Transcription of MODULE 17: TEACHING PSYCHOMOTOR SKILLS
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MODULE 17: TEACHING PSYCHOMOTOR SKILLS
NATIONAL GUIDELINES FOR EDUCATING EMS INSTRUCTORSAUGUST 2002 MODULE 17: TEACHING PSYCHOMOTOR SkillsPage 139 MODULE 17: TEACHING PSYCHOMOTOR SKILLSC ognitive goalsAt the completion of this MODULE the student-instructor should be able Define PSYCHOMOTOR Explain the relationship between cognitive and affective objectives topsychomotor Describe TEACHING methods appropriate for learning a PSYCHOMOTOR Describe classroom activities used to teach and practice PSYCHOMOTOR List methods to enhance the experience of PSYCHOMOTOR skill practice in theclassroomPsychomotor goalsAt the completion of this MODULE the student-instructor should be able Demonstrate proper facilitation technique when demonstrating EMS Demonstrate the use of corrective feedback during a skill Create a skill session lesson plan which maximizes student practice Create a skill scenario which enhances realismAffective goalsAt the completion of this MODULE the student-instructor should be able Acknowledge the need to teach the mechanics of a
critical thinking skills in situations they will face in the field setting B. Instructors plan their approach to teaching students how to perform skills in order to maximize the student’s abilities II. Understanding the psychomotor domain A. Definitions 1. The psychomotor domain involves the skills of the EMS profession 2.
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