Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations.

Area of Science:

• Science Education
• Academic Conferences

Background:

• Conferences are valuable for scientists and educators, involving significant time and financial investment.
• However, the learning outcomes and presenter effectiveness at conferences are understudied.

Purpose of the Study:

• To identify challenges faced by conference presenters.
• To propose using scientific teaching tenets to address these challenges and enhance presentations.
• To focus on three key goals: learning, equity, and improvement.

Main Methods:

• The study poses questions to presenters regarding audience engagement, inclusivity, and feedback mechanisms.
• It applies a backward design approach to presentation strategies.
• It discusses the use of active-learning strategies within the scientific teaching framework.

Main Results:

• Scientific teaching offers a framework to improve conference presentations.
• Active-learning strategies can enhance audience engagement and learning.
• Presentations can be made more accessible and useful through this approach.

Conclusions:

• Applying scientific teaching principles can significantly enhance the effectiveness and inclusivity of conference presentations.
• This framework helps presenters achieve goals related to audience learning, equity, and research advancement.
• Utilizing active learning strategies is key to maximizing presentation impact.