Abstract: 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.

Key words: Clinical teacher, Faculty development, Teaching intention, Teaching support