[Student Satisfaction Survey of Postgraduate Programs of Clinical Medicine at Regional Medical Schools and the Influencing Factors].

Objective: To investigate the status quo of satisfaction with postgraduate education of clinical medicine and the influencing factors, so as to provide references for promoting improvements in the education model and the program quality of medical personnel training.

Methods: A self-developed Clinical Medicine Postgraduate Program Quality Satisfaction Questionnaire was used to conduct a survey among 1907 postgraduate students of clinical medicine, and multivariate linear regression was used to analyze the influencing factors of postgraduate students' satisfaction with the quality of the program.

Results: The overall satisfaction rate with the quality of the postgraduate clinical medical program was 81.44%, and the satisfaction score ranking of different dimensions from the highest to the lowest were 14 (12, 15) for supervisors, 19 (17, 22) for curriculum and instruction, 18 (16, 23) for management and survices, and 12 (10, 14) for research environment. The results of multiple stepwise regression analysis showed that the course evaluation method 〔partial regression coefficient ( )=0.048, 95% : 0.002-0.095, =0.042〕 and teacher's teaching methodology ( =0.041, 95% : 0.010-0.072, =0.011) of the dimension of curriculum and instruction, research outcomes ( =0.033, 95% : 0.002-0.064, =0.038) of the research environmrnt dimension, the supervisor's research ability ( =0.035, 95% : 0.005-0.065, =0.022) of the supervisor's ability dimention were important factors influencing the satisfaction with the quality of postgraduate clinical medical training.

Conclusion: Satisfaction with the quality of postgraduate clinical medical training still needs further improvement. Regional medical schools should adopt diversified course evaluation methods, appropriately use modern instructional methods, increase investment in research funding, encourage research outputs, and help the supervisors continuously update their teaching and research philosophies.