Abstract: Objective This study aims to explore the impact of the frequency, method, and quality of supervisor guidance on the professional identity of professional master′s degree students in clinical medicine. Methods A questionnaire survey was conducted using the national survey of professional degree master′s graduates developed by the Graduate School of Education at Peking University. The survey was carried out among professional master′s degree students in clinical medicine from 55 institutions between May and July 2025. Descriptive statistics, chi-square tests, and ordinal logistic regression were used for data analysis. Results Among the 5 294 students who participated, 1 827 students (34.51%) received supervisory guidance several times per week; 1 937 students (36.59%) had co-supervisors or a supervisory team; and the mean score for perceived quality of supervisory guidance was (4.37±0.76). Students who received guidance several times per week (β=0.769, P<0.001) or once per week (β=0.377, P=0.002) reported higher professional identity than those who received guidance once every two to three months or less frequently. Students with co-supervisors or a supervisory team exhibited higher professional identity than those without (β=0.147, P=0.010). Perceived quality of supervisory guidance had a significant positive effect on professional identity (β=1.698, P<0.001). Conclusions The frequency, method, and quality of supervisory guidance influence the professional identity of clinical medical professional master′s degree students. Measures should be taken to standardize supervisory practices so as to enhance their professional identity.

Key words: Clinical medicine, Professional master′s degree students, Supervisor guidance, Professional identity, Guidance frequency, Guidance method, Guidance quality