Welcome to the third session of Scholar Four. So remember what we did earlier on, the first session we actually got a toy and so you made your hypothesis and you did your preliminary data and you organized your methods and had your results and developed your data and then you produced a conclusion and then summarized it all in a smaller abstract. So you all should have a small abstract that you started out with and submitted it to a and you potentially in a future date you would submit that abstract if it was real data to a meeting and then they would tell you okay so you're going to either get a poster presentation or an oral presentation at the meeting depending on your topic. Well so say from the second session of Scholar Four you got a poster presentation so we showed you how to do a poster and then we showed you how to do the presentation today. We'll talk about the next option is an oral presentation. So these are much more prized. If you get an oral presentation and you set out to do it at the meeting, it's a little bit better, it's better on your CV than just having a poster or anything else so an oral presentation is much more impressive. So we're going to try to show you how to do that. So today what we're going to do is we're going to take everything you've built up so far and we're going to make a ten slide package, eight to ten slide package and then within that we will start with a title slide, we'll go on to an introduction slide, we'll go on to the materials, methods, results, graphs if needed and then your conclusion. So we'll have a ten slide. So typically when you're asked to do an oral presentation it's going to be ten to fifteen minutes and always sort of keep a one minute per slide idea. So if it's ten to fifteen minutes, ten to fifteen slides and that's very typical. So once we organize that, we're going to have you come up here and then we'll give your oral presentation with your slides basically standing up here. So that's the idea for tonight. What I want to do is I want to review some other ideas about speaking. So everybody has speaking anxieties. Anytime I go up there's always that stage fright, even if it's in front of two or three people there's that initial stage fright but you can try to diminish that. You can diminish that by knowing the room. So I always come in before my time. When the room's empty I walk around the room, I make sure I know what it looks like and comfortable where my podium's at or where my microphone's at, being more comfortable with the area. I want to know the audience, I want to know if they're all PhDs or all physicians, I want to know if they're students, residents, I want to know who they are and what kind of questions they're going to ask me or how do I need to address them in the talk. Know my material, so I really want you to, you need to practice, practice, practice. My fellows when they start to do oral presentations, we'll do it over and over and over. You may do it 15 times in a row until it's solid. In other words, they need to memorize it. They don't need the slides anymore, they're speaking and it's just coming right out and I can tell you every one of them that have done national talks, Brian will admit to that, that it goes very smoothly. So you don't want to just come up and talk off the top of your head. These slides have to be memorized individually. You need to know how to move from one slide to the next slide to the next slide without interruption. You have to learn how to relax, that's a tough one. Remember, they don't see anything below the podium, so this is all calm, your legs are going all over the place and they don't see that. That's fine. Let your legs go all over the place, just look straight ahead. Realize yourself speaking, so sometimes keeping your ideas, how you look in front of the patients. Realizing that everybody in the audience wants you to succeed. Nobody wants you to fail at this talk, so you have to feel at ease when they're coming to listen to you talk, they want you to succeed. Don't apologize for being nervous, you're saying, look, I'm a little shaky today. Don't say that. Just stand professionally and continue with your talk. Concentrate on your message, don't concentrate on your nervousness. So focus on what you have to present and the data you're going to show. That's a pretty good idea. Turn your nervousness into positive energy, use it, move it from being nervous to addressing the audience. And then you want to gain experience. So this is what's important and I think Mike's brought this up several times, it's that it doesn't matter who you present in front of, it's presenting. The more you do this in front of people, the better and better you get. So that's why something like our regional symposiums are important to speak because that's experience and believe it or not, every time you do it, you get just that much more better at doing it. It's very similar to crew swimming, it's the technique. You do it more and more and the behavior sticks, no matter what you present, the behavior is still going to be there as long as you use the same format. So try to be careful with uh, um, like, well, these sort of verbal viruses that will get through your speech. Try to figure out where that problem is. Instead of saying um, uh, like, just pause. Pauses are good. People really think that you're methodical or you're a genius if you just stop and you're pondering. Actually, you're just trying not to say um. So try to be that way. Record the voicemail message you leave for others, try to listen to your own voice, enlist the help of friends or spouses that have people every time you say um, do something, ring a bell, try to prevent that. But good practice will help you do that. So by