:28white is not quite as
• 26:29useful as the b as
• 26:30in black because you're giving
• 26:32a talk,
• 26:34and
• 26:35you now wanna make contact
• 26:37with your
• 26:39group.
• 26:40You wanna really make eye
• 26:42contact, which, yes, you can
• 26:43do even on Zoom.
• 26:45And by doing this,
• 26:47they are not distracted by
• 26:48other things.
• 26:50So the the the,
• 26:52the b key is
• 26:53really your friend, and, I
• 26:55hope you'll use
• 26:57it.
• 27:01Formatting,
• 27:02a couple of nitty gritty
• 27:03things.
• 27:05You may or may not
• 27:06have noticed that,
• 27:08PowerPoint has been trending into
• 27:10this white screen format, the
• 27:12one above,
• 27:14rather than the more square
• 27:16one below, which was for
• 27:17thirty five millimeter slides.
• 27:20And I still see it
• 27:21very often, even among super
• 27:23sophisticated medical students, that they
• 27:25use a format below.
• 27:26So, before you start anything,
• 27:28it's much easier to do
• 27:29in the beginning. Just change
• 27:30your format to widescreen.
• 27:33And the reason for it
• 27:34and why it is so
• 27:35good is that it uses
• 27:36the entirety of your screen,
• 27:38whether on a computer or
• 27:39when you're presenting.
• 27:41Otherwise, you leave some good
• 27:44real estate
• 27:45on the ground. So use
• 27:46the wide screen format. Very
• 27:48easy to do.
• 27:52If you're gonna use a
• 27:53template, that's great.
• 27:55The one below is the
• 27:56one that I'm using now.
• 27:57The one above is from
• 27:58ELCME. You know, you can
• 27:59always use your preferred
• 28:02template.
• 28:03But
• 28:04a couple of things about
• 28:05templates, the biggest thing about
• 28:07templates is blocking the background.
• 28:10I don't have an example
• 28:11here, but I'm sure that
• 28:13you will have seen
• 28:15slides in which, I don't
• 28:16know, some histogram
• 28:18is competing
• 28:19with the background.
• 28:21And then it just makes
• 28:22it ugly and difficult to
• 28:24understand. And,
• 28:26I I think that having
• 28:27a completely blocked background
• 28:29is a very good default.
• 28:32You click right click and
• 28:34it'll
• 28:35say something about background and
• 28:36you can just say omit
• 28:38or discard or something background.
• 28:41But it it's a simple
• 28:42thing that makes,
• 28:44a small but significant difference.
• 28:48When you're choosing fonts,
• 28:52please don't use serif fonts.
• 28:55Don't use Times New Roman
• 28:57or Garamond. And and if
• 28:58you don't remember what a
• 28:59font
• 29:00a serif is
• 29:02font.
• 29:03Yes. Serif.
• 29:06A font is
• 29:11second. Whoops.
• 29:14Okay. These
• 29:17sorry. Sorry. Sorry. Okay.
• 29:19These little thingies at the
• 29:22bottom of the letters, those
• 29:23are the serifs.
• 29:24And serifs are very helpful
• 29:26when you're reading text in
• 29:27a book
• 29:28because your eye follows them
• 29:30very easily.
• 29:32However, they are terrible when
• 29:33it comes to PowerPoint or
• 29:35to posters.
• 29:36Absolutely terrible.
• 29:38So
• 29:39you wanna use any number
• 29:40of cents without serifs. So
• 29:43these are some of the
• 29:43more common ones.
• 29:48We all use,
• 29:50images, or we should all
• 29:51be using images
• 29:54in PowerPoint and in posters.
• 29:57But it's key to get
• 29:59images that have the right
• 30:00resolution. This is an extreme
• 30:02example of President Obama,
• 30:05but you will see
• 30:07less extreme examples all the
• 30:08time where it really looks
• 30:09pixelated
• 30:10and ugly, and it kinda
• 30:12scratches your eyeball.
• 30:13So get images that are
• 30:15high resolution.
• 30:17When I wanna get something
• 30:18from
• 30:19online, I would ask you
• 30:21know, president Obama,
• 30:23high resolution image,
• 30:24and then you can get,
• 30:26you know, really high resolution
• 30:27images.
