2021 Curriculum frequently asked questions

Due to the volume of FAQs we are publishing, they have been split into themes. They are also available on the resources pages, relevant to the event where the question has been raised. We are also incorporating them into the different areas where curriculum information is published on the website.

Philosophy of the curriculum

Following the Junior Doctors Industrial dispute, a review into training supported by patient groups, junior doctors, employers and postgraduate bodies was conducted. Existing training was seen to be rigid, slow to adapt and contained too many tick box exercises. The Shape of Training Review and the GMC’s Excellence by design: standards for postgraduate curricula provided an opportunity to reform postgraduate training to produce a workforce fit for the needs of patients, producing a doctor who is more patient focused, more general and has more flexibility in career structure as recommended by the GMC document Adapting for the future.

These documents have triggered all medical colleges to revise their curricula and incorporate interchangeable and consistent generic professional capabilities at the forefront.

The current CCT curriculum was introduced in 2010 and although there have been detail changes, such as the introduction of Units of Training in Perioperative Medicine, it remains largely unchanged over the last decade.  A review of the 2010 curriculum was conducted by Aidan Devlin in 2014 and many of the recommendations have been incorporated into the 2021 curriculum.

The RCoA has used this opportunity to try and improve training for anaesthetists in training. Current data shows that more than 40% of CT2s do not complete core training and move into ST3 after two years. Pressure to pass the FRCA Primary exam and a desire to gain further anaesthetic experience (especially in obstetrics) were cited as particular stressors in the College’s Welfare and Morale Report published in 2017. These issues are addressed in the 2021 curriculum.

Run through training was discussed as an option at the outset of developing the new curriculum but was not well supported enough to take forward.  It was felt to be insufficiently flexible by both anaesthetists in training and trainers.

Assessment

No, both will be required in the new curriculum but in different ways.

The MTR differs from the MSF as it concerns an anaesthetist’s training progress with key capabilities and learning outcomes. MSFs seek feedback from the multidisciplinary team, including consultants, on overall professional behaviour and attitude.

An MTR will only be required once per year with some exceptional additions to cover specific areas of training, such as the Initial Assessment of Competence.

A designated trainer of the local Assessment Faculty will be responsible for reviewing the evidence that has been collated to determine if the anaesthetist in training has met the requirements for the domain of training.

The Assessment Faculty includes Consultants who are Clinical Supervisors or Educational Supervisors.  It is intended that this is an evolution of the previous role of Unit of Training supervisors and reflects the greater emphasis on the role of the expert trainer as part of the new Programme of Assessment.

SLEs can still be completed by all trainers and assessors and is not limited to members of the Assessment Faculty.

These topics are covered in more detail at the anaesthetic curriculum webinar on assessments, from 25 March 2021. Please see the relevant resources page.

Please also see the assessments webpage for more detail.

Yes. These are in development and we hope to be able to share these soon.

Formative assessments such as A-CEX, ALMAT, CBD and DOPS, can include a record of the supervision level that identifies the level of supervision that the anaesthetist in training requires for that activity at the time the SLE is completed. This can then be used to illustrate engagement in the training programme and as an opportunity to gain and record structured feedback on performance.

This information is can then be reviewed as part of the body of evidence for summative assessments.  This will be available on the LLP for HALOs and ESSRs, for example.

In the 2021 curriculum the IAC will comprise of:

  • EPA 1: Performing an Anaesthetic Pre-operative Assessment
  • EPA 2: General Anaesthesia for an ASA I/II patient having uncomplicated surgery.

As a critical progression point in the curriculum, there is no 'equivalent' certificate to the IAC.

Yes, in the same way they can do so now. If they're currently signing off workplace-based assessments, then they will be able to sign off supervised learning events in the new curriculum. Guidance on the role of anaesthetists in trainings as assessors will be covered in the curriculum handbook.

This will not change from the arrangements for the existing curriculum. If trainer recognition is required for a trainer to approve a CUT form then this will be required to sign off a HALO.

