Abstract: Objective To investigate the relevant factors affecting the quality of clinical training and provide an objective basis for advancing the scientific reform of hospital clinical teaching and improving the quality of the teaching practice. Methods Questionnaire surveys about the status of teaching management, clinical teaching and clinical practicing effect were distributed to clinical intern (n=420), clinical teachers (n=137), hospital teaching management staff (n=37)and patients(n=148) by cluster sampling method. The results were analyzed using SPSS 17.0 software. Results There were 89.0%(374/420) of the internship units, who have conducted pre-job training for students, 93.3%(392/420) of the internship units have formulated rotation plans for students and strictly implemented them, and 75.2%(316/420) of the students can attend the internship on time. There were 53.8% (226/420) of the students, who think that teachers have a strong sense of teaching, more than half of the students think that teachers have a very good level of knowledge and practical skills. Students participate more in teaching activities such as teaching rounds, case discussions, bedside teaching, special lectures and ward lectures, but less in simulated training, multi-media teaching, clinical reasoning, network teaching platform. There were 86.9%(119/137) of the instructors, who expressed their willingness and willingness to participate in clinical teaching, but there were still some shortcomings in the specific teaching process. For example, only 75.7%(318/420) of the students thought that the instructors would revise their writing carefully, 64.3%(270/420) thought that the instructors would guide their clinical operation frequently, and only 29.2%(40/137) of the instructors could plan to provide students with practical operational opportunities. The main difficulties encountered in teaching were busy work, low enthusiasm of students, serious absence and tense doctor-patient relationship. There were 70.1% (96/137) of teachers, who believed that the integration of ideological and political education can improve the learning outcome. Conclusions At this stage, the conditions and basis for clinical practice teaching have been established in teaching management and teachers, but there are still some problems. It's important to build a perfect management systems, change the models of clinical teaching and strengthen ideological education at clinical practice in the future.

Key words: Medical students, Clinical practice, Situation, Satisfaction, Survey