[1] DOS SANTOS RA, SNELL L, TENORIO NUNES MD. The link between quality and accreditation of residency programs: the surveyors' perceptions[J]. Med Educ Online, 2017, 22(1): 1.
[2] 赵恩昊, 卞正乾, 曹晖. 逐步完善我国外科住院医师规范化培训质量和进程的思考与展望[J]. 中国实用外科杂志, 2019, 39(1): 70.
[3] GAUVIN G, HAY K, HOPMAN W, et al. Competency-based education in general surgery: Are Canadian residents ready[J]. Can J Surg, 2021, 64(5): E473. doi: 10.1503/cjs.011520
[4] AMES SE, PONCE BA, MARSH JL, et al. Surgery residency milestones: initial formulation and future directions[J]. J Am Acad Orthop Surg, 2020, 28(1): e1. doi: 10.5435/JAAOS-D-18-00786
[5] MYER JA, POWELL DM, PSIRIDES A, et al. Non-technical skills evaluation in the critical care air ambulance environment: introduction of an adapted rating instrument-an observational study[J]. Scand J Trauma Resusc Emerg Med, 2016, 24(24): 1.
[6] COLLICHIO F, MUCHMORE EA. The American Society of Hematology and ASCO curricular milestones for assessment of fellows in hematology/oncology: development, reflection, and next steps[J]. Am Soc Clin Oncol Educ Book, 2018, 38: 887.
[7] GIMPEL JR, BELANGER SI, KNEBL JA, et al. 2019 United States Osteopathic Medical Regulatory Summit: consensus, recommendations, and next steps in defining osteopathic distinctiveness[J]. J Am Osteopath Assoc, 2020, 120(1): 35.
[8] HAVYER RD, NORBY SM, LEEP HUNDERFUND AN, et al. Science of health care delivery milestones for undergraduate medical education[J]. BMC Med Educ, 2017, 17(1): 145. doi: 10.1186/s12909-017-0986-0
[9] KIM SG. New start of surgical residents training: the first survey of program directors in Korea[J]. BMC Med Educ, 2019, 19(1): 208. doi: 10.1186/s12909-019-1646-3
[10] 程道林, 韩爽, 芦俊峰, 等. 应届专硕与规培生在接受同样规培后各方面的差异[J]. 继续医学教育, 2019, 33(8): 15. doi: 10.3969/j.issn.1004-6763.2019.08.008
[11] 黄辞, 陈宇昆, 李玉骞, 等. 360度评估系统在住院医师规范化培训中的意义[J]. 医学教育研究与实践, 2020, 28(1): 177.
[12] HOLMBOE ES, YAMAZAKI K, NASCA TJ, et al. Using longitudinal milestones data and learning analytics to facilitate the professional development of residents: early lessons from three specialties[J]. Acad Med, 2020, 95(1): 97. doi: 10.1097/ACM.0000000000002899
[13] GREEN-MCKENZIE J, EMMETT EA. Characteristics and outcomes of an innovative train-in-place residency program[J]. J Grad Med Educ, 2017, 9(5): 634. doi: 10.4300/JGME-D-16-00689.1
[14] NISHIZAKI Y, NOZAWA K, SHINOZAKI T, et al. Difference in the general medicine in-training examination score between community-based hospitals and university hospitals: a cross-sectional study based on 15, 188 Japanese resident physicians[J]. BMC Med Educ, 2021, 21(1): 214. doi: 10.1186/s12909-021-02649-0
[15] 刘黎黎, 钟以琳, 于果, 等. 360度评估在以胜任力为导向的儿科住院医师规范化培训中的应用[J]. 中华医学教育杂志, 2021, 41(3): 251. doi: 10.3760/cma.j.cn115259-20200916-01351
[16] 庞青, 满忠然, 王勇, 等. 微信平台下PBL联合TBL模式在肝胆外科教学中的应用[J]. 牡丹江医学院学报, 2020, 41(4): 157.
[17] 张雁, 王亚军, 赵菁, 等. 多元化教学方法在普外科住院医师肿瘤学培训中的应用效果分析[J]. 北京医学, 2020, 42(12): 1258.
[18] CONNOLLY A, GOEPFERT A, BLANCHARD A, et al. myTIPreport and training for independent practice: a tool for real-time workplace feedback for milestones and procedural skills[J]. J Grad Med Educ, 2018, 10(1): 70. doi: 10.4300/JGME-D-17-00137.1
[19] HEATH JK, DINE CJ. ACGME milestones within subspecialty training programs: one institution's experiences[J]. J Grad Med Educ, 2019, 11(1): 53. doi: 10.4300/JGME-D-18-00308.1