Milestones 2.0教评系统应用于影像住培的价值分析

To Explore the Application Effect of the Milestones 2.0 Teaching Evaluation System in the Standardized Residency Training of Radiology Residents

摘要: 目的：探讨基于Milestones 2.0教评系统在影像住培医师规范化培训中的应用效果。方法；选取2021级和2022级于我院影像住培医师作为研究对象，2021级为对照组22人、2022级为观察组25人。对照组采用传统的PBL教学；试验组在应用传统的PBL教学过程中使用Milestones 2.0教评系统实时监测影像住培医师的胜任力，实现精确的自我评估与外部评定，促进教育者与学员有效反馈，提升培训针对性；其多维评估框架可量化展现能力提升。分析Milestones 2.0教评系统对住培医师的学习行为、教学质量、教学效果、教学满意度的影响。结果：观察组的学习意愿及态度、知识信息收集、分析思考能力、沟通表达能力、团队合作能力和总分高于对照组，学习行为差异具有统计学意义(P < 0.01)。观察组教学态度、教学准备、教学过程、教学能力和总分高于对照组，教学质量差异具有统计学意义(P < 0.01)。观察组理论知识、个体病例分析能力、沟通能力和总分高于对照组，教学质量差异具有统计学意义(P < 0.01)。观察组对教学的满意度高于对照组，差异具有统计学意义(P < 0.05)。结论：Milestones 2.0在影像住培中不仅为住院医师的职业发展提供了量化的评估工具，也为优化教学策略、强化临床训练指明了方向。这一系统的应用值得在更广泛的医师培训中推广，以期提升整体医疗教育质量和临床实践能力的培养。通过这种系统化的评估方法，未来的医疗人才可望获得更为全面、有效的职业素养。

Abstract: Objective: To explore the application effect of the Milestones 2.0 Teaching Evaluation System in the standardized residency training of radiology residents. Methods: Radiology residents from the 2021 and 2022 cohorts in our hospital were selected as research subjects, with 22 residents in the 2021 cohort as the control group and 25 residents in the 2022 cohort as the observation group. The control group adopted the traditional PBL (Problem-Based Learning) teaching method; the observation group used the Milestones 2.0 Teaching Evaluation System during the application of the traditional PBL teaching to real-time monitor the competence of radiology residents, achieve accurate self-assessment and external evaluation, promote effective feedback between educators and trainees, and enhance training pertinence; its multidimensional evaluation framework could quantitatively demonstrate the improvement of abilities. The impact of the Milestones 2.0 Teaching Evaluation System on residents’ learning behaviors, teaching quality, teaching effectiveness, and teaching satisfaction was analyzed. Results: The learning willingness and attitude, knowledge and information collection, analytical and thinking ability, communication and expression ability, teamwork ability, and total score of the observation group were higher than those of the control group, and the difference in learning behaviors was statistically significant (P < 0.01). The teaching attitude, teaching preparation, teaching process, teaching ability, and total score of the observation group were higher than those of the control group, and the difference in teaching quality was statistically significant (P < 0.01). The theoretical knowledge, individual case analysis ability, communication ability, and total score of the observation group were higher than those of the control group, and the difference in teaching quality was statistically significant (P < 0.05). The teaching satisfaction of the observation group was higher than that of the control group, and the difference was statistically significant (P < 0.01). Conclusions: Milestones 2.0 not only provides a quantitative evaluation tool for the professional development of residents in radiology residency training but also points out the direction for optimizing teaching strategies and strengthening clinical training. The application of this system is worthy of promotion in wider physician training to improve the overall quality of medical education and the cultivation of clinical practice ability. Through this systematic evaluation method, future medical talents are expected to acquire more comprehensive and effective professional qualities.