目的 分析黑龙江省住院医师规范化培训(简称住培)业务水平测试和结业考核成绩,探讨加强住培管理的工作思路和举措。方法 分析和比较黑龙江省2022年2 311名住院医师3次业务水平测试和结业考核成绩,采用χ²检验和方差分析等统计学方法,分析3次业务水平测试不同成绩分组的住院医师结业专业理论考核结果差异,比较不同类型住院医师结业考核成绩的差异。结果 3次业务水平测试高分组住院医师结业理论考核通过率分别为98.33%(646/657)、97.80%(623/637)、95.85%(600/626),低分组住院医师通过率分别为85.80%(544/634)、87.03%(550/632)、89.03%(568/638),其差异均具有统计学意义(均P<0.001)。临床医学硕士专业学位研究生结业考核的专业理论和临床实践能力考核成绩均高于普通住院医师[(426.10±15.78)分比(421.26±17.81)分,(91.53±5.52)分比(89.30±5.71)分],其差异均具有统计学意义(均P<0.001)。结论 住培业务水平测试成绩与结业考核结果可能存在一定的关联性,专业学位研究生与普通住院医师培训效果存在差异。应当加大普通住院医师的管理和培训力度、强化临床实践能力培养,以进一步提高住培质量。

Objective To analyze the professional level test and final assessment results of standardized residency training in Heilongjiang Province and to explore strategies and measures to enhance the management of this training program. Methods The professional level test and final assessment scores of 2 311 residents in Heilongjiang Province in 2022 were analyzed. Statistical methods such as the χ²test and variance analysis were employed to analyze the differences in professional knowledge assessment results among residents grouped by their professional level test scores across three tests. Additionally, comparisons were made regarding the differences in final assessment scores among different types of residents. Results The pass rates for the high-score groups in the three professional level tests were 98.33% (646/657), 97.80%(623/637), and 95.85%(600/626), respectively, while the pass rates for the low-score groups were 85.80%(544/6634), 87.03%(550/632), and 89.03%(568/638), respectively, all P<0.001. The scores for professional knowledge and clinical practice ability assessments in the final assessment for postgraduate students with a master's degree in clinical medicine were higher than those of ordinary residents [(426.10±15.78) vs. (421.26±17.81) for professional knowledge, and (91.53±5.52) vs. (89.30±5.71) for clinical practice ability, all P<0.001. Conclusions There may be a certain correlation between the professional level test scores and the results of the final assessment in standardized residency training. Differences exist in the training effectiveness between specialized master's degree students and ordinary residents. Efforts should be intensified in the management and training of ordinary residents, with an emphasis on enhancing clinical practice ability, to further improve the quality of residency training.