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The ESAIC is dedicated to supporting professionals in anaesthesiology and intensive care by serving as the hub for development and dissemination of valuable educational, scientific, research, and networking resources.



The ESAIC hosts the Euroanaesthesia and Focus Meeting congresses that serve as platforms for cutting-edge science and innovation in the field. These events bring together experts, foster networking, and facilitate knowledge exchange in anaesthesiology, intensive care, pain management, and perioperative medicine. Euroanaesthesia is one of the world’s largest and most influential scientific congresses for anaesthesia professionals. Held annually throughout Europe, our congress is a contemporary event geared towards education, knowledge exchange and innovation in anaesthesia, intensive care, pain and perioperative medicine, as well as a platform for immense international visibility for scientific research.


Professional Growth

The ESAIC's mission is to foster and provide exceptional training and educational opportunities. The ESAIC ensures the provision of robust and standardised examination and certification systems to support the professional development of anaesthesiologists and to ensure outstanding future doctors in the field of anaesthesiology and intensive care.



The ESAIC aims to advance patient outcomes and contribute to the progress of anaesthesiology and intensive care evidence-based practice through research. The ESAIC Clinical Trial Network (CTN), the Academic Contract Research Organisation (A-CRO), the Research Groups and Grants all contribute to the knowledge and clinical advances in the peri-operative setting.

Learn more about the ESAIC Clinical Trial Network (CTN) and the associated studies.


EU Projects

The ESAIC is actively involved as a consortium member in numerous EU funded projects. Together with healthcare leaders and practitioners, the ESAIC's involvement as an EU project partner is another way that it is improving patient outcomes and ensuring the best care for every patient.


Patient Safety

The ESAIC aims to promote the professional role of anaesthesiologists and intensive care physicians and enhance perioperative patient outcomes by focusing on quality of care and patient safety strategies. The Society is committed to implementing the Helsinki Declaration and leading patient safety projects.



To ESAIC is committed to implementing the Glasgow Declaration and drive initiatives towards greater environmental sustainability across anaesthesiology and intensive care in Europe.



The ESAIC works in collaboration with industry, national societies, and specialist societies to promote advancements in anaesthesia and intensive care. The Industry Partnership offers visibility and engagement opportunities for industry participants with ESAIC members, facilitating understanding of specific needs in anaesthesiology and in intensive care. This partnership provides resources for education and avenues for collaborative projects enhancing science, education, and patient safety. The Specialist Societies contribute to high-quality educational opportunities for European anaesthesiologists and intensivists, fostering discussion and sharing, while the National Societies, through NASC, maintain standards, promote events and courses, and facilitate connections. All partnerships collectively drive dialogue, learning, and growth in the anaesthesiology and intensive care sector.



Guidelines play a crucial role in delivering evidence-based recommendations to healthcare professionals. Within the fields of anaesthesia and intensive care, guidelines are instrumental in standardizing clinical practices and enhancing patient outcomes. For many years, the ESAIC has served as a pivotal platform for facilitating continuous advancements, improving care standards and harmonising clinical management practices across Europe.



With over 40 years of publication history, the EJA (European Journal of Anaesthesiology) has established itself as a highly respected and influential journal in its field. It covers a wide range of topics related to anaesthesiology and intensive care medicine, including perioperative medicine, pain management, critical care, resuscitation, and patient safety.



Becoming a member of ESAIC implies becoming a part of a vibrant community of nearly 8,000 professionals who exchange best practices and stay updated on the latest developments in anaesthesiology, intensive care and perioperative medicine. ESAIC membership equips you with the tools and resources necessary to enhance your daily professional routine, nurture your career growth, and play an active role in advancing anaesthesiology, intensive care and perioperative medicine.

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Newsletter 2023

Newsletter November 2023: Why do Anaesthesiologists need to learn about teaching?

Dr Lesley Bromley 
Member of the Train the Trainer Masterclass Committee

For generations, it has been assumed that if you are a doctor, you can teach students, residents, and other healthcare professionals. After all, doctors have taught themselves over many years, so they must know how to do it! In reality, most doctors are in the same position as Manchester United or Inter Milan fans. They watch a lot of premier league football, so they think they know how to play at that level. The analogy is useful because playing football and teaching are both skills; some people have more natural skills than others, and so it is with teachers. 

The Best Teachers are born, not made. 

This is often proposed as a reason why learning to teach is not necessary. While some have natural skills at holding an audience’s attention or have great and infectious enthusiasm for their subject that impresses students, many doctors don’t. The truth is almost anyone can be taught to be an effective teacher, and those with talent can be made more effective. For many years, medicine has had little interest in training effective teachers. Still, in this millennium, we have discovered much about the science of how we, as adults, learn, allowing us to apply different and more effective techniques to teaching and training our residents. 

Why is adult learning different from conventional teaching in schools? 

When we teach, we present a planned experience that allows the learner to change their knowledge, skills or behaviour based on what they already know. 

Formerly, this process was seen as pouring knowledge into people’s brains rather than filling a glass with water. While children are remarkable in their ability to absorb facts in large quantities, adults learn differently. 

In Adult learning, we do not start with an empty glass; adults will already have some knowledge and will have found ways of learning that suit them. So when we want them to learn, we have to present the new information in a way that can be combined with the existing knowledge and synthesised to make new or more extensive knowledge. 

How do we make Memories? 

Neuroscience tells us about how information input is transferred and stored in the brain. 

We have 3 kinds of memory: immediate, working and long-term. When we read, look at visual images, write, discuss, and analyse facts, the information is held in our immediate memory. From here, it can be rejected, i.e. forgotten, or it can be passed into working memory. From there, it can be entered into long-term memory, representing the more permanent change. (1) 

Many external influences can influence this pathway; for example, information is taken in time aliquots of a maximum of ten minutes, and only 7 items can be held in working memory at a time. Understanding this allows us to plan our teaching to maximal effect. 

Our memories are only useful if we can recall them; memories are stored in trace neurons called engrams. They are recalled using cues which can be internal or external. There is a relationship between how we form our memories and how we recall them, and ease of recall is often related to the context of formation. Being tired or stressed decreases the effectiveness of memory-making, but it is also found that when memories are made in a situation with high emotional intensity, they are more easily recalled. A form of self-referenced meaning is needed for good memory-making and recall. (2)  

Based on science, we can say that adult learning needs to be active, experiential, and motivated with self-referenced meaning. It requires alert and interested learners, clear goals and scientific use of the learner’s time. The most important is that the learners can learn. 

Using these guidelines, much can be learned about being a better teacher, planning, using different modes, teaching face to face and online, using technology and gamification of learning, all of which can aid learning.  

The ESAIC is committed to producing an anaesthesiology workforce that teaches and learns using basic science just as much as it practices the skills and art of delivering safe anaesthetic care using science. The Train the Trainers Courses will support you in achieving the best teaching you can provide.  

A portfolio of courses will soon be found on the Train the Trainers page of the ESAIC website. 


  1. Miller G.A. Psychology Review 63 (1956) 81-97 
  2. Frankland P.W. et al. 2019 The neurobiological foundation of memory retrieval. Nature Neuroscience 22(10) pp1576-1585