Objective To investigate and analyze the status and influencing factors of teachers′ teaching ability in medical universities. Methods The multistage and stratified random sampling method was used to select the basic medical teachers and clinical teachers at a local medical university as the survey objects in January 2022. Principal component analysis was used to reduce the dimensions for the evaluation results of teaching ability of medical college teachers. SPSS 25.0 software was used to conduct the questionnaire reliability and validity analysis, descriptive analysis and logistic regression. Results The teaching ability of basic medical teachers was significantly higher than that of clinical teachers (β=-0.338, OR=0.713), and the development of teaching ability of teachers was insufficient (2.91±0.732). Using logistic regression, we found that variables such as teachers′ age, years involved in teaching, professional development orientation, policies and measures of university and clinical teaching bases were significantly positively correlated with their teaching ability (all OR>1, P<0.05). The teaching ability of teachers with master′s degree is higher than that of teachers with bachelor′s degree and doctor′s degree (β=0.536, OR=1.710, all P<0.05). Conclusions The teaching ability of teachers in local medical university is affected by age, educational background, years involved in teaching, subjective factors of teachers, policies and measures of university and clinical teaching bases. It is suggested that university and clinical teaching bases should create, in coordinated efforts, high-level teaching faculty integrating basic and clinical teachers.