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What is a Presentation?

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The formal presentation of information is divided into two broad categories: Presentation Skills and Personal Presentation .

These two aspects are interwoven and can be described as the preparation, presentation and practice of verbal and non-verbal communication. 

This article describes what a presentation is and defines some of the key terms associated with presentation skills.

Many people feel terrified when asked to make their first public talk.  Some of these initial fears can be reduced by good preparation that also lays the groundwork for making an effective presentation.

A Presentation Is...

A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team.

A presentation can also be used as a broad term that encompasses other ‘speaking engagements’ such as making a speech at a wedding, or getting a point across in a video conference.

To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered. 

A presentation requires you to get a message across to the listeners and will often contain a ' persuasive ' element. It may, for example, be a talk about the positive work of your organisation, what you could offer an employer, or why you should receive additional funding for a project.

The Key Elements of a Presentation

Making a presentation is a way of communicating your thoughts and ideas to an audience and many of our articles on communication are also relevant here, see: What is Communication? for more.

Consider the following key components of a presentation:

Ask yourself the following questions to develop a full understanding of the context of the presentation.

When and where will you deliver your presentation?

There is a world of difference between a small room with natural light and an informal setting, and a huge lecture room, lit with stage lights. The two require quite different presentations, and different techniques.

Will it be in a setting you are familiar with, or somewhere new?

If somewhere new, it would be worth trying to visit it in advance, or at least arriving early, to familiarise yourself with the room.

Will the presentation be within a formal or less formal setting?

A work setting will, more or less by definition, be more formal, but there are also various degrees of formality within that.

Will the presentation be to a small group or a large crowd?

Are you already familiar with the audience?

With a new audience, you will have to build rapport quickly and effectively, to get them on your side.

What equipment and technology will be available to you, and what will you be expected to use?

In particular, you will need to ask about microphones and whether you will be expected to stand in one place, or move around.

What is the audience expecting to learn from you and your presentation?

Check how you will be ‘billed’ to give you clues as to what information needs to be included in your presentation.

All these aspects will change the presentation. For more on this, see our page on Deciding the Presentation Method .

The role of the presenter is to communicate with the audience and control the presentation.

Remember, though, that this may also include handing over the control to your audience, especially if you want some kind of interaction.

You may wish to have a look at our page on Facilitation Skills for more.

The audience receives the presenter’s message(s).

However, this reception will be filtered through and affected by such things as the listener’s own experience, knowledge and personal sense of values.

See our page: Barriers to Effective Communication to learn why communication can fail.

The message or messages are delivered by the presenter to the audience.

The message is delivered not just by the spoken word ( verbal communication ) but can be augmented by techniques such as voice projection, body language, gestures, eye contact ( non-verbal communication ), and visual aids.

The message will also be affected by the audience’s expectations. For example, if you have been billed as speaking on one particular topic, and you choose to speak on another, the audience is unlikely to take your message on board even if you present very well . They will judge your presentation a failure, because you have not met their expectations.

The audience’s reaction and therefore the success of the presentation will largely depend upon whether you, as presenter, effectively communicated your message, and whether it met their expectations.

As a presenter, you don’t control the audience’s expectations. What you can do is find out what they have been told about you by the conference organisers, and what they are expecting to hear. Only if you know that can you be confident of delivering something that will meet expectations.

See our page: Effective Speaking for more information.

How will the presentation be delivered?

Presentations are usually delivered direct to an audience.  However, there may be occasions where they are delivered from a distance over the Internet using video conferencing systems, such as Skype.

It is also important to remember that if your talk is recorded and posted on the internet, then people may be able to access it for several years. This will mean that your contemporaneous references should be kept to a minimum.

Impediments

Many factors can influence the effectiveness of how your message is communicated to the audience.

For example background noise or other distractions, an overly warm or cool room, or the time of day and state of audience alertness can all influence your audience’s level of concentration.

As presenter, you have to be prepared to cope with any such problems and try to keep your audience focussed on your message.   

Our page: Barriers to Communication explains these factors in more depth.

Continue to read through our Presentation Skills articles for an overview of how to prepare and structure a presentation, and how to manage notes and/or illustrations at any speaking event.

Continue to: Preparing for a Presentation Deciding the Presentation Method

See also: Writing Your Presentation | Working with Visual Aids Coping with Presentation Nerves | Dealing with Questions Learn Better Presentation Skills with TED Talks

What Is a Digital Presentation & How to Get Good At It

Learn the basics of presentation decks and how to create one. Explore examples and tips to make your own deck more effective and engaging.

Dominika Krukowska

16 minute read

Short answer

What is a presentation.

A presentation is a slide-based visual storytelling aid. It’s used for transferring information and emotion to an audience with visual, vocal, and textual communication.

The purpose of a presentation is to help the audience understand a subject matter. Presentations are used in business, academics, and entertainment. They can be made in PowerPoint, PDF, or webpage format.

Why people hate presentations (including yours)

Have you ever sat through a digital presentation that felt like it was dragging on forever? Or worse, have you been the one giving the presentation when people’s eyes glazed over?

This feeling of agonizing boredom is called Death by PowerPoint, and it means losing your audience's attention. They won't remember anything you said, and probably couldn't care less.

I’m going to show you how to never again suffer from Death by PowerPoint by avoiding the common PowerPoint pitfalls, immediately engage your audience, capture their interest, and make them care.

Let's dive in!

What is the main purpose of a presentation?

The purpose of a presentation is to communicate information or ideas to an audience in a clear and effective manner. The reasons for making a presentation can be to inform, persuade, motivate, educate, entertain, or simply share knowledge or experiences.

The goal of a presentation can be to help your audience understand complex concepts, make informed decisions, or take action based on the information you present.

In business settings, presentations are often used to pitch products or services, report on progress or performance, or make recommendations to stakeholders.

What are the 2 main types of presentations?

When it comes to creating a presentation, there are 2 primary types: (1) speech presentations and (2) digital presentations (made for reading). There are key takeaways for nailing each presentation type. Take note of them if you intend to get good at both.

Reading presentations

Speech presentations

Digital presentations (Reading presentations)

Digital presentations, on the other hand, are presentations that the audience can access on their own computer or phone without the presenter being physically present. These presentations require a different set of skills and techniques to keep the audience engaged.

Essentials for improving your digital presentations:

• Written clarity is critical: Since your audience will be reading your presentation, it's essential to keep your content clear and concise. Say more with less.
• Show, don't tell: Use supporting visuals to help illustrate your points and make your presentation more engaging.
• Animation and annotation: Use animations and annotations to direct your audience's attention to the right place at the right time, keeping them engaged throughout. there are plenty of free animation software to help you create these.
• Personalization: Make your audience feel like you're speaking directly to them by personalizing your presentation. Use inclusive language and address their pain points, needs, and interests.

Speech presentations (Face to face)

Speech presentations are the classic type of presentation where a speaker presents to an audience in person. These presentations are usually given at conferences or meetings, and can now also take place virtually through platforms like Zoom, Google Meet, or Skype.

Essentials for improving your speech presentations:

• Less written, more spoken: Speech presentations are all about the spoken word, so it's crucial to avoid cramming too much text onto your slides. Focus on speaking to your audience instead.
• Body language and voice: In a speech presentation, your body language and tone of voice are essential to engaging your audience. Use humor, sarcasm, or suspense to keep your listeners interested.
• Rapport: Making eye contact and using real-time communication can help you build rapport with your audience and make them feel involved in your presentation.

What are the main types of digital presentations?

Digital presentations come in all shapes and sizes, but understanding the main types can help you choose the right format for your message.

Business presentations

Marketing presentations, sales presentations, education and training presentations, personal presentations.

Education & training

Business presentations are used for showcasing company performance updates, introducing new products or services, discussing future plans with clients and partners, or briefing investors.

Whether it's an internal meeting or an external one with stakeholders, business presentations are all about delivering a clear and compelling message that drives the company forward.

Marketing presentations are visual decks used to present your target audience, marketing strategies, and campaign outcomes to prospective clients, ad agencies, or stakeholders.

Sales presentations are decks that contain details about the features, pricing, and main benefits of your offering, and are used during in-person meetings or online sales calls. They’re designed to help sales reps close deals or land new clients.

Education and training presentations are slide decks designed to teach new concepts and best practices to a variety of audiences, including students, employees, or clients.

A personal presentation is used during networking events, business conferences, or public speaking engagements. It’s used to share your key accomplishments and demonstrate your passion and the main values you stand for.

What makes a good presentation?

A good presentation captivates by establishing trust, engaging the audience with interactive elements, and weaving data into an enthralling narrative that sparks emotions and inspires, leaving a lasting impact.

There are 3 things any good presentation must do:

1. Establish trust and credibility

Without your audience trusting you and your authority you will never get them to listen. And to really listen, some say, they have to like you.

To establish yourself as a credible source of information, use relevant visuals, stories, and examples that showcase your expertise and experience, earning the trust of your audience.

2. Interact with the audience

Static PowerPoint slides are no longer enough to engage anyone. Presentations need to be informative but also entertaining.

Therefore, incorporating interactive elements into your presentations like animations, videos, calculators, quizzes , polls, and live infographics is now essential to grab attention and keep your audience engaged start-to-finish .

3. Tell a good story

When it comes to digital presentations, it's not just about the information you share, but how you share it. That's where storytelling comes in! It's all about weaving a relatable narrative that resonates with your viewers, leaving them eager for more.

By blending your data and facts into an enthralling tale, you're not only dishing out knowledge but also sparking emotions and inspiration. It's a game-changer for grabbing your audience's attention and getting your message across effectively.example

How to create a good digital presentation?

To create a great digital presentation, you need to think beyond the slides and consider the experience you want your audience to have.

Think of your presentation as a journey that takes your audience from point A to point B - you need to ensure that every step of the way is memorable and captivating.

When creating a digital presentation, there's more to it than just putting together a few slides.

You can make it real-pretty, but to make it truly effective you need to have a clear understanding of where you want to take your audience, and tailor your content accordingly.

Good presentation example

This example shows how interactive content can make a presentation that pulls you in and makes you feel part of the journey.

What should a presentation include?

Most decks contain the following 3 elements:

• Introduction (the objectives and agenda of your presentation)
• Main body (key talking points that you want to cover)
• Conclusion (followed by a single, actionable call to action)

The specific outline of your presentation will depend on your particular use case.

Check out our dedicated guides for particular business presentations:

• What to Include in a Pitch Deck (Slides 99% of Investors Want)
• 7 elements of a great sales deck structure
• What should a one-pager include?
• What does a marketing deck include?

How to start and how to end a presentation?

Start your presentation with a strong hook that captures your audience's attention and makes them interested in what you have to say.

You can end your presentation with a thank you slide, but that would be too bad. For your words to carry beyond the last slide you’ll need to give your audience the next step.

And so, you should end your presentation with a singular, clear call to action that inspires your audience to follow through on your message.

What are the essential building blocks of a successful presentation?

Almost everyone nowadays makes beautiful presentations. But that’s not enough to make them successful.

5 key elements that every successful presentation includes:

1. Compelling (human) story: Your presentation should tell a story that connects with your audience on a personal and emotional level, making your message relatable and memorable.

Here are 5 quick storytelling tips to deliver engaging presentations:

2. Clear structure: A clear structure helps your audience follow along and understand the flow of your presentation. This can be chronological, sequential, before-after, problem-solution-resolution, or any other simple and easy-to-follow structure.

3. Problem and solution: Your presentation should address a problem that your audience faces and offer a solution that your product or service can provide.

4. Actionable takeaways: Your presentation should leave your audience with actionable steps or insights that they can use to apply the information you've presented.

5. Supporting visuals (product demo) and data visualization (graphs, charts, and infographics): Using visuals to support your presentation can reinforce your message and help your audience retain the information you presented.

6 biggest mistakes to avoid when creating a presentation

It’s easy to forget that the presentation is for your audience rather than for you. You may want to tell them everything from A to Z, but they may only want to know ABC.

It’s even easier to take for granted that the things you understand are clear to others. But for them, these things are horribly complex (look up the curse of knowledge).

1. Using too much text: Overloading your slides with text can cause your audience to lose interest and detract from your main points. Keep your text to a minimum and use visuals to reinforce your key takeaways.

