目的 调研分析医学院校教师教学能力现状及影响因素。方法 2022年1月,采用多阶段分层随机抽样法,选取某地方医学院校基础医学教师与临床教师为调查对象,采用主成分分析法对评价其教学能力的各维度问题进行降维,采用SPSS 25.0软件进行问卷信度效度分析,对相关数据进行描述性分析及logistic回归分析。结果 在教师教学能力各维度中,教学学术能力评分最低,为(2.91±0.73)分;基础医学教师教学能力高于临床教师(β=-0.338,OR=0.713),教师教学能力与年龄、教龄、教师职业发展定位与需求、高校及临床教学基地的政策与措施等变量呈正相关关系(均OR>1,均P<0.05),硕士研究生学历教师教学能力高于本科及博士研究生学历教师(β=0.536,OR=1.710),其差异均具有统计学意义(均P<0.05)。结论 医学院校教师教学能力受年龄、学历、教龄、教师个人因素、高校及临床教学基地政策措施的影响。建议高校要同临床教学基地形成合力,建设一批基础和临床教师融合的高水平教学团队。

Objective To investigate and analyze the status and influencing factors of teachers′ teaching ability in medical universities. Methods The multistage and stratified random sampling method was used to select the basic medical teachers and clinical teachers at a local medical university as the survey objects in January 2022. Principal component analysis was used to reduce the dimensions for the evaluation results of teaching ability of medical college teachers. SPSS 25.0 software was used to conduct the questionnaire reliability and validity analysis, descriptive analysis and logistic regression. Results The teaching ability of basic medical teachers was significantly higher than that of clinical teachers (β=-0.338, OR=0.713), and the development of teaching ability of teachers was insufficient (2.91±0.732). Using logistic regression, we found that variables such as teachers′ age, years involved in teaching, professional development orientation, policies and measures of university and clinical teaching bases were significantly positively correlated with their teaching ability (all OR>1, P<0.05). The teaching ability of teachers with master′s degree is higher than that of teachers with bachelor′s degree and doctor′s degree (β=0.536, OR=1.710, all P<0.05). Conclusions The teaching ability of teachers in local medical university is affected by age, educational background, years involved in teaching, subjective factors of teachers, policies and measures of university and clinical teaching bases. It is suggested that university and clinical teaching bases should create, in coordinated efforts, high-level teaching faculty integrating basic and clinical teachers.