Sir, the use of microteaching is well-documented as a technique used to prepare teachers for the real classroom and allows for systematic training and experimentation in desired teacher behaviours.1 Microteaching has made an impact in various areas of education, including the health sciences.2 Today's university educators are also expected to be able to utilise twenty-first century technologies in their classrooms as they facilitate the learning of millennials who appreciate the use of innovative technologies to enhance the teaching and learning experience. Healthcare providers such as dental surgeons, paediatricians or other health professionals can also use these technologies in their practices as they seek to educate clients on various healthcare topics.

We employed Prezi as a presentation tool for the microteaching activity of the Certificate in University Teaching and Learning (CUTL) postgraduate course offered to faculty members by the University of the West Indies (UWI), Mona. Prezi was chosen as an alternative to PowerPoint as it allowed for a graphic detailing of the outline of the lesson and seamless inclusion of the embedded videos and vox-pop interviews.3 The presentation was delivered to a group of peers under the supervision of the facilitator of the Teaching with Technology module. The microteaching consisted of a 15 minute lecture presented by both authors, each focusing on their area of specialty (dentistry and paediatrics). Opportunity was given at the end for questions from the peer audience who were also asked to give written feedback.

The ADDIE model of instructional design (representing the phases of Analysis, Design, Development, Implementation, and Evaluation) was integrated in the discussed lesson plan. The lesson focused on the Public Health topic titled Periodontitis, Pregnancy and Preterm Birth (BC's Triple P), with content on periodontal/gum disease in pregnancy and its influence in causing preterm birth. Feedback from peer evaluators indicated that the content was educational and provided information that lay persons would find useful. Constructive criticism included suggestions such as using more class interaction and the use of simpler terms geared toward lay persons. There was also helpful feedback on the quality of the audio and visual technology embedded in the presentation.