Speed03-Rethinking Psychomotor Skill Acquisition in a Pandemic
Rethinking Psychomotor Skill Acquisition in a Pandemic
Steph Langel, Sara Bills, Kellie Gossman
Author
06/11/2021
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3
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Description
Teaching online is difficult. Teaching psychomotor skills online feels near impossible. Leaning on motor learning theory, the Division of Physical Therapy Education and the E-Learning Program at UNMC employed strategies to teach lab skills online so that students could continue to progress in the program despite a global pandemic. In this session, we will share how you can initiate psychomotor skill learning in an online format. We will discuss our use of Storyline to create interactive modules for learner conceptualization, visualization, and verbalization of skills. Learn what activities facilitate each step, thereby allowing the student to arrive at in-person sessions ready for hands-on practice. Presenters will share the successes and strategies worth keeping in a post-pandemic world.
Searchable Transcript
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- [00:00:03.040]Thank you for joining us.
- [00:00:04.790]My name is Kellie Gossman.
- [00:00:05.950]I'm an assistant professor
- [00:00:07.150]with the division of physical therapy education.
- [00:00:10.970]I'm Sara Bills.
- [00:00:11.890]I'm also an assistant professor
- [00:00:13.300]in the division of physical therapy education.
- [00:00:16.280]And I'm Steph Langel an instructional designer
- [00:00:18.490]with the office of e-learning.
- [00:00:21.300]All right, so today we are going to share our experience
- [00:00:24.570]with content delivery redesign
- [00:00:26.960]where we created 10 e-learning modules
- [00:00:28.907]that focused on certain steps of psychomotor skill learning.
- [00:00:33.140]We're also gonna share some examples of virtual activities
- [00:00:36.620]that help to facilitate each of those steps.
- [00:00:40.580]So the background of this story is kind of starts with me.
- [00:00:46.540]So I imagine many of you are joining us
- [00:00:48.660]because you teach a course
- [00:00:49.760]that involves students learning psychomotor skills.
- [00:00:52.830]And you can appreciate that teaching these skills
- [00:00:55.030]in a normal year is not an easy task.
- [00:00:58.110]The skills you teach may be complex
- [00:01:00.060]and often involve cognitive elements
- [00:01:01.940]in addition to motor skills
- [00:01:03.670]that your students are learning for the first time.
- [00:01:06.630]When you add a pandemic that limit students time,
- [00:01:09.830]exposures to others, and just other additional barriers,
- [00:01:13.730]obviously stress being one,
- [00:01:17.120]it definitely adds an extra layer to the instructor
- [00:01:19.750]on how to deliver materials effectively.
- [00:01:22.660]To not only encourage learning, but also
- [00:01:24.580]to encourage practicing in a variety of ways.
- [00:01:28.330]The background involves a course
- [00:01:30.130]that I coordinate in the fall
- [00:01:31.640]for first year physical therapy students.
- [00:01:34.420]It's a foundational skills course
- [00:01:36.520]or what we sometimes call PT 101.
- [00:01:39.510]As you can see depicted in my picture on the screen
- [00:01:43.390]there are many categories of skills
- [00:01:45.260]that the students learned in this semester
- [00:01:46.870]but there are actually several skills
- [00:01:49.297]in each of these categories
- [00:01:51.130]that the students are expected to perform in lab.
- [00:01:54.080]They're again, going to use it
- [00:01:55.660]throughout our physical therapy curriculum
- [00:01:58.310]and they're going to use it in their PT career.
- [00:02:01.630]So these skills are somewhat timeless.
- [00:02:03.760]The concepts don't change, but many skills need
- [00:02:06.780]to be adapted to individual patient needs.
- [00:02:09.300]So there's obviously a big cognitive piece of learning
- [00:02:12.160]some of these skills.
- [00:02:14.440]I had actually used the e-learning modules previous
- [00:02:16.850]to the pandemic for some of these skills
- [00:02:19.260]including general survey and range of motion.
- [00:02:22.060]So I was very eager to compliment these
- [00:02:25.266]for having e-learning modules for some of the other skills.
- [00:02:28.910]I'm gonna let Steph talk briefly just
- [00:02:30.810]about what is an e-learning module
- [00:02:32.380]in case that's a new term for you.
- [00:02:36.420]Well, the term e-module
- [00:02:37.750]can be used to describe numerous virtual modalities.
- [00:02:40.940]In this case we're specifically talking
- [00:02:42.570]about interactive content
- [00:02:44.640]that was created using articulate storyline three.
- [00:02:48.360]These are reusable learning objects that incorporate videos,
- [00:02:51.920]animations, quizzes, and targeted feedback
- [00:02:55.760]to really guide learners through the content.
- [00:02:58.430]One of the benefits of using this tool is that
- [00:03:01.390]it houses both the content and the practice in one location.
- [00:03:05.180]And so the learner isn't trying to navigate
- [00:03:07.020]between these different parts.
- [00:03:09.030]Another benefit of this tool is that it allowed us
- [00:03:11.620]to have a little bit more flexibility
- [00:03:14.700]when it came to those interactions
- [00:03:16.270]so we were able to target them to those learning objectives.
- [00:03:20.630]And we'll see some examples of these modules later on.
- [00:03:24.280]So you will have a visual for that as well.
- [00:03:27.190]This is a modality that we have used
- [00:03:29.060]in the office of e-learning for many years.
- [00:03:32.500]And we in fact have a scorecard
- [00:03:34.770]and a lot of development assets that you can use as well
- [00:03:37.500]to help you for your development.
- [00:03:39.920]And then as Kellie mentioned
- [00:03:41.030]she has created modules using this format before.
- [00:03:43.940]So it was a modality that was kind of made sense.
- [00:03:48.370]And the pandemic kind of gave me that little gentle shove
- [00:03:51.670]that I needed to start that process
- [00:03:53.670]of content delivery redesign.
- [00:03:56.070]When I knew I was gonna work with a small group of experts,
- [00:03:58.630]which are obviously pictured in here
- [00:04:00.030]in speaking with me today, it helps me to know
- [00:04:03.120]that it was gonna lighten the load.
- [00:04:04.460]So is it easy?
- [00:04:05.293]Yes.
- [00:04:06.260]But as far as determining
- [00:04:07.603]what skills might work best for the modules
- [00:04:10.900]or how to kind of prioritize that content,
- [00:04:13.350]I'm gonna let Sara talk more about this.
- [00:04:16.670]All right, thank you, Kellie.
- [00:04:18.660]Well, we were fortunate that all three of us entered
- [00:04:20.860]into this project with a background
- [00:04:22.740]in motor learning deeper theory.
- [00:04:25.640]Steph brought her expertise, particularly
- [00:04:28.090]with practice and feedback in the online environment.
- [00:04:31.470]And then also her creativity helped.
- [00:04:34.220]It was so valuable when it came to conceptualization
- [00:04:37.300]which is a step that I'll expand upon a little bit later.
- [00:04:41.380]As physical therapists, Kellie and I came with experience
- [00:04:44.570]in motor learning theory as well.
- [00:04:46.700]So PTs are movement experts.
- [00:04:49.560]We use our in-depth knowledge of motor control
- [00:04:52.610]and motor learning in our daily clinical practice.
- [00:04:56.300]And we teach our students how to use motor learning theory
- [00:04:58.940]in their daily clinical practice.
- [00:05:01.200]We break down complex movements.
- [00:05:03.730]As movement experts, we break down that movement
- [00:05:06.420]into its component parts and then we design
- [00:05:09.540]an intervention utilizing
- [00:05:11.710]the right practice and feedback schedules
- [00:05:15.190]so that our patients have their motor skill acquisition
- [00:05:19.770]and retention for that matter.
- [00:05:22.910]So as three of us came together,
- [00:05:25.560]something became very clear to us.
- [00:05:29.150]The pandemic, the situation was new
- [00:05:33.950]but the theories that we needed to lean on
- [00:05:36.240]in order to teach these psychomotor skills in a pandemic
- [00:05:39.600]were not new.
- [00:05:41.300]So for an example, we could lean on a primary tenant
- [00:05:45.620]of motor learning theorists that states skills
- [00:05:49.080]are best learned using a sequenced
- [00:05:51.890]and stepped teaching approach.
- [00:05:54.410]So we're very eager to share with you our stepped approach
- [00:05:58.340]that we used but first one more piece
- [00:06:01.330]of theoretical backgrounds, if you will humor me here.
