Table 1.

Topics scored as essential priority, listed in rank order

Overall ranking	Topics	Theme	Median (IQR)	Proportion scored ≥6 (%)
1	What endpoints/milestones should be achieved on a simulator prior to clinical performance of UGRA?	Simulation	8 (7–9)	89
2	Does simulation training show an improvement in clinical outcomes such as improved efficacy, time taken and less errors?	Simulation	8 (6–9)	89
3	Which RA blocks should be considered as a core minimum set for all trainees? Are there benefits in teaching a subset of blocks to competency versus broader exposure to all blocks?	Curriculum	8 (7–9)	87
4	Is UGRA knowledge and technical skill generalisable: when does proficiency in one block type transfer to other blocks?	Knowledge translation	8 (7–8)	87
5	Does a rotation through a ‘block room’ provide better learning than programmes without a block room?	Curriculum	8 (6.25–8)	82
6	Is there a minimum number of blocks to attain proficiency for each block or are the skills transferable?	Assessment	8 (6.25–8)	82
7	Does simulation training bestow a safety advantage compared with proceeding directly to supervised practice in real patients?	Simulation	8 (6–9)	82
8	What criteria should be used to evaluate the success of an UGRA residency training curriculum?	Curriculum	8 (6–8)	82
9	What are the necessary components of a formal structured training programme?	Curriculum	8 (6–8)	82
10	What should be consensus assessment tools to standardise RA education research?	Methodology	8 (6–8)	82
11	What are the most efficacious means for practising anaesthesiologists (consultants) to learn blocks?	Knowledge translation	8 (6–9)	79
12	Does deliberate practice in simulation improve RA proficiency?	Simulation	8 (5–8.75)	71
13	How can trainees retain proficiency of knowledge and skills learnt after attending focused training (eg, RA rotation, simulation session, workshop)?	Knowledge translation	8 (4.25–8)	71

Only topics scoring 8 or higher included.

RA, regional anaesthesia; UGRA, ultrasound-guided regional anaesthesia.