Seymour-Walsh Amy E, Weber Anthony, Bell Andy, Smith Tony
College of Medicine and Public Health, Flinders University, Sturt Rd, Bedford Park, SA 5042, Australia
School of Business and Law, Central Queensland University, Bruce Highway, Rockhampton, Qld 4701, Australia
Rural Remote Health. 2020 Nov;20(4):6132. doi: 10.22605/RRH6132. Epub 2020 Nov 6.
The safe and effective application of psychomotor skills in the clinical environment is a central pillar of the health professions. The current global coronavirus pandemic has significantly impacted health professions education (HPE) and has been of particular consequence for routine face-to-face (F2F) skill education for health professionals and clinical students worldwide. What is being experienced on an unprecedented scale parallels a problem familiar to regional, rural and remote health professionals and students: the learners are willing, and the educational expertise exists, but the two are separated by the tyranny of distance. This article considers how the problem of physical distance might be overcome, so that quality skill education might continue.
Psychomotor skills are undeniably easier to teach and learn F2F, and training schedules in tertiary, in-service and accredited professional courses reflect this. This aspect of HPE is therefore at significant risk in the context of social distancing and physical isolation. Psychomotor skills are much more complex than the physical motor outputs alone might suggest, and an F2F skill session is only one way to build the complementary aspects of new skill performance. This article argues that educators and course designers can progress with psychomotor skill education from a physical distance.
Videos can be used to either passively present content to learners or actively engage them. It is the design of the educational activity, rather than the resource medium itself, that enables active engagement. Furthermore, while many training schedules have been adapted to accommodate intensive F2F skill training once it is safe to do so, distributed practice and the need for reflection during the acquisition and development of new skills may challenge the pedagogical effectiveness of this approach. Skill development can be fostered in the absence of F2F teaching, and in the absence of a shared physical space. Embracing the creative licence to do so will improve equitable access to regional, rural and remote clinicians and students well beyond the resolution of the current pandemic.
在临床环境中安全有效地应用心理运动技能是卫生专业的核心支柱。当前全球新冠疫情对卫生专业教育（HPE）产生了重大影响，对全球卫生专业人员和临床学生的常规面对面（F2F）技能教育产生了特别影响。前所未有的规模所经历的情况与区域、农村和偏远地区的卫生专业人员和学生熟悉的一个问题类似：学习者有意愿，教育专业知识也存在，但两者因距离的限制而分离。本文探讨如何克服物理距离问题，以便优质的技能教育能够继续。
不可否认，心理运动技能在面对面教学中更容易教授和学习，高等教育、在职教育和认可的专业课程的培训计划也反映了这一点。因此，在社交距离和身体隔离的背景下，HPE的这一方面面临重大风险。心理运动技能比单纯的身体运动输出要复杂得多，面对面技能课程只是培养新技能表现互补方面的一种方式。本文认为教育工作者和课程设计者可以在物理距离的情况下推进心理运动技能教育。
视频可用于向学习者被动呈现内容或让他们积极参与。是教育活动的设计，而非资源媒介本身，使学习者能够积极参与。此外，虽然许多培训计划已进行调整，以便在安全的情况下进行强化面对面技能培训，但在获取和发展新技能过程中的分散练习和反思需求可能会挑战这种方法的教学效果。在没有面对面教学和共享物理空间的情况下，也可以促进技能发展。接受这样做的创造性许可将改善区域、农村和偏远地区临床医生和学生的公平获取机会，远远超出当前疫情的解决范围。
