Psychomotor Domains Of Learning Research Articles

Continuing Medical Education (CME) on the Family Adoption Program

The Family Adoption Program has been incorporated into the MBBS curriculum starting from the 2021-22 batch. This change in the curriculum aims to align it with competency-based medical education and ensure comprehensive coverage of cognitive, affective, and psychomotor domains of learning. The objective of the program is to enhance the accessibility of healthcare services to the rural and underserved people. This is necessary because the existing healthcare facilities in our country are primarily located in urban regions, while the rural areas have a higher concentration of population but limited health care facilities as well as poor access to healthcare. [1] A two-hour session was conducted under the banner of pre-conference CME of JHIAPSMCON 2024 on the topic- Family Adoption Program: A roller coaster ride. There were about 30 participants representing nine medical colleges of Jharkhand. The session was chaired by two faculty from an autonomous Government institution of the state. The agenda for discussion were the brief introduction on Family Adoption Program, its implementation, the role of health camp in FAP and ways in which students may be engaged in health camp and lastly the strengths, weaknesses, opportunities and challenges of the program. The intention was to share the experience of FAP implementation at Manipal Tata Medical College and also exchange of ideas and experiences by all other institutions. The perspective of faculties from other institution were also discussed. [2] There were four resource person for the session which continued one after the other with a brief discussion with the participants at the end of each sub-session.

The Implementation of Authentic Assessment in Speaking Class based on MBKM Curriculum at the UMKABA University

The research investigates the implementation of authentic assessment in speaking learning within the independent curriculum framework at UMKABA. It highlights the appropriateness and coordination of applying authentic assessment, emphasizing its alignment with the cognitive, affective, and psychomotor domains of learning. The study underscores authentic assessment as a paradigm shift in learning evaluation, focusing on holistic skill and character development in line with the MBKM curriculum's goals. Key components of effective authentic assessment preparation, such as rubric creation and alignment with learning outcomes, are discussed. Challenges faced by lecturers in preparing clear and objective assessment criteria are acknowledged, yet the benefits of authentic assessment in fostering 21st-century skills are emphasized. The study concludes that authentic assessment under the Merdeka Curriculum offers a more comprehensive evaluation approach, encompassing not only knowledge but also skills and attitudes, thus providing students with diverse opportunities to showcase their abilities. Keywords: authentic assessment, speaking, MBKM Curriculum

Evaluation of changes in the cognitive, affective, and psychomotor domains of learning following an interprofessional intervention for malaria and its control among the Bedia tribe, a particularly vulnerable tribal group, in rural Eastern India.

The "Bedia" tribal people are found all over India; they are poor, illiterate, and confined culturally. In many parts of India, malaria, a disease caused by mosquitoes, is becoming more common. Raising awareness and educating people about it is the best method to stop disease and maintain good health. This study aimed to determine the perception, attitudes, and practices of a particularly vulnerable tribal group-the "Bedia"-in the rural region of eastern India. A questionnaire with 19 structured questions has been created. The Bedia participants received the questionnaire from us. They had already responded. The intervention took the form of several health education workshops that were created in response to the deficiencies identified in the pre-test assessment's replies. The identical questionnaire used for the pre-test evaluation was given to each participant for the post-test who attended the training sessions. The current study found that while the first cognitive domain question on malaria transmission was not statistically significant, changes in malaria breeding grounds, regions with higher mosquito numbers, and the source of information about malaria are. Their knowledge of the treatment for malaria and the agent used to treat it is statistically significant in the current study, but the fifth question on the most common symptom of malaria was not statistically significant. The answers to the questions about "What you will do if you see someone suffering from malaria," "How much time was spent in the malaria control program," "Malaria detection," and "Regular usage of bed-nets" in the affective and psychomotor domains all had statistical significance. Our research on interventions to raise awareness of malaria in this tribal region of northern West Bengal, eastern India, bordering Bangladesh, was published for the first time to our knowledge. In the majority of the items from the cognitive, psychomotor, and affective learning domains, we have seen significant changes.

Implementing Lifestyle Medicine in Undergraduate Medical Education at Riphah International University, Pakistan.