- [00:06:07.010]So the early work by Fitts and Posner theorized
- [00:06:10.410]that there's three phases of skill development.
- [00:06:13.780]The cognitive phase is where the novice learns
- [00:06:17.740]what to do and in what sequence, right?
- [00:06:20.610]So demonstration and explanations
- [00:06:24.070]are really necessary in this phase
- [00:06:26.660]and the retrieval of information and the steps
- [00:06:30.320]and the skills requires a great deal of effort
- [00:06:34.480]by the learner or by the novice.
- [00:06:37.270]And as the learner moves into this associative phase,
- [00:06:42.240]and finally at the autonomous phase,
- [00:06:44.560]the skill becomes more routine, more fluid
- [00:06:48.210]and it demands less conscious thought.
- [00:06:51.380]Our e-modules will, were built
- [00:06:53.570]to initiate that cognitive phase of learning.
- [00:06:58.530]If we told you here today
- [00:07:00.400]that it would take the learner all the way
- [00:07:01.880]through the autonomous phase
- [00:07:03.230]I think you should question our credibility, okay?
- [00:07:07.790]So presented here are the steps that we use to initiate
- [00:07:13.220]that cognitive phase of motor skill development
- [00:07:16.520]in the online environment in a physical therapy course.
- [00:07:20.110]I'll define each step and then Steph will provide you
- [00:07:23.160]with the examples from our modules.
- [00:07:29.010]So preparation is key when planning these e-learning modules
- [00:07:33.400]that teach psychomotor skills.
- [00:07:35.240]In planning our modules we had to inventory
- [00:07:37.440]what skills needed to be taught.
- [00:07:41.190]We had to break those skills down
- [00:07:42.710]into their smaller component parts
- [00:07:45.460]to decide which skills belong together in a module
- [00:07:49.420]and which skills were just too big
- [00:07:51.750]to complete in one single module, right?
- [00:07:55.120]We had to break some things apart.
- [00:07:58.210]So in other words, we had to be aware of the cognitive load
- [00:08:01.960]when building these modules, recognizing
- [00:08:04.160]that there is a limitation to working memory.
- [00:08:08.740]We also needed to consider
- [00:08:10.030]the learners' skill level and their needs.
- [00:08:12.820]And luckily Kellie and I
- [00:08:14.500]had taught this content pre pandemic.
- [00:08:17.010]And so we knew what the learners struggled the most with.
- [00:08:20.830]And sometimes we'd have to remind ourselves
- [00:08:22.500]to come back to that content
- [00:08:24.470]that they really had the hardest time with
- [00:08:26.910]prior to these e-learning modules.
- [00:08:29.360]It's very easy to get distracted by all that stuff could do
- [00:08:33.700]and so sometimes we had to remind ourselves,
- [00:08:36.960]okay that's flashy and that's me,
- [00:08:39.490]but we gotta come back to what the learner actually needs.
- [00:08:45.330]In terms of the experience of developing these modules,
- [00:08:48.420]planning and preparation really is a key step.
- [00:08:51.320]So we work collaboratively
- [00:08:52.890]for a significant amount of time prior
- [00:08:55.360]to filming or storing the development in the software.
- [00:08:59.080]And that allowed us time
- [00:09:00.400]to focus on kind of that big picture.
- [00:09:02.960]So we were able to look at
- [00:09:04.160]the scope and sequence of the project,
- [00:09:06.030]as well as the details
- [00:09:07.610]of how are we going to word this piece of information?
- [00:09:11.340]Are we keeping that consistent?
- [00:09:13.110]How are we going to present this content?
- [00:09:15.960]Taking the time upfront to ensure
- [00:09:18.390]that we had the scaffolding
- [00:09:19.930]and all of those components in place
- [00:09:22.050]before the development started really saved time
- [00:09:24.760]and limited the amount of revisions that we had later on.
- [00:09:30.810]All right we'll go on to the next step, conceptualization.
- [00:09:34.300]So this is where the learner is provided
- [00:09:36.040]with the cognitive elements of the skill.
- [00:09:38.630]So examples would include, this is where
- [00:09:40.950]we teach them the purpose of the measurement.
