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How to prepare and deliver an effective oral presentation

  • Related content
  • Peer review
  • Lucia Hartigan , registrar 1 ,
  • Fionnuala Mone , fellow in maternal fetal medicine 1 ,
  • Mary Higgins , consultant obstetrician 2
  • 1 National Maternity Hospital, Dublin, Ireland
  • 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
  • luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

  • ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
  • ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
  • ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

verbal research report ppt

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Ten Simple Rules for Making Good Oral Presentations

Continuing our “Ten Simple Rules” series [ 1 – 5 ], we consider here what it takes to make a good oral presentation. While the rules apply broadly across disciplines, they are certainly important from the perspective of this readership. Clear and logical delivery of your ideas and scientific results is an important component of a successful scientific career. Presentations encourage broader dissemination of your work and highlight work that may not receive attention in written form.

We do not mean face the audience, although gaining eye contact with as many people as possible when you present is important since it adds a level of intimacy and comfort to the presentation. We mean prepare presentations that address the target audience. Be sure you know who your audience is—what are their backgrounds and knowledge level of the material you are presenting and what they are hoping to get out of the presentation? Off-topic presentations are usually boring and will not endear you to the audience. Deliver what the audience wants to hear.

Rule 2: Less is More

A common mistake of inexperienced presenters is to try to say too much. They feel the need to prove themselves by proving to the audience that they know a lot. As a result, the main message is often lost, and valuable question time is usually curtailed. Your knowledge of the subject is best expressed through a clear and concise presentation that is provocative and leads to a dialog during the question-and-answer session when the audience becomes active participants. At that point, your knowledge of the material will likely become clear. If you do not get any questions, then you have not been following the other rules. Most likely, your presentation was either incomprehensible or trite. A side effect of too much material is that you talk too quickly, another ingredient of a lost message.

Do not be overzealous about what you think you will have available to present when the time comes. Research never goes as fast as you would like. Remember the audience's time is precious and should not be abused by presentation of uninteresting preliminary material.

A good rule of thumb would seem to be that if you ask a member of the audience a week later about your presentation, they should be able to remember three points. If these are the key points you were trying to get across, you have done a good job. If they can remember any three points, but not the key points, then your emphasis was wrong. It is obvious what it means if they cannot recall three points!

Think of the presentation as a story. There is a logical flow—a clear beginning, middle, and an end. You set the stage (beginning), you tell the story (middle), and you have a big finish (the end) where the take-home message is clearly understood.

Presentations should be entertaining, but do not overdo it and do know your limits. If you are not humorous by nature, do not try and be humorous. If you are not good at telling anecdotes, do not try and tell anecdotes, and so on. A good entertainer will captivate the audience and increase the likelihood of obeying Rule 4.

This is particularly important for inexperienced presenters. Even more important, when you give the presentation, stick to what you practice. It is common to deviate, and even worse to start presenting material that you know less about than the audience does. The more you practice, the less likely you will be to go off on tangents. Visual cues help here. The more presentations you give, the better you are going to get. In a scientific environment, take every opportunity to do journal club and become a teaching assistant if it allows you to present. An important talk should not be given for the first time to an audience of peers. You should have delivered it to your research collaborators who will be kinder and gentler but still point out obvious discrepancies. Laboratory group meetings are a fine forum for this.

Presenters have different styles of presenting. Some can captivate the audience with no visuals (rare); others require visual cues and in addition, depending on the material, may not be able to present a particular topic well without the appropriate visuals such as graphs and charts. Preparing good visual materials will be the subject of a further Ten Simple Rules. Rule 7 will help you to define the right number of visuals for a particular presentation. A useful rule of thumb for us is if you have more than one visual for each minute you are talking, you have too many and you will run over time. Obviously some visuals are quick, others take time to get the message across; again Rule 7 will help. Avoid reading the visual unless you wish to emphasize the point explicitly, the audience can read, too! The visual should support what you are saying either for emphasis or with data to prove the verbal point. Finally, do not overload the visual. Make the points few and clear.

There is nothing more effective than listening to, or listening to and viewing, a presentation you have made. Violations of the other rules will become obvious. Seeing what is wrong is easy, correcting it the next time around is not. You will likely need to break bad habits that lead to the violation of the other rules. Work hard on breaking bad habits; it is important.

People love to be acknowledged for their contributions. Having many gratuitous acknowledgements degrades the people who actually contributed. If you defy Rule 7, then you will not be able to acknowledge people and organizations appropriately, as you will run out of time. It is often appropriate to acknowledge people at the beginning or at the point of their contribution so that their contributions are very clear.

As a final word of caution, we have found that even in following the Ten Simple Rules (or perhaps thinking we are following them), the outcome of a presentation is not always guaranteed. Audience–presenter dynamics are hard to predict even though the metric of depth and intensity of questions and off-line followup provide excellent indicators. Sometimes you are sure a presentation will go well, and afterward you feel it did not go well. Other times you dread what the audience will think, and you come away pleased as punch. Such is life. As always, we welcome your comments on these Ten Simple Rules by Reader Response.

Acknowledgments

The idea for this particular Ten Simple Rules was inspired by a conversation with Fiona Addison.

Dr. Philip E. Bourne is a Professor in the Department of Pharmacology, University of California San Diego, La Jolla, California, United States of America. E-mail: ude.csds@enruob

Competing interests. The author has declared that no competing interests exist.

Funding. The author received no specific funding for this article.

  • Bourne PE. Ten simple rules for getting published. PLoS Comp Biol. 2005; 1 :e57. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Bourne PE, Chalupa LM. Ten simple rules for getting grants. PLoS Comp Biol. 2006; 2 :e12. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Bourne PE, Korngreen A. Ten simple rules for reviewers. PLoS Comp Biol. 2006; 2 :e110. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Bourne PE, Friedberg I. Ten simple rules for selecting a postdoctoral fellowship. PLoS Comp Biol. 2006; 2 :e121. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Vicens Q, Bourne PE. Ten simple rules for a successful collaboration. PLoS Comp Biol. 2007; 3 :e44. [ PMC free article ] [ PubMed ] [ Google Scholar ]

Reference management. Clean and simple.

How to make a scientific presentation

How to make a scientific presentation

Scientific presentation outlines

Questions to ask yourself before you write your talk, 1. how much time do you have, 2. who will you speak to, 3. what do you want the audience to learn from your talk, step 1: outline your presentation, step 2: plan your presentation slides, step 3: make the presentation slides, slide design, text elements, animations and transitions, step 4: practice your presentation, final thoughts, frequently asked questions about preparing scientific presentations, related articles.

A good scientific presentation achieves three things: you communicate the science clearly, your research leaves a lasting impression on your audience, and you enhance your reputation as a scientist.

But, what is the best way to prepare for a scientific presentation? How do you start writing a talk? What details do you include, and what do you leave out?

It’s tempting to launch into making lots of slides. But, starting with the slides can mean you neglect the narrative of your presentation, resulting in an overly detailed, boring talk.

The key to making an engaging scientific presentation is to prepare the narrative of your talk before beginning to construct your presentation slides. Planning your talk will ensure that you tell a clear, compelling scientific story that will engage the audience.

In this guide, you’ll find everything you need to know to make a good oral scientific presentation, including:

  • The different types of oral scientific presentations and how they are delivered;
  • How to outline a scientific presentation;
  • How to make slides for a scientific presentation.

Our advice results from delving into the literature on writing scientific talks and from our own experiences as scientists in giving and listening to presentations. We provide tips and best practices for giving scientific talks in a separate post.

There are two main types of scientific talks:

  • Your talk focuses on a single study . Typically, you tell the story of a single scientific paper. This format is common for short talks at contributed sessions in conferences.
  • Your talk describes multiple studies. You tell the story of multiple scientific papers. It is crucial to have a theme that unites the studies, for example, an overarching question or problem statement, with each study representing specific but different variations of the same theme. Typically, PhD defenses, invited seminars, lectures, or talks for a prospective employer (i.e., “job talks”) fall into this category.

➡️ Learn how to prepare an excellent thesis defense

The length of time you are allotted for your talk will determine whether you will discuss a single study or multiple studies, and which details to include in your story.

The background and interests of your audience will determine the narrative direction of your talk, and what devices you will use to get their attention. Will you be speaking to people specializing in your field, or will the audience also contain people from disciplines other than your own? To reach non-specialists, you will need to discuss the broader implications of your study outside your field.

The needs of the audience will also determine what technical details you will include, and the language you will use. For example, an undergraduate audience will have different needs than an audience of seasoned academics. Students will require a more comprehensive overview of background information and explanations of jargon but will need less technical methodological details.

Your goal is to speak to the majority. But, make your talk accessible to the least knowledgeable person in the room.

This is called the thesis statement, or simply the “take-home message”. Having listened to your talk, what message do you want the audience to take away from your presentation? Describe the main idea in one or two sentences. You want this theme to be present throughout your presentation. Again, the thesis statement will depend on the audience and the type of talk you are giving.

Your thesis statement will drive the narrative for your talk. By deciding the take-home message you want to convince the audience of as a result of listening to your talk, you decide how the story of your talk will flow and how you will navigate its twists and turns. The thesis statement tells you the results you need to show, which subsequently tells you the methods or studies you need to describe, which decides the angle you take in your introduction.

➡️ Learn how to write a thesis statement

The goal of your talk is that the audience leaves afterward with a clear understanding of the key take-away message of your research. To achieve that goal, you need to tell a coherent, logical story that conveys your thesis statement throughout the presentation. You can tell your story through careful preparation of your talk.

Preparation of a scientific presentation involves three separate stages: outlining the scientific narrative, preparing slides, and practicing your delivery. Making the slides of your talk without first planning what you are going to say is inefficient.

Here, we provide a 4 step guide to writing your scientific presentation:

  • Outline your presentation
  • Plan your presentation slides
  • Make the presentation slides
  • Practice your presentation

4 steps for making a scientific presentation.

Writing an outline helps you consider the key pieces of your talk and how they fit together from the beginning, preventing you from forgetting any important details. It also means you avoid changing the order of your slides multiple times, saving you time.

Plan your talk as discrete sections. In the table below, we describe the sections for a single study talk vs. a talk discussing multiple studies:

The following tips apply when writing the outline of a single study talk. You can easily adapt this framework if you are writing a talk discussing multiple studies.

Introduction: Writing the introduction can be the hardest part of writing a talk. And when giving it, it’s the point where you might be at your most nervous. But preparing a good, concise introduction will settle your nerves.

The introduction tells the audience the story of why you studied your topic. A good introduction succinctly achieves four things, in the following order.

  • It gives a broad perspective on the problem or topic for people in the audience who may be outside your discipline (i.e., it explains the big-picture problem motivating your study).
  • It describes why you did the study, and why the audience should care.
  • It gives a brief indication of how your study addressed the problem and provides the necessary background information that the audience needs to understand your work.
  • It indicates what the audience will learn from the talk, and prepares them for what will come next.

A good introduction not only gives the big picture and motivations behind your study but also concisely sets the stage for what the audience will learn from the talk (e.g., the questions your work answers, and/or the hypotheses that your work tests). The end of the introduction will lead to a natural transition to the methods.

Give a broad perspective on the problem. The easiest way to start with the big picture is to think of a hook for the first slide of your presentation. A hook is an opening that gets the audience’s attention and gets them interested in your story. In science, this might take the form of a why, or a how question, or it could be a statement about a major problem or open question in your field. Other examples of hooks include quotes, short anecdotes, or interesting statistics.

Why should the audience care? Next, decide on the angle you are going to take on your hook that links to the thesis of your talk. In other words, you need to set the context, i.e., explain why the audience should care. For example, you may introduce an observation from nature, a pattern in experimental data, or a theory that you want to test. The audience must understand your motivations for the study.

Supplementary details. Once you have established the hook and angle, you need to include supplementary details to support them. For example, you might state your hypothesis. Then go into previous work and the current state of knowledge. Include citations of these studies. If you need to introduce some technical methodological details, theory, or jargon, do it here.

Conclude your introduction. The motivation for the work and background information should set the stage for the conclusion of the introduction, where you describe the goals of your study, and any hypotheses or predictions. Let the audience know what they are going to learn.

