PSTM Finals PDF

W14: TEACHING PSYCHOMOTOR SKILLS Skills applied seamlessly. Psychomotor Skills Example: A seasoned practitioner performing CPR during are movements & actions that require both mental & physical a high pressure emerge...

W14: TEACHING PSYCHOMOTOR SKILLS Skills applied seamlessly. Psychomotor Skills Example: A seasoned practitioner performing CPR during are movements & actions that require both mental & physical a high pressure emergency. coordination crucial in patient care & ensuring team safety. Importance: Phases of Skill Learning Essential for providing high-quality medical care. Stage 1: Getting the Idea of the Movement Skills ensure safety, precision, & effectiveness. Learners develop an understanding of the movement. Requires practice & continuous improvement to meet Key Features: medical standards. Regulatory Stimuli - factors directly influencing the Five Levels action. Level 1: Imitation Non-Regulatory Stimuli - irrelevant factors to be ignored. Replicating actions demonstrated; observation & copying. Differentiation between Closed & Open Skills. Key Features: Example: Recognizing paper positioning for blood draws. “See one, do one” principle. Stage 2: Fixation & Diversification Observation as a primary learning tool. Fixation - repeating a skill to form consistent patterns. Instructor’s Role: Diversification - practicing variations to adapt to diff Avoid demonstrating incorrect behaviors. scenarios. Repeat → Observe → Replicate → Feedback→ Repeat Real-Life Applications: Adjusting BP cuff placement Level 2: Manipulation based on Px size. Developing skills by following structured guidelines. Attention in Skill Learning Guided practice with corrections. Bottleneck Theory Key Features: The mind processes only a limited number of stimuli at a Use of skill sheets & foundation instructions. time. Making & correcting mistakes as part of learning. Implications for multitasking & prioritizing attention. Goal: Help students develop personal techniques while Practice Strategies adhering to medical standards. Massed Practice - continuous practice with minimal Observe → Practice with Guidelines → Mistakes → breaks. Best for simpler skills but risks fatigue. Feedback → Improvement Distributed Practice - intervals of rest equal to greater Level 3: Precision than practice time. Performing the skills without error. Promotes retention for complex skills. Accurate performance. Mental Practice - visualization techniques. Key Features: Example: A student mentally rehearsing steps for suturing Skills are honed through repetition & feedback. before performing. Limited to specific settings (e.g. classroom, labs). Method in Skill Learning Example: Accurate pipetting in a lab test. Whole Method - for simple, interrelated skills Guide Practice → Independent Practice → Consistent (handwashing). Accuracy → Precision Achieve Part Method - for complex skills with multiple steps Level 4: Articulation (assembling medical equipment). Combining knowledge, technique, & understanding in skill execution. W15: PROMOTING & ASSESSING CRITICAL Integration of skills with knowledge & context. THINKING Key Features: Critical Thinking Students understand the “why” behind their actions. Making judgments. Ability to adapt skills based on context. A deliberate process: “Thinking about thinking while Goal: Proficient performance with an individual style. thinking to make thinking better.” Example: A student adjusting injection techniques based on Phases: patient needs. Analyze - break down into thinking parts. Level 5: Naturalization Evaluate - determining strengths & weaknesses. Mastery, skills become second nature. Improve - build on strengths & minimize weaknesses. Automatic, Effortless. “The essence of critical thinking is self-improvement in Key Features: thinking.” “Muscle Memory” enables multitasking & effortless 3 Dimensions: performance. Analyze - examine & deconstruct ideas.  Evaluate - judge quality & relevance. Recognize key assumptions? Creative - innovate solutions/perspectives. Clarify key concepts? “Analyze to evaluate, evaluate to improve.” Use language in keeping with educated usage? Key Elements for Analysis Identify competing points of view? Identify its Purpose Determine the Question Reason carefully from clearly stated premises? Examine Information Draw Conclusions Note important implications and consequences? Assess Assumptions Explore Implications Interrelationship Between Reading & Writing Define Main Concepts Understand POV Close Reading - engages deeply with text; focus on Elements of Thought (Parts of Thinking) understanding & analysis. Purpose POV Assumptions Information Substantive Writing - expresses disciplined thought; Implications & Consequences Concepts incorporates multiple perspectives & reasoning. Interpretation & Inference Questions at Issue Standard for Assessment & Critical Standard for Evaluating W16: CLINICAL TEACHING Ideas (Universal Intellectual Standards) Instructional Settings Clarity Accuracy Precision Relevance Depth An environment in which health