About

Aaron J Donoghue, MD, MSCE, FAAP, FAHA, is a Professor of Anesthesiology and Critical Care at the Children's Hospital of Philadelphia. He serves as an Attending Physician in Critical Care Medicine and Emergency Medicine at the Children's Hospital of Philadelphia and is a faculty member at the Center for Resuscitation Science at the University of Pennsylvania. Dr. Donoghue is also the Co-Medical Director of the CHOP Center for Simulation, Innovation, and Advanced Education. His educational background includes a BA in Chemistry from the University of Pennsylvania (1991), an MD from UMDNJ - Robert Wood Johnson Medical School (1997), and an MSCE in Clinical Epidemiology from the University of Pennsylvania School of Medicine (2005). His professional focus encompasses critical care medicine, emergency medicine, resuscitation science, and medical education, contributing to advancements in pediatric critical care and simulation-based training.

Research topics

• Emergency medicine
• Medical emergency
• Medicine
• Intensive care medicine
• Cardiology
• Internal medicine
• Medical education

Selected publications

• A Survey of Medical Resuscitation Practices and Resources in Academic Pediatric Emergency Departments

  Pediatric Emergency Care · 2026-04-08

  articleCorresponding

  BACKGROUND: Medical resuscitation is more common than trauma in pediatric emergency departments (PEDs), yet it lacks nationally standardized programs for clinical care, education, quality improvement (QI), and research. We sought to describe current structures and resources as a step toward standardization. METHODS: We surveyed PEDs affiliated with the AAP Section on Emergency Medicine Special Interest Group, Pediatric Emergency Medicine Resuscitation of Children (PEM-ResCue). One physician leader per site completed a structured survey spanning clinical practice, education, research, quality assurance (QA), and QI. Items included annual counts of critical procedures (eg, tracheal intubation) and full-time equivalent (FTE) support for resuscitation leadership, plus open-ended questions on strengths and challenges. RESULTS: Twenty of 39 centers (51%) responded; 19/20 had Pediatric Emergency Medicine fellowships and 18 were level I trauma centers. Reported annual percenter averages were 79 tracheal intubations, 8 chest tubes, 4 central lines, and 20 chest compression events. Six centers had formal resuscitation leadership roles; 4 of 6 reported dedicated FTE support. Education (17 sites), QA (18), and QI (19) activities were common but varied in structure and frequency. Research activity ranged from robust to none. Reported strengths included video review and interdisciplinary collaboration; challenges included limited funding, lack of standardization, and absence of centralized data systems. CONCLUSION: Across 20 academic PEDs, medical resuscitation practices and infrastructure varied widely, with notable gaps in dedicated leadership and standardized education and QA/QI processes. Findings highlight opportunities to build coordinated, standardized systems for pediatric medical resuscitation.

  PublisherDOI

• Chest Compression Technique During Transition of Care in Pediatric Out of Hospital Cardiac Arrest

  SSRN Electronic Journal · 2026-01-01

  preprintOpen access
  PublisherDOI

• Abstract Sun1106: Dynamic components of CPR performance in a pediatric emergency department: a video-based study

