Teaching psychomotor skills in the 21st century: revisiting and reviewing instructional approaches through the lens of contemporary literature: Revisiting and reviewing instructional approaches through the lens of contemporary literature

Delwyn Nicholls, Linda Sweet, Amanda Muller, Jon Hyett

    Research output: Contribution to journalArticlepeer-review

    28 Citations (Scopus)

    Abstract

    A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

    Original languageEnglish
    Pages (from-to)1056-1063
    Number of pages8
    JournalMedical Teacher
    Volume38
    Issue number10
    DOIs
    Publication statusPublished - 2016

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