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INTRODUCTION:We present data from a systematic survey on conflict of interest (COI) disclosure and its interpretation by the doctors participating in continuing medical education (CME).METHODS:A brief 12 question online Google survey with multiple choice options (read, select, and click) was done among Indian practicing doctors using links shared through WhatsApp through the internet over a 72 h period.RESULTS:Of the 386 replies, 373 unique replies were eligible for evaluation. The majority found CME activities beneficial. About 73% of participants would watch out for bias, even if the speaker shows COI disclosure slide. The use of brand/trade names was considered as a flag for bias by the majority. About 99% wanted the speaker to show a final take home message slide. Cross verification of the data presented by comparing to published data was done in more than 75% of instances by only 25% of the participating doctors. A significantly higher number of doctors found bias when CME activities were being organized by the health-care industry as compared to programs of medical bodies/societies/organizations.DISCUSSION:COI considerations are given due to the importance of medical professionals. However, doctors are smart enough to understand the limitations of such disclosures and remain alert to ensure they are not influenced by any bias. Take home message slide gives the presenters opportunity to share their insights and allows the audience to make their own judgment on the impartiality of the data presented. The doctors are aware that bias could be more when CME activities are organized by healthcare industry and take appropriate precautions.CONCLUSION:COI is is given due importance by the medical professionals. COI disclosures are often incomplete. Doctors remain alert to ensure they are not influenced by biased presentations. Concluding take home message slide is unanimously recommended. Presentation bias is more when healthcare industry is directly organizing educational and promotional activities.
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Este estudo descreve a experiência de três oficinas de apresentação oral de trabalhos para estudantes universitários. As oficinas buscavam fornecer informações sobre a preparação e dicas para o dia da apresentação. Participaram das oficinas 33 estudantes de uma universidade pública do sul do Brasil. Os participantes concentravam-se nos semestres iniciais e finais da graduação. Os tópicos abordados envolveram preparação prévia, treino para a apresentação, ansiedade e dia da apresentação. Verificou-se que tanto calouros quanto formandos percebem a necessidade de desenvolver a habilidade de falar em público. Os calouros expressaram o desejo de se preparar para apresentações de trabalhos em sala de aula, enquanto os formandos buscavam maior preparação para apresentação do trabalho de conclusão de curso. Os participantes não pareciam enfrentar problemas no que se referia à preparação do material a ser apresentado e, até mesmo, ao treino da apresentação. A maior preocupação dos estudantes se referia ao manejo da ansiedade em situações de exposição oral. Os participantes temiam esquecer o que falar, falar algo errado e/ou não saber responder as perguntas da plateia ou banca examinadora. As oficinas se constituíram em um espaço para que os estudantes buscassem informações sobre as exposições orais, visto que nem sempre os cursos de graduação e pós-graduação dão conta dessa demanda.
This study describes the experience of three workshops on oral scientific presentations with college students. The workshops aimed to provide information on how to prepare an oral presentation as well as to give some tips on how to present the work. The participants were 33 students from a public university of southern Brazil. Most participants were in freshman and senior year. The topics included prior preparation, training for scientific presentation, anxiety, and the day of scientific presentation. We noticed that both freshmen and seniors realized it was an important skill to develop the ability to speak in public. Freshmen expressed motivation to be prepared for paper presentations in their classes, while seniors wanted to be prepared for the presentation of their final report. Participants do not seem to face problems related to the preparation of the material to be presented, nor were problems presented for the training of scientific presentation. Students greatest concern refers to anxiety management due to oral exposure. The students were afraid of forgetting what to say, saying something wrong and/or not knowing how to answer the audience or examiners. The workshops consist of an activity where students can seek for information about oral presentation, since undergraduate and graduate courses do not often meet this demand.
Este estudio describe la experiencia de tres talleres de presentación oral de trabajos para estudiantes universitarios. Los talleres intentaban proveer informaciones sobre la preparación y consejos para el día de la presentación. Participaron de los talleres 33 estudiantes de una universidad pública del sur de Brasil. La mayor parte de los estudiantes estaban en los primeros y en los últimos semestres de la carrera. Los temas abordados involucraron preparación previa, entrenamiento para la presentación, ansiedad y día de la presentación. Se verificó que tanto novatos como los que están por egresar perciben la necesidad de desarrollar la habilidad de hablar en público. Los novatos expresan el anhelo de prepararse para presentaciones de trabajos en clase, ya los concluyentes buscan más preparación para la presentación de la tesina. Los estudiantes no parecían tener problemas respecto a la preparación del material que presentarían e, incluso, al entrenamiento de la presentación. La mayor preocupación de los estudiantes se refería al manejo de la ansiedad en situaciones de exposición oral. Los participantes temían olvidar que decir, hablar algo mal y/o no saber responder a las preguntas de la platea o comisión examinadora. Los talleres se han vuelto un espacio donde los estudiantes buscan informaciones sobre las exposiciones orales, pues no siempre los cursos de graduación y posgrado cubren esa demanda.