  Circulation · 2025-11-03

  articleSenior author

  Bakcground: Cardiac arrest in the pediatric emergency department (PED) is an uncommon event requiring rapid assembly of ad hoc multidisciplinary care teams. Effective cardiopulmonary resuscitation (CPR) is influenced by teamwork, leadership, and communication. A designated CPR coach has been shown to improve CPR performance in simulated resuscitations. Objective: To describe dynamic components of pediatric CPR using video review and compare these factors between events with and without a designated CPR coach. Methods: Prospective observational study in a tertiary PED with a resuscitation video review program. Events where a child received chest compressions under videorecorded conditions were included. A CPR coach was designated at the team leader’s discretion. Data on CPR performance was collected from video review. Chest compressions (CC) were defined in CC segments (the duration of CC given by a single provider before switching to a different providers). Pauses in CC were measured in seconds and tasks performed during pauses (e.g. pulse check, rhythm check) were recorded. Unadjusted univariate analysis between events with and without a CPR coach was performed by c2 analyses for dichotomous variables and nonparametric analysis for continuous variables. Results: 88 events were analyzed (OHCA n=74, IHCA n=14; ROSC 23/88 (26%); survival to admission 21/88 (24%)). The median duration of CPR was 18 minutes (IQR 12 – 27 minutes). Median CC segment duration was 71 sec (IQR 42 – 104 sec). 84% of segments were less than 2 minutes; 39% were less than 1 minute. A median of 12 pauses in chest compressions occurred per event (range 2-30). Median pause duration was 4 sec (IQR 3 – 9 sec); 18% of pauses exceeded 10 seconds. The coordination of compressor change, pulse check, and rhythm check were done in 182/934 (18%) of CC pauses. Median chest compression fraction across all events was 87% (IQR 76% – 93%). A CPR coach was designated in 24/88 (27%) events. On univariate analysis comparing events with and without a CPR coach, there were no significant differences in CCF, average CC segment duration, or number of pauses > 10 sec. Conclusions: Using video review, areas for improvement in team performance during pediatric CPR were identified. The presence of a designated CPR coach was not associated with significant differences in these parameters. Future studies should examine the impact of targeted CPR coach training on dynamic team function to improve CPR.

  PublisherDOI

• Part 12: Resuscitation Education Science: 2025 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care

  Circulation · 2025-10-21 · 23 citations

  review1st authorCorresponding

  Developed by the American Heart Association, these Guidelines represent the first comprehensive update of education recommendations since 2020. Incorporating the results of structured evidence reviews from the International Liaison Committee on Resuscitation, these are guidelines for the design and delivery of resuscitation training for health care professionals and lay rescuers. This update emphasizes the continuous evolution of evidence evaluation and the necessity of adapting educational strategies to local needs and diverse community demographics. Existing guidelines remain relevant unless specifically updated in this publication. Key topics that are new, are substantially revised, or have significant new literature include the use of cardiopulmonary resuscitation feedback devices in training, rapid-cycle deliberate practice, teamwork and leadership training, manikin fidelity, gamified learning, virtual and augmented reality, use of cognitive aids, stepwise training, blended learning, scripted debriefing, instructor training, alternative objects for lay rescuer chest compression training, and special considerations for training in the management of opioid overdose. How certain personal considerations may influence the overall impact of education are also reviewed, including disparities accordingly related to gender, race, socioeconomic status, and language; the impact of training for school children; and factors that act as barriers or facilitators to lay rescuer willingness to perform cardiopulmonary resuscitation. We conclude with a summary of current knowledge gaps in resuscitation education science and a discussion of future directions for optimizing the impact of resuscitation training programs.

  PublisherDOI

• The Impact of Tracheal Intubation Attempts on Chest Compression Fraction During Pediatric CPR: A Report from the Videography In Pediatric Resuscitation (VIPER) Collaborative

  SSRN Electronic Journal · 2025-01-01

  preprintOpen accessSenior author
  PublisherDOI

• Education, Implementation, and Teams: 2025 International Liaison Committee on Resuscitation Consensus on Science With Treatment Recommendations

  Circulation · 2025-10-21 · 5 citations

  review

  The International Liaison Committee on Resuscitation conducts continuous reviews of new, peer-reviewed, published cardiopulmonary resuscitation science and publishes more comprehensive reviews every 5 years. The Education, Implementation, and Teams chapter of the 2025 International Liaison Committee on Resuscitation Consensus on Science With Treatment Recommendations describes all published resuscitation evidence reviewed by the International Liaison Committee on Resuscitation’s Education, Implementation, and Teams Task Force science experts since 2020. This summary addresses the evidence in 4 subchapters: (1) training populations, (2) faculty development, (3) knowledge translation and implementation, and (4) instructional design. Members from the Education, Implementation, and Teams Task Force have assessed, discussed, and debated the quality of the evidence, based on Grading of Recommendations, Assessment, Development, and Evaluation criteria, and their statements include consensus treatment recommendations. Insights into the deliberations of the task force are provided in the Justification and Evidence-to-Decision Framework Highlights sections. Priority knowledge gaps for further research are listed.

