Effect of a Template Case Report Based on Cognitive Task Analysis on Emergency Thinking Ability of Resident Doctors in Standardized Training

Abstract

To explore the effect of a template case report based on cognitive task analysis on the emergency thinking ability of resident doctors in standardized training. Methods: The doctors were split into two groups, according to the date they joined the emergency department (n = 40, each group): the observation and control groups. In the observation group, the resident doctors' teachers in standardized training adopted the cognitive task analysis method to determine the primary links of emergency thinking, made case templates, and carried out training based on the case template report. In the control group, traditional teaching methods were used by the teachers. Results: In the observation and control groups, the scores at departure were 88.10 ± 3.88 and 75.23 ± 7.19, respectively (P < 0.05), and the student's ability improvement rates were 92.5% and 75.0% (P < 0.01). In addition, the awareness rate of "know how to study" and "know how to work in emergency" in the observation group was 90% and 90%, respectively. The rate of doctors that considered "missed diagnosis and misdiagnosis can be reduced" was 85%, and the rate of doctors that considered "help to learn in other departments in the future" was 80%. Conclusion:Template case reports based on the cognitive task analysis for emergency thinking training can help resident doctors in standardized training improve their emergency thinking ability.

Hierarchical task analysis as a systems mapping tool in complex health care environments: Emergency department response to chemical, biological, radiological, and nuclear events

“…For example, Chan et al (2016) used CTA to enable doctors to prioritize patients in simulated patient environments, in turn, being a resource for clinical educational materials. Additionally, in line with the recommendation to standardize the ED CBRN response, Guo et al (2021), used CTA to used CTA to create template case reports as a means of enhancing their emergency thinking ability through standardized training; Suggesting a combination of CTA and HTA to both unpack and standardize ED CBRN training.…”

Inclusion of the workshop model in the standardized training of emergency medicine residents

“…Although some residents possess a certain amount of theoretical knowledge, their inability to efficiently and scientifically combine theory and practice can hamper their clinical practice ability [ 3 , 4 ]. For residents receiving standardized training in EM, after familiarizing themselves with the daily activities of the undergraduate room, they often need to clinch the diagnosis from urgent, complex, and critical disease presentation; devise treatment options; and learn the diagnosis and treatment related to EM.…”