Application of annual progressive assessment mode in standardized training for residents in a medical laboratory base
10.3760/cma.j.cn116021-20231111-01980
- VernacularTitle:检验基地住院医师规范化培训分年度递进考核模式的实践研究
- Author:
Ying LUO
1
;
Yuwei DI
1
;
Yue MENG
1
;
Qianyun DENG
1
;
Hui LI
1
;
Huiquan GAN
1
;
Bing GU
1
Author Information
1. 南方医科大学附属广东省人民医院（广东省医学科学院）检验科，广州 510000
- Publication Type:Journal Article
- Keywords:
Inspection base;
Residency training;
Annual;
Progressive;
Assessment
- From:
Chinese Journal of Medical Education Research
2025;24(3):361-365
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the establishment, implementation, and application effect of the annual progressive assessment mode for standardized training of resident physicians in a medical laboratory base.Methods:Since 2020, the base has improved the annual progressive assessment system through assessment system establishment, question bank construction, routine assessment, rotation examination, and annual examination. This new assessment mode was adopted for the residency trainees enrolled in the base after 2020. The control group consisted of seven residency trainees enrolled before 2020, while the experimental group comprised 13 trainees enrolled in 2020 and later. The two groups were compared based on the rotation and annual examination scores of second- and third-year trainees, as well as their academic achievements. Additionally, teaching outcomes of the base before and after 2020 were analyzed. The t test, rank-sum test, and Fisher's exact test were performed using SPSS 27.00. Results:There were no significant differences in age, sex, and education level between the two groups. The experimental group showed significantly higher scores than the control group in theory assessment ( P<0.001 for second-year trainees and P=0.008 for third-year trainees) and skill assessment ( P<0.001 for second-year trainees and P=0.038 for third-year trainees) in rotation examination, as well as in theory assessment (both P<0.001) and skill assessment (both P<0.001) in annual examination. The improvement was particularly pronounced among second-year trainees. The trainees of the experimental group submitted 17 case reports in three years, and won awards at national conferences, provincial conferences, and institutional case speech competitions. In a national academic conference, the trainees won the second prize of "Excellent Case". Since 2020, we have been granted with our first teaching reform project and published our first teaching article. To date, we have obtained five teaching reform projects, published six teaching articles, and won multiple awards in provincial and institutional teaching competitions. Conclusions:The establishment of the annual progressive assessment mode is critical for training high-quality laboratory physicians, and puts forward higher requirements for residency training teachers.
