9-12-25 YES! Session: "Powerful PowerPoint 2.0" with Jeremy Branzetti, MD, MHPE

Name: 9-12-25 YES! Session: "Powerful PowerPoint 2.0" with Jeremy Branzetti, MD, MHPE
Uploaded: 2025-09-12T17:07:16.2633333Z
Duration: 53 min 31 s

September 12, 2025

Information

ID: 13409
To Cite: DCA Citation Guide

Download Transcript

00:02And start, and the meeting
00:03is being recorded. So welcome,
00:05everyone. I'm Janet Hafler.
00:07I lead the Center for
00:08Medical Education,
00:10and we have the wonderful
00:11good fortune that Andre
00:13Martin and Dana Dunn head
00:15our Friday series, our Yale
00:18educator series, the yes series
00:20every Friday, which they've planned.
00:22And it's been a wonderful
00:23series. We also, as you
00:24know, have our med ed
00:25discussion groups. And we have
00:27an upcoming one which will
00:30be about careers. And we
00:31have some of our leaders
00:32to really talk with you
00:34about
00:34the careers that we choose
00:36in medical education.
00:37What's pretty exciting with all
00:39our sessions, we're trying to
00:41identify
00:42your own growth. And the
00:44ACGME
00:45has identified
00:47clinician educator milestones, really, and
00:50they're really helping us to
00:52say, as you select
00:54certain
00:56faculty development, educator development sessions,
01:00for example,
01:01this one is one of
01:02the universal pillars of reflective
01:04practice and commitment to your
01:06own personal growth. So you're
01:07saying, gee, I'm really interested
01:09in fine tuning my PowerPoint.
01:09Jeremy's done it before. This
01:09is more of a
01:16sophomore level, the next level
01:17up. It also, when you
01:19start thinking about educational theory
01:22and practice,
01:23it's really talking about teaching
01:24and facilitating learning,
01:26again,
01:27using PowerPoint.
01:29And the third that we're
01:30addressing today is really the
01:32science of learning. It's theory
01:33and practice. So what I
01:35and you can go on
01:36their website. They have a
01:37lot of information about the
01:38milestones. But what we're trying
01:40to do is help you
01:41sort out your own personal
01:43growth that you can say,
01:44gee. I really wanna focus
01:46on this area and really
01:48develop my own teaching and
01:50facilitating learning, whether I'm giving
01:52PowerPoint
01:53or facilitating
01:54a small group session. So
01:55we've tried to help you
01:56by identifying
01:58a milestone for the clinician
02:00educator milestones
02:01linked to the ACGME.
02:03So thanks for putting that
02:04slide up.
02:06So I want to introduce
02:07you to Jeremy Bransini,
02:10who is one of our
02:12wonderful educators.
02:14He did his he's had
02:15a number of, trainings,
02:17but he went and did
02:19undergrad at at Stony Brook
02:21and continued on to do
02:23his medical school at Stony
02:25Brook.
02:26Then he became very interested
02:29in education
02:30and went and did his,
02:32master's in health professions education
02:35at Maastricht.
02:36And Maastricht in the Netherlands
02:38was one of the first
02:39schools in the Netherlands to
02:41really move to problem based
02:42learning. They actually did problem
02:44based learning throughout all their
02:45schools, whether it was law,
02:47medicine,
02:48and they have
02:49Hank Schmidt did some of
02:50the early pioneer work in
02:52problem based learning and the
02:54leaders that they have. And
02:56And they've actually coordinated with
02:57a number of schools. And
02:59Jeremy worked very closely with
03:01David Stern, who's done a
03:02tremendous amount of work on
03:03professionalism.
03:04And so, Jeremy, you bring
03:06such,
03:07wonderful,
03:09background to your education.
03:11You then,
03:12did your chief residency at
03:13Northwestern
03:15in the ED,
03:17and you,
03:19also did your
03:20emergency medicine residency there.
03:23You came and became associate
03:25professor
03:26here in twenty four, so
03:28you're a year into it.
03:30And you had been,
03:32on the
03:33clinical investigator track until twenty
03:35one,
03:37at grow at at NYU.
03:39So we're thrilled to have
03:40you here and part of
03:41our educator community, and I'm
03:43really looking forward to hearing
03:44your session today. And I
03:45know that Jeremy is very
03:47open. If you have questions,
03:48you can put them in
03:49the chat. I'll be monitoring
03:51the chat.
03:52Again, this session, you're all
03:53taking your lunch hour to
03:55be with us, and this
03:56is all about you. So
03:57I'll monitor it. You can
03:58raise your hands, but we
04:00are here to really answer
04:01your questions. So, Jeremy, I
04:03will pass it over to
04:04you, and thank you so
04:05much for doing this.
04:07Wonderful. Thank you, Janet. Thank
04:08you for the introduction. Thank
04:10you everybody for being here.
04:12I will I'm excited to
04:13be able to kick the
04:14yes series off for this
04:15year. We're gonna talk about
04:17PowerPoint, and let me sort
04:18of go a little bit
04:19to make sure we we
04:20cover everything here. As again,
04:22please get your CME credit.
04:23If you haven't, you can
04:24text the number,
04:25four eight eight six one
04:27from below to the attached
04:28phone number. It will keep
04:29popping up through the the
04:31chat window, so keep a
04:32lookout there as needed. We've
04:34talked about the clinician educator
04:35milestones,
04:36and this brings me here
04:37to talk about PowerPoint.
04:40And, first, let's give credit
04:41where credit is due. I'm
04:42standing on the shoulders of
04:43prior work of giants by
04:44doctor Martine, who had done
04:46the last PowerPoint session here.
04:47And our thought was perhaps
04:49having complimentary views and different
04:51takes, which actually is a
04:53great perspective on a bit
04:54of the subjective,
04:56we'll even see an educator
04:57term, constructivist nature of slide
04:59design, where there's really not
05:00definitive right or wrongs. There's
05:02data, but there is a
05:04lot of, you know, sort
05:04of,
05:06flexibility is the right way
05:07to do this. And my
05:08goal is to be able
05:09to take you through that
05:09today in a way that
05:10will help make you have
05:11better slide presentations.
05:13I wanna start with a
05:15little bit of a haiku
05:17on PowerPoint design.
05:19And this, I think, is
05:21captures a lot of the
05:22feelings I have when I
05:23sit through some of my
05:24own presentations. And if I
05:25in the midst of work
05:26writing this one, I look
05:28back over a lot of
05:28things I'd written before and
05:30see, wow.
05:32I've learned lessons.
05:33And I hope that we
05:34can all learn some lessons
05:35here and that the idea
05:36is we could all improve.
05:37And that's actually gonna be
05:38one of the big messages
05:39to take away from today.
05:40Whenever you do a talk
05:41like this, you can fill
05:43it with you should do
05:44this, not do this, and
05:45very prescriptive.
05:47But
05:48the real takeaway I wanna
05:49aim on is to say,
05:51alright. I want you to
05:52have a creative, focused,
05:54engaging presentation. PowerPoint or otherwise,
05:56obviously, it dominates the market.
05:58We're gonna talk about some
06:00never evers, things that as
06:02a very experienced slide based
06:04presenter, I see and I
06:05start thinking, this person I
06:07already assume, fairly or not,
06:08this person
06:10effort's the wrong word, but
06:12attention and at least,
06:14seriousness to what they're applying
06:16to this, where it's comes
06:17through and you start just
06:18discounting their work, and that's
06:19just not fair for all
06:20the effort and time that
06:20we put into it. So
06:22we'll cover some never evers
06:23both through the building portion
06:25and as well as later
06:26on. But what what I
06:27was alluding to before was,
06:29I want you to think
06:30at the end of this
06:31about what is your process
06:32of improvement. For all the
06:33ideas I can tell you
06:34of what you should do
06:35this or don't do this,
06:36improvement is a process. I'm
06:38gonna hammer that home later
06:39on. And if we're not
06:41certainly back to know what
06:42is the efficacy
06:43of our presentation, then we're
06:45not gonna actually know if
06:46we're getting any better. So
06:47with all that said, let's
06:49dive on in.
06:51When building this talk, I
06:52alluded to this before, you
06:53can be very granular. You
06:54know, take images at this
06:56size. It should be this
06:57many lines per page and
06:58this many slides or the
07:00bigger picture guiding wisdom. I
07:02fall into that latter camp.
07:03I I think there can
07:05be too much prescription, and
07:06in fact, I'm gonna call
07:07my shot here. I have
07:09literally, I kid you not,
07:10one hundred and thirty slides
07:12in this deck, and it'll
07:13be done within fifty minutes.
