Abstract:

Compared with other departments, the emergency department faces a broad spectrum of diseases and patients coming here present different conditions with varied severity, making its work more challenging and uncertain. The clinical thinking used in the emergency department has its own characteristics while following the general clinical thinking mode, so its teaching method also needs to be adjusted accordingly. Therefore, this study explores the teaching model of emergency medicine based on a combination of context immersion and case integration. Firstly, it provides a general analysis of clinical thinking with cases, which includes: ①grasping the nature of things and giving priority to the main contradiction-the razor principle; ②abandoning inertial thinking and asking more questions-the divergent thinking; ③explaining a complicated disease with a single cause-the monist principle; ④analyzing diseases comprehensively-the holistic principle; ⑤continuously watching disease development and modifying its understanding-the dynamic principle; ⑥diagnosing based on objective facts-the evidence theory; ⑦calling the "information package" formed in the past for diagnosis and treatment of common diseases-the modelling principle; ⑧confining life-threatening factors and maintaining vital signs as the first task-the suppression theory. Afterwards, context immersion combined with emergency medicine teaching reality using the above clinical thinking is carried out to cultivate doctors' scientific clinical thinking, thereby improving the teaching quality.

Key words: Emergency department, Clinical thinking, Dialectical thinking