Methods: The audience will use your description of the methods to assess the approach you took in your study and to decide whether your findings are credible. Tell the story of your methods in chronological order. Use visuals to describe your methods as much as possible. If you have equations, make sure to take the time to explain them. Decide what methods to include and how you will show them. You need enough detail so that your audience will understand what you did and therefore can evaluate your approach, but avoid including superfluous details that do not support your main idea. You want to avoid the common mistake of including too much data, as the audience can read the paper(s) later.

Results: This is the evidence you present for your thesis. The audience will use the results to evaluate the support for your main idea. Choose the most important and interesting results—those that support your thesis. You don’t need to present all the results from your study (indeed, you most likely won’t have time to present them all). Break down complex results into digestible pieces, e.g., comparisons over multiple slides (more tips in the next section).

Summary: Summarize your main findings. Displaying your main findings through visuals can be effective. Emphasize the new contributions to scientific knowledge that your work makes.

Conclusion: Complete the circle by relating your conclusions to the big picture topic in your introduction—and your hook, if possible. It’s important to describe any alternative explanations for your findings. You might also speculate on future directions arising from your research. The slides that comprise your conclusion do not need to state “conclusion”. Rather, the concluding slide title should be a declarative sentence linking back to the big picture problem and your main idea.

It’s important to end well by planning a strong closure to your talk, after which you will thank the audience. Your closing statement should relate to your thesis, perhaps by stating it differently or memorably. Avoid ending awkwardly by memorizing your closing sentence.

By now, you have an outline of the story of your talk, which you can use to plan your slides. Your slides should complement and enhance what you will say. Use the following steps to prepare your slides.

  • Write the slide titles to match your talk outline. These should be clear and informative declarative sentences that succinctly give the main idea of the slide (e.g., don’t use “Methods” as a slide title). Have one major idea per slide. In a YouTube talk on designing effective slides , researcher Michael Alley shows examples of instructive slide titles.
  • Decide how you will convey the main idea of the slide (e.g., what figures, photographs, equations, statistics, references, or other elements you will need). The body of the slide should support the slide’s main idea.
  • Under each slide title, outline what you want to say, in bullet points.

In sum, for each slide, prepare a title that summarizes its major idea, a list of visual elements, and a summary of the points you will make. Ensure each slide connects to your thesis. If it doesn’t, then you don’t need the slide.

Slides for scientific presentations have three major components: text (including labels and legends), graphics, and equations. Here, we give tips on how to present each of these components.

  • Have an informative title slide. Include the names of all coauthors and their affiliations. Include an attractive image relating to your study.
  • Make the foreground content of your slides “pop” by using an appropriate background. Slides that have white backgrounds with black text work well for small rooms, whereas slides with black backgrounds and white text are suitable for large rooms.
  • The layout of your slides should be simple. Pay attention to how and where you lay the visual and text elements on each slide. It’s tempting to cram information, but you need lots of empty space. Retain space at the sides and bottom of your slides.
  • Use sans serif fonts with a font size of at least 20 for text, and up to 40 for slide titles. Citations can be in 14 font and should be included at the bottom of the slide.
  • Use bold or italics to emphasize words, not underlines or caps. Keep these effects to a minimum.
  • Use concise text . You don’t need full sentences. Convey the essence of your message in as few words as possible. Write down what you’d like to say, and then shorten it for the slide. Remove unnecessary filler words.
  • Text blocks should be limited to two lines. This will prevent you from crowding too much information on the slide.
  • Include names of technical terms in your talk slides, especially if they are not familiar to everyone in the audience.
  • Include citations for the hypotheses or observations of other scientists.
  • Proofread your slides. Typos and grammatical errors are distracting for your audience.
  • Good figures and graphics are essential to sustain audience interest. Use graphics and photographs to show the experiment or study system in action and to explain abstract concepts.
  • Don’t use figures straight from your paper as they may be too detailed for your talk, and details like axes may be too small. Make new versions if necessary. Make them large enough to be visible from the back of the room.
  • Use graphs to show your results, not tables. Tables are difficult for your audience to digest! If you must present a table, keep it simple.
  • Label the axes of graphs and indicate the units. Label important components of graphics and photographs and include captions. Include sources for graphics that are not your own.
  • Explain all the elements of a graph. This includes the axes, what the colors and markers mean, and patterns in the data.
  • Use colors in figures and text in a meaningful, not random, way. For example, contrasting colors can be effective for pointing out comparisons and/or differences. Don’t use neon colors or pastels.
  • Use thick lines in figures, and use color to create contrasts in the figures you present. Don’t use red/green or red/blue combinations, as color-blind audience members can’t distinguish between them.
  • Arrows or circles can be effective for drawing attention to key details in graphs and equations. Add some text annotations along with them.
  • Write your summary and conclusion slides using graphics, rather than showing a slide with a list of bullet points. Showing some of your results again can be helpful to remind the audience of your message.
  • If your talk has equations, take time to explain them. Include text boxes to explain variables and mathematical terms, and put them under each term in the equation.
  • Combine equations with a graphic that shows the scientific principle, or include a diagram of the mathematical model.
  • Use animations judiciously. They are helpful to reveal complex ideas gradually, for example, if you need to make a comparison or contrast or to build a complicated argument or figure. For lists, reveal one bullet point at a time. New ideas appearing sequentially will help your audience follow your logic.
  • Slide transitions should be simple. Silly ones distract from your message.
  • Decide how you will make the transition as you move from one section of your talk to the next. For example, if you spend time talking through details, provide a summary afterward, especially in a long talk. Another common tactic is to have a “home slide” that you return to multiple times during the talk that reinforces your main idea or message. In her YouTube talk on designing effective scientific presentations , Stanford biologist Susan McConnell suggests using the approach of home slides to build a cohesive narrative.

To deliver a polished presentation, it is essential to practice it. Here are some tips.

  • For your first run-through, practice alone. Pay attention to your narrative. Does your story flow naturally? Do you know how you will start and end? Are there any awkward transitions? Do animations help you tell your story? Do your slides help to convey what you are saying or are they missing components?
  • Next, practice in front of your advisor, and/or your peers (e.g., your lab group). Ask someone to time your talk. Take note of their feedback and the questions that they ask you (you might be asked similar questions during your real talk).
  • Edit your talk, taking into account the feedback you’ve received. Eliminate superfluous slides that don’t contribute to your takeaway message.
  • Practice as many times as needed to memorize the order of your slides and the key transition points of your talk. However, don’t try to learn your talk word for word. Instead, memorize opening and closing statements, and sentences at key junctures in the presentation. Your presentation should resemble a serious but spontaneous conversation with the audience.
  • Practicing multiple times also helps you hone the delivery of your talk. While rehearsing, pay attention to your vocal intonations and speed. Make sure to take pauses while you speak, and make eye contact with your imaginary audience.
  • Make sure your talk finishes within the allotted time, and remember to leave time for questions. Conferences are particularly strict on run time.
  • Anticipate questions and challenges from the audience, and clarify ambiguities within your slides and/or speech in response.
  • If you anticipate that you could be asked questions about details but you don’t have time to include them, or they detract from the main message of your talk, you can prepare slides that address these questions and place them after the final slide of your talk.

➡️ More tips for giving scientific presentations

An organized presentation with a clear narrative will help you communicate your ideas effectively, which is essential for engaging your audience and conveying the importance of your work. Taking time to plan and outline your scientific presentation before writing the slides will help you manage your nerves and feel more confident during the presentation, which will improve your overall performance.

A good scientific presentation has an engaging scientific narrative with a memorable take-home message. It has clear, informative slides that enhance what the speaker says. You need to practice your talk many times to ensure you deliver a polished presentation.

First, consider who will attend your presentation, and what you want the audience to learn about your research. Tailor your content to their level of knowledge and interests. Second, create an outline for your presentation, including the key points you want to make and the evidence you will use to support those points. Finally, practice your presentation several times to ensure that it flows smoothly and that you are comfortable with the material.

Prepare an opening that immediately gets the audience’s attention. A common device is a why or a how question, or a statement of a major open problem in your field, but you could also start with a quote, interesting statistic, or case study from your field.

Scientific presentations typically either focus on a single study (e.g., a 15-minute conference presentation) or tell the story of multiple studies (e.g., a PhD defense or 50-minute conference keynote talk). For a single study talk, the structure follows the scientific paper format: Introduction, Methods, Results, Summary, and Conclusion, whereas the format of a talk discussing multiple studies is more complex, but a theme unifies the studies.

Ensure you have one major idea per slide, and convey that idea clearly (through images, equations, statistics, citations, video, etc.). The slide should include a title that summarizes the major point of the slide, should not contain too much text or too many graphics, and color should be used meaningfully.

verbal research report ppt

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Effective Oral Presentations

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Verbally (and as a general rule), do not write down and memorize or read your full text, because then your presentation will sound like what it is: a recited written text. Instead, memorize the outline of your presentation — that is, a tree structure of main points and subpoints — and speak ex tempore, reinventing the words as you go along. As you do, you will occasionally need to think about what to say next and find the most appropriate words to say it. Instead of using filler words ( um , er , you know , I mean , etc.), simply pause. If you say um , you get about half a second of thinking time and the audience is likely to notice the um and be irritated by it. If you keep silent, you can get up to two or three seconds of thinking time without the audience noticing anything. Even if attendees do notice the silence, they will simply think that you are choosing your words carefully — and there is nothing wrong with that.

Despite pointing often at the screen, Marie nicely faces the audience with her body at all times, keeps her hands down between gestures, and maintains eye contact with the attendees. Transcript Vocally, vary the tone, rate, and volume of your voice as a function of the meaning, complexity, and importance of what you are saying. You need not invent a new intonation pattern: You simply need to amplify your normal pattern.

Visually, control your body. Adopt a stable, confident position; move only when you have a positive reason to do so (for example, move closer to the audience for taking questions), not when your body seems to ask for it. When you make a gesture, make it large and deliberate; between gestures, bring your hands down and do not fidget. Establish eye contact: Engage the audience by looking them straight in the eyes.

At all times, make sure you address the audience. Even if you have slides, tell the audience your story in a stand-alone way; do not just explain your slides. In particular, anticipate your slides. You should know at all times what your next slide is about so you can insert an appropriate transition.

Delivering as a non-native speaker

To keep the audience engaged , Jean-luc emphasizes his points with facial expressions, purposeful gestures, and — especially — a high dynamic range in his vocal delivery. Transcript If you are a non-native speaker of English, you may find it more challenging to speak ex tempore in English than in your native language. Still, even imperfect extemporaneous English is more likely to engage the audience than reciting a more polished, less spontaneous written text. To improve your delivery and overall presentation as a non-native speaker, practice more, pace yourself, and support your spoken discourse with appropriate slides.

While all speakers benefit from practicing their presentations multiple times, consider investing more time in such practice if you are less familiar with the language. Practicing helps you identify missing vocabulary, including key technical terms (which are difficult to circumvent), and express your ideas more fluently. As you practice, you may want to prepare a list of difficult words (to review on the day of your presentation) or write down an occasional complex yet crucial sentence. Still, do not feel bound to what you write down. These notes should be a help, not a constraint.

Practicing in front of an audience (a few colleagues, for example) can help you correct or refine your pronunciation. If you are unsure how to pronounce some words or phrases, you can ask native speakers in advance or check online dictionaries that offer phonetic spelling or audio rendering. Still, you may be unaware of certain words you mispronounce; a practice audience can point these words out to you if you invite it to do so.

During your presentation, pace yourself. As a non-native speaker, you may feel you need to search for your words more often or for a longer time than in your native language, but the mechanism is the same. Do not let this challenge pressure you. Give yourself the time you need to express your ideas clearly. Silence is not your enemy; it is your friend.

Pacing yourself also means speaking more slowly than you otherwise might, especially if you have an accent in English. Accents are common among non-native speakers — and among specific groups of native speakers, too — and they are not a problem as long as they are mild. Often, they are experienced as charming. Still, they take some getting used to. Remember to slow down, especially at the beginning of a presentation, so your audience can get used to your accent, whether native or not.

