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Reaching the parts that are hard to reach: expanding the scope of professional education in anaesthesia.

Previous work by Larsson and colleagues has outlined how young and inexperienced Swedish anaesthetists have feelings of deep inadequacy and loneliness in the face of difficult clinical situations, and often feel unsupported by their seniors. I am sure that this will ring true for colleagues in other countries too. This is unsatisfactory because they cannot learn well when stressed, and this also leads to concerns about recruiting doctors into the specialty if there is a perception that the working life of anaesthetists is more difficult than it needs to be. This theme is developed in this issue of British Journal of Anaesthesia as Larsson and colleagues report an interviewbased investigation into the sources of stress in the work of established specialist anaesthetists and their strategies for coping with them. In this editorial, I would like to explore the specific issue of how stress and personality interact in anaesthesia, but then discuss more generally how anaesthesia education might be expanded to encompass, more mindfully, the less obvious aspects of the total professional knowledge in anaesthesia—of which strategies for coping with stress is but one example.