'''Unit 3:''' Assisting Students With the Self-Assessment Process of Their Psychomotor Abilities
If you would like to access the Mini-Course Overview page, Click on this link: Assessing Psychomotor Skills Through Video Recordings in Radiologic Technology
Andddd......ACTION!
At this point we have studied the domains of instruction, how they apply in a Radiologic Technologist's workflow for an X-Ray exam, and the appropriate types of effective communication that are necessary in the healthcare setting. We are now going to learn how to take a video of a student performing a Chest Routine (PA and Lateral Projections) X-Ray examination. In addition, after the video has been taken successfully, the video will be shared with the student so that they are able to self-assess their own abilities for improvement. You, as the evaluator, and the student will fill out the same evaluation form (rubric). After you have reviewed the proper way of filling out the form with the student you will compare your results with the results of the student. At this point you will be able to see where students believe they are doing well or poorly in their eyes.
Course Learning Objective:
Participants will be able to:
- Understand the advantages of using video recordings of a student performing a hands on skill. In this unit the hands on skill will be the student performing a PA and Lateral Chest X-Ray on a patient as stated above.
Students will be able to:
- Evaluate performance of a hands on skill prior to watching video of self completing the task.
- Evaluate performance of a hands on skill after watching video of self completing task.
The To Do List!
-There is no article to be read or discussion question to be answered for this unit.
-Create a rubric to be used to evaluate the student on their performance. For the purpose of this unit, see the Clinical Snapshot Evaluation Rubric below as an example. Other rubrics may be created for specific program requirements and/or needs. Adjust accordingly based off assessment trends.
Clinical Snapshot Evaluation Rubric:: File:Blank Clinical Snapshot Evaluation.pdf - Review this form with the student so that they know what your expectations are prior to them starting the activity.
-Take a video of a student performing a PA and Lateral Chest X-Ray on another student or mannequin to assess student workflow, tone of voice, appropriateness with patients and psychomotor abilities.
-After the video has successfully been taken, you will upload the video to YouTube for viewing. Follow these instructions from YouTube: https://support.google.com/youtube/answer/57407?hl=en&ref_topic=2888648
Materials needed for video recording:
-You will need a video recording device which may include a camcorder, IPhone with video capabilities, or any other recording device.
-You will need a student to be completing the X-Ray exam.
-You will need an X-Ray mannequin/phantom to be the "patient" for this case study. If a phantom is not available, a modification can be made where another student will take the place of the phantom and an x-ray exposure will not be taken.
Once the expectations have been laid out, it is time to take the video of the student! See the video that I took on one of my Freshman Radiologic Technology students that performed a PA and Lateral Chest Routine from start to finish on a fellow classmate.
Video of student performing exam: https://www.youtube.com/watch?v=vBON-UPtWGU&feature=youtu.be
After the student watched the video of themselves performing the exam, they evaluated things that they did very well and skills that they can improve on.
The student stated that they performed these things very well:
1. Good overall workflow for the entire exam. (Psychomotor)
2. Good history was taken for the exam. - Effective communication (Affective - interaction with patient/Cognitive - knowledge of what questions to ask the patient for this particular exam).
3. Evaluation of technical factors and Exposure Index range was appropriate and logical for the exam and situation. (Cognitive)
4. Room setup was proper, organized, and chronological. (Psychomotor - Performing proper detenting/alignment of equipment).
The student stated that they need to improve on these skills:
1. The student noticed that their body language while speaking with the "patient" was distant and seemed "awkward". (Affective)
In my evaluation of the video and the student's performance, I agree with all of the items above that the student identified for good performance and areas in which improvement are needed. In addition, other areas of improvement through my lens, which were communicated to the student, included:
1. Be sure to have the patient tie up their hair on top of their head NOT clumped together and placed over the anterior portion of the chest. When you clump the hair together and place it in front of the chest, the x-rays still pass through the patient (matter). When the hair is thick, it could show up as an artifact in the image. This will ultimately obscure pertinent chest anatomy in the resulting image. (Psychomotor)
2. When palpating the patient for the PA chest, be sure to instruct them to roll their shoulders forward and place their chin up. (Cognitive)
After the student watched their performance, they understood my comments as they were able to comprehend what I was saying and utilize a visual to compare my statement with. As a result, the student agreed that they need to remove the hair out of the lung field for future PA chest exams.
Unit 3 is completed! I hope that you enjoyed the course! This course may be modified and used for other Allied health related fields that analyze these students performing examinations or hands on skills on patients.
Look Back At:
'''Unit 1:''' Differentiating Between Psychomotor, Cognitive, and Affective Domains of Instruction