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Clinical Words to Use in Progress Notes

Salwa Zeineddine • 2023-07-05

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Effective documentation is a cornerstone of quality patient care. Progress notes serve as a vital tool for clinicians to communicate and collaborate with colleagues, ensuring continuity and providing a comprehensive understanding of a patient's journey.

While progress notes are essential for legal and reimbursement purposes , they also play a crucial role in tracking treatment outcomes and facilitating evidence-based decision-making. To maximize the impact of your care, employing precise and clinically meaningful language is essential.

Using clinical words that accurately capture a patient's symptoms, emotions, and behaviors not only improves communication but also contributes to a more nuanced understanding of their condition.

Precise terminology allows for better collaboration among healthcare professionals, reducing the risk of miscommunication and ensuring appropriate treatment interventions.

As such, this blog post will explore a variety of clinical words to use in your progress notes while providing valuable insights on how to enhance your documentation skills.

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Feeling Stuck? We Got You Covered…

I will be honest, I must admit that I consistently encounter challenges when it comes to crafting my progress notes. I mean, you’ve been there. You know WHAT to write but HOW to write it?

Drawing upon my diverse background of working across various agencies, I humbly acknowledge that I do not possess absolute mastery. However, through diligent effort, I have managed to enhance my proficiency in composing comprehensive notes.

Each one of you probably has a distinct approach to documenting patients’ records, yet I have come to appreciate the following methods as my personal favorites. Hope this can be of help.

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Counselor’s Thesaurus

The Counselor's Thesaurus represents a comprehensive compendium of lexicon and eloquent alternatives, meticulously curated to facilitate the discerning clinician in unearthing the precise verbiage, that is in “finding the right words”.

Clinical Words to Describe Affect (Mood or Disposition):

These are words that describe the patient’s underlying experience of emotion or mood, such as: PLACID, PEACEFUL, RESTFUL, TRANQUIL, PREOCCUPIED, ABSORBED, ENGROSSED, LOST IN THOUGHT, PERSONABLE, FRIENDLY, PLEASANT, AFFABLE, AGREEABLE, AMIABLE, PASSIVE, INACTIVE, INERT, UNRESISTANT, ENTHUSIASTIC, ENTHUSED, ARDENT, ZEALOUS, TEARFUL, WEEPY, TEARY, DEPRESSED, DEJECTED, DISPIRITED, DISHEARTENED, CONTROLLED, DETERMINED, REGIMENTED, DISCIPLINED, FLAT, SHALLOW, DULL, SPIRITLESS, BLUNTED, CURT, ABRUPT, BRUSQUE, DETACHED, INDIFFERENT, IMPERSONAL, EUPHORIC, BOUYANT, ELATED, JOYFUL, JOVIAL, MARRY, LIGHTHEARTED, CAREFREE, CHEERFUL, HEARTY, OPTIMISTIC, SMILING, PLACID, QUIET, SOBER, SEDATE, SERIOUS, HOPELESS, DESPERATE…

Clinical Words to Describe Behavior:

RECKLESS, IRRESPONSIBLE, RASH, IMPRUDENT, IMPETUOUS, IMPULSIVE, EXCITABLE, ROUSING, HASTY, HURRIED, ABRUPT, UNEXPECTANT, RESTLESS, UNEASY, SPONTANEOUS, SELF-POSSESSED, OVER-CAUTIOUS, SLUGGISH, LETHARGIC, ORGANIZED…

Clinical Words to Describe Cognition (Thought Process):

These refer to both conscious and unconscious processes used to accumulate knowledge such as perceiving, recognizing, conceiving, and reasoning. Examples of words that can be included in your notes: JUDGEMENT, PROBLEM-SOLVING, DECISION MAKING, GOAL SETTING, COMPREHENSION, MEMORY…

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Clinical Words to Describe Orientation:

Orientation refers to one’s awareness of the self, the time, the place, and the person one is talking to. Some clinical words that can be used to describe orientation are: FORGETFUL, CONFUSED, DISORIENTED, ORIENTED, DISTRACTIBLE, DETACHED, DISTANT…

Clinical Words to Describe Speech:

Speech can be characterized by an array of descriptors encompassing its multifaceted nature:

  • Quantity of speech: This facet delves into the manner in which an individual engages in communication, encompassing traits such as being talkative, spontaneously expressive, expansively communicative, or experiencing paucity or poverty of speech, where minimal expression is observed.
  • Rate of speech: This aspect pertains to the tempo at which speech is delivered, encompassing variations that range from rapid and hurried to leisurely and deliberate, or adhering to a normative cadence or experiencing a sense of pressure during speech.
  • Volume (tone) of speech: This dimension relates to the auditory qualities of speech, encompassing a spectrum of attributes such as loudness, softness, monotonousness, weakness, or strength in vocal delivery.
  • Fluency and rhythm of speech: This facet delves into the smoothness and rhythmic patterns present in speech, encompassing characteristics such as slurred speech, clarity, the presence of appropriately placed inflections, hesitancy, well-articulated delivery, or instances of aphasia.

More on Terminology… Applied to The SOAP Template

To enhance the precision and clarity of your progress notes , it is crucial to employ a variety of clinical words that capture the nuances of a patient's mental health condition. By incorporating effective clinical words, you can provide a comprehensive description of the patient's symptoms, emotions, cognitive functioning, etc. in each of the four sections of the most commonly used SOAP note template. Let's explore some examples of how this be achieved.

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Examples of Clinical Words to Use in the Subjective Section:

A. symptom description:.

Agitation : Agitation refers to a state of restlessness, increased motor activity, and difficulty sitting still. It is often associated with conditions such as anxiety , mania, or substance withdrawal. Documenting such symptoms helps convey the patient's level of psychological distress and can inform treatment decisions, such as the need for medications to address underlying anxiety or manic symptoms.

Anhedonia : Anhedonia describes the inability to experience pleasure or a diminished interest in activities that were previously enjoyable. It is commonly observed in depression or certain psychotic disorders. By noting such conditions in progress notes using the proper terminology, clinicians can track the patient's response to treatment interventions and gauge the effectiveness of therapeutic strategies aimed at improving pleasure and engagement in daily activities.

Suicidal Ideation : Suicidal ideation involves thoughts or plans related to self-harm or suicide. Documenting suicidal ideation in progress notes and related signs and symptoms is of utmost importance, as it indicates a need for immediate attention and appropriate intervention to ensure patient safety. This information is vital for collaborative care and can guide treatment decisions, such as hospitalization or adjustments to medication regimens.

b. Emotion and Affect:

Euphoria : Euphoria signifies an exaggerated and elevated mood, often associated with manic episodes in bipolar disorder or substance-induced euphoria. Describing euphoria in progress notes provides insights into the patient's emotional state and can help assess the severity of manic symptoms. It aids in treatment planning, such as considering mood stabilizers or addressing substance misuse.

Dysphoria : Dysphoria represents a profound and persistent state of sadness, dissatisfaction, or unease. It is frequently observed in depression, anxiety disorders, or personality disorders. Properly referring to dysphoria in progress notes helps clinicians assess the severity and chronicity of negative emotions, guide treatment decisions, and monitor the effectiveness of interventions aimed at improving mood and emotional well-being.

Flat Affect : Flat affect denotes a reduced range or absence of emotional expression. It is commonly seen in schizophrenia or other psychotic disorders. Properly documenting flat affect in progress notes provides valuable information about the patient's emotional presentation, facilitating accurate diagnostic impressions and guiding treatment strategies , such as antipsychotic medications or psychosocial interventions.

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c. Cognitive Functioning:

Disorganized Thinking : Disorganized thinking refers to difficulties in logical reasoning, coherence, or organization of thoughts. It is often observed in conditions such as schizophrenia or bipolar disorder with psychotic features. A proper description of disorganized thinking in progress notes helps clinicians assess the patient's cognitive impairment, guide diagnostic evaluations, and tailor treatment interventions that target cognitive deficits.

Impaired Insight : Impaired insight indicates a lack of awareness or understanding of one's own mental health condition. It can impede treatment adherence or decision-making abilities. Properly documenting impaired insight in progress notes helps track the patient's level of awareness regarding their illness and informs treatment strategies aimed at promoting insight and treatment engagement.

Poor Concentration: Poor concentration describes difficulties in focusing, sustaining attention, or completing tasks. It is seen in conditions such as attention deficit/hyperactivity disorder (ADHD) or depression. Appropriately noting poor concentration in progress notes helps clinicians assess the impact of cognitive symptoms on daily functioning and guides treatment decisions, such as prescribing stimulant medications or implementing cognitive-behavioral strategies to improve attention and concentration.

To note is that those are only a few examples rather than an extensive list of clinical words that can be used in your notes.

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Examples of Clinical Words to Use in the Objective Section:

Vital signs:.

  • Tachycardia : Rapid heart rate, often indicative of physiological stress or certain medical conditions.
  • Hypotension : Low blood pressure, suggesting reduced perfusion and potential cardiovascular instability.
  • Hyperthermia : Elevated body temperature, commonly associated with infection or systemic inflammation.

Physical Assessment:

  • Pallor : Abnormally pale skin tone, suggesting reduced blood flow.
  • Edema : Excessive accumulation of fluid in tissues, typically presenting as swelling.
  • Crepitus : Audible or palpable crackling sounds or sensations, indicating the presence of gas or air in soft tissues.

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Neurological Findings:

a. Level of Consciousness :

  • Alert and Oriented : Fully awake, aware, and able to respond appropriately to stimuli.
  • Obtunded : Reduced alertness and responsiveness, often associated with central nervous system depression.
  • Comatose : Profoundly decreased level of consciousness, with no meaningful response to stimuli.

b. Reflexes:

  • Hyperreflexia : Exaggerated reflex responses, potentially indicating an upper motor neuron lesion.
  • Hyporeflexia : Diminished reflex responses, suggestive of a lower motor neuron dysfunction.
  • Clonus : Repetitive, rhythmic contractions and relaxations of a muscle, typically seen in certain neurological conditions.

c. Behavior and Speech:

  • Psychomotor Agitation : Restlessness and excessive movement, often accompanied by rapid speech, seen in conditions such as anxiety or mania.
  • Psychomotor Retardation : Slowed movement and reduced responsiveness, commonly observed in depression or certain neurological disorders.
  • Pressured Speech : Rapid and non-stop speech, often difficult to interrupt, characteristic of manic or hypomanic episodes.

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Diagnostic Findings (Laboratory Results):

  • Leukocytosis : Elevated white blood cell count, indicating an inflammatory or infectious process.
  • Hyponatremia : Low sodium levels in the blood, potentially pointing to fluid imbalances or certain medical conditions.
  • Hyperglycemia : High blood sugar levels, frequently associated with diabetes or stress-related conditions.

