Current status of scholarship of teaching and learning among medical faculty in Chinese universities in the context of new medical sciences

doi:10.3760/cma.j.cn115259-20250729-00844

Chinese Journal of Medical Education ›› 2026, Vol. 46 ›› Issue (3): 167-173.DOI: 10.3760/cma.j.cn115259-20250729-00844

• Faculty Development • Previous Articles Next Articles

Current status of scholarship of teaching and learning among medical faculty in Chinese universities in the context of new medical sciences

Miao Kaixin¹, Zhang Jing², Hu Jing³, Wu Huanyu⁴, Zhu Min⁵, Huang Ruiyan⁶

¹Academic Postgraduate Student in Public Administration, Grade 2023, School of Health Policy & Management, Nanjing Medical University, Nanjing 211166, China;
²Vice Dean, School of Basic Medical Sciences, Nanjing Medical University, Nanjing 211166, China;
³Academic Affairs Office, Nanjing University of Chinese Medicine, Nanjing 210023, China;
⁴Academic Affairs Office, School of Medicine, Nanjing University, Nanjing 210008, China;
⁵Section of Science and Education, The Third Clinical Medical College, Xinjiang Medical University, Urumqi 830017, China;
⁶Faculty Development Center, Nanjing Medical University, Nanjing 211166, China

Received:2025-07-29 Online:2026-03-01 Published:2026-02-28
Contact: Huang Ruiyan, Email: ryhuang@njmu.edu.cn
Supported by:
2023 Educational Science Research Project of Nanjing Medical University (2023LX003); 2025 Key Project of the Excellent Works Program of Jiangsu Federation of Social Sciences (25SYA-042)

Abstract

Abstract: 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.

Key words: Teaching, Scholarship of teaching and learning, Faculty development, New medical sciences, Cross-sectional studies

CLC Number:

R-4
G642

Miao Kaixin, Zhang Jing, Hu Jing, Wu Huanyu, Zhu Min, Huang Ruiyan. Current status of scholarship of teaching and learning among medical faculty in Chinese universities in the context of new medical sciences[J]. Chinese Journal of Medical Education, 2026, 46(3): 167-173, DOI: 10.3760/cma.j.cn115259-20250729-00844.

References

[1] 钮晓音, 陈广洁. 数智赋能机体防御与免疫课程教学创新与实践[J].中国免疫学杂志,2025,41(6):1301-1305.DOI:10.3969/j.issn.1000-484X.2025.06.005.
[2] 马陆亭. 新工科、新医科、新农科、新文科——从教育理念到范式变革[J].中国高等教育,2022(12):9-11.
[3] Boyer EL. Scholarship reconsidered: priorities of the professoriate[M].Cambridge:Cambridge University Press,1990:65-70.
[4] Shulman LS. Fostering a scholarship of teaching and learning[J].Change: The Magazine of Higher Learning, 2000, 32(6), 36-41.https://doi.org/10.1080/00091380009605765.
[5] Canning J, Masika Rl. The scholarship of teaching and learning (SoTL): the thorn in the flesh of educational research[J].Studies in Higher Education,2022,47(6):1084-1096. DOI:10.1080/03075079.2020.1836485.
[6] 黄元国, 陈雪营. 大学教师教学能力:内涵、困境与实践路向[J].当代教育论坛,2019(6):49-54. DOI: 10.13694/j.cnki.ddjylt.20191010.002.
[7] 周玉容, 李玉梅. 大学教师教学学术能力结构及其评价[J].高教发展与评估,2015,31(3):78-84,115. DOI:10.3963/j.issn.1672-8742.2015.03.010.
[8] 徐萍. 高校教学学术能力的构成及其发展研究[J].教师教育研究,2016,28(5):18-23. DOI: 10.13445/j.cnki.t.e.r.2016.05.004.
[9] 陈永堂, 艾兴. 国内教学学术研究的现状、热点及展望——基于CiteSpace的知识图谱分析[J].重庆开放大学学报,2024,36(1):24-32. DOI: 10.3969/j.issn.2097-2822.2024.01.004.
[10] 邓婷婷, 黄玲, 黄晓飞, 等. 地方院校临床医学教师教学能力及培训现状分析——以S大学医学部为例[J].创新创业理论研究与实践,2023,6(1):94-98,122.
[11] 黄睿彦, 王小全, 喻荣彬, 等. 新医科背景下大学教师教学学术能力模型建构与内涵分析[J].南京医科大学学报(社会科学版),2024,24(5):537-542. DOI: 10.7655/NYDXBSSS240188.
[12] Huber MT, Morreale SP. Disciplinary styles in the scholarship of teaching and learning: exploring common ground[M].Cambridge:Cambridge University Press,2002:331-333.
[13] 甘宜涛. 从教学到研究:研究型教师发展中心的教师发展项目[J].黑龙江高教研究,2023,41(7):84-90. DOI: 10.3969/j.issn.1003-2614.2023.07.013.
[14] 尚海磊, 汪雪蔚. 应用型本科高校教师教学学术能力发展路径研究——基于生态系统理论视角[J].江苏高教,2023(6):96-101. DOI:10.13236/j.cnki.jshe.2023.06.014.

