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.

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

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