Table 2.
Intermediate ranked topics
| Overall ranking | Topics | Theme | Median (IQR) | Proportion scored ≥6 (%) |
| 14 | What should be consensus clinical endpoints to standardise RA education study endpoints? | Methodology | 7.5 (6–9) | 87 |
| 15 | How do you maintain or improve knowledge retention after a 1-day workshop? | Knowledge translation | 7.5 (6–8) | 79 |
| 16 | Do the type and quality of feedback provided by faculty/tutors have an impact on learning outcomes? | Simulation | 7 (6–8) | 87 |
| 17 | Do short-duration courses/workshops result in long-term changes in clinical practice? | Knowledge translation | 7 (6–8) | 82 |
| 18 | What is the best way to establish multicentre collaborative studies in RA education? | Methodology | 7 (6–8) | 79 |
| 19 | How can cusum methodology be used to track and provide quality assurance of RA clinical performance? | Methodology | 7 (6–8) | 79 |
| 20 | Does pretraining (ie, demonstrating competency of discrete tasks before further progression) result in improvement of RA knowledge and technical skills? | Knowledge translation | 7 (6–8) | 79 |
| 21 | What should be consensus simulation/laboratory endpoints to standardise RA education study endpoints? | Methodology | 7 (6–8) | 79 |
| 22 | What is the best way to teach sonoanatomy in ‘difficult’ patients (eg, in the morbidly obese, patients with previous surgery) | Curriculum | 7 (6–8) | 76 |
| 23 | What factors influence the common and recurring quality compromising behaviours observed in novices performing UGRA? What type of training is useful to remedy this behaviour? | Motor skills | 7 (6–8) | 76 |
| 24 | How regularly does a trainee need to perform a block to be able to perform it independently after residency? | Knowledge translation | 7 (6–8) | 76 |
| 25 | Is simulation training a cost-effective method of teaching, versus less resource-intensive alternatives? | Simulation | 7 (6–8) | 76 |
| 26 | How can we best use web-based/online resources (viewable content, social media, online assessments, video calls) to deliver teaching? | Methodology | 7 (6–8) | 76 |
| 27 | What is the optimum mix of lectures, workshops, courses, simulation and direct supervision required to teach RA? | Curriculum | 7 (5.25–8) | 74 |
| 28 | How do you improve preclinical visuospatial skill (assuming that visuospatial skill is correlated with UGRA motor skills)? | Motor skills | 7 (5.25–8) | 74 |
| 29 | What forms of instruction or strategies provide the most effective means of improving retention of sonoanatomy? | Curriculum | 7 (5.25–8) | 74 |
| 30 | Does greater technical ability (proficiency) lead to better outcomes? | Motor skills | 7 (5–8) | 71 |
| 31 | How do you improve poor coordination and fine motor control prior to clinical exposure? | Motor skills | 7 (5–8) | 71 |
| 32 | Does preprocedural knowledge or awareness of critical errors made by trainees lead to a reduction in clinical errors by trainees? | Knowledge translation | 7 (5–8) | 71 |
| 33 | Which tasks in UGRA require more resources, effort and practice to gain competency? | Methodology | 7 (5–8) | 71 |
| 34 | What are the factors promoting and inhibiting access to RA training? | Curriculum | 7 (5–8) | 66 |
| 35 | Is simulation training more effective in some areas of RA education (eg, knowledge retention vs technical skills) than in other areas? | Simulation | 7 (5–8) | 63 |
| 36 | In resource-poor countries, what is the best combination of textbooks, accessible online modules and videos, telemedicine, and live model scanning to deliver an RA curriculum? | Curriculum | 7 (4–8) | 63 |
| 37 | What are the contributing factors to the practice and impediment of trainees performing RA after residency training? | Knowledge translation | 7 (4–8) | 58 |
Only topics scoring 7 included.
RA, regional anaesthesia; UGRA, ultrasound-guided regional anaesthesia.