presentation designer course

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Presentation Design: Create a Professional Template

A course by katya kovalenko , presentation and data designer.

Discover the full potential of presentation design by exploring color, style, composition, and typography

• Information

Perhaps one of the most unifying concepts of presentation design is its diversity. In other words, just about everyone needs to know how to create presentations on just about everything. Katya Kovalenko reminds us just how much there is to say without words, but with color palettes, typography, and composition.

Katya is a graphic designer at Quiet Studio where she specializes in creating presentations, infographics, and brand identity. After her widely popular courses like Principles of Presentation Design , and the more area-specific Graphic Visualization: Telling Complex Stories through Simple Images , she is back for another round to teach how to create your own professional presentation template.

What will you learn in this online course?

18 lessons & 15 downloads

• 99% positive reviews ( 667 )
• 23,170 students
• 18 lessons (2h 50m)
• 15 additional resources (7 files)
• Online and at your own pace
• Available on the app
• Audio: English, Turkish
• English , Spanish , Portuguese , German , French , Italian , Polish , Dutch
• Level: Beginner
• Unlimited access forever

Recommended software for this course

What is this course's project?

Create a professional, custom template based on a brand guideline or your own style.

Projects by course students

By tiaguinho_massa

By millena_moriah

By simonkey

Who is this online course for?

This course is suitable for anyone who wants to learn in-depth about custom presentation design, typography and composition.

Requirements and materials

For this course, you only need access to a presentation program like KeyNote or PowerPoint. Katya uses KeyNote, but you can use the software of your choice.

manishmkm2002

Nice course

Muy útil, si lo que buscas es crear presentaciones de calidad, le sirvió muchísimo a mi equipo de diseño.

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brubilarsandoval

Me encanta lo bien que explica y sintetiza todo para una mayor comprensión.

lauradlpuente

• More reviews

Katya Kovalenko A course by Katya Kovalenko

Katya Kovalenko worked in advertising for nearly a decade before she embarked on what she calls “a quiet revolution.” After reading “Quiet” by Susan Cain, her notion of communication completely shifted. It led her to create Quiet Studio, which focuses on communicating in a more subtle and personal way.

As presentation and data designer at Quiet Studio, she creates presentations, infographics, and brand identities for businesses. She has worked with numerous brands and organizations like Meom, Article Group, Interesting Development, and Chelsea & Co.

Introduction

• Presentation
• What Will We Do in This Course?

Design Principles

• Art Direction
• Theory of Color
• Theory of Typography
• Theory of Composition and Layout
• Presentation Design
• Workspace and Format
• How to Work with Text 1
• How to Work with Text 2
• Colors and Shape Styles
• Composition and Layout 1
• Composition and Layout 2
• Composition and Layout 3
• Composition and Layout 4
• How to Work with Images
• Icons and Icon Library

Save and Reuse

• Template, Master Slides

Final project

What to expect from a domestika course, learn at your own pace.

Enjoy learning from home without a set schedule and with an easy-to-follow method. You set your own pace.

Learn from the best professionals

Learn valuable methods and techniques explained by top experts in the creative sector.

Meet expert teachers

Each expert teaches what they do best, with clear guidelines, true passion, and professional insight in every lesson.

Certificates Plus

If you're a Plus member, get a custom certificate signed by your teacher for every course. Share it on your portfolio, social media, or wherever you like.

Get front-row seats

Videos of the highest quality, so you don't miss a single detail. With unlimited access, you can watch them as many times as you need to perfect your technique.

Share knowledge and ideas

Ask questions, request feedback, or offer solutions. Share your learning experience with other students in the community who are as passionate about creativity as you are.

Connect with a global creative community

The community is home to millions of people from around the world who are curious and passionate about exploring and expressing their creativity.

Watch professionally produced courses

Domestika curates its teacher roster and produces every course in-house to ensure a high-quality online learning experience.

Domestika's courses are online classes that provide you with the tools and skills you need to complete a specific project. Every step of the project combines video lessons with complementary instructional material, so you can learn by doing. Domestika's courses also allow you to share your own projects with the teacher and with other students, creating a dynamic course community.

All courses are 100% online, so once they're published, courses start and finish whenever you want. You set the pace of the class. You can go back to review what interests you most and skip what you already know, ask questions, answer questions, share your projects, and more.

The courses are divided into different units. Each one includes lessons, informational text, tasks, and practice exercises to help you carry out your project step by step, with additional complementary resources and downloads. You'll also have access to an exclusive forum where you can interact with the teacher and with other students, as well as share your work and your course project, creating a community around the course.

You can redeem the course you received by accessing the redeeming page and entering your gift code.

• Marketing & Business
• Communication
• Design Management
• Graphic Design
• Information Design

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Presentation skills: Designing Presentation Slides

Tomsk State University via Coursera Help

This course may be unavailable.

• Part 1: Key principles of design
• This week is about key principles of slide design. Non-designers usually can’t tell a good slide from a mediocre one. If they could we wouldn’t have had so many bad slides all around us. So this week we are going to fix this by learning the key principles of slide design.
• Part 2: Templates and colors meaning
• This week is about templates, colors and fonts. What's wrong with most templates? Which page decorations should you use to make your slide look beautiful? (None!) What information can we pass through the colors? How to choose a typeface? Does a proper typeface make all the difference? (Yes, it does).
• Part 3: Typography and photographic illustrations
• This module is about typography and photographic illustrations. Applying basic typography rules allows making decent looking slides only with text. The same goes to tables. If that’s not enough there are icons — do’s and don’ts of them when you try to spruce up your text-only slides. And finally using photos and vector arts to create really gorgeous stunning slides. Basic rules on how to search them on photo banks, how to combine them with text, when icons should be used instead of photos and vice versa.
• Part 4: Diagrams and data visualization
• This week is about typography and photographic illustrations. Applying basic typography rules allows to make decent looking slides only with text. The same goes to tables. If that’s not enough there are icons — do’s and don’ts of them when you try to spruce up your text-only slides. And finally using photos and vector arts to create really gorgeous stunning slides. Basic rules on how to search them on photobanks, how to combine them with text, when icons should be used instead of photos and vice versa.

Alexei Kapterev

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Start your review of Presentation skills: Designing Presentation Slides

• Alejandro Correa Paris @acorreap 5 years ago very straight forward and easy to follow. I only gave it 4/5 because the quizzes and exams don’t always properly evaluate the objectives of each part of the course. great teacher, he’s a down-to-earth person and gives good advice for non-experts. i definitely recomend this course. both for beginners and more advanced users who want to improve. Helpful
• AA Anonymous 6 years ago Excellent course. Probably the best designed course I've taken on Coursera and I've taken a lot of them. The presentations are interesting, entertaining but very educational. The quiz at the end of each chapter is not a push-over quiz, you actually have to go through the material to pass it, and finally the practice assignments are a real way to apply what you learned so you just aren't learning it academically but you put it into practice so the learning is real! Thank you so much for producing this course I greatly appreciate the amount of effort it must have taken to put this together so well. Helpful
• Ronny De Winter @RonnyDeWinter 3 years ago Great course, great and funny instructor, great resources! Powerpoint is both the best and worst invention of a business tool. So many presentation slides are overloaded and look so amateuristic that they completely miss the point, and don't influ… Read more Great course, great and funny instructor, great resources! Powerpoint is both the best and worst invention of a business tool. So many presentation slides are overloaded and look so amateuristic that they completely miss the point, and don't influence the audience. This course is independent of the tool you use, the practices are applicable to Powerpoint, Keynote, Google presentation, ... Bring what you learn immediately into action. On top of the supplied exercises, take your own slides, either the ones you created lately or one you have to create for your next presentation. Gradually improve them. You will be very satisfied if you compare the end result with your original attempt. After this course, you'll be able to better communicate your case with a presentation to an audience of any size. Helpful
• AA Anonymous 4 years ago I didn't always agree with the teacher's design suggestions, but that's understandable, because design is subjective and trends change. I loved how passionate he was, and how he was open about the fact that he's not a professional graphic designer.… Read more I didn't always agree with the teacher's design suggestions, but that's understandable, because design is subjective and trends change. I loved how passionate he was, and how he was open about the fact that he's not a professional graphic designer. I think that was reassuring in a way, because he emphasized that you don't have to be a career designer to create good design. Even when I disagreed, I still really valued his perspective and he gave me a lot to think about. I decided to sign up for the course instead of just auditing (highly recommended so you actually practice the principals he teaches), and it was interesting seeing my slides develop from beginning to end. My only gripe is the peer-reviewing. While I loved the opportunity to see other students' work (sometimes it gave me more ideas, and a broader perspective), it was clear that some reviewers were not spending much time to consider my work - they docked points, but then just wrote "good" as a comment. (Meanwhile, I made sure to write detailed comments on how my peers could improve their work.) I failed one project twice without getting any clarity on why people were docking me, since some of the rating criteria was subjective/generic (such as "is the text they chose cliche?" or "does it look professional?"). One time I just re-uploaded the same exact slide and went from fail to full points. My advice: keep the peer-reviewed assignments, but make it an automatic pass. Give reviewers more open-ended question fields so they can put more thought into it for both students' benefit. Helpful
• Badar Muneer 5 years ago Well, I would recommend this course to everyone who in one way or other uses Powerpoint presentation whether you are a student or a professional. Everyone should have design sense. Every university in the world should have some courses on design for all students irrespective of their majors. Although i was using PPTs in university but i realized the design importance when I started a job where substantial amount of my work involved working on PPT. I really needed a course to learn and I guess I did find a very good course and that free of cost :) Well, I applied for financial support and coursera team was kind enough to grant me. Well done. Helpful
• AA Anonymous 6 years ago fantastic course, great presentor. I wish I had been able to take that course at the start of my career, 30 years ago. What I like most about the course is how the presentor develops a typical ugly slide into something appealing in a step-by-step approach. Interestingly, most of the steps are about REMOVING, not adding elements, such as color, decoration and so forth. Highly recommended for anyone who has to produce, present or look at slides. Helpful
• AA Anonymous 4 years ago One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.… Read more One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design. One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design. One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design. One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design. One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design. One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design.One of the easiest ways to start your journey in slide-design. Helpful
• Sourabh Bhandary 6 years ago This was my first Coursera course. And i must say I'm off to a great start. I loved this course everybit. I learnt so much about design. The only problem i had was getting reviews on time. And I think the instructor also needs to review his student's assignments. Thank you. This course was worth the time. Helpful
• SI Sahar Iqbal 2 years ago I found this course very interesting...and the credit goes to instructor.... His teaching style is very engaging.... He used simple language n helps to illustrate very practical points from real life examples.. The way he divided the the subject in weeks n assignments were perfect... I especially enjoyed the learning in week 3 & 4...about icons and image usage ..how we can design a well balanced and composed slide.. Tips about Data visualization is also very helpful.... Thanks to instructor and Coursera team .. I really recommend this.... Regards Helpful
• Zain Sajid @zain170700 3 years ago I complete this course in less than a week. It's really very interesting course. He is not a professional design but teaches very professionally on creating high skills in presentation. This is one of the best course on coursera. I will recommend it to all who pursue their career in business. This will really beneficial you. Helpful
• Md. Mahadi Hasan Maruf @muhammad 3 years ago The course teacher is really great. His learning style is very good and easy. The course teacher is really great. His learning style is very good and easy. The course teacher is really great. His learning style is very good and easy. The course teacher is really great. His learning style is very good and easy. Helpful
• Ana Fabien @Anamae 3 years ago This was my first completed course on Coursera and it did not disappoint. It was informative, educational and presented in such a way that anyone could understand. I would definitely recommend this course to anyone who wants to improve their presentation skills. Helpful
• AA Anonymous 2 years ago I found this course very interesting, straight forward and easy to follow. Special credit goes to instructor, great teacher, he’s a down-to-earth person and gives good advice for non-experts. His teaching style is really very engaging. (Hats off) Thanks to Instructor and Coursera team. I definitely recomend this course. both for beginners and advanced users who want to improve. Helpful
• Harshit Omar @harshitomar 3 years ago Excellent course. Completely changed perspective about design, and how we can communicate to different audiences. Also, realized the futility of using default Powerpoint options to design meaningful and 'unique' presentations. Helpful
• AA Anonymous 2 years ago It was enjoyable, funny, full of amazing information and so great quotas. It was amazing course, focusing on the beauty , balance , smooth and clear presentation. I am really so lucky to find it and learn with each slide of it how to make my slides more professional and easier to read, and how to make my solutions more beautiful. Thanks a lot for it , I really enjoyed it Helpful
• AA Anonymous 4 years ago The worst course I've ever seen! It's more like a person throwing random ideas here and there, without deeply explaining certain steps or methods to apply those ideas. I mean, I'm a slides-design virgin -and many of the course students are as well-.… Read more The worst course I've ever seen! It's more like a person throwing random ideas here and there, without deeply explaining certain steps or methods to apply those ideas. I mean, I'm a slides-design virgin -and many of the course students are as well-. however, the lectures give us tips as we are already designers and we want to improve our skills. I've learnt nothing except that using icons in my slides gives it a quiet cool appearance. that's all. I've regretted the time I've wasted on this course. They'd rather show us more examples, so that we understand how things work, and when I say more examples, I mean examples for every single video and topic, and not for a SINGLE video from each week, because examples are what makes us learn best. The lecturer is supposed to be a presentation expert. however, his "emm"s are so so so many that irritates me, and this is one of the main good presentation skills, not to "emm" or "ahhhh" a lot. Another thing is that the way he addresses his subject. It's like he is reciting ideas instead of teaching. I hated it. Helpful
• Linda Ghayeghvar 2 years ago Presentation skills: Designing Presentation Slides was a very useful Coarse for me. I enjoyed and learned a lot. There are lots of easy to understand examples. The topics were chosen carefully. I will consider all the good tips i have learned in my future powerpoint design. Helpful
• AA Anonymous 2 years ago Great course! Very informative and I learnt a lot of new things. The teacher was great and charismatic. Helpful
• AA Anonymous 3 years ago Recommendation: Absolutely YES Really helpful course with many, many, many... aspects from design and typography thinking way that help me, doing my job even better. In front of this, I believe that I am already a design-oriented, professional frequ… Read more Recommendation: Absolutely YES Really helpful course with many, many, many... aspects from design and typography thinking way that help me, doing my job even better. In front of this, I believe that I am already a design-oriented, professional frequent presentation designer with good feeling for 'good' / informative design, helping digesting complex information towards decision making support for top manygers. However, there were so many little "aha" in that course I really appreciate and that teached me so many things on top :-) Conclusion: For professional presenters that want/need/looking for to improve their skills in transporting complex information in a professional and easy way to read, you need to join Alexei's course anyhow. Thank you for your top level course here, Alexei! Helpful
• AG Abrahan García 6 years ago Well I think that it's an appropiate course for those who already know how to make presentations in any software, and are looking for new ideas to improve their slides. The teacher explains each topic in an easy way to understand and use some examples to clarify. In my experience I really learned some technics to improve my presentations, because let's say it, mine were old too fashioned. I strongly recommend this course to anyone, and I just would like to say that the quizzes must be a little shorter. Thanks very much. Helpful

