Objective To understand the current status of Masters of Public Health (MPH) training in China, analyze the problems, and make suggestions to optimize the training program. Methods Between November 2021 and December 2022, the survey was conducted among fresh graduates and previous graduates from 5 universities. This was followed by semi-structured interviews held in March 2023 with 11 specialists working in the field of public health education. The investigation and interviews were mainly centered around three key areas: the current situation of curriculum design, practice teaching, and standardized training provided to public health physicians. Frequency and composition analysis were used to analyze the count data in the questionnaire, and the weighted average score was analyzed for the sorted data. Results Based on the QuestionStar system, 218 questionnaires for fresh graduates and 207 questionnaires for previous graduates were collected, respectively. Among fresh graduates, 95(43.6%) expressed average or dissatisfaction with the curriculum, mainly reflected in the practical course content [69(72.6%)], the allocation of theoretical and practical class hours [53(55.8%)], and the theoretical course content [51(53.7%)]. Fresh graduates believed that the most rewarding skills are professional practical skills [194(89.0%)]. The main problems encountered by previous graduates in their work were a lack of interdisciplinary knowledge [118(57.0%)]. Experts emphasized the necessity of establishing a core competency system for MPH and implementing specialized training. They also proposed suggestions for improvement based on the shortcomings of knowledge and skills teaching and the development of competence. Conclusions Graduates have the highest demand for reform in the content of theoretical and practical courses, and the most urgent need for learning professional practice. The lack of interdisciplinary knowledge has become the primary ability problem that affects problem-solving in their work. The acceptance of standardized training for public health physicians is not high. Medical colleges and universities should strengthen the reform focus of MPH training: (1)Establish a multidisciplinary and practical oriented curriculum system; (2)Collaborate and strengthen the cultivation of practical abilities throughout the entire process in all aspects; (3)Explore the reform of integrating MPH with standardized training for public health physicians in different directions.