  PublisherDOI

• Education, Implementation, and Teams: 2025 International Liaison Committee on Resuscitation Consensus on Science With Treatment Recommendations

  Resuscitation · 2025-10-01 · 5 citations

  articleOpen access

  The International Liaison Committee on Resuscitation conducts continuous reviews of new, peer-reviewed, published cardiopulmonary resuscitation science and publishes more comprehensive reviews every 5 years. The Education, Implementation, and Teams chapter of the 2025 International Liaison Committee on Resuscitation Consensus on Science With Treatment Recommendations describes all published resuscitation evidence reviewed by the International Liaison Committee on Resuscitation's Education, Implementation, and Teams Task Force science experts since 2020. This summary addresses the evidence in 4 subchapters: (1) training populations, (2) faculty development, (3) knowledge translation and implementation, and (4) instructional design. Members from the Education, Implementation, and Teams Task Force have assessed, discussed, and debated the quality of the evidence, based on Grading of Recommendations, Assessment, Development, and Evaluation criteria, and their statements include consensus treatment recommendations. Insights into the deliberations of the task force are provided in the Justification and Evidence-to-Decision Framework Highlights sections. Priority knowledge gaps for further research are listed.

  PublisherOA PDFDOI

• Manikin physical realism for resuscitation education: A systematic review

  Resuscitation Plus · 2025-03-25 · 7 citations

  reviewOpen access1st authorCorresponding

  To evaluate the impact of higher physical realism of manikins on educational and clinical outcomes during life support education. This systematic review was conducted as part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation (ILCOR). A search of PubMed, Embase, and Cochrane was conducted from January 1, 2005 until April 30, 2024. Studies comparing training with higher physical realism manikins and lower realism manikins were eligible for inclusion. Studies comparing manikins to other forms of training (e.g. screen-based, virtual reality) were excluded. Risk of bias was assessed using Cochrane Risk of Bias 2 (RoB 2) for randomized trials and Risk Of Bias In Non-Randomized Studies of Interventions (ROBINS-I) for observational studies. For outcomes reported by four or more randomized studies, random effects meta -analysis using standardized mean difference was performed. Of the 1276 articles identified and screened, 21 articles comprised the final review (19 randomized trials, 2 observational studies). Meta-analysis of eight RCTs reporting simulation skill performance in a simulated clinical scenario at course conclusion demonstrated a benefit from the use of higher- realism manikins compared with lower realism manikins (standardized mean difference 0.66, 95% CI 0.08 – 1.25). Meta-analysis of seven RCTs reporting knowledge at course conclusion showed no significant difference between the use of both types of manikins. Significant risk of bias and a high degree of heterogeneity were found among the included studies. This systematic review found that higher manikin realism during resuscitation training was associated with improved simulated clinical scenario performance at course conclusion; without an effect on knowledge at course conclusion. Future studies should examine the impact of resource requirements for high realism simulation on generalizability and implementation.

  PublisherDOI

• Cardiopulmonary resuscitation coaching for resuscitation teams: A systematic review

