Key result
A survey of 711 European anaesthesiologists revealed that only 21.7% had formal training in teaching and 36.45% were informed about European training requirements, indicating a significant lack of knowledge regarding competence-based education.
Why the study?
The level of teaching competence among trainers expected to deliver training under the new 2022 European Training Requirement in Anesthesiology is unknown.
Cross-Sectional (n=711)
There is a significant lack of knowledge about competence-based education among European anesthesiologists, highlighting the need for faculty development to improve education standards.
Survey data on anesthesia trainer competence are hypothesis-generating; prospective studies needed before guiding faculty development.
Background: It is not known the level of competence in teaching among trainers who are expected to deliver training according to the new European Training Requirement in Anesthesiology Updated in 2022. Objective: The aim of this ESAIC TTT Masterclass is to establish the current level of knowledge and faculty development among European countries regarding competency-based training in anesthesia and intensive care. Design: Cross-sectional survey, from September 1st 2021 until October 31st 2021 Setting: Not applicable Participants: Anaesthesiologists responded to an online survey promoted by the European Society of Anaesthesiology and Intensive Care (ESAIC) Interventions: None Main Outcome measure: Thirty closed questions regarding common practice in teaching, formal training in medical education, actual knowledge of competence-based curriculums, and perceived barriers to performing teaching. Results: A total of 711 responses of Anaesthesiologists working in 46 European countries were analyzed. The great majority (530/74.64%) had more than 10 years of experience in anesthesia, older specialist, or more senior position (645/90.97%), work in academic hospitals (451/63.5%), and claim to be involved in teaching residents (561/ 79.01%). Out of those that teach, more than half (65.10%) teach residents every or almost every day and are involved in mentoring (65.21%). The main barriers to teaching are lack of time and overload with work. Only 21.7% of respondents had formal training in teaching. Most respondents declared either no knowledge or that are not sure if informed (232/546;42.49% and 115/546; 21.06%) about European training requirements in anesthesiology. Only 36.45% (199/546) claimed to be informed of the training requirements. A disparity in the answers is present not only between, but within the countries too. Conclusions: There is a lack of knowledge about competence-based education even among very experienced professionals dedicated to medical education. Faculty development is necessary to improve standards of education in anesthesia and intensive care in Europe. Trial registration: Not applicable
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Nešković et al. (2023) conducted a cross-sectional in Knowledge of competency-based training among anaesthesiologists (n=711). Survey on competency-based training was evaluated on Knowledge of European training requirements in anesthesiology and formal training in teaching. A survey of 711 European anaesthesiologists revealed that only 21.7% had formal training in teaching and 36.45% were informed about European training requirements, indicating a significant lack of knowledge regarding competence-based education.
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