Power Point in Medical Education: The Interest of Hybrid Strategies to Pass from’’ Passive Power Point’’ to ‘’Active Power Point’’

Dhouha Bacha, Lasaad Gharbi, Ghofrane Talbi, Wael Ferjaoui, Sana Ben Slama, Bouraoui Saadia

Abstract


Power point (PPT) software is used widely in education with nearly 250,000,000 PPT teachers daily worldwide [1]. It is an effective tool in medical education (especially in memorization and understanding); and is appreciated by teachers and learners [1]. However, despite the respect of the classic PPT teaching rules, it might be boring (and therefore demotivating) when the teacher is content to read only the slides. To avoid this pitfall, motivating strategies exist by creating the concept of ‘’Action-Feedback-Interaction’’ (AFI). The description of these strategies is scattered in the literature in university pedagogy and is limited to one method in medical education called’’ Handout’’ [2].

The aim of this work is to describe these strategies through a review of the literature and the experience of the authors.


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Copyright (c) 2020 Dhouha Bacha, Lasaad Gharbi, Ghofrane Talbi, Wael Ferjaoui, Sana Ben Slama, Bouraoui Saadia

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