目的 探讨规范化培训（简称规培）在病理科进修教学中的应用。 方法 选取2016年1月至2023年8月在武汉大学人民医院病理科进修的70名进修学员作为研究对象，教学改革前28名进修学员为传统组，接受传统培训模式，教学改革后42名进修学员为教改组，接受规培模式。采用结业考核、科研论文发表统计、问卷调查进行理论实践教学效果评价、科研评价和教学满意度评估。 结果 教改组学员进修结业考核平均成绩为（98.60±1.43）分，传统组学员平均成绩为（93.18±3.71）分，差异有统计学意义（P<0.0001）。教改组学员发表论文数量远高于传统组的学员。对教改组已结业的进修学员进行教学满意度调查，结果显示学员对进修管理、学习资源、带教教师和科研指导的满意度均为100%。 结论 规培教学能明显提升进修学员的临床综合水平，提升科研能力，提高教学满意度，值得在临床教学中推广应用。

Objective To evaluate the application of standardized training system in the refresher training in Pathology Department. Methods Seventy continuing education students of the Department of Pathology, Renmin Hospital of Wuhan University from January 2016 to August 2023 were selected as the research subjects. Before the teaching reform, 28 continuing education students were selected as the traditional group and received traditional training mode. After the teaching reform, 42 continuing education students were selected as the teaching reform group and received standardized training mode. We conduct theoretical and practical teaching effectiveness evaluation, scientific research evaluation, and teaching satisfaction evaluation through graduation assessment, scientific research paper publication statistics, and questionnaire survey. Results The average score of the graduation assessment for the teaching reform group students was (98.60±1.43) points, while the average score of the traditional group students was (93.18±3.71) points, with a statistically significant difference (P＜0.0001). The number of articles published by students in the teaching reform group is much higher than that of students in the traditional group. A teaching satisfaction survey conducted in the teaching reform group showed that the satisfaction of the students on the management of education, learning resources, tutors and research guidance was 100%. Conclusion The standardized training system in the refresher training can significantly improve the clinical comprehensive level of continuing education students, enhance their scientific research ability, and improve teaching satisfaction, which is worth promoting and applying in clinical teaching.