Advancing Harmonised Training Pathways: The Role of NASC in Promoting the EDAIC 

The role and growing adoption of the European Diploma in Anaesthesiology and Intensive Care (EDAIC): strengthening alignment in training pathways 

The EDAIC is a prestigious, multilingual, two-part certification exam for anaesthesiologists and intensive care specialists, assessing essential knowledge in basic sciences and clinical practice, widely recognised in Europe and globally as a mark of high competence, and is often used for specialist registration in different countries, both in and outside Europe. Possession of the diploma signifies advanced training and excellence in the field. Beyond being just a certificate, the EDAIC serves as a “quality seal” or “business card” for clinicians, signalling to employers that the holder meets high European standards, regardless of where their initial training took place. Over time, the EDAIChas evolved from a voluntary “mark of excellence” into a cornerstone of global medical standardisation, serving as a supranational benchmark that bridges gaps between diverse national training programs. 

One of the strategic features of the EDAIC’s development is its growing global adoption, which has followed a dramatic upward trajectory, expanding far beyond the borders of the European Union. This growth is reflected in impressive figures: in 2025, the Part I examination was conducted in 100 centres across 55 countries on four continents, welcoming approximately 3,500 candidates. The examinations are offered in different languages, thereby lowering barriers to entry for non-native English speakers. This expansion is driven by countries seeking to align local standards with international benchmarks to improve patient outcomes and professional recognition. The examination currently holds mandatory or official status in many European and non-European countries. 

Strengthening Alignment in Training Pathways 

The “EDAIC effect” represents a powerful mechanism for aligning disparate training systems. It facilitates a more unified training pathway in several key ways. 

1. Standardisation of curricula 

As the EDAIC is based on the European Training Requirements (ETR) set by the Union of European Medical Specialists (UEMS), national bodies are increasingly aligning their syllabi with these standards. This ensures that trainees in different countries acquire the same core competencies. 

2. Professional mobility 

The diploma acts as a professional “passport” for doctors. By providing a common internationally recognised evidence base of competence, it simplifies cross-border mobility and often eliminates the need to sit multiple, redundant national examinations. 

3. Educational benchmarking 

Educational institutions use the On-Line Assessment (OLA), a formative version of the EDAIC to monitor trainee progress. This allows program directors to identify gaps in their curricula —for example, if multiple trainees underperform in the basic sciences—and to adjust teaching strategies accordingly. 

4. Promotion of continuous professional development 

The EDAIC may also be integrated into recertification systems. This shifts the focus from a “one-and-done” exam towards a lifelong learning pathway, ensuring that even senior consultants remain up to date with evolving clinical guidelines and safety protocols. 

The role of the National Anaesthesiologists Societies Committee (NASC) in the further growth of EDAIC 

From an institutional perspective, although the EDAIC is not yet mandatory in many European countries, it is highly valued. Nevertheless, there remain European countries where the EDAIC is either not widely recognised or not used at all. The ESAIC Examinations Committee is continuously working to promote the EDAIC across Europe and beyond, and effective collaboration with the National Anaesthesiologists Societies Committee (NASC) represents an additional and important tool in achieving this objective. 

The NASC, as a core governance body within the ESAIC, serves as a formal bridge between the European-level society and the national professional societies across Europe. One of its key roles and responsibilities is to contribute to the harmonizationof professional activities and training standards in line with the ETR, while also improving access to educational resources across different European countries. 

To address its objectives and projects more effectively, defined focus areas were established last year through the initiative and active efforts of the current NASC President, Anne-Marie Camilleri-Podesta. Dedicated working groups were created to tackle specific challenges, including the Education and Examinations Working Group, which I am deeply honoured to lead. 

The primary goal of this working group is to identify effective strategies for harmonising training and examinations across Europe while respecting national contexts. It acts as a liaison between the ESAIC Examinations Committee and the Education and Training Committee, on the one hand, and national professional societies, on the other. To achieve its objectives, the following tasks have been defined: 

• Collaborating with national societies to increase recognition of the EDAIC across Europe 

• Identifying European countries without EDAIC Part I examination centres 

• Disseminating information on EDAIC-related educational products, including the Basic and Clinical Sciences Anaesthetic Course (BCSAC), the Viva Course (VIVAC), and the EDAIC Trainer mobile application 

• Encouraging implementation of the UEMS curriculum within national training programmes 

• Promoting other ESAIC educational resources, such as the ESAIC Academy and its eLearning tools, Committee for European Education in Anaesthesiology (CEEA) courses, and Accreditation of Training in Anaesthesiology and Intensive Care (ATAIC) 

• Discussing the potential appointment of Education and Examination Ambassadors from national professional societies, based on the experience of other working groups 

A national professional society’s experience in promoting the EDAIC and ESAIC educational resources 

As someone actively engaged in both ESAIC educational and examination activities and serving as President of my national professional society (see credentials below), I am committed to contributing fully to this collaboration. My roles on both sides position me well to support this initiative’s objectives and help ensure its success. 

In this context, I would like to share the Armenian Society of Anaesthesiologists and Intensive Care Specialists’ experience in promoting the EDAIC and other ESAIC educational resources. In the Republic of Armenia, anaesthesiology and intensive care constitute a single speciality, as in many different countries. An EDAIC Part I examination centre was established in Armenia in 2008; however, for many years, the diploma was not widely pursued by local specialists. Instead, the centre’s main beneficiaries were candidates from neighbouring and other countries, for whom Armenia offered convenient access. 

In contrast to the Part I examination, the OLA and later the Home OLA (HOLA) gained significant popularity among trainees, largely because our society covered assessment fees for a selected number of high-performing trainees. Following the analysis of this successful experience, the society made a strategic decision to cover the examination fees for both Part I and Part II for all successful member candidates. This initiative aimed to encourage greater participation of local specialists in the EDAIC examinations. 

As a result, a clear increase in the number of local candidates sitting and successfully passing the Part I examination was observed in the past year. While such initiatives depend on available financial resources, they may serve as a model for other national societies with sufficient budgetary capacity. 

Final thoughts and insights 

In an increasingly interconnected professional environment, the EDAIC represents not only an examination but a shared commitment to excellence, harmonisation, and patient safety, offering a sustainable framework for the future of anaesthesiology and intensive care training. Continued collaboration between NASC, national professional societies, and educational stakeholders will be essential to fully realise the EDAIC’s potential as a unifying force in training, professional mobility, and quality of care across Europe and beyond. By strengthening this collaboration and sharing successful national experiences, we can further enhance the EDAIC’s role as a catalyst for harmonised training pathways and a common professional standard that ultimately benefits both clinicians and patients. 

Author: Armen Varosyan, Associate Professor, Department of Anaesthesiology and Intensive Care, Yerevan State Medical University. President, Armenian Society of Anaesthesiologists and Intensive Care Specialists. ESAIC Honorary Member. Chairperson, ESAIC Examinations Subcommittee Part I. Member, ESAIC eLearning Committee. ATAIC Visitor.