Identifying and prioritising technical and non-technical skills for simulation-based curriculum in anaesthesiology: a...

To identify and prioritise technical and non-technical procedures that should be integrated into a simulation-based training curriculum in anaesthesiology using the Delphi method.

A needs assessment using a three-round Delphi process was completed among leaders in anaesthesiologists across medical colleges in our country. The responders were mostly alumni of our institution and their colleagues. Delphi round 1 identified technical and non-technical skills after brainstorming sessions with experts in the field. Round 2 involved collecting data through questionnaires about the technical skills best suited for simulation-based training and topics of importance using Copenhagen Academy for Medical Education and Simulation-Needs Assessment Formula (CAMES NAF) score. Round 3 included final elimination and reprioritisation. The topics were narrowed down by steering research members based on data saturation in the open-ended questions (qualitative), as well as statistical data (CAMES-NAF) for the quantitative questions.

In Delphi round 1, we identified 22 technical skills, 10 non-technical skills and 21 scenarios. Response rates in the Delphi round 2 averaged to 85.5% and responses were prioritised using CAMES NAF score. Open-ended questions reached data saturation for non-technical skills and scenarios. In round 3, we were able to narrow it down to 10 technical skills, 5 non-technical skills and 8 scenarios after elimination and reprioritisation.

We identified and prioritised 8 scenarios, 10 technical skills and 5 non-technical skills in anaesthesiology that are suitable for simulation and may be used as a guide for developing simulation-based curriculum in anaesthesiology.