- [00:09:46.900]And we might also orient them to the equipment used.
- [00:09:52.820]Have them review the relevant anatomy.
- [00:09:56.070]Of course go through the procedural steps
- [00:09:58.660]and then common mistakes.
- [00:10:03.160]This is an example from one of our modules.
- [00:10:06.380]And when it came to presenting content
- [00:10:07.810]as Sara mentioned before,
- [00:10:08.910]we really want to lighten the load,
- [00:10:10.770]the cognitive load as much as possible.
- [00:10:13.180]And so that meant letting the narration be
- [00:10:15.360]the main content delivery method
- [00:10:17.600]while the visual supported those key points.
- [00:10:20.470]And this helps students from becoming overwhelmed
- [00:10:22.990]with information and really focus their attention
- [00:10:25.790]on the explanation being given, rather than trying
- [00:10:28.490]to read ahead or trying to put all these pieces together
- [00:10:32.670]when the narration is going to that job for them.
- [00:10:36.080]We also worked to chunk the information
- [00:10:38.590]into small, easily to digest pieces.
- [00:10:40.830]Again, lightening that cognitive load.
- [00:10:43.660]And once we had a piece of content, we would then follow it
- [00:10:47.730]by an interaction which broke it up.
- [00:10:50.010]It allowed the learner to be an active participant
- [00:10:52.370]in this content and also kept them engaged
- [00:10:56.930]throughout the piece.
- [00:10:59.300]Another example of how we used conceptualization
- [00:11:02.100]would be this weight-bearing status piece here.
- [00:11:06.430]And it's just an example of how we used a slider interaction
- [00:11:09.980]to give more context to these terms
- [00:11:13.450]and showing how they related to one another.
- [00:11:15.840]Building that contextual vocabulary
- [00:11:18.540]and showing how it relates to one another
- [00:11:20.840]is a large part of this step.
- [00:11:28.620]All right, so visualization is where
- [00:11:30.910]the learner sees the skills performed by an expert.
- [00:11:33.750]And of course, we'd been doing this in person for years.
- [00:11:37.180]The expert stands at the front of the lab
- [00:11:39.300]and demos the skill and then the students repeat it back.
- [00:11:43.710]But there's a real benefit to using video
- [00:11:46.370]in these e-learning modules
- [00:11:47.700]'cause of course we can slow the motion down,
- [00:11:50.620]we can zoom in on something that's real important.
- [00:11:54.520]We can use different angles
- [00:11:56.420]so the students can view it from different angles
- [00:11:59.230]and of course the students have the ability
- [00:12:01.400]to start, stop and replay any parts
- [00:12:04.100]that are more challenging for them.
- [00:12:09.530]Then in addition to those benefits
- [00:12:11.970]another benefit that they have is
- [00:12:13.470]that we can actually add in animation as needed.
- [00:12:17.140]So we did add this into all of the three videos
- [00:12:20.270]that would be overkill wasn't needed
- [00:12:22.880]but in cases like the gait patterns here,
- [00:12:26.260]adding the additional visualization
- [00:12:28.600]really deepens understanding and emphasizes details
- [00:12:31.520]that would be hard to capture with the demonstration alone.
- [00:12:37.730]And real quick, I will just say,
- [00:12:39.020]when it comes to those gait patterns
- [00:12:40.580]that's probably one of the trickiest things
- [00:12:42.840]I've taught students and as a, as an instructor,
- [00:12:47.090]I felt like I even learned it better
- [00:12:49.750]by having some of these visualizations.
- [00:12:52.120]So it was a great demonstration of that so yeah.
- [00:12:59.310]Another nice thing about having the videos
- [00:13:01.290]is that we're able to break down the processes more.
- [00:13:04.020]So again, it's about breaking it down
- [00:13:05.500]into those really easily digestible chokes.
- [00:13:08.650]And so in this example for the blood pressure procedure,
- [00:13:11.850]we actually had two videos works.
- [00:13:14.510]We had kind of the physical.
- [00:13:15.880]Here, you are with the patient.
- [00:13:17.490]And then we also had another one focusing on
- [00:13:19.500]what you hear while you're taking the blood pressure.
- [00:13:22.370]So, because there were multiple complex components
- [00:13:25.280]of this process.