The Need of the LM content in Medical undergraduate curriculum was imperative based on the mortality and morbidity statistics in Pakistan along with lack of LM training and unhealthy lifestyle of physicians themselves. Aims and Objectives for integrating LM content were designed including cognitive, affective and psychomotor domains of learning. while embedding LM content in an integrated modular system, every step was technically monitored and matched with the academic year, teaching methodology and importance of the topic. LM content was integrated in every educational activity from first to final year by adding or modifying LM learning objectives. The alignment of learning domains was in accordance with the teaching and assessment strategies. Teaching methods chosen were according to the designed learning objectives and phase of curriculum. LM content was assessed in formative and summative assessment through, single best and case cluster MCQs, reflections, OSPE. LM curriculum was communicated to teaching faculty and medical students through academic calendar, module guides and timetables. It was shared on Moodle and Teams. Educational environment incorporated both physical and virtual learning and has been supportive of lifestyle practices among medical students. The entire process of embedding LM content in medical education has been multifaceted. Different committees were formed including Steering, Core, implementation, and Evaluation Committees. Students were part of each committee. This write-up describes the evidence-based approach used to embed LM content in Undergraduate Medical Education and offers guidance to other undergraduate medical colleges that may wish to implement lifestyle medicine content.

Impact of the Course “Introduction to Education” on Learning of Undergraduate Students

The Course Introduction to Education was launched in the Department of Economics at Government College Women University Sialkot in September, 2020. Since then, it is being taught in a number of departments in this university. This study was conducted to see the overall impact of Introduction to Education on Cognitive, psychomotor and affective domains of learning at Undergraduate level. Question papers made by six faculty members of department of education were used for data collection along with a self-developed questionnaire. Learning outcomes were categorized in three domains of learning as cited above according to Bloom’s Taxonomy of instructional objectives. The Course Introduction had a significant impact on the cognitive, affective and psychomotor domains of learning. The students learnt the basic concepts, contemporary trends of education & teaching methodology. They were equipped with the essential pedagogical skills and competencies. They learnt to develop Audio-Visual aids. They learnt different theories of “Learning”. They came to know about different “Soft-skills” among students. It is suggested that the Course Introduction to Education may be taught in other public as well as private universities of Pakistan with a little modifications.

Effect of Digitized Textbooks on Secondary School Students’ Domains of Learning

In developing countries like Pakistan, digitized text books are one of the most recent educational reforms brought about by the educational technology This study analyzed the effectiveness of Punjab Information Technology Board’s (PITB) digitized textbooks on students’ cognitive, affective and psychomotor domains of learning. The study was delimited to only those levels of learning domains that were specified in National Curriculum of Pakistan, 2006. The nature of the study was quantitative and employed Quasi Experimental Non-Equivalent Control Group Design. Sample of the study comprised of 56 students studying Chemistry in grade 9 at a public sector school of district Lahore, Pakistan. Experimental group was taught by using digitized Chemistry textbook and control group was taught by using conventional mode of instruction. The intervention lasted for 12 weeks. Data was collected by using three different valid and reliable instruments. Data was then analyzed using descriptive and inferential statistics. All hypotheses were tested at a significance level of 0.05. The results revealed that there was no significant effect of digitized textbooks on students’ cognitive domain. But there was statistically significant effect of digitized Chemistry textbook on students’ affective and psychomotor domains. Recommendations were made to bring learning in cognitive domain at par with affective and psychomotor domains.

CONTINUOUS ASSESSMENT AS A GOOD PREDICTOR OF ACTUAL PERFORMANCE

Continuous assessment is a system for grading students’ performance throughout the cognitive, emotional, and psychomotor domains of learning. Academics, educational administrators, and policymakers use continuous assessment as a measurement and evaluation technique that has a positive impact on students’ performance at the end of their examination. Thus, the study looks at the link between continuous assessment and students’ end-of-semester exam scores at Kumasi Technical University’s (KsTU) in the Department of Accountancy and Accounting Information Systems. The study used a correlational design as its research approach. The study population comprises third year Higher National Diploma Accounting with computing students in the Department of Accounting Information Systems and Accountancy at Kumasi Technical University (KsTU). The data was gathered and analysed using students’ test analysis and the descriptive research method of Pearson’s correlation coefficients (r) in SPSS version 26. It was revealed that there was a significant difference in the values, mean score of actual performance, and the value of 3. Regular and proper administration of continuous assessment will boast the students’ actual performance.

