The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.
Dental meetings are one of the most important resources for disseminating knowledge to dental practitioners. Therefore, the information provided in such meetings should be as unbiased as possible. This paper assessed whether major general dentistry and periodontology/implant dentistry meetings have guidelines for reporting scientific evidence in oral lectures and seminars. The homepages of seven dental meetings (EUROPERIO, AAP, EAO, AO, IADR, ADA, and FDI) were assessed to check for guidelines for presenting scientific data in oral lectures and seminars, according to defined criteria. Only three of these dental meetings reported information for presentations on their homepages, although these guidelines were related to technical issues rather than recommendations for the presentation of scientific data. The present paper suggests guidelines for reporting scientific evidence in oral lectures and seminars in dental meetings to improve the current standards of reporting. High standards of reporting may provide less biased information, which is necessary for dental practitioners and clinicians to make accurate judgements on the efficacy/effectiveness of therapies.
The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.
Behavioural and Glucocorticoid Responses of a Captive Group of Spider Monkeys to Short-Term Variation in Food Presentation
- Folia primatologica; international journal of primatology
- Published almost 3 years ago
The presentation of food may affect feeding competition and the well-being of captive social species. We hypothesized that feeding competition in a captive group of 5 black-handed spider monkeys (Ateles geoffroyi) should increase in response to certain food presentations in terms of size, distribution and quality of food, and that higher feeding competition should lead to an increase in agonism and physiological stress (measured by faecal glucocorticoid metabolites, FGCM) as well as to a decrease in affiliation, proximity among individuals and feeding activity. We used 5 experimental treatments representing different combinations of size, distribution and quality of food. We observed social interactions for 100 h, collected 6,500 proximity and feeding activity records, and gathered 226 faecal samples. When food was clumped, individuals spent less time feeding, and there was also significant individual variation in feeding activity within treatments. FGCM levels were higher when food was clumped. These results are probably linked to an increase in feeding competition when food is concentrated. At least in small groups of spider monkeys, dispersing food in two feeding stations may be sufficient to decrease differences among individuals in priority of access to food resources, hence reducing physiological stress and interindividual differences in feeding activity.
Visual crowding, as context modulation, reduce the ability to recognize objects in clutter, sets a fundamental limit on visual perception and object recognition. It’s considered that crowding does not exist in the fovea and extensive efforts explored crowding in the periphery revealed various models that consider several aspects of spatial processing. Studies showed that spatial and temporal crowding are correlated, suggesting a tradeoff between spatial and temporal processing of crowding. We hypothesized that limiting stimulus availability should decrease object recognition in clutter. Here we show, for the first time, that robust contour interactions exist in the fovea for much larger target-flanker spacing than reported previously: participants overcome crowded conditions for long presentations times but exhibit contour interaction effects for short presentation times. Thus, by enabling enough processing time in the fovea, contour interactions can be overcome, enabling object recognition. Our results suggest that contemporary models of context modulation should include both time and spatial processing.
Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. This essay identifies several challenges presenters face when giving conference presentations and discusses how presenters can use the tenets of scientific teaching to meet these challenges. We ask presenters the following questions:How do you engage the audience and promote learning during a presentation? How do you create an environment that is inclusive for all in attendance? How do you gather feedback from the professional community that will help to further advance your research?These questions target three broad goals that stem from the scientific teaching framework and that we propose are of great importance at conferences: learning, equity, and improvement. Using a backward design approach, we discuss how the lens of scientific teaching and the use of specific active-learning strategies can enhance presentations, improve their utility, and ensure that a presentation is broadly accessible to all audience members.
To assess the prevalence, location, presentation and consistency of conflict of interest statements in oral presentations at medical conferences DESIGN: Prospective, delegate-based observational study SAMPLE: 201 oral presentations at 5 medical conferences in 2016 MAIN OUTCOME MEASURES: Presence of a conflict of interest statement, its location within the presentation and its duration of display. Concordance between conflict of interest disclosures in oral presentations and written abstracts or meeting speaker information RESULTS: Conflict of interest statements were present in 143/201 (71%) presentations (range for conferences 26%-100%). 118 of the 141 evaluable statements (84%) were reported on a specific slide. Slides containing conflict of interest statements were displayed for a median (IQR) 2 s (1-5), range for conferences 1.25-7.5 s. Duration of display was shorter when the slide contained only the conflict of interest statement, 2 s (1-3.5), than when it contained other information, 8 s (3-17), but was not affected by type of presentation or whether a conflict of interest was disclosed. When a conflict of interest was disclosed, 27/84 (32%) presenters discussed an aspect of it. Discordance between the presence of a conflict of interest disclosure in the oral presentation and written formats occurred for 22% of presentations.
Presentation of research at annual national orthopaedic conferences not only serves as a forum for the dissemination of knowledge but is also often a requirement of orthopaedic training programmes. The expected outcome is publication in a peer-reviewed journal. However, publication rates vary for a variety of reasons. The objective of this study was to determine publication rates of presentations from our local Singapore Orthopaedic Association (SOA) annual scientific meeting (ASM) and some of the potential associated factors. We also compared our findings to equivalent meetings worldwide to assess value of scientific content of various orthopaedic conferences.
To determine if a point-of-decision prompt (PODP) targeting sedentary behaviour influenced the proportion of standing individuals during presentations at an academic conference.
Diners in a restaurant were served the same meal (composed of a sautéed chicken breast with a fines herbes sauce, brown rice pilaf, and sautéed green beans with toasted almonds served on a round white china plate). The same food was presented in two different arrangements on two different nights. Although the two presentations were judged as equally “neat”, one was judged as more attractive. Subjects reported liking the food on the plate (when all items were judged together) more when it was presented in the more attractive than the less attractive manner. When food items were judged separately, subjects reported liking the chicken and the sauce significantly more when presented in the more attractive manner. Subjects also reported more positive responses to the brown rice pilaf when presented in the more attractive plating style. How attractively food is plated can affect liking for the flavor of the food and could be used to increase acceptance of “healthy” foods.