Abstract: Objective To explore the application effect of the LSPPDM (learn, see, practice, prove, do, maintain) model in the training of clinical teachers' teaching competence. Methods A total of 155 clinical teachers at Zhongnan Hospital of Wuhan University from January 2024 to January 2025 were selected and trained using the LSPPDM model. Before and after the training, the teaching competency self-assessment scale was used to investigate, and the teachers conducted self-assessments of their teaching competency in five dimensions: knowledge instruction, skill teaching, clinical teaching, education research, and student supervision ability. Paired-sample t-test was used for data analysis. Results A total of 42 clinical teachers participated in this study. After training, the scores of clinical teachers in the five dimensions of theoretical teaching ability, skill teaching ability, clinical teaching ability, teaching research ability, and student supervision ability were significantly higher than those before training[(82.15±15.16) vs. (58.13±25.12), (80.12±20.16) vs. (57.33±23.15), (75.78±18.95) vs. (54.52±21.02), (70.17±18.26) vs. (56.12±24.89), (72.19±18.90) vs. (56.85±24.67)], with all differences being statistically significant (all P<0.001). Conclusions Faculty training based on the LSPPDM model can effectively improve the teaching competency of clinical teachers.

Key words: Teaching, Competency, Clinical teacher, LSPPDM model, Construction of clinical teaching team