Objective

2

To investigate the application effect of a sequential clinical skill curriculum system in standardized residency training.

Methods

2

A total of 300 residents who participated in the residency training of a clinical medical school from 2020 to 2022 were selected as the research subjects

among whom 46 residents in the experimental group had received the clinical skill training course of the clinical medical school in the undergraduate stage

and 254 in the control group had not received such training in the undergraduate stage. The teaching effect of the two groups was observed from the first year to the third year after they entered the residency training base and were trained together based on the curriculum system. SPSS 24.0 statistical software was used for data analysis

and the main statistical methods included descriptive analysis

the Kolmogorov-Smirnov test

the Mann-Whitney

U

test

and the chi-square test.

Results

2

Before the residents entered the residency base

class 2020 [60.0(52.0

60.0) vs. 51.0(48.0

53.0)]

class 2021 [54.0(52.0

56.0) vs. 51.0(48.0

53.0)]

and class 2022 [53.0(51.0

55.0) vs. 50.0(47.0

51.0)] The difference between the entry base grades of the residents in the experimental group compared to the control group was statistically significant (

P

<

0.05). After 36 months of residency training

the difference between the residents in the trial group and the control group in the 2020 class was not statistically significant when it came to the passing rate of the final exam (

χ

2

=1.20

P

=0.273). At the end of 12 months of residency training

there was a statistically significant difference (

P

<

0.05) between the scores of residents in the experimental group compared with the control group in the theoretical examination [124.0 (123.8

125.0) vs. 115.0 (101.0

125.0)] and medical history taking [92.0 (91.0

95.0) vs. 85.1 (79.3

94.5)]

. The differences were not statistically significant (

P

>

0.05) at the end of 6

18

and 24 months of residency training. At the end of 6 months [93.0(90.0

97.0) vs. 89.0(86.3

95.0)]

12 months [94.0(92.0

95.0) vs. 89.0(87.0

92.0)]

and 18 months [90.0(86.5

93.5) vs. 81.0(69.0

91.0)] of residency training

residents in the experimental group Physical examination scores were statistically significant compared to the control group (

P

<

0.05). At the end of 24 months of residency training

there was no statistically significant difference (

P

>

0.05) between the physical examination scores of residents in the experimental group compared with the control group in the classes of 2020 [92.0(87.5

95.3) vs. 85.0(79.0

92.0)] and 2021 [94.0(87.0

96.0) vs. 90.0(84.0

95.0)]

.

Conclusions

2

The clinical skill curriculum system can help to improve the comprehensive clinical ability of residents

and the teaching contents and methods of physical examination should be further optimized

with a focus on the training of doctor-patient communication skills and humanistic literacy among residents in the future.