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Gesner, MA, NREMT-P     MMM̙80___PPT10.L$@/ [ . & P (    S bՁ0e0e?Title 6"ôPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!JRdrs/shapexml.xmlTMo9 /Aun2#]=Z#qKJaQ4>ؤII仺޷蜏> 92]ݟ]r"ٟ\[l7!l0F?+4Z:V  һ.Yn阬s>Nm -A v}J08Wpw6;bD "W<Уv³E(pDGdz~1~l  L鏢]aF^*.ʱ7w IZ+pL6CX6;]G;THBn53(dq/=9@>dc3r1ڹҜ֜:>!,ٲ+j󲹵e>g.oSl4vH uKMPkU-K=RuHoctJ-e݇k H+"Py[-&ut8lo9͍ix-zӄeGbˮx9Xy@Q7L݆ x\/dv۵5e"+ιg_ 7ǾG6q2t9$i[mhqǕOſ4i/R $E3o\ qi!ӆD#Քy$%aDHDӈ* MtPUMJչGs[Y-i."I *"^};nۻgQEG1 trWLsNR'SͥX(SF&hz; PK!drs/downrev.xmlDN0EH5Hl!hC݊lX!vxqj&XrtG޳\{ul nQ}yAsL `:>Zb7 !G&>2Ն,뉳;17v<.ŖS U/K3UdۅR'5Hc~_/I+i{x(} d(PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!JR)drs/shapexml.xmlPK-!drs/downrev.xmlPK   WCognitive Goals      x`bՁ0e0e?Rectangle 4   Define psychomotor skills. Explain the relationship between cognitive and affective objectives to psychomotor objectives. Describe teaching methods appropriate for learning a psychomotor skill.    MMM̙y___PPT10Y+D=' = @B +" [   p (    S bՁ0e0e?Title 6"öPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ohKTdrs/shapexml.xmlTMo9 /Aun2#]=Z#qKJaQ4>ؤII仺޷蜏> 92]ݟ]r"ٟ\[l7!l0F?+4Z:V  һ.Yn阬s>.GCdPAA,L=$',F@ݰlJ (1 t2=OS6VAGQή`d}/[sTw󛻄$A8d!},d@di$!YߚNIm}qvʸΞ GIUjh2·L\qǑ8vng+5Up<+Z ]؊R|XgY؀1v h sKEx ) ƲC-E,hRfҲ/o6ID"Zm# Fiqib/Mj'%Icli0Wabfȴ!H5+ )8hI'%<4 Hh:TbS?RurVKڦ 8H-Gh悊|ńnnuTQoQ@~?S!需Iisaƾ-a-~ $~PK!74drs/downrev.xmlDN0EH5Hli u+BaRMqj&Xڌr`>V\+ؽ k,#yجOOVi;pNmEPABIˆ cWYg0jn:HKi`Ow /fx+_M5٣Kƛk^/I+Xeԩku>S/Q7\PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!ohKT)drs/shapexml.xmlPK-!74drs/downrev.xmlPK   WCognitive Goals      xbՁ0e0e?Rectangle 3   Describe classroom activities used to teach and practice psychomotor skills. List methods to enhance the experience of psychomotor skill practice in the classroom.    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PART: The instructor demonstrates the skill again, step-by-step, explaining each part in detail. WHOLE: The instructor demonstrates the entire skill, beginning to end, without interruption and usually without commentary..< M <M   MMM̙80___PPT10.&p]"2[ `r(  `, `  x^Ձ0e0e?Rectangle 2   `Whole-Part-Whole Technique    `  x^Ձ0e0e?Rectangle 3   :This technique provides an accurate example of the skill done in repetition. If students were not completely focused on the skill demonstration one time there are two other opportunities for them to watch the presentation.*M  M   MMM̙80___PPT10.&P#]"R[ d(  d, d  xp^Ձ0e0e?Rectangle 2   `Whole-Part-Whole Technique   & d  x^Ձ0e0e?Rectangle 3   ZThis technique provides a rationale for how the skill has been performed. Students may or may not be allowed to interject questions as the demonstration is going on, but generally discussion is allowed during the middle, step-by-step  part demonstration.*J  J   MMM̙80___PPT10.&QE]"K[ h(  h, h  xа^Ձ0e0e?Rectangle 2   `Whole-Part-Whole Technique    h  x^Ձ0e0e?Rectangle 3   SThis technique works well for both analytic and global learners Analytic learners appreciate the step-by-step presentation and global learners appreciate the overview. Module 7: Learning Styles has more information on analytic and global learners.*@  @   MMM̙80___PPT10.&c]""[ zlb(  lU l  x0^Ձ0e0e?Rectangle 2   AProgressing Through Levels of Skill Acquisition: Novice to ExpertB B(B   l  x^Ձ0e0e?Rectangle 3   Allow students to progress at their own pace. If you move students too quickly they may not understand what they are doing and will not acquire good thinking skills.*. x .x   MMM̙80___PPT10.& <"^[ p(  pU p  x^Ձ0e0e?Rectangle 2   AProgressing Through Levels of Skill Acquisition: Novice to ExpertB B(B    p  x0^Ձ0e0e?Rectangle 3   =Although the demonstration may provide information on the performance of the entire skill from start to finish, students should be allowed to learn the individual parts of the skill before pulling it all together and demonstrating the whole skill.    