Abstract
The current coronavirus disease (COVID-19) pandemic has shifted traditional educational approaches in health professions education (HPE) from in-person to remote learning. Although pedagogical strategies have been developed and implemented rapidly to support cognitive and affective domains of learning in HPE, less progress has occurred in psychomotor skills acquisition. Psychomotor skills, referred to as technical skills training, are underpinned by educational theories and conceptual frameworks. Considering the widening gap in learning domains, this editorial provides an overview and recommendations for developing and implementing remote training supported by educational theories, such as deliberate practice, and conceptual frameworks in technical skills acquisition in HPE. We begin by discussing the unique curricular needs for remote psychomotor skills in medical teaching-learning contexts and subsequently present a theory-driven and evidence-based model for remote psychomotor skills acquisition.
Highlights
Since coronavirus disease (COVID-19) was declared a pandemic by the World Health Organization on March 11, 2020, educational institutions worldwide have witnessed an abrupt move from traditional face-to-face to remote learning
Instructions evoking active learning strategies, increasing motivation to practice, and feedback are essential to be embedded within the remote, online psychomotor skills acquisition learning management system (LMS)
Based on what we presented far, we propose that the learner video records the "proficient" attempt and uploads it to the LMS to receive constructive feedback
Summary
Since coronavirus disease (COVID-19) was declared a pandemic by the World Health Organization on March 11, 2020, educational institutions worldwide have witnessed an abrupt move from traditional face-to-face to remote learning. How to cite this article Dubrowski A, Kapralos B, Peisachovich E, et al (March 23, 2021) A Model for an Online Learning Management System for Simulation-Based Acquisition of Psychomotor Skills in Health Professions Education. Once proficient action representations have been formed, the learners move to Phase 2 They would practice at home using simulators designed for this purpose. They can go back to the instructional materials for more guidance, and once satisfied with their performance, they video-record a test trial and upload it to the LMS for feedback. Instructions evoking active learning strategies, increasing motivation to practice, and feedback are essential to be embedded within the remote, online psychomotor skills acquisition LMS
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