2. Going too much into detail: attention is a limited resource so you can’t fit everything in a single presentation. Tell your audience only what they really want (and need) to know. Avoid any technical details or complex jargon that does not contribute to the core of your message.

3. Neglecting interactivity: Failing to include interactive elements can cause your audience to disengage. Use polls, quizzes, and other interactive tools, including email newsletter software , to keep your audience engaged.

4. Ignoring the power of storytelling: Telling a compelling story is critical to capturing your audience's attention and leaving a lasting impression. Use relatable stories and examples that support your key points.

5. Poor use of visuals: Using low-quality visuals, irrelevant images, or poorly designed charts and graphs can detract from your presentation and cause confusion. Use high-quality visuals that reinforce your key ideas and are easy to understand.

6. Lack of personalization: If you don’t tailor your presentation to your audience's needs, interests, and level of understanding, your message will fall flat. Make sure to consider your audience's perspective and adjust your deck accordingly.

You don't want your presentation to end up looking like this:

How to design a presentation?

Designing a presentation is a bit like decorating a cake - you want it to be visually appealing but also yummy to consume. You want it to leave your audience with a taste for more rather than a bad taste in their mouth.

Lucky for you there are practical steps for designing a presentation that truly wows your audience every time. There's also a more practical presentation maker for this than PowerPoint. You can use it to get much more engaging presntations.

Practical presentation design tips:

1. Choose a color scheme: Just like choosing the perfect icing color for your cake, selecting a color scheme that complements your brand can make your presentation feel more coherent. Or, if you’re pitching to a client, you can use their brand colors instead in order to impress them.

2. Use high-quality images: Using high-quality images is like adding a layer of delicious, rich frosting to your cake. It makes your presentation more visually interesting and helps support your key message.

3. Use consistent fonts: Using consistent fonts throughout your presentation can make it easier to read. Stick to two or three fonts that complement each other and use them consistently.

4. Incorporate visual aids: Visual aids like colorful sprinkles and creative cake toppers can take your cake to the next level. Similarly, graphs, charts, and infographics can help break text patterns and, therefore, make your presentation more memorable.

Check out our use-ready slide design with every type of slide you can think of designed according to our tips and best practices.

Where to find presentation templates?

Scouring the web for presentation templates can be a bit like looking for a needle in a haystack - it's time-consuming, frustrating, and can leave you feeling a bit lost. Most designs available look dull and samey, and are not optimized for engagement.

But don't worry, we've got you covered! Here are the best interactive presentation templates for different use cases:

Choose template by:

What tools to use to create presentations?

Unfortunately, there's no one-size-fits-all tool for creating a digital presentation. And with so many presentation tools out there, it can be hard to know where to start looking.

That’s why we've done the research for you - check out our article rounding up the best presentation software to pick the right one for your needs!

And, if you want to learn more about creating effective digital presentations, check out these posts:

• How to Make Effective & Impactful Presentations (12 Steps)
• How to Make a Multimedia Presentation (5 Easy Steps)

How to give a presentation?

Giving a presentation can be intimidating, but it's an excellent opportunity to showcase your knowledge and expertise. To deliver a successful presentation, you need to focus on engaging your audience, keeping their attention, and providing valuable information.

9 tips to help you give a memorable presentation:

1. Start with a strong hook

A strong opening is crucial to grab your audience's attention and pique their interest. Begin with a bold statement, a surprising fact, or a personal anecdote that relates to the topic of your presentation. This will immediately grab the audience's attention and make them want to listen to what you have to say.

2. Make your objectives and agenda clear

Engage your audience right from the start by letting them know what's in store for them. Outlining your objectives and agenda early on will keep your audience focused and ensure that they don't miss out on any crucial information. Let them know why it's important to pay attention to your presentation and what they can expect to learn from it. By doing this, you'll build anticipation and get them excited about what's to come!

3. Leverage storytelling

People love stories, and they are an effective way to connect with your audience. Use anecdotes, metaphors, and examples to illustrate your points and make your presentation more relatable. This will help the audience understand the concepts you're presenting and retain the information up to 60-70% better .

4. Ask questions, use humor, give simple directions that prove a point

Engage your audience by asking questions, using humor, and giving them simple tasks to perform that illustrate your point. This will keep their attention and make the presentation more interactive.

5. Direct the audience's attention

Use a pointer or built-in animation to draw the audience's attention to critical information. This will help them focus on what you're saying and avoid distractions.

6. Work on the delivery

Speak slowly and clearly, use positive language, and avoid reading from notes as much as possible. Use humor and engage with your audience to make the presentation more enjoyable. Ensure your body language is confident and relaxed, and maintain eye contact with your audience.

7. Add interactive elements

Incorporate interactive elements like polls, quizzes, or surveys to involve your audience and gather valuable feedback. This will make your presentation more engaging and ensure your audience retains the information presented.

8. Close with a CTA

End your presentation with a strong call to action (CTA). Inspire your audience to take the next step, whether it's signing up for a newsletter, buying a product, or visiting your website. Make it clear what you want your audience to do after the presentation.

9. Leave time for a Q&A session

Finally, leave ample time for a Q&A session. This will allow your audience to clarify any doubts and ask questions. It's also an excellent opportunity for you to engage with your audience and get valuable feedback on your presentation.

Create amazing digital presentations from templates

Creating a digital presentation that grabs your audience's attention and drives results may feel like a daunting task.

After all, a strong digital presentation can be the difference between leaving a lasting impression on your audience or falling flat and losing their attention.

It's like trying to teach a class without proper preparation - you're not giving your knowledge and expertise a chance to shine, and your audience might not retain the information you're presenting.

To make things easier, try using our customizable digital presentation templates that will help you create an engaging and impactful digital presentation in no time!

Where can I see examples of good presentations?

If you’re looking for real-life examples that drove results for other companies from different industry sectors, check out highly effective presentation examples by our clients .

Alternatively, if you want to see the best presentation examples that you can replicate to create your own, here are our dedicated guides:

• 10 Perfect Presentation Examples That Win Over Anyone
• 9 Unique Sales Deck Examples that Outsell the Rest
• 10 Top Pitch Deck Examples to Inspire Your Fundraising Efforts
• Top Product Presentation Examples That Wow Everyone
• Marketing Deck: What It Is & How to Make It Win (Examples)
• 6 Elevator Pitch Examples for Any Scenario (Ready for Use)

Where can I find good presentation templates?

If you’re looking for snazzy presentation templates, Storydoc should be your go-to place. We offer a fantastic selection of visually stunning designs to make your digital presentation pop.

All components have been designed with best practices in mind and optimized for engagement. Thanks to the built-in analytics panel, you can also check how your presentations perform in real-time.

Click on any of these categories to see the best presentation templates for your specific use case:

• One-pager templates
• Sales deck templates
• Pitch deck templates
• Business proposal deck templates
• Marketing decks templates
• Case studies templates
• Report templates
• White paper templates

What are common types of business presentations?

The most common types of business presentations are:

• Sales decks
• Pitch decks
• Business proposal decks
• Marketing decks
• Case studies

Is a presentation the same as a slideshow?

Technically, a slideshow is a type of presentation, but not all presentations are slideshows.

A presentation can take many different forms, from a speech to a product demonstration, and can use various tools, including slideshows, to deliver the message. So while a slideshow is certainly a popular choice for presentations, it's not the only option out there.

What is death by PowerPoint?

Death by PowerPoint is the phenomenon of boring, uninspired, and ineffective presentations that use an overabundance of bullet points, text-heavy slides, and monotonous delivery. It's a surefire way to put your audience to sleep and leave them counting down the minutes until your presentation is over.

To avoid death by PowerPoint, aim to create presentations that are visually engaging, incorporate storytelling, and use multimedia elements like images, videos, and interactive features. Remember, a presentation should be a tool to enhance your message, not a crutch to lean on.

What are common types of presentation delivery formats?

There are 5 popular types of presentation delivery formats to choose from:

• Powerpoint: A classic choice, PowerPoint offers a range of design and animation options to create static slide-based presentations.
• Google Slides : As a cloud-based tool, Google Slides makes it easy to collaborate with others in real-time. It's an excellent option for static team presentations and remote work situations.
• Keynote : Exclusive to Apple devices, Keynote is known for its sleek and elegant design options. It's an ideal choice for visually appealing presentations on Mac or iOS devices.
• PDF: For a simple, static, and easily shareable format, PDF presentations are a reliable option. They ensure consistent formatting across different devices and platforms.
• Storydoc : Taking presentations to the next level, Storydoc provides immersive and interactive templates that are sure to captivate your audience and leave a lasting impression.

What are common types of presentation speech formats?

There are 4 common types of presentation delivery formats:

• Memorized: In a memorized delivery, the presenter memorizes the entire presentation word-for-word and delivers it without notes. This format can be effective for short presentations or speeches but can be challenging to execute for longer presentations.
• Manuscript: In a manuscript delivery, the presenter reads from a written script or teleprompter. This format is great for delivering complex or technical information but can come across as less engaging.
• Impromptu: In an impromptu delivery, the presenter delivers a presentation without prior preparation or planning. This format is often used in situations like interviews or meetings and requires quick thinking and adaptability.
• Extemporaneous: In an extemporaneous delivery, the presenter delivers a presentation using notes or an outline, but not a fully scripted presentation. This format allows for flexibility and engagement with the audience while still maintaining structure.

Why is a presentation important for my business?

Here are the main reasons why presentations are essential for your business:

• Be the expert: Presentations provide a platform to showcase your expertise and share your unique perspectives with your audience, establishing you as a thought leader in your industry.
• Build connections: Presentations provide an opportunity to connect with your audience, building relationships that can lead to future business opportunities.
• Leave a lasting impression: An engaging and memorable presentation can leave a lasting impact on your audience, increasing brand awareness and improving message retention.
• Achieve your goals: Presentations can be used to achieve business goals, from generating leads to securing funding or closing deals.

How to measure the effectiveness of a presentation?

Measuring the effectiveness of a presentation is crucial to ensure it hits the mark with your audience and achieves its goals. Here are some ways to measure the effectiveness of a presentation:

Ask for feedback: Don't be afraid to ask your audience for feedback after the presentation, either through surveys or live feedback. This feedback can provide valuable insights into what worked well and what could be improved, helping you refine your approach for future presentations.

Monitor engagement: Keep a pulse on engagement metrics such as views, shares, or the average reading time if the presentation is delivered online. These metrics can give you a sense of the level of interest generated by the presentation and which parts resonated with your audience. Our own presentation maker comes with built-in analytics tracking and reporting .

Track business outcomes: If your presentation is designed to drive business results, track metrics such as lead generation, sales, or conversion rates to assess its effectiveness in achieving these goals.

Hi, I'm Dominika, Content Specialist at Storydoc. As a creative professional with experience in fashion, I'm here to show you how to amplify your brand message through the power of storytelling and eye-catching visuals.

Perfect Presentation Examples That Win Over Anyone

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Introduction: Why Looking into Student Academic Presentations?

• First Online: 08 February 2020

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• Alla Zareva 2  

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The academic presentation is one of the fairly under-researched spoken academic varieties, especially with regard to certain linguistic features that reveal presenters’ attempts to accommodate their listeners. The chapter offers a brief summary of some of the benefits of academic presentations for degree-seeking college students. It also discusses a connection between the strong audience orientation, promoted by many published manuals and materials on giving effective presentations, and the notion of audience accommodation as proposed by Communication Accommodation Theory (CAT). The discussion is followed by a brief overview of the register perspective taken in the analysis of the corpus of student academic presentations (SAP) used in the book and an overview of the rest of the chapters.

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Zareva, A. (2020). Introduction: Why Looking into Student Academic Presentations?. In: Speech Accommodation in Student Presentations. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-37980-3_1

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How to prepare and deliver an effective oral presentation

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• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

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• Professional development
• Planning lessons and courses

Student presentations

In this article I would like to give you a few tips and some advice on what I've learned from helping students prepare and deliver presentations.

• Why I get students to do presentations
• Syllabus fit
• Planning a presentation lesson
• Classroom Management

Why I get students to do presentations Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly.

• Presentation skills are extremely useful both in and outside the classroom. After completing a project, a presentation is a channel for students to share with others what they have learned. It is also a chance to challenge and expand on their understanding of the topic by having others ask questions. And in the world of work, a confident presenter is able to inform and persuade colleagues effectively.
• Presentations can also form a natural part of task based learning. By focussing on a particular language point or skill, the presentation is a very practical way to revise and extend book, pair and group work. The audience can also be set a task, for example, a set of questions to answer on the presentation, which is a way of getting students to listen to each other.