Take a Seat for Yoga with Seniors: A Scoping Review

Chair yoga is a specific form of yoga practiced while seated on a chair, or standing using a chair for support; this adaptation allows those with impaired standing ability to practice safely. The purpose of this scoping review was to analyze the published literature regarding the use of chair/adapted yoga with older adults. Two researchers performed the review. Data sources: PubMed Central, CINAHL, Medline Full Text, Nursing and Allied Health, SPORT discus and TRIP were accessed. Study selection: Inclusion criteria included pre-test/post-test studies with a yoga intervention for older adults using a chair. Exclusion criteria were studies with seated exercise interventions not specific to yoga, mindfulness or breathing techniques with no physical activity, yoga with no use of a chair, not specific to older adults and reviews. The search strategy was performed by two reviewers. Data extraction: Covidence, a systematic review production tool, was utilized to aid article analysis. Data synthesis: Summation of study type, sample, dosing, intervention type, setting, outcome domains and results were included. Of the 3147 studies initially identified, 75 met the inclusion criteria. This review included 32 RCTs, 11 quasi-experimental, 21 cohort, nine qualitative studies and 2 case-series studies. Most studies reported affective and psychomotor domains of learning (n = 51) and favored chair/adapted yoga as an intervention over the control. A few studies included a second intervention. Twenty two of the 75 studies were focused on community dwelling older adults, followed by participants with orthopedic diagnoses (n = 16), and cognitive impairment (n = 9). The quality of literature supporting chair/adapted yoga is fairly substantial for both community dwelling and those with certain physical and cognitive diagnoses. It is recommended that this intervention continue to be utilized and studied.

Towards a holistic framework for delivering quality GIS education within and across disciplines

AbstractThe current GIS education framework has gaps, undervalued elements, and decentralized components that make it difficult to effectively relate, teach, learn, and assess learning key constructs within and across disciplines. Building upon critical synthesis, analysis, and extension of multidisciplinary literature, we develop a student‐centered framework that places the 2D learning GIS space within the broader 3D educational space defined by cognitive, affective, and psychomotor domains of learning. The modalities of GIS learning are discussed in the contexts of the “circle of GIS thinking,” “triangle of GIS practice,” and “triangle of affective GIS.” The framework suggests that well‐rounded GIS individuals possess hard and soft (non‐)geospatial knowledge, skills, and abilities gained through learning by thinking, doing, and feeling. It is coherent, intuitive, extensible, and in sync with modern GIS perspectives and knowledge, and multimodal ways of mastering this subject. We demonstrate how the framework informs design and content considerations for hybrid minds‐on, hands‐on, and “body‐on” classroom assessments that mirror the nature of GIS. We conclude that the framework shows considerable potential to facilitate consistent and persistent delivery of quality GIS education.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Assessment of cognitive and psychomotor domains regarding biomedical waste management and hand hygiene among various categories of health-care professionals at a tertiary care center in Northern India.