MMM̙80___PPT10.& <"[ zrtZ(  tU t  xP^Ձ0e0e?Rectangle 2   AProgressing Through Levels of Skill Acquisition: Novice to ExpertB B(B   t  x`^Ձ0e0e?Rectangle 3   Students should master individual skills before placing them in context of a scenario or simulation. Students should be allowed ample time to practice a skill before being tested.    MMM̙80___PPT10.&`˩"[ +#x (  xU x  x^Ձ0e0e?Rectangle 2   AProgressing Through Levels of Skill Acquisition: Novice to ExpertB B(B  v x  x^Ձ0e0e?Rectangle 3   dThe need for constant direct supervision should diminish as practice time and skill level increases.e ee   MMM̙80___PPT10.&`˩"[ NF|.(  |. |  x ^Ձ0e0e?Rectangle 2   bFrom Novice to Mastery Level    |  x^Ձ0e0e?Rectangle 3   Demonstrate the skill to students. Students practice using a skills check sheet. Students memorize the steps of the skill until they can verbalize the sequence without error.    MMM̙80___PPT10.&"[ w_(  .   x^Ձ0e0e?Rectangle 2   bFrom Novice to Mastery Level      xP^Ձ0e0e?Rectangle 3   %Students perform the skill stating each step as they perform it. Students perform the skill while answering questions about their performance. Students perform the skill in context of a scenario or actual patient situation.    MMM̙80___PPT10.&"n[ (  9   x@^Ձ0e0e?Rectangle 2   m%Providing Feedback During Development& &(&  5   x`^Ձ0e0e?Rectangle 3   i#Interrupt and correct the wrong behavior in beginners to prevent mastery (muscle memory) of the wrong technique. Practice sessions should end on a correct performance or demonstration of the skill. Allow advanced students to identify and correct their own mistakes under limited supervision.$ $$   MMM̙80___PPT10.&x"[ TL 4(  9   x^Ձ0e0e?Rectangle 2   m%Providing Feedback During Development& &(&     x^Ձ0e0e?Rectangle 3   }Adult learners need encouragement and positive feedback to reinforce the correct behaviors. Adult learners need good role models of correct technique. Primary instructors, secondary instructors, skills instructors, clinical faculty and preceptors are all important in developing students and these individuals should be carefully selected for suitability to their individual roles.@\ ;  \;~   MMM̙80___PPT10.&x"[ PH00(  9   x^Ձ0e0e?Rectangle 2   m%Providing Feedback During Development& &(&     xP^Ձ0e0e?Rectangle 3   Allow adults to develop their own style of the standard technique after mastery has been achieved. There are numerous ways to do things right. Focus on what is considered medically acceptable behaviors instead of demanding rote performance or parroted skills. Spend time helping students develop high level thinking skills so they can differentiate between options and adequately solve problems..c Z) Zc)   MMM̙80___PPT10.&x"6[ @v(  ?   x^Ձ0e0e?Rectangle 2   s+Improving Development During Skills Session, ,(,     x^Ձ0e0e?Rectangle 3   +Have all necessary equipment set up before session begins. Use realistic and current equipment that is in proper working order. Use standardized skills sheets. Allow ample practice time in class, at breaks and during other times.    MMM̙80___PPT10.&u3"[ vnPV(  ?   x^Ձ0e0e?Rectangle 2   s+Improving Development During Skills Session, ,(,     x^Ձ0e0e?Rectangle 3   Always model correct psychomotor skills behavior. Keep students active and involved. Insist students respect equipment and skills. Ensure competence in the individual skills before using scenarios.    MMM̙80___PPT10.&u3"m[ `(  O   x`^Ձ0e0e?Rectangle 2   ;Improving Development During Skills Session: Adding Realism< <(<     x^Ձ0e0e?Rectangle 3   RPlace need for skill in context with a real life scenario or simulation. Limit objectives of the scenario to three learning points. As students become more sophisticated using critical thinking skills you can add more dimensions to the scenarios.