Consensus document on electroencephalography education in anaesthesiology: defining learning outcomes: A modified four-round Delphi study.
Joana Berger-Estilita, Dana Baron Shahaf, Odmara L Barreto Chang, Vincent Bonhomme, Iulia Crisan, Juan L Fernández-Candil, Paul S Garcia, Mia Gisselbaek, Bryan A Glezerson, Darren Hight and 31 more
Article in European journal of anaesthesiology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
2 · The registry
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
5 · Who and what money
Authors and funding
41 authors.
Joana Berger-EstilitaFrom the Institute for Medical Education, University of Bern (JBE), Department of Anaesthesiology and Intensive Care, Salem-Spital, Hirslanden Hospital Group, Bern, Switzerland (JBE), RISE-Health, Centre for Health Technology and Services Research (CINTESIS), Faculty of Medicine, University of Porto, Porto, Portugal (JBE), Department of Anaesthesiology and Intensive Care, Rambam Healthcare Campus, Haifa, Israel (AR, DBS), Department of Anesthesia and Perioperative Care, University of California San Francisco, San Francisco, California, USA (OLBC), Department of Anaesthesia and Intensive Care Medicine, Liège University Hospital, Liège, Belgium (VB), Anaesthesia and Perioperative Neuroscience Laboratory, GIGA-Consciousness, GIGA-Research, Liège University, Liège, Belgium (VB), Department of Intensive Care Medicine, University Hospital of Zürich, Zürich, Switzerland (IC), Department of Anaesthesiology and Surgical Intensive Care, Hospital del Mar; Hospital del Mar Research Institute, Barcelona, Spain (JLF-C), Department of Anesthesiology, Columbia University Medical Center, New York, New York, USA (PSG), Division of Anaesthesiology, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine (MG), Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland (MG), Department of Anesthesiology, Montréal Neurological Institute and Hospital, McGill University, Montréal, Québec, Canada (BAG), Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland (FL, HAK, DH), Department for Anesthesiology and Intensive Care, School of Medicine, Technical University of Munich, Munich, Germany; and Hessing Clinic for Anesthesiology, Intensive Care and Pain Medicine, Augsburg, Germany (SK), Department of Anaesthesiology and Intensive Care, Zealand University Hospital, Nyk⊘bing F., Denmark (SK, KJ), Department of Anesthesiology, University of Minnesota Medical School, Minneapolis, MN, USA (FMR), Department of Anaesthesiology, Oslo University Hospital, Oslo, Norway (IJR), Centre for Anaesthesiology and Intensive Care, Hirslanden Klinik Aarau, Hirslanden Medical Group, Aarau, Switzerland (HAK), Charité - University Medicine Humboldt University Berlin, Department for Anesthesiology and Intensive Care Medicine, Berlin, Germany (SK), Istanbul University-Cerrahpasa, Cerrahpasa Faculty of Medicine, Department of Anesthesiology and Intensive Care, Istanbul, Turkey (OKD), Department of Anaesthesiology and Intensive Care, School of Medicine and Health, Technical University of Munich, Munich, Germany (GS, SP, MK), Department of Anesthesiology, Yale School of Medicine, New Haven, Connecticut, USA (JH), Anesthesiology and Pain Medicine Institute, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates (FAL), Balgrist University Hospital, Zurich (APM), Institute of Anaesthesiology and Intensive Care, Spital Limmattal, Schlieren, Switzerland (IM), Anaesthesiology and Intensive Care Unit Department, Ankara University Faculty of Medicine (BCM), Ankara University Brain Research Center (AÜBAUM); Department of Interdisciplinary Neuroscience, Health Sciences Institute, Ankara University, Ankara, Turkey (BCM), Department of Anesthesiology, Washington University School of Medicine, Saint Louis, Missouri, USA (BP), Department of Neuroanesthesia, Neurocritical and Postoperative Care, Spedali Civili University Hospital of Brescia, Brescia (FR), Department of Anesthesia and Critical Care, Azienda Ospedaliero-Universitaria Careggi, Florence, Italy (SR), Department of Health Science, University of Florence, Florence, Italy (SR), Department of Anaesthesia, Intensive Care and Pain Medicine, General University Hospital. Universidad Europea de Valencia, Valencia, Spain (CSR), Hospital Base San José Osorno, Universidad Austral de Chile (POS), Private practice, Johannesburg, South Africa (DS), Department of Anaesthesia and Intensive