07:14And the whole point of
07:14that is it's not gonna
07:16be a data presentation where
07:17each slide takes x amount
07:19of time. They're going to
07:20all be supporting concepts, And
07:22I'll prove my point later
07:23on. So I wanna get
07:24to this idea of wisdom
07:26in that there are there
07:27are rules that are good
07:28for guidance when you're starting
07:29out, but they're not hard
07:30and set. And similarly, I
07:31want you to think about
07:32what's your purpose. For most
07:33of us, we're gonna be
07:34doing talking about teaching today.
07:35Right? I wanna get an
07:36idea into someone's head or
07:38a concept in someone's head.
07:40But if I'm presenting at
07:41a faculty meeting, a lot
07:42of this is not as
07:43important because I it's just
07:44it's it's information that you're
07:46sharing. I'm not convincing someone.
07:48I'm updating them about a
07:49survey result, and I'm gonna
07:50send that slide deck out
07:51later they could review with
07:52their own time. So I
07:53don't get too much into
07:54a tizzy about the subtleties
07:55of design, where really that
07:57is just content delivery. But
07:59here, I'm gonna say that
08:00teaching is about concept delivery,
08:02and that's what we're gonna
08:03sort of focus on. If
08:04we bring these two concepts
08:05that I mentioned together now,
08:06we get this idea of
08:07teaching and sort of guiding
08:08principles.
08:09It brings me to the
08:10grounding theory I wanna base
08:12my practical examples on, and
08:14that's this idea
08:16of multimedia learning theory. If
08:17you're not familiar with it,
08:19it's a great piece of
08:20data of,
08:22scientific grounding to go to
08:23learn about.
08:24You can click here to
08:25get to the main article
08:26written by doctor Meyer.
08:28I'm gonna reference it a
08:29lot, but this QR code
08:31will also come up later,
08:32so don't get too much
08:33worried if you miss it.
08:34But the basic gist is
08:35it's a cognitivist theory of
08:37why and how we learn
08:39from forms of media, you
08:40know, typically audio and visual.
08:43It's grounded in three tenets.
08:45There's a lot of recommendations
08:46that come out of it,
08:47but these are the three
08:48tenets to focus on for
08:49a moment. Tenant one is
08:50that we learn through a
08:51dual coding mechanism.
08:53Audio stimuli, visual stimuli,
08:56both can be processed into
08:57memory functions and are, when
08:59done right, are complementary and
09:01additive.
09:02On the other end, we
09:03are limited in capacity. There
09:05is cognitive load. We can
09:06only handle so much. So
09:08realizing what is extraneous load
09:11versus what is germane useful
09:12load is gonna be important
09:14when you build something. And
09:15then finally, the active processing.
09:17When we are looking at
09:19things, we are not just
09:20giving them information. People have
09:22to take that information,
09:23examine it in different angles,
09:25and figure out how it
09:26plugs in to their long
09:27term memory structures and schema.
09:29This would be the whole
09:30big start to finish. Right?
09:31This is where multimedia
09:33model is, and I'm gonna
09:34kinda break this up into
09:35small pieces now to make
09:36it understandable. But I wanted
09:37people to see how it
09:38goes from on one side
09:40of the screen from the
09:41media that starts and then
09:42the other end of long
09:43term memory. So let's do
09:44a quick breakdown here. We
09:46start with some form of
09:47basic sensory stimuli, words and
09:48pictures.
09:50Those are then sensed by
09:52our,
09:53sensory apparatus, so ears or
09:55eyes, obviously.
09:57This will then be taken
09:58in and selected, certain words,
10:00certain images. They can be
10:02interchanged, but then our working
10:03memory starts chewing on them
10:04to figure out what is
10:05the conceptualization.
10:06If I hear someone talk
10:08about a sunny day, do
10:08I picture the sun? If
10:10I hear somebody talk about
10:11motor vehicle accident, do I
10:12picture the sound of a
10:13car crash? Whatever that is.
10:15And then finally, there's gonna
10:16be this processing at the
10:17end where these new abstractions
10:20and existing data is gonna
10:22be integrated
10:23together
10:24ideally.
10:25And we look at three
10:26areas that we're gonna focus
10:27on for what he talked
10:28about the tenants. The dual
10:29channels is this sensory apparatus,
10:30and I really want to
10:31focus on these this this
10:33section.
10:34The working memory is gonna
10:35be where our limited capacity
10:36becomes a problem, and then
10:38the active processing is gonna
10:39be this integration process.
10:42So
10:43the big takeaways for each
10:45of these channels or, say,
10:46each of these tenants is,
10:48one,
10:49optimize the best use of
10:51audio and visual stimuli.
10:53We'll get into how that's
10:53gonna happen in a moment.
10:55Two,
10:56remove anything that is not
10:58essential to limit the capacity
11:00load on someone's poor little
11:01brain.
11:02And then lastly,
11:04help organize
11:05the new knowledge and integrate
11:07it. And And I wanna
11:08be clear, this is not
11:09focused on the quantity of
11:11knowledge or the content, but
11:12the organizational aspects of it.
11:15So with that, let's kinda
11:16dive in. And we're gonna
11:17spend most of the talk
11:18on this first goal of
11:20creating the engaging
11:21and effective presentation.
11:24This is an overly simplified
11:25take, and I don't wanna
11:26get lost in the data
11:27and magnitude here. But basic
11:28gist of it is, if
11:29I tell you something and
11:30I check three days later,
11:32you got about a ten
11:32percent retention. If I tell
11:34you something and I give
11:35you a picture to match
11:36with it, the dual coding
11:38aspect of this is gonna
11:39improve your memory so that
11:40you have a much higher
11:41retention later. So it gets
11:43at the basic tenet here
11:44of using both stimuli effectively
11:46is what's gonna lead to
11:47better learning.
11:50And when it comes to
11:51the stimuli, really, the vision
11:53will trump everything.
11:54The effective use of visual
11:56stimuli is the most important
11:58part you're gonna do in
11:58any of your presentations, absent
12:00of how you present it,
12:01but at least of what's
12:02on screen.
12:04And I wanna put those
12:04in quotes because I'm referencing
12:06this concept of this, a
12:07neuroscientist,
12:08John Medina wrote this book
12:10that's meant to really reach
12:11the layperson
12:12about what are rules of
12:13the brain. And it's a
12:15great read. It's great for
12:17reaching your students, I would
12:18say, but also for slide
12:19design because it really gets
12:21at some of the basic
12:22tenets of attention and memory
12:24and stimulation and etcetera.
12:27But let's do a couple
12:28of imaging concepts here. So
12:29for one, go big or
12:31go home. If you're putting
12:32a picture where the picture
12:33is the focus, there is
12:34no purpose of it taking
12:36up only part of the
12:36screen. These slide, I see
12:38all the time. They drive
12:39me up a wall. Right?
12:41So one, I'm telling you
12:42we're talking about X-ray interpretation,
12:44then I'm describing the approach,
12:46and then I've got this
12:46picture here. That picture,
12:49by my estimate, maybe forty
12:50percent of the screen. And
12:52we're about to spend all
12:53our time examining it. So
12:54why is it only that
12:55little bit? It's a waste
12:56of time to tell you
12:57we're interpreting the X-ray. We're
12:58obviously doing that, so that's
13:00a big waste. Then the
13:01systematic approach, well, that's helpful,
13:03but just putting it on
13:04the screen and then showing
13:05this, just let somebody read
13:06from the left and look
13:07at the right. That might
13:08be great for your first
13:09time, but if you really
13:10wanna try, you wanna get
13:11someone to just look at
13:11the bit image, blow it
13:13up, drop the background out
13:14of the way, and now
13:15all the other extreme a
13:16stimuli are gone, and we
13:17can look at this X-ray
13:18and interpret it. And then
13:19you can ask people, what
13:20is the a of that
13:21mnemonic and so on and
13:22so forth? So make the
13:24pictures as big as possible.
13:26They should take up the
13:26screen or take up as
13:27much of it as possible
13:28if they're not if they
13:30are the main point of
13:31what you're teaching.
13:32Similarly,
13:33there is no excuse for
13:34pixelation.
13:35Another one that I watched
13:36this and it drives me
13:37crazy, and I realized that
13:38folks don't quite have their
13:40full presentation together.
13:42Great. I want you to
13:43interpret the ZKG. We follow
13:44my rule. We have to
13:45blow that up and see
13:46it bigger, and now you
13:47start seeing it falls apart
13:48image wise. Right? It has
13:50a lot of loss.
