Abstract: Objective To develop a clinical department teaching performance evaluation index system and analyze its reliability, validity, and discrimination, in order to explore improvement plans. Methods From May 2021 to December 2024, a theoretical framework for the clinical department teaching performance evaluation system was constructed based on the Delphi method. Through expert consultation, 3 first-level indicators (teaching workload, teaching quality, teaching achievements), 10 second-level indicators, and 25 third-level indicators were selected. Teaching data from 77 clinical departments in a case hospital were included. Cronbach's α coefficient and factor analysis were used to test reliability and validity, while the product-moment correlation analysis was applied to assess discrimination. Results The Cronbach's α coefficient of the index system was 0.775. Factor analysis extracted two common factors (teaching workload and teaching achievements), with a cumulative contribution rate of 52.4%. Except for three third-level indicators under the first-level indicator ″teaching quality″: teacher-student mutual evaluation, the compliance rate of continuing education, and teaching incident assessment, all other indicators showed significant discrimination (discrimination index ranging from 0.323 to 0.687, all P<0.001). Conclusions The clinical department teaching performance evaluation index system demonstrates good reliability and validity. Teaching workload and teaching achievements effectively reflect clinical teaching performance. However, indicators related to teaching quality require further optimization. This index system provides a scientific tool for performance assessment of teaching in clinical departments.

Key words: Delphi technique, Clinical teaching management, Performance evaluation, Discriminative validity, Performance evaluation index system