With the advancement of China's medical and healthcare undertakings, general practice, as an emerging discipline, has gained increasing recognition among a growing number of individuals. Standardized training for resident physicians is an indispensable stage for medical students on their journey to becoming proficient doctors. Nevertheless, general practice residency training diverges substantially from traditional disciplines in numerous aspects. Consequently, there was an urgent need to optimize the educational system for general practice residency training.

The Milestones 2.0 evaluation system is applied to conduct self-assessment and peer assessment for general practice residents in training, and the effectiveness of this evaluation system in the training and education of general practice residents is explored.

Thirty-three general practice resident physicians undergoing training at the First Affiliated People's Hospital of Shanghai Jiao Tong University School of Medicine in September 2023 were selected as research subjects. They were divided into first-year, second-year, and third-year groups based on their residency duration. The Milestones 2.0 assessment system, revised by the research team in line with the standards of the Accreditation Council for Graduate Medical Education (ACGME) in the United States and actual circumstances, was utilised to conduct a quantitative evaluation of 19 secondary indicators related to the six core competencies of resident physicians: patient care, medical knowledge, systems-based practice, practice-based learning and improvement, professionalism, and interpersonal and communication skills. Self-assessment data from the residents and corresponding evaluations from their supervising mentors were collected through electronic questionnaires. Differences in competency performance across different residency years, discrepancies between the residents' self-assessments and their mentors' evaluations, and differences in assessment results among individuals with varying educational backgrounds were compared.

The comparison of scores across the dimensions of patient care, medical knowledge, system-based practice, practice-based learning and improvement, professionalism, and interpersonal and communication skills in the Milestones 2.0 self-assessment system among general practice resident physicians at different training levels showed statistically significant differences (P<0.001). A comparison between self-assessment and external evaluation scores for the secondary indicator "evidence-based medicine and evidence-informed medical practice" in the Milestones 2.0 assessment system revealed statistically significant differences (P=0.040). Additionally, the comparison of medical knowledge scores in the Milestones 2.0 self-assessment system between undergraduates and four-certification integrated general practice resident physicians in training also showed statistically significant differences (P<0.05) .

The Milestones evaluation system represents a relatively objective and comprehensive assessment approach, which is of great significance in providing crucial references for formulating the subsequent training plans of resident physicians. When applying this evaluation system to assess the capabilities of general practice residents and highlighting the importance of interaction and feedback throughout the training process, it can effectively contribute to the improvement of the overall professional proficiency and ethical qualities of resident physicians. Ultimately, this effort plays a vital role in advancing the high-quality development of the national medical and healthcare undertakings.

随着我国医疗卫生事业的发展，全科作为一门新兴学科，被越来越多人所熟悉。住院医师规范化培训（以下简称住培）是医学生成为医生的必经之路。然而，全科住培在很多方面与传统学科有很大不同。因此，全科住培教育体系亟须完善。

应用Milestones 2.0评估系统对在培全科住院医师进行自评和他评，并探讨该评估系统在全科住培中的应用效果。

选取2023年9月上海交通大学医学院附属第一人民医院33名在培全科住院医师作为研究对象，按住培年限分为一年级、二年级和三年级组。采用研究团队结合美国毕业后医学教育认证委员会（ACGME）标准和实际情况修订的Milestones 2.0评估系统，对住院医师六大核心能力（患者照顾、医学知识、基于系统的实践、基于实践的学习和改进、专业精神、人际交往技巧）的19个二级指标进行1~9分的量化评价。通过电子问卷形式收集住院医师自评及相应带教导师他评数据，比较不同年级住院医师的能力表现差异、住院医师自评与导师他评的差异，以及不同学历者的评估结果差异。

不同年级组在培全科住院医师自评Milestones 2.0评估系统的患者照顾、医学知识、基于系统的实践、基于实践的学习和改进、专业精神、人际交往技巧维度得分比较，差异均有统计学意义（P<0.001）。在培全科住院医师自评与他评Milestones 2.0评估系统的二级指标"循证医学和有依据的医学实践"得分比较，差异有统计学意义（P=0.040）；本科生与四证合一的在培全科住院医师自评Milestones 2.0评估系统的医学知识维度得分比较，差异有统计学意义（P<0.05）。

Milestones 2.0评估系统是一种较为客观且综合的评估方法，对住院医师的下一步培训计划有着重要的参考价值。通过此评估系统对全科住院医师进行能力评估，强调培养过程的互动与反馈，可以更好地提高住院医师的整体专业能力和道德素养，推进国家医疗卫生事业的高质量发展。