Abstract: Objective To investigate the pathway to achieve training outcomes of standardized training at Stomatology department, Peking Union Medical College Hospital, and to explore differences in training pathways for trainees with different training experience and educational backgrounds. Methods A questionnaire survey was conducted among 23 resident physician trainees who joined the standardized training program for stomatology, for assessing the frequency of practice and effectiveness of knowledge acquisition. Independent sample t-tests were used for inter-group comparisons. Results Overall, digital and online resources were acknowdged to be the most frequently used (4.17±0.36), while mentoring and peer guidance received the highest effectiveness ratings (4.28±0.47). The short-experience group reported significantly higher frequency of use and effectiveness ratings for “formal in-hospital training” and “mentoring and peer guidance” as compared to the long-experience group (P＜0.05). However, the long-experience group showed significantly higher application frequency of “digital and online resources” and “traditional paper-based resources” (P＜0.05). Resident physicians with postgraduate education used digital resources more frequently than those with undergraduate education or below (P＜0.05). Conclusions Resident physicians in program of stomatology standardized training have adapted diverse knowledge acquisition pathways, and their application patterns evolve with increasing experience-shifting from reliance on structured training and interpersonal guidance to active self-directed application of digital and traditional resources. Differences in the frequency of digital resource use are also observed among physicians with different educational backgrounds. The results of this investigation may support optimization of the standardized training training system and stratified implementation of training strategy.

Key words: standardized training, stomatology, teaching reform, medical education