A succinct primer on delivering more effective medical presentations

 

 

 

 

 

 

 

 

 

 

 

 

There is a succinct 5-page article by Adin Nelson et al. in the Journal of Hospital Medicine for April 15, 2026 pages 946 to 950 (Volume 21, Number 8) titled Developing, designing, and delivering more effective research and didactic presentations: A primer and recommendations. Their advice applies to presentations in general, not just medical ones.

 

The article has sections titled:

 

Introduction

Learning Objectives

Explicit Organization

Slide Design

Accessibility

Public Speaking Skills

Next Steps

 

The second paragraph in their section on Learning Objectives begins by stating that:

 

“Objectives should be outcome‐focused and learner‐centered. Outcome‐focused means describing what will happen after and because of (not during) the presentation. Learner‐centered means describing what will happen to or for learners, rather than describing what the speaker will do.”

 

The third paragraph begins:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“Bloom's Taxonomy [Ref. 5] and the SMART framework are two useful tools that can help ensure objectives are learner‐centered, actionable, and achievable. Bloom's Taxonomy is a set of suggested keywords to use in learning objectives. The words are all action verbs (e.g., ‘list’, ‘plan’, or ‘contrast’), so using one of them ensures that the learning objective is outcome‐focused. Additionally, Bloom's Taxonomy divides the verbs into six categories, [as shown above] which are ranked in order of increasing cognitive challenge from Remembering (e.g., Recall, List, etc.) to Creating (e.g., Design, Construct, etc.). SMART is an acronym for five characteristics of effective learning objectives. They should be Specific (not overly‐broad or vague), Measurable (possible to objectively determine whether or not a learner meets them), Achievable (able to be accomplished by the targeted learners), Relevant (appropriate to the learners' needs), and Time‐bound (planned to be accomplished within a predetermined period, not open‐ended).”  

 

The second paragraph in their section on Slide Design states that:

 

“The Assertion‐Evidence framework is a more effective alternative to slide design. It consists of four core tenets: (1) Each slide should contain one key point, and multiple points should be divided across multiple slides. (2) Each slide's key point is expressed in a single declarative sentence - the assertion - in place of the slide title. (3) The remainder of the slide is devoted to visual evidence (ideally a picture or diagram) demonstrating or reinforcing the key point (see Figure 1). (4) Supporting details, background explanations, and additional context go in the oral presentation, not on the slide.”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I blogged about it back on February 19, 2014 in a detailed post titled Assertion-Evidence PowerPoint slides are a visual alternative to bullet point lists. An example is shown above from a post on August 20, 2023 titled Reading a fracture surface like a road map – fractography in failure analysis.

 

Their final section on Next Steps says:

 

“Learning to be a more effective presenter can seem intimidating, but as with any new skill, practice makes progress. In this article, we explain core concepts and key first steps for planning goals and objectives, designing slides, and optimizing your public speaking for clear and effective presentations. If adopting all of these recommendations at once feels overwhelming, pick one - maybe using assertion sentences in place of slide titles - and incorporate that into your next presentation. Then solicit feedback and continue to iterate. Making one small change at a time, every hospitalist can improve their teaching skills and become a master educator.”