Examples of Clinical Words to Use in the Assessment and Plan Sections:

  • acknowledged the client’s need for improvement in…
  • allowed the client to openly express…
  • asked the client to be mindful of…
  • clarified the expectations for…
  • collaborated on/with…
  • discussed the client’s current behavior, coping skills, triggers, and treatment plan.
  • encouraged the client to express/use mindfulness/make alternative behavioral choices about…
  • Educate: Provide information about the patient's diagnosis, treatment options, and self-care strategies.
  • Teach: Offering guidance and skills training to enhance coping mechanisms or symptom management.
  • Inform: Communicating relevant knowledge about the patient's condition, prognosis, or potential treatment outcomes.
  • Cognitive Restructuring: Employing cognitive-behavioral techniques to identify and modify negative or distorted thought patterns.
  • Interpersonal Therapy: Focusing on improving interpersonal relationships and resolving conflicts to alleviate symptoms.
  • Mindfulness-Based Interventions: Incorporating mindfulness practices to enhance self-awareness and reduce emotional distress.
  • Validated: Affirming and acknowledging the patient's experiences, emotions, and struggles.
  • Empathized with: Demonstrating understanding and compassion towards the patient's challenges and concerns.
  • Actively Listened: Providing undivided attention and receptiveness to the patient's thoughts, feelings, and concerns.
  • Consult: Seeking advice or expertise from a specialist in a particular field related to the patient's condition.
  • Refer: Directing the patient to another healthcare professional or specialty service for further evaluation or treatment.

Final Thoughts:

We, at Mentalyc , strive for excellence. So, here’s a piece of advice if your goals align with ours. Your progress notes should strike a balance between objective observations and subjective experiences. While objectivity provides measurable and observable information, subjectivity acknowledges the patient's individual experience and perspective. Combining both elements enhances the comprehensiveness of progress notes.

Consider the following strategies while crafting notes:

Objective Language:

  • Use standardized rating scales or measurement tools to quantify symptom severity, such as the Hamilton Rating Scale for Depression or the Brief Psychiatric Rating Scale.
  • Document observable behaviors, such as changes in sleep patterns, appetite, psychomotor activity, or social interaction.
  • Incorporate relevant laboratory findings, imaging results, or diagnostic assessments to support clinical assessments and treatment decisions.

Subjective Language:

  • Quote the patient's own words or descriptions of their experiences, providing insights into their subjective perspective.
  • Use empathetic and validating language to acknowledge and reflect on the patient's emotional struggles.
  • Employ descriptive language or metaphors to capture the patient's subjective experiences, facilitating a deeper understanding of their inner world.

Avoid Jargon and Stigma:

While clinical language is essential in psychiatric progress notes , it is crucial to strike a balance and avoid excessive jargon or stigmatizing terminology. Ensure that the language used is accessible and understandable to all healthcare professionals involved in the patient's care. Avoid stigmatizing or judgmental terms that may perpetuate stereotypes or hinder effective communication. Choose language that promotes empathy, respect, and dignity for the patient.

Ask for Help:

Mentalyc offers a sophisticated solution that empowers you to meticulously shape your progress notes by leveraging our extensive range of templates and assessment tools. Renowned as a frontrunner in the field of electronic health records (EHR) for behavioral health specialties, Mentalyc m delivers an intuitive and resilient charting platform designed to fulfill all your requirements while alleviating the weight of documentation. By embracing our innovative system, you can redirect your attention toward what truly holds significance. Embark on this transformative journey by scheduling a demo today or initiating a free trial to witness firsthand how our cutting-edge solutions can enrich your professional practice.

References:

  • American Psychological Association. (2010) . Documentation in psychotherapy. American Psychologist, 65(7), 663–673.
  • Ward, K. D. (2006) . Documentation: Charting and legal considerations for mental health professionals. Journal of Psychosocial Nursing and Mental Health Services, 44(11), 16–19.
  • Green, B. E., & Tuerk, P. (2014) . A clinician's guide to clinical words. Journal of Mental Health Counseling, 36(3), 240-249.
  • Sarmiento, I., Connell, M., & Kesten, K. (2016) . Enhancing the quality of mental health progress notes: A systematic review of the literature. Journal of Psychiatric and Mental Health Nursing, 23(1), 68-80.
  • Gibson, K. J., & Rhynas, S. J. (2015) . The use of language in psychiatric nursing practice. Journal of Psychiatric and Mental Health Nursing, 22(2), 99-108.

About the author

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Salwa Zeineddine

Salwa Zeineddine is an expert in the mental health and medical field. She has extensive experience in the medical field, having worked as a medical researcher at the American University of Beirut. She is highly knowledgeable about therapist needs and insurance requirements. Salwa is passionate about helping people understand and manage their mental health, and she is committed to providing the best possible care for her patients. She is an advocate for mental health awareness and works to ensure that everyone has access to the resources they need.

Learn More About Salwa

All examples of mental health documentation are fictional and for informational purposes only.

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Presentation Skills Toolkit for Medical Students

New section.

The ability to design and deliver an effective presentation is an important skill for all learners to develop. The Undergraduate Medical Education Section of the Group on Educational Affairs developed this toolkit as a resource for medical students and health professions trainees as you learn to create and give effective presentations in the classroom, in the clinical setting, and at academic meetings and conferences. In this toolkit, you’ll find helpful resources on developing and delivering formal lectures and presentations, poster and oral abstract presentations, patient presentations, and leading small group sessions.

Please note: Availability of resources may change over time. To suggest edits or updates, email  [email protected] .

On this page:

Formal lectures and presentations, posters and abstracts, patient presentations.

  • Leading Small Groups

Traditional academic presentations in medicine and the biomedical sciences are necessarily dense with complex content. Thus, slides tend to be wordy, and presenters may use their slides as cue cards for themselves rather than as tools to facilitate learning for their audience. With the necessary resources, medical students (and presenters at all levels) can better identify appropriate learning objectives and develop presentations that help learners meet those objectives. Organization of content, clarity of slide design, and professional delivery are all essential components to designing and giving effective formal presentations.

Achieving all of these elements can make creating and delivering a formal presentation challenging. The strategies and resources below can help you develop a successful formal presentation.

Infographic with steps for formal lectures and presentations

View long description of infographic .

Strategies for success

  • Define the objectives of the presentation. Always define learning objectives for each of your lectures to make it clear what knowledge or skills the audience should acquire from your presentation. The best learning objectives define specific, measurable, or observable knowledge or skill gains. Furthermore, consider how to communicate the importance of the topic to your audience and how information should be arranged to best communicate your key points.
  • Design an effective slide set. You should begin creating your slides only after defining your objectives and key points. The slides should support your talk but not be your talk. Keep slides simple. The audience should be able to review a slide and grasp key points quickly. Avoid lengthy text and distracting decorative fonts, clip art, graphs, and pictures. If additional wording or images are necessary, consider handouts or alternative methods of sharing this information. Lastly, design your slide deck to emphasize the key points, revisiting your outline as necessary, and summarize concepts at regular intervals throughout your presentation to strengthen knowledge gains.  
  • Practice your performance. Effective public speaking starts with preparation and practice. Ensure there is enough time to create your lecture and a supporting slide deck. Know your lecture material and slides without prompts! Understand the audience and learning climate (the size and knowledge level of your audience) and be prepared for the venue (virtual, in-person, or both, lecture hall or classroom). Think about what effective audience engagement may look like and how to incorporate audience response systems, polling, etc., into the lecture.
  • Create a positive learning environment. Anticipate questions and allocate sufficient time to answer them. Always repeat the questions being asked for the audience’s benefit and to ensure your understanding. Some questions may be challenging, so be prepared and answer honestly. It is acceptable not to know an answer.
  • Demonstrate professionalism in presenting. Exhibit professionalism by being punctual and having appropriate time management. Remember that mistakes happen; be kind to yourself and remain calm and collected. Be enthusiastic: If you can enjoy the experience, so will your audience. Finally, be open to feedback following your presentation. 

Additional resources

Below is a collection of resources that further address the elements of creating and delivering a formal presentation. Each resource addresses a specific presentation skill or set of skills listed above and can be used to develop your understanding further. 

  • Healthy Presentations: How to Craft Exceptional Lectures in Medicine, the Health Professions, and the Biomedical Sciences (requires purchase, book). This illustrated book is a practical guide for improving scientific presentations. It includes specific, practical guidance on crafting a talk, tips on incorporating interactive elements to facilitate active learning, and before-and-after examples of improved slide design. (Skills addressed: 1-3)
  • American College of Physicians: Giving the Podium Presentation (freely available, website). This guide includes recommendations related to presentation delivery, including tips on what to wear, how to prepare, answering questions, and anticipating the unexpected. (Skills addressed: 3-5)
  • The 4 Ps of Giving a Good Presentation (freely available, PDF). This simple guide on public speaking from the University of Hull covers such topics as positive thinking, preparing, practice, and performing. (Skills addressed: 3-5)
  • Zoom Guides (freely available, website). This website from the University of California, San Francisco is one of many great resources created by universities for presenting on a virtual platform, specifically Zoom. (Skills addressed: 3-5)
  • Writing Learning Objectives (freely available, PDF). This excellent resource from the AAMC defines Bloom’s Taxonomy and provides verbiage for creating learning objectives. (Skill addressed: 1)
  • Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (freely available, article). This AMEE Guide explains and explores the more commonly used adult learning theories and how they can be used to enhance learning. It presents a model that combines many of the theories into a flow diagram that can be followed by those planning a presentation. (Skill addressed: 1)
  • Assertion-Evidence Approach (freely available, website). This approach to slide design incorporates clear messaging and the strategic combination of text and images. (Skill addressed: 2)
  • Multimedia Learning (requires purchase, book). This book outlines the learning theories that should guide all good slide design. It is an accessible resource that will help presenters of all levels create slide decks that best facilitate learning. (Skill addressed: 2)
  • Collaborative Learning and Integrated Mentoring in the Biosciences (CLIMB) (freely available, website). This website from Northwestern University shares slide design tips for scientific presentations. Specific tips include simplifying messages and annotating images and tables to facilitate learning. (Skill addressed: 2)
  • Clear and to the Point (freely available, online book). This book describes 8 psychological principles for constructing compelling PowerPoint presentations. (Skill addressed: 2)

Return to top ↑

Presenting the results of the research projects, innovations, and other work you have invested in at regional and national meetings is a tremendous opportunity to advance heath care, gain exposure to thought leaders in your field, and put your evidence-based medicine and communication skills into practice in a different arena. Effective scientific presentations at meetings also provide a chance for you to interact with an engaged audience, receive valuable feedback, be exposed to others’ projects, and expand your professional network. Preparation and practice are integral to getting the most out of these experiences.  

The strategies and resources below will help you successfully present both posters and abstracts at scientific meetings. 

Infographic with steps for creating posters and abstracts

Strategies for success  

  • Identify a poster’s/abstract’s purpose and key points . Determine the purpose of sharing your work (feedback vs. sharing a new methodology vs. disseminating a novel finding) and tailor the information in your poster or abstract to meet that objective. Identify one to three key points. Keep in mind the knowledge and expertise of the intended audience; the amount of detail that you need to provide at a general vs. specialized meeting may vary. 
  • Design an effective poster . Design your poster to follow a logical flow and keep it uncluttered. The methods and data should support your conclusions without extraneous information; every chart or image should serve a purpose. Explicitly outline the key takeaways at the beginning or end.  
  • Present in a conversational, informal style . Imagine you are explaining your project to a colleague. The purpose of your work and key points should guide your presentation, and your explanation of the methods and data should link to your conclusions. Be prepared to discuss the limitations of your project, outline directions for future research, and receive feedback from your audience. Treat feedback as an opportunity to improve your project prior to producing a manuscript.  

Additional resources  

These resources support the development of the skills mentioned above, guiding you through the steps of developing a poster that frames your research in a clear and concise manner. The videos provide examples that can serve as models of effective poster and abstract presentations. 