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American Graphics Institute

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Need help choosing the right PowerPoint design courses? Call us:

Boston: 781-376-6044 Philadelphia: 610-228-0951 Toll Free: 800-851-9237

Hands-on PowerPoint Design classes and PowerPoint Design training using Mac or Windows computers with a live instructor in the same classroom.

Reviews of our PowerPoint Design classes

PowerPoint Design classes rating:

5 stars from 6 reviewers

"I took the online version of the Acrobat class and Patti did a fantastic job of keeping the training interesting and the group engaged all day. We used our own equipment and a training room at our corporate offices for this training for our group." - Valerie C

All PowerPoint Design classes include

American Graphics Institute instructors are the authors of several best-selling PowerPoint Design books and work with major brands, agencies and organizations.

PowerPoint design courses

Powerpoint design courses from the experts.

Attend these PowerPoint design courses to learn the essentials of slide design using PowerPoint. In these courses, participants discover PowerPoint design techniques to create beautiful, professional presentations that include strong stories and powerful visual designs. Learn to create well-designed PowerPoint presentations in a single day!

• Learn PowerPoint design principles for creating great presentations and designing beautiful presentations that stand out.
• Use PowerPoint design techniques to communicate your message effectively
• Discover how to build effective infographics
• Find out how to build and save charts and templates
• Discover how to integrate Word and Excel to help you efficiently build your decks
• No previous graphic design experience is needed

The PowerPoint design course emphasizes presentation design techniques and how to implement them using PowerPoint. If you wish to focus on learning only the PowerPoint application without the information and visual design portion, see our  PowerPoint courses  .

PowerPoint design courses offered

Attend introductory to advanced PowerPoint design courses in our training centers, online, or at your office.

PowerPoint Design Course delivery options

We have PowerPoint design courses for every schedule and budget, led by expert instructors who help you to quickly and easily achieve professional results with your work.

Regularly scheduled PowerPoint design courses

Our regularly scheduled, public PowerPoint design courses include introductory through advanced training. Most courses are offered monthly. See the list of classes below. We offer live classes led by an instructor in the same classroom with you.

On-site PowerPoint design courses

All PowerPoint Design courses can be delivered on-site at your location. Call or complete the form on the above link to receive information about classes at your location. We deliver on-site classes across the U.S. and globally.

Online PowerPoint design courses

Live online PowerPoint Design courses provide you with a small group course that you can take from anywhere with a high-speed Internet connection. You can ask questions, hear and talk with the instructor, even share your screen as part of these interactive classes.

Course Details and Outlines for PowerPoint design courses

Choose any of our PowerPoint design courses below to see outlines, pricing and dates:

PowerPoint Design training class

This PowerPoint Design class teaches participants how to improve the design of PowerPoint presentations. Course participants learn the process and skills necessary to build powerful and well-organized content for presentations. Attendees discover how to take advantage of visual design principles for creating professional-looking presentations. This interactive and dynamic class offers you the opportunity to work on your own project and apply PowerPoint design principles immediately to your work. In addition to information and visual design, course participants also discover how to maximize their efficiency in PowerPoint software to complete presentations more easily.

Microsoft PowerPoint training class

This PowerPoint training course teaches you to quickly and easily create effective and exciting presentations. In this PowerPoint course, you will discover how to create new presentations, create and use templates, apply styles, use the various viewing modes, and work efficiently.

PowerPoint design courses - Course Dates

All classes are led by a live instructor . Class times listed are Eastern time.

PowerPoint Design course

Fri, Sep 13 2024 to Fri, Sep 13 2024

10:00 am to 5:00 pm

Fri, Sep 27 2024 to Fri, Sep 27 2024

Fri, Oct 25 2024 to Fri, Oct 25 2024

Fri, Nov 22 2024 to Fri, Nov 22 2024

Fri, Dec 06 2024 to Fri, Dec 06 2024

Fri, Dec 20 2024 to Fri, Dec 20 2024

Locations for PowerPoint design courses

PowerPoint design courses are offered at the following locations. Most occur monthly with a live instructor in the same classroom:

• PowerPoint Design Training Classes in Boston
• PowerPoint Design Training Classes Online
• Corporate PowerPoint Design Training
• Private PowerPoint Design Training

All locations for PowerPoint Design training

PowerPoint Design courses available for many roles and skill levels

These PowerPoint Design courses are useful whether you are new to PowerPoint Design or have previous experience and are looking to fill gaps or gain a better understanding of the full set of capabilities it offers. PowerPoint Design courses are suitable for those involved in a variety of roles including marketing, communications, sales, and slide design. Our PowerPoint Design workshops help you to understand how to create effective presentations using PowerPoint.

Regularly scheduled PowerPoint Design courses are available for individuals, and private PowerPoint Design training is offered for groups, companies, and organizations. Private PowerPoint Design workshops can be customized to your specific objectives and can focus on your PowerPoint presentations. The PowerPoint Design instructors at AGI average more than a decade of experience working with creating effective presentations with impact and have backgrounds in visual design and communications.

About PowerPoint Design Courses and Training from AGI

Regularly scheduled public PowerPoint Design courses, workshops, and seminars provide hands-on learning from expert PowerPoint Design instructors. Small classes with practical exercises and projects help you to quickly learn PowerPoint Design skills relating to creating effective presentations. Our instructors have extensive experience with PowerPoint Design and in leading classes. They are reviewed after each course to gauge their effectiveness, and undergo continual professional development and testing. Our full-time instructors pass the rigorous Certified Technical Trainer exam and participate in ongoing professional development training to maintain their PowerPoint Design teaching skills.

PowerPoint Design courses with certificate

Attend a PowerPoint Design course with certificate and gain verification of your class participation that you can share electronically on Linked In. You can share with your employer for verification and receive a PDF certificate that is suitable for printing and display. As a Massachusetts private school, American Graphics Institute has been in in operation since 1998 and is recognized globally for providing high-quality PowerPoint Design courses. Choose from beginner or advanced classes, and receive a certificate for your PowerPoint Design course completion.

Prerequisites for enrolling in PowerPoint Design courses

For introductory PowerPoint Design courses, no previous experience is required. For intermediate or advanced PowerPoint Design classes, completion of the introductory course or previous PowerPoint Design experience and knowledge of all topics covered in the introductory PowerPoint Design course is required. For PowerPoint Design training in our classrooms we provide your choice of a Mac or Windows computer for use during the course. For live online PowerPoint Design you can use your own computer and sample files and projects will be provided upon enrollment.

