6ca278c0e6
Compare cards were as tall as the body whatever they held, so two columns of four short bullets sat in cards 60% empty; a one-sentence callout sat in a card two thirds of the slide. Both now size to the text. The callout card's fixed brown ink was the worst contrast in the catalogue on Board Review's mint card; it takes the theme's ink. A question slide may carry image_prompt — a film beside the stem, drawn or left as a labelled frame like a figure. The evidence-based formats (board review, journal club, QI, abstract, debrief) gain a References part and the brief says the deck ends with it: DeepSeek skipped it when it was only suggested. Co-Authored-By: Claude Fable 5.1 <noreply@anthropic.com> Claude-Session: https://claude.ai/code/session_016fZGJNyDvERbMgS2Uc2msP
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1035 lines
No EOL
36 KiB
JSON
{
|
||
"_comment": "The shape of a teaching session, as distinct from its look (deck-themes.json). Distilled from how departments actually run each session: residency presenter guides (UW GIM, UAMS, U Colorado morning-report blueprint, UChicago IM, Rush EM M&M, Northwestern Surgery), CORD and TAMU journal-club guides, the ACTIVE interactive-conference study, Harvard CMS and INACSL debriefing standards, IHI/UNC IHQI/MN DOH quality-improvement guidance, AAP and AHRQ plain-language guidance. Each part names the layouts it is usually drawn with, from deckSchema's twelve, and whether the model may use it more than once. Read by src/utils/deckFormats.js.",
|
||
"formats": [
|
||
{
|
||
"id": "grand-rounds",
|
||
"name": "Grand Rounds",
|
||
"audience": "residents, fellows and faculty at a formal departmental lecture, often CME-accredited",
|
||
"description": "Objectives, background, a case that makes the problem concrete, the evidence, a management pathway, and a few take-home points. One aspect of the topic in depth rather than everything about it.",
|
||
"length": "30–40 slides, 45–60 minutes with questions",
|
||
"sequence": [
|
||
{
|
||
"part": "Title",
|
||
"purpose": "the talk, the presenter and the department",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Disclosures",
|
||
"purpose": "conflicts of interest and accreditation, before any content",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One line; 'no relevant financial relationships' is a complete slide."
|
||
},
|
||
{
|
||
"part": "Learning objectives",
|
||
"purpose": "what the audience will be able to do afterwards",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Three objectives, each with an explicit clinical relevance to a general pediatric audience."
|
||
},
|
||
{
|
||
"part": "Background and burden",
|
||
"purpose": "define the topic and its epidemiology",
|
||
"layouts": [
|
||
"section",
|
||
"bullets",
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Open the block with a divider slide. Keep this to a few minutes of material; it is the frame, not the talk."
|
||
},
|
||
{
|
||
"part": "The case",
|
||
"purpose": "a patient who makes the problem concrete",
|
||
"layouts": [
|
||
"section",
|
||
"bullets",
|
||
"question"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Present the history and examination as a clinician met them, and stop with a question for the room before the answer. One case per aspect of the topic."
|
||
},
|
||
{
|
||
"part": "Diagnostic workup",
|
||
"purpose": "the differential and the data that narrowed it",
|
||
"layouts": [
|
||
"table",
|
||
"image",
|
||
"figure"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Criteria, imaging and laboratory findings as a table or a figure, with the reasoning beside them."
|
||
},
|
||
{
|
||
"part": "The evidence",
|
||
"purpose": "the trials and guidelines behind current practice",
|
||
"layouts": [
|
||
"section",
|
||
"table",
|
||
"figure",
|
||
"compare"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Open with a divider. One slide per key study or guideline: design, population, the number that matters. Where two approaches compete, compare them side by side."
|
||
},
|
||
{
|
||
"part": "Management pathway",
|
||
"purpose": "how the evidence becomes a decision",
|
||
"layouts": [
|
||
"flow"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A flowchart of the if-then decisions, not a list of options."
