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Objectives <p>Managing critically ill patients requires specific skills, yet little is known about how teaching occurs during real-time resuscitations. This scoping review aimed to summarize and map how teaching during real-time resuscitation has been described and conceptualized in the literature, to inform emergency physician clinician-educators and to identify gaps in this area.</p> Methods <p>We searched 6 databases from inception to April 2025 and hand-searched abstracts from 10 conferences held in the past 7&#xa0;years. Backward and forward citation searches were performed. Eligible studies described a teaching interaction involving a medical learner (any level) and an actual critically ill patient in a hospital-based setting. No restrictions were applied based on publication type. Included eligible empirical studies were appraised using the Mixed Methods Assessment Tool. Using descriptive qualitative content analysis, we inductively and iteratively developed categories through team discussion to organize how teaching during resuscitation has been reported in the literature.</p> Results <p>A total of 25,530 titles and abstracts were screened. Full-text review of 242 articles yielded 13 included records, with 8 additional identified through reference screening, forward searching, and conference material review. Resuscitations most commonly occurred in the emergency department (<i>n</i> = 8) or the intensive care unit (<i>n</i> = 4). Learners were primarily residents (<i>n</i> = 17) or fellows (<i>n</i> = 7). Appraisal of 10 empirical studies showed heterogeneous quality. Twenty-three teaching strategies were described. Three categories emerged from the analysis: (1) teaching adapted to learners’ level of involvement during the resuscitation, (2) supervisor practices, and (3) ethical considerations shaping teaching during resuscitation.</p> Conclusion <p>This scoping review summarizes and maps how teaching during real-time resuscitation has been described and conceptualized in the literature. It highlights reported strategies that emergency physicians may consider adapting in clinical practice while also underscoring the paucity of empirical work in this underexplored area.</p>

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Teaching resuscitation of critically ill patients to medical learners in the clinical setting – A scoping review

  • 期刊论文

  • 发表日期：

    2026年3月31日

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  • Ann-Sophie Turcotte,
  • Adam Szulewski,
  • Sandra McKeown,
  • Omar I. Hajjaj,
  • Molly Cowls,
  • Ciara Morrison,
  • Nancy Zhu,
  • Veronica Pentland,
  • Laurence Baril,
  • Zoé Garceau-Tremblay,
  • Delphine Hansen-Jaumard,
  • Isabelle Colmers-Gray

摘要

Objectives

Managing critically ill patients requires specific skills, yet little is known about how teaching occurs during real-time resuscitations. This scoping review aimed to summarize and map how teaching during real-time resuscitation has been described and conceptualized in the literature, to inform emergency physician clinician-educators and to identify gaps in this area.

Methods

We searched 6 databases from inception to April 2025 and hand-searched abstracts from 10 conferences held in the past 7 years. Backward and forward citation searches were performed. Eligible studies described a teaching interaction involving a medical learner (any level) and an actual critically ill patient in a hospital-based setting. No restrictions were applied based on publication type. Included eligible empirical studies were appraised using the Mixed Methods Assessment Tool. Using descriptive qualitative content analysis, we inductively and iteratively developed categories through team discussion to organize how teaching during resuscitation has been reported in the literature.

Results

A total of 25,530 titles and abstracts were screened. Full-text review of 242 articles yielded 13 included records, with 8 additional identified through reference screening, forward searching, and conference material review. Resuscitations most commonly occurred in the emergency department (n = 8) or the intensive care unit (n = 4). Learners were primarily residents (n = 17) or fellows (n = 7). Appraisal of 10 empirical studies showed heterogeneous quality. Twenty-three teaching strategies were described. Three categories emerged from the analysis: (1) teaching adapted to learners’ level of involvement during the resuscitation, (2) supervisor practices, and (3) ethical considerations shaping teaching during resuscitation.

Conclusion

This scoping review summarizes and maps how teaching during real-time resuscitation has been described and conceptualized in the literature. It highlights reported strategies that emergency physicians may consider adapting in clinical practice while also underscoring the paucity of empirical work in this underexplored area.