prezi medical presentation

• Research article
• Open access
• Published: 13 June 2019

Exploring how medical students learn with the help of a digital presentation: a qualitative study

• Mary Hyll 1 , 2 ,
• Robert Schvarcz 1 , 3 &
• Katri Manninen 3  

BMC Medical Education volume  19 , Article number:  210 ( 2019 ) Cite this article

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The web-based presentation software Prezi was used to create a digital presentation in order to facilitate antibiotic knowledge in an undergraduate course on infectious diseases in the Karolinska Institutet Medical Programme. It was unclear how the students used this in their learning, and there is a lack of research on using Prezi presentations in higher education, as well as on learner-content interaction in blended learning in general.

A qualitative study design was used for an in-depth exploration of the students’ experiences of using the presentation in their studies. Students were interviewed using a semi-structured interview guide. The interviews were transcribed verbatim and analysed using qualitative content analysis.

Two main themes emerged from the analysis. Firstly, the students experienced that they own their learning : the presentation provided flexibility in studying and increased engagement in the learning process. Secondly, the presentation was part of a superficial learning process : students saw it as a complement to other educational activities, but expressed that there was an absence of pedagogical encounters which prevented the information in the presentation to be placed in a larger context.

Conclusions

The Prezi presentation when used as an e-learning tool was a useful part of and a complement to blended learning in medical education but cannot replace face-to-face learning situations, especially not when the content of the course is complex, such as in the case of antibiotics. The learning objectives should be connected to a learning theory and made explicit for the students. Students should receive instructions and support during the course on how to use new e-learning tools. Continuous pedagogical interaction with feedback and reflection between students, teachers, and patients should be provided to enhance deep learning.

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E-learning is ubiquitous in medical education and has the potential to enhance learning since students attain deeper learning when combining both words and pictures rather than words alone [ 1 , 2 , 3 ]. However, learning is a complicated, multidimensional process. Illeris [ 4 ] describes three dimensions of learning and competence where learners actively construct their learning within an integration of both internal and external processes. One cannot only regard a learner’s cognitive processes but must also take into consideration the emotional and social dimensions. Illeris’ model can be placed within constructivist approaches to learning, an approach which we share, and which is grounded in the belief that each student actively creates their learning in a unique way, building upon previous knowledge. E-learning, defined as “Learning conducted via electronic media, typically on the Internet” [ 5 ], and the various digital tools used in e-learning can be designed and analysed within the scope of constructivism [ 3 ].

Blended learning is a part of e-learning and is defined as a combination of face-to-face learning and asynchronous or synchronous learning using digital tools [ 6 , 7 ]. Implications for using blended learning are many: transcending space and time boundaries, improving individualised and collaborative learning, the possibility of reusing learning activities, and providing updated information. In medical education, blended learning has become widely used due to its synthesising both traditional and e-learning [ 6 ].

The Medical Programme at Karolinska Institutet (KI) in Sweden is no exception in using blended learning within its curriculum. The university’s online Learning Management System (LMS) is the repository for course information, and blended learning is used in several courses, with digital material such as virtual patients, online quizzes, and multimedia presentations.

The Medical Programme at KI includes a three-week course on infectious diseases in which one of the learning objectives is the knowledge of antibiotics and how to use them in clinical practice. Traditionally, this has been taught through literature, lectures, seminars, and clinical rounds.

SOLO (Structure of the Observed Learning Outcome) taxonomy [ 8 ], used in the course’s definition of intended learning outcomes, describes learning in several levels, from the lowest prestructural learning to the highest extended abstract level. To pass the course, students should have a relational knowledge of diseases and treatment, which implies being able to compare/contrast, explain causes, analyse, relate and apply their knowledge. Not only do the students need to learn about diseases and treatment, but in that context, they must become fluent in the complicated nomenclature of antibiotics. Memorizing the many names of antibiotics can be seen as an example of mechanical learning [ 4 ], with the words having little context for students new to the area, which causes confusion and creates a barrier to learning. This confusion is reflected in the results of end-of-course student evaluations which have shown that antibiotic knowledge is considered to be one of the most difficult aspects of the curriculum.

In 2013 the course leaders changed the course curriculum in order to facilitate the learning of antibiotics. Classroom lectures on antibiotics were expanded, new handouts and brochures were distributed, and e-learning in the form of online quizzes as well as a digital presentation were added to the course’s webpage. The presentation was made using the web-based presentation software Prezi [ 9 ]. Prezi enables the creation of “zoomable” presentations on a desktop canvas, similar to a chalkboard, where the entire presentation can be accessed in a linear or non-linear fashion, in contrast to slide-based programs such as PowerPoint. The presentation was available to watch via the LMS, via the Prezi company’s homepage, or via the Prezi mobile app, which at the time only worked on Apple devices. Prezi was chosen since it would be free-of-charge for the university, it included animation and audio functions, and could be easily edited in the future if necessary. The canvas background and zooming possibilities were intriguing since they differed from traditional animated PowerPoint presentations by enabling the presentation to be seen in a non-linear pattern, with quick access to all slides. The course leaders thought that these features might be more useful than a traditional linear presentation. The presentation was intended to provide a basic orientation in common bacteria, related diseases, and antibiotics. It was based on a course leader’s schematic explanation of which antibiotics are effective against which type of bacteria. The presentation was divided into three main parts delineated by circles: one part on common bacteria, one on different groups of antibiotics, and one part called the “antibiotic tree”. These were placed on a canvas with the background of an orienteer running through a forest scene. The entire presentation translated to English is available online [ 10 ].

Two questions on the subject of antibiotics were included in end-of-course evaluations before the pedagogical changes were made, as well as after the changes, to assess student opinions. The students were positive to the changes, but it was difficult to relate their answers to any specific parts of the new curriculum.

