Abstract:

Objective　To analyze teaching performance evaluation results of clinical faculty at Capital Medical University, and to provide a basis for further optimizing evaluation indicators and processes, and establishing effective incentive mechanisms and promotion channels for clinical faculty.Methods　The clinical teaching faculty at the clinical teaching bases of Capital Medical University were taken as the research subjects. The "Comprehensive Teaching Ability Evaluation and Performance Appraisal System for Teachers of Capital Medical University" was applied for data collection, statistics and analysis.Results　A total of 5,639 clinical faculty members participated in the data submission, with 5,633 valid submissions, a valid reporting rate of 99.89%. Factors such as teaching title, educational background, gender, and college type have significant effects on the total score of teachers' comprehensive teaching ability, and there are differences in the score rates of different college types in various evaluation dimensions.Conclusion　The differences in scores across various dimensions of the clinical faculty teaching performance evaluation system reveals the strengths and weaknesses of clinical teachers' comprehensive teaching ability. The evaluation results provide a basis for the school to carry out the evaluation and employment of clinical teachers' professional titles and formulate differentiated training paths, which is helpful to scientifically plan the input and management of teaching resources, fully stimulate the teaching enthusiasm of clinical teachers, and promote the overall improvement of teaching quality.

Key words: clinical faculty,  comprehensive teaching ability,  clinical teaching base,  performance evaluation