The purpose of this study is to analyze the structure and connotation elements of the teacher"s teaching academic ability model in the context of the new medical science, and promote the improvement of teaching academic ability of medical university teachers. The research adopts the methods of data analysis and deductive reasoning, on the basis of literature analysis of classic models of teachers" teaching academic ability, constructs a model of teaching academic ability for medical university teachers, and systematically analyzes the structure and connotation elements of the model. The research conclusion is that the teaching academic ability model of medical university teachers consists of four primary elements: concept, knowledge construction, achievement and effectiveness, and reflection. Among them, the concept emphasizes the equal emphasis on new medical concepts and educational concepts; Knowledge construction includes not only basic knowledge of the subject but also knowledge of education and information technology, and makes teaching research and ability enhancement as organic components of knowledge construction; Achievement and effectiveness focuses on the refinement of procedural achievements and the promotion of empirical achievements, pursuing the maximization of achievement and effectiveness; Reflection emphasizes not only the procedural reflection of actions but also the continuous reflection of actions, that is reflection in reflection. This model has theoretical and practical significance for understanding and defining the connotation of teaching academic ability of medical university teachers, and promoting the improvement of teachers" teaching academic ability.