[1]	Wang Dongyi, Wang Ning, Cui Dongtao, Ma Yongchao, Wang Jianguo. Comparative study on the talent training scheme of clinical medicine programs in vocational colleges in China [J]. Chinese Journal of Medical Education, 2026, 46(6): 413-418.
[2]	Xie Jin, Fan Yingying, Liu Yun. Investigation on the current situation and learning needs of medical humanities teaching based on the perspective of clinical medicine students [J]. Chinese Journal of Medical Education, 2026, 46(6): 419-426.
[3]	Li Peng, Dong Biao, Zhang Erwei, Liu Xu, Xing Jiawei, Zou Hailiang, Liu Hang, Gu Yue. Application of case-based learning combined with three-dimensional image reconstruction technology in the skill teaching of laparoscopic partial nephrectomy [J]. Chinese Journal of Medical Education, 2026, 46(6): 438-442.
[4]	Li Tianlong, Liu Lu, Su Sihui, Pan Chun, Huang Xiaobo. The application of goal-oriented advanced teaching in the training of critical care medicine nutritional support for resident physicians [J]. Chinese Journal of Medical Education, 2026, 46(6): 457-463.
[5]	Xu Fangyong, Zhang Dandan, Zhang Yingying, Huang Yuenuo, Pan Susu, Zhang Jizhou. Educational work preferences among TCM residency training faculty [J]. Chinese Journal of Medical Education, 2026, 46(5): 351-357.
[6]	Gao Xiaozhuo, Zhu Yanmei, Zhang Yong. Application of whole slide imaging combined with case-based learning in standardized residency training for clinical pathology [J]. Chinese Journal of Medical Education, 2026, 46(5): 358-362.
[7]	Zhang Kunsong, Zhang Junlong, Feng Shaoting, Chen Wei, Kuang Ming, Xiao Haipeng. Opportunities, challenges and integration paths of medical humanities education in the AI era [J]. Chinese Journal of Medical Education, 2026, 46(4): 241-246.
[8]	Liang Zhiqiao, Huang Rui, Bao Jing, Chang Panpan, Chen Xiuyuan, Wang Qi, Diao Tongxiang, Zhang Fang, Zhang Yuanyuan. Effect of online Clinical Professional English course in improving medical students′ clinical English proficiency [J]. Chinese Journal of Medical Education, 2026, 46(4): 252-258.
[9]	Liu Mingjuan, Dong yuanyuan, Cao Jin, Yu Danhong, Yang Rui, Liu Ke, Ni Huadong. Learning curve analysis of tracheal extubation skills in undergraduate medical interns under the ″Sandwich″ teaching method [J]. Chinese Journal of Medical Education, 2026, 46(4): 259-263.
[10]	Luo Yingyi, Li Jia, Sun Wenwen, Sheng Yueying, Weng Huachun, Chen Yanfeng. Application and evaluation of teaching effects of knowledge graph in promoting deep learning in epidemiology [J]. Chinese Journal of Medical Education, 2026, 46(4): 275-279.
[11]	Wang Huguo, Guo Xue, Wang Rui, Wu Yun. Evaluation of the ″establishing health records for relatives and friends″ practical teaching module in the teaching of introduction to general practice [J]. Chinese Journal of Medical Education, 2026, 46(4): 284-287.
[12]	Yi Hui, Dong Huihua, Zhu Shumei, Liang Baosheng, Zhao Yixin, Wang Shengfeng. The impact of the young teachers' basic teaching skills competition on the long-term teaching development of medical teachers incolleges and universities [J]. Chinese Journal of Medical Education, 2026, 46(3): 174-180.
[13]	Yang Yiqi, Li Songyan, Du Guangyuan, Lu Jianing, Fan Zijuan, Wang Bin. Application of full-scale simulation training in the teaching of arthroscopic skills for sports medicine surgeons [J]. Chinese Journal of Medical Education, 2026, 46(3): 193-198.
[14]	Bai Wei, Sang Tian, Liu Lili, Yu Guo, Qi Jianguang. Research on the reform of a competency-based education and assessment system of clinical internship in pediatrics [J]. Chinese Journal of Medical Education, 2026, 46(3): 206-211.
[15]	Huang Jinling, Zhao Yuzi, Wang Jing, Zhou Yun, Wang Liyan, Li Wei, Wu Debin, Xia Liangbin. Development and implementation of the preoperative video preview teaching method in gynecology internship [J]. Chinese Journal of Medical Education, 2026, 46(3): 212-217.

Current status of scholarship of teaching and learning among medical faculty in Chinese universities in the context of new medical sciences

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments