中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (7): 554-557.DOI: 10.3760/cma.j.cn115259-20250713-00781

• 国外医学与比较医学教育 • 上一篇    

英国住院医师教学能力培养模式及其启示

苏娅1, 刘丰韬1, 施余露2, 黄虑3, 董强1, 陈嬿1, 程忻1   

  1. 1复旦大学附属华山医院神经内科,上海 200040;
    2爱丁堡大学爱丁堡皇家医院临床脑科学中心,爱丁堡 EH164SA;
    3复旦大学附属华山医院教育处,上海 200040
  • 收稿日期:2025-07-13 出版日期:2026-07-01 发布日期:2026-07-01
  • 通讯作者: 程忻, Email: chengxin@fudan.edu.cn
  • 基金资助:
    上海市“医苑新星”青年医学人才培养资助计划[SHWSRS(2023)_062];中华医学会医学教育分会和全国医学教育发展中心2025年医学教育研究立项课题(2025B53)

Training model for teaching competence among residents in the United Kingdom and its implications

Su Ya1, Liu Fengtao1, Shi Yulu2, Huang Lyu3, Dong Qiang1, Chen Yan1, Cheng Xin1   

  1. 1Department of Neurology, Huashan Hospital, Fudan University, Shanghai 200040, China;
    2Center for Clinical Brain Sciences, Royal Infirmary of Edinburgh, University of Edinburgh, Edinburgh EH164SA;
    3Department of Education, Huashan Hospital, Fudan University, Shanghai 200040, China
  • Received:2025-07-13 Online:2026-07-01 Published:2026-07-01
  • Contact: Cheng Xin, Email: chengxin@fudan.edu.cn
  • Supported by:
    Shanghai ″Rising Stars of Medical Talents″ Youth Development Program [SHWSRS(2023)_062]; 2025 Medical Education Research Grant Program of the Society of Medical Education of Chinese Medical Association and the National Center for Health Professions Education Development (2025B53)

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摘要： 临床教学能力是我国住院医师的核心胜任力之一,目前尚缺乏系统的培训体系。英国将教学能力纳入住院医师核心胜任力框架,本文通过文献分析、制度梳理和实地调研,对英国住院医师教学能力的培养模式加以阐释,其通过结构化培训方法、教学实践要求、持续反馈与反思、导师指导与标准化评估,构建了较为系统的住院医师教学能力发展路径。借鉴其成功经验,我国可以构建系统化、能力导向的住院医师教学能力培训评价体系,加强教学能力专项培训,推动临床教学与日常工作深度融合,建立健全教学反馈、反思与评价机制,从而培养和提高住院医师的教学能力。

关键词: 住院医师, 教育,医学, 教学能力, 培养模式

Abstract: Clinical teaching competence is recognized as a core competency for residents in China. A systematic training framework has not yet been established. In the United Kingdom, teaching competence has been incorporated into the core competency framework for residents. In this study, the training model for teaching competence among UK residents was examined through literature review, policy analysis, and on-site investigation. In the UK, a structured developmental pathway was identified, characterized by a structured training approach, required teaching practice, continuous feedback and reflection, supervisor guidance, and standardized assessment. Based on these experiences, it is suggested that a systematic and competency-based teaching training and evaluation framework for residents could be developed in China, with strengthened training in teaching competence, closer integration of clinical teaching into routine practice, and the development of comprehensive mechanisms for feedback, reflection, and assessment. Through these measures, the teaching competence of residents is expected to be effectively developed.

Key words: Residents, Education, medical, Teaching competency, Training model

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