education takes place to Breadth Logic Significance Fairness provide individuals with the opportunity to engage in Becoming a Well-Cultivated Thinker learning experiences for the purpose of improving their Characteristics: health or reducing their risk for illness. Raises clear & vital questions. To provide structured, effective learning experiences that Gathers & interprets relevant info. improve knowledge & outcomes. Reaches well-reasoned solutions. Health Care Settings - healthcare delivery is the primary Thinks open-mindedly w/in alternative perspectives. or sole function of the institution. Effectively communicates to solve complex problems. Examples: Hospitals, Diagnostic Labs, Outpatient Clinics, Second Order Thinking - is first-order thinking raised to & Emergency Care Facilities. the level of conscious realization (analyzed, assessed, & Advantages: reconstructed) Immerse students in real-world situations, enhancing First-Order Thinking - is spontaneous & nonreflective, experiential learning. contains insight, prejudice, truth, & error, good & bad Promotes understanding of interdisciplinary collaboration reasoning, indiscriminately combined. within healthcare teams. Levels of Learning Health Care-Related Setting - healthcare services are High-Level Learning - effective absorption & application. offered as a complementary function. Low-Level Learning - ineffective & minimal effort. Examples: Rehab Centers, Wellness Clinics, Community In Between - partial understanding. Health Center, & Specialty Outpatient Facilities. Types of Students Advantages: Low-Performing - memorization over understanding. Provides opportunities to advanced diagnostic tools Mixed-Quality - inconsistent performance. compared to primary healthcare settings. High-Performing - clear & reasoned thinking. Encourages students to understand the patient’s Exemplary - insightful & well-informed work. perspective on long-term care. Criteria for Exemplary Students Non-Healthcare Related Setting - health care is an 1. Often raises important questions and issues. incidental or supportive function of an organization. 2. Analyzes key questions and problems clearly and precisely. Examples: Schools, Workplace, Religious Institutions, & 3. Recognizes key questionable assumptions, clarifies key Community Centers. concepts effectively. Advantages: 4. Uses language in keeping with educated usage. Expands the reach of health education to broader 5. Frequently identifies relevant competing points of view. communities. 6. Demonstrates a commitment to reasoning carefully from Foster public awareness of healthcare practices. clearly stated premises in the subject. Factors Related to Instructional Setting 7. Has a marked sensitivity to important implications and 1. Organizational Factors - the institution’s structure, consequences. culture, & resources that impact clinical teaching. Self-Reflection for Students (For what extent do I..) Administrative Perspective - the support & attitude of Raise important questions and issues in the class? the administration about the teaching of health info is of Analyze key questions and problems clearly and precisely? utmost to the success of educational endeavors. Distinguish relevant from irrelevant, accurate from Inaccurate information?  Example: An institution that schedules dedicated training Significance of Educational Content - if what is being sessions for clinical educators demonstrates a commitment taught is viewed as important information then the clients’ to education. attention will be oriented to learning. Time Allocated to Teaching - time is a critical factor in Available Resources to Assist Clients in Achieving healthcare environments, where contact time with patients Educational Outcomes - access to supplementary is being further limited by organizational responses to resources. external healthcare reforms. Why are these Factors Critical? Example: Brie educational sessions integrated into patient For Educators: Understanding these factors allows them to rounds or labs workflows ensure learning without adapt teaching strategies to optimize learning. disrupting operations. For Institutions: Addressing these factors ensures a Availability of Resources - adequate resources make conducive environment for both education & patient care. possible the implementation of efficient & effective For Learners: Tailoring education to their needs & context educational interventions. Sharing standardized teaching improves engagement & outcomes. tools across dept can reduce redundancy & costs. Example: Using e-learning modules. Standard Labwork Expertise of Staff in Teaching Role - educators in Instructors enhance students' knowledge by providing clinical settings must balance caregiving & teaching. activities that involve real-world interaction in teaching Example: A MLS undergoing a workshop on teaching laboratories or field settings. These tasks assess students' methods becomes better equipped to explain complex learning and performance, influenced by their views on diagnostic