摘要
• 摘要:

    目的  教师的教学能力是教学质量的重要保障，随着医学教育内涵的不断提升，亟须加强临床教师教学胜任力的理论研究。

    方法  本研究借助扎根理论的方法，通过深度访谈16位优秀临床医学教师，挖掘临床教师教学胜任力的构成要素。

    结果  对原始语句进行逐级编码，依次获得97个代码、33个概念和11个范畴，最终整合出临床医学教师教学胜任力的5个主范畴：动机、知识、能力、人格、发展。

    结论  教学胜任力是在发展牵引下，强有力的动机和人格支撑，知识和能力的持续积累；教学胜任力的提升既需要教师本人的努力，也需要组织制度的多重保障。

   

  Abstract:

    Objective  Teachers' instructional ability is an important guarantee for the quality of instruction. With the continuous enrichment of the content of medical education, there arises an urgent need to strengthen theoretical research on the instructional competence of teachers of clinical courses.

    Methods  Based on the grounded theory approach, we explored the constituent elements of clinical teachers' instructional competence through conducting in-depth interviews with 16 outstanding clinical medical teachers.

    Results  By progressively encoding the original sentences, 97 codes, 33 concepts, and 11 categories were obtained, and ultimately 5 main categories of teaching competence of clinical teachers were derived—motivation, knowledge, ability, personal character, and development.

    Conclusion  Instructional competence is the continuous accumulation of knowledge and ability, as driven by development and supported by strong motivation and personal character. Improvements in instructional competence require not only the efforts by teachers themselves, but also a wide variety of institutional and policy support.

   

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