目的 分析医学院校教师课程思政教学能力现状,探究医学院校教师组织承诺与自尊在工作投入与课程思政教学能力关系中的作用路径。方法 2022年7月,采用便利抽样方法,以某医学院校239名教师为研究对象,调查其课程思政教学能力、组织承诺、自尊与工作投入的状况,采用Mann-Whitney U检验、Kruskal-Wallis H非参数检验和Spearman相关分析进行数据分析;构建结构方程模型分析并验证课程思政教学能力、组织承诺、自尊和工作投入之间的作用路径。结果 医学院校教师课程思政教学能力评分为118.0(23.0)分。教师课程思政教学能力评分在有无课程思政激励政策[119.0(20.0)分比113.0(24.5)分]、有无课程思政组织支持[119.0(20.3)分比108.0(19.5)分]、同事参与课程思政教学积极性的高低[121.0(17.0)分比110.0(15.0)分]、学生对课程思政教学是否支持[121.0(20.0)分比111.0(18.0)分]的差异均具有统计学意义(均P＜0.05)。教师的组织承诺、自尊、工作投入与其课程思政教学能力之间存在正相关(r=0.34～0.61,P＜0.001);组织承诺和自尊在工作投入和课程思政教学能力之间起平行中介作用,中介效应值分别为0.23和0.08。结论 医学院校教师课程思政教学能力总分处于中等偏上水平。医学院校可以通过制定课程思政激励政策、完善课程思政组织支持、提高教师参与课程思政积极性和改善学生对课程思政教学的态度来提升教师课程思政教学能力。教师可以通过加大对课程思政教学的工作投入来提高组织承诺与自尊,进而促进其课程思政教学能力的提升。

Objective To explore the current situation of competency-based teaching ability of medical school faculty with regards to curriculum-based political and virtuous awareness, to analyze the relationship between work engagement and teaching ability, and to explore the role path of organizational commitment and self-esteem. Methods In July 2022,a total of 239 teachers in a medical college were selected as the research participants by convenience sampling method, and their political and virtuous awareness teaching ability, organizational commitment, self-esteem and work engagement were investigated. Mann-Whitney U test, Kruskal-Wallis nonparametric H test and spearman correlation analysis were used to analyze the data; structural equation model was constructed to analyze and verify the interaction path among curriculum political and virtuous awareness teaching ability, organizational commitment, self-esteem and work engagement. Results The score of curriculum political and virtuous awareness teaching ability of teachers in medical colleges was 118.0(23.0). There were statistically significant differences in the scores of curriculum political and virtuous awareness ability in the presence or absence of relevant incentive policies [119.0(20.0)vs.113.0(24.5)], organization support [119.0(20.3)vs.108.0(19.5)], the level of enthusiasm of colleagues to participate in it [121.0(17.0)vs.110.0(15.0)], whether students support political and virtuous awareness teaching [121.0(20.0)vs.111.0(18.0)], all P<0.05. There was a significant positive correlation among work engagement, organizational commitment, self-esteem and teaching ability (r=0.34-0.61, P<0.001). Organizational commitment and self-esteem played a parallel mediating role between work engagement and teaching ability, and the mediating effect values was 0.23 and 0.08, respectively. Conclusions The total score of teaching ability curriculum-based political and virtuous awareness of teachers in medical colleges are above average. Medical schools can enhance the teaching ability of faculty in political and virtuous awareness by increasing incentive policies and organizational support, improving teachers' enthusiasm for participation and students' supportive attitude to the subject. Teachers can improve their organizational commitment and self-esteem by increasing their work involvement in curriculum-based political and virtuous awareness, so as to further promote the improvement of teaching ability in this area.