The evidence strongly suggests that blended learning is as effective as or superior to traditional instruction [ 6 , 11 , 12 ]. However, two studies regarding blended learning research [ 13 , 14 ] found a lack of attention to learner-content interaction and there is little evidence that can assist teachers in choosing the most effective approaches [ 15 ]. A recent review [ 16 ] concluded that most studies explored LMS data (log data, clicks and time used for online resources) resulting in outcomes in terms of patterns of usage. To our knowledge, only a small amount of research has been done on Prezi presentations used for facilitating learning in higher education. Virtanen et al. [ 17 ] found that students were generally positive when Prezi was introduced as an educational tool and that it can facilitate different learning styles. Casteleyn et al. [ 18 ] created two identical online lectures, one using Prezi and the other with PowerPoint. They found no difference in cognitive load, self-efficacy or knowledge gain, but that Prezi was preferred by the students.

Based on the results of our own student evaluations, the lack of research on Prezi when used as an e-learning tool, and on learner-content interaction in blended learning in general, we found it of great interest to examine in more detail how medical students used the presentation in the context of learning about antibiotics.

This study aimed to explore the students’ learning experiences while using the Prezi presentation. What were the advantages or disadvantages of using this software as an e-learning tool? How did the students interact with it and use it to support their learning?

A qualitative study design was used. Qualitative content analysis was chosen since this method allows the deep exploration of experience, as well as interpretation of the data, leading to conclusions about the meaning of these experiences.

The study was held at the Department of Infectious Diseases at Karolinska University Hospital, a teaching hospital in Huddinge, Stockholm County, Sweden. The department is responsible for organising the course on infectious diseases for third-year medical students. The Medical Programme consists of 5.5 years of study, a total of 11 terms. A short course on infectious diseases is given for two days during term 5, and a three-week course is held during term 6.

Participants

All students attending the course in the spring term of 2015 were invited to participate in the study ( n  = 78). The exclusion criterion was students who had not viewed the Prezi presentation. Information was emailed and was also presented to the students in a classroom setting by one of the authors (MH), who did not participate in teaching activities, but had collaborated on developing the presentation and had previously met the students in the role of course administrator.

A pilot interview was conducted with one student in the fall term of 2014, and this interview was included in the study. Fourteen students chose to participate and were included after first being given oral and written information and giving informed consent. Including the pilot interviewee, 8 participants were female and 7 male, between the ages of 21 to 35 years (mean age 25.3 years).

Data collection

Semi-structured interviews with an interview guide (Table  1 ) were used to collect the data [ 19 ]. The guide allowed the collection of data in a flexible manner: follow-up questions were asked and new areas probed so that other topics could emerge during the interview process.

The students were interviewed individually or in groups of 2–3 (8 interviews total, including the pilot), by MH. The interviews were digitally recorded. During one group interview, the interviewer noted that it was unclear if one participant had seen the antibiotic presentation or another Prezi used in the course. It became clear after transcribing the interview and reviewing the interview text in its entirety that the student had seen the correct presentation. The number of students and length of the interviews are presented in Table  2 .

Data analysis

Qualitative content analysis is a systematic approach based on analysing and interpreting text, providing a deeper meaning of the data [ 20 ]. Data in the form of text is systematically coded so that patterns and themes can be identified. This is the manifest content of the data. The deeper meaning of these themes is then interpreted, which is referred to as the latent content [ 21 ].

The analysis of data, presented stepwise, was conducted by MH and KM, and discussed with RS.

The recordings were transcribed verbatim by the interviewer (MH) onto Word files, one file per interview. Each line in the text was numbered to later simplify identifying areas of text.

The interviews were printed and read through several times by MH.

Text in each interview was colour-coded according to which question it had addressed. (On question 6, regarding how the presentation could be improved, comments addressing how the course itself could be improved were included).

Each colour-coded section from each of the interviews was cut and pasted into new Word files, so that every new file contained text that pertained to only one specific area. In the case that text could be considered to address different questions at the same time, then that text was copied into several files.

The text was condensed: each section of text which addressed one subject was described concisely.

The condensed text was coded: a few words were used as a label to describe it.

The codes were sorted, resulting in seven lists of key words, each relating to one question area in the interview guide. This is the manifest content of the text. The sorting and all following procedures in the data analysis were performed by the interviewer (MH) and the supervisor (KM) in collaboration.

Codes were reviewed and grouped into sub-categories.

Sub-categories were sorted and abstracted into four main categories. This process was guided by the research questions.

The categories were interpreted and constructed into four sub-themes and two main themes. The interpretation aimed to describe the underlying meaning of the main categories related to learning, the latent content of the text.

The content analysis resulted in two main themes: the students experienced that they owned their learning while using the presentation, and that the presentation was part of a superficial learning process . Within the first theme, regarding ownership of learning, there were sub-themes of the e-learning tool as a support , and interacting with technology . Within the theme of superficial learning, the sub-themes were that the presentation was a complement to other educational tools, and that the students experienced an absence of pedagogical encounters with teachers and patients, which impeded a deeper learning (Table  3 ).

Students own their learning

When offered the online, multimedia presentation as a pedagogical support, students experienced flexibility and an increased engagement in their learning.

E-learning tool as support

The presentation was experienced as a support in the learning process, providing freedom of choice in how to study and learn, and this was reflected in the flexibility of how the students used it. They appreciated that it could be watched where, when, and in the pace they wished. This flexibility gave them time to reflect, rewind, take notes, repeat, and not lose focus. Students watched the presentation on both home and school computers and also while traveling, on mobile devices that supported the Prezi app. The students expressed positive associations with electronic devices and experienced watching the presentation as a relaxing activity, since they could choose to watch it when they were in the “right” mood, in contrast to traditional lectures, when they had no control over when they had to attend. If something was unclear, they searched for answers online and thus avoided having to ask “embarrassing” questions.