Course materials for PowerPoint Design classes

The instructors at AGI have authored more than 50 best-selling training books and use this extensive curriculum development experience to develop practical and detailed PowerPoint Design training curriculum which all course participants receive. The materials are designed to serve as a reference for use after class completion and include detailed notes, definitions, best practices and practical advice.

Jobs that use PowerPoint

Many jobs use PowerPoint to improve communication, educate, and inform. PowerPoint is used across many different industries, from consultants to marketers, and sales professionals to educators, it is widely used to communicate and share ideas and information. Following are some of the many jobs that user PowerPoint.

PowerPoint for marketing professionals

Marketing professionals use PowerPoint to create presentations for clients, sales teams, and executives to inform and persuade regarding marketing plans and campaigns.  Marketing Managers often use PowerPoint to inform coworkers about marketing strategies and campaign plans. PowerPoint is also used to present performance metrics regarding how campaigns are progressing, and sharing ideas for improvement to internal teams. Marketing managers also create PowerPoint content that is shared with external clients, although this often occurs by sales representatives who use the content created by marketing managers. All these activities require designing well organized, cohesive presentations that are also visually appealing. Beyond focusing on content and structure, PowerPoint marketing presentations also consider branding, color, and aesthetics, and benefit from understanding how to improve PowerPoint designs .

According to the Bureau of Labor Statistics, the median annual wage for marketing managers , exceeds $100,000. Along with PowerPoint skills, a bachelor's degree in marketing, business, or a related field is typically required for working in a marketing management role.

PowerPoint for Management Consultants

Management consultants use PowerPoint as part of their job advising organizations on strategies to improve their performance and efficiency. Because management consultants rely heavily on presentations to convey complex ideas and recommendations to clients, a solid understanding of PowerPoint is critical for this job..

PowerPoint is used for data visualizations and to present findings, explain data, as well as summarizing findings and recommendations. Having PowerPoint skills for creating charts, graphs, and tables to represent complex data is especially important for management consultants. 

The annual wage for management consultants is $95,290 according to data from the Bureau of Labor Statistics. To work as a management consultant, skills with Excel, PowerPoint and a bachelor's or master’s degree in business, economics, or a related field is generally required.

PowerPoint for Sales Representatives

Sales representatives use PowerPoint to deliver sales presentations, highlighting the benefits and advantages of the services or products they represent. Some sales representatives create their own PowerPoint presentations, while others rely on presentations created by marketing professionals, such as those working in sales enablement roles.

Sales professionals either design their own sales presentations for potential clients or customize existing presentations and templates based on needs of clients. They then use PowerPoint to support and reinforce their message. 

The median annual wage for sales representatives is $67,750 according to the Bureau of Labor Statistics. While a bachelor's degree in business or a related field is beneficial for a sales role, some companies prioritize relevant experience and strong communication skills over formal education.

PowerPoint for Teachers and Training Professionals

Educators use PowerPoint as a fundamental tool to create engaging presentations that help students to learn and retain information. PowerPoint is widely used in corporate training and adult professional development and education. 

Educators use PowerPoint to design instructional materials and create course content that enhances lectures. It can include adding multimedia elements, charts, tables, and quizzes. PowerPoint presentations can follow a structure and pedagogy developed in an outline, and brought into PowerPoint where visuals and graphics are added to enhance the message.

According to the Bureau of Labor Statistics, the median annual wage for teachers is $80,840. In many locations a master's degree in education is required, while in corporate professional development, a high degree of expertise in the subject matter being taught is required.

Because it is so widely used across many jobs and industries, it’s for any professional to learn PowerPoint .

Learn more about Jobs that use PowerPoint

Can you learn PowerPoint online

Learn more about Can you learn PowerPoint online

PowerPoint Certificates and Certifications

Learn more about PowerPoint Certificates and Certifications

How Difficult is it to Learn PowerPoint

Learn more about How Difficult is it to Learn PowerPoint

How long does it take to learn PowerPoint

Learn more about How long does it take to learn PowerPoint

Improving PowerPoint Presentations Designs

Learn more about Improving PowerPoint Presentations Designs

Why you should learn PowerPoint design

Learn more about Why you should learn PowerPoint design

Skills to improve PowerPoint presentations

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PowerPoint design training GSA

American Graphics Institute offers PowerPoint Design Courses under GSA contract 47QTCA19D003Y. As a GSA contract holder, PowerPoint Design training GSA pricing for federal agencies is available for private and public PowerPoint Design workshops. Contact an American Graphics Institute representative for additional information or to register.  

Recent PowerPoint design courses Training News

Improving PowerPoint design

AGI's team of experienced instructors are also the best-selling authors of more than 20 books including  Creative Cloud for Dummies, Creative Suite for Dummies,  and many books published by Adobe Press, Microsoft Press, and other major publishers. Learn from experienced professionals with extensive professional and training experience, who are also practicing professionals. For Federal agencies, American Graphics Institute classes are offered under GSA contract 47QTCA19D003Y.

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Impactful Presentations

Why do presentations often fail to have the impact we desire? One reason is that information alone will never move people. In this course, you’ll go beyond presenting just the facts and figures to craft compelling presentations that will motivate others, inspire action, and enable buy-in. By surfacing what matters to your audience, you’ll learn to create presentations that are both meaningful and memorable. Gain the confidence and skills it takes to shift the way people think, feel, and behave.

Note: While this course is not focused on the visual design of presentations, it does cover a few quick tips to get you started.

Course Outcomes

• Deliver presentations that spark a shift in beliefs, behaviors, and mindsets.
• Sequence and convey your information in a way that will create a meaningful journey for your audience.
• Open hearts and minds by developing a trusted relationship with your audience.
• Apply techniques to help people pay attention and remember the information you share.
• Practice with unique presentation methods in order to create an engaging experience for your audience.

Part of Certificate Programs

• Communicating for Impact Certificate
• Collaborative Leadership Certificate

Skills You’ll Gain

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Go Deeper with Certificate Programs

Impactful Presentations is part of two certificate programs:

What You'll Learn

Week 1: introduction - move your audience, 2 video lessons.

• Messages That Spark Change—It’s not what you say, but how you say it
• Mentor Moment—Try something new

1 Assignment

Choose Your Presentation—Choose the 10-15 minute presentation you’ll be workshopping throughout the course. Use an existing presentation or choose from one of our sample presentation prompts. Identify your audience, your starting assumptions for what you must do or include in this presentation, and the skills you most want to grow.

Note: For course assignments, you’ll need access to either Google Slides or Microsoft PowerPoint. There will be multiple opportunities to get feedback on your drafts along the way, though you are not required to give your presentation live to the class.

Week 2: Plan the Journey

4 video lessons.

• What’s the Point?—Identify the goal of your presentation
• It’s Not About You—Empathize with your audience
• Shape Your Story—Build emotional appeal and interest
• Mentor Moment—Start with emotion

Crafting Story Arcs—Identify the beats, or key moments, of your presentation. Build four potential sequences to determine the strongest organization of your content. Use your learnings from this exercise to iterate your Big Idea and the shift you want the audience to make.

Week 3: Become the Guide

3 video lessons.

• Create a Connection—Bridge the divide between you and the audience
• Establish Your Credibility—Inspire trust and belief
• Keep It Human—Present as your authentic self

Design for Connection, Credibility, and Authenticity—Select different methods for building a connection, establishing credibility, and presenting authentically, and brainstorm how you might bring them to life. Think through the details of implementing these methods by experimenting.

Week 4: Make it Memorable

• Best Intentions; Bad Presentations—Avoid common presentation mistakes
• Make Patterns—Encourage understanding and retention
• Break Patterns—Shake things up to capture their attention
• Mentor Moment—Find the medium that fits your message

2 Assignments

Create Pattern Breaks—Brainstorm ways to break patterns using physical space, the senses, and audience interactivity. Build experiments to further explore your ideas.

Build a Storyboard—Use the feedback and insights from the first three assignments to create a storyboard for your presentation. Identify opportunities to engage, or re-engage, the audience, and consider the holistic journey through your content. Start a visual mood board to guide design decisions.

Week 5: Conclusion - Look Ahead

• Bringing It All Together—A Presentation Case Study
• Mentor Moment—Encouragement to explore
• The End Is The Beginning—Evolve your story and yourself

Presentation Finale—Design a meaningful ending and evolve the structure and flow of your presentation using insights from the feedback you’ve received. Craft a full second draft, diving more deeply into visual decisions and scripting key moments. Reflect on your experience over these five weeks to understand the skills and techniques you’ve gained and areas to continue growing.

Meet Your Instructors

Former Director of Health & Well-Being at IDEO

Ann is a design researcher with roots in anthropology and journalism. Prior to IDEO, she made documentaries for public television. Filmmaking taught her how to visually tell stories as well as how to find, edit, and shape them. At IDEO, she does the same thing, taking the raw materials—interviews, data, observations—and crafting them into stories that inspire.

Ann is a design researcher with roots in anthropology and journalism. Her portfolio spans the design of HIV prevention products, digital tools to help kids build emotional strength, and the re-design of the US digital immigration experience. Prior to IDEO, she worked for over a decade as a filmmaker and journalist; her latest documentary, “Lovesick,” is about matchmaking for HIV+ singles in India. Filmmaking taught her how to visually tell stories as well as how to find, edit, and shape them. At IDEO, she does the same thing, taking the raw materials—interviews, data, observations—and crafting them into stories that inspire.

From 2016 to 2017, she served as the Chief Design Officer for U.S. Surgeon General Vivek Murthy. Ann holds a joint degree in Anthropology and the Study of Religion from Harvard College. She’s a board member of Noora Health and the Karen Schmeer Film Editing Fellowship, and a past fellow of the Sundance Institute. Ann is an avid traveler, with the Okavango Delta and Tibet among her favorite spots, and an obsessive photographer.

Alex Gallafent

Senior design director at ideo.

Alex is a designer, theater artist, and journalist. Throughout his career, Alex has been figuring out the things audiences need and how best to bring them to life. He’s presented stories on theater stages in London and New York, in broadcast journalism for the BBC, and across the world with IDEO.

Alex currently leads the New York wing of IDEO’s Design for Food studio. He’s worked with major clients in hospitality, media, government, financial services, and beyond. He’s also taught design thinking, storytelling, and research at New York University, The School of Visual Arts, and The New School. A former correspondent for US public radio and the BBC World Service, he’s a past Fellow at the International Reporting Project at Johns Hopkins. Alex studied philosophy at Oxford University and trained in classical acting at LAMDA. He’s performed Shakespeare in Tokyo and written music for plays in London’s West End. In New York, Alex performs improv, plays drums for the city's only improvised rock'n'roll storytelling band, and hosts as many dinner parties as possible.

Frequently Asked Questions

How do ideo u cohort courses work does my time zone matter.