  • How to design an outstanding poster (freely available, article). This article outlines key items for laying out an effective poster, structuring it with the audience in mind, practicing your presentation, and maximizing your work’s impact at meetings. (Skills addressed: 1-3) 
  • Giving an Effective Poster Presentation (freely available, video). This video shows medical students in action presenting their work and shares strategies for presenting your poster in a conversational style, preparing for questions, and engaging viewers. (Skills addressed: 2,3) 
  • Better Scientific Poster (freely available, toolkit). This toolkit includes strategies and templates for creating an effective and visually interesting scientific poster. Virtual and social media templates are also available. (Skill addressed: 2)

As with all presentations, it can be very helpful to practice with colleagues and/or mentors before the meeting. This will allow you to get feedback on your project, style, and poster design prior to sharing it with others outside of your institution. It can also help you prepare for the questions you may get from the audience.  

Patient presentation skills are valuable for medical students in the classroom and in the care of patients during clinical rotations. Patient presentations are an integral part of medical training because they combine communication skills with knowledge of disease manifestations and therapeutic strategies in a clinical scenario. They are used during active learning in both the preclinical and clinical phases of education and as students advance in training and interact with diverse patients.  

Below are strategies for delivering effective patient presentations. 

Infographic with tips for patient presentations

  • Structure the presentation appropriately . The structure of your narrative is important; a concise, logical presentation of the relevant information will create the most impact. In the clinical setting, preferences for presentation length and style can vary between specialties and attendings, so understanding expectations is vital. 
  • Synthesize information from the patient encounter . Synthesis of information is integral for effective and accurate delivery that highlights relevant points. Being able to select pertinent information and present it in an efficient manner takes organization and practice, but it is a skill that can be learned.  
  • Deliver an accurate, engaging, and fluent oral presentation . In delivering a patient presentation, time is of the essence. The overall format for the presentation is like a written note but usually more concise. Succinctly convey the most essential patient information in a way that tells the patient’s story. Engage your listeners by delivering your presentation in an organized, clear, and professional manner with good eye contact. Presentations will go more smoothly with careful crafting and practice. 
  • Adjust presentations to meet team, patient, and setting needs . Adaptability is often required in the clinical setting depending on attending preferences, patient needs, and location, making it imperative that you are mindful of your audience.  

The resources below provide samples of different types of patient presentations and practical guides for structuring and delivering them. They include tips and tricks for framing a case discussion to deliver a compelling story. Resources that help with adjusting patient presentations based on the setting, such as bedside and outpatient presentations, are also included. 

  • A Guide to Case Presentations (freely available, document). This practical guide from the Ohio State University discusses basic principles of presentations, differences between written and oral communication of patient information, organization, and common pitfalls to avoid. (Skills addressed: 1-3) 
  • Verbal Case Presentations: A Practical Guide for Medical Students (freely available, PDFs). This resource from the Augusta University/University of Georgia Medical Partnership provides a practical guide to crafting effective case presentations with an explanation of the goals of each section and additional tips for framing the oral discussion. It also provides a full sample initial history and physical examination presentation. (Skills addressed: 1-4) 
  • Patient Presentations in Emergency Medicine (freely available, video). This training video for medical students from the Society for Academic Emergency Medicine demonstrates how to tell a compelling story when presenting a patient’s case. The brief video offers handy dos and don'ts that will help medical students understand how best to communicate in the emergency department efficiently and effectively. These skills can also be applied to patient presentations in other specialties. (Skills addressed: 1-4) 

Additional information and support on effectively constructing and delivering a case presentation can be found through various affinity support and mentorship groups, such as the Student National Medical Association (SNMA), Latino Medical Student Association (LMSA), and Building the Next Generation of Academic Physicians (BNGAP). 

Leading Small Groups

For physicians, working within and leading small groups is an everyday practice. Undergraduate medical education often includes small group communication as well, in the form of problem-based learning groups, journal clubs, and study groups. Having the skills to form, maintain, and help small groups thrive is an important tool for medical students.   

Below are strategies to provide effective small group leadership. 

Infographic with steps for leading small groups

  • Outline goals/outcomes . Delineating the goals of a meeting ensures that everyone understands the outcome of the gathering and can help keep conversations on track. Listing goals in the agenda will help all participants understand what is to be accomplished. 
  • Establish ground rules . Establishing explicit procedural and behavioral expectations serves to solidify the framework in which the conversation will take place. These include items such as attendance and how people are recognized as well as the way group members should treat each other.   
  • Create an inclusive environment . In addition to setting expectations, group leaders can take steps to help all participants feel that their perspectives are valuable. Setting up the room so that everyone sits around a table can facilitate conversations. Having individuals introduce themselves can let the group understand everyone’s background and expertise. In addition, running discussions in a “round-robin style” (when possible) may help every person have an opportunity to express themselves. 
  • Keep discussions constructive, positive, and on task . As meetings evolve, it can be easy for conversations to drift. Reminding the group of goals and frequently summarizing the discussion in the context of the planned outcomes can help redirect meetings when needed. 
  • Manage virtual meetings . Online meetings present their own challenges. Adequate preparation is key, particularly working through technological considerations in advance. Explicitly discussing goals and ground rules is even more important in the virtual environment. Group leaders should be more patient with members’ response times and be especially diligent that all participants have an opportunity to be heard.   

The resources listed below outline additional helpful points, expanding on the skills described above and providing additional perspectives on managing small group meetings of different types. 

  • Communication in the Real World: Small Group Communication (freely available, online module). This chapter includes an overview of managing small groups, including understanding the types and characteristics, group development, and interpersonal dynamics. (Skills addressed: 3,4) 
  • Conversational Leadership (freely available, online book chapter). This short online resource provides guidance for determining group size and seating to best facilitate participation by all group members. (Skill addressed: 4) 
  • Tips on Facilitating Effective Group Discussion (freely available, PDF). This resource from Brown University provides tips for effective group facilitation, creating an environment conducive for discussions, keeping conversations positive, and managing common problems. Also included is a valuable list of references for further exploration. (Skills addressed: 1-4) 
  • Facilitating Effective Discussions: Self-Checklist (freely available, online checklist). This checklist from Brown University provides an easy-to-use, practical framework for preparing for, performing, and reflecting on small group facilitation. (Skills addressed: 1-4) 
  • Sample Guidelines for Classroom Discussion Agreements (freely available, PDF). These guidelines from Brown University give useful tips for managing classroom discussions, including when disagreements occur among group participants. (Skill addressed: 2) 
  • Fostering and assessing equitable classroom participation (freely available, online article). This online resource from Brown University includes methods to maximize group members’ participation in discussions and to communicate expectations. Also included is a valuable list of references for further exploration. (Skill addressed: 3) 
  • Facilitating small group learning in the health professions (freely available, online article). The aim of this paper published in BMC Medical Education is to provide students involved in peer/near peer teaching with an overview of practical approaches and tips to improve learner engagement when facilitating small groups. It includes a discussion of the roles of facilitators, strategies for fostering interactions among the group, and methods for resolving common problems. (Skills addressed: 1-4) 
  • Facilitating a Virtual Meeting (freely available, PDF). This infographic from the University of Nebraska Medical Center includes key points to consider when facilitating an online meeting, including technical considerations, preparation, and follow-up. (Skill addressed: 5) 
  • Most universities have a communication department with faculty who specialize in small group communication. You may also find that these individuals are a valuable resource. 

This toolkit was created by a working group of the Undergraduate Medical Education (UME) Section of the Group on Educational Affairs (GEA). 

Working Group Members

  • Geoffrey Talmon, MD, University of Nebraska Medical Center
  • Jason Kemnitz, EdD, University of South Dakota Sanford School of Medicine 
  • Lisa Coplit, MD, Frank H. Netter School of Medicine at Quinnipiac University 
  • Rikki Ovitsh, MD, SUNY Downstate College of Medicine
  • Susan Nofziger, MD, Northeast Ohio Medical University  
  • Amy Moore, MEd, Cleveland Clinic Lerner College of Medicine 
  • Melissa Cellini, MD, New York Medical College 
  • Richard Haspel, MD, Harvard Medical School 
  • Christine Phillips, MD, Boston University School of Medicine 
  • Arvind Suresh, Geisel School of Medicine at Dartmouth 
  • Emily Green, PhD, MA, Warren Alpert Medical School of Brown University 
  • Holly Meyer, PhD, MS, Uniformed Services University of the Health Sciences 
  • Karina Clemmons, EdD, University of Arkansas for Medical Sciences
  • Shane Puckett, EdD, University of South Florida 
  • Angela Hairrell, PhD, Burnett School of Medicine at Texas Christian University 
  • Arkene Levy Johnston, PhD, Kiran C. Patel College of Allopathic Medicine
  • Sarah Collins, PhD, UT Southwestern Medical Center 
  • Patrick Fadden, MD, Virginia Commonwealth University School of Medicine 
  • Lia Bruner, MD, Augusta University - University of Georgia Medical Partnership 
  • Jasna Vuk, MD, PhD, University of Arkansas for Medical Sciences 
  • Pearl Sutter, University of Connecticut School of Medicine 
  • Kelly Park, Baylor University Medical Center
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  • presentation

another word for presentation medical

pre·sen·ta·tion

another word for presentation medical

  • breech presentation
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cephalic presentation

Compound presentation, face presentation, footling presentation, funic presentation, longitudinal presentation, oblique presentation, pelvic presentation, placental presentation, shoulder presentation, transverse presentation, vertex presentation, patient discussion about presentation.

Q. What are the presenting signs of ALS? Are the upper or lower extremeties affected initialilly? A. The most common presenting sign of ALS is asymmetric limb weakness, usually starting with the hands (problems with pinching, writing, holding things etc.) shoulders (lifting arms above head etc.) or legs (problems walking). Other presenting signs may be problems with speaking or swallowing, although these are less common. You may read more here: www.nlm.nih.gov/medlineplus/amyotrophiclateralsclerosis.html

Q. Iam a bipolar and presently on tegretol medication.I found this to be the best way to get my doubt clarified. I am a bipolar and presently on tegretol medication. My doctor frequently changes the meds and he has tried variety of medicines before prescribing tegretol. He changes the meds every time when I visit him for routine check-up. I am bit confused and obviously cannot question my doctor as I repose faith and confidence in him. I found this to be the best way to get my doubt clarified. A. Are you being treated by your GP? I would suggest if you are having trouble finding the right combinations it might be a good time to ask to be referred to a Psychaitrist. GP's will do their best but like anything specialized they only have a certain amount of knowledge and a specialist in the field could be more help. I also think that other treatments along with The medications like theropy and group theropy, excercise, good diet, plenty of sleep etc helps a lot too... Try to be patient it is a process to get everything in place that will work the best for you... everyone is different and the .mmedications and treatments that work for one may not work for another...

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  • asynclitism
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  • Presentation du Systeme de Planification et de Gestion de Frequence
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Definition of 'present' present

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Effective Presentations: Optimize the Learning Experience With Evidence-Based Multimedia Principles [Incl. Seminar]

Effective presentation

Table of Contents

What is an effective presentation.