Handling stage fright and mishaps

Most speakers, even experienced ones, are nervous before or during an oral presentation. Such stage fright is normal and even reassuring: It shows that you care, and you should care if you want to deliver an effective presentation. Accordingly, accept your stage fright rather than feeling guilty about it. Instead of trying to suppress nervousness, strive to focus your nervous energy in your voice, your gestures, and your eye contact. Do not let it dissipate into entropy, such as by using filler words or engaging in nervous mannerisms.

Among the many ways to keep your nerves under control, perhaps the most effective one is to focus constructively on your purpose at all times. Before your presentation, eliminate all the unknowns: Prepare your presentation well, identify (or even meet) your audience, and know the room. During the presentation, do what it takes to get your message across, even if it means doing something differently than you had planned. Have a positive attitude about the presentation at all times: Visualize what you want to achieve, not what you want to avoid.

Even with careful preparation, mishaps can occur. For example, technology may fail, you may forget what you wanted to say, or you may accidentally say the wrong thing. As a rule, do not apologize for what happens — neither in advance nor after the fact. Although well-meant, such apologies provide no benefit to the audience: They are noise. If you can do something about the problem, such as fix the technology or insert what you forgot later in the presentation, concentrate on doing so instead of apologizing. If the problem is out of your control, then there is no need to apologize for it. As a specific example, if you feel your command of English is poor, then do what you can in advance to improve it; in particular, practice your presentation thoroughly. Then, on the day of the presentation, do your best with the command you have, but do not apologize at the beginning of the presentation for what you think is poor English. This apology will not solve anything, and it gives the attendees a negative image of you. Rather, let the attendees judge for themselves whether your command of English is sufficient (perhaps it is, despite what you might think). In other words, focus on delivering results, not excuses.

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Ten simple rules for effective presentation slides

* E-mail: [email protected]

Affiliation Biomedical Engineering and the Center for Public Health Genomics, University of Virginia, Charlottesville, Virginia, United States of America

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  • Kristen M. Naegle

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Published: December 2, 2021

  • https://doi.org/10.1371/journal.pcbi.1009554
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Fig 1

Citation: Naegle KM (2021) Ten simple rules for effective presentation slides. PLoS Comput Biol 17(12): e1009554. https://doi.org/10.1371/journal.pcbi.1009554

Copyright: © 2021 Kristen M. Naegle. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The author received no specific funding for this work.

Competing interests: The author has declared no competing interests exist.

Introduction

The “presentation slide” is the building block of all academic presentations, whether they are journal clubs, thesis committee meetings, short conference talks, or hour-long seminars. A slide is a single page projected on a screen, usually built on the premise of a title, body, and figures or tables and includes both what is shown and what is spoken about that slide. Multiple slides are strung together to tell the larger story of the presentation. While there have been excellent 10 simple rules on giving entire presentations [ 1 , 2 ], there was an absence in the fine details of how to design a slide for optimal effect—such as the design elements that allow slides to convey meaningful information, to keep the audience engaged and informed, and to deliver the information intended and in the time frame allowed. As all research presentations seek to teach, effective slide design borrows from the same principles as effective teaching, including the consideration of cognitive processing your audience is relying on to organize, process, and retain information. This is written for anyone who needs to prepare slides from any length scale and for most purposes of conveying research to broad audiences. The rules are broken into 3 primary areas. Rules 1 to 5 are about optimizing the scope of each slide. Rules 6 to 8 are about principles around designing elements of the slide. Rules 9 to 10 are about preparing for your presentation, with the slides as the central focus of that preparation.

Rule 1: Include only one idea per slide

Each slide should have one central objective to deliver—the main idea or question [ 3 – 5 ]. Often, this means breaking complex ideas down into manageable pieces (see Fig 1 , where “background” information has been split into 2 key concepts). In another example, if you are presenting a complex computational approach in a large flow diagram, introduce it in smaller units, building it up until you finish with the entire diagram. The progressive buildup of complex information means that audiences are prepared to understand the whole picture, once you have dedicated time to each of the parts. You can accomplish the buildup of components in several ways—for example, using presentation software to cover/uncover information. Personally, I choose to create separate slides for each piece of information content I introduce—where the final slide has the entire diagram, and I use cropping or a cover on duplicated slides that come before to hide what I’m not yet ready to include. I use this method in order to ensure that each slide in my deck truly presents one specific idea (the new content) and the amount of the new information on that slide can be described in 1 minute (Rule 2), but it comes with the trade-off—a change to the format of one of the slides in the series often means changes to all slides.

thumbnail

  • PPT PowerPoint slide
  • PNG larger image
  • TIFF original image

Top left: A background slide that describes the background material on a project from my lab. The slide was created using a PowerPoint Design Template, which had to be modified to increase default text sizes for this figure (i.e., the default text sizes are even worse than shown here). Bottom row: The 2 new slides that break up the content into 2 explicit ideas about the background, using a central graphic. In the first slide, the graphic is an explicit example of the SH2 domain of PI3-kinase interacting with a phosphorylation site (Y754) on the PDGFR to describe the important details of what an SH2 domain and phosphotyrosine ligand are and how they interact. I use that same graphic in the second slide to generalize all binding events and include redundant text to drive home the central message (a lot of possible interactions might occur in the human proteome, more than we can currently measure). Top right highlights which rules were used to move from the original slide to the new slide. Specific changes as highlighted by Rule 7 include increasing contrast by changing the background color, increasing font size, changing to sans serif fonts, and removing all capital text and underlining (using bold to draw attention). PDGFR, platelet-derived growth factor receptor.

https://doi.org/10.1371/journal.pcbi.1009554.g001

Rule 2: Spend only 1 minute per slide

When you present your slide in the talk, it should take 1 minute or less to discuss. This rule is really helpful for planning purposes—a 20-minute presentation should have somewhere around 20 slides. Also, frequently giving your audience new information to feast on helps keep them engaged. During practice, if you find yourself spending more than a minute on a slide, there’s too much for that one slide—it’s time to break up the content into multiple slides or even remove information that is not wholly central to the story you are trying to tell. Reduce, reduce, reduce, until you get to a single message, clearly described, which takes less than 1 minute to present.

Rule 3: Make use of your heading

When each slide conveys only one message, use the heading of that slide to write exactly the message you are trying to deliver. Instead of titling the slide “Results,” try “CTNND1 is central to metastasis” or “False-positive rates are highly sample specific.” Use this landmark signpost to ensure that all the content on that slide is related exactly to the heading and only the heading. Think of the slide heading as the introductory or concluding sentence of a paragraph and the slide content the rest of the paragraph that supports the main point of the paragraph. An audience member should be able to follow along with you in the “paragraph” and come to the same conclusion sentence as your header at the end of the slide.

Rule 4: Include only essential points

While you are speaking, audience members’ eyes and minds will be wandering over your slide. If you have a comment, detail, or figure on a slide, have a plan to explicitly identify and talk about it. If you don’t think it’s important enough to spend time on, then don’t have it on your slide. This is especially important when faculty are present. I often tell students that thesis committee members are like cats: If you put a shiny bauble in front of them, they’ll go after it. Be sure to only put the shiny baubles on slides that you want them to focus on. Putting together a thesis meeting for only faculty is really an exercise in herding cats (if you have cats, you know this is no easy feat). Clear and concise slide design will go a long way in helping you corral those easily distracted faculty members.

Rule 5: Give credit, where credit is due

An exception to Rule 4 is to include proper citations or references to work on your slide. When adding citations, names of other researchers, or other types of credit, use a consistent style and method for adding this information to your slides. Your audience will then be able to easily partition this information from the other content. A common mistake people make is to think “I’ll add that reference later,” but I highly recommend you put the proper reference on the slide at the time you make it, before you forget where it came from. Finally, in certain kinds of presentations, credits can make it clear who did the work. For the faculty members heading labs, it is an effective way to connect your audience with the personnel in the lab who did the work, which is a great career booster for that person. For graduate students, it is an effective way to delineate your contribution to the work, especially in meetings where the goal is to establish your credentials for meeting the rigors of a PhD checkpoint.

Rule 6: Use graphics effectively

As a rule, you should almost never have slides that only contain text. Build your slides around good visualizations. It is a visual presentation after all, and as they say, a picture is worth a thousand words. However, on the flip side, don’t muddy the point of the slide by putting too many complex graphics on a single slide. A multipanel figure that you might include in a manuscript should often be broken into 1 panel per slide (see Rule 1 ). One way to ensure that you use the graphics effectively is to make a point to introduce the figure and its elements to the audience verbally, especially for data figures. For example, you might say the following: “This graph here shows the measured false-positive rate for an experiment and each point is a replicate of the experiment, the graph demonstrates …” If you have put too much on one slide to present in 1 minute (see Rule 2 ), then the complexity or number of the visualizations is too much for just one slide.

Rule 7: Design to avoid cognitive overload

The type of slide elements, the number of them, and how you present them all impact the ability for the audience to intake, organize, and remember the content. For example, a frequent mistake in slide design is to include full sentences, but reading and verbal processing use the same cognitive channels—therefore, an audience member can either read the slide, listen to you, or do some part of both (each poorly), as a result of cognitive overload [ 4 ]. The visual channel is separate, allowing images/videos to be processed with auditory information without cognitive overload [ 6 ] (Rule 6). As presentations are an exercise in listening, and not reading, do what you can to optimize the ability of the audience to listen. Use words sparingly as “guide posts” to you and the audience about major points of the slide. In fact, you can add short text fragments, redundant with the verbal component of the presentation, which has been shown to improve retention [ 7 ] (see Fig 1 for an example of redundant text that avoids cognitive overload). Be careful in the selection of a slide template to minimize accidentally adding elements that the audience must process, but are unimportant. David JP Phillips argues (and effectively demonstrates in his TEDx talk [ 5 ]) that the human brain can easily interpret 6 elements and more than that requires a 500% increase in human cognition load—so keep the total number of elements on the slide to 6 or less. Finally, in addition to the use of short text, white space, and the effective use of graphics/images, you can improve ease of cognitive processing further by considering color choices and font type and size. Here are a few suggestions for improving the experience for your audience, highlighting the importance of these elements for some specific groups:

  • Use high contrast colors and simple backgrounds with low to no color—for persons with dyslexia or visual impairment.
  • Use sans serif fonts and large font sizes (including figure legends), avoid italics, underlining (use bold font instead for emphasis), and all capital letters—for persons with dyslexia or visual impairment [ 8 ].
  • Use color combinations and palettes that can be understood by those with different forms of color blindness [ 9 ]. There are excellent tools available to identify colors to use and ways to simulate your presentation or figures as they might be seen by a person with color blindness (easily found by a web search).
  • In this increasing world of virtual presentation tools, consider practicing your talk with a closed captioning system capture your words. Use this to identify how to improve your speaking pace, volume, and annunciation to improve understanding by all members of your audience, but especially those with a hearing impairment.

Rule 8: Design the slide so that a distracted person gets the main takeaway

It is very difficult to stay focused on a presentation, especially if it is long or if it is part of a longer series of talks at a conference. Audience members may get distracted by an important email, or they may start dreaming of lunch. So, it’s important to look at your slide and ask “If they heard nothing I said, will they understand the key concept of this slide?” The other rules are set up to help with this, including clarity of the single point of the slide (Rule 1), titling it with a major conclusion (Rule 3), and the use of figures (Rule 6) and short text redundant to your verbal description (Rule 7). However, with each slide, step back and ask whether its main conclusion is conveyed, even if someone didn’t hear your accompanying dialog. Importantly, ask if the information on the slide is at the right level of abstraction. For example, do you have too many details about the experiment, which hides the conclusion of the experiment (i.e., breaking Rule 1)? If you are worried about not having enough details, keep a slide at the end of your slide deck (after your conclusions and acknowledgments) with the more detailed information that you can refer to during a question and answer period.