Syllabus fit Normally the presentation will come towards the end of a lesson or series of lessons that focus on a particular language or skill area. It is a type of freer practice. This is because the students need to feel relatively confident about what they are doing before they stand up and do it in front of other people. If I have been teaching the past simple plus time phrases to tell a story, for example, I give my students plenty of controlled and semi controlled practice activities, such as gapfills, drills and information swaps before I ask them to present on, say, an important event in their country's history, which involves much freer use of the target grammar point.

Planning a presentation lesson Normally a presentation lesson will have an outline like this:

• Revision of key language areas
• Example presentation, which could be from a textbook or given by the teacher
• Students are given a transcript or outline of the presentation
• Students identify key stages of the example presentation – greeting, introduction, main points in order of importance, conclusion
• Focus on linking and signalling words ('Next…', 'Now I'd like you to look at…', etc.). Students underline these in the transcript/place them in the correct order
• Students are put into small groups and write down aims
• Students then write down key points which they order, as in the example
• Students decide who is going to say what and how
• Students prepare visuals (keep the time for this limited as too many visuals become distracting)
• Students practise at their tables
• Students deliver the presentations in front of the class, with the audience having an observation task to complete (see 'Assessment' below)
• The teacher takes notes for feedback later

It is important that the students plan and deliver the presentations in groups at first, unless they are extremely confident and/or fluent. This is because:

• Shy students cannot present alone
• Students can support each other before, during and after the presentation
• Getting ready for the presentation is a practice task in itself
• When you have a large class, it takes a very long time for everyone to present individually!

I find it's a good idea to spend time training students in setting clear aims. It is also important that as teachers we think clearly about why we are asking students to present.

Aims Presentations normally have one or more of the following aims:

• To inform/ raise awareness of an important issue
• To persuade people to do something
• Form part of an exam, demonstrating public speaking/presentation skills in a first or second language

I set students a task where they answer these questions:

• Why are you making the presentation?
• What do you want people to learn?
• How are you going to make it interesting?

Let's say I want to tell people about volcanoes. I want people to know about why volcanoes form and why they erupt. This would be an informative/awareness-raising presentation. So by the end, everyone should know something new about volcanoes, and they should be able to tell others about them. My plan might look like this:

• Introduction - what is a volcano? (2 minutes)
• Types of volcano (5 minutes)
• Volcanoes around the world (2 minutes)
• My favourite volcano (2 minutes)
• Conclusion (2-3 minutes)
• Questions (2 minutes)

Classroom Management I find that presentation lessons pass very quickly, due the large amount of preparation involved. With a class of 20 students, it will probably take at least 3 hours. With feedback and follow-up tasks, it can last even longer. I try to put students into groups of 3 or 4 with classes of up to 20 students, and larger groups of 5 or 6 with classes up to 40. If you have a class larger than 40, it would be a good idea to do the presentation in a hall or even outside.

Classroom management can become difficult during a presentations lesson, especially during the final presenting stage, as the presenters are partly responsible for managing the class! There are a few points I find effective here:

• Training students to stand near people who are chatting and talk 'through' the chatter, by demonstration
• Training students to stop talking if chatter continues, again by demonstration
• Asking for the audience's attention ('Can I have your attention please?')
• Setting the audience an observation task, which is also assessed by the teacher
• Limiting the amount of time spent preparing visuals
• Arranging furniture so everyone is facing the front

Most of these points are self-explanatory, but I will cover the observation task in more detail in the next section, which deals with assessment. 

Assessment The teacher needs to carefully consider the assessment criteria, so that s/he can give meaningful feedback. I usually run through a checklist that covers:

• Level - I can't expect Elementary students to use a wide range of tenses or vocabulary, for example, but I'd expect Advanced students to have clear pronunciation and to use a wide range of vocabulary and grammar
• Age - Younger learners do not (normally) have the maturity or general knowledge of adults, and the teacher's expectations need to reflect this
• Needs - What kind of students are they? Business English students need to have much more sophisticated communication skills than others. Students who are preparing for an exam need to practise the skills that will be assessed in the exam.

I write a list of language related points I'm looking for. This covers:

• Range / accuracy of vocabulary
• Range / accuracy of grammar
• Presentation / discourse management- is it well structured? What linking words are used and how?
• Use of visuals- Do they help or hinder the presentation?
• Paralinguistic features

'Paralinguistics' refers to non-verbal communication. This is important in a presentation because eye contact, directing your voice to all parts of the room, using pitch and tone to keep attention and so on are all part of engaging an audience.

I find it's a good idea to let students in on the assessment process by setting them a peer observation task. The simplest way to do this is to write a checklist that relates to the aims of the lesson. A task for presentations on major historical events might have a checklist like this:

• Does the presenter greet the audience? YES/NO
• Does the presenter use the past tense? YES/NO

And so on. This normally helps me to keep all members of the audience awake. To be really sure, though, I include a question that involves personal response to the presentation such as 'What did you like about this presentation and why?'. If working with young learners, it's a good idea to tell them you will look at their answers to the observation task. Otherwise they might simply tick random answers!

Conclusion Presentations are a great way to practise a wide range of skills and to build the general confidence of your students. Due to problems with timing, I would recommend one lesson per term, building confidence bit by bit throughout the year. In a school curriculum this leaves time to get through the core syllabus and prepare for exams.

Presentations - Adult students

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presentation

Definition of presentation

• fairing [ British ]
• freebee
• largess

Examples of presentation in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'presentation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

15th century, in the meaning defined at sense 1a

Phrases Containing presentation

• breech presentation

Dictionary Entries Near presentation

present arms

presentation copy

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“Presentation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/presentation. Accessed 19 Jun. 2024.

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The skill you need now: presentation literacy

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TED curator Chris Anderson discusses the transformative power of speaking to an audience from the heart.

You’re nervous, right?

Stepping out onto a public stage and having hundreds of pairs of eyes turned your way is terrifying. You dread having to stand up in a company meeting and present your project. What if you get nervous and stumble over your words? What if you completely forget what you were going to say? Maybe you’ll be humiliated! Maybe your career will crater! Maybe the idea you believe in will stay buried forever!

But guess what? Almost everyone has experienced the fear of public speaking. Indeed, surveys that ask people to list their top fears often report public speaking as the most widely selected, ahead of snakes, heights — and even death.

How can this be? There is no tarantula hidden behind the microphone. You have zero risk of plunging off the stage to your death. The audience will not attack you with pitchforks. Then why the anxiety?

It’s because there’s a lot at stake — not just the experience in the moment, but in our longer-term reputation. How others think of us matters hugely. We are profoundly social animals. We crave each other’s affection, respect and support. Our future happiness depends on these realities to a shocking degree. And we sense that what happens on a public stage is going to affect these social currencies, for better or worse. But with the right mindset, you can use your fear as an incredible asset. It can be the driver that will persuade you to prepare for a talk properly.

That’s what happened when Monica Lewinsky (TED Talk: The price of shame ) came to the TED stage. For her, the stakes couldn’t have been higher. Seventeen years earlier, she had been through the most humiliating public exposure imaginable, an experience so intense it almost broke her. Now she was attempting a return to a more visible public life, to reclaim her narrative. But she was not an experienced public speaker, and she knew that it would be disastrous if she messed up. She told me:

“Nervous is too mild a word to describe how I felt. More like . . . Gutted with trepidation. Bolts of fear. Electric anxiety. If we could have harnessed the power of my nerves that morning, I think the energy crisis would have been solved. Not only was I stepping out onto a stage in front of an esteemed and brilliant crowd, but it was also videotaped, with the high likelihood of being made public on a widely viewed platform. I was visited by the echoes of lingering trauma from years of having been publicly ridiculed. Plagued by a deep insecurity I didn’t belong on the TED stage. That was the inner experience against which I battled.”

And yet Monica found a way to turn that fear around. Her talk won a standing ovation at the event, rocketed to a million views within a few days and earned rave reviews online. It even prompted a public apology to her from a longtime critic, feminist author Erica Jong.

The brilliant woman I am married to, Jacqueline Novogratz (TED Talk: Inspiring a life of immersion ), was also haunted by fear of public speaking. In school, at college and into her twenties, the prospect of a microphone and watching eyes was so scary it was debilitating. But she knew that to advance her work fighting poverty, she’d have to persuade others, and so she just began forcing herself to do it. Today she gives scores of speeches every year, often earning standing ovations.

Indeed, everywhere you look, there are stories of people who were terrified of public speaking but found a way to become really good at it, from Eleanor Roosevelt to Warren Buffett to Princess Diana, who was known to all as “shy Di,” but found a way to speak informally in her own voice, and the world fell in love with her.

If you can get a talk right, the upside can be amazing. Take the talk that entrepreneur Elon Musk (TED Talk: The mind behind Tesla, SpaceX, SolarCity … ) gave to SpaceX employees on August 2, 2008. Musk was not known as a great public speaker. But that day, his words marked an important turning point for his company. SpaceX had already suffered two failed launches. This was the day of the third launch, and everyone knew failure could force the company’s closure. The Falcon rocket soared off the launch pad, but right after the first stage fell away, disaster struck. The spacecraft exploded. The video feed went dead. Some 350 employees had gathered and, as described by Dolly Singh, the company’s head of talent acquisition, the mood was thick with despair. Musk emerged to speak to them. He told them they’d always known it would be hard, but that despite what had happened, they had already accomplished something that day that few nations, let alone companies, had achieved. They had successfully completed the first stage of a launch and taken a spacecraft to outer space. They simply had to pick themselves up and get back to work. Here’s how Singh described the talk’s climax:

Then Elon said, with as much fortitude and ferocity as he could muster after having been awake for like 20+ hours by this point, “For my part, I will never give up and I mean never.” I think most of us would have followed him into the gates of hell carrying suntan oil after that. It was the most impressive display of leadership that I have ever witnessed. Within moments the energy of the building went from despair and defeat to a massive buzz of determination as people began to focus on moving forward instead of looking back.

That’s the power of a single talk. You might not be leading an organization, but a talk can still open new doors or transform a career.

TED speakers have told us delightful stories of the impact of their talks. Yes, there are sometimes book and movie offers, higher speaking fees and unexpected offers of financial support. But the most appealing stories are of ideas advanced, and lives changed. Young Malawian inventor William Kamkwamba’s inspiring talk about building a windmill in his village as a 14-year-old (TED Talk: How I harnessed the wind ) sparked a series of events that led to him being accepted into an engineering program at Dartmouth College.

Here’s a story from my own life: When I first took over leadership of TED in late 2001, I was reeling from the near collapse of the company I had spent 15 years building, and I was terrified of another huge public failure. I had been struggling to persuade the TED community to back my vision for TED, and I feared that it might just fizzle out. Back then, TED was an annual conference in California, owned and hosted by a charismatic architect named Richard Saul Wurman, whose larger-than-life presence infused every aspect of the conference. About 800 people attended every year, and most of them seemed resigned to the fact that TED probably couldn’t survive once Wurman departed. The TED conference of February 2002 was the last to be held under his leadership, and I had one chance and one chance only to persuade TED attendees that the conference would continue just fine. I had never run a conference before, however, and despite my best efforts at marketing the following year’s event, only 70 people had signed up for it.

Early on the last morning of that conference, I had 15 minutes to make my case. And here’s what you need to know about me: I am not naturally a great speaker. I say “um” and “you know” far too often. I will stop halfway through a sentence, trying to find the right word to continue. I can sound overly earnest, soft spoken, conceptual. My quirky British sense of humor is not always shared by others.

I was so nervous about this moment, and so worried that I would look awkward on the stage, that I couldn’t even bring myself to stand. Instead I rolled forward a chair from the back of the stage, sat on it and began.

I look back at that talk now and cringe — a lot. If I were critiquing it today, there are a hundred things I would change, starting with the wrinkly white T-shirt I was wearing. And yet … I had prepared carefully what I wanted to say, and I knew there were at least some in the audience desperate for TED to survive. If I could just give those supporters a reason to get excited, perhaps they would turn things around. Because of the recent dotcom bust, many in the audience had suffered business losses as bad as my own. Maybe I could connect with them that way?