Professional education requires presentations, from a small discussion or a short video to speaking to a lecture hall with an audience of hundreds.  In fact, presentations are at the core of the educational process. With the effort to view all our educational efforts through an evidence-based lens, the construction of an effective presentation needs to undergo the same scrutiny. Whether a presenter intends to share plans, teach educational information, give updates on project progress, or convey the results of research, the extent to which the audience understands and remembers the presentation relies not only on the quality of the content but also the manner in which that content is presented. While the medium of the presentation may range from written content to graphics, videos, live presentations, or any combination of these and more, each of these mediums can be enhanced and made more effective by the use of evidence-based practices for presenting. Regardless of the medium, effective presentations have the same key features: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably.

With the integration of technology and online learning, educators have more opportunities than ever to present rich content that enhances and supports student learning. However, these opportunities can be intimidating to educators striving to engage students, as it can be daunting to create visually appealing and informative materials. Additionally, many educators feel pressured by the continued myth of learning styles: the widespread misconception that learning materials should match students’ visual, auditory, or kinesthetic “styles” to optimize learning (1). Despite being featured in many articles and discussions, there is no compelling evidence that matching educational content to learner’s style preferences increases educational outcomes. However, using multiple modes of delivery such as visuals, audio, and active learning has been shown to benefit all learners. In other words, no matter their stated preference, all learners benefit from a variety of media. Using evidence-based principles for multimedia content such as the principles found in Richard Mayer’s multimedia learning as well as the principles of graphic design and universal design supports learning and increases educational outcomes.

Why effective presentations work

What makes a presentation effective? Is an appealing and engaging presentation also an effective one? Research from cognitive science provides a foundation for understanding how verbal and pictorial information are processed by the learner’s mind during a presentation.

Mayer’s cognitive theory of multimedia learning

Based in cognitive science research, Mayer’s evidence-based approach to multimedia and cognition has greatly influenced both instructional design and the learning sciences. Mayer’s cognitive theory of multimedia learning comprises three learning principles: the dual channel principle, the limited capacity principle, and the active processing principle. Mayer’s cognitive theory of multimedia learning lays the theoretical foundation that underlies the practical applications to boost cognitive processes (2).

The dual channel principle proposes that learners process verbal and pictorial information via two separate channels (see figure below). Within each channel, learners can process limited amounts of information simultaneously due to limits in working memory, a phenomenon known as the limited capacity principle . In addition to these principles describing learning via the verbal and pictorial channels, the active processing principle proposes deeper learning occurs when learners are actively engaged in cognitive processing, such as attending to relevant information, creating mental schema to organize the material cognitively, and then relating to prior knowledge (3). These three principles work in tandem to describe the learning process that occurs when an audience of learners experiences a multimedia presentation.

Cognitive Load Theory, Adapted from Mayer (3) . Depicting how verbal and visual information is processed in dual channels through sensory, working, and long-term memory to create meaningful learning.

Mayers cognitive load theory

As learners listen to a lecture or watch a video, words and images are detected in the sensory memory and held for a very brief period of time. As the learners attend to relevant information, they are selecting words and images , which allows the selected information to move into the working memory where it may be held for a short period of time. However, working memory is limited to about 30 seconds and can only hold a few bits of information at a time. Organizing the words and images creates a coherent cognitive representation (schema) of these bits of information in the working memory. After the words and images are selected and then organized into schema, integrating these bits of information with prior knowledge from long term memory creates meaningful learning.

Cognitive Capacity . Three types of processing combine to determine cognitive capacity. To improve essential processing and generative processing, extraneous processing should be limited as much as possible .

Cognitive capacity

No matter how important the content may be, the capacity of learners to retain ideas from a single presentation is limited. The amount of information a learner can process as they select, organize, and integrate the ideas in a presentation relates to the cognitive load, which includes Essential, Extraneous, and Generative cognitive processing. Essential cognitive processing is required for the learner to create a cognitive representation of necessary and relevant information. This is the desired part of processing but should be managed to not overload the cognitive process. Extraneous processing refers to cognitive processing that does not contribute to learning and is often caused by poor design. Extraneous processing should be eliminated whenever possible to free up cognitive resources. Generative cognitive processing gives meaning to the material and creates deep learning. Learners must be motivated to engage and understand the information for this type of processing to occur.

Foundations in neuroscience

What we know about cognition and learning has been supported and informed by research in neuroscience (4). Neuroscience advances have also allowed us to gain deeper understanding into cognitive science principles, including those on multimedia learning. Researchers have been increasingly tracking learner eye movements to study learners’ attention and interest as a method of validating the impact of multimedia principles, and the results have supported the benefits of proper multimedia design on learner performance (5). Another avenue of research with great potential includes functional MRI (fMRI) readings or electroencephalography (EEG) (6). It has long been established that verbal and pictorial data is processed in different parts of the brain. More recently however, by examining changes in blood flow in different regions of the brain, researchers in Sweden were able to demonstrate that increased extraneous load could impact the effectiveness of learning, in line with the dual channel principle (7).

Evidence for effective presentations

Mayer’s multimedia principles.

Mayer’s Multimedia Principles.

Mayers multimedia learning principles

Mayer’s multimedia principles are a set of evidence-based guidelines for producing multimedia based on facilitating essential processing, reducing extraneous processing, and promoting generative processing (8). Mayer’s list of principles often includes fifteen principles, some of which have changed over time, and in a study conducted with medical students, the following nine principles were found to be particularly effective (3). The first three of these principles are used to reduce extraneous processing.

Principles for reducing extraneous processing:

  • Coherence principle: eliminate extraneous material 
  • Signaling principle: highlight essential material 
  • Spatial contiguity principle: place printed words near corresponding graphics

To illustrate these principles, we will use a lesson about the kidneys. The instructor wants to make diagrams of the anatomy to use during discussion. The coherence principle says to only include the information necessary to the lesson. Graphics such as clip art, information that does not relate to anatomy, or unnecessary music reduces cognitive capacity. The signaling principle says to highlight essential material; this might include putting important content in bold or larger font. Or, if the kidney is shown in situ , the rest of the anatomy may be shown in grayscale or a much lighter color to de-emphasize it. The spatial contiguity principle says to place printed words, such as the labels, near the graphics.

Reduce extraneous processing .  Do : keep labels next to diagrams, use only essential material, highlight essential material such as titles.  Don’t: separate labels from diagrams, include extra facts, or have excessive text on a slide, especially with no indication of what is most important.

Reducing extraneous processing

Principles for managing essential processing:

  • Pre-training principle: provide pre-training in names and characteristics of key concepts
  • Segmenting principle: break lessons into learner-controlled segments 
  • Modality principle: present words in spoken form

The next three principles are used to manage essential processing. If the kidney lesson moves into diseased states or diagnostics, the pre-training principle says that learners should be given information on any unfamiliar terminology before the lesson begins. To satisfy the segmenting principle , the learner should be able to control each piece of the lesson. For example, a “next” button may allow them to progress from pre-training to anatomy to diseased states and then diagnostics. The modality principle says that words should be spoken when possible. Voice-over can be used and text can be limited to essential material such as key definitions or lists.

Manage essential processing.   Do: Present terms and key concepts first, break lessons into user-controlled segments, and present words in spoken form.  Don’t: Give long blocks of text for students to read without priming students for key concepts.

Manage essential processing

Principles for fostering generative processing: 

  • Multimedia principle: present words and pictures rather than words alone 
  • Personalization principle: present words in conversational or polite style 
  • Voice principle: use a human voice rather than a machine voice

Mayer’s work also includes principles to increase generative processing. The multimedia principle is a direct result of the dual channel principle and limited capacity principle. Words and pictures together stimulate both channels and allow the memory to process more information than words alone. To adhere to the personalization principle to promote deeper learning, a case study is better presented as a story than a page of diagnostics and patient demographics. Finally, the voice principle says that a human voice is more desirable, so it is better to use the instructor’s voice when doing voice-overs rather than auto-generated readers.

Foster generative processing. Do: Present words and pictures, present words in conversational style, and use a human voice.  Don’t: Present text only, present words as a list of facts or overly technical language, or use a computer-generated voice.

Foster generative processing

Additional multimedia principles: 

  • Temporal contiguity principle: present words and pictures simultaneously rather than successively
  • Redundancy principle: for a fast paced lesson, people learn better from graphics and narration rather than graphics, narration, and text 
  • Image principle: people do not learn better if a static image of the instructor is added to the presentation

Additional principles include the temporal contiguity principle , which states that words and pictures should be shown simultaneously rather than successively. This also includes narration and images or animation. For example, if an animation demonstrates normal cell division, the narration should be given during the animation, not after. The redundancy principle states that people do not necessarily learn better if text is added to graphics and narration. The duplication of information creates extraneous processing as learners try to process print and spoken text. The image principle states that learners do not learn better if a static image of the instructor is added to a presentation. For example, if students are watching an animation with normal cell division, they do not learn better if an image of their instructor is placed next to the animation.

Additional principles for fostering generative processing: 

  • Embodiment principle: onscreen instructors should display high embodiment not low
  • Immersion principle: 3D virtual reality is not necessarily better than 2D presentations 
  • Generative activity principle: use generative learning activities during learning

In the newest edition of Mayer’s Multimedia Learning (8), three additional principles have been added. The embodiment principle states that onscreen instructors should display high embodiment rather than low embodiment, meaning they should use natural gestures, look at the camera as if making eye contact, and if drawing, show the image being drawn. If demonstrating something like a surgical procedure, a first-person perspective should be used so the learner sees the perspective of the person performing. Low embodiment would include standing still, lack of eye contact, and using a third-person perspective. The immersion principle states that 3D immersive virtual reality is not necessarily more effective than 2D presentations, such as on a computer screen. This is thought to be caused by the cognitive load on the learning involved in using 3D immersive technology but more studies are needed. Lastly, the generative activity principle states that learners should use generative learning activities while learning such as summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. These activities help learners cognitively select and organize new material and then integrate with prior knowledge.

Other Design Principles

Mayer’s design principles are functional but do not address aesthetics per se . Anyone can master the basic graphic design principles as discussed by Reynolds (9) to captivate and engage an audience. 

  • Create graphics that are designed for the back of the room. Whatever the venue, the person in the back needs to be able to see and gather information from the graphics. Ensure font size is appropriate, image size and clarity is sufficient, and that font type and spacing allow words to be seen clearly from a distance. For online materials, this principle may mean designing for the person who will be viewing on the smallest screen (such as a phone) rather than assuming viewers will use a large monitor (10).
  • Limit the types of fonts. Too many fonts or fonts that don’t coordinate well can make graphics seem jarring and unpleasant. Some programs will suggest font families that are appealing, and a safe guideline is to limit to two or three fonts maximum per graphic. 
  • Use contrasting colors. Colors that are too similar or using type on top of images that lack contrast can make type difficult to read. Color family suggestions can be found online or in software such as Powerpoint.

Graphic design principles.  Do: Use coordinating fonts and color schemes with contrasting colors.  Don’t: use multiple fonts, excessive colors, and/or non-contrasting colors that may be difficult to distinguish.

Graphic design principle

In addition to singular graphics or presentations, online course presentation makes a difference in how learners perceive and utilize a course. When designing online learning experiences, consider using guidelines such as Quality Matters to assess the functionality. Quality Matters rubrics look at key components that have been proven to facilitate learning by making navigation and presentation of course elements explicit. Key components include providing information on how to get started, including learning objectives, allowing learners to track their progress, and using learning activities and technology tools that support active learning. Navigation among course components should facilitate access to materials.

