Research on the indicator system of scholarship of teaching and learning ability for medical teachers in the context of new medical science—based on the grounded theory method
Abstract Background The Scholarship of teaching and learning (SoTL) is one of the four types of scholarship proposed by Boyer, who emphasized that universities should approach teaching as scholarly work. Studies show that SoTL is an effective tool to improve teaching effectiveness and safeguard educ...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-07-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-025-07612-x |
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| Summary: | Abstract Background The Scholarship of teaching and learning (SoTL) is one of the four types of scholarship proposed by Boyer, who emphasized that universities should approach teaching as scholarly work. Studies show that SoTL is an effective tool to improve teaching effectiveness and safeguard educational quality. Enhancing medical teachers’ SoTL ability is crucial for improving medical education quality and cultivating innovative medical talents, which directly support New Medical Science construction and ensures the smooth implementation of the Healthy China strategy. However, systematic research on medical teachers’ SoTL ability remains limited in China. This study aimed to construct an indicator system of SoTL ability for medical teachers to facilitate evaluation and improvement. Methods Based on the Grounded Theory method, 20 teachers were interviewed and data were analyzed via NVivo11 to develop a preliminary indicator system. 19 experts then validated the indicator system through Delphi method consultations. SPSS 26.0 was employed to statistically analyze the data to finalize the indicator system of SoTL ability. Results The second-round expert consultation achieved 100% response and validity rates. The expert authority coefficient (Cr = 0.88) and coordination coefficient of importance (W > 0.4, p-value < 0.05,) confirmed strong consensus. The final indicator system was constructed by retaining indicators with a mean score ≥ 4 and a coefficient of variation < 25%, comprising 5 primary indicators, 15 secondary indicators, and 31 tertiary indicators. Conclusion An indicator system of SoTL ability for medical teachers was constructed to provide theoretical and practical references for evaluating and exploring paths to enhance their SoTL ability. |
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| ISSN: | 1472-6920 |