Book contents
- Clinical Topics in Teaching Psychiatry
- Clinical Topics in Teaching Psychiatry
- Copyright page
- Dedication
- Contents
- Contributors
- A Note on the Cover
- Introduction
- Section 1 Teaching and Preparation
- Section 2 Teaching Methods
- Section 3 Feedback, Assessment and Supervision
- Section 4 Bridging the Gaps: Foundation Years and Interprofessional Education
- Section 5 Technologies Old and New
- Chapter 17 Portfolio-Based Learning in Medical Education
- Chapter 18 Bringing Smartphone Technology into Undergraduate and Postgraduate Psychiatry
- Chapter 19 Evidence-Based Mental Health and E-Learning
- Chapter 20 PowerPoint: Avoiding the Slide to Damnation
- Chapter 21 Virtual Teaching and Learning in Psychiatric Medical Education
- Section 6 Supporting the Trainee in Difficulty
- Index
- References
Chapter 20 - PowerPoint: Avoiding the Slide to Damnation
from Section 5 - Technologies Old and New
Published online by Cambridge University Press: 24 November 2022
Book contents
- Clinical Topics in Teaching Psychiatry
- Clinical Topics in Teaching Psychiatry
- Copyright page
- Dedication
- Contents
- Contributors
- A Note on the Cover
- Introduction
- Section 1 Teaching and Preparation
- Section 2 Teaching Methods
- Section 3 Feedback, Assessment and Supervision
- Section 4 Bridging the Gaps: Foundation Years and Interprofessional Education
- Section 5 Technologies Old and New
- Chapter 17 Portfolio-Based Learning in Medical Education
- Chapter 18 Bringing Smartphone Technology into Undergraduate and Postgraduate Psychiatry
- Chapter 19 Evidence-Based Mental Health and E-Learning
- Chapter 20 PowerPoint: Avoiding the Slide to Damnation
- Chapter 21 Virtual Teaching and Learning in Psychiatric Medical Education
- Section 6 Supporting the Trainee in Difficulty
- Index
- References
Summary
Psychiatrists are often called on to do presentations, of which PowerPoint slides are usually an expected component. Even more frequent is the experience of ‘death by PowerPoint’: sitting in someone else’s presentation and simultaneously experiencing both intense boredom and cognitive overload. This phenomenon has been cited for more than 20 years: ‘poor documents are so common that deciphering bad writing and bad visual design have become part of the coping skills needed to navigate in the so-called information age’ (Schriver 1997, p. xxiii). Mayer’s (2009) text is seminal in describing how this arises: there are dual channels for processing (the visual and the auditory), which both have limited capacity. The death by PowerPoint experience happens when one channel is overloaded and one channel is ignored: typically, a presenter reading text from a screen (cognitive overload – the audience cannot read and listen simultaneously) and boredom (there is no visual stimulation).
- Type
- Chapter
- Information
- Clinical Topics in Teaching PsychiatryA Guide for Clinicians, pp. 235 - 249Publisher: Cambridge University PressPrint publication year: 2022
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