• 30:34One of the things that
• 30:35can be criticized about
• 30:37PowerPoint
• 30:38is that it can rely
• 30:40or over rely on lists
• 30:42and bullet lists.
• 30:44So be judicious
• 30:46about those.
• 30:47I think I hope that
• 30:48I have been because I've
• 30:50used some of them here.
• 30:52And and one of the
• 30:54list that is very helpful
• 30:55to use is a table
• 30:56of contents with periodic reminders.
• 31:00I gave you in the
• 31:01beginning
• 31:03the thirty thousand foot view
• 31:04of where I was going,
• 31:05and I've been reminding you
• 31:06periodically, and I'll do one
• 31:08more reminder in case you
• 31:09forgot.
• 31:11And and this is consistent
• 31:12with good pedagogy of tell
• 31:14them what you'll do.
• 31:16Tell them the it that
• 31:18you're doing,
• 31:19and remind them, what is
• 31:21it that you did.
• 31:26Embedding goodies
• 31:28into PowerPoint is fantastic. And
• 31:30in in fact, it's so
• 31:31fantastic that the next session
• 31:32I teach will be all
• 31:34about
• 31:35embedding
• 31:36goodies such as graphics, videos,
• 31:38polls, all sorts of things
• 31:40into PowerPoint.
• 31:42And,
• 31:43so again, be on the
• 31:44lookout for that
• 31:45second session.
• 31:47But I do have an
• 31:48example
• 31:49to give you an idea.
• 31:51I could have
• 31:53a next series of slides
• 31:58telling you the subject matter
• 31:59that you're gonna be learning
• 32:00about in the next minute
• 32:01and a half
• 32:02and the pros and the
• 32:03cons of the literature and
• 32:04the citation and the this
• 32:05and the this and the
• 32:06the and you, of course,
• 32:07will forget it. You know,
• 32:08like you will forget everything.
• 32:11But I bet that you
• 32:12won't forget what you're about
• 32:13to see
• 32:15because it's a different way
• 32:16of experiencing
• 32:18PowerPoint and experiencing
• 32:20what it is that you're
• 32:20suing, and it's disarming because
• 32:22it's not common. So let's
• 32:24look at it. It's,
• 32:25it's a minute and a
• 32:27half, and I realized that
• 32:28I need to,
• 32:29step out and step in
• 32:31for a second.
• 32:33Hold on.
• 32:35Stop share.
• 32:38Oh, by the way, this
• 32:39is a very important point
• 32:40about PowerPoint. Why did I
• 32:41do that?
• 32:43Because when you share
• 32:46share share share,
• 32:49there's a button
• 32:53that says
• 32:56oh, here it is. It
• 32:57says,
• 32:58share sound, which I just
• 33:00clicked,
• 33:01and another one that says
• 33:03optimize for video clip that
• 33:04I did not clip.
• 33:06The reason to do that
• 33:07is that if I hadn't,
• 33:10the video that you're about
• 33:11to see
• 33:13would have been
• 33:16second.
• 33:18Would have been either pixelated
• 33:20or the sound would have
• 33:21been weird.
• 33:22So always, put the the
• 33:24audio. Okay. So now you're
• 33:25gonna see a not pixelated
• 33:27good form. Let's see this
• 33:28minute and a half video.
• 34:41So
• 34:42the
• 34:43point of showing this video
• 34:44is
• 34:45exemplifying
• 34:47what happens when you approach
• 34:49a topic and particularly your
• 34:50audience through a completely different
• 34:52way.
• 34:53This is not what typically
• 34:55people
• 34:55expect.
• 34:58So, Egan, the the judicious
• 35:00use
• 35:01of audio
• 35:02video can be
• 35:03really,
• 35:04quite,
• 35:05dramatic and changing.
• 35:10No? Okay. Okay.
• 35:14General consideration about timing.
• 35:17You should think
• 35:18about one minute per slide
• 35:20on average.
