Many junior doctors have reported a lack of confidence in managing emergency conditions. However, there is insufficient literature summarising the current knowledge about the non-technical skills needed by junior doctors to tackle medical emergencies. This paper aims to identify the non-technical skills necessary for the management of medical emergencies by junior doctors. Three databases were systematically searched to identify relevant articles published between January 2000 and March 2020. In total, 8707 unique articles were identified and independently screened by at least two authors, using predetermined inclusion and exclusion criteria. A coding framework was applied to extract relevant data and for thematic analysis of the included studies. These methods have been performed following the PRISMA-ScR Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. There were a total of 13 articles included in the thematic analysis. The result of this review was the identification of several key non-technical skills: teamwork, communication, asking for help, challenging seniority, task prioritisation, decision-making, leadership and handling stress. In conclusion, lack of non-technical skills in junior doctors has a negative impact on patient care in a medical emergency. The training of junior doctors can be re-evaluated and designed to reflect the importance of these non-technical skills.

Background To explore the practicability of team-based learning (TBL) and problem-based learning (PBL) in the teaching of neuromuscular disease in the Department of Neurology.Methods During 2012 and 2015, eighty-eight interns from Peking Union Medical College were randomly assigned to the TBL and PBL groups. In the TBL group of 6~8 interns, the teaching process included case preparation, group discussion, oral presentation and teacher assessment. In the PBL group of 24~34 interns, the process included case preparation, oral presentation and teacher assessment. After the teaching process, students were evaluated for basic knowledge, clinical thinking ability, document search numbers and a course experience questionnaire (CEQ); teachers were evaluated based on the effect of class teaching.Results There was no significant difference in the scores of neuroanatomy, neurology, diagnostics, neuromuscular disease or case writing between the TBL and PBL groups before the internship. After the learning process, there was no significant difference in the scores of neuroanatomy, neurology and neuromuscular disease. However, the TBL group performed better than the PBL group in clinical localization diagnosis, literature retrieval ability and inquiry learning ability. Evaluation by teachers showed that there was no significant difference between the 2 groups in teaching objectives, preclass preparation, basic knowledge, integration of basic knowledge and clinical practice, and overall teaching effect; however, the TBL group was superior to the PBL group in class atmosphere, initiative thinking, teamwork and communication between teachers and students.Conclusions Both TBL and PBL could help medical students improve their knowledge of neurology and neuromuscular disease. TBL could better improve students' communication, cooperation, literature searching and inquiry learning abilities.

by SCMR for calculation of ECV (8) . Derived indexed cell volume and derived indexed matrix volume were calculated from the product of left ventricular mass index ´[1-ECV] and ECV, respectively as previously described.(5)