Care Medicine, Medical University Innsbruck, Innsbruck, Austria (BS), Department of Anaesthesiology and Intensive Care Medicine, University Hospital Bonn, Bonn, Germany (MS), Metropolitan University of Santos (UNIMES), Santos, Brazil (FT), Irmandade da Santa Casa da Misericórdia de Santos Hospital, Santos, Brazil (FT), Department of Anesthesiology, Mass General Brigham, Harvard Medical School, Boston, Massachusetts, USA (SV), Anaesthesiology Department, Unidade Local de Saúde de São João (SV), UNIC@RISE, Centre for Health Technology and Services Research, Faculty of Medicine, University of Porto, Porto, Portugal (SV), University Medicine Greifswald, Department of Anaesthesia, Intensive Care, Emergency Medicine and Pain Medicine, Greifswald, Germany (FvD), Department of Anaesthesiology, Helora (SS), Department of Surgery, UMons, Research Institute for Health Sciences and Technology, University of Mons, Mons, Belgium (SS), and Department of Anaesthesiology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands (ARA).ORCID 0000-0002-8695-4264
Dana Baron Shahaf
Odmara L Barreto Chang
Vincent Bonhomme
Iulia Crisan
Juan L Fernández-Candil
Paul S Garcia
Mia Gisselbaek
Bryan A Glezerson
Darren Hight
Karina Jakobsen
Ivan Jonassen Rimstad
Heiko A Kaiser
Stephan Kratzer
Susanne Koch
Ozlem Korkmaz Dilmen
Matthias Kreuzer
Janna Helfrich
Friedrich Lersch
Francisco A Lobo
Adrian P Marty
Isabel Marcolino
Başak C Meco
Ben Palanca
Stefanie Pilge
Finn M Radtke
Frank Rasulo
Aeyal Raz
Stefano Romagnoli
Carolina S Romero
Gerhard Schneider
Pablo O Sepúlveda
Daniel Shmukler
Barbara Sinner
Martin Soehle
Felipe S Thyrso de Lara
Susana Vacas
Sérgio Vide
Falk von Dincklage
Sarah Saxena
Anthony R Absalom
Funding
Role of Circadian Rhythms and Sleep Disorders in Perioperative Neurocognitive Disorders TrajectoriesR35GM159961 · NIGMS · MASSACHUSETTS GENERAL HOSPITAL · PI Susana Vacas · 2025 to 2026
$908k
NIGMS NIH HHS R35 GM159961
6 · The paper itself
Abstract
backgroundThe brain is the primary target of general anaesthesia, yet routine brain monitoring remains underutilised. Although electroencephalography (EEG) is increasingly recognised as an important tool for assessing brain states during anaesthesia, inconsistent training and over-reliance on processed indices have hindered its adoption in clinical practice.
objectivesTo define a set of core learning outcomes for EEG education in anaesthesiology through expert consensus, aiming to support the development of a structured, tiered curriculum for both basic and advanced EEG training.
designModified four-round Delphi study.
settingMultinational, online Delphi panel involving 33 anaesthesiology experts across various academic and clinical institutions. The study was conducted between 29 May 2023 and 28 November 2024.
participantsThirty-three international anaesthesiology experts with recognised experience in EEG use, teaching and/or research. Experts were purposively sampled to ensure diversity in geography, clinical background, subspecialty focus and broad spectrum of perspectives.
interventionsNot applicable.
main outcome measuresConsensus on learning outcomes, defined as at least 80% agreement (score of 9 or 10) on a 10-point Likert scale for Rounds 1 to 3, or at least 80% agreement for binary yes/no responses in Round 4.
resultsConsensus was achieved for 58 out of 191 learning outcomes across both basic and advanced EEG training levels. Accepted items were grouped into dimensions, including EEG Fundamentals, Raw EEG, Anaesthetic Effects, Processed EEG, Artefacts, Nociception, Patient Variability, Integration with Anaesthetic Management, Clinical Immersion and Continuous Professional Learning. Foundational dimensions had higher agreement than advanced or emerging areas, such as neurofeedback or pharmacogenomics.
conclusionsThis Delphi consensus defines a comprehensive framework of EEG learning outcomes for anaesthesiology education. The framework supports the development of structured curricula and reflects a growing need for EEG competence in anaesthesia practice to improve patient monitoring and safety. Further research is needed to validate the outcomes in educational and clinical settings.
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.
Consensus document on electroencephalography education in anaesthesiology: defining learning outcomes: A modified four-round Delphi study. · full record | OpenQuestion