EDAIC During MD or DNB: Map Your Existing Learning
Connect MD or DNB anaesthesia learning to EDAIC revision with a topic crosswalk that separates useful overlap, unfamiliar formats and untested areas.
If you are preparing for EDAIC during MD or DNB anaesthesia training, begin by mapping what you already study to the EDAIC domains. Reuse relevant reading and clinical learning, but test whether you can apply that knowledge to unfamiliar written statements. A topic that is familiar on your rota is not automatically secure in examination practice.
This article describes a study crosswalk, not equivalence between qualifications or a decision about individual eligibility. Check the current ESAIC Diploma Guide and examination information separately before committing to an application.
Collect three inputs
Put your current training syllabus, recent teaching schedule and EDAIC preparation materials beside each other. Use the versions supplied by the relevant authorities or your programme. MD and DNB training experiences vary; do not assume a generic online timetable represents your department.
From the ESAIC preparation page, locate the current guide and reading resources. The Part I description identifies both basic-science and clinical components. Your crosswalk should leave room for both.
Keep local assessment deadlines in a separate column. A useful EDAIC plan should be visible alongside training commitments, rather than quietly competing with them.
Try 10 EDAIC questions free
Create a free account and answer EDAIC-style Part 1 MTF questions — each one graded per statement, with a full explanation.
Build the crosswalk
Use five headings: EDAIC domain, current training exposure, evidence of understanding, missing task, and next review. Describe evidence concretely. “Attended a seminar” records exposure; “explained the mechanism without notes and answered an unfamiliar prompt” records something different.
An illustrative row might connect a departmental equipment discussion with a physics topic. The missing task could be naming the measured quantity and units, explaining the principle, and checking a fresh question. Another row might connect an ICU teaching session with a clinical topic, while noting that the relevant evidence or guideline still needs reading.
Do not force every teaching event into an EDAIC label. Some work belongs primarily to your local curriculum. The crosswalk should identify useful overlap without distorting either programme.
Use four evidence labels
Mark a topic as not encountered, encountered but untested, explainable with help, or demonstrated independently. These labels are our planning tool, not official competency levels.
The second category is especially valuable. It catches topics that feel familiar because you have heard them repeatedly but have not tried to retrieve the underlying reasoning. It also prevents unnecessary rereading of material you can already explain well.
Preserve a date and one example beside each label. A general impression from several months ago is weaker evidence than a recent independent attempt, but neither should be treated as a prediction of an EDAIC result.
Answer an EDAIC-style question
This is one exam-format Part 1 multiple-true-false question from our bank. Mark each statement true or false, then see the worked answer.
Regarding the pathophysiology of oxygen delivery and consumption in circulatory shock:
Mark each statement true or false:
In healthy adults at rest, systemic oxygen delivery is approximately 1000 mL/min while oxygen consumption is about 250 mL/min, creating a physiological oxygen reserve.
When systemic oxygen delivery decreases, oxygen consumption immediately falls in direct proportion, indicating supply dependency at all levels of DO₂.
Cardiac output is determined by the product of heart rate and stroke volume, with stroke volume being influenced by preload, afterload, and myocardial contractility.
The unifying feature of all forms of shock, regardless of aetiology, is acute circulatory failure associated with inadequate cellular oxygen utilisation.
In septic shock, early goal-directed therapy targeting supranormal oxygen delivery values has been shown to consistently reduce mortality across all patient populations.
Turn a rotation into a revision opportunity
Before a teaching session, choose one underlying question you want to understand. Afterward, write a brief explanation in your own words and identify the source you will use to check it. Later, test the concept with a fresh prompt outside the original clinical context.
Use de-identified, general learning points only. Your private revision notes do not need patient names, dates of birth, hospital numbers or copied records. Focus the crosswalk on concepts rather than case documentation.
A busy clinical week may offer rich context but little protected study time. Choose a small follow-up that can actually be completed. A focused definition-and-units check is preferable to scheduling a whole chapter you repeatedly miss.
Find the areas your rota does not sample
Review the blank rows. A recent run of similar cases may leave other domains untouched. Fill those gaps with planned reading and question practice instead of assuming the next rotation will cover them in time.
The existing Paper A guide and Paper B guide can help you organise the study discussion. They are supporting guides; retain the official syllabus as the scope reference.
Keep administration separate from learning overlap
Academic familiarity does not answer questions about required documents, recognition or eligibility for another examination stage. Use the ESAIC Diploma Guide as a reference and verify the latest official rules for your circumstances. Ask ESAIC when a qualification or document requirement is unclear.
Finish the crosswalk by choosing one overlap topic, one format weakness and one previously unsampled area for your next study cycle. Use the AnesCORE question bank to test the mapped concepts, while keeping your training requirements and official application checks visible in their own lists.
Sources
- ESAIC: Part I examination
- ESAIC: How to prepare for the exam
- ESAIC: Diploma Guide, 2025 document
- ESAIC: EDAIC examination and current Diploma Guide
Prepared with AI assistance for examination revision; this article is not a patient-care protocol or a substitute for current primary guidance. Sources checked 7 October 2026.
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