One student expressed the experience of using a digital presentation as support as follows:

“Large parts of a student’s everyday life are spent in front of some kind of electronics, and that makes you feel more comfortable with it. It must be something psychological, but I think that the “have to” disappears: that I “have to listen” or “have to study”, “have to be serious”. The pressure disappears and when you’re relaxed it’s easier to absorb things.” Student 3, group interview

However, students experienced technical obstacles as well. They did not always succeed in viewing it on their chosen device. Sometimes it did not load, or loaded very slowly. The majority of the students had not previously used Prezi, and some did not understand that it could be paused, “rewound” and that there was a zooming function. The pausing, in particular, was frustrating, since it often caused an entire section to be replayed, and there was no way to repeat small sections of a sound file without the file starting over from the beginning. In these cases the technology did not support their learning but hindered it.

Interacting with technology

Many students interacted with the presentation by watching it in a linear manner, due to not understanding the technology, and thus its canvas format was not used. Some students did not understand the autoplay function, and instead clicked through the presentation, one section at a time, which they described as a positive influence on their engagement.

While watching it, they transcribed the presentation, or summarized it with key words. They watched and listened, paused, transcribed, and repeated unclear sections. One section called “The antibiotic tree” was mainly used as a lexicon of sorts, and several students did not review it. Some students made screen shots of different sections, which they printed out.

Students experienced the multimedia presentation as better than reading only text, and described that its strength was that it engaged several senses. By seeing colourful images, the students’ visualization became easier. However, the visual structure of the information was not always evident to the students, which caused confusion.

Interacting with the technology was described as stimulating learning in some cases, and in others distracting. When the technology worked smoothly, it increased interest in learning. The students appreciated being able to pause and some tested the zooming function. The layout was helpful to some and distracting to others. The sound, in particular, was experienced as both helpful and distracting. It caused confusion for some students when they did not see the words on the screen matching those being read aloud.

The following quote illustrates how one student interacted with the technology:

“I watched the Prezi presentation from start to finish to get an idea what it was. I listened, paused, took notes, listened, paused, took notes, and when I thought I had most of it down on paper, I listened again to make sure that I had everything, that what I had written was correct. In that way you get the information through sound, through sight and by writing yourself, and then it feels like you have absorbed it through all possible ways of learning.” Student 1, individual interview

Superficial learning process

The students experienced the presentation as giving an overview, helping them to orient themselves within a complicated subject. It was a complement to other pedagogy and provided guidance. The students expressed that there was a lack of interaction with teachers and patients, which they felt was necessary for placing the knowledge in a context.

E-learning tool as complement

“It is a complement because we do have a lecture on antibiotics. The point of the Prezi presentation is that you can watch it many times, have an overview and have a tool for practice.” Student 2, individual interview

The students saw the presentation as a complement to other pedagogical activities offered in the course. Some students used the Prezi presentation as a base for guiding their studies, and built upon its structure. They sorted and categorized antibiotics, and expanded their knowledge using other sources. Some experienced it as containing too much information, with a complicated diagram, and thus relied more on a handout with antibiotics in table form to assist them with orientation and visualization of different antibiotic categories. Others experienced that the presentation helped simplify the subject, but the context was missing. They also expressed that the learning objectives for the course were unclear or missing. They described a lack of more nuanced, in-depth knowledge about antibiotics.

Absence of pedagogical encounters

“There is something missing, you know, when there isn’t a real person to answer questions, like there is at a lecture.” Student 13, group interview

There was no follow-up discussion in connection with the presentation, and this lack of feedback was also described as hindering deeper learning. The teacher’s voice was featured on the presentation, with no video of him, and students expressed a preference for seeing the teacher, remarking that it is easier to remember information when one sees body language.

The students expressed that knowledge must be formed while having patient contact and would have liked to have had more clinical practice. Connecting knowledge to patients enabled them to put the information in a larger perspective, giving it meaning.

“At the ward I learn so much because I can see things for myself. For example I have been terrible at antibiotics, but when you can connect them to something, when you remember which one they gave to which patient, then the knowledge sticks…” Student 7, group interview

The aim of the study was to explore students’ learning experiences while using a Prezi presentation in the context of learning antibiotics. It had been created with the hope of facilitating study, to help the students orient themselves in this complicated subject, to perhaps be more useful and enjoyable than, for example, written information on paper, since colourful pictures and audio could be beneficial.

Interestingly, the results of the study are somewhat contradictory. On one hand the students clearly appreciated the presentation, which enabled them to take ownership of their learning, but on the other hand learning seemed to remain a superficial process. So how can this contradiction be understood or explained? Our suggestion is that although the presentation enhanced student engagement and involvement, the learning did not occur on deeper lever due to absence of social interaction and lack of explicit learning objectives that are related to learning theory.

The results showed that students had a positive attitude to the presentation and were engaged in their learning. The presentation was described as useful and supportive for learning. Usefulness and support were based on experiencing it as flexible, user-friendly and easy to access, meeting their learning needs and empowering them during their studies. This aligns well with results from other studies [ 22 , 23 , 24 , 25 ].