I spoke from the heart, with as much openness and conviction as I could summon. I told people I had just gone through a massive business failure. That I’d come to think of myself as a complete loser. That the only way I’d survived mentally was by immersing myself in the world of ideas. That TED had come to mean the world to me — that it was a unique place where ideas from every discipline could be shared. That I would do all in my power to preserve its best values. That, in any case, the conference had brought such intense inspiration and learning to us that we couldn’t possibly let it die … could we?

Oh, and I broke the tension with an apocryphal anecdote about France’s Madame de Gaulle and how she shocked guests at a diplomatic dinner by expressing her desire for “a penis.” In England, I said, we also had that desire, although there we pronounced it happiness and TED had brought genuine happiness my way.

To my utter amazement, at the end of the talk, Jeff Bezos, the head of Amazon, who was seated in the center of the audience, rose to his feet and began clapping. And the whole room stood with him. It was as if the TED community had collectively decided, in just a few seconds, that it would support this new chapter of TED after all. And in the 60-minute break that followed, some 200 people committed to buying passes for the following year’s conference, guaranteeing its success.

If that 15-minute talk had fizzled, TED would have died, four years before ever putting a talk on the Internet.

No matter how little confidence you might have today in your ability to speak in public, there are things you can do to turn that around. Facility with public speaking is not a gift granted at birth to a lucky few. It’s a broad-ranging set of skills. There are hundreds of ways to give a talk, and everyone can find an approach that’s right for them and learn the skills necessary to do it well.

Several years ago, TED’s content director, Kelly Stoetzel, and I went on a global tour in search of speaking talent. In Nairobi, Kenya, we met Richard Turere, a 12-year-old Maasai boy who had come up with a surprising invention. His family raised cattle, and one of the biggest challenges was protecting them at night from lion attacks. Richard had noticed that a stationary campfire didn’t deter the lions, but walking around waving a torch did seem to work. The lions were apparently afraid of moving lights! Richard had somehow taught himself electronics by messing around with parts taken from his parents’ radio. He used that knowledge to devise a system of lights that would turn on and off in sequence, creating a sense of movement. It was built from scrapyard parts — solar panels, a car battery and a motorcycle indicator box. He installed the lights and — presto! — the lion attacks stopped. News of his invention spread and other villages wanted in. Instead of seeking to kill the lions as they had done before, they installed Richard’s “lion lights.” Both villagers and pro-lion environmentalists were happy.

It was an impressive achievement but, at first glance, Richard certainly seemed an unlikely TED speaker. He stood hunched over in a corner of the room, painfully shy. His English was halting, and he struggled to describe his invention coherently. It was hard to imagine him on a stage in California in front of 1,400 people, slotted alongside Sergey Brin and Bill Gates.

But Richard’s story was so compelling that we went ahead anyway and invited him to come speak at TED (TED Talk: My invention that made peace with lions ). In the months before the conference, we worked with him to frame his story — to find the right place to begin, and to develop a natural narrative sequence. Because of his invention, Richard had won a scholarship to one of Kenya’s best schools, where he had the chance to practice his TED Talk several times in front of a live audience. This helped build his confidence to the point where his personality could shine through.

He got on an airplane for the first time in his life and flew to Long Beach, California. As he walked onto the TED stage, you could tell he was nervous, but that only made him more engaging. As Richard spoke, people were hanging on his every word, and every time he smiled, the audience melted. When he finished, people just stood and cheered.

Richard’s tale can encourage us all to believe we might be able to give a decent talk. Your goal is not to be Winston Churchill or Nelson Mandela. It’s to be you. If you’re a scientist, be a scientist; don’t try to be an activist. If you’re an artist, be an artist; don’t try to be an academic. If you’re just an ordinary person, don’t try to fake some big intellectual style; just be you. You don’t have to raise a crowd to its feet with a thunderous oration. Conversational sharing can work just as well. In fact, for most audiences, it’s a lot better. If you know how to talk to a group of friends over dinner, then you know enough to speak publicly.

And technology is opening up new options. We live in an age where you don’t have to be able to speak to thousands of people at a time to have an outsized impact. It could just be you talking intimately to a video camera, and letting the Internet do the rest.

Presentation literacy isn’t an optional extra for the few. It’s a core skill for the twenty-first century. It’s the most impactful way to share who you are and what you care about. If you can learn to do it, your self-confidence will flourish, and you may be amazed at the beneficial impact it can have on your success in life, however you might choose to define that.

If you commit to being the authentic you, I am certain that you will be capable of tapping into the ancient art that is wired inside us. You simply have to pluck up the courage to try.

Excerpted from the book TED Talks: The Official TED Guide to Public Speaking by Chris Anderson. © 2016 by Chris Anderson. Reproduced by permission of Houghton Mifflin Harcourt. All rights reserved.

About the author

Chris Anderson is the curator of TED.

• book excerpt
• Chris Anderson
• Jacqueline Novogratz
• Monica Lewinsky
• presentation literacy
• public speaking
• Richard Turere
• William Kamkwamba

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What is Prezi and How Can it Be Used to Teach? Tips & Tricks

Prezi is a powerful presentation system that uses lots of media types making it very versatile as a teaching tool

Prezi is a presentation tool that uses different media types to help make whatever is being shown as engaging as possible. This is specifically targeted at education, as well as business users.

The free version offers lots of functionality, but there are more features on the education-specific tiered payment options. 

Everything is made with easy-to-use guidance and templates so it can be utilized both by educators and students alike. This is a helpful way to learn design but also acts as a useful online tool for sharing with students wherever they are, in or out of the class.

So is Prezi the right tool for you?

What is Prezi?

Prezi  is a multimedia presentation tool that is based online and works across most devices with a browser window. That makes this very minimal in terms of strain on the device but also on the user, who should find everything clear to understand.

Prezi is made up of three basic sections: Prezi Video, Prezi Design, and Prezi Present. 

Prezi Video allows educators to present streamed video to the class from wherever they are. This, with Present, is more than just a video as you can add in images, graphs, documents, and more to be overlaid on the screen as you talk.

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Prezi Design is a template-based slideshow-style presentation builder. This lets you create a slideshow with rich media such as images, video, graphs, and more.

Prezi Present is a bit like a combination of the above two, letting you create video-based presentations that combine slides, PowerPoints, videos, and more.

How does Prezi work?

Prezi is easy to sign up to with just your email and name needed to start an account. You can be in the system and building your own presentation within a minute or two. You're then given all the options on a clear home page that features the sub sections mentioned above, all listed on the left menu bar.

Jump into the Prezi Design section, for example, and as you can see in the above image, you're met with an intuitive slideshow design template that you can edit to suit your needs.

Usefully, in the Present section, you can upload a PowerPoint you've already created and use that in your presentation, adding your own video as needed or editing the presentation itself. Similarly, in the Design section you can upload your own PDF and DOC files to convert and use in your presentation.

A wide range of templates is available and makes starting very easy, and can be a helpful way to make sure the learning curve isn't too steep for younger students using this tool.

What are the best Prezi features?

Prezi is graphically very inviting as everything is spaced out without too much clutter or information, making it very intuitive even if it's your first time with this or any presentation tool.

Videos are easy to record immediately from within the website, allowing teachers and students to upload directly from their smartphones or laptops. The ability to layer more information in these videos, effectively combining a slideshow presentation and a video presentation, is a super appealing feature here.

The library feature offers lots of different projects, including pre-recorded videos, that can be used freely. There are more options in the paid versions, and you can be pestered to upgrade as you use the system, however generally, the free versions can be enough for teaching.

How much does Prezi cost?

Prezi is free to use the Basic plan, which is limited to five projects, however, there are also paid options specifically for educators.

There is a Plus version for educators, priced at $5 per month , which gets you unlimited projects, importing of PowerPoints, PDF export, video download, the desktop app, and offline access.

The Pro version, at $10 per month , has all the above plus analytics, training, and support.

The EDU Teams plan is available for scaling up, and is offered on a quotation basis.

Prezi best tips and tricks

Turn in Have students turn in projects using Prezi to teach them how to design and layout work in a more engaging way, which for example, could be useful in future jobs.

Be timeless Create a presentation lesson and save it so you can use it again the following year, or share with other teachers that may find it helpful.

Flip the class Build a lesson presentation and have students work through it before coming to class, then use what they've learned to hold a debate in the room to see how well the content has been understood.

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Luke Edwards is a freelance writer and editor with more than two decades of experience covering tech, science, and health. He writes for many publications covering health tech, software and apps, digital teaching tools, VPNs, TV, audio, smart home, antivirus, broadband, smartphones, cars and much more.

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What is ‘Presentation, Practice, Production’ (PPP)?

And how can i best use it in my classroom.

Presentation, practice, production (PPP) is a lesson structure, a way to order activities in your lessons.

Although quite old and heavily criticised over the years, PPP is probably the most commonly used lesson structure in teaching English to foreign learners today. It’s also still widely taught to new teachers and seen on initial teacher training courses like the CELTA and CertTESOL.

Most course books that you’re likely to use will structure their chapters in ways similar or the same as PPP, meaning that you’ll get a lot of exposure to this method.

As the name suggests, there are three stages to this lesson structure, which we’ll look at now.

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The ‘presentation’ stage

This is where the language is introduced, or ‘presented’ to the learners, usually by introducing a context or situation. For example, you could:

Tell or act out a short story or anecdote ( “I woke up this morning with a nasty cold… AHHH-CHOOO! I went to the doctor and…”)

Play a short audio clip

Show a clip from a movie or TV show.

Show objects you’ve brought in (e.g. newspaper cuttings, plane tickets, hobby materials)

The aim is to ensure students understand the context and get them thinking about it. You could elicit ideas or suggestions from students, get them to talk to each other about what they know or think about the situation, etc. This also helps them start to remember the language and vocabulary they already know about the topic (or ‘activate the schemata’, if you want the fancy term for it).

The ‘practice’ stage

The ‘practice’ stage is when students use the language in a controlled way. This stage is sometimes divided into two — a controlled practice and a freer practice. Again, among many things, you could get students to:

Drill sentences or sounds, chorally or individually.

Substitution drill in pairs

Sentence matching activities

Gap-fill exercises

Pair work asking and answering questions

The aim of this stage is accuracy . Error correction is important in this stage, so monitor the students closely and take time to correct errors immediately. A delayed error correction section after the activity would be useful for target language errors that seem to be common.

The ‘production’ stage

The ‘production’ stage is where the language is used more openly. Things like:

Communication tasks

Collaborative tasks

Discussion activities

The focus of this stage is using the language as fluently and naturally as possible , as students would do outside of the classroom.

Theory behind Presentation, Practice, Production

This is where PPP gets criticised. It started in the 1960s, and language learning theory has developed considerably since then. Academics who study second language acquisition get annoyed at how PPP doesn’t tick any of the boxes for how we’re supposed to learn a language and yet is still so widespread.

Some learning assumptions behind presentation, practice, production are:

Students should be told the grammar rules and then practice them (a deductive approach).

Language learning is a skill like any other and should be practised as such.

There should be a high level of teacher control, slowly handed over to learners as the lesson progresses.

Language is a series of items that can be learned in sequence.

The target language should be practised by removing unnecessary language to help focus.

All of these have been shown that this isn’t how we best learn languages (in fact, the opposite is largely true!).

However, it isn’t all bad. Here’s my opinion on the advantages and disadvantages of PPP:

It’s easy to learn for new teachers.

It’s very flexible.

It’s easy to plan for and has a logical progression.

It works for most types of classes, including larger classes.

Most course books use this or a similar method to structure their lessons and chapters.

Disadvantages

Research shows that it may not be the best way to teach/learn a language.

Weaker learners may overuse the target language from the practice session, so it sounds unnatural.

Learners may not know how to use the target language in different contexts.

It can be boring if used repeatedly for higher-level students.

Thoughts on Presentation, Practice, Production

Academics are often far removed from the classroom and the real world, studying the individual phenomenon in isolation.

I’ve often seen a light bulb moment for students whilst teaching PPP (although one could argue that it’s not strict PPP, and it’d be hard to isolate the teaching method from other variables). Teaching over a period of time with this method, you do see students improve. Consider also that it’s not done in isolation — you should be getting your learners to interact in English naturally and read extensively outside of class, for starters.

