Biomedical subjects

Gregg Talente

Publications and source records attributed to Gregg Talente.

3 recordsLinked to original sources

PubMed2005

The 10-minute oral presentation: what should I focus on?

BACKGROUND: Little empirical evidence is available in the medical field defining the most important features of a scientific presentation. We sought to empirically identify what features of a scientific oral presentation experienced reviewers focus on when asked to identify the best features and areas to improve. METHODS: Observational study of 44 presenters at a scientific meeting over a 4-year period. Reviewers observed presenters and identified the best features and made suggestions for improvement using an open-ended form. We developed a coding form based on three domains: content, slides, and presentation style. Two raters blinded to the presenter then coded the comments, and disagreement was resolved by concurrent review. RESULTS: Reviewers made at least one comment about content in 42 (95.5%) of the presentations, about slides in 38 (86.4%), and about presentation style in 42 (95.5%). The most frequently extracted comments on best features of presentations in the domain "content" were identifying a key concept (43.2% of presentations) and relevance (43.2%). Similarly, best features in the domain regarding "slides" were clarity (50.0% of presentations), graphics (27.3%), and readability of the text and font size (22.7%). Finally, best features in the domain regarding "presentation style" were clarity (59.1% of presentations), pace (52.3%), voice (47.7%), engaging with the audience (43.2%), addressing questions (34.1%), and eye contact (22.7%). Various other comments were noted to improve presentations. CONCLUSIONS: Important features during oral presentations relate to specific areas of content, clear slides, and a presentation style that was well paced, engaging, and clear. Nonverbal communication is important in oral presentations.

Audiovisual Aids↗

PubMed2004

Improving students' sexual history inquiry and HIV counseling with an interactive workshop using standardized patients.

Sexual history and HIV counseling are essential clinical skills. Our project's purpose was to evaluate a standardized patient (SP) educational intervention teaching third-year medical students sexual history taking and HIV counseling. A 4-hour SP workshop was delivered to one-half of the class. Four weeks later, all students engaged in an SP examination including one station on assessing sexual history taking and HIV counseling. Workshop participants scored one standard deviation higher on sexual history and HIV counseling items than nonparticipants. Our sexual history and HIV counseling curriculum was associated with students asking more thorough sexual histories and providing more HIV counseling.

Counseling↗

PubMed2003

A model for setting performance standards for standardized patient examinations.

Setting standards for complex performance assessments is difficult. This report describes and evaluates a model for setting performance standards for standardized patient examinations. A variation of a modified Angoff standard-setting procedure was used to set cutoffs for a standardized patient exercise. Analysis of the procedure was based on evaluation of the impact of the iterative process, the ability of the final standards to accurately classify trainees and the judges' confidence in the procedure and final standards. The practicality of the process also was assessed. The iterative steps in this procedure led to a reduction in the variance between the judges' ratings. All seven judges reported confidence in the final standards. The mean time commitment for each judge was 4.7 work hours. This model for setting performance standards successfully set useful standards for this exam, was practical, and can be utilized to set performance standards for other standardized patient examinations.

Clinical Competence↗