Performance of psychomotor skills: a comparison of two teaching strategies

This study compares two teaching strategies: textbook assignment and videotape with no faculty assistance, and textbook assignment and videotape with faculty assistance (demonstration of skills and supervised practice) to determine their effect on outcome performance (measurement of blood pressure) and on the student's perceived level of confidence. The intent of the study was to ascertain if the use of mediated instruction without faculty input would decrease faculty-student contact time without adversely affecting performance outcomes. Results of the study revealed that faculty contact is an important factor when students are learning to perform a basic psychomotor skill. It was concluded that mediated instruction is not appropriate as a complete substitute for faculty contact.