Presentation, practice, production works. Maybe not as well as something like task-based learning (TBL), but TBL takes longer to plan and implement, which becomes very difficult when your teaching hours are high.

Sure, so it might not be theoretically perfect, but it does work.

How to adapt the PPP method

Also, I believe it has evolved from the ‘traditional’ PPP approach described above. Here are some ways you can adapt the classic PPP structure:

Spend more time in the presentation stage eliciting.

Turn the deductive aspect of explicit grammar instruction into an inductive aspect (so learners have to figure out the patterns themselves).

Add collaborative tasks during the practice stage, which learners must use the target language to complete successfully.

Include meta-learning strategies so students can learn how to learn.

Include more incidental language throughout the class so learners hear language in a more natural context.

Change the final stage into a task, such as you’d find in task-based learning .

These changes turn PPP into something else, a blended approach that addresses many of the criticisms of PPP.

Other structures have sought to improve upon the model of PPP. Variants include ESA (engage, study, activate) and CAP (context, analysis, practice)

However, the simplicity of PPP and its notoriety have kept it the most widely used model. I doubt it’s going away any time soon.

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What is a Presentation? Objectives, Elements, Important skills, Four Ps

• Post last modified: 4 June 2023
• Reading time: 19 mins read
• Post category: Business Communication

What is a Presentation?

A presentation communicates a message, an idea or information to a group. It is similar to a report, but with a key difference–the human element. A presentation conveys the speaker’s personality and enables immediate interaction among all participants.

Table of Content

• 1 What is a Presentation?
• 2.1 To Inform
• 2.2 To Train
• 2.3 To Persuade
• 2.4 To Motivate
• 2.5 To Entertain
• 3 Main Elements of Presentation
• 4.1 Analytical ability
• 4.2 Effective communication ability
• 4.3 Creative ability
• 4.4 Good interpersonal skill
• 4.5 Sound time management
• 4.6 Problem-solving ability
• 4.7 A sense of humour
• 5 Evaluation Wheel
• 6.1 Prepare
• 6.2 Practice
• 6.3 Present
• 7.1 Know Yourself
• 7.2 Know Your Material
• 7.3 Know Your Purpose
• 7.4 Know Your Audience

Objectives of Presentation

The main objectives of a presentation are:

To Persuade

To motivate, to entertain.

A presentation is created to convey some information to a group of people. For example, a presentation may display an organisation’s quarterly performance.

Most training programmes in organisations are done through the presentation mode. Such instructional presentations convey a lot of information and are created with instructional design principles to keep the audience engaged for a long period.

Some presentations are used to convince a group of people to accept a particular idea and/or make a certain choice.

The growing popularity of TED Talks indicates how a presentation can be a powerful motivation tool. These presentations trigger emotions and inspire people to act.

Presentations can also be used to celebrate an event. For example, a farewell presentation of a colleague can be used to narrate the story of his/her overall tenure, experiences and achievement in the organisation.

Main Elements of Presentation

A presentation is said to be effective if it has three main elements, which are as follows:

• Specific content : This refers to the information that a presentation will comprise. The information must be conveyed effectively so that it is absorbed by the audience in one sitting. It should be relevant and meaningful to them.
• Audience : A presentation should be targeted for a specific group of audience who share the same purpose and have a similar level of pre-knowledge.
• Presenter: The presenter should act as the advocate of the information. If his/her conviction and passion in the message are clearly articulated, the audience will also pay attention to the subject.

Important Presentation Skills

In today’s business environment, presentation skills are requisite in almost every professional arena. Employees are often required to give presentations on the targets achieved by them. A presentation can be effective if it is carefully planned and prepared.

However, delivering presentations is not always easy for every individual. Some people take presenting as a probable opportunity to showcase skills, while others find it a challenging task. To provide an effective presentation, a presenter must possess some abilities.

Some of them are explained as follows:

Analytical ability

Effective communication ability, creative ability, good interpersonal skill, sound time management, problem-solving ability, a sense of humour.

It refers to a calibre which empowers an individual to collect, organise, visualise and comprehend data. Such skills enable a person to look at related patterns, draw conclusions and find solutions to problems. In addition, sound analytical skills also enable an individual to forecast future trends using various techniques such as brainstorming, forecasting, data mining and metrics interpretation.

Communication entails much more than mere talking to the audience. To communicate effectively during a presentation, one ought to showcase information lucidly. During a presentation, a person should not just have a good set of slides together; rather he needs to engage and strike a chord with the audience to transmit the intended message.

It refers to the ability to present things in a creative way that have not been explored earlier. Creative skills in presentation enable an individual to invent or develop something path-breaking, such as a new concept, unique way out from a problem, a method, a work of art or new machinery, etc.

It encompasses how an individual portrays or presents himself to the audience and builds a rapport with the audience. During a presentation, sound interpersonal skills empower a speaker to interact, communicate and collaborate with the audience effectively.

Interpersonal skills are prevalent across all personal and professional interactions between people. Interpersonal skills entail empathy, active listening and emotional intelligence.

While delivering a presentation, a person should manage time effectively, set a presentation schedule and end a presentation within a stipulated time. If a presentation is long, there are chances the audience may lose interest and the message may not be delivered.

A speaker cannot expect audience to actively listen to the presentation for hours. At the start of presentation, a speaker should aim to grab audience’s attention and allocate time for questions and answers at the end.

Problem-solving is a requisite skill for a presentation. During a presentation, the audience may ask the speaker any kind of questions. On the other hand, it is important for the speaker to provide an appropriate answer to the audience to make the presentation successful.

A sense of humour is crucial to deliver a quality presentation to make the environment light and engaging. Appropriate usage of light jokes relieves stress and holds the attention of an audience, which makes the presentation a memorable experience for both the speaker and the audience.

Evaluation Wheel

Evaluation wheel is a creative and effective tool that accumulates information on outcomes in a simple and accessible manner. A presenter can opt for the evaluation wheel tool to show the outcomes of the research or reports. This tool is used to provide various types of information and journeys of change within the organisation.

It offers a visual representation of progression and results in the form of a spider diagram. The evaluation wheel measures the exact outcomes for a programme at the start and end. It also helps educators, designers to comprehend information systematically. Figure shows an example of evaluation wheel:

Figure states the scale questionnaire in a circle form wherein respondents will analyse the instances from their discretion and experience and give rating on a scale of 1 to 5.

For instance, service users are appropriately involved. In this case, if the respondent strongly agrees, he/she will give 5 rating and if he/she does not agree, he/she will give 1 rating. The centre of the circle is for 1 and as the respondent agrees, they reach out to edge for 5 rating.

Ps of Presentation

Even the most powerful presentation may fail if the presenter comes unprepared. A presentation is both a mental and a physical effort. There are Ps of presentation that provide a checklist to the presenter for ensuring that the presentation is well-constructed and clear so that the audience gets the message. These four Ps are explained as follows:

A thoroughly prepared presentation captivates the interests of the audience. The topic or content of the presentation must be thoroughly researched. No one would develop interest in a vague or equivocal presentation. A speaker can make use of stories or relatable examples and quote references to give more depth to the presentation and make it intriguing.

Apart from that, it should be ensured that only important points are highlighted in bullets or using other graphical elements. Providing too much of theory or full sentences can create boredom for the audience.

While preparing for a presentation, the presenter should include the following sections:

• Introduction : This section includes the name of the topic and the purpose of the presentation.
• Body : This section contains the main content of the presentation; thus, it must be prepared in a well-organised manner.
• Summary : It provides a recap of the content of the presentation. It outlines the most important points of the presentation to ensure the key message is retained by the audience.

Practice will make a man perfect is an adage that is appropriate across all spheres of life. It helps a speaker become familiar with his/her own voice, words and phrases and adjust accordingly. By practising thoroughly, a speaker can explore how to fit different pieces of information together and practise transition.

Also, a speaker should make notes wherever required as a part of presentation support. Using an index card is a common form of note-taking that provides a quick glimpse of important points.

While delivering a presentation, the speaker needs to demonstrate confidence in front of the audience. The speaker must be polite, but not apologetic in situations, such as if the session is running overtime or the microphone has stopped working.

Instead he/she should expect and ask for discipline and attention. It is important for a speaker to engage with the audience during the presentation in order to assure them that he/she is genuinely interested in talking to them. 4. Pace, pitch and pause: A presenter should deliver the presentation in an easy-to-follow pace and try changing the pace to enliven the presentation.

For example, pauses can be taken intentionally between main points to reinforce them. Along with pace, pitch is equally important. Just as pace varies in normal conversations, it should be used effectively during presentations too. For example, when asking a question, the presenter can raise the pitch and can lower it down when explaining a point.

Four Cornerstones of Making Memorable Presentations

The most crucial aspect of delivering an effective presentation is that the speaker should appear confident and the speech should look effortless. Presentations are a source of anxiety for many individuals. However, getting well-prepared before delivering a presentation can reduce this feeling considerably and ease apprehension.

There are a number of ways to overcome feelings of anxiety, stress and stage fright before the presentation in order to appear confident in front of the audience. The four cornerstones of making a memorable presentation are provided in the upcoming sections.

Know Yourself

Know your material, know your purpose, know your audience.

A presenter should acknowledge his/her strengths and weaknesses. Accordingly, he/she should decide the style of delivering a presentation. For instance, if a presenter has a great sense of humour and can use it comfortably in the speech, he/she can make the presentation more engaging and interesting.

On the other hand, if the speaker who is an introvert and prefers to talk or engage less, he/she can add visuals in the presentation. Therefore, the trick is whosoever is delivering the presentation should feel comfortable.

Knowing the topic thoroughly is the most important step in preparing and delivering a presentation. A presenter with well-versed knowledge of the topic is bound to feel more confident. One should perform extensive research of the topic using credible websites and surveys.

A presenter with minimal information about the topic will not be able to deliver a memorable presentation; rather, it would create a negative image in front of the audience. A good presentation is one that is centred around the main theme, presents relevant information and stimulates thought.

It is crucial to know the purpose of the presentation. A presenter should be aware of whether the purpose is to create awareness or to build new skills or to change attitudes. For instance, professional firms or businesses use presentations for various purposes such as to create awareness, educate, motivate and persuade internal and external audiences.

Therefore, to prepare a presentation, identify its objective/purpose, determine the method of delivery, formulate a structure, include visual aids and rehearse.

One should know the type of audience and what is their purpose of attending the presentation. For instance, whether they are there for gaining knowledge or learning new skills, etc. The age, culture and knowledge base of the audience help a presenter in designing and delivering his/her presentation effectively and in a manner in which audience can easily understand and relate to.

A well-designed presentation uses visual aids effectively to reinforce the main points and enhance the audience’s level of understanding.

Business Communication Notes

( Click on Topic to Read )

• What is Business Communication?
• What is Communication?
• Types of Communication
• 7 C of Communication
• Barriers To Business Communication
• Oral Communication
• Types Of Non Verbal Communication
• What is Written Communication?
• What are Soft Skills?
• Interpersonal vs Intrapersonal communication
• Barriers to Communication

Importance of Communication Skills

• Listening in Communication

Causes of Miscommunication

• What is Johari Window?
• What is Presentation?
• Communication Styles
• Channels of Communication
• Hofstede’s Dimensions of Cultural Differences and Benett’s Stages of Intercultural Sensitivity
• Organisational Communication
• Horizontal C ommunication
• Grapevine Communication
• Downward Communication
• Verbal Communication Skills
• Upward Communication
• Flow of Communication
• What is Emotional Intelligence?
• What is Public Speaking?
• Upward vs Downward Communication
• Internal vs External Communication
• What is Group Discussion?
• What is Interview?
• What is Negotiation?
• What is Digital Communication?
• What is Letter Writing?

