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How to prepare and deliver an effective oral presentation

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• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

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In the social and behavioral sciences, an oral presentation assignment involves an individual student or group of students verbally addressing an audience on a specific research-based topic, often utilizing slides to help audience members understand and retain what they both see and hear. The purpose is to inform, report, and explain the significance of research findings, and your critical analysis of those findings, within a specific period of time, often in the form of a reasoned and persuasive argument. Oral presentations are assigned to assess a student’s ability to organize and communicate relevant information  effectively to a particular audience. Giving an oral presentation is considered an important learning skill because the ability to speak persuasively in front of an audience is transferable to most professional workplace settings.

Oral Presentations. Learning Co-Op. University of Wollongong, Australia; Oral Presentations. Undergraduate Research Office, Michigan State University; Oral Presentations. Presentations Research Guide, East Carolina University Libraries; Tsang, Art. “Enhancing Learners’ Awareness of Oral Presentation (Delivery) Skills in the Context of Self-regulated Learning.” Active Learning in Higher Education 21 (2020): 39-50.

Preparing for Your Oral Presentation

In some classes, writing the research paper is only part of what is required in reporting the results your work. Your professor may also require you to give an oral presentation about your study. Here are some things to think about before you are scheduled to give a presentation.

1.  What should I say?

If your professor hasn't explicitly stated what the content of your presentation should focus on, think about what you want to achieve and what you consider to be the most important things that members of the audience should know about your research. Think about the following: Do I want to inform my audience, inspire them to think about my research, or convince them of a particular point of view? These questions will help frame how to approach your presentation topic.

2.  Oral communication is different from written communication

Your audience has just one chance to hear your talk; they can't "re-read" your words if they get confused. Focus on being clear, particularly if the audience can't ask questions during the talk. There are two well-known ways to communicate your points effectively, often applied in combination. The first is the K.I.S.S. method [Keep It Simple Stupid]. Focus your presentation on getting two to three key points across. The second approach is to repeat key insights: tell them what you're going to tell them [forecast], tell them [explain], and then tell them what you just told them [summarize].

3.  Think about your audience

Yes, you want to demonstrate to your professor that you have conducted a good study. But professors often ask students to give an oral presentation to practice the art of communicating and to learn to speak clearly and audibly about yourself and your research. Questions to think about include: What background knowledge do they have about my topic? Does the audience have any particular interests? How am I going to involve them in my presentation?

4.  Create effective notes

If you don't have notes to refer to as you speak, you run the risk of forgetting something important. Also, having no notes increases the chance you'll lose your train of thought and begin relying on reading from the presentation slides. Think about the best ways to create notes that can be easily referred to as you speak. This is important! Nothing is more distracting to an audience than the speaker fumbling around with notes as they try to speak. It gives the impression of being disorganized and unprepared.

NOTE:   A good strategy is to have a page of notes for each slide so that the act of referring to a new page helps remind you to move to the next slide. This also creates a natural pause that allows your audience to contemplate what you just presented.

Strategies for creating effective notes for yourself include the following:

• Choose a large, readable font [at least 18 point in Ariel ]; avoid using fancy text fonts or cursive text.
• Use bold text, underlining, or different-colored text to highlight elements of your speech that you want to emphasize. Don't over do it, though. Only highlight the most important elements of your presentation.
• Leave adequate space on your notes to jot down additional thoughts or observations before and during your presentation. This is also helpful when writing down your thoughts in response to a question or to remember a multi-part question [remember to have a pen with you when you give your presentation].
• Place a cue in the text of your notes to indicate when to move to the next slide, to click on a link, or to take some other action, such as, linking to a video. If appropriate, include a cue in your notes if there is a point during your presentation when you want the audience to refer to a handout.
• Spell out challenging words phonetically and practice saying them ahead of time. This is particularly important for accurately pronouncing people’s names, technical or scientific terminology, words in a foreign language, or any unfamiliar words.

Creating and Using Overheads. Writing@CSU. Colorado State University; Kelly, Christine. Mastering the Art of Presenting. Inside Higher Education Career Advice; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Organizing the Content

In the process of organizing the content of your presentation, begin by thinking about what you want to achieve and how are you going to involve your audience in the presentation.

• Brainstorm your topic and write a rough outline. Don’t get carried away—remember you have a limited amount of time for your presentation.
• Organize your material and draft what you want to say [see below].
• Summarize your draft into key points to write on your presentation slides and/or note cards and/or handout.
• Prepare your visual aids.
• Rehearse your presentation and practice getting the presentation completed within the time limit given by your professor. Ask a friend to listen and time you.

GENERAL OUTLINE

I.  Introduction [may be written last]

• Capture your listeners’ attention . Begin with a question, an amusing story, a provocative statement, a personal story, or anything that will engage your audience and make them think. For example, "As a first-gen student, my hardest adjustment to college was the amount of papers I had to write...."
• State your purpose . For example, "I’m going to talk about..."; "This morning I want to explain…."
• Present an outline of your talk . For example, “I will concentrate on the following points: First of all…Then…This will lead to…And finally…"

II.  The Body

• Present your main points one by one in a logical order .
• Pause at the end of each point . Give people time to take notes, or time to think about what you are saying.
• Make it clear when you move to another point . For example, “The next point is that...”; “Of course, we must not forget that...”; “However, it's important to realize that....”
• Use clear examples to illustrate your points and/or key findings .
• If appropriate, consider using visual aids to make your presentation more interesting [e.g., a map, chart, picture, link to a video, etc.].

III.  The Conclusion

• Leave your audience with a clear summary of everything that you have covered.
• Summarize the main points again . For example, use phrases like: "So, in conclusion..."; "To recap the main issues...," "In summary, it is important to realize...."
• Restate the purpose of your talk, and say that you have achieved your aim : "My intention was ..., and it should now be clear that...."
• Don't let the talk just fizzle out . Make it obvious that you have reached the end of the presentation.
• Thank the audience, and invite questions : "Thank you. Are there any questions?"

NOTE: When asking your audience if anyone has any questions, give people time to contemplate what you have said and to formulate a question. It may seem like an awkward pause to wait ten seconds or so for someone to raise their hand, but it's frustrating to have a question come to mind but be cutoff because the presenter rushed to end the talk.

ANOTHER NOTE: If your last slide includes any contact information or other important information, leave it up long enough to ensure audience members have time to write the information down. Nothing is more frustrating to an audience member than wanting to jot something down, but the presenter closes the slides immediately after finishing.

Creating and Using Overheads. Writing@CSU. Colorado State University; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th ed. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Delivering Your Presentation

When delivering your presentation, keep in mind the following points to help you remain focused and ensure that everything goes as planned.

Pay Attention to Language!

• Keep it simple . The aim is to communicate, not to show off your vocabulary. Using complex words or phrases increases the chance of stumbling over a word and losing your train of thought.
• Emphasize the key points . Make sure people realize which are the key points of your study. Repeat them using different phrasing to help the audience remember them.
• Check the pronunciation of difficult, unusual, or foreign words beforehand . Keep it simple, but if you have to use unfamiliar words, write them out phonetically in your notes and practice saying them. This is particularly important when pronouncing proper names. Give the definition of words that are unusual or are being used in a particular context [e.g., "By using the term affective response, I am referring to..."].

Use Your Voice to Communicate Clearly

• Speak loud enough for everyone in the room to hear you . Projecting your voice may feel uncomfortably loud at first, but if people can't hear you, they won't try to listen. However, moderate your voice if you are talking in front of a microphone.
• Speak slowly and clearly . Don’t rush! Speaking fast makes it harder for people to understand you and signals being nervous.
• Avoid the use of "fillers." Linguists refer to utterances such as um, ah, you know, and like as fillers. They occur most often during transitions from one idea to another and, if expressed too much, are distracting to an audience. The better you know your presentation, the better you can control these verbal tics.
• Vary your voice quality . If you always use the same volume and pitch [for example, all loud, or all soft, or in a monotone] during your presentation, your audience will stop listening. Use a higher pitch and volume in your voice when you begin a new point or when emphasizing the transition to a new point.
• Speakers with accents need to slow down [so do most others]. Non-native speakers often speak English faster than we slow-mouthed native speakers, usually because most non-English languages flow more quickly than English. Slowing down helps the audience to comprehend what you are saying.
• Slow down for key points . These are also moments in your presentation to consider using body language, such as hand gestures or leaving the podium to point to a slide, to help emphasize key points.
• Use pauses . Don't be afraid of short periods of silence. They give you a chance to gather your thoughts, and your audience an opportunity to think about what you've just said.

Also Use Your Body Language to Communicate!

• Stand straight and comfortably . Do not slouch or shuffle about. If you appear bored or uninterested in what your talking about, the audience will emulate this as well. Wear something comfortable. This is not the time to wear an itchy wool sweater or new high heel shoes for the first time.
• Hold your head up . Look around and make eye contact with people in the audience [or at least pretend to]. Do not just look at your professor or your notes the whole time! Looking up at your your audience brings them into the conversation. If you don't include the audience, they won't listen to you.
• When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication . Do it in your presentation as well. It will make things far more interesting for the audience.
• Don't turn your back on the audience and don't fidget! Neither moving around nor standing still is wrong. Practice either to make yourself comfortable. Even when pointing to a slide, don't turn your back; stand at the side and turn your head towards the audience as you speak.
• Keep your hands out of your pocket . This is a natural habit when speaking. One hand in your pocket gives the impression of being relaxed, but both hands in pockets looks too casual and should be avoided.

Interact with the Audience

• Be aware of how your audience is reacting to your presentation . Are they interested or bored? If they look confused, stop and ask them [e.g., "Is anything I've covered so far unclear?"]. Stop and explain a point again if needed.
• Check after highlighting key points to ask if the audience is still with you . "Does that make sense?"; "Is that clear?" Don't do this often during the presentation but, if the audience looks disengaged, interrupting your talk to ask a quick question can re-focus their attention even if no one answers.
• Do not apologize for anything . If you believe something will be hard to read or understand, don't use it. If you apologize for feeling awkward and nervous, you'll only succeed in drawing attention to the fact you are feeling awkward and nervous and your audience will begin looking for this, rather than focusing on what you are saying.
• Be open to questions . If someone asks a question in the middle of your talk, answer it. If it disrupts your train of thought momentarily, that's ok because your audience will understand. Questions show that the audience is listening with interest and, therefore, should not be regarded as an attack on you, but as a collaborative search for deeper understanding. However, don't engage in an extended conversation with an audience member or the rest of the audience will begin to feel left out. If an audience member persists, kindly tell them that the issue can be addressed after you've completed the rest of your presentation and note to them that their issue may be addressed later in your presentation [it may not be, but at least saying so allows you to move on].
• Be ready to get the discussion going after your presentation . Professors often want a brief discussion to take place after a presentation. Just in case nobody has anything to say or no one asks any questions, be prepared to ask your audience some provocative questions or bring up key issues for discussion.

Amirian, Seyed Mohammad Reza and Elaheh Tavakoli. “Academic Oral Presentation Self-Efficacy: A Cross-Sectional Interdisciplinary Comparative Study.” Higher Education Research and Development 35 (December 2016): 1095-1110; Balistreri, William F. “Giving an Effective Presentation.” Journal of Pediatric Gastroenterology and Nutrition 35 (July 2002): 1-4; Creating and Using Overheads. Writing@CSU. Colorado State University; Enfield, N. J. How We Talk: The Inner Workings of Conversation . New York: Basic Books, 2017; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th ed. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Speaking Tip

Your First Words are Your Most Important Words!

Your introduction should begin with something that grabs the attention of your audience, such as, an interesting statistic, a brief narrative or story, or a bold assertion, and then clearly tell the audience in a well-crafted sentence what you plan to accomplish in your presentation. Your introductory statement should be constructed so as to invite the audience to pay close attention to your message and to give the audience a clear sense of the direction in which you are about to take them.

Lucas, Stephen. The Art of Public Speaking . 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015.

Another Speaking Tip

Talk to Your Audience, Don't Read to Them!

A presentation is not the same as reading a prepared speech or essay. If you read your presentation as if it were an essay, your audience will probably understand very little about what you say and will lose their concentration quickly. Use notes, cue cards, or presentation slides as prompts that highlight key points, and speak to your audience . Include everyone by looking at them and maintaining regular eye-contact [but don't stare or glare at people]. Limit reading text to quotes or to specific points you want to emphasize.

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Oral Presentations Purpose

An Oral Research Presentation is meant to showcase your research findings. A successful oral research presentation should: communicate the importance of your research; clearly state your findings and the analysis of those findings; prompt discussion between researcher and audience.  Below you will find information on how to create and give a successful oral presentation.  

Creating an Effective Presentation

Who has a harder job the speaker? Or, the audience?

Most people think speaker has the hardest job during an oral presentation, because they are having to stand up in a room full of people and give a presentation. However, if the speaker is not engaging and if the material is way outside of the audiences knowledge level, the audience can have a difficult job as well. Below you will find some tips on how to be an effective presenter and how to engage with your audience.

Organization of a Presentation  

Introduction/Beginning

How are you going to begin?  How are you going to get the attention of your audience? You need to take the time and think about how you are going to get started!

Here are some ways you could start:

• Ask the audience a question
• make a statement
• show them something

No matter how you start your presentation it needs to relate to your research and capture the audiences attention.  

Preview what you are going to discuss .  Audiences do not like to be manipulated or tricked. Tell the audience exactly what you are going to discuss, this will help them follow along.  *Do not say you are going to cover three points and then try to cover 8 points.

At the end of your introduction, the audience should feel like they know exactly what you are going to  discuss and exactly how you are going to get there.  

Body/Middle

Conclusion/End

Delivery and Communication

Eye Contact

Making eye contact is a great way to engage with your audience.  Eye contact should be no longer than 2-3 seconds per person.  Eye contact for much longer than that can begin to make the audience member feel uncomfortable.

Smiling lets attendees know you are happy to be there and that you are excited to talk with them about your project.

We all know that body language says a lot, so here are some things you should remember when giving your presentation.

• Stand with both feet on the floor, not with one foot crossed over the other. 
• Do not stand with your hands in your pockets, or with your arms crossed.
• Stand tall with confidence and own your space (remember you are the expert).  

Abbreviated Notes

Having a written set of notes or key points that you want to address can help prevent you from reading the poster. 

Speak Clearly

Sometimes when we get nervous we begin to talk fast and blur our words.  It is important that you make sure every word is distinct and clear. A great way to practice your speech is to say tongue twisters. 

Ten tiny tots tottered toward the shore

Literally literary. Literally literary.  Literally literary.

Sally soon saw that she should sew some sheets.

Avoid Fillers

Occasionally we pick up fillers that we are not aware of, such as um, like, well, etc. One way to get rid of fillers is to have a friend listen to your speech and every time you say a "filler" have that friend tap you on the arm or say your name.  This will bring the filler to light, then you can practice avoiding that filler.

Manage Anxiety

Many people get nervous when they are about to speak to a crowd of people.  Below are ways that you can manage your anxiety levels. 

• Practice, Practice, Practice - the more prepared you are the less nervous you will be.
• Recognize that anxiety is just a big shot of adrenalin.
• Take deep breaths before your presentation to calm you down. 

Components of an Oral Research Presentation

Introduction

The introduction section of your oral presentation should consist of 3 main parts.  

Part 1: Existing facts

In order to give audience members the "full picture", you first need to provide them with information about past research.  What facts already exist? What is already known about your research area?

Part 2: Shortcomings

Once you have highlighted past research and existing facts. You now need to address what is left to be known, or what shortcomings exist within the current information.  This should set the groundwork for your experiment.  Keep in mind, how does your research fill these gaps or help address these questions? 

Part 3: Purpose or Hypothesis

After you have addressed past/current research and have identified shortcomings/gaps, it is now time to address your research.  During this portion of the introduction you need to tell viewers why you are conducting your research experiement/study, and what you hope to accomplish by doing so. 

In this section you should share with your audience how you went about collecting and analyzing your data

Should include:

• Participants: Who or what was in the study?
• Materials/ measurements: what did you measure?
• Procedures: How did you do the study?
• Data-analysis: What analysis were conducted? 

This section contains FACTS – with no opinion, commentary or interpretation. Graphs, charts and images can be used to display data in a clear and organized way.  

Keep in mind when making figures:

• Make sure axis, treatments, and data sets are clearly labeled
• Strive for simplicity, especially in figure titles. 
• Know when to use what kind of graph
• Be careful with colors.

Interpretation and commentary takes place here. This section should give a clear summary of your findings. 

You should:

• Address the positive and negative aspects of you research
• Discuss how and if your research question was answered. 
• Highlight the novel and important findings
• Speculate on what could be occurring in your system 

Future Research

• State your goals
• Include information about why you believe research should go in the direction you are proposing
• Discuss briefly how you plan to implement the research goals, if you chose to do so.  

Why include References?

• It allows viewers to locate the material that you used, and can help viewers expand their knowledge of your research topic.  
• Indicates that you have conducted a thorough review of the literature and conducted your research from an informed perspective.
• Guards you against intellectual theft.  Ideas are considered intellectual property failure to cite someone's ideas can have serious consequences. 

Acknowledgements

This section is used to thank the people, programs and funding agencies that allowed you to perform your research.

Questions 

Allow for about 2-3 minutes at the end of your presentation for questions. 

It is important to be prepared. 

• Know why you conducted the study
• Be prepared to answer questions about why you chose a specific methodology

If you DO NOT know the answer to a question

Visual Aids

PowerPoints and other visual aids can be used to support what you are presenting about.

Power Point Slides and other visual aids can help support your presentation, however there are some things you should consider: 

• Do not overdo it . One big mistake that presenters make is they have  a slide for every single item they want to say. One way you can avoid this is by writing your presentation in Word first, instead of making a Power Point Presentation. By doing this you can type exactly what you want to say, and once your presentation is complete, you can create Power Point slides that help support your presentation. ​

Formula for number of visual aids : Length of presentation divided by 2 plus 1

example: 12 minute presentation should have no more than 7 slides.