13:51And, sure, I can see
13:52the basics of this, but
13:53this presents three problems.
13:55One, it's gonna just be
13:57frustrating to be able to
13:58look at. People are gonna
13:59have to, like, squint and,
14:00like, I cannot tell. Two,
14:01it's gonna take a lot
14:02more cognitive load to figure
14:04out what's right. I'm doing
14:05this. What's going on over
14:07there? I think I see
14:08a p wave maybe.
14:09And then the unexpected
14:11consequence is when people are
14:13gonna be struggling to even
14:14interpret the basic task, they're
14:16not gonna wanna answer your
14:17question to interpret the EKG.
14:19So you're gonna get a
14:20room full of silence.
14:21So get rid of the
14:22pixelation. High quality, minimum of
14:25eight hundred by six hundred
14:26if you're doing JPEGs. That's
14:28that kind of image. But
14:29you'll see these other sort
14:30of subtle supportive graphics I'm
14:31using.
14:32These are all PNGs,
14:34portable network graphics, I think
14:35they're called, or SVGs.
14:38They are both they don't
14:39lose ability when you go
14:41bigger or smaller, so it's
14:42much more adaptable, and they're
14:44great for supportive photos. Obviously,
14:46the purpose of this slide
14:47is not to learn from
14:48the graphic, but it's meant
14:49to reinforce the idea of
14:51vision.
14:51If you need a big
14:53quality image to get everybody
14:54to focus on,
14:55ramp up that that resolution.
14:58And then let's do one
14:59last bit here about image
15:00optimization, about the concept of
15:01animations. So every nearly every
15:04slide in this talk is
15:05gonna have either an animation
15:06function or transition function. And
15:09I'm using it to guide
15:10your attention and to help
15:11build and maintain connections. But
15:13the big takeaway here is
15:14I want you to think
15:15subtlety. I want you to
15:16think Frasier. I want you
15:18to think refined and not
15:19flashy, not over the top,
15:21but is competent and capable
15:23and does the thing it's
15:24supposed to do. I don't
15:25want you to think Michael
15:26Bay, explosions, kerplow,
15:29lots of crazy images and
15:30whatnot. I don't want you
15:32to do that. Right? So
15:33think Frasier when you're animating,
15:34not Michael Bay.
15:36Let's turn now to the
15:37sort of written word here,
15:38and I think this is
15:39one of the areas that
15:40most people struggle with, and
15:41I'm gonna really hammer this
15:42concept on.
15:44What is this?
15:46We're gonna make this kinda
15:47keep going straightforward and not
15:48just think you answer. Right?
15:49It's the letter d. Great.
15:50It's a picture.
15:51The letter d is a
15:52picture that's representative of a
15:55part of a visual representation
15:56of our alphabet, and it's
15:57a sound. Then you put
15:59this together. What is this?
16:01It's a word. It's a
16:02series of letters. It's also
16:04a series of pictures.
16:05And every one of those
16:06pictures, my brain has to
16:08decode what that picture is,
16:10what it translates to in
16:12terms of a sound, how
16:13do those sounds go together,
16:14and make a word out
16:15of it. And then I
16:16do this. Now I have
16:17to translate each picture and
16:19each word and the same
16:21tactical representation of all of
16:22them and how they go
16:23together and what's the abstract
16:24concept. And by the time
16:25I'm finishing the sentence, you've
16:26already been reading this statement,
16:28and you don't even know
16:28what I've been saying. Right?
16:30Your attention gets pulled into
16:31this in reading because your
16:33eyes go to read the
16:34slide, and it divorces you
16:36from what the spoken word
16:37is. And the real kicker
16:38for this
16:40right? If we go back
16:40to here, we have these
16:41words and pictures. The real
16:42kicker is this double arrow.
16:44Right? This having written words
16:46screws with your channels. So
16:48if in a normal circumstances,
16:49I have an auto stimuli,
16:51visual stimuli, and I have
16:52this capacity in each channel
16:54to process them. Great. And
16:56in an ideal world, as
16:57long as the stimuli does
16:58not overcome the capacity of
17:00the channel, I can hear
17:01and see and make a
17:02new memory. Excellent. Love it.
17:04The problem now becomes when
17:05I add written words. Because
17:07the written word is exactly
17:09the same data
17:10as the spoken word.
17:11Now it's just being duplicate
17:13duplicated.
17:13So now it's coming over
17:15to the visual channel because
17:16I'm reading it, and I
17:17have to use my vision
17:18for that. And so I
17:20get a bottleneck. And when
17:21that happens, I now overload
17:23my capacity. So all of
17:25these extra words are ruining
17:26my ability to take in
17:27new data and then downstream
17:29mess with my learning.
17:31So the big takeaway on
17:32that is
17:34audio and visual are additive.
17:36You make more learning. You
17:38can make it almost like
17:38a mathematical problem. There's x
17:40capacity in audio and y
17:42in visual, and so you
17:43can learn x plus y.
17:45Here, though, you start duplicating
17:47what was going to be
17:48in one of the channels
17:49and
17:50mucking up the other channel.
17:51So when there's a lot
17:53of text or extraneous,
17:55non explanatory
17:56text, it is duplicative. And
17:58if you can say it
17:59or show it, don't write
18:01it. That's the big takeaway.
18:03So my rule here is
18:04to remove every possible extraneous
18:06word that you can.
18:08And, in fact, I'm gonna
18:09go even further, not just
18:10word. I'm gonna say every
18:11symbol. I want you to
18:12think back now. Have you
18:13seen a single bullet in
18:15this presentation?
18:17I will never use them.
18:19And the reason is bullets
18:20will automatically start getting you
18:21to this first order bullet,
18:23and then I have to
18:23write a second order sentence
18:24and then a third order
18:25sentence and so on and
18:26so forth. And so the
18:28point is get rid of
18:29them. I there are no
18:30bullets in these presentations.
18:32You shouldn't need one. If
18:33you're doing that, you're already
18:34putting too much text on
18:34the page.
18:36So that's A question arose,
18:38and I totally agree with
18:39bullets. I'm so glad you're
18:40mentioning that.
18:41We we have a question
18:42from Kate. Go for it.
18:45One of my biggest challenges
18:48she talks about
18:51with slide decks is I'm
18:52creating one learning object that
18:54some students will consume during
18:57my lecture
18:58and some students consume on
18:59its own. So it's hard
19:01to optimize for both types
19:03of consumers.
19:05I totally agree. My solution
19:06to this is twofold.
19:07So on one hand,
19:09depending on the way your
19:10presentation is, there might be
19:11still ways to, like, effectively
19:13present. But what I actually
19:14do is when I'm writing
19:15my presentation, I will write
19:17it all out in words.
19:18Right? It's easy for me
19:19to just, like, I'm gonna
19:19put on this slide this
19:21main point.
19:22And you can take that
19:23word version,
19:24save it,
19:26put it aside, and then
19:27now translate it into the
19:28more effective in person presentation.
19:31The word one, post online.
19:32People can read that. If
19:34If I post this online,
19:35this is a little bit
19:35of also protecting my IP.
19:36Right? I post this. Nobody
19:38knows what the heck this
19:38means. Right? They gotta come
19:40to me for it. But
19:41if I wanted you to
19:42be able to read this,
19:42I would just post this
19:43my my written word script
19:45or my written on there
19:46and give them your presenter
19:47notes at that point.
19:50And alright. Great idea. Yeah.
19:52Of course. Alright. So a
19:54quick point on audio optimization.
19:56That one so the real
19:58main point here is that
19:59personalization
20:00makes the difference, and I'll
20:01get to that next question
20:02in a moment.
20:03So personalization is this idea
20:06that
20:07conversational speech actually outperforms third
20:10person scripting. So that my
20:12ability to be personable
20:14and relate this to other
20:15stuff and answer things on
20:17the fly and maybe have,
20:18like, a funky Bostonian accent,
20:20whatever, they're all gonna help
20:22and that they're gonna make
20:23in they're gonna
20:25tap into subconscious human processes
20:27to really wanna be an
20:28attentive conversational partner.
20:30Whereas,
20:31if I am reading a
20:32script
20:33about PowerPoint,
20:34and I want you to
20:36feel that this is real
20:37right? It doesn't work. You
20:38start tuning out, and you
20:40feel it right away that
20:41somebody is reading a script.
20:43And the learn they actually
20:44can measure the effect on
20:45this. You learn more
20:47with a conversational style.
20:50So personalization,
20:51though, this is the little
20:52bit of the of the
20:53the the gut check moment.
20:54You have to actually know
20:55your stuff. And, you know,
20:56you're all experts in some
20:57way, shape, or form. Right?