Yes. There are many different capabilities within General Anaesthesia domain, but some have been clustered some together and some stand alone.

For example, in stage 1 there is a key capability to be able to provide safe general anaesthesia for ASA 1-3 patients for non-complex surgery. That is a short sentence but encapsulates an enormous amount of training in order to achieve the suggested level of supervision.

Current units of training, like orthopaedics, can be observed and completed within one trust, but the key capabilities for General Anaesthesia in the 2021 curriculum span many different areas of training and surgical specialties. The educational supervisor will be able review the evidence that has been provided and use their professional judgement to assess whether the trainee has achieved that key capability.  Trainers will be able to look at the range of supervised learning events and observe progress as indicated by the supervision scale.

No, leads will still have that role. However, individuals will become the Assessment Faculty HALO designated assessors for particular domains.

An important part of the requirements for completing a domain of learning is demonstration of engagement with training and learning.  It is expected that anaesthetists in training will accrue evidence throughout the stages of training.

More succinct domains such as Pain, Procedural Sedation and even Regional Anaesthesia may be completed ahead of the end of the stage of training.  However, General Anaesthesia and Perioperative Medicine and Health Promotion are likely to be completed nearer to the end of the stage of training. Similarly for the generic professional domains, although it is expected that there will be evidence available for review in each of these domains at each ARCP.

No. As with the existing 2010 curriculum where 1 round of consultant feedback informs multiple units of training, in the new 2021 curriculum 1 round of MTRs can be used by the assessment faculty to inform more than one domain of learning.

We are aware that consultant feedback occurs in many different ways across the country and so have developed a singular, simple process that will be embedded in the LLp.  This will enable the collection of trainer feedback from specialty-specific (clinical) domains as well as generic professional domains.

Certainly the possession of the IAC, with progression from a supervision level of 1 (direct supervisor involvement, physically present in theatre throughout )to a supervision level of 2b (supervisor within hospital for queries, able to provide prompt direction/assistance).  Supervision levels will be a better indicator of progress than the current system of collecting workplace-based assessments.  A HALO in Procedural Sedation for example, could also be completed in this time.

We will provide guidance for ARCPs in due course, that will have more detailed information about what could be expected by this time.

At the moment there are only the 4 EPAs that cover the IAC and the IACOA. However, we will be exploring the suitability for EPAs to cover other areas within the curriculum in the future.

No, your training to date, including your IAC, will be recognised in the collection of evidence that will contribute towards your CCT.

Yes, 14 HALOs need to be completed in each stage of training but you will be expected to show progression towards HALO sign off in each year of each stage.

Essentially yes. You can apply for the FRCA final exams once you have completed core training and have been awarded the stage 1 certificate.

Running the exams is an enormous amount of work throughout the year not only for the Examinations Department but also for Examiners who will have clinical commitments. A phenomenal amount of work has also been required to deliver exams during the pandemic which is likely to have a knock-on effect for the next year or so.  So at this present time it is not viable to consider another sitting.

An important part of the requirements for completing a domain of learning is demonstration of engagement with training and learning.  It is expected that anaesthetists in training will accrue evidence throughout the stages of training.

More succinct domains such as Pain, Procedural Sedation and even Regional Anaesthesia may be completed ahead of the end of the stage of training.  However, General Anaesthesia and Perioperative Medicine and Health Promotion are likely to be completed nearer to the end of the stage of training. Similarly for the generic professional domains, although it is expected that there will be evidence available for review in each of these domains at each ARCP.

Yes. These anaesthetists in training should move to the 2021 curriculum and complete EQ1b to map any remaining stage 1 capabilities once they have completed stage 2 cardiothoracics and neuro. More information can be found in the Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum.

EPAs 3 and 4 relate to the Initial Assessment of Competence in Obstetric Anaesthesia but the ‘Triple C’ form relates to the completion of obstetrics for the whole stage. EPAs 3 and 4 are expected to be completed early in the stage, when anaesthetists in training are starting obstetric practice. Whereas the ‘Triple C’ for obstetrics will be completed towards completion of the stage.

