Teaching evaluation for university faculty is a cornerstone of achieving high-quality development of higher education. In Chinese medical universities, however, teacher evaluations predominantly rely on summative assessments, with insufficient emphasis on self-evaluation and peer review. This approach often leads to low evaluation effectiveness and minimal engagement of faculty development and training centers. By contrast, British universities have long-established and rapidly developed teacher evaluation systems that prioritize the developmental aspect of evaluation. These systems integrate multi-dimensional approaches, such as self-evaluation and peer review, significantly enhancing the quality of higher medical education through teacher evaluation. Drawing on the British teacher evaluation framework and adapting it to the specific context of Chinese medical universities, it is imperative to establish a diversified teacher evaluation mechanism. This mechanism should adopt self-evaluation, peer review, and scientific faculty development and training to motivate and cultivate teachers and thus improve teaching quality.

Teaching evaluation for university faculty is a cornerstone of achieving high-quality development of higher education. In Chinese medical universities, however, teacher evaluations predominantly rely on summative assessments, with insufficient emphasis on self-evaluation and peer review. This approach often leads to low evaluation effectiveness and minimal engagement of faculty development and training centers. By contrast, British universities have long-established and rapidly developed teacher evaluation systems that prioritize the developmental aspect of evaluation. These systems integrate multi-dimensional approaches, such as self-evaluation and peer review, significantly enhancing the quality of higher medical education through teacher evaluation. Drawing on the British teacher evaluation framework and adapting it to the specific context of Chinese medical universities, it is imperative to establish a diversified teacher evaluation mechanism. This mechanism should adopt self-evaluation, peer review, and scientific faculty development and training to motivate and cultivate teachers and thus improve teaching quality.

Adrenal Gland Diseases ; diagnosis ; Female ; Humans ; Middle Aged ; Retroperitoneal Space