We offer three types of courses: self-paced courses, cohort courses, and certificate programs. Cohort courses run on a set calendar, with fixed start and end dates. Course learning is self-paced within those dates and requires approximately 4-5 hours per week over 5 weeks. Courses consist of videos, activities, assignments, access to course teaching teams, and feedback from a global community of learners. There are also optional 1-hour video Community Conversations, held weekly by the teaching team. 

All of our cohort courses are fully online, so you can take them from any time zone, anywhere in the world. With our cohort course experience , while you'll be learning alongside other learners, you'll still have the flexibility to work at the pace that fits your own schedule. There aren’t mandatory live components, so you don't have to worry about having to log in at a specific time. At the same time, you'll have access to a teaching team, which is composed of experts in the field who are there to provide you feedback, and there are also plenty of options to connect with your fellow learners.

What is the role of the instructor and teaching team? Will learners be able to get feedback?

Course instructors have a strong presence in the courses through the course videos, but they're not actively providing feedback or holding direct conversations with our learners. We have a teaching team to ensure that you have the feedback, guidance, and support you need to learn successfully in your course. Our teaching team members are design practitioners that have experience applying course methods and mindsets in a wide variety of contexts around the world.

Our teaching team consists of teaching leads and teaching assistants, who are experts in their fields. Many of them have been with IDEO U for many years, and we have selected those who have direct experience with applying the course methods and mindsets in all sorts of contexts around the world. They all go through multiple training sessions by our instructional designers on not only on the subject matter, but also on how to create safe and collaborative learning experiences and environments.

What are Community Conversations, and how are they related to the course material?

Community Conversations are one-hour live video conversations hosted by the teaching team on Zoom. These happen once per week, with each one having two to three time options to accommodate different time zones. Each week focuses on the lesson that you’ve just gone through, so the output and the content depend on the specific lessons. You'll have the opportunity if you work together with your peers on the tools and mindsets from the course, reflect on what you’ve learned, and also address any challenges that you might be going through.

What will I have access to during and after my course?

All course materials, including videos, activities, and assignments will be available while you are enrolled in a course. During the 5 weeks of the course, you will have full access to our learning platform and can refer back to it any time. You will only have access to the course materials while you are enrolled. 

Assignments must be submitted during the 5-week course duration in order for you to receive a certificate of completion.

Can I take the course with my team?

Absolutely! We have had many teams go through our courses together. For those taking our courses as a team, we provide a number of additional benefits:

1. A Team Learning Guide, developed to provide your team with resources to facilitate offline discussions that complement the in-course experience.

2. A Manage Learners function, which provides visibility into your team's progress within the course.

3. The ability to create a private Learning Circle, which is a closed space for discussion on the learning platform specifically for your team.

For more information, visit our Team Learning page.

Do you offer discounts?

We offer a discount when you enroll in multiple courses at the same time through some of our certificate programs, including Foundations in Design Thinking , Business Innovation , Human-Centered Strategy , and Communicating for Impact . 

You can also enter your email address at the bottom of this page in order to receive updates on future offers or possible discounts. 

Will I get a certificate after completing a course?

After completing a cohort course, you will be able to add it to your “licenses and certifications” on LinkedIn.

We also have certificate programs that consist of multiple courses. After completing a certificate, you will receive a certificate of completion via email as a downloadable PDF within 1-2 weeks of completing the final required course. Certificates are configured for uploading and sharing on LinkedIn.

How do I purchase a cohort course?

You can purchase a course on our website using a credit card, PayPal, or Shop Pay. For US customers, we also offer installment plans at checkout if you use the Shop Pay method of payment.

We typically are not able to accommodate bank transfer or invoicing. However, if your order includes 10 seats or more, please contact [email protected] and our team will be happy to review your request. 

Collaborate with a Global Community

Work with expert coaches.

Our teaching team has extensive applied industry knowledge. They'll help deepen your understanding and application of the course content by facilitating written discussions, live video moments, and assignment feedback.

Expand Your Network

Join virtual live discussion groups for deeper conversation, reflection, and connection led by teaching team members and available multiple times a week across time zones.

Receive Feedback

Gain tips, techniques, and a downloadable feedback guide; and share and receive feedback on assignments from peers.

What Others Are Saying

“I've been delivering presentations my whole career, this course is game-changing for everything I knew. This course made me realize there are more creative ways to deliver a message.”

“I had an aha moment when I realized that you need to focus on the shift you want your audience to make versus the content you want to say.”

“Wonderful course on key elements that anyone should use to have a more memorable presentation prepared!”

“Having spent my career presenting to varied audiences, there is no doubt that most presentations are too data-heavy and the audience is lost early on. There is no one better than IDEO colleagues Ann and Alex to provide novel and impactful skills to those who present for a living….or for anyone who just wants to get better at presentation. Not only will you learn great new skills, but you will have fun doing so!”

Learners Also Purchased

Storytelling for Influence Course

Leading for Creativity

Cultivating Creative Collaboration

Enroll As a Team

The practice and application of design thinking, innovation, and creativity is highly collaborative and team based—which is why we believe that learning is better together. Take a course as a team and develop new skills and mindsets, have deeper discussion during course kickoff and debrief sessions, and build a shared understanding.

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Making that sale. Rallying your employees. Influencing your CEO and board. Taking a new product to market. Nailing your keynote and event. Convincing cross-functional teams.

Getting successful results requires persuasion and effective communication. While there’s no one trick to it, there is the Duarte Method™. Rooted in empathy, let us equip you and your team to become effective communicators, at every level of your organization.

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Transform your team through communication and presentation skills training

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Every employee can have their job transformed with communication and presentation skills training. Whether they need to sell to prospects, talk to existing clients, experience leadership coaching, or just improve their internal communication, they can get better.

From virtual presentation skills to executive coaching, everyone on your team can be built up.

Effective presentation skills can be taught. Powerful presentation skills can be learned. Everyone can get better.

Communication and presentation skills training is for your entire team. You can be the leader who encourages employee development and gives them the tools to succeed.

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The Ultimate Professional Presentation Price Guide of 2023

Table of contents.

A good presentation involves strong brand storytelling, informative slides, and the ability to connect with your target audience. While a presentation may seem like a small aspect of a business marketing strategy, it is actually quite important and can have a big influence on your first impression as a business.

Businesses of all sizes will use presentation visuals to present information to clients. But, if you’re not particularly savvy when it comes to creating presentations, you may be missing the mark when it comes to reaching potential clients.

If that’s the case, you may need to hire a professional designer to help you create a custom presentation. But, you may be wondering about the costs of hiring a professional. So, here is your guide to professional presentation design and the costs associated with working with a professional .

Why Do You Need A Professionally Designed Presentation?

Before we discuss the costs that come with hiring a professional presentation designer, we first need to talk about why you need a professional presentation in the first place. Here are a few reasons why you should consider hiring someone to design your powerpoint presentations.

See What We Can Do For You

Stand out from competition.

One of the biggest reasons you might hire a professional designer is to stand out from the crowd. Even though you may not think it, your PowerPoint presentation design can have a big impact on reaching clients and making sales.

Not only will a quality presentation show your audience that you are experienced and that you care about your brand, but it will also make your presentation memorable. While it’s easy to stick with a basic design for your PowerPoint presentation, a high end graphical presentation can stick in your audience’s head longer.

Present Information

Another aspect of a good presentation is presenting valuable information to your audience. Storytelling is an important aspect of audience engagement and can lead to landing new clients. However, if the information isn’t presented in an engaging and memorable way, it won’t work.

A well-designed presentation will have bite-sized pieces of information that can be easily processed. As well, using icons like arrows, underlines, symbols, and headings can have a big impact on how the information is presented to your audience.

Create a Strong Brand Presence

Finally, strong PowerPoint designing strategies can strengthen your brand image and presence. A custom presentation can use your brand colours, logos, and other brand guidelines in order to stay at your audience’s top of mind.

Being consistent with your PowerPoint presentations can help you not only reach new clients, but strengthen your brand’s image and presence.

Where Can You Find Professionals To Design A Presentation For You?

Now that we’ve proven why hiring a professional PowerPoint designer will benefit you and your business, it’s time to discuss what your different options are.

Here are three main methods you might consider when choosing a presentation professional.

Freelancers

One of the most popular methods of upping your presentation design game is through hiring a freelance designer. There are several main sites, like Fiverr or Upwork, that host freelancers available for hire for things like content writing, graphic design, and presentation design.

On these sites you’ll likely find hundreds of different designers who can help give your presentations a professional design.

Average Presentation Design Cost Using A Freelancer

When you work with a freelancer, they will often set their rate for each project or per hour. The cost of each presentation project with a freelancer will depend on their rate and could vary dramatically.

Typically, freelancers could charge anywhere between $75-$250 for a 10-slide presentation design . For an hourly rate, you could be looking at somewhere between $35-150 per hour.

Pros And Cons Of Using A Freelancer

You can find a freelancer that fits your budget

A lot of options are available

Flexibility and no long-term commitment to one designer

Unpredictable quality

Security risks

Potentially lacking professional design experience

Time involved in finding a reliable designer

Could be a steep price for the quality you want

Presentation Design Agencies

Another option for outsourcing your PowerPoint presentation design is a PowerPoint design agency.

An outstanding presentation will be able to stand out from the crowd, present valuable information, and create a strong brand presence. To do this well, you might consider working with a professional design agency.

One of the best reasons for choosing a design agency to help with your presentation design is that the designers will be experts in their fields. A professional PowerPoint designer will have experience in presentation making and PowerPoint design. As well, they will have the skills needed to create presentations that engage your audience

Average Presentation Design Price

The cost of hiring an agency for your presentation design will depend on the type of agency you hire and how big the project is. In this case, it’s important to remember that time = money, and if you want a large presentation to be completed, the presentation agency designers will be charging more for the time that it takes to put together a high-quality presentation.

Typically, hiring a professional presentation designer will start at around $1500 per project. However, this price range typically entails a quality presentation with high-quality images and icons, strong readability, and other additions like animating elements or subtle transitions. While the final price may be higher than using a freelancer, you should consider how much effort is put into the final project.

Pros And Cons

A dedicated team of professionals working on your presentation

Team of experts in their fields

High quality slides and images

More reliable and a guaranteed deadline

Higher upfront/final cost

Takes time to find the right agency for your business

Here's One We Delivered For British Petroleum

Another route you can take when designing a Google Slides or PowerPoint presentation is to use templates. If you have standard projects that need to be inputted into a presentation, one of the easiest things to do is use a template from the collection available in your presentation program.

Templates are pre-made presentations that use basic slide design and allow users to input their information and add stock images to the presentation. For businesses looking to lower their PowerPoint design costs and who have the time available to create their presentation, this is one option for you.

Average Google Slides or Powerpoint Design Cost

The cost of this type of presentation depends on how you view it. If you already have a paid PowerPoint account, you have access to their templates with an existing structure. It’s the same with the free Google version.

