医学教师尤其是临床教师,因为工作地点分散、工作任务繁重和传统线下培训的时空限制,参与教师发展活动面临严峻挑战。已有信息系统难以适配医学教师工作特点,亟需构建一套灵活的信息化支持系统。本研究设计并构建了北京大学医学教师发展信息系统。该信息系统以“项目-任务-内容”3层次模型为核心框架,既能够整合线上线下学习内容,支撑教师发展项目管理与开发,又能够实现教师发展活动全流程信息化闭环,提升管理效率与教师获得感。2020至2024年,青年教师教学发展项目年均报名人数增至363人,达2015至2019年(即使用信息系统前)年均报名人数(49人)的7.4倍,在各项活动的即时反馈问卷调查中,96.2%(4 042/4 201)的教师对信息系统操作便捷性表示满意。此外,信息系统还通过校院两级管理助力学院教师发展;通过交互功能,实现教学观摩与教学咨询的管理。本研究为医学教师发展信息系统的科学构建提供了实践范例,并为后续智能化服务奠定了基础。未来需要进一步探索教师行为转化及学科差异化需求。
Medical teachers, particularly clinical teachers, face significant challenges in participating in professional development activities due to their dispersed workplaces, heavy workloads, and the spatiotemporal constraints of traditional in-person training. However, existing information systems lack adaptability to the working characteristics of medical teachers, highlighting an urgent need for a flexible and supportive information system. To address this structural contradiction, this study designed and constructed the Peking University Medical Faculty Development Information System. Centered on a three-tier ″Project-Task-Content″ model, the system not only integrates online and offline learning resources to support the management and development of faculty development programs, but also enables a fully digitalized closed-loop process for faculty development activities, thereby enhancing administrative efficiency and teacher engagement. Since its implementation, the annual average number of participants in the Young Faculty Teaching Development Program (2020-2024) has increased to 363, which is 7.4 times the pre-system annual average (49 participants from 2015-2019). In post-activity feedback surveys, 96.2% (4 042/4 201) of teachers expressed satisfaction with the system′s operational convenience. Through a two-tier (university and department) management structure, the system supports faculty development at the college level, while its interactive functions facilitate the management of teaching observations and consultations. This study provides a practical example for the scientific construction of a medical faculty development information system and lays the foundation for future intelligent services. Further research is needed to explore the transformation of teacher behaviors and address discipline-specific needs.
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