Resume and Covering Letter

• What is Report Writing?
• What is Business Meeting?
• What is Public Relations?
• What Is Market Segmentation?
• What Is Marketing Mix?
• Marketing Concept
• Marketing Management Process
• What Is Marketing Environment?
• What Is Consumer Behaviour?
• Business Buyer Behaviour
• Demand Forecasting
• 7 Stages Of New Product Development
• Methods Of Pricing
• What Is Public Relations?
• What Is Marketing Management?
• What Is Sales Promotion?
• Types Of Sales Promotion
• Techniques Of Sales Promotion
• What Is Personal Selling?
• What Is Advertising?
• Market Entry Strategy
• What Is Marketing Planning?
• Segmentation Targeting And Positioning
• Brand Building Process
• Kotler Five Product Level Model
• Classification Of Products
• Types Of Logistics
• What Is Consumer Research?
• What Is DAGMAR?
• Consumer Behaviour Models
• What Is Green Marketing?
• What Is Electronic Commerce?
• Agricultural Cooperative Marketing
• What Is Marketing Control?
• What Is Marketing Communication?
• What Is Pricing?
• Models Of Communication
• What is Sales Management?
• Objectives of Sales Management
• Responsibilities and Skills of Sales Manager
• Theories of Personal Selling
• What is Sales Forecasting?
• Methods of Sales Forecasting
• Purpose of Sales Budgeting
• Methods of Sales Budgeting
• Types of Sales Budgeting
• Sales Budgeting Process
• What is Sales Quotas?
• What is Selling by Objectives (SBO) ?
• What is Sales Organisation?
• Types of Sales Force Structure
• Recruiting and Selecting Sales Personnel
• Training and Development of Salesforce
• Compensating the Sales Force
• Time and Territory Management
• What Is Logistics?
• What Is Logistics System?
• Technologies in Logistics
• What Is Distribution Management?
• What Is Marketing Intermediaries?
• Conventional Distribution System
• Functions of Distribution Channels
• What is Channel Design?
• Types of Wholesalers and Retailers
• What is Vertical Marketing Systems?
• What i s Marketing?
• What i s A BCG Matrix?
• 5 M’S Of Advertising
• What i s Direct Marketing?
• Marketing Mix For Services
• What Market Intelligence System?
• What i s Trade Union?
• What Is International Marketing?
• World Trade Organization (WTO)
• What i s International Marketing Research?
• What is Exporting?
• What is Licensing?
• What is Franchising?
• What is Joint Venture?
• What is Turnkey Projects?
• What is Management Contracts?
• What is Foreign Direct Investment?
• Factors That Influence Entry Mode Choice In Foreign Markets
• What is Price Escalations?
• What is Transfer Pricing?
• Integrated Marketing Communication (IMC)
• What is Promotion Mix?
• Factors Affecting Promotion Mix
• Functions & Role Of Advertising
• What is Database Marketing?
• What is Advertising Budget?
• What is Advertising Agency?
• What is Market Intelligence?
• What is Industrial Marketing?
• What is Customer Value
• What is Consumer Behaviour?
• What Is Personality?
• What Is Perception?
• What Is Learning?
• What Is Attitude?
• What Is Motivation?
• Consumer Imagery
• Consumer Attitude Formation
• What Is Culture?
• Consumer Decision Making Process
• Applications of Consumer Behaviour in Marketing
• Motivational Research
• Theoretical Approaches to Study of Consumer Behaviour
• Consumer Involvement
• Consumer Lifestyle
• Theories of Personality
• Outlet Selection
• Organizational Buying Behaviour
• Reference Groups
• Consumer Protection Act, 1986
• Diffusion of Innovation
• Opinion Leaders
• What is Business Law?
• Indian Contract Act 1872
• Essential Elements of a Valid Contract
• Types of Contract
• What is Discharge of Contract?
• Performance of Contract
• Sales of Goods Act 1930
• Goods & Price: Contract of Sale
• Conditions and Warranties
• Doctrine of Caveat Emptor
• Transfer of Property
• Rights of Unpaid Seller
• Negotiable Instruments Act 1881
• Types of Negotiable Instruments
• Types of Endorsement
• What is Promissory Note?
• What is Cheque?
• What is Crossing of Cheque?
• What is Bill of Exchange?
• What is Offer?
• Limited Liability Partnership Act 2008
• Memorandum of Association
• Articles of Association
• What is Director?
• Trade Unions Act, 1926
• Industrial Disputes Act 1947
• Employee State Insurance Act 1948
• Payment of Wages Act 1936
• Payment of Bonus Act 1965
• Labour Law in India
• What is Brand Management?
• 4 Steps of Strategic Brand Management Process
• Customer Based Brand Equity
• What is Brand Equity?

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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What is PowerPoint: Your Ultimate Resource

What is PowerPoint? This blog will walk you through “what is Microsoft PowerPoint”. Discover its features, uses, and the art of crafting compelling slideshows. Whether you're a student, professional, or simply curious, explore the power of Microsoft PowerPoint and learn how you can create impactful presentations effortlessly.

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According to Glassdoor , a PowerPoint designer's average salary in the UK is about £37,811 annually. Who knew there was big money in presentations alone? In this blog, you will learn What PowerPoint is, its key features, its benefits, and how to use it, as well as learn some tips for creating effective presentations. 

Table of contents      

1) What is PowerPoint?   

2) Understanding the PowerPoint interface   

3) Key features of PowerPoint  

4) How to use PowerPoint to create a presentation?  

5) Benefits of PowerPoint   

6) Tips for creating effective PowerPoint Presentations  

7) Alternatives to PowerPoint    

8)  Conclusion

What is PowerPoint?  

PowerPoint is an essential multifunctional tool for making presentations which had been created by MS. As a part of the Microsoft Office Suite, it offers a toolbox to organise the presentation by using different tools and features to make it visually pleasant and attractive. MS PowerPoint gives the opportunity for the text, graphics, multimedia objects, and animation elements to be combined in one place to allow the users to present information in a more effective way.  

Evolution of PowerPoint  

In the course of time, PowerPoint has become a very functional tool to produce high-quality presentations Moreover, a secure system would be established to manage risks of data leakage or theft. First released in 1987 for Apple computers, it defies to the competition with its easy Graphical User Interface (GUIGUI)) and its large range of functions. With every new release, MS PowerPoint offered new functionality and boasted significant improvements, staying the wonder of the world of presentations.

Understanding the PowerPoint interface  

 The PowerPoint Program provides the presenter with an easy-to-use interface for designing and updating the presentation. It is important to master its main functions in order to conduct operations using this software with a level of proficiency.Here's a breakdown of the MS PowerPoint interface:   

1) Ribbon: The Ribbon is located at the top of the MS PowerPoint window and has several tabs which include Home, Insert, Design, Transitions, etc.

2) Slides pane: Slide pane which is positioned to the far left of the window, is the PowerPoint window. You will see there a collection of your slides examples (thumbnails) which enables you to adjust and customize them with greater ease. The floating pane of the editor lets you not only add, delete, duplicate, but also hide slides from there.

3)   Notes pane : The Notes pane is located below the Slides pane. It provides space for adding speaker notes or additional information related to each slide.    

4)  Slide area : The Slide area occupies the central part of the PowerPoint window. It displays the selected slide, where you can add and arrange content such as text, images, charts, and multimedia elements .    

5)  Task panes : Task panes are additional panels on the PowerPoint window's right side. They offer various functionalities such as formatting options, slide layouts, animations, etc. Task panes can be opened or closed based on your specific needs.   

Understanding the MS PowerPoint interface will help you navigate the software effectively and make the most of its features. Whether you are creating slides, adding content, or applying formatting, having a good grasp of the interface ensures a smooth and productive experience .  

Key Features of PowerPoint  

When it comes to creating captivating and professional presentations, MS PowerPoint stands out as versatile and feature-rich software. Its array of tools and functionalities enables users to bring their imagination and ideas to life. Moreover, it also helps engage their audience effectively .    

From slide templates to multimedia integration, there are various Features of PowerPoint ; let's discuss some of them below.

1) Slide Templates : PowerPoint provides a collection of pre-designed templates that make it easy to create visually appealing slides.   

2)  Slide Master : The Slide Master feature allows users to define the overall layout, font styles, and colour scheme for the entire presentation .   

3)  Animations and transitions : PowerPoint offers various animation effects and slide transitions to add visual interest and captivate the audience .   

4)  Multimedia integration : Users can embed images, videos, and audio files directly into their presentations, enhancing the overall impact .   

5)   Collaboration tools : MS PowerPoint allows multiple users to work on a presentation simultaneously, making it ideal for team projects and remote collaboration .   

6) Presenter View : The Presenter View feature gives presenters access to speaker notes, a timer, and a preview of upcoming slides, enabling a seamless presentation experience .   

These features collectively contribute to PowerPoint's versatility and make it a powerful tool for developing engaging and impactful presentations.  

Take your Microsoft Office skills to the next level – sign up for our Power Apps and Power Automate Training ! 

How to use PowerPoint to create a presentation?   

Creating a presentation in PowerPoint is a straightforward process. Whether it's simple animations or explainer videos learning H ow to use PowerPoint is an extremely valuable skill. Here's a step-by-step guide on how to create a presentation:   

1)  Launch PowerPoint and choose a template or start with a blank slide. 

2)  Add slides by clicking "New Slide" or using the shortcut key (Ctrl + M). 

3) Customise slide content by entering text and inserting visuals.  

4)  Rearrange slides for a logical flow by dragging them in the slide navigation pane.  

5)  Apply slide transitions for visual effects in the "Transitions" tab.  

6)  Add animations to objects in the "Animations" tab.  

7)  Preview your presentation by clicking "Slide Show".   

8)  Save your presentation and choose a format (.pptx or .pdf).  

9)  Share your presentation via email, cloud storage, or collaboration tools.   

By following these steps, you can create a well-structured and visually appealing presentation in Microsoft PowerPoint. Remember to keep your content concise, use engaging visuals, and practice your presentation skills to deliver an impactful presentation .   

Unlock your full potential and optimise your productivity with our comprehensive Microsoft Office 365 Masterclass . Sign up now!  

Benefits of PowerPoint   

PowerPoint is a very popular presentation software and for a good reason. It offers numerous benefits for users, from easy collaboration to ease of use. These are some of the key benefits of PowerPoint.

1) Visual appeal : Microsoft PowerPoint allows you to create visually appealing presentations with its wide range of design tools and features. You can use templates, themes, and customisable layouts to make your slides visually engaging and professional .   

2)  Easy to use : PowerPoint has a user-friendly interface, making it accessible to users of all levels. The intuitive tools and straightforward navigation make it easy to create, edit, and deliver presentations efficiently .   

3)   Flexibility : PowerPoint provides flexibility in terms of content creation. You can include various types of content, such as text, images, charts, graphs, videos, and audio files, to enhance your message and engage your audience effectively.   

4)   Organisation and structure : PowerPoint offers features to help you organise and structure your content. You can create multiple slides, use slide masters for consistent formatting, and arrange the sequence of slides to create a logical flow .   

5)  Presenter tools : PowerPoint includes built-in presenter tools that aid in delivering presentations smoothly. You can use presenter view to see your notes and upcoming slides while your audience sees only the presentation. Additionally, features like slide transitions and animations add visual interest and help you control the flow of information .   

6)  Collaboration and sharing : PowerPoint allows for easy collaboration and sharing of presentations. Several users can simultaneously work on the same presentation, making it convenient for team projects. You can also share your presentations via email, cloud storage, or online platforms, ensuring easy access for viewers .   

7)   Integration with other tools : PowerPoint can seamlessly integrate with other Microsoft Office applications, such as Word and Excel. You can import data and charts from Excel or copy and paste content between different Office applications, saving time and effort .  

8)   Presenter-audience interaction : PowerPoint provides features that facilitate interaction between the presenter and the audience. You can include interactive elements like hyperlinks, buttons, and quizzes to engage your audience and make your presentations more dynamic.   

9)   Portable and accessible : PowerPoint presentations can be saved in various formats, such as .pptx or .pdf, making them easily accessible on different devices. This portability allows you to deliver presentations on laptops, tablets, or even projectors without compatibility issues .   

10)  Time and effort savings : PowerPoint simplifies the process of creating presentations, saving you time and effort. The pre-designed templates, slide layouts, and formatting options enable you to create professional-looking presentations efficiently .   

Tips for Creating Effective PowerPoint Presentations   

PowerPoint presentations can be powerful tools for communicating information and engaging an audience. Consider the following PowerPoint Tips to create effective presentations .

1) Simplicity is key : Keep your slides clean and uncluttered. Use concise bullet points and simple visuals to convey your message effectively .   

2)  Visuals matter : Incorporate relevant, high-quality visuals such as images, charts, and diagrams to enhance understanding and engagement .   

3)  Limit text : Avoid overwhelming your audience with excessive text on slides. Use brief phrases or keywords to communicate key points .   

