> not feeling that I've learnt something properly unless I felt I could teach it to someone else. That's always been my gold-standard as well. In presentation

> not feeling that I've learnt something properly unless I felt I could teach it to someone else. That's always been my gold-standard as well. In presentations, I should be able to ask an intelligent question. If I can't do that, either I wasn't engaged enough or the material wasn't accessible. In my own work, I should be able to teach someone else, or at least write a tutorial. I find that writing down an explanation forces me to research the boundaries of correctness, not just find a happy path down the middle. In teaching, I should be able to know my student and what they're already familiar with, and draw accurate and useful analogies between that and the new material. I should be able to anticipate how analogies might be misinterpreted or overfit, and couch them in caveats as needed. Ideally, ultimately, my student should be able to meet the same standard. But this will require work on their part and is not my sole responsibility.