• Does it add interest? 
• Does it prove? 
• Does it clarify?
• Do not read the text . Most people can read, and if they have the option of reading material themselves versus listen to you read it, they are going to read it themselves and then your voice becomes an annoyance. Also, when you are reading the text you are probably not engaging with the audience. 
• No more than 4-6 lines on a slide and no more than 4-6 words in a line.
• People should be able to read your slide in 6 seconds.
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How to Give an Oral Report

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This article was co-authored by Emily Listmann, MA . Emily Listmann is a Private Tutor and Life Coach in Santa Cruz, California. In 2018, she founded Mindful & Well, a natural healing and wellness coaching service. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. Emily also received her Wellness Coach Certificate from Cornell University and completed the Mindfulness Training by Mindful Schools. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 71,601 times.

While the topic, content, and environment in which oral reports are given widely varies, there are some common steps you can take that will ensure you’re ready to give for an oral report of any type. After assembling the proper materials, practice extensively and edit as you develop the report to convey your points concisely. With a bit of preparation and a healthy amount of practice, you can give your report with both clarity and confidence.

Finding and Assembling Material for an Oral Report

• Initially, you just want to familiarize yourself with the topic. Most Wikipedia articles do a great job of including both the important facts and the tantalizing points of interest.
• Keep in mind that many teachers and professors won't accept Wikipedia as an academic source. These articles are great for familiarizing yourself with a topic. Once you know the basics, though, you will need to use sources such as books and journals for citations.

• Double check any sources you're unsure of or intend to rely upon heavily.

• Most of the content generated by Google Scholar will be firsthand research publications, which are the strongest form of reference there is.
• Don’t fall for the temptation to pepper your audience with as much info as you can fit into the presentation.
• Emphasize the one or two key elements of your presentation, and include further material only insofar as it supports those points.

• In particular, think about what a good entry point to the content of your report may be, considering your audience.
• Write down three different opening points, based on what will generate the interest of those you’re speaking to.

• For instance: “Hello, my name is __________, and today I’ll be talking about __________. My intention is to [share with / inform / convince] you [about / that] ____________. I will do so by first _______, then ________, and wrapping up with _________.”

• If you encounter a roadblock when organizing your material, think about what approach will most likely be understood by your audience.
• In general, address your simplest and most basic arguments first, and then move into your more complex arguments.

• You should verbally cite your sources if you followed their reasoning closely or if your report was based mostly on one or two sources.

Practicing and Fine-Tuning Your Oral Report

• Summarize subsidiary points into one word, if possible. This will ensure you do not forget them, but will also not be sidetracked by focusing too much on a tangential point.
• Include hard facts and statistics in your notecards too, especially numerical data, as it is beneficial to have these on hand for immediate reference.

• Save nuanced dialogue for a question and answer session, if one will be allowed. Hint at controversial or otherwise commonly contended points, and anticipate addressing at least one additional response to such a challenge if it is raised.

• While practicing, stick to the material you’ve included – tangents are confusing for the audience and will eat your time more quickly than you realize.

• As an example, a 10-minute oral report should be practiced to the point you can give it in 9 to 9.5 minutes.
• With such a time allotment, spend a maximum of 1 minute on your introduction, with 7 to 7.5 minutes on the body of your report, and 1 to 1.5 minutes left to conclude.

• Decide which visuals best suit your presentation based on their ability to support what you’re saying verbally.
• Try to keep your visuals clean and professional. An overabundance of colors, font styles, or showy effects and animations can distract from your presentation.
• In the visuals that you do include, default towards simplicity. If you’re including a graph, for instance, only plot the data and include the labels necessary to make your point, along with the source for the graph or data used.

• For a scripted oral presentation, know that a 10-minute presentation will likely run from 900 to 1200 words.

Giving Your Report with Clarity and Confidence

• Make sure your body language reflects engagement and enthusiasm by standing up straight and holding still, though comfortably so.
• Another benefit of making eye contact is that this allows you to gauge your audience. If faces are starting to go blank: slow down, speak more loudly, and give more illustrative examples of the points you’re making.

• If you’re nervous, you may wind up speaking too quickly or too softly without thinking about it. Stay aware of your voice and the speed with which you’re speaking.
• Smile. Not only will this help engage your audience, it’ll help calm you down!

• Try to prepare for questions in advance. Look over your report and find points of confusion and possible counter-arguments. Draw up a few points relevant to your anticipated questions so that you'll have them ready the day of your presentation.
• If, for example, you're presenting on financial planning to a group of college students, it's likely that many but not all of them will understand the difference between a 401(k) and an IRA. Write a notecard with the definitions of each just in case you get a question asking for clarification.

Expert Q&A

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• ↑ https://www.gvsu.edu/ours/oral-presentation-tips-30.htm
• ↑ https://library.shsu.edu/research/guides/tutorials/googlescholar/index.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1857815/
• ↑ https://chem.duke.edu/undergraduate/oral-reports
• ↑ https://www.hamilton.edu/academics/centers/oralcommunication/guides/introductions-and-conclusions
• ↑ https://www.uow.edu.au/student/learning-co-op/assessments/presentations/
• ↑ https://urca.msu.edu/orals
• ↑ https://www.readingrockets.org/strategies/think-pair-share
• ↑ https://www.uis.edu/ion/resources/oiai/oral-reports

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Writing an Abstract

Oral presentation, compiling a powerpoint.

Abstract : a short statement that describes a longer work.

• Indicate the subject.
• Describe the purpose of the investigation.
• Briefly discuss the method used.
• Make a statement about the result.

Oral presentations usually introduce a discussion of a topic or research paper. A good oral presentation is focused, concise, and interesting in order to trigger a discussion.

• Be well prepared; write a detailed outline.
• Introduce the subject.
• Talk about the sources and the method.
• Indicate if there are conflicting views about the subject (conflicting views trigger discussion).
• Make a statement about your new results (if this is your research paper).
• Use visual aids or handouts if appropriate.

An effective PowerPoint presentation is just an aid to the presentation, not the presentation itself .

• Be brief and concise.
• Focus on the subject.
• Attract attention; indicate interesting details.
• If possible, use relevant visual illustrations (pictures, maps, charts graphs, etc.).
• Use bullet points or numbers to structure the text.
• Make clear statements about the essence/results of the topic/research.
• Don't write down the whole outline of your paper and nothing else.
• Don't write long full sentences on the slides.
• Don't use distracting colors, patterns, pictures, decorations on the slides.
• Don't use too complicated charts, graphs; only those that are relatively easy to understand.
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How to Prepare and Give a Scholarly Oral Presentation

• First Online: 01 January 2020

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• Cheryl Gore-Felton 2  

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Building an academic reputation is one of the most important functions of an academic faculty member, and one of the best ways to build a reputation is by giving scholarly presentations, particularly those that are oral presentations. Earning the reputation of someone who can give an excellent talk often results in invitations to give keynote addresses at regional and national conferences, which increases a faculty member’s visibility along with their area of research. Given the importance of oral presentations, it is surprising that few graduate or medical programs provide courses on how to give a talk. This is unfortunate because there are skills that can be learned and strategies that can be used to improve the ability to give an interesting, well-received oral presentation. To that end, the aim of this chapter is to provide faculty with best practices and tips on preparing and giving an academic oral presentation.

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Strategies for the Preparation and Delivery of Oral Presentation

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Pashler H, McDaniel M, Rohrer D, Bjork R. Learning styles: concepts and evidence. Psychol Sci Public Interest. 2009;9:105–19.

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Newsam JM. Out in front: making your mark with a scientific presentation. USA: First Printing; 2019.

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Ericsson AK, Krampe RT, Tesch-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993;100:363–406.

Seaward BL. Managing stress: principles and strategies for health and well-being. 7th ed. Jones & Bartlett Learning, LLC: Burlington; 2012.

Krantz WB. Presenting an effective and dynamic technical paper: a guidebook for novice and experienced speakers in a multicultural world. Philadelphia: Elsevier; 2017.

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Gore-Felton, C. (2020). How to Prepare and Give a Scholarly Oral Presentation. In: Roberts, L. (eds) Roberts Academic Medicine Handbook. Springer, Cham. https://doi.org/10.1007/978-3-030-31957-1_42

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How To Make an Oral Presentation of Your Research

You’ve been working on your research for months, and now that it’s finished, or almost there, you need to make an oral presentation. Perhaps you are applying to attend the ACC Meeting of the Minds undergraduate research conference. Maybe you would like to participate in the Undergraduate Research Symposium in the spring semester here at UVA. Here are some tips to help you bring order to the ideas swirling in your head—and communicate the key points about your research to an audience.

Timing. Find out how long your talk should be. As you decide what to present, keep in mind that a ten-minute talk is very different from a 45-minute lecture. If you only have ten minutes, you’ll need to focus on the most important points. With more time, you’ll still need to focus on those points, but you’ll be able to present additional supporting detail. Time yourself giving your talk, and make cuts if you need to. It is fine to end a bit early. Going overtime shows your lack of preparation.

Audience. Find out what sort of audience will listen to your talk. Specialists in your field will bring a different sort of understanding to your presentation from a general audience; you may be able to use certain technical terms without defining them, but always beware of jargon and acronyms. With a general audience, you need to ask yourself what educated people not in your field will know, define any terms that may be unfamiliar to them, and make an effort to explain the significance of your research in terms the listeners are likely to understand.

Content. Students often think they need to explain every single thing they know or be perceived as knowing too little. This is not true. Giving a talk is a great opportunity to think about the big picture rather than focusing on details. This can be hard if you are immersed in the specifics of your project.

Step back for a moment to before you became the expert on your particular topic. What piqued your interest? Why did you start asking the questions you asked? Now step into the future. When you look back on this research, what will you remember as the most interesting or compelling thing you learned? Were there surprises?

Now you are ready to ask yourself: What are the points I want to convey? What do I want the audience to learn? When audience members remember my talk the following day, what main point do I want them to remember?

• introduce yourself;
• present your research question and why it matters;
• describe how you conducted your research,
• explain what you found out and what it means; and
• conclude with a summary of your main points.

Depending on your topic, you may need to provide background information so that the audience understands the significance of your inquiry. Be judicious in the amount of information you give, and do not let this discussion get you off track. Once you’ve provided sufficient background, bring the focus back to your research by reminding the audience of your research question.

Do not even think of opening PowerPoint until you have organized your ideas and decided on your main points. If you need guidance, see below for a sample oral presentation outline.

PowerPoint. You should treat PowerPoint as a useful tool. You can use it to incorporate images into your presentation , to emphasize important points , and to guide your audience in following your argument . You should not use it for anything else.

This means:

Don’t present too much information on the slides. The audience cannot read a long section of text and simultaneously listen to you speak about it. If you really must provide a long quotation, then highlight the words and phrases you want to emphasize, and read the quote out loud, slowly, so the audience can absorb it.

Do explain to your audience what each chart or graph indicates. Use charts and graphs to convey information clearly, not simply to show that you did the work.

Don’t spend extra time on making a fancy PowerPoint presentation with moving images and graphics unless they are vital for communicating your ideas.

Do be prepared to give your talk even if technology fails. If your charts don’t look quite right on the screen, or you forget your flash drive, or there’s a power outage, or half the audience can’t see the screen, you should still be able to make an effective presentation. (Bring a printout to speak from, just in case any of these disasters befalls you.)

Tone. It is best to approach your prepared talk as a somewhat formal occasion. Treat your audience—and your topic—with respect. Even if you know everyone in the room, introduce yourself. Don’t address audience members as “you guys.” Dress neatly. Most of all, share your enthusiasm for your subject.

Practice speaking slowly and clearly. If you want to emphasize an important point, repeat it. Practice speaking slowly and clearly.

You don’t need to read your talk, and in fact you should avoid doing so. But you should speak it out loud enough times that you know when there are points that tend to trip you up, where you might have a tendency to throw in something new and get off track, and whether some of your transitions are not smooth enough.

And, of course, time yourself. Make cuts if you need to.

Practice again.

Sample Oral Presentation Outline

Introduction Hello, my name is ____.  I am a ___-year student at the University of Virginia majoring in ____.  I’m going to talk to you today about my research on _____. 

Context of research

• I had the opportunity to join Professor ____’s lab, where the research focus is____.
• This is research for my Distinguished Majors thesis….
• I got interested in this area because ….

Research question and significance

• I wanted to find out _______[insert your research question].
• This is an important question because _____. OR This question interested me because ______.

Research methods/design

• I thought the best way to answer this question would be by ______. 
• I chose this method because….

Research activity Here’s what I did:  _______.

Results Here’s what I found out:  ______.

Significance of results/where this research might lead

• This result matters because….
• Now that I’ve learned this, I see that some other questions to ask are….

Conclusion/Summary of main points I set out to answer ______ [research question] by _______ [research methods].  And I discovered that ______ [brief statement of results].  This was interesting because _____ [significance]/This will help us understand ____.<

Acknowledgments

• I am grateful to my advisor, Professor _____, for her guidance.…
• My work was supported by a _____ award.  OR I’d like to thank the ____ Family for their generosity.

Questions I would be happy to take your questions.

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wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 13 people, some anonymous, worked to edit and improve it over time. This article has been viewed 34,466 times.

Spending long hours working on an oral report can be tedious. You have to research for accuracy, plan the layout, memorize what you are going to say. Knowing that you're going about the preparation in a fruitful way can help make the exercise seem more worthwhile.

What Do You Know About Your Topic?

Putting the Presentation Together

• Make your writing interesting. Be sure to use better words than the standard and obvious "nice" or "big." Rather opt for words such as "gigantic" or "fantastic."

• Make bullet points. These are easier to memorize and read from quickly.

• Don't try to say your oral word for word; this will make you nervous and queasy if you try to remember everything word for word. It can also look a bit over-the-top unless you are engaging in your delivery; avoid simply reciting something learned off-by-heart.
• Tell the story; it doesn't have to be said exactly the way you wrote it––you just need to tell the story. That said, your oral presentation should reflect some of the things you wrote in the report.

Community Q&A

• Ask your crowd if they have any questions, and always be prepared to answer them. If you don't know something, say so and ask the audience if anyone does have the answer or an idea about it. Don't be afraid to draw in the crowd rather than avoid it. Thanks Helpful 9 Not Helpful 0
• Make your visual aid colorful and eye- catching. However, do not let the color take away from the power of your presentation, as it is made to aid your project, not dominate it. Thanks Helpful 6 Not Helpful 3
• Enthusiasm is good; false excitement is cheesy. Look for the right balance. Thanks Helpful 5 Not Helpful 3
• Keep the speech short and to the point. Long drawn out reports are considered boring and risk losing you marks or positive reactions. Thanks Helpful 9 Not Helpful 1
• When you take notes, be absolutely sure that you aren't plagiarizing, copying word for word as written. Reference everything that you have taken from another source, including someone else's line of reasoning. Thanks Helpful 8 Not Helpful 1

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Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Research Report
• Post last modified: 11 January 2022
• Reading time: 25 mins read
• Post category: Research Methodology

What is Research Report?

Research reporting is the oral or written presentation of the findings in such detail and form as to be readily understood and assessed by the society, economy or particularly by the researchers.

As earlier said that it is the final stage of the research process and its purpose is to convey to interested persons the whole result of the study. Report writing is common to both academic and managerial situations. In academics, a research report is prepared for comprehensive and application-oriented learning. In businesses or organisations, reports are used for the basis of decision making.

Table of Content

• 1 What is Research Report?
• 2 Research Report Definition
• 3.1 Preliminary Part
• 3.2 Introduction of the Report
• 3.3 Review of Literature
• 3.4 The Research Methodology
• 3.5 Results
• 3.6 Concluding Remarks
• 3.7 Bibliography
• 4 Significance of Report Writing
• 5 Qualities of Good Report
• 6.1 Analysis of the subject matter
• 6.2 Research outline
• 6.3 Preparation of rough draft
• 6.4 Rewriting and polishing
• 6.5 Writing the final draft
• 7 Precautions for Writing Research Reports
• 8.1.1 Technical Report
• 8.1.2 Popular Report
• 8.2.1 Written Report
• 8.2.2 Oral Report

Research Report Definition

According to C. A. Brown , “A report is a communication from someone who has information to someone who wants to use that information.”

According to Goode and Hatt , “The preparation of report is the final stage of research, and it’s purpose is to convey to the interested persons the whole result of the study, in sufficient detail and so arranged as to enable each reader to comprehend the data and to determine for himself the validity of the conclusions.”

It is clear from the above definitions of a research report, it is a brief account of the problem of investigation, the justification of its selection and the procedure of analysis and interpretation. It is only a summary of the entire research proceedings.

In other words, it can be defined as written documents, which presents information in a specialized and concise manner.

Contents of Research Report

Although no hard and fast rules can be laid down, the report must contain the following points.

• Acknowledgement
• Table of contents
• List of tables
• List of graphs
• Introduction
• Background of the research study
• Statement of the problem
• Brief outline of the chapters
• Books review
• Review of articles published in books, journals, periodicals, etc
• Review of articles published in leading newspapers
• Working papers / discusssion paper / study reports
• Articles on authorised websites
• A broad conclusion and indications for further research
• The theoretical framework (variables)
• Model / hypothesis
• Instruments for data collection
• Data collection
• Pilot study
• Processing of data
• Hypothesis / model testing
• Data analysis and interpretation
• Tables and figures
• Conclusions
• Shortcomings
• Suggestions to the problems
• Direction for further research

Preliminary Part

The preliminary part may have seven major components – cover, title, preface, acknowledgement, table of contents, list of tables, list of graphs. Long reports presented in book form have a cover made up of a card sheet. The cover contains title of the research report, the authority to whom the report is submitted, name of the author, etc.

The preface introduces the report to the readers. It gives a very brief introduction of the report. In the acknowledgements author mention names of persons and organisations that have extended co-operation and helped in the various stages of research. Table of contents is essential. It gives the title and page number of each chapter.

