Assessing Psychomotor Skills Through Video Recordings in Radiologic Technology


Welcome to the Mini-Course, "Assessing Psychomotor Skills Through Video Recordings in Radiologic Technology"! If you would like to visit the Portfolio page on the progression of how this course was developed and learn more about the author, click on the following link: Kullen Bailey

Overview and Purpose

In performing a Radiologic Technology (X-Ray) exam, there are many steps to be conducted before the actual x-ray exposure is taken for a single projection. It is very common for students in Radiologic Technology programs during the lab and even clinical settings to freeze up, forget steps in their workflow or fail to perform appropriate chronological steps that are accurate, effective, and time efficient. It is the aim of this mini-course to analyze where Radiologic Technology students are falling short in their efforts toward effective positioning skills (psychomotor skills) of patients. As a result, this mini-course will allow participants to assist their students by showing them exactly where correction in their workflow needs to occur through analysis of videos. In addition, examples of proper and improper patient care skills such as effective communication that is provided by members of the health care team will be analyzed through videos. Participants will learn the benefits of using video-recordings of their students to maximize their psychomotor skills while performing such skills. These students will be able to self-evaluate their own skills after watching the video of their performance and track how to improve for future situations.

Course Function and Expectations

This mini-course is divided into 3 Units. Specific unit details can be seen in the "Course Units" section below. The units include scholarly articles for participants to read, videos to watch, and discussion panels for participants to collaborate in with fellow classmates. For participants to get the most out of this course, the articles need to be read, videos need to be watched in their entirety and discussion questions need to be answered in full.

Needs Assessment

There is limited information on how video recording has been used in Radiologic Technology programs to assess the psychomotor abilities of these students. There is a need for videoing Nursing students performing certain tasks such as proper wound care to investigate if workflow is appropriate and if the steps are followed with limited error in performing the hands on skill. This mini-course was originally entitled, "Assessing Psychomotor Skills Through Video Recordings in Healthcare." This topic was broad as it could address any possible skill that is related to healthcare. To narrow the focus of this mini-course and help facilitate uncovering more information in the field of Medical Imaging (as it was shown through the survey information that there is a necessity for assessing skills in this area of healthcare), the course was re-titled to "Assessing Psychomotor Skills Through Video Recordings in Radiologic Technology." This course will bring light to the importance of participants video-recording students in Radiologic Technology for students that are struggling with their psychomotor skill sets while performing an x-ray examination.

Performance Objectives

1. Differentiate between cognitive, affective, and psychomotor skills/domains.

2. Distinguish appropriate and inappropriate actions that are performed during an examination.

3. Take a video of a student performing a hands on skill.

4. Help a student accurately self-assess their own abilities.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

'''Unit 1:''' Differentiating Between Psychomotor, Cognitive, and Affective Domains of Instruction


-Read an article on the three domains of instruction.

-Answer discussion prompt question with fellow classmates.

-Perform matching activity of applicable examples of activities that apply to each of the domains of instruction.

'''Unit 2:''' Determining Appropriate Workflow Steps and Behavior During a Radiologic Technology Exam


-Read article of appropriate body language, tone of voice, and facial expressions during an examination with a patient.

-Watch comparison videos that show appropriate and inappropriate actions during an examination with a patient.

-Collaborate with a partner to discuss how to improve verbal and non-verbal communication with patients during examinations for future clinical situations that may be similar.

'''Unit 3:''' Assisting Students With the Self-Assessment Process of Their Psychomotor Abilities


-Review checklist/worksheet/rubric with students so that they are aware of the expectations for the exam and how to grade themselves and others.

-Take video of a student performing an X-Ray examination on a "patient."

-Grade the student on their abilities during the exam with the worksheet.

  • The student will grade their abilities on the exam. Fellow classmates will grade the student utilizing the same grading rubric. Students will collaborate on results together to foster understanding on how improvements can be made and what strengths were visualized during the performance. The student will perform the same medical exam on the same "patient" utilizing the constructive criticism that was provided. The learner will take a video of this second performance and results will be documented with same grading rubric.