practicing, rehearsing, essentially memorizing, that will get rid of those problems. You can also hold your breath. Instead of saying um, just hold your breath, take a breath. So those things will help the virus from not coming out. When you want to speak, when you speak to people, I tell people to stay in front of the podium. I think a lot of people feel it's more professional if we stand outside or we lean or we go up and we point to the screen. It's actually what they want at most academic events is for you to stand in front of the podium. If you're nervous, grab ahold of the sides like you're on a boat. Just hold on, that helps, that's okay, nobody cares. And you don't want to do this, this is not professional either. You want to stand right and you want to just face your audience and look straight. You always want to dress well, always dress well. You want to look like the audience, maybe some depending, but you want to look better than the audience. You want to have a tie, you want to have other things available. You want to make solid eye contact, you want to scan the audience. Sometimes if you're nervous and you can't make the eye contact, pick a space in the back on the wall and just look at that, talk to that, and everybody will think you're talking to someone behind them. But just pick that spot if you're nervous and just talk to that wall. I've used this, sometimes I've stood in the back, your mentor would stand in the back of the room and then I'd have my fellow speak to me. That's always helpful too, sometimes that works, so you can have a mentor do that. But you want to try to scan, you want to look at people's eyes, make sure you're catching everybody's eyes around the room once you get comfortable. So pause and to connect. Project your voice, it's important to maybe get there a little bit earlier and then make sure they can hear you in the back of the room. Bring a friend saying, if I'm speaking this way, can you hear me? I think that's good. Keep the energy and passion for your subject high. Enhance with gestures, use hands to describe words. I think that if you're nervous, just keep them down. If you have an option, you want to use your hands to emphasize things like that, that's good, stay at the podium. Add a pause, not fillers. Silence creates emphasis and reduces ums and ahs. Keep your posture strong, keep the knees locked, and balance your stance. So you want to be very professional when you're speaking to a group of individuals. That's what the purpose of this meeting today is to give you that professional idea. And it took me a long time to learn it. I knew that when I was a fellow, I had to make ten slides and I had to rehearse it every day and every time in front of Max and every time I made a mistake, if I said a word incorrectly or put it on, I started from the beginning again. And I did it again, made a mistake, went back. I also did this with my children with flashcards. They never liked it, never liked it, so they're edition flashcards, but it worked for me. So using visual aids, you know, you can direct them to make attention to the visual. Sometimes you want to make a connection between your visual aid and the audience. You want to present a single idea with visual aids, but for this moment today, we're not going to be using any visual aids. Today we're going to prepare for, you have stuff that you brought, and we're going to prepare a ten to fifteen minute presentation. So it's eight to ten slides. We'll probably get away with six to seven today. We're going to start with your, you know, into your title slide, and your title slide is pretty much just the name of your presentation and then the people involved. And then maybe the affiliation below that. And that's it. The intro slide is your hypothesis and maybe a little bit more preliminary data in the next couple slides. Material methods, results, and conclusions. So we'll try to get through that today. And I think that when you want to pick something on the background, you want to pick, it depends like the background of this slide are bubbles. So you may want to look at your stuff and who am I presenting to? So if these are, you know, masters of the universe, you know, giants of our times, and you're presenting to them, you certainly don't want to have bubbles. But if you're presenting to that, you might want a plain white background. We find white background with black letters. When I was a fellow, my mentor told me it's white background, black lettering, otherwise everything else is distracting. And so, and I tend to do that, but, you know, it depends on who you're speaking to. Try to stay very professional with the background. You know, Mickey Mouse, you know, try to stay away from your kids' photos or, you know, things like that, your vacation shots. Those are fine if you're doing, you know, for residents and things like that. But if you're at one of these high-end research, you want to keep it very professional. So let's start with the title slide. This is just an example of a title slide. I'm going to come around. If you all would just pull up your PowerPoint, and let's start working on your title slide. One slide at a time. When you present a title slide, this is just a little bit of information. You may be down in the audience. The gentleman will introduce you. So if he says the next speaker, may I have the next speaker come up to the podium, and that's all he says, you come up and you read your slide. You would say CD5, PID, further characterization, and these are the people involved. If he introduces your slide, or introduces you, and says this, you know, Bob Hostaffer will speak on CD5, PID, further characterization, his co-authors are so-and-so and so-and-so, there's no need for you to