University Assignment 4.3: Psychomotor and Affective Domain Analysis

This assignment, designed for medical students, focuses on the assessment of psychomotor and affective domains within a clinical context. It begins with two OSCE (Objective Structured Clinical Examination) stations, testing practical skills in heart and chest examination and the ability to analyze diagnostic reports and prescribe medication, respectively. The assignment includes detailed instructions for candidates, assessors, and patients, along with marking checklists and guides. The second part of the assignment addresses affective assessment, using a rating scale to evaluate students' attitudes, values, and behaviors in patient-centered care. The provided scale assesses various aspects of student interactions, including communication, empathy, and patient advocacy. The assignment aims to evaluate both the practical skills and the professional attributes of medical students.

Running head: ASSIGNMENT 4.3
Assignment 4.3
Name of the Student
Name of the University
Author note

1ASSIGNMENT 4.3
Task 1
Station 1: Psychomotor Domain in Clinical Practice and Ability
Instruction for candidate
Objective The aim of this station is to test your skills in heart and chest examination for a
potential cardiac patient
Clinical Scenario The patient is 62 years old, male. The man is suffering from Orthopnea during
last 7 days. The symptoms are not consistent rather periodical. Rapid body
movement is triggering the symptoms.
Tasks 1. Examine the heart in proper exposure
2. Explain the rationale of our execution procedure during doing so
3. Recording the findings while mentioning the details
4. Provide at least one possible diagnosis for the patient
Instruction for Assessor
1. Indicate the clinical skill station for the candidates.
2. Ensure the patient and other equipments are ready to being diagnosed and used.
3. Ask the identification of the candidate to initiate the examination procedures
4. Ask candidate to choose appropriate equipments for diagnosis and record keeping
5. Ask the candidate to explain the reasons behind what is he or she doing
6. Assist the candidate to handle the patient
7. Observe the performance of the candidate
8. Give score in each section of attributes according to marking guide
Instruction for Patient
1. Take your seat at designated position
2. Cooperate with doctors and assessors
3. Answer the questions you would be asked
4. State your problems
Equipments needed
1. Couch
2. Pillow
3. Stethoscope
4. Hand Sanitizers
5. Papers and writing pad
6. Tape and clips
Marking checklist
No Response/Action Mark
1. Greeting and Self Introducing
2. Proper exposure and positioning either lying or semi recumbent
3. Inspection of visible pulsation
4. Inspection of scars
5. Inspection of chest deformities
6. Inspection of apex beat location and type
7. Inspection of Left Parasternal Heave
8. Mitral Area on lying flat
9. Left lower sterna border on lying flat in sitting position
10. Pulmonary area auscultation

2ASSIGNMENT 4.3
11. Aortic area auscultation
Total marks
Marking guide
0 = failed to complete; 1= Poorly done.............5= Excellently done
Station 2: Static Station, prescribing the patient
Instruction for candidate
Objective The aim of this station is to test your skills in analysis of the diagnosis report and
skill of prescribing for further diagnosis and medication requirements
Clinical Scenario After examining the physiological situation of the patient in station 1,
developing appropriate prescription is crucial. According to the
pathophysiological history, the patient has allergic tendency in sulpha drugs.
Tasks 1. Examine the report you have developed after diagnosis of the patient at station
1
2. Analysingthe report with your analytic, reasoning problem solving skill
3. Develop the feasible conclusion of the case with proper justification
3. Prescribe appropriate medication if required
4. Prescribe further diagnosis if required
Equipments needed
1. Patient’s Patho-physiological details
2. Writing desk and chair
3. Pen
4. Papers and writing pad
5. Tape and clips
Marking checklist
No Response/Action Mark
1. Developing the report as per the diagnosis
2. Proper descriptions of the symptoms and identified complications
3. Concluding with most feasible identification
4. Developing justification for the decision
5. Prescribing proper drugs with dose and frequency
6. Justification for selecting the medication
7. Prescribing for further testing
8. Justifying the selection of further tests
9. Considering of pathological history of the patient while prescribing
medication
Total marks
Marking guide
0 = failed to complete; 1= Poorly done.............5= Excellently done

