Analysis of resident standardized training system based on historical research method

Objective To analyze the application status of the full-range tutorial system in the standardized residents training in China. Methods Literature about tutorial system applying in the residents training in the Chinese literature network full-text database, Wanfang database and Weipu journal full-text database from database building up to September 2018 were collected and read to summarize and analyze. Results A total of 98 papers from 66 hospitals were included, of which 50 hospitals have developed the full-range tutorial system. The main contents of the thesis mainly focused on three aspects, the problem of current standardized training (28 papers), the necessity and function of the full-range tutorial system (71 papers) and the implementation mechanism of the tutorial system (63 papers). Sixteen studies indicated that positive effects on improving the quality of trainees or the satisfaction of teachers and students were found after implementation of a full-range tutorial system execution. Conclusions There are still many problems in the students, teachers and hospitals in standardized residents training in China. The implementation of the full-range tutorial system may help to solve the related problems. However, effective implementation mechanism building is an essential condition for the effect of the full-range tutorial system in standardized residents training. Key words: Full-range tutorial system; Standardized residents training; Literature analysis

Institute for International Medical Education (IME) and World Health Organization (WHO) have proposed new demands and endowed with new meaning for the standards of medical personnel in the 21st century.Bringing them into the standardized resident training and to explore a set of systemic,scientific,rational and effective residency training model and quality assurance system is important measure to promote medical education in line with international practice and to raise the level of domestic clinical medicine. Key words: Resident; Standardized training; Medical education; Standards of personnel

Clinical teaching round is one of main teaching methods during standardized training for residents. However, the particularity of standardized resident training in clinical anesthesia determines that it is difficult to apply the teaching round model of other disciplines. In this study, seven core contents of Mini-Clinical Evaluation Exercise (Mini-CEX) were modified after considering the characteristics of anesthesia specialty and applied to the teaching rounds of standardized training for residents of anesthesia, thus promoting the standardization and improving the quality of anesthesia teaching rounds. Key words: Resident; Standardized training; Anesthesia; Teaching round; Mini-Clinical Evaluation Exercise

Objective To summarize the application and effect of volunteers participation model in the surgical clinical-skills final achievement examination of the standardized medical residency training. Methods By retrospective analyzing the 5 years’ data of Zhongshan Hospital, Fudan University, compared the efficiency of the examination (preparation time, cost, staff numbers, whole and average exam time) ; The satisfactions of examinees and examiners; The pass rates of the volunteer trainees in the next year, before and after the application of volunteers participation model in the surgical clinical-skills final achievement examination of the standardized medical residency training. Results Compared to the traditional model, the application of volunteers participation model significantly reduced the average preparation time (t=47.8, P=0.000) , average costs (t=36.1, P=0.000) , whole & average exam time (whole: t=20.8, P=0.000, average: t=20.8, P=0.000) and staff numbers; improved the satisfactions of examinees and examiners (examinees: χ2=18.6, P=0.000, examiners: χ2=13.9, P=0.000) ; Increased the average pass rates (χ2=3.8, P=0.031) and besides, the pass rates of the volunteer trainees in the next year (χ2=5.5, P=0.006) . Conclusions The application of volunteers participation model is practicable in the surgical clinical-skills final achievement examination of the standardized medical residency training, and has a more effective advantage of the traditional model. Key words: Volunteers participation model; Standardized medical residency training; Surgical clinical-skills; Final achievement examination

ABSTRACTObjective:To evaluate the effectiveness of integrating case-based learning (CBL) with the flipped classroom approach in the standardized residency training of ultrasound physicians.Methodology:This was a retrospective study. A total of 26 residents undergoing standardized ultrasound residency training at Baoding NO.1 Central Hospital between January to August 2024 were enrolled in this study. Participants were randomly assigned to an experimental group (n= 13) and a control group (n= 13). The experimental group received CBL and flipped classroom instruction, while the control group was taught using traditional methods. Theoretical examination scores, perceived learning outcomes and teaching satisfaction were compared between the two groups.Results:The experimental group achieved significantly higher theoretical examination scores than the control group (p< 0.05). Participants in the experimental group also demonstrated significantly improved learning outcomes and reported higher satisfaction with the teaching methods compared with those in the control group (p< 0.05, respectively).Conclusion:The teaching approach combining CBL and the flipped classroom model may enhance clinical reasoning, stimulate learning motivation, foster innovation and contribute to the overall effectiveness of standardized ultrasound residency training.

Objective To improve the effect of standardized residency training in radiology department by establishing WeChat learning platform, image teaching system and RIS-based report scoring and reporting feedback system, and adopting the process-based evaluation model, making multiple assessments at different time points and giving feedback. To explore whether the daily reports writing and doctor's scores can be used to evaluate the learning effect by analyzing the correlation between report score, the relearning time and the examination results. Methods The experimental control method was adopted. Twenty-seven trainees who participated in standardized training in Peking University Third Hospital were selected, including 12 trainees in 2017 as the experimental group and 15 trainees in 2016 as the control group. Two groups of trainees were similar in composition. In training, the experimental group was adopted the network learning platform teaching model, while the control group was adopted the traditional teaching model. After the training, results of X ray and CT were compared between the experimental group and control group. Results of different trainees in the experimental group were compared. Correlations between scores, relearn time and exams, one-stage mock examination were analyzed. Results The average scores of X ray: (85.7±6.9) in the experimental group and (80.0±7.7) in the control group, there was statistically significant difference in X ray scores (t=-1.988, P>0.05). The average scores of CT were (86.8±5.7) in the experimental group and were (81.1±7.5) in the control group, there was statistically significant difference in CT scores (t=-2.198, P<0.05). The experimental group was divided into two groups according to the source of trainees. There were differences of X ray examination, CT examination and one-stage mock examination between two groups (all P<0.05). Correlation analysis was made between the proportion of median score, superior doctor's score, median report relearning time and X ray and CT examination. The scores of X ray and CT examination were negatively correlated to the proportion of median scores, and relearning time, and were positively correlated to the scores of superior doctors. The relearning time after examination was negatively correlated to the results of one-stage mock examination. Conclusions The process evaluation model based on network learning platform improves the effect of standardized resident training and the ability to master professional knowledge. The correlations between scores, relearning time and examination results indicate that the daily report writing and the doctor's scores can be used to evaluate the learning effect. At the same time, the role of rating should be strengthened and the quality of report writing should be improved in the further. Key words: Networking; WeChat; Residents' standardized training; Process evaluation

Public opinion software was used to collect data in the context of internet big data, aiming to analyze the situation of resident standardized training. The results indicated that over 820 thousand public opinion items regarding resident standardized training were collected and the greatest attention paid to this issue came from medical college students. 51% (418 200/820 000)of the public opinion items were neutral, 32% (262 400/820 000)of the items was negative, and 17%(139 400/820 000)was positive. Specifically, 39% (102 336/262 400)of the media focused on the policy of resident standardized training, 27% (70 848/262 400)on the training period, and 26% (68 224/262 400)on the training income. Both the media and cyber citizen paid close attention to resident standardized training, but their attitudes towards it were polarized. Government should create public opinion research and judge mechanism, information dissemination mechanism and public opinion guidance mechanism to orient internet public opinion tracking in a scientific and objective way. Key words: Internet; Big data; Residents; Standardized training; Public opinion analysis

Global primary healthcare providers are grappling with workforce shortages, regional development imbalances, and inconsistent service delivery models. Rural-oriented tuition-waived medical students (RTMSs), who are the focus of standardized residency training (SRT), play a pivotal role in enhancing grassroots medical capabilities. This study focuses on the current situation and satisfaction level of RTMSs participation in SRT, with a particular emphasis on the deeper factors that influence their willingness to continue practicing in rural areas after completing the program. In June 2022, a multicenter cross-sectional observational study was conducted across eight hospitals in Yunnan Province, surveying 643 RTMSs enrolled in the SRT program. Descriptive and analytical statistical methods were used to analyze the data. Findings indicated that 91.29% of the respondents endorsed the SRT, believing it significantly enhanced their core competencies, and 81% were satisfied with the training. However, only 28% expressed willingness to continue practicing in rural primary healthcare institutions after their contractual service. The low retention intention was mainly associated with expectations for higher income, positive psychological states, frequent skill training and lectures, regular psychological counseling, and team-building activities, as well as an enhanced sense of identity as RTMSs. The study underscores the critical role of SRT in improving professional competences for RTMSs. Although training satisfaction has improved, their willingness to remain in rural practice after contract completion remains low. Immediate measures should include increasing rural allowances and improving housing conditions, while long-term strategies require government-level reforms to enhance remuneration, living conditions, and career development pathways. Not applicable.

In this paper, we lay down a homogenization training standard for resident standardized training through a joint discussion among experts from three national resident standardized training bases. The aim of the homogenization of resident standardized training quality shall be reached through the synchronous implementation of tutorial system and comprehensive formative evaluation, the strengthening of training quality process management and the promotion and advancement of training quality of resident standardized training. Key words: Training base; Standardized residency training; Homogenization

Cultivation of research and research capability is becoming more and more important in resident training, although contemporary standardized training still focuses on clinical capability. This paper introduces SUPER teaching, including training of slide making, updating practice, academic presentation, oral English and literature reading, and summarize its approach and essence based on our experience. It has been showed that SUPER teaching can improve research and research capability and benefit residents’ career development in future. SUPER teaching completes and enriches contemporary standardized training of residents in China. Key words: SUPER teaching; Research capability; Resident; Standardized training