Introduction of the Report

The introduction of the research report should clearly and logically bring out the background of the problem addressed in the research. The purpose of the introduction is to introduce the research project to the readers. A clear statement of the problem with specific questions to be answered is presented in the introduction. It contains a brief outline of the chapters.

Review of Literature

The third section reviews the important literature related to the study. A comprehensive review of the research literature referred to must be made. Previous research studies and the important writings in the area under study should be reviewed. Review of literature is helpful to provide a background for the development of the present study.

The researcher may review concerned books, articles published in edited books, journals and periodicals. Researcher may also take review of articles published in leading newspapers. A researcher should study working papers/discussion papers/study reports. It is essential for a broad conclusion and indications for further research.

The Research Methodology

Research methodology is an integral part of the research. It should clearly indicate the universe and the selection of samples, techniques of data collection, analysis and interpretation, statistical techniques, etc.

Results contain pilot study, processing of data, hypothesis/model testing, data analysis and interpretation, tables and figures, etc. This is the heart of the research report. If a pilot study is planned to be used, it’s purpose should be given in the research methodology.

The collected data and the information should be edited, coded, tabulated and analysed with a view to arriving at a valid and authentic conclusion. Tables and figures are used to clarify the significant relationship. The results obtained through tables, graphs should be critically interpreted.

Concluding Remarks

The concluding remarks should discuss the results obtained in the earlier sections, as well as their usefulness and implications. It contains findings, conclusions, shortcomings, suggestions to the problem and direction for future research. Findings are statements of factual information based upon the data analysis.

Conclusions must clearly explain whether the hypothesis have been established and rejected. This part requires great expertise and preciseness. A report should also refer to the limitations of the applicability of the research inferences. It is essential to suggest the theoretical, practical and policy implications of the research. The suggestions should be supported by scientific and logical arguments. The future direction of research based on the work completed should also be outlined.

Bibliography

The bibliography is an alphabetic list of books, journal articles, reports, etc, published or unpublished, read, referred to, examined by the researcher in preparing the report. The bibliography should follow standard formats for books, journal articles, research reports.

The end of the research report may consist of appendices, listed in respect of all technical data. Appendices are for the purpose of providing detailed data or information that would be too cumbersome within the main body of the research report.

Significance of Report Writing

Report writing is an important communication medium in organisations. The most crucial findings might have come out through a research report. Report is common to academics and managers also. Reports are used for comprehensive and application oriented learning in academics. In organisations, reports are used for the basis of decision making. The importance of report writing can be discussed as under.

Through research reports, a manager or an executive can quickly get an idea of a current scenario which improves his information base for making sound decisions affecting future operations of the company or enterprise. The research report acts as a means of communication of various research findings to the interested parties, organisations and general public.

Good report writing play, a significant role of conveying unknown facts about the phenomenon to the concerned parties. This may provide new insights and new opportunities to the people. Research report plays a key role in making effective decisions in marketing, production, banking, materials, human resource development and government also. Good report writing is used for economic planning and optimum utilisation of resources for the development of a nation.

Report writing facilitates the validation of generalisation. A research report is an end product of research. As earlier said that report writing provides useful information in arriving at rational decisions that may reform the business and society. The findings, conclusions, suggestions and recommendations are useful to academicians, scholars and policymakers. Report writing provides reference material for further research in the same or similar areas of research to the concerned parties.

While preparing a research report, a researcher should take some proper precautions. Report writing should be simple, lucid and systematic. Report writing should be written speedily without interrupting the continuity of thought. The report writing should sustain the interest of readers.

Qualities of Good Report

Report writing is a highly skilled job. It is a process of analysing, understanding and consolidating the findings and projecting a meaningful view of the phenomenon studied. A good report writing is essential for effective communication.

Following are the essential qualities of good report:

• A research report is essentially a scientific documentation. It should have a suggestive title, headings and sub-headings, paragraphs arranged in a logical sequence.
• Good research report should include everything that is relevant and exclude everything that is irrelevant. It means that it should contain the facts rather than opinion.
• The language of the report should be simple and unambiguous. It means that it should be free from biases of the researchers derived from the past experience. Confusion, pretentiousness and pomposity should be carefully guarded against. It means that the language of the report should be simple, employing appropriate words, idioms and expressions.
• The report must be free from grammatical mistakes. It must be grammatically accurate. Faulty construction of sentences makes the meaning of the narrative obscure and ambiguous.
• The report has to take into consideration two facts. Firstly, for whom the report is meant and secondly, what is his level of knowledge. The report has to look to the subject matter of the report and the fact as to the level of knowledge of the person for whom it is meant. Because all reports are not meant for research scholars.

Steps in Writing Research Report

Report writing is a time consuming and expensive exercise. Therefore, reports have to be very sharply focused in purpose content and readership. There is no single universally acceptable method of writing a research report.

Following are the general steps in writing a research report:

Analysis of the subject matter

Research outline, preparation of rough draft, rewriting and polishing, writing the final draft.

This is the first and important step in writing a research report. It is concerned with the development of a subject. Subject matter should be written in a clear, logical and concise manner. The style adopted should be open, straightforward and dignified and folk style language should be avoided.

The data, the reliability and validity of the results of the statistical analysis should be in the form of tables, figures and equations. All redundancy in the data or results presented should be eliminated.

The research outline is an organisational framework prepared by the researcher well in advance. It is an aid to logical organisation of material and a reminder of the points to be stressed in the report. In the process of writing, if need be, outline may be revised accordingly.

Time and place of the study, scope and limitations of the study, study design, summary of pilot study, methods of data collection, analysis interpretation, etc., may be included in a research outline.

Having prepared the primary and secondary data, the researcher has to prepare a rough draft. While preparing the rough draft, the researcher should keep the objectives of the research in mind, and focus on one objective at a time. The researcher should make a checklist of the important points that are necessary to be covered in the manuscript. A researcher should use dictionary and relevant reference materials as and when required.

This is an important step in writing a research report. It takes more time than a rough draft. While rewriting and polishing, a researcher should check the report for weakness in logical development or presentation. He should take breaks in between rewriting and polishing since this gives the time to incubate the ideas.

The last and important step is writing the final draft. The language of the report should be simple, employing appropriate words and expressions and should avoid vague expressions such as ‘it seems’ and ‘there may be’ etc.

It should not used personal pronouns, such as I, We, My, Us, etc and should substitute these by such expressions as a researcher, investigator, etc. Before the final drafting of the report, it is advisable that the researcher should prepare a first draft for critical considerations and possible improvements. It will be helpful in writing the final draft. Finally, the report should be logically outlined with the future directions of the research based on the work completed.

Precautions for Writing Research Reports

A research report is a means of conveying the research study to a specific target audience. The following precautions should be taken while preparing a research report:

• Its hould belong enough to cover the subject and short enough to preserve interest.
• It should not be dull and complicated.
• It should be simple, without the usage of abstract terms and technical jargons.
• It should offer ready availability of findings with the help of charts, tables and graphs, as readers prefer quick knowledge of main findings.
• The layout of the report should be in accordance with the objectives of the research study.
• There should be no grammatical errors and writing should adhere to the techniques of report writing in case of quotations, footnotes and documentations.
• It should be original, intellectual and contribute to the solution of a problem or add knowledge to the concerned field.
• Appendices should been listed with respect to all the technical data in the report.
• It should be attractive, neat and clean, whether handwritten or typed.
• The report writer should refrain from confusing the possessive form of the word ‘it’ is with ‘it’s.’ The accurate possessive form of ‘it is’ is ‘its.’ The use of ‘it’s’ is the contractive form of ‘it is.
• A report should not have contractions. Examples are ‘didn’t’ or ‘it’s.’ In report writing, it is best to use the non-contractive form. Therefore, the examples would be replaced by ‘did not’ and ‘it is.’ Using ‘Figure’ instead of ‘Fig.’ and ‘Table’ instead of ‘Tab.’ will spare the reader of having to translate the abbreviations, while reading. If abbreviations are used, use them consistently throughout the report. For example, do not switch among ‘versus,’ and ‘vs’.
• It is advisable to avoid using the word ‘very’ and other such words that try to embellish a description. They do not add any extra meaning and, therefore, should be dropped.
• Repetition hampers lucidity. Report writers must avoid repeating the same word more than once within a sentence.
• When you use the word ‘this’ or ‘these’ make sure you indicate to what you are referring. This reduces the ambiguity in your writing and helps to tie sentences together.
• Do not use the word ‘they’ to refer to a singular person. You can either rewrite the sentence to avoid needing such a reference or use the singular ‘he or she.’

Types of Research Report

Research reports are designed in order to convey and record the information that will be of practical use to the reader. It is organized into distinct units of specific and highly visible information. The kind of audience addressed in the research report decides the type of report.

Research reports can be categorized on the following basis:

Classification on the Basis of Information

Classification on the basis of representation.

Following are the ways through which the results of the research report can be presented on the basis of information contained:

Technical Report

A technical report is written for other researchers. In writing the technical reports, the importance is mainly given to the methods that have been used to collect the information and data, the presumptions that are made and finally, the various presentation techniques that are used to present the findings and data.

Following are main features of a technical report:

• Summary: It covers a brief analysis of the findings of the research in a very few pages. 
• Nature: It contains the reasons for which the research is undertaken, the analysis and the data that is required in order to prepare a report. 
• Methods employed: It contains a description of the methods that were employed in order to collect the data. 
• Data: It covers a brief analysis of the various sources from which the data has been collected with their features and drawbacks 
• Analysis of data and presentation of the findings: It contains the various forms through which the data that has been analysed can be presented. 
• Conclusions: It contains a brief explanation of findings of the research. 
• Bibliography: It contains a detailed analysis of the various bibliographies that have been used in order to conduct a research. 
• Technical appendices: It contains the appendices for the technical matters and for questionnaires and mathematical derivations. 
• Index: The index of the technical report must be provided at the end of the report.

Popular Report

A popular report is formulated when there is a need to draw conclusions of the findings of the research report. One of the main points of consideration that should be kept in mind while formulating a research report is that it must be simple and attractive. It must be written in a very simple manner that is understandable to all. It must also be made attractive by using large prints, various sub-headings and by giving cartoons occasionally.

Following are the main points that must be kept in mind while preparing a popular report:

• Findings and their implications : While preparing a popular report, main importance is given to the findings of the information and the conclusions that can be drawn out of these findings.
• Recommendations for action : If there are any deviations in the report then recommendations are made for taking corrective action in order to rectify the errors.
• Objective of the study : In a popular report, the specific objective for which the research has been undertaken is presented.
• Methods employed : The report must contain the various methods that has been employed in order to conduct a research.
• Results : The results of the research findings must be presented in a suitable and appropriate manner by taking the help of charts and diagrams.
• Technical appendices : The report must contain an in-depth information used to collect the data in the form of appendices.

Following are the ways through which the results of the research report can be presented on the basis of representation:

• Writtenreport
• Oral report

Written Report

A written report plays a vital role in every business operation. The manner in which an organization writes business letters and business reports creates an impression of its standard. Therefore, the organization should emphasize on the improvement of the writing skills of the employees in order to maintain effective relations with their customers.

Writing effective written reports requires a lot of hard work. Therefore, before you begin writing, it is important to know the objective, i.e., the purpose of writing, collection and organization of required data.

Oral Report

At times, oral presentation of the results that are drawn out of research is considered effective, particularly in cases where policy recommendations are to be made. This approach proves beneficial because it provides a medium of interaction between a listener and a speaker. This leads to a better understanding of the findings and their implications.

However, the main drawback of oral presentation is the lack of any permanent records related to the research. Oral presentation of the report is also effective when it is supported with various visual devices, such as slides, wall charts and whiteboards that help in better understanding of the research reports.

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Oral Presentations

Here, you’ll find information about preparing research-based oral and performance presentations. Oral presentations are often supplemented by some sort of slideshow (e.g., one created in Microsoft PowerPoint), because people tend to understand and retain what they both hear and see.  Performance presentations and film/exhibit/demonstrations are broadly defined and include dance/music/theatre performances, fine art exhibitions, product/device demonstrations, and other similar creative products.

https://www.youtube.com/watch?v=LzIJFD-ddoI&feature=youtu.be

Special Instructions for UURAF 2025 Oral Presentations

UURAF 2025 will be a hybrid event consisting of oral, poster, performance, film and exhibit presentations. UURAF is a public event. Do not share confidential information in your abstract or presentation. 

Presenters can expect to interact with judges and visitors through the chat function and dedicated discussion sessions on the event platform Symposium by ForagerOne. Please respond promptly to questions.

Due to space limitations, oral presentations will only be offered as a virtual option.

Online Only

• Submit presentation materials to online event site by April 7
• Create an oral presentation using standard presentation software
• Create a voice-over for the presentation lasting 7 to 10 minutes; 12 minute maximum
• Upload presentation with voice-over to YouTube as an unlisted video
• Enable the closed captioning feature to promote accessibility and inclusivity
• Add abstract and link for unlisted YouTube video to the UURAF event site by April 7
• Participate in virtual discussions with visitors and judges, April 10 - 11.

Presentation Tips:

• UURAF Presenter Guide from UURAF 2024
• How to record a PowerPoint presentation
• How to add caption to YouTube videos
• Attend one of our workshop s or peer advising for more assistance
• View example presentations from UURAF 2023
• Intro to UURAF 2024 presentation slides
• How to Prepare for an Academic Conference
• 15 Tips for Presenting at a Conference
• Practical Networking Tips
• Checkout our Oral Presentation FAQ to learn more about oral presentations and how to prepare them
• Get help from an Undergraduate Research Peer Advisor

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Chapter 8: Oral Reports

Anna Goins; Cheryl Rauh; Danielle Tarner; and Daniel Von Holten

Learning Objectives

Presentations

In the workplace, many writing projects are partnered with presentations, which translate documents into easily accessible information for a live audience.

Some common scenarios for workplace presentations can include:

• Training workshops for employees at your company.
• Presenting research findings to a group of senior managers.
• Sharing your company’s services with the goal of getting new sales leads.

In the workplace, you may often have to adapt information into an effective presentation to share with others in situations like these and more.

Analyzing Audience and Constraints

Each presentation situation is unique. Start by utilizing the same strategies for analyzing and planning for writing mentioned in introduction . Then, before you begin outlining your presentation’s structure and content, consider the following constraints specific to presentations:

• What do you know about your audience members? What unites them as a group?
• What do you want your audience to do after hearing the information in your presentation?
• What questions are they likely to raise?

Once you have considered the presentation’s audience, you can begin planning your presentation by answering the following questions:

• Will you be presenting alone or with a group?
• How much time do you have?
• What kinds of visual aids and technology will you be able to use?
• How far away will the most distant audience members be seated or standing?
• What are the expectations in terms of the level of formality for your presentation?

Types of Presentations

Once you’ve identified your purpose and defined your audiences, you can identify the type of presentation you need to give and what strategies to employ. Typically, a presentation will employ elements of more than one of the types listed below.

Informative

Informative presentations might involve simply reporting information or explaining concepts, applications, or methods to your audience. A presentation on annual sales numbers and scenarios 1 and 3 listed above both fall into this category.

This type of presentation could be meant to influence the audience’s point of view or convince the audience to follow a particular course of action. Typically, this will involve presenting evidence and logical arguments in addition to engaging your audience. A proposal could be a type of persuasive presentation as could any sales related presentation like scenario 4 listed above.

Goodwill/Ceremonial

These types of presentations frequently show up at special events like weddings, award ceremonies, and even funerals, and are generally performed as a speech with little to no visual aid. The purpose is to generate goodwill and basically have a positive impact on the audience’s emotional state. In a professional setting, you may have to give a talk at a special event like an employee of the year celebration or celebrations of special events related to your company or the company’s location. Something like scenario 2 could be likely if your company invests in community relations. They differ from other presentations that they frequently serve a ceremonial or even ritual-like role in their setting.

Presentation Formats

It could be argued that there are as many formats for presentations as there are presentations, but we will look at a few general formats to get some ideas on how you might form your presentation.

This format is probably what you envision when you think of a formal presentation or speech—the presenter talks while the audience is silent. There typically isn’t dialog between the speaker and audience. The only communication between them may be non-verbal. An advantage of this style is that it is easy to execute once you’ve prepared for it. A disadvantage is that it may leave an audience with unanswered questions.

This approach is often, but not always, less formal and allows for greater interaction with the audience. While the presenter may spend some time presenting information or an argument, much of the time is focused on responding to questions from the audience. A town-hall-style talk or a sales meeting with a small group of clients might take this form. This format can create a strong sense of engagement with the audience, but preparing for it is more challenging as the presenter needs to be able to adapt to questions, but also keep the presentation on topic.

Group Presentation Formats

Group presentations will typically use features of the formats listed above, but may differ in how the group members relate to each other.

Group Integrated

Group members give parts of one integrated presentation. Members may take turns speaking or split topics of the presentation between them. They may act out scenarios together at points if that is the most effective means of communicating their concept. The key here is that despite having several presenters, there is a clear sense that it is all one presentation. This type of presentation takes a lot of coordination and practice between group members to be effective.

Group Divided

You may see something like this as a panel talk at a professional or academic conference. Each group member gives an individual presentation, but each presentation relates to the others.

Structuring a Workplace Presentation

An effective presentation will be easy to absorb and remember. When reading, a person can stop, pause, and reread if they didn’t catch a point the first time. Unfortunately, unless a presentation is being recorded and made accessible online, if the listener misses something, there’s no way to go back and catch it again. As a result, adapting your writing into a memorable presentation requires distilling your content into a more focused verbal presentation. From there, the keys to helping your audience remember your most important points are repetition and emphasis.

As in writing, you want to include transitions to guide your audience in following your structure. Transitions will not only guide your audience, but are an example of using repetition and emphasis to help your audience retain the key points of your presentation. Plan on including one or two sentences much like you do in writing to transition between the opening, body, major points within the body, and your presentation’s close. For example, in a presentation discussing ways to retain employees within your company you could include a transition between your first and second main points. In this example, a transition could be something like, “Before we look at several key strategies for retaining employees, let’s take a moment to review the major causes of employee separation from our company.”

