Advertisement
-
1
Barnes RW: Surgical handicraft: teaching and learning surgical skills. Am J Surg 153: 422, 1987.
-
2
Poirier F: Dexterity as a valid measure of hand function. Occup Ther Health Care 4: 69, 1988.
-
3
Knight CM: Evaluating a skills centre: learning psychomotor skills: a review of the theory. Nurse Educ Today 18: 448, 1998.
-
4
Oermann MH: Psychomotor skill development. J Contin Educ Nurs 21: 202, 1990.
-
5
Gomez GE, Gomez EA: The teaching of psychomotor skills in nursing. Nurse Educ 9: 35, 1984.
-
6
Shumway-Cook A, Woollacott MH: Motor Control: Translating Research into Clinical Practice, 4th Ed, Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia, 2011.
-
7
Fitts PM, Posner MI: Human Performance, Brooks/Cole Publishing Co, Belmont, CA, 1967. Basic Concepts in Psychology Series.
-
8
Ackerman PL, Cianciolo AT: Cognitive, perceptual-speed, and psychomotor determinants of individual differences during skill acquisition. J Exp Psychol Appl 6: 259, 2000.
-
9
Ackerman PL: Determinants of individual differences during skill acquisition: cognitive abilities and information processing. J Exp Psychol 117: 288, 1988.
-
10
Kaufman HH, Wiegand RL, Tunick RH: Teaching surgeons to operate: principles of psychomotor skills training. Acta Neurochirurg 87: 1, 1987.
-
11
Kopta JA: The development of motor skills in orthopaedic education. Clin Orthop Relat Res 75: 80, 1971.
-
12
Ackerman PL: Predicting individual differences in complex skill acquisition: dynamics of ability determinants. J Appl Psychol 77: 598, 1992.
-
13
Hikosaka O, Nakahara H, Rand MK, et al: Parallel neural networks for learning sequential procedures. Trends Neurosci 22: 464, 1999.
-
14
Wolpert DM, Diedrichsen J, Flanagan JR: Principles of sensorimotor learning. Nat Rev Neurosci 12: 739, 2011.
-
15
Love B, McAdams C, Patton DM, et al: Teaching psychomotor skills in nursing: a randomized control trial. J Adv Nurs 14: 970, 1989.
-
16
Knight CM: Evaluating a skills centre: the acquisition of psychomotor skills in nursing: a review of the literature. Nurse Educ Today 18: 441, 1998.
-
17
Milde FK: The function of feedback in psychomotor-skill learning. West J Nurs Res 10: 425, 1988.
-
18
Bandura A : Self-efficacy: The Exercise of Control, Worth Publishers, New York, 1997.
-
19
Chen G, Gully SM, Whiteman JA, et al: Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance. J Appl Psychol 85: 835, 2000.
-
20
Baldwin D, Hill P, Hanson G: Performance of psychomotor skills: a comparison of two teaching strategies. J Nurs Educ 30: 367, 1991.
-
21
Schield HW: Factors influencing motivation in a pre-clinical technic course. J Dental Educ 26: 256, 1962.
-
22
Rogers DA, Regehr G, Yeh KA, et al: Computer-assisted learning versus a lecture and feedback seminar for teaching a basic surgical technical skill. Am J Surg 175: 508, 1998.
-
23
Wulf G, Shea CH, Lewthwaite R: Motor skill learning and performance: a review of influential factors. Med Educ 44: 75, 2010.
-
24
Wulf G, Shea CH: Principles derived from the study of simple skills do not generalize to complex skill learning. Psychon Bull Rev 9: 185, 2002.
-
25
Adams JA: Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychol Bull 101: 41, 1987.
-
26
Shea CH, Wright DL, Wulf G, et al: Physical and observational practice afford unique learning opportunities. J Mot Behav 32: 27, 2000.
-
27
Shebilske WL, Regian JW, Arthur W, et al: A dyadic protocol for training complex skills. Hum Factors 34: 369, 1992.
-
28
Ashford D, Bennett SJ, Davids K: Observational modeling effects for movement dynamics and movement outcome measures across differing task constraints: a meta-analysis. J Mot Behav 38: 185, 2006.
-
29
Decety J, Grèzes J, Costes N, et al: Brain activity during observation of actions: influence of action content and subject's strategy. Brain 120: 1763, 1997.
-
30
Fadiga L, Fogassi L, Pavesi G, et al: Motor facilitation during action observation: a magnetic stimulation study. J Neurophysiol 73: 2608, 1995.
-
31
Iacoboni M, Woods RP, Brass M, et al: Cortical mechanisms of human imitation. Science 286: 2526, 1999.
-
32
Rizzolatti G, Fadiga L, Matelli M, et al: Localization of grasp representations in humans by PET: 1. Observation versus execution. Exp Brain Res 111: 246, 1996.
-
33
Rizzolatti G, Craighero L: The mirror-neuron system. Annu Rev Neurosci 27: 169, 2004.