* s s   MMM̙80___PPT10.&u3"[ $p(  O   x`^Ձ0e0e?Rectangle 2   ;Improving Development During Skills Session: Adding Realism< <(<  u   x^Ձ0e0e?Rectangle 3   cMake the scenario realistic. Use actual equipment. Consider moulage, props, background noises, etc.d dd   MMM̙80___PPT10.&u3"r[ (  /   x^Ձ0e0e?Rectangle 2   cMaximizing Skill Session Time   C   x^Ձ0e0e?Rectangle 3   wAssign students in a skill group to each of the following roles according to the size of group: Evaluator: uses a skill sheet or records steps as they are performed. Videotape and audiotape may also be helpful in creating a record. Allowing several students to critique and provide feedback will illustrate how easy it is for observers to miss steps students may perform. This technique also allows students to improve their own skills performance as they watch the skill being repeated.^` F  t `Ft     MMM̙80___PPT10.&u3"p[ (  /   x^Ձ0e0e?Rectangle 2   cMaximizing Skill Session Time   A   x`^Ձ0e0e?Rectangle 3   uAssign students in a skill group to each of the following roles according to the size of group: Information provider: uses a script and supplies information as it is requested Team leader: primary patient care provider Partner or assistant: performs care as directed by team leader*`  `   MMM̙80___PPT10.&@YJ"V[ (  /   xP^Ձ0e0e?Rectangle 2   cMaximizing Skill Session Time   '   xp^Ձ0e0e?Rectangle 3   [Assign students in a skill group to each of the following roles according to the size of group: Patient: faithfully portrays signs and symptoms according to scenario Bystander #1: acts as a distractor or helper Bystander #2: acts as a distractor or helper*`  `   MMM̙80___PPT10.&y"[ ~v^(  ?   x^Ձ0e0e?Rectangle 2   s+Distribute Written Scenario to be Practiced, ,(,     x0^Ձ0e0e?Rectangle 3   Can use real calls to create scenarios. Medical textbook publishing companies have books of scenarios. Most textbooks have scenarios in each chapter. EMS professional organizations websites have scenarios.    MMM̙80___PPT10.&"[ (  /   x^Ձ0e0e?Rectangle 2   cMaximizing Skill Session Time   g   xp^Ձ0e0e?Rectangle 3   ;Begin scenario with the reading of the dispatch information. Do not interrupt the scenario. Mastery of individual skills should have already been obtained. Can comment on timing and decision making later. Safety compromises may necessitate your intervention, but do not interfere if it is not a clear safety danger..\  \<   MMM̙80___PPT10.&"[ skS(  .   xP^Ձ0e0e?Rectangle 2   bGroup Performance Evaluation      x^Ձ0e0e?Rectangle 3   Utilize a positive-negative-positive format. Begin with positive statements and general comments. Move into constructive feedback and areas for improvement. End with positive reinforcement.*-  -   MMM̙80___PPT10.& i"1[ q(  .   x^Ձ0e0e?Rectangle 2   bGroup Performance Evaluation      x^Ձ0e0e?Rectangle 3   7Patient care leader should comment on what he or she did correctly, then what needs improvement. Remember that students are often their greatest critics; encourage them to look for positive aspects of their performance.*a { a{   MMM̙80___PPT10.& i"[ >6(  .   x@^Ձ0e0e?Rectangle 2   bGroup Performance Evaluation      x^Ձ0e0e?Rectangle 3   Assistant critiques the team s performance. Patient comments on how he or she was treated. Bystanders add their observations. Evaluator comments on timing, sequencing, prioritization, and skills performance.    MMM̙80___PPT10.& i"[ 2*(  .   x ^Ձ0e0e?Rectangle 2   bGroup Performance Evaluation      x^Ձ0e0e?Rectangle 3   Students should rotate through each role then begin another scenario. This method keeps everybody active and involved in the skills practice time.    MMM̙80___PPT10.