Improving Presentations

Improving Presentations

Tips and Resources for Presenters

Titles that Catch Attention

Keep it Short: People usually won’t read long titles

Make It Provocative: Tantalizing titles get attention

Make it relevant: People want to know why it matters

Increase Relevance

Address All Credit Types — Not all attendees seek the same type of CE credit. UNCLCN offers the following credit types:

• CME (phyisicians)
• NCPD/CNE (nursing)
• ACPE (pharmacy)
• ASRT (radiologic technicians)
• ODS/CTR (oncology data specialists/cancer registrars)
• Identify Crossover — How is your content relevant to other attendees?

Include Crossover — Inform attendees how information is relevant to them

Increasing Significance — Attendees become more confident in bridging that gap

Stages of Adoption

How can you use your presentation to move attendees from
Pre-Contemplation through to Action and/or Maintenance?

Pre-Contemplation — Unaware of behavior or need for change; not planning to make change

Contemplation — Thinks about change; seeks support and information

Preparation — Plans to make change; gathers confidence and resources

Action — Takes positive steps to make change and puts ideas into practice

Maintenance — Achieves results, and behavior becomes part of daily life

Expose Gaps in Knowledge

How is your presentation different from all of the others on this subject?

What are gaps in care based on data and misconceptions?

What data is related to each of UNCLCN’s demographics (physicians, nurses, pharmacists, radiologic technicians, and cancer registrars)?

Closing the Practice Adoption Gap

There is a 15–17 year lag time between when health scientists learn something significant from rigorous research and when health practitioners change their patient care as a result. See the book Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academy Press, 2001.

Barriers to Adoption include:

Knowledge: Practitioners lack awareness or familiarity

Attitudes: Practitioners disagree with guidelines; they lack motivation to adopt new guidelines

Behavior: Practitioners are familiar with previous guidelines

External Barriers: Patients’ preferences for older practices

Closing the Gap

Identify Gaps: What are the gaps that need to be filled and why are they relevant?

Hearing vs Doing: Attendees are more likely to forget things that they hear

Doing: Attendees are more likely to remember things that they have tried

Include Practice: Have attendees try the recommended procedures

Increasing Patient Population Heterogeneity

Most patient examples used in healthcare education are limited in their representation of the heterogenous patient population.

To counter problems arising from treating patient populations as homogenous, discussions of patient population heterogeneity should be incorporated into all sessions.

Include Examples of Patients with the Following:

Language: Mention patients who don’t speak English

Culture: Mention patients from other cultures and with different attitudes toward healthcare practices

Gender: Mention male, female, non-binary, and transgender patients

Sexual Orientation: Mention same-gender couples/marriages

Religious Beliefs: Mention patients with beliefs that impact the type and quality of care

Socioeconomic Realities: Patients whose social and economic situations that impact the type and quality of care

Names: Use names that show a heterogenous patient population

Neurodivergency: Insert patients with autism, ADHD, etc.

Disabilities: Add patients with disabilities unrelated to the disease

Body Sizes/Shapes: Include various body sizes and shapes

Illustrations: Use illustrations with different skin tones

Pronouns: Employ they/them pronouns

Mention how various disparities affect patient care

Presentation Resources

Unsplash: Search for specific tones or concepts — https://unsplash.com/

Vice: Gender Spectrum Collection: Free stock photo library — https://genderspectrum.vice.com/

WOC in Tech: Stock photos of women in tech — https://www.flickr.com/photos/wocintechchat/

Stocksy: Heterogeneous photography and videography — https://www.stocksy.com/

Heterogenous Photos: Heterogeneous photography — https://diversityphotos.com/

Black Illustrations: Heterogeneous illustrated images — https://www.blackillustrations.com/

Language Resources

Antibias and Inclusive Language in Scholarly Writing: A Primer for Authors — https://journals.lww.com/academicmedicine/Fulltext/2022/12000/Antibias_and_Inclusive_Language_in_Scholarly.37.aspx

APA Bias-Free Language — https://apastyle.apa.org/style-grammar-guidelines/bias-free-language

General Principles for Reducing Bias – APA Style — https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/general-principles

JAMA Updated Guidance on the Reporting of race and Ethnicity in Medical and Science Journals — https://jamanetwork.com/journals/jama/fullarticle/2783090#:~:text=and%20science%20literature.-,The%20reporting%20of%20race%20and%20ethnicity%20should%20not%20be%20considered,ethnicity%20with%20these%20other%20factors.