目的 构建医学院校教师教学学术能力四维模型,分析现状及不同特征教师的能力差异,为新医科背景下教师教学学术能力提升提供实证依据。方法 2025年3—4月,采用问卷调查法对全国12所院校的1 017名医学教师开展研究,基于“理念认知—知识建构—成果与效能—反思”四维模型设计问卷,运用独立样本t检验、单因素方差分析及相关性分析进行统计学处理。结果 教师教学学术能力各维度间呈正相关,其中知识建构与反思维度相关性最强(r=0.59,P<0.001)。不同特征教师能力存在差异:女性教师反思维度评分高于男性教师(P=0.016);随年龄、教龄增长和职称晋升,教师成果与效能维度评分呈逐步升高趋势(均P<0.001);行政职务教师各维度评分均优于非行政职务教师(均P<0.05);专任教师在成果与效能、反思维度评分显著高于临床带教教师(均P<0.001)。结论 医学院校教师教学学术能力呈多维协同发展特征,个体特征、职务属性及岗位职能对能力发展影响显著。建议实施分层分类培育策略,优化评价激励机制,推动医学教育高质量发展。

Objective To construct a four-dimensional model of scholarship of teaching and learning among medical college teachers, analyze its current status and differences among teachers with different characteristics, and provide an empirical basis for improving teachers' scholarship of teaching and learning in the context of new medical sciences. Methods From March to April 2025, a questionnaire survey was conducted among 1 017 medical teachers from 12 universities nationwide. The questionnaire was designed based on the four-dimensional model of ″conceptual awareness—knowledge construction—outcomes and effectiveness—reflection″, and statistical analysis was performed using independent samples t-test, one-way analysis of variance, and correlation analysis. Results There were significantly positive correlations among all dimensions of teachers' scholarship of teaching and learning, with the strongest correlation between knowledge construction and reflection (r=0.59, P<0.001). Significant differences in competence were observed among teachers with different characteristics: female teachers scored higher than male teachers in the reflection dimension (P=0.016); the scores of teachers in the outcomes and effectiveness dimension showed a gradually increasing trend with the growth of age, teaching experience, and promotion of professional titles (all P<0.001); teachers with administrative positions performed better than those without in all dimensions (all P<0.05); full-time teachers scored significantly higher than clinical teaching teachers in the outcomes and effectiveness and reflection dimensions (both P<0.001). Conclusions The scholarship of teaching and learning of medical college teachers presents characteristics of multi-dimensional collaborative development, and individual characteristics, job attributes, and post functions have significant impacts on competence development. It is suggested to implement stratified and classified training strategies and optimize evaluation and incentive mechanisms to promote the high-quality development of medical education.