Intensive care unit (ICU) onboarding, boot camp, and procedural readiness curricula as entry-phase competency development for residents and fellows entering adult critical care: A scoping review
Authors' conclusion
Adult critical care entry curricula were heterogeneous and predominantly US-based. Technical and respiratory readiness were the largest evidence clusters, although nonprocedural transition domains were also represented. No superior curriculum model was identified; workplace-transfer evidence was uncommon, and patient-level evidence was limited to one uncontrolled airway-program evaluation.
Study context
- Population
- Residents and fellows entering adult critical care31 reports representing 26 independent studies and five linked reports
- Outcome
- Included studies by type
Methodological detailsprospectively registered
- Prospectively registered
Main finding
As reported in the abstract
- Studies evaluating interventions
- Twenty-three
- Landscape/needs studies
- three
- Entry-window interventions
- 20
- Entry-anchored longitudinal interventions
- three
Further findings
Outcome levels mapped (non-mutually exclusive)
- Level 1 outcomes, studies
- 14
- Level 2a, studies
- 15
- Level 2b, studies
- 14
- Level 3, studies
- 2
- Level 4a, studies
- 1
- Level 4b, studies
- 1
Conference-abstract-only studies
- Independent studies conference-abstract-only
- Twelve
Conduct of the review
- Embase searched on September 10, 2026 to address its omission from the initial search; eligibility re-adjudication performed
Original publication
ICU onboarding, boot camp, and procedural readiness curricula as entry-phase competency development for residents and fellows entering adult critical care: A scoping review. J Crit Care. Published 7 October 2026. doi:10.
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