repeat that. Just come up to the podium, have it up, pause so that everybody can look at it, and then move forward. Okay? Very important. Very, very small things. Small things are quite important, and all of this is so easy. Scholar four, so easy, scholar seven, so easy. It's the attention to consistency, intensity, and courage to move forward. That's all it's about. So let's go ahead, and I'm going to come around. Let's get a PowerPoint, get your background, let's get your title slide, and let's see how it looks. All right, so you chose the white background, great. Your title, Effects of Dice Orientation on End Drop Value, good. You have your authors in a row, so I suppose that these are the two shared senior, that's who the two shared would be. You have your affiliations, great. If you were presenting them and this was your affiliation, so you had, you could put it up in a corner or on the corners like you did your poster, so you're a fellow or a resident at University Hospitals, you would put that affiliation there so that people know. Sometimes it's important to, let me, so some places, some hospitals or medical schools have slides, so they will have backgrounds that they want you to use at lectures. So you may want to request that background, good. So you've chosen the white background again with black, with that, good. And then your title is Adults Fail to Master the Kendama Master, good. So what I would suggest is that, you know, bring it up a little bit more center, make that bigger, make your titles a little bigger and run them straight across, that's probably better and then your affiliation's the same. You picked a green background with the red tab, very good, that's good, professional looking. So you would put that on, you know, you'd probably put black or something that stands out. Right, a dark font on that. And then you want to make sure that when you put your, you know, author's names, they'll line them up one after another, just as if you're on your abstract and then affiliations below that. So everything as well. So as far as, so I see that up there you have the names, but not each name has the affiliation right after it? Right, you just put, no, you don't have to, you just put the affiliation underneath, just like you were doing the abstract. Okay. So that looks good, but, you know, for that meeting, but you may want to list them, just one. goes to tail. Can you do it, I mean, is it appropriate to do it on here? So you can just put the affiliations underneath. Okay. And it would be as order of, you know, like Sandra Wells was Necker Institute, Renier Dofermiger was, you know, the Chicago College, like that. So you could, as they come on as authors, that's how the affiliations come across. So they would be in the same order, respectively, as the way the names show up? Right, yeah. Okay, and then does it matter, would you make the names more prominent, and then the affiliations are less? Yes, so everything gets smaller. So the title, then half for the authors, then half for the affiliations. Okay. Okay, so we'll get that done, that's good. So this next slide is going to be sort of your introduction. So the introduction to the problem, introduction to what you're doing. This is the slide you start talking about, you know, how, you know, different this toy is, and you know, what this toy is. I usually use bullets. I think it's easier to use a couple bullets, and then speak to those bullets. Maybe four or five bullets about your process. And this is exactly what we were looking at in your abstract, you know, probably in your, you know, introduction. So it's sort of your introduction slide. So then pick the next slide that has a title, put the introduction on that, and then four or five bullets of what this is. This slide might say this, you would say, you would have your title slide, and then your title slide would then say, then you would say, then you'd turn on the next slide, and you'd say, this slide shows. So you know that sort of junction between one slide to another? You would say, this slide shows. This figure shows. This diagram shows. So this makes that link so that you don't get shaky and just kind of go all over the place. This slide shows the introduction. You know, and then you go down each one, and just go down each point, and try to have it memorized that way. Okay? Let's go ahead and do an introduction slide. You've got your introduction. You know what I like? So bullets would be just like you have bullets. Yeah, right. And then I would make each sentence a bullet. That's what I was going to do, right? Yeah. And I think that the game is to be that. See, this is great. This is exactly that. Just spread it out. Just spread it out. You want to pull it across a little bit more. So make it a little wider. That would be good. You can bring the introduction down a little bit, maybe down to about right there. So you can have it on this side or centered, either way, as long as you keep everything that way. And then so dice. No, no. Put everything this way. You did great. Perfect, perfect. But I mean, it's saying the introduction can be here or here. And that's fine. This looks good. Wherever you want to do it, just so it's consistent through your deck. So dice is a widely popular game. It's been enjoyed by both children and adults alike for generations. Controlling the outcome of dice rolls have been points of contention, rife with superstition. We have set out to definitely answer this question. Yeah, that's your introduction. It's perfect. OK, very good. Less points. Less bullets. I want three to four bullets. Oh, OK, three to four. Yeah, and then if there's things in there, get rid of it. But that's the look. Right. That's the general view, but it's