Carmen Simon is an executive coach at Rexi Media, a company that teaches presentation skills to professionals. I heard her speak several years ago at the Presentation Summit; an annual conference devoted to better PowerPoint presentations.
In a presentation posted on SlideShare.net, Simon identified 5 reasons why we forget the content of a presentation. See the reasons below and you can also view all of the accompanying PowerPoint slides.
Reason #1: We don’t pay attention to content in the first place.
Reason #2: Some information is too similar to other information.
Reason #3: Content is not processed deeply enough.
Reason #4: Too many presentations are factual and non-participatory.
Reason #5: The list of items presented is too long.
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What type of presenter are you? Does your heart start to beat fast? Does your mouth get dry? If so, you are not alone. These are common effects from the fight or flight response that developed in humans to protect us from danger. Being familiar with the signs of fear can help you prepare for it. Let us know how you feel about presenting. After you take the survey, you can review the SlideShare presentation below for a few tips on how to keep fear from taking over. If you decide to try the suggestion on slide 45, take a picture and send it to the NTC.
View the presentation below for some tips on taming stage fright. from Jerson James
Here’s a quick tip how to have author affiliation information in PubMed open or closed by default when signed in to your My NCBI account.
Watch the video to learn how to search the new TOXMAP interface for a chemical.
A few months ago, TeachThought had a blog post entitled 10 Ways Teacher Planning Should Adjust to the Google Generation. While their posts are often geared toward K-12 educators, it can be helpful to think about the students soon coming to your schools or hospitals — or those who are already there.
TeachThought suggests that you make the work Google-proof, that is, it should be something in which a few searches and clicks can’t locate a single answer. Instead, think of questions that require the synthesis of multiple sources, ideas, or media. Secondly, they recommend using questions that have no real answers. These first two recommendations go hand-in-hand. Using a complex case or scenario can spark engagement and interest, give a context to the lesson, and provide an opportunity to teach about databases and search skills. You can use a real reference question or work with a clinician to develop a few realistic scenarios appropriate for the audience.
Their fourth point is to focus on learning strategies rather than specific content that may be fluid. We all know with changing interface designs, new databases, and advances in technology students and faculty will have to adjust to changes over the course of their time as clinicians or researchers. By resisting the urge to “cover” everything and focusing on how to wade through the information deluge, they’ll take with them skills for their entire careers.
Watch this short video to learn how to setup alerts from journals of your choice in PubMed.
If you were unable to attend MLA in Chicago this year or if you missed some of the presentations at the National Library of Medicine booth, you can view the presentations online.
Follow the link to a list of all the videos: http://www.nlm.nih.gov/pubs/techbull/mj14/mj14_mla_theater_presentations.html
Your My NCBI account not only allows you to create a collection of citations, but you can share them too. Students may want to do this while working on a project together or maybe you’ve been asked to do a literature search and you want an easy way to share the results.
Watch a 2 minute video from the National Library of Medicine on how to share a collection or follow the link: http://www.nlm.nih.gov/bsd/viewlet/myncbi/sharing_collections.html