However, technical problems can distract and cause obstacles. Some students had technical difficulties with the presentation and trouble understanding its different functions, which surprised us. The fact that the presentation could be used in a non-linear manner did not seem to be a pedagogically advantageous aspect, with some students expressing that the technical problems became such a barrier that they were disinterested in viewing the presentation more than once, and instead turned to information that was easier to access, for example YouTube videos or paper handouts. The majority of the students in our study were born in the 1990s and had grown up with the internet. We assumed that using a digital program would not present any problems. Our results are similar to Duffy et al. [ 26 ], who found that the main problems of Prezi presentations were of a technical nature and that students had difficulty understanding how to use the software. In a 2018 review of barriers and solutions to online learning in medical education [ 27 ] O’Doherty et al. found that one of the main barriers was the lack of technical skills in educators. As novices in e-learning, we were not familiar with the concept of usability testing [ 28 ]. Had we tested the technology with just a few users, we would have most likely discovered the difficulties and could have prevented at least some of them from becoming a barrier. After the completion of the study, some of the technical problems were solved by informing students about using a different web browser as well as explaining the functions of the Prezi software.

Accordingly, students’ experiences of owning their learning can be related to the concept of usability. Asarbakhsh and Sandars [ 28 ] mean that usability in relation to e-learning can be defined as the ability to use and to gain knowledge from learning technologies with ease and satisfaction. Further, usability is also about knowing the learner and the context, technological aspects, and that the content is consistent with the learning objectives [ 28 ]. Students in our study expressed that there should be clear learning objectives. However, they did not always experience that this was the case in this course, which may have affected the overall experience of usability. The concept of usability also includes the connection to learning theories. Sandars et al. [ 29 ] and Masters et al. [ 2 ] stress the importance of underpinning theory and making it explicit, which provides insight into how to facilitate students’ learning by using technology.

Even though the flexibility of the presentation was experienced as positive, it lacked a place within a larger context, and was thus challenging to use for deep learning. Instead, it became part of a fragmented approach to learning, where meaning-making was difficult to achieve. Meaningful learning consists of students seeking to make sense of their experiences in an active cognitive process that requires more than recalling or recognizing facts [ 30 ]. The presentation temporarily engaged the students by appealing to their interest in digital technology, but it contained abstract and complicated information that did not include an emotional or social dimension [ 4 ]. The presentation helped the students acquire an overview of and an orientation within a complicated subject: antibiotics. Thus, students’ learning did not reach a deep level but remained superficial. A possible explanation could be the lack of interaction with teachers, patients and with peers. More interaction with patients could have enhanced the students’ understanding of antibiotics related to the diagnosis and relevant management. Patients could also have contributed to students’ learning by giving insights to their situation as a whole.

Interaction with teachers and peers, either face-to-face, or via digital technology, could have enhanced the students’ understanding of the theoretical knowledge of antibiotics and clinical reasoning. Students explicitly expressed the importance of interacting with both teachers and patients, but interestingly they did not mention interaction with peer students. It has not been financially feasible to increase clinical time during the course, but technology could be used to create a more patient-centred education. Lajoie [ 31 ] presents several examples of how the real world can be explored by using video triggers, standardised patients, verbal and text chats, and virtual worlds.

The presentation could be improved by including social and emotional elements, for example embedding videos with patient cases connected to the different antibiotics, or including questions that trigger increased reflection.

Social and emotional dimensions are essential for students to place the fragments of knowledge into a larger, meaningful context, to construct an understanding in an interactive process with other people [ 8 , 31 , 32 , 33 ]. When planning on using any tools in e-learning, it is essential to remember that this process is a pedagogical interaction and an important aspect of deep learning [ 34 , 35 ].

The Prezi presentation when used as an e-learning tool can be a useful part of blended learning but cannot replace face-to-face learning situations, especially not when the content of the course is complex, such as in the case of antibiotics. The learning objectives and pedagogical activities should be connected to a learning theory and made explicit for the students. Students should also receive instruction and support during the course on how to use e-learning tools to receive the most benefit of them. Continuous pedagogical interaction with feedback and reflection between students, teachers and patients should be provided to enhance deep learning.

Limitations

This study was a small-scale study conducted within a specific course in one teaching hospital. Therefore, the context and the setting are described in detail aiming to enhance the judgement of transferability. Also, relating the results in theoretical concepts is an attempt to enhance the transferability of the results.

Change history

08 july 2019.

Following publication of the original article [1], the author reported that Table 3 was given the incorrect heading.

Abbreviations

Karolinska Institutet

Katri Manninen

Learning Management System

Robert Schvarcz

Structure of the Observed Learning Outcome

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Acknowledgements

The authors would like to thank Paula Heuser, who kindly helped by reviewing the English.

The study was funded by the Karolinska University Hospital Department of Infectious Diseases’ strategic research funds. The funding played no role in the designing of the study.

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The data generated by and analysed during the current study are available from the corresponding author on reasonable request.

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Mary Hyll & Robert Schvarcz

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Department of Infectious Diseases I73, Karolinska University Hospital, Huddinge, 141 86, Stockholm, Sweden

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Contributions

MH, RS, and KM designed the study. MH was responsible for data collection. KM and MH participated in the data analysis and interpretation, and drafted the manuscript. All authors revised, read and approved the final manuscript.

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Correspondence to Mary Hyll .

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The study was approved by the Regional Ethical Review Board in Stockholm (reference number 2015/564–31/5), which did not consider it to include any sensitive personal information. Participation was voluntary, the data coded in order to retain anonymity, and the students were informed that participation had no effect on their grades and they could stop at any time without consequences.

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The original version of this article was revised: Correct caption for Table 3 is ‘Overview of the sub-categories, categories, sub-themes and main themes which emerged in the study’ instead of ‘Radiographic examination of BH (changes in bone height surrounding the implant)’.

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Hyll, M., Schvarcz, R. & Manninen, K. Exploring how medical students learn with the help of a digital presentation: a qualitative study. BMC Med Educ 19 , 210 (2019). https://doi.org/10.1186/s12909-019-1569-z

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Received : 15 February 2019

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Published : 13 June 2019

DOI : https://doi.org/10.1186/s12909-019-1569-z

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Medical presentations

The medical industry is fast paced, and research based.