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Humans , Education, Continuing , Students , UniversitiesABSTRACT
Objetivo Presentar el nuevo instrumento de valoración de resúmenes que se aplica desde 2014 en los congresos de la SCCh, de forma tal de estandarizar su aplicación ítem por ítem. Material y método Estudio bietápico con metodología cualitativa para generación de ítems y construcción de instrumentos de medición. En la primera etapa se realizó recopilación de ítems a partir de una revisión de la literatura. En la segunda se construyó el instrumento, aplicando reducción de ítems a través de un panel de expertos. Así, se generó la validación de contenido. El panel de expertos estuvo compuesto por 6 integrantes (3 epidemiólogos clínicos y 3 académicos, miembros de la SCCh), todos con grado de Magíster o Doctor y experiencia en investigación. Se aplicó estrategia cualitativa mediante técnica Delphi; luego se presentó el borrador a un panel de expertos distinto al anterior, oportunidad en la que se discutió la propuesta, se afinó la fraseología de los ítems y dominios y se definió el instrumento definitivo. Resultados Los ítems generados en la primera etapa (15), se agruparon en 5 dominios: introducción, material y método, resultados, conclusión, importancia, originalidad e interes del estudio; y presentación general. Al aplicar el cuestionario al segundo panel de expertos, se redujeron ítems y se adicionó otro. Así, se construyó el instrumento definitivo, compuesto por 10 ítems, agrupados en 6 dominios. Conclusión Se presenta una descripción pormenorizada de la escala y una guía para su aplicación, lo que permitirá conferir una adecuada confiabilidad de las mediciones.
Objective The aim of this article is to present the new instrument for evaluating congress abstracts of SCCh, in use from 2014, so as to standardize its application item by item. Material and method Two-stage study with qualitative methodology for generating items and construction of the measuring instrument. In the first stage a collection of items was based on a review of the literature. In the second, the instrument was built by applying reduction items through a panel of experts. Thus, content validity was determined. The expert panel consisted of 6 members. Three clinical epidemiologists and three members of the SCCh. All with Master's degree or PhD and research experience. Qualitative strategy is applied by Delphi technique; after the draft was presented to a panel of experts other than the above, at a meeting of ad-hoc working group, organized by the SCCh; at which time the proposal was discussed, the wording of items and domains was refined based on examples and the final instrument defined. Results The items generated in the first stage (n = 15), who finished with the second draft; were grouped into 5 domains: introduction, material and method, results, conclusion, importance, originality and interest of the study; and overall presentation. When applying the questionnaire to the second panel of experts, a reduction items was generated and an item is added. Thus, the final instrument was composed of 10 items, grouped into 6 domains was constructed. Conclusion A detailed description of the scale and guidelines for its implementation is presented, which will confer adequate reliability of the measurements.
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Humans , Speech , Congresses as Topic , Evidence-Based Medicine , Reproducibility of ResultsABSTRACT
Los accesorios son sumamente importantes, pues combinados con acierto permiten realzar la figura humana en su conjunto, transmiten una valiosa información acerca de quien los porta y constituyen un recurso ideal para cambiar la apariencia en muy pocos minutos. En el artículo se abordan, fundamentalmente, diversos aspectos relacionados con los complementos femeninos y masculinos, en aras de combatir la vulgaridad, el mal gusto y el erróneo concepto de modernidad en algunas mentes y posturas, pues la exposición oral de un trabajo científico es una circunstancia especial que exige de oradoras y oradores una conducta e imagen personal igualmente distintivas, a fin de evitar que puedan ser descalificados por el auditorio antes de comenzar a hablar por haber descuidado este básico elemento en su atavío
Accessories are extremely important, because combined with success they allow to enhance the human figure as a whole, they transmit a valuable information about their carriers and they constitute an ideal resource to change the appearance in very few minutes. In the article different aspects related to the female and male complements are approached, fundamentally aimed at combating vulgarity, the bad taste and the erroneous concept of modernity in some minds and positions, because the oral presentation of a scientific work is a special circumstance that demands from speakers a equally distinctive behavior and personal image, in order to avoid that they can be disqualified by the auditory before beginning to speak to have neglected this basic element in their attire
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Humans , Clothing , Ethics , Scientific ExhibitionsABSTRACT
PURPOSE: The purpose of this study was to develop a lecture on oral presentation and to evaluate changes in anger expression, assertive behavior, and self-esteem after lecture on oral presentation. METHODS: The design was a nonequivalent control group pretest-posttest design. The participants were university students in nursing, of which 17 were assigned to the experimental group and 15 to the control group. The education was carried out for 2 hours, once a week for 14 weeks. Data was analyzed with SPSS/WIN 14 program, and included chi-square test, independent t-test, and repeated measure ANOVA. RESULTS: Lecture on oral presentation showed significant differences in the changes of anger expression (F = 10.122, p = .003) and assertive behavior (F = 8.498, p = .007). CONCLUSION: Findings suggest that this lecture on oral presentation was effective in changing students' anger expression and assertive behavior. Therefore this lecture on oral presentation is recommended for inclusion in education for university students in nursing.
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Humans , Anger , Education , Nursing , Students, NursingABSTRACT
1) We have developed two forms to evaluate students' oral presentation skills (important but hard to teach in the medical school curriculum): one is a peer review form for an audience to evaluate a presenter's performance, and the other is a form for a presenter to evaluate his or her own performance.2) The evaluation process is simple: evaluators fill out the forms by checking the items for evaluation. With these evaluation forms students can get tips for improving their presentations because technical suggestions are written near each item.3) The forms were beneficial for both students and instructors, because students could get tips for improving their presentations, and instructors could concentrate their efforts on scientific content after the students' presentations.