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Main navigation

  • Membership
    Membership
    • Become a member
      Become a member
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      • Membership categories and subscriptions
      • Membership FAQs
      • Senior Fellows and Members Club (SFMC)
    • Publications and resources
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      • Bulletin
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    • Patient information resources
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      • Preparing for surgery
      • Preparing your mind before surgery
      • Leaflets and video resources
      • For children, parents and carers
      • Anaesthesia and risk
      • Accessible resources and translations
      • Leave your feedback on our patient resources
    • Patient and Public Involvement
      Patient and Public Involvement
      • Our commitment to PPI
      • The Patient Information Group
      • PatientsVoices@RCoA
      • The PatientsVoices@RCoA Award 2025
      • PatientsVoices@RCoA Strategy
      • PatientsVoices@RCoA commitment on equality, diversity and inclusion
    • About anaesthesia
      About anaesthesia
      • FAQs about anaesthesia
      • Anaesthesia explained
      • Shared decision making
      • The anaesthesia team
      • A to Z of medical terms
      • Anaesthesia & the environment
  • Training & careers
    Training & careers
    • Considering a career in anaesthesia
      Considering a career in anaesthesia
      • What do anaesthetists do?
      • The stages of training
      • Medical school anaesthesia societies
      • Career resources
    • Training Hub
      Training Hub
      • Recruitment into anaesthesia
      • Stage 1
      • Stage 2
      • Stage 3
      • Supporting resources
      • Legacy curricula
      • Flexibility in training
      • Supervising and assessing
      • Portfolio Pathway
      • External Adviser for ARCP
    • Working in anaesthesia
      Working in anaesthesia
      • Industrial action advice and FAQs
      • AACs and JD approvals
      • BJA Education online
      • Anaesthesia Associates
      • Revalidation
      • SAS and Specialty Doctors
      • Workforce planning
      • Simulation
    • Lifelong Learning
      Lifelong Learning
      • Account request form
      • CPD accreditation of courses and events
      • Change of School form
      • Curriculum change form
      • Contact the Lifelong Learning team
      • LLP Regional Leads
      • System updates and improvements
      • Help and support
      • Change Request Form
    • College Representatives
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      • Become a College representative
      • Regional Advisers Anaesthesia (RAA)
      • Anaesthetists in training representation
      • Upcoming meetings
  • Examinations
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    • Primary FRCA examination
      Primary FRCA examination
      • Examination Syllabus Stage 1
      • Primary FRCA MCQ examination
      • Primary FRCA OSCE examination
      • Primary FRCA SOE examination
      • Temporary Examination Eligibility (TEE)
    • Final FRCA examination
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      • Examination Syllabus Stage 2
      • Final FRCA Written examination
      • Final FRCA SOE examination
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      • Examination Complaints and Appeals Policy
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      • Reasonable Adjustments Application Form
      • Examinations Regulations
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      • Final FRCA pass rates
      • Reports
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      • Videos
      • Podcasts
      • Webinars
  • Research
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    • Research bodies
      Research bodies
      • National Institute of Academic Anaesthesia
      • Centre for Research and Improvement
      • Perioperative Medicine Clinical Trials Network
      • Trainee Research Networks
      • NIHR Clinical Research Networks
    • Research projects
      Research projects
      • National Audit Projects (NAPs)
      • National Emergency Laparotomy Audit (NELA)
      • eFONAr: Emergency Front of Neck Airway Registry
      • Perioperative Quality Improvement Programme (PQIP)
      • Sprint National Anaesthesia Projects (SNAPs)
      • Children's Acute Surgical Abdomen Programme (CASAP)
      • Timeliness to Emergency Laparotomy
    • Get involved in Research
      Get involved in Research
      • Research grants and awards
      • Research priorities
      • Academic training
      • CR&I Fellowships
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      • Quality Audit & Research Coordinators (QuARCs)
      • Surveys
  • Safety, standards & quality
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    • Anaesthesia Clinical Services Accreditation
      Anaesthesia Clinical Services Accreditation
      • ACSA Online Portal
      • The ACSA standards
      • The ACSA process
      • Who is accredited?
      • ACSA resources and information
    • Guidance and resources
      Guidance and resources
      • Guidelines for the Provision of Anaesthetic Services
      • Coronavirus COVID-19
      • Consultation and Endorsement
    • Patient safety
      Patient safety
      • Cappuccini Test
      • Flash card team training
      • Patient safety strategy
      • Safe Anaesthesia Liaison Group
      • Unrecognised oesophageal intubation
    • Professional support
      Professional support
      • Clinical Leaders
      • Invited Reviews
      • Networks
      • Prehabilitation
    • Quality Improvement
      Quality Improvement
      • The Quality Improvement Working Group and Vacancies
      • Quality Improvement Strategy
      • Raising the standards: QI Compendium
      • Quality Network
      • Career Development Programme and QI Training Resources
      • Quality Improvement Case Studies
      • Quality Network Projects
      • Quality Improvement Newsletter
      • QI and BJA Open
  • About us
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      Governance
      • Board of Trustees
      • Charter, Ordinances and Regulations
      • College Calendar
      • Council
      • Elections and Appointments
      • Executive Team
      • Boards and Committees
      • Devolved Nations Boards
      • Annual Report and Accounts
    • Strategy and vision
      Strategy and vision
      • Environment and sustainability
      • Trustees’ Fiduciary and Environmental, Social & Governance Investment Statement
      • Equality, Diversity and Inclusion
      • Perioperative care
      • A new home for the College
    • Global Partnerships
      Global Partnerships
      • Global Partnerships Strategy
      • Our global projects
      • Overseas doctors training in the UK
      • Working in Low and Middle Income Countries
      • International Academy of Colleges of Anaesthesiologists
      • Global Fellowship Scheme
    • Venue hire
      Venue hire
      • Our rooms
      • Capacity and prices
      • Contact the venue hire team
      • Terms and conditions
      • Book now for up to 30% off room hire in July and August
    • Heritage
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      • Founding Fellows
      • History Articles
      • History of Anaesthesia
      • Influence of two World Wars
      • Lives of the Fellows biography listings
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      • Origins of the College
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      • Coat of Arms
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      • Work for us
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    • Policy and Public Affairs
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Workplace wellbeing

