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Updated: Jul 12, 2025
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Published on: May 6, 2020
Integration of simulation-based education in anaesthesiology specialist training: Synthesis of results from an
Georges L Savoldelli1, Crina L Burlacu, Marc Lazarovici
1From the Division of Anaesthesia, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine. Geneva University Hospitals and Faculty of Medicine University of Geneva, Geneva, Switzerland (GLS), University College Dublin, School of Medicine, Surgery and Surgical Specialties and Department of Anaesthesia, Intensive Care and Pain Medicine, St. Vincent's University Hospital, Dublin, Ireland (CLB), Institute for Emergency Medicine and Management in Medicine, Ludwig Maximilians University Hospital, Munich, Germany (ML), Anaesthesiology Department, Centro Hospitalar e Universitário de Coimbra, CHUC, Coimbra, Portugal; Faculty of Medicine, University of Coimbra, FMUC, Coimbra, Portugal and Clinic Academic Center of Coimbra, CACC, Coimbra, Portugal (FMM), Copenhagen Academy for Medical Education and Simulation, Capital Region of Denmark and Faculty of Medicine, University of Copenhagen (DO), European Society of Anaesthesiology and Intensive Care (ESAIC) Simulation Committee, https://www.esaic.org/about/committees/simulation-committee/ (GLS, CLB, FMM, DO), Society for Simulation in Europe (SESAM) Executive Committee, https://www.sesam-web.org (ML, FMM), World Federation of Societies of Anaesthesiologists (WFSA) Education Committee, https://wfsahq.org/about/people/committees/education-committee/ (DO), See attached list for the affiliations of the investigators of the Utstein Simulation Study Group (USSG).
Background:
Despite its importance in education and patient safety, simulation-based education and training (SBET) is only partially or poorly implemented in many countries, including most European countries. The provision of a roadmap may contribute to the development of SBET for the training of anaesthesiologists.
Objective:
To develop a global agenda for the integration of simulation into anaesthesiology specialist training; identify the learning domains and objectives that are best achieved through SBET; and to provide examples of simulation modalities and evaluation methods for these learning objectives.
Design:
Utstein-style meeting where an expert consensus was reached after a series of short plenary presentations followed by small group workshops, underpinned by Kern's six-step theoretical approach to curriculum development.
Setting:
Utstein-style collaborative meeting.
Participants:
Twenty-five participants from 22 countries, including 23 international experts in simulation and two anaesthesia trainees.
Results:
We identified the following ten domains of expertise for which SBET should be used to achieve the desired training outcomes: boot camp/initial training, airway management, regional anaesthesia, point of care ultrasound, obstetrics anaesthesia, paediatric anaesthesia, trauma, intensive care, critical events in our specialty, and professionalism and difficult conversations. For each domain, we developed a course template that defines the learning objectives, instructional strategies (including simulation modalities and simulator types), and assessment methods. Aspects related to the practical implementation, barriers and facilitators of this program were also identified and discussed.
Conclusions:
We successfully developed a comprehensive agenda to facilitate the integration of SBET into anaesthesiology specialist training. The combination of the six-step approach with the Utstein-style process proved to be extremely valuable in supporting content validity and representativeness. These results may facilitate the implementation and use of SBET in several countries.
Trial Registration:
Not applicable.
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