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Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations. CBE Life Sci Educ 2018;17(1)

Date

01/31/2018

Pubmed ID

29378751

Pubmed Central ID

PMC6007782

DOI

10.1187/cbe.17-07-0146

Abstract

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 SB

Author

Amy Jeanette Prunuske PhD Associate Professor in the Medical School Regional Campuses department at Medical College of Wisconsin




MESH terms used to index this publication - Major topics in bold

Congresses as Topic
Feedback
Goals
Humans
Learning
Problem-Based Learning
Science
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