分析目前继续医学教育（CME）模式的现状及新型继续教育模式的接受度及可行性，为新型继续教育模式的开展提供参考信息。

采用简单随机抽样的方法，对北京市超声医学专业的在职医师进行电子问卷调查，问卷包括医师基本情况、当前CME的现状、新型CME模式的改革需求三部分。医师基本情况包括性别、年龄、学历、职称、工作年限、医院级别、副高级及正高级职称占科室成员的比例。当前CME的现状包括所在单位教学活动频率，提高职业能力的途径，对目前CME制度的知晓度、满意度、对提升职业胜任力和工作负担的认可度，学分获取途径，继续教育不达标的原因等。新型CME模式的改革需求包括新型CME模式的参加意愿、学习内容、形式，对CME、继续职业发展（CPD）等概念的知晓度及对持续学习、非正式学习等学习理念的认可度。对不同性别、年龄、学历、职称、工作年限、医院级别组间的继续教育现状及改革需求采用秩和检验进行比较。

对CME制度的知晓度在不同性别、年龄段、学历、职称、工作年限及医院级别组间差异均无统计学意义（P均>0.05），35.25%（141/400）的医师对目前的CME制度了解不足。不同性别、年龄段、学历、职称、医院级别的医师对CME制度的满意度差异均无统计学意义（P均>0.05），不同工作年限的医师对目前的CME制度的满意度差异具有统计学意义（H=12.956，P=0.011），工作11~15年组医师的满意度明显高于工作20年以上组（P=0.017）。12.50%及8.75%的医师对目前的CME制度不满意或非常不满意，医师反馈主要原因是目前的继续教育形式的多样性、便捷性及内容的丰富性、系统性、针对性、实用性不足。13.50%的医师认为继续教育对职业胜任力没有帮助，20.75%、15.50%及39.75%的医师非常认同、认同及基本认同继续教育对工作造成负担。医师对CME这一概念的知晓率高于CPD（P<0.001），医师对“持续学习”及“非正式学习”的学习理念认同度分别为82.00%、73.50%。不同职称（初级/中级/副高及正高级）医师对“持续学习”理念的认可度差异有统计学意义（P=0.005），副高及正高级职称组的认可度明显高于初级职称组（P=0.004）。医师建议CME宜采取线上与线下相结合的模式，教学内容应包括专业知识（投票率为90.75%）、科研能力（投票率为63.75%）、教学能力（投票率为57.00%）、科普能力（投票率为39.50%）及英语（投票率为32.25%）等任何提高职业胜任力的内容。82.50%的医师希望自主制定学习计划并实现自主学习，35.75%（143/400）非常愿意、32.75%（131/400）愿意参加以医师为中心的自主学习的新型继续教育。

当前的CME模式在内容和形式上存在一定的问题，医师具有明确的改革意愿和需求，开展新型CME对于提升CME的质量具有重要意义。

To investigate the present status of the current continuing medical education (CME) model and the acceptance and feasibility of new continuing education models, so as to provide reference information for the development of new continuing education models.

We conducted an electronic questionnaire survey on physicians on the job in ultrasonic medicine in Beijing by simple random sampling. The questionnaire contained three parts: the physicians' basic information, the current status of CME, and the reform demands for new continuing medical education models. The basic information included gender, age, education, professional title, working years, hospital classification, and the proportion of deputy senior and senior professional titles to department members. The information on the current status of CME included the frequency of teaching activities, the ways to improve vocational ability, the awareness, satisfaction, degree of recognition for the improvement of professional competency, degree of affordability, the ways to obtain credits, and the reasons why continuing education did not meet the standards. The reform requirements for new CME models included the willingness to participate, learning content and form of new CME models, the awareness of the concepts of CME and continuing professional development, and the degree of consent to the learning concepts such as continuous learning and informal learning. Rank-sum tests were used to compare the status of continuing education and reform needs with regard to gender, age, educational qualification, professional title, years of service, and hospital level.

There was no difference in the awareness of the CME system among physicians with regard to gender, age group, educational background, professional title, working years, and hospital level. 35.25% of physicians had insufficient comprehension of the current CME system. There was no difference in the satisfaction of physicians with the CME system with regard to gender, age group, educational background, professional title, and hospital level, but there was a difference in the satisfaction among those with different working years (H=12.956, P=0.011), with the satisfaction of the 11-15 years group significantly higher than that of the over 20 years group (P=0.017). Based on feedback from physicians, 12.50% and 8.75% of physicians, respectively, were dissatisfied or very dissatisfied with the current CME system, mainly due to the lack of diversity and convenience in the form and the insufficiency of richness, systematicness, pertinence, and practicality in the contents. 13.50% of physicians agreed that CME was not helpful for their professional competences, and 20.75%, 15.50%, and 39.75% of physicians, respectively, strongly agreed, agreed, and basically agreed CME to be a burden. Physicians had a higher awareness of the concept of CME than that of continuous professional development (P<0.001). 82.00% and 73.50% of physicians, respectively, agreed with the learning concept of "continuous learning" and "informal learning". There were significant differences in the cognition of the concept of "continuous learning" among physicians with different professional titles (junior/intermediate/associate and senior) (P=0.005), with the cognition of the associate and senior group significantly higher than that of the junior group (P=0.004). As suggested, the form of CME should be both online and offline, and training contents should include professional knowledge (voting rate of 90.75%), research ability (voting rate of 63.75%), teaching ability (voting rate of 57.00%), science popularization ability (voting rate of 39.50%), and English (voting rate of 32.25%), as well as any content that can improve professional competences. 82.50% of physicians would like to develop individual learning plan and study independently, and 35.75% (143/400) would be very willing and 32.75% (131/400) would be willing to participate in the new continuing education mode of physicians-centered autonomous learning.

The current continuing education system has certain disadvantages in contents and forms. Physicians have clear reform aspirations and demands. The development of new continuing education models can be very helpful in improving the quality of CME.