4)  Choose legible fonts : Opt for clear and readable fonts that are easy to read, even from a distance. Maintain consistency in font styles throughout your presentation .   

5)  Consistent design : Maintain a consistent design theme, including colours, fonts, and layout, to create a visually appealing and professional presentation.   

6)  Emphasise important points : Use visual hierarchy techniques, such as font size, colour, and formatting, to draw attention to essential information .   

7)  Use transitions and animations sparingly : Incorporate slide transitions and animations thoughtfully, focusing on enhancing content and transitions without distracting the audience .   

8)  S lide notes for guidance : Utilise the slide notes feature to include additional details, explanations, or reminders for a well-prepared and confident presentation.   

9)  Practice and time yourself : Rehearse your presentation to ensure smooth delivery and stay within the allocated time. Practice helps you refine your content and delivery.   

10)  Engage the audience : Encourage audience participation through interactive elements, questions, or discussions to foster engagement and make your presentation more memorable.   

By implementing these tips, you can create effective MS PowerPoint presentations that capture attention, communicate information clearly, and engage your audience effectively.  

Alternatives to PowerPoint  

Most of you are used to using PowerPoint for your presentation needs since it was the first option available to us through our academics. However, if you wish to check out alternative options to Powerpoint know if they work better for you, here are ten options that is worth a short: 

5) Slidebean

6) Zoho Show 

7) Google Slide 

9) Beautiful.ai

10) Microsoft Sway

Conclusion     

This blog walked you through What is PowerPoint and how it can aid you in curating compelling visual representations of the message you wish to get across. We discussed it features and the process of how you can create presentations on PowerPoint. Now take what you know and run with it explore your options with your templates and building new ones, let your creativity take its course. 

Learn how to create customised slide shows in MS PowerPoint with our Microsoft PowerPoint MO300 Training .  

Frequently Asked Questions

Well, making a presentation can be tricky business. Here are some of the common mistakes people make:

1) Adding too much text! The presentation needs to have brief and simple points you elaborate on in person. 

2) Bad colour schemes for template and font colour. Sometimes the clash of colour may make the text illegible. 

3) Too many elements! Crowding of elements may lose your audience’s attention.   

Yes, you most definitely can! You can use PowerPoint online with a Microsoft Office 360 plug in that allows you to use all Microsoft applications on your browser. 

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What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

Misinformation and disinformation

Misinformation is false or inaccurate information—getting the facts wrong. Disinformation is false information which is deliberately intended to mislead—intentionally misstating the facts.

The spread of misinformation and disinformation has affected our ability to improve public health, address climate change, maintain a stable democracy, and more. By providing valuable insight into how and why we are likely to believe misinformation and disinformation, psychological science can inform how we protect ourselves against its ill effects.

APA resolution

Combating misinformation and promoting psychological science literacy

Approved by APA Council of Representatives, February 2024

Using psychological science to understand and fight health misinformation

This report describes the best available psychological science on misinformation, particularly as it relates to health.

It offers eight specific recommendations to help scientists, policymakers, and health professionals respond to the ongoing threats posed by misinformation.

Is it safe to get health advice from influencers?

Eight specific ways to combat misinformation

Factors that make people believe misinformation

How and why does misinformation spread?

Magination Press children’s book

True or False? The Science of Perception, Misinformation, and Disinformation

Written for preteens and young teens in lively text accompanied by fun facts, this book explores what psychology tells us about development and persistence of false perceptions and beliefs and the difficulty of correcting them, plus ways to debunk misinformation and think critically and factually about the world around us.

Advice to stem misinformation

What employers can do to counter election misinformation in the workplace

Using psychological science to fight misinformation: A guide for journalists

More from APA

Psychology is leading the way on fighting misinformation

This election year, fighting misinformation is messier and more important than ever

Stopping the spread of misinformation

The anatomy of a misinformation attack

Webinars and presentations

Tackling Misinformation Ahead of Election Day

APA and the Civic Alliance collaborated to address the impact of mis- and disinformation on our democracy. APA experts discussed the psychology behind how mis- and disinformation occurs, and why we should care.

Building Back Trust in Science: Community-Centered Solutions

APA collaborated with American Public Health Association, National League of Cities, and Research!America to host a virtual national conversation about the psychology and impact of misinformation on public health.

Fighting Misinformation With Psychological Science

Psychological science is playing a key role in the global cooperative effort to combat misinformation and change the course on how we’re tackling critical societal issues.

Studying misinformation

Explore the latest psychological research on misinformation and disinformation

How long does gamified psychological inoculation protect people against misinformation?

Perceptions of fake news, misinformation, and disinformation amid the COVID-19 pandemic: A qualitative exploration

Quantifying the effects of fake news on behavior: Evidence from a study of COVID-19 misinformation

Countering misinformation and fake news through inoculation and prebunking

Who is susceptible to online health misinformation? A test of four psychosocial hypotheses

It might become true: How prefactual thinking licenses dishonesty

Federal resources

• Centers for Disease Control and Prevention How to address Covid -19 vaccine misinformation
• U.S. Surgeon General Health misinformation

Resources from other organizations

• AARP Teaching students how to spot misinformation
• American Public Health Association Podcast series: Confronting our disease of disinformation Part 1 | Part 2 | Part 3 | Part 4
• News Literacy Project Webinar: Your brain and misinformation: Why people believe lies and conspiracy theories
• NPC Journalism Institute Webinar: Disinformation, midterms & the mind: How psychology can help journalists fight misinformation

To find a researcher studying misinformation and disinformation, please contact our press office .

• Open access
• Published: 11 June 2024

Core sepsis-related competencies for medical students: an international consensus by Delphi technique

• Elanor Lian Mary Gomersall 1 , 2 ,
• Lowell Ling 2 ,
• Konrad Reinhart 3 ,
• Victoria Bion 4 ,
• Abeselom Ekesh 5 ,
• Christiana Adu-Takyi 6 ,
• Luciano Cesar Pontes Azevedo 7 ,
• Paulin Ruhato Banguti 8 ,
• Jonathan Cohen 9 ,
• Janet Victoria Diaz 10 ,
• Bin Du 11 ,
• David M. Goldfarb 12 ,
• Luis Antonio Gorordo-Delsol 13 ,
• Colin Alexander Graham 14 ,
• Ricardo Iramain 15 ,
• Shevin T. Jacob 16 ,
• Zsuzsoka Kecskes 17 ,
• Niranjan Kissoon 18 ,
• Jeffrey Lipman 19 , 20 ,
• Ganbold Lundeg 21 ,
• Kathryn Maitland 22 , 23 ,
• Kamal Osman Mergani 24 ,
• Christopher Moschides 25 ,
• Miriam Nakalembe 26 ,
• Ikenna Kingsley Ndu 27 ,
• Jolene Oon 28 ,
• Trina Sale 29 ,
• Ashis Shresthra 30 ,
• Simon Stockley 31 ,
• Daniel Talmor 32 ,
• Audrey Bree Tse 33 ,
• Anand Zachariah 34 &
• Gavin Matthew Joynt 2  

BMC Medical Education volume  24 , Article number:  653 ( 2024 ) Cite this article

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Sepsis is a life-threatening condition which may arise from infection in any organ system and requires early recognition and management. Healthcare professionals working in any specialty may need to manage patients with sepsis. Educating medical students about this condition may be an effective way to ensure all future doctors have sufficient ability to diagnose and treat septic patients. However, there is currently no consensus on what competencies medical students should achieve regarding sepsis recognition and treatment. This study aims to outline what sepsis-related competencies medical students should achieve by the end of their medical student training in both high or upper-middle incomes countries/regions and in low or lower-middle income countries/regions.

Two separate panels from high or upper-middle income and low or lower-middle income countries/regions participated in a Delphi method to suggest and rank sepsis competencies for medical students. Each panel consisted of 13–18 key stakeholders of medical education and doctors in specialties where sepsis is a common problem (both specialists and trainees). Panelists came from all continents, except Antarctica.

The panels reached consensus on 38 essential sepsis competencies in low or lower-middle income countries/regions and 33 in high or upper-middle incomes countries/regions. These include competencies such as definition of sepsis and septic shock and urgency of antibiotic treatment. In the low or lower-middle income countries/regions group, consensus was also achieved for competencies ranked as very important, and was achieved in 4/5 competencies rated as moderately important. In the high or upper-middle incomes countries/regions group, consensus was achieved in 41/57 competencies rated as very important but only 6/11 competencies rated as moderately important.

Medical schools should consider developing curricula to address essential competencies, as a minimum, but also consider addressing competencies rated as very or moderately important.

Peer Review reports

Introduction

Sepsis is characterized by life-threatening organ dysfunction resulting from the body’s response to infection, estimated to affect 48.9 million patients and account for 11 million deaths each year [ 1 ]. The emergence of the coronavirus disease 2019 (COVID-19) pandemic also accentuates the disease burden of sepsis, as sepsis is a frequent complication resulting in high morbidity and mortality [ 2 ]. Early recognition and treatment is vital to increase survival and reduce morbidity. As sepsis may result from infection in any organ system, healthcare professionals working in any specialty may need to manage septic patients [ 3 ]. Thus, improving survival from sepsis requires all healthcare workers to be educated in its recognition and management.

In 2017 the World Health Assembly adopted a resolution to improve the prevention, diagnosis and management of sepsis and suggested educational development for health care workers [ 3 ]. More recently, the development of a core competency framework on sepsis for health care workers was identified as a priority at a WHO Sepsis Technical Expert Meeting [ 4 ]. Teaching medical students about sepsis may be an effective way of ensuring that all future doctors have sufficient ability to diagnose and treat septic patients. Medical school curricula are increasingly designed using the competency-based medical education framework [ 5 ]. However, there is currently no consensus on what competencies medical students should achieve regarding sepsis recognition and treatment. Determining appropriate competencies is a crucial first step for development of appropriate curricula and for evaluating adequacy of training. Although previous studies have investigated the knowledge of medical students and junior doctors regarding sepsis, the usefulness of these data are limited by the absence of external criteria to judge adequacy [ 6 , 7 , 8 , 9 ]. Furthermore, a MedLine search using the medical subject headings “sepsis” and “students, medical” and “curriculum” revealed no publications that addressed the issue of what should be included in medical student sepsis curricula.

Most studies of sepsis and recent management guidelines have focused on high income countries/regions but most of the worlds’ population lives in low and middle income countries/regions [ 10 ]. In 2017 85% of sepsis cases occurred in areas with low, low-middle or middle standard development index (SDI). Furthermore, the highest age-standardised sepsis-related mortality occurred in areas with the lowest SDI, highlighting the high burden of sepsis in low and middle income countries/regions [ 1 ]. The challenges to providing high quality sepsis care likely differ substantially between high income and low/ middle income healthcare systems. For example, 15% of Latin American intensivists reported inadequate conditions to manage patients with septic shock due to insufficient technology, laboratory support, imaging and drug resources [ 11 ]. In Africa, only 1.5% of respondents to a survey in 2011, felt they had resources to implement the entire Surviving Sepsis Campaign guidelines [ 12 ]. Consequently, it is likely that training requirements for medical students should also differ [ 9 ].

We therefore carried out a study, using a Delphi technique, to determine what sepsis-related competencies medical students should achieve by the end of their medical student training in both high or upper-middle incomes countries/regions (HUMIC) and in low or lower-middle income countries/regions (LLMIC) [ 12 ]. This study is intended to be the first step in a multi-stage process. Obtaining consensus on what should be included in a sepsis medical school curriculum is the first stage. Further work and studies are required to design and implement a curriculum, develop assessment tools and validate the competencies/ curriculum suggested by this study.

Approval to carry out the study was obtained from the Survey and Behavioral Research Ethics Committee of The Chinese University of Hong Kong (SBRE 221-17).

An initial search of EMBASE and PubMed using the medical subject headings “sepsis” and “students, medical” and “curriculum” was conducted to identify studies for determining medical student sepsis curricula. No studies were found.

