Educational Needs Assessment & Rationale
– ARiRA Online Regional Anaesthesia Course
Background and training context
• Regional anaesthesia training has evolved rapidly due to widespread adoption of ultrasound-guided techniques
• Increasing procedural complexity and heightened patient-safety expectations demand higher levels of anatomical accuracy and technical consistency
• UK & worldwide postgraduate anaesthesia curricula emphasise simulation-based education, ultrasound competence, and faculty development
• Access to structured, high-fidelity, on-demand and readily accessible simulation and standardised ultrasound training remains inconsistent across training environments
Identified educational gaps
• Variable exposure to ultrasound-guided regional anaesthesia during routine clinical practice
• Limited opportunities for repeated, risk-free skill acquisition
• Inconsistent understanding of applied anatomy and sono-anatomy
• Dependence on opportunistic, patient-based learning in early skill development
Needs assessment methodology
• Evaluation of outcomes from a local audit of a virtual reality ultrasound-guided regional anaesthesia training platform
• Structured feedback from anaesthetists in training and consultant practitioners
• Review of postgraduate curriculum requirements relating to simulation, ultrasound, and regional anaesthesia education
• Identification of recurrent learning challenges in ultrasound interpretation, probe positioning, and procedural planning
Evidence of learner need and engagement
• Clinicians consistently report high educational value from immersive, technology-enhanced learning environments
• Strong engagement with three-dimensional anatomical visualisation, dynamic probe positioning, and ultrasound simulation
• Reported improvements in understanding of sono-anatomy, procedural planning, and confidence translating knowledge into clinical practice
• Preference for repeatable simulation-based learning that complements workplace training
Current versus desired educational state
• Current training models are constrained by service pressures, variable supervision, and limited simulation access
• Desired state is a standardised, curriculum-aligned learning pathway supporting safe skill acquisition and deep anatomical understanding
• Emphasis on reducing reliance on patients during early learning curves while improving long-term clinical performance
Derived educational needs
• Improved applied anatomy and ultrasound image interpretation
• Enhanced spatial awareness during ultrasound-guided procedures
• Safer, more structured block planning and execution
• Access to repeatable simulation supporting both trainees and simulation faculty
How ARiRA addresses these needs
• Structured, modular e-learning focused on ultrasound-guided regional anaesthesia
• Integration of 3D anatomy, sono-anatomy, augmented reality, and ultrasound simulation
• Interactive clinical scenarios linking anatomy, sono-anatomy, and decision-making
• Learner-centred design supporting consistent competence development across settings
Educational governance and international delivery
• Centralised educational oversight ensuring consistent standards across all ARiRA domains
• Identical educational scope, objectives, content and assessment framework internationally
• Regional access points without variation in core educational intent