- [00:13:26.770]So bring out those steps, let's learn
- [00:13:28.740]to understand it one piece at a time.
- [00:13:32.350]And I would just like to offer a shout out
- [00:13:34.480]to Jeff Gossman, Kellie's husband,
- [00:13:37.600]because we did the majority of our filming
- [00:13:40.570]during the pandemic.
- [00:13:41.700]We used the two of them so that we could produce the videos
- [00:13:46.000]without any masks.
- [00:13:47.590]And then that second video Stacey Christensen was involved
- [00:13:51.500]and that was post vaccines.
- [00:13:53.550]So we were lucky to get that in.
- [00:13:59.340]So next was verbalization.
- [00:14:01.210]So this is where the learner watches
- [00:14:02.810]the video with narration.
- [00:14:04.480]And this step also allows the learner
- [00:14:06.360]to review written steps.
- [00:14:09.090]And then the learner really should verbalize elements
- [00:14:12.380]of the skills.
- [00:14:13.980]So for example, we can ask or prompt the student
- [00:14:16.980]to describe the correct steps and the sequence.
- [00:14:20.030]We can also have them practice explaining
- [00:14:22.790]the purpose and the procedure in layman's terms
- [00:14:26.580]because we know that students have difficult time
- [00:14:29.750]transitioning from scientific language to layman's terms.
- [00:14:35.880]And in the modules and as part of verbalization,
- [00:14:39.230]we included written reviews of procedures
- [00:14:41.580]in addition to those videos because while having the videos
- [00:14:44.960]as a reasonable asset is invaluable,
- [00:14:48.310]sometimes students are looking
- [00:14:49.710]for a quick resource or overview
- [00:14:51.570]and it also just served as a nice reinforcement
- [00:14:53.870]of the video procedure that they just saw.
- [00:14:56.380]That also was helpful for taking notes as well.
- [00:14:59.400]In fact, to assist students with the verbalization process
- [00:15:02.600]we provided handouts that aligned with each module
- [00:15:06.050]that could serve as a note-taking guide.
- [00:15:12.560]And then in this example, again,
- [00:15:14.690]it's an example of verbalization,
- [00:15:16.490]where we had a very complicated decision making process,
- [00:15:19.920]which was how to determine a manual muscle testing grain
- [00:15:23.630]and we broke it down into more manageable chunks
- [00:15:27.330]as a flow chart for the students.
- [00:15:30.130]And again, just presenting
- [00:15:31.060]that information in multiple ways
- [00:15:33.660]reinforces those key ideas and helps reach all students.
- [00:15:36.740]So if they didn't understand it the first time
- [00:15:38.370]that the information was presented,
- [00:15:39.660]they have another opportunity to understand.
- [00:15:45.800]In the e-modules, knowledge checks with feedback
- [00:15:48.420]provide opportunities for students
- [00:15:50.200]to practice the cognitive aspects of the skill prior
- [00:15:53.510]to coming in for in-person labs.
- [00:15:56.430]So Steph will show you some of the examples.
- [00:16:02.020]So this is one example where you can see
- [00:16:04.170]a practice interaction for students
- [00:16:05.650]where they had to place the steps of a procedure in order.
- [00:16:09.690]And as mentioned before these steps,
- [00:16:11.930]these interactions really allow learners
- [00:16:14.380]to test their knowledge of what they have just learned.
- [00:16:17.580]They're able to build connections
- [00:16:19.210]between this concept and previous concepts
- [00:16:22.840]and they become more of an active learner
- [00:16:24.950]when they're using these interactions.
- [00:16:26.760]It keeps them engaged in the content
- [00:16:29.090]and also really helps target those misconceptions
- [00:16:32.160]before they become solidified.
- [00:16:34.890]In this case, it takes the learner
- [00:16:36.410]through a decision-making process
- [00:16:38.270]for what they need to use later in lab.
- [00:16:40.860]And so they have that confidence.
- [00:16:42.320]They know what that decision process is
- [00:16:44.700]before they have to apply it in person.
- [00:16:50.562]And then here is another example.
- [00:16:52.540]We can see a practice interaction for students
- [00:16:54.750]where they had to take a patient.
- [00:17:04.540]There we go.