• 35:21You don't wanna linger too
• 35:23much in any one slide,
• 35:24and it also gives you
• 35:25a good sense of what
• 35:26you have in mind for
• 35:28a
• 35:32talk. If you try to
• 35:33do
• 35:35too many more than this,
• 35:36it can get complicated unless
• 35:37they're very simple slides that
• 35:39build onto one another, and
• 35:41you don't wanna linger
• 35:42on any one given slide.
• 35:46So this is a table
• 35:48of content, and this is
• 35:49what we've covered and what
• 35:50remains to cover.
• 35:52So, hopefully,
• 35:54this has
• 35:58you you'll remember some of
• 35:59this and put some of
• 36:00this to to practice.
• 36:03So now that you've
• 36:05thought of how you're gonna
• 36:05engage your crowd,
• 36:07now that you've prepared your
• 36:08slide and spent so much
• 36:09time doing it, how do
• 36:10you deliver it?
• 36:12And
• 36:13two points here. So the
• 36:15first one is about practicing.
• 36:18Remember that awful slide that
• 36:20I I showed you,
• 36:23about use of your PowerPoint
• 36:25and their PowerPoint?
• 36:27Well, it turns out that
• 36:29all of you on PowerPoint
• 36:30have this slide sorter. Oops.
• 36:33Hold on. Okay. Have this
• 36:35slide sorter,
• 36:37set of slides
• 36:38down here
• 36:39so that you can quickly
• 36:41move forward and back
• 36:43between slides. I am doing
• 36:44it now, and I can
• 36:46see exactly
• 36:47how many slides I have.
• 36:52So
• 36:54the the other thing is
• 36:56that let's say that I'm
• 36:56talking here at this slide,
• 36:59and I have one minute
• 37:00to go.
• 37:02There there's no way that
• 37:03I can oh, sorry.
• 37:09I'm here, and I have
• 37:10one minute to go.
• 37:11There's no way that I
• 37:12can tell all of this
• 37:13story in one minute.
• 37:15But what I can do
• 37:16is that I can go
• 37:17and click here on slide
• 37:19twenty nine,
• 37:20and slide twenty nine will
• 37:21be here rather than having
• 37:22to go through all the
• 37:24slides in between.
• 37:26Very, very helpful. So this
• 37:27is a presenter view.
• 37:30I would just say that
• 37:32one thing that is not
• 37:33fully straightforward is using presenter
• 37:35view in Zoom.
• 37:36So if you're gonna
• 37:38you do that,
• 37:40I think you need
• 37:41to try it beforehand.
• 37:44But that's one way of
• 37:46synthesizing information and using your
• 37:49information,
• 37:51as a table of contents,
• 37:52if you will, and being
• 37:53able to flip back and
• 37:54forth.
• 38:02There's
• 38:04a couple of very practical
• 38:05things.
• 38:07So,
• 38:09we talked about timing.
• 38:12I started mentioning some of
• 38:13the differences between using a
• 38:14projector and a Zoom
• 38:16and do doing things on
• 38:17Zoom.
• 38:18But in Zoom, it's
• 38:20it it it it largely
• 38:22is better.
• 38:24It definitely is better, but
• 38:25there are a couple of
• 38:26things that you can't quite
• 38:27do and especially things that
• 38:29might have to do with
• 38:30two monitors,
• 38:33or seeing one thing for
• 38:35you and one thing for
• 38:36your crowd. It is doable,
• 38:38but it's it is complicated.
• 38:40It's much easier,
• 38:41in traditional AV.
• 38:43And that leads to this
• 38:44old school recommendation that there's
• 38:46nothing wrong in bringing
• 38:49good good old paper backup.
• 38:52When I was reading
• 38:54with the black screen,
• 38:57a few minutes before,
• 38:59I couldn't
• 39:00see the text in my
• 39:02screen.
• 39:03So what did I do?
• 39:05You know, just very
• 39:07old fashioned paper.
• 39:09So whenever I have stuff
• 39:10that I want to read
• 39:11or hit on, it it's
• 39:12very good to have it,
• 39:14to have it there.
• 39:17Not forgetting,
• 39:19a dongle.
• 39:21And if you don't know
• 39:22what a dongle is, I'll
• 39:22show you in a second.
• 39:25Here, it's different. In Zoom,
• 39:27you don't need a dongle.