Please see the Assessment Guidance for further information about the 'Triple C' form.

NB For reference, stage 2 Perioperative Medicine and Healthcare capability D can be viewed here.

This list is indicative rather than exhaustive.

The HALO guides will include examples and encourage a diversity of evidence beyond SLEs as well as looking across domains. In the 2010 vernacular, a HALO can be thought of as a major CUT and the ‘Triple C’ as a minor CUT.

This particular capability can also be evidence by completion of the Final FRCA, which is still valid evidence.

We would expect them only for paediatric, cardiothoracic, neuro, and obstetric anaesthesia. However, they are not required if the educational supervisor can assess the evidence themselves and sign off the HALO.

Overall, this is 2 ‘Triple C’s in stage 1, 4 in stage 2, and 2 in stage 3.

If the faculty can discuss an anaesthetist in training’s progress in specialised areas, then a ‘Triple C’ form is not necessarily required. The ‘Triple C’ is just a mechanism to provide education supervisors with evidence in specific areas of training.

EPA's are currently only for the discrete areas of training covered by the Initial Assessment of Competence and the Initial Assessment of Competence in Obstetric Anaesthesia.

Copies of the IAC and IACOA workbooks are available in the Assessment Guidance.

Entrustable Professional Activities (EPAs) 1 and 2 will evidence achievement of the IAC and EPAs 3 and 4 will evidence achievement of the IACOA.

Copies of the IAC and IACOA workbooks are available in the Assessment Guidance.

ACCS doctors in training will only have a single stage 1 tab: ACCS. This has all of the ACCS curriculum and all of stage 1 Anaesthetics within it. Both curricula can be linked to simultaneously.

All the SIAs will be approved using HALOS, 'Triple C' forms will not be required.

MTRs will be created by College Tutors and Educational Supervisors. MTRs will have a dashboard, similar to the MSF, so it is possible to see the responses as they come in and offer encouragement where necessary.

There is no minimum number of assessments for EPAs, or anywhere else in the new curriculum. The emphasis is on demonstrating progress; for example, using the supervision levels.

This is a key change from the current curriculum; more assessments is not necessarily better, it's what the assessments show. The assessments are there to assist learning, not just to fill up a portfolio.

Yes, SLEs will be linked to Key Capabilities. This will be very similar to the process for the existing curriculum where Workplace Based Assessments are linked to competencies with the Unit of Training. Within the Review Curriculum section and HALO completed SLEs will be grouped according to the capabilities (or clusters).

Yes, if they are happy that the evidence is appropriate for the key capabilities in the new curriculum. Alternatively, CUT forms can be saved to the document store on LLp and then linked the new curriculum as a personal activity.

The MCR is only for ACCS doctors in training. The difference is basically the specialty placement:

  • MTR for Anaesthetics
  • MCR for ICM and AM
  • Faculty Educational Governance Statement (FEGS) for EM.

These are all classified as ‘panel-based judgements’ and perform the same essential function of providing supporting evidence of holistic performance from the training faculty. There is a bit more detail on the ACCS website, notably in the curriculum handbook.

The level is set for the end of the IAC training period. We expect that at this stage anaesthetists in training will have and need senior help available within the hospital hence level 2b.

At a department level.

There isn’t a change in this from that which occurs presently eg trainers deciding that anaesthetists in training can work with distant supervision on the theatre or obstetric on call rotas.

The new Supervision Scale is for SLEs; logbook entries will still require you to select Immediate, Local, Distant and Solo.

The HALOs for ICM in stages 1 and 2 need a period of training in ICU. The HALO for stage 3 ICM will not require a ‘module’ in ICM but will likely need some ICM on call in order to acquire the key capabilities.

