In the current issue of Medical Education, Elliott et al.1 provide a thought-provoking look at the psychology and neuroscience behind movement, specifically as they relate to learning and clinical practice. For health professions educators involved in the clinical practice or teaching of procedural skills, this review raises a number of important insights. For educators working in non-procedural domains, the review provides an excellent example of how theory can inform clinical practice and education. In this commentary, I will attempt to highlight how cross-disciplinary research may benefit health professions education and offer some practical suggestions for the simulation-based teaching of procedural skills.
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