口腔全科医生需要掌握口腔医学多个专科的专业能力,进修学习是提升其水平的重要途径。北京大学口腔医院综合科从2011年开设为期1年的全科进修教学,分为第一阶段(1~12周)的技能规范化培训和第二阶段(13~48周)的全科思维培养与技能熟练。针对第一阶段存在的培训方法单一、无操作评价、缺乏服务意识培养等问题,本研究设计“进阶式教学方式”,通过分层考核、标准化评分完善流程,对2022~2023级18名进修学员开展教学,并评价教学效果。结果显示,学员入科成绩[2.00(1.00)分]与进阶考核成绩[4.25(0.35)分]差异显著(P<0.001),且四分位间距从1.00降至0.35,同质化提升;师生均认可操作技能的进步。临床观念培训后,主诉牙鉴别、全身评估、爱伤观念均得到改善。进阶式教学方式有助于在口腔全科医生操作水平的同质化,为后续教学奠定了基础。

General dentistry requires competence in multiple sub-specialties. Advanced training is a crucial approach to enhancing dentists' professional standards. Since 2011, the Department of General Dentistry,Peking University School and Hospital of Stomatology has offered a one-year general dentistry advanced training program. This program is divided into two phases: the first phase (weeks 1~12) focuses on standardized skill training, while the second phase (weeks 13~48) emphasizes the development of comprehensive clinical thinking and skill refinement. To address issues in the first phase, such as monotonous training methods, lack of operational evaluation, and insufficient cultivation of patient-care awareness, this study designed a ″progressive teaching method″. This approach improved the process through hierarchical assessments and standardized scoring. The method was implemented with 18 trainees from the 2022-2023 grades, and its effectiveness was evaluated. Results showed a significant difference between the trainees' initial assessment scores [2.00 (1.00)] and their progressive assessment scores [4.25 (0.35)], P<0.001. The interquartile range decreased from 1.00 to 0.35, indicating improved homogenization of skills. Both instructors and trainees recognized the progress in professional skills. After clinical concept training, improvements were observed in the identification of the chief complaint tooth, systemic condition assessment, and the concept of cpatient-care awareness. This teaching method contributes to the homogenization of professional levels of dentists in the short term and lays a foundation for subsequent training.