There is guidance on the experience required in the Assessment Guidance. Schools can adapt this HALO guidance according to local circumstances but the anaesthetist in training will still need to meet the key capabilities at the supervision level advised.

Structure

No. The 2010 curriculum is an indicative 7 year programme consisting of core training (2 years), intermediate training (2 years), and higher/advanced training (3 years). This totals at 7 years. 

The 2021 curriculum is also an indicative 7 years, consisting of Stage 1 (3 years), Stage 2 (2 years), and Stage 3 (2 years).

CT3s will be completing their third year of Stage 1 and will be expected to be working to complete their Stage 1 training. No anaesthetist in training is expected to work beyond what they feel comfortable with or beyond their stage of training. With regards to rotations and rotas, design and implementation will be led by regional schools of anaesthesia and by local departments, respectively. They will aim to fairly balance training needs and local service commitments.

There will be recruitment (including applications and interview process) into Stage 1 training – the equivalent of the current Core Training recruitment.  A requirement for Stage 1 completion is to complete the FRCA Primary. There will be recruitment (including applications and interview process) at Stage 2 training. A requirement during Stage 2 completion is to complete the FRCA Final . There is no recruitment at Stage 3 but entry into Stage 3 requires a successful ARCP and completion of the FRCA Final in Stage 2.

The College believes that trainees who accept an ICM NTN starting in August 2021, and who wish to subsequently apply to dual train with anaesthetics, should have priority in accessing resources required to complete Stage 1 of the new curriculum, in order to be eligible to apply for ST4 (Stage 2) posts in anaesthetics.

The RCoA will continue to work with stakeholders including the Faculty of Intensive Care Medicine, HEE and its equivalents in the devolved nations, Postgraduate Deans, the GMC and the BMA to try to ensure that these posts offer fair terms and conditions (including pay) for those who need to access them.

More information about dual training and the 2021 curricula can be found here.

We have been working hard not to disadvantage any anaesthetist in training. The simplest approach would be to take a year out of ICM training to do the CT3 equivalent Anaesthetics post. This should be discussed with the Training Programme Directors.

Stage 2 of the dual ICM and Anaesthetics programme is 2 years in duration with 1 year of ICM placements and 1 year of Anaesthetics.

Increased flexibility means that this is now possible. However, there will need to be suitable evidence that the learning outcomes have been achieved in order for this to count.

No, the anaesthetic 12-months within stage 2 is equivalent to either ST4 or ST5. The year of Anaesthetics at stage 3 is to complete the requirements of stage 3 of the Anaesthetics programme.

Yes, ICM and Anaesthetics can be done in either order, although both should be in 1-year blocks.

Please see the guidance regarding dual training in the new curricula for further details.

Implementation and transition

Please see the implementation and transition page of the website for details about moving to the new curriculum.

Specific guidance is available that sets out the experience and evidence required for the transition year between core level training on the 2010 Anaesthetics curriculum and stage 2 training on the 2021 Anaesthetics curriculum; this has elsewhere been referred to as the stage 1 or CT3 'top-up' year.

There is general guidance, suitable for all trainers and anaesthetists in training. 

Guidance has also specifically been developed for Clinical Directors.

Yes, but they will need to compile the evidence for CT3 equivalence onto LLp and be issued with the Stage 1 Equivalence Certificate before moving on to stage 2.

All anaesthetists in training, including LTFT, must be transitioned to the new curriculum no later than January 2024.  A CCT for the 2010 curriculum cannot be awarded after this time.

Fundamentally, the onus will be on the individual to organise these posts, in a similar way to applying for clinical fellow posts now. However, some Schools have already started to collate clinical fellow posts appropriate as CT3’equivalent’ posts. Securing one of these posts may require a move to a different region but the College is confident that there will be enough posts available for everyone; this process gives flexibility to anaesthetists in training to determine their own future.

