Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations.
Authors:
Amy Prunuske
University of Minnesota Medical School
Shannon B Seidel
San Francisco State University
Lisa A Corwin
Biology Department, Pacific Lutheran University, Tacoma, WA 98447
CBE Life Sci Educ 2018 ;17(1)
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: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.
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