- [00:17:05.400]Where they had to take a patient's wheelchair measurements
- [00:17:09.140]that were given to them and then actually decide
- [00:17:12.930]what the dimensions should be.
- [00:17:15.560]So they have to do those calculations
- [00:17:17.580]which is an activity that they're going
- [00:17:18.960]to be replicating in lab.
- [00:17:21.030]But again, having it here builds that confidence.
- [00:17:23.460]And also by using that case study format,
- [00:17:26.440]we're able to show how this content
- [00:17:29.090]is going to be used in real life as well.
- [00:17:32.080]We use case studies
- [00:17:32.980]throughout the entire modules quite frequently.
- [00:17:36.500]The second example that you see here is one where
- [00:17:39.300]the learner has to decide what comes next to a patient exam.
- [00:17:42.960]Again, that makes it more authentic.
- [00:17:44.570]It's very clear.
- [00:17:45.403]Shows the learner how they're going
- [00:17:46.280]to be using this information
- [00:17:49.230]and it makes them go through that process
- [00:17:52.230]in a kind of safe online environment with feedback.
- [00:17:56.490]Because of course, anytime
- [00:17:57.760]that we had any sort of interaction,
- [00:17:59.880]we wanted to include feedback.
- [00:18:01.990]So we know that learners are building skills
- [00:18:04.160]with these modules.
- [00:18:05.640]This is the very beginning of their learning phase of these.
- [00:18:09.630]And so having the ability to try again,
- [00:18:13.500]get that redirection, and then finally
- [00:18:17.050]if they still are not successful,
- [00:18:20.220]they are able to get detailed feedback and an explanation
- [00:18:22.740]on why they chose or why the correct answer is correct.
- [00:18:32.490]All right, so we still needed
- [00:18:34.560]to have the students come to in-person labs
- [00:18:36.800]to be able to have a hands-on practice
- [00:18:38.440]again, as we've mentioned.
- [00:18:40.940]But the e-learning modules did help them optimize
- [00:18:43.030]their time in lab.
- [00:18:44.860]The comments not show, oh there is, look at that.
- [00:18:46.980]The comment on this slide is actually from a student.
- [00:18:50.060]And so they did report that they had a good understanding
- [00:18:53.260]and they were prepared for lab.
- [00:18:55.640]Me as the instructor, I had more time as well.
- [00:18:57.980]I did not have to go over
- [00:18:59.240]the how-to instructions for everybody.
- [00:19:02.060]They could spend more time just practicing, right?
- [00:19:05.890]I think the other good thing
- [00:19:08.340]is not only could they have that more repetition
- [00:19:10.790]to really try to master the skills, but they had time
- [00:19:13.340]to get feedback from their lab instructors
- [00:19:16.590]which is crucial for them to master those skills.
- [00:19:21.100]Another benefit of the e-learning modules
- [00:19:23.240]is I had usually eight different lab instructors
- [00:19:26.330]kind of spread out during each lab period
- [00:19:29.170]and I shared the e-learning modules with them.
- [00:19:31.490]So they prepared for lab that way
- [00:19:33.860]and it helped ensure consistent messaging.
- [00:19:36.770]I was still available on Zoom for questions
- [00:19:39.320]but again there was just this clarity with the team
- [00:19:43.260]with these e-learning modules.
- [00:19:46.670]So you can also see just a few more comments
- [00:19:48.730]from the students on this slide
- [00:19:50.210]from my course evaluations.
- [00:19:51.700]I'm happy to report I had no negative responses.
- [00:19:55.146]In conclusion though, the modules really did help
- [00:19:58.320]to not only prepare, but the examples
- [00:20:00.780]of those therapists performing the skills
- [00:20:02.700]gave them this goal to strive for when attempting to master.
- [00:20:06.350]And again, you go back and use the examples when practicing.
- [00:20:11.600]So it really served as this valuable resource
- [00:20:13.750]for assessments where they were being graded
- [00:20:16.280]by their lab instructor on the performance.
- [00:20:18.920]So even though we created these modules during a pandemic
- [00:20:21.700]with goals of limiting contact with others,
- [00:20:24.420]maximizing that time in the virtual environment
- [00:20:27.600]these will continuously prove to be helpful
- [00:20:30.050]and useful in a post pandemic world.
