Unit 1 - Psychomotor and Cognitive Correlation

Unit 1: The Learner will demonstrate understanding of psychomotor development and cognitive development correlation

Objectives:

• Learners will actively read articles about development of psychomotor skills and cognitive skills.
• Learners will watch video on three domains of learning, psychomotor, cognitive and affective.

To Do:

• Read the 4 required articles and watch the video listed below.
• Look for the ideas listed below to start a discussion with your classmates. You will need to respond to two other classmates posts. In your discussion include the following:

    1.	Discuss the three domains of learning and the importance of the three domains
    2.	Discuss the benefits of developing both psychomotor and cognitive skills 
    3.	Explain the differences of psychomotor learning and cognitive learning.

• List motions or skills that will be necessary for simulation for your students. Eg. nursing, EMT, medical imaging.
• Develop a Rubric for psychomotor skills and cognitive skills for you field of expertise

Some ideas to think about:

• What are psychomotor, cognitive, and affective domains?
• What is the benefit of increasing cognitive and psychomotor skills in students entering into the medical field?
• What are some psychomotor and cognitive activities hat would be useful in teaching students entering into you field of expertise?
• What are the best practices in assessing psychomotor skills?
• What are the best practices in assessing cognitive skills?
• How can we improve both psychomotor and cognitive skills?

Lesson 1:

Medical personnel often times need to be able to perform tasks with almost no interruption, especially in medical emergency situations. But how can the skills necessary become almost instinctual? We will be discussing two of the three skills but let us first break down what type of skills are necessary.

Psychomotor as defined by Merriam-Webster is “of or relating to motor action directly proceeding from mental activity”

Cognitive as defined by Merriam-Webster is

1. of, relating to, being, or involving conscious intellectual activity (such as thinking, reasoning, or remembering)
2. based on or capable of being reduced to empirical factual knowledge

Developing and practicing psychomotor skills:

Medical students need to be able to develop the psychomotor skills to be able to perform procedures depending upon the medical objectives of the position student is training for. So what does this mean? When a person develops the ability to increase their fine motor skills along with mental activity this is the development of psychomotor skills. In the medical field students entering into the medical field need to be develop pschyomotor skills to become more proficient at their job tasks. Once the motor skills become more innate the learner has the ability to increase coginitve abilities. The muscle memory allows for the brain to perform other functions in greater detail. These tasks include CPR, blood draws, medical imaging and surgical procedures to name a few. Nurses, Emergency Medical Technicians, and Paramedics need to be able to develop skills such as obtaining blood pressure, pulse, and blood draw or even IV access. In medical imaging students need to be able to perform set up and X-ray machine as well as positioning of patient to obtain the proper image. When performing ultrasound students need to be able to manipulate the ultrasound probe to be able to produce diagnostic images. These are considered psychomotor skills.

As psychomotor skills are being introduced students need to be able to utilize cognitive skills to be able to perform the aptitudes necessary for proper technique and becoming proficient with the skills. This is where psychomotor overlaps cognitive. Cognitively reconstruct anatomy in ones’ mind to allow for psychomotor skills to produce images in ultrasound. Medical students need to be able to visually interpret where the vessels are located for nursing students. Being able to reconstruct in ones’ mind where anatomy is located is important for students entering into the medical field. Students need to be able to reproduce the clinical outcome consistently. Students need to be able to reconstruct normal anatomical variations. How can we help students develop the skills of reconstruction cognitively to become proficient in the workplace? First we need to be able to identify the competencies necessary for the student to develop for the particular profession the students is entering into. When teaching the competencies, the need to demonstrate and explain the objectives is imperative to the success of the students. This type of teaching includes simulations which will help the student to meet the learning objectives. There are five levels of psychomotor skills that EMS instructors utilize, however it is not limited to EMS, they can be utilized by anyone teaching skills in all aspects of the medical field.

1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization

Readings and videos:

1. File:TEACHING PSYCHOMOTOR SKILLS.pdf
2. File:Providing opportunities for student self- assessment- the impact on the acquisition of psychomotor skills in occupational therapy students.pdf
3. File:Osborne NACTA Journal March 1986-16.pdf
4. File:Simulator Effects on cognitive skills and con dence Levels.pdf
5. Youtube Video: https://youtu.be/wC-f1-Z8IQ0

Unit 2 - Types of simulators and simulations