20:58So if you're really teaching
20:59somebody asked that idea about
21:00physiology
21:01in their in their recent
21:02question. If you're the physiology
21:03teacher, you know your stuff.
21:04That's not the hard part.
21:06But other times, you know,
21:07for me, I had to
21:08learn Myers multimedia theory to
21:09be able to present this
21:10in a cogent way. So
21:12to be able to really
21:13know it is what will
21:14let you speak about it
21:15in an impersonal way where
21:16you don't feel that I
21:17must read from the script.
21:19Regarding that question, let me
21:20hold off onto that to
21:21the end, so and then
21:22we can we can touch
21:23on that. I think it
21:23will come up in in
21:24a little bit later.
21:26Okay. So we've talked about
21:27the dual channel here. Let's
21:28go towards managing capacity.
21:31I wanna give yourself a
21:32little grace. This touches on
21:33the question about physiology in
21:35a moment, which is medicine
21:36is not advertising.
21:38We are not talking about
21:39how do we get people
21:40to say,
21:41Coca Cola. We're trying to
21:43get them to understand massive
21:44quantities of information here and
21:46how they relate and apply
21:48them and not when anybody
21:49die. Right? This is not
21:50simple work. So I don't
21:51wanna just say, hey. Just
21:53throw pictures up. It's fine.
21:54It's not that easy. There
21:55is times when you're gonna
21:56have to effectively use text.
21:58But
21:59keep in mind, this is
22:00a challenge. And, you know,
22:01furthermore, the education space has
22:03this conflation
22:04where we think that education
22:05is content delivery, and that's
22:07not what you should be
22:08thinking of when you're doing
22:09most of these talks. Content
22:11can be gained anywhere. Chat
22:12g b t is gonna
22:13beat us in content already.
22:15So why fight that fight?
22:17But how these content pieces
22:18go together into concepts,
22:20that fight we're winning. So
22:21that's where you should really
22:22focus on.
22:23And then, you know, this
22:24last bit, just it's not
22:25easy to be both, you
22:27know, left brain scientific and
22:28right brain creative. I actually
22:30think it's not that hard.
22:31I think it's a self
22:32limiting belief to say that.
22:33But to mix the two
22:35is a challenge when you're
22:36used to just working in
22:37one space. So with that
22:38said,
22:40this all comes down to,
22:41does the item visually or
22:44audially
22:45represent my core message? Yes
22:46or no. Right? If it's
22:47in, yes, then it's in.
22:48If it's not, no. So
22:50does pictures of my cute
22:51dog represent my core message?
22:53It does not. Does pictures
22:54of this cute kid represent
22:56my core message? No. Unless
22:57I'm talking about, like, I
22:58don't know, infant sleep disorders,
22:59then maybe that could be
23:00useful.
23:01But no.
23:03Right? Does this picture of
23:04the Norwegian Fjord do this
23:06on my last vacation? It
23:07does not unless there's weird
23:08Fjord based diseases that I'm
23:10a grand round speaker about.
23:11Who knows?
23:12Alright? So you're getting the
23:13idea where I'm going here.
23:14Right? Does GIFs oh god.
23:15No. And as much as
23:16Larry David's GIF here captures
23:17the point of, like, so
23:19much, double no. GIFs are
23:21just one of those things
23:23that really will drive you
23:24crazy. I used one before
23:25to illustrate how don't be
23:27that way. So but, really,
23:30as with rare circumstances, this
23:32is just gonna be distracting,
23:33and no one's gonna listen
23:33to you. Funny pictures. Oh,
23:35humor could be useful. It
23:37could help do a little
23:38bit of,
23:39shepherding of people through an
23:41area or signal that it's
23:42time to change perspective. Okay.
23:44That could be useful. But
23:45for the sake of filling
23:46the slide space that PowerPoint
23:47gives you, heck no. It's
23:48out. And let's get a
23:50little more racy now. Right?
23:51Oh, we have branded slides
23:53that every institution has.
23:55And my take right right
23:56down here, my take on
23:57that is heck no. Right?
23:59The best branding you could
24:00do for your institution is
24:01give a good talk. Tell
24:02them where you're from in
24:03the beginning. They're gonna know
24:04who you are when they
24:05bother to go look you
24:06up later and say, holy
24:07cow. That person is great.
24:08But this is taking away
24:10minimum ten percent of my
24:11space, which is ten percent
24:13of learning loss potential every
24:14slide. So, no, I will
24:15not I will never use
24:16these, and I wouldn't recommend
24:17you do either.
24:18I put it on your
24:19first slide, make it clear
24:20who you are and where
24:21you're from, and that's it.
24:22That is not learning. So
24:23that's out. So the big
24:24takeaway here is all these
24:26non explanatory images, cut them,
24:28they're extraneous load.
24:30What is good? So why
24:31do we use visuals? So
24:33can we do explanatory models?
24:34Right? I opened up with
24:35this picture. It's really dense,
24:37and I broke it down,
24:38But it at least imagine
24:40if I tried to show
24:40you this, but just describe
24:42it verbally.
24:43Right? I'd still be talking
24:44about it right now if
24:45I just did that.
24:47So great. Alright. Visualizing the
24:49abstract. What was the animation
24:51rule? Do you remember that
24:52from before?
24:53Right? It's b Frasier,
24:54not Michael Bay. Right? That's
24:56gonna probably be the one
24:57thing that sticks in your
24:58brains more than anything else
25:00in this talk because of
25:01this, but you get the
25:02idea. It's conceptualizing an abstraction
25:04that's simplified be by comparison
25:06comparing these two.
25:08How How can you illustrate
25:09relationships? Well, that's a great
25:11use. Right? I showed you
25:12how these channels go together
25:13before.
25:15The simplicity of managing attention
25:17here. All I'm doing right
25:18now is blacking out the
25:19background thing, so I make
25:21your your eyes go to
25:22manage attention when I do
25:23this. And I I'll do
25:24that through many of my
25:25slides if you noticed. And
25:27then the simplicity thing, just
25:28make data digestible.
25:30I showed this big slide
25:31in beginning to give you
25:32a start and finish, but
25:34I very quickly chopped it
25:35up. Because if I tried
25:36to walk you through it
25:37as is, you were gonna
25:38get lost and your eyes
25:39would go where I don't
25:40want them to
25:41be. So chop it up.
25:43Right? I covered it. All
25:44I and it seemed to
25:45make this magic animation.
25:47All this is is a
25:48white square with no border,
25:50and it moves each slide.
25:52That's it.
25:53Right? The transition function does
25:54that, and it makes it
25:55look like magic animation.
25:58My big take on this
25:59is a great quote, and
26:00I cannot pronounce a French
26:02name for my life. So
26:02for the Francophiles out there,
26:03I'm sorry. But this is
26:05a pilot slash writer and
26:07aviation pioneer, Antoine de Cix
26:09Pourri, and he had he
26:11was you know, he wrote
26:12the little prince. He, like,
26:13was a early aviation pioneer,
26:15and he has this great
26:16quote that I wanna just
26:17hold up here and let
26:18sit.
26:19Perfection is not achieved when
26:21there is no more to
26:22add, but when there's no
26:23more to take away.
26:26Again,
26:27it is not perfection is
26:28not when there's no more
26:29to add, but when there's
26:30no more to take away.
26:31So it's not about overloading
26:33your slides and covering every
26:34little thing and touching every
26:35base. It's about focusing in
26:37on the one thing or
26:38two things or three that
26:40matter,
26:41relentlessly hitting those things and
26:42making sure your people walk
26:43away knowing those three things.
26:46Right? It's it's depth over
26:47breadth.
26:48So
26:49there are a little bit
26:50of change. I saw a
26:51quick question pop up. Let
26:52me just go see if
26:52this is, something I can
26:53address now or later.
26:56So I absolutely love your
26:57use of visuals, but I
26:58found that putting the other
26:59slides can be really time
27:00consuming. You're absolutely right. So
27:05it's there's no I I'm
27:06gonna I'm gonna
27:07tell you a thing here.
27:09My presentations are probably a
27:11ten to one ratio of
27:12hours into length of presentation,
27:14and it might even be
27:15longer in some of them
27:15when I get really neurotic
27:17about performing.
27:18There are ways I use.