A Delphi method was used to determine sepsis-related competencies which medical students should have achieved by the end of their undergraduate training. The Delphi process involved several stages [ 13 ]. Firstly, panels of experts were assembled: one consisting of panelists from HUMIC (as defined by the World Bank for the 2018 fiscal year) and one consisting of panelists from LLMIC [ 14 ]. When forming the panel the following factors were considered. First, there should be a balance between panelists with and without a specific interest in sepsis. Second, panelists should come from a range of geographical areas and specialties that commonly manage patients with sepsis. Third, the panel should include doctors who had recently qualified and not yet completed specialist training. Finally, the panel should include members with responsibility for the overall medical school curriculum at their institution. Medical students were not included as panelists as they were deemed to lack sufficient experience and insight regarding sepsis education. However, we believe that recent graduates retain an appreciation of the scope and volume of the whole medical curriculum while understanding the aspects of medical education necessary for patient care. Digital written informed consent to participate was given by all panelists, who volunteered their time without funding.

During the second stage, panelists were asked to individually suggest a broad list of up to 20 competencies that they thought final year medical students should have regarding sepsis. From these suggestions a list of competencies from each of the two panels was compiled. Two researchers (GELM and LL) then individually eliminated duplicates from these lists, with disagreement between the two researchers being resolved by discussion.

During the third stage, the lists of competencies were circulated to the respective panelists, who independently rated the importance of each competency, without awareness of other participant’s ratings, on a numeric scale of 1 to 5 as essential (1), very important (2), moderately important (3), slightly important (4) or unimportant (5) [ 15 ].

During the fourth stage, the collated results for each panel were sent to all members of that panel. Panelists were shown their own rating and the distribution of ratings by all other panelists for each competency. Participants were able to change their rating with the understanding that the purpose of the round was to achieve consensus. Consensus was defined as ≥ 75% of participants rating the importance within two adjacent categories; e.g. 75% of participants rating a competency as either essential or very important [ 16 ]. After this fourth stage the results were examined by three investigators and an independent adjudicator to determine whether discussion of the precise wording of the competency followed by a further round of voting was likely to result in consensus. This process was completed by 9 th May 2020. To facilitate translation and adoption into medical school curricula, competencies were classified according to the 8 commonly accepted competency domains in competency-based medical education: patient care, knowledge for practice, practice-based learning and improvement, interpersonal and communication skills, professionalism, systems-based practice, interprofessional collaboration, and personal and professional development [ 17 ]. Median was used to summarize importance ratings.

Submission of suggestions, rating of competencies and revision of ratings were all carried out electronically using REDCap electronic data capture tools hosted at the Department of Anaesthesia & Intensive Care, The Chinese University of Hong Kong [ 18 , 19 ]. There was no direct face to face discussion between panelists, who all worked independently.

We invited 19 participants from HUMIC and 15 participants from LLMIC. All HUMIC invitees accepted but one did not respond to any further correspondence leaving 18 panelists. One of the LLMIC invitees did not respond to our invitation and one accepted the invitation but did not respond to any further correspondence, leaving 13 panelists. In the HUMIC group, 14 panelists were from high income countries/regions and four from upper-middle income countries/regions: six from North America, one from South America, four from Asia, four from Europe, two from Oceania and one from Africa. In the LLMIC group, five were from low-income countries/regions and eight from lower-middle income countries/regions: one from North America, three from Asia, one from Oceania and eight from Africa. The specialty areas for which the panelists were invited are given in Table  1 . Members of the panel included representatives from World Health Organization (WHO), Global Sepsis Alliance, Latin American Institute of Sepsis, Chinese Society of Critical Care Medicine, African Sepsis Alliance, Asia Pacific Sepsis Alliance, and panelists with overall responsibility for medical school curricula.

Panelists in the HUMIC group made 239 suggestions, which were reduced to 109 after removing duplicates. Panelists in the LLMIC group suggested 195, which were subsequently reduced to 88.

After two rounds of rating, consensus was reached for all but one competency in the LLMIC group and all competencies with a median rating greater than very important in the HUMIC group (Table  2 ). Examination of the distribution of the ratings (by JGM, GCD, LL and GELM) for those competencies for which consensus was not achieved (Supplementary Table 1) suggested that re-wording of the competency was unlikely to achieve consensus if subjected to another round of rating. Competencies rated below moderately important are given in Supplementary Table 2. There was no missing data.

Our study is the first study to identify sepsis-related competencies that medical students should achieve by graduation. This is in line with the priority identified at the WHO Sepsis Expert Technical meeting in 2018 to develop core competency frameworks on sepsis for health care workers. We identified 38 and 33 essential competencies which medical students should achieve in LLMIC and HUMIC, respectively. Consensus was reached for all essential competencies. In the LLMIC group, complete consensus was also achieved for competencies ranked as very important and was achieved in 4/5 competencies rated as moderately important. In the HUMIC group, consensus was achieved in 41/57 competencies rated as very important but only 6/11 competencies rated as moderately important. These competencies have been endorsed by the Global Sepsis Alliance to guide development of sepsis curricula for medical students.

Given the burden of sepsis and the need for early intervention, doctors working in all specialties should have the basic competencies required for diagnosing and managing septic patients. It therefore behoves medical schools to provide training in sepsis recognition and management. Indeed, it has been suggested that member states of the WHO should mandate this training for all healthcare workers [ 4 ].

We believe the competencies identified in this study provides a useful framework on which to develop sepsis training for medical students. The aim of modern competency-based medical education is to train “health-professionals that can practice medicine at a defined level of proficiency” [ 20 ]. Most of the identified competencies were within the domains of patient care, knowledge for practice and interpersonal and communication skills [ 17 ]. This reflects the objective of this study which was to identify core competencies that medical students should achieve by graduation to care for patients with sepsis.

While we understand that different medical schools will have different priorities for teaching, we strongly suggest that, as a minimum, training to achieve the competencies rated essential be incorporated into the curriculum of all medical schools. We also suggest that medical students should achieve competencies rated very important or moderately important for which consensus was obtained (Table  2 ). For example, both LLMIC and HUMIC panels ranked “know the definition of sepsis” and “know that early recognition of sepsis is important” as essential competencies. Meanwhile, “know the SIRS criteria and recognize them when present in a patient”, “know how to calculate and utilize qSOFA score” and “know rationale to justify revising definitions of sepsis from previous SIRS based definition” were only ranked as very important rather than essential. Whilst these seemingly similar competencies resulted in different importance rankings, the need to know the definition of sepsis and importance of early sepsis recognition are key concepts of sepsis management. Instead, SIRS or qSOFA criteria are imperfect tools for sepsis recognition which may be updated or replaced over time. Indeed, differences in use of SIRS and qSOFA to diagnose and prognosticate sepsis when compared to Sepsis-3 criteria based on SOFA has been well documented [ 21 ]. This distinction in ranking may help medical schools prioritize essential learning objectives in curriculum development.

A guiding principle of competency based-medical education is to achieve competencies that are “in accord with local conditions to meet local needs [ 20 ]”. We anticipated that LLMIC would have different priorities and requirements for medical students compared with HUMIC. Therefore, LLMIC and HUMIC had separate panels and thus separate results. While many of the suggested competencies overlapped, there were some suggestions that differed between the groups (Table  2 and Supplementary Table 1). For example, an essential competency for LLMIC is to know how to diagnose malaria, while this was not even suggested HUMIC group. In addition, some basic skills such as being able to measure blood pressure and blood glucose were included by the LLMIC panel but not the HUMIC panel. Furthermore, an essential competency included by the LLMIC but not HUMIC panel was to be able to prioritize patients needing critical care when resources are scarce. While we attempted to address heterogeneity by having separate LLMIC and HUMIC panels, this does not address the heterogeneity in diseases and resources within LLMIC or HUMIC.

Studies based on Delphi methodology are entirely dependent on the opinion of their expert panels [ 22 ]. By their very nature these panels are not randomly selected and the selection process may introduce bias. We used specific criteria to determine the composition of the panels to minimize bias. In particular, we deliberately included panelists who did not have a particular interest in sepsis and panelists whose professional position allowed them an overview of their entire medical school curriculum. There was, perhaps, an over-representation of Intensive Care specialists in the HUMIC group, but the inclusion of life-threatening organ dysfunction in sepsis criteria means that Intensive Care specialists are inevitably major stakeholders. Furthermore, the relatively high proportion of Intensive Care specialists on the panel does not appear to have been reflected in those competencies considered essential, none of which are specific to Intensive Care practice. In retrospect, the failure to include public health specialists was a weakness, which may have resulted in an absence of suggestions for public health interventions such as vaccination.

We defined consensus as 75% of panelists rating the importance of a competency within two adjacent categories. Percentage agreement is the most common method of defining consensus and the median threshold for agreement in 25 Delphi studies that were recently reviewed was 75%, with a reported threshold agreement range of 50–97% [ 16 ]. There is no consensus on the number of panelists required, but our number of panelists falls within the commonly used range. In a review of 76 healthcare related Delphi studies the median number of individuals invited to participate was 17 (interquartile range of 11–31), and in a review of 100 studies the most common number of panelists in the final round was between 11 and 25 [ 23 , 24 ].

While the Delphi method is a widely used method for developing guidelines and curricula, there are no published data to demonstrate that Delphi-based curricula improve students’ learning outcomes. This is partly due to difficulties in separating the effects of curriculum and curriculum content.

Another potential limitation is that panelists didn’t meet to discuss results. It is possible that consensus wasn’t achieved for some competencies because panelists weren’t able to discuss the reasoning behind their suggestions. In contrast, an advantage of the panelists not meeting was the absence of social pressure to agree with a suggestion that they fundamentally did not agree with, thus avoiding false consensus.

It is possible that greater consensus would have been achieved if a further round of rating had been undertaken after discussion on re-wording competency statements. However, after careful assessment, the adjudicating group believed that this was unlikely, and that considering the level and nature of competencies for which consensus was not reached, greater consensus would not substantially increase the usefulness of this document.

The results of this study were collected prior to the 2021 update to the Surviving Sepsis Campaign International Guidelines for the management of sepsis. While it is possible that these newer guidelines might have altered the panelists’ recommendations, the relatively non-specific nature of the recommendations mean it is unlikely that they would be significantly impacted by changes in guidelines regarding the specific management of sepsis [ 25 ].

As mentioned above, the results of the study are based on expert opinion not high level evidence. However, we are not aware of any high level evidence on which to base a medical student sepsis curriculum. Once a curriculum and assessment based on these competencies has been developed, further research to validate our data as a tool to strengthen medical students’ experience and clinical performance may be possible.

We have identified essential sepsis-related competencies for medical students in both LLMIC and HUMIC. Consensus on their importance was achieved for all these competencies. We suggest that medical schools develop curricula to address these competencies, as a minimum, but also consider addressing competencies rated as very or moderately important.

Availability of data and materials

All data generated or analysed during this study are included in this published article [and its supplementary information files].

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Acknowledgements

The authors would like to thank Bryan Ng and Charles David Gomersall, Department of Anaesthesia and Intensive Care, The Chinese University of Hong Kong for their help with the study. Mr Ng set up and maintained the data collection system and Professor Gomersall critiqued the study design and manuscript and helped adjudicate the need for another Delphi round. The authors would also like to thank Professor Simon Finfer for providing feedback on the manuscript.

This study was not funded.

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Elanor Lian Mary Gomersall

Department of Anaesthesia & Intensive Care, The Chinese University of Hong Kong, Hong Kong SAR, China

Elanor Lian Mary Gomersall, Lowell Ling & Gavin Matthew Joynt

Charité Universitätsmedizin, Berlin, 13353, Germany

Konrad Reinhart

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Contributions

GELM, LL and JGM conceived the study and wrote the first draft of the manuscript. GELM, LL and JGM reviewed the submitted competencies and decided on the need for further Delphi rounds. All other authors were panelists who suggested and ranked competencies, revised and approved the final manuscript and agreed to be accountable for all aspects of the work.

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Correspondence to Elanor Lian Mary Gomersall or Lowell Ling .

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Approval to carry out the study was obtained from the Survey and Behavioral Research Ethics Committee of The Chinese University of Hong Kong (SBRE 221-17). Digital written informed consent to participate was given by all panelists, who volunteered their time without funding.

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Not applicable.

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The authors declare no competing interests.

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Gomersall, E.L.M., Ling, L., Reinhart, K. et al. Core sepsis-related competencies for medical students: an international consensus by Delphi technique. BMC Med Educ 24 , 653 (2024). https://doi.org/10.1186/s12909-024-05525-9

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Received : 12 September 2023

Accepted : 06 May 2024

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DOI : https://doi.org/10.1186/s12909-024-05525-9

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