However, the project cost will come from the countless hours it may take to create a complete presentation that looks professional and meets a certain standard. While you may not be spending actual money, the cost comes from the time commitment needed to complete these valuable tasks.

A cost efficient alternative

Straightforward to use

May not be as high quality

Using your own time and energy

Lack of experience

Not as customized/unique

Factors That Impact Your Presentation Cost

In many cases, there isn’t a fixed design cost for a PowerPoint design as there are different factors that can influence the final number.

Presentation Type and Number Of Slides

The first factor is the size and type of the project. The price of a 5-slide presentation will not be the same as a 50-slide presentation. Many presentations vary in size, so the typical cost will fluctuate depending on the size.

As well, the type of presentation can influence the price. If you’re wanting a very informative and detailed presentation, this will cost more than one that is meant to be quite simple.

Turnaround Time

Another factor that will influence the price of your design project is the deadline. If the agency you work with has a tight schedule and you have a tight deadline, you may be charged additional rush fees in order to get the presentation-worthy content you will be paying for. If you don’t have tight deadlines, you may be able to save some money and give the designer time to flesh out more ideas.

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Presentation Clean Up

Like any project, you don’t necessarily want to hand in the first draft. Unlike freelancers, design teams at PowerPoint agencies spend time editing and reworking existing presentations in order to ensure they are at their best.

Especially if your presentation has numerous paragraphs with important information, the design companies will revise and edit the slides before turning them in.

Custom Built Presentation

One other factor in the PowerPoint design pricing is customization. Many agencies have their own collection of templates that they can use for clients. However, if you want the agency to create customized icons and slides, you should be willing to pay more for that service.

Presentation Price Guide Table

• Popular Re-Design
• Custom Bulld

Working With a Professional Presentation Design Agency

Most presentations built through templates or with some freelancers can leave your audience bored, uninformed, and with their questions unanswered.

If you’re looking for a presentation designer that has the experience necessary to build quality presentations for your business, a design agency is your best option. Outsourcing your presentation design will not only check off a secondary task from your to-do list, but will mean receiving a presentation that will reach your audience.

Need Help With Your Next Presentation?

We are Presentation Geeks, PowerPoint design specialists. We geek out about all things when it comes to presentations. Let’s connect and explore how we can craft a presentation for you that caters to your specific industry that will blow your audience away.

Author:  Content Team

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Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

• Elham Nasiri   ORCID: orcid.org/0000-0002-0644-1646 1 &
• Laleh Khojasteh   ORCID: orcid.org/0000-0002-6393-2759 1  

BMC Medical Education volume  24 , Article number:  925 ( 2024 ) Cite this article

Metrics details

This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

Peer Review reports

Introduction

In the field of medical education, the acquisition and application of effective communication skills are crucial for medical students in today’s global healthcare environment [ 1 ]. This necessitates not only strong English language proficiency but also the ability to present complex medical information clearly and concisely to diverse audiences.

Language courses, especially English for Specific Purposes (ESP) courses for medical students, are highly relevant in today’s globalized healthcare environment [ 2 ]. In non-English speaking countries like Iran, these courses are particularly important as they go beyond mere language instruction to include the development of critical thinking, cultural competence, and professional communication skills [ 3 ]. Proficiency in English is crucial for accessing up-to-date research, participating in international conferences, and communicating with patients and colleagues from diverse backgrounds [ 4 ]. Additionally, ESP courses help medical students understand and use medical terminologies accurately, which is essential for reading technical articles, listening to audio presentations, and giving spoken presentations [ 5 ]. In countries where English is not the primary language, ESP courses ensure that medical professionals can stay current with global advancements and collaborate effectively on an international scale [ 6 ]. Furthermore, these courses support students who may seek to practice medicine abroad, enhancing their career opportunities and professional growth [ 7 ].

Moreover, ESP courses enable medical professionals to communicate effectively with international patients, which is crucial in multicultural societies and for medical tourism, ensuring that patient care is not compromised due to language barriers [ 8 ]. Many medical textbooks, journals, and online resources are available primarily in English, and ESP courses equip medical students with the necessary language skills to access and comprehend these resources, ensuring they are well-informed about the latest medical research and practices [ 9 ].

Additionally, many medical professionals from non-English speaking countries aim to take international certification exams, such as the USMLE or PLAB, which are conducted in English, and ESP courses prepare students for these exams by familiarizing them with the medical terminology and language used in these assessments [ 10 ]. ESP courses also contribute to the professional development of medical students by improving their ability to write research papers, case reports, and other academic documents in English, which is essential for publishing in international journals and contributing to global medical knowledge [ 11 ]. In the increasingly interdisciplinary field of healthcare, collaboration with professionals from other countries is common, and ESP courses facilitate effective communication and collaboration with international colleagues, fostering innovation and the exchange of ideas [ 12 ].

With the rise of telemedicine and online medical consultations, proficiency in English is essential for non-English speaking medical professionals to provide remote healthcare services to international patients, and ESP courses prepare students for these modern medical practices [ 13 ].

Finally, ESP courses often include training on cultural competence, which is crucial for understanding and respecting the cultural backgrounds of patients and colleagues, leading to more empathetic and effective patient care and professional interactions [ 14 ]. Many ESP programs for medical students incorporate group presentations as a vital component of their curriculum, recognizing the positive impact on developing these essential skills [ 15 ].

Group projects in language courses, particularly in ESP for medical students, are highly relevant for several reasons. They provide a collaborative environment that mimics real-world professional settings, where healthcare professionals often work in multidisciplinary teams [ 16 ]. These group activities foster not only language skills but also crucial soft skills such as teamwork, leadership, and interpersonal communication, which are essential in medical practice [ 17 ].

The benefits of group projects over individual projects in language learning are significant. Hartono, Mujiyanto [ 18 ] found that group presentation tasks in ESP courses led to higher self-efficacy development compared to individual tasks. Group projects encourage peer learning, where students can learn from each other’s strengths and compensate for individual weaknesses [ 19 ]. They also provide a supportive environment that can reduce anxiety and increase willingness to communicate in the target language [ 20 ]. However, it is important to note that group projects also come with challenges, such as social loafing and unequal contribution, which need to be managed effectively [ 21 ].

Traditional lecture-based teaching methods, while valuable for knowledge acquisition, may not effectively prepare medical students for the interactive and collaborative nature of real-world healthcare settings [ 22 ]. Panel discussions (hereafter PDs), an interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, are particularly relevant in this context. They simulate professional conference discussions and interdisciplinary team meetings, preparing students for future academic and clinical environments where such skills are crucial [ 23 ].

PDs, also known as moderated discussions or moderated panels, are a specific type of interactive format where a group of experts or stakeholders engage in a facilitated conversation on a particular topic or issue [ 22 ]. In this format, a moderator guides the discussion, encourages active participation from all panelists, and fosters a collaborative environment that promotes constructive dialogue and critical thinking [ 24 ]. The goal is to encourage audience engagement and participation, which can be achieved through various strategies such as asking open-ended questions, encouraging counterpoints and counterarguments, and providing opportunities for audience members to pose questions or share their own experiences [ 25 ]. These discussions can take place in-person or online, and can be designed to accommodate diverse audiences and settings [ 26 ].

In this study, PD is considered a speaking activity where medical students are assigned specific roles to play during the simulation, such as a physician, quality improvement specialist, policymaker, or patient advocate. By taking on these roles, students can gain a better understanding of the diverse perspectives and considerations that come into play in real-world healthcare discussions [ 23 ]. Simulating PDs within ESP courses can be a powerful tool for enhancing medical students’ learning outcomes in multiple areas. This approach improves language proficiency, academic skills, and critical thinking abilities, while also enabling students to communicate effectively with diverse stakeholders in the medical field [ 27 , 28 ].

Theoretical framework

The panel discussions in our study are grounded in the concept of authentic assessment (outlined by Villarroel, Bloxham [ 29 ]), which involves designing tasks that mirror real-life situations and problems. In the context of medical education, this approach is particularly relevant as it prepares students for the complex, multidisciplinary nature of healthcare communication. Realism can be achieved through two means: providing a realistic context that describes and delivers a frame for the problem to be solved and creating tasks that are similar to those faced in real and/or professional life [ 30 ]. In our study, the PDs provide a realistic context by simulating scenarios where medical students are required to discuss and present complex medical topics in a professional setting, mirroring the types of interactions they will encounter in their future careers.

The task of participating in PDs also involves cognitive challenge, as students are required to think critically about complex medical topics, analyze information, and communicate their findings effectively. This type of task aims to generate processes of problem-solving, application of knowledge, and decision-making that correspond to the development of cognitive and metacognitive skills [ 23 ]. For medical students, these skills are crucial in developing clinical reasoning and effective patient communication. The PDs encourage students to go beyond the textual reproduction of fragmented and low-order content and move towards understanding, establishing relationships between new ideas and previous knowledge, linking theoretical concepts with everyday experience, deriving conclusions from the analysis of data, and examining both the logic of the arguments present in the theory and its practical scope [ 24 , 25 , 27 ].

Furthermore, the evaluative judgment aspect of our study is critical in helping students develop criteria and standards about what a good performance means in medical communication. This involves students judging their own performance and regulating their own learning [ 31 ]. In the context of panel discussions, students reflect on their own work, compare it with desired standards, and seek feedback from peers and instructors. By doing so, students can develop a sense of what constitutes good performance in medical communication and what areas need improvement [ 32 ]. Boud, Lawson and Thompson [ 33 ] argue that students need to build a precise judgment about the quality of their work and calibrate these judgments in the light of evidence. This skill is particularly important for future medical professionals who will need to continually assess and improve their communication skills throughout their careers.

The theoretical framework presented above highlights the importance of authentic learning experiences in medical education. By drawing on the benefits of group work and panel discussions, university instructor-researchers aimed to provide medical students with a unique opportunity to engage with complex cases and develop their communication and collaboration skills. As noted by Suryanarayana [ 34 ], authentic learning experiences can lead to deeper learning and improved retention. Considering the advantages of group work in promoting collaborative problem-solving and language development, the instructor-researchers designed a panel discussion task that simulates real-world scenarios, where students can work together to analyze complex cases, share knowledge, and present their findings to a simulated audience.

While previous studies have highlighted the benefits of interactive learning experiences and critical thinking skills in medical education, a research gap remains in understanding how medical students perceive the relevance of PDs in ESP courses. This study aims to address this gap by investigating medical students’ perceptions of PD tasks in ESP courses and how these perceptions relate to their language proficiency, critical thinking skills, and ability to communicate effectively with diverse stakeholders in the medical field. This understanding can inform best practices in medical education, contributing to the development of more effective communication skills for future healthcare professionals worldwide [ 23 ]. The research questions guiding this study are:

What are the perceived advantages of PDs from the perspectives of panelists and the audience?