less. Yep, just three or four bullets. OK, again, this one's good. We're going to go move on to the third slide. And I think the third slide, we start doing your material methods. OK, so again, see how easy this is? It just all builds. Everything builds. You build your abstract. Your abstract then gets expanded to your poster. Then everything gets expanded to your lecture. And then everything gets moved to your manuscript. This is so easy. So you want your introduction. The audience has no idea what you're going to be doing. So you want to say, let me introduce you to this concept. And then maybe that's one or two bullets. And the last bullet is, here's what we're doing. So we hypothesize that this, and we'll show you. So it's like you're telling a story. As if you were sitting there, you're telling a clinical story to a resident or a student. You want to run it through. You have to write it like you're telling a story. OK, so we'll go there. So we're going to go to the next slide. So I think this is your title slide. You have your introduction slide. Now, this material and methods. So basically, these three to four bullet points. And I just want you to mention, what material did you use and how did you do it? And pretty much, that has to continue from the last sentence of your introduction slide. So here's, we tested this hypothesis. And then the next slide is, this is how we did it. And if you need to use two slides, you want to use one slide with materials and put a picture of what you used on one slide. Then the next slide is your methods. That's fine, too. So you can use one to two slides and the material methods. So this slide might be a picture of the item you used and a little description of what the item is. So sometimes, I'll use a half slide where there'll be a slide. On part of the slide will be a picture and then there'll be bullets. That might be a good place to put your materials. So why don't we try doing, breaking this up into two slides, one with material, the next slide, how you did it. I think you hit the table and now you can organize a roll. I gotcha. Free roll without a free roll. So in your method, you're going to talk about how those things came into play. Yeah, and actually, one of the dice got kicked when we counted that roll, as well. By a random spectator. Right, it's not one of the four main bullet points as far as the methods, but it's something to make sure we say. Yeah, you can indent it underneath it. So where you held it and then dropped it, you could put that underneath it as an indented. Oh, I didn't know if it just could not be on there altogether, but you have to say it during the presentation. Yes, you can do that. If you do it well once in one venue, whether it's the abstract, the poster, then it multiplies. It stretches out to all the other. So then once it's on the slide, we can go ahead and manipulate it. It'll just be easier and it'll save time. Because even though you have this slightly incomplete one, it has enough. When it's an incomplete sentence, even though it's in a bullet, do you have to start it with a capital letter? You do not. But whatever you choose to do, make it uniform. Consistent, yeah. And you don't have to use periods at the end of things, but if you do use it, then it should be consistent. So you have your introduction slide. You have your title slide, introduction slide, and then you have materials. And hopefully you have a picture of your material that you use, a little description in there, then your methods. How did you do these? So how many times did I throw the ball through the hole? How many people participated, et cetera, how you're going to do it. So hopefully we're at that step. The next step is your results. That's your results slide. It's sort of you're going to tell them what you found. There's a couple ways of telling them what you found. So you can tabulate the data, and that works out pretty good. Or you can do several other forms, but we'll talk about multiple. So when you go to talk about a table, how do you talk to people about something like this, all this material up on that slide? Well, you want to say this slide shows a table that describes the immunological profile. So right off the bat, this slide describes title, title of the slide. Then you start, what I usually start is you want to frame what's in the middle of the slide. You want to tell them that the x-axis shows you this, the y-axis shows you that, or vice versa, however you want. So you can say that the y-axis shows the immunoglobulin isotype, and then the x-axis, and then you can actually just stand back and point, and you can say that shows the patient one, two, and normal ranges. And then you want then to move into the heart of the data, into the heart of the table, of where there's a problem. So I may want to say at the heart of the table, you can see that there is an abnormality in, let's say, in IGA or something like that in patient one. Note the deficiency in IGA in patient one. It's not there, but say that. So you want to start with any slide. So this slide shows a table of an immunological profile, and then the x- and y-axis defining, and then moving to a focus that you're trying to point out within the data. So that's one way of presenting that kind of data. There's another way if you have the same kind of a slide, and you have larger amounts of data to show. Again, it's the same thing. This slide shows the antibody response, or this slide shows a table of antibody response. X-axis would show the patient one and two. So patient one, two, before, after, and you're just kind of going through the lines. First, second, and then the serotypes. You can use a pointer in these cases, but you want to be very spot on. I don't have a pointer