838 - Six-Minute Soapbox: A Residency "Hot Takes" Competition to Teach Multimedia Principles and Presentation Skills
Wednesday, May 13, 2020
3:10 PM – 3:17 PM
Location: Capitol: Terrace Level
Participants should be aware of the following financial/non-financial relationships:
Carolyn Commissaris: Nothing to disclose
Meg Wolff, MD, MHPE: Nothing to disclose
James A. Cranford, MD: No disclosure data submitted.
Sally A. Santen, MD, PhD: No disclosure data submitted.
Mary R. Haas, MD: Nothing to disclose
Carolyn Commissaris: Nothing to disclose
Intro/Background: Presentation skills are an important competency for physicians. Whether bound for academic or community practice, physician frequently speak publicly in order to educate trainees, communicate with the public, advocate for patients, or share research findings. Despite the development of evidence-based principles, such as Mayer’s principles of multimedia learning, few residency programs intentionally teach these skills.
Purpose/Objective: In this innovation, a residency-wide lecture competition entitled “Six Minute Soapbox” was held in order to foster resident engagement with public speaking opportunities, and increase resident awareness and utilization of multimedia design principles.
Methods: A lecture competition entitled “Six-Minute Soapbox” was held during weekly residency conference. Ten residents presented a 6-minute lecture on a controversial topic in EM. A brief didactic on Mayer’s Multimedia Principles preceded the event. Faculty judges graded each presentation and provided real-time feedback following each lecture. The top 3 resident speakers and an "audience’s choice" winner received awards. Retrospective pre- and post-surveys of audience members and lecturers were conducted to evaluate the event’s effectiveness.
Outcomes (if available): Audience members (n=32) and lecturers (n=10) both indicated increased awareness of multimedia design principles after the event. Among audience members, 84.8% were “likely” or “very likely” to change something about future presentations. All lecturers found feedback “helpful” or “very helpful,” and all lecturers indicated that they will change how they develop future presentations based on this experience. Two participants went on to compete in national lecture competitions: SAEM “Ignite” and EMRA “20in6”.
Summary: The authors hypothesize several reasons for the success of this innovation, rooted in education theory. For one, Kolb’s theory of experiential learning informs our understanding of how a residency-wide lecture competition can teach presentation skills to both the presenters lecturing and the audience listening. Kolb’s theory postulates that learning involves the acquisition of abstract concepts through new experiences that can then be applied to multiple different future situations. Presenters partake in the “active experimentation” phase of Kolb’s model through planning and trying out what has been learned. The audience participates in the other three phases, including the “concrete experience” of witnessing the lectures, the “reflective observation” process of debriefing on the experience, and the “abstract conceptualization” process of generating conclusions that can be applied to future situations through “active experimentation.” Additionally, the competition format incorporates the use of gamification, which has been found to have an important role in education.
This innovation is a low-cost and brief intervention that was easily scheduled within existing residency conference time and was well-received by both the audience members and lecturers. Expenses were minimal, limited to four $25 gift cards and the time volunteered by the faculty judges.
Data presented here reflect preliminary outcomes from a one-time event within our residency program. Next steps include repetition of this innovation with continued pre- and post- surveys, in order to continue to assess participant changes in knowledge and attitudes. We aim to also expand the sample size to include additional participants and other residencies, improving the lecture skills of both trainees and faculty, and increasing the frequency with which members of the residency program lecture at local, regional and national conferences.