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The simulator training illustrated by Barsuk et al1 is to be applauded both for its singular focus on the teaching of central catheter placement as well as for the sweeping implications with regard to resident education and patient outcomes. At many institutions procedures are viewed as menial tasks relegated by attending physicians to trainees who inherently have limited experience. The “see one do one teach one” mentality remains the dominant training dictum, a tradition that lingers more as a result of cultural inertia and entrenchment of the inexpensive labor model rather than being based on (and now seemingly in spite of) scientific evidence.
Ault MJ, Rosen BT. Procedure Training—Is It Time for a Change?. Arch Intern Med. 2010;170(3):306–307. doi:10.1001/archinternmed.2009.539