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Psychomotor Learning

Psychomotor Learning. Kun Huang, PhD Vanneise Collins, Ph.D. Center for Learning & Development UNT Health Science Center. What are some unique challenges in OMT training?. Issues & challenges. Lack of application of psychomotor learning theories and empirical research

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Psychomotor Learning

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  1. Psychomotor Learning Kun Huang, PhD Vanneise Collins, Ph.D. Center for Learning & Development UNT Health Science Center

  2. What are some unique challenges in OMT training?

  3. Issues & challenges • Lack of application of psychomotor learning theories and empirical research • Traditional approach (demonstration followed by paired practice) lacks feedback • Teaching fine motor skills • Low reliability among instructors/ examiners

  4. What are psychomotor skills?

  5. Psychomotor skills Psycho Motor

  6. How are psychomotor skills developed?

  7. Stages of psychomotor skills Novice Expert

  8. How to support psychomotor learning at each developmental stage?

  9. Supporting psychomotor learning

  10. Supporting psychomotor learning Conceptualization Visualization Verbalization Practice Feedback

  11. Critical element: Practice Massed practice ? Spaced practice

  12. Massed vs. spaced practice

  13. Critical element: Practice Whole practice ? Part practice

  14. Whole vs. part practice

  15. Critical element: Feedback • Internal visual, auditory, and proprioceptive sensations • Experts can “read” such feedback and rely a great deal on it • Novices often cannot rely on it • Provide specific and timely feedback • Feedback should not be given prematurely; focus on actual observations • Provide intermittent instead of constant feedback • Intrinsic • Knowledge of results • Augmented • Novices often rely on augmented feedback provided by experts • Instructor should teach what to look for

  16. Can we establish a consistent, structured training approach?

  17. “ The standardization of the grading on practical exams, is quite important but the process begins at the tables in the OMT labs. It is during this time that what is being taught and how it is being taught has to be standardized amongst table trainers in order to have clear expectations and objectives for grading on the practical exam. ” Rapacciuolo, Channell, & Cooley(2013)

  18. Five-step process in psychomotor training • Overview: why the skill is needed and how it is used in the delivery of care • Silent demonstration • Repeat the procedure but explain in detail • Students verbally describe the procedure • Student perform the skill with preceptor feedback George & Doto(2001).

  19. Simplified model in teaching psychomotor skills • Introductory Phase • Practice • Phase • Perfecting • Phase • Prepare students for learning the skill • Provide information about the skill • Require analysis of the skill • Require practice of the skill • Observe student practice and prompt when needed • Provide feedback when needed • Require precision performance • Observe and prompt on details • Provide feedback on fine points Beal (1991)

  20. Do’s and Don’ts for examiners • Watch & discuss videos showing contrasting examiner behaviors • Compile discussions into do’s and don’ts • Workshop held before every final practical Beal(1991)

  21. Standardizing training/ assessment Rapacciuolo, Channell& Cooley (2013)

  22. Consensus training • Evaluate subjects, discuss findings and reach consensus • Consensus training significantly improved inter-observer reliability Degenhardt, Snider, Snider & Johnson (2005)

  23. References & resources • Aubin, A., Gagnon, K., & Morin, C. (2013). The seven-step palpation method: A proposal to improve palpation skills. International Journal of Osteopathic Medicine, doi:10.1016/j.ijosm.2013.02.001. • Beal, M. (1991). The principles of palpatory diagnosis and manipulative technique. Newark, Ohio: American Academy of Osteopathy. • Browning, S. (2010). Teaching osteopathic students technique: using research to identify good teaching practice. International Journal of Osteopathic Medicine, 13, 70-73. • Degenhardt, B., Snider, K., Snider, E., & Johnson, J. (2005). JAOA, 105 (10), 465-473. • George, J., & Doto, F. (2001). A simple five-step method for teaching clinical skills. Family Medicine, 33(8), 577-578. • Kaufman, H., Wiegand, R., & Tunick, R. (1987). Teaching surgeons to operate – Principles of psychomotor skills training. Acta Neurochir (Wien), 87(1-2):1-7. • Rapacciuolo, J., Channell, M., & Cooley, D. (2013). Standardizing the osteopathic practical. International Journal of Osteopathic Medicine, doi:10.1016/j.ijosm.2013.03.001. • Sullivan, M., & Baker, C. (2010). Employ a structured approach to teaching psychomotor skills to enhance learner performance. American College of Surgeons Residency Assist Page, http://www.facs.org/education/rap/sullivan1210.html.

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