  Resuscitation Plus · 2025-01-01 · 10 citations

  reviewOpen access

  Aim: Cardiopulmonary resuscitation (CPR) quality is often substandard to guidelines for resuscitation teams. We aimed to investigate if the use of a CPR coach as part of the resuscitation team can improve teamwork, quality of care, and patient outcomes during simulated and clinical cardiac arrest resuscitation. Methods: We searched PubMed, Embase, and Cochrane from inception until October 9, 2024 for randomized trials and observational studies. We assessed risk of bias using Cochrane tools and assessed the certainty of evidence using the Grading of Recommendations Assessment, Development and Evaluation approach. PROSPERO CRD42024603212. Results: We screened 505 records and included 7 studies. Overall, 6 were randomized studies involving pediatric resuscitation of which 4 studies were secondary analyses of one simulation-based trial, and one was an observational study on adult out-of-hospital cardiac arrest. Reported outcomes were: CPR performance in a simulated setting (n = 3), workload in a simulated setting (n = 2), adherence to guidelines in a simulated setting (n = 1), team communication in a simulated setting (n = 1), and clinical CPR performance (n = 1). All studies suggested improved CPR quality and guideline adherence when using a CPR coach compared to not using a coach. Risk of bias varied from low to critical and the certainty of evidence across outcomes was low or very low. Conclusions: We identified low- to very-low certainty of evidence supporting the use of a CPR coach as part of the resuscitation team in order to improve CPR quality and guideline adherence. However, further research is needed, in particular for clinical performance and patient outcomes.

  PublisherDOI

• Use of CPR feedback devices in resuscitation training: A systematic review and meta-analysis of randomized controlled trials

  Resuscitation Plus · 2025-03-22 · 15 citations

  reviewOpen access

  The use of cardiopulmonary resuscitation (CPR) feedback devices during training is increasing. This review evaluates whether incorporating CPR feedback devices in training improves patient survival, CPR quality in actual resuscitation, skill acquisition and retention after training. This systematic review was part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation (ILCOR). We searched MEDLINE, EMBASE, and SCOPUS databases from inception to September 30, 2024, including randomized controlled trials (RCTs) in all languages (with an English abstract) comparing CPR training with and without feedback devices. Outcome included patient survival, quality of clinical performance in resuscitation, and CPR skill acquisition and retention. Non-RCT studies, unpublished work without peer review or animal studies were excluded. Risk of bias was assessed using Cochrane tools, and certainty of evidence was graded using the Grading of Recommendations Assessment, development and Evaluation (GRADE) approach. Standardized mean difference (SMD) were calculated and pooled effects were analyzed using random-effects models. PROSPERO CRD42023488130. We identified 20 RCTs with 4579 participants. Risks of bias ranged from low to critical (low: 8, moderate: 9, and critical: 3). No studies evaluated the patient survival, clinical performance in resuscitation or cost-effectiveness. Compared to no feedback, using CPR feedback devices during training significantly improved key quality metrics. Pooled effect sizes were 0.76 (95%CI 0.02 – 1.50) for mean compression depth (15 studies), 0.98 (95%CI: 0.10 – 1.87) for depth compliance (16 studies), 0.29 (95%CI: 0.10 – 0.48) for mean rate (17 studies), 0.44 (95%CI: 0.23 – 0.66) for rate compliance (9 studies), and 0.53 (95%CI: 0.31 – 0.75) for recoil compliance (10 studies) in favour of using feedback devices during training. Heterogeneity was large (I 2 > 50%) in all analyses. Planned subgroup analyses revealed no statistically significant interaction between healthcare professionals and laypersons. Using the GRADE approach, the certainty of evidence was downgraded for certain outcomes due to critical risk of bias for 3 studies and inconsistency but upgraded for strong association. The use of CPR feedback devices during resuscitation training improves key quality metrics of CPR performance, with moderate to high certainty of evidence. However, further studies are needed to evaluate the impact on cost-effectiveness, clinical performance and patient outcomes.

  PublisherDOI

Frequent coauthors

• Andrew Lockey

  University of Huddersfield

  189 shared

• Vinay Nadkarni

  Children's Hospital of Philadelphia

  128 shared

• Sally A. Mitchell

  University School

  100 shared

• Vernon Curran

  Saint Francis Medical Center

  100 shared

• Erin Blanchard

  University of Pennsylvania

  100 shared

• Theresa Hoadley

  University of Alabama at Birmingham

  100 shared

• Peter A. Meaney

  Stanford University

  84 shared

• Abdallah Whaiba

  Resuscitation Council

  81 shared

Education

• B.A., Chemistry

  University of Pennsylvania

  1991

• M.D.

  UMDNJ - Robert Wood Johnson Medical School

  1997

• Other, Clinical Epidemiology

  University of Pennsylvania School of Medicine

  2005