Now, let’s look at strategies for structuring and organizing the opening, body, and close of your presentation.

Opening a Presentation

One of the best ways to assure your audience members take note of what’s important in your presentation is to catch their attention quickly and set up clear expectations for what they can expect to learn. Consider choosing from some of the following strategies:

• Create a hook to catch the audience’s interest. You don’t want to include an arbitrary gimmick, but you can engage the audience by telling a connected joke, asking an engaging, thought-provoking question, sharing an interesting and relevant anecdote, or perhaps a memorable quote. When considering a hook, just be sure to retain the appropriate level of professional formality.
• Establish your credibility. Introduce yourself/group members and share your credentials. Tell the audience what qualifies you to speak on the topic.
• Define a purpose or objective. If the purpose of a presentation is very clearly defined in goal form, listeners are much more prepared to think about your presentation and to recognize what’s important.
• Provide an agenda or overview. An agenda maps out the structure of the presentation and helps the audience to prepare for the significant sections. By sharing the major talking points, the audience will be ready to listen and absorb when you get to items of importance. Doing so also allows your audience to anticipate what’s upcoming and establishes a clear outline to organize your presentation.
• Offer background information on your subject. If necessary for your audience and before transitioning into your presentation’s main points, provide the pertinent background information.

Organizing Body of a Presentation

This section is where you will address and develop the main points of your topic. As a result, this section will take up most of the time allotted for your presentation.

• Establish an organizational pattern that suits your purpose. You can choose from other organizational patterns used in writing such as chronological, problem-solution, spatial, or any other logical structure your audience will be able to easily follow. For example, an informative talk could be organized to cover points moving from the general to more specific.
• Clearly state and develop your main points. Be up front about your point and offer supporting evidence and examples. Some ways to develop your content are by referencing case studies, telling relevant stories, providing concrete examples, and showing data and results. Additionally, you can help your audience to recognize main points by repeating them in your visuals and using verbal cues that acknowledge their importance.

Closing a Presentation

It is important to end a presentation as strongly as you began. Audiences tend to remember the opening and closing of a presentation, so avoid rushing through this section; ultimately, your ending provides an opportunity to once again emphasize and repeat your key points.

• Bring the presentation back to the agenda. Signal the end of your presentation by restating your main points just like you do in your writing.
• Offer any recommendations. These recommendations should be based on the information and evidence provided in the body of your presentation.
• Give your audience something to do with the information you shared: Make a call to action or give them a question to reflect on, etc.
• Solicit questions. You may want to transition into a Q & A at the end of your talk.
• Thank your audience.

Visual Tools to Support Your Talk

Visuals are a great way to support your verbal points in a presentation. So what makes an effective presentation visual?

• Be consistent . When designing your visual aids, repeat patterns, font selection and size, and limit the complexity of slides helps readers to recognize important information and to process information more efficiently.
• Keep text simple and minimal . Think of text in visuals as an emphasis tool. Too much text can draw attention away from your message. Images should be used to add depth to verbal content. For example, limit the number of bullet points on a slide to 4-6.
• Use accessible design . As with document design, be mindful of the readability of your visual. Also, think about what the type you choose conveys to your audience.
• Integrate visuals . Don’t just show them; talk about them, and gesture to them.
• Consider culture . If your audience includes individuals from a culture different than your own, be mindful of avoiding jargon, cliché, and slang. In general, it’s good practice to select visuals that are culturally inclusive.

When creating slides or other visual tools, plan to spend about approximately 1-2 minutes on each visual or slide. Lastly, you may want to review and adapt the principles of effective design .

Delivery Techniques

Our best advice for successfully delivering presentations is to practice using any technology you intend to use in your talk.

• Speak clearly, maintain a pace your audience can follow, use an appropriate volume to ensure your audience can hear you, and avoid speaking in monotone by adjusting your pitch.
• Remember to clearly introduce each point and connect it to the needs of the audience (i.e. “Here’s why this matters to you”). You should plan clear verbal transitions between points to help audience members’ transition from one point to the next.
• Make eye content with your audience. You want to avoid reading from notes and not engaging your audience through eye contact. Notecards and slides are meant to guide your talk, not to act as a script.
• Engage the audience through movement and gestures that draw audience attention to supporting visuals and to you as needed by the content.
• Maintain professionalism. Establish and maintain your credibility by dressing professionally, adhering to the timeline, and referencing your source materials.
• Be aware of time. You may have someone helping you keep track of time, but without practice you will still find yourself either rushing towards the end or finishing earlier than expected.
• Respond to audience feedback. If a Q& A follows your presentation, be prepared to answer questions.
• As a student, you see lots of presentations every week. In small groups, discuss some of your classes. What presentation formats do your professors use? How do they use verbal and visual strategies to emphasize information?
• Watch “The Impotence of Proofreading” by poet Taylor Mali . Pay attention to how he uses body language, eye contact, tone, and pauses to create emphasis and engage his audience.
• Look at several PowerPoint presentations online. Which ones were the best and why? What could be done to improve the least effective presentation slides?

Chapter 8: Oral Reports Copyright © by Anna Goins; Cheryl Rauh; Danielle Tarner; and Daniel Von Holten is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Oral report guidelines, introduction.

All advanced lab students must present one of the first three labs as an oral report. The fourth and final lab cannot be an oral report. You are free to select which of the first three reports you will submit as an oral report. E ach student needs to give an individual report and the analysis needs to be your own.  The dates, times, and locations will be posted approximately the week before oral reports are due, and you must sign up in advance. Use the online spreadsheet to select a time and place for your exam with one of the course professors.  If you don’t show up at your sign-up time, you will receive 0 point for the oral report. Ten points will be deducted for every ten-minute lateness. 

• Once you signup for an oral time slot you cannot change it without approval of the professor. 

The time allotted for an oral report is 60 minutes. You should plan to talk for about 30-40 minutes with time for questions. Expect your professor to ask questions during the talk and after the report. The exam will end after an hour, so plan your time carefully and focus on the important concepts. 

An oral report is a form of show-and-tell. The purpose is to give you experience in presenting the contents of an experiment in a manner understandable to one of your classmates, someone who has taken the same courses, studied the same topics, but who has not yet done the experiment.

The exams this semester are being given via Zoom. You will want to use an presentation software such as Powerpoint or Keynote to prepare and present your report. The report should show that you did something, that you understand what you did, and that you are familiar enough with the experiment to answer questions that your classmates might ask. You are expected to present the necessary diagrams and the useful equations as you speak. You need to present your results along with their uncertainties. The atmosphere is informal and you may use your notes, but do not read your report. It helps to practice your talk ahead of time, with an audience if possible. Do not assume that the listener has read over the laboratory information sheets. You can’t possibly tell everything you know, so pick and choose carefully what to include and what to leave out. Start at a low level, and build up to the essentials of the subject. You are telling a story. Make it coherent and interesting. We want to see how you think about physics. It will not be the same as the way we would put things – don’t copy anyone else, either student or faculty. It’s your talk. Tell it like it is, as you see it. Below is a suggested order in which to tell the story, but it is certainly not the only way. 

It pays to practice, and if you still feel uncomfortable after practicing, ask a GSI to help you by listening to your talk and offering suggestions. You may even go so far as to ask some one to coach you. We are here to help you learn, we want everyone’s report to be outstanding.

Your report should include:

• An overview of what the experiment is all about, and its significance: why should anyone want to do it? How does it fit into the big picture of physics?
• Give a description of the basic physics necessary to understand the experiment. Don’t derive any of the mathematical details, but be prepared to say where each relevant equation comes from, if it will help the listener understand the physics ( how you do the derivation, but don’t actually do it). It is important to write down the equations that are used to interpret the experimental results, and to state the assumptions made in obtaining the equations, and to explain in qualitative terms what these equations mean. The audience, like you, prefers to visualize what is happening in terms of tangible and familiar models.
• Give a description of the equipment and the experimental procedure. A block diagram is essential, and sometimes a more detailed schematic diagram. These should be your own, not just copied from a book or another write-up. Be sure that you understand in general terms what each piece of equipment does, and that you have some idea of how it works – what’s inside the black boxes?
• Experimental results. Present the results in the form of a table or a graph. Do not present the raw data, but have them available for discussion if the professor so desires. Compare the experiment with theory by presenting the theoretically calculated values along with the experimental values, if appropriate. Some discussion of errors is appropriate, but will be different for each experiment.
• Be prepared to answer questions. [For example: How accurately can you set the frequency: Does the amplitude of the modulation affect the accuracy?]

Both the University and the 111 Lab staff take the subject of plagiarism very seriously. Please make sure you understand completely the following and ask questions if ever in doubt:

"All data that you present in your reports must be your own. All written work that you submit, except for acknowledged quotations, is to be in your own words. Figures from books, papers, or online sources are fine so long as the source is cited. Work copied from another student's report, or from any other source without attribution, under University rules, earn the student a grade of 'F' for the semester , and possible disciplinary action by the Student Conduct Committee."

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Organizing Academic Research Papers: Giving an Oral Presentation

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• How to Manage Group Projects
• Multiple Book Review Essay
• Reviewing Collected Essays
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Research Proposal
• Acknowledgements

Preparing for Your Oral Presentation

In some classes, writing the research paper is only part of what is required. Your professor may also require you to give an oral presentation about your study. Here are some things to think about before you are scheduled to give your presentation.

• What should I say?  If your professor hasn't explicitly stated what your presentation should focus on, think about what you want to achieve and what you consider to be the most important things that others should know about your study. Think about: do I want to inform my audience, inspire them to think about my research, or convince them of a particular point of view?
• Oral communication is different from written communication.  Your audience only has one chance to hear your talk and can't "re-read" it if they get confused. Focus on being clear, particularly if the audience can't ask questions during the talk. There are two well-known ways to communicate your points effectively. The first is to K.I.S.S. (keep it simple stupid). Focus on getting one to three key points across. Second, repeat key insights: tell them what you're going to tell them (Forecast), tell them, and then tell them what you just told them (Summarize).
• Think about your audience.  Yes, you want to demonstrate to your professor that you have conducted a good study. But professors often ask students to give an oral presentation to practice the art of communicating and to learn to speak clearly and audibly about yourself and your research. Questions to think about include, what background knowledge do they have about my topic? Does the audience have any particular interests? How am I going to involve them in my presentation?

Creating and Using Overheads . Writing@CSU. Colorado State University; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking. 10th ed. Boston, MA: McGraw-Hill Higher Education, 2008; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact. Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations . Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations . The Lab Report. University College Writing Centre. University of Toronto; Speeches . The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills . Institut national de télécommunications, EVRY FRANCE.

Organizing the Content

First of all, think about what you want to achieve and think about how are you going to involve your audience in the presentation.

• Brainstorm your topic and write a rough outline. Don’t get carried away—remember you have a limited amount of time for your presentation.
• Organize your material and draft what you want to say [see below]
• Summarize your draft into key points to write on overheads and/or note cards.
• Prepare your visual aids.
• Rehearse your presentation and get its length right. Ask a friend to listen and time you.

GENERAL OUTLINE

I.  Introduction (may be written last)

• Capture your listeners’ attention . Begin with a question, an amusing story, a startling comment, or anything that will make the audience think.
• State your purpose . For example, "I’m going to talk about..."; "This morning I want to explain…."
• Present an outline of your talk . For example, “I will concentrate on the following points: First of all…Then…This will lead to…And finally…"

II.  The Body

• Present your main points one by one in logical order .
• Pause at the end of each point . Give people time to take notes, or time to think about what you are saying.
• Make it clear when you move to another point . For example, “The next point is that...”; “Of course, we must not forget that...”; “However, it's important to realize that....”
• Use clear examples to illustrate your points and/or key findings .
• Consider using visual aids to make your presentation more interesting [e.g., a map, chart, picture, etc.].

III.  The Conclusion

• Leave your audience with a clear summary of everything that you have covered.
• Don't let the talk just fizzle out . Make it obvious that you have reached the end of the presentation.
• Summarize the main points again . For example, use phrases like: "So, in conclusion..."; "To recap the main points..."
• Restate the purpose of your talk, and say that you have achieved your aim : "My intention was ..., and it should now be clear that...."
• Thank the audience, and invite questions : "Thank you. Are there any questions?"

Creating and Using Overheads . Writing@CSU. Colorado State University; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking. 10th ed. Boston, MA: McGraw-Hill Higher Education, 2008; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact. Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations . Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations . The Lab Report. University College Writing Centre. University of Toronto; Speeches . The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Delivering Your Presentation

Pay attention to language!

• Keep it simple . The aim is to communicate, not to show off your vocabulary.
• Emphasize the key points . Make sure people realize which are the key points. Repeat them using different phrasing.
• Check the pronunciation of difficult, unusual, or foreign words beforehand . Write out difficult words phonetically in your notes.

Use your voice to communicate clearly

• Speak loudly enough for everyone in the room to hear you . This may feel uncomfortably loud at first, but if people can't hear you, they won't try to listen.
• Speak slowly and clearly . Don’t rush! Speaking fast doesn’t make you seem smarter, it will only make it harder for other people to understand you.
• Practice to avoid saying um, ah, you know, like. These words occur most at transitions from one idea to another and are distracting to an audience. The better you know your presentation, the better you can control these verbal tics.
• Vary your voice quality . If you always use the same volume and pitch [for example, all loud, or all soft, or in a monotone] your audience will stop listening.
• Speakers with accents need to slow down [so do most others]. Non-native speakers often speak English faster than we slow-mouthed native speakers, usually because most non-English languages flow more quickly than English. Slowing down helps the audience to comprehend your talk. 
• When you begin a new point, use a higher pitch and volume .
• Slow down for key points . These are also moments in your presentation to consider using body language such as hand gestures to help emphasize key points.
• Use pauses . Don't be afraid of short periods of silence. They give you a chance to gather your thoughts, and your audience a chance to think.

Use your body language to communicate too!

• Stand straight and comfortably . Do not slouch or shuffle about. If you appear bored or uninterested in what your talking about, the audience will be as well.
• Hold your head up . Look around and make eye contact with people in the audience. Do not just address your professor! Do not stare at a point on the carpet or the wall. If you don't include the audience, they won't listen to you.
• When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication . Do it in your presentation as well. It will make things far more interesting for the audience.
• Don't turn your back on the audience and don't fidget! Neither moving around nor standing still is wrong. Practice either to make yourself comfortable.
• Keep your hands out of your pocket . This is a natural habit when speaking. One hand in your pocket gives the impression of being relaxed, but both hands in pockets looks too casual and should be avoided.

Interact with the audience

• Be aware of how your audience is reacting to your presentation . Are they interested or bored? If they look confused, ask them. Stop and explain a point again. 
• Check if the audience is still with you . "Does that make sense?"; "Is that clear?"
• Do not apologize for anything . If you believe something will be hard to read or understand, don't use it. If you apologize for feeling awkward or nervous, you'll only succeed in drawing attention to it and your audience will begin looking for it.
• Be open to questions . If someone raises a hand, or asks a question in the middle of your talk, answer it. If it disrupts your train of thought momentarily, that's ok because your audience will understand. Questions show that the audience is listening with interest and, therefore, should not be regarded as an attack on you, but as a collaborative search for deeper understanding. However, don't engage in a conversation with an audience member or the rest of the audience will begin to feel left out. If an audience member persists, kindly tell them that the issue can be addressed after you've completed the rest of your presentation and note to them that their issue may be addressed by things you say in the rest of your presentation [it may not but at least you can move on].
• Be ready to get the discussion going after your presentation . Professors often want a brief discussion to take place after a presentation. Just in case nobody has anything to say, be prepared with some provocative questions to ask or points for discussion for your audience.

Speaking Tip

Your First Words are Your Most Important!

Your introduction should begin with something that grabs the attention of your audience, such as, an interesting statisitic, a brief narrative or story, or a bold assertion, and then clearly tell the audience in a well-crafted sentence what you plan to accomplish in your presentation. Your introductory statement should be constructed so as to invite the audience to pay close attention to your message and to give the audience a clear sense of the direction in which you are about to take them.

Another Speaking Tip

Talk to Your Audience, Don't Read to Them!

A presentation is not the same as an essay. If you read your presentation as if it were an essay, your audience will probably understand very little about you say and will lose concentration quickly. Use notes, cue cards, or overheads as prompts that emphasis key points, and speak to the audience. Include everyone by looking at them and maintaining regular eye-contact (but don't stare or glare at people).

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What is an Oral Report?

One of the key concepts in education, along with teaching and learning, is assessment. Assessment is a method of finding out whether a student has understood and integrated the instructional material, and it can take a wide variety of forms. A school assessment might be a written report, a multimedia project, a group presentation, a classroom quiz or test, a standardized assessment, or an oral report.

An oral report is a presentation, usually done for a student’s teacher and classmates, though it can also be done for a larger segment of the school community, for parents, or for a more open group, depending on the circumstances. For example, at a science fair, a student might present a report on his or her project periodically for the class, for other visitors who pass by, and for judges.

A spoken report may have a variety of elements including an introduction, body, and conclusion. Audio-visual aids — such as posters, slides, movies, models, or other demonstrations — may be allowed or required. A question-and-answer session in which the student giving the presentation interacts with his or her audience may also be part of the expected proceedings.

An oral report is an opportunity for students to practice their speaking skills, but other skills may come into play as well. There are presentation skills, such as making eye contact with the audience, listening skills of a question and answer session, and the skill of anticipating how to present something in a way that will be understandable as well as appealing to the particular audience.

Although the report is oral, writing is often involved in its preparation — and sometimes the actual performance — of the presentation. A student may begin by creating a rough draft of what he or she will say and try reading it. The next step might be preparing either notes on a topic or an outline of points.