here. But you just want to be able to turn around, point. Point to where you want to go, come back. You want to point, come back. Why do you point? Because if you make it solid, you're going to see yourself shaking. So you don't want to shake. You just point, point, point, and then come back. Don't want to walk over there. Don't want to use your hands. Hopefully you have that. So the other important part to all this is that where are you going to be standing? So if you're standing here, your slides are here, and you're pointing. So sometimes you hopefully that the setup will be this monitor might be here or here, and you're pointing here. So that's why you have to know the room. So you want to be able to visualize both without doing a lot of gymnastics around. So that's one way. That's a multiple slide. This is a different kind of slide. So this slide shows a figure showing the bacteriophage 5174 testing response. And you're going to say the same thing. You're going to go into it, describe the parameters, the x-axis, the y-axis. You're going to then point, and you're going to say the solid lines, solid light lines represent the reference range. The lines in the middle show the normal and the CD5. And you're going to point that. And then you can say this slide tells us that the CD5 patient responds less. So you're going to give them a little bit of conclusion after that. So when you get a slide, you say this slide shows a graph, a figure, a table, or a cartoon. You go into the slide deeper. You walk into the slide showing the x- and y-axis. Then you go into the pertinent place, what's in the slide, pertinent information that you have that slide on for. And then you conclude what you want to tell them about that slide. This slide then tells us that the CD5 patients respond less brisk. So that's how you game up this slide. Sometimes there's slides like this that have multiple figures that you want to. So this slide shows multiple flow cytometry figures. And then you might say this slide. So I may point to the one on your far left and say this slide. And then you go into it, x- and y-axis. Note that. Move to the next one, x- and y-axis. Note that. x- and y-axis until you're done. So this slide suggests this finding. So let's start putting in your results, whether they're tabulated or however, even if they're bullets. That's fine. Let's do the results section. So you have your title, introduction, materials, methods, now your results. Nicely done. So this is your results. I wouldn't put summary. Your summary is your conclusions. And then your results. And results are more a result. You can say that this should go probably before. And then analysis, you can call this data and then analysis. Because analysis is going to be what you've interpreted out of it. Really good. You see how we're doing it with toys? See how much you can do this with anything, right? You can just do it with anything. It is fun. It gets fun. It gets fun. But the fun part comes along the way. But it's actually when you get to the point of sending it in as a manuscript. And then the best part is when you put it on your CV. And then you're done. Then you go to the next fun project. Yeah? So this is your data. So you can say, and then your conclusions is almost like your analysis, your conclusions. So what did we find? We had a p-value that was greater than 0.05. So these results here, this would be your conclusion. OK, so you're ahead of the game, but conclusion. Conclusion, yeah. OK, so then we'll just sit back and wait. Right, so this one here, OK, this is your pull-up. Do we need to expand on this one? You want to say, maybe like up here, title this. Do you want to change the format of this? No, this is good. No, that's good. And you can say, this would be results. But you would say, what's the, what's the. Oh, so give the table a title is what you're saying. Yeah, so this would be number of drop, a number of tosses, or whatever, successful tosses, whatever. So, so far, you've got your title slide, your introduction. You have your materials. You have your methods. You should have your results. So each one of those tell a little bit of a story, and you need to bridge between each slide. I tried to give you some connectors between the two, like this slide shows. Now, now is for the punch. The punch is, what did you show? So your conclusion. I like conclusions that are about three bullets. I don't, I don't like any more than three bullets. So make them three bullets. And then, if you want, can build in your conclusions. Might be the same thing you addressed in your introduction. It's just like when you wrote your introduction and your conclusion in your abstract. It says the same, but you end with, what did you find? Your last line or your conclusions, we found this. We found that we rolled the dice so many times this happened. We throw it through this, and we got better every time. So maybe the first might be something leading to that, that, you know, dice is, it's a great game. Everybody likes dice, number two. You know, it's a hard, hard, hard game, and we predicted this, here's what we found. So boom, boom, boom. So let's go ahead and do that conclusions, and then we'll start wrapping it up and get you guys to do your presentation, and then we'll go on to manuscript writing next week. So, so controlling the outcome of dice roll has been a point of contention, that's very good. So the next thing has to say, what did you, what did you prove? The last, the third bullet's gonna be, what did I prove? So you can get rid of, we have set out definitely to answer this long debate at the top, get rid of that. Now, now give me what we found, we concluded. Title, so your title should match that last statement. So does