In addition to all of these principles, accessibility must be considered in all forms of presentation. In education, designing for accessibility can be guided by universal design principles . Some schools may even require all courses and materials to be fully accessible. Providing accessible options has been shown to benefit all learners, not just those with a documented need for accommodations (11). Some basic accommodations that should be offered in any class include offering media in multiple modes. For example, videos should have the option of captioning and/or access to a transcript, and photos and graphics should have captions that describe the image. Many learning management systems and software programs now have options to check for accessibility. Additionally, most schools can provide assistance in assessing and developing accessible materials.

Practical Applications for Presentations in Health Professions Education

Implementation in the classroom.

When planning how to present materials in the classroom, first consider the most effective form of presentation for the given information. It may be a Powerpoint, a video, a graphic, or a handout. Consider using a variety of media appropriate for the intended outcomes. Creating high quality materials may seem daunting, but quality content can be reused, shared, and has been shown to enhance student learning.

Powerpoint has been much maligned for overuse and abuse, but well-designed presentations can be remarkably effective (12). When designing in Powerpoint, limit the amount of text per slide. One rule to remember is the 5/5/5 rule: Use no more than 5 lines of text with 5 words each or 5 text-heavy slides in a row and try to avoid bullets (13). Graphics are preferable to text or tables when representing data, but graphs and labels should be kept as simple as possible using 2D graphics and simplified labels that are easy for viewers to see (14). When presenting, refrain from reading from the slides. Slides should highlight important concepts and provide visual aids, not present everything. In addition, keep Powerpoint and video presentations short; most listeners will lose attention in 6–10 minutes (15,16). Whenever possible, engage the audience by interspersing active learning elements. Between sections or topics, transition slides can be used to indicate pauses for activity or reflection or to cue students to changes in topic (14).

When planning a presentation, consider presenting some of the information online before class for students to review. This flipped classroom technique allows for more class to be spent using active learning and facilitates the presentation of multiple forms of media and accessible options. 

Implementation online

Videos often become an integral part of the online learning experience. To facilitate learning, consider the following tips for your own video production (17,18): 

  • Align the video with learning objectives and course outcomes. Focus on pertinent instructional points to reduce extraneous processing and thereby reduce cognitive load. 
  • Limit the length of videos and use interactive elements to promote active learning. To help maintain student engagement and deepen learning, include interactive elements such as discussions, quizzes or embedded questions to maintain student attention. 
  • Limit extraneous information, graphics, and sounds that do not pertain to the learning goals (19). Busy backgrounds, music, or animations that don’t contribute to understanding concepts unnecessarily add to a learner’s cognitive load.
  • When using existing videos, ensure the source is reliable and the video is high quality. Video production can take time, so using professional videos can be beneficial if they come from credible sources that target the learning objectives with up-to-date and accurate information.

Additionally, Schooley et al. (18) have proposed a 25-item quality checklist that can help educators create and curate high-quality videos. Many of the items in the checklist have been discussed here such as length, captioning, using relevant graphics, and self-assessment opportunities, but also included are other points an educator should consider, such as the offering learners the ability to download files and adjust playback speed as well as providing them with recommendations for further reading.

For a course in any modality, creating and curating content online can save time and facilitate student learning. As you consider what material to create and use for your courses, assess existing material using the guidelines above to determine if it could be made more beneficial to learners. Does it follow Mayer’s principles? Does it follow graphic design principles and universal design principles? Consider using a Quality Matters rubric to check the course design for best practices.

Recommendations

Educator’s perspective.

  • Use Mayer’s multimedia design principles to revise existing presentations and review new creations for simple changes that can make a big difference (12).
  • When delivering a presentation, start by discussing an unusual case, presenting an interesting story or an unexpected statistic, or explain how the topic impacts the listeners. This personalization will help gain their attention from the start (13).
  • When designing your own materials and graphics, “less is more” is often a good guideline: limit the amount of information on slides, limit the types of fonts, and limit the excessive use of colors (9,12).
  • Videos should be limited to 5–6 minutes when possible and avoid exceeding 10 minutes. Break up longer videos and intersperse interactive elements to keep students engaged (15–17).
  • When using technology and online delivery, universal design and accessibility considerations can be complicated. See if your school has an expert that can review your materials to ensure all students will benefit.

Student perspective

  • When creating presentations, reports, and charts, follow Mayer’s multimedia design principles to ensure your audience gets the most from your presentation.
  • Avoid copy/pasting but rather try and present concepts in an original way in order to augment your understanding of the material.
  • When looking at materials online, look for options such as captioning, transcripts, or audio buttons for accessing additional media output.
  • If a presentation is lengthy, pause and insert your own activities to help yourself stay focused. Taking notes, pausing for reflection, and self-quizzing can help deepen your learning and keep your mind from wandering.
  • If a variety of media aren’t offered, consider finding your own to supplement your learning. Credible sources with learning objectives that align with your course can augment your learning experience.

(Please select all that apply) 

1. When creating a graphic about the current status of heart disease in the US, which of the following would align with best practices?

a. Gaining the audience’s attention with a picture of your dog.

b. Using 3 colors that coordinate well on a contrasting background.

c. A 2D graph with simple labels rather than a table of data.

d. An image on the left with labels listed separately on the right.

e. An image next to a paragraph of text that you will read for the audience.

2. Which of the following are true about educational videos?

a. They need to be created by professionals to be high-quality.

b. They should be less than 10 minutes.

c. There should be an option for closed captioning or a written transcript.

d. Longer videos may be used but should be broken up with active learning elements.

e. Videos don’t need to align to objectives as long as they’re well-made.

3. Which of the following would be examples of Mayer’s multimedia principles?

a. Using a human voice rather than a machine voice.

b. Using formal language instead of conversational language.

c. Playing soothing music in the background of a video.

d. Providing new words and definitions before the presentation begins.

e. Putting important words in bold for emphasis.

4. Which of these would follow best practices for online content?

a. Creating a module where all the material is on one page for easy access.

b. Adding buttons for next, back, and table of contents options for students to navigate.

c. Breaking material into 7-minute videos with practice questions between them.

d. Adding fun clip art and cool images to the pages even if it doesn’t directly relate to the content.

e. Having text only because images are distracting.

Answers: (1) b,c. (2) b,c,d. (3) a,d,e. (4) b,c.

Online Seminar

This online seminar and its accompanying article will focus on the topic of Effective Presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably and efficiently. Using evidence-based principles in educational multimedia can ensure the development of high-quality learning experiences. Our host, Dr. Peter Horneffer will be sharing with us some key multimedia concepts that can help facilitate the development and implementation of effective multimedia into the educational process.

Watch the seminar recording:

Would you like to learn more? Explore the Pulse Seminar Library.

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Meredith Ratliff

Meredith Ratliff is a doctoral student in Instructional Design and Technology at the University of Central Florida. Her research interests include evidence-based medical education, branching scenarios, and faculty development. She has received her B.S. and M.A.T. in Mathematics at the University of Florida and her MA in Instructional Design and Technology from UCF. She has been an Associate Faculty member in the mathematics department at Valencia College in Kissimmee, Florida for the past nine years. As part of the Learning Science team at Lecturio, she serves as an educational consultant helping to design and develop materials for medical educators.

Satria

Satria Nur Sya’ban is a doctor from Indonesia who graduated from Universitas Airlangga. While a student, he served as the president of CIMSA, a national medical student NGO, working on a diverse range of issues that included medical education and curriculum advocacy by medical students. Before graduating, he took two gap years to serve as a Regional Director, and subsequently as Vice-President, of the International Federation of Medical Students’ Associations (IFMSA)*, working on and developing various initiatives to better empower medical student organizations to make a change at the national level. At Lecturio, he serves as a Medical Education Consultant, supporting Lecturio in developing and maintaining partnerships with student organizations and universities in Asia, as well as providing counsel on how Lecturio can fit in existing teaching models and benefit students’ learning experience.

*IFMSA has been one of the leading global health organizations worldwide since 1951, representing over 1.3 million medical students as members spanning over 123 countries.

another word for presentation medical

Adonis is a doctor from Lebanon who graduated from the University of Balamand. He was a research fellow at the Department of Emergency Medicine at the American University of Beirut Medical Center and has worked with the World Health Organization Regional Office of the Eastern Mediterranean. During his studies, Adonis served as the president of the Lebanese Medical Students’ International Committee (LeMSIC), a national medical student organization in Lebanon, and moved on to serve as the Regional Director of the Eastern Mediterranean Region of the IFMSA*. Among his roles as Regional Director, he focused on medical education advocacy, oversaw collaborations with external partners, and undertook several medical education projects and initiatives around the region. As a Medical Education Consultant at Lecturio, he advises the Lecturio team on how the platform can fit in existing teaching models and benefit students’ learning experience, develops and maintains partnerships with student organizations and universities in the MENA region, and conducts research on learning science and evidence-based strategies.

another word for presentation medical

Sarah Haidar is an educator and educational specialist from Lebanon who has graduated with a BA in English Linguistics and a Secondary Teaching Diploma (T.D.) from  Haigazian University in Beirut, Lebanon. She has received her M.Ed. in Teaching English as a Second Language (TESOL)  from the Lebanese International University. She has been teaching ESL classrooms at the Deutsche Internationale Schule for four years. As part of the administrative team at the All American Institute of Medical Sciences (AAIMS), she is working on the design and implementation of a set of academic and administrative reforms that can help both faculty and students in their professional and academic endeavors. She has joined Lecturio to support the Learning Science team in the writing and communication based tasks that might be needed to announce and market their services and events that are targeted at medical educators. She is also supporting the Learning Science team with her perspective on educational and pedagogical topics that will inform the general audience of educators.

another word for presentation medical

Sara Keeth is a Ph.D. and certified PMP (Project Management Professional) who graduated from the University of Texas at Dallas. As an educator, she has worked as a Teaching Fellow at  the University of Texas at Dallas, as a full-time professor at Richland College (now Dallas College’s Richland Campus), and has also taught at Austin College. Dr. Keeth has also worked as a consultant for Parker University’s Research Center and has a decade of experience as an operations manager for an advertising agency. As Senior Learning Science and Research Project Manager at Lecturio, she manages the Learning Science department’s activities, shares her education expertise and best practices for medical educators, and develops evidence-based content for both students and faculty.

  • Newton PM. The Learning Styles Myth is Thriving in Higher Education. Front Psychol [Internet]. 2015 [cited 2022 Jun 3];6. Available from: https://www.frontiersin.org/article/10.3389/fpsyg.2015.01908
  • Mayer R, Mayer RE. The Cambridge Handbook of Multimedia Learning. Cambridge University Press; 2005. 688 p.
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  • Ng B, Ong AKK. Neuroscience and digital learning environment in universities: What do current research tell us? J Scholarsh Teach Learn [Internet]. 2018 Oct 2 [cited 2022 Jun 4];18(3). Available from: https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22651
  • Alemdag E, Cagiltay K. A systematic review of eye tracking research on multimedia learning. Comput Educ [Internet]. 2018 Oct 1 [cited 2022 Jun 9];125:413–28. Available from: https://www.sciencedirect.com/science/article/pii/S0360131518301660
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  • Mayer RE. Multimedia Learning. 3rd ed. Cambridge University Press; 2021. 450 p.
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  • presentation

Synonyms for presentation

  • investiture
  • demonstration
  • arrangement
  • introduction
  • performance
  • representation

the act of conferring, as of an honor

Something bestowed freely, the instance or occasion of being presented for the first time to society, the activity of formally presenting something (as a prize or reward), related words, a show or display.