Rule 9: Iteratively improve slide design through practice

Well-designed slides that follow the first 8 rules are intended to help you deliver the message you intend and in the amount of time you intend to deliver it in. The best way to ensure that you nailed slide design for your presentation is to practice, typically a lot. The most important aspects of practicing a new presentation, with an eye toward slide design, are the following 2 key points: (1) practice to ensure that you hit, each time through, the most important points (for example, the text guide posts you left yourself and the title of the slide); and (2) practice to ensure that as you conclude the end of one slide, it leads directly to the next slide. Slide transitions, what you say as you end one slide and begin the next, are important to keeping the flow of the “story.” Practice is when I discover that the order of my presentation is poor or that I left myself too few guideposts to remember what was coming next. Additionally, during practice, the most frequent things I have to improve relate to Rule 2 (the slide takes too long to present, usually because I broke Rule 1, and I’m delivering too much information for one slide), Rule 4 (I have a nonessential detail on the slide), and Rule 5 (I forgot to give a key reference). The very best type of practice is in front of an audience (for example, your lab or peers), where, with fresh perspectives, they can help you identify places for improving slide content, design, and connections across the entirety of your talk.

Rule 10: Design to mitigate the impact of technical disasters

The real presentation almost never goes as we planned in our heads or during our practice. Maybe the speaker before you went over time and now you need to adjust. Maybe the computer the organizer is having you use won’t show your video. Maybe your internet is poor on the day you are giving a virtual presentation at a conference. Technical problems are routinely part of the practice of sharing your work through presentations. Hence, you can design your slides to limit the impact certain kinds of technical disasters create and also prepare alternate approaches. Here are just a few examples of the preparation you can do that will take you a long way toward avoiding a complete fiasco:

  • Save your presentation as a PDF—if the version of Keynote or PowerPoint on a host computer cause issues, you still have a functional copy that has a higher guarantee of compatibility.
  • In using videos, create a backup slide with screen shots of key results. For example, if I have a video of cell migration, I’ll be sure to have a copy of the start and end of the video, in case the video doesn’t play. Even if the video worked, you can pause on this backup slide and take the time to highlight the key results in words if someone could not see or understand the video.
  • Avoid animations, such as figures or text that flash/fly-in/etc. Surveys suggest that no one likes movement in presentations [ 3 , 4 ]. There is likely a cognitive underpinning to the almost universal distaste of pointless animations that relates to the idea proposed by Kosslyn and colleagues that animations are salient perceptual units that captures direct attention [ 4 ]. Although perceptual salience can be used to draw attention to and improve retention of specific points, if you use this approach for unnecessary/unimportant things (like animation of your bullet point text, fly-ins of figures, etc.), then you will distract your audience from the important content. Finally, animations cause additional processing burdens for people with visual impairments [ 10 ] and create opportunities for technical disasters if the software on the host system is not compatible with your planned animation.

Conclusions

These rules are just a start in creating more engaging presentations that increase audience retention of your material. However, there are wonderful resources on continuing on the journey of becoming an amazing public speaker, which includes understanding the psychology and neuroscience behind human perception and learning. For example, as highlighted in Rule 7, David JP Phillips has a wonderful TEDx talk on the subject [ 5 ], and “PowerPoint presentation flaws and failures: A psychological analysis,” by Kosslyn and colleagues is deeply detailed about a number of aspects of human cognition and presentation style [ 4 ]. There are many books on the topic, including the popular “Presentation Zen” by Garr Reynolds [ 11 ]. Finally, although briefly touched on here, the visualization of data is an entire topic of its own that is worth perfecting for both written and oral presentations of work, with fantastic resources like Edward Tufte’s “The Visual Display of Quantitative Information” [ 12 ] or the article “Visualization of Biomedical Data” by O’Donoghue and colleagues [ 13 ].

Acknowledgments

I would like to thank the countless presenters, colleagues, students, and mentors from which I have learned a great deal from on effective presentations. Also, a thank you to the wonderful resources published by organizations on how to increase inclusivity. A special thanks to Dr. Jason Papin and Dr. Michael Guertin on early feedback of this editorial.

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Principedia

Principedia

Principedia

Ten Steps to Preparing an Effective Oral Presentation

  • Determine the purpose of your presentation and identify your own objectives.
  • Know your audience and what it knows.
  • Define your topic.
  • Arrange your material in a way that makes sense for your objectives.
  • Compose your presentation.
  • Create visual aids.
  • Practice your presentation (don’t forget to time it!)
  • Make necessary adjustments.
  • Analyze the room where you’ll be giving your presentation (set-up, sight lines, equipment, etc.).
  • Practice again.
  • ← Answering Questions
  • Novice v. Expert Problem Solvers →

How to Write a Verbal Report: Examples and Step-by-Step Guide

Verbal reports are an important means of conveying information in various professional settings. whether you need to present research findings, give updates during a team meeting, or speak at a conference , being able to deliver a clear and concise verbal report is essential. in this article, we will provide you with examples and a step-by-step guide on how to effectively write a verbal report..

How to Write a Verbal Report: Examples and Step-by-Step Guide

What is a Verbal Report?

Before we dive into the process, let’s start by defining what a verbal report is. A verbal report is a spoken presentation of information that is typically delivered orally rather than in written form. It allows you to communicate key points, share data, or explain findings in a way that engages your audience and conveys your message effectively.

Step 1: Define Your Objective

Like any other form of communication, a verbal report should have a clear objective. Start by defining what you want to achieve with your report. Are you providing an update on project status, sharing research findings, or proposing a solution to a problem? Clearly understand your purpose to ensure your report stays focused and maintains relevance.

Step 2: Organize Your Content

Next, organize your content in a logical manner that facilitates understanding. Begin with an introduction that captures your audience’s attention and clearly states the purpose of your report. Follow this with the main body, which should include key points, supporting evidence, and examples. Conclude your report with a concise summary that reinforces your main message.

Step 3: Use a Structured Format

To maintain clarity and coherence, it is crucial to follow a structured format. Start by outlining the main sections of your report, such as introduction, key points, and conclusion . Within these sections, use subheadings to break down your content into smaller, digestible chunks. This will make it easier for your audience to follow along and grasp the key takeaways from your report.

Step 4: Use Clear Language and Visual Aids

When delivering a verbal report, it is important to use clear and concise language to convey your message effectively. Avoid jargon or technical terms that might confuse your audience. If necessary, define any specialized terms you use. Additionally, consider incorporating visual aids such as charts, graphs, or images to enhance understanding and engagement.

Step 5: Practice and Rehearse

Practicing your verbal report is crucial to ensure a smooth and confident delivery. Rehearse your presentation multiple times to become familiar with the content, timing, and flow of your report. Pay attention to your intonation, pace, and gestures to maintain a strong and engaging presence. Practice will help you build confidence and ensure that your message is effectively communicated.

Examples of Verbal Reports

To provide you with a better understanding, here are a few examples of verbal reports:

  • An executive briefing on the company’s financial performance
  • A progress report on a research project
  • A proposal presentation for a new marketing campaign
  • A classroom presentation on a science experiment

Writing a verbal report effectively requires careful planning, organization, and practice. By defining your objective, organizing your content, using a structured format, employing clear language, and rehearsing your presentation, you can deliver a powerful and impactful verbal report. Remember, practice makes perfect, so take the time to refine your delivery and enhance your communication skills. Use these tips and examples to confidently present any verbal report you may have!

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Engineering Research Methodology pp 89–94 Cite as

Communicating Research Work: Presentation Skills

  • Dipankar Deb 6 ,
  • Rajeeb Dey 7 &
  • Valentina E. Balas 8  
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Part of the book series: Intelligent Systems Reference Library ((ISRL,volume 153))

Engineering researchers are tasked with solving increasingly complex and interdisciplinary problems requiring succinct communication and presentation skills. Presenting research at an academic or professional meeting can be intimidating, but can also be a rewarding experience that gives a deeper understanding of one’s own research while developing communication skills. Having experts question about the research undertaken might seem scary, but with proper preparation and resources, one can be earning compliments.

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Deb, D., Dey, R., Balas, V.E. (2019). Communicating Research Work: Presentation Skills. In: Engineering Research Methodology. Intelligent Systems Reference Library, vol 153. Springer, Singapore. https://doi.org/10.1007/978-981-13-2947-0_9

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Oral presentations.

An oral presentation is usually more than just reading a paper or set of slides to an audience (though in some disciplines, this is the expectation). How you deliver your presentation is as important in  communicating your message as what you say. Use these guidelines to learn simple tools that help you prepare and present an effective presentation, and design PowerPoint slides that support and enhance your talk.

Download Oral Presentation Template

Preparation Tips

An effective presentation is more than just standing up and giving information. A presenter must consider how best to communicate the information to the audience. Use these tips to create a presentation that is both informative and interesting:

  • Organize your thoughts. Start with an outline and develop good transitions between sections. Emphasize the real-world significance of your research.
  • Have a strong opening. Why should the audience listen to you? One good way to get their attention is to start with a question, whether or not you expect an answer.
  • Define terms early. If you are using terms that may be new to the audience, introduce them early in your presentation. Once an audience gets lost in unfamiliar terminology, it is extremely difficult to get them back on track.
  • Don't get lost in the details. It's natural to be excited about your research and want to tell your audience all about it, but they don't need to know every detail. Focus on giving them enough information to broadly understand how you arrived at your conclusion, what your findings are, and why they matter.
  • Finish with a bang. Find one or two sentences that sum up the importance of your research. How is the world better off as a result of what you have done?
  • Design PowerPoint slides to introduce important information. Consider doing a presentation without PowerPoint. Then consider which points you cannot make without slides. Create only those slides that are necessary to improve your communication with the audience.
  • Time yourself. Do not wait until the last minute to time your presentation. Different conferences will allow for different amounts of time. At on-campus events hosted by the Office of Research, you only have 8 minutes to speak, so you want to know, as soon as possible, if you are close to that limit.
  • Create effective notes for yourself. Have notes that you can read. Do not write out your entire talk; use an outline or other brief reminders of what you want to say. Make sure the text is large enough that you can read it from a distance.
  • Practice, practice, practice. The more you practice your presentation, the more comfortable you will be in front of an audience. Practice in front of a friend or two and ask for their feedback. Record yourself and listen to it critically. Make it better and do it again.

Powerpoint Tips

Microsoft PowerPoint is a tremendous tool for presentations. It is also a tool that is sometimes not used effectively. If you are using PowerPoint, use these tips to enhance your presentation:

  • Use a large font. As a general rule, avoid text smaller than 24 point.
  • Use a clean typeface. Sans serif typefaces, such as Arial, are generally easier to read on a screen than serifed typefaces, such as Times New Roman.
  • Use bullet points, not complete sentences. The text on your slide provides an outline to what you are saying. If the entire text of your presentation is on your slides, there is no reason for the audience to listen to you. A common standard is the 6/7 rule: no more than six bulleted items per slide and no more than seven words per item.
  • Use contrasting colors. Use a dark text on a light background or a light text on a dark background. Avoid combinations of colors that look similar. Avoid red/green combinations, as this is the most common form of color blindness.
  • Use special effects sparingly. Using animations, cool transition effects, sounds and other special effects is an effective way to make sure the audience notices your slides. Unfortunately, that means that they are not listening to what you are saying. Use special effects only when they are necessary to make a point.

Presentation Tips

When you start your presentation, the audience will be interested in what you say. Use these tips to help keep them interested throughout your presentation:

  • Be excited. You are talking about something exciting. If you remember to be excited, your audience will feel it and automatically become more interested.
  • Speak with confidence. When you are speaking, you are the authority on your topic, but do not pretend that you know everything. If you do not know the answer to a question, admit it. Consider deferring the question to your mentor or offer to look into the matter further.
  • Make eye contact with the audience. Your purpose is to communicate with your audience, and people listen more if they feel you are talking directly to them. As you speak, let your eyes settle on one person for a few seconds before moving on to somebody else. You do not have to make eye contact with everybody, but make sure you connect with all areas of the audience equally.
  • Avoid reading from the screen. First, if you are reading from the screen, you are not making eye contact with your audience. Second, if you put it on your slide, it is because you wanted them to read it, not you.
  • Blank the screen when a slide is unnecessary. A slide that is not related to what you are speaking about can distract the audience. Pressing the letter B or the period key displays a black screen, which lets the audience concentrate solely on your words. Press the same key to restore the display.
  • Use a pointer only when necessary. If you are using a laser pointer, remember to keep it off unless you need to highlight something on the screen.
  • Explain your equations and graphs. When you display equations, explain them fully. Point out all constants and dependent and independent variables. With graphs, tell how they support your point. Explain the x- and y-axes and show how the graph progresses from left to right.
  • Pause. Pauses bring audible structure to your presentation. They emphasize important information, make transitions obvious, and give the audience time to catch up between points and to read new slides. Pauses always feel much longer to speakers than to listeners. Practice counting silently to three (slowly) between points.
  • Avoid filler words. Um, like, you know, and many others. To an audience, these are indications that you do not know what to say; you sound uncomfortable, so they start to feel uncomfortable as well. Speak slowly enough that you can collect your thoughts before moving ahead. If you really do not know what to say, pause silently until you do.
  • Relax. It is hard to relax when you are nervous, but your audience will be much more comfortable if you are too.
  • Breathe. It is fine to be nervous. In fact, you should be—all good presenters are nervous every time they are in front of an audience. The most effective way to keep your nerves in check—aside from a lot of practice beforehand—is to remember to breathe deeply throughout your presentation.
  • Acknowledge the people who supported your research. Be sure to thank the people who made your research possible, including your mentor, research team, collaborators, and other sources of funding and support.