In preparing for an oral report, a student’s approach will vary somewhat depending on whether it must be delivered without notes. If the report has to be memorized, more practice will likely be required. If the student may speak from note cards or an outline — two popular methods for prompting one’s own performance — the preparation may focus more on other aspects of the presentation. Practice will also be shaped by how strict a time limit the student has been given: preparing a presentation to fall within a range is easier than trying to meet an exact length.

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ESSAY — Volume 19 — September 8, 2022

Jane A. Weintraub, DDS, MPH 1 ( View author affiliations )

Suggested citation for this article: Weintraub JA. The Oral Health in America Report: A Public Health Research Perspective. Prev Chronic Dis 2022;19:220067. DOI: http://dx.doi.org/10.5888/pcd19.220067 .

PEER REVIEWED

Introduction

Data needed, health disparities and social determinants of health, individual and community relationships, scientific advances and equitable distribution, educational opportunities, acknowledgments, author information.

In December 2021, the National Institutes of Health, National Institute of Dental and Craniofacial Research, released its landmark 790-page report, Oral Health in America: Advances and Challenges (1). This is the first publication of its kind since the agency’s first Oral Health in America: A Report of the Surgeon General described the silent epidemic of oral diseases in 2000 (2). This new, in-depth report, an outstanding resource, had more than 400 expert contributors. Its broad scope is exemplified by its 6 sections ( Box ), each of which includes 4 chapters: 1) Status of Knowledge, Practice, and Perspectives; 2) Advances and Challenges; 3) Promising New Directions; and 4) Summary. In this essay, I provide a public health research perspective for viewing the report, identify some advances and gaps in our knowledge, and raise research questions for future consideration.

Box. Section Titles, Oral Health in America: Advances and Challenges (1)

1. Effect of Oral Health on the Community, Overall Well-Being, and the Economy

2A. Oral Health Across the Lifespan: Children

2B. Oral Health Across the Lifespan: Adolescents

3A. Oral Health Across the Lifespan: Working-Age Adults

3B. Oral Health Across the Lifespan: Older Adults

4. Oral Health Workforce, Education, Practice, and Integration

5. Pain, Mental Illness, Substance Use, and Oral Health

6. Emerging Science and Promising Technologies to Transform Oral Health

A recurring theme in the report is the need for many types of data, from microdata — the molecular, nanoparticle level — to macrodata — the population and global level. Data are needed to guide public health policies and programs at the federal, state, and local levels. Future research using big data from multiple sources (eg, community health needs assessments, surveillance systems, GIS mapping, electronic health records, practice-based research networks) will provide timely, population-based information to evaluate and drive changes to policy and delivery systems and oral health advocacy efforts.

This new report includes descriptive national data from 3 cycles of the National Health and Nutrition Examination Survey (NHANES). To continue monitoring national oral health surveillance data and trends, oral health data need to be included routinely in NHANES and in other large national studies. Too often, questions about oral health are missing from surveys, or clinical oral health data are not collected. For example, very little about oral health was included as part of the planned data collection protocol for the National Institutes of Health All of Us Research Program. This program aims to collect health information from 1 million people (3). Local and state data are often outdated, incomplete, or unavailable. Most oral health data are cross-sectional and are useful for studying trends and associations, but population-based longitudinal data to study causality and the effectiveness of interventions and policies are sparse.

How does oral health care improve other health conditions? Proprietary claims data from insurance companies (4) show the inter-relationship between treatment of periodontal disease and systemic conditions, but secondary data analysis has many limitations and confounding factors. Clinical trials show that periodontal treatment improves glycemic control among people with diabetes (5), but long-term outcome assessments are lacking. We need more answers to convince policy makers and payers about the importance of including comprehensive adult oral health services in publicly financed programs such as Medicaid, which is currently lacking in many states, and Medicare, where those services are missing altogether.

Many examples of substantial oral health disparities and inequities are presented in Section 1 of the report. For some conditions and population groups, little improvement has been made, especially among adults and seniors. Section 1 also describes the adverse social, economic, and national security effects of poor oral health, barriers to care, social and commercial determinants of oral health, and related common risk factors. More than the clinical data collected in a typical dental history is needed to understand social determinants and employ local and upstream interventions. The report suggests obtaining social histories from patients to get information about where people live, learn, work, and play. For example, to learn about socioeconomic status, diet, and medications, we want to know not only “What’s in your wallet,” (as touted in a frequent television advertisement) but what’s in your refrigerator? What’s in your medicine cabinet? Telehealth has given clinicians a look inside patients’ homes. Collaboration with social workers, home health aides, and visiting nurses could inform us even more about the home environment. With integrated electronic medical and dental patient records, oral health professionals and medical colleagues can share information. Barriers to integration and assessment of population health outcomes affect many dentists who still use paper records or software specific to dental care that lacks diagnostic codes and interoperability with other health care records systems (6).

The report highlights the need for more information about adolescents and older adults and other understudied population groups. Section 1 describes many diverse, vulnerable populations (eg, people with special health care needs, low health literacy, mental illness, substance abuse disorders; victims of structural racism) who all need to be included in oral health research. Non-English speakers and hard-to-reach populations that have physical and/or financial barriers to traditional dental care are less likely to be recruited and represented in clinical trials, making results less generalizable and interventions less applicable. The applied research agenda being developed by the American Association of Public Health Dentistry (7) and the “Consensus Statement on Future Directions for the Behavioral and Social Sciences in Oral Health,” which is based on an international summit (8), are helpful in setting research and methodologic priorities, including qualitative, implementation, and health systems research.

Knowledge about the interrelationships between oral and systemic health has greatly expanded since the 2000 report. About 60 adverse health conditions have now been shown to be associated with oral health (1), which is part of the rationale for the integration of oral health and primary care. Research will advance our understanding of the mechanisms by which oral and systemic conditions are affected by upstream environmental and social factors, epigenetic factors, and the aging process, both individually and communally. For example, how do external exposures change our microbiomes? Our oral microbiome may be exposed to air containing Sars-CoV-2, water containing protective fluoride, or many kinds of food, beverages, medications, illicit substances, smoked products, and sometimes the biome of close personal contacts. How does the health of a community’s high caries risk groups change with policies such as a tax on sugar-sweetened beverages, Medicaid reimbursement changes, or health promotion efforts to improve oral health literacy and dietary behaviors? To what extent will increased application of value-based health care reimbursement with emphasis on disease prevention, early detection, and minimally invasive care improve oral health? Will the World Health Organization’s addition of dental products (eg, fluoride toothpaste, low-cost silver diamine fluoride, glass ionomer cement) to its Model List of Essential Medicines (9) increase their use to prevent and treat dental caries for under-resourced populations without access to conventional high-cost dental care?

The report’s Section 6 describes many exciting advances in biology, biomimetic dental materials, and technology. Rapid advances in salivary diagnostics are providing information about early, abnormal changes in remote organ systems in the body. Advanced imaging techniques and artificial intelligence can be used for early diagnosis of oral lesions before they are visible to the human eye. The validity and accuracy of these techniques need careful evaluation. Can these earlier clinical end points be used to shorten the length of expensive clinical trials? Guide new preventive strategies? At what point do providers intervene with early preventive or therapeutic strategies instead of letting the body heal itself?

Will populations at greatest risk for disease and the greatest barriers to accessing dental care be able to benefit from early intervention? Every intervention has a cost. If access to new prevention and therapeutic discoveries is not equitable, will health disparities worsen? We need community engagement in the research process and the tools from many disciplines to measure and facilitate the best outcomes. The national Oral Health Progress and Equity Network’s blueprint for improving oral health for all includes 5 levers to advance oral health equity: “amplify consumer voices, advance oral health policy, integrate dental and medical [care], emphasize prevention and bring care to the people” (10).

Who will analyze all these data mined from many micro and macro sources, and who will interpret the data? Health learning systems and complex software algorithms are being developed to provide automated diagnostic information. Data analysts with knowledge of these and other sophisticated tools and modeling approaches are needed.

The dental, oral, and craniofacial research and practice communities increasingly need to be part of interdisciplinary research and educational programs with opportunities for collaboration and learning. Federally qualified health centers and look-alikes are good sites for medical–dental integration, but many of these facilities do not provide dental care.

More positions are needed for dental public health specialists who can lead advocacy efforts, interdisciplinary teams of researchers, clinicians, and community partners and conduct research. For example, the new Dental Public Health Research Fellowship at the National Institute of Dental and Craniofacial Research will provide more intensive research training to further advance dental public health and population-based research. Mechanisms are needed to promote, facilitate, and reward sharing of research and training resources across disciplines in our competitive environment.

Public health perspectives are an important part of interdisciplinary approaches to guide, conduct, and apply research and implement policies to improve oral health. Preventive approaches exist as do barriers to their dissemination and implementation. To prevent disease and improve population oral and overall health, systems change and policy reform are needed along with scientific advances across the research spectrum, more population-level data and analysis, and community participatory engagement. I am optimistic that the next Oral Health in America report will describe fewer inequities and more progress toward oral health for all.

This article is based on a presentation made in the webinar, Oral Health in America — Advances and Challenges: Reading the Report through a Research Lens , sponsored by the American Association for Dental, Oral, and Craniofacial Research. The author received no financial support for this work and has no conflicts of interest to declare. The statements made are those of the author. No copyrighted materials were used in this article.

Corresponding Author: Jane A. Weintraub, DDS, MPH, R. Gary Rozier and Chester W. Douglass Distinguished Professor, University of North Carolina at Chapel Hill Adams School of Dentistry, Department of Pediatric and Public Health, Koury Oral Health Sciences Building, Suite 4508, Chapel Hill, NC 27599-7450. Telephone: (919) 537-3240. Email: [email protected] .

Author Affiliations: 1 University of North Carolina at Chapel Hill Adams School of Dentistry and Gillings School of Global Public Health, Chapel Hill, North Carolina.

• National Institutes of Health. Oral health in America: advances and challenges. Bethesda (MD): US Department of Health and Human Services, National Institutes of Health, National Institute of Dental and Craniofacial Research; 2021. Accessed February 23, 2022. https://www.nidcr.nih.gov/sites/default/files/2021-12/Oral-Health-in-America-Advances-and-Challenges.pdf
• US Department of Health and Human Services. Oral health in America: a report of the Surgeon General. Rockville (MD): US Department of Health and Human Services, National Institute of Dental and Craniofacial Research, National Institutes of Health; 2000. Accessed February 23, 2022. https://www.nidcr.nih.gov/sites/default/files/2017-10/hck1ocv.%40www.surgeon.fullrpt.pdf
• US Department of Health and Human Services. All of Us Research Hub Research Projects Directory. Updated 2/23/2022. Accessed February 23, 2022. https://www.researchallofus.org/research-projects-directory/?searchBy=workspaceNameLike&directorySearch=oral
• Jeffcoat MK, Jeffcoat RL, Gladowski PA, Bramson JB, Blum JJ. Impact of periodontal therapy on general health: evidence from insurance data for five systemic conditions. Am J Prev Med 2014;47(2):166–74. CrossRef PubMed
• Baeza M, Morales A, Cisterna C, Cavalla F, Jara G, Isamitt Y, et al. Effect of periodontal treatment in patients with periodontitis and diabetes: systematic review and meta-analysis. J Appl Oral Sci 2020;28:e20190248. CrossRef PubMed
• Atchison KA, Rozier RG, Weintraub JA. Integration of oral health and primary care: communication, coordination and referral. Washington (DC): National Academy of Medicine; 2018. Accessed February 21, 2022. https://nam.edu/integration-of-oral-health-and-primary-care-communication-coordination-and-referral/
• Banava S, Reynolds J, Naavall S, Frantsve-Hawley J. Introducing the AAPHD 5-year research agenda. Presentation, National Oral Health Conference, April 12, 2022; Fort Worth, Texas.
• McNeil DW, Randall CL, Baker S, Borrelli B, Burgette JM, Gibson B, et al. Consensus statement on future directions for the behavioral and social sciences in oral health. J Dent Res 2022;101(6):619–22. CrossRef PubMed
• World Health Organization. Executive summary: the selection and use of essential medicines 2021: report of the 23rd WHO Expert Committee on the selection and use of essential medicines, virtual meeting, 21 June–2 July 2021. Geneva (CH): World Health Organization. Accessed April 9, 2022. https:// www.who.int/publications/i/item/WHO-MHP-HPSEML-2021.01
• Oral Health Progress and Equity Network. OPEN blueprint for structural improvement. Accessed April 22, 2022. https://openoralhealth.org/wp-content/uploads/2022/04/OPEN_FLS_BlueprintOverview_F.pdf

The opinions expressed by authors contributing to this journal do not necessarily reflect the opinions of the U.S. Department of Health and Human Services, the Public Health Service, the Centers for Disease Control and Prevention, or the authors’ affiliated institutions.

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Oral Health in America: Advances and Challenges

Oral Health in America: Advances and Challenges is a culmination of two years of research and writing by over 400 contributors. As a follow up to the Surgeon General's Report on Oral Health in America, this report explores the nation's oral health over the last 20 years.

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• Published: 05 September 2024

Mechanism of apoptosis in oral squamous cell carcinoma promoted by cardamonin through PI3K/AKT signaling pathway

• Yuehan Wu 1 , 2   na1 ,
• Yapei Wang 1 , 2   na1 ,
• Han Liu 1 , 2 ,
• Qiannan Hu 1 ,
• Yuqi Xie 2 ,
• Xiaoxu Nan 1 , 2 ,
• Huan He 1 &
• Ying Liu 1 , 2  

Scientific Reports volume  14 , Article number:  20802 ( 2024 ) Cite this article

Metrics details

• Cell biology
• Medical research

Currently, surgical resection remains the primary approach for treating oral squamous cell carcinoma (OSCC), with limited options for effective drug therapy. Cardamonin, a principal compound derived from Myristica fragrans of the Zingiberaceae family, has garnered attention for its potential to suppress the onset and progression of various malignancies encompassing breast cancer, hepatocellular carcinoma, and ovarian cancers. Nevertheless, the involvement of cardamonin in the treatment of OSCC and its underlying mechanisms are yet to be elucidated. This research explored the possible target of cardamonin in treating OSCC via network pharmacological analysis. Subsequently, this research investigated the impact of cardamonin on OSCC cells via in vitro experiments, revealing its capacity to impede the migration, proliferation, and invasion of OSCC cells. Additionally, western blotting analysis demonstrated that cardamonin facilitates apoptosis by regulating the PI3K/AKT pathway. The findings suggest that MMP9 and the PI3K/AKT signaling pathway may serve as the target and pathway of cardamonin in treating OSCC. To summarize, the research findings suggest that cardamonin may facilitate apoptosis in OSCC cells by inhibition of PI3K/AKT pathway activation. These outcomes offer a theoretical basis for the utilization of cardamonin as a natural drug for treating OSCC.

Introduction

Oral squamous cell carcinoma (OSCC) stands as the predominant type of head and neck tumors, comprising around 90% of oral malignant tumors 1 . Key contributors to its onset include tobacco, alcohol, and human papillomavirus (HPV) infections. Presently, surgical resection remains the primary treatment modality for OSCC, often complemented by postoperative chemoradiotherapy 2 . However, the 5-year survival rate remains dismally below 50%, exhibiting minimal improvement 3 .

In recent years, Chinese herbs have emerged as pivotal players in tumor treatment, serving as integral adjuncts to conventional therapies. Notably, certain chemotherapeutic agents, such as paclitaxel, vincristine 4 , and vinblastine 5 , derived from natural plant extracts, are extensively utilized in clinical settings. Cardamonin, a primary bioactive compound extracted from the ginger plant Myristica fragrans , exhibits a potent inhibitory effect on NF-kB 6 , STAT3, mTOR 7 , and Wnt/β-catenin signaling pathways 8 , all of which are widely involved in pro-inflammatory and pro-tumorigenic pathways. Consequently, cardamonin has been documented to exhibit antitumor 9 , anti-inflammatory 10 , and analgesic 11 impacts, alongside immunomodulatory properties and enhancement of chemotherapy response rates. Increased research has showcased the capability of cardamonin to promote tumor cell apoptosis and suppress cell migration and invasion across several cancer types, encompassing breast cancer 12 , hepatocellular carcinoma 13 , colorectal carcinoma 14 , and oesophageal carcinoma 15 , thereby inhibiting tumor growth and metastasis. Nevertheless, research on the role of cardamonin in OSCC remains limited, with its underlying mechanism remaining elusive. Considering the simple surgical approach for OSCC and the potential side effects associated with conventional drug therapies, there is an urgent need to explore natural chemotherapy agents.

The inception of network pharmacology as a concept can be attributed to Andrew L. Hopkins in 2007, a period that coincided with significant strides in bioinformatics and systems biology 16 . This approach is grounded in systems biology, aiming to construct a multilevel network encompassing genetic-disease and disease-disease interactions. Its primary objective is to elucidate the relationships between active medicinal components and diseases 17 . In addition, molecular docking, a computer-aided drug design method, enables the prediction of potential ligand–protein bindings by analyzing the structural characteristics of substances 18 . This study advocates for an integrated approach that integrates molecular docking, network pharmacology, and experimental methods to analyze potential targets. PI3K/Akt pathway transmits extracellular signals into cells to regulate various pathologic processes, such as cell metabolism, proliferation, It plays a key role in migration, apoptosis, vesicle transport, canceration and chemotherapy resistance 19 , 20 . The interaction between PI3K and Akt. It is the key core of the function of this pathway 21 . MMPs are a family of zinc-dependent, calcium-regulated endogenous proteases. It is usually produced in its precursor form (pro-MMPs), is activated by other enzymes or free radicals through cysteine switching mechanism 22 , and participates in extracellular matrix remodeling under normal physiological and pathological conditions 23 , promotes the transformation of various extracellular matrix proteins, plays an important role in the process of tissue remodeling, and leads to structural changes in the cellular and tissue environment. MMP-9, also known as gelatinase B, is often considered to be consistent with MMP-2 as a marker of tumor progression and is closely associated with tumor invasion and metastasis. MMP-9 degrades extracellular matrix, activates interleukin-1β, and dissolves and cuts several chemokines 24 . The comprehensive scheme of the research is depicted in Fig.  1 .