& i" [ , $  (     x^Ձ0e0e?Rectangle 2"ÚPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!.drs/shapexml.xmlTQo8 ~?C463A-'^dI4f}[R$E'^:Z5<7BVd٥!H[24k7 N ؄6F7BU-w)[m}KߌWAHZ=G-5FqnY*+/*t"yתDD>PҖ0TCRM-P0G/i6b{UT>FTKUsUn+CZI4r\}\}{ow@xfE E+[럥x<tsu>b1)(RZL.NА)qk&EҶdWwE [r*9~"{D'7AAd[%PK~چN"И O" XªR={EKsw ښx <-<3¬W)S< 8 2=K'~WM7Xn![tQCG;$D*i hyhk~kzPq&9o:.O4cS$.)yfgil$)v]U X^]yV_# /d[yk$6."\5N,ֆ0Ѻ'sn*><s;Ru8vQ|[=Bw~MU&_bRT 8GsQʂǔeǻk!m4:.~Ӣ&tdLP72 \{/4^6%PK!fdrs/downrev.xmlDN0DHVbCP֭"*$- vmۑmXr43:[֓5nf 02O `>ΪZ䲹10eYq+̱ɲNѳ:"F9Q0FUPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!.)drs/shapexml.xmlPK-!fdrs/downrev.xmlPK   `Bibliographic References      x'Ɂ0e0e?Rectangle 3   ,Burke, J. Ed. (1989). Competency-based Education and Training. New York: The Falmer Press. Kolb, D. A. (1984). Experiential Learning. (1984). New York: Simon & Schuster Trade.J ',   MMM̙80___PPT10.&Y" [ K C + (     x2Ɂ0e0e?Rectangle 2"ÛPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!RR0drs/shapexml.xmlTMo8 /AuI#3htw8m9D(i`'I||C^9Xc))m՘M&<ޟ]I5*f6~erB7|U-SںTuNye$jh2_Zj*ϻc|دhL^}O/.0"Zbb,mC53Tct9چAZlW:g*Ǩ`k}-۠jۊܡ$9dr:^_\N? 7+l{?drs/downrev.xmlDN0DHuؠֆ u * K|Gvd${,j3 C묄Fvi"Z$D6ʍ KrcsC`l)+cqM{TUF‡{um/q*[UJyy1w"MWBf[Ub%$TPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!RR0)drs/shapexml.xmlPK-!>{?drs/downrev.xmlPK   `Bibliographic References      xbՁ0e0e?Rectangle 3   JMillis, B., & Cottello, P. (1998). Cooperative Learning For Higher Education Faculty. Phoenix: Oryx Press. Watson, A., (1980). Learning psychomotor skills in TAFE. Educational Psychology for TAFE Teachers.J #1M   MMM̙80___PPT10.&" A9`!(    fPbՇ??Rectangle 7_   l*       TbՇ?Rectangle 1031_  l*"    V]   x0e0e ?Rectangle 2      xbՁ0e0e ?Rectangle 3 0   V     3380___PPT10.o] A9 !(     fbՇ??Rectangle 7_   l*       TbՇ?Rectangle 1031_  l*"    V]   x0e0e ?Rectangle 2      xpbՁ0e0e ?Rectangle 3 0   V     3380___PPT10.o]r0V)5AMY^bfjpoosw9|6߈=zoe4R   &K+03m Oh+'0 hp  Slide 1David E. 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՜.+,0    On-screen Show (4:3)DG EnterprisesU- 2Arial Wingdings MS PGothicClouds 1_Clouds&Module 17 Teaching Psychomotor SkillsCognitive GoalsCognitive GoalsPsychomotor GoalsAffective GoalsWhy This Module is ImportantWhy This Module is Important%Understanding the Psychomotor Domain"Five Levels of Psychomotor Skills Imitation Manipulation Manipulation Precision Articulation ArticulationNaturalizationTeaching Psychomotor SkillsWhole-Part-Whole TechniqueWhole-Part-Whole TechniqueWhole-Part-Whole TechniqueWhole-Part-Whole TechniqueBProgressing Through Levels of Skill Acquisition: Novice to ExpertBProgressing Through Levels of Skill Acquisition: Novice to ExpertBProgressing Through Levels of Skill Acquisition: Novice to ExpertBProgressing Through Levels of Skill Acquisition: Novice to ExpertFrom Novice to Mastery LevelFrom Novice to Mastery Level&Providing Feedback During Development&Providing Feedback During Development&Providing Feedback During Development,Improving Development During Skills Session,Improving Development During Skills Session<Improving Development During Skills Session: Adding Realism<Improving Development During Skills Session: Adding RealismMaximizing Skill Session TimeMaximizing Skill Session TimeMaximizing Skill Session Time,Distribute Written Scenario to be PracticedMaximizing Skill Session TimeGroup Performance EvaluationGroup Performance EvaluationGroup Performance EvaluationGroup Performance EvaluationBibliographic ReferencesBibliographic References  Fonts UsedTheme Slide Titles-%_0 Ken MoorhouseKen Moorhouse  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$&'()*+,3Root EntrydO)Pictures#Current User%SummaryInformation(PowerPoint Document(1DocumentSummaryInformation8Root EntrydO)J7@Pictures#Current User/SummaryInformation(      !"#$3_0 OwnerOwner