FIGURE 4.1 Example of a “good” slide to provide information for the HPI.
FIGURE 4.2 Example of a “bad” slide to provide information for the HPI.
Figure 4.1 provides an example of a “good” slide; Figure 4.2 is an example of a “bad” slide. Figure 4.1 is a “good” slide because it is concise, has bulleted statements, contains fewer than 10 lines, includes pertinent information, and only focuses on one section of the case presentation. In contrast, Figure 4.2 is a “bad” slide because it is written in paragraph form instead of bulleted statements, contains too much information, and includes information that is likely not pertinent to the HPI.
THE AUDIENCE
It is important to evaluate who the audience will be for any presentation. If you are a student pharmacist or pharmacy resident and you are unsure, ask your preceptor who the anticipated audience will be. Some of your audience members may be other pharmacy personnel, medical staff, nurses, or other healthcare professionals. Pharmacy personnel will be your most common audience and may include pharmacists, pharmacy residents, or pharmacy students. If pharmacists will be present for your presentation, it is a good idea to explore the background of each individual (this is more reasonable if the number is small). This will be helpful in preparing for the anticipated questions you may receive. For example, if a pharmacist with a specialty in infectious disease is planning to attend, you will feel more confident if you solidify your knowledge of the infectious disease aspects of your patient. Although you should already be comfortable with every facet of the patient you are presenting, your confidence will be higher if you are prepared for each audience member. Additionally, you can practice your presentation for other pharmacy students or residents, allowing them to provide you feedback to help you prepare for your anticipated audience.
It is also important to have an estimate of the number of listeners you will have. This may dictate the required formality, the number of handouts needed, the need for a microphone, and the appropriateness of the location where the presentation is to take place. Despite all of this preparation, there is always the potential for unexpected members to be in your audience. Whether this unforeseen listener is the director of pharmacy, the chief of surgery, or the toughest professor in the pharmacy school, this situation can be handled smoothly and confidently by being well prepared. Make a list of anticipated questions and have a detailed answer with references for each as part of your preparation for the question-and-answer session.
PRACTICING YOUR PRESENTATION
All speakers need practice; however, speakers with more experience and knowledge may require less. Practicing aloud or making an audio recording of your speech can also be very effective. This will help you gauge your speaking pace; assess which phrases sound appropriate and which need to be reworded; listen for filler words, such as “um” or “ah”; and determine if you are stumbling over words.4 Additionally, if you are allotted a specific amount of time for your presentation, it is imperative to use a timer to ensure that your presentation is within the time limit. Because it is vital not to exceed the allotted time, be sure to wear a watch or find a clock that is visible during your actual presentation. Another technique is to have a friend or colleague in the audience track your time and give hand signals if necessary to indicate different time points during the presentation. Select the timing method that is most comfortable and effective for you.
PUTTING IT ALL TOGETHER: PRESENTING THE PATIENT CASE
Table 4.2 describes steps to follow in order to prepare for a case presentation. The steps can be completed in a different order from that listed; however, it is important to consider each of the steps. Remember to refer to any assessment tools provided to you when you are practicing presentation. Sample case presentation evaluations are shown in Appendices 4.A and 4.B. Some evaluation tools are basic, whereas others are very detailed. If any portion of an assessment tool that a preceptor or instructor is using to evaluate you is unclear, ask! Similarly, if something is missing on the assessment tool that you thought was important, ask!
TABLE 4.2 Steps to Follow for Giving a Successful Case Presentation
| Step | Comments |
| Gather all necessary information about the patient. | Speak with the patient, family member, caregiver, and/or other healthcare professionals; read the medical record and take notes. |
| Create the script by filling in each section of presentation format. | Carefully organize the structure of your case and ensure that each piece of information is placed in the appropriate section (note that sections may vary depending on the type of presentation being given). |
| Retrieve needed references to examine and resolve drug-related problems; research medical conditions and any unfamiliar medical terminology. | Guidelines and primary references are helpful to support resolutions to drug-related problems; tertiary references may be helpful to further examine medical conditions. |
| Review assessment tools or grading rubric. | Ensure that you will be meeting each of the components in a satisfactory manner. |
| Anticipate audience. | Find out how many people will attend and who the audience members will be. |
| Make slides and/or handouts if necessary. | Slides/handouts should be concise, yet informative. Be sure to have enough handouts for your audience. If using slides, be sure to access the room that you will be presenting in ahead of time to verify that everything is working. |
| Practice the presentation; time yourself. | Make notes on how you can improve. Keep practicing until you feel confident with the material. |
| Focus on nonverbal communication components. | When practicing, ensure that your gestures are appropriate and not disturbing to your audience. |
| Prepare for the question-and-answer session. | Make a list of anticipated questions and write out a response to each. Remember to repeat each question that is asked of you. |
| Give your presentation. | Be confident and stay within the time limit. |
| Review comments on assessments. | Discuss the strengths and weaknesses of the presentation with the preceptor/evaluator and how improvements can be made. |
