Study on the current situation and influencing factors of teaching competency of clinical teachers in the affiliated hospitals of University of Chinese Medicine
10.3760/cma.j.cn116021-20240828-01950
- VernacularTitle:中医药大学附属医院临床教师教学胜任力现状及影响因素分析
- Author:
Yixuan CHEN
1
;
Xuefeng SHI
;
Hao YAN
;
Yue ZHANG
Author Information
1. 北京中医药大学管理学院，北京 102488
- Publication Type:Journal Article
- Keywords:
Clinical teacher training;
Teaching competence;
Influencing factor
- From:
Chinese Journal of Medical Education Research
2025;24(6):795-801
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the status and influencing factors of teaching competence of clinical teachers in the affiliated hospitals of University of Chinese Medicine, and provide a reference for improving the teaching competency of clinical teachers.Methods:Using both objective sampling and random sampling methods, 330 clinical teachers from 3 affiliated hospitals of Beijing University of Chinese Medicine were investigated using the Clinical Teaching Competence Scale for Clinical Teachers in Affiliated Hospitals of TCM Universities from January 22 to February 6, 2024. The main statistical analysis methods included statistical description, non-parametric test, and multivariable linear regression.Results:The total score of clinical teachers' teaching competence was (176.83±22.84) points, with a scoring rate of 84.20%. Regression analysis revealed that teaching title ( β=0.053), age ( β=0.003), general self-efficacy ( β=0.009), and the agreeableness ( β=0.012) and openness ( β=0.010) of the Big Five personality traits were the main influencing factors of teaching competence of clinical teachers ( P<0.05). Conclusions:The clinical teachers in the surveyed medical institutions showed relatively high overall teaching competence, but there is still a need to strengthen their teaching abilities. Colleges and universities should adopt measures to comprehensively enhance their teaching competence, such as paying attention to the growth needs of clinical teachers with low professional titles, increasing the motivation for clinical teachers with high professional titles to improve their teaching abilities, establishing mentorship systems for early-career teachers, encouraging clinical teachers to develop self-efficacy, and focusing on cultivating the personality traits of agreeableness and openness in clinical teachers.
