Application of the Cognitive Apprenticeship Teaching Model in the Standardized Training of Critical Care Medicine Resident Physicians: A Randomized Clinical Trial
Year: 2025
Type: article
Abstract: Yuxuan Zhang,1 Xun Xia,1 Jing Zeng,2 Limei Zhang,2 Chuan Guo1,3 1Department of Critical Care Medicine, The First Affiliated Hospital of Chengdu Medical College, Chengdu, Sichuan, People’s Republic of China; 2School of Nursing, Chengdu Medical College, Chengdu, Sichuan, People’s Republic of China; 3School of Clinical Medicine, Chengdu Medical College, Chengdu, Sichuan, People’s Republic of ChinaCorrespondence: Chuan Guo, Department of Critical Care Medicine, The First Affiliated Hospital of Chengdu Medical College, Chengdu, Sichuan, 610500, People’s Republic of China, Email [email protected]: This study explores the effectiveness of the cognitive apprenticeship teaching model in fostering critical thinking and clinical reasoning and decision-making skills among medical residents during their rotations in the critical care medicine department.Methods: We selected medical residents undergoing standardized training during their rotations in the critical care medicine department at the First Affiliated Hospital of Chengdu Medical College as the study participants. We conducted a two-month clinical practice course using the cognitive apprenticeship teaching model and evaluated its outcomes.Results: Prior to the teaching intervention, there were no significant statistical differences (P > 0.05) in the general information and pre-teaching assessment scores related to critical thinking and clinical reasoning and decision-making skills between the two groups of students. However, after the training, the experimental group demonstrated significant improvements in four dimensions: truth-seeking, systematic skills, confidence in critical thinking, and curiosity, compared to the control group. Furthermore, in the Mini-CEX assessment, the experimental group scored higher in six dimensions: medical history inquiry, humane care, communication skills, clinical judgment, organizational efficiency, and overall clinical competency, with statistically significant differences (P < 0.05) compared to the control group.Conclusion: The cognitive apprenticeship teaching model enhances the critical thinking and clinical reasoning and decision-making skills of resident physicians, thereby improving the effectiveness of medical education.Plain Language Summary: Objective: This study tested a teaching method called “cognitive apprenticeship” to see if it helps medical residents improve their critical thinking and decision-making skills during their training in the intensive care unit.Methods: We worked with medical residents training in the critical care department of a teaching hospital. Half of the residents took part in a two-month program using the cognitive apprenticeship model, while the other half continued with regular training. We compared the two groups before and after the program.Results: Before the training, both groups had similar skills. After the program, the residents who received the cognitive apprenticeship training showed greater improvement in key areas such as truth-seeking, systematic thinking, confidence, and curiosity. They also scored higher in practical skills like taking patient histories, showing empathy, communicating, making clinical judgments, working efficiently, and overall competence.Conclusion: The cognitive apprenticeship model helps medical residents develop stronger critical thinking and clinical decision-making skills, making their training more effective.Keywords: cognitive apprenticeship, critical care medicine, critical thinking, clinical reasoning and decision-making skills
Authors: Zhang Y, Xia X, Zeng J, Zhang L, Guo C
Language: English
Subfield: Family Practice
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W7084771073
FWCI:
Cites:
Cited by:
Related to: