Teaching Psychomotor Skills
The COACH Model
Deb DaRosa, PhD
Department of Surgery
Northwestern University School of Mediane
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.