How do you assess a learner's baseline knowledge before teaching them a procedure?  How do you set a learner up for success while performing a procedure?  What are some modern frameworks to use beyond, "see one, do one, teach one"?  How can low frequency procedural skills be maintained?  Join me as I discuss this and more with Dr. Cheryl Yang, pediatric emergency medicine fellow.

Also, check out Dr. Yang's high-yield article "How to Teach Medical Procedures That Stick":

https://accelerate.uofuhealth.utah.edu/explore/how-to-teach-medical-procedures-that-stick