Intro
A talk by Ross Fisher at The Big Sick 2023 conference. Kindly shared with permission.
See the TBS23 landing page for the programme and full set of talks.
Synopsis
Science is not complete until it is communicated. Our clinical practice is evidence based. Our presentations are not. Educational and psychological science is clear that the nature of construction, illustration and delivery of presentations runs almost directly contrary to effective delivery and processing. Ignorance or disagreeing with that science does not change the science. This presentation will challenge the audience to consider their practice and after, every audience member will be a better presenter.
VIDEO
Until we have final edits ready the video below is straight from the livestream. Expect a few audio issues and other glitches here and there.
SLIDES
Speaker
Title/work
Honorary Professor Paediatric Surgery, Sheffield Children’s Hospital, Sheffield UK
Bio
Ross is Consultant Paediatric Surgeon at Sheffield Children’s Hospital, Sheffield UK. His area of speciality is paediatric surgical oncology. He is an Honorary Professor of Surgery at the Royal College of Surgeons and Physicians of Canada in recognition of his work in medical education and particularly around presentation skills. He firmly believes that science is not complete until it is effectively communicated and sadly, through ignorance of simple educational and psychological principles of communication, the work of many clinicians, scientists and academics remain incomplete. His alter ego @ffolliet runs a website explaining the “p cubed concept” of presentations that he has developed, dedicated to improving scientific communication. He is invited nationally and internationally to deliver lectures and workshops on the topic. He learnt to ski aged 12 on a dry ski slope in Edinburgh, Scotland.
Links
Email: [email protected]
Twitter: @ffolliet
Other online presence: ffolliet.com
COI declared
None
References / Further reading
ffolliet.com
https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00230/full
van Merriënboer, J.J.G., Sweller, J. Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educ Psychol Rev 17, 147–177 (2005).
Jin, P. (2012). Redundancy Effect. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_200
Scandinavian paediatric anaesthetist / intensivist.
PHARM, ED, OR, ICU.
Digital MedEd
Co-founder scanFOAM.org
Co-organiser CphCC & TBS-Zermatt (aka The Big Sick)
Medical lead REPEL (resilience in pediatric emergency life support)
Web dev SSAI.info