it? Doesn't. And that's how you end the story. Nicely done, how many slides you come out with? Eight, eight to 10 slides. Yeah, perfect. Yeah, that's good, so you might want to make it bigger and less space, yeah, perfect. How many slides you got? Formalities, so when you go to write your manuscript, you're gonna find that certain types of journals have that structure too, but this is your presentation, so you can put it where you like and where you think it would be fitting for the audience to easily assimilate that information and get something out of it. Okay, so you have a little bit more freedom here as to where you put things as long as they make sense to the general public. You certainly want to put that in your introduction slide. But somewhere between your results and your conclusion it sort of fits. It wasn't statistically significant, but because you only had just three participants. And three trials. Exactly, and so we even show that had you had just one more participant with the exact same results, you would have had a significant p-value. So, so far, you know, you got your title. You're very familiar with your title. Your title tells you what you're asking, the questions you're asking, or what actually you did, and then you have your introduction and it's telling a little bit about the background and everything, and then you have your materials and that's stuff you used, and then your methods, how you invoked the experiment and how you did the experiment, and then you have your results, your tabulated results, and then you have, finally, your conclusions. So when you're done speaking, you're still standing there and you'll say, my conclusions. And you may want to say just, thank you. Thank you for your attention. And then walk off the stage. If there's a question and answer, sometimes at these sessions, they'll allow the, you know, the group to ask questions and that's fine, or they may have you come up later and be in a panel to ask questions, or there may be no questions at all. When there are questions, answer them honestly. Do not try to guess. If you don't know, say, I don't know. I don't know if, I don't have the answers, but I will ask my mentor and I will get back to you. And then after the talk, go to that person, get their card, and then make sure you answer them. So if you don't know, don't stumble. Don't be afraid because you don't know everything. Hopefully your mentor might be in a crowd and he may stand up and say, and I've done this before, stand up, answer the question for them when it stops like that. That's okay to do, too. But primarily, your job is to answer questions concerning your data and everything there. If you don't know, you don't know. You might get one, two questions, and that's pretty much all you'll get. You won't get hundreds of questions and there's a restricted amount of time anyway. But try to answer as best as you can, be as calm as you can, and if it's outside your frame of reference or you don't know, I don't know, but I can get back to you with the answer. And that usually shuts them up. And then you walk off the stage, be careful how you get down off the stage, go back to your seat, and then you're done. Then that goes into your CV. Your CV then goes underneath oral presentations. So then that builds up your CV. So what I want to do is bring each one of you guys up, and again, I'd like you to try to focus on what we talked about. You know, I will not introduce you. You'll introduce yourself. You'll pull up your slide. Mike, if you can start picking up all their PowerPoints. And you introduce yourself, who worked with you. You will go to your next slide and you'll say, This slide speaks to the introduction. And then you speak off the point. You can look off of here, but if you can, you can bring up your computer, speak off of here. And remembering that you don't want to have to do that all the time. You don't want to be staring. You want to have gone over this enough that it's in your head, you're just using your slides as reference. And you're talking straight to them and you're taking the bullets, so you hope to do that way. And then once you get past your introduction, my methods, and you just may want to we don't have a pointer, but you can do this. This is what I used. This is the nature of this material. And then our methods, we did this as methods and as results. This slide shows my results. This is a tabulated, this is a table showing x, y, axis, and here's what it showed. And we go to the conclusions and you end up, Mike, and we conclude with point A, B, C, each one of the bullets, then thank you. That's how it should go. So I only need one person from one of the groups to make that presentation. All right, we'll give you some time to get that together and we'll start it up. All right, so we're going to start up our presentations. Guess who's up first? So the Dice group. Hello, all. Welcome, welcome. My name is Nick Shee. I'm the chief resident at Family Medicine at UH Parma. My group is sitting right there, strong and supportive as usual. Our presentation today involves the effect of dice orientation on the end drop value. This is our introduction slide. Essentially what we did is we just kind of looked into the whole dice game. Dice is a widely popular game that has been enjoyed by both children and adults alike for generations. It is long been posited that controlling the outcome of dice rolls has been a very strong point of contention that has a lot of superstition attached to it, ranging from blowing the dice to shaking the dice to jiggling the dice, whatever you want to say. And so the purpose of our group was to kind of set out and just definitively answer this long debated topic. The materials involved. We