27:19Most of my pictures are
27:20from flat icon. There's a
27:22lot of similar ones we
27:23get, like, graphics. And the
27:24whole point is if you
27:25pick one of those,
27:27PNG, or scalable vector graphic
27:29websites, they can be really
27:31short and sweet, And they're
27:32simple. They're not over the
27:33top where you're, like, googling
27:35images and checking,
27:36resolutions every time. But it's
27:38not quick necessarily. I agree
27:40with that. And it's a
27:42little bit of figuring out
27:43where on the slider bar
27:44you can be to make
27:45this work
27:46of how much time do
27:47I have versus what's the
27:48reality of you know, what's
27:50perfection is indeed the enemy
27:51of good. So getting the
27:52core content on there is
27:53more important than tweaking the
27:55perfect tone of the color
27:57or font size, you know,
27:58or serif or non. You
27:59know, I don't I don't
28:00care about any of that.
28:01So, Jeremy, the other Victor's
28:03asking, what about if the
28:04knowledge you're trying to convey
28:06doesn't include pictures or
28:08graphics or photos? I I
28:09I think it's a case
28:10by case basis. I would
28:11say it depends on the
28:12moment. I would suspect
28:14everything could be abstracted into
28:16some way into images or
28:18or or words. Right? We're
28:19talking about it. So by
28:20definition, it has to be.
28:22It may just take a
28:23little bit of creativity. So
28:24let's hold on that. We'll
28:25we'll see if we can
28:26use that as an example
28:27later and brainstorm together if
28:28there's time, which I hope.
28:30Now I'm starting to run
28:31against the challenge that I
28:32put out there that'll get
28:33through all my slides.
28:34So now the last bit
28:35here
28:36for great slide presentations and
28:37the last tenet is processing
28:39information.
28:40So this is this last
28:41bit here. Right? We're gonna
28:42work on this magic of
28:43taking these stimuli with your
28:44memory and integrating them
28:46together. I want this to
28:47be the big take big
28:48takeaway, and I've kind of
28:50hinted at this before.
28:51You are not a content
28:53delivery device.
28:55Knowledge, you have lots of
28:56it.
28:57You can certainly give it
28:58to other folks, but you
28:59can't incept it into their
29:01brains by just dumping it
29:02on or spraying with the
29:03water hose. And, you know,
29:04the reason why a lot
29:05of students tend not to
29:06go to our lectures is
29:07they can find it elsewhere
29:08in a more convenient way.
29:09That's just the reality of
29:10the world we live in.
29:12What you are is a
29:13concept delivery device. And as
29:15a new word, I like
29:16the concept here, like, an
29:17attention shepherd. You are walking
29:19someone through con conceptually difficult
29:22things so they can make
29:23sense of it,
29:25Break it down, process it,
29:26and store it into their
29:27memory. So what does that
29:28look like? What how can
29:29we do that? So the
29:30basis of this is make
29:31connections.
29:33In any time you can,
29:35take the content you're talking
29:36about now and tie it
29:37to existing content. That's particularly
29:39for those who are teaching
29:40in the classroom format. So
29:41in the biochemistry world right
29:43now, it was tying x
29:45disease about a chemical reactive
29:47pathway with a deficient enzyme
29:48to other instances of impaired
29:50homeostasis.
29:51And, like, oh, yeah. I
29:52could see how diseases can
29:53come from this. So making
29:55that tie helps people get
29:57the core concept rather than
29:58memorizing little number of anion
30:00counts in the top right
30:01of a word. Right? That's
30:02not what learn the importance
30:03of learning. The importance is
30:04why does this happen, and
30:05how does it translate to
30:06this person in front of
30:07me?
30:08Similarly, your role is the
30:10concepts, the principles,
30:11not so much the facts.
30:13We obviously talk in a
30:14language of facts and knowledge,
30:15but that's not what you
30:16should worry about. So getting
30:18caught in the I have
30:18to cover all the content
30:19is a trap. We have
30:21to cover as all the
30:21concepts.
30:22That's what really matters.
30:24Make signpost. Right? This is
30:26kind of common sense, but,
30:27like, you wanna be able
30:28to show someone where you
30:28were, where you're going, and
30:29where you are right now.
30:31So how many times have
30:31I thrown this slide up
30:32so far? Right? I'm helping
30:34you to see where I
30:35was, where we're gonna be,
30:36where your thinking is so
30:38you know where to reset
30:38your brain and say, oh,
30:39something new is coming.
30:42Attention is a thing that
30:44has to be manipulated. I'm
30:45gonna skip the very faulty
30:47research about how long attention
30:48span is, but just to
30:50say it is finite. It
30:52has to be re rehooked.
30:53You have to you have
30:54to get attention back. This
30:55is one of the other
30:56John Medina brain rules that
30:57I think is very useful,
30:58which is we don't pay
30:59attention to stuff that's boring.
31:00That's the simplicity of it.
31:01It's the reality.
31:02As much as we may
31:03want to pay attention to
31:05important stuff,
31:06it doesn't make it unboring.
31:08So for us, we have
31:09to bait that hook. What
31:10are the ways that we
31:11can integrate things to be
31:12able to get somebody back
31:13even for just very briefly?
31:15Right? Telling a story. Telling,
31:17I I
31:19being able to put somebody
31:20in a narrative structure, people
31:22inherently listen to stories more
31:23so than they listen to
31:24bullets of slides.
31:26Make them laugh. Right? I
31:27use the Michael Bay GIF
31:28because it's goofy and it's
31:29doofy, but it also really
31:31represents
31:32an important point of sub
31:33of of flash without substance.
31:36Tell a surprise. Right? When
31:37you're giving the data of
31:38a study and think, oh,
31:40we're leading somebody in one
31:41direction and, damn, it goes
31:42another, people snap too and
31:44say, wait. What did they
31:45say?
31:46And you have you've got
31:46them back on the hook.
31:48Or use conflict to your
31:50advantage, not literal interpersonal conflict,
31:52but, you know, if a
31:53great the best M and
31:54M's are about
31:56clinically ambiguous topics with two
31:58people who have different views.
31:59And then they really represent
32:01it well, and people are
32:02wrapped in attention during those
32:04times. So use that thing
32:05to your advantage. You generate
32:06ambiguous circumstances so that people
32:08can have differing views.
32:11On the audience engagement front,
32:12I'll talk about a couple
32:13of things here, but I'm
32:13just gonna kinda bust through
32:14briefly. Basically, know your format.
32:16I'm not doing breakout rooms.
32:18I'm not asking for a
32:19lot of engagement in a
32:20talk like this because it's
32:21just not gonna work. It
32:22just doesn't work to put
32:23people in the rooms that
32:24talk about slides. So in
32:26a certain different circumstance, if
32:27we were saying, how do
32:28we teach better for, you
32:29know, people who are tuning
32:31out in lecture? Well, heck
32:32yeah. Like, we can get
32:33a lot of data that
32:34way.
32:35I do not use,
32:37poll software. I do not
32:38use any of the high-tech
32:39software. The most I'm gonna
32:40use is something I'll show
32:41you in a moment, which
32:42can be completely left out
32:43if the technology fails. And
32:45just lower your goal is
32:46really lower the barrier. Right?
32:48So how do we do
32:48that? So one way that
32:50my friends and I sort
32:51of, adapted and ensured this
32:52existed already is taking your
32:53standard think pair share and
32:55modifying it. Well, what is
32:56that? As I'm sure you
32:57remember, the think pair share
32:59is I ask a question
33:00and say, you stop and
33:01think.
33:03Alright. I've chewed on the
33:04content. Then you turn to
33:05the person next to you
33:06and say, hi. I'm so
33:07and so. I thought this.
33:08They tell me. They thought
33:09this. And then it shares
33:11back in the group. That
33:12works well. Right? If I
33:14tell someone a thing and
33:15I get a good favorable
33:16social response,
33:17I start thinking my thing
33:18isn't stupid, and I'm more
33:19likely to share it.
33:21But the modified version is
33:23to ask the other person
33:25in the room and say,
33:26did anybody hear anything great?
33:28And the subtle beauty of
33:29that is when I'm listening
33:30to someone in a pair
33:31and I say, oh, man.
33:32That was great. I tell
33:33that person, and then I
33:34glow them up in the
33:35world and say, this person
33:36said something really awesome. And
33:37that person feels great. It
33:39shares the content. I'm excited
33:41to say it because I'm
33:41I'm I'm touting someone. So
33:43the modified version works pretty
33:45well to lower the embarrassment.
33:46Oh, I don't wanna be
33:47the one who's the person
33:48talking as much.
33:50The content the idea that
33:51I talked about that's a
33:52little techie, this one I
33:53can take credit for having
33:54co invented,
33:56was this idea of facilitated
33:57crowdsource.
