JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v8i5.6714ArticleTheoretical Analysis and Practical Reflection on the Role Conflict of Double-Qualified Teachers in University-Affiliated Hospitalshttps://artdesignp.com/journal/JCER/8/5/10.26689/jcer.v8i5.6714JiaYuanyuan,CaiYu,WangSiqi,YangYing,WuGe2024852024-05-21Taking role conflict as the starting point, this article examines and reflects on the development of clinical teachers. In the process of the occurrence, development, and resolution of role conflicts among clinical teachers, there are many hidden issues related to the development of clinical teachers. The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues. This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology. Policy recommendations are proposed, including strengthening the construction of teaching systems at the hospital organizational environment level, enhancing the role identity and teacher beliefs of clinical teachers, promoting their teaching development and academic learning, and ensuring their normal teaching investment; promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts; enhancing individual teacher beliefs, teacher role learning, and role skills.

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