- [00:20:32.710]The efficiency of learning the parts
- [00:20:34.610]of psychomotor skills virtually
- [00:20:36.100]while receiving that feedback really did help form
- [00:20:38.870]that cognitive knowledge needed
- [00:20:41.180]for those complex physical or motor skills.
- [00:20:44.460]So many skills are still going to require in-person sessions
- [00:20:47.550]to master them but I'm gonna challenge you and say
- [00:20:51.030]why not rethink how you teach psychomotor skill acquisition?
- [00:20:55.340]Thank you.
- [00:20:56.770]And we have just a few other slides
- [00:20:58.100]but we welcome questions as well in the chat.
- [00:21:03.100]If you would like to view these modules in their entirety,
- [00:21:06.250]you can always visit the UNMC e-gallery
- [00:21:09.160]which is linked here and we'll share
- [00:21:11.010]the presentation and believe out.
- [00:21:13.770]The UNMC gallery houses over 100,
- [00:21:17.260]actually hundreds of modules that are open access.
- [00:21:21.010]You can use in your classes if you'd like
- [00:21:22.910]and they're all developed
- [00:21:23.830]by UNMC students, staff and team and faculty.
- [00:21:29.280]We also have on there, the module scorecard
- [00:21:31.720]and other development resources.
- [00:21:33.100]So if you want to read modules like this yourself
- [00:21:36.360]we have a lot of modules.
- [00:21:37.600]We have a lot of resources that you can use
- [00:21:39.830]to help you throughout that development process.
- [00:21:42.620]Little tips and tricks that we've learned along the way
- [00:21:45.860]but also research-based methodology.
- [00:21:49.160]And then you can also contact elearnlab@unmc.edu
- [00:21:52.720]for more information
- [00:21:58.672]Any questions?
- [00:22:08.530]Hi, great presentation.
- [00:22:10.640]Can you talk about how you created your videos
- [00:22:13.490]and how you shot those and edited those for your module?
- [00:22:22.980]So I was obviously a star of the videos.
- [00:22:26.440]We did have a videographer that came.
- [00:22:31.090]He was from UNL and he came and shot.
- [00:22:33.810]So I did have to create a script, create video shots
- [00:22:39.100]like angles ways I really wanted to capture those skills.
- [00:22:43.580]Me obviously being the content expert,
- [00:22:45.550]I knew how those skills needed to be performed.
- [00:22:49.660]So it was easy for me to just kind of jump into that
- [00:22:52.350]but I really did outline exactly what we needed
- [00:22:56.480]to be shot throughout the day.
- [00:22:58.130]So I don't know if that, does that answer your question.
- [00:23:01.270]Thank you for that.
- [00:23:04.127]And then you forgot to mention
- [00:23:05.140]I was the off-screen narrator.
- [00:23:07.300]Yes, thank you.
- [00:23:08.520]So obviously, yes, we recorded everything.
- [00:23:11.050]Before Sara was reading the script
- [00:23:14.000]so that I was timing the video just right.
- [00:23:17.200]It really took a lot of people to get this created.
- [00:23:21.140]It was a beautiful team.
- [00:23:22.790]I mean, there's a question that
- [00:23:23.910]have you considered interprofessional approach
- [00:23:27.140]to a model, module?
- [00:23:28.640]And actually the course that I'm teaching
- [00:23:30.780]is becoming an interprofessional course.
- [00:23:32.660]I'll be teaching both physical therapy
- [00:23:34.330]and occupational therapy students.
- [00:23:36.540]And when we were developing these modules,
- [00:23:38.430]we actually had that in mind.
- [00:23:40.320]We tried to limit the use of physical therapy.
- [00:23:42.920]We tried to have more clinician rehab language.
- [00:23:47.310]So these modules I'm happy to say
- [00:23:49.040]are actually very considered, I would say interprofessional.
- [00:23:55.210]And if you do go to the e-gallery
- [00:23:57.390]that Kellie hopefully link there, you will see
- [00:24:00.620]that many of the modules are interprofessional by nature.
- [00:24:03.230]So it's certainly possible to take a module
- [00:24:06.820]and make it for an interprofessional purpose.
- [00:24:09.750]Just in this case, we had a course
- [00:24:11.450]that we were designing for.
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