BACKGROUND:Health care-associated infections (HAIs) are associated with high morbidity, mortality, and costs in the health-care sector. Large proportions of HAIs are preventable by following infection prevention activities such as hand hygiene (HH) and biomedical waste management (BMWM).AIM:The aim was to evaluate the effectiveness of a structured teaching session on the cognitive and psychomotor domains of BMWM and HH practices in a tertiary health-care institute.MATERIALS AND METHODS:Every participant was evaluated for pretest knowledge assessment using a prestructured format along with skill demonstration. The training included interactive sessions, open discussion, and demonstration of various skills with the active participation of various participants by trained faculty and infection control nursing officers. On completion, every participant underwent posttest evaluation.RESULTS:During 11-month study period, 450 health-care professionals (HCPs) participated in the training program. Cognitive domain score increased from 16.3 ± 2.4 to 21.3 ± 2.0 from pre- to post-test, respectively. In psychomotor domain, pre- and post-test scores for HH were 8.3 ± 3.5 and 14.3 ± 1.4, for BMWM, the corresponding values were 8.6 ± 2.1 and 9.8 ± 0.7, respectively. Overall change in the mean (± standard deviation) score between pre- and post-test for various domains of assessment was 5.0 (±2.7), 6.0 (±3.5), 1.1 (±1.8), and 12.2 (±5.3) for knowledge, HH skill demonstration, BMW segregation skill, and cumulative assessment, respectively.CONCLUSION:The initiation of a structured training program can result in a significant increase in participants’ cognitive and psychomotor domains of learning, which may have an indirect impact on the prevention of HAIs.

Integration of Technology in English Language Classrooms: A Research Review

This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.

The Impact of Early Child Care and Development Education on Cognitive, Psychomotor, and Affective Domains of Learning

Aims: This study examined the impact of early child care and development (ECCD) education on psychomotor, affective and cognitive domains of learning in elementary school students.
 Study Design: This descriptive study employed qualitative and quantitative methods.
 Place and Duration of Study: The study was conducted in five schools under Chukha Dzongkhag for a period of one year (2019-2020). 
 Sample: This study involved a survey of teachers and observation of students in 5 schools of Chhukha district. Seventy three teachers were selected to fill out the questionnaire using homogenous sampling technique and 6 students were selected as participants for observation using simple random sampling technique.
 Methodology: Quantitative data were gathered through questionnaires, and documents and artifacts while qualitative data were gathered through observation for this descriptive study. The data collected from questionnaire, document and artifact and observation were triangulated to facilitate validation of data through cross verification and strengthen the findings of the study.
 Results: The results indicated positive impact of ECCD on elementary school students’ academic performance. In particular, the analysis revealed that ECCD education has the highest level of impact on students’ psychomotor performance, followed by affective and cognitive performance.
 Conclusion: In view of these findings, the researchers recommend the ECCD education programme developers and instructors to look for a balanced curriculum that ensure equal development of cognitive, affective, and psychomotor domains of learning.

Precepting Challenge: Helping the Student Attain the Affective Skills of a Good Midwife.

Preparing students for a career in midwifery is a rewarding venture. The knowledge and techniques necessary to meet the requirements of a safe, beginning-level practitioner are familiar to experienced midwives. It is common for students to achieve learning outcomes in the classroom (actual or virtual) but struggle in the clinical setting. Other students may struggle academically but perform smoothly and comfortably when they apply knowledge and skills in the clinical setting. The cognitive and psychomotor domains of learning are represented by a student's application of knowledge and performance of skills. Affective skills of caring and professionalism are equally important. Research that describes characteristics of what is considered a good midwife identifies affective characteristics associated with effective midwifery practice. By attending equally to all domains of learning, the preceptor can more effectively support the student in attainment of the skills, values, and beliefs that make a good midwife. This article focuses on the acquisition of affective skills by students in the clinical setting. When affective skills are well developed, they require little attention, but if they are not, the recognition and remediation can be a difficult task for the preceptor. Acquisition of affective skills in the realms of caring and professionalism are necessary for midwifery practice. Effective teaching techniques and knowledge of the affective domain enhance the preceptors' ability to evaluate and remediate deficiencies.

Effects of the Use of High-Fidelity Human Simulation in Nursing Education: A Meta-Analysis.

This study was conducted to evaluate the effects of high-fidelity human simulation (HFHS) on cognitive, affective, and psychomotor outcomes of learning. PubMed, Cochrane Library, EMBASE, CINAHL, and Korean databases were searched. The RevMan program was used for analysis. A meta-analysis was conducted of 26 controlled trials, with a total of 2,031 nursing students. The use of HFHS tended to have beneficial effects on cognitive and psychomotor domains of learning. In analysis of cognitive outcomes, the weighted average effect size across studies was -0.97 for problem-solving competency, -0.67 for critical thinking, and -2.15 for clinical judgment. The effect size for clinical competence of the psychomotor domain was -0.81. Use of HFHS might positively impact a high level of cognitive skill and clinical skill acquisition. Further research is required to determine the effectiveness of use of HFHS as an educational strategy to improve knowledge acquisition and communication skills.

Making sense of assessment in medical ethics and law

Are curricula in medical ethics and law effective in producing ethical doctors? Assessment is central to this question, both in setting the standards that students are expected to meet and...

The use of human patient simulation to improve academic test scores in nursing students

Many technologies that were not yet invented when today's educators went to nursing school are now staples in nursing colleges and schools worldwide. Although there are numerous studies that examine the relationship between simulation and student success, most focus on the affective and psychomotor domains of learning. This article focuses on the cognitive domain of learning and discusses the correlation between the use of high-fidelity human patient simulation and improved academic test scores.

Pedagogy of Love as Distinct Character on the Benefit of Teacher Training to Students’ Learning

Training must serve its purpose or else it will become a waste of time, effort and money. Despite the noble purpose of training, its poor design and evaluation programoftentimes wasted its investments. This study analyzes the usefulness of teachers’trainings via qualitative method of research. The results articulated the emerging categories of students’ personal and interpersonal learning experiences manifested in the cognitive, affective and psychomotor domains of learning. Several insights across these categories traced their roots to teachers’ traits and values such as the ability to explain the lesson well, motivate students, use good techniques/strategies, relate the lesson to real life situations, arouse critical thinking, patience, open-mindedness, friendliness, fairness, concerns, passion and commitment for teaching. Cases on competency-based instruction and advanced teaching-learning methods shared commontraces of benefits in teachers’ training. The case on pedagogy of love emerged to have a distinct character. This study establishes the benefits of the teacher training in student learning particularly in building their character and intellectual competence – calling for a continuous strengthening of faculty development initiatives.Keywords: Teacher training, Student learning, Pedagogy of Love, Cross Case Analysis, Universityof Mindanao, Davao City, Philippines

Learning and Innovation Competence in Agricultural and Rural Development

Purpose: The fields of competence development and capacity development remain isolated in the scholarship of learning and innovation despite the contemporary focus on innovation systems thinking in agricultural and rural development. This article aims to address whether and how crossing the conventional boundaries of these two fields provide new directions for developing learning and innovation competence in international development. Design/methodology/approach: Using mixed methods research, this article assesses work environments for experiential learning and innovation, and investigates effective ways of enhancing core competence in agricultural research, education, extension and entrepreneurship. Findings: Findings suggest that while the focus on input and output indicators are relevant for technological innovation competence development, outcome indicators, such as measures of changes in cognitive, affective and psychomotor domains of learning and innovation, would better serve the purpose of developing organisational and institutional learning and innovation competence. Practical implications: This research concludes that crossing the conventional boundaries of competence development and capacity development serves as a way to renew the role of education within the innovation systems thinking. However, such an attempt to enhance human capabilities and functionings through education should integrate theory-based, competence-based and experiential learning components as a coherent whole. Originality/value: This article demonstrates the value of crossing the conventional boundaries of the two seemingly unrelated fields—competence development through education and capacity development through extension—to provide new directions to operationalise innovation systems thinking in agricultural education and extension.

Using Objective Structured Clinical Evaluation for Simulation Evaluation: Checklist Considerations for Interrater Reliability

BackgroundReliability of simulation outcome measurements is infrequently reported in nursing education. The purpose of this study was to establish interrater reliability of a checklist for a pediatric medication administration objective structured clinical evaluation. MethodTwo raters scored 207 videotaped nursing student objective structured clinical evaluation performances using a 14-item checklist. Item interrater reliability statistics were calculated. ResultsAdequate interrater reliability was obtained on six items from the cognitive and psychomotor domains of learning. Unacceptable interrater reliability was obtained on four items from the affective domain. ConclusionResults verified the difficulty of quantitatively measuring affective domain behaviors and the need for consistency in rater roles.