What are the perceived disadvantages of PDs from the perspectives of panelists and the audience?

How can PDs be improved for panelists and the audience based on the insights of ESP instructors?

Methodology

Aim and design.

For this study, a two-phase qualitative design was employed to gain an understanding of the advantages and disadvantages of PDs from the perspectives of both student panelists and the audience (Phase 1) and to acquire an in-depth understanding of the suggested strategies provided by experts to enhance PPs for future students (Phase 2).

Participants and context of the study

This study was conducted in two phases (Fig.  1 ) at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran.

Participants of the study in two phases

In the first phase, the student participants were 46 non-native speakers of English and international students who studied medicine at SUMS. Their demographic characteristics can be seen in Table  1 .

These students were purposefully selected because they were the only SUMS international students who had taken the ESP (English for Specific Purposes) course. The number of international students attending SUMS is indeed limited. Each year, a different batch of international students joins the university. They progress through a sequence of English courses, starting with General English 1 and 2, followed by the ESP course, and concluding with academic writing. At the time of data collection, the students included in the study were the only international students enrolled in the ESP course. This mandatory 3-unit course is designed to enhance their language and communication skills specifically tailored to their profession. As a part of the Medicine major curriculum, this course aims to improve their English language proficiency in areas relevant to medicine, such as understanding medical terminology, comprehending original medicine texts, discussing clinical cases, and communicating with patients, colleagues, and other healthcare professionals.

Throughout the course, students engage in various interactive activities, such as group discussions, role-playing exercises, and case studies, to develop their practical communication skills. In this course, medical students receive four marks out of 20 for their oral presentations, while the remaining marks are allocated to their written midterm and final exams. From the beginning of the course, they are briefed about PDs, and they are shown two YouTube-downloaded videos about PDs at medical conferences, a popular format for discussing and sharing knowledge, research findings, and expert opinions on various medical topics.

For the second phase of the study, a specific group of participants was purposefully selected. This group consisted of three faculty members from SUMS English department who had extensive experience attending numerous conferences at national and international levels, particularly in the medical field, as well as working as translators and interpreters in medical congresses. Over the course of ten years, they also gained considerable experience in PDs. They were invited to discuss strategies helpful for medical students with PDs.

Panel discussion activity design and implementation

When preparing for a PD session, medical students received comprehensive guidance on understanding the roles and responsibilities of each panel member. This guidance was aimed at ensuring that each participant was well-prepared and understood their specific role in the discussion.

Moderators should play a crucial role in steering the conversation. They are responsible for ensuring that all panelists have an opportunity to contribute and that the audience is engaged effectively. Specific tasks include preparing opening remarks, introducing panelists, and crafting transition questions to facilitate smooth topic transitions. The moderators should also manage the time to ensure balanced participation and encourage active audience involvement.

Panelists are expected to be subject matter experts who bring valuable insights and opinions to the discussion. They are advised to conduct thorough research on the topic and prepare concise talking points. Panelists are encouraged to draw from their medical knowledge and relevant experiences, share evidence-based information, and engage with other panelists’ points through active listening and thoughtful responses.

The audience plays an active role in the PDs. They are encouraged to participate by asking questions, sharing relevant experiences, and contributing to the dialogue. To facilitate this, students are advised to take notes during the discussion and think of questions or comments they can contribute during the Q&A segment.

For this special course, medical students were advised to choose topics either from their ESP textbook or consider current medical trends, emerging research, and pressing issues in their field. Examples included breast cancer, COVID-19, and controversies in gene therapy. The selection process involved brainstorming sessions and consultation with the course instructor to ensure relevance and appropriateness.

To accommodate the PD sessions within the course structure, students were allowed to start their PD sessions voluntarily from the second week. However, to maintain a balance between peer-led discussions and regular course content, only one PD was held weekly. This approach enabled the ESP lecturer to deliver comprehensive content while also allowing students to engage in these interactive sessions.

A basic time structure was suggested for each PD (Fig.  2 ):

Time allocation for panel discussion stages in minutes

To ensure the smooth running of the course and maintain momentum, students were informed that they could cancel their PD session only once. In such cases, they were required to notify the lecturer and other students via the class Telegram channel to facilitate rescheduling and minimize disruptions. This provision was essential in promoting a sense of community among students and maintaining the course’s continuity.

Research tools and data collection

The study utilized various tools to gather and analyze data from participants and experts, ensuring a comprehensive understanding of the research topic.

Reflection papers

In Phase 1 of the study, 46 medical students detailed their perceptions of the advantages and disadvantages of panel discussions from dual perspectives: as panelists (presenters) and as audience members (peers).

Participants were given clear instructions and a 45-minute time frame to complete the reflection task. With approximately 80% of the international language students being native English speakers and the rest fluent in English, the researchers deemed this time allocation reasonable. The questions and instructions were straightforward, facilitating quick comprehension. It was estimated that native English speakers would need about 30 min to complete the task, while non-native speakers might require an extra 15 min for clarity and expression. This time frame aimed to allow students to respond thoughtfully without feeling rushed. Additionally, students could request more time if needed.

Focus group discussion

In phase 2 of the study, a focus group discussion was conducted with three expert participants. The purpose of the focus group was to gather insights from expert participants, specifically ESP (English for Specific Purposes) instructors, on how presentation dynamics can be improved for both panelists and the audience.

According to Colton and Covert [ 35 ], focus groups are useful for obtaining detailed input from experts. The appropriate size of a focus group is determined by the study’s scope and available resources [ 36 ]. Morgan [ 37 ] suggests that small focus groups are suitable for complex topics where specialist participants might feel frustrated if not allowed to express themselves fully.

The choice of a focus group over individual interviews was based on several factors. First, the exploratory nature of the study made focus groups ideal for interactive discussions, generating new ideas and in-depth insights [ 36 ]. Second, while focus groups usually involve larger groups, they can effectively accommodate a limited number of experts with extensive knowledge [ 37 ]. Third, the focus group format fostered a more open environment for idea exchange, allowing participants to engage dynamically [ 36 ]. Lastly, conducting a focus group was more time- and resource-efficient than scheduling three separate interviews [ 36 ].

Data analysis

The first phase of the study involved a thorough examination of the data related to the research inquiries using thematic analysis. This method was chosen for its effectiveness in uncovering latent patterns from a bottom-up perspective, facilitating a comprehensive understanding of complex educational phenomena [ 38 ]. The researchers first familiarized themselves with the data by repeatedly reviewing the reflection papers written by the medical students. Next, an initial round of coding was independently conducted to identify significant data segments and generate preliminary codes that reflected the students’ perceptions of the advantages and disadvantages of presentation dynamics PDs from both the presenter and audience viewpoints [ 38 ].

The analysis of the reflection papers began with the two researchers coding a subset of five papers independently, adhering to a structured qualitative coding protocol [ 39 ]. They convened afterward to compare their initial codes and address any discrepancies. Through discussion, they reached an agreement on the codes, which were then analyzed, organized into categories and themes, and the frequency of each code was recorded [ 38 ].

After coding the initial five papers, the researchers continued to code the remaining 41 reflection paper transcripts in batches of ten, meeting after each batch to review their coding, resolve any inconsistencies, and refine the coding framework as needed. This iterative process, characterized by independent coding, joint reviews, and consensus-building, helped the researchers establish a robust and reliable coding approach consistently applied to the complete dataset [ 40 ]. Once all 46 reflection paper transcripts were coded, the researchers conducted a final review and discussion to ensure accurate analysis. They extracted relevant excerpts corresponding to the identified themes and sub-themes from the transcripts to provide detailed explanations and support for their findings [ 38 ]. This multi-step approach of separate initial coding, collaborative review, and frequency analysis enhanced the credibility and transparency of the qualitative data analysis.

To ensure the trustworthiness of the data collected in this study, the researchers adhered to the Guba and Lincoln standards of scientific accuracy in qualitative research, which encompass credibility, confirmability, dependability, and transferability [ 41 ] (Table  2 ).

The analysis of the focus group data obtained from experts followed the same rigorous procedure applied to the student participants’ data. Thematic analysis was employed to examine the experts’ perspectives, maintaining consistency in the analytical approach across both phases of the study. The researchers familiarized themselves with the focus group transcript, conducted independent preliminary coding, and then collaboratively refined the codes. These codes were subsequently organized into categories and themes, with the frequency of each code recorded. The researchers engaged in thorough discussions to ensure agreement on the final themes and sub-themes. Relevant excerpts from the focus group transcript were extracted to provide rich, detailed explanations of each theme, thereby ensuring a comprehensive and accurate analysis of the experts’ insights.

1. What are the advantages of PDs from the perspective of panelists and the audience?

The analysis of the advantages of PDs from the perspectives of both panelists and audience members revealed several key themes and categories. Tables  2 and 3 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table  3 ), the overarching theme was “Personal and Professional Development.” The most frequently reported advantage was knowledge sharing (93.5%), followed closely by increased confidence (91.3%) and the importance of interaction in presentations (91.3%).

Notably, all categories within this theme had at least one code mentioned by over 80% of participants, indicating a broad range of perceived benefits. The category of “Effective teamwork and communication” was particularly prominent, with collaboration (89.1%) and knowledge sharing (93.5%) being among the most frequently cited advantages. This suggests that PDs are perceived as valuable tools for fostering interpersonal skills and collective learning. In the “Language mastery” category, increased confidence (91.3%) and better retention of key concepts (87.0%) were highlighted, indicating that PDs are seen as effective for both language and content learning.

The audience perspective (Table  4 ), encapsulated under the theme “Enriching Learning Experience,” showed similarly high frequencies across all categories.

The most frequently mentioned advantage was exposure to diverse speakers (93.5%), closely followed by the range of topics covered (91.3%) and increased audience interest (91.3%). The “Broadening perspectives” category was particularly rich, with all codes mentioned by over 70% of participants. This suggests that audience members perceive PDs as valuable opportunities for expanding their knowledge and viewpoints. In the “Language practice” category, the opportunity to practice language skills (89.1%) was the most frequently cited advantage, indicating that even as audience members, students perceive significant language learning benefits.

Comparing the two perspectives reveals several interesting patterns:

High overall engagement: Both panelists and audience members reported high frequencies across all categories, suggesting that PDs are perceived as beneficial regardless of the role played.

Language benefits: While panelists emphasized increased confidence (91.3%) and better retention of concepts (87.0%), audience members highlighted opportunities for language practice (89.1%). This indicates that PDs offer complementary language learning benefits for both roles.

Interactive learning: The importance of interaction was highly rated by panelists (91.3%), while increased audience interest was similarly valued by the audience (91.3%). This suggests that PDs are perceived as an engaging, interactive learning method from both perspectives.

Professional development: Panelists uniquely emphasized professional growth aspects such as experiential learning (84.8%) and real-world application (80.4%). These were not directly mirrored in the audience perspective, suggesting that active participation in PDs may offer additional professional development benefits.

