TEACHING PSYCHOMOTOR SKILLS (WEEK 14)

Question 1

• These are used to provide patient care and also to ensure the safety of the members of the team. There are many ways to perform medically acceptable skills behaviors.
• Need to know steps of skills performance in order to effectively apply critical thinking skills in situations they will face in the field setting. Instructor’s plan their
  approach to teaching students how to perform skills in order to maximize the student’s abilities

Answer 1

Psychomotor Skills

Question 2

• Student repeats what is done by the instructor
• “See one, do one”
• Avoid modeling wrong behavior because the student will do as you do
• Some skills are learned entirely by observation, with no need for formal instruction

Answer 2

Imitation

Question 3

• Using guidelines as a basis or foundation for the skill (skill sheets)
• Making mistakes and thinking through corrective actions is a significant way to learn
• Practice of a skill is not enough, students must perform the skill correctly
• The student begins to develop his or her own style and techniques. Ensure students are performing medically acceptable behaviors

Answer 3

Manipulation

Question 4

• The student has practiced sufficiently to perform skill without mistakes
• Student generally can only perform the skill in a limited setting

Answer 4

Precision

Question 5

• The student is able to integrate cognitive and affective components with skill performance. Understands why the skill is done a certain way. Knows when the skill is indicated
• Performs skill proficiently with style
• Can perform skill in context

Answer 5

Articulation

Question 6

• Mastery level skill performance without cognition
• Also called “muscle memory”
• Ability to multitask effectively
• Can perform skill perfectly during scenario, simulation, or actual patient situation

Answer 6

Naturalization

Question 7

The initial step in getting the idea of the movement is having a goal; that is, the learner is confronted with a clear-cut need or problem

Answer 7

Stage One: Getting the Idea of the Movement

Question 8

external conditions that influence or regulate skill performance and to which the learner must pay attention

Answer 8

Regulatory Stimuli

Question 9

External conditions that do not influence skill performance

Answer 9

Nonregulatory Stimuli

Question 10

a skill performed under stable environmental conditions and stimuli.

Answer 10

Closed Skill

Question 11

a skill performed under changing
environmental conditions and stimuli

Answer 11

Open Skill

Question 12

a general mental preconception of what
movements will be required to perform a skill

Answer 12

Motor Plan

Question 13

Practicing the skill in the same way each time to fix a reproducible pattern in memory

Answer 13

Fixation

Question 14

Practicing the skill in a variety of ways
so that it can be reproduced in a modified way to meet changing environments at any time.

Answer 14

Diversification

Question 15

• attention proposes that our
  information processing system can handle a limited number of stimuli at one time.

-People learn to focus their attention on necessary stimuli through coaching and practice

Answer 15

Bottleneck Theory

Question 16

continuously repeated practice sessions with very short or no rest periods between trials.

Answer 16

Massed Practice

Question 17

practice sessions interspersed with rest periods that are equal to or greater than the practice time

Answer 17

Distributed Practice

Question 18

a technique that has been widely studied in movement science and applied in physical education.

Answer 18

Mental Practice

Question 19

The part method should be used for skills that are extremely complex with many parts; the whole method should be used with skills of low complexity or where the
parts are extremely interrelated or organized.

Answer 19

D. Whole Versus Part Learning