Objective This study examined the curriculum of the Biomedical English Program of Peking University Health Science Center and identified issues in its design, in an attempt to inform improvement efforts in this regard.Methods A questionnaire survey was conducted to 92 undergraduates enrolled to this program between 2010 and 2012, where the students were required to rate the perceived importance of all the 93 courses in the program and give feedback on the current curriculum and curriculum system.Results Medical courses were perceived to