PDF(Pubmed)
Abstract：
UNASSIGNED: Lectures are a standard aspect across all realms of medical education. Previous studies have shown that visual design of presentation slides can affect learner outcomes. The purpose of this study was to develop a slide design rubric grounded in evidence-based, multimedia principles to enable objective evaluation of slide design.
UNASSIGNED: Using the principles described in Mayers\' Principles of Multimedia Learning and Duarte\'s Slide:ology, the authors extracted nineteen items important for slide design. We developed an online, rank-item, survey tool to identify the importance of each item among medical educators. Respondents selected which slide design principles they felt were important when attending a lecture/didactic session and ranked their relative importance.
UNASSIGNED: We received 225 responses to the survey. When asked to specifically rank elements from most important to least important, participants gave the most weight to \"readability of figures and data\" and \"[lack of] busy-ness of slide.\" The lowest ranked elements were \"transitions and animations\" and \"color schemes\". Using the results of the survey, including the free response, we developed a rubric with relative weighting that followed our survey data.
UNASSIGNED: With this information we have applied values to the various aspects of the rubric for a total score of 100. We hope that this rubric can be used for self-assessment or to evaluate and improve slides for educators. Future research will be focused on implementing and validating the slide design survey and ensuring it is easily usable with a high inter-rater reliability and whether self-assessment with the rubric improves presentation design and education quality.
UNASSIGNED: Using the principles described in Mayers\' Principles of Multimedia Learning and Duarte\'s Slide:ology, the authors extracted nineteen items important for slide design. We developed an online, rank-item, survey tool to identify the importance of each item among medical educators. Respondents selected which slide design principles they felt were important when attending a lecture/didactic session and ranked their relative importance.
UNASSIGNED: We received 225 responses to the survey. When asked to specifically rank elements from most important to least important, participants gave the most weight to \"readability of figures and data\" and \"[lack of] busy-ness of slide.\" The lowest ranked elements were \"transitions and animations\" and \"color schemes\". Using the results of the survey, including the free response, we developed a rubric with relative weighting that followed our survey data.
UNASSIGNED: With this information we have applied values to the various aspects of the rubric for a total score of 100. We hope that this rubric can be used for self-assessment or to evaluate and improve slides for educators. Future research will be focused on implementing and validating the slide design survey and ensuring it is easily usable with a high inter-rater reliability and whether self-assessment with the rubric improves presentation design and education quality.
摘要：
未经评估：讲座是医学教育所有领域的标准方面。先前的研究表明，演示幻灯片的视觉设计会影响学习者的结果。这项研究的目的是开发一个基于证据的幻灯片设计规则，多媒体原理，使幻灯片设计的客观评价。
UNASSIGNED：使用Mayers\“多媒体学习原理和Duarte\的幻灯片：ology”中描述的原理，作者提取了19个重要的幻灯片设计项目。我们在网上开发了一个，排名项目，调查工具，以确定医学教育工作者中每个项目的重要性。受访者选择了参加讲座/教学会议时认为重要的幻灯片设计原则，并对其相对重要性进行了排名。
UASSIGNED：我们收到了225份调查回复。当被要求从最重要到最不重要的元素进行具体排序时，参与者最重视“数字和数据的可读性”和“[缺乏]幻灯片的忙碌性。排名最低的元素是“过渡和动画”和“配色方案”。利用调查结果，包括自由回应，我们开发了一个遵循我们调查数据的相对权重的规则。
UNASSIGNED：有了这些信息，我们已经将值应用于标题的各个方面，总分为100。我们希望这个标题可以用于自我评估或评估和改进教育者的幻灯片。未来的研究将集中在实施和验证幻灯片设计调查，并确保其易于使用，具有较高的评分者间可靠性，以及使用该主题的自我评估是否可以提高演示文稿设计和教育质量。
UNASSIGNED：使用Mayers\“多媒体学习原理和Duarte\的幻灯片：ology”中描述的原理，作者提取了19个重要的幻灯片设计项目。我们在网上开发了一个，排名项目，调查工具，以确定医学教育工作者中每个项目的重要性。受访者选择了参加讲座/教学会议时认为重要的幻灯片设计原则，并对其相对重要性进行了排名。
UASSIGNED：我们收到了225份调查回复。当被要求从最重要到最不重要的元素进行具体排序时，参与者最重视“数字和数据的可读性”和“[缺乏]幻灯片的忙碌性。排名最低的元素是“过渡和动画”和“配色方案”。利用调查结果，包括自由回应，我们开发了一个遵循我们调查数据的相对权重的规则。
UNASSIGNED：有了这些信息，我们已经将值应用于标题的各个方面，总分为100。我们希望这个标题可以用于自我评估或评估和改进教育者的幻灯片。未来的研究将集中在实施和验证幻灯片设计调查，并确保其易于使用，具有较高的评分者间可靠性，以及使用该主题的自我评估是否可以提高演示文稿设计和教育质量。
