Objective To classify quality factors for medical informatics curriculum, and subsequently inform its curriculum reform for medical undergraduates. Methods In July 2022, 22 quality factors of medical informatics course were extracted and refined by literature research and interview method, and a questionnaire was designed based on the KANO model. A total of 231 medical students from five classes enrolled from 2019 to 2021 who had studied medical information retrieval course in Naval Medical University were selected by cluster sampling for questionnaire survey. The Better-Worse coefficient analysis method was used to analyze the data. Results ① In the course content module, there are three must-be qualities: Embase database, network information retrieval, hospital information system; 9 one-dimension qualities: CBM database, PubMed database, Science Citation Index SCI, full-text acquisition, reference management software, topic retrieval, retrieval strategy optimization, paper writing, electronic medical record; 1 attractive quality: evidence-based medicine resources; 2 indifferent qualities: basic theory, special literature. ② In the teaching method module, practical teaching is one-dimension quality, and blended teaching is attractive quality. ③In the evaluation method module, all five quality elements such as in-class tests and practice assignments are the indifferent quality. Conclusions The curriculum reform of medical informatics, which is oriented to the needs of students, should be based on the classification of the quality factors, improve the planning of the curriculum content system, reasonably select and innovate the teaching methods and evaluation means, ensure the full coverage of must-be qualities, give priority to improving one-dimension qualities, guide the students' attention of attractive qualities, and appropriately simplify indifferent qualities, so as to improve students' satisfaction.