Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations. CBE Life Sci Educ 2018;17(1)
Date
01/31/2018Pubmed ID
29378751Pubmed Central ID
PMC6007782DOI
10.1187/cbe.17-07-0146Scopus ID
2-s2.0-85041597822 (requires institutional sign-in at Scopus site) 10 CitationsAbstract
Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. This essay identifies several challenges presenters face when giving conference presentations and discusses how presenters can use the tenets of scientific teaching to meet these challenges. We ask presenters the following questions: How do you engage the audience and promote learning during a presentation? How do you create an environment that is inclusive for all in attendance? How do you gather feedback from the professional community that will help to further advance your research? These questions target three broad goals that stem from the scientific teaching framework and that we propose are of great importance at conferences: learning, equity, and improvement. Using a backward design approach, we discuss how the lens of scientific teaching and the use of specific active-learning strategies can enhance presentations, improve their utility, and ensure that a presentation is broadly accessible to all audience members.
Author List
Corwin LA, Prunuske A, Seidel SBAuthor
Amy Jeanette Prunuske PhD Associate Professor in the Medical School Regional Campuses department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
Congresses as TopicFeedback
Goals
Humans
Learning
Problem-Based Learning
Science
