Abstract：
OBJECTIVE: To promote public speaking skills, a pediatrics residency program developed a longitudinal public speaking curriculum grounded in deliberate practice and reflective practice.
METHODS: Residents delivered annual presentations and received formal feedback. Audience evaluation forms from 2005-2017 were included for analysis. The form used 5-point scales (5= best) for specific presentation elements (clarity, eye contact/body language, pace, succinct text, minimally distracting delivery, clear conclusion, appropriate learning objectives, achieving learning objectives, and answering questions) and for overall quality. Longitudinal changes in scores were analyzed with paired t tests.
RESULTS: Overall, 5,771 evaluations of 276 presentations given by 97 residents were analyzed. Between post-graduate year (PGY)-1 and PGY-3 presentations, mean overall rating increased from 4.38 to 4.59 (P<.001, d=0.51). The median percentage of 5-point scores increased from 50.0% (IQR, 24.3%-65.4%) to 72.5% (IQR, 53.3%-81.2%). Eight of 9 specific elements showed significant increases (median effect size 0.55). Residents whose initial presentations ranked in the bottom quartile had larger improvements than residents initially ranked in the top quartile.
CONCLUSIONS: After pediatric residents participated in a public speaking curriculum with targeted objectives, formal feedback, and repeated practice, their public speaking skills improved. Public speaking curricula can and should be adopted more broadly in graduate medical education.
METHODS: Residents delivered annual presentations and received formal feedback. Audience evaluation forms from 2005-2017 were included for analysis. The form used 5-point scales (5= best) for specific presentation elements (clarity, eye contact/body language, pace, succinct text, minimally distracting delivery, clear conclusion, appropriate learning objectives, achieving learning objectives, and answering questions) and for overall quality. Longitudinal changes in scores were analyzed with paired t tests.
RESULTS: Overall, 5,771 evaluations of 276 presentations given by 97 residents were analyzed. Between post-graduate year (PGY)-1 and PGY-3 presentations, mean overall rating increased from 4.38 to 4.59 (P<.001, d=0.51). The median percentage of 5-point scores increased from 50.0% (IQR, 24.3%-65.4%) to 72.5% (IQR, 53.3%-81.2%). Eight of 9 specific elements showed significant increases (median effect size 0.55). Residents whose initial presentations ranked in the bottom quartile had larger improvements than residents initially ranked in the top quartile.
CONCLUSIONS: After pediatric residents participated in a public speaking curriculum with targeted objectives, formal feedback, and repeated practice, their public speaking skills improved. Public speaking curricula can and should be adopted more broadly in graduate medical education.
摘要：
目标：为了提高公众演讲技巧，儿科住院医师计划开发了一个纵向的公共演讲课程，该课程以刻意的实践和反思的实践为基础。
方法：居民进行了年度演讲，并收到了正式的反馈。纳入2005-2017年的受众评价表进行分析。表格使用5点刻度(5=最佳)用于特定的表示元素(清晰度，眼神交流/肢体语言，步速,简洁的文本，最小的分散注意力的交付，明确的结论,适当的学习目标，实现学习目标，并回答问题)和综合素质。用配对t检验分析分数的纵向变化。
结果：总体而言，分析了97名居民对276次演讲的5771次评价。在研究生年级（PGY）-1和PGY-3之间，平均总体评分从4.38增加到4.59（P<.001，d=0.51）。5分得分的中位数百分比从50.0%增加(IQR，24.3%-65.4%）至72.5%（IQR，53.3%-81.2%）。9个特定元素中的8个显示出显着增加（中值效应大小为0.55）。最初的演讲排名在下四分位数的居民比最初排名在前四分位数的居民有更大的改进。
结论：儿科住院医师参加了有针对性的公开演讲课程后，正式反馈,反复练习，他们的公开演讲技能提高了。公共演讲课程可以而且应该在研究生医学教育中更广泛地采用。
方法：居民进行了年度演讲，并收到了正式的反馈。纳入2005-2017年的受众评价表进行分析。表格使用5点刻度(5=最佳)用于特定的表示元素(清晰度，眼神交流/肢体语言，步速,简洁的文本，最小的分散注意力的交付，明确的结论,适当的学习目标，实现学习目标，并回答问题)和综合素质。用配对t检验分析分数的纵向变化。
结果：总体而言，分析了97名居民对276次演讲的5771次评价。在研究生年级（PGY）-1和PGY-3之间，平均总体评分从4.38增加到4.59（P<.001，d=0.51）。5分得分的中位数百分比从50.0%增加(IQR，24.3%-65.4%）至72.5%（IQR，53.3%-81.2%）。9个特定元素中的8个显示出显着增加（中值效应大小为0.55）。最初的演讲排名在下四分位数的居民比最初排名在前四分位数的居民有更大的改进。
结论：儿科住院医师参加了有针对性的公开演讲课程后，正式反馈,反复练习，他们的公开演讲技能提高了。公共演讲课程可以而且应该在研究生医学教育中更广泛地采用。
