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Die nat\u00fcrliche Mitarbeitendenfluktuation erfordert hierf\u00fcr eine st\u00e4ndige Fort- und Weiterbildung. In einer ersten Umfrage unter Lehrenden und Lernenden in der Fach\u00e4rzt:innenausbildung zeigte sich der Wunsch nach einem einsatzortspezifischen Curriculum. Die vorliegende Studie soll im Sinne der spezifischen Lernzieldefinition die notwendigen Kompetenzen f\u00fcr die an\u00e4sthesiologische Krei\u00dfsaalumgebung beschreiben.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methodik<\/jats:title><jats:p>Mittels einer zweistufigen Online-Delphi-Befragung unter deutschlandweit an\u00e4sthesiologisch T\u00e4tigen im Krei\u00dfsaal wurden Zielkompetenzen als Items entwickelt. Diese wurden anschlie\u00dfend in einem gr\u00f6\u00dferen Kollektiv auf Relevanz und Validit\u00e4t \u00fcberpr\u00fcft und konnten nachfolgend gruppiert werden. In die abschlie\u00dfende Befragung konnten 201 Teilnehmende eingeschlossen werden.<\/jats:p><\/jats:sec><jats:sec><jats:title>Ergebnisse<\/jats:title><jats:p>In den Priorisierungsprozessen der Delphi-Analyse wurden von den Teilnehmenden nicht priorisierte Kompetenzen, wie z.\u202fB. die Neugeborenenversorgung, nicht weiterverfolgt. Nicht alle Faktoren sind dar\u00fcber hinaus ausschlie\u00dflich krei\u00dfsaalbezogen, wie beispielsweise das Beherrschen des \u201eschwierigen Atemweges\u201c. Nach der Validierung ergab sich ein Kompetenzkatalog mit 8\u00a0Skalen mit insgesamt 44\u00a0Items (Kayser-Meyer-Olkin-Kriterium 0,88).<\/jats:p><\/jats:sec><jats:sec><jats:title>Schlussfolgerungen<\/jats:title><jats:p>Es konnte ein Katalog relevanter allgemeiner Lernziele f\u00fcr \u00c4rzt:innen in Weiterbildung entwickelt werden, der allerdings einer \u00dcberpr\u00fcfung auf Vollst\u00e4ndigkeit im Kontext der eigenen Arbeitsumgebung bedarf. Kompetenzen, die auch au\u00dferhalb der Krei\u00dfsaalumgebung erlernt werden k\u00f6nnten, sollten vor einer Krei\u00dfsaalrotation erlernt werden. 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