What does this research mean for the field?

A newly developed, unified simulation-based training program for anesthesiology and critical care residency, incorporating introductory courses and critical situation training, systematically addresses key practical and non-technical skills required for patient safety. Novelty: ClaimNovelty.METHODOLOGICAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

June 6, 2026

Work program “Ttraining in anesthesiology and intensive care using simulation technologies” — development and pilot project for implementation in 2027—2029

Puntos clave

The aim is to create a cohesive training program for anesthesiology and critical care residency using simulation methods.
Expert group reviewed literature and employed Kern methodology to assess competencies.
Delphi consensus gathered to understand educational needs and define key skills for simulation training.
Program design included various sections focusing on practical and non-technical skills for anesthesiology.
Identified key skills and competencies affecting patient safety based on analysis of lawsuit and training databases.
Developed a unique program that integrates introductory simulation courses and critical situation training for the first time.
Assessment tools were created to evaluate ongoing and final learning outcomes, focusing on essential skills and competencies.

Resumen

Background. Despite more than 10-year experience of simulation training In Russia, availability of human resources and equipment, potential of simulation-based educational technologies in training for anesthesiology and critical care residency programs is still unsystematic and insufficiently effective. Objective. To develop a unified practical training program for anesthesiology and critical care residency programs using simulation technologies. Material and methods. A group of experts in simulation training for anesthesiology and critical care conducted a literature review using the Kern methodology to identify problem skills and competencies and evaluate modern simulation training programs. A Delphi consensus assessment was used to identify educational needs. The program sections, topics, and types of lessons, as well as learning outcome assessment system, were developed taking into account existing national and international experience. Results. Analysis of Russian and international lawsuit databases and studies on simulation training in anesthesiology and intensive care allowed us to identify skills and competencies whose poor quality impacts patient safety. Using the Delphi method, we identified practical skills and competencies that should be taught using simulation technologies. These results formed the basis for developing educational needs and formulating learning objectives. The program sections were designed to acquire practical and non-technical skills. For the first time In Russian medical education, the program included introductory simulation course and critical situation training. A system of assessment tools was developed for use in ongoing and final assessment of learning outcomes. This system focuses on skills and competencies. A plan for the pilot implementation of the program for 2026—2028 was developed. Conclusion. For the first time In Russian medical education, a training program involving simulation technologies for residency was developed. Implementation of this program will improve professional training of future anesthesiologists and critical care physicians. Evaluating the implementation of the program is planned in 2027—2028.

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