Listing summary
Resources to help you support wellbeing in the workplace at a departmental level.

Expanding the support offered to SAS anaesthetists

This article tells us why increasing support for SAS anaesthetists will cultivate a more resilient and skilled workforce, fostering enhanced patient care and organisational success.

Parity of opportunity

SAS doctors have been educational supervisors for many years and find it a rewarding role. Dr Kirstin May and Dr Robert Fleming discuss the importance of SAS doctors in education.

The GMC has recognised that the quality of clinical care and the safety of patients are crucially dependent on the quality of training provided within the health service, not only in relation to skills and knowledge but also in relation to professionalism. The GMC has recognised for many years that trainers must be trained, accredited, supported and quality-assured.

Specialty and Specialist (SASs) and locally employed doctors (LEDs) are the fastest growing part of our workforce, with numbers increased by 40% over the last five years. Projecting forward, they are expected to be the workforce’s largest group on the GMC register by 2030 (GMC workforce report 2022). Not only will the NHS depend heavily on this part of the workforce to provide services to patients, but also to train future generations of doctors and other healthcare professionals.

The 2021 SAS contracts set a clear expectation that specialty doctors should get involved in non-clinical activities to develop their range of expertise as well as ensure their progress through the higher pay threshold. Varied and relevant non-clinical experience and activity is an essential requirement for appointment as a specialist. Our appraisal and revalidation system sets an expectation of all doctors, regardless of grade, to be active in quality improvement, and encourages teaching, leadership, management, research and innovation.

Equality, Diversity and Inclusion

Listing summary
Our focus on advocating for and delivering equality, diversity and inclusion within the College and the specialties of anaesthesia, pain medicine and intensive care is fundamentally important to us.

Anaesthetic curriculum review

Dr Nigel Penfold, updated delegates about the latest developments in the review of the Anaesthetic Curriculum.

Curriculum

Wales

Anaesthetic departments in Wales

Update: credential for the pain medicine specialist

Dr Lorraine de Grey provides an update on the credential for the pain medicine specialist, following a stall in progress due to the pandemic.

The GMC states that ‘credentials will bring assured training and regulatory oversight to areas where consistent clinical standards, recognised across the UK, are necessary for better patient care. They will support areas of practice where patients are at risk due to workforce gaps…’

In 2018, the Faculty of Pain Medicine applied to the GMC to be one of the first five pilot credentials on the basis that:

Sterility concerns about Becton-Dickinson equipment

The College and the Association of Anaesthetists are aware of sterility concerns about Becton-Dickinson (BD) equipment.

Statement on Examination Fees

To ensure trainees continue to receive the fairest, most valid and best quality assessments, College trustees’ have agreed the need to increase examination fees by five per cent for 2020-21.

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