Broadening horizons: Both groups highly valued the diversity aspect of PDs. Panelists appreciated diversity and open-mindedness (80.4%), while audience members valued diverse speakers (93.5%) and a range of topics (91.3%).

2. What are the disadvantages of PDs from the perspective of panelists and the audience?

The analysis of the disadvantages of panel discussions (PDs) from the perspectives of both panelists and audience members revealed several key themes and categories. Tables  4 and 5 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table  5 ), the theme “Drawbacks of PDs” was divided into two main categories: “Academic Workload Challenges” and “Coordination Challenges.” The most frequently reported disadvantage was long preparation (87.0%), followed by significant practice needed (82.6%) and the time-consuming nature of PDs (80.4%). These findings suggest that the primary concern for panelists is the additional workload that PDs impose on their already demanding academic schedules. The “Coordination Challenges” category, while less prominent than workload issues, still presented significant concerns. Diverse panel skills (78.3%) and finding suitable panelists (73.9%) were the most frequently cited issues in this category, indicating that team dynamics and composition are notable challenges for panelists.

The audience perspective (Table  6 ), encapsulated under the theme “Drawbacks of PDs,” was divided into two main categories: “Time-related Issues” and “Interaction and Engagement Issues.” In the “Time-related Issues” category, the most frequently mentioned disadvantage was the inefficient use of time (65.2%), followed by the perception of PDs as too long and boring (60.9%). Notably, 56.5% of respondents found PDs stressful due to overwhelming workload from other studies, and 52.2% considered them not very useful during exam time. The “Interaction and Engagement Issues” category revealed more diverse concerns. The most frequently mentioned disadvantage was the repetitive format (82.6%), followed by limited engagement with the audience (78.3%) and the perception of PDs as boring (73.9%). The audience also noted issues related to the panelists’ preparation and coordination, such as “Not practiced and natural” (67.4%) and “Coordination and Interaction Issues” (71.7%), suggesting that the challenges faced by panelists directly impact the audience’s experience.

Workload concerns: Both panelists and audience members highlighted time-related issues. For panelists, this manifested as long preparation times (87.0%) and difficulty balancing with other studies (76.1%). For the audience, it appeared as perceptions of inefficient use of time (65.2%) and stress due to overwhelming workload from other studies (56.5%).

Engagement issues: While panelists focused on preparation and coordination challenges, the audience emphasized the quality of the discussion and engagement. This suggests a potential mismatch between the efforts of panelists and the expectations of the audience.

Boredom and repetition: The audience frequently mentioned boredom (73.9%) and repetitive format (82.6%) as issues, which weren’t directly mirrored in the panelists’ responses. This indicates that while panelists may be focused on content preparation, the audience is more concerned with the delivery and variety of the presentation format.

Coordination challenges: Both groups noted coordination issues, but from different perspectives. Panelists struggled with team dynamics and finding suitable co-presenters, while the audience observed these challenges manifesting as unnatural or unpracticed presentations.

Academic pressure: Both groups acknowledged the strain PDs put on their academic lives, with panelists viewing it as a burden (65.2%) and the audience finding it less useful during exam times (52.2%).

3. How can PDs be improved for panelists and the audience from the experts’ point of view?

The presentation of data for this research question differs from the previous two due to the unique nature of the information gathered. Unlike the quantifiable student responses in earlier questions, this data stems from expert opinions and a reflection discussion session, focusing on qualitative recommendations for improvement rather than frequency of responses (Braun & Clarke, 2006). The complexity and interconnectedness of expert suggestions, coupled with the integration of supporting literature, necessitate a more narrative approach (Creswell & Poth, 2018). This format allows for a richer exploration of the context behind each recommendation and its potential implications (Patton, 2015). Furthermore, the exploratory nature of this question, aimed at generating ideas for improvement rather than measuring prevalence of opinions, is better served by a detailed, descriptive presentation (Merriam & Tisdell, 2016). This approach enables a more nuanced understanding of how PDs can be enhanced, aligning closely with the “how” nature of the research question and providing valuable insights for potential implementation (Yin, 2018).

The experts provided several suggestions to address the challenges faced by students in panel discussions (PDs) and improve the experience for both panelists and the audience. Their recommendations focused on six key areas: time management and workload, preparation and skill development, engagement and interactivity, technological integration, collaboration and communication, and institutional support.

To address the issue of time management and heavy workload, one expert suggested teaching students to “ break down the task to tackle the time-consuming nature of panel discussions and balance it with other studies .” This approach aims to help students manage the extensive preparation time required for PDs without compromising their other academic responsibilities. Another expert emphasized “ enhancing medical students’ abilities to prioritize tasks , allocate resources efficiently , and optimize their workflow to achieve their goals effectively .” These skills were seen as crucial not only for PD preparation but also for overall academic success and future professional practice.

Recognizing the challenges of long preparation times and the perception of PDs being burdensome, an expert proposed “ the implementation of interactive training sessions for panelists .” These sessions were suggested to enhance coordination skills and improve the ability of group presenters to engage with the audience effectively. The expert emphasized that such training could help students view PDs as valuable learning experiences rather than additional burdens, potentially increasing their motivation and engagement in the process.

To combat issues of limited engagement and perceived boredom, experts recommended increasing engagement opportunities for the audience through interactive elements like audience participation and group discussions. They suggested that this could transform PDs from passive listening experiences to active learning opportunities. One expert suggested “ optimizing time management and restructuring the format of panel discussions ” to address inefficiency during sessions. This restructuring could involve shorter presentation segments interspersed with interactive elements to maintain audience attention and engagement.

An innovative solution proposed by one expert was “ using ChatGPT to prepare for PDs by streamlining scenario presentation preparation and role allocation. ” The experts collectively discussed the potential of AI to assist medical students in reducing their workload and saving time in preparing scenario presentations and allocating roles in panel discussions. They noted that AI could help generate initial content drafts, suggest role distributions based on individual strengths, and even provide practice questions for panelists, significantly reducing preparation time while maintaining quality.

Two experts emphasized the importance of enhancing collaboration and communication among panelists to address issues related to diverse panel skills and coordination challenges. They suggested establishing clear communication channels and guidelines to improve coordination and ensure a cohesive presentation. This could involve creating structured team roles, setting clear expectations for each panelist, and implementing regular check-ins during the preparation process to ensure all team members are aligned and progressing.

All experts were in agreement that improving PDs would not be possible “ if nothing is done by the university administration to reduce the ESP class size for international students .” They believed that large class sizes in ESP or EFL classes could negatively influence group oral presentations, hindering language development and leading to uneven participation. The experts suggested that smaller class sizes would allow for more individualized attention, increased speaking opportunities for each student, and more effective feedback mechanisms, all of which are crucial for developing strong presentation skills in a second language.

Research question 1: what are the advantages of PDs from the perspective of panelists and the audience?

The results of this study reveal significant advantages of PDs for both panelists and audience members in the context of medical education. These findings align with and expand upon previous research in the field of educational presentations and language learning.

Personal and professional development for panelists

The high frequency of reported benefits in the “Personal and Professional Development” theme for panelists aligns with several previous studies. The emphasis on language mastery, particularly increased confidence (91.3%) and better retention of key concepts (87.0%), supports the findings of Hartono, Mujiyanto [ 42 ], Gedamu and Gezahegn [ 15 ], Li [ 43 ], who all highlighted the importance of language practice in English oral presentations. However, our results show a more comprehensive range of benefits, including professional growth aspects like experiential learning (84.8%) and real-world application (80.4%), which were not as prominently featured in these earlier studies.

Interestingly, our findings partially contrast with Chou [ 44 ] study, which found that while group oral presentations had the greatest influence on improving students’ speaking ability, individual presentations led to more frequent use of metacognitive, retrieval, and rehearsal strategies. Our results suggest that PDs, despite being group activities, still provide significant benefits in these areas, possibly due to the collaborative nature of preparation and the individual responsibility each panelist bears. The high frequency of knowledge sharing (93.5%) and collaboration (89.1%) in our study supports Harris, Jones and Huffman [ 45 ] emphasis on the importance of group dynamics and varied perspectives in educational settings. However, our study provides more quantitative evidence for these benefits in the specific context of PDs.

Enriching learning experience for the audience

The audience perspective in our study reveals a rich learning experience, with high frequencies across all categories. This aligns with Agustina [ 46 ] findings in business English classes, where presentations led to improvements in all four language skills. However, our study extends these findings by demonstrating that even passive participation as an audience member can lead to significant perceived benefits in language practice (89.1%) and broadening perspectives (93.5% for diverse speakers). The high value placed on diverse speakers (93.5%) and range of topics (91.3%) by the audience supports the notion of PDs as a tool for expanding knowledge and viewpoints. This aligns with the concept of situated learning experiences leading to deeper understanding in EFL classes, as suggested by Li [ 43 ] and others [ 18 , 31 ]. However, our study provides more specific evidence for how this occurs in the context of PDs.

Interactive learning and engagement

Both panelists and audience members in our study highly valued the interactive aspects of PDs, with the importance of interaction rated at 91.3% by panelists and increased audience interest at 91.3% by the audience. This strong emphasis on interactivity aligns with Azizi and Farid Khafaga [ 19 ] study on the benefits of dynamic assessment and dialogic learning contexts. However, our study provides more detailed insights into how this interactivity is perceived and valued by both presenters and audience members in PDs.

Professional growth and real-world application

The emphasis on professional growth through PDs, particularly for panelists, supports Li’s [ 43 ] assertion about the power of oral presentations as situated learning experiences. Our findings provide more specific evidence for how PDs contribute to professional development, with high frequencies reported for experiential learning (84.8%) and real-world application (80.4%). This suggests that PDs may be particularly effective in bridging the gap between academic learning and professional practice in medical education.

Research question 2: what are the disadvantages of pds from the perspective of panelists and the audience?

Academic workload challenges for panelists.

The high frequency of reported challenges in the “Academic Workload Challenges” category for panelists aligns with several previous studies in medical education [ 47 , 48 , 49 ]. The emphasis on long preparation (87.0%), significant practice needed (82.6%), and the time-consuming nature of PDs (80.4%) supports the findings of Johnson et al. [ 24 ], who noted that while learners appreciate debate-style journal clubs in health professional education, they require additional time commitment. This is further corroborated by Nowak, Speed and Vuk [ 50 ], who found that intensive learning activities in medical education, while beneficial, can be time-consuming for students.