  • presentment
  • lecture demonstration
  • counterdemonstration

the act of making something publicly available

The act of presenting a proposal.

  • proposition
  • first reading
  • second reading

a visual representation of something

  • Snellen chart

formally making a person known to another or to the public

  • making known
  • reintroduction

(obstetrics) position of the fetus in the uterus relative to the birth canal

  • prescription
  • prescription drug
  • prescription medicine
  • prescriptive
  • prescriptive grammar
  • prescriptive linguistics
  • prescriptivism
  • presence chamber
  • presence of mind
  • presenile dementia
  • present moment
  • present participle
  • present perfect
  • present perfect tense
  • present progressive
  • present progressive tense
  • present tense
  • present times
  • presentable
  • presentational
  • present-day
  • presentiment
  • presentness
  • preservable
  • preservation
  • preservationist
  • preservative
  • President Abraham Lincoln
  • President Adams
  • President Andrew Johnson
  • President Arthur
  • Present Worth
  • Present Worth of Capital Expenditures
  • present you as
  • present you with
  • present yourself
  • Present, The
  • Present-Day English
  • Present-Minded Individualism
  • present-worth factor
  • presentability
  • presentablely
  • presentableness
  • presentably
  • Presentance Report
  • Presentaneous
  • Presentasi Pemikiran Kritis Mahasiswa
  • Presentation Accept
  • Presentation and Personalization Management
  • Presentation Brothers College, Cork
  • Presentation client
  • Presentation Connect
  • Presentation Connection Endpoint
  • Presentation Connection Endpoint Identifier
  • Presentation Context Definition List
  • Presentation Context Identifier
  • Presentation Controller Mediator Entity Foundation
  • Presentation Convent Kodaikanal
  • Presentation copy
  • Presentation Data Value
  • Presentation Department
  • Presentation Departments
  • Présentation des Normes Européennes
  • presentation drawing
  • Presentation du Systeme de Planification et de Gestion de Frequence
  • Presentation Element Parser, YACC
  • Presentation Environment for Multimedia Objects
  • Presentation File
  • Presentation Function
  • Présentation Générale Lex Persona
  • presentation graphics
  • presentation graphics program
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adjective as in healing; curative

Strongest matches

  • therapeutic

Strong matches

  • prophylactic
  • restorative

Weak matches

  • pharmaceutical
  • therapeutical

adjective as in relating to discipline of medicine

Strongest match

  • aesculapian

Strong match

  • medicolegal
  • pathological

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Related words.

Words related to medical are not direct synonyms, but are associated with the word medical . Browse related words to learn more about word associations.

adjective as in curative

  • pharmaceutic

adjective as in relating to diseases

Example Sentences

The big headline Wednesday was that top Department of Health and Human Services spokesman Michael Caputo is taking 60 days of medical leave.

Residents have been advised to stay indoors, particularly those with medical conditions.

She said she wasn’t surprised the number of children hospitalized beyond medical necessity hadn’t gone down in the last two years.

Arthrex and Stryker routinely compete in the field of medical devices.

That again is the league’s chief medical officer, Allen Sills.

The court ruled she lacked the maturity to make her own medical decisions.

Doubling down on Schedule I is, at best, a deranged way to push Americans away from “medical,” and toward recreational, use.

But medical experts say being able to take advantage of American health care almost certainly prolonged his life.

But the medical examiner reported that Brinsley had eaten nothing at all.

Houston has the largest medical center in the world, and the largest export port in the entire country.

William Woodville died; a distinguished English physician and medical writer.

William Hewson died; an eminent English anatomist, and medical author.

Christopher Bennet died; a distinguished London physician, and writer on medical subjects.

He wrote on law, medical jurisprudence and political economy, and translated Justinian and Broussais.

William P. Dewees, a distinguished medical writer, died at Philadelphia.

Synonym of the day

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On this page you'll find 23 synonyms, antonyms, and words related to medical, such as: medicinal, therapeutic, cathartic, corrective, curative, and preventive.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

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Online Presentations Useful Phrases - Talaera Business English Blog

101 Must-Know Transition Phrases for Engaging Presentations Online

By Paola Pascual on Jan 17, 2024 1:43:00 PM

Giving presentations is often feared by many professionals, but if the presentation is online  and you're not a native speaker, things get even trickier. One tip to make things easier? Learn useful phrases to help you navigate your presentation. In this article, you will find lots of helpful resources to give remarkable presentations . Listen to the episode above, download the checklist below, and learn some of the phrases we present. If we missed any, tell us in the comments below.

General vocabulary for presentations

Sometimes, the smallest changes in your presentations can make the biggest differences. One of them is to learn a few phrases that give you confidence during your speech. Here are some important verbs to get you started:

  • To highlight
  • To emphasize
  • To walk you through (*very common in business presentations!)
  • To send around
  • To carry on (similar to  continue)
  • To get carried away
  • To sum up (similar to  summarize )
  • To focus on

Vocabulary to start your presentation

Learn how to powerfully start your presentation with these 4 simple steps. Here's some vocabulary you can use:

Welcome your audience

  • Good morning/afternoon/evening everyone. Thank you for joining us today, and welcome to today's webinar.
  • Hello everyone, I’m very happy to be speaking with you today.

Introduce yourself

  • My name is Susan, and I’m part of the design team here at Globex Corporation.
  • First of all, a little bit about my background - I am the Team Lead  at [Company], and I've been in charge of [your main responsibility] for [X] years.
  • I'd like to tell you a bit about myself - my name is  Eve  I'm the Operations Manager here at [Company].

Introduce the topic and goal of the presentation

  • Today, I'd like to talk about…
  • This presentation will take about [X] minutes, and we will discuss...
  • We've allocated [X] minutes to this presentation. and I'll talk about...
  • I'd like to give you a brief breakdown of...
  • I'd like to take this opportunity to talk about...
  • The main goal of this presentation is…
  • The purpose of this presentation is...
  • My objective today is...

Read these 5 tricks the best public speakers use to  captivate their audience .

Addressin questions from the audience

  • If you have any questions about anything, feel free to interrupt.
  • If anything isn't clear, please click on the 'raise hand' button and I'll do my best to answer your question.
  • I'd be happy to answer your questions at the end of the presentation.
  • If you have any questions, please kindly wait until the end to ask them. We will have [X] minutes for a Q&A session at the end.
  • Since today's audience is considerably large, we will not have time for questions, but please email me at [email protected]

Learning new English words is not easy, but you can achieve effective communication through practice and repetition. If you are a Talaera student, visit the Library to practice your vocabulary for presentations. If are not part of the Talaera community yet, learn how we can help you here .

Clear out technical issues

  • Can everyone hear me well? Let me know if you encounter any technical difficulties throughout the presentation.
  • If you are not speaking, please put yourselves on mute.
  • If you feel that the sound quality is poor throughout the presentation, please let me know.

Transition to the main topic of the presentation

  • Hi everyone, I think we might still be missing a few people but I’m going to kick things off now so we have time to get through everything.
  • All right, let’s dive right in!
  • All right, let’s jump right in!
  • Let’s get started.
  • Let’s kick things off.
  • I’m going to talk about
  • The purpose/subject of this presentation is
  • I’ve divided the presentation into 3 parts: In the first part, ... / Then in the second part, ... / Finally, I’ll go on to talk about...
  • Let me begin by looking at...
  • Let me start with some general information on...

Vocabulary for the main body of your presentation

Introduce a topic or section.

  • Now let’s move to the first part of the presentation,
  • We can see 4 advantages and two disadvantages. First,
  • On the one hand… On the other hand…
  • There are two steps involved. The first step is… The second step is…
  • There are four stages to the project.

Request more info about our English training

Transition to a new section

  • All right, let’s turn to...
  • Now we come to the next point, which is
  • Okay so that’s [topic 1], but what about [topic 2]?
  • There’s a lot more to talk about, but since we’re pushed for time , let’s move on to [topic 2].
  • This leads me to my next point, which is...

Give examples and details

  • For example...
  • A good example of this is...
  • To illustrate this point...
  • This reminds me of...
  • To give you an example...
  • Let me elaborate further on...

Describe visual aids

  • As you can see [from this infographic]
  • This chart shows
  • If you look at this graph, you will see
  • From this chart, we can understand how
  • Let me show you this [image, graph, diagram]
  • On the right/left
  • In the middle of
  • At the top/bottom of the picture

Emphasize an idea

  • This is important because
  • I’d like to emphasize that
  • We have to remember that

Repeat the same message with different words

  • In other words
  • To put it more simply
  • So, what I’m saying is that
  • Let me say that again.

It's easy to get stuck in the middle of a presentation, especially if English is not your mother tongue. Here are +20 Top Tips You Need To Know if you're learning business English .

Finish your presentation and summarize

The end of a presentation, together with the opening, is one of the most important parts of your speech. Read these 5 effective strategies to close your presentation and use the vocabulary below.

  • That’s all I want to say for now about [topic].
  • To sum up, ...
  • This sums up [topic].
  • So in a nutshell, ...
  • So to recap, ...
  • In brief, ...
  • To conclude, ...
  • I’d like to conclude by emphasizing the main points...
  • That's it on [topic] for today. In short, we've covered...
  • So, now I’d be very interested to hear your comments.
  • And this brings us to the end of this presentation. I hope [topic] is a little clear after today.
  • So to draw all that together, ...

Start and navigate the Q&A session

  • Thank you for your attention. I hope you found this presentation useful, and I'd be happy to answer any questions.
  • Thank you for listening. We now have [X] minutes left. Do you have any questions?
  • Thank you for your question, [Name].
  • I'm glad you asked.
  • That's an interesting question.
  • That's a great question, I must say. I'm not 100% sure, but off the top of my head, I can tell you that...
  • Are you asking about [topic 1] or [topic 2]?
  • Can you please clarify what exactly you mean by [question]? I'm not sure I fully understand.
  • I'm afraid I don't have the exact figures at hand, but if you give me your email address at the end, I can follow up with you later.
  • Does that answer your question?
  • I hope that makes sense. Is that the kind of answer you were looking for?

Take your presentation skills to the next level. 

Presentations course

Keep reading about presentation skills:

  • 21 Helpful Tips For Remarkable and Outstanding Presentation Skills
  • How To Start a Presentation: Follow These 4 Easy Steps
  • How To Bring Across Your Main Idea In A Presentation Effectively
  • 5 Effective Strategies To End A Presentation
  • 6 Public Speaking Tricks To Captivate Your Audience
  • How To Do Effective Business Storytelling According To Former Prosecutor
  • 8 Little Changes That'll Make A Big Difference With Your Presentations
  • 3 Quick Public Speaking Tips For Your Next Presentation
  • Your Body Language May Shape Who You Are [TED Talk Lesson]

Talaera Talks - Transcript Episode 5

  • Topic : Deliver impactful presentations
  • Listen : Spotify , Apple Podcasts , Google Podcasts
  • Duration : 22 min.

