探索“可验证自学”继续医学教育模式在超声学科的应用效果。

本研究入组2022年6月至2023年6月来自北京协和医院及北京市第六医院的49名超声医师及10名评估师，医师开展学习并上报学习内容，评估师按照本课题学分认证要求授予其相应学分。于课题开展前后收集医师自评及评估师评价的职业相关能力（职业素养、专业知识与技能、教学能力、科研能力、医疗系统管理能力、危急重症识别能力、医疗质量、科普能力、医患沟通能力、团队合作能力）评估数据，并收集所有人对本课题方案的有效性、合理性及满意度评价数据。采用配对t检验比较学习前后的能力指标评估差异。

开展“可验证自学”继续医学教育模式后，医师自评5项职业相关能力指标评分学习后较学习前提升，包括职业素养[（9.41±0.93）分 vs（9.18±1.11）分]、专业知识与技能[（8.94±0.93）分 vs（8.69±1.31）分]、医疗质量[（9.37±0.80）分 vs（9.18±0.92）分]、医患沟通能力[（9.33±0.85）分 vs（9.14±0.91）分]及团队合作能力[（9.39±0.81）分 vs（9.22±0.96）分]，差异均具有统计学意义（t=2.529、2.283、2.139、2.139、2.685，P=0.015、0.027、0.038、0.038、0.010）。评估师评价5项能力指标评分较学习前提升，包括专业知识与技能[（9.25±0.81）分 vs（8.95±1.01）分]、教学能力[（9.22±0.83）分 vs（8.89±0.96）分]、科研能力[（8.98±0.97）分 vs（8.70±1.11）分]、医患沟通能力[（9.50±0.73）分 vs（9.23±0.96）分]、团队合作能力[（9.30±0.90）分 vs（9.09±1.03）分]，差异均具有统计学意义（t=2.466、3.720、2.140、2.901、2.148，P=0.017、<0.001、=0.038、=0.005、=0.037）。93.9%~96.0%的医师及100%的评估师认可“可验证自学”方案的有效性、合理性，并表示满意。

“可验证自学”继续医学教育模式有助于提升超声医师的职业相关能力，并在超声学科具有较好的接受度。

To explore the application of "verifiable independent study" continuing medical education pattern in ultrasound department.

Between June 2022 and June 2023, 49 radiologists and 10 evaluators from Peking Union Medical College Hospital and Beijing Sixth Hospital were enrolled to conduct a one-year practical study named "verifiable independent study" continuing medical education pattern research. Radiologists independently carried out learning and uploaded the learning content. Evaluators granted the radiologists corresponding credits according to our credit rules. At the beginning and end of the study, the career-related ability evaluations (including professional quality, professional knowledge and skills, teaching ability, scientific research ability, medical system management ability, critical illness recognition ability, medical quality, popular science communication ability, doctor-patient communication ability, and team cooperation ability) of all radiologists by themselves and evaluators were performed. Besides, the evaluations of the effectiveness, rationality, and satisfaction to our study by radiologists and evaluators were performed. The Kolmogorov-Smirnov method was used to test whether the data had a normal distribution, and the paired t-test was used to compare the difference in the evaluations of ability indicators before and after learning.

After carrying out the "verifiable independent study" continuing medical education pattern, five career-related ability indicators evaluated by the radiologists themselves improved significantly compared with those before learning, including professional quality (9.41±0.93 vs 9.18±1.11, t=2.529, P=0.015), professional knowledge and skills (8.94±0.93 vs 8.69±1.31, t=2.283, P=0.027), medical quality (9.37±0.80 vs 9.18±0.92, t=2.139, P=0.038), doctor-patient communication ability (9.33±0.85 vs 9.14±0.91, t=2.139, P=0.038), and teamwork (9.39±0.81 vs 9.22±0.96, t=2.685, P=0.010). Five career-related ability indicators evaluated by the evaluators improved significantly, including professional knowledge and skills (9.25±0.81 vs 8.95±1.01, t=2.466, P=0.017), teaching ability (9.22±0.83 vs 8.89±0.96, t=3.720, P<0.001), scientific research ability (8.98±0.97 vs 8.70±1.11, t=2.140, P=0.038), doctor-patient communication ability (9.50±0.73 vs 9.23±0.96, t=2.901, P=0.005), and teamwork (9.30±0.90 vs 9.09±1.03, t=2.148, P=0.037). The vast majority (93.9%-96.0%) of the radiologists and all the evaluators believed that the validity and rationality of "verifiable independent-study" credit management pattern were acceptable and were satisfied with it.

The "verifiable independent study" continuing medical education pattern could possibly improve the career-related abilities of radiologists, and has a good acceptance in ultrasound department.