Practical Application of Educational Theory for Learning Technical Skills in Emergency Medicine

Emergency medicine is a complex and dynamic field, involving the acquisition, retention, and rapid recall of large amounts of knowledge, as well as the ability to quickly and precisely perform a variety of procedures ranging from mundane to lifesaving. The procedural skills of emergency medicine have traditionally been acquired in an informal manner exemplified by the mantra "see one, do one, teach one."1 This reliance on chance exposure to procedural learning is suboptimal, especially in a field in which procedures are unplanned, unpredictable, and often time sensitive.

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