Sharing your work can help you expand your network of contacts who share your research interests. For undergraduate researchers who intend to complete a graduate degree, presenting can be an invaluable experience. We recommend discussing your interest in sharing your research with your faculty advisor. They can help match your interests with the appropriate venue.

See guide for Poster Presentations

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  • Publication Recognition

How to Make a PowerPoint Presentation of Your Research Paper

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Table of Contents

A research paper presentation is often used at conferences and in other settings where you have an opportunity to share your research, and get feedback from your colleagues. Although it may seem as simple as summarizing your research and sharing your knowledge, successful research paper PowerPoint presentation examples show us that there’s a little bit more than that involved.

In this article, we’ll highlight how to make a PowerPoint presentation from a research paper, and what to include (as well as what NOT to include). We’ll also touch on how to present a research paper at a conference.

Purpose of a Research Paper Presentation

The purpose of presenting your paper at a conference or forum is different from the purpose of conducting your research and writing up your paper. In this setting, you want to highlight your work instead of including every detail of your research. Likewise, a presentation is an excellent opportunity to get direct feedback from your colleagues in the field. But, perhaps the main reason for presenting your research is to spark interest in your work, and entice the audience to read your research paper.

So, yes, your presentation should summarize your work, but it needs to do so in a way that encourages your audience to seek out your work, and share their interest in your work with others. It’s not enough just to present your research dryly, to get information out there. More important is to encourage engagement with you, your research, and your work.

Tips for Creating Your Research Paper Presentation

In addition to basic PowerPoint presentation recommendations, which we’ll cover later in this article, think about the following when you’re putting together your research paper presentation:

  • Know your audience : First and foremost, who are you presenting to? Students? Experts in your field? Potential funders? Non-experts? The truth is that your audience will probably have a bit of a mix of all of the above. So, make sure you keep that in mind as you prepare your presentation.

Know more about: Discover the Target Audience .

  • Your audience is human : In other words, they may be tired, they might be wondering why they’re there, and they will, at some point, be tuning out. So, take steps to help them stay interested in your presentation. You can do that by utilizing effective visuals, summarize your conclusions early, and keep your research easy to understand.
  • Running outline : It’s not IF your audience will drift off, or get lost…it’s WHEN. Keep a running outline, either within the presentation or via a handout. Use visual and verbal clues to highlight where you are in the presentation.
  • Where does your research fit in? You should know of work related to your research, but you don’t have to cite every example. In addition, keep references in your presentation to the end, or in the handout. Your audience is there to hear about your work.
  • Plan B : Anticipate possible questions for your presentation, and prepare slides that answer those specific questions in more detail, but have them at the END of your presentation. You can then jump to them, IF needed.

What Makes a PowerPoint Presentation Effective?

You’ve probably attended a presentation where the presenter reads off of their PowerPoint outline, word for word. Or where the presentation is busy, disorganized, or includes too much information. Here are some simple tips for creating an effective PowerPoint Presentation.

  • Less is more: You want to give enough information to make your audience want to read your paper. So include details, but not too many, and avoid too many formulas and technical jargon.
  • Clean and professional : Avoid excessive colors, distracting backgrounds, font changes, animations, and too many words. Instead of whole paragraphs, bullet points with just a few words to summarize and highlight are best.
  • Know your real-estate : Each slide has a limited amount of space. Use it wisely. Typically one, no more than two points per slide. Balance each slide visually. Utilize illustrations when needed; not extraneously.
  • Keep things visual : Remember, a PowerPoint presentation is a powerful tool to present things visually. Use visual graphs over tables and scientific illustrations over long text. Keep your visuals clean and professional, just like any text you include in your presentation.

Know more about our Scientific Illustrations Services .

Another key to an effective presentation is to practice, practice, and then practice some more. When you’re done with your PowerPoint, go through it with friends and colleagues to see if you need to add (or delete excessive) information. Double and triple check for typos and errors. Know the presentation inside and out, so when you’re in front of your audience, you’ll feel confident and comfortable.

How to Present a Research Paper

If your PowerPoint presentation is solid, and you’ve practiced your presentation, that’s half the battle. Follow the basic advice to keep your audience engaged and interested by making eye contact, encouraging questions, and presenting your information with enthusiasm.

We encourage you to read our articles on how to present a scientific journal article and tips on giving good scientific presentations .

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Organizing Your Social Sciences Research Assignments

  • Annotated Bibliography
  • Analyzing a Scholarly Journal Article
  • Group Presentations
  • Dealing with Nervousness
  • Using Visual Aids
  • Grading Someone Else's Paper
  • Types of Structured Group Activities
  • Group Project Survival Skills
  • Leading a Class Discussion
  • Multiple Book Review Essay
  • Reviewing Collected Works
  • Writing a Case Analysis Paper
  • Writing a Case Study
  • About Informed Consent
  • Writing Field Notes
  • Writing a Policy Memo
  • Writing a Reflective Paper
  • Writing a Research Proposal
  • Generative AI and Writing
  • Acknowledgments

In the social and behavioral sciences, an oral presentation assignment involves an individual student or group of students verbally addressing an audience on a specific research-based topic, often utilizing slides to help audience members understand and retain what they both see and hear. The purpose is to inform, report, and explain the significance of research findings, and your critical analysis of those findings, within a specific period of time, often in the form of a reasoned and persuasive argument. Oral presentations are assigned to assess a student’s ability to organize and communicate relevant information  effectively to a particular audience. Giving an oral presentation is considered an important learning skill because the ability to speak persuasively in front of an audience is transferable to most professional workplace settings.

Oral Presentations. Learning Co-Op. University of Wollongong, Australia; Oral Presentations. Undergraduate Research Office, Michigan State University; Oral Presentations. Presentations Research Guide, East Carolina University Libraries; Tsang, Art. “Enhancing Learners’ Awareness of Oral Presentation (Delivery) Skills in the Context of Self-regulated Learning.” Active Learning in Higher Education 21 (2020): 39-50.

Preparing for Your Oral Presentation

In some classes, writing the research paper is only part of what is required in reporting the results your work. Your professor may also require you to give an oral presentation about your study. Here are some things to think about before you are scheduled to give a presentation.

1.  What should I say?

If your professor hasn't explicitly stated what the content of your presentation should focus on, think about what you want to achieve and what you consider to be the most important things that members of the audience should know about your research. Think about the following: Do I want to inform my audience, inspire them to think about my research, or convince them of a particular point of view? These questions will help frame how to approach your presentation topic.

2.  Oral communication is different from written communication

Your audience has just one chance to hear your talk; they can't "re-read" your words if they get confused. Focus on being clear, particularly if the audience can't ask questions during the talk. There are two well-known ways to communicate your points effectively, often applied in combination. The first is the K.I.S.S. method [Keep It Simple Stupid]. Focus your presentation on getting two to three key points across. The second approach is to repeat key insights: tell them what you're going to tell them [forecast], tell them [explain], and then tell them what you just told them [summarize].

3.  Think about your audience

Yes, you want to demonstrate to your professor that you have conducted a good study. But professors often ask students to give an oral presentation to practice the art of communicating and to learn to speak clearly and audibly about yourself and your research. Questions to think about include: What background knowledge do they have about my topic? Does the audience have any particular interests? How am I going to involve them in my presentation?

4.  Create effective notes

If you don't have notes to refer to as you speak, you run the risk of forgetting something important. Also, having no notes increases the chance you'll lose your train of thought and begin relying on reading from the presentation slides. Think about the best ways to create notes that can be easily referred to as you speak. This is important! Nothing is more distracting to an audience than the speaker fumbling around with notes as they try to speak. It gives the impression of being disorganized and unprepared.

NOTE:   A good strategy is to have a page of notes for each slide so that the act of referring to a new page helps remind you to move to the next slide. This also creates a natural pause that allows your audience to contemplate what you just presented.

Strategies for creating effective notes for yourself include the following:

  • Choose a large, readable font [at least 18 point in Ariel ]; avoid using fancy text fonts or cursive text.
  • Use bold text, underlining, or different-colored text to highlight elements of your speech that you want to emphasize. Don't over do it, though. Only highlight the most important elements of your presentation.
  • Leave adequate space on your notes to jot down additional thoughts or observations before and during your presentation. This is also helpful when writing down your thoughts in response to a question or to remember a multi-part question [remember to have a pen with you when you give your presentation].
  • Place a cue in the text of your notes to indicate when to move to the next slide, to click on a link, or to take some other action, such as, linking to a video. If appropriate, include a cue in your notes if there is a point during your presentation when you want the audience to refer to a handout.
  • Spell out challenging words phonetically and practice saying them ahead of time. This is particularly important for accurately pronouncing people’s names, technical or scientific terminology, words in a foreign language, or any unfamiliar words.

Creating and Using Overheads. Writing@CSU. Colorado State University; Kelly, Christine. Mastering the Art of Presenting. Inside Higher Education Career Advice; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Organizing the Content

In the process of organizing the content of your presentation, begin by thinking about what you want to achieve and how are you going to involve your audience in the presentation.

  • Brainstorm your topic and write a rough outline. Don’t get carried away—remember you have a limited amount of time for your presentation.
  • Organize your material and draft what you want to say [see below].
  • Summarize your draft into key points to write on your presentation slides and/or note cards and/or handout.
  • Prepare your visual aids.
  • Rehearse your presentation and practice getting the presentation completed within the time limit given by your professor. Ask a friend to listen and time you.

GENERAL OUTLINE

I.  Introduction [may be written last]

  • Capture your listeners’ attention . Begin with a question, an amusing story, a provocative statement, a personal story, or anything that will engage your audience and make them think. For example, "As a first-gen student, my hardest adjustment to college was the amount of papers I had to write...."
  • State your purpose . For example, "I’m going to talk about..."; "This morning I want to explain…."
  • Present an outline of your talk . For example, “I will concentrate on the following points: First of all…Then…This will lead to…And finally…"

II.  The Body

  • Present your main points one by one in a logical order .
  • Pause at the end of each point . Give people time to take notes, or time to think about what you are saying.
  • Make it clear when you move to another point . For example, “The next point is that...”; “Of course, we must not forget that...”; “However, it's important to realize that....”
  • Use clear examples to illustrate your points and/or key findings .
  • If appropriate, consider using visual aids to make your presentation more interesting [e.g., a map, chart, picture, link to a video, etc.].

III.  The Conclusion

  • Leave your audience with a clear summary of everything that you have covered.
  • Summarize the main points again . For example, use phrases like: "So, in conclusion..."; "To recap the main issues...," "In summary, it is important to realize...."
  • Restate the purpose of your talk, and say that you have achieved your aim : "My intention was ..., and it should now be clear that...."
  • Don't let the talk just fizzle out . Make it obvious that you have reached the end of the presentation.
  • Thank the audience, and invite questions : "Thank you. Are there any questions?"

NOTE: When asking your audience if anyone has any questions, give people time to contemplate what you have said and to formulate a question. It may seem like an awkward pause to wait ten seconds or so for someone to raise their hand, but it's frustrating to have a question come to mind but be cutoff because the presenter rushed to end the talk.

ANOTHER NOTE: If your last slide includes any contact information or other important information, leave it up long enough to ensure audience members have time to write the information down. Nothing is more frustrating to an audience member than wanting to jot something down, but the presenter closes the slides immediately after finishing.

