Abstract: Objective To investigate the current situation of medical ethics education of medical undergraduates and their cognition and self-evaluation of medical ethics. Methods A questionnaire survey was conducted among 2 108 medical students from 18 universities in Guangdong Province, including the basic contents, the current situation of medical ethics education for medical students, the cognition of medical ethics education and the self-evaluation of medical ethics. Multiple linear regression was used to explore the influencing factors of medical ethics education cognition and self-evaluation of medical ethics. Results In this survey, 1 193(56.6%) students have taken courses related to medical ethics, and 673(56.4%) students have participated in practical teaching activities related to medical ethics; grade (β=-0.46, P<0.001), academic achievement (β=0.55, P=0.011) and family economic status (β=0.54, P=0.025) are the influencing factors of medical students′ cognition of medical ethics education (all P<0.05); academic achievement (β=0.22, P=0.004), family economic status (β=0.39, P<0.001) and whether they study ethics-related courses (β=-0.33,P=0.002) are the influencing factors of self-evaluation of medical ethics (all P<0.05). Conclusions The overall number of medical students who have taken courses related to medical ethics is low. Grade, academic achievement and family economic status are the influencing factors of medical students′ cognition of medical ethics education; academic achievement, family economic status and whether they study ethics-related courses are the influencing factors of self-evaluation of medical ethics. Medical schools should pay fundamental attention to medical ethics, set medical ethics as a compulsory course and increase the number of hours, and intersperse and infuse correct ethical concepts in professional courses and practical teaching activities.

Key words: Ethics, medical, Medical undergraduates, Ethical and moral, Cognition