Podcast
Questions and Answers
In the context of EMS education, which of the following is an example of a cognitive domain learning objective?
In the context of EMS education, which of the following is an example of a cognitive domain learning objective?
- Identifying the signs and symptoms of a heart attack (correct)
- Demonstrating proper CPR technique
- Understanding the steps of administering an EpiPen
- Recognizing the emotional needs of a patient's family
Which of the following best exemplifies an affective domain learning objective for EMS instructors?
Which of the following best exemplifies an affective domain learning objective for EMS instructors?
- Performing a rapid trauma assessment
- Valuing the importance of empathy in patient care (correct)
- Recalling the correct dosage for a specific medication
- Understanding the legal implications of patient confidentiality
What is an example of a psychomotor domain learning activity for EMS students?
What is an example of a psychomotor domain learning activity for EMS students?
- Writing a reflective essay on personal experiences with patient care
- Simulating the proper technique for using an automated external defibrillator (AED) (correct)
- Identifying the appropriate medications for different medical conditions
- Discussing the ethical considerations in emergency medical situations
Which of the following best represents the art of teaching in the context of EMS education?
Which of the following best represents the art of teaching in the context of EMS education?
What are the three domains of learning according to Benjamin Bloom?
What are the three domains of learning according to Benjamin Bloom?
How many levels does the Cognitive Domain consist of?
How many levels does the Cognitive Domain consist of?
What does the Psychomotor Domain primarily deal with?
What does the Psychomotor Domain primarily deal with?
Which domain is considered the most difficult to evaluate?
Which domain is considered the most difficult to evaluate?
What is the purpose of the Domains of learning in instructional design?
What is the purpose of the Domains of learning in instructional design?
How many strategies are there to classify levels within the domains of learning?
How many strategies are there to classify levels within the domains of learning?
What should the language of the objective indicate?
What should the language of the objective indicate?
What does the Affective Domain primarily deal with?
What does the Affective Domain primarily deal with?
What is the science of teaching based on?
What is the science of teaching based on?
What information is included in the appendix related to the Domains of learning?
What information is included in the appendix related to the Domains of learning?
How should students progress through the levels within the domains of learning?
How should students progress through the levels within the domains of learning?
What does the language of the objective in instructional design indicate?
What does the language of the objective in instructional design indicate?
Which domain of learning involves skills practice, scenarios, simulations, and role-playing?
Which domain of learning involves skills practice, scenarios, simulations, and role-playing?
What is necessary for the integration of cognitive knowledge with psychomotor skill practice and performance?
What is necessary for the integration of cognitive knowledge with psychomotor skill practice and performance?
Which evaluation method is suitable for assessing psychomotor skills?
Which evaluation method is suitable for assessing psychomotor skills?
What is important for long-term memory retention according to the text?
What is important for long-term memory retention according to the text?
What is emphasized in the text regarding the evaluation of affective domain learning?
What is emphasized in the text regarding the evaluation of affective domain learning?
What does the text suggest regarding students' preference or aptitude for learning domains?
What does the text suggest regarding students' preference or aptitude for learning domains?
What is required for effective practice in the EMS profession according to the text?
What is required for effective practice in the EMS profession according to the text?
Which activity is NOT mentioned as a method to target the cognitive domain?
Which activity is NOT mentioned as a method to target the cognitive domain?
What does the text recommend in relation to teaching the course objectives?
What does the text recommend in relation to teaching the course objectives?
What is highlighted as necessary for psychomotor skills development?
What is highlighted as necessary for psychomotor skills development?
Which domain of learning involves modeling behaviors and role-playing situations?
Which domain of learning involves modeling behaviors and role-playing situations?
What is the suggested importance of reinforcement in long-term memory according to the text?
What is the suggested importance of reinforcement in long-term memory according to the text?
Study Notes
Domains of Learning and Evaluation in EMS Education
- Classroom activities to target each domain: Cognitive-lecture, discussion, reading, diagramming, case studies, and drills; Psychomotor-skills practice, scenarios, simulations, and role-playing; Affective-modeling behaviors and role-playing situations involving affective domain content.
- Learning within one domain is often interdependent with another domain: Psychomotor skills development requires cognitive knowledge and guidance, successful with self-directed students.
- Review course and lesson objectives to determine depth and breadth: Teach one level deeper than the objective requires, engage multiple senses for better retention, the importance of reinforcement in long-term memory.
- Depth and breadth samples: Examples of different cognitive levels of objectives and the thoroughness required in teaching them.
- Cognitive knowledge of a skill does not imply competency in performance: Integration of cognitive knowledge with psychomotor skill practice and performance is necessary.
- Evaluating the affective domain of learning: A tool in the appendix for evaluating the affective domain, comes from DOT/NHTSA/HRSA EMT-P curricula.
- Evaluation methods for each domain: General information on evaluation concepts in Module 12, additional information on the evaluation of each domain in Modules 16, 17, and 18.
- Examples of evaluation methods: Cognitive-written examinations, static presentations, and oral examinations; Psychomotor-skill competency exam, scenario-based exam, evaluation in clinical or field setting, on-the-job performance; Affective-class participation, leadership, peer supervision, role modeling, adherence to policies.
- Students' preference or aptitude for learning domains: Some students excel in the classroom but struggle with psychomotor skills, and vice versa; EMS profession requires competency in all three domains.
- Importance of competency in all domains for EMS practice: An EMT must achieve minimum competency in cognitive, psychomotor, and affective domains for effective practice.
- Bibliographical resources: Various resources cited for further reading and understanding of instructional design and assessment in EMS education.
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Description
Test your knowledge of domains of learning and evaluation in EMS education with this quiz. Explore classroom activities, interdependence of learning domains, depth and breadth of objectives, integration of cognitive knowledge and psychomotor skills, evaluation methods, and the importance of competency in all domains for effective EMS practice.
