Lectures are a longstanding tradition in medical education, although in some settings they seem to be drawing their last breath. But the lecture need not die! When presentations are designed in ways that are consistent with how the human mind works, they can be highly effective instructional tools. Mayer’s work on multimedia learning provides evidence‐based guidance on how to improve presentations, but most physicians are unfamiliar with these principles.1, 2, 3 This educational download uses graphic examples to familiarize educators with several of Mayer’s key concepts that relate to slide design and offers tips to improve the visual and educational impact of future presentations (Figure 1).
Figure 1.
Applying Mayer’s multimedia principles.
AEM Education and Training 2021;5:120–120
The authors have no relevant financial information or potential conflicts to disclose.
References
- 1. Mayer RE. Applying the science of learning to medical education. Med Educ 2010;44:543–9. [DOI] [PubMed] [Google Scholar]
- 2. Mayer RE. Applying the science of learning: evidence‐based principles for the design of multimedia instruction. Am Psychol 2008;19:177–213. [DOI] [PubMed] [Google Scholar]
- 3. Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educ Psychol 2003;38:43–52. [Google Scholar]