Learning-centered sessions should align with the science behind learning and knowledge development. We store "knowledge" in structured "schemas" (i.e., cognitive constructs that organize information according to the manner with which they will be dealt). Schemas are made up of knowledge and "know-how."

Why is this important? Our schemas determine how new information is processed and, therefore, dictate learning and change. "Learning is the process whereby knowledge is created through the transformation of experience." New or modified knowledge can only be put into practice in the form of new or modified behaviors when schemas are made or modified.

Faculty can lead learning-centered sessions by:

1. Starting with the end in mind
2. Thinking about participants and what they will be learning
3. Utilizing Adult Learning Principles

Want to explore more about designing learning-centered sessions? Click here for Learning Centered Session strategies, tools, and videos.

Here's a video clip from ACC.16 that demonstrates a learning-centered session.

Who Should Get Extended Anticoagulation? (01:00)
Faculty: Geoffrey D. Barnes, MD, FACC

Definitions of "engaging" include:

• To occupy the attention or efforts of (a person or persons);
• Tending to draw favorable attention or interest

Engaging speakers occupy your attention and hold your interest. Think about different speakers or faculty you would describe as engaging. How did they occupy your attention? How did they hold your interest?

You can lead an engaging session by:

1. Considering yourself a facilitator of learning
2. Using analogies and sharing stories
3. Getting learners involved with an ARS and other active learning strategies

Want to explore more about designing engaging sessions? Click here for Engaging Session strategies, tools, and videos.

Here's a video clip from ACC.16 that shows an engaging session.

Case Based Family Evaluation: VUS, ECG Borderline, My Toughest Case (25:44)
Faculty: Andrew Krahn, MD, FRCPC, HRS

Understanding the value of a presentation framework begins with common ground on the definition of a "presentation." Faculty often say they are preparing for their "presentation" when they are working on slides using PowerPoint^®, or a similar tool. However, slides are not the same thing as your presentation or your session.

PowerPoint^® is a tool faculty use to organize content, lead presentations, and facilitate learning.

As a tool, faculty can use PowerPoint^® (or similar programs) to help organize content within a framework. A framework can be used like an outline for a paper. An effective presentation framework will provide a structure for content, prompt incorporation of learning-centered strategies, and help faculty dedicate time for learner engagement. A presentation framework can also help you keep content focused.

Faculty can develop frameworks for their presentations by:

1. Creating a structure for your presentation
2. Simplifying the presentation of complex content
3. Keeping slides straightforward and focused

Want to learn more about developing a presentation framework? Click here for Presentation Framework strategies, tools, and videos.

Here's a video clip from ACC.16 that shows an effective presentation framework.

Lifestyle Changes to Prevent AF; An Underutilized Modality (06:01)
Source: John Day, MD, FACC

To help ensure your presentation will be legible, always remember what it was like when you had these experiences:

• A speaker says, "I know you can't read what's on my slide, but…"
• A speaker says every word exactly as it appears on each slide
• Each slide is a paragraph or more of text

What was your reaction in these situations?

• Did the illegible slide help you learn?
• Were you distracted by all of the words on the slides or annoyed that the speaker wasn't sharing anything beyond the written words?

Legibility supports simplicity. If you have too much text on a slide, your learning tool will not only be illegible, but will also be too complicated to support learning.

Faculty can help ensure their presentations are legible by

• Selecting the right font size and color
• Using the appropriate amount of text on slides
• Choosing effective visuals

Click here for strategies for making presentations legible.

Moderators play a critical role in successful learning sessions. Effective moderation can enhance the learning process. Moderators serve as facilitators, connectors, supporters, extenders and clarifiers – all in support of participants' learning.

A moderator's success starts with preparation for the session and relies upon the moderator's ability to listen carefully to presenters' comments and be prepared to:

1. Ask presenters clarifying questions to help ensure there are no misunderstandings
2. Make connections, when appropriate, from one presenter to another
3. Provide additional information, if needed, in order to help participants grasp key concepts and points
4. Facilitate a discussion among learners and presenters
5. Rephrase participants' questions to help facilitate discussion, when necessary

Click here for strategies for moderating sessions effectively.

Maximizing the Power of PowerPoint (15:23)
Faculty: Rick Nishimura, MD, MACC

BARISTA – 7 Steps to a More Powerful Presentation (8:33)
Faculty: Elizabeth Klodas, MD, FACC

Engaging Your Audience (16:51)
Faculty: Rick Nishimura, MD, MACC, Patrick O'Gara, MD, MACC and Mike Monahan MEd

Humor Your Audience (13:36)
Faculty: David Holmes, MD, MACC

Implementing Key Points from ACC Faculty Development Tutorials

Strategies for Utilizing an Audience Response System

Tips and Strategies for Moderators: Keys to Success

Preceptor Model 1: Activated Demonstration (2:18)
Faculty: Katie Berlacher, MD, FACC and Julie Damp, MD, FACC

Preceptor Model 2: Aunt Minnie (1:30)
Faculty: Katie Berlacher, MD, FACC and Julie Damp, MD, FACC

Preceptor Model 3: One Minute Preceptor (1:36)
Faculty: Katie Berlacher, MD, FACC and Julie Damp, MD, FACC

Preceptor Model 4: SNAPPS (2:01)
Faculty: Katie Berlacher, MD, FACC and Julie Damp, MD, FACC

Developing an Effective Curriculum (18:36)
Faculty: Jeffrey Kuvin, MD, FACC & Carol Warnes, MD, FACC

Competency Based Medical Education (9:44)
Faculty: Douglas Drachman, MD, FACC and John McPherson, MD, FACC