Creating and Using Overheads. Writing@CSU. Colorado State University; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th ed. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Delivering Your Presentation

When delivering your presentation, keep in mind the following points to help you remain focused and ensure that everything goes as planned.

Pay Attention to Language!

  • Keep it simple . The aim is to communicate, not to show off your vocabulary. Using complex words or phrases increases the chance of stumbling over a word and losing your train of thought.
  • Emphasize the key points . Make sure people realize which are the key points of your study. Repeat them using different phrasing to help the audience remember them.
  • Check the pronunciation of difficult, unusual, or foreign words beforehand . Keep it simple, but if you have to use unfamiliar words, write them out phonetically in your notes and practice saying them. This is particularly important when pronouncing proper names. Give the definition of words that are unusual or are being used in a particular context [e.g., "By using the term affective response, I am referring to..."].

Use Your Voice to Communicate Clearly

  • Speak loud enough for everyone in the room to hear you . Projecting your voice may feel uncomfortably loud at first, but if people can't hear you, they won't try to listen. However, moderate your voice if you are talking in front of a microphone.
  • Speak slowly and clearly . Don’t rush! Speaking fast makes it harder for people to understand you and signals being nervous.
  • Avoid the use of "fillers." Linguists refer to utterances such as um, ah, you know, and like as fillers. They occur most often during transitions from one idea to another and, if expressed too much, are distracting to an audience. The better you know your presentation, the better you can control these verbal tics.
  • Vary your voice quality . If you always use the same volume and pitch [for example, all loud, or all soft, or in a monotone] during your presentation, your audience will stop listening. Use a higher pitch and volume in your voice when you begin a new point or when emphasizing the transition to a new point.
  • Speakers with accents need to slow down [so do most others]. Non-native speakers often speak English faster than we slow-mouthed native speakers, usually because most non-English languages flow more quickly than English. Slowing down helps the audience to comprehend what you are saying.
  • Slow down for key points . These are also moments in your presentation to consider using body language, such as hand gestures or leaving the podium to point to a slide, to help emphasize key points.
  • Use pauses . Don't be afraid of short periods of silence. They give you a chance to gather your thoughts, and your audience an opportunity to think about what you've just said.

Also Use Your Body Language to Communicate!

  • Stand straight and comfortably . Do not slouch or shuffle about. If you appear bored or uninterested in what your talking about, the audience will emulate this as well. Wear something comfortable. This is not the time to wear an itchy wool sweater or new high heel shoes for the first time.
  • Hold your head up . Look around and make eye contact with people in the audience [or at least pretend to]. Do not just look at your professor or your notes the whole time! Looking up at your your audience brings them into the conversation. If you don't include the audience, they won't listen to you.
  • When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication . Do it in your presentation as well. It will make things far more interesting for the audience.
  • Don't turn your back on the audience and don't fidget! Neither moving around nor standing still is wrong. Practice either to make yourself comfortable. Even when pointing to a slide, don't turn your back; stand at the side and turn your head towards the audience as you speak.
  • Keep your hands out of your pocket . This is a natural habit when speaking. One hand in your pocket gives the impression of being relaxed, but both hands in pockets looks too casual and should be avoided.

Interact with the Audience

  • Be aware of how your audience is reacting to your presentation . Are they interested or bored? If they look confused, stop and ask them [e.g., "Is anything I've covered so far unclear?"]. Stop and explain a point again if needed.
  • Check after highlighting key points to ask if the audience is still with you . "Does that make sense?"; "Is that clear?" Don't do this often during the presentation but, if the audience looks disengaged, interrupting your talk to ask a quick question can re-focus their attention even if no one answers.
  • Do not apologize for anything . If you believe something will be hard to read or understand, don't use it. If you apologize for feeling awkward and nervous, you'll only succeed in drawing attention to the fact you are feeling awkward and nervous and your audience will begin looking for this, rather than focusing on what you are saying.
  • Be open to questions . If someone asks a question in the middle of your talk, answer it. If it disrupts your train of thought momentarily, that's ok because your audience will understand. Questions show that the audience is listening with interest and, therefore, should not be regarded as an attack on you, but as a collaborative search for deeper understanding. However, don't engage in an extended conversation with an audience member or the rest of the audience will begin to feel left out. If an audience member persists, kindly tell them that the issue can be addressed after you've completed the rest of your presentation and note to them that their issue may be addressed later in your presentation [it may not be, but at least saying so allows you to move on].
  • Be ready to get the discussion going after your presentation . Professors often want a brief discussion to take place after a presentation. Just in case nobody has anything to say or no one asks any questions, be prepared to ask your audience some provocative questions or bring up key issues for discussion.

Amirian, Seyed Mohammad Reza and Elaheh Tavakoli. “Academic Oral Presentation Self-Efficacy: A Cross-Sectional Interdisciplinary Comparative Study.” Higher Education Research and Development 35 (December 2016): 1095-1110; Balistreri, William F. “Giving an Effective Presentation.” Journal of Pediatric Gastroenterology and Nutrition 35 (July 2002): 1-4; Creating and Using Overheads. Writing@CSU. Colorado State University; Enfield, N. J. How We Talk: The Inner Workings of Conversation . New York: Basic Books, 2017; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th ed. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Speaking Tip

Your First Words are Your Most Important Words!

Your introduction should begin with something that grabs the attention of your audience, such as, an interesting statistic, a brief narrative or story, or a bold assertion, and then clearly tell the audience in a well-crafted sentence what you plan to accomplish in your presentation. Your introductory statement should be constructed so as to invite the audience to pay close attention to your message and to give the audience a clear sense of the direction in which you are about to take them.

Lucas, Stephen. The Art of Public Speaking . 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015.

Another Speaking Tip

Talk to Your Audience, Don't Read to Them!

A presentation is not the same as reading a prepared speech or essay. If you read your presentation as if it were an essay, your audience will probably understand very little about what you say and will lose their concentration quickly. Use notes, cue cards, or presentation slides as prompts that highlight key points, and speak to your audience . Include everyone by looking at them and maintaining regular eye-contact [but don't stare or glare at people]. Limit reading text to quotes or to specific points you want to emphasize.

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What It Takes to Give a Great Presentation

  • Carmine Gallo

verbal research report ppt

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

verbal research report ppt

  • Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

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using verbal reports in translation research

Using Verbal Reports in Translation Research

Jul 25, 2014

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Using Verbal Reports in Translation Research. Julia Eka Rini Petra Christian University, Surabaya LTBI Atma Jaya, Jakarta. Action Survey Introspective Qualitative Research Research Research Research Questionnaire Interviews Case Ethno-

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Using Verbal Reports in Translation Research Julia EkaRini Petra Christian University, Surabaya LTBI Atma Jaya, Jakarta

Action SurveyIntrospectiveQualitative Research ResearchResearchResearch Questionnaire Interviews CaseEthno- Studies graphies Verbal Diary Reports Studies Continuum of Research Methods (McKay 2006: 16)

Three types of Introspectionbased on the timing of the event • concurrent introspection- collected while the research participants are doing the task. • immediate retrospection ] done not at the same time • delayed retrospection ] as the concurrent introspection

TAP • Think-aloud protocols (TAPs) are the result of a data collection technique that involve verbal concurrent introspection. • Introspective verbal reports

Nunan and Bailey (2009:287) • a research subject talks about the process under investigation while he or she is engaged in doing that process • …. As the person thinks aloud (i.e., talks about his current thought processes), his self-report is audiotape-or videotaped recorded. • It is then transcribed and the written result is the “protocol

Translation research • Translation product • Translation process

Controversies of using TAP • The problem of timing is not the issue • altering cognitive processes rather than providing a true reflection of thoughts

Nunan and Bailey (2009: 287) • Three levels of verbalization. • The first level is simply reporting. In this level the person just says what he is doing; • there is no need to describe (second level) or • to explain (third level) the thought process.

Procedures in conducting verbal reports • Provide students with a practice activity • give simple directions • be as unobtrusive as possible • do not ask leading questions • ask subjects to report their thought processes at a particular points in the text after they have read the text • record the session • pay attention to nonverbal behavior.

Practical guidelines • Informed consent • written explanation of the think-aloud procedure in plain language • repeat the reason why participants are asked to think aloud • should specify that their voice • will be recorded • and used in the publication • and that they will be kept anonymous. • also possible to give information about how their think-aloud will contribute to the field of research.

Practical guidelines continued • Instruction for research participants • We ask you to TALK ALOUD as you go through the program. What we mean by “talk aloud” is that we want you to say out loud everything that you would say to yourself silently while you think. Just act as if you were alone in the room speaking to yourself. Don’t try to explain your thoughts.

Practical guidelines continued • Warm-up task for translation research • non-verbal tasks • Arithmetic problems • verbal tasks • Translating a short and easy text

Practical guidelines continued • Timing in translation research • Thinking aloud will surely increase the time in completing a task • Time should not be limited

Practical guidelines continued • Language used in think-aloud protocol • Participants should be allowed to think in their first language

Practical guidelines continued • Recording of think-aloud • Audio recording • Using handycam: also non-verbal • Both

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Translation Dilemmas in Narrative Research

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. Mastoureh: (laugh), how do you evaluate your social class? In your family?Maryam: middle classMastoureh: Your family?(Maryam nods)Mastoureh: and when you got married?Maryam: it was terrible. A doctor is a beggar. Mastoureh: what do you mean?Maryam: You know, let me put it in this way. At th

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Research Translation Efforts

Research Translation Efforts

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Translation Dilemmas in Narrative Research

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Using IDEA Reports

Using IDEA Reports

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Research Reports

Research Reports

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Research Translation Efforts

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Lecture 9: Verbal reports/qualitative data analysis

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Meet the public health researchers trying to rein in america's gun violence crisis.

Christine Spolar

verbal research report ppt

A digital illustration of a circle of hands extending from the edge of the image, each holding a sheet of paper. The papers overlap in the center and, like a puzzle, come together to reveal a drawing of a handgun. Oona Tempest/KFF Health News hide caption

A digital illustration of a circle of hands extending from the edge of the image, each holding a sheet of paper. The papers overlap in the center and, like a puzzle, come together to reveal a drawing of a handgun.

Gun violence has exploded across the U.S. in recent years — from mass shootings at concerts and supermarkets to school fights settled with a bullet after the last bell.

Nearly every day of 2024 so far has brought more violence. On Feb. 14, gunfire at the Super Bowl parade in Kansas City, Missouri, killed one woman and wounded 22 other people. Most events draw little attention — while the injuries and toll pile up.

Gun violence is among America's most deadly and costly public health crises. But unlike other big killers — diseases like cancer and HIV or dangers like automobile crashes and cigarettes — sparse federal money goes to studying or preventing it.

That's because of a one-sentence amendment tucked into the 1996 Congressional budget bill: "None of the funds made available for injury prevention and control at the Centers for Disease Control and Prevention may be used to advocate or promote gun control."

Its author was Jay Dickey, an Arkansas Republican who called himself the "point man" for the National Rifle Association on Capitol Hill. And for nearly 25 years the amendment was perceived as a threat to, and all but paralyzed, the CDC's support and study of gun violence.

Goats and Soda

How the u.s. gun violence death rate compares with the rest of the world.

Even so, a small group of academics have toiled to document how gun violence courses through American communities with vast and tragic outcomes. Their research provides some light as officials and communities develop policies mostly in the dark.

It has also inspired a fresh generation of researchers to enter the field – people who grew up with mass shootings and are now determined to investigate harm from firearms. There is momentum now, in a time of rising gun injury and death, to know more.

The reality is stark:

Gun sales reached record levels in 2019 and 2020. Shootings soared. In 2021, for the second year , more people died from gun incidents — 48,830 — than in any year on record, according to a Johns Hopkins University analysis of CDC data. Guns became the leading cause of death for children and teens. Suicides accounted for more than half of those deaths, and homicides were linked to 4 in 10.

Gun deaths hit their highest level ever in 2021, with 1 person dead every 11 minutes

Gun deaths hit their highest level ever in 2021, with 1 person dead every 11 minutes

Black people are nearly 14 times as likely to die from firearm violence as white people — and guns were responsible for half of all deaths of Black teens ages 15 to 19 in 2021, the data showed.