Research overview.

Materials and methods

Acquisition of cardamonin targets.

The SMILES structural formula of cardamonin was retrieved from the PubChem database ( https://pubchem.ncbi.nlm.nih.gov/ ) 25 and subsequently imported into the Swiss Target Prediction database ( http://www.swisstargetprediction.ch/ ) 26 to identify potential targets of cardamonin.

Screening potential targets of cardamonin for the treatment of oral squamous cell carcinoma

Using "Oral squamous cell carcinoma" as the keyword in both the Gene Card ( https://www.genecards.org/ ) 27 and OMIM database ( https://www.omim.org/ ), disease-related targets were obtained. Duplicate targets identified in both databases were subsequently removed to isolate targets specifically related to OSCC. Following this, all identified targets associated with OSCC were imported into the online mapping tool ( http://www.bioinformatics.com.cn/static/others/jvenn/example.html ) to generate Venn diagram, thereby identifying intersectant targets between drugs and diseases.

Establishment of PPI network and target screening

The intersecting targets of drugs and diseases were imported into the String database ( https://string-db.org/cgi/input.pl ), with "Homo Sapiens" specified as the species for analysis. The confidence parameter was set to 0.4, and unassociated target proteins were removed. Subsequently, the Cytoscape 3.9.1 software was utilized to generate PPI network diagrams. Cytoscape is a sophisticated network analysis platform renowned for its robust data integration and visualization functions 28 . Core targets were obtained using the Centiscape2.2 plug-in acquisition.

GO and KEGG pathway enrichment analysis

The identified possible targets underwent Kyoto Encyclopedia of Genes and Genomes (KEGG) pathway and Gene Ontology (GO) functional enrichment analyses utilizing the DAVID database. The species was set as "Homo sapiens," with a statistical significance threshold set at P  < 0.01. Subsequently, GO function and KEGG pathway enrichment analysis, along with visualization of the findings, were conducted utilizing the Microbiotics online tool ( http://www.bioinformatics.com.cn/ ).

Molecular docking and visualization analysis

Molecular docking is a method of predicting the preferred direction of a molecule (ligand) when it binds to another molecule (receptor, such as RNA or enzyme). In this study, we adopted a semi-flexible docking method to form a stable composite. This process is critical for explaining mechanisms of action or screening lead compounds, and thus becomes one of the fundamental approaches for structure-based drug design. AutoDock Vina 1.1.2 software was used to combine cardamonin (PubChem CID: 641785) with proteins MMP9 (PDB ID: 1L6J), EGFR (PDB ID: 6TFV), ESR1 (PDB ID: 1HCQ), HSP90AB1 (PDB ID: 6N8Y), PPARG (PDB ID: 1PRG) and PTGS2 (PDB ID: 5F19) were used for molecular docking. 3D models of the proteins can be downloaded from the RCSB Protein Data Bank ( http://www.rcsb.org/pdb ). The protein was pre-treated with PyMol 2.4 (removing water molecules and excess ligands, adding hydrogen atoms). AutoDock Tools 1.5.6 is used to generate PDBQT files for docking simulation. Set the docking result to output the 10 best docking positions. The docking conformation with the lowest binding energy and the highest clustering frequency is considered to be the most potential binding mode between ligands and proteins. Finally, we used Pymol 2.0 software to visualize the docking results. In this way, we can visually observe the binding of the ligand to the receptor and further analyze the stability and interaction of the complex.

Chemicals and reagents

Cardamonin (purity > 95%) was procured from Solarbio (Beijing, China) and dissolved in DMSO (Dimethyl sulfoxide) ( Beijing , Solarbio ) to reach a concentration of 200 µmol/l. In the process of preparing the protein sample, Protein Phosphatase Inhibitor (P1260-1 ml, Beijing Solarbio) and PMSF (Phenylmethylsulfonyl fluoride) (P0100-1 ml, Beijing, Solarbio) were included. The following antibodies were utilized: PI3K (AF6241), p-PI3K (AF3241) (both 1:1000, Affinity), AKT (ET1609-47), p-AKT (ET1607-73) (both 1:500, HuaBio), Bax (ab32503), Caspase-3 (ab184787) and Bcl-2 (ab196495) (all 1:2000, Abcam). Additionally, 740 Y-P (HY-P0175), a potent, cell-permeable PI3K activator, was acquired from MedChemExpress (MCE, USA).

Cell culture

The OSCC cell lines HSC-3 and CAL-27, identified by Short Tandem Repeat(STR) analysis, along with the normal oral mucosal epithelial cell line HOK, were cultured in Dulbecco's Modified Eagle Medium(DMEM) medium encompassing 1% penicillin and streptomycin and 10% Fetal Bovine Serum(FBS). The culturing procedure was carried out in a humid environment in an incubator with 5% CO 2 at 37 °C. The selection of CAL-27 and HSC-3 cell lines was based on our specific research content. Both CAL-27 and HSC-3 are tongue squamous cell lines, and tongue cancer has the highest metastasis rate among oral and maxillofacial cancers. Most of our research content is about migration and invasion, and MMP9, a molecule we screened, is also an important molecule in the EMT process, so we chose the above two cell lines in this study.

Cell counting kit‑8 (CCK‑8) assay

The cell density was adjusted to 5 × 10 3 cells per well, and the cells were seeded into 96-well plates. After an attachment period of 8 h, HSC-3, and CAL-27 cells underwent treatment with varying cardamonin concentrations (0, DMSO, 10, 20, 40, 80, and 160 µmol/L), with DMSO concentration representing the concentration added during cardamonin dilution. A control group with only DMSO was included to account for its potential effect on the cells. Each group was set up with three replicate wells. Following incubation for 24 h, 10 µL of CCK-8 reagent was introduced to all wells, and the optical density (OD) value was measured at 450 nm utilizing an enzyme marker after a 2 h incubation period. The 50% inhibitory concentration(IC50)values for cardamonin concentrations of 0, 10, 20, and 40 µmol/L were selected for further investigation based on their respective values at 24 h.

Cell grouping and drug delivery methods

HSC-3 and CAL-27 cells underwent treatment with cardamonin (0, 10, 20, and 40 µmol/L), respectively.

Clone formation assay

The cell density was adjusted to 1 × 10 3 cells/well and seeded into 6-well plates. After cell attachment for 8 h, the cells underwent treatment as described previously, with each group having three replicate wells. Following 24 h of treatment with cardamonin, the complete medium was changed, and the cells underwent incubation for an additional 12 days. Subsequently, the cells underwent fixation utilizing 4% paraformaldehyde and staining using 0.1% crystal violet. The quantification of colony numbers was conducted utilizing ImageJ software.

Wound healing assay

CAL-27 and HSC-3 cells were seeded into 6-well plates at a density of 3 × 10 5 cells per well, with 2 ml of 10% FBS medium. The plates were then kept in an incubator with 5% CO 2 and a constant temperature of 37 °C for cell culture. Once the cell density reached 100%, use the yellow tip to draw a straight line horizontally across the diameter of the six-well plate.. Caution was taken to ensure uniformity in drawing the line to maintain consistent well widths. Immediately after drawing the line, photos were captured using an inverted microscope, and the photo position of each well was recorded. Subsequently, 2 ml of DMEM culture medium without FBS was introduced into each well, and the cells were treated with cardamonin according to the same treatments and groupings as before. After 24 h of cardamonin treatment, the cell scratch healing rate was determined at the same position where the line was drawn initially. The following formula was utilized to calculate the cell scratch healing rate: Cell scratch healing rate = [(0 h scratch area- 24 h scratch area)/0 h scratch area] × 100%.

Transwell assays

Before the experiment, the matrix gel was diluted at a ratio of 1:8 with DMEM culture medium without FBS and set aside. The diluted matrix gel was introduced vertically into the inner lateral membrane of the chambers. HSC-3 and CAL-27 were digested and resuspended with a double-free medium containing different concentrations of cardamonin, treated and grouped as before. The cells were counted and inoculated on the inner membrane of the chamber at a density of 5 × 10 4 cells/well, with 200ul 10% FBS medium. Different concentrations of cardamonin were added to the corresponding well plates below the chamber, and the cells were treated and grouped as before. After 24 h, the medium in the 24-well plate and the chamber was removed, and the cells were fixed by adding 4% paraformaldehyde solution. Crystal violet staining solution was then introduced to stain the cells. The plate underwent washing with PBS three times, and the inside of the chamber was gently wiped with a cotton swab to eliminate excess dye. Subsequently, the plate was air-dried, images were captured, and the number of cells in each field of view was quantified.

Western blotting analysis

The cell lysates were prepared on ice utilizing RIPA buffer, PMSF and Protein Phosphatase Inhibitor (All-in-one, 100x) (Solarbio, Beijing, China), after which centrifugation was executed to acquire the supernatant. Subsequently, its protein concentration was assessed utilizing a BCA kit (Solarbio). Next, the proteins underwent denaturation by heating at 100 °C. Equivalent quantities of protein were isolated by 10% sodium dodecyl sulfate–polyacrylamide gel electrophoresis (SDS-PAGE) gel, with a subsequent transfer onto polyvinylidene difluoride membranes. The membranes then underwent blocking with 5% milk in TBS-T at room temperature for 2 h. Subsequent to blocking, the membranes underwent overnight exposure to the primary antibody. Then, the membranes were further exposed to secondary antibodies at room temperature. Visualization of the protein bands was conducted utilizing an ECL kit, and densitometric analysis was executed utilizing ImageJ software.

Flow cytometry

CAL-27 and HSC-3 cells were inoculated into 6 cm diameter dishes with 3 mL of 10% FBS medium/well. The dishes were then placed in an incubator with 5% CO 2 at a constant temperature of 37 °C for cell culture. Once the cell density reached 50–70%, the cells were treated with cardamonin as previously described. Following 24 h of cardamonin treatment, the cells underwent digestion with EDTA-free trypsin, followed by centrifugation to discard the supernatant. After this, cells underwent washing thrice with PBS solution and then were resuspended in 500 µL PBS solution. The cells were then stained following the procedure provided in the Annexin V-FITC/PI double-labeling staining kit. Subsequently, the stained cells were examined utilizing a flow cytometer, and the sums of early and late apoptosis were calculated for each group.

Statistical analysis

Data were examined utilizing GraphPad Prism v9.0 statistical software. Each experiment was replicated three times. The data are presented as the mean ± standard deviation (SD). Variations between two or more groups were assessed utilizing the Student’s t-test or one-way analysis of variance. P  < 0.05 was deemed as a statistically significant value.

Targets of cardamonin in oral squamous cell carcinoma

Cardamonin, a chemical substance extracted from the ginger plant Myristica fragrans , is depicted by its chemical structural formula in Fig.  2 a. To elucidate potential targets of cardamonin in OSCC, the Canonical SMILES number of cardamonin was retrieved from the PubChem database. Subsequently, 100 targets associated with the activity of cardamonin were identified through the Swiss Target Prediction database.

PPI networks and key targets. ( a ) Chemical structure of cardamonin. ( b ) Venn diagram of intersecting targets of cardamonin and OSCC, with 72 intersecting targets. ( c ) PPI network of cardamonin for OSCC. ( d ) Key target genes of cardamonin against OSCC. The redder and larger the node, the more significant it is in the network.

To further narrow down potential targets relevant to OSCC, 6729 targets related to OSCC were screened using the GeneCards database. From this screening, 3089 genes associated with OSCC were identified based on association scores exceeding the median value of 14.45.

Additionally, 429 target genes associated with OSCC were obtained from OMIM. By merging and eliminating duplicate data, 3351 OSCC-related target genes were compiled.

By intersecting these datasets, 72 potential targets of cardamonin in OSCC were identified using the Wayne online tool (Fig.  2 b).

PPI network analysis and key target screening

The intersecting targets of cardamonin and OSCC were uploaded to the String platform, with the species set as "Homo sapiens", and unconnected nodes in the network were hidden. Default parameters were applied to acquire protein interaction data and construct the PPI network (Fig.  2 c), which comprised 72 nodes interacting through 417 edges.

Subsequently, the protein interaction data were imported into Cytoscape 3.7.1 software. Topological analysis was conducted using the Centiscape2.2 plug-in, resulting in the identification of 14 core targets based on Degree ≥ 11.58333, Betweenness ≥ 73.94444, and Closeness ≥ 0.007040748 criteria. The screening yielded 14 nodes and 67 edges, which were then visualized and analyzed (Fig.  2 d).

The analysis revealed that ESR1, EGFR, CXCR4, MMP9, HSP90AB1, PTGS2, PPARG, APP, FLT1, MCL1, PRKCA, PTK2, TERT, and HSPA8 are the core target genes of cardamonin in its action against OSCC.

GO enrichment analysis

The 72 potential targets of cardamonin acting on OSCC underwent GO enrichment analysis, which encompassed three parts: biological process (BP), cellular component (CC), and molecular function (MF) 29 . The GO enrichment analysis generated 288 GO items, including 172 BPs, 40 CCs, and 76 MFs.

After excluding the enrichment results with P  > 0.05 and sorting them according to the count value, the top 10 items of each module were visualized using the microbiology letter platform (Fig. 4 a). The BP category mainly involved negative regulation of transcription from RNA polymerase II promoter, negative regulation of apoptotic signaling pathway, positive regulation of cell proliferation, etc. The CC category mainly involved the cytosol, plasma membrane, etc. The MF category primarily involved ATP binding, enzyme binding, protein binding, etc., indicating the importance of proteins in disease.

KEGG enrichment analysis

Pathways with P  < 0.05 were screened according to the enrichment results, resulting in 59 KEGG pathways that were enriched and sorted as per the COUNT value. The top 20 pathways were chosen to create visualized bubble diagrams using the microbiology letter platform (Fig. 4 b). The results showed that the relevant signaling pathways of cardamonin acting on OSCC were the PI3K-Akt and MAPK pathways, among others. Notably, the PI3K/AKT pathway exhibited a higher degree of enrichment.

The PI3K-Akt pathway is a key signaling pathway regulating cell proliferation and motility, thereby contributing to cell survival. Its activation can contribute to the aberrant proliferation of OSCC cells.

Molecular docking

Molecular docking has been widely used to study possible binding patterns between molecules. In this study, molecular docking technology was used to explore the optimal binding mode of cardamonin to six proteins (Fig.  3 ). The docking results listed the binding energy, interaction force and bond length information for molecular docking (Table 1 ). The binding energy of cardamonin with MMP9, EGFR, ESR1, HSP90AB1, PPARG and PTGS2 reached − 8.5 kcal/mol, − 7.5 kcal/mol, − 6.2 kcal/mol, − 8.3 kcal/mol, respectively. − 7.7 kcal/mol and − 8.1 kcal/mol are bonded by hydrogen bonding, hydrophobic interactions and π-stacking. Among them, MMP9 has the lowest binding energy and the best binding effect.

Molecular docking analysis. MMP9, EGFR, ESR1, HSP90AB1, PPARG, and PTGS2 were selected as receptors, and cardamonin was selected as ligand. Hydrogen bonds, hydrophobic interactions, and π-stacking are shown in yellow, blue, and green, respectively.

Expression level analysis of core target genes in head and neck squamous carcinoma

To explore the expression level of the core target gene MMP9 in relation to the development of head and neck squamous carcinoma (HNSC), gene expression data were retrieved from The Cancer Genome Atlas (TCGA) database. The expression data of the target gene MMP9 were assessed in individuals with HNSC and compared with the normal population.

The outcomes highlighted that the expression of MMP9 was increased in HNSC patients relative to the normal population, and this difference was observed to be statistically significant (Fig.  4 c).

Common target gene enrichment analysis and validation of important target genes. ( a ) Functional enrichment analysis encompassing BP, CC, and MF categories. ( b ) KEGG pathway enrichment analysis. Dot size and color represent the no. of genes and corrected P -value, respectively. ( c ) Data from the UALCAN database show that MMP9 exhibits enhanced expression in OSCC.

Cardamonin inhibited oral squamous cell carcinoma cell proliferation in a concentration-dependent manner

To examine the impact of cardamonin on the activity of OSCC cell lines CAL-27 and HSC-3, along with human normal keratinocytes (HOK), cells underwent treatment with increasing concentrations of cardamonin (0, 10, 20, 40, 80, 160 μmol/L) for 24 h. Subsequently, the IC50 values of the drug required to inhibit 50% of cell growth (IC50) were determined utilizing the CCK-8 assay. The findings highlighted that the IC50 values for CAL-27 and HSC3 cells were 41.28 μmol/L and 41.24 μmol/L, respectively. This indicates that the activity of OSCC cells decreased in a concentration-dependent manner with increasing concentrations of cardamonin (Fig.  5 a–c). However, at concentrations below 80 μmol/L of cardamonin in the treatment of human HOK cells, cardamonin did not exhibit a considerable inhibitory impact on the activity of HOK cells. This suggests that low concentrations of cardamonin do not have significant toxicity to normal oral epithelial cells. Conversely, cardamonin demonstrated a considerable inhibitory impact on the proliferation of OSCC cells. This finding supports the safety of using cardamonin for the treatment of OSCC. To further elucidate the impact of cardamonin on the proliferative capacity of OSCC cells, a clone formation assay was utilized to examine the clone formation ability of CAL-27 and HSC-3 cells subjected to treatment with various concentrations of cardamonin. The findings highlighted that cardamonin displayed a concentration-dependent inhibitory impact on the proliferative capacity of OSCC cells. Notably, nearly complete inhibition of cancer cell proliferation was observed when treated with 40 μmol/L of cardamonin (Fig.  5 d). These results underscore the concentration-dependent inhibition of OSCC cell proliferation by cardamonin.

