teaching+psychomotor+skills

teaching and learning =Teaching psychomotor skills = This page is about teaching people how to do something practical - often with their hands. Its focus is on teaching this is a formal educational session - it must be stressed that mastery of a psychomotor skill will require much more practice after the session and the need for supervision/feedback should be stressed to learners.

Top Tip
(courtesy of "Woody") If possible let the person learning look over your shoulder while you demonstrate or perform a skill - this will allow them to see what it should look like from their perspective when they do it.

The 4 stage Technique
More detail is given in the links below but in summary: 1 Demonstrate the skill, as quickly as it is normally done, but without providing a commentary 2 Demonstrate the skill, slowly, and while exlpaining what you are doing, how and why 3 Repeat the slow demonstration, but this time with the commentary coming from one of the learners 4 Each of the learners practices under supervision

It is crucial that in the final stage, learners' mistakes are pointed out, advice given on how to avoid rrepeating these, and the learner encouraged to prcatice again until able to demonstrate the skill satisfactorily.

Relation of 4 stage technique to set-dialogue-closure sructure
These four stages would comprise the dialogue part of a "set-dialogue-closure" structure.

Set
<span style="font-family: Georgia,serif;">Preparation of all equipment (check it works!) <span style="font-family: Georgia,serif;">Instructor review of key objectives and key components of the skill <span style="font-family: Georgia,serif;">Instructor practice with equipment to ensure they are competent to demonstrate the skill <span style="font-family: Georgia,serif;">Determine the best place for instructor and learners (e.g. if outdoors ensure the sun will not dazzle the learners) <span style="font-family: Georgia,serif;">Ensure learners appreciate relevance of skill to them and relevant cognitive components (e.g. indications and contraindications to using the skill) <span style="font-family: Georgia,serif;">Outline the 4 stage technique so learners know what is coming

<span style="font-family: Verdana,Geneva,sans-serif;">Closure
<span style="font-family: Georgia,serif;">Identify persistent flaws in learners' techniques and identify opportunities for further practice <span style="font-family: Georgia,serif;">Seek questions and answer these <span style="font-family: Georgia,serif;">Summarise with key points

diagram showing stages of clinical skill learning - from [|presentation]by Dr Reg Dennick



<span style="font-family: Georgia,serif;">[|4 stage technique] <span style="font-family: Georgia,serif;">[|teaching and learning practical skills] <span style="font-family: Georgia,serif;"> Variation of 4 stage technique: teaching psychomotor skill.pdf <span style="font-family: Georgia,serif;"> [|Teaching skills]

<span style="font-family: Georgia,serif;">[|Discussion] of 4 stage technique with links to research that failed to find it superior <span style="font-family: Georgia,serif;">[|psychomotor domain of Bloom's taxonomy] <span style="font-family: Georgia,serif;">[|psychomotor domain definitions and verbs]

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