Standardized methodological assessment of research presentations (SHARP): development of a new instrument

Medical Students as Educators: Addressing Teaching Skills Through a Pre-clerkship Development Group

In medicine, effective teaching is requisite for both successful patient care and trainee development. However, opportunities for medical students to gain exposure to pedagogical principles and hone teaching skills are currently limited. Our initiative provides avenues for medical students to intentionally develop their teaching skill set from an early stage.

How do we deliver our findings? Analysis of podium presentations at shoulder meetings

BACKGROUND

The aim of the present study was to evaluate the time structure of oral presentations delivered at three shoulder congresses: shoulder sessions at the American Academy of Orthopaedic Surgeons (AAOS) Meeting, European Foundation of National Associations of Orthopaedics and Traumatology (EFORT) Congress, and International Congress of Shoulder and Elbow Surgery (ICSES).

METHODS

A total of 160 oral presentations at the 2016 AAOS Annual Meeting, 17th EFORT Congress, and 13th ICSES were included. Podium presentations were categorized by topic, congress, inclusion of video support, and nationality of the speaker. Total time and time dedicated to each section of the presentation (introduction, methods, results, discussion and conclusions) were collected for all podium presentations.

RESULTS

Approximately 34% of speakers exceeded time constraints. No differences were found in the times that presenters used for the introduction, methods, results, and conclusions sections (p > 0.05). However, when extended introductions were delivered, the results and conclusions sections were shortened (r = - 0.2 and r = - 0.21, respectively). Inclusion of video support tended to result in exceedance of time limits (p < 0.01).

CONCLUSIONS

One third of the shoulder surgeons exceeded time constraints in their conference presentations, and no distinctions were found in time allocations for different sections of the presentations. Longer introductions may lead to time restriction in the results and conclusions sections.