Intro Welcome to Talaera Talks , the business English communication podcast for non-native professionals. My name is Paola and I am co-hosting this show with Simon. In this podcast, we're going to be covering communication advice and tips to help express yourself with confidence in English in professional settings. So we hope you enjoy the show!

Okay, welcome back for our third episode of Talaera Talks. This is Simon, and I'm joined with Paola. Paola, how are you doing? 0:37 Hi, Simon. I'm great. Happy to do another episode. 0:41 Yeah, absolutely. And Happy Friday. 0:44 Happy Friday! 0:49 So today, our topic: Presenting in English. I'd like to start this episode with a quote I found on Harvard Business Review that I thought was really interesting. It says, "Even native English speakers often anticipate disaster when making presentations. By but for non-native speakers, the anticipatory and situational anxiety associated with their unique challenges (these challenges - being understandable, choosing the right words, speaking spontaneously), can be overwhelming. Moreover, if these concerns interfere with your willingness or ability to make business presentations, the impact can be career-limiting." So yeah, that's a pretty kind of heavy quote to start. But it is something that we see from a lot of our clients, right? 1:52 Yeah, it's super interesting. It was super interesting to read. It's something we know, but it's important to remind it that it is presentations, the topic we have today is something that is not pleasurable for anyone, not for non-native speakers, but also for native speakers. So that's something to point out. And today, we talked about that... We said that we wanted to start with those challenges or fears that we see from our clients, our learners. 2:25 Yeah, and it's usually around the same things, you know, we, at least for me, I come into contact with so many of these, so many of our students who are so competent in their, in their daily lives, what they're doing in their professional lives. And they come to me with these with these fears, like this just general lack of confidence, or imposter syndrome, right? This I don't know if I really deserve to be speaking and, you know, kind of explaining this concept to all these people. 3:05 Mm-hmm. Yes. And also the fear of not being understood, well, they know what I'm saying, well, they understand my accent. There's a lot of worries and concern around accent and our pronunciation expert, Lisa hosted a webinar, actually last week, where she explained that accent matters. But as long as people understand you, it's fine. You don't need to be perfect. Everyone has an accent. So that's also totally fine. 3:37 And this being Yeah, this being one of I think, at least for me, in my experience, one of the most frequently asked for aspects from students. So you know, and just to like, again, just say that this is a challenge for everyone, not just, you know, non-native English speakers. You know, I think all of us have a tough experience or somebody that we think of when we think about public speaking, it's, it's like this, yeah, really anxiety-riddled thing. I mean, I don't have any, you know, funny personal stories, but uh, do you, Paola? 4:20 You want me to tell my embarrassing story, don't you? 4:22 Please, you must. 4:25 So I used to teach at a university in Vietnam when I lived there, and the classes where it rains, you know, from perhaps 50 students to up to what 300 there's was a class with, you know, 2-300 students and there was a little stage it wasn't too high, but there was a little stage and I fell off. 4:46 You fell off the stage. This was during or after the presentation, or...? 4:56 It was around the beginning of the presentation. So... 5:01 During! Oh, I thought it was it was like after like you were walking off? 5:06 No, I move a lot. I use my body language quite a lot. And that was one of the moments where I overdid it, probably, and fell off. 5:17 Wow. Well, I'm glad that you're still here with us. 5:21 Yeah, you know, but that's the story that I sometimes not always tell it. But I sometimes tell it when my students say, Oh, I'm nervous, and I assume that it can happen, you know, I thought it was going to be a disaster. And then I actually ended up making friends with the students that turned out okay. 5:39 Right. Well, yeah, I mean, today, we're not necessarily going to go into the physical dimensions of how to avoid falling off the stage. But we do have some, some good tips, right? 5:54 Yes. And to provide some advice on how to deliver presentations, and lose that fear, we've divided it into three main blocks. And those are what to do before the presentation, tips for during the presentation. And then even after there's things you can do to, to get better. 6:18 Right, let's start with the first, right, what can we do before the presentation in terms of getting ready, preparing? 6:30 So preparing, it's a very general term, but one of the tips that we like to give is, think of the WHAT, WHY and NEXT. So WHAT is your presentation about? WHY should they listen to you and not look it up online (or listen to a podcast, like ours)? And in what NEXT means - what is supposed to happen next? Do they need to do anything, go on a website, send you feedback? Are you going to send them the materials? So what why our next is so straightforward and simple. But when I asked this question to our clients that are so thrown off, and they don't know what to answer sometimes, 7:10 Yeah, I think that's one of those things. And I struggle with this all the time is, when I get an idea or something like that. It's so easy to just jump over those most basic things of, you know, what, why and index, those are so, so basic, but it's such it's, they're so foundational, right? And in terms of creating something that people will understand and be able to, to really attach to. 7:41 Yep. And do you have any tips around how much you should learn? Should you write the whole thing? Or should you memorize? 7:52 Yeah, that, you know, this is a good question as well, that a lot of our learners ask in terms of, yeah, you know, I'm just going to go and write it all out. And then I'll have an idea. And I'll feel better because I can write it and change it so that it sounds more professional. It sounds like I know what I'm talking about. And I always tell people, please don't try to prepare a presentation where you're reading a script, it is just the most unnatural thing ever. And, and it, you won't end up sounding more professional, if anything, your audience is going to detach, because they're going to sense that something's not really right here, it doesn't seem genuine, right doesn't seem real, it just seems like this person is doing what he's doing, which is reading off of a script. And even still a lot of times with a lot of our learners where they know that, okay, I know this material. But I'm going to put all of my effort into making this perfect slide this perfect presentation. So I would say, focus on actually knowing the material itself really well. More than focusing on how the presentation looks, you know, these kinds of things. Because once you're in that situation where you're on the stage, and people are looking at you, at least you'll be able to Windows like kind of red Sirens of you know, panic and anxiety show up. You'll have learned the material itself so well that you can roll with that. 9:29 Yes. And you also have room for improvisation because your brain is so used to the content and you know, so well what you want to say that that's when your brain starts to come up with anecdotes and that's the fun thing that gets you hooked. And that's the main Why should people listen to you instead of reading an article online? 9:49 Exactly. Because for most of our students, you know what you're talking about. That's why you're up there. That's why you have the opportunities to speak there is because someone thinks you're qualified enough to speak to all these people. So trust in that and go with that. So yeah, so we have right not, not over learning. Don't script it right? What else can we do? 10:14 Practice, practice, practice, practice, practice in your mind, but more importantly verbalize it, say it out loud. And recording yourself is uncomfortable for everyone. But it works. I have never tried it. I always told my students should record yourself, you should record yourself and they were like, Huh. And just a few of them did it. And when we started with the webinars, I haven't done something like it before. And I said, Okay, I'll use my own tip. And it was one I'm comfortable. And two, super helpful. So if you get to go over the sound of your own voice, I would say do it. 10:54 Yeah. You know, this is one thing that I have to be totally honest here. Doing these podcasts is the first time I've actually recorded myself for a long time. And I've learned a lot about, you know, not saying the word Absolutely. 500 times, yeah, within the span of 20 minutes. So those are good learning lessons. Definitely. Okay, and then so we have that. And then the last little tip is, I would say get an English mindset before 30 minutes to an hour before the presentation. And that could be listening to a podcast, you know, like Talaera Talks, or, you know, watching a show on Netflix that's, that's in English, whatever you can do to get your kind of English mind, you know, in the zone before you go up and actually speak English. So So those are all of our kind of pre presentation tips, what you can do before, so what about during, 11:58 so for during, there's a lot of things that you can you can do to improve your presentations. But the first tip is to learn how to start to have a mind map of what am I going to do at the beginning. So you start confident already. So welcome, everyone, introduce the people introduce the topic and go to the main point, those four parts will help you have a nice start. Welcome, everyone. For example. Hi, everyone. Welcome to today's presentation. Today, we'll be talking about business events, introduce the people, you can introduce yourself , like, Hi, my name is Paula and I'm a business English instructor at Telstra, and perhaps even the audience. Today we have with us students from all different nationalities and levels, or, you know, whatever the audiences, that's also helpful for everyone to understand, introduce the topic, or give you some best practices for business emails , and a few templates, and then go to the main point. So a simple sentence like Alright, let's get down to business. So having those welcome introducing people introducing the topic and going to the main point will help you have a nice start. 13:16 Yeah, and I like that concept of that the mind map is so good. Because it's it's not the scripting, like we were talking about before, it's having a kind of a little mental checklist. So that when those first few minutes, were you're up there on the on stage, and you're like, oh god, oh, god, here we go. Here we go. You have that little checklist that I created. Okay, so I welcomed introduced the people the topic, and now to the main point, and that can get you in the zone and going I really liked that. Yeah, so so having that, that starting template. And then another thing would be, I would say slowing down, slowing it down. And this is really I think it touches on a lot of aspects. The first would be just the general anxiety, we tend to speak a lot faster when we're really anxious, you know, but by slowing down, it really helps with non native English speakers because it helps with the accent. And it helps with giving you some time to really think through your next thoughts. Now, I'm not saying that you should, while you're speaking, try to think steps three, four or five ahead of you. But giving yourself a little bit of time to Okay, I'm going through this pattern now. Now I can go to the next one, right. And doing that, you know, another with the slowing down a tip if you're really nervous to go in is prefacing your speech. So before you really get into everything, maybe after the welcome part is just to say, Hey, you know, I'm going to try to speak as clearly as possible, as English as myself. first language and really smile and maybe make a little joke about that. And I think that's a good way to open it out for the audience to show some vulnerability and and help. I mean, what do you think about that? 15:13 Yeah, I mean, we see that with, sometimes with celebrities, when they're not native speakers, and they admitted, and they, they kind of put yourself put themselves, as you said, in that vulnerable position, and that makes them even cuter. 15:28 Mm hmm. 15:29 So it's making yourself human, I think it's always a good tip. And you were saying that slowing down helps with your accent and also for yourself to gain time to really know what you're going to say. But also for the for the audience. We don't mind people making some little pulses, so that they also have time to collect their thoughts. 15:50 Right, right. Yeah. Yeah, definitely. Those are, those are two really good aspects, starting, you know, the template and then slowing down, right. Yeah, kind of diffusing the anxiety by saying, Hey, you know, this isn't my first language. And that really gets the audience on your side, right. And then another would be not reading off of your slides. I mean, this is kind of the basic, you know, what you learn in school, but it's also something that a lot of people get, yeah, get, get hooked on, just because it's like a safety net. And I would say that's where the overlearning the material that we talked about beforehand comes into play. Anything else in this? 16:42 Oh, recap for sure. After every section, do a little recap, and at the end to recap where you summarize the main points of the whole presentation? 16:54 Yeah, yeah. Good. Good. So So summarize. Yeah, yeah. And that's a that's a good, you know, I would say three aspects, four aspects that during the presentation, if you keep these in, in your mind, it's, it's, I would say, it's going to help a lot. And so now we're going to move to what can we do after the presentation? We've done it, we've walked off the stage. Whoo, I'm so glad that's over. Now, is all of our work done? No. 17:27 No, not really. That's now it's your chance to actually learn from, from everything you did. So one of the tips we suggest is try to ask for feedback. But that's not so easy, right, Simon? 17:42 Yeah, it's, I think, a big question. And that is, who do you get the feedback from? Right?