• 39:28You just present, and that's
• 39:29great. But if you go
• 39:31to a presentation
• 39:32somewhere,
• 39:33it's important to have a
• 39:34dongle that fits your computer
• 39:36because there's nothing worse than
• 39:37getting there and not being
• 39:38able to,
• 39:40present.
• 39:41And this last thing that
• 39:42I learned from my work
• 39:44with actors, I I love
• 39:46it, this motto of actors,
• 39:47which is to arrive early
• 39:50is to arrive on time.
• 39:52To arrive on time
• 39:54is to be late,
• 39:55and to be late is
• 39:56unacceptable.
• 39:58So
• 40:01prevent yourself the heartache of
• 40:03getting to a presentation
• 40:05and not be able to
• 40:06connect or the electricity is
• 40:08gone or the dog ate
• 40:09it.
• 40:13So these are different examples
• 40:15of, of dongles.
• 40:17This is the kind that
• 40:18I have that accommodates
• 40:20anything and everything.
• 40:22But, again, work with whatever
• 40:24is your
• 40:26your standard.
• 40:27The most common standard these
• 40:28days is,
• 40:30this kind of HDMI,
• 40:31and something that is really,
• 40:33really nice about it is
• 40:35that it incorporates sound as
• 40:37well. So you don't need
• 40:38to have a separate
• 40:39thingy for for sound.
• 40:49Face the audience,
• 40:51not the slides.
• 40:54This is a
• 40:55semi egregious example. I have
• 40:57seen more egregious
• 40:58of people simply turning around
• 41:00and looking at the slides.
• 41:05No matter how good your
• 41:06talk is, if you are
• 41:08not looking at the crowd,
• 41:12you know, it it's not
• 41:13gonna work.
• 41:14And, and and this feels,
• 41:17I don't know,
• 41:18anywhere from disrespectful
• 41:20to weird
• 41:23to very strange. So always
• 41:25look at the audience. If
• 41:26you're in Zoom like I
• 41:27am now,
• 41:29it's good to make eye
• 41:30contact one in once in
• 41:31a while. You don't wanna
• 41:32be, you know, freakishly looking
• 41:34at the eyeballs all the
• 41:35time, but you wanna be
• 41:37aware of who's on the
• 41:38other side.
• 41:42So,
• 41:43couple of executive summary points.
• 41:46Oh,
• 41:48I guess that I hit
• 41:49on my executive
• 41:51summary. So just to give
• 41:52you an example, I had
• 41:53forty seven slides,
• 41:56and we are at forty
• 41:57three minutes. So that's
• 41:59pretty much what I wanted
• 42:01to to do.
• 42:04There's only one more slide,
• 42:05which is telling you
• 42:06what's coming up in the
• 42:07series.
• 42:08And we would really appreciate
• 42:10if you took a moment
• 42:11now
• 42:13to take this QR code
• 42:15or,
• 42:17Linda, if you could put
• 42:18the
• 42:19the URL in the chat
• 42:22so that we can,
• 42:27do this evaluation that we
• 42:29really, really, really,
• 42:31find important. And then, I'm
• 42:33really happy to see we're
• 42:34gonna have some some time
• 42:36for
• 42:37for questions of which, hopefully,
• 42:38there will be
• 42:40several or many.
• 42:56Andres, did you wanna take
• 42:58questions now or just quickly
• 42:59show the upcoming slides while
• 43:01we Yeah. Yeah. Let's just
• 43:02give, you know, thirty seconds
• 43:03to Yeah. Thirty more seconds.
• 43:04In? Yeah. There we go.
• 43:07Yeah. So these are the
• 43:08upcoming,
• 43:09talks in the in the
• 43:11series.
• 43:12And as you see, we
• 43:13have,
• 43:15yoked them to the different,
• 43:17milestones.
• 43:18So Bill Rando, who I
• 43:20saw is here, hello, Bill,
• 43:21will be,
• 43:24our next speaker, cohosted by
• 43:26General Internal Medicine.
• 43:29And
• 43:31yeah.
