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1. Psychomotor skills involve both motor activity and attention to patients. They must be learned in two stages: getting the idea of the movement and then fixation and diversification through practice. 2. There are two types of feedback for psychomotor skills - intrinsic feedback from within the learner and extrinsic feedback provided by teachers. Extrinsic feedback includes knowledge of results and knowledge of performance. 3. Effective practice of psychomotor skills includes massed practice, distributed practice with rest periods, and mental practice without physical movement. Bandura's social learning theory supports demonstrations as an effective teaching method for skills.

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396 views2 pages

PST Subject

1. Psychomotor skills involve both motor activity and attention to patients. They must be learned in two stages: getting the idea of the movement and then fixation and diversification through practice. 2. There are two types of feedback for psychomotor skills - intrinsic feedback from within the learner and extrinsic feedback provided by teachers. Extrinsic feedback includes knowledge of results and knowledge of performance. 3. Effective practice of psychomotor skills includes massed practice, distributed practice with rest periods, and mental practice without physical movement. Bandura's social learning theory supports demonstrations as an effective teaching method for skills.

Uploaded by

Carol Elizaga
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© © All Rights Reserved
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GROUP 5- BSMLS 2A

TEACHING PSYCHOMOTOR SKILLS


Psychomotor skills are skills that are considered to be not just motor activity but motor activity
plus attention, concern, and compassion to be shown to patients (Bjork, 1999)
Issue: Educators were about the students mastering skills before coming into contact with
patients
TWO STAGES OF LEARNING PSYCHOMOTOR SKILLS(Gentiles)
1. Getting the Idea of the movement
 A closed skill is one in which environmental conditions and stimuli remain stable
 Open skills take place in changing environment and regulatory stimuli changes
throughout the performance
2. Fixation/ Diversification
 If the goal of the skill is not reached, the learner must go to stage 1 again until it is
finally reached then he/ she will proceed to stage 2.
 In fixation, the person must practice until it can be performed consistently.
 In diversification, the learner must practice performing the skill in changing
environments and circumstances so it can be modified if necessary.
FEEDBACK
Intrinsic feedback- originates with the learner. It is like a little internal voice that tells us we
performed well or we did something wrong.
Extrinsic feedback- Supplied by the teacher or another objective source
A. Knowledge of Results (KR) - refers to external verbal feedback about performances
outcome.
B. Knowledge of Performance (KP)- external information about the about the action
process involved in performance.
PRACTICE
 Massed practice: repeated practice sessions with very short or no rest periods between
trials
 Distributed practice: includes planned rest periods that are equal to or greater than the
time given to the trials
 Mental Practice- implanted in the mind
Bandura’s Social Learning Theory- Explains why demonstrations is an effective pedagogical
method for teaching skills.

 INDEPENDENT LEARNING VERSUS TEACHER INSTRUCTION


Independent Learning Teacher Instruction
GROUP 5- BSMLS 2A

Students focus on learning the subjects Students need help from teachers to
themselves. understand new concepts
Self-studies help students in developing Students can clarify their doubts from
discipline and they feel motivated to study teachers in the classroom.
better

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