Oral presentation
Ontology highlight
ABSTRACT:
SUBMITTER:
PROVIDER: S-EPMC9885955 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
Similar Datasets
Project description: Not available
| S-EPMC9045590 | biostudies-literature
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.
| S-EPMC8642506 | biostudies-literature
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.
| S-EPMC6061117 | biostudies-literature
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.
| S-EPMC10365299 | biostudies-literature
Project description: Not available
| S-EPMC3306230 | biostudies-literature
Project description:BackgroundOral presentations are an important educational component for nursing students and nursing educators need to provide students with an assessment of presentations as feedback for improving this skill. However, there are no reliable validated tools available for objective evaluations of presentations. We aimed to develop and validate an oral presentation evaluation scale (OPES) for nursing students when learning effective oral presentations skills and could be used by students to self-rate their own performance, and potentially in the future for educators to assess student presentations.MethodsThe self-report OPES was developed using 28 items generated from a review of the literature about oral presentations and with qualitative face-to-face interviews with university oral presentation tutors and nursing students. Evidence for the internal structure of the 28-item scale was conducted with exploratory and confirmatory factor analysis (EFA and CFA, respectively), and internal consistency. Relationships with Personal Report of Communication Apprehension and Self-Perceived Communication Competence to conduct the relationships with other variables evidence.ResultsNursing students' (n = 325) responses to the scale provided the data for the EFA, which resulted in three factors: accuracy of content, effective communication, and clarity of speech. These factors explained 64.75% of the total variance. Eight items were dropped from the original item pool. The Cronbach's α value was .94 for the total scale and ranged from .84 to .93 for the three factors. The internal structure evidence was examined with CFA using data from a second group of 325 students, and an additional five items were deleted. Except for the adjusted goodness of fit, fit indices of the model were acceptable, which was below the minimum criteria. The final 15-item OPES was significantly correlated with the students' scores for the Personal Report of Communication Apprehension scale (r = -.51, p < .001) and Self-Perceived Communication Competence Scale (r = .45, p < .001), indicating excellent evidence of the relationships to other variables with other self-report assessments of communication.ConclusionsThe OPES could be adopted as a self-assessment instrument for nursing students when learning oral presentation skills. Further studies are needed to determine if the OPES is a valid instrument for nursing educators' objective evaluations of student presentations across nursing programs.
| S-EPMC9040219 | biostudies-literature
Project description:BackgroundOral case presentations - structured verbal reports of clinical cases - are fundamental to patient care and learner education. Despite their continued importance in a modernized medical landscape, their structure has remained largely unchanged since the 1960s, based on the traditional Subjective, Objective, Assessment, Plan (SOAP) format developed for medical records. We developed a problem-based alternative known as Events, Assessment, Plan (EAP) to understand the perceived efficacy of EAP compared to SOAP among learners.MethodsWe surveyed (Qualtrics, via email) all third- and fourth-year medical students and internal medicine residents at a large, academic, tertiary care hospital and associated Veterans Affairs medical center. The primary outcome was trainee preference in oral case presentation format. The secondary outcome was comparing EAP and SOAP on 10 functionality domains assessed via a 5-point Likert scale. We used descriptive statistics (proportion and mean) to describe the results.ResultsThe response rate was 21% (118/563). Of the 59 respondents with exposure to both the EAP and SOAP formats, 69% (n = 41) preferred the EAP format as compared to 19% (n = 11) who preferred SOAP (p < 0.001). EAP outperformed SOAP in 8 out of 10 of the domains assessed, including advancing patient care, learning from patients, and time efficiency.ConclusionsOur findings suggest that trainees prefer the EAP format over SOAP and that EAP may facilitate clearer and more efficient communication on rounds, which in turn may enhance patient care and learner education. A broader, multi-center study of the EAP oral case presentation will help to better understand preferences, outcomes, and barriers to implementation.
| S-EPMC10210329 | biostudies-literature
Project description:Iron-refractory iron-deficiency anemia (IRIDA) is an autosomal recessive disorder caused by mutations in TMPRSS6. Patients have hypochromic microcytic anemia refractory to oral iron and are only partially responsive to parenteral iron administration. We report a French-Canadian kindred in which 2 siblings presented in early childhood with severe microcytic anemia, hypoferremia, and hyperferritinemia. Both children have been successfully treated solely with low-dose oral iron since diagnosis. Clinical and biological presentation did not fit any previously described genetic iron-deficiency anemia. Whole exome sequencing identified in both patients compound heterozygous mutations of TMPRSS6 leading to p.G442R and p.E522K, 2 mutations previously reported to cause classic IRIDA, and no additional mutations in known iron-regulatory genes. Thus, the phenotype associated with the unique combination of mutations uncovered in both patients expands the spectrum of disease associated with TMPRSS6 mutations to include iron deficiency anemia that is accompanied by hyperferritinemia at initial presentation and is responsive to continued oral iron therapy. Our results have implications for genetic testing in early childhood iron deficiency anemia. Importantly, they emphasize that whole exome sequencing can be used as a diagnostic tool and greatly facilitate the elucidation of the genetic basis of unusual clinical presentations, including hypomorphic mutations or compound heterozygosity leading to different phenotypes in known Mendelian diseases.
| S-EPMC3675830 | biostudies-literature
Project description:Background. Oral-facial-digital syndrome type 1 (OFD1) is a rare condition with X-linked dominant inheritance caused by mutations in the Cxorf5 (OFD1) gene. This gene encodes the OFD1 protein located within centrosomes and basal bodies of primary cilia. Approximately 15-50% of patients with OFD1 progress to end-stage kidney disease following development of polycystic changes within the kidneys. This condition almost always causes intrauterine lethality in males. Description of Case Diagnosis and Treatment. A Caucasian male aged 9 years and 9 months presented with increased urinary frequency, increased thirst, and decreased appetite. Physical examination demonstrated short stature, hearing loss, photophobia, murmur, and hypogonadism. He had no other dysmorphic features. Laboratory results revealed anemia, renal insufficiency, and dilute urine with microscopic hematuria but no proteinuria. Ultrasound showed small kidneys with increased echogenicity but no evidence of cystic changes. A Ciliopathy Panel showed a novel and likely pathogenic deletion, approximately 7.9 kb, in the OFD1 gene encompassing exons 16, 17, and 19 (c.1654+833_2599+423del). Brain MRI did not demonstrate typical OFD1 findings. He is currently on chronic hemodialysis awaiting transplant from a living donor. Conclusions. We present a male patient with OFD1 mutation who lacks the classic OFD1 phenotype who presented with end-stage renal disease without evidence of polycystic changes within the kidneys.
| S-EPMC5019883 | biostudies-literature
Project description: Not available
| S-EPMC6375236 | biostudies-literature