All anaesthetic and Acute Care Common Stem (ACCS) trainees are expected to undergo an Initial Assessment of Competence (IAC) during the first 3 to 6 months of their anaesthetic training. The umbrella term ‘novice anaesthetist’ is used to describe an anaesthetist in training yet to achieve their IAC.
As per the Royal College of Anaesthetists, one of the two core learning outcomes of the IAC is to provide general anaesthesia for American Society of Anesthesiologists (ASA) I/II patients having uncomplicated surgery [1,2].
A new regional two-day simulation course was developed to enhance novice anaesthetists’ preparedness and confidence during their IAC period. The broader aims of the course were to improve equity of access to and ensure sustainability of simulation training for novice anaesthetists across the region.
The course was delivered to two cohorts of novice anaesthetists in September 2024 (August 2024 intake) and February/March 2025 (February 2025 intake). Participants engaged in structured simulation scenarios across two days, targeting key anaesthetic competencies including both technical and non-technical skills. Preparedness to join the anaesthetic on-call rota and confidence in managing ASA I/II cases were assessed via pre- and post-course surveys, using a 5-point Likert scale (1 = not at all prepared/confident; 5 = very well prepared/confident). Post-course evaluation of educational value, scenario quality, facilitation, and facilities was conducted, alongside collection of qualitative feedback.
Analysis demonstrated a consistent increase in self-reported preparedness and confidence following course completion as shown in Figure 1.
The majority of participants rated educational value, clinical relevance, and facilitation quality as excellent (scores of 4 or 5).
Qualitative responses highlighted the benefits of scenario variety and the supportive learning environment provided by the faculty.
Participation in a structured regional simulation course significantly improves novice anaesthetists’ preparedness and confidence during the IAC period.
Future work should examine longitudinal outcomes, including impact on clinical performance and progression, and consider evolving the course to incorporate contemporary anaesthetic techniques such as total intravenous anaesthesia (TIVA) [1,2].
As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.
1. Royal College of Anaesthetists. Entrustable Professional Activities (EPAs) for Anaesthetic Training: EPA 1 & 2 v1.2. 2022. Available from: https://www.rcoa.ac.uk/sites/default/files/documents/2022-09/EPA-1-2-2022%20v1.2.pdf
2. Royal College of Anaesthetists. Guidance for Simulation-Based Education in Anaesthesia Training v1.0. 2024. Available from: https://www.rcoa.ac.uk/sites/default/files/documents/2024-11/Guidance%20for%20Simulation-based%20education%20in%20anaesthesia%20training_v1.0_Nov_2024.pdf
The Simulation Centre team, Quad Centre, Queen Alexandra Hospital, Portsmouth
All faculty members from Hampshire Hospitals NHS Foundation Trust and Portsmouth University Hospitals NHS Trust
A9 Evaluating the Impact of a Regional Novice Anaesthetic Simulation Course on Preparedness and Confidence
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