In working with many partners in this space we’ve come to realize that the research and data can be your friend or foe. Medical presentations that include too little data can come off as unfounded and unconvincing. Medical presentations that are oversaturated with raw data can easily lose an audience. Luckily our team has worked with some of medical’s industry leaders, and we’ve developed an affinity for data interpretation. It’s not something that just any graphic designer gets excited about, but we are Presentation Geeks!

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Some of our favorite medical presentation samples.

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Our experience in medical presentations.

Our team of university trained graphic designers have experience working with data derived from Microsoft Excel to illustrate (and animate) charts that provide the right balance of supporting evidence and audience engagement.

We’ve got experience working with everyone from Doctors, Researchers, Instructors, Medical Sales, Medical Journals, and even Veterinarians!! Our first piece of advice is… “Do no harm” to the audience. Ok bad joke, but we do believe that every presenter should be audience focused. Let our team focus on creative development and provide you with a little more time. After all the one thing we know with 100% certainty is that anyone in the medical industry could use a little more free time. You are on the frontline saving or optimizing lives every day in ways we are all grateful for.

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Build educational institution presentations that cater to visual learners, make it practical.

The Importance of Good Design in Healthcare

Hiring a designer will not only help you save money but can increase the value of your research and work. Seasoned graphic designers understand the power of an image.

Graphic design is not just about eye-catching design, think of how a medicine label is designed. If the designer did not put emphasis on what a patient should read first in terms of a medicine’s usage, that could mean grave consequences. Graphic design is important in terms of making sure each and every element is understood clearly.

We wanted to nerd out and share a story about how design really can really impact the medical community. Deborah Adler, a 29-year-old graphic designer changed the design of the medicine label because tragically, her grandmother Helen accidentally swallowed pills meant for her husband, Herman. The previous design was not effective or aesthetically pleasing for that matter. According to a recent poll conducted for Target, 60 percent of prescription-drug users have taken medication incorrectly. She challenged the industry standard of design, because overall these bottles had inconsistent labeling, put priority on branding, had confusing numbers, poor colour combinations, didn’t account for the curved shape of the bottle, and had very tiny type.

So, her prototype prioritized function over form, implemented colour coding, intelligent expiration technology (on her bottles, a security badge develops a large red X after 24 hours), full medication details (which normally come separate), a suggestion to include a thin magnifying glass and many other recommendations.

What it looked like in the end was, there is an identifier for the drug at the top, a red/orange colour tone, a clearer information hierarchy (the label is divided into a primary and secondary section, separated by a horizontal line, the drug name, dosage, intake being at the top, the quantity, expiration date, doctor’s name below.) Target’s designers also developed a system of six coloured rubber rings that attach to the neck of the bottle so no family member would be confused by whose bottle is whose. Adler also revamped the existing warning symbols so that there were clear warnings on the label.

We find it absolutely inspiring she did this because of something so personal, and used her design eye to help many others not repeat what she had been through. The power of good design goes a very, very long way. There are many interpretations of information across client, patient and other professional, and the most vulnerable probably need the information pared down and understandable. Sometimes when you do work with a high level of expertise, it is easy to forget how someone may be confused or not understand what seems clear to the professional. We believe this applies to presentations as well.

Why You Should Work with a Graphic Designer!

When you are on a budget, it may not seem practical to get external help at a price. But, if you think about starting small, your growth is something to consider. The more you work with a design team or designer, the better they will understand your process and are able to help you save time. You also cut out the cost of onboarding someone new or hiring when you find a team like Presentation Geeks, who come with experience and training. Think about the time it takes to do something like this on your own. Not only do you have to produce the content, but you will have to learn the various design softwares at a fast pace, especially if you have a deadline.

Graphic designers are fantastic at breaking down large ideas and adhere to the idea that design must work like in the example of Adler. Good graphic designers are great communicators because the challenge for them is communicating complex ideas in the most effective way that keeps it bite-sized, memorable and visually appealing.

And sometimes, knowing as much as you do, you see the theory or fact in your mind, but you cannot quite articulate it yet. What better person to brainstorm these ideas with but a graphic designer? They’re not another professional who may inject their own ideas or dismiss yours – working directly with a designer means your good ideas are kept and the bad ideas get rethought. They are not just your yes person either – they will address your questions and your concerns in a professional manner.

You are the Focus!

Overall, the designer works towards the common goal with you to look more presentable and professional. Graphic design’s bar is always being raised and its boundaries pushed, so a graphic designer keeps ontop of these trends in order to stay relevant to each field. They also know where to find good resources fast and how to license them correctly.

A good designer is a flourish to the amount of time and effort you already spend on your work. You could use a break from solving all the hard problems by yourself! The investment alone will save you time and energy, and you can also develop a working relationship with a team that is committed to providing the world with better and more clear information about medicine and care. The focus shouldn’t be the limitations of a design, but you – the presenter! When both a good design and well-versed professional comes together, a great presentation happens!

How are Medical Presentations Helpful?

There are many medical conferences and seminars with medical professionals presenting new ideas, concepts and challenges in the medical field through a PowerPoint presentation, Prezi presentation or other presentation platforms. And now everyone is online and presenting as well. PowerPoint or Prezis are less video intensive when used during a medical Zoom or Skype call.

You also may be working directly with a patient online during the pandemic as well where a medical presentation can be enormously helpful for your client’s need. Medical PowerPoint presentations disseminate information to clients, residents or patients aware about certain medical treatments or facts. Patients would like to know as many details about their health, and even using a medical presentation for a personal analysis of their current situation could be helpful for more complex situations and available treatment.

