How do doctors build knowledge relating to Obstetric Emergencies? A Scoping Review.

Background Obstetric Emergencies (OEs) are high-stakes, time-critical events that require prompt recognition, decision-making, and coordinated action. For doctors involved in maternity care, the ability to respond effectively in such situations is vital to ensuring safe outcomes for women and babies. However, the process by which doctors build the necessary knowledge for managing OEs is complex and poorly understood. Knowledge-building in this context may extend beyond formal education and simulation training, drawing on diverse sources such as workplace experience, informal learning, peer discussion, emotional processing, and reflective practice. There is increasing recognition that both individual and system-level factors shape how knowledge is acquired, retained, and applied during clinical emergencies. Understanding these factors is particularly important in the UK, where recent reports have highlighted persistent safety concerns and inequities in maternity care outcomes. Purpose This scoping review aims to explore the international literature to understand what sources doctors can use to build knowledge relating to Obstetric Emergencies, and to identify the barriers and enablers to this knowledge-building process. The goal is to inform and optimise strategies for knowledge development in the UK context, with a view to improving clinical preparedness, patient outcomes, and staff support. Approach Guided by Arksey and O’Malley’s scoping review framework and subsequent methodological enhancements, this review will systematically search academic and grey literature across multiple databases and sources. The inclusion criteria will focus on studies that explore doctors’ learning about Obstetric Emergencies, with attention to formal education, workplace learning, continuing professional development, and other experiential or affective knowledge sources. A narrative, inductive synthesis will be undertaken to map the breadth and depth of available evidence, identify key knowledge sources, and uncover barriers and facilitators to effective learning and application. Expected Outcomes This review will provide an evidence-informed overview of how doctors build knowledge relating to Obstetric Emergencies, drawing on international insights to inform UK-based improvements. It will highlight gaps in the literature, propose future research directions, and inform curricular or organisational interventions that support more effective knowledge-building. Ultimately, the findings aim to contribute to safer maternity care through better preparation of doctors for the challenges of Obstetric Emergencies.