Digitally assisted learning in cardiac electrophysiology and cardiac implantable electronic devices: a Scientific Statement of the European Heart Rhythm Association of the ESC
Year: 2026
Type: article
Abstract: The rapid expansion of interventional electrophysiology (EP) and cardiac implantable electronic device (CIED) therapies has outpaced the capacity of traditional apprenticeship-based training to deliver standardized, equitable, and patient-safe skill acquisition across Europe. This scientific statement of European Heart Rhythm Association (EHRA) of the European Society of Cardiology (ESC) synthesizes the current landscape of digitally assisted learning for EP/CIED, provides a structured framework for implementation, and defines the responsibilities of scientific societies in establishing trustworthy, competency-based pathways. The document first reviews the technical principles and available digital modalities, emphasizing alignment of tool selection with learning objectives and staged progression. It then contrasts these capabilities with real-world uptake, highlighting fragmented access and strong reliance on industry-mediated training, alongside the emergence of neutral access models such as the EHRA Simulation Village. A central suggestion is the adoption of proficiency-based progression supported by protocolized evaluation: predefined and validated performance metrics, benchmarking against expert standards, deliberate practice with structured feedback, and summative assessment prior to patient procedures. Key implementation challenges include resource disparities and geographic inequities, limits in simulation fidelity for team-based and contextual decision-making, governance of industry relationships, and the need for protected educational time. Pragmatic solutions include tiered certification tracks, hybrid models combining digital and supervised clinical training, regional simulation hubs, minimum simulator specifications, ongoing curriculum updates, and coordinated stakeholder collaboration. Priority research needs are defined around clinical outcome validation, optimal curriculum design, technology development, and implementation science.
Source: EP Europace
Authors: Sabine Ernst, Alexandre Almorad, Patrick Badertscher, David Duncker, Anthony G Gallagher, Anthony Li, Ashley Nisbet, Roberto De Ponti, Andreu Porta-Sánchez, Lluis Mont, Marta De Riva, Andrea Sarkozy, Nili Schamroth, Emma Svennberg, Fleur Tjong, Serge A Trines, Laura Vitali-Serdoz, Serge Boveda
Institutions: Royal Brompton & Harefield NHS Foundation Trust, Imperial College London, Centre Hospitalier Universitaire de Saint-Pierre, University Hospital of Basel, Medizinische Hochschule Hannover, University of Ulster, St George’s University Hospitals NHS Foundation Trust, Bristol Royal Infirmary, University of Insubria, Hospital Clínic de Barcelona, Leiden University Medical Center, Vrije Universiteit Brussel, Universitair Ziekenhuis Brussel, Rabin Medical Center, Karolinska University Hospital, Karolinska Institutet, Amsterdam UMC Location University of Amsterdam, Amsterdam University Medical Centers, University of Amsterdam, Klinikum Fürth, Clinique Pasteur
Language: English
Subfield: Physiology
Field: Medicine
Domain: Health Sciences
Open Access status: hybrid
Estimated APC paid: $4,909
OpenAlex ID: W7154115523