Content Rich Media and Its Advantages Across Audiences

Medical data, diagrams and charts are highly complex and even more so when explaining to the public in a medical presentation. To give credibility to your medical presentation, hiring designers to create visual, audio, animation, videos and more is highly recommended to create a streamlined and effective medical presentation. There are templates and backgrounds available for the field, but that extra level of care can help simplify information that is highly complex to an audience. You first need to consider your audience and their level of expertise. This is especially true if you are presenting to resident or students, or a general education route for your information. Doing a medical presentation format would be also helpful since it often includes Q&A, which allows your audience to ask many questions, especially about their future careers or any immediate need on their trajectory. Or, perhaps you are highlighting a new technology to investors or your staff through various medical presentations. Whether you are creating engagement or getting the audience how to use a new process, you must consider the different types of learning each person has and make the PowerPoint medical presentations accessible across a wide audience. You want to make sure that the visuals help convey the idea to your audience through your medical presentations.

Free Medical PowerPoint Templates for Presentations

Are you looking for medical powerpoint templates? Just can’t get your medical presentation to where you want it and need a bit of help? There are plenty of medical presentation templates out there that can get you started. We can point you in the right direction for some great medical templates for PowerPoint.

Also built into PowerPoint is PowerPoint Designer, which generates ideas as you drop it inside your PowerPoint. PowerPoint also has its own PowerPoint templates, including PowerPoint medical templates. Prezi has medical templates as well in their subscription. Medical professionals can create an effective and free presentation in PowerPoint and use its prebuilt designer tool. If you’d like to use one of the many free templates, all you need to do is a simple search online and many resources will be there. All you need skill wise to create one is the knowledge of how to input data into PowerPoint and the general basics of the use of PowerPoint to create a medical presentation.

Quick note about copyright and attribution for free resources:

Remember to double check if the free presentation template requires some attribution to the author of the template or they need you to credit them for its use. All it might mean is adding a copyright 2020 or all rights reserved clarification at the end. Be sure to distinguish the copyright 2020 note too – your information should be copyrighted as well in your medical presentation, especially if you post it online for public use! Just keep in mind free use often means you need to attribute the author or at least check if it is necessary to when you create your presentation.

Here are some free template websites where you can find powerpoint templates or medical powerpoint templates that are free to use:

• Presentation Magazine.
• Behance Slide Template Collection.
• PowerPoint Styles.
• Google Slides Templates.
• Slides Carnival.
• Free-PPT-Templates.com.

It's really that easy!

It is easier nowadays to create an on the fly presentation, multiple medical presentations with easy to use, free templates for medical presentations or general presentations. You do not need a deep understanding of design, but you do need to know how to use each platform such as PowerPoint or Prezi in order to input the information for your presentations. So all you really need is some extra time if you mean to do this by yourself and for that, we do recommend a free to use presentation since you are likely a busy professional who may need a time-saving option. You can create a presentation in no time with one of these free to use medical presentations.

You can also use these search terms to find templates to find free to use templates on any search engine online:

• medical templates powerpoint
• medical template powerpoint
• powerpoint templates medical
• template powerpoint medical
• free medical presentation
• free medical powerpoint
• free medical presentations

Free to Use Images

You can also source free images that are medical through free stock services like Unsplash, Pexel, Pixabay and Freepik. Think about what specific medical images you’d like to use? Are you highlighting a demographic like an age group? Do you need parts of a human anatomy for a medical image? What tone would you like your images to convey? Would you like it to be corporate, bright and clear or serious and moody? It depends on what medical topic you will create. If you are say, creating a slide about the various benefits of a medicine, it might be useful to select a medical image that shows a happy pharmacist helping a senior citizen. Or, if you’re taking about a global pandemic, perhaps a more formal image of its response or a moody one to convey the weight of the situation would be more appropriate.

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Medical Checkup - Prezi Next Template

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A medical themed presentation template with a nurse holding a stethoscope. Blue topic circles hovering in a straight line with medical icons illustrating the covers. Replace the medical icons with your own text tiles or add more symbols from the Prezi library. A simple and professional looking Prezi template for a medical and healthcare related presentation. Present about common healthcare services, medical care, a hospital or about routine medical tests and checkups. Template features a blue color scheme, which is commonly associated with a healthcare theme and trust, professionalism or pureness.

Is the nurse using a stethoscope to spy on the medical staff? Well it sure looks so… fortunately it is very easy to customize the template and replace everything with your own content. Edit the texts and change the icons with more suitable ones for your presentation. The overview slide includes a closeup image of a nurse wearing a stethoscope and topic covers perfectly aligned from left to right. A great concept for making a medical timeline presentation or a Prezi about a medical procedure and the necessary steps to complete it. The overview slide includes a placeholder for your presentation title and subtitle.

So if you’re medically fit, and your health is approved by the doctor, and you eat an apple a day… then you are qualified to use this Prezi template for your medical presentation. If not, then please contact us for an appointment and we’ll review your Prezi skills immediately!

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A guide to creating Artificial Intelligence presentations

Get your team on prezi – watch this on demand video.

Anete Ezera October 26, 2023

Artificial Intelligence (AI) is all the talk now. You can find Artificial Intelligence presentations, articles, books, and other sources to learn about it. Ultimately, AI is no longer confined to a niche group of tech experts and intellectuals; it has become a widely discussed topic. When discussing what AI is all about or introducing a new AI functionality, it’s important to present it with the same innovative enthusiasm that surrounds the subject. That’s why in this article, we’ll delve into the topic of AI and provide tips on how to make your presentations on AI topics highly captivating and engaging.

Why Artificial Intelligence presentation topics have become so popular

Artificial Intelligence excites us because it’s changing our world in big ways. From self-driving cars and virtual helpers to health checks, AI is everywhere in our daily lives. It’s pushing new ideas, making things more efficient, and helping in decision-making across many fields.

