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Pulmonary Arterial Hypertension
Pharmacy Education Series: Grand Rounds
Central Arkansas Veterans Healthcare System
Date: October 28, 2020
Length: 45 minutes with 10 minutes for questions
Learners: >40 pharmacy staff, residents, and preceptors at CAVHS
Preparation Time: preparation took place over several weeks with ~10 hours for literature review, ~25-35 hours developing and preparing the PowerPoint, and ~3-4 hours for practicing the presentation
Comfort Level: This was a presentation that I did not feel very comfortable with initially. I had never given a presentation of this length or as in depth as this. Additionally, the presentation was virtual so I was worried about being engaged with the audience, making adequate eye contact with the camera, as well being able to manage the chat box. I made sure that I was done with the presentation a week prior so that I had adequate time to practice with peers. This extra practice helped me to feel confident in the material being presented so I was less nervous about potential questions from the audience.
Teaching Materials:
PowerPoint Presentation
Methods to Assess Learner Understanding:
Audience response questions
Questions asked by audience after the presentation
Teaching Goals Addressed:
Goal 1: Promote the engagement of learners in active discussion and critical thinking by using a variety of learning activities.
Goal 2: Develop effective communication skills to deliver information to small and large groups.
Reflection:
The disease state discussed in the presentation was one that is not commonly seen in practice so I made sure to do a very thorough literature review. When I was first practicing my presentation, about two weeks before the presentation date, I realized that I was going to be way over the allotted time frame of 40-45 minutes. I was lucky enough to have the extra time to make some adjustments, but I had a difficult time cutting back the information as I felt like it was needed for the audience to understand the topic fully. The presentation ended up being ~50 minutes so in the future I would like to allow myself even more time to practice out loud so that I can be sure that it will be within the time frame.
Even though it was an uncommon disease state, I felt like I did a good job explaining the background and the studies without being too confusing. I felt very knowledgeable about the topic and therefore was confident in my ability to answer questions. However, one area that I lacked confidence was in my comfortability with presenting in general. I tend to be more anxious in the begging and in the minutes leading up to the presentation but as the time passes I become more comfortable. I think practicing out load more will also help me to feel confident going into the presentation and help calm my nerves.
One challenge that I faced during the presentation was that an audience member accidentally took control of the screen sharing and another person’s presentation was on the screen. I was very stressed on the inside but felt like I was able to stay calm and not get too flustered. The added challenge of technology can cause some nervousness but I am getting more comfortable with each presentation.
Pulmonary Arterial Hypertension- Rachel Briggler.pptx(1).pdfStem Cell Transplant
PHPR 7304: Therapeutics III
University of Arkansas for Medical Sciences College of Pharmacy
Date: March 1, 2021
Length: 30 minutes with 5-10 minutes for questions
Learners: >75 P3 students at UAMS
Preparation Time: ~1 hour editing presentation slides and 2-4 hours practicing the presentation individually and with the professor
Comfort Level: I was a little nervous since this was my first time giving a lecture in a classroom setting but I felt moderately comfortable with this presentation due to the fact that I practiced with the professor two weeks prior to work out any kinks. I was concerned that I would not be able to adequately answer questions since this was a topic that I did not manage in practice or have much experience with so I put in some extra time reviewing the material.
Teaching Materials:
PowerPoint Presentation
Methods to Assess Learner Understanding:
Audience response questions
Questions asked by the class after the presentation
Post-presentation evaluation
Teaching Goals Addressed:
Goal 1: Promote the engagement of learners in active discussion and critical thinking by using a variety of learning activities.
Goal 2: Develop effective communication skills to deliver information to small and large groups.
Reflection:
I felt like I was well prepared for this presentation and had practiced a few times beforehand. This was also during the second half of residency so I had increased confidence in my ability to speak in front of a larger group. I was given the opportunity to practice with the professor a couple of weeks prior to the class lecture which allowed for me to ask for clarification on anything that seemed a bit confusing. I also spent time with the professor going over the test question that would be coming from my lecture and was able to look at how the question performed on the exam from the previous year. I think knowing what the question was ahead of time was beneficial to both me and the learners. I was able to focus a little more time on that particular section of the lecture so that I could make sure it was presented in a way that was easier to understand. When I got the results from this years exam it showed that 80% of students answered the question correctly. I took the results as an indicator that I efficiently delivered the information to the class.
Some of the challenges that I encountered were that I was not able to see the faces of the students during the presentation since it was virtual. It was difficult for me to tell if they were following along well, if I should slow down, or if I should take more time explaining a certain topic. Another challenge was that I had never worked with the online application used for the lecture. Luckily, I was able to sort out any kinks during our practice session.
One area that I would like to improve on is that I would like to try and include more of the information on the slides instead of saying them out loud. I thought that by not including all of the information it would help the students be more engaged in the lecture and stay focused. However, after reviewing some of the feedback, I found that students were actually focused on getting the information down on their notes instead of active listening. Next time I will try and utilize fill in the blanks.
13 HSCT Lecture RB.pptx.pdfPage updated
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