How do attending physicians use the scaffolding functions during the ICU bedside round?

<bold>Background:</bold> ICU rounding is a challenge for attending physicians and learners. Assisting learners appropriately will ensure effective training in the ICU. The purpose of this study was to identify and document the difficulties encountered by attending physicians during ICU rounds and to provide support to learners through the use of scaffolding functions. <bold>Method:</bold> This study was a narrative review using the PICO framework and snowballing method. Inclusion criteria included studies within the adult medical or surgical ICU. <bold>Results:</bold> Nineteen studies met the inclusion criteria. There are seven challenging during ICU round: ICU round and environment, family involvement during the round, collaboration, teamwork and composition, communication, instrument, and documentation, goal-oriented and planning and the possibility of teaching and learning in the intensive care unit. Four scaffolding functions: conceptual, metacognitive, procedural, and strategic scaffolding could be applied. Attending physicians can provide conceptual and strategic scaffolding to help overcome the seven challenges. Using Metacognitive scaffolding to overcome the challenges of goal orientation and planning. And procedural scaffolding can help to solve the challenges of collaboration, teamwork and team composition, communication, instrument, and documentation, goal-oriented and planning, and the possibility of teaching and learning. It can be utilized throughout all three phases of the bedside round: prior, during, and following rounds. <bold>Conclusion:</bold> Attending physicians were able to solve the seven challenges during the ICU bedside round by applying four types of scaffolding functions in three time periods: prior, during, and following rounding, to improve learning in the intensive care unit.