A blended approach to developing psychomotor skills in novice learners in a doctor of physical therapy curriculum

Abstract

Purpose

Psychomotor skill performance is central to effective clinical practice across health professions. These complex skills are challenging to teach, particularly in the novice learner. As many health professions programs have increased blended course offerings, educators must establish best practices for teaching psychomotor skills in this evolving learning environment. The purpose of this paper is to describe the innovative application of an evidence-based framework to teaching psychomotor skills to novice learners in a blended learning environment.

Materials and methods

Using a modified 9-step framework, two novice clinical skills courses in a Doctor of Physical Therapy Program were redesigned to teach psychomotor skills in a blended format, using online and in-person class sessions. Online coursework consisted of synchronous and asynchronous learning activities that preceded an immersive lab experience. Formative and summative assessments occurred during lab immersion.

Results and Conclusions

The learning framework provided a central evidence-based pillar for novel course design, guiding development of learning activities for teaching psychomotor skills to novice learners in a blended learning environment. Initial student outcomes appear favorable when compared with previous traditional course structures and satisfaction was high. These preliminary findings align with prior research using similar frameworks for learning complex skills and provide an archetype curricular model for a blended learning environment.

Keywords:

• Psychomotor skill development
• blended learning
• novice learner

Contribution statement

All authors participated in curricular design, data collection and analysis, manuscript writing and final review.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Catherine A. Bilyeu

Catherine A. Bilyeu, PT, DPT is an Assistant Professor, Faculty Residency Program Coordinator, and Clinical Education Team member in the Physical Therapy Program at the University of Colorado. Dr. Bilyeu is a board certified Orthopedic Clinical Specialist. She is the course director for Examination and Evaluation and Foundations of Intervention, both courses focused on foundational skill development in the novice learner. Dr. Bilyeu leads a faculty development program specifically focused on enhancement of understanding learning theory and development of teaching skills in clinical faculty, adjunct faculty, and residents. Education research interests are focused on excellence in physical therapist education, faculty development and competence, and novel curriculum development.

Amy W. McDevitt

Dr. Amy McDevitt, PT, DPT, PhD, FAAOMPT is an Associate Professor in the Physical Therapy Program at the University of Colorado Anschutz Medical Campus, School of Medicine. Clinically, she practices at the University of Colorado Health, CU Sports Physical Therapy and Rehabilitation. Dr. McDevitt is a board-certified Orthopaedic Clinical Specialist and a Fellow in the American Academy of Orthopaedic Manual Physical Therapists. She teaches entry-level doctor of physical therapy students and is currently completing her clinical PhD at the University of Newcastle, Australia. Dr. McDevitt is active in clinical research at the University of Colorado; research interests include musculoskeletal pain, shoulder pain and regional interdependence. Dr. McDevitt also maintains an educational research agenda exploring the assessment of clinical reasoning in physical therapist students, clinical reasoning in competency-based education and the use of validated tools to support the development of clinical reasoning.

Dana L. Judd

Dana Judd, PT, DPT, PhD is an Associate Professor in the Physical Therapy Program at the University of Colorado Anschutz Medical Campus where she has been a faculty member since 2014. Her doctoral work and current clinical research interests include rehabilitation strategies for optimizing muscle performance, movement quality, physical function, and quality of life following total joint replacement and she is currently a co-investigator on a clinical trial investigating rehabilitation strategies to optimize functional recovery. Her educational research interests include outcomes in evidence-based practice curricula, fostering clinical reasoning skills in the early learner, and the use of technology for teaching and learning. She has several articles published in peer-reviewed journals and has had the opportunity to present her work at several national conferences in both areas. Dr. Judd is the course director and instructor for several courses in the first year DPT curriculum including foundational courses in patient examination, patient management, and clinical reasoning. She is committed to providing creative, active learning experiences for her students while promoting critical thinking for sound clinical practice.