simpson's psychomotor

7/30/2019 Simpson's Psychomotor

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Educational Objectives

Assistant Professor

Dr Rizwan ZafarMBBS, DMJ, (MHPE)


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Purpose of education

Out come base education.

What teachers intend to teach and whatstudents intend to learn

Within the boundaries of educational

standard


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Outcome base teaching

By the end of the lecture / tutorial / bedside, rotation,

practical, student should be able to

Communicate effectively

Benefit larger community while dealing with individualpatients

perform competently

Develop Leadership qualities

Maintain professional values, and keep societysinterests above all

Emphasize, work in a team

Do research, well organize the resources

Up to date himself with recent advances in the relevant professionalfield.


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What is your educational objective while

teaching during

Lecture

Tutorial

Bed side

Clinic

Operation TheaterLaboratory


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Educational Objectives Develop effective communication skills

Written, oral, interpersonal, group.

Develop higher cognitive skills

Critical thinking, creativity, analytical ability.

Cultivate the virtues

Ethics, responsibility, honor, tolerance, respect forothers, empathy.

Develop focus and depth in one or more disciplines.


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Develop leadership skills Ability to stimulate and direct collaborative learning

and collaborative action

Develop a global perspective Broad intellectual and cultural experience through

active engagement, an understanding of the

interactions among the individual, society, and the

natural world.

Prepare for lifelong learning

Independent thinking and learning, learning to find

information, asking the right questions.


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What student expect from teacher while

attending

Lecture topic intro, key points, essentials

Tutorial better opportunity to rectify query's,

better interaction with the subject and teacher.

Bed side observe role model, perform

Clinic multi flavor patient exposure,

differentiate b/w diseases, sign and symptoms,

skills. Operation Theater observe and perform skills

Laboratory observe role model and perform


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What we expect from student

By the end of the module / lecture / demonstration

/tutorial student should be able to

1. Define , describe , explain , list, identify ,2. Perform, interpret, do, create, apply, assemble

3. Avoid, agree, help, join, engages in, praises


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- Originally developed in 1956 by Benjamin Bloom.

- Represents intellectual behaviors important to

learning.

- Verbs are used to represent what the learner is to

do at each level.


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The Three DOMAINS


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The PSYCHOMOTOR

Domain


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PSYCHOMOTOR DOMAIN

Skills in the psychomotor domain

demonstrate the ability to physically

manipulate a tool or instrument like a hand

or a hammer.

Psychomotor objectives usually focus on

change and development in behavior or

skills.


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Perception Peter

Set Saw

Guided Response Giant

Mechanism Monster

Complex overt Response Crossing

Adaptation An

Origination Ocean


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PERCEPTION

The ability to use sensory cues to guide

motor activity. This ranges from sensory

stimulation, through cue selection, to

translation.

Possible Verbs

Distinguish, identify, select


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PERCEPTION

Examples:

Sit on driving seat and perceive location of

break accelerator clutch gear indicators

and feel them with your sences.

Estimate size of wrench by looking at bolt.

Adjusts carburetor based on sound ofengine.


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SET

Readiness to act. It includes mental,

physical, and emotional sets. These three

sets are dispositions that predetermine a

persons response to different situations(sometimes called mindsets).

Possible Verbs

Assume a position, demonstrate, show


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SET

Examples:

Recognize ones abilities and limitations.

Set up sequence in mind Car insert key click self, press clutch adjust

gear slowly release clutch and press

accelerator (imaginary set)

Knows and acts upon a sequence of

steps in a manufacturing process.


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GUIDED RESPONSE

The early stages in learning a complex

skill that includes imitation and trial and

error. Adequacy of performance is

achieved by practicing.

Possible Verbs

Attempt, imitate, try


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GUIDED RESPONSE

Examples:

Perform all steps of starting the car under

supervision.

Follows instructions to build a model.

Responds hand-signals of instructor while

learning to operate machinery.


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MECHANISM

This is the intermediate stage in learning a

complex skill.

Learned responses have become habitual

and the movements can be performed with

some confidence and proficiency.

Possible Verbs

Explain,


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MECHANISM

Examples: Use a personal computer.

Repair a leaking Tap.

Drive a car. Mechanism fully understoodby doing practice again and again


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COMPLEX OVERT RESPONSE

The skillful performance of motor acts that

involve complex movement patterns.

Proficiency is indicated by a quick,

accurate, and highly coordinated

performance, requiring a minimum of

energy.

Possible Verbs

Carry out, operate, perform


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COMPLEX OVERT RESPONSE

Examples: Maneuvers a car into a tight

parallel parking spot.

Displays competence while playing the

piano.

Proficient welding.


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ADAPTION

Skills are well developed and the

individual can modify movement patterns

to fit special requirements.

Possible Verbs

Adapt, change, modify, revise


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ADAPTION

Examples: Responds effectively to

unexpected experiences.

Modifies instruction to meet the needs of

the learners.

Perform a task with a machine that it was

not originally intended to do


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ORIGINATION

Creating new movement patterns to fit a

particular situation or specific problem.

Learning outcomes emphasize creativity

based upon highly developed skills.

Possible Verbs

as initially learned Create, design,

originate.


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ORIGINATION

Examples: Constructs a new theory.

Develops a new and comprehensive

training programming.

Creates a new piece of machinery.

Talking on mobile while driving a car


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Thank you

simpson's psychomotor

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