Mastering the Art of Seminar Presentations: A Step-by-step Guide for Postgraduate Medical Students

INTRODUCTION In medical education, various teaching and learning methods are used in both large and small groups, such as lectures, tutorials, and bedside teaching. In that, one method is a seminar presentation. The seminar teaching method is a teaching model, in which students work in small groups to discuss assigned topics and issues under the guidance of teachers.[1] Seminars are an effective teaching and learning method in medical education that improve students’ understanding, communication skills, and self-confidence.[2] WHY A SEMINAR PRESENTATION IN THE POSTGRADUATE COURSE? Seminar presentations are required as part of the postgraduate (PG) training program by the National Medical Commission of India. PG students shall be required to participate in the teaching and training program for undergraduate students and interns.[3] Computer technology for teaching and learning activities, along with its training for pedagogy sessions, is constantly being updated. Seminars encourage self-directed learning, prepare students for conference presentations, and help overcome stage fright. A seminar promotes interaction and healthy debate among students and teachers, enhancing clinical, independent, scientific thinking, and enhancing public speaking skills. Seminars help the faculty stay up to date on the subjects.[4,5] HOW MANY PRESENTATIONS ARE IN THE COURSE? There is no specific number of seminar presentations determined by the number of PG students in the department; it also varies by subject, according to the curriculum set by the national medical commission or the university’s board of studies recommendations. At least one presentation should occur per week if six or fewer PG students are admitted that year; otherwise, aim for two presentations each week. Ideally, one student can complete 12 presentations over 3 years, or four per year. PHASES OF THE SEMINAR The seminar consists of three phases: Preseminar, seminar, and postseminar.[6] Preseminar stage Every 6 months, prepare the seminar schedule based on PG students’ availability, excluding those on district residency postings, elective postings, or on long leave. Discuss the schedule with the department’s PG coordinator and follow it strictly. If a student cannot present their seminar, notify the moderator and department head, as well as other faculty and PG students, and arrange for another student to take their place or the next in the schedule, who is ready to present the seminar. Sometimes, seminars need to be conducted immediately based on issues arising in the community, hospital, or recent outbreaks. For example, a seminar on Nipha virus was held when an outbreak occurred in Kerala; this was no longer part of the scheduled program. HOW TO SELECT THE TOPIC Choose seminar topics that are not already covered in bedside clinics, case presentations, or journal clubs. Focus on issues related to the Student’s thesis to enhance their knowledge. Address recent problems, select a topic of interest for students, or use the nominal group technique with PG students and faculty to decide on a list of topics or to choose from the competencies present in the NMC PG curriculum. Consult with the PG coordinator and finalize the topic. YEAR-WISE SELECTION OF TOPICS PG MD/MS programs in medical education for 3 years. In the 1st year, students are generally new to their specialty or may have joined after a long break following their undergraduate studies, so the seminar topics focus on basic sciences relevant to their field. The 2nd-year seminars should explore into specialty-specific topics. In the 3rd year, the focus shifts to recent advances, guidelines, clinical trials, and practices related to their specialty, aiding students preparing for their final exams. Once the topic is chosen, students should meet with the moderator to plan their presentation and work on the PPT. The completed PPT must be submitted 20 days in advance, finalized, and approved 1 week before the presentation [Table 1].Table 1: Don’ts in the seminarThe presenter should send a reminder message to faculty and students 2 days before the presentation. On the day before and the day of the presentation, check all technical equipment, including the computer, power supply, audiovisual aids, and slide changer. Make sure slides are clearly visible and readable. Review recent advances from the past 5 to 6 years published in articles. Both the presenter and the students should prepare for the topic. If possible, provide tea or coffee during the seminar. If feasible, rehearse a day before the seminar using Zoom, Google Meet, or Microsoft PowerPoint to spot mistakes, pauses, and language issues, which gives the students confidence. IDEAL TIME TO CONDUCT THE SEMINAR The seminar should be scheduled from 2 PM to 4 PM. In medical college, mornings are usually busy with clinical work in the outpatient department, ward rounds, and the operating theater. Hence, afternoons are preferable. It is advisable to avoid scheduling the seminar on Saturday or Monday to ensure faculty availability. Having more faculty members facilitates greater discussion and allows students to gain more insights from them. The seminar should be held when the maximum number of faculty and students can participate. If necessary, it can also be held online through Zoom, Google Meet, or Microsoft Teams. Seminar stage The presenter should arrive 30 min early to prepare. Dress formally to feel confident, setting a good tone with your audience.[7] Body language is crucial; maintain eye contact and avoid just reading slides. Pause for faculty questions and answer them thoroughly. Assign colleagues to note down questions and discussion points. Seminars should last between 1 and 2 h. View the seminar as a formative assessment, where faculty questions promote career development. Engaging the audience during a seminar is essential for students. Improve your presentation by making it more interactive – ask questions to fellow PG students and include interesting clinical cases. Ensure proper slide preparation by starting with a clear set induction and organizing slides logically. If possible, provide handouts related to the seminar. Keep your presentation concise, avoiding speaking too fast or too slow. Use an appropriate voice tone and body language to sustain interest. Furthermore, allocate time for discussion to make the presentation more engaging and interactive. Postseminar stage Once the seminar concludes, the presenter is responsible for checking the seminar register to ensure all participants (faculty and students) have signed. After the seminar, the presenter should provide the evaluation form to a faculty member, excluding the seminar moderator. On the same day, both the presenter and all PG students are responsible for addressing any questions or topics raised by the faculty during the seminar, as well as preparing responses or a report for the next seminar. The presenter must upload the evaluation form and the seminar report to the eLogbook or Eportfolio. CONCLUSION The success of the presentation lies in how the topic was discussed in depth and how the students received it positively. Seminar presentations enhance PG medical students’ knowledge, communication skills, and confidence. Adequate preparation, structured delivery, and active engagement ensure success. By following guidelines, students can maximize learning, foster academic discussions, and contribute meaningfully to their professional growth. Embrace feedback and continuous improvement for impactful presentations.