have, as you can see, two very large evenly weighted foam dice of a camouflage color. Gravity, thank you Einstein. Controlled uniform room that we are in right now with standardized table and feet. And then four individual researchers varying of height and ethnic builds. Our methods. Basically each individual held a die at chest height with an even number facing upwards and then the die was dropped. The upward facing number on the die was then recorded as either an even or odd number. And as the die kind of rolled around, we allowed it to freely strike whatever was in the path. This process was repeated ten times by each investigator, totaling 40 drops altogether. And then we tallied the total number of rolls with an unpaired t-test to statistically prepare and analyze our data. This is just kind of a little summary of the data drop by each individual. As you can see, the odd numbers are the lighter color and the even numbers are the dark colored. It corresponds to the numbers of odd or even rolls made by each individual researcher. This is just kind of a summary of the total collective percentage. 52.5% of the 40 drops landed odd, whereas 47.5% landed even. For our analysis, essentially the dice was tossed for a total of 40 times with an even number on its superior orientation at the start. A total of 40 drops were recorded with 21 drops as seen by the previous slide. Ending in odd and 19 drops ending even, our p-value was calculated at 0.66. In conclusion, dice, as aforementioned, was stated to be a very widely popular game. Enjoyed both again by children and adults for many generations. With the main outcome of the dice rolls being a very contentious point striked with a lot of superstition. We concluded through our research and hard work that the initial orientation of dice upon roll does not affect the outcome of the roll. We are now open to take any questions. No questions? So I wanted to run this by, so I'm going to go to the dice group. Any input for presentation? Anything that we could have done differently? Anything that, I mean it was wonderfully done, but what would be some of the things that other people can put in? Did you notice any difficulty? My hands, maybe having better familiarity with the slides. Exactly. So multiple presentations beforehand. Transitioning. Slide transitioning seemed to be a little bit of a problem. So make sure that when you, and you can cope with it anyway. I cope with, you know, I take the slide, next slide, take a breath, this slide shows, or this table shows this figure. So you have to have some sort of common movement through it. Probably, you know, at the beginning another way, so it's always, it's hard at the beginning, it's hard transitioning, it's hard ending when you give an oral presentation. So the beginning is sort of awkward because it's silent, so you don't know how to go. So one way is my talk is entitled, and then you go on. Transition, breath between a slide, and then this slide shows. And then at the end, you know, your conclusions, and then thank you. And then walk, very professionally if you do it that way. Oh, we have our next presenter. Good evening, folks. I'm Dr. Kanava, along with my colleague, Dr. Wilson, both University Hospitals. Today we're going to go ahead and talk about our data showing improved pitching performance using the inflatable baseball toss. So to begin with, we discussed how accurate pitching is the key to championship baseball performance. Practicing the art of pitching enhances skill level. So with the data that we collected, we went ahead and demonstrated that using the inflatable baseball target toss improved pitching performance in our participants. Some of the materials that we used was the inflatable baseball target toss, which is on the image shown there. Three sealed biscuits, which was generously provided by our catering services that evening. And three volunteers from our research group. What we ended up doing was taking these three subjects and had each of them throw the biscuits in five different separate occasions, five different pitches. And we took note of how many of those pitches were successfully thrown into the inflatable baseball target toss. These were all done from a distance of five feet. The first set of results were labeled the control data. And after that, each subject went ahead and repeated the exercise two additional times. Both positive and negative changes in pitching skill were then measured. If you look at this table here, this is now the ratio of successful pitches out of the five pitches total that were tossed. You'll see where along the first row, the control data from subjects one, two, and three. And below each one of those subsequently is the repeat exercises. We ended up with a P value of .07 by ANOVA. In summary and conclusion, when we looked at the data, we did find that the three subjects individually who participated in the study did show improvement in their pitching accuracy. Individual improvement ranged anywhere from 20 to 60 percent. However, in reviewing the entire study, P value of 0.07 kind of deems our study not statistically significant. So in retrospect, when we look at how we can improve this study in replicating the experiment, we did decide that possibly seeking to increase the number of participants would go ahead and improve that. And that concludes our presentation. Are there any questions? Yay. Very well done. Very well done. Now, any help? Does anybody have any? Because that was well done. But where do we see some difficulties? I think that that's the classical background where that's why a lot of traditional people like white backgrounds with black writing, because no matter what, you'll never have surprises. And you'll always be able to