LAUSR

Objective 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.