Effect of cardamonin on OSCC cell activity. Cells underwent treatment with various concentrations (0, 10, 20, 40, 80, 160 µmol/L) for 24 h, and the cytotoxic impact of cardamonin on CAL27 cells ( a ) and HSC3 cells ( b ) was detected utilizing the CCK-8 assay. ( c ) The impact of cardamonin on the activity of three types of cells, namely, CAL-27, HSC-3, and HOK, was detected using the CCK-8 assay. ( d ) Cells underwent treatment with various concentrations (0, 10, 20, and 40 µmol/L) for 12 d. The clone formation ability of cardamonin on CAL27 and HSC3 cells was examined by cell clone formation assay. The data were expressed as mean ± SD (n = 3) and compared with the control group, *P  <  0.05, **P  <  0.01, ***P  <  0.001, ****P  <  0.0001.

Cardamonin inhibited oral squamous cell carcinoma cell migration and invasion in a concentration-dependent manner

To investigate the impact of cardamonin on the migratory and invasive capabilities of OSCC cells, scratch assays were carried out to determine the migratory capacity of OSCC cells following treatment with various concentrations of cardamonin (0, 10, 20, and 40 μmol/L). The results demonstrated a significant inhibitory effect on the migration of CAL-27 and HSC-3 cells treated with cardamonin, with the inhibitory effect being concentration-dependent (Fig.  6 a). Additionally, transwell migration and invasion assays were executed, revealing a reduction in both migratory and invasive abilities of CAL-27 and HSC-3 cells following treatment with cardamonin (Fig.  6 b). MMP9 emerges as the primary binding target for cardamonin in OSCC cells, functioning as a pivotal regulator in the epithelial-mesenchymal transition (EMT) process. EMT, known for promoting cell migration and invasion 30 , implies that cardamonin might impede these processes by binding to MMP9 and inhibiting EMT. To substantiate this hypothesis, this study assessed the expression of molecules related to EMT. The findings revealed that cardamonin upregulated the epithelial marker protein E-cadherin while reducing the levels of mesenchymal proteins, including N-cadherin, vimentin, and snail. Additionally, the expression of MMP9 protein, a key target of cardamonin, was also downregulated (Fig.  6 c,d). These findings strongly indicate that cardamonin exerts its inhibitory impact on OSCC cell migration and invasion by targeting MMP9 to suppress the occurrence of EMT.

Migration and invasion of CAL-27 and HSC-3 cell lines and expression of related proteins. ( a ) Cell migration of CAL-27 and HSC-3 cell lines at different concentrations of cardamonin experimental group compared with 0 concentration. ( b ) Cell invasive migration of CAL-27 and HSC-3 cell lines at different concentrations of cardamonin experimental group compared with 0 concentration. ( c , d ) The protein banding display and relative gray value analysis and relative protein expression of E-cadherin, N-cadherin, MMP9, Vimentin, and Snail in each group of CAL-27 and HSC-3 cell lines were assessed. The findings highlighted that the expression of epithelial-associated protein E -cadherin was enhanced, and the expression of mesenchymal-associated proteins N -cadherin, Vimentin, and Snail was decreased. The OSCC target protein MMP9 was significantly reduced by cardamonin treatment. The variation in expression was statistically significant. Data were expressed as mean, standard deviation (n ≥ 3), ns P  > 0.05, * P  < 0.05, ** P  < 0.01, *** P  < 0.001, **** P  < 0.0001.

Cardamonin-induced apoptosis via the PI3K/AKT pathway

Further investigation was conducted to ascertain whether cardamonin inhibited cancer cell proliferation by facilitating apoptosis in OSCC cells. The outcomes suggested a considerable elevation in the proportion of Annexin V+ cells in CAL-27 and HSC-3 cells upon treatment with cardamonin, as determined by Annexin-V/PI flow cytometry. Notably, the proportion of Annexin V+ cells increased with higher concentrations of cardamonin (Fig.  7 a), indicating that cardamonin promotes apoptosis of OSCC cells in a concentration-dependent manner.

Cardamonin promoted apoptosis in CAL-27, HSC-3 cells via PI3K/AKT signaling pathway. ( a ) Apoptosis of CAL-27 and HSC-3 cell lines in different concentrations of cardamonin experimental groups compared with 0 concentration. ( b ) Protein band display and relative gray value analysis of PI3K, p-PI3K, AKT, p-AKT, and relative expression of proteins in CAL-27 and HSC-3 cell lines. ( c ) Protein band display and relative gray value analysis of p-PI3K, PI3K, p-AKT, and AKT in CAL-27 and HSC-3 cell lines in all groups were performed, wherein protein bands were displayed and analyzed for relative gray value and relative expression of proteins. The results showed enhanced expression of BAX and Cleaved-caspase3 and reduced expression of Bcl-2 and pro-caspases3. ( d ) Protein expression levels of PI3K, p-PI3K, AKT, p-AKT, and relative expression of proteins in the reverse experiments of CAL-27 and HSC-3 cell lines. Expression differences were statistically significant. Data are expressed as mean, standard deviation (n ≥ 3), ns P  > 0.05, * P  < 0.05, ** P  < 0.01, *** P  < 0.001, **** P  < 0.0001.

Apoptosis represents an active and signaling-dependent process crucial for regulating cell death. Caspase-3 serves as the effector molecule responsible for executing apoptosis. Its activation marks a critical step that irreversibly commits the cell to undergo apoptosis 31 . Within the Bcl-2 family, two key molecules are notably significant: Bcl-2 and Bax. Western blot analysis highlighted that cardamonin treatment reduced the expression of apoptosis-related proteins in CAL-27 and HSC-3 cells. Furthermore, cardamonin treatment led to a reduction in pro-caspase-3 expression and an increase in cleaved-caspase-3 expression (Fig.  7 c). Notably, these effects became more pronounced with increasing concentrations of cardamonin. In the previously discussed network pharmacology analysis, cardamonin was proposed to potentially induce apoptosis in OSCC cells by partially modulating the PI3K-AKT pathway. Abnormal activation of the PI3K/Akt pathway is known to promote the progression of OSCC by suppressing apoptosis, increasing drug resistance, facilitating angiogenesis, promoting metastasis, and inducing EMT 32 . Subsequently, further experiments were conducted to validate the hypothesis. Western blot analysis revealed that treatment with cardamonin contributed to a reduction in the protein expression levels of p-PI3K and p-AKT in CAL-27 and HSC-3 cells ( P  < 0.05) (Fig.  7 b). These findings highlighted that cardamonin induced apoptosis in OSCC cells by partially suppressing the PI3K/AKT pathway.

Finally, a reverse experiment was performed by adding a PI3K activator. Western blotting analysis results indicated that the expression of p-AKT, p-PI3K, and apoptosis-associated proteins in the group treated with both cardamonin and the PI3K activator notably rebounded compared to the group treated with cardamonin alone (Fig.  7 d).

OSCC stands as the most common cancer affecting the oral and maxillofacial region 33 . Despite significant strides made in the diagnosis and treatment of OSCC, its mortality rate remains high, with the 5-year survival rate remaining below 50% 34 . Typically, OSCC is treated through a comprehensive treatment strategy tailored to the type, location, and stage of cancer, often prioritizing surgical intervention followed by adjuvant chemoradiotherapy 35 . Post-surgery, OSCC patients commonly experience compromised functions such as chewing, swallowing, and speaking, consequently diminishing their quality of life and significantly impacting their physical and mental well-being 36 .

Natural phytochemicals are increasingly recognized as valuable adjuncts in postoperative care and as prophylactic measures against recurrence owing to their favorable tolerability, safety profile, low toxicity, and antioxidant properties 37 . Resistance to chemotherapeutic agents significantly impacts the effectiveness of OSCC treatment, and natural plant-derived compounds offer promise in improving therapeutic outcomes while mitigating side effects, besides their inherent ability to impede tumor progression. The impact of herbal components on OSCC has been extensively investigated. Studies have revealed that herbal compounds like cryptotanshinone 38 , glaucoma oleocalyxin A 39 , and duchesnea 40 possess the ability to impede the growth of OSCC via various mechanisms and signaling pathways. Cardamonin has demonstrated its ability to facilitate tumor cell apoptosis in several cancer types, including breast 12 , liver 41 , and colorectal cancers 14 . These outcomes suggest the potential of cardamonin as a therapeutic agent in oncology. Cardamonin, as a natural active ingredient, can target various links of tumor occurrence and development through multiple ways, showing great potential in the prevention and treatment of malignant tumors. However, it also has a series of defects such as poor water solubility, low bioavailability and strong irritation 42 . In recent years, the application of nanotechnology and hydrogels has effectively improved the bioavailability, and further studies on the efficacy and toxicity reduction of cardamonin should be strengthened to improve the bioavailability. Drug combination has always been the core drug principle in the field of anti-tumor. Cisplatin, as a first-line high-efficiency broad-spectrum anti-tumor drug, has relatively serious adverse reactions. Cardamonin can significantly reduce cisplatin induced kidney injury and synergically promote the anti-tumor effect of cisplatin 43 . However, there is limited research on the therapeutic effects of cardamonin, specifically on OSCC.

This research examined the key targets and potential mechanisms of cardamonin in treating OSCC using an integrated approach that combines molecular docking, network pharmacology, and in vitro experiments. Our findings suggest that cardamonin promotes apoptosis in OSCC cells by partially inhibiting the PI3K/AKT pathway. Through PPI network analysis, MMP9, EGFR, PTGS2, PRKCA, PPARG, and FLT1 were identified as the key targets involved in the treatment process of cardamonin on OSCC.

Matrix metalloproteinase 9 (MMP9) is an enzyme produced by cells and belongs to the matrix metalloproteinase family. It serves pivotal functions in both physiological and pathological processes, encompassing cell migration, tissue repair, and cell proliferation 44 . However, overexpression or enhanced activity of MMP9 has been linked to several inflammatory conditions and diseases, encompassing chronic obstructive pulmonary disease 45 , cardiovascular disease 46 , and tumor metastasis 47 . Given their relevance to the occurrence and metastasis of OSCC, these pivotal targets exhibited stronger binding affinity for cardamonin during molecular docking studies, suggesting its potential as an anti-OSCC agent.

To further corroborate the efficacy of cardamonin in addressing OSCC, OSCC cells were exposed to various concentrations of the compound. Subsequently, the IC50 values for different cell lines were determined after 24 h. It was observed that cardamonin exhibited concentration-dependent inhibition of OSCC cell proliferation, as evidenced by both the CCK-8 assay and clone formation assay.

Apoptosis denotes an orderly regulated mechanism of cell demise, transpiring under either physiological or pathological circumstances 48 . Dysregulated apoptosis stands as a primary contributor to human cancer development. The majority of anticancer therapies are designed to induce apoptosis in tumor cells, aiming to eradicate malignant cells 49 . Our flow cytometry analysis highlighted that cardamonin can enhance apoptosis in a concentration-dependent manner. The Bcl-2 family members and caspases play pivotal roles in regulating cell apoptosis 50 . Within the Bcl protein family, Bcl-2 exerts an anti-apoptotic influence by impeding the release of cytochrome c, whereas Bax exerts a pro-apoptotic influence by facilitating cytochrome c release. The balance between Bcl-2 and Bax governs the apoptotic status of cells 51 . Caspase-3 serves as a downstream enzyme performing the apoptosis process and stands as the foremost regulator of cell demise. Upon cleavage by proteases, the Caspase-3 zymogen undergoes activation, yielding cleaved Caspase-3, thereby amplifying the protease cascade and ultimately instigating apoptosis within the nucleus 52 . This research found that cardamonin inhibited the expression levels of Bcl-2 and pro-Caspase-3, while significantly promoting the expression levels of Bax and cleaved Caspase-3 in OSCC cells. These findings further corroborate the notion that cardamonin has the potential to promote apoptosis in OSCC cells.

KEGG analysis revealed that cardamonin primarily regulates the RAS, PI3K/Akt, and MAPK signaling pathways in OSCC. Subsequent in vitro experiments demonstrated the inhibitory impact of cardamonin on PI3K activation. The PI3K-AKT pathway represents one of the most frequently dysregulated molecular pathways in human cancers, driving carcinogenesis by impeding normal apoptosis via the activation of various downstream effectors 53 . Previous studies underscore the involvement of the PI3K-Akt pathway in the development of multiple tumors. To further elucidate the inhibitory action of cardamonin on the PI3K/AKT pathway in OSCC, a significant reversal of the inhibitory impact of cardamonin was noted upon the addition of a PI3K agonist. This was accompanied by an elevation in the expression levels of p-PI3K and p-AKT, alongside a considerable elevation in the expression of apoptosis-related proteins encompassing BCL-2, pro-caspase 3, BAX, and cleaved-caspase 3 induced by the PI3K agonist. These outcomes highlight that cardamonin could facilitate OSCC cell apoptosis through the PI3K-Akt pathway. Furthermore, our findings revealed that cardamonin could impede tumor cell migration and invasion by inhibiting EMT. An abstract representation of the article is illustrated in Fig.  8 .

Mechanism of apoptosis promotion in oral squamous cell carcinoma cells by cardamonin.

This study highlights that cardamonin exhibits the potential to promote apoptosis in OSCC cells by suppressing the PI3K/AKT pathway activation. Furthermore, the results of this research lay a solid theoretical basis for the utilization of cardamonin as a natural drug in treating OSCC ( Supplementary Information ).

Data availability

All raw data are publicly available from corresponding databases. Processed data are available upon reasonable request from the corresponding author.

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Acknowledgements

Thanks to the Innovation Centre for Science and Technology of North Sichuan Medical College and the Institute of Hepatobiliary, Pancreatic and Intestinal Diseases of North Sichuan Medical College for their research platform and support. We thank Bullet Edits Limited for the linguistic editing and proofreading of the manuscript.

Funded Projects: Key Training Project of North Sichuan Medical College (CBY23-ZDA10), Cooperation Project of Nanchong University (22SXQT0356-Yu). The funder was not involved in the study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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Department of Stomatology, Affiliated Hospital of North Sichuan Medical College, Nanchong, China

Yuehan Wu, Yapei Wang, Han Liu, Qiannan Hu, Xiaoxu Nan, Huan He & Ying Liu

Department of Stomatology, North Sichuan Medical College, Nanchong, China

Yuehan Wu, Yapei Wang, Han Liu, Yuqi Xie, Xiaoxu Nan & Ying Liu

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Conceptualization: Yuehan Wu, Yapei Wang, Xiaoxu Nan. Data curation: Yuehan Wu, Huan He. Formal analysis: Yuehan Wu. Methodology: Qiannan Hu, Yuqi Xie. Project administration: Ying Liu. Supervision: Ying Liu. Validation: Yuqi Xie. Visualization: Yuehan Wu. Writing—original draft: Yuehan Wu. Writing—review and editing: Yuehan Wu, Han Liu.

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Wu, Y., Wang, Y., Liu, H. et al. Mechanism of apoptosis in oral squamous cell carcinoma promoted by cardamonin through PI3K/AKT signaling pathway. Sci Rep 14 , 20802 (2024). https://doi.org/10.1038/s41598-024-71817-1

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Dental Laboratories Market By Equipment (Dental Radiology Equipment, Dental Lasers, Systems and Parts, Laboratory Machines, Hygiene Maintenance Devices, Others); By Product (Restorative Products, Orthodontic Products, Endodontic Products, Implant Products, Oral Care Products); By Geography – Growth, Share, Opportunities & Competitive Analysis, 2024 – 2032

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• Table Of Content

Market Overview

The Dental Laboratories Market is projected to grow from USD 58,611.00 million in 2024 to USD 88,594.36 million by 2032, reflecting a compound annual growth rate (CAGR) of 5.30%.

The Dental Laboratories Market is driven by the growing demand for advanced dental prosthetics and cosmetic dentistry, fueled by an aging population and increasing awareness of oral health. Technological advancements, such as digital dentistry and CAD/CAM systems, are enhancing the efficiency and precision of dental lab services. Additionally, the rise in dental tourism and the expanding reach of dental services in emerging markets are further contributing to market growth. As consumer expectations for aesthetic dental solutions increase, dental laboratories are focusing on innovation and quality to meet the evolving needs of patients and practitioners.

The Dental Laboratories Market is significantly led by North America and Europe. North America, particularly the United States, dominates the market with its advanced dental infrastructure, widespread adoption of digital dentistry technologies, and high demand for cosmetic procedures. Europe follows closely, driven by robust healthcare systems, increasing awareness of dental health, and strong demand for aesthetic dental solutions in countries like Germany, France, and the UK. Key players such as Dentsply Sirona, Straumann AG, and Danaher Corporation are pivotal in driving innovation and maintaining competitive market positions across these regions.

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Market Drivers

Technological advancements driving precision and efficiency.

Technological advancements are profoundly transforming the Dental Laboratories Market, particularly with the integration of CAD/CAM technology. For instance, the integration of CAD/CAM technology has revolutionized the industry by enabling faster, more accurate, and highly customized dental restorations. Computer-aided design and manufacturing have revolutionized the industry by enabling faster, more accurate, and highly customized dental restorations. This technology streamlines the production process, reducing the time required to deliver precise dental prosthetics. Additionally, the rise of 3D printing has opened up new possibilities for creating complex dental prosthetics and orthodontic appliances with unmatched precision and flexibility. The adoption of digital dentistry, including intraoral scanners and digital impressions, has further streamlined workflows and enhanced communication between dentists and dental laboratories, resulting in improved patient outcomes.

Aging Population and Dental Health Needs

The aging global population is another key factor fueling the demand for dental laboratory services. As people age, they are more likely to require various dental treatments, including dentures, bridges, and implants. For instance, government health reports have highlighted the increasing need for dental prosthetics among older demographics. This demographic shift is accompanied by an increase in disposable income among older adults, which further drives the demand for dental services. The growing need for restorative and prosthetic dental solutions among the elderly is prompting dental laboratories to expand their offerings and focus on developing products that cater to this segment of the population.

Rising Demand for Cosmetic Dentistry

The increasing demand for cosmetic dentistry is a significant driver in the Dental Laboratories Market. As consumers become more aware of the benefits of procedures such as veneers, dental implants, and teeth whitening, the desire for aesthetically pleasing dental restorations has grown. This shift in aesthetic preferences reflects a broader trend where individuals place a higher value on their appearance, driving the demand for high-quality, customized dental solutions. As a result, dental laboratories are continuously innovating to meet the growing expectations for cosmetic dental treatments, which are increasingly seen as an essential part of overall wellness and self-confidence.

Expanding Access to Dental Care and Specialization

Expanding access to dental care is significantly boosting the Dental Laboratories Market. Increased insurance coverage for dental services has made them more accessible to a broader population, encouraging more individuals to seek dental treatments. Additionally, government initiatives aimed at improving dental health infrastructure and programs have played a crucial role in enhancing access to care. Moreover, the trend towards increased specialization in dental laboratories is driving improvements in service quality and efficiency. Laboratories specializing in specific areas, such as orthodontics, prosthetics, and implant dentistry, can offer more tailored and advanced solutions, meeting the growing demand for specialized dental care with greater precision and expertise.

Market Trends

Sustainable practices and global competition.

Sustainability is becoming a key consideration in the Dental Laboratories Market, with a growing emphasis on eco-friendly materials and processes. For instance, dental laboratories are adopting sustainable materials that minimize environmental impact, reflecting a broader industry trend towards greener practices.  Dental laboratories are adopting sustainable materials that minimize environmental impact, reflecting a broader industry trend towards greener practices. Additionally, there are ongoing efforts to improve recycling and waste management within laboratories, as the industry recognizes the importance of reducing its ecological footprint. This focus on sustainability is increasingly important to both consumers and industry stakeholders, who are demanding more responsible and environmentally conscious practices. Concurrently, the market is experiencing increased global competition and outsourcing. To remain competitive, many dental laboratories are outsourcing work to regions with lower labor costs, which can offer cost-effective solutions for producing dental prosthetics and appliances. However, this globalization also introduces competition from international players, driving laboratories to continuously innovate and improve their offerings to maintain market share.

Integration with Dental Practices and Strategic Partnerships

The integration of dental laboratories with dental practices is another prominent trend shaping the market. Some dental practices are establishing in-house laboratories to improve efficiency, reduce turnaround times, and gain greater control over the production of dental restorations. This vertical integration allows practices to offer more seamless and comprehensive care, enhancing the patient experience. Additionally, dental laboratories are forming strategic partnerships with dental practices, creating synergies that benefit both parties. These partnerships enable laboratories to better understand the specific needs of dental practices and tailor their services accordingly. By working closely with dentists, laboratories can ensure that the dental restorations they produce meet the highest standards of quality and precision, ultimately leading to better patient outcomes and increased satisfaction. This trend towards integration and collaboration is helping to create more cohesive and efficient dental care ecosystems.

Market Challenges Analysis

Regulatory compliance and economic factors.

Regulatory compliance and economic factors also pose substantial challenges for the Dental Laboratories Market. Laboratories must navigate a complex regulatory environment, adhering to stringent safety, quality, and patient privacy regulations. For instance, dental laboratories must navigate a complex regulatory environment, adhering to stringent safety, quality, and patient privacy regulations. These regulations can vary by region and are subject to frequent changes, making it difficult for businesses to stay compliant without incurring additional costs. Failure to comply can result in penalties or loss of certification, further impacting business operations. Economic factors, such as recessions and inflation, add another layer of complexity. Economic downturns often lead to a decrease in demand for dental services as patients postpone elective procedures, directly affecting the workload and revenue of dental laboratories. Additionally, rising costs of materials, labor, and energy due to inflation can squeeze profit margins, making it harder for laboratories to sustain their operations, especially in an environment where competitive pricing is already a challenge.

Supply Chain Disruptions and Labor Shortages

Supply chain disruptions and labor shortages are further complicating the landscape for dental laboratories. Material shortages, particularly of key resources like metals and ceramics, can disrupt production schedules, leading to delays and increased costs. These disruptions are often exacerbated by global logistics challenges, which can delay the delivery of essential materials and finished products. Ensuring a steady supply chain is crucial for maintaining operational efficiency and meeting customer expectations. At the same time, dental laboratories are grappling with labor shortages, particularly in finding skilled technicians who are proficient in the latest technologies. The competition for talent is fierce, not only within the dental industry but across other sectors as well, making it difficult for laboratories to attract and retain skilled workers. This shortage of qualified personnel can limit a laboratory’s ability to expand services or adopt new technologies, further hindering growth and innovation.

Market Segmentation Analysis:

By equipment :.

The Dental Laboratories Market is segmented by equipment, including dental radiology equipment, dental lasers, systems and parts, laboratory machines, hygiene maintenance devices, and others. Dental radiology equipment, such as digital X-ray machines, is increasingly in demand due to the growing emphasis on accurate diagnostics. Dental lasers, known for their precision and efficiency, are also gaining popularity in various procedures, including soft tissue surgeries and cavity preparation. Systems and parts, which include essential components like CAD/CAM systems, play a crucial role in modern dental laboratories, enabling high precision and faster turnaround times. Laboratory machines, including milling units and 3D printers, are integral for creating dental prosthetics and restorations. Additionally, hygiene maintenance devices are critical for ensuring the sterility and cleanliness of the equipment used, directly impacting patient safety and treatment outcomes.

By Product:

The market is also segmented by product, encompassing restorative, orthodontic, endodontic, implant, and oral care products. Restorative products, such as crowns, bridges, and dentures, represent a significant portion of the market, driven by the increasing prevalence of dental caries and the aging population. Orthodontic products, including braces and aligners, are in high demand due to the growing awareness and desire for aesthetically pleasing dental solutions. Endodontic products, vital for root canal treatments, are essential in preserving natural teeth and preventing extractions. Implant products, which include dental implants and abutments, are experiencing rapid growth as more patients seek long-term solutions for tooth replacement. Oral care products, covering a range of preventive and maintenance items, continue to see steady demand as consumers prioritize oral hygiene and preventive care. The diversity in product offerings allows dental laboratories to cater to various dental needs, enhancing patient satisfaction and driving market growth.

Based on Equipment:

• Dental Radiology Equipment
• Dental Lasers
• Systems and Parts
• Laboratory Machines
• Hygiene Maintenance Devices

Based on Product:

• Restorative Products
• Orthodontic Products
• Endodontic Products
• Implant Products
• Oral Care Products

Based on the Geography:

• Rest of Europe
• South Korea
• South-east Asia
• Rest of Asia Pacific
• Rest of Latin America
• GCC Countries
• South Africa
• Rest of the Middle East and Africa

Regional Analysis

North america.

North America holds a dominant position in the Dental Laboratories Market, accounting for approximately 40% of the global market share. This leadership is driven by the region’s advanced healthcare infrastructure, high adoption of cutting-edge dental technologies, and strong demand for cosmetic and restorative dental procedures. The United States, in particular, is a key market, with significant investments in dental research and development, widespread insurance coverage for dental services, and a growing aging population requiring dental care. Additionally, the presence of major dental equipment manufacturers and dental laboratories in North America further bolsters the region’s market position. The increasing focus on digital dentistry, including CAD/CAM systems and 3D printing, is also propelling market growth in this region.

Europe follows closely, holding around 30% of the global Dental Laboratories Market share. The region’s market is characterized by a strong emphasis on dental health, supported by well-established healthcare systems and a high level of public awareness about dental care. For instance, a survey by the European Federation of Dental Laboratory Owners revealed that a substantial number of dental laboratories in Europe have invested in digital workflow technologies. Countries like Germany, France, and the United Kingdom are at the forefront, driven by a robust demand for advanced dental restorations and cosmetic dentistry. The aging population in Europe, coupled with increasing disposable income, is further driving the demand for dental services and products. Additionally, Europe’s stringent regulatory framework ensures high standards of safety and quality in dental laboratory practices, which contributes to the growth and reliability of the market in this region. The ongoing trend toward digitalization and the adoption of innovative dental technologies are expected to sustain Europe’s position as a key player in the global Dental Laboratories Market.

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Key player analysis.

• Bego GmbH & Co. Kg
• Champlain Dental Laboratory, Inc.
• Danaher Corporation
• Dentsply Sirona
• Envista Holdings Corporation
• GC Corporation
• Henry Schein, Inc.
• Ivoclar Vivadent AG
• Knight Dental Design
• Mitsui Chemicals, Inc.
• National Dentex Corporation
• Planmeca OY
• Septodont Holding
• Straumann AG
• 3M Health Care
• Ultradent Products, Inc.
• Zimmer Biomet Holdings, Inc.

Competitive Analysis

The competitive landscape of the Dental Laboratories Market is characterized by the strong presence of leading players such as Dentsply Sirona, Straumann AG, Danaher Corporation, 3M, and Henry Schein, Inc. These companies are focused on expanding their product portfolios through innovation in digital dentistry technologies, such as CAD/CAM systems, 3D printing, and advanced dental materials. They are also investing heavily in research and development to enhance the precision and efficiency of dental restorations and orthodontic appliances. Strategic acquisitions and partnerships are common strategies employed by these market leaders to strengthen their global footprint and access new markets. Despite the dominance of these large companies, the market also includes smaller, specialized players who contribute to the diversity and innovation within the industry, particularly in niche areas like dental implants and aesthetic dentistry. The ongoing competition drives continuous improvement and technological advancement, benefiting the overall growth and evolution of the market.

Recent Developments

• In February 2024, A-dec announced the launch of A-dec Certified Pre-Owned Equipment.
• In June 2023, A-dec launched its first-ever digitally connected delivery systems: the A-dec 500 Pro and A-dec 300 Pro.
• In April 2024, Bego announced the launch of the Semados® Esthetic Line.
• In July 2024, Danaher announced the launch of two new Clinical Laboratory Improvement Amendments (CLIA) and College of American Pathologists (CAP)-certified labs intended to accelerate the development of Companion Diagnostics (CDx) and Complementary Diagnostics (CoDx).
• In April 2024, Henry Schein completed the acquisition of a majority interest in TriMed, Inc.

Market Concentration & Characteristics

The Dental Laboratories Market exhibits moderate to high market concentration, with several key players dominating a significant portion of the market. Companies such as Dentsply Sirona, Straumann AG, and Danaher Corporation hold substantial market shares due to their extensive product portfolios, strong brand recognition, and global distribution networks. These leaders are characterized by their focus on innovation, particularly in the integration of digital technologies like CAD/CAM and 3D printing, which enhance the precision and efficiency of dental restorations. The market also features a diverse range of smaller, specialized laboratories that contribute to the industry by focusing on niche segments, such as custom dental implants and cosmetic dentistry. Despite the presence of these smaller players, the competitive landscape is heavily influenced by the leading companies, which set the pace for technological advancements and industry standards. The market’s concentration is further shaped by strategic partnerships, mergers, and acquisitions, which allow dominant players to expand their reach and solidify their positions.

Report Coverage

The research report offers an in-depth analysis based on Equipment , Product and Geography . It details leading market players, providing an overview of their business, product offerings, investments, revenue streams, and key applications. Additionally, the report includes insights into the competitive environment, SWOT analysis, current market trends, as well as the primary drivers and constraints. Furthermore, it discusses various factors that have driven market expansion in recent years. The report also explores market dynamics, regulatory scenarios, and technological advancements that are shaping the industry. It assesses the impact of external factors and global economic changes on market growth. Lastly, it provides strategic recommendations for new entrants and established companies to navigate the complexities of the market.

Future Outlook

• The Dental Laboratories Market is expected to grow steadily, driven by advancements in digital dentistry and CAD/CAM technology.
• Increasing demand for cosmetic dentistry will continue to boost market expansion.
• 3D printing will play a larger role in creating complex dental restorations and orthodontic appliances.
• Aging populations worldwide will drive higher demand for dentures, implants, and other restorative dental products.
• Dental laboratories will focus more on sustainability, adopting eco-friendly materials and practices.
• The market will see greater integration of digital tools, improving collaboration between dentists and laboratories.
• Globalization and outsourcing will continue to increase competition, especially from cost-effective regions.
• Regulatory requirements will become more stringent, necessitating higher compliance costs and improved quality control.
• Innovation in dental radiology and laser equipment will enhance the precision and efficiency of laboratory processes.
• Strategic partnerships and acquisitions will be key strategies for leading players to expand market share and technological capabilities.

1. Introduction

1.1. Report Description

1.2. Purpose of the Report

1.3. USP & Key Offerings

1.4. Key Benefits for Stakeholders

1.5. Target Audience

1.6. Report Scope

1.7. Regional Scope

2. Scope and Methodology

2.1. Objectives of the Study

2.2. Stakeholders

2.3. Data Sources

2.3.1. Primary Sources

2.3.2. Secondary Sources

2.4. Market Estimation

2.4.1. Bottom-Up Approach

2.4.2. Top-Down Approach

2.5. Forecasting Methodology

3. Executive Summary

4. Introduction

4.1. Overview

4.2. Key Industry Trends

5. Global Dental Laboratories Market

5.1. Market Overview

5.2. Market Performance

5.3. Impact of COVID-19

5.4. Market Forecast

6. Market Breakup by Equipment

6.1. Dental Radiology Equipment

6.1.1. Market Trends

6.1.2. Market Forecast

6.1.3. Revenue Share

6.1.4. Revenue Growth Opportunity

6.2. Dental Lasers

6.2.1. Market Trends

6.2.2. Market Forecast

6.2.3. Revenue Share

6.2.4. Revenue Growth Opportunity

6.3. Systems and Parts

6.3.1. Market Trends

6.3.2. Market Forecast

6.3.3. Revenue Share

6.3.4. Revenue Growth Opportunity

6.4. Laboratory Machines

6.4.1. Market Trends

6.4.2. Market Forecast

6.4.3. Revenue Share

6.4.4. Revenue Growth Opportunity

6.5. Hygiene Maintenance Devices

6.5.1. Market Trends

6.5.2. Market Forecast

6.5.3. Revenue Share

6.5.4. Revenue Growth Opportunity

6.6. Others

6.6.1. Market Trends

6.6.2. Market Forecast

6.6.3. Revenue Share

6.6.4. Revenue Growth Opportunity

7. Market Breakup by Product

7.1. Restorative Products

7.1.1. Market Trends

7.1.2. Market Forecast

7.1.3. Revenue Share

7.1.4. Revenue Growth Opportunity

7.2. Orthodontic Products

7.2.1. Market Trends

7.2.2. Market Forecast

7.2.3. Revenue Share

7.2.4. Revenue Growth Opportunity

7.3. Endodontic Products

7.3.1. Market Trends

7.3.2. Market Forecast

7.3.3. Revenue Share

7.3.4. Revenue Growth Opportunity

7.4. Implant Products

7.4.1. Market Trends

7.4.2. Market Forecast

7.4.3. Revenue Share

7.4.4. Revenue Growth Opportunity

7.5. Oral Care Products

7.5.1. Market Trends

7.5.2. Market Forecast

7.5.3. Revenue Share

7.5.4. Revenue Growth Opportunity

8. Market Breakup by Region

8.1. North America

8.1.1. United States

8.1.1.1. Market Trends

8.1.1.2. Market Forecast

8.1.2. Canada

8.1.2.1. Market Trends

8.1.2.2. Market Forecast

8.2. Asia-Pacific

8.2.1. China

8.2.2. Japan

8.2.3. India

8.2.4. South Korea

8.2.5. Australia

8.2.6. Indonesia

8.2.7. Others

8.3. Europe

8.3.1. Germany

8.3.2. France

8.3.3. United Kingdom

8.3.4. Italy

8.3.5. Spain

8.3.6. Russia

8.3.7. Others

8.4. Latin America

8.4.1. Brazil

8.4.2. Mexico

8.4.3. Others

8.5. Middle East and Africa

8.5.1. Market Trends

8.5.2. Market Breakup by Country

8.5.3. Market Forecast

9. SWOT Analysis

9.1. Overview

9.2. Strengths

9.3. Weaknesses

9.4. Opportunities

9.5. Threats

10. Value Chain Analysis

11. Porters Five Forces Analysis

11.1. Overview

11.2. Bargaining Power of Buyers

11.3. Bargaining Power of Suppliers

11.4. Degree of Competition

11.5. Threat of New Entrants

11.6. Threat of Substitutes

12. Price Analysis

13. Competitive Landscape

13.1. Market Structure

13.2. Key Players

13.3. Profiles of Key Players

13.3.1. A-dec Inc.

13.3.1.1. Company Overview

13.3.1.2. Product Portfolio

13.3.1.3. Financials

13.3.1.4. SWOT Analysis

13.3.2. Bego GmbH & Co. Kg

13.3.3. Champlain Dental Laboratory, Inc.

13.3.4. Danaher Corporation

13.3.5. Dentsply Sirona

13.3.6. Envista Holdings Corporation

13.3.7. GC Corporation

13.3.8. Henry Schein, Inc.

13.3.9. Ivoclar Vivadent AG

13.3.10. Knight Dental Design

13.3.11. Mitsui Chemicals, Inc.

13.3.12. National Dentex Corporation

13.3.13. Planmeca OY

13.3.14. Septodont Holding

13.3.15. Straumann AG

13.3.16. 3M Health Care

13.3.17. Ultradent Products, Inc.

13.3.18. Zimmer Biomet Holdings, Inc.

14. Research Methodology

Frequently Asked Questions:

The market growth is driven by the increasing demand for advanced dental prosthetics and cosmetic dentistry, fueled by an aging population and greater awareness of oral health. Technological advancements, such as digital dentistry and CAD/CAM systems, also contribute significantly to enhancing the efficiency and precision of dental lab services.

The key segments within the market include equipment such as dental radiology equipment, dental lasers, systems and parts, laboratory machines, hygiene maintenance devices, and others. By product, the market includes restorative products, orthodontic products, endodontic products, implant products, and oral care products.

Major players in the market include Dentsply Sirona, Straumann AG, Danaher Corporation, 3M, and Henry Schein, Inc., all of whom lead the market with innovative products and extensive global reach.

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