Psychomotor skills assessment in healthcare education: a scoping review

Abstract

Background/Purpose Healthcare education presents challenges as students need to demonstrate competence of psychomotor skills prior to performance with patients. Evaluating teaching methods and assessment for performance is needed to ensure skill competency. Proficiency with psychomotor skills is essential for practicing as a healthcare provider; however, there is little consensus on the best methods to teach or assess psychomotor skills. This scoping review aimed to review the available literature on psychomotor skill acquisition within healthcare education and summarize the key concepts for teaching psychomotor skills. Materials/Methods A scoping review was conducted using multiple databases focusing on psychomotor skills, learning, and healthcare education. Inclusion criteria included English language research studies published since 2000 that explored instruction, development, or attainment of psychomotor skills. Exclusion criteria included communication skills, radiology interpretation, invasive procedures, and skills not part of professional training. Results The review included 86 studies from varying professions. The articles were divided into two concepts: assessment tools/techniques (15) and instructional methods (71). For the instructional methods group, categories of instructor led (13), peer-assisted learning (7), multimedia (23), simulation (11), and others (17) were identified. Instructional design research types included 14 review articles, 21 studies with multiple cohorts or randomized design, and 38 studies with a single cohort design. Conclusions This scoping review determined two main takeaways. 1- There are inconsistent research design methodologies and low evidence levels used within this research area. 2- Several emerging concepts can be found, but caution is needed due to the low quality of the research.