Harvard research published in JAMA in 2022 estimated gun injuries translate into economic losses of $557 billion annually , or 2.6% of the U.S. gross domestic product.

With gun violence touching nearly every corner of the country, surveys show that Americans — whatever their political affiliation or whether they own guns or not — support policies that could reduce violence .

Quashing a quest for knowledge

It is no secret that many strategies for reducing harm from guns proposed today — from school metal detectors to enhanced policing, to the optimal timing and manner of safely storing guns, to restrictions on gun sales — have limited scientific ballast because of a lack of data.

It could have been otherwise.

U.S. firearm production surged in the late 1980s , flooding communities with more than 200 million weapons . In that era, Mark Rosenberg was the founding director of the CDC's National Center for Injury Prevention and Control and his agency, over time, was pivotal in helping to fund research on gun violence and public health.

verbal research report ppt

Mark Rosenberg, one of the nation's top authorities on gun violence and public health, was the founding director of the National Center for Injury Prevention and Control at the CDC. Oona Tempest/KFF Health News hide caption

Rosenberg thought then that gun violence could go the way of car crashes. The federal government spent $200 million a year on research to redesign roadways and cars beginning in the 1970s, he said, and had seen death rates plummeted.

"We said, 'Why can't we do this with gun violence?'" Rosenberg said. "They figured out how to get rid of car crashes — but not cars. Why can't we do the same thing when it comes to guns?"

The Dickey Amendment sidelined that dream.

A study published in 1993 concluded that "guns kept in the home are associated with an increase in the risk of homicide," a finding on risk factors that prompted an uproar in conservative political circles. To newly elected representatives in the midterm "Republican Revolution" of 1994, the research was a swipe at gun rights. The NRA stepped up lobbying, and Congress passed what's known as the Dickey Amendment in 1996.

Some Democrats, such as the influential John Dingell of Michigan (a onetime NRA board member who received the group's " legislative achievement award "), would join the cause. Dingell proposed his own bills, detailed last summer by The New York Times .

Under heavy political pressure, the CDC ousted Rosenberg in 1999. Soon after, some CDC administrators began alerting the NRA to research before publication.

"It was clearly related to the work we were doing on gun violence prevention," Rosenberg, now 78, said of his job loss. "It was a shock."

Gun researchers who persevered

The quarter-century spending gap has left a paucity of data about the scope of gun violence's health effects: Who is shot and why? What motivates the violence? With what guns? What are the injuries? Can suicides, on the rise from gunfire, be reduced or prevented with safeguards? Does drug and alcohol use increase the chances of harm? Could gun safeguards reduce domestic violence? Ultimately, what works and what does not to prevent shootings?

If researchers say they "lost a generation" of knowledge about gun violence, then American families lost even more, with millions of lives cut short and a legacy of trauma passed down through generations.

verbal research report ppt

Rebecca Cunningham, the vice president of research at the University of Michigan and an emergency medical doctor, organized a national conference last fall on the prevention of firearm harm that drew more than 750 academics and public health, law, and criminal justice experts. "You can feel momentum" for change, she says. Oona Tempest/KFF Health News hide caption

Imagine if cancer research had been halted in 1996 — many tumors that are now eminently treatable might still be lethal. "It's like cancer," said Rebecca Cunningham, vice president for research at the University of Michigan, an academic who has kept the thread of gun research going all these years. "There may be 50 kinds of cancer, and there are preventions for all of them. Firearm violence has many different routes, and it will require different kinds of science and approaches."

Cunningham is one of a small group of like-minded researchers from universities across the United States, who refused to let go of investigating a growing public health risk, and they pushed ahead without government funds.

Garen Wintemute has spent about $2.45 million of his money to support seminal research at the University of California-Davis. With state and private funding, he created a violence prevention program in California, a leader in firearm studies. He has documented an unprecedented increase in gun sales since 2020 — about 15 million transactions more than expected based on previous sales data.

verbal research report ppt

Daniel Webster, a Johns Hopkins University researcher, has focused on teenagers and guns. Oona Tempest/KFF Health News hide caption

Daniel Webster at Johns Hopkins University focused on teenagers and guns — particularly access and suicides — and found that local police who coped with gun risks daily were willing to collaborate. He secured grants, even from the CDC, with carefully phrased proposals that avoided the word "guns," to study community violence.

At Duke University, Philip J. Cook explored the underground gun market, interviewing people incarcerated in Chicago jails and compiling pivotal social science research on how guns are bought, sold, and traded.

David Hemenway , an economist and public policy professor at Harvard, worked on the national pilot to document violent deaths — knowing most gun deaths would be recorded that way — because, he said, "if you don't have good data, you don't have nothin'."

Hemenway, writing in the journal Nature in 2017, found a 30% rise in gun suicides over the preceding decade and nearly a 20% rise in gun murders from 2014 to 2015. The data was alarming and so was the lack of preventive know-how, he wrote. "The US government, at the behest of the gun lobby, limits the collection of data, prevents researchers from obtaining much of the data that are collected and severely restricts the funds available for research on guns," he wrote. "Policymakers are essentially flying blind."

verbal research report ppt

David Hemenway, a Harvard economist and public policy professor, anchored the work that led to the most ambitious database of U.S. gun deaths today. Oona Tempest/KFF Health News hide caption

His work helped create the most ambitious database of U.S. gun deaths today — the National Violent Death Reporting System . Funded in 1999 by private foundations, researchers were able to start understanding gun deaths by compiling data on all violent deaths from health department, police, and crime records in several states. The CDC took over the system and eventually rolled in data from all 50 states.

Still, no federal database of nonfatal gun injuries exists. So the government would record one death from the Super Bowl parade shooting, and the 22 people with gunshot injuries remain uncounted — along with many thousands of others over decades.

Philanthropy has supported research that Congress would not. The Joyce Foundation in Chicago funded the bulk of the grants, with more than $33 million since the 1990s. Arnold Ventures ' philanthropy and the Robert Wood Johnson Foundation have added millions more, as has Michael Bloomberg, the politician and media company owner. The Rand Corp. , which keeps a tab of ongoing research, finds states increasingly are stepping up.

Timothy Daly, a Joyce Foundation program director, said he remembers when the field of gun harm was described by some as a "desert." "There was no federal funding. There was slim private funding," he said. "Young people would ask themselves: 'Why would I go into that?'"

Research published in JAMA in 2017 found gun violence "was the least-researched" among leading causes of death. Looking at mortality rates over a decade, gun violence killed about as many people as sepsis, the data showed. If funded at the same rate, gun violence would have been expected to receive $1.4 billion in research funds. Instead, it received $22 million from across all U.S. government agencies.

There is no way to know what the firearm mortality or injury rate would be today had there been more federal support for strategies to contain it.

A reckoning and new push for research

As gun violence escalated to once unthinkable levels, Congressman Dickey came to regret his role in stanching research and became friends with Rosenberg. They wrote a pivotal Washington Post op-ed about the need for gun injury prevention studies. In 2016, they delivered a letter supporting the creation of the California Firearm Violence Research Center.

Both men, they emphasized, were NRA members and agreed on two principles: "One goal must be to protect the Second-Amendment rights of law-abiding gun owners; the other goal, to reduce gun violence."

Dickey died in 2017, and Rosenberg has only kind words for him. "I did not blame Jay at all for what happened," he said. The CDC was "under pressure from Congress to get rid of our gun research."

As alarm over gun fatality statistics from diverse sectors of the nation — scientists, politicians, and law enforcement — has grown, research in the field is finally gaining a foothold.

Even Congress, noting the Dickey Amendment was not an all-out ban, appropriated $25 million for gun research in late 2019, split between the CDC — whose imperative is to research public health issues — and the National Institutes of Health. It's a drop in the bucket compared with what was spent on car crashes, and it's not assured. House Republicans this winter have pushed an amendment to once again cut federal funding for CDC gun research.

Still it's a start. And with growing interest in the field, the torch has passed to the next generation of researchers.

In November, Cunningham helped organize a national conference on the prevention of firearm-related harm. More than 750 academics and professionals in public health, law, and criminal justice met in Chicago for hundreds of presentations. A similar event in 2019, the first in 20 years, drew just a few dozen presentations.

"You can feel momentum," Cunningham said at the conference, reflecting on the research underway. "There's a momentum to propel a whole series of evidence-based change — in the same way we have addressed other health problems."

During a congressional hearing weeks later , Yale University School of Public Health Dean Megan L. Ranney bluntly described the rising number of gun deaths — noting the overwhelming number of suicides — as a warning for lawmakers. "We are turning into a nation of traumatized survivors," she said, urging their support for better data and research on risk factors.

verbal research report ppt

Cassandra Crifasi, co-director of the Johns Hopkins Center for Gun Violence Solutions, was in high school when the Columbine massacre shook the country. Oona Tempest/KFF Health News hide caption

Cassandra Crifasi, 41, was a high school sophomore when the Columbine massacre outside Littleton, Colorado, shook the country. She recently succeeded Webster, her mentor and research partner , as co-director of the Johns Hopkins Center for Gun Violence Solutions.

Crifasi has spent much of her career evaluating risk factors in gun use, including collaborative studies with Baltimore police and the city to reduce violence.

Raised in Washington state, Crifasi said she never considered required training in firearms an affront to the Second Amendment. She owns guns. In her family, which hunted, it was a matter of responsibility.

"We all learned to hunt. There are rules to follow. Maybe we should have everybody who wants to have a gun to do that," she said.

Crifasi pointed to the 2018 shooting at Marjory Stoneman Douglas High in Parkland, Florida — which left 17 dead and 17 injured — as a turning point. Students and their parents took "a page out of Mothers Against Drunk Driving — showing up, testifying, being in the gallery where laws are made," she said.

"People started to shift and started to think: This is not a third rail in politics. This is not a third rail in research," Crifasi said.

verbal research report ppt

Shani Buggs, a lead investigator at the California Firearm Violence Research Center, has studied anxiety and depression among young people who live in neighborhoods with gun violence. Oona Tempest/KFF Health News hide caption

Shani Buggs worked in corporate management before she arrived at Johns Hopkins to pursue a master's in public health. It was summer 2012, and a gunman killed 12 moviegoers at a midnight showing of "The Dark Knight Rises" in Aurora, Colorado. The town's pain led the national news, and "rightfully so," Buggs said. "But I was in Baltimore, in East Baltimore, where there were shootings happening that weren't even consistently making the local news."

Now violence "that once was considered out of bounds, out of balance — it is more and more common," said Buggs who recently joined the California Firearm Violence Research Center as a lead investigator.

Buggs' research has examined anxiety and depression among youths who live in neighborhoods with gun violence — and notes that firearm suicide rates too have drastically increased among Black children and adolescents.

There is a trauma from hearing gunshots and seeing gun injuries, and daily life can be a thrum of risk in vulnerable communities, notably those largely populated by Black and Hispanic people, Buggs said. Last year, Buggs organized the Black and Brown Collective with a core group of about two dozen scientists committed to contextualizing studies on gun violence.

"The people most impacted by the gun violence we usually hear about in America look like our families," she said of the collective.

"They are not resilient. People are just surviving," Buggs said. "We need way more money to research and to understand and address the complexity of the problem."

KFF Health News , formerly known as Kaiser Health News (KHN), is a national newsroom that produces in-depth journalism about health issues and is one of the core operating programs at KFF — the independent source for health policy research, polling, and journalism.

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Clinical Research: FDA Issues Draft Guidance on Informed Consent

verbal research report ppt

The U.S. Food and Drug Administration (FDA), in collaboration other agencies, recently published draft guidance (Guidance) on effectively presenting key information regarding informed consent in FDA-regulated clinical investigations of medical products and Department of Health and Human Services (HHS) supported human subjects research. The Guidance aims to assist sponsors, investigators, and institutional review boards (stakeholders) involved in or tasked with overseeing human subject research. In particular, the Guidance provides an overview on how to effectively present key information, offering recommendations for the content, structure, and delivery of informed consent.

