中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (5): 327-331.DOI: 10.3760/cma.j.cn115259-20250219-00173

• 毕业后医学教育 • 上一篇    下一篇

住培师资队伍建设与晋升激励机制的探索

陈淑英, 郭思园, 尹莹, 杨达雅, 胡文杰, 江亮, 冯劭婷, 张昆松, 肖莉华, 梁玲, 王晓桃, 匡铭   

  1. 中山大学附属第一医院教育处,广州 510080
  • 出版日期:2025-05-01 发布日期:2025-04-29
  • 通讯作者: 匡铭, Email: kuangm@mail.sysu.edu.cn
  • 基金资助:
    广东省医学科研基金指令性课题(C2022056)

Exploration and practice in faculty development and promotion incentive mechanisms for standardized residency training

Chen Shuying, Guo Siyuan, Yin Ying, Yang Daya, Hu Wenjie, Jiang Liang, Feng Shaoting, Zhang Kunsong, Xiao Lihua, Liang Ling, Wang Xiaotao, Kuang Ming   

  1. Education Department, Affiliated First Hospital of Sun Yat-sen University, Guangzhou 510080, China
  • Online:2025-05-01 Published:2025-04-29
  • Contact: Kuang Ming, Email: kuangm@mail.sysu.edu.cn
  • Supported by:
    Directive Project of Guangdong Provincial Medical Research Fund (C2022056)

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摘要： 师资是决定住院医师规范化培训(简称住培)质量的重要因素。要实现住培质量的稳步提升,完善师资队伍建设和激励机制,提高师资岗位胜任力、增强师资教学内驱力是关键。本文详细介绍了自2015年以来,中山大学附属第一医院通过分层分类培养模式和国际化合作提升住培师资岗位胜任力,通过“晋升最低教学积分机制”和“教学优先晋升机制”增强师资教学内驱力,取得了显著成效。医院组建了一支结构合理的师资队伍,完成国际医学教育联盟(The International Association for Health Professions Education,AMEE)医学教育基本技能课程的师资1 181人次,45人入选AMEE会员(Associate Fellows of AMEE)。32人参加与阿联酋海湾医科大学(Gulf Medical University)和丹麦哥本哈根大学(University of Copenhagen)合作的临床教育家孵化项目,其中23人已获得国际认证的医学教育学硕士学位,师资的教育教学能力得到了显著提升,教学理念得以全面革新。44名师资通过教学优先晋升机制获聘高级职称,激发了中青年师资队伍的教学热情和创新动力。创建了12个独具特色的“基础专科学院”,设计并实施胜任力导向的培训体系,有效提升了住培学员的临床实践能力。

关键词: 住院医师规范化培训, 师资队伍建设, 晋升激励

Abstract: Faculty development is pivotal to the quality of standardized residency training (SRT). To achieve sustained improvement in SRT quality, it is crucial to strengthen faculty development and incentive mechanism, to enhance faculty competence in and intrinsic motivation for teaching. Since 2015, the First Affiliated Hospital of Sun Yat-sen University has implemented a tiered and categorized faculty development framework, which was facilitated by international cooperation, to improve faculty competence in clinical teaching. Simultaneously, promotion mechanisms such as ″minimum teaching credit″ and the ″excellence in teaching″ have been established to foster intrinsic motivation among faculty members. These efforts have yielded significant outcomes. A well-structured faculty team has been developed, with 1 181 persons trained in internationally certified training programs, 45 awarded the Associate Fellowship of AMEE, and 32 key instructors selected in the Clinical Educator Program, among whom 23 have obtained the Master degree of Health Professions Education. Faculty teaching competence have been significantly enhanced, accompanied by a paradigm shift in their educational philosophy. A total of 44 faculty members have been promoted to senior professional titles through the excellence in education mechanism, effectively stimulating enthusiasm and innovation of the early- and mid-career educators. Moreover, 12 distinctive ″specialized colleges″ have been established, and a competence-based training programs has been designed and implemented, effectively enhancing the clinical competencies of resident trainees.

Key words: Standardized residency training, Faculty development, Promotion incentives

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