• 43:34Thank you. I I'm gonna
• 43:36just kick it off with
• 43:37a question that,
• 43:38Anita,
• 43:39I think, let me go
• 43:40back, had asked. And either
• 43:42you can answer it or
• 43:43Bill, if he's still with
• 43:44us, because it it kind
• 43:46of squarely gets at, why
• 43:48there may be quite a
• 43:49few people here who do
• 43:50teach in the pre clerkship
• 43:51curriculum, for example,
• 43:53which has to do with
• 43:54whether or not there's data
• 43:55that PowerPoint teaching is not
• 43:57reaching our students with regards
• 43:58to their preferences
• 44:00or teaching to learning efficiency.
• 44:05Andres, you wanna take a
• 44:06stab at that? And then
• 44:07Yeah. I can give you
• 44:08my,
• 44:09nonevidence based response, and I'm
• 44:11sure that, Bill can
• 44:13take it take it away.
• 44:14I I think that,
• 44:16you know, so many of
• 44:17students who I speak with
• 44:19are are really just sick
• 44:20of it
• 44:21and and find it,
• 44:25I don't know, very nineteen
• 44:27eighties and and very hierarchical.
• 44:31And,
• 44:32I say and you do.
• 44:34And then when you add
• 44:35that to bad use of
• 44:37PowerPoint,
• 44:38it it it just becomes
• 44:40an explosive
• 44:41cocktail. And in some sense,
• 44:43I think as soon as
• 44:43they see a PowerPoint, they
• 44:44kinda fall asleep or whatever.
• 44:47I
• 44:48as you could tell from
• 44:50my talk, I'm a I'm
• 44:51a fan of PowerPoint used
• 44:53well. I think that there's
• 44:54a role for it,
• 44:56but most of the times,
• 44:57I think it's not.
• 44:59So my data comes just
• 45:00anecdotally from students. But, Bill.
• 45:05Hi, everyone.
• 45:07Good to be here. Thank
• 45:08you, Andreas. That was wonderful.
• 45:12The
• 45:15the the data, frankly, on
• 45:17PowerPoint has, as most things
• 45:19like this, has been mixed.
• 45:22Obviously, PowerPoint
• 45:24allows
• 45:25us teachers to do things
• 45:27we couldn't do before around
• 45:29visualization.
• 45:30Amazing.
• 45:32For people,
• 45:33has kept the instructors on
• 45:36track, which is greatly appreciated.
• 45:38But I think,
• 45:41as a mode, as Andres
• 45:43mentioned, it has become,
• 45:45soporific.
• 45:47The PowerPoints go up,
• 45:49and people begin to shut
• 45:51down. And and, again, my
• 45:53anecdotal working with teachers to,
• 45:56restate what Andres said,
• 45:58people forget
• 45:59that people come to see
• 46:01a teacher, to see a
• 46:02person,
• 46:03to make a connection,
• 46:04not to watch a screen.
• 46:07That's just so that that's
• 46:09my two cents.
• 46:12Yeah.
• 46:14Thank you. And I am
• 46:15I see a hand up.
• 46:16I wanna pronounce your name
• 46:18correctly. What's Bonnie?
• 46:20Yeah. Yeah. That's fine. That's
• 46:21fine. So Hi. Hi, and
• 46:23hi, Andres.
• 46:24I have a question regarding
• 46:25the color scheme.
• 46:27So, I mean, is there
• 46:28any anything that we should
• 46:29be thinking about the kind
• 46:30of colors that we are
• 46:31choosing, especially, you know, in
• 46:34context of,
• 46:36you know, certain kind of
• 46:37as just nice, like the
• 46:38color blindness or any other
• 46:39kind of psychological,
• 46:41issues
• 46:42and any social context that
• 46:43we have to be aware
• 46:44of what kind of colors
• 46:45and how many colors we
• 46:46can use in a per
• 46:47slide, is it, like, should
• 46:48we make it more colorful?
• 46:50What what's your take on
• 46:51that?
• 46:52Yeah. Yeah.
• 46:54Interesting. I'll I'll I'll answer
• 46:55first how many number of
• 46:57colors.
• 46:58I think that going beyond,
• 47:01three colors is really too
• 47:03much.
