Teaching Psychomotor Skills

Debra Darosa, PhD

Northwestern University
 Teaching Psychomotor Skills
The COACH Model

C = Clear Performance Model

• Demonstrate the new skill before asking learners to do it

• Be sure your demonstration is performed according to
approved standards
• Verbally explain each step in the process while you
demonstrate it
• Demonstrate the skill in a role play or by using models
before demonstrating with patients if possible
• Make sure all learners are positioned to see the
demonstration
• In the demonstration, use materials, equipment and a
setting similar to what is available to your learners
• During the demonstration, encourage learners to ask
questions
• Ask learners questions such as “What should I do next?”
or, “What would happen if…” to keep their interest and
test their understanding

O – Openness to Learning

• Help learners to relax by getting to know them informally

before introducing new skills
• Make it easy for learners to acknowledge that they lack
knowledge or skill
• Familiarize learners with the staff and setting where they
are to practice
• Show sensitivity to learners’ natural feelings of fear and
anxiety when learning new skills
• Do not belittle or make light of learners when they make a
mistake
• Acknowledge that you are still learning and trying to
improve your skills
A = Assess Performance

• Ask learners to assess their own strengths and

weaknesses in performing the skills
• Use a checklist or observation guide to give written
feedback on learner performance
• Clearly state or show and end product clarifying
expectations and outcomes before they practice
• When giving feedback, point out things learners are doing
well and offer suggestions for improvement
• Provide specific feedback as soon as possible after
learner is observed
• Make sure the learners do not practice the procedure
using incorrect technique
• Encourage learners to take personal responsibility for
problems – never blame the patient or others

Communicating with Learners

• Encourage mutual, two-way communication with learners

• Initiate conversations and ask questions to help learners
resolve their concerns
• Develop a full understanding of the problems before
helping to solve them
• Request learners opinions before expressing yours
• Emphasize problem solving rather than blaming people
• Help learners find their own solutions
• Encourage learners to suggest better ways of doing
things
• At least once during the teaching session, ask learners to
evalute the training and suggest improvements

Help and Follow Up

• At the end of training ask each learner to identify the skills
he or she needs to practice further
• Make sure each learner has a plan for continuing to
practice and apply the skills after learning
• Get feedback from learners and others about how well
they are performing the skills
• Encourage learners to contact you or other skilled
persons for additional supervised practice if needed
• Make sure the larners “supervisors” understand and
support the procedures learners were taught
• Assist the learner in obtaining handbooks, books, and
supplies needed to support the skills and procedures you
teach.