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◆ Critical care (London, England)2026-08-28

Death determination at the bedside: clinical judgement beyond criteria.

Matthieu Le Dorze, Armelle Nicolas-Robin, Sarah Carvallo, Milena Maglio, Alberto Molina-Pérez

一句话结论 · In one sentence

Death determination should not be understood or taught solely as the application of criteria and protocols. Making explicit in critical care education the scientific limits, implicit assumptions, and context-dependent clinical judgement involved in determining and declaring death may help clinicians better assume this responsibility, improve communication with families, and sustain public trust in end-of-life care and organ donation.

原始摘要(英文原文)· Original abstract
BACKGROUND: In clinical practice, death determination-a core responsibility of critical care clinicians-is commonly taught as the technical application of standardized medical and legal criteria. However, contemporary practices, including resuscitation, death determination by neurological criteria, withdrawal of life-sustaining treatment, and controlled donation after circulatory determination of death, show that determining death also requires interpretative and performative, context-dependent clinical judgement operating within persistent scientific limits and implicit assumptions about human life and its end. MAIN BODY: Using a single illustrative clinical scenario followed across four trajectories-obvious death, cardiac arrest and resuscitation, death determined by neurological criteria, and circulatory death following withdrawal of life-sustaining treatment-we examine how death determination operates at the intersection of medical criteria, clinical judgement, scientific limits, and implicit assumptions. Particular uncertainties concern the relationships between circulation, cerebral perfusion, and brain function; the distinction between complete and partial loss of brain function; the distinction between permanent and irreversible loss; and the prediction of neurological recovery, acceptable functional outcome, and meaningful life. These uncertainties are managed differently across clinical contexts. Across these contexts, clinicians do not simply observe a discrete biological event: they interpret an evolving process of dying within established medical and legal frameworks. The declaration of death is therefore also performative, transforming the patient's medical, legal, and social status. CONCLUSION: Death determination should not be understood or taught solely as the application of criteria and protocols. Making explicit in critical care education the scientific limits, implicit assumptions, and context-dependent clinical judgement involved in determining and declaring death may help clinicians better assume this responsibility, improve communication with families, and sustain public trust in end-of-life care and organ donation.
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