33:58If you have a talk
33:59where there's no clear answer,
34:01what is the best way
34:02to engage in a small
34:04group setting? There's some data
34:06on that one, but if
34:06you wanted to solve it
34:07to as a group, you
34:08create a Google document. You
34:10let everybody sign into it
34:11and say, open your computers.
34:12Right? They're doing that anyway
34:13during your talk. And then
34:15that lets them you can
34:16fill in that blank Google
34:18Word document with prompts.
34:20What challenges do you have?
34:22What successes have you seen?
34:23Etcetera. And now you get
34:25everybody participating at once in
34:26an organized semi organized way
34:28without dominating the room, and
34:30also in a way that
34:31lets them do it quasi
34:32anonymously and not wanna talk
34:33in public. And if you
34:35have a partner, if you're
34:36not if you're doing this
34:36solo, you can't do this,
34:37you know, as I am
34:38right now, but a partner
34:39can go look online and
34:40call out, oh, this is
34:41a great point by so
34:42and so, or, oh, we
34:43see this trend developing.
34:44And at the end, you
34:46have a document you can
34:46share with great ideas and
34:48great suggestions.
34:49So that works when you
34:50have more than one partner.
34:50It works really well at
34:51conferences.
34:53The word cloud is the
34:54idea that just the words
34:55go in the cloud and
34:56then you post it. I
34:57can show I can share
34:58afterwards what it looks like,
34:59but basically, it's a live
35:00document, like, if you're doing
35:02live manuscript editing. Right? I'm
35:04putting in my notes on
35:05here. I can you you
35:07everybody else could be writing
35:08at the exact same time.
35:09And so if you give
35:10them prompts, you're now actually
35:11also getting data. And heck,
35:13if you do it right,
35:13you can publish this. So
35:14there's lots of great things
35:16that come out of this
35:16format.
35:17And then the last and
35:18simplest, I use this all
35:20the time, it's the one
35:20minute thing.
35:21Stop your lecture.
35:23No audio. Just say, alright.
35:25Let's do a reflection, and
35:26you can either do it
35:27open or you could do
35:28it prompted. What was the
35:30muddiest point today? What was
35:31the hardest thing to understand?
35:33What do you think that
35:33you learned today you didn't
35:34know yesterday? And they can
35:36write it. They can type
35:36it. They can think it
35:37in their head. It doesn't
35:39have to be, like, high-tech.
35:40I'm not depending on someone
35:41to send it to an
35:42electronic source. Just make someone
35:44habitually reflect.
35:45What a win. Right? What
35:46a crazy idea.
35:48So those are the simple
35:49engagement ones. And the last
35:50one I always recommend is
35:51give somebody something to take
35:52away.
35:53Right? Something practical that they
35:55can do at the end
35:55of your session. I'm gonna
35:57show a bunch of resources
35:58in a moment, so I'll
36:00come to that. But this
36:01is a very useful thing
36:02that people will say, I
36:03went to that talk, and
36:04you know what? After that,
36:05I got this.
36:07And that's probably gonna be
36:08the most longest lasting effect
36:09that you can have rather
36:10than any of this hardcore
36:11data I try to present
36:13at any time.
36:14Alright. Well, so with that
36:15said,
36:16look at all that. That
36:17was all my talk on
36:18how to give the focused,
36:20polished, engaging part. I went
36:21through a lot of stuff.
36:23There's a lot more advice
36:24and tips and tricks to
36:25go over. And if you
36:26want, please reach out to
36:27me directly. I'm happy to
36:28help co edit, give suggestions,
36:30you know, be some sort
36:31of sounding board. And there
36:32are others who are equally
36:33capable of doing this as
36:35well, but I didn't wanna
36:36overload you and stick to
36:37that too much. Right? I
36:38wanted to be able to
36:39get us to moving along
36:40here. And now I wanna
36:41review you know, when I
36:42wrote these objectives, I sort
36:44of thought to be a
36:44whole separate section of never
36:45do these things. I kind
36:47of included some of them,
36:48so let's review. We'll employ
36:49some, you know, learning signs
36:50here and some space repetition.
36:52So never will I ever.
36:54Like, say it together with
36:55with me in your heads.
36:56I I will never say,
36:58I know this is a
36:59busy slide,
37:00but dot dot dot. The
37:02one busy slide I put
37:03up was
37:05the big picture, and I
37:06immediately chopped it up. Right?
37:08So do not ever do
37:09that. If you're gonna say,
37:10I know it's a busy
37:11slide, then you already know
37:12you're doing you're overloading them.
37:14So chop it, break it
37:15down smaller pieces as best
37:17as you can.
37:18I will not use undersized,
37:20underpixilated,
37:21or nonexplanatory
37:23images. Right? There are times
37:24where a little bit of
37:25change of pace and, like
37:26I said, the attention hook
37:28of humor can work.
37:30Sure. Absolutely. But for the
37:31most part, it's we look
37:33at the slide design that
37:34says, well, you're I'm mirrored
37:35here. So, like, text here,
37:37picture here, and we just
37:38plug in a picture here
37:39because it's a blank space.
37:41If there's no
37:42additive value, don't include
37:45GIFs. Right? We already talked
37:46about that. You know, if
37:47there's a rare exception where
37:48this is a little meta
37:49where I'm using it as
37:50a example of what not
37:51to do,
37:52don't use them. They're just
37:53attention grabbing, and they drive
37:55you crazy. If you need
37:56an animated sequence, make sure
37:57it stops and does not
37:59loop. That is the big
38:00key takeaway.
38:01And, of course, never be
38:02like Obey. I mean, this
38:03applies to many aspects of
38:04life.
38:05Not to keep crapping on
38:06the poor guy, but, yeah.
38:08In many way, be be
38:09substance, not not flash.
38:12Avoid script reading. Right? This
38:14is comes down to knowing
38:15your stuff, to practicing it.
38:16You know, if you're really
38:17a nervous public speaker, sometimes
38:19it's just beating yourself over
38:20the head with practice, practice,
38:21practice. So that way, you're
38:22like, well, it's no big
38:23deal.
38:24But
38:25I I wish I had
38:26a better answer to this
38:26other than knowing your stuff
38:28and letting your gut take
38:29you in a conversational way
38:30through the content about that.
38:34I'll come back to the
38:34bullets in a moment.
38:37So don't get rid of
38:38don't eschew the concepts for
38:40the sake of content. Right?
38:42Knowledge is freely accessible. We
38:44live in a democratized knowledge
38:45environment. It may not be
38:46good knowledge, but it's out
38:48there, and they can get
38:48it faster and more convenient
38:50than you can get it.
38:51You know concepts.
38:52You know how things connect.
38:54You know how to separate
38:55fact from fiction and what
38:57is erroneous or what is
38:58applicable in certain circumstances, but
39:00not in others. That is
39:01where your strength comes from,
39:02and so really lean into
39:04that.
39:06And, you know, as I'm
39:07gonna hold myself to you
39:08in the high wire act,
39:09never run overtime. Even if
39:10you the wherever you're guessing
39:12at, you know, whatever there's
39:13a delay, the person before
39:14you runs over, adapt on
39:16the fly, and end on
39:17time. It is one of
39:18the things that would drive
39:19the next person crazy, and
39:20they're only gonna look at
39:21you and think you were
39:22the problem. And, yes, it
39:23stinks when you kinda get
39:24short change, but them's the
39:25breaks. And the job is
39:27to edit on the fly
39:28and make it work.
39:30Okay.
39:31Last objective, and then I'll
39:32try and make my way
39:33through the the existing questions
39:34and see if we can
39:35touch on them and also
39:36field any new ones. So
39:38this is where I wanted
39:38to be a little original.
39:40I wanted to think of
39:41a way to encourage you
39:42all to have a deliberate
39:43practice process. Right? I can
39:45tell you a lot of
39:46stuff
39:47about how to be making
39:48slides, but I'm giving you
39:50as guidance. Right? It's not
39:51hard set facts. There's not
39:53right or wrong where it's
39:54this is clearly right, and
39:55this is clearly wrong. There's
39:56a lot of times where
39:57maybe putting bullets on the
39:58slide will be of use
39:59depending on how you use
40:00them.
40:01But it's all guidance thus
40:03far, and a lot of
40:04this, you kinda have to
40:04feel your way through to
40:05making the best to the
40:06circumstance.
40:09So I want you to
40:10think of this as yet
40:11another improvement process, like PDSA
40:14in the clinical environment or
40:16the master adaptive learner for
40:17the learning concept.
40:19Do you currently
40:20see your slide based presentations
40:22as a process? Let me
40:24rephrase that. Do you currently
40:25treat them as a process?
