【摘要】 目的：探讨多元融合评价方法(SP和教师双反馈联合ART评估)如何提升儿科学专业相关课程的培训效果。方法：整合和完善课程标准化病例库，招募及培训合格的SP,授课组教师集体备课并进行教学改革和课程设计。学员随机分为两组，与传统授课的对照组相比，SP增加对试验组学员的接诊过程进行反馈，教师依据“临床思维评估工具(ART)”对试验组学员的接诊过程和诊疗思路进行同步反馈。6节课后对两组学员进行相关专业技能考核和成绩统计对比，同时设置师生问卷调查，分析教学效果。结果：试验组学员的技能考核成绩优于对照组，且有统计学差异(P<0.05)。师生问卷调查显示，试验组学生的临床思维与推理技能等多项岗位胜任力提升明显，对教学满意度更高。结论：多元融合评价方法应用于SP参与的儿科住院医师规范化培训教学，不仅能够帮助年轻学员培养岗位胜任力，也有助于提升教师形成性评价教学能力。更多还原

【Abstract】 Objective: The study aimed to explore how a multi-integrated assessment method—combining dual feedback from SPs and instructors with ART evaluation—can improve training outcomes in pediatric specialty courses. Methods: The standardized case bank was refined, qualified SPs were recruited and trained, and instructors conducted collective lesson preparation and implemented teaching reforms and curriculum design. Trainees were randomly divided into two groups. Compared with the traditional teaching control group, SPs provided additional feedback on the consultation process for the experimental group, and instructors offered synchronized feedback on the consultation process and clinical reasoning based on the “Assessment of Reasoning Tool(ART).” After six sessions, both groups underwent professional skills assessments, and their scores were statistically compared. Teacher-student questionnaires were also used to analyze teaching effectiveness. Results: The experimental group achieved higher skills assessment scores than the control group, with statistically significant differences(P<0.05). Questionnaire results showed notable improvement in clinical thinking and reasoning competencies among experimental-group students, along with higher satisfaction with the teaching. Conclusion: Applying a multi-integrated assessment method in pediatric residency training involving SPs not only helps junior trainees develop job competencies but also enhances instructors’ formative assessment abilities.更多还原