Intensive Care Unit-Based Medical Education for Medical Students: A Scoping Review.

Abstract

As medical students and graduates are increasingly exposed and expected to recognize critically ill patients, the role of the intensive care unit (ICU) training in graduate medical education has drawn growing attention. This scoping review maps the current landscape of ICU-based education for medical students, focusing on the importance of early ICU exposure, teaching methods employed, learner outcomes, and gaps in literature. Peer-reviewed articles published between 2015 to 2025 were identified through searches from PubMed, Scopus, and Google Scholar using terms such as "medical education ICU" and "ICU training medical students". Titles and abstracts were screened, followed by full-text reviews. Twenty-four articles met inclusion criteria and were analyzed thematically. The findings suggest that ICU training improves knowledge, clinical skills, and self-confidence among medical students, especially when programs incorporate active learning strategies such as simulation, case-based teaching, and bedside participation. However, access to ICU rotations remains inconsistent, and many students worldwide report limited exposure. Gaps identified include a lack of standardized curricula, limited outcome-based research, and de-emphasis on non-technical skills like communication and ethics. While ICU education offers clear benefits, widespread integration into medical curricula remains uneven. Future efforts should prioritize curriculum development, faculty support, and equitable access to ensure all graduates are better prepared for acute care responsibilities.