Surgeons receive training in different skills. One of them are procedural skills, which are key to perform surgical operations. However, there is no standardized and structured way in medical education to teach the sequence of steps of surgical procedures, a key aspect of procedural skills. In order to support procedural skills instructors in teaching the sequence of steps, we developed different artifacts to quantify the errors that residents make in simulation-based courses. With this, instructors can incorporate the sequence of steps as a learning objective, allowing residents to advance from a novice to an advanced novice level of proficiency. Using percutaneous tracheostomy and central venous catheterization procedures as case studies, we developed an instrument for instructors, a sequence of steps learning curve, and metrics to describe resident performance. After systematically implementing the results of this thesis in procedural skills simulation courses, it is expected that the residents will pass from the novice level of competence to the advanced novice level, in order to positively impact the health of the population.