Techniques for Teaching Procedures
Home
/
Publications
/
SAEM Publications
/
Toolkits & Guidebooks
/
Teaching On-Shift in Emergency Medicine
/
Techniques for Teaching Procedures
This module identifies three key components to demonstrate competency in a skill and provides two techniques for teaching procedural skills.
Key Takeaways
Checking Learner Preparation
Before attempting a procedure with a learner, identify their preparedness in order to maximize success. Using checklists such as this can help review important aspects of a procedure ahead of time:
- Indications: why is the procedure being done?
- Contraindications: are there any contraindications?
- Materials: what materials are needed?
- Inform Patient: what does the patient need to know?
- Technique: how is the procedure done?
- Complications: what problems can develop?
- Interpretation: how do you assess the procedure?
Peyton's Four-Step Approach
A recent method for teaching procedural skills was presented by Walker and Peyton, called the Peyton's Four-Step Approach:
- Demonstrate: have the student watch a video or live performance of the procedure without comment.
- Deconstruct: the instructor discusses steps while watching video or reviewing other online resources.
- Formulate: learner verbalizes steps prior to procedure.
- Perform: learner performs procedure while verbalizing steps.
References
- Burgess A, et al. Tips for Teaching Procedural Skills. BMC Med Educ. 2020.
- Davis AJ, et al. Practical Application of Educational Theory for Learning Technical Skills in Emergency Medicine. Ann Emerg Med. 2017.
- Hedges JR. Pearls for the Teaching of Procedural Skills at the Bedside. Acad Emerg. Med. 1994.
- Kovacs G. Procedural Skills in Medicine: Linking Theory to Practice. J Emerg Med. 1997.
- Sawyer T, et al. Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine. Acad Med. 2015.
- Thomas H Jr. Teaching Procedural Skills: Beyond "See One-Do One". Acad Emerg Med. 1994.