Newsletter 2025
Reshaping the Train the Trainer Masterclass
A hybrid course for modern learners
Teaching is a multifaceted competency that requires a blend of knowledge, skills, and attitudes. Like any other clinical skill, it can be learned, practiced, and refined. For anaesthesiologists, mastering the art of teaching is essential—not only to share expertise but also to shape the next generation of safe and effective practitioners.
Over recent years, the role of the medical educator has undergone a significant transformation. Traditional methods of instruction have given way to more dynamic, learner-centered approaches, often leaving those accustomed to conventional teaching feeling uncertain or challenged1,2. Today, educators are no longer just providers of information. They are facilitators, role models, resource developers, planners, and assessors2.
Modern learning sessions should extend beyond lectures. They must incorporate active experiential learning, feedback, self-directed study, educational technologies, reflection, and assessment, all tailored to the learner’s needs. Our collective goal as trainers is to cultivate competent anaesthesiologists who deliver care with the highest standards of safety and effectiveness1.
Structured Train the Trainer (TTT) programs have proven to enhance clinical behavior, increase knowledge, and improve patient outcomes3. The European Training Requirements (ETR) in Anaesthesiology endorse Competency-Based Medical Education (CBME) as the new standard4. Although CBME guidelines have been available for years and are regularly updated, harmonization across Europe remains elusive. Many faculty members still lack formal training and a clear understanding of CBME principles.
A recent survey, conducted by the TTT Committee, revealed that even among experienced anaesthesiologists involved in education, only one-third were familiar with CBME and the ETR document. Alarmingly, just one-fifth had received formal training in teaching, with only a few countries mandating educator training. This suggests that many trainers rely heavily on internal motivation and self-directed learning to meet modern educational expectations5.
The European Society of Anaesthesiology and Intensive Care (ESAIC) continues to support professionals by serving as a central hub for educational development and resource dissemination6. In response to the evolving landscape of medical education and the growing demand for flexible learning, the TTT Masterclass has undergone a comprehensive transformation.
The new structure of the TTT Masterclass, implemented this year, transformed the two-week face to face course into two distinct but interconnected parts.
Designed with the modern healthcare professional in mind, the reformulated TTT course now features a dynamic hybrid format that combines the accessibility of online learning with the depth of face-to-face engagement.
Our spirit and vision to “share knowledge and inspire participants to become educators and leaders who strive for improvement in anaesthesiology education” are kept, so is our aim in teaching anaesthesiologists how to teach.
Online Component – Building Foundations and Community
The online phase, aiming to provide basic teaching skills needed to improve trainers and their learning sessions, is composed of four carefully designed modules that cover:
- Preparing teaching sessions
- Interactive learning and presentation skills
- Reinforcing learning
- Assessment and evaluation
- each designed to deliver essential knowledge through:
- Asynchronous video lectures, allowing participants to learn at their own pace, while keeping interactive and reflective.
- Interactive Zoom sessions, fostering real-time discussion, case-based learning, and peer interaction.
- Collaborative activities, aimed at building a solid learning community and encouraging knowledge exchange.
This flexible format ensures that participants can integrate learning into their busy clinical schedules while still benefiting from expert guidance and peer support.
Face-to-Face Component – Deepening Practice
Only participants who successfully complete the online modules will be eligible to attend the in-person segment of the course. This ensures that all attendees arrive with a shared foundation of knowledge, ready to engage in advanced, hands-on training and collaborative problem-solving. Week two will continue to be face-to-face, aiming to further develop what was addressed in the online part. This year the second week was held in Porto and lasted 4 and a half days.
The course is highly interactive, featuring workshops and activities that promote knowledge sharing, critical thinking, and collaborative problem-solving.
- Comprehensive coverage of teaching, assessment, and competency-based education.
- Practical workshops on oral exams, MCQs, and workplace-based assessments.
- Focus on modern challenges like online teaching, gamification, and dealing with failing learners.
- Networking opportunities with peers and experts.
This restructured format enhances both accessibility and engagement, aligning with best practices in adult education. By blending asynchronous and synchronous methods, the course fosters deeper understanding, critical discussion, and the development of a professional learning network.
As we move forward into our 18th year of teaching and learning together, we invite all aspiring educators to join us. Let us continue to grow and learn together.
We extend our heartfelt thanks to all TTT Faculty members, past and present, and to every participant who has joined us on this journey. A special thank you to Georgios Karaiskos from ESAIC for his unwavering support and dedication in helping us move forward.
Author: Carmen Oliveira, Unidade Local de Saúde de Gaia e Espinho
References
- Bromley, L. (2024). Why do we need to learn to Teach?. Journal of the Portuguese Society of Anesthesiology, 33(2). https://doi.org/10.25751/rspa.36345
- Crosby, R. M. H., Joy. (2000). AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429
- Pearce, Jennifer BSc; Mann, Mala K. BECCertLIS, MIInfSc, MCLIP; Jones, Caryl BSc, MSc; van Buschbach, Susanne BSc, MSc; Olff, Miranda BSc, MSc, PhD; Bisson, Jonathan I. BM, FRCPsych, Dip Clin Psychotherapy DM. The Most Effective Way of Delivering a Train-the-Trainers Program: A Systematic Review. Journal of Continuing Education in the Health Professions 32(3):p 215-226, Summer 2012. | DOI: 10.1002/chp.21148
- EBA ETR. (2022). UEMS. Training Requirements for the Specialty of Anaesthesia, Pain and Intensive Care Medicine. Available at: https://drive.google.com/file/d/ 1r2dlzJiPvM0SVM2hBrK6m4ZeNV1i68ue/view/ (accessed January 12, 2025)
- Neskovic, V., Oliveira, C., Raz, A., Bromley, L., & Jovanovic, G. (2025). Competency-based training in anaesthesiology: train the trainers first. A descriptive cross-sectional survey by the committee of the European Society of Anaesthesiology and Intensive Care (ESAIC) Teach the Teachers Masterclass. Frontiers in medicine, 11, 1512308. https://doi.org/10.3389/fmed.2024.1512308
- European Society of Anaesthesiology and Intensive Care (2025). https://esaic.org/about/
