Abstract: Objective　To assess the current status of digital literacy among clinical teachers, analyze its influencing factors, and propose targeted improvement strategies in response to the requirements of the Digital Literacy for Teachers standard, thereby promoting the digital transformation of medical education.Methods　Based on the Digital Literacy for Teachers industry standard issued by the Ministry of Education, a questionnaire was designed by integrating relevant literature, expert consultations, and teacher discussions. In March 2024, a survey was conducted among 140 clinical teachers from 13 clinical medical schools of Capital Medical University. The data were analyzed using independent samples t-tests and One-Way ANOVA.Results　Significant differences were observed in the scores across various dimensions of clinical teachers' digital literacy (F=21.88, P<0.001). The highest score was in digital social responsibility (4.70±0.45) points, followed by digital awareness (4.52±0.46) points, while digital technology knowledge and skills (4.13±0.75) points and digital application scored relatively lower (4.17±0.69) points. Significant gender differences were found in digital technology knowledge and skills (t=2.55, P=0.012) and digital collaborative education (t=2.23, P=0.028). Sub-dimensions such as digital technology knowledge (t=2.15, P=0.033) and digital technology skills (t=2.53, P=0.013) also showed significant differences. Age-related differences were observed in the dimension of digital technology knowledge (F=3.53, P=0.032).Conclusion　The development of clinical teachers' digital literacy is uneven across dimensions, with digital technology knowledge and skills as well as digital application capabilities requiring systematic improvement. Differences in digital literacy levels based on gender and age suggest that stratified training and guidance would be beneficial.

Key words: digitalization of education, clinical teacher, digital literacy, current situation, enhancement strategies