• 47:05Probably three is
• 47:07it can be handled, especially
• 47:09if they are contrasting one
• 47:10with the other. So that
• 47:12would be my my thought
• 47:13there.
• 47:15Of course, if you put
• 47:15images and photos and all
• 47:17sorts of things, they can
• 47:18really enrich
• 47:20things a lot.
• 47:22Incidentally, if you put a
• 47:23wonderful photograph,
• 47:26a very common mistake is
• 47:27to then put a title
• 47:28and a subtitle and where
• 47:29it was taken from. And,
• 47:30you know, so then you've
• 47:31killed the image with all
• 47:33that crap.
• 47:34So just put the image,
• 47:35fill fill the screen with
• 47:37the image and talk about
• 47:38it. So that would be
• 47:40one. You know, the the
• 47:42issue with
• 47:43color blindness is a very
• 47:44good one. I don't have
• 47:46the best answer here,
• 47:48but I know that there
• 47:49are color templates that are
• 47:51more and less
• 47:53aversive
• 47:53or unviewable.
• 47:54I think that the big
• 47:56no no, if I remember,
• 47:58is blue and yellow, but
• 47:59don't quote me there. But
• 48:01if you look at color
• 48:03scheme,
• 48:04you'll find it right away
• 48:05and, you know, stay away
• 48:06from from from those,
• 48:08colors. And,
• 48:12you know, in terms of
• 48:14are there colors that are
• 48:15offensive or whatever,
• 48:17you know,
• 48:19there's always someone to be
• 48:21offended by something. Right? But
• 48:22I think that if you
• 48:23if you stay if you
• 48:24stick by Yale colors being
• 48:26here, you know, you're good.
• 48:28You know? If Harvard wants
• 48:29to be offended, let them
• 48:30be offended.
• 48:32So
• 48:34Can I can I just
• 48:35add,
• 48:36you know, when we've envisioned
• 48:37these sessions for everybody who's
• 48:39who's on still,
• 48:40ideally, you know, you'd have
• 48:42your PowerPoint
• 48:43like, Andres just did, which
• 48:44gives you the foundations, and
• 48:46then we'd have some sort
• 48:46of application
• 48:48exercise? But that's given we
• 48:50want to make sure that
• 48:51we accommodate a lot of
• 48:52people to be able to
• 48:53hear the fundamentals.
• 48:54We wanna make sure that
• 48:55you do have an opportunity
• 48:56to,
• 48:57to get some feedback because
• 48:58just because you, like, learned
• 49:00it doesn't mean you can
• 49:01do it. So we do
• 49:03want you to feel like
• 49:04you have an opportunity
• 49:05either by signing up for
• 49:07that teaching observation on the
• 49:08Yale Center for Medical Education
• 49:10website
• 49:11or Andres and I, for
• 49:12example, and I know there's
• 49:13a cadre of others. Like,
• 49:14if you wanted to email
• 49:16us a like like a
• 49:17five minute video of you
• 49:19doing your teaching or
• 49:21some of your slides,
• 49:22it can be really useful.
• 49:24I was super guilty before
• 49:25I learned some of these
• 49:26cons content of having PowerPoint,
• 49:29automatic
• 49:30formatting, you know, just have
• 49:31it be very text heavy,
• 49:32and it takes work. It
• 49:34takes work now to take
• 49:35your existing PowerPoints that are,
• 49:36like, all wordy and trying
• 49:38to do the work to
• 49:38come up with a graphic
• 49:39or in some sort of
• 49:40advanced organizer
• 49:41that really advance decreases their
• 49:43mental load and helps them,
• 49:45like Andre has showed with
• 49:47those word clouds
• 49:48or other or graphs or
• 49:50something else that tells the
• 49:51story so that your lane
• 49:53your brain lanes that only
• 49:54have one lane for visual
• 49:55and one lane for words
• 49:57doesn't have all the word
• 49:58lanes clogged by listening to
• 50:00his words and reading the
• 50:01words. You need to have
• 50:03lanes open either with few
• 50:04words or with something that
• 50:06you're looking at that's not
• 50:07words while you're listening to
• 50:08the words. So we are
• 50:09really want to be available
• 50:11for that just to put
• 50:12it as a plug. But,
• 50:14Heather also has a question
• 50:15either for Bill,
• 50:16or others about whether
• 50:18the school, as far as
• 50:19you know, is gonna support
• 50:21the ability maybe get a
• 50:22Mentimeter subscription or something for
• 50:24educators to use for some
• 50:25of these interactive,
• 50:27software platforms.
