A lecturer has twenty minutes to introduce the knee before students move into a practical class. The existing slides contain useful anatomy, two examination videos and a rehabilitation chart. Asking AI to shorten everything may produce fewer words, but it leaves the harder question unanswered: what should students be able to do when they leave?

That question belongs at the start of an AI presentation workflow. Once the educator has answered it, software can help arrange material, suggest slide divisions and expose gaps. Here is how that process could work for a musculoskeletal lesson.

Decide what the practical class needs

For this example, suppose students must identify the major knee structures and explain why their location matters during examination. Detailed rehabilitation protocols can wait for another session.

Now choose a final question: “Point to the structure of this image and explain its relevance to the examination we have just discussed.” If a proposed slide does not prepare students for that task, consider whether it belongs in the lesson.

An experienced clinical group would need a different endpoint. You might ask them to explain which additional information would change their interpretation of a case. Reuse the anatomical material where appropriate; change the task and the amount of explanation.

Give the software a usable brief

Collect the notes and references you intend to teach from. Record publication dates and check that any clinical guidance remains applicable. Upload only material you are permitted to share with the service.

An educator can use Decksy AI presentation software to turn this outline into an initial slide deck. Include the audience, session length and approved source material in the brief. Review the proposed order before you spend time on colours or fonts. You still need to confirm the medical details, remove unsuitable additions and adapt the presentation to the course objectives.

A brief for the knee session might specify:

Six teaching slides, followed by a question and a recap.
An anatomy image placeholder with room for readable labels.
A clear separation between anatomy and its clinical application.
No invented references; flag information absent from the supplied notes.

Read the draft as an outline first. If a case question assumes knowledge that appears three slides later, move the explanation forward or change the question.

Check the anatomy at full size

A diagram is part of the lesson, not decoration. Open the original image and inspect its orientation, labels and anatomical relationships against your reference. Then inspect it again inside the slide: a correct illustration becomes less useful when its labels shrink beyond recognition.

Knee joint anatomy. Source: OpenStax College, via Wikimedia Commons. CC BY 3.0. Unmodified.

For the first pass, direct attention to a few relevant structures. Later, return to the same view and ask students to locate them without help. Familiarity with the image lets the question become more demanding without an unnecessary change of viewpoint.

AI-generated anatomy needs particular care. A plausible appearance does not establish accuracy. Prefer a verified illustration when the lesson depends on exact attachment sites or spatial relationships, and preserve the required source credit.

Change the question as learners progress

“Make this more advanced” is a vague instruction. Specify what students should do with the information instead.

Topic	First encounter	Later application
Joint anatomy	Locate structures on a diagram	Explain their relationship to movement
Common injuries	Relate a supplied mechanism to anatomy	Identify missing information in a case
Physical examination	Explain a procedure’s purpose	Interpret findings alongside the history
Rehabilitation	Describe the stated goals	Justify progression from supplied criteria

A physiotherapy instructor could request two versions of a case question from the same approved notes. Extra terminology does not necessarily produce a better question, and a longer case may simply bury the relevant information.

Leave room for an answer

Imagine a slide that presents a fictional ankle injury, lists the likely explanation and immediately gives the assessment plan. Students have little left to work out. Separate the case from the explanation.

Start with the details needed for one decision. Ask, “What would you want to establish next, and why?” Allow discussion before you reveal the educator-reviewed response. Check alternative answers as carefully as the preferred one; an obviously implausible distractor tests recognition rather than reasoning.

Label invented cases as fictional. For clinical examples drawn from practice, follow institutional approval and confidentiality procedures. A removed name does not eliminate identifying details from an image, date or unusual history. Public presentation tools should not receive identifiable patient records.

Source: Original editorial diagram created for this article. The review can lead back to a revised brief.

Audit the claims before the design

An AI draft can introduce a confident statement that was never present in your notes. Compare the clinical content with the sources you actually supplied. Open each reference and confirm that it supports the associated claim.

The World Health Organization’s guidance on generative AI in health identifies inaccurate outputs and automation bias among the risks. In practical terms, an attractive slide still needs the same scrutiny as a rough set of notes.

For rehabilitation content, check the population, intervention and conditions behind each recommendation. Do not let a conditional recommendation become a universal timetable during summarisation. If evidence is uncertain, the slide should retain that uncertainty.

Only then refine the layout. Give the main image enough space, move detailed explanations into accessible notes and remove text you intend to explain aloud. Check image licences individually: permission to view a resource is not necessarily permission to republish it.

Rehearse the exported file

Open the version students will see, preferably on the intended display. Test videos, inspect labels from a distance and allow time for questions.

Before class, make four final checks:

Each objective has a corresponding explanation or activity.
Clinical claims and references have received expert review.
Images have appropriate permissions and complete credits.
Patient information and institutional AI requirements are addressed.

After the session, note where students hesitated. Was the diagram unclear, was a term unfamiliar, or did the case demand knowledge you had not introduced? Revise that part of the lesson before you reuse the deck. Those observations provide a better brief for the next draft than another request to make the slides more engaging.
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