ArticleCJEM2026
Teaching resuscitation of critically ill patients to medical learners in the clinical setting - A scoping review.
Article in CJEM, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesManaging 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.
methodsWe 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.
resultsA 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.
conclusionThis 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.
Indexed as
Identifiers
41915315What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.