• Set out your workshop or demonstration bench so that everyone in the group will be able to see
• Lay out the tools in correct position, in the order you will use them
• Consider safety aspects
• Prepare aids to instruction
• Prepare student tasks to prevent wasted "waiting time" if you need to give repeated demonstrations to small sub-groups

Present the demonstration

1. Put the class at ease - group people around or in front of the demonstration, and check that they can all see
2. Explain the purpose of the demonstration
3. Check what students already know about this skill or technique
4. Point out any new or unusual features of the equipment or materials to be used
5. Describe the process

Demonstrate the actual skill or process, going right through at normal speed to present a "mental template" of a correct or appropriate performance.

• Point out anything particular to be noted as it occurs, but don't "talk the whole way through" the demonstration.
• Repeat specific parts afterwards, using slow or exaggerated movements if necessary.
• Introduce essential information at suitable times, stressing main points and safety aspects.
• Use visual aids if and when required.
• Put away equipment and materials after use - set an example for good workshop habits.

Note: It is not recommended to demonstrate the incorrect method as the visual impact may remain with the students and confuse them. You may have to explain things that can go wrong, but don't give a visual demonstration of them!

Follow-up and Consolidate

• Review key steps or difficult parts
• Prepare the students to practice (provide a return demonstration) what they have observed
• Encourage questions from the group:
  
  • Ask the students questions to test their understanding of the process and steps
    
• Build up a chalkboard summary for students to put into their notebooks
• Provide opportunity for supervised practice (return demonstration)
  as soon as possible after the demonstration

Demonstration using a video

Video demonstrations of practical skills provide learners with more flexibility in viewing a demonstration and an opportunity to see a demonstration more then once. Students are able to watch short segments of the video and perform the skill along with the demonstration.

Utilizing a video to demonstrate a skill is a more passive activity then a live demonstration. A live demonstration provides a collaborative teaching strategy as the students are able to interact with the instructor and become an active participant in the learning process by asking questions and answering questions posed by the instructor.

Return Demonstration

Return demonstration is a very effective tool to assess learning during which some learning can take place. Students are able to obtain individual guidance while performing a skill. This teaching strategy is difficult to implement with a large group of students when limited resources such as equipment, instructors, and time are available. It may be appropriate for return demonstration practice sessions to be modified to allow for peer-to-peer practice sessions prior to the instructors evaluation of the student’s return demonstration.

Written and verbal feedback should be given to a student after completion of a return demonstration for future improvement. There are many formats instructors may use to provide written feedback.

Below is just one example of a competency checklist that may be used to provide written feedback to a student who performed a nasogastric tube insertion.

Checklist for Insertion of a Nasogastric Tube