techniques. science, learning, and the practical and institutional setting Level of Support from Other Colleagues - Significance: collaboration & positive relationship among colleagues Provides a controlled environment for students to develop ensure continuity in education & patient care. proficiency in essential techniques. Example: A Lab Technologist explaining test results to Fosters problem-solving and critical analysis by simulating students while nurses reinforce related patient care real-world challenges. instructions. Examples: A student performing a gram stain to identify 2. Environmental Factors - include external elements that bacteria under a microscope. influence the setting & delivery of education. Implementation of Labwork Tasks Availability of External Resources - collaboration with Tasks are designed not only to teach technical skills but also other disciplines/institutions can supplement internal to observe how students perform and what they learn. resources, enriching the learning experience. Instructors evaluate both process (how the student performs Example: Partnering with public health agencies to provide the task) and outcome (what the student learns). community-based learning opportunities for students. Factors Influencing Implementation: Structural Characteristics that Stimulate Education Students' Views on Science and Learning: Positive attitudes Programs - location, accessibility, space, & cost influence towards science and curiosity enhance engagement. the feasibility & design of educational programs. Practical and Institutional Settings: The quality of the lab Example: Ensuring a lab classroom has adequate seating, environment, availability of tools, and organizational support equipment, & ventilation for a safe & productive learning impact learning. session. Measure of Effectiveness 3. Clientele Factors - focus on the learner’s characteristics & a. Alignment with Teacher’s Intent - how closely students’ circumstances that affect their receptiveness to education. actions align with the instructor’s expectations. Health Status of Client (Student) - client’s physical & b. Achievement of Learning Objectives - the extent to which mental health influences their ability to engage in learning. students’ learning matches the intended objectives. Nature of the Contact Time of Client - the frequency & duration of contact with clients vary & dictate the depth of Evaluation teaching. A systematic process by which the worth or value of Development Levels of the Client - language skills, age, something–in this case, teaching & learning is judged. literacy levels, disabilities, & cultural beliefs background Key Components of Evaluation affect the approach to teaching. Audience Purpose Questions Scope Resources Self-Directedness of the Client - clients with high Types of Evaluation motivation & self-discipline are more likely to engage 1. Process Evaluation - focuses on improving teaching actively in the learning process. methods & learning experiences in real-time. Adjustments are made immediately based on feedback/observations. 2. Content Evaluation - assesses whether students have acquired the intended knowledge or skills during or shortly after the learning experience. 3. Outcome Evaluation - determine the overall effects of the teaching effort. 4. Impact Evaluation - evaluates the broader effects of education on the organization/community, beyond immediate learning outcomes. 5. Program Evaluation - a comprehensive assessment of an educational program’s success over time, often used for strategic planning & improvement. W17: ASSESSING & EVALUATING LEARNERS Assessment - gathering data to inform teaching & learning processes. It is formatting, aiming to improve future outcomes. Evaluation - measures the success of specific actions or intervention focusing on outcomes & overall effectiveness. Evaluation of Models Process Evaluation Content Evaluation Outcome Evaluation Impact Evaluation Program Evaluation Designing a Practical Assessment 1. Essential Criteria for Practical Assessments Clarity about criteria Alignment with learning objectives 2. Challenges of Poorly Designed Learning Outcomes Vagueness Irrelevance Complexity 3. Importance of Well-Designed Assessment Systematic & Coherent Design Alignment with instructor’s intentions Effective Assessment of Practical Skills Valid Reliable Consistent Fair Inclusive Manageable Authentic Testing Beyond Dispute Accompanied by Development & Informative Feedback Motivating Efficient Enjoyable Synoptic Elegant in Simplicity Easy to Calculate Uncomplicated Time Saving Comprehensive Parameters for Motivational Assessment of Learners 1. Cognitive: Readiness, Curiosity, & Goal Setting are evaluated to gauge mental preparedness. 2. Affective: Emotional states influence learning effectiveness. 3. Physiological: Physical ability. 4. Experiential: Prior successes boost confidence & motivation. 5. Environmental: Support systems & Conducive learning environments. 6. Educator-Learner Relationships: Better learning atmosphere.