-
34
Calvo-Merino B, Glaser DE, Grezes J, et al: Action observation and acquired motor skills: an FMRI study with expert dancers. Cereb Cortex 15: 1243, 2005.
-
35
Calvo-Merino B, Grezes J, Glaser DE, et al: Seeing or doing? influence of visual and motor familiarity in action observation. Curr Biol 16: 1905, 2006.
-
36
Maslovat D, Hodges NJ, Krigolson OE, et al: Observational practice benefits are limited to perceptual improvements in the acquisition of a novel coordination skill. Exp Brain Res 204: 119, 2010.
-
37
Mattar AA, Gribble PL: Motor learning by observing. Neuron 46: 153, 2005.
-
38
McCullagh P, Caird JK: Correct and learning models and the use of model knowledge of results in the acquisition and retention of a motor skill. J Hum Mov Stud 18: 107, 1990.
-
39
Shea CH, Wulf G, Whitacre C: Enhancing training efficiency and effectiveness through the use of dyad training. J Mot Behav 31: 119, 1999.
-
40
Shebilske WL, Jordan JA, Goettl BP, et al: Obervation versus hands-on practice of complex skills in dyadic, triadic, and tetradic training-teams. Hum Factors 40: 525, 1998.
-
41
Gomez GE, Gomez EA: Learning of psychomotor skills: laboratory versus patient care setting. J Nurs Educ 26: 20, 1987.
-
42
Anastakis DJ, Regehr G, Reznick RK, et al: Assessment of technical skills transfer from the bench training model to the human model. Am J Surg 177: 167, 1999.
-
43
Matsumoto ED, Hamstra SJ, Radomski SB, et al: The effect of bench model fidelity on endourological skills: a randomized controlled study. J Urol 167: 1243, 2002.
-
44
Grober ED, Hamstra SJ, Wanzel KR, et al: The educational impact of bench model fidelity on the acquisition of technical skill: the use of clinically relevant outcome measures. Ann Surg 240: 374, 2004.
-
45
Naik VN, Matsumoto ED, Houston PL, et al: Fiberoptic orotracheal intubation on anesthetized patients: do manipulation skills learned on a simple model transfer into the operating room? Anesthesiology 95: 343, 2001.
-
46
Seymour NE, Gallagher AG, Roman SA, et al: Virtual reality training improves operating room performance: results of a randomized, double-blinded study. Ann Surg 236: 458, 2002.
-
47
Hogle NJ, Widmann WD, Ude AO, et al: does training novices to criteria and does rapid acquisition of skills on laparoscopic simulators have predictive validity or are we just playing video games? J Surg Educ 65: 431, 2008.
-
48
Wanzel KR, Ward M, Reznick RK: Teaching the surgical craft: from selection to certification. Curr Probl Surg 39: 573, 2002.
-
49
Donovan JJ, Radosevich DJ: A meta-analytic review of the distribution of practice effect: now you see it, now you don't. J Appl Psychol 84: 795, 1999.
-
50
Balasundaram I, Aggarwal R, Darzi LA: Development of a training curriculum for microsurgery. Br J Oral Maxillofac Surg 48: 598, 2010.
-
51
Mackay S, Morgan P, Datta V, et al: Practice distribution in procedural skills training. Surg Endosc 16: 957, 2002.
-
52
Moulton CA, Dubrowski A, Macrae H, et al: Teaching surgical skills: what kind of practice makes perfect? a randomized, controlled trial. Ann Surg 244: 400, 2006.
-
53
Brydges R, Carnahan H, Backstein D, et al: Application of motor learning principles to complex surgical tasks: searching for the optimal practice schedule. J Mot Behav 39: 40, 2007.
-
54
Post PG, Fairbrother JT, Barros JA: Self-controlled amount of practice benefits learning of a motor skill. Res Q Exerc Sport 82: 474, 2011.
-
55
Titzer R, Shea J, Romack J: The effect of learner control on the acquisition and retention of a motor task. Sport Exerc Psychol 15: S84, 1993.
-
56
Arora S, Aggarwal R, Sirimanna P, et al: Mental practice enhances surgical technical skills: a randomized controlled study. Ann Surg 253: 265, 2011.
-
57
Stalling LM: Application of an information-processing model. Mot Skills Theory Pract 1: 12, 1976.
-
58
Bachman K: Using mental imagery to practice a specific psychomotor skill. J Contin Educ Nurs 21: 125, 1990.
-
59
Doheny MO: Mental practice: an alternative approach to teaching motor skills. J Nurs Educ 32: 260, 1993.
-
60
Pascual-Leone A, Nguyet D, Cohen LG, et al: Modulation of muscle responses evoked by transcranial magnetic stimulation during the acquisition of new fine motor skills. J Neurophysiol 74: 1037, 1995.
-
61
Vann WJ, May KJ, Shugars D: Acquisition of psychomotor skills in dentistry: an experimental teaching method. J Dent Educ 45: 567, 1981.