40:27Right? It's not a recipe.
40:28It's a continuous thing. It's
40:30iterative. It's little bits of
40:32gain each time. And every
40:33presentation you do, you'll get
40:34better if you're being deliberate
40:36about that.
40:37I would say overall,
40:39right, the the this is
40:40what a cycle would look
40:41like. I identify a need.
40:43I plan a solution.
40:44I implement the solution, and
40:45I assess the effect. Right?
40:47Garden variety,
40:49improvement cycle.
40:50I would say, on the
40:51whole, we as educators
40:53tend to do these really
40:54well. We love solutions, and
40:55we love delivering them. Right?
40:56And this gets into the
40:57clip the curriculum design space.
40:59We don't always do a
41:00great needs assessment.
41:01We don't always do a
41:02good follow-up because feedback date
41:04is kind of debatable equality.
41:07But we usually come up
41:08with great solution and love
41:09to plan it and and
41:10implement it. So the real
41:12area to focus on are
41:12these two down here. How
41:14do we know what's actually
41:15needed, and how do we
41:16assess the effect? So I
41:18wanna finish on that
41:20and then take a few
41:21questions.
41:22How do I know what's
41:23needed? This is gonna sound
41:24incredibly basic and simple, but
41:26it works remarkably well.
41:29Right? If you know where
41:30you're gonna talk and you
41:30have access to the folks
41:32that you're gonna talk to,
41:32even a small sample, just
41:34say what's needed. If I'm
41:36gonna give a grand rounds
41:37at a residency,
41:38I'm gonna either and it's
41:39if it's towards the residents,
41:40I may ask for the
41:41chief residents. And she's like,
41:42hey. Hey. What do you
41:43guys need? What's going on?
41:44What's been the big topic
41:45of conversation? What's happened? It's
41:46an easy conversational thing. It
41:48builds a bridge. But know
41:50what your audience actually needs.
41:52I took a leap here
41:53by assuming that you're all,
41:54you know, in education space.
41:56You're You're gonna be giving
41:57education based presentations, you know,
41:58classroom or otherwise. But I
41:59don't actually know what your
42:01individual needs were. Some people
42:02might have to figure out
42:04how to open PowerPoint on
42:05the computer. Some people might
42:06be, like, making complex integrated
42:08animations, and, you know, this
42:09is all below them. So
42:10finding out what's needed could
42:12be a great way to
42:12help to do that.
42:14Go to the inviter. They'll
42:15have their finger on the
42:16pulse of what's going on.
42:18They picked you for a
42:18reason. They wanted you to
42:20come talk for some purpose.
42:21And so if this is
42:22in the grand round space,
42:23you could ask the the
42:24the person, like, hey. What
42:25did you want me for?
42:26What did you what did
42:26you wanna see out of
42:27my repertoire? What do you
42:28want me to affect?
42:29And I'll even go so
42:30far. You know? Ask a
42:31colleague and or ask chat
42:33g p t. Right? Like,
42:34what are the key needs
42:35for this? I did a
42:36run on this to see
42:37what's the data currently of,
42:39like, quality slide based presentation,
42:40and it pointed me in
42:41directions on great articles. Pointed
42:43me in directions of useless
42:44stuff, but this is kind
42:45of like a, you know,
42:47side tip. The best way
42:48to think of chat g
42:49p t, by the way,
42:49is like it's a colleague.
42:50Right? If I go to
42:51a colleague and ask you
42:52the question, it might give
42:53me useful information. It might
42:54not. I'm gonna weigh it,
42:55and then I'm gonna use
42:56it some way. It's not
42:57God. It's not fact. It's
42:59not BS. It's just a
43:00useful thing that has some
43:01knowledge, and I'm it it
43:02may really open up some
43:03of my eyes
43:05for me.
43:06So
43:07on the other end, if
43:07I wanna know how well
43:08I'm doing, how do I
43:10assess the effect? Well, remarkably
43:12similar processes. You can ask
43:14your attendees, and I'm gonna
43:15show you a very simple
43:16process for that in a
43:17moment.
43:18You can ask your inviter.
43:19One of the best parts
43:20of giving a talk here
43:21at yes is that the
43:22leadership will meet with you
43:24right after and give you
43:25excellent feedback. That was one
43:26of the, like, most impressive
43:28surprises I had because I
43:29hadn't gotten feedback on a
43:30talk in years.
43:32So it was really useful,
43:33and, hopefully, I've learned to
43:34slow myself down a little
43:35bit.
43:36So and then the last
43:38bit is go get it
43:39yourself. Right? You have the
43:40power to do this. So
43:41there's some simple ways, and
43:42it depends on the format
43:43you're in. But let's how
43:44can you do this? There
43:45are two ways. I can
43:46create my own feedback collection
43:48system,
43:49or I can go find
43:51somebody to help me with
43:52the feedback. So if I
43:52go one direction here, you
43:54go open up Google Drive,
43:55you pull down the little
43:57menu, Google forms has been
43:58there. You've probably never touched
44:00it. God knows I never
44:01did. And say, oh, let
44:02me open that. When you
44:03open that, it brings in
44:04an untitled form. It's like
44:06every other Google document. It's
44:07got a little title up
44:08here. You know, it'll pop
44:09in here. You can change
44:10the questions. It's multiple choice
44:12or survey. Great.
44:13Put together a bunch of
44:14things. I have a standard
44:16format I used to use
44:17when I gave my residents
44:18feedback. I put it in
44:19there, and voila. I have
44:20a form, and I'll show
44:21you a QR code at
44:22the end that you can
44:23see how it very quickly
44:24gets right to it.
44:25But if you go the
44:26other way, there's a more
44:28interpersonal way of doing this.
44:29Right? So that can be
44:31through
44:31accountability buddies. Right? The idea
44:34of a professional coach. That's
44:35what I do. It's something
44:35I'd love to be able
44:36to get feedback on. There
44:37are people if you are
44:38really interested in upping your
44:40presentation skill, you can have
44:42somebody who can do this.
44:43It's their job to give
44:44you, you know, credible feedback.
44:46And even our professional society
44:47has that in emergency medicine
44:49for the education space.
44:51Other people in your clinician
44:53educator scholar unit are probably
44:55in the same boat. They
44:56probably would appreciate being able
44:58to get some useful feedback
44:59and probably willing to give
45:00you the feedback if you
45:01both say, hey. We could
45:02both be better at this.
45:03Yeah. I agree. How do
45:05you wanna you wanna help
45:06me? Yeah. I'll help you.
45:07Yeah. And now you got
45:08a team that's working on
45:10improving your presentations. And, you
45:11know, the real additive value
45:13of that is you're gonna
45:14get to the point where
45:14if you really continue to
45:16have someone helping you, that
45:17accountability,
45:18boy, your game's gonna go
45:19up, and you're gonna start
45:20getting more invites or acceptances
45:22for your talking just by
45:23having somebody who is at
45:24your level that had the
45:25same problem.
45:27And then finally, you know,
45:28at a conference. Right? I
45:29have colleagues and I know
45:30will be sitting there. I'll
45:31say, hey. Keep an eye
45:32out for this. I want
45:32you to tell me how
45:33this part went.
45:34Very simple. I told them
45:36what to look out for.
45:37I've lowered
45:38the barrier to negative feedback
45:41by saying, I think this
45:42part needs work. You tell
45:43me.
45:44And then there you go.
45:45And it also gives them
45:46direction rather than a nonspecific
45:48how to do.
45:49Oh, yeah. That was good.
45:50Thank you. Right? That's not
45:51very helpful.
45:53So
45:54all of these are possible
45:55choices for you. But remember,
45:56either one of these can
45:57work. You can do a
45:58feedback collection system, and I
45:59would recommend that if you're
46:00doing the up in front
46:01of a group somewhere, conferences,
46:04gram nouns, etcetera,
46:06or the one on one.
46:07If it's the more small
46:08group feedback structure, you can
46:09pick someone and ask them
46:10to give you that.
46:12So that said, that takes
46:13me to the end here
46:14of generating your own, presentation
46:16deliberate practice process. I hope
46:18that is a helpful thing
46:20after going through some of
46:21the content
46:22and running over some of
46:23the things that, at least
46:24to me, I would identify
46:25as never ever, and I
46:26think have
46:28a scientific basis in information
46:30management and cognitive load management.
46:33Today's resources, some of the
46:34ones I brought up, this
46:35is Myers multimedia learning. This
46:37is a it really is
46:38a great read. It's very
46:39accessible. It summarizes all the
46:41data, and it ends with
46:43some real key principles that
46:44are more
46:45in-depth than I covered that
46:47can be very useful to
46:48you. I would very strongly
46:49recommend you download that and
46:50just learn from some of
46:52the points in there.
