中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (7): 481-485.DOI: 10.3760/cma.j.cn115259-20251210-01603

• 医学教育管理 •    下一篇

医学院校教师参与学校共同治理的类型分析

秦夏夏1, 田轶男1, 吴玉华2, 沈月娥2, 马星3, 李晓萌4, Sundas Bint e Ehsan1, 张淑娥1, 杨立斌1   

  1. 1哈尔滨医科大学卫生管理学院医学教育管理教研室,哈尔滨 150081;
    2哈尔滨医科大学教师发展中心,哈尔滨 150081;
    3哈尔滨医科大学发展规划处,哈尔滨 150081;
    4哈尔滨医科大学附属第四医院人事处,哈尔滨 150001
  • 收稿日期:2025-12-10 出版日期:2026-07-01 发布日期:2026-07-01
  • 通讯作者: 杨立斌, Email: yanglib@126.com
  • 基金资助:
    中国高等教育学会“2024年高等教育科学研究规划课题”(24YJ0203)

Analysis of the types of participation in shared governance by medical school teachers

Qin Xiaxia1, Tian Yinan1, Wu Yuhua2, Shen Yuee2, Ma Xing3, Li Xiaomeng4, Sundas Bint e Ehsan1, Zhang Shue1, Yang Libin1   

  1. 1Department of Medical Education Management, School of Health Management, Harbin Medical University, Harbin 150081, China;
    2Faculty Development Centre, Harbin Medical University, Harbin 150081, China;
    3Office of Development Planning, Harbin Medical University, Harbin 150081, China;
    4Human Resources Department, The Fourth Affiliated Hospital of Harbin Medical University, Harbin 150001, China
  • Received:2025-12-10 Online:2026-07-01 Published:2026-07-01
  • Contact: Yang Libin, Email: yanglib@126.com
  • Supported by:
    China Higher Education Society“2024 Higher Education Scientific Research Planning Projects” (24YJ0203)

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摘要： 目的 探究医学院校教师参与学校共同治理的典型类型,为激发医学院校教师参与学校共同治理积极性提供理论参考。方法 2025年6至8月,对黑龙江省某医学院校的18名教师进行半结构化访谈,基于扎根理论研究方法,采用NVivo20质性分析软件对访谈资料进行三级编码分析。结果 提炼出医学院校教师参与学校共同治理的4种主要类型:被动响应型参与、选举指派型参与、情感驱动型参与和赋能协作型参与。结论 医学院校教师参与学校共同治理呈现多元化类型,建议对被动响应型教师重塑角色认知与构建赋能机制、对选举指派型教师明确权利责任与强化激励引导、对情感驱动型教师搭建情感反馈与价值认可衔接机制、对赋能协作型教师构建资源支撑与开放信任的协作环境,以此强化教师在学校共同治理中的主体地位,推动构建多元协同、高效运行的共同治理新格局。

关键词: 院校,医学, 医学教师, 共同治理, 扎根理论

Abstract: Objective To explore typical models of teachers' participation in shared governance in medical schools and inform medical schools to effectively stimulate teachers' enthusiasm for participation therein. Methods From June to August 2025, semi-structured interviews were conducted with 18 teachers from a medical school in Heilongjiang Province. The interview data were analyzed using a three-level coding process based on grounded theory, with the aid of NVivo 20 qualitative analysis software. Results Four primary types of participation by medical school teachers in shared governance have been identified: passive-responsive participation, elected-appointed participation, emotionally-driven participation, and empowered-collaborative participation. Conclusions The participation of medical school teachers in shared governance takes various forms. It is recommended that, for teachers who adopt a passive, reactive approach, their role perception should be reshaped, and mechanisms for empowerment should be established; for those appointed through election, their rights and responsibilities should be clarified, and incentives and guidance should be strengthened; for those driven by emotional factors, mechanisms linking emotional feedback with recognition of their value should be established; and for those who are empowered and collaborative, a collaborative environment characterized by resource support and open trust should be fostered. This will serve to reinforce the central role of teachers in shared governance and promote the establishment of a new framework for shared governance characterized by diverse collaboration and efficient operation.

Key words: Schools, medical, Medical teachers, Shared governance, Grounded theory

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