|
||
},
|
||
{
|
||
"part": "Take-home points",
|
||
"purpose": "the three to five things to remember",
|
||
"layouts": [
|
||
"callout",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Written on the slide, tied back to the objectives."
|
||
},
|
||
{
|
||
"part": "References and acknowledgements",
|
||
"purpose": "the literature cited and the people to thank",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "References last."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"trying to cover diagnosis, pathophysiology, treatment and follow-up in one talk — zoom in on one aspect",
|
||
"jargon and unexpanded abbreviations for a departmental audience",
|
||
"slides that are the script — summarize on the slide, elaborate aloud",
|
||
"sections that run past ten minutes"
|
||
]
|
||
},
|
||
{
|
||
"id": "journal-club",
|
||
"name": "Journal Club",
|
||
"audience": "residents presenting one paper to peers and faculty",
|
||
"description": "Why this paper, the PICO question, the methods step by step, the results with effect sizes, a structured critical appraisal, and whether it should change practice.",
|
||
"length": "12–16 slides, 15–20 minutes plus discussion",
|
||
"sequence": [
|
||
{
|
||
"part": "Title and full citation",
|
||
"purpose": "the paper, authors, journal and year",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "The full citation is the subtitle."
|
||
},
|
||
{
|
||
"part": "Why this paper",
|
||
"purpose": "the clinical situation that made it worth reading",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A short case or a real decision the team faced; one slide."
|
||
},
|
||
{
|
||
"part": "The question in PICO",
|
||
"purpose": "population, intervention, comparison, outcome",
|
||
"layouts": [
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A four-row table so the audience orients before the methods."
|
||
},
|
||
{
|
||
"part": "Background",
|
||
"purpose": "what was known before this paper",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Only what is needed to judge whether the question mattered."
|
||
},
|
||
{
|
||
"part": "Methods",
|
||
"purpose": "design, setting, population, intervention, comparator, outcomes, bias",
|
||
"layouts": [
|
||
"bullets",
|
||
"table"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Do not rush this: design and population on one slide, intervention, comparator and outcomes on another, risk of bias on a third. Flag pre-specified versus post-hoc analyses."
|
||
},
|
||
{
|
||
"part": "Results",
|
||
"purpose": "the key findings with their statistics",
|
||
"layouts": [
|
||
"table",
|
||
"figure"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Pair every p value with an absolute risk reduction or number needed to treat. One slide per primary outcome; secondary outcomes in a table."
|
||
},
|
||
{
|
||
"part": "Critical appraisal",
|
||
"purpose": "validity for and against the conclusion",
|
||
"layouts": [
|
||
"compare"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Two columns: strengths and weaknesses of the internal validity, using a structured appraisal tool."
|
||
},
|
||
{
|
||
"part": "Limitations",
|
||
"purpose": "what the authors admit and what they did not",
|
||
"layouts": [
|
||
"compare"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Acknowledged versus unacknowledged, side by side."
|
||
},
|
||
{
|
||
"part": "Statistical versus clinical significance",
|
||
"purpose": "the effect size in terms a clinician can act on",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One sentence: how many patients treated, how many helped."
|
||
},
|
||
{
|
||
"part": "Bottom line",
|
||
"purpose": "whether and how this should change practice",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A yes, a no, or a 'not yet, because'."
|
||
},
|
||
{
|
||
"part": "Questions for discussion",
|
||
"purpose": "what the group should argue about",
|
||
"layouts": [
|
||
"bullets",
|
||
"question"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Two or three open questions, or a single-best-answer question that exposes the paper's key judgment call."
|
||
},
|
||
{
|
||
"part": "Next step",
|
||
"purpose": "a concrete action for the group",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "An audit, a guideline review, a protocol change to propose."
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "the paper and the guidelines or studies compared with it",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Always last, even when short."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"rushing the methods, which is where the audience is lost",
|
||
"reporting p values without absolute effects",
|
||
"an appraisal that is an opinion rather than a structured tool",
|
||
"ending on the results with no bottom line"
|
||
]
|
||
},
|
||
{
|
||
"id": "morning-report",
|
||
"name": "Morning Report",
|
||
"audience": "residents and students at daily case conference, a chief resident or attending facilitating",
|
||
"description": "A real case revealed in stages — history, then examination, then results — with the differential re-ranked after each reveal, the diagnosis withheld until the reasoning is done, then the illness script and teaching points.",
|
||
"length": "20–25 slides, 25–45 minutes",
|
||
"sequence": [
|
||
{
|
||
"part": "Case opener",
|
||
"purpose": "non-identifying demographics and the chief complaint",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One line of demographics and the complaint in the patient's words; nothing that identifies."
|
||
},
|
||
{
|
||
"part": "Learning objectives",
|
||
"purpose": "the three things the case will teach",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Reveal",
|
||
"purpose": "one category of data at a time: history, then past history and medications, then examination, then results",
|
||
"layouts": [
|
||
"bullets",
|
||
"question",
|
||
"image"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Reveal one category per slide and stop with a question for the room before moving on. Include the relevant negatives that shaped the reasoning."
|
||
},
|
||
{
|
||
"part": "Differential, narrowed",
|
||
"purpose": "what the new data rules in or out",
|
||
"layouts": [
|
||
"table",
|
||
"compare"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Re-rank the differential after each reveal, with the findings for and against each diagnosis. This part alternates with the reveals."
|
||
},
|
||
{
|
||
"part": "The clinching finding",
|
||
"purpose": "the result, image or sign that resolves it",
|
||
"layouts": [
|
||
"image",
|
||
"figure",
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Invite predictions on the slide before this one."
|
||
},
|
||
{
|
||
"part": "Diagnosis",
|
||
"purpose": "the confirmed diagnosis, plainly",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Only after the differential has run its course."
|
||
},
|
||
{
|
||
"part": "Illness script",
|
||
"purpose": "epidemiology, pathophysiology and the typical presentation of the diagnosis",
|
||
"layouts": [
|
||
"table",
|
||
"two",
|
||
"flow"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "The three elements of an illness script, briefly; the mechanism as a flow if it teaches."
|
||
},
|
||
{
|
||
"part": "Management and course",
|
||
"purpose": "what was done and what happened",
|
||
"layouts": [
|
||
"flow",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Management follows the diagnosis, never precedes it."
|
||
},
|
||
{
|
||
"part": "Teaching points",
|
||
"purpose": "two to four durable lessons",
|
||
"layouts": [
|
||
"callout",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Tied back to the objectives."
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "the literature behind the differential and the teaching",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"showing all the history, examination and results at once",
|
||
"discussing management before the diagnosis is established",
|
||
"leaving out the relevant negatives",
|
||
"a zebra case — a common diagnosis with strong teaching points works better"
|
||
]
|
||
},
|
||
{
|
||
"id": "morbidity-mortality",
|
||
"name": "Morbidity and Mortality Conference",
|
||
"audience": "residents, faculty and nursing at a patient-safety conference",
|
||
"description": "A no-blame framing, a lean case summary, a timeline of what was known when, a second discipline's view, a systems analysis by domain, and named, dated commitments. Systems learning, not clinical reasoning.",
|
||
"length": "15–20 slides, 15–20 minutes per case plus discussion",
|
||
"sequence": [
|
||
{
|
||
"part": "Ground rules",
|
||
"purpose": "psychological safety before any detail",
|
||
"layouts": [
|
||
"title",
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Say that the forum is for systems learning, not blame, and that discussion stays in the room."
|
||
},
|
||
{
|
||
"part": "Case summary",
|
||
"purpose": "the minimum facts needed to follow what happened",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One slide, six or seven bullets, only the pertinent data. No identifying detail."