46:54The brain rules website, super
46:55accessible. It's a little it's
46:57obviously a little more basic,
46:58but I think in this
46:59space, basic is good, and
47:01it makes it easier to
47:01remember that we're often communicating
47:03with people who are not
47:04experts.
47:05And using those rules goes
47:06a long way.
47:08The my this is the
47:09feedback presentation form I did,
47:10so you can take a
47:11little picture of that. You
47:12can go see takes you
47:13directly to the form. It's
47:14an idea. I love the
47:15feedback, of course. The
47:18the CME folks and Yes
47:19folks are gonna have their
47:20own collection system, so either
47:22one is fine. I created
47:24this just for
47:25proving a point.
47:27But take a look at
47:27it, and you can see
47:28how easy it is to
47:29put that together. It took
47:30me five minutes, literally. And
47:31you can use this with
47:32every talk from here in
47:33perpetuity,
47:34and that can go into
47:35your promotion packet later on.
47:37So later on lastly, the
47:39crowdsourcing paper, if you feel
47:40like that's useful just because
47:41I threw this up. I
47:42think this is a very
47:43niche use when you have
47:44multiple presenters
47:46and you're in a group
47:46space with uncertain,
47:49like, clear outcomes of what
47:50you're trying to accomplish. Or
47:51let me rephrase that. If
47:52there's uncertain answers,
47:54not clear answers to the
47:55questions that are being posed.
47:58Alright? And then that'll take
47:59me to the end here.
47:59So I'll leave up this
48:00this this is the proper
48:02evaluation form that you can
48:04use, so please scan there.
48:06I will leave this up
48:06for a moment as I
48:07start looking through some of
48:09the the questions that have
48:10come up,
48:11and make sure I've addressed
48:12everything now that I've got
48:13a little of my own
48:14cognitive capacity to to tune
48:16in. And and I can
48:17share one of them. So
48:18Yeah. They're phenomenal.
48:20I even think, oh my
48:21heavens. I've I've learned so
48:22much. So thank you. But
48:24it was interesting. Nachid said,
48:26is it a faux pas
48:27to talk about using AI
48:28to actually gather some of
48:30our
48:31pictures or graphics?
48:34And If if I can
48:36give a very simple answer,
48:37hello.
48:38Totally. Like, right do I
48:39mean, be on the lookout
48:41to make sure that you
48:42are not taking someone else's
48:44property.
48:45Right? So where the image
48:46comes from. But for the
48:47most part, if you ask
48:48AI to generate, it is
48:50a de novo generation for
48:51an image. So, yeah, ask
48:53it. It probably can do
48:54it better. So that also
48:55goes to somebody's question before.
48:58You know? Oh, man. I'm
48:58having trouble representing this. Take
49:01a paragraph of your core
49:02concept or even your slide
49:04deck, whatever it is that
49:05are relevant to this hard
49:07to visualize or abstract content.
49:09Plug it into one of
49:10the chat bots and see
49:11what it does. What's the
49:12worst that'll happen? It may
49:13not give you an answer,
49:14but it may give you
49:15some good ideas to say,
49:16oh, I see where they're
49:18going at here. Now I
49:19can build on that.
49:20That's great. That's the whole
49:21point of these these things
49:22is to assist us.
49:23Great. So, Jessica, I'm just
49:25curious. You you're saying the
49:26QR codes
49:27seem problematic
49:28if you're presenting on Zoom.
49:30Jessica, tell me just a
49:31little bit more what what
49:32you're asking here.
49:35Well, I'm now part of
49:36this presentation, but I can't
49:39scan the QR code on
49:41the screen.
49:42That's absolutely right. So I
49:43think what Jessica's getting at
49:45is if you have one
49:46screen,
49:46what can you do? Right?
49:48You know, for those who
49:49are sitting on a computer
49:50with, you know, your phone
49:50next to you, that's easy
49:52to do it.
49:53I often bank on the
49:55assumption everybody's got their phone.
49:56I in a Zoom format,
49:59fully remote, Jessica, you're completely
50:00right. If someone's listening on
50:02their phone, I don't have
50:03a way to help communicate.
50:04I don't think there's any
50:05link format that would work
50:06unless I take them all
50:07and put them in the
50:08chat, which could easily do
50:10that. The other way, just
50:11for the sake of here
50:12and now, is shoot me
50:13an email. I'll give you
50:14all my resources. Super easy
50:15to do that.
50:19Okay. Yeah. And we're getting
50:20some great ideas from the
50:21crowd, which is you can
50:22if you do the little
50:23screenshot function, right, when you
50:25you on your phone, it'll
50:26at least save it for
50:28later, and then you can
50:29go look it up after
50:30the talk. Great idea.
50:34So,
50:35I wanna go back to
50:36this question about that incorporating
50:37bullet points. So it can
50:39the problem with bullets is
50:41if you just dump them
50:42on your screen, human brains
50:43don't read a screen
50:45in, like, orders of importance
50:47where the bullets come out.
50:49Humans just read what's in
50:51front of them and read
50:51through from start to finish
50:52because we've been doing that
50:53for years.
50:54So, yes, you can use
50:56the bulleting in terms of
50:57brief words
50:59and very succinct
51:01and clear out all other
51:03words other than the bullet
51:04you want them to look
51:05at. You can then put
51:06the full list of bullets
51:07on after you've covered everything.
51:09So as an example,
51:12let's go briefly back here.
51:13Sorry. This takes forever because
51:14I have so many of
51:15these separate slides. Here. Right?
51:17I have three bullets on
51:18the screen, not the literal
51:19bullet point. I still don't
51:20use those, but they are
51:21at least three succinct phrasings.
51:23And I leave them up
51:24there because I've built out
51:26over time the three. So,
51:27yes, I think that's fine.
51:29And it also lets somebody,
51:30like, in case they miss
51:31something, they got a text
51:32and, like, what what did
51:33he say? Oh, he was
51:34talking about, you know, asking
51:35your inviter. Oh, that's right.
51:36So there there is value
51:38to that. You just don't
51:39wanna saturate someone's capacity, and
51:41you really wanna guide attention.
51:43That's the whole key. Guide
51:44attention.
51:48Here you go. Yeah.
51:50As as Janet just said,
51:51there will be a recording
51:51for this, so this should
51:52be available to anyone. And,
51:53again, reach out here. I'm
51:54gonna cut this off for
51:55now. Reach out to me.
51:57Right? I'm happy to do
51:58this. This is like a
51:58nerdy passion of mine,
52:00and I am happy to
52:01give you feedback or thoughts
52:02on these. There are other
52:03folks who do this really
52:04well.
52:05Andres, I'm sure. I'm gonna
52:06volunteer. Don't you love me
52:07to get volunteered? I'm gonna
52:08volunteer you to be willing
52:09to give help on that
52:09too.
52:11But please reach out to
52:12me. I'm happy to help.
52:13Jeremy dot brenzetti at yale.
52:15Very easy to find.
52:17And I have to say,
52:18Jeremy, when we think of
52:19how you present, you mentioned
52:21something about being fast. I
52:22didn't find it was too
52:23fast, and you had no
52:25fillers.
52:26And as we all think
52:27of presenting, our fillers can
52:29be such an annoying aspect.
52:31So I thought your pace
52:32was great, and you had
52:33no fillers, and I followed
52:35you, and I learned.
52:36So I really truly thank
52:38you for this excellent presentation
52:40today. Thank you, Janet. There's,
52:42there's some work I can
52:43teach you about the filler
52:44concept,
52:45but I'll tie it back
52:46to mastering your content, makes
52:48it easy not to fill.
52:49And then the other is
52:50just somebody has to sit
52:52there once
52:53and listen to a talk,
52:55count every time that you
52:56say,
52:57okay, or anything like that,
52:59and then tell show you
53:00the number, and you will
53:01be galled
53:02by the number of times
53:03you do it. Just once.
53:04And after that, you'll be
53:05you'll be you'll be monitoring.
53:08Now I will just
53:09pause instead of saying in
53:11between something and just wait.
53:12And the pause is way
53:13more powerful.
53:14I don't know why my
53:15hand is up. Here we
53:16go.
53:18Awesome. Alright, all. Thank you
53:19so much. Look at that.
53:20I landed the plane on
53:21time. You did, Jeremy. Thank
53:23you so much. Thanks for
53:24everyone to attend. It was
53:25a terrific session. Have a
53:26great day, everyone.