目的 分析临床教师的教学意愿及其对教学支持的期望情况,为建立相应的临床教学支持体系提供参考。方法 采用问卷调查方法。2021年10至11月,查阅文献并咨询相关专家自行编制问卷,对青岛大学830名临床教师的教学意愿及其所期望的教学支持进行调查,采用卡方检验分析相关数据。结果 愿意和不愿意从事教学工作的临床教师分别占比75.1% (623/830)和24.9%(207/830)。具有高级专业技术职称、年龄在31～50岁、教龄≥11年的临床教师愿意从事教学工作的比例高于中级职称及以下、≤30岁和≥51岁、教龄≤10年的教师[ 91.8%(413/450)比55.3%(210/380),79.4%(547/689)比50.0%(10/20) 和54.5%(66/121),84.5%(290/343)比68.4%(333/487)](均P＜0.001)。愿意从事教学工作的临床教师期望得到教学支持的比例高于不愿意从事教学工作者[如在定期举办教学培训活动方面:81.5%(508/623)比21.7%(45/207)](均P＜0.001),其期望的教学支持排在前3位的依次是“定期举办教学培训活动”[81.5%(508/623)]、“教学管理部门重视教师对学生学习纪律的反馈”[76.7%(478/623)]、提高教学绩效[68.9%(429/623)];而不愿意从事教学工作的临床教师期望的教学支持排在前3位的依次是“适当减轻教师的科研任务”[32.9%(68/207)]、“提高教学对晋升的影响”[27.1%(56/207)],“能脱产或半脱产进行教学”[25.1%(52/207)]。无论是否愿意从事教学工作,高级专业技术职称[88.7%(399/450)]、年龄≥51岁 [87.0%(140/161)]和教龄≥11年 [83.4%(286/343)]的临床教师最期望的教学支持是“管理部门重视教师对学生学习纪律的反馈”,而内科[90.9%(219/241)]、儿科[82.5%(52/63)]的临床教师最期望的教学支持是“定期举办教学培训活动”,外科[80.4%(131/163)]和妇产科[83.3%(105/126)]的临床教师最期望的教学支持是“适当减轻教师的科研任务”。结论 高级专业技术职称、年富力强和教龄较长的临床教师更愿意从事教学工作;不同教学意愿的临床教师所期望的教学支持不同,但都期望加强学生的学习管理、提高教学能力和减轻科研工作对教学影响。建议通过职称聘任、提高教学绩效、提升教学能力、加强学生管理等措施,建立相应的教学支持体系,引导和鼓励临床教师,特别是不愿意从事教学工作的临床教师积极参与教学工作。

Objective To analyze the teaching intention of clinical teachers and their expectations for teaching support, so as to inform the establishment of support system for clinical teaching. Methods From October to November 2021, a questionnaire was designed by reviewing the literature and consulting relevant experts. After that, 830 clinical teachers in Qingdao University were investigated on the teaching intention and their expected teaching support, for which chi square test was used for statistical analysis. Results A total of 75.1% (623/830) and 24.9% (207/830) of clinical teachers expressed willingness and lack thereof to engage in teaching, respectively. Among those willing to engage in teaching, the proportion of clinical teachers with senior professional and technical titles, aged 31 to 50, and teaching experience ≥11 years was higher than that of teachers with intermediate professional titles and below, ages≤30 and ≥51, and teaching experience ≤10 years [91.8% (413/450) vs. 55.3% (210/380), 79.4% (547/689) vs. 50.0% (10/20) vs. 54.5% (66/121), 84.5% (290/343) vs. 68.4% (333/487), all P<0.001]. The proportion of clinical teachers willing to engage in teaching who expected to receive teaching support was higher than that of clinical teachers unwilling to engage in teaching work [such as regular teaching and training activities: 81.5% (508/623) vs. 21.7%(45/207) ](all P＜0.001), and the top three expected teaching support were ″regular teaching training activities″ [81.5% (508/623)], ″teaching management departments attach importance to teachers′ feedback on students′ learning discipline″ [76.7% (478/623)], and improve teaching performance [68.9% (429/623)]. The top three expected teaching support who were unwilling to engage in teaching expect teaching support were ″appropriately reducing teachers′ scientific research tasks″ [32.9% (68/207)], ″improving the impact of teaching on promotion″ [27.1% (56/207)], and ″being able to teach on devoted time″ [25.1% (52/207)]. Whether willing to engage in teaching or not, the most expected teaching support for clinical teachers with senior professional and technical titles [88.7% (399/450)], age ≥51 years [87.0% (140/161)], and teaching experience ≥11 years [83.4% (286/343)] was ″the management department pays attention to the feedback of teachers on students′ learning discipline″, while the most expected teaching support for clinical teachers of internal medicine [90.9% (219/241)] and pediatrics [82.5% (52/63)] was ″regular teaching and training activities″, The most expected teaching support for clinical teachers in surgery [80.4% (131/163)] and obstetrics and gynecology [83.3% (105/126)] was ″appropriately reducing teachers′ scientific research tasks″. Conclusions Clinical teachers with senior professional and technical titles, who are in their prime of life and have long teaching experience are more willing to engage in teaching work. Clinical teachers with different teaching intentions expected different teaching support, but they all expected to strengthen students′ learning management, improve teaching ability and reduce the weight of scientific research over teaching. It is suggested that the corresponding teaching support system should be established through professional title appointment, teaching performance reform, improving teaching ability, strengthening student management and other measures, so as to guide and encourage clinical teachers, especially those who are not willing to engage in teaching, to actively participate in teaching.