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  • Opening:: Problem With (Quality) May Be Because (Deficit Comment) - What Do You Think We Could Do To Address This?"

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    alaa
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    This document provides guidance on evaluating oral presentations using the SOAPS and SAFER methods. It lists several qualities of an effective presentation, including telling a story or chronology, making an argument, and only including pertinent information. It also identifies potential correctable deficits such as problems with speaking skills, lack of topic-specific knowledge, omitting or misreporting facts, or not applying clinical reasoning. The document provides examples of clarifying questions assessors can ask presenters in order to confirm the nature of the deficit and help the presenter identify a plan to address it.

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    Original Title

    Pocket Card SOAPS

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    This document provides guidance on evaluating oral presentations using the SOAPS and SAFER methods. It lists several qualities of an effective presentation, including telling a story or chronology, making an argument, and only including pertinent information. It also identifies potential correctable deficits such as problems with speaking skills, lack of topic-specific knowledge, omitting or misreporting facts, or not applying clinical reasoning. The document provides examples of clarifying questions assessors can ask presenters in order to confirm the nature of the deficit and help the presenter identify a plan to address it.

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    © All Rights Reserved
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    27 views2 pages

    Opening:: Problem With (Quality) May Be Because (Deficit Comment) - What Do You Think We Could Do To Address This?"

    Uploaded by

    alaa
    This document provides guidance on evaluating oral presentations using the SOAPS and SAFER methods. It lists several qualities of an effective presentation, including telling a story or chronology, making an argument, and only including pertinent information. It also identifies potential correctable deficits such as problems with speaking skills, lack of topic-specific knowledge, omitting or misreporting facts, or not applying clinical reasoning. The document provides examples of clarifying questions assessors can ask presenters in order to confirm the nature of the deficit and help the presenter identify a plan to address it.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as ppt, pdf, or txt
    of 2

    Qualities of an

    Effective Presentation

    Story or chronology:
    Identifies and describes
    complaints

    where the listener expects

    Argument: Makes the


    case for the assessment
    and plan

    Pertinence: Only includes


    information relevant to the
    assessment and plan

    Speech:

    Fluent, well
    spoken and not read

    Speaking: Poor elocution


    skills

    Acquisition of Knowledge:
    Opening :
    Your presentation
    captures (qualities)
    very well. However,
    Im having a little
    trouble understanding
    it because there is a
    problem with (quality).
    Specifically, I noticed
    (specific comments).
    What are your
    thoughts?

    Clarifying Questions (see reverse)

    Organization: Facts are

    Correctable Deficit

    Teaching &
    Evaluating Oral
    Presentations:
    SOAPS SAFER

    Topic specific knowledge


    deficit

    Facts: Omits or reports


    incorrect facts

    Expectations: Unaware of the


    listeners needs or standards

    Reasoning: Omits or
    incorrectly applies clinical
    reasoning

    Intervention: It seems like in this case the


    problem with (quality) may be because (deficit
    comment). What do you think we could do to
    address this?

    Making
    SOAPS SAFER method
    SOAPS
    Assess the presentation and cite
    specific +/- examples

    SAFER

    Examples of clarifying questions you might ask to


    confirm you have identified a correctable deficit
    Speaking
    Leaving the formal presentation aside for a moment,
    what do you think is going on with the patient?
    Tell me in your own words
    Acquisition of Knowledge
    Explain to me how?
    How do you understand?
    What did it mean to you when?
    When have you encountered before?

    Identify the underlying deficit


    with clarifying questions

    Facts
    Did you obtain any information about.?
    What did the patient tell you about
    You noted but we discovered Where do you think
    the difference was?
    Expectations
    What information do you think the attending needs to
    What have you learned about presentations?

    Assist the learner in identifying a


    plan to rectify this deficit

    Reasoning
    When the patient said what did you think s/he meant?
    How did you interpret?
    What connection do you see between and ?
    How do you explain.?

    E Green, W Hershman, L Decherrie, M Fagan, J Greenwald, B


    Sharpe, N Torres-Finnerty, S Wahi-Gururaj, J Wiese
    *

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