• G K Schüpfer, C Konrad, and J I Poelaert.
• Institut für Anästhesie, chirurgische Intensivmedizin, Schmerztherapie und Rettungsmedizin, Kantonsspital, Lucerne, Switzerland. guido.schuepfer@ksl.ch
• Anaesthesist. 2003 Jun 1; 52 (6): 527-34.

AbstractAssessment in anaesthesia traditionally takes the form of written papers and oral examinations. These are important for assessing trainee's knowledge and judgement, but do not test for competency in practical skills, which is essential for successful clinical practice. The presence of learning curves for practical skills in anaesthesia is now well recognized and they are useful tools to monitor a learning process. From these, estimates of the number of procedures that must be performed by trainees in order to reach an acceptable success rate can be produced. It is clear that these figures give some help for the rational design of training programs, however, numbers alone do not provide a sufficient basis to declare a trainee competent for a given procedure. Not only technical skills need to be taught, but also decision-making and even more important behavioral skills. In clinical practice there are often problems in providing all the necessary training on patients and by this reorganization of residency programs may be necessary. However, the role of medical simulation in the assessment of anesthetists in training is still unclear, and the introduction of simulator-based tests may be premature.

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