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.