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STUDENT PERCEPTIONS OF ORAL PRESENTATIONS AS A TOOL FOR LEARNING AND PROFESSIONAL DEVELOPMENT IN ANATOMY AND PHYSIOLOGY

Abstract

Oral communication is an essential component of professional success, making it critical for students to gain experience presenting learned material. To provide such an opportunity, students enrolled in an Anatomy and Physiology I course at a regional baccalaureate college were tasked with researching and presenting a disease topic related to the systems studied during the semester (Integumentary, Skeletal, Muscular, and Nervous Systems). Students created a poster and delivered an oral presentation during a mock poster symposium held at the end of the semester during the final exam period. This activity aimed to strengthen students’ understanding of course content while fostering communication skills necessary for future careers. Following the presentations, students completed an electronic survey assessing their presentation self-efficacy and perceived learning outcomes. All students agreed that oral presentation skills are essential for professional development. Most students (79%) reported confidence in their oral presentation abilities; however, 59% indicated they still experienced nervousness while presenting. Additionally, over 65% of students stated that preparing the presentation was the most effective method for retaining information one month after the course concluded. These results highlight the dual benefit of oral presentations: improving communication skills and reinforcing long-term content retention. These findings suggest that incorporating oral presentation opportunities into science curricula can enhance student confidence, reinforce long-term retention of course material, and develop essential professional communication skills.

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