FDA regulations in 21 C.F.R. parts 50 and 56 are designed to protect human subjects participating in FDA-regulated clinical investigations, ensuring their rights, safety, and welfare. Following revisions announced by HHS on January 19, 2017 ( Revised Common Rule ), efforts have been made to enhance protection for human subjects and streamline research processes. Section 3023 of the Cures Act mandates the alignment of differences between HHS and FDA regulations, prompting a proposed rule to amend the aforementioned 21 C.F.R. sections for “harmonization.” FDA further plans to incorporate parts of the Revised Common Rule into 21 C.F.R. § 50.20(e) in support of its ongoing efforts to ensure consistency in regulations governing human subject protection.

Informed Consent Criteria

The Revised Common Rule dictates that consent information is to:

Begin with a concise and focused presentation of the key information that is most likely to assist a prospective study subject or legally authorized representative in understanding the reasons why one might or might not want to participate in the research. See 45 C.F.R. § 46.116(a)(5)(i)) .

The FDA, therefore, recommends that stakeholders carefully identify key information when obtaining informed consent to ensure a participant’s understanding of the research risks, benefits, and procedures, thereby promoting their ability to make informed decisions about participation.

Identification of Key Information

The FDA recommends starting the key information section of the consent form with an introductory statement to guide prospective study subjects. It is unnecessary for this section to include every element of informed consent; instead, stakeholders should prioritize including the most essential elements for a particular study, considering what would be important information to study participants. To aid stakeholders, FDA proposes the following content to include as part of the presentation of key information.

Voluntary Participation and Right to Discontinue Participation

The FDA recommends stating in the key information section that participation in the research is voluntary, with no penalties or loss of benefits for declining or withdrawing from participation in the study. Additionally, stakeholders should reassure prospective study subjects that their decision regarding study participation will not affect their relationship with health care providers or their medical care.

Purpose of the Research, Expected Duration, and Procedures to be Followed

The key information section of the consent form should effectively communicate essential details to prospective study subjects, facilitating their understanding of the study’s purpose and protocol, such as its design and inclusion criteria. Key details may include the expected duration of participation, procedures involved, the status of investigational products, and any experimental procedures. Additionally, stakeholders should consider including information on placebo use, randomization, post-study options, and how participation compares to standard care.

Reasonably Foreseeable Risks and Discomforts

The FDA recommends providing information upfront about the most common and serious risks associated with participation in the study to assist prospective study subjects when making informed decisions about participation. Key risks should be prioritized and clearly distinguished from other research interventions and may encompass details on risk monitoring and mitigation strategies to ensure prospective study subjects are thoroughly informed.

Reasonably Expected Benefits

The key information section should emphasize any potential benefits of research participation, as these may influence prospective study subjects’ decisions. However, it is important to ensure that prospective study subjects understand the distinction between research and clinical care, and any potential benefits should be presented in a clear and realistic manner without conveying overly optimistic expectations.

Appropriate Alternative Procedures

Incorporating a clear and concise description of alternative procedures or treatments, if applicable, is essential in the key information section to inform prospective study subjects’ decision-making regarding participation in the study. It is recommended to provide information about the care prospective study participants would receive outside the study first, followed by details on how the care provided in the context of the study differs, emphasizing awareness of alternatives tailored to individual values and preferences.

Compensation and Medical Treatments for Research-Related Injuries

For research involving more than minimal risk, it is recommended to include details about available medical treatments and compensation for prospective study subjects in case of injury as key information, particularly if there are no plans for compensating for treatment costs related to research-related injuries.

Costs Related to Subject Participation

Interested parties should consider including information about potential costs incurred by prospective study subjects, including whether health insurance may be charged and if reimbursement for study-related expenses will be provided. Additionally, incentives and payments for time, inconvenience, and discomfort should also be addressed as key information, as these issues can impact prospective study subjects’ decisions to participate.

Supplemental Information

Supplemental information beyond basic consent elements can be added to the key information section if it’s important to the prospective study subject’s decision about research participation. HHS Secretary’s Advisory Committee on Human Research Protections suggests considering various aspects, such as the novelty of the research and impacts on subjects outside of the study, to identify relevant information to include.

Presentation of Key Information

The Revised Common Rule also requires that:

Informed consent as a whole must present information in sufficient detail relating to the research and be organized and presented in a way that does not merely provide lists of isolated facts, but rather facilitates the prospective study subject’s or legally authorized representative’s understanding of the reasons why one might or might not want to participate. 45 C.F.R. § 46.116(a)(5)(ii)

Stakeholders are advised to prioritize presenting key information concisely at the outset of the informed consent process. The FDA emphasizes the need for clear and well-organized consent forms across various presentation formats, including written, oral, or electronic mediums. To enhance comprehension, stakeholders are encouraged to explore innovative methods like utilizing illustrations or tablet devices. Additionally, consent documents should adhere to plain language principles, prioritize essential information, and adopting a tiered structure, presenting key details first and additional information as needed. Customizing information to match the audience’s language proficiency, education, and cognitive abilities is critical for facilitating understanding and informed decision-making regarding participation in a study.

The FDA’s Guidance offers recommendations for effectively presenting key information in FDA-regulated clinical investigations and HHS-supported human subject research. The Guidance aligns with efforts to enhance protection for human subjects and streamline research processes. By prioritizing concise presentation and innovative methods, stakeholders can promote informed decision-making among prospective study participants, ensuring consistency and clarity in regulations governing human subject protection. Foley & Lardner will continue to monitor the development of this proposed rule to provide timely updates and insights to our readers.

Foley is here to help you address the short- and long-term impacts in the wake of regulatory changes. We have the resources to help you navigate these and other important legal considerations related to business operations and industry-specific issues. Please reach out to the authors, your Foley relationship partner, our  Health Care & Life Sector , or to our  Health Care Practice Group  with any questions.

verbal research report ppt

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  6. Ten Simple Rules for Making Good Oral Presentations

    Rule 1: Talk to the Audience We do not mean face the audience, although gaining eye contact with as many people as possible when you present is important since it adds a level of intimacy and comfort to the presentation. We mean prepare presentations that address the target audience.

  7. How to make a scientific presentation [4 steps]

    Step 1: Outline your presentation Step 2: Plan your presentation slides Step 3: Make the presentation slides Slide design Text elements Graphics Equations Animations and transitions Step 4: Practice your presentation Final thoughts Frequently Asked Questions about Preparing scientific presentations Related Articles

  8. Effective Oral Presentations

    Transcript. Delivering effective oral presentations involves three components: what you say ( verbal ), how you say it with your voice ( vocal ), and everything the audience can see about you ...

  9. Ten simple rules for effective presentation slides

    Rule 3: Make use of your heading. When each slide conveys only one message, use the heading of that slide to write exactly the message you are trying to deliver. Instead of titling the slide "Results," try "CTNND1 is central to metastasis" or "False-positive rates are highly sample specific.".

  10. Ten Steps to Preparing an Effective Oral Presentation

    Ten Steps to Preparing an Effective Oral Presentation Determine the purpose of your presentation and identify your own objectives. Know your audience and what it knows. Define your topic. Arrange your material in a way that makes sense for your objectives. Compose your presentation. Create visual aids.

  11. How to Write a Verbal Report: Examples and Step-by-Step Guide

    Step 1: Define Your Objective Like any other form of communication, a verbal report should have a clear objective. Start by defining what you want to achieve with your report. Are you providing an update on project status, sharing research findings, or proposing a solution to a problem?

  12. Communicating Research Work: Presentation Skills

    9.2 Poster Presentations. A poster presentation is a way of communicating one's research outcomes and understanding of a topic in a short and concise format. One needs to analyze and evaluate information, synthesize ideas, and creatively demonstrate understanding or the findings of your research.

  13. Oral Presentations

    Oral Presentations. An oral presentation is usually more than just reading a paper or set of slides to an audience (though in some disciplines, this is the expectation). How you deliver your presentation is as important in communicating your message as what you say. Use these guidelines to learn simple tools that help you prepare and present an ...

  14. How to Make a PowerPoint Presentation of Your Research Paper

    In addition, keep references in your presentation to the end, or in the handout. Your audience is there to hear about your work. Plan B: Anticipate possible questions for your presentation, and prepare slides that answer those specific questions in more detail, but have them at the END of your presentation. You can then jump to them, IF needed.

  15. Giving an Oral Presentation

    In the social and behavioral sciences, an oral presentation assignment involves an individual student or group of students verbally addressing an audience on a specific research-based topic, often utilizing slides to help audience members understand and retain what they both see and hear. The purpose is to inform, report, and explain the significance of research findings, and your critical ...

  16. Seven Tips for Creating Powerful Oral Presentations

    Tip #4: Use non-verbal clues strategically. "Make sure you use your body for inflections and gestures and think about how to move your body in space," Bailey says. "Think about standing tall, lengthening your spine and stretching your tailbone and you will be perceived by your audience as more energized.".

  17. Preparation of Research Reports

    10. STEPS IN DRAFTING REPORTS The Target Audience (Academic community, sponsors, general public) The level of knowledge and understanding of the audience Intended purpose of the report Type of report (either technical or popular) Scope of the report (purpose) Style of reporting Format of the report Outline of the report (scheme of presentation ...

  18. Tips to improve your verbal communication as a researcher

    Below, I have listed some tips for effective verbal communication in some of the situations you might most commonly find yourself in, including conducting research, communicating with dissertation mentors, and networking. Reviewing scientific literature can help you develop…. 1. Communicating with research participants.

  19. Enhancing learners' awareness of oral presentation (delivery) skills in

    The list of presentation items (i.e. areas to consider when delivering oral presentations) was retrieved and modified from the following: (1) presentation assessment criteria in some journal articles such as Al-Issa and Al-Qubtan (2010), Langan et al. (2005) and Živković (2014), (2) practical advice from websites and chapters from books, most ...

  20. What It Takes to Give a Great Presentation

    Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired...

  21. PPT

    Procedures in conducting verbal reports • Provide students with a practice activity • give simple directions • be as unobtrusive as possible • do not ask leading questions • ask subjects to report their thought processes at a particular points in the text after they have read the text • record the session • pay attention to nonverbal behavior.

  22. PDF Oral Presentation Rubric

    Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...

  23. Verbal Communication

    Presentation By Rahul Paneliya Education 1 of 12 Download Now Download to read offline Recommended VERBAL COMMUNICATION Sani Prince Oral and Written Communication SHAHBAAZ AHMED Barriers Of Communication sundaredu Types of communication Vicky Risky NON VERBAL COMMUNICATION aftabrafique Written communication Karpagam Alagappan What's hot (20)

  24. PDF Building the Early Intervention Workforce: Presentation to the NY State

    Research Project: Examining Perceptions of Early Intervention Services in Infant-Toddler Care Settings across Diverse Urban Neighborhoods. NYC Early Childhood Research Network of PDI/Heising-Simons Foundation report. Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early

  25. Ecosystem Governance: Decentralization and Web3—Session Presentation

    The advent of Web3 is accelerating a shift of governance from centralized, hierarchical committees and boards to decentralized, tech-enabled alternatives. In this presentation, Gayan explores the forces driving this redistribution of governance and examines how some organizations and industries are adapting.

  26. Data Is Everybody's Business—Session Presentation

    In this presentation, Barb describes highlights from her book Data is Everybody's Business, published by the MIT Press in September 2023. The book, co-authored with Cynthia Beath and Leslie Owens, presents the fundamentals of data monetization and features research and insights from MIT CISR research and CISR's Data Research Advisory Board.

  27. Scaling AI: Sustaining AI @Scale—Session Presentation

    This session extends the MIT CISR scaling AI research to include the management of large numbers of AI models and model interdependencies. In this presentation, Barb presents findings from this year's AI scaling research, including the implications of scaling AI for the IT unit, data science talent, and firm investments.

  28. Why gun violence research was quashed and how it's gaining new momentum

    After the 1996 Dickey Amendment halted federal spending on gun violence research, a small group of academics pressed on, with little money or support. Now a new generation is taking up the charge.

  29. Clinical Research: FDA Issues Draft Guidance on Informed Consent

    The U.S. Food and Drug Administration (FDA), in collaboration other agencies, recently published draft guidance (Guidance) on effectively presenting key information regarding informed consent in FDA-regulated clinical investigations of medical products and Department of Health and Human Services (HHS) supported human subjects research. The Guidance aims to assist sponsors, investigators, and ...