Research on the Application of Critical Breakthrough Thinking in Emergency Medicine Teaching

Objective : Emergency medicine is faced with the challenges of high pressure, uncertainty and complex cases, and traditional teaching methods are often difficult to cultivate trainees' innovative decision-making and dynamic problem-solving abilities. This study aims to explore the feasibility and value of integrating Critical Breakthrough Thinking (CBT) into emergency medicine teaching, so as to improve trainees' core competencies in responding to atypical situations, resource constraints and new public health threats. Methods : A total of 60 standardized training trainees of emergency medicine at Grade 2022 from Affiliated Lihuili Hospital of Ningbo University and Ningbo Hospital of Integrated Traditional Chinese and Western Medicine were selected and randomly divided into an experimental group (CBT-integrated teaching mode) and a control group (traditional teaching mode), with 30 trainees in each group. The experimental group realized the application of CBT by reconstructing the teaching mode through five dimensions: 1. Problem scenario reconstruction: Using "counterfactual thinking" to simulate extreme conditions (such as equipment shortage, mass casualty triage) to force breakthroughs in routine processes; 2. In-depth case discussion: Guiding trainees to analyze atypical cases, explore multi-path intervention plans and predict potential chain reactions; 3. High-fidelity simulation training: Implanting cognitive biases (such as anchoring effect), ethical conflicts and interdisciplinary variables (such as emerging infectious diseases) to strengthen dynamic decision-making; 4. Interdisciplinary collaboration design: Conducting seminars jointly with engineers and data scientists to stimulate technological integration innovation (such as optimization of AI triage tools); 5. Role transition: Teachers act as "cognitive catalysts" to cultivate metacognitive abilities through structured reflection (such as decision logs) and fault-tolerant mechanisms. The control group adopted the traditional mode of theoretical teaching combined with clinical teaching. The teaching cycle was 6 months, and comprehensive evaluation was conducted through Objective Structured Clinical Examination (OSCE), high-pressure simulation scenario assessment, resource allocation innovation plan evaluation, interdisciplinary collaboration questionnaire and Connor-Davidson Resilience Scale (CD-RISC). Results : Empirical research showed that the core competencies of trainees in the experimental group were significantly superior to those in the control group: the accuracy of complex case identification increased by 35% ( P <0.05); the decision-making speed under high pressure increased by 30%, and the error rate decreased by 22% (both P <0.05); the adoption rate of innovative resource allocation plans increased by 40% (e.g., using non-medical equipment instead of hemostasis); the willingness to interdisciplinary collaboration increased by 50%, promoting the development of 7 clinical technology prototypes; the psychological resilience score of trainees improved by 28% ( P <0.05), and confidence in coping with uncertainty was significantly enhanced. Conclusion : Critical Breakthrough Thinking injects transformative momentum into emergency medicine education. By systematically deconstructing frameworks, integrating multi-source information and catalyzing innovative solutions, it effectively cultivates a new generation of emergency physicians with both exquisite skills and breakthrough vision. Its value lies not only in the leap of individual clinical capabilities, but also in promoting the collective adaptive evolution of the emergency system in responding to public health crises. CBT forms a complement to traditional teaching and is the core driving force for reshaping the paradigm of emergency medicine education.