Competency-based education as a steering instrument for residency training in anaesthesiology

Background: Specialty training in medicine is a quality assurance instrument. It provides an opportunity to acquire knowledge, skills, and experience. Specialty registration assures a high level of patient care and documents the acquisition of competency in a particular field of specialisation. Specialty training in anaesthesiology places great demands on intra- and interdepartmental communication and entails a high process density. To be able to address and focus on these issues during specialty training in anaesthesiology, we defined outcomes for the clinical anaesthesiologist at our institution. These outcomes provide a solid basis for integrating and synthesizing our existing teaching activities and concepts under a single framework. Methods: Competency outcomes were developed by a group of specialists and residents in our Department of Anaesthesiology. After reviewing the international literature, the Canadian framework of the seven CanMeds Roles was chosen as an appropriate basis for the development of our own competencies. The seven roles were adapted to German requirements and to the specialty of anaesthesiology. Results: Key competencies identified were: medical expertise, lifelong learning, efficient team cooperation, communication with patients and relatives, management and organisation, professional behaviour and health advocacy. For each of these key competencies detailed learning outcomes were specified. In a quality management process, competencies were redefined and then discussed with all medical staff within our institution. Conclusions: The defined key competencies are intended to be used as a steering instrument for anaesthesiology specialty training at our institution. The future goal is to establish effective tools for the assessment of the defined outcomes.