Abstract: Objective To analyze the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning, and to provide a reference for medical schools to improve medical students' sense of gain in classroom learning. Methods Through the analysis of existing literature and policy texts, the content of teachers' professional dispositions is divided into three aspects: belief, responsibility and creativity. In December 2021, a stratified sampling method was adopted to investigate 250 students from two medical colleges in Chongqing, and questions were designed in two aspects, including teachers' professional dispositions and medical students' sense of gain in classroom learning. The structural equation model was used to analyze the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning. Results Medical students scored (40.08±10.04) on sense of learning gain (60 points in total), (13.16±4.46) on teachers belief (20 points in total), (13.58±4.28) on teachers' responsibility (20 points in total), (13.37±3.96) on teachers' creativity (20 points in total). Teacher belief (β=0.30, P<0.001), teacher responsibility (β=0.30, P <0.001), teacher creativity (β=0.21, P <0.001) was positively correlated with medical students' sense of gain in classroom learning. Conclusions The level of teachers' professional dispositions and the medical students' sense of gain in classroom learning need to be improved. Attaching importance to the development of teachers' professional dispositions can help improve medical students' sense of gain in classroom learning.

Key words: Students, medical, Medical universities, Teachers' professional dispositions, Sense of gain in classroom learning