Anaesthetists who have completed 2 years of training will be very appealing to clinical directors; there is research that indicates the benefits of employing anaesthetists in training. Anaesthetists in training looking at these top-up posts should familiarise themselves with the requirements of completing stage 1 and look for roles that will support this eg there is 3 months of ICM available, there is suitable provision of study leave.

Some individuals will effectively be out of the training programme for 2 years. 1 year could be spent accruing stage 1 equivalence and the other year could be spent undertaking complementary interests, and it is possible that some of the experience could also count towards stage 2 of the new curriculum (in a similar process to now).

The College recommends that anaesthetists in training should transition to the new curriculum as soon as is reasonably possible. LTFT anaesthetists whose points of progression don’t align with the transition guidance should liaise with their TPD about the best point to change curriculum and what evidence would be required to support the change.

31 January 2024 is an agreed date with the GMC. Anybody expecting to complete training after this date should transition to the new curriculum.

This is a viable proposition. If a trainee has completed stage 1 training and has been awarded the equivalence certificate then they are essentially eligible for ST4 (all other requirements, notwithstanding). It may be worth noting that August 2023 is the first ST recruitment to the new curriculum and this may have an impact on competition for posts.

Yes. Please see the Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum for further details.

Depending on local training arrangements it may be best to wait until ST4. Decisions around this should be made using the Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum.

All ICM doctors in training will change to the new curriculum in August 2021 apart from those within a year of CCT.

In the transition to the new curricula stages 1 and 2 will become a little more mixed up, so a more flexible approach is needed. However, capabilities for both curricula will need to be evidenced in order for this training to count to both. Additional ICM capabilities may be required but the whole placement may not need to be repeated.

Yes, that’s right. If they are in their ST3 year and are doing standard things like ICM, obstetrics, and general duties they will stay on the 2010 curriculum on the LLp and complete the equivalence certificate called EQ1a.

But an ST3 who is doing cardiothoracics, neuro, and paediatrics would go onto the 2021 curriculum and complete equivalence certificate EQ1b. This is the equivalence certificate for stage 1 but is available in the 2021 curriculum on the LLp. This allows them to also do some stage two capabilities. If they’re doing cardiothoracics in ST3, they can evidence it in the appropriate section of stage 2 and if they're doing ICM in ST4 they can evidence it back to stage 1.

August 2021 / February 2022 will be the final intake for ST3 in Anaesthesia. From August 2022 there will no longer be any ST3 recruitment and competitive entry to Higher Specialist Training rotations will be at ST4 commencing August 2023. Trainees appointed to Core Anaesthesia from August 2020 and ACCS Anaesthesia from August 2019 will automatically include an additional year from August 2022.  Trainees appointed to Core Anaesthesia prior to August 2020 and ACCS Anaesthesia prior to August 2019 will not be eligible for an additional year within their core training programme.

The Lifelong Learning platform

The 2021 ACCS curriculum is being been built into the LLp at the same as the 2021 anaesthetics curriculum and so will be more naturally integrated into the platform. Those in the ACCS training programme will need to meet different requirements for years 1 and 2 but will still need to met the same requirements to complete stage 1 as core anaesthetist in training.

The LLp will be updated with the new curriculum and every effort has been made to ensure that it looks and feels the same as the existing platform. Anaesthetists in training can only be on one curricula or the other and this will be reflected on the LLp. Any existing data will not be deleted when moving from 2010 to 2021 curricula but will become hidden. Some data may need to be transferred from one curriculum to another but guidance will be provided on this in due course. Arrangements are also being developed to enable recording of training during transition or 'top-up' years in a straightforward way.

SLEs need to be linked to the curriculum at the time they are submitted to the assessor for approval; retrospective linking will not be available.  Assessors will not be able to add additional links to an SLE after it has been submitted but will be able to return an assessment to an anaesthetist in training if additional curriculum links are identified after the discussion about the SLE has taken place.

2021 versions of both ICM and anaesthetics curriculum will be available on the LLP from August 2021. Those identified as being in the dual programme are expected to be able to link assessments across curricula, where applicable.

