Abstract
In this perspective, the authors discuss how to teach procedures at the bedside with an awake patient. The teaching process is divided into 3 stages: preprocedural, intraprocedural, and postprocedural. Each stage focuses on a specific set of educational goals and aims for the learner, with specific tips for how the faculty member should be teaching the learner. We discuss how to deal with challenging situations, such as when the faculty member needs to take over the procedure, and how to allow the learner to troubleshoot if they come across the unexpected. With the guidance provided in this perspective, we aim to make procedural teaching at the bedside less daunting for faculty members.
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