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17:50 So we, we would always suggest to try and find someone you can trust someone who is honest, and who can give you objective feedback. So in some cases, that can be your manager, but sometimes it's a colleague that understands the topic, and can really provide some feedback on how you did. 18:13 Yeah. And that's, I think, in terms of learning, this is one of the most crucial thing is reflecting back on what you did, and seeing what worked, what didn't work, and how can I take that and move forward? Because especially with presenting, it's a skill, and it takes practice, practice, practice. And, and I think, for a lot of people, you should jump at the chance to do this. So that you can continue to learn and continue to grow. But be sure to reflect by Yeah, by asking for feedback and seeing what worked, 18:47 for sure. And ideally, that would be someone, perhaps from work that can see how you did and like the actual show, if not Talaera teachers also do that. So you can present your own presentation, pretending it's the actual one. And that's how we can provide feedback on the structure, the vocabulary, the language in general. 19:08 Yeah, absolutely. I do that. Oh, there you go. Absolutely. Definitely. See, I'm reflecting back and learning as we go. I'm working. I'm learning that. Yeah. But I've done that recently with a couple of students where we've gone through their deck and looked at what are their plans in terms of presenting and we've kind of gone through in detail that together. So So yeah, so that was kind of I would say the biggest thing in terms of afterward. 19:40 So we have the pre-presentation, just as a quick recap for the pre-presentation and before your presentation, always remember the what why next, what is your presentation about? Why should people listen to you and what should happen next overnight Learn the content. be super confident about what you want to talk about. But don't script it. Don't write everything down. Otherwise, it would sound like you're just reading. 20:11 Write and practice through verbalization. record yourself, even though it may be awkward, but it's a great learning technique. And then get in that English mindset beforehand by Yeah, listening to a podcast or what have you. And then during the presentation, right, starting with the template, Paolo was discussing the welcome introducing the people the topic, and then going to the main point, 20:37 slowing down a little bit. It's not necessary to go super fast. It's not only not necessary, but people will understand you better if you take your time and make some pauses. Of course, don't read off their slides. Tell them the story. 20:54 Right, right. And remember 20:56 to recap, just like we're doing now. Send them or tell them a quick summary and the main points, 21:03 right, and don't fall off the stage as well. That's ideally we forgot. Ideally, it's final for then, as the final point, right, asking for feedback, finding that person that can get you that feedback that's so important to you. Finding what worked and moving forward. 21:21 That's right. All right. Do we have it for today? 21:25 I think that is it for today. Yeah. I had a lot of Thanks. Yeah, I had a blast. And thanks for meeting up. And we have a lot of good stuff coming up with Talaera. Right. 21:38 We have webinars, our blog is busier than ever. So go on the http://blog.talaera.com/ , check out the resources. And what else? 21:51 Find us on LinkedIn. And yeah, please ask any questions, we'd be glad to get back to you. So that is it for today. And thank you to all of our listeners. So far, we're excited to keep growing this. And as always, keep learning! 22:11 And that's all we have for you today. We hope you enjoyed it, and remember to  subscribe to Talaera Talks . We'll be back soon with more! And visit our website at  https://talaera.com  for more valuable content on business English. You can also  request a free consultation  on the best ways for you and your team to improve your communication skills. So have a great day and keep learning!

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Synonyms and antonyms of presentation in English

Presentation, synonyms and examples, see words related to presentation, presentation | american thesaurus.

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a game played by two or more children in which one child chases the others and tries to touch one of them. This child then becomes the one who does the chasing.

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Interior Design Students Learn from Wexner Medical Center Designers

Emily Valentine

Emily Valentine Assistant Professor of Teaching [email protected]

another word for presentation medical

Third-year interior design students recently had the enriching opportunity to delve into healthcare design, thanks to a combination of guest lectures and a site visit that supplement their studio work. This collaborative initiative with designers from Wexner Medical Center Space and Facilities Planning continues for the third year by brining experts directly into the classroom to support student learning. 

We recently welcomed Adrian Boysel, Associate Director Interior Design, and Susan Long, Senior Interior Design Planner, to class. Adrian and Susan presented a comprehensive overview of their design and implementation process, showcasing various areas of their scope including early design concepts, furniture specification, on-site installation, and lessons learned. Their insights were specifically drawn from the design development and implementation of  Outpatient Care New Albany ,  Outpatient Care Dublin , and the planning of  Outpatient Care Powell .

The learning experience was further enhanced later in the week with a tour of the 250,000 square foot Outpatient Care New Albany facility. Guided by Adrian, Susan, and Trudy Cherok, Senior Planner, who will present on wayfinding and branding in healthcare later this month, students observed firsthand the elements discussed in the classroom. Students observed patient flow, integration of branding, and how and Ohio State identity was infused into the medical center design. Students will advance these observations and learnings as they move into a healthcare project that envisions what a small-scale embedded medical clinic would look like, with a focus on the needs of the aging population.

We extend our thanks to Adrain, Susan, and Trudy for their time and expertise to advance student learning. Their contributions have provided students a valuable glimpse into the real-world challenges and considerations of healthcare design. 

Student group gathered in front of large block O at Wexner Medical Center Outpatient Care New Albany.

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COMMENTS

  1. Clinical Presentation synonyms

    Clinical Presentation synonyms - 73 Words and Phrases for Clinical Presentation Synonyms for Clinical presentation 73 other Lists synonyms antonyms definitions sentences thesaurus words phrases Parts of speech nouns suggest new appearance clinical condition n. clinical evidence n. clinical picture n. clinical signs n. clinical status n.

  2. Clinical Presentations synonyms

    nouns suggest new Another way to say Clinical Presentations? Synonyms for Clinical Presentations (other words and phrases for Clinical Presentations).

  3. Healthcare Presentation synonyms

    Healthcare Presentation synonyms - 14 Words and Phrases for Healthcare Presentation Lists synonyms antonyms definitions sentences thesaurus suggest new medical presentation clinical demonstration clinical presentation clinical talk health presentation healthcare seminar healthcare symposium healthcare workshop medical briefing medical demonstration

  4. 41 Synonyms & Antonyms for PRESENTATION

    noun as in performance; something given, displayed Compare Synonyms Synonyms Antonyms Strongest matches Discover More Related Words Words related to presentation are not direct synonyms, but are associated with the word presentation.

  5. Clinical Words to Use in Progress Notes

    RECKLESS, IRRESPONSIBLE, RASH, IMPRUDENT, IMPETUOUS, IMPULSIVE, EXCITABLE, ROUSING, HASTY, HURRIED, ABRUPT, UNEXPECTANT, RESTLESS, UNEASY, SPONTANEOUS, SELF-POSSESSED, OVER-CAUTIOUS, SLUGGISH, LETHARGIC, ORGANIZED… Clinical Words to Describe Cognition (Thought Process):

  6. PRESENTATION Synonyms: 56 Similar and Opposite Words

    Synonyms of presentation presentation noun Definition of presentation as in present something given to someone without expectation of a return a presentation of much-needed money to the children's charity Synonyms & Similar Words Relevance present gift donation contribution offering comp award bestowal largess giveaway bonus prize freebee freebie

  7. What is another word for presentation

    Synonyms for presentation include demonstration, address, lecture, speech, talk, allocution, display, exhibition, exposition and seminar. Find more similar words at ...

  8. Presentation Skills Toolkit for Medical Students

    The ability to design and deliver an effective presentation is an important skill for all learners to develop. The Undergraduate Medical Education Section of the Group on Educational Affairs developed this toolkit as a resource for medical students and health professions trainees as you learn to create and give effective presentations in the classroom, in the clinical setting, and at academic ...

  9. Presentation

    Medicine a. The position of the fetus in the uterus at birth with respect to the mouth of the uterus. b. A symptom or sign or a group of symptoms or signs that is evident during a medical examination: The patient's presentation was consistent with a viral illness. c. The fact of being evident or manifest.

  10. clinical presentation

    clinical. (klɪnɪkəl ) adjective [ADJECTIVE noun] Clinical means involving or relating to the direct medical treatment or testing of patients. [...] [medicine] clinically (klɪnɪkli ) adverb [usually ADVERB adjective/-ed] See full entry for 'clinical'. Collins COBUILD Advanced Learner's Dictionary.

  11. 6 Easy Steps to Create an Effective and Engaging Medical Presentation

    And this pause can be delivered in a number of ways. First, you can separate your presentation into several sections, thereby helping your audience navigate the overall flow of what you're saying. For example: 'Key findings', 'What this means for the medical world', and 'Next steps'.

  12. PRESENTATION

    mumble mutter

  13. Effective Presentations in Medical Education

    References. The purpose of this article is to introduce effective presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably. Using evidence-based principles in ...

  14. Medical Presentation synonyms

    Synonyms for Medical Presentation (other words and phrases for Medical Presentation). Log in. Synonyms for Medical presentation. 3 other terms for medical presentation- words and phrases with similar meaning. Lists. synonyms. antonyms. definitions. sentences. thesaurus. phrases. Parts of speech. nouns.

  15. Presentation synonyms, presentation antonyms

    Synonyms for presentation Collins Roget's WordNet noun giving Synonyms giving award offering donation investiture bestowal conferral noun demonstration Synonyms demonstration show talk launch address display speech exhibition lecture unveiling exposition noun appearance Synonyms appearance

  16. 21 Synonyms & Antonyms for MEDICAL

    Find 21 different ways to say MEDICAL, along with antonyms, related words, and example sentences at Thesaurus.com.

  17. PRESENTING Synonyms: 85 Similar and Opposite Words

    Synonyms of presenting presenting verb Definition of presenting present participle of present 1 as in offering to bring before the public in performance or exhibition we will present a performance of Our Town tomorrow evening Synonyms & Similar Words Relevance offering giving staging carrying performing mounting displaying showing exhibiting

  18. MEDICAL

    Synonyms and antonyms of medical in English medical adjective These are words and phrases related to medical. Click on any word or phrase to go to its thesaurus page. Or, go to the definition of medical. Medical research may find a cure for cancer. Some herbs have medical value. Synonyms relating to medicine medicinal medicative curative healing

  19. 101 Must-Know Transition Phrases for Engaging Presentations ...

    General vocabulary for presentations. Sometimes, the smallest changes in your presentations can make the biggest differences. One of them is to learn a few phrases that give you confidence during your speech. Here are some important verbs to get you started: To outline. To clarify. To highlight. To emphasize.

  20. CLINICAL Synonyms: 165 Similar and Opposite Words

    Synonyms for CLINICAL: professional, detached, silent, serious, objective, dispassionate, impersonal, distant; Antonyms of CLINICAL: kind, emotional, compassionate ...

  21. Presentation synonyms

    n. # demonstration exposition n. # demonstration introduction n. # opening , prologue

  22. PRESENTATION

    PRESENTATION - Synonyms, related words and examples | Cambridge English Thesaurus

  23. another word for presentation medical

    Indirect presentation is a writing technique related to characterization. Through indirect presentation, the reader learns about the character's personality through his thoughts, words and actions, and through the way other characters react..... When wording service recognition awards, individuals should include the name of the award recipient, the company presenting the award, the name of ...

  24. Interior Design Students Learn from Wexner Medical Center Designers

    This collaborative initiative with designers from Wexner Medical Center Space and Facilities Planning continues for the third year by brining experts directly into the classroom to support student learning. We recently welcomed Adrian Boysel, Associate Director Interior Design, and Susan Long, Senior Interior Design Planner, to class.