Yes. Development work has already started and is expected to be completed and fully tested by late July.

Development work on the LLp has already started and is expected to be completed and fully tested by late July.

Providing they remain members of the College, yes.

Evidence already completed in the LLp, under the 2010 curriculum, cannot automatically be transferred to the 2021 curriculum. The equivalence evidence should be linked to what will essentially be a CUT form or HALO in the LLp, and this is currently in development. You can find details of the evidence required for on the College website:

Please also refer to the Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum.

This is your usual LLp password.

The College will only move across those who will be transitioning to the 2021 curriculum, as identified by TPDs. Anyone whose CCT date is before 31 January 2024 will automatically stay on the 2010 LLp.

Under the Curriculum Review section SLEs and other evidence will be linked to Key Capabilities (and/or clusters) in each domain. Associated supervision levels will also be visible for each SLE (if recorded).

Only one placement is allowed at a time so they should choose whichever part of the LLp is most appropriate; they will be able to link assessments across both curricula.

Yes. Those in the Dual Anaesthetics and ICM training programme will be able to combine 2010 Anaesthetics with 2021 ICM on the LLp.

No. Equivalence certificates have been created to enable anaesthetists in training to map experience from their 2010 LLp to the 2021 curriculum in the transition or ‘top-up’ years. It is important that there is discussion regarding when a trainee switches to the new curriculum.

No, SLEs will need to be linked by the anaesthetist in training to any and all relevant key capabilities.

Please refer to the Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum. We would encourage informed conversation between anaesthetists in training and trainers to agree on the most appropriate plan.

This will depend on what has been completed so far in a training programme. There are many nuances in the transition to stages 2 and 3 and many individual circumstances to consider. The Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum indicates a number of options to allow flexibility.

It would be advisable to transition to stage 1 of the 2021 Anaesthetics Curriculum and avoid any potential confusion regarding requirements of the 2021 ACCS Curriculum. Relevant summative assessments should be transferred and mapped to stage 1. Please refer to the Guidance for Transition from 2010 to 2021 Anaesthetics Curriculum.

No, as they are part of the new curriculum.

As the LLp is specifically designed for training it is unlikely that a specific career-grade appraisal system will be made available.

Any career grade anaesthetist who is a subscribing member of the College can have access to the LLp to record SLEs and other formative assessments. However, HALOs should not be signed off until they return to a training post in order that the evidence can be assessed at the appropriate time (ie an ARCP).

Yes, that is correct.

The equivalence evidence should be linked to what is essentially a CUT form or HALO in the LLp. You can find details of the evidence required for on the College website:

Access your LLp profile page (click on your LLp ID - top right of the LLp dashboard page) and then scroll down to the Portfolio section to Generate and Download a zip archive of your Portfolio. Please note that the portfolio download will NOT include your Logbook, Document store, and entries you have approved. We are working to resolve these issues and will notify you when they are fixed. In the meantime, you can download the rest of your portfolio.

The learning syllabus

This will be covered in a future presentation.

Yes. TIVA is contained within the General Anaesthesia domain throughout the 2021 curriculum.

On-call obstetrics is not mandatory but it may be necessary in order to acquire the required experience eg, to gain experience of dealing with emergency procedures for more complex patients.

Yes, because the curriculum requires the demonstration of capability.

For example, if an individual wanted to undertake vascular as one of their special interest areas in stage 3, they would not have to specifically undertaken vascular training before stage three, as they will have the general capability by the end of stage 2 to complete a vascular case, due to exposure to similar cases in other areas.

Many special interest areas inform the capabilities required in General Anaesthesia and the generic professional domains. This will be explored in greater detail at a future webinar.

It is possible that some of this time in redeployment may count towards training, if it has occurred contemporaneously to the level of training being signed off.  However, in most cases we would not expect that the competencies achieved will be sufficient to complete units of training in ICM due to the specific nature of care provided during the COVID pandemic.

Please see our existing guidance for further details.

Yes. The stage 3 Intensive Care learning key capabilities in the 2021 anaesthetics curriculum are not the same as those for dual or single ICM trainees.  These have been developed for anaesthetists and could be better described as capabilities for managing the integration between anaesthetic and ICM services.

This has always been a possibility for trainees in their advanced training year but requires specific prospective approval from the College to do. Being able to support intensive care services at consultant level without those individuals necessarily having completed an ICM CCT is a good thing. This helps to maintain critical care services where there are limited numbers of dual anaesthetic and ICM CCT holders.

The overall content of the exams syllabus is not planned to change with the introduction of the new curriculum. Aspects of QI are already included in the exams syllabus and this will continue.

6 months in stage 1 and 3 months in stage 2; there is no mandatory time required to be spent in ICU in stage 3, although the key capabilities in the Intensive Care domain still need to be maintained.

The Special Interest Areas (SIAs) are a vehicle for preparation for consulting practice and so is mandatory. The SIAs should comprise a full year of training but this could be up to 3 different SIAs. In practise, the requirements for the SIAs should mesh with the requirements laid out as part of stage 3. Further guidance will be published regarding the SIAs in due course.

This should be deliverable in a DGH assuming that they manage children aged 5 years and over.

No. These anaesthetists in training will still need to complete ICM at ‘higher’ level for stage 2 equivalence.

Delivery of training

Stages will have indicative time periods (stage 1 is 3 years, stage 2 is 2 years, and stage 3 is 2 years).  As with the 2010 curriculum, it is possible to complete a stage of training in less than the indicative time but the organisation of the delivery of training and timing of ARCPs mean that an accelerated rate of progress through the training programme is unlikely.

Heads of School and Training Programme Directors are responsible for the organisation of rotations; in some schools they may spend three years in one place, in other schools it will be different.

Yes. The GMC rules have recently changed; if you have completed a minimum of three years within a training programme then you will be awarded a CCT.

This is covered in an anaesthetic training update from 20 May 2020.

It is important to remember that the 2021 curriculum is not defined by surgical specialties, as anaesthetic practice is not defined only by surgery; it is defined by capabilities.

There are local training programmes where anaesthetists go through ‘blocks’ of specialist training such as paediatric and cardiothoracic anaesthesia, and we know that there are good systems in place already to facilitate trainer feedback and discussion. This is one element that we are very keen to preserve.  Experience for some specialist areas will cut across several domains of learning and this can be reflected in the LLp.

ICM training can be undertaken at any time in stage 1. It can be undertaken as a single 6-month block but is likely to be of greater value to anaesthetists in training and the intensive care department if it comprises 2 x 3-month blocks.

However, those following the ACCS programme will be required to do a single 6-month block.

It is worth noting that during the ICM placement, key capabilities in the 2021 curriculum Resuscitation and Transfer domain are likely to be achieved and evidenced.  This flexibility is one of the benefits of HALOs although it will take a little time to become familiar with the new curriculum.

Yes, Schools and Deaneries will be able to deliver training programmes as is appropriate and workable in their region.

However, both anaesthetists in training and trainers will need to look at across all the capabilities for any stage of training to develop an understanding of what is required for each domain at each stage; particularly for broad domains such as General Anaesthesia and Perioperative Medicine and Health Promotion. For example, a succinct capability to provide general anaesthesia to an ASA 1-2 patient, or 1-3 patient for non-complex surgery, could be achieved doing an orthopaedic list, a general surgical list, or if you have a patient having cataract under general anaesthesia.

Yes. The special skills year is 12 months of Anaesthetics, which is part of stage 2 of the Anaesthetics curriculum.

As an OOPT it will need to have been prospectively approved for what training is being undertaken and so this can be mapped to the appropriate point in the new curriculum. Existing OOPT applications will need to be reviewed on a case-by-case basis.

Changes to the parameters for OOPT are yet to be finalised and details will be published in due course.