Resident standardization training is an important part of postgraduate medical educa- tion and anesthesiology rotation is an important part in resident standardization training. Anesthesiology rotation is an effective way to improve the efficiency of hospital operation and is an important starting point to promote ＇comfortable medical＇ and hospital upgrades. To improving the quality of training, anes- thesiology department should establish training and supervision system clearly, organize teacher training regularly. Continuous improvements in institutional mechanism can be achieved by detailed theoretical studies, technical operations and departmental rotation examination requirements as well as by exchanging ideas between teachers and students. Key words: Anesthesiology; Resident; Standardization training

The application of continuous quality improvement program in standardized residency training examination in the central Hospital of Shanghai Jiading was introduced to inquire into the way to improve the quality of standardized training of resident doctors. Through the steps of FOCUS-PDCA, we continuously improved the examination content and quality compliance training personnel, and developed the examination process including test, training, supervision, learning and using. After the implementation of the project, the percentage of the departments that meet the residency training examination requirements has been increased from 33.3% to 100% in our hospital. The percentage of the students that passed the licensed medical skills examination was 96.6% in that year. 100% of the students passed the graduation comprehen-sive examination. Year-end evaluation showed that the students' satisfaction degree to the teachers increased from 94.5% to 98.2%. Thus, through the implementation of CQI project, we achieved the goal of promoting teaching and promoting learning. Key words: Standardized residents training; Continuous quality improvement (CQI)

Objective To explore the homogeneity of standardized resident training (SRT) in psychiatric department between general and psychiatric hospital in Jiangsu province. Methods Using questionnaire survey for research ability, health and psychology, and assessment of psychiatry and general medicine ability, clinical skills , humanistic quality, investigations about the homogeneity of psychiatric SRT results in Jiangsu province were made by investigating 106 SRT trainees in 7 psychiatric SRT bases (3 bases general hospital and 4 bases in psychiatric hospital) from November to December in 2016. Results The differences of trainees' clinical ability including psychiatry [(77.8±10.7) vs (72.6±11.0)], general medicine [(72.1±10.5) vs (62.2±11.5)], clinical skills [(79.2±5.1) vs (74.0±7.4)] and humanistic quality [(86.7±8.3) vs (90.2±5.2)] between general and psychiatric hospitals are significant (all P<0.05). Conclusions The SRT training effect on clinical skills for general hospitals are better than those for psychiatric hospitals, and the effect on humanistic quality is just the opposite. The homogeneity still needs to be further improved. Key words: Standardized resident training; General hospital; Specialized hospital; Homogeneity; Psychiatry

Objective To evaluate the effectiveness of objective structured clinical examination (OSCE) for nuclear medicine residents in Beijing. Methods The OSCE score of residents participating the standardized training from 2014 to 2017 were analyzed, including score, passing rate, difficulty, discrimination, reliability, validity. The examination was composed of six stations including radioactivity operating and protection, case analysis, history acquisition, image acquisition and processing, doctor-patients communication, report writing. Results The median OSCE score of 2014 and 2015 was 89.20(86.68-92.30)、88.38(83.33-90.80) respectively. The mean OSCE score of 2016、2017 was (86.52±3.33), (88.47±1.42) respectively. The passing rate of each year was more than 90%. The difficulty was 0.87, 0.87, 0.87, 0.88, and the Cronbach α of reliability was 0.88, 0.72, 0.55, 0.32 respectively for OSCE from 2014 to 2017. The discrimination range was 0.49~0.92 for all stations. The raters reliability was good for stations including radioactivity operating and protection, case analysis, history acquisition and slightly bad for image acquisition and processing, doctor-patients communication in 2017. Conclusions OSCE can truly imitate clinical environment and evaluate the residents’s comprehensive clinical skills effectively, but the program should be further optimized to improve the application effects. Key words: Objective structured clinical examination; Evaluate; Standardized training for residents; Nuclear medicine

Objective: This study explores the application value of the “1+N” tutorial system in standardized training of thoracic surgery residents. Methods: A total of 40 residents who received standardized training in the Department of Thoracic Surgery of our hospital from January 2022 to June 2025 were selected as research objects. Among them, 20 residents trained from January 2022 to July 2023 were included in the control group, and 20 residents trained from August 2023 to June 2025 were included in the study group. The control group adopted the traditional teaching mode, while the study group adopted the “1+N” tutorial system. The two groups were compared in terms of scores of written theory examination, skill operation assessment, professionalism, and doctor-patient communication ability. Results: The scores of the written theory examination and skill operation assessment in the study group were significantly higher than those in the control group (P < 0.05). In terms of professionalism evaluation, the study group scored significantly higher in medical ethics, teamwork, medical quality, and professional spirit (P < 0.05). In doctor-patient communication ability, the study group also achieved higher scores in skills of informing patients of their condition, standardization of informed consent form signing, conflict resolution ability, and human-istic care (P < 0.05). Conclusion: The application of the “1+N” tutorial system in standardized training of thoracic surgery residents can effectively improve their scores in theory and operation assessments, as well as enhance their professionalism and doctor-patient communication ability.