STUDY OBJECTIVE: We empirically identify those aspects that make an effective lecture according to both quantitative and qualitative assessments of the opinions of a select group of emergency medicine educators. METHODS: The authors worked collaboratively with the Educational Meetings Committee of the American College of Emergency Physicians (ACEP) to distribute surveys to 150 participants identified as exemplary lecturers in emergency medicine. These participants had been rated in the top 10% of all lecturers by ACEP's Educational Meetings Committee, according to audience evaluations. Respondents quantitatively rated the importance of a set of strategies for the design/organization and delivery of a lecture. Additional qualitative responses were elicited from semistructured, open-ended questions that were used to identify conceptual themes and subcategories of major themes. RESULTS: One hundred fifty surveys were sent. Seventy-four (49%) of the surveys were returned, of which 67 (45%) were analyzed. Quantitative results revealed the top 3 categories of importance about design/organization (having a manageable scope of content for the allotted time, having clear objectives, and using case-based scenarios) and the top 3 categories of importance about delivery (knowledge of slides/material, having passion/enthusiasm, and interaction with the audience). Qualitative results revealed 5 thematic concepts from the analysis of 281 statements: delivery, vehicle, content, preparation, and uncontrollables, in order of descending importance according to our results. Under the category 'delivery,' the subcategory 'engaging' was the most frequently endorsed quality. 'Relevance,' under the category 'content,' was the second most endorsed quality of all the statements obtained. CONCLUSION: Quantitative and qualitative findings indicate that a specific and directed structure, a lecturer's knowledge base, and confidence and enthusiasm for the material are key components in the development of an effective lecture. These self-reported findings help describe strategies of exemplary emergency medicine lecturers that can be considered by faculty, residents, and other presenters. [ABSTRACT FROM AUTHOR]