Businesses are leveraging AI to gain a competitive edge, healthcare professionals are harnessing it to save lives, and educators are using it to enhance learning experiences. As a result, AI has become a hot topic in boardrooms, labs, and classrooms worldwide.

Understanding Artificial Intelligence

Artificial Intelligence (AI) lets computers perform tasks typically requiring human cognitive abilities. This includes understanding language, spotting trends, tackling problems, and making smart choices. AI achieves this by analyzing extensive datasets and using intelligent algorithms. 

Here are some examples of AI you may encounter on a day-to-day basis:

Delivery robots

AI-driven delivery robots have become increasingly common, like those from Serve Robotics in the US to bring online orders to customers’ doors. These robots rely on AI to navigate streets and sidewalks, avoid obstacles, and ensure they deliver orders on time.

AI voiceovers for video editing

AI has entered the realm of video production, allowing for polished voiceovers. Many have noticed on social media that AI can turn written words into lifelike speech, improving videos without relying on human narrators.

Virtual assistants

Virtual assistants like Siri and Alexa exemplify AI’s role in daily life. They understand and respond to natural language commands, assisting users with tasks such as setting reminders, answering questions, and controlling smart devices.

Healthcare diagnostics

AI is crucial in healthcare as it helps analyze medical visuals such as X-rays and MRIs, spotting diseases early on. It also helps doctors by sifting through vast amounts of patient information to guide treatment choices.

AI customer service

Have you ever tried to contact a company and encountered a pop-up typing robot in the corner of your screen? This is likely one of the AI forms that many of us have come across. AI customer service has revolutionized the way businesses deal with customer inquiries. 

The practical uses of AI, like the examples shown above, come from processing large amounts of data and applying advanced algorithms, showing how AI can improve different parts of our daily lives.

What is an Artificial Intelligence presentation? 

An AI presentation aims to teach the audience about a part of AI that suits their field or interests. These presentations break down the confusing stuff about AI to make it easy for everyone to understand. They share helpful ideas, show real-life examples, and explain how AI is changing different areas. With high-quality images, engaging structure, and useful examples, AI presentations help people see why AI is important and how it can be useful. They encourage people to talk about AI and understand what it’s all about.

Creating an engaging Artificial Intelligence presentation

If you’re planning to create a presentation on AI, follow these steps: 

Choose an AI topic

Choosing the right AI topic is your first step. Think of it as setting the stage for your Artificial Intelligence presentation. Here’s how to navigate this:

• Audience relevance: Your chosen topic should resonate with your audience. Consider their interests, needs, and expectations. If you’re presenting to a healthcare audience, delve into “Artificial Intelligence in healthcare.” For tech enthusiasts, explore “AI in emerging technologies.” The goal is to make your Artificial Intelligence presentation relatable and valuable to your specific audience.
• Hot topics: AI is a vast field, so stay updated on the latest trends and hot-button issues. Ethical considerations, AI’s impact on the job market, and its role in shaping the future are all intriguing angles. Don’t be afraid to think outside the box and explore uncharted territory.
• Industry relevance: If you’re representing a particular industry, tailor your topic accordingly. For instance, if you’re in the finance sector, consider “AI in financial services.” Highlight how AI solutions are transforming and improving that specific field.

Explore examples of Artificial Intelligence topics for presentations

• AI in healthcare: You could explore how Artificial Intelligence transforms the healthcare industry, from medical diagnosis to drug discovery and patient care.
• Ethical considerations in AI: Delve into the ethical challenges posed by AI, including issues related to bias, privacy, and job displacement.
• AI and education: You could discuss how AI is revolutionizing education, from personalized learning experiences to automating administrative tasks in schools and universities.
• AI in business: Explore how businesses are leveraging AI for tasks like data analysis, customer service, and process automation, leading to improved efficiency and decision-making.
• AI in finance: You could examine the impact of AI on the financial sector, including algorithmic trading, fraud detection, and customer service in banking.
• AI and autonomous vehicles: Discuss the role of AI in self-driving cars and its potential to revolutionize transportation.
• Natural language processing (NLP): Dive into NLP and its applications, such as chatbots, sentiment analysis, and language translation.
• AI in robotics: Explore how AI is driving advancements in robotics, leading to applications in manufacturing, healthcare, and more.
• AI and creativity: You could discuss how AI is being used in creative fields like art, music, and literature, generating unique and innovative content.
• The future of AI: Predict where AI is headed in the coming years, including its potential impact on society, jobs, and technology.

3. Craft your presentation

Once you’ve chosen your Artificial Intelligence topic, it’s time to create the presentation. Make sure to follow these tips to craft a highly engaging story:

Try Prezi AI presentation maker

What better tool to use to create an Artificial Intelligence presentation than an AI presentation maker –  Prezi AI . Prezi AI intelligent features streamline the presentation creation process, taking care of time-consuming layout tweaks. This ensures your presentations are polished, professional, and captivate your audience. Prezi AI empowers you to transform ideas into captivating presentations with an intuitive and efficient workflow. Try it out now!

Engaging introduction

Your presentation should start with a bang. Hook your audience from the get-go with a compelling introduction. Share a fascinating AI-related fact, an attention-grabbing quote, or a relatable anecdote. Capture their curiosity right from the beginning.

Visual appeal

Remember that a picture is worth a thousand words. Utilize visuals such as graphs, charts, diagrams, and images to illustrate your key points. Visual aids not only enhance understanding but also keep your audience visually engaged. Make complex AI concepts visually digestible.

Real-world examples

Ground your Artificial Intelligence presentation in the real world by incorporating concrete examples and case studies. Share success stories where AI made a significant impact. Use these examples to demonstrate how AI isn’t just a theoretical concept but a practical solution that brings tangible benefits.

