G. ACHARI PRIZE SESSION: ORAL PRESENTATION
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PROVIDER: S-EPMC9045590 | biostudies-literature | 2021 Dec
REPOSITORIES: biostudies-literature
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Project description:BackgroundThe objective of this study was to conduct a clinical session meeting in the virtual world of Second Life to improve the oral presentation skills of radiology residents and to assess the perception of the attendees.MethodsA clinical session meeting (10 two-hour sessions over four weeks), where participants presented their own clinical sessions, followed by a turn of interventions by the attendees, was designed and carried out. Attendees were asked to complete an evaluation questionnaire. Descriptive statistics were performed.ResultsTwenty-eight radiology residents attended the meeting, and 23 (81.2%) completed the evaluation questionnaire; 95.7-100% of them agreed that the virtual environment was attractive and suitable for holding the meeting and that the content was appropriate for their training as residents. They rated with ≥8.9 points (from 1 to 10) different aspects of the experience, highlighting the role of teachers (9.7 ± 0.6) and the usefulness of their training (9.4 ± 0.9).ConclusionsSecond Life can be used effectively to train oral communication skills in public, in an environment perceived as attractive and suitable for learning, through an experience described by the attendees as interesting and useful, highlighting the advantages of social contact with their peers.
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Project description:Brain-computer interfaces (BCIs) based on rapid serial visual presentation (RSVP) have been widely used to categorize target and non-target images. However, it is still a challenge to detect single-trial event related potentials (ERPs) from electroencephalography (EEG) signals. Besides, the variability of EEG signal over time may cause difficulties of calibration in long-term system use. Recently, collaborative BCIs have been proposed to improve the overall BCI performance by fusing brain activities acquired from multiple subjects. For both individual and collaborative BCIs, feature extraction and classification algorithms that can be transferred across sessions can significantly facilitate system calibration. Although open datasets are highly efficient for developing algorithms, currently there is still a lack of datasets for a collaborative RSVP-based BCI. This paper presents a cross-session EEG dataset of a collaborative RSVP-based BCI system from 14 subjects, who were divided into seven groups. In collaborative BCI experiments, two subjects did the same target image detection tasks synchronously. All subjects participated in the same experiment twice with an average interval of ∼23 days. The results in data evaluation indicate that adequate signal processing algorithms can greatly enhance the cross-session BCI performance in both individual and collaborative conditions. Besides, compared with individual BCIs, the collaborative methods that fuse information from multiple subjects obtain significantly improved BCI performance. This dataset can be used for developing more efficient algorithms to enhance performance and practicality of a collaborative RSVP-based BCI system.
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Project description:Despite enormous changes in medicine over the last 50 years, the oral presentation of newly admitted patients remains a core activity in academic teaching hospitals. With increased pace and complexity of care, it is time to refresh this tradition, as its efficiency and utility in contemporary practice are open to question. In this paper, we suggest a revised structure to help presenters organize their thoughts before the oral presentation and provide an online tool for doing so. We then offer tips on how to present the facts and inferences to the team in a compelling and memorable fashion; how to tell a story. Organizing information and oral presentation are advanced skills that require repeated practice to learn.
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Project description:Personality and motivation have been identified as influential variables associated with foreign language learning; however, few studies have investigated their effect on oral presentations. This study addresses the importance of both personality and motivation in students' collaborative oral presentation performance. A Big Five personality trait questionnaire measuring Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness to Experience, together with the Collaborative Inquiry-based Project Questionnaire measuring Task, Project Work, Reinforcement, Social Learning and Social Pressure motivational constructs were employed to evaluate 257 university students. In general, the results showed that Extraversion, Project Work and Social Pressure were significant correlates of oral presentation scores. The first result suggests that extraverts possess superiority in situations where oral language production is central to communication. This was particularly true for lower-level students, inferring that extraverted personalities can compensate for a lower English language ability. The second indicates that the inquiry-based nature of the assignments was an intrinsic motivator especially valued by extraverts. The third implies that extrinsic motivation was a factor influencing student performance. These findings extend previous research by highlighting the contextual relationships between these affective variables and performance in collaborative oral presentation contexts.
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Project description:Oral presentation assessments are multifunctional tools that can potentially test all six cognitive domains of Bloom's taxonomy. Yet, they are not used as frequently as other forms of assessment in curriculums due to time limitations. Hence, designing effective oral presentation assessments that can overcome this is required. The purpose of this study was to investigate whether Scholars180, an oral presentation assessment developed for optometry students, would effectively help students improve their knowledge of and confidence in the identification and management of ocular diseases. This study utilized a non-randomized pre-questionnaire and post-questionnaire design where the participants (n = 31) were asked to assess their knowledge of ocular diseases before and after the oral presentation. The questionnaire was developed according to the unit outcomes. The responses to each of the 12 Likert-type scale questions on the post-questionnaire with the respective responses on the pre-questionnaire were compared. Students (n = 31) experienced improvements in their knowledge of eye diseases and even more so in their confidence and application of their knowledge. This was indicated by the statistically significant increases in median scores and low interquartile ranges (IQR) of ≤1.0. The peer evaluation also illustrated that students felt that the assessment contributed positively to their learning experience. Teachers require a variety of assessment methods to accurately test the student's authentic depth of knowledge and achievement of learning outcomes. Scholars180 is an effective assessment that follows constructive alignment and overcomes time limitations, providing teachers an assessment to consider implementing in the future.
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