see it. But you just never know that when you're looking at the computer screen, how it's going to look in the room that you're going to be in. You have a beautiful screen. Brian's point is that that's why my old mentor said, you know, black on white, because it always will look okay. You never know how dark the room's going to be, especially if you're using any kind of other colors inside the slide itself. Other thing, I noticed that you tend to stand this way. So make sure. I mean, I think that we all like to, but professionally, stand like this. Face your audience straight on. You did a great job in transitioning. You went from slide to slide to slide. It moved very nicely. I think that was great. I think you described the table great. I mean, you went in, you said, okay, here's how it is, and here's what we found. That's exactly, you want to give them the meat of what it is. They don't want to spend a lot of time trying to sift through any data. So that was really good. And then the other thing, slow. We all do this. And if you do it too fast, you'll run through and blow the time through, and then you'll be standing up there. Well, you have another two minutes. I don't have anything to say. But you have to give more time. In this situation, I would go through it and wait. And it feels like forever. But between slides, just and then start. It seems like it's forever, but it really isn't, and everybody appreciates the pause. Okay, let's go up to the next slide. I like the fact that she introduced a lot of humor into it. It's very good. Be careful of humor. Be careful of humor of the audience. You know, I can tell you I've given talks to world-renowned immunologists, and they don't appreciate humor. They really don't. So I'm going to teach you how to do it, but if you feel comfortable with your audience, like this group is fine, or if it's interns or students or residents or other peers that you know, that's fine. But if you don't know them, you don't know how they're going to take your humor. My brother is a stand-up comedian. I'm not very good at it. Hello, everybody. My name is Christopher Parnell. My partners, Dr. Kozeb and Dr. Rattay, got held up at the airport. Their flight was delayed, so I'll be presenting this on my own today for all of you. The title of our project was Adults Fail to Master the Kandama Master. So as an introduction to what we're talking about today, the Kandama Master toss-and-catch skill game is enjoyed by children 8 years and older around the globe. It's well known that children between the ages of 8 and 17 are capable to master the spike catch, usually within three attempts. So we wanted to look at how adults did with this, and we wanted to show that adults would be unable to perform this skill. The Kandama Master, just so you know, is a solid wood construction toss-and-catch skill game. And it's involved by grasping the handle. You kind of swing the ball on a string, and you try to catch the wooden ball onto the cup or the spike of the device. So there's a picture there of the Kandama Master. So basically, we had a sample of three adults that were between the ages of 33 and 45. They were randomly selected. There was two females and one male. Each participant was given three attempts to master the Kandama Master spike catch, where you catch the ball on top of the spike. And then we were going to record the number of successful attempts as follows. So this is a table of our results. As you can see, we had the three trials for each of the three subjects. And as you can see, all trials resulted in failure. So there is a 0% success rate among all three subjects. So our conclusions were as follows, right? So number one, it's well known that the Kandama Master is successfully played by children throughout the world. Based on our data, it appears that adults are most likely unable to master this game in comparison to children. And therefore, we would recommend that the Kandama Master be used by children for which it was originally designed. And that's it. Thank you. Thank you. That's great. Okay, you know, that was well done. You could see he spaced his time. You ran through. You made transfers between the slides. Your introduction was good. You stood behind the podium. You did one of these. Try to just be this way and try to keep the shoulders dropped, and that would be better. Anything else? Anything else anybody saw? I would like to see what it looks like. I don't know what to do. How are you, sir? Oh, that's wrong. So I thought that was really good. So I thought your timing was good. You moved through it well. You made good eye contact. And, in fact, I think we're all learning the skill set. So this is another skill set that's very important when you're going to do scholarly work. So you've done your abstract. You've done your poster. Hopefully, you know, the next meeting, your homework will be to do we're going to do a manuscript. So at the next meeting, please bring everything with you, again, and then with a Word document, so ability to do a Word document. What we're going to do is transfer this all into a manuscript form. So just imagine if you just had something very simple in your office and you had this procedure and you collected this data, how easy it is now to move through your science. And the only thing that you need to do is to really make that first thing well. You know, to make the first thing well. The first thing would be the abstract. Make that well. Everything moves very nicely after that. Okay? All right. Well, thank you, and I'll see you next week. §§

oral presentation

public speaking

presentation skills

audience engagement

hypothesis creation

methodical preparation

nervousness management

academic success

professionalism