Perceived value of pds relative to time investment

While a significant portion of the audience (65.2%) perceived PDs as an inefficient use of time, the high frequency of engagement-related concerns (82.6% for repetitive format, 78.3% for limited engagement) suggests that the perceived lack of value may be more closely tied to the quality of the experience rather than just the time investment. This aligns with Dyhrberg O’Neill [ 27 ] findings on debate-based oral exams, where students perceived value despite the time-intensive nature of the activity. However, our results indicate a more pronounced concern about the return on time investment in PDs. This discrepancy might be addressed through innovative approaches to PD design and implementation, such as those proposed by Almazyad et al. [ 22 ], who suggested using AI tools to enhance expert panel discussions and potentially improve efficiency.

Coordination challenges for panelists

The challenges related to coordination in medical education, such as diverse panel skills (78.3%) and finding suitable panelists (73.9%), align with previous research on teamwork in higher education [ 21 ]. Our findings support the concept of the free-rider effect discussed by Hall and Buzwell [ 21 ], who explored reasons for non-contribution in group projects beyond social loafing. This is further elaborated by Mehmood, Memon and Ali [ 51 ], who proposed that individuals may not contribute their fair share due to various factors including poor communication skills or language barriers, which is particularly relevant in medical education where clear communication is crucial [ 52 ]. Comparing our results to other collaborative learning contexts in medical education, Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] measured teamwork competence development in a multidisciplinary project-based learning environment. They found that while teamwork skills improved over time, initial coordination challenges were significant. This aligns with our findings on the difficulties of coordinating diverse panel skills and opinions in medical education settings.

Our results also resonate with Chou’s [ 44 ] study comparing group and individual oral presentations, which found that group presenters often had a limited understanding of the overall content. This is supported by Wilson, Ho and Brookes [ 54 ], who examined student perceptions of teamwork in undergraduate science degrees, highlighting the challenges and benefits of collaborative work, which are equally applicable in medical education [ 52 ].

Quality of discussions and perception for the audience

The audience perspective in our study reveals significant concerns about the quality and engagement of PDs in medical education. The high frequency of issues such as repetitive format (82.6%) and limited engagement with the audience (78.3%) aligns with Parmar and Bickmore [ 55 ] findings on the importance of addressing individual audience members and gathering feedback. This is further supported by Nurakhir et al. [ 25 ], who explored students’ views on classroom debates as a strategy to enhance critical thinking and oral communication skills in nursing education, which shares similarities with medical education. Comparing our results to other interactive learning methods in medical education, Jones et al. [ 26 ] reviewed the use of journal clubs and book clubs in pharmacy education. They found that while these methods enhanced engagement, they also faced challenges in maintaining student interest over time, similar to the boredom issues reported in our study of PDs in medical education. The perception of PDs as boring (73.9%) and not very useful during exam time (52.2%) supports previous research on the stress and pressure experienced by medical students [ 48 , 49 ]. Grieve et al. [ 20 ] specifically examined student fears of oral presentations and public speaking in higher education, which provides context for the anxiety and disengagement observed in our study of medical education. Interestingly, Bhuvaneshwari et al. [ 23 ] found positive impacts of panel discussions in educating medical students on specific modules. This contrasts with our findings and suggests that the effectiveness of PDs in medical education may vary depending on the specific context and implementation.

Comparative analysis and future directions

Our study provides a unique comparative analysis of the challenges faced by both panelists and audience members in medical education. The alignment of concerns around workload and time management between the two groups suggests that these are overarching issues in the implementation of PDs in medical curricula. This is consistent with the findings of Pasandín et al. [ 56 ], who examined cooperative oral presentations in higher education and their impact on both technical and soft skills, which are crucial in medical education [ 52 ]. The mismatch between panelist efforts and audience expectations revealed in our study is a novel finding that warrants further investigation in medical education. This disparity could be related to the self-efficacy beliefs of presenters, as explored by Gedamu and Gezahegn [ 15 ] in their study of TEFL trainees’ attitudes towards academic oral presentations, which may have parallels in medical education. Looking forward, innovative approaches could address some of the challenges identified in medical education. Almazyad et al. [ 22 ] proposed using AI tools like ChatGPT to enhance expert panel discussions in pediatric palliative care, which could potentially address some of the preparation and engagement issues identified in our study of medical education. Additionally, Ragupathi and Lee [ 57 ] discussed the role of rubrics in higher education, which could provide clearer expectations and feedback for both panelists and audience members in PDs within medical education.

Research question 3: how can PDs be improved for panelists and the audience from the experts’ point of view?

The expert suggestions for improving PDs address several key challenges identified in previous research on academic presentations and student workload management. These recommendations align with current trends in educational technology and pedagogical approaches, while also considering the unique needs of medical students.

The emphasis on time management and workload reduction strategies echoes findings from previous studies on medical student stress and academic performance. Nowak, Speed and Vuk [ 50 ] found that medical students often struggle with the fast-paced nature of their courses, which can lead to reduced motivation and superficial learning approaches. The experts’ suggestions for task breakdown and prioritization align with Rabbi and Islam [ 58 ] recommendations for reducing workload stress through effective assignment prioritization. Additionally, Popa et al. [ 59 ] highlight the importance of acceptance and planning in stress management for medical students, supporting the experts’ focus on these areas.

The proposed implementation of interactive training sessions for panelists addresses the need for enhanced presentation skills in professional contexts, a concern highlighted by several researchers [ 17 , 60 ]. This aligns with Grieve et al. [ 20 ] findings on student fears of oral presentations and public speaking in higher education, emphasizing the need for targeted training. The focus on interactive elements and audience engagement also reflects current trends in active learning pedagogies, as demonstrated by Pasandín et al. [ 56 ] in their study on cooperative oral presentations in engineering education.

The innovative suggestion to use AI tools like ChatGPT for PD preparation represents a novel approach to leveraging technology in education. This aligns with recent research on the potential of AI in scientific research, such as the study by Almazyad et al. [ 22 ], which highlighted the benefits of AI in supporting various educational tasks. However, it is important to consider potential ethical implications and ensure that AI use complements rather than replaces critical thinking and creativity.

The experts’ emphasis on enhancing collaboration and communication among panelists addresses issues identified in previous research on teamwork in higher education. Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] noted the importance of measuring teamwork competence development in project-based learning environments. The suggested strategies for improving coordination align with best practices in collaborative learning, as demonstrated by Romero-Yesa et al. [ 61 ] in their qualitative assessment of challenge-based learning and teamwork in electronics programs.

The unanimous agreement on the need to reduce ESP class sizes for international students reflects ongoing concerns about the impact of large classes on language learning and student engagement. This aligns with research by Li [ 3 ] on issues in developing EFL learners’ oral English communication skills. Bosco et al. [ 62 ] further highlight the challenges of teaching and learning ESP in mixed classes, supporting the experts’ recommendation for smaller class sizes. Qiao, Xu and bin Ahmad [ 63 ] also emphasize the implementation challenges for ESP formative assessment in large classes, further justifying the need for reduced class sizes.

These expert recommendations provide a comprehensive approach to improving PDs, addressing not only the immediate challenges of preparation and delivery but also broader issues of student engagement, workload management, and institutional support. By implementing these suggestions, universities could potentially transform PDs from perceived burdens into valuable learning experiences that enhance both academic and professional skills. This aligns with Kho and Ting [ 64 ] systematic review on overcoming oral presentation anxiety among tertiary ESL/EFL students, which emphasizes the importance of addressing both challenges and strategies in improving presentation skills.

This study has shed light on the complex challenges associated with PDs in medical education, revealing a nuanced interplay between the experiences of panelists and audience members. The findings underscore the need for a holistic approach to implementing PDs that addresses both the academic workload concerns and the quality of engagement.

Our findings both support and extend previous research on the challenges of oral presentations and group work in medical education settings. The high frequencies of perceived challenges across multiple categories for both panelists and audience members suggest that while PDs may offer benefits, they also present significant obstacles that need to be addressed in medical education. These results highlight the need for careful consideration in the implementation of PDs in medical education, with particular attention to workload management, coordination strategies, and audience engagement techniques. Future research could focus on developing and testing interventions to mitigate these challenges while preserving the potential benefits of PDs in medical education.

Moving forward, medical educators should consider innovative approaches to mitigate these challenges. This may include:

Integrating time management and stress coping strategies into the PD preparation process [ 59 ].

Exploring the use of AI tools to streamline preparation and enhance engagement [ 22 ].

Developing clear rubrics and expectations for both panelists and audience members [ 57 ].

Incorporating interactive elements to maintain audience interest and participation [ 25 ].

Limitations and future research

One limitation of this study is that it focused on a specific population of medical students, which may limit the generalizability of the findings to other student populations. Additionally, the study relied on self-report data from panelists and audience members, which may introduce bias and affect the validity of the results. Future research could explore the effectiveness of PDs in different educational contexts and student populations to provide a more comprehensive understanding of the benefits and challenges of panel discussions.

Future research should focus on evaluating the effectiveness of these interventions and exploring how PDs can be tailored to the unique demands of medical education. By addressing the identified challenges, PDs have the potential to become a more valuable and engaging component of medical curricula, fostering both academic and professional development. Ultimately, the goal should be to transform PDs from perceived burdens into opportunities for meaningful learning and skill development, aligning with the evolving needs of medical education in the 21st century.

Future research could also examine the long-term impact of PDs on panelists’ language skills, teamwork, and communication abilities. Additionally, exploring the effectiveness of different training methods and tools, such as AI technology, in improving coordination skills and reducing workload stress for panelists could provide valuable insights for educators and administrators. Further research could also investigate the role of class size and audience engagement in enhancing the overall effectiveness of PDs in higher education settings. By addressing these gaps in the literature, future research can contribute to the ongoing development and improvement of PDs as a valuable learning tool for students in higher education.

However, it is important to note that implementing these changes may require significant institutional resources and a shift in pedagogical approaches. Future research could focus on piloting these recommendations and evaluating their effectiveness in improving student outcomes and experiences with PDs.

Data availability

We confirm that the data supporting the findings are available within this article. Raw data supporting this study’s findings are available from the corresponding author, upon request.

Abbreviations

Artificial Intelligence

English as a Foreign Language

English for Specific Purposes

Panel Discussion

Shiraz University of Medical Sciences

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L.KH was involved in writing the proposal, reviewing the text, analyzing the data, and writing the manuscript. E. N was involvedin designing the research and collecting and analyzing the data. Both authors have reviewed and approved the final version of the manuscript.

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Our study, entitled “Evaluating Panel Discussions in ESP Classes: An Exploration of International Medical Students’ and ESP Instructors’ Perspectives through Qualitative Research,” was reviewed by the Institutional Review Board (IRB) of the School of Paramedical Sciences, Shiraz University of Medical Sciences (SUMS). The IRB reviewed the study on August 14th, 2024, and determined that formal ethics approval or a reference number was not required. This decision was based on the fact that the research posed minimal risk to participants and focused solely on their educational experiences without involving any intervention or the collection of sensitive personal data.

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Nasiri, E., Khojasteh, L. Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research. BMC Med Educ 24 , 925 (2024). https://doi.org/10.1186/s12909-024-05911-3

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