Abstract:

Against the backdrop of the Digital Education Strategy Action Plan（2023-2025） and national initiative for high-quality development in higher education，medical universities urgently need to establish teaching quality assurance systems that can adapt to digital transformation，particularly in clinical teaching and practical training. Guided by the principles of Total Quality Management（TQM） and tailored to the characteristics of medical education，Southern Medical University constructed a teaching quality assurance system covering the university，faculty，and curriculum dimensions，supported by information technology platforms for continuous quality monitoring and improvement throughout the teaching process. This paper systematically elaborates the practical approaches adopted in the system，including a three-cycle collaborative governance framework，a dual-subject participation mechanism involving teachers and students，restructured curriculum evaluation mechanisms，and technology-enabled whole-process quality monitoring. By establishing medical education-oriented quality indicators and addressing key challenges such as difficulties in supervising clinical internships，fragmented course evaluation，and disjointed teaching data，the system enables precision and dynamic teaching quality governance. The implementation of the system has facilitated continuous improvement in teaching quality，enhanced management efficiency，and increased teacher and student engagement. The experience may provide useful implications for teaching quality assurance system development in medical universities，with particular reference to nursing specialty teaching governance.

Key words: Medical Education, Nursing Education, Teaching Quality, Total Quality Management, Digital Transformation