Ying Chang

Zibo Polytechnic University

Abstract：

Emergency trauma management competence is an essential component of the core competencies in emergency medicine, directly affecting treatment outcomes and patient survival. Traditional teaching models are limited in integrating theoretical instruction with practical training, resulting in students’ insufficient performance in emergency response, clinical decision-making, and teamwork. Case-Based Learning (CBL), which is driven by clinical cases and emphasizes knowledge application and skill transfer, has been widely adopted in medical education. This study aims to explore the adaptability and effectiveness of the CBL teaching method in cultivating emergency trauma management competence. By combining theoretical analysis with teaching practice, a CBL- based teaching pathway was constructed, and its impact on students’ mastery of trauma knowledge, clinical reasoning, decision-making, and emergency handling abilities was assessed. Results showed that CBL significantly improved learners’ overall treatment proficiency and emergency decision-making speed, fostered autonomous learning and teamwork awareness, and provided valuable insights for reforming emergency medicine education.

Key Words：

CBL teaching method; emergency trauma; clinical reasoning; competence cultivation; teaching reform