|
||
},
|
||
{
|
||
"part": "Timeline",
|
||
"purpose": "the sequence of decisions and changes in status",
|
||
"layouts": [
|
||
"flow",
|
||
"bullets"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One segment per phase of care, as bare chart facts and times; the context is spoken. Freeze each step at what was known then, not what is known now."
|
||
},
|
||
{
|
||
"part": "Another team's view",
|
||
"purpose": "the case as nursing or another discipline saw it",
|
||
"layouts": [
|
||
"bullets",
|
||
"compare"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Their account of the same hours, beside the physician account where they differ."
|
||
},
|
||
{
|
||
"part": "Systems analysis",
|
||
"purpose": "contributing causes across domains",
|
||
"layouts": [
|
||
"figure",
|
||
"table",
|
||
"flow"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One slide per domain — communication, protocols, staffing, equipment, cognitive bias — each with three or four guiding questions for the room."
|
||
},
|
||
{
|
||
"part": "What I would do differently",
|
||
"purpose": "the presenter's own safeguards",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Specific and personal, not generic."
|
||
},
|
||
{
|
||
"part": "Commitments",
|
||
"purpose": "named, owned, dated changes",
|
||
"layouts": [
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Columns for action, owner and deadline; rows may be left blank to fill in by hand."
|
||
},
|
||
{
|
||
"part": "Questions for the room",
|
||
"purpose": "discussion after the presentation, not during",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Previous commitments",
|
||
"purpose": "closing the loop on the last conference",
|
||
"layouts": [
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Status of each earlier commitment; put it first if the session opens with it."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"letting the case slide become a differential-diagnosis exercise",
|
||
"hindsight bias — judging with what was learned afterwards",
|
||
"blame language left standing ('X should have') instead of 'how do we design so one bad night cannot break safety'",
|
||
"patient-identifying detail on a slide"
|
||
]
|
||
},
|
||
{
|
||
"id": "board-review",
|
||
"name": "Board Review",
|
||
"audience": "residents preparing for the in-training or certifying examination",
|
||
"description": "Cycles of case stem and single-best-answer question, the answer, why each distractor is wrong, and one durable teaching point — then a recap. Question first, facts second.",
|
||
"length": "15–25 cases, three or four slides each, 60–90 minutes",
|
||
"sequence": [
|
||
{
|
||
"part": "Session title",
|
||
"purpose": "the content area this block covers",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Case and question",
|
||
"purpose": "a vignette with one pivot point and a single-best-answer question",
|
||
"layouts": [
|
||
"question"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Build the stem around one cue — age, duration, a vital sign, a laboratory value — that decides the answer; difficulty comes from subtle cues, never trick wording."
|
||
},
|
||
{
|
||
"part": "Why the answer, why not the others",
|
||
"purpose": "the reasoning for the correct option and the trap in each distractor",
|
||
"layouts": [
|
||
"compare",
|
||
"bullets"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Distractors are built from common reasoning errors and outdated recommendations; naming the trap is the teaching."
|
||
},
|
||
{
|
||
"part": "Teaching point",
|
||
"purpose": "one durable pearl beyond this question",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One sentence, general enough to answer the next question on the topic."
|
||
},
|
||
{
|
||
"part": "Recap",
|
||
"purpose": "the pearls from every case in the block",
|
||
"layouts": [
|
||
"bullets",
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "the sources behind the cases and teaching points",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Always last, even when short."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"a lecture of facts with no question-first structure — that format shows no gain in examination scores",
|
||
"explanations that confirm the right answer and skip why each distractor is wrong",
|
||
"artificially confusing stems"
|
||
]
|
||
},
|
||
{
|
||
"id": "noon-conference",
|
||
"name": "Noon Conference",
|
||
"audience": "residents at a lunchtime didactic session",
|
||
"description": "A topic lecture built to stay interactive: objectives, a case hook, tight background, the mechanism as a flow, presentation, diagnosis, management, the case resolved, and written take-home messages.",
|
||
"length": "20–25 slides, 45 minutes",
|
||
"sequence": [
|
||
{
|
||
"part": "Title",
|
||
"purpose": "topic, presenter, date",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Learning objectives",
|
||
"purpose": "specific, measurable objectives",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Decide the one to three central messages first; the objectives follow from them."
|
||
},
|
||
{
|
||
"part": "Opening case",
|
||
"purpose": "a patient who poses the question the talk answers",
|
||
"layouts": [
|
||
"question",
|
||
"bullets"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "Pose it as a question for the room and leave it open until the resolution. A long talk may run one case per section."
|
||
},
|
||
{
|
||
"part": "Background",
|
||
"purpose": "incidence, risk factors, burden",
|
||
"layouts": [
|
||
"bullets",
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Three to five minutes of material at most."
|
||
},
|
||
{
|
||
"part": "Mechanism",
|
||
"purpose": "the pathophysiology that explains the picture",
|
||
"layouts": [
|
||
"flow"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Insult to cascade to clinical effect, as a flow rather than prose."
|
||
},
|
||
{
|
||
"part": "Presentation",
|
||
"purpose": "how the disease shows up",
|
||
"layouts": [
|
||
"bullets",
|
||
"image",
|
||
"figure"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A picture where a picture says it."
|
||
},
|
||
{
|
||
"part": "Diagnosis",
|
||
"purpose": "the differential and how to narrow it",
|
||
"layouts": [
|
||
"compare",
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Management",
|
||
"purpose": "the treatment approach",
|
||
"layouts": [
|
||
"flow",
|
||
"bullets",
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A stepwise algorithm as a flow; a dose or a rule of thumb as a callout."
|
||
},
|
||
{
|
||
"part": "Case resolved",
|
||
"purpose": "the opening case answered",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One per opening case."
|
||
},
|
||
{
|
||
"part": "Take-home messages",
|
||
"purpose": "the three to five points, written down",
|
||
"layouts": [
|
||
"bullets",
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Spoken take-home messages are not remembered; written ones are."
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "sources for the claims made",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"a straight lecture with no case and no question — residents ask for the alternative, and it retains better",
|
||
"dense text slides used as cue cards",
|
||
"take-home messages that are only spoken"
|
||
]
|
||
},
|
||
{
|
||
"id": "sim-debrief",
|
||
"name": "Simulation Debrief",
|
||
"audience": "learners immediately after a simulation, facilitator-led",
|
||
"description": "Objectives, a reactions phase, a shared account of what happened, then plus-and-delta analysis against each objective, and a summary with commitments. A short deck that structures a conversation.",
|
||
"length": "8–12 slides, 20–30 minutes — as long as the simulation itself or longer",
|
||
"sequence": [
|
||
{
|
||
"part": "Scenario and objectives",
|
||
"purpose": "what the scenario was designed to teach",
|
||
"layouts": [
|
||
"title",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "The objectives set before the simulation, restated."
|
||
},
|
||
{
|
||
"part": "Reactions",
|
||
"purpose": "room for the emotional response first",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One open question: how did that feel? Nothing else on the slide."
|
||
},
|
||
{
|
||
"part": "What happened",
|
||
"purpose": "a shared factual account before any judgment",
|
||
"layouts": [
|
||
"bullets",
|
||
"image",
|
||
"flow"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Events in order, as facts, so everyone is analysing the same scenario."
|
||
},
|
||
{
|
||
"part": "Plus and delta",
|
||
"purpose": "what went well and what should change, per objective",
|
||
"layouts": [
|
||
"two",
|
||
"compare"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One slide per objective. Ask and discuss the plus before the delta; never both at once, or the positive never gets its turn."
|
||
},
|
||
{
|
||
"part": "Summary and commitments",
|
||
"purpose": "teaching points and what each person will do differently",
|
||
"layouts": [
|
||
"callout",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Confirm each objective was reviewed; commitments are behaviour-specific."
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "the guideline or protocol the scenario tested",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Always last, even when short."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"spending the time on deltas and skipping why the good moments worked",
|
||
"double-barrelled plus-and-delta questions",
|
||
"questions the facilitator already knows the answer to",
|
||
"judging performance instead of describing behaviour; forgetting teamwork and communication"
|
||
]
|
||
},
|
||
{
|
||
"id": "patient-education",
|
||
"name": "Parent and Patient Education Talk",
|
||
"audience": "parents and caregivers, in plain language",
|
||
"description": "What it is, why it happens, the warning signs, the plan, what to do at home, when to seek help, and a teach-back check. Two or three concepts, plain words, active voice.",
|
||
"length": "7–10 slides, 10–15 minutes",
|
||
"sequence": [
|
||
{
|
||
"part": "Title",
|
||
"purpose": "the condition in the words a family would use",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "The everyday name, not the clinical term."
|
||
},
|
||
{
|
||
"part": "What it is",
|
||
"purpose": "two or three core ideas",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Define any technical word the moment it appears."
|
||
},
|
||
{
|
||
"part": "Why it happens",
|
||
"purpose": "a simple cause",
|
||
"layouts": [
|
||
"bullets",
|
||
"figure"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Short statements or one simple picture; not a pathophysiology lecture."
|
||
},
|
||
{
|
||
"part": "What to watch for",
|
||
"purpose": "the signs that change the plan",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A numbered checklist of two or three signs."
|
||
},
|
||
{
|
||
"part": "What we will do",
|
||
"purpose": "the treatment plan in active voice",
|
||
"layouts": [
|
||
"bullets",
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Concrete instructions: 'give one spoon after breakfast', not 'medication will be administered'."
|
||
},
|
||
{
|
||
"part": "What you can do at home",
|
||
"purpose": "the family's part",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One slide per situation if there are several — at home, at school, at night."
|
||
},
|
||
{
|
||
"part": "When to seek help",
|
||
"purpose": "routine follow-up versus emergency",
|
||
"layouts": [
|
||
"compare",
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "'Call us' beside 'go to the emergency department', as two columns."
|
||
},
|
||
{
|
||
"part": "Teach-back",
|
||
"purpose": "checking the family understood",
|
||
"layouts": [
|
||
"question",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Open questions — 'how will you give the medicine tonight?' — never 'do you understand?'"
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"more than five pieces of information on one slide",
|
||
"any undefined jargon — it is a comprehension failure, not a style issue",
|
||
"closed 'do you understand?' questions",
|
||
"teaching back everything instead of the few details that matter"
|
||
]
|
||
},
|
||
{
|
||
"id": "qi-project",
|
||
"name": "Quality Improvement Project",
|
||
"audience": "the quality committee, hospital leadership and peer residents",
|
||
"description": "The problem in a story, a SMART aim, the theory of change, the measures, one slide per PDSA cycle, the run chart, honest lessons, and the plan to sustain and spread.",
|
||
"length": "10–12 slides, 10–15 minutes plus discussion",
|
||
"sequence": [
|
||
{
|
||
"part": "Title and team",
|
||
"purpose": "project, team, institution, dates",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "The problem",
|
||
"purpose": "why it matters here, in a real story",
|
||
"layouts": [
|
||
"bullets",
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Local context and one patient or staff story that lands."
|
||
},
|
||
{
|
||
"part": "Aim",
|
||
"purpose": "what, by how much, by when, for whom",
|
||
"layouts": [
|
||
"callout"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One SMART sentence: 'By June, reduce X from 40% to 20% in Y'. 'Improve care' is not an aim."
|
||
},
|
||
{
|
||
"part": "Theory of change",
|
||
"purpose": "the drivers and change ideas",
|
||
"layouts": [
|
||
"flow",
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Aim to primary drivers to change ideas, as a flow or a three-column table."
|
||
},
|
||
{
|
||
"part": "Measures",
|
||
"purpose": "outcome, process and balancing measures",
|
||
"layouts": [
|
||
"table"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Three rows, each with its definition and data source; the balancing measure is what catches unintended harm."
|
||
},
|
||
{
|
||
"part": "PDSA cycle",
|
||
"purpose": "one test of change: plan, do, study, act",
|
||
"layouts": [
|
||
"bullets",
|
||
"table"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One slide per cycle. Study must compare what happened with what was predicted, or there is no evidence of improvement."
|
||
},
|
||
{
|
||
"part": "Results",
|
||
"purpose": "the measure over time",
|
||
"layouts": [
|
||
"figure",
|
||
"image"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A run chart or control chart, annotated with when each cycle started."
|
||
},
|
||
{
|
||
"part": "Lessons",
|
||
"purpose": "what worked, what did not, and why",
|
||
"layouts": [
|
||
"bullets",
|
||
"compare"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Honest; the failures teach more than the successes."
|
||
},
|
||
{
|
||
"part": "Sustain and spread",
|
||
"purpose": "how the gain will hold and where it goes next",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "Questions for discussion",
|
||
"purpose": "room for challenge",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": ""
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "the guidance and evidence the change ideas rest on",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Always last, even when short."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"a vague aim",
|
||
"confusing outcome, process and balancing measures",
|
||
"a Study step that only describes what was done",
|
||
"visual complexity that overshadows the story"
|
||
]
|
||
},
|
||
{
|
||
"id": "abstract-presentation",
|
||
"name": "Research Abstract Presentation",
|
||
"audience": "judges and peer researchers at a research day, strictly time-boxed",
|
||
"description": "Six slides in five minutes: title, the question, methods in three bullets, the key result as a figure, one conclusion, and questions. Every word budgeted.",
|
||
"length": "6 slides, 5 minutes; 8–10 slides for a 10-minute slot",
|
||
"sequence": [
|
||
{
|
||
"part": "Title and authors",
|
||
"purpose": "the study, authors and affiliations",
|
||
"layouts": [
|
||
"title"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A title of about six words."
|
||
},
|
||
{
|
||
"part": "Question",
|
||
"purpose": "the clinical problem and the objective",
|
||
"layouts": [
|
||
"bullets",
|
||
"figure"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "A visual overview of the context; as little text as possible."
|
||
},
|
||
{
|
||
"part": "Methods",
|
||
"purpose": "design and key measures",
|
||
"layouts": [
|
||
"bullets",
|
||
"flow"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Three bullets; no figure that needs its axes explained."
|
||
},
|
||
{
|
||
"part": "Results",
|
||
"purpose": "the key finding, shown",
|
||
"layouts": [
|
||
"figure",
|
||
"table"
|
||
],
|
||
"repeat": true,
|
||
"guidance": "One finding per slide, and only findings the conclusion depends on."
|
||
},
|
||
{
|
||
"part": "Conclusion",
|
||
"purpose": "one take-home message tied to the objective",
|
||
"layouts": [
|
||
"callout",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "One sentence the audience could repeat."
|
||
},
|
||
{
|
||
"part": "Limitations and questions",
|
||
"purpose": "what to say when asked",
|
||
"layouts": [
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Name the limitations before the judges do."
|
||
},
|
||
{
|
||
"part": "References",
|
||
"purpose": "the key references, on one slide",
|
||
"layouts": [
|
||
"table",
|
||
"bullets"
|
||
],
|
||
"repeat": false,
|
||
"guidance": "Always last, even when short."
|
||
}
|
||
],
|
||
"pitfalls": [
|
||
"text the audience reads instead of listening",
|
||
"figures whose axes need explaining",
|
||
"jargon and acronyms for a mixed audience",
|
||
"anything not tied to the conclusion"
|
||
]
|
||
}
|
||
]
|
||
} |