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M3 Practice Based Learning and Improvement Presentation Guide: Presentation Guidelines

This guide is a resource for M3 students and faculty for the Practice Based Learning and Improvement (PBLI) presentation assignment.

PBLI Assignment Help

M3 students: Do you have a question about your article or presentation? Contact Professor McEwen with your questions.

Online help is available. Just email Professor McEwen (

Guidelines for Creating Powerpoint Slides

  • Quickly readable (20 seconds or less)
  • Important points; not entire “script”
  • No more than 7 lines per slide
  • Large font; easily seen from back of a room

Examples of PBLI Presentation Videos

See the PCC AIMS sites for example videos of student presentations

Images in Your Slides

Images can be an effective way of providing background information. There should be a complete citation with the image.

Learning Objectives for Your Presentation

Writing the Learning Objectives for Your Presentation:

  • Statements which describe what audience will achieve as a result of the presentation
  • NOT an outline of what will cover or a list of what you as the presenter will be do


As you plan objectives, think about the answers to these questions:

  • What do you want audience to know after your presentation?
  • What do you want audience to be able to do after your presentation?
  • What do you want audience to feel after your presentation?

Examples of verbs include: identify, understand, explain, differentiate, apply, demonstrate, predict, analyze.

Examples of learning objectives include:

  • Discuss the possible complications from knee arthroscopy.
  • List the treatment options for osteoarthritis.

Bloom's Taxonomy Action Verbs - Fresno State University

Bloom's Taxonomy of Measurable Verbs - Utica College



Rubric Item - Involving the Audience

A good way to involve your audience is ask them a question during your presentation. These are a few examples of questions could include:

  • Questions about metabolic pathways covered during the M1 or M2 curriculum
  • Asking what a possible differential diagnosis or treatment would be
  • Asking if the audience have seen patients with this disease/condition/injury during their clerkship experience