Kullen Bailey
Welcome to my Mini-Course Portfolio Page!
If you would like to skip to get directly to the Mini-Course page, click on the following link: Assessing Psychomotor Skills Through Video Recordings in Radiologic Technology
About me
Name: Kullen C. Bailey
Education: (MS - in progress) Curriculum Development and Instructional Technology (CDIT), SUNY Albany. BS Community and Human Services with a Concentration in Healthcare Administration, SUNY Empire State College. AAS Radiologic Technology, Fulton-Montgomery Community College
Work Experience: -Instructor and Clinical Coordinator of the Radiologic Technology program at Fulton-Montgomery Community College (May 2016 - present). -CT Scan Technologist, St. Mary's Healthcare in Amsterdam (February 2015 - present). -X-Ray Technologist, St. Mary's Healthcare in Amsterdam (June 2014 - present).
Fun Facts: -Love eating sushi, watching Game of Thrones, and spending time with family.
My Topic/Purpose
Back Story: There was a time where everyone participated in the major school play in elementary school or middle school. I can particularly remember a 5th grade play on Tom Sawyer where I had a part to sing in front of the whole crowd. Stage fright was an understatement. Having to perform in front of my peers, family, and the community was so nerve-wrecking. For the part that I had to sing, I decided to sing and look into the microphone so I wouldn't have to look at people's faces if I was singing poorly or making a mistake. I remember focusing my sight right in on the black microphone; the crowd was a blur. After the play had concluded, the next day in class we watched the video recording of the entire play from start to finish. When my part for singing had come up in the video, I was CROSS-EYED for the entire solo! I remember even today being astounded in the classroom at what I was looking at while I was singing on the television. I was thinking of all of the people in the audience that were watching my performance. I gave no eye contact, my body language was not open to my audience, I was not engaging, and I'm sure I stumbled on a few lines.
What made me feel comfortable at that point in time during the play came across way worse than what I was expecting after watching myself perform. I was critical of my own actions because I knew that if I was in the audience that I would not have enjoyed my own performance. The only way I discovered that I was cross-eyed was by observing the video footage. The video played an important role in my learning. After going through this experience, I understood the importance of providing eye contact and other aspects involved with customer service. This example represents only a glimpse of the importance for students that are learning through the psychomotor domain to self-evaluate through the use of video recording of one's performance/abilities.
My Topic: The back story that is provided is symbolic of the healthcare field. The healthcare worker is the performer and the healthcare consumer is the audience. Just like the performer needs to put on a good show for their audience, the health care worker needs to provide competent care to the patients that they serve. The purpose of this mini-course is to prepare participants for the benefits of using video recordings of students performing a certain task in the healthcare field to increase their student's abilities in the psychomotor domain. In addition, the course will help students understand how to self-assess their own abilities while perfomoring a medical examination. Emphasis will be placed on student learners in the medical field, their interactions with people, and their workflow during an exam.
Participants = The instructor or teacher.
Students = The students of the instructor that is taking this mini-course.
Learning Outcomes
After completing this course participants will be able to:
1. Acknowledge the difference between cognitive, affective, and psychomotor domains of instruction.
2. List appropriate means of communication (verbal and non-verbal) with patients in the healthcare setting.
3. Understand the advantages of using video recording of a student performing a hands on skill.
After completing this course students will be able to:
1. Gauge appropriateness of interactions with patients during a clinical examination through videos.
2. Evaluate performance of a hands on skill prior to watching a video of self completing task.
3. Evaluate performance of a hands on skill after watching a video of self completing task.
Needs Assessment
Intent: It is important to evaluate the current information that is present relating to utilizing videos to address student self-evaluation while performing a hands on skill. The use of self-assessment tools by students is not a new concept. Self-assessment has been commonly employed in programs for the health professions. Several approaches for assessment have been conducted before. These methods include video taped performance, direct observation, assessment by peers, and return demonstration. This course will be taking a look at video taped performance. A major issue with self-assessment with students is inconsistency with self assessment results. Students tend to overrate or underrate themselves based off of the scores that faculty would have given. A study was conducted by Boud and Falchikov in 1995. They surveyed 27 studies addressing self-assessment in undergraduate and graduate students. They found that "in 17 studies, students overrated their performance; in 10 studies, they underrated their performance" (Watts et al., 2009, para. 4). These skewed results are due to many factors including grade or rank of the student, and repetition in which the self-assessment process has been conducted by each student. Familiarity with the activity of self assessment tends to enhance a student's ability to properly self-assess future activities involving self-assessment.
Gathering Information: In the process of gathering information on video recording of students in the health care professions, I surveyed the other faculty member in my department of Radiologic Technology at a local Community College. This faculty member has not used video recording to assess the psychomotor abilities of students in the Radiologic Technology program. There are 5 Nursing faculty and one Nursing lab coordinator on campus that participate in evaluation of student hands on skills while performing Nursing procedures and tasks. These members in the healthcare professions division on campus will be surveyed to attempt to widen the small sample size of these results.
The Survey Results: The survey was sent out to 1 full-time Radiologic Technology faculty, 5 full-time Nursing faculty, and 1 part-time Nursing Lab Coordinator. There were four responses obtained from the survey. The data shows that only one of the responders uses video-recording in their curriculum to assess the abilities of their students performing a hands on task in health care. This faculty member was from the Nursing department and uses the video to train student in proper wound care. The Psychomotor and Cognitive domains seemed to improve as a result of the video-recording. Students did not self-assess their own abilities - the instructor provided grading and feedback utilizing a rubric. See further details on survey below:
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Analysis and Revised Intent: So far, 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."
Analysis of the Learner and Context
This course is tailored to a participant that is interested in the health or medical professions. More specifically, this course will focus on the field of Radiologic Technology. This mini-course will allow for the participant to understand how to maximize the self-assessment process of students and their skills in allied health professions environments. It has been said by Parsons (2005), that "frequently, students who fail a school practicum experience are those who are unable to identify areas of their practice that require improvement, continually repeating their mistakes, irrespective of advice from their supervising teachers" (Coffey, 2014, p. 87-88). In light of this statement, this mini-course's driving goal is to help participants assist their students in discovering how to identify where they are falling short in their psychomotor abiities while performing a task through the use of video-recordings. Furthermore, the students will be able to self-assess their own abilities utilizing a checklist to see if they are rating themselves accurately in comparison to the rating that was provided by participants.
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.
Task Analysis
Unit 1: -Differentiating Between psychomotor, cognitive, and affective domains of instruction.
Activities: Read an article on the three domains of instruction. Perform matching activity of applicable examples of statements that apply to each of the domains of instruction.
Unit 2: -Listing appropriate workflow steps for a hands on skill.
-Determining appropriate verbal and non-verbal cues during hands on skill. Activities: 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.
Activities: 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 a medical exam on a "patient." Grade the student on their abilities during the exam. 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.
Curriculum Map
File:Wiki Page Curriculum Mapping.pdf
References and Resources
References
CATE, T., & HAES, J. D. (2000). Summative Assesssment of Medical Students in the Affective Domain. Medical Teacher, 22(1), 40-43. Retrieved November 18, 2017.
Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39(9). Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss9/6
Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.
Watts, W. E., Rush, K., & Wright, M. (2009). Evaluating First-Year Nursing Students' Ability to Self-Assess Psychomotor Skills Using Videotape. Nursing Education Perspectives, 30(4). Retrieved November 3, 2017, from http://www.nln.org/nlnjournal/index.htm