113 Virtual didactics administered through popular platforms, such as Zoom, may easily be recorded and with 114 permission from the lecturer, uploaded to a centralized forum. A task force could be created to commission the 115 creation of additional content and compile existing learning material. Online sessions should be evaluated to 116 determine the optimal length and format choices for learning, as well as to assess what factors of the presenting 117 faculty engage the viewers to allow for increased comprehension of the presented material. 118 119 As the timeline for return to pre-COVID-19 elective practice is highly uncertain, a multi-institutional response 120 to adapting education in the dermatology community is suggested. Through the collaboration of various 121 dermatological organizations and medical institutions with the creation of a unique task force, procedural 122 education may be reimagined in innovate ways to facilitate the training of outstanding procedural 123 dermatologists in the coming months and years. The lessons learned from this effort may then guide future 124 methods of remote learning for our field. Live online learning is not only tenable in dermatology, but also well 125 received. Implementation of virtual learning may supplement in-person curricula in procedural dermatology so 126 that all residents truly receive equal exposure and opportunities. 127 128 129 