Most of what is known about telementoring comes from the world of dispatcher-directed CPR.While CPR is considerably simpler than a complex trauma resuscitation, the lessons learned from this more basic interaction provide principles that can be applied to more intricate scenarios. An excellent example is a study that found improvement in average chest compression depth when participants were instructed to “push as hard as you can” instead of “compress the chest 5cm” [19]. Similarly, children have performed well with remotely men­tored ultrasonography using simple “up,” “down,” “right,” and “left” commands. In contrast, they were bafed by terms such as “parallel” and “rotate” [20]. Language choices are critical to a successful resuscitation and should not be left to chance in hopes that the mentor and provider understand one another. There may be value in preemptively scripting procedures, lim­iting the words said to critical steps in the correct order with avoidance of unnecessary jargon. Any script would require input from experts as well as from those who are going to carry out the instructions. Instructions might also need to be modied for language and educational levels. Those who work in dispatch already have experience giving instructions to a wide variety of recipients and would therefore be key con­tributors to modications. Scripts would be “t for task” only once validated by end-users and maintained through realistic ongoing simulations [14]. Work in this area is ongoing. Mentors who nd themselves in this situation should break down these resuscitative procedures into equipment needed, identify the fundamental steps, and relay them in plain lan­guage to create a shared mental model between the provider and mentor. See Table40.1 for an example script used to tele­mentor novices through a tourniquet application.