【摘要】 本文聚焦院校协作背景下附属医院教师教育发展中心的建设实践，以“政策要求—现实差异—问题破解—路径构建—成效验证”为逻辑主线，通过系统对比附属医院与高校本部教师教育发展中心的核心差异，结合医学教育中临床教师“临床、教学、科研”三维协同的职业特性，构建“高校、院系、附属医院、教师”四方协同的实践路径，并详细阐述了中心在组织架构、资源整合、能力提升、评价激励等方面的具体操作模式。实践表明，该路径有效解决了临床教师时间分配冲突、资源供需不匹配、教学能力与临床需求脱节等核心问题。经过3年的实践，教师教学论文发表量增长30%，教学竞赛获奖数量翻倍，临床教学满意度提升至95%。该研究为附属医院教师教育发展中心建设提供了可推广的实践模式，为深化医教协同改革提供了实践参考。更多还原

【Abstract】 This study focuses on the development practices of a teacher education development center in an affiliated hospital within the context of university-hospital collaboration. Guided by the logical framework of "policy requirements—practical discrepancies—problem resolution—pathway construction—effectiveness verification", it systematically compares the core differences between teacher education development centers in affiliated hospitals and those in university main campuses. Taking into account the triadic professional roles of clinical teachers in medical education: clinical practice, teaching, and scientific research, the study constructs a four-party collaborative practical pathway involving universities, faculties, affiliated hospitals, and teachers. It elaborates in detail on specific operational models in terms of organizational structure, resource integration, capacity enhancement, and evaluation incentives. Practice shows that this pathway effectively addresses core issues such as conflicts in clinical teachers’ time allocation, mismatches between resource supply and demand, and disconnections between teaching competence and clinical needs. After three years of implementation, the number of teaching papers published by faculty increased by 30%, the number of awards won in teaching competitions doubled, and clinical teaching satisfaction rose to 95%. The study provides a scalable practical model for the construction of teacher education development centers in affiliated hospitals, and offers practical insights for deepening the reform of medical-education collaboration.更多还原