The project was funded by the European Society of Intensive Care Medicine (ESICM) and lasted 36 months.

The purpose of this project was the creation of an international training program, acceptable by the Intensive Care and based on the development of specific skills. For its creation they were used sample surveys and data collection techniques as well as the methods of building consensus. For distribution and dissemination they were used electronics means and e-learning technologies.

The basic principle was set to be the education that is based on the development and assessment of the skills. This implies determining the minimum theoretical knowledge, skills and proper attitude, elements that must be taught and assessed, in order to qualify for a doctor to be considered specialist in Intensive Care Medicine.

These skills have been evaluated during the daily clinical work of each trainee. For example, his/her ability to safely place a central catheter or guide a morning visit, or discuss a sensitive subject with patients' relatives, such as organ donation.

This evaluation was not intended to replace existing educational programs neither to define their duration or the teaching methods used.

Nevertheless, an international consensus on the minimum skills required for a doctor, in order to be qualified as a specialist, will facilitate the development of common standards. Consequently, it will allow the gradual building of free access e-bank, including educational resources and material, geared to each of the required skills. The data collection and distribution of results, as well as the educational material, incurred through the program's website.

The project was completed in four phases:

• At the first phase, the data collection was carried out related to the programs and training methods, evaluation and certification in the field of Intensive Care Medicine
• At the second phase it took place the recording and the grouping of required skills that should be taught and evaluated
• At the third phase it took place the development of consensus positions and instructions for the skills evaluation
• At the fourth phase it took place the searching, sorting of educational material and its association with the education of specific skills