Objective Taking ophthalmologists as an example, this study explored the construction of a teaching evaluation index system for clinicians and provided empirical evidence for quantitatively assessing their teaching ability. Methods Through literature research, the evaluation index framework for clinician teaching was preliminarily constructed. The expert consultation and analytic hierarchy process (AHP) were used to determine the weights of the teaching evaluation index and to preliminarily construct the teaching evaluation index system for clinicians. These weights were assigned by experts. Combined with the fuzzy comprehensive evaluation approach, the constructed evaluation index system was applied to analyze the teaching ability of 8 clinicians who undertook teaching tasks in the same subspecialty (glaucoma) of Zhongshan Ophthalmic Center of Sun Yat-sen University from October 2021 to March 2022. Results The questionnaire response rate of expert consultation was 100.0%. The evaluation index framework for clinician teaching includes 3 primary indicators, 10 secondary indicators and 27 tertiary indicators. The consistency ratio of the constructed analytic hierarchy model was CR <0.1. Professional level had the largest weight (0.490) among the primary indicators of the teaching evaluation index system, while teaching ability and teaching effectiveness were weighted similarly (0.280 and 0.230, respectively). The scores of fuzzy comprehensive evaluation of 8 clinicians were above 80 points out of a possible scale. The average score of teaching effectiveness (83.4 points) was lower than that of professional level (86.6 points) and teaching ability (86.1 points). Case analysis observed that clinician ① scored the lowest in terms of lecture expression (82.0 points). Conclusions The teaching evaluation index system for clinicians established by this study had satisfactory consistency, with the weight of professional level being the largest, reflecting that the transmission of knowledge and skills is the core goal of clinical teaching. Based onAHP-Fuzzy comprehensive evaluation approach analysis, the teaching performance of the surveyed clinicians had reached an overall excellence level. In overall and individual fields, this exploratory teaching evaluation index system for clinicians can reflect the performance of ophthalmologists in various teaching evaluation indicators. The constructed teaching evaluation index system for clinicians could serve as important feedback for weaknesses in the teaching process.