Objective To analyzes the possible shortcomings of undergraduate clinical medical education in X university from the perspective of clinical medical students, so as to provide reference for improving the quality of undergraduate clinical medical education and the major satisfaction of clinical medical students. Methods In June 2019, a questionnaire survey was used to analyze the perceived quality and satisfaction of 181 students majoring in clinical medicine in 2014 of X university. Factor analysis is used to reduce the dimension of specific indicators included in perceived quality to obtain common factors, and the corresponding factor scores are calculated. The common factors are named “clinical stage courses, teachers and practice”, “clinical stage assessment and hospital atmosphere”, “pre-clinical stage courses,”, “pre-clinical stage teachers”, “pre-clinical stage assessment” and “problem-based learning (PBL)”, which are the six dimensions of perceived quality. The mean is used to describe the current situation of students' major satisfaction and its evaluation of the overall and various dimensions of perceived quality, and the dimensions of perceived quality are ranked in descending order based on the mean; Multiple linear regression is used to analyze the impact of each dimension of perceived quality on major satisfaction, and the dimensions of perceived education quality are ranked in descending order based on the standard regression coefficient. Results The major satisfaction score of medical students is 3.56, and the overall score of perceived quality is 3.65. The highest score of each dimension of perceived quality is “clinical stage courses, teachers and practice” (3.89), and the lowest is “pre-clinical stage courses” (3.24). Regression analysis showed that R² was 0.528, and all dimensions of perceived education quality had a statistically significant positive impact on major satisfaction (all P<0.05). Among them, the “pre-clinical courses” (0.438) had the highest standard regression coefficient. Conclusions Clinical medical students of X university evaluated the quality of education in clinical stage better than that in pre-clinical stage, and “pre-clinical stage courses” had the lowest evaluation. Regression analysis showed that the influence of perceived quality of education on student satisfaction in pre-clinical stage was greater than that in clinical stage, and the first influencing factor was “pre-clinical stage courses”. X university should pay attention to the needs of students, listen to their opinions, focus on the improvement of the quality of pre-clinical courses, and take improvement measures in PBL teaching, scientific research training and curriculum integration.