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.
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.
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.
Honorary Professor Paediatric Surgery, Sheffield Children’s Hospital, Sheffield UK
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.
Email: [email protected]
Other online presence: ffolliet.com
References / Further reading
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