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Recommendation for consideration of virtual options for teaching procedural skills

This author group applauds the work by Quinn and colleagues (PMID: 34632249) titled “Curated collections for educators: Six key papers on teaching procedural skills.”1 This article provides an excellent representation of significant scholarly work in education literature. Furthermore, the reviews and methods are helpful for those interested in identifying key papers on the topic. Traditionally, procedures are learned using approaches like “see one, do one, teach one,”, always utilizing inperson instruction or simulation laboratories. However, these delivery methods of medical education have been largely disrupted due to the fluctuating COVID19 pandemic restrictions, necessitating training that is delivered remotely via online platforms. The challenge for an educator coaching any procedure online is to meet the learner's training requirements and satisfaction, permitting continuous skills development through feedback and assessments without making larger sacrifices in the educational experience. Currently, there is no standardized method or platform to teach procedural skills virtually, though it has now become our reality. We believe that additional articles focusing on how to teach these skills virtually may be beneficial to the audience of this article as the field grows rapidly. Articles ranging from outlining novel and unique ways to teach specific skills (e.g., placing ultrasoundguided peripheral IVs) to the utilization of novel technology such as smartphones, portable ultrasound devices, or virtual reality devices can be explored.2– 5 Many of these studies show similar, if not improved, skills demonstrated on assessment. Some also describe improved learner satisfaction.2 Furthermore, the integration of virtual skill teaching allows for global collaboration of the educational experience unbounded by geographic limitations. One study evaluated intraosseous device placement techniques for learners located in Toronto, Canada, and the other in Gaborone, Botswana. Instructors and trainees could see one another, see inside each other's simulators, and communicate in real time. Learner's opinions and skills were evaluated and demonstrated improvement in comfort and knowledge of the procedure.6 The opportunity to practice and establish competency in procedural skills is a necessary part of emergency medicine residency education. The interface between technology and medical education is rapidly modernizing the educational model. With modernization in a postCOVID world, it is imperative that educators keep exploring techniques and technology to teach these important skills effectively and creatively.