2021 Curriculum learning syllabus: stage 1

Published: 04/02/2021

Safety and Quality Improvement

Stage learning outcomes

  • Understands and applies quality improvement methodology
  • Applies the principles of patient safety to their own clinical practice.

Key capabilities


Describes quality improvement theories and methodologies


Contrasts quantitative and qualitative analysis and the diagnostic tools used to understand the system


Compares audit, research and quality improvement


Commits to the principles of continuous quality improvement


Describes the common threats to patient safety in theatre and the perioperative period, and describes how these are minimised by day-to-day work routines


Describes the benefits of learning by sharing patient safety problems and solutions by means of critical incident reporting and improving care through morbidity or mortality reviews


Understands the importance of recognising and rewarding excellence in quality and safety, not simply mistakes and errors


Demonstrates the importance of the non-technical aspects of care such as situation awareness, task management, decision making and team working in anaesthetic practice.


Understands the importance of interpersonal skills, structured communication and the use of cognitive aids in managing critical emergencies, and recognises the role of simulation in rehearsal


Describes the benefits and limitations of technology and equipment in maintaining patient safety


Describes the requirements and processes for raising concerns


Explains and demonstrates duty of candour


Prescribes and administers drugs safely

Examples of evidence

Experience & logbook:
  • involvement in QI activities within Anaesthetics Department as a minimum requirement.
Supervised Learning Events (SLEs) can be used to demonstrate:
  • understanding of quality improvement methodology (A-QIPAT for relevant projects)
  • engagement with surgical safety initiatives and departmental guidelines relating to patient safety
  • learning from critical incidents
  • learning from pre-briefs and de-briefs on own and team’s performance
  • evidence of applying good non-technical skills and effective multi-disciplinary team working (e.g.ALMAT)
  • safe prescription and administration of drugs.
Personal Activities and Personal Reflections may include:
  • attendance at quality improvement training
  • involvement with local, regional or national quality improvement projects
  • submission of excellence and incident reports
  • simulation training e.g. crisis resource management, critical incident, resuscitation
  • attendance at local clinical governance/quality improvement meetings
  • self-directed learning regarding duty of candour
  • multi-source feedback.

Cross links with other domains and capabilities

  • Professional Behaviours and Communication
  • Team Working
  • all specialty-specific domains.