• 50:30I mean, I'll I'll I
• 50:31I I'm not aware of
• 50:33of any plans.
• 50:35So much right now in
• 50:37the technology
• 50:39area is focused
• 50:41on AI.
• 50:42You know? There's just been
• 50:43this shift.
• 50:46So,
• 50:49but I do think I
• 50:51I
• 50:51seen,
• 50:53many,
• 50:55math and science and engineering
• 50:57instruction
• 50:58use
• 51:00polling and interactive,
• 51:02technologies
• 51:04remarkably
• 51:05well.
• 51:06You know?
• 51:07Not as games or toys,
• 51:09but ways of allowing students
• 51:11to assess their own knowledge
• 51:13and then, you know, that
• 51:15kind of thing.
• 51:16So I I would be
• 51:18very glad to see,
• 51:20more use of those things
• 51:22to increase interactivity
• 51:24in Yale
• 51:25in lectures and make them,
• 51:27learning experiences.
• 51:29Yeah. Thank you. I I
• 51:30wonder,
• 51:31would the next step be
• 51:32for us to go to
• 51:33the librarian? And, you know,
• 51:35in the great scheme of
• 51:36things, I don't think that
• 51:37it's that much.
• 51:40And and, also, I'll be
• 51:41talking about Mentimeter and and,
• 51:43the like the next time.
• 51:45They
• 51:46even the free versions are
• 51:48helpful. I mean, you don't
• 51:49you don't need to have
• 51:50the Rolls Royce for many
• 51:51things.
• 51:57Bonnie, I put in the
• 51:58chat
• 51:59some resources that I just
• 52:00found, pretty helpful, all sorts
• 52:02of tips and tricks
• 52:03about colorblind and templates, etcetera.
• 52:05So
• 52:08Thank you so much.
• 52:10We have time for any
• 52:11other questions that people have?
• 52:19We encourage you to try
• 52:20to be
• 52:21deliberate
• 52:22with your mastery learning and
• 52:23becoming educators and and maybe
• 52:25look at those,
• 52:27milestones
• 52:28and self assess and identify
• 52:30opportunities
• 52:31for you to,
• 52:33fill in your gaps. And
• 52:35and, again, for you to
• 52:36get the feedback of how
• 52:37well you are making progress
• 52:39along those milestones, please reach
• 52:41out
• 52:42to the center for some
• 52:43of the observation and feedback
• 52:45services and other resources.
• 52:47And come to Will Bill
• 52:49Rando's session September
• 52:51twenty.
• 52:55You're muted. I'm counting on
• 52:57you.
• 52:59You're still muted. It's next
• 53:00week. Next week. Next Thursday.
• 53:03Alright. And all the registration
• 53:04information is on the center
• 53:06website,
• 53:08Yale Center for Medical Education.
• 53:09Just Google that if that's
• 53:11not quite the right,
• 53:13URL that I'm saying.
• 53:18Alright. Thanks for everybody for
• 53:20coming.
• 53:21We appreciate it. This will
• 53:22be a great year.
• 53:24Thank you. Thank you, Andres.
• 53:26Thank you.
• 53:29Thanks, Dana.
• 53:37Andreas, are we on a
• 53:38different Zoom
• 53:40for the next meeting? You
• 53:42are. You're on Dana's Zoom.
• 53:43It's in the
• 53:45Okay. In the Outlook invitation.
• 53:47Okay.
• 53:48Zoom.
• 53:49Okay.
• 53:50Thank you. Fabrizio.
• 53:53He's one of the med
• 53:54ed concentration students. Oh, yes.
• 53:56Yeah.
• 53:57Alright. So we'll sign off.
• 53:59I'll see you in a
• 54:00I'll see you in a
• 54:00minute, Andreas. Thanks, everybody. Okay.
• 54:03Bye. Bye.