目的 研究里程碑(Milestones)评价体系在皮肤科住院医师阶段性双向评价中的结果分析。方法 选取2021年9月在锦州医科大学附属第一医院皮肤科进行住院医师规范化培训(简称住培)的150名住院医师和8名主治医师为研究对象,采用改良Milestones评价表进行住院医师自评和主治医师他评。采用Kruskal-Wallis H检验和Mann-Whitney U检验比较不同年资住院医师评分差异,采用配对t检验比较自评与他评之间的差异以及不同来源住院医师评分的差异。结果 第一年住院医师Milestones评分为3～4分,第二年住院医师评分为4～5分,第三年住院医师评分为6～7分。第一年住院医师自评评分为(3.73±0.59)分,主治医师他评评分为(3.33±0.47)分;第二年住院医师自评评分为(4.66±0.62)分,主治医师他评评分为(4.44±0.51)分;第三年住院医师自评评分为(5.09±0.52)分,主治医师他评评分为(4.93±0.86)分,其差异均具有统计学意义(均P<0.001)。结论 不同年资和不同来源的皮肤科住培学员milestone评分具有区分度,建议主治医师实施因材施教,从而提升培训效果。

Objective Analysis of the results of milestone evaluation system in the phased two-way evaluation of dermatology residents. Methods A total of 150 physicians who received standardized resident training (referred to as residency training) and 8 attending physicians in the Department of Dermatology, the First Affiliated Hospital of Jinzhou Medical University in September 2021 were selected as the research objects. An improved Milestones evaluation form was carried out for self-assessment and attending physician-assessment. Kruskal Wallis H test and Mann Whitney U test were used to compare the differences in the scores of residents with different seniority. Paired t-test was used to compare the differences between self-assessment and other assessments and the differences in the scores of residents from different sources. Results First year resident trainees' milestones score was 3~4 points, second year resident trainees' score was 4~5 points, and third year resident trainees' score was 6~7points. First year resident trainees' self-assessment score was (3.73±0.59), while others-assessment score was (3.33±0.47), second year resident trainees' self-assessment score was(4.66±0.62), while others-assessment score was(4.44±0.51), third year resident trainees' self-assessment score was(5.09±0.52), while others-assessment score was(4.93±0.86), the differences were all statistically significant (all P<0.001). Conclusions The milestone score of dermatologists with different seniority can be distinguished. It is suggested that the attending physicians can teach them according to their aptitude, so as to improve the training effect.