Abstract: Objective To evaluate the online learning attitude and its influencing factors of clinical medicine undergraduates in Shanxi Medical University, and to provide a basis for improving the online education mode. Methods On February 2020, the survey data “online learning situation of Chinese clinical medical undergraduates” from the Shanxi Medical University was collected, and were analyzed by χ² test and unordered multi classification logistic regression. Results Among 4 892 students, 88.5%(4 327/4 892)of them believed that online learning had obvious effect. The third grade students were 0.66 times more like the online teaching than the first grade students (OR=0.66, 95% CI=0.51~0.86). The students who were familiar with live teaching mode acknowledged that online teaching had obvious effect were 1.85 times (OR=1.85, 95% CI=1.23~2.78) of those who were not familiar with the on-line mode. The students who were familiar with MOOC were 1.74 times (OR=1.74, 95% CI=1.16~2.61) more likely to believe that online teaching had obvious effect than those who were not familiar with MOOC. For those who believed that online teaching would not increase learning burden, the possibility of recognizing that online teaching had a obvious effect were 2.57 times (OR=2.57, 95% CI=1.89~3.48) of those who believed that online learning would increase learning burden. The students who were very interested in learning believed that online teaching had obvious effect were 6.38 times (OR=6.38, 95% CI=3.67~11.11) of those who were not very interested. The students who very consciously choosed network resources for learning thought that online teaching had obvious effect were 23.09 times (OR=23.09, 95%CI=4.63~115.26) of those who did not choose network resources at all. Conclusions Clinical students had a positive attitude towards online teaching on the whole. Grade, previous online learning experience and learning characteristics of students were the influencing factors of online learning attitude.

Key words: Clinical medicine, Undergraduate, Online learning, Attitude evaluation, Learning characteristics, Influence factor