Abstract: Objective To analyze the influence of college resources on the academic achievement of medical students. Methods Based on the college resources data provided by the Ministry of Education, and the academic achievement data collected from China Medical Students Survey (CMSS), Hierarchical Linear Model (HLM) and Multiple Linear Regression Model were used to analyze the effect of colleges resource indicators on the academic achievement of medical students in various fields. Results The scores of science and academia, clinical ability, health and social and professionalization were (2.84±1.84), (6.03±1.99), (4.33±2.05), (2.92±1.84), respectively. The zero model of HLM showed that hierarchical analysis was necessary only in the clinical ability domain; two-level model showed that the number of books per student could significantly enhance the effect of intrinsic motivation on clinical ability domain (P=0.025). Multiple Linear Regression Model showed that student-teacher ratio had significant negative effect on academic achievement in health and social domain (P=0.046); the proportion of teachers with senior professional titles had a significant positive effect on health and social (P<0.01) and professionalization (P<0.01) domains; The number of books per student had a significant positive effect on science and academia (P<0.01), health and society (P<0.01), and professionalization (P=0.037) domains; the teaching expenditure per student have no significant effect on academic achievement in each domains (all P>0.05). Conclusions Different resource indicators had different influences on the academic achievement of medical students, and the influences were different in various domains of academic achievement.

Key words: Clinical medicine, Medical student, College resources, Undergraduate education, Academic achievement