Objective To define the current situation of fragmented learning by medical graduates so to explore the strengthens and weakness of fragmented learning by medical graduates. Methods A questionnaire was adopted. In May 2019, 293 medical graduate students from 14 specialties enrolled in 2019 by Shanghai Jiaotong University Medical College were selected as the research objects to conduct a questionnaire survey on the status of medical fragmentation learning. Analysis of data was performed by SPSS 25.0. Results The results showed that 79.5% (233 / 293) medical graduates have experienced fragmented learning and 65.9% (193 / 293) students believed that the strengthens of fragmented learning are greater than the weakness, but 59.7% (175 / 293) students complained of limited impact to their learning by the fragmented method. The positive response from students mainly come from following points: smart learning because of fragmented time [83.3% (244 / 293)]; rich resources to support the learning [59.7% (175 / 293)]; the knowledge is always up-dated based on academic development [50.5% (148 / 293)]. The negative response from the students mainly come from following points: the knowledge is not firmly grasped [68.3% (200 / 293)]; the learning pathway and sequence are not well-organized as a new system [63.1% (185 / 293)]; the fragmented learning method prevented learners from focusing on the key points of knowledge [46.8% (137/293)]. Conclusions Fragmented learning is universal in medical graduate students, but the ability of fragmentation learning needs to be improved. Fragmented learning has the advantages of optimizing the time schedule and getting more learning resources. However, the efficiency and the learning outcome of this method still need to be improved.