Relevance focus

In the vast landscape of AI, stay focused on what’s most relevant to your audience. Avoid overwhelming them with overly technical details. Instead, tailor your content to address the aspects that directly affect their lives or work. Explain how AI is a solution to real-world challenges.

Final thoughts

When wrapping up your presentation on Artificial Intelligence, aim to leave a lasting impression on your audience. Make sure they reflect on the insights you’ve shared. Here’s how to craft a memorable ending:

• Highlight the essentials: Briefly go over the primary messages from your presentation. This strengthens the main ideas for your audience, making them more memorable.
• Stimulate reflection: Prompt your audience with questions that make them think deeply about the content they’ve just heard. Aim for questions that promote discussion and challenge their viewpoints.
• Present a future outlook: Describe what the future might hold with AI’s continued growth and its potential effects on our lives. Inspire your audience to look forward with excitement and wonder about the possibilities ahead.
• End with an inspiring quote: Conclude your presentation with an inspiring quote related to AI or innovation. A well-chosen quote can leave a lasting impression and motivate your audience to explore AI further.
• Call to action: Encourage your audience to take action. Whether it’s suggesting further reading, inviting questions, or proposing a challenge related to AI, give your audience a clear next step to engage with the topic.

Creating an AI presentation that resonates with your audience depends on these two key steps. By choosing the right topic and crafting your presentation thoughtfully, you’ll educate your audience in a captivating way, leaving them with a deeper understanding and appreciation for the exciting world of Artificial Intelligence. 

Why choose Prezi for Artificial Intelligence presentations?

When it comes to sharing the magic of AI with your audience, Prezi stands out for a handful of reasons. 

Captivating visuals

Imagine telling your AI story with a tool that weaves a dynamic, non-linear narrative. Prezi lets you craft visually stunning presentations that’ll impress your audience. Think of it as the key to making complex AI concepts not only understandable but also captivating.

Smooth transitions

Prezi’s zoomable canvas and cinematic transitions make the presentations even more engaging. You can seamlessly zoom in for detail and pan out for the big picture. This makes your presentation journey much more captivating to follow.

Templates to jumpstart creativity

Don’t want to start from scratch? No problem. There are plenty of customizable presentation templates to choose from. By creating your presentation from a template, you’ll save valuable time and effort. Also, you’ll be able to focus more on the content of your AI topic, making sure it comes across the way you intend it to. 

Storyboard for structure

Prezi’s storyboard function is an excellent choice for your AI presentation. Rather than having a block of slides, Prezi lets you lay out your topics visually. You might begin with AI’s history, move to its use in various sectors with real-life instances, and end with what’s next for AI. It helps you design an engaging and coherent narrative for your viewers.

Prezi AI: Your go-to tool for AI presentations

Prezi AI is an innovative tool that leverages the power of artificial intelligence to streamline the presentation creation process. It empowers users of all skill levels to craft compelling and impactful presentations in a fraction of the time it would take using traditional methods. By automatically generating content, suggesting design elements, and offering personalization options, Prezi AI removes the guesswork from presentation design, allowing you to focus on delivering your message with confidence. Whether you’re a seasoned professional or a student embarking on your first presentation, Prezi AI can be your secret weapon for creating presentations that leave a lasting impression.

Artificial Intelligence presentation example

Still, wondering how Prezi can boost your AI presentation game? Take a look at the following presentation AI presentation by David Vandegrift . This presentation offers an easy-to-follow history and definition of AI, presented in a way that leaves a memorable impression. You can use the outline of this presentation to spark creative ideas for your own Artificial Intelligence presentation.

A glimpse into the future of AI

The future of Artificial Intelligence is brimming with possibilities that promise to reshape our world in profound ways. As AI continues to evolve at an unprecedented pace, here are some exciting areas to explore:

Emerging applications

AI’s potential extends far beyond what we see today. Imagine:

• Personalized medicine:  AI could revolutionize healthcare with personalized diagnostics, treatment plans, and even preventative measures tailored to individual patients.
• Climate change solutions:  AI can play a crucial role in developing sustainable solutions by analyzing climate data, optimizing energy use, and even designing more efficient renewable energy technologies.
• Space exploration:  AI-powered robots and spacecraft could venture further into the cosmos, assisting with tasks like exploration, resource discovery, and even establishing a permanent human presence on other planets.

Human-AI collaboration

The future of work won’t be about humans versus machines, but rather humans and AI working together. AI can handle repetitive tasks and complex data analysis, freeing up human minds for creative problem-solving, strategic thinking, and tasks requiring social intelligence.

The rise of AGI (Artificial General Intelligence)

While still a distant possibility, some experts believe AI could eventually reach a level of intelligence comparable to humans, known as Artificial General Intelligence (AGI). This would bring about a paradigm shift in our understanding of intelligence and consciousness, requiring careful consideration of the ethical implications.

Ethical frameworks

As Artificial Intelligence becomes more sophisticated, the need for robust ethical frameworks to guide its development and deployment becomes paramount. These frameworks will need to address issues like bias, transparency, accountability, and the potential impact of AI on human rights and freedoms.

The future of AI holds immense potential for progress and positive change. By embracing AI responsibly and fostering human-AI collaboration, we can create a future where AI empowers us to solve complex challenges, improve our lives, and explore the vast unknown.

Make your AI presentations more engaging with Prezi

AI has got our attention, and there’s already a sea of AI presentations out there. As you’re looking to create a presentation on an AI topic, remember to make sure it’s as engaging as the topic itself. With Prezi AI , you can create your AI presentation in minutes and weave a narrative that not only educates your audience about AI but also leaves them inspired by its boundless possibilities.

So embrace the AI wave, and spark curiosity for your audience. With Prezi AI, you’re not just delivering a presentation; you’re crafting an experience that lingers long after the applause. Explore more presentation examples and start creating your own today!

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Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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