中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (10): 731-735.DOI: 10.3760/cma.j.cn115259-20260202-00161

• 师资队伍建设 • 上一篇    下一篇

广东省住培教师教学科研意愿与产出状况及障碍因素的探析

吴晓琦1, 张明2, 余京飞3, 孙婷婷2, 陈金容3, 姚瑶3   

  1. 1中山大学附属第三医院科研科,广州 510630;
    2中山大学附属第三医院精神心理科,广州 510630;
    3中山大学附属第三医院教学部,广州 510630
  • 收稿日期:2026-02-02 出版日期:2026-10-01 发布日期:2026-09-30
  • 通讯作者: 姚瑶, Email: yao25236485@163.com
  • 基金资助:
    广州市科技计划项目(2025A03J4495)

Willingness, output status, and barriers to educational research among standardized residency training faculty in Guangdong Province: an exploratory analysis

Wu Xiaoqi1, Zhang Ming2, Yu Jingfei3, Sun Tingting2, Chen Jinrong3, Yao Yao3   

  1. 1Department of Scientific Research, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China;
    2Department of Psychiatry and Psychology, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China;
    3Department of Teaching, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou 510630, China
  • Received:2026-02-02 Online:2026-10-01 Published:2026-09-30
  • Contact: Yao Yao, Email: yao25236485@163.com
  • Supported by:
    Guangzhou Science and Technology Plan Project (2025A03J4495)

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摘要： 目的 分析广东省住培教师教学科研意愿与产出状况及其障碍因素,为提升教师教学科研能力提供依据。方法 采用方便抽样法,于2025年2月选取广东省13家住培基地494名教师进行问卷调查,运用SPSS 26.0软件和聚类分析法分析相关数据。结果 367名(74.3%)教师有意愿开展教学科研,但仅有226名(45.7%)教师曾经开展教学科研,仅有44名(8.9%)教师在正式期刊发表过教学论文。障碍因素聚类为3类:时间保障不足、支持体系薄弱(信息渠道少、平台与基金缺乏)、专业协作缺失(无团队、缺培训)。教师个人需求方面排在前3位的分别是教研课题的专项培训[396名(80.2%)],数据统计的帮助[349名(70.6%)]和研究成果的转化支持[208名(42.1%)]。结论 广东省住培教师教学科研意愿高但产出低,涉及制度安排等多维度并存的系统性缺失。破解住培教师开展教学科研困境的关键在于从制度层面构建涵盖能力培训、信息支持、团队协作和时间保障的多层次支持体系。

关键词: 教学, 科研, 住院医师规范化培训, 教师

Abstract: Objective To investigate the willingness in, output from, and barriers of educational research among standardized residency training (SRT) faculty in Guangdong Province, and to inform further faculty development strategies. Methods Using a convenience sampling method, 494 faculty members from 13 SRT bases in Guangdong Province were surveyed via a self-designed questionnaire in February 2025. Data were analyzed using SPSS 26.0, with hierarchical cluster analysis. Results Although 74.3%(367/494) of the faculty expressed willingness to engage in educational research, only 45.7% (226/494) had actual involvement, and merely 8.9% (44/494) had published education-related papers in peer-reviewed journals. The barriers were clustered into three dimensions: insufficient time allocation, inadequate support systems (limited information channels, insufficient platforms, and funding), and lack of professional collaboration (absence of teams and training). The three most pressing needs were specialized training for educational research projects [396 (80.2%)], assistance with data statistics [349 (70.6%)], and support for research outcome translation [208 (42.1%)]. Conclusions Despite high willingness, the actual output of educational research among SRT faculty in Guangdong Province remains low, reflecting systemic deficiencies across multiple dimensions of institutional arrangements. The alignment between identified needs and barriers suggests that addressing this challenge requires building a multi-level support system at the institutional level, encompassing capacity building, information support, team collaboration, and protected time.

Key words: Teaching, Research, Standardized residency training, Faculty

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