Campus Emergency Got You Wondering How to Teach Clinically Based Laboratory Courses? Here are 7 ideas for teaching psychomotor (lab) skills online. 1. Do synchronous demonstration with your students in attendance using Zoom (or other conferencing software--just insert your favorite one here). Record the Zoom meeting for reference by your students later. Don't know how to use Zoom? See the following link. Zoom help: https://support.zoom.us/hc/en-us/categories/201146643-Meetings-Webinars (Links to an external site.) During the session, observe the students practicing at home with family, friends, roommates, significant others. Assessment strategy: Have the students record themselves doing the skills that you communicated to them during the session. Then, have them send you a recording of their skills for formative feedback. Use a rubric to grade their performance. 2. Have the students do a think aloud using Zoom to assess their reasoning to complete the cognitive components of the practical exam (What are you thinking, why are you thinking that?) Want an example? See the interview guide located in this article: https://digitalcommons.chapman.edu/cgi/viewcontent.cgi?referer=http://scholar.google.com/&httpsredir=1&article=1053&context=pt_articles (Links to an external site.) Assessment: Give them a guide ahead of time for points you want them to ensure they talk about while thinking aloud. While they are thinking aloud, give formative feedback on their thinking and correct any errors. Use a checklist rubric to ensure that they have mastered the thought process you need them to do. If you need to record the session, you may do so using Zoom. Assessment: Give students a case with questions, have students write answers to the case and submit through your LMS. 3. Conduct a "skills a palooza" to assess psychomotor skills when students return to campus. Set up stations that they can rotate through to assess their mastery of "hands on skills" requiring them to "think and do". Use this as an opportunity to ask a clinically based questions like, "What technique would you do in this situation?" "Why is it appropriate?' "Show me that technique." Observe their thought process, give feedback, and use a checkoff sheet or rubric to verify performance. 4. Do an asynchronous recording of techniques, using Zoom, your cellphone, or other video camera and post to the modules section of the course. Upload these videos to your LMS. Assessment: Have the students practice at home with a practice log that they turn in as an assignment. Their partner has to sign off that they practiced. Assessment: Do a live Zoom call (record), and draw a skill/technique that they have to demonstrate while on the call. Grade their performance using a checkoff sheet or rubric. Assessment: Alternately, randomly assign each student a skill that they have to video for you and upload to a canvas assignment link. Grade their performance using a rubric. 5. Do your practical exam using Zoom. Have the student go through the reasoning and performance of the clinical skill while they are live with you on Zoom. 6. Deliver your lecture synchronously (good), or provide independent study modules online (better). 7. Video a simulation using human patient simulators or use another simulation method. Have the students participate via Zoom to tell you what you should do with the patient at each step of the process. Debrief on the decisions made after the simulation. If not live, do a video of the simulation to a decision point, and give a quiz on what the student would do, or discuss in the discussion forum.
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In this blog post, I will discuss some considerations for using technology in your classroom. These considerations will consider your TPACK, Bloom's Taxonomy, and the level of technology integration that you want in your class.
What do you know about Technology, Pedagogy, and Content (TPACK)?
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