Engaging the audience: developing presentation skills in science students.
1Department of Cell Biology and Physiology, University of North Carolina, Chapel Hill, NC 27599-7545.
Summary
This article presents a model graduate presentation skills class (PClass) adaptable for undergraduates. It emphasizes peer feedback, video analysis, and professional actor collaboration to enhance scientific communication skills.
Area of Science:
- Neuroscience and Physiology Education
- Scientific Communication Skills Training
Background:
- Effective scientific presentation is crucial for graduate students.
- Existing curricula may not adequately address diverse presentation skills.
Purpose of the Study:
- To describe a graduate-level presentation skills class (PClass) as a model for undergraduate implementation.
- To detail methods for improving scientific communication, public speaking, and audience engagement.
Main Methods:
- Peer rehearsal and critique of PowerPoint presentations and chalk talks.
- Video recording of student presentations for instructor review.
- Guest faculty lectures and analysis of campus seminars.
- Collaboration with a professional actor for performance coaching.
Main Results:
- Students developed skills in confident speaking, nervousness control, and audience engagement.
- Enhanced abilities in poster design, speaker introductions, and Q&A moderation.
- Students gained insights into effective scientific discourse through peer and visitor seminar analysis.
Conclusions:
- The PClass model offers a transferable framework for undergraduate scientific presentation training.
- Interdisciplinary collaboration, including with performing arts, significantly benefits communication skill development.
- Comprehensive training enhances students' ability to communicate science effectively to various audiences.
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