3ASSIGNMENT 4.3
OSCE Blueprint (Khan et al., 2013)
Stations Examination
type
Task
Number
Procedural
skill
Clinical
Examination
skill
History
taking
Communication
skill
Reasoning
and decision
making skill
Station 1 Clinical
Practice
T1
Station 1 Clinical
Practice T2
Station 1 Clinical
Practice T3
Station 1 Clinical
Practice T4
Station 1 Clinical
Practice T5
Station 1 Clinical
Practice T6
Station 1 Clinical
Practice T7
Station 1 Clinical
Practice T8
Station 1 Clinical
Practice T9
Station 1 Clinical
Practice T10
Station 1 Clinical
Practice T11
Station 2 Prescribing
Patient
T1
Station 2 Prescribing
Patient T2
Station 2 Prescribing
Patient T3
Station 2 Prescribing
Patient T4
Station 2 Prescribing
Patient T5
Station 2 Prescribing
Patient T6
Station 2 Prescribing
Patient T7
Station 2 Prescribing
Patient T8
Station 2 Prescribing
Patient T9

4ASSIGNMENT 4.3
Task 2
Affective assessment refer to assessments that are based on the interests, values and
attitudes of the students and help in determining whether the students are able to internalise
the teaching and the efforts that are taken towards attribution retraining (Gronlund, 2006).
The rating scale provided below will facilitate gaining a sound understanding of the
frequency and/or degree of the skills, strategies and behaviour displayed by the students (Cate
& De Haes, 2000):
Affective assessment rating scale: A formative feedback tool for the course on Family
Medicine
Student name _______________ Educator name ______________
Criteria All
of
the
tim
e
Mos
t of
the
time
Som
e of
the
time
Rarel
y
Neve
r
Peer Comments
You showed this when:
OR
You might think about:
You are able to
engage in
patient-centred
care
You abide by
the key aspects
of
communication,
while
interacting with
patients and
stakeholders
You apply
strategies for
assessing your
practice
You recognise
the domains of
your
improvement
You support
patients and
help them
receive best
care
You encourage
patients to
adopt healthy
lifestyle choices
You remain
genuine and not
manipulative

5ASSIGNMENT 4.3
You are
flexible towards
the opinions of
others
You value your
experiences
You empathise
towards the
clients
You are an
active listener
You act as
health educator
and teach
terminally ill
and old patients
about self-
management of
condition
You provide
emotional
support to the
clients
You act as the
primary
caregiver and
are able to
accurately
assess pain
severity, and
provide non-
pharmacologica
l or medication
based relief
You try to act
as a patient
advocate
You help
clarify the
expectations of
the family
members
You aid patient
family
members with
the procedure
of acceptance
You are adept
with the rules
that need to be
followed while
establishing
advanced care
planning

6ASSIGNMENT 4.3
You are able to
inquire about
and decide on
the correct
treatment plans
You are
nonjudgmental
while listening
to the
preferences and
demands of the
clients
You are able to
effectively
manage
abdominal pain
You implement
the correct
procedures
while managing
abdominal
uterine bleeding
You are able to
provide
accurate
treatment for
arthritis and
help in easy
recovery of
patients
You are skilled
in effective
prevention and
management of
back pain
You have a
sound
understanding
of, and are able
to treat chest
pain
You can
effectively
manage cough
and cold, fever,
fatigue, and
skin rash
You are adept
at managing
diarrhoea and
constipation by
pharmacologica
l interventions
You have a

7ASSIGNMENT 4.3
sound
understanding
of depression
and can
effectively
reduce its
severity in
patients
You can treat
ear pain
You are able to
manage enema
in the legs
You are
capable of
successfully
managing
sudden fits,
insomnia,
headache, and
redness of eyes
You are able to
treat vomiting,
nausea, and
weakness
You can
manage
weakness in the
limbs
You are able to
treat gain or
loss in weight
You are adept
at effectively
managing high
or low blood
pressure
You participate
in effective
wound
management
You are able to
record patient
skills and
conduct
comprehensive
physical
examinations
You are able to
administer
intravenous,
intramuscular,
and
subcutaneous

8ASSIGNMENT 4.3
injections
You can
conduct normal
management
and delivery of
third stage
You are able to
administer
inhalers and
catheters
You can
conduct and
assess X-rays,
ECG, EEG
You can stitch
wounds during
emergency

9ASSIGNMENT 4.3
References
Cate, T. J. T., & De Haes, J. C. J. M. (2000). Summative assessment of medical students in
the affective domain. Medical Teacher, 22(1), 40-43.
Gronlund, N. E. (2006). Assessment of student achievement. Allyn & Bacon Publishing,
Longwood Division, 160 Gould Street, Needham Heights, MA 02194-2310.
Khan, K. Z., Ramachandran, S., Gaunt, K., & Pushkar, P. (2013). The objective structured
clinical examination (OSCE): AMEE guide no. 81. Part I: an historical and theoretical
perspective. Medical teacher, 35(9), e1437-e1446.