The ideological and political education in standardized residency training plays an important role in cultivating medical talents with noble medical ethics and exquisite medical skills. Teaching evaluation is an important method to promote teaching improvement and optimization. However, there are still some problems and challenges in the evaluation of ideological and political education for standardized residency training. This article proposes the ideological and political education of standardized residency training can be comprehensively evaluated by the context-input-process-product evaluation model from four aspects: background, input, process, and result evaluation. The aim is to provide solid support and guidance for the ideological and political education route in standardized residency training.
Objective To systematically review the research progress of assessment tools for operative competency of surgical residents under the competency-based medical education framework, and to provide references for optimizing the assessment system of operative competency in standardized residency training in China. MethodsA scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Descriptive analysis and thematic synthesis were used to summarize the included studies. Relevant literature published between January 1, 2016, and March 15, 2026, was searched in PubMed, CNKI, and Wanfang databases. Studies on the development, validation, and application of assessment tools for operative competency in surgical residents were included. Tool categories, application scenarios, and measurement evidence were summarized and analyzed. ResultsA total of 37 studies were included, comprising 33 English-language articles and 4 Chinese-language articles. Existing assessment tools were mainly classified into three categories: simulation-based assessment tools, workplace-based assessment tools, and emerging technology-assisted assessment tools. Simulation-based tools showed a high degree of standardization; workplace-based tools were more closely aligned with authentic clinical settings; and emerging technology-assisted tools demonstrated clear advantages in objectivity, longitudinal recording, and efficiency. Most studies reported evidence for content validity and internal structure validity. Some tools also showed acceptable inter-rater reliability and the ability to discriminate between different levels of trainee performance. However, evidence regarding response process validity, consequential validity, and associations with real clinical outcomes remained relatively limited. ConclusionsUnder the competency-based medical education framework, assessment tools for operative competency of surgical residents have formed a relatively mature basic system. However, shortcomings remain in localized application, specialty-specific staged assessment, and the accumulation of high-quality validity evidence. In China, a staged and progressive comprehensive assessment system integrating multiple tools should be developed in accordance with the realities of standardized residency training, while specialty-specific assessment pathways should be explored in high-risk and complex subspecialties such as hepatobiliary and pancreatic surgery.
Traditional standardized residency training for laboratory physicians focuses heavily on teaching automated instrumental testing, with shortcomings including monotonous training modes for clinical thinking and laboratory diagnosis, as well as insufficient training in general clinical competencies. Combining the practical experience of emergency capacity-building for laboratory residents at West China Hospital, Sichuan University, this article discusses a new training mode for laboratory residents based on health emergency scenarios. It aims to provide practical references for optimizing the domestic standardized residency training system for laboratory physician.
Objective To investigate the current status, barriers, and needs of research training among ophthalmology residents undergoing standardized residency training, and to provide recommendations for specialty-specific educational reform. Methods A cross-sectional questionnaire survey was conducted among ophthalmology residents of the 2020-2025 cohorts enrolled in the standardized residency training program at West China Hospital, Sichuan University, from May to June 2026. The questionnaire covered demographic characteristics, research experience and outputs, barriers to research participation, training needs, satisfaction with current training, and career plans. Categorical variables were presented as numbers and percentages, and group comparisons were performed using the chi-square test or Fisher’s exact test. Results A total of 94 questionnaires were distributed, and 92 valid questionnaires were returned, with an effective response rate of 97.9%. The participants included 28 professional-degree master’s students (30.4%), 21 employer-sponsored residents (22.8%), and 43 socially recruited residents (46.7%). Before residency training, 44 participants (47.8%) had research experiences in academic projects or publications. During residency, 43 participants (46.7%) participated in research projects as core members, whereas 32 (34.8%) had not participated in any research projects at all. Research participation differed significantly among the three groups (P=0.001), while no significant difference was observed in career plan distribution (P=0.488). The main barriers to scientific research participation were heavy clinical workload (3.49±1.27) and insufficient time allocation (3.43±1.24). A total of 68 participants (73.9%) considered systematic research training necessary. Conclusions The major challenges in ophthalmology residency research training are conflicts between clinical responsibilities and research time. Training programs should establish a competency-based framework incorporating ophthalmology-specific clinical contexts, staged progression, and tailored support to enhance research capacity among residents.
Objective To explore the educational effectiveness of multimodal image fusion combined with three-dimensional (3D) reconstruction technology in the standardized training of orthopedic residents in bone and soft tissue tumors. Methods Orthopedic residents who participated in the bone and soft tissue tumor training program at orthopedic center of West China Hospital of Sichuan University between September 2023 and September 2024 were selected. The orthopedic residents were divided into an experimental group and a control group using a random number table method. The experimental group received multimodal image fusion combined with 3D reconstruction teaching, whereas the control group received conventional imaging-based teaching. Pre-class and post-class scores across four sessions, final assessment scores at 3 weeks after course completion, and questionnaire scores were compared between groups. Gain scores were calculated as post-class scores minus pre-class scores. Analysis of covariance was performed separately for each session, with the corresponding pre-class score included as a covariate. Results A total of 60 residents were included, with 30 people in each group. No significant between-group differences were observed in pre-class scores for Sessions 1 and 2 (P>0.05), whereas the experimental group had significantly higher pre-class scores than the control group in Sessions 3 and 4 (P<0.05). In both groups, post-class scores increased significantly after all four sessions (P<0.001), and the gain scores were significantly greater in the experimental group than in the control group across all sessions (P<0.01). Analysis of covariance showed no significant interactions between group and the corresponding pre-class score. After adjustment for pre-class scores, the experimental group continued to have significantly higher post-class scores in all four sessions, with adjusted mean differences ranging from 8.91 to 9.91 points (P<0.001). At 3 weeks after course completion, the final assessment score was significantly higher in the experimental group than in the control group (89.70±4.30 vs. 72.10±5.60, P<0.001). The experimental group also scored significantly higher in satisfaction with the teaching method, learning interest, evaluation of teaching content, and perceived knowledge mastery (P<0.001), whereas no significant between-group difference was found in perceived self-improvement (P>0.05). Conclusions Multimodal image fusion combined with 3D reconstruction may improve residents’ understanding of complex anatomical relationships and surgical planning, as well as immediate learning outcomes, short-term knowledge retention, and learning experience. It may serve as an adjunctive approach in residency training for bone and soft tissue tumors; however, its educational effectiveness requires further validation in larger, multicenter studies.