-
62
Wierinck E, Puttemans V, Swinnen S, et al: Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training. Eur J Dental Educ 9: 10, 2005.
-
63
Mars RB, Coles MGH, Grol MJ, et al: Neural dynamics of error processing in medial frontal cortex. Neuroimage 28: 1007, 2005.
-
64
Wierinck E, Puttemans V, van Steenberghe D: Effect of reducing frequency of augmented feedback on manual dexterity training and its retention. J Dent 34: 641, 2006.
-
65
O'Connor A, Schwaitzberg SD, Cao CGL: How much feedback is necessary for learning to suture. Surg Endosc 22: 1614, 2008.
-
66
Porte MC, Xeroulis G, Reznick RK, et al: Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills. Am J Surg 193: 105, 2007.
-
67
Stefanidis D, Korndorffer JR Jr, Heniford BT, et al: Limited feedback and video tutorials optimize learning and resource utilization during laparoscopic simulator training. Surgery 142: 202, 2007.
-
68
Buchanan JJ, Wang C: Overcoming the guidance effect in motor skill learning: feedback all the time can be beneficial. Exp Brain Res 219: 305, 2012.
-
69
Salmoni AW, Schmidt RA, Walter CB: Knowledge of results and motor learning: a review and critical reappraisal. Psychol Bull 95: 355, 1984.
-
70
Chiviacowsky S, Wulf G: Self-controlled feedback: does it enhance learning because performers get feedback when they need it? Res Q Exerc Sport 73: 408, 2002.
-
71
Chiviacowsky S, Wulf G: Self-controlled feedback is effective if it is based on the learner's performance. Res Q Exerc Sport 76: 42, 2005.
-
72
Chiviacowsky S, Wulf G: Feedback after good trials enhances learning. Res Q Exerc Sport 78: 40, 2007.
-
73
Wulf G: Self-controlled practice enhances motor learning: implications for physiotherapy. Physiotherapy 93: 96, 2007.
-
74
Badami R, VaezMousavi M, Wulf G, et al: Feedback after good versus poor trials affects intrinsic motivation. Res Q Exerc Sport 82: 360, 2011.
-
75
Nieuwenhuis S, Slagter HA, Von Geusau NJA, et al: Knowing good from bad: differential activation of human cortical areas by positive and negative outcomes. Eur J Neurosci 21: 3161, 2005.
-
76
Chiviacowsky S, Wulf G, Lewthwaite R: Self-controlled learning: the importance of protecting perceptions of competence. Front Psychol 3: 458, 2012.
-
77
Wulf G, Raupach M, Pfeiffer F: Self-controlled observational practice enhances learning. Res Q Exerc Sport 76: 107, 2005.
-
78
Wulf G, McConnel N, Gartner M, et al: Enhancing the learning of sport skills through external-focus feedback. J Mot Behav 34: 171, 2002.
-
79
Zachry T, Wulf G, Mercer J, et al: Increased movement accuracy and reduced EMG activity as the result of adopting an external focus of attention. Brain Res Bull 67: 304, 2005.
-
80
Wulf G, McNevin N, Shea CH: The automaticity of complex motor skill learning as a function of attentional focus. Q J Exp Psychol A 54: 1143, 2001.
-
81
Locke EA, Latham GP: The application of goal setting to sports. J Sport Psychol 7: 205, 1985.
-
82
Guadagnoli MA, Lee TD: Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J Mot Behav 36: 212, 2004.
-
83
Elliott D, Grierson LE, Hayes SJ, et al: Action representations in perception, motor control and learning: implications for medical education. Med Educ 45: 2011.
-
84
Guadagnoli MA, Morin M-P, Dubrowski A: The application of the challenge point framework in medical education. Med Educ 46: 447, 2012.
Teaching of Manual Clinical Skills in Podiatric Medicine
Theory and Recommendations
Search for other papers by Ryan S. Causby in
Current site
Google Scholar
PubMed
Search for other papers by Lloyd Reed in
Current site
Google Scholar
PubMed
Search for other papers by Michelle N. McDonnell in
Current site
Google Scholar
PubMed
Search for other papers by Susan L. Hillier in
Current site
Google Scholar
PubMed
In the podiatric medicine profession, there are a variety of manual tasks that require precision and skill beyond what would be usually expected in everyday living. It is the expectation of employers, regulatory bodies, and the public that graduating podiatric physicians sufficiently meet certain minimum competencies for that profession, including those for manual skills. However, teaching and evaluation methods seem to be inconsistent between countries, institutions, and programs. This may be the consequence of uncertainty regarding the safest and most effective methods to do so. A review of available international literature pertaining to psychomotor learning across a range of health professions was undertaken. As a result of this broad review, we present herein the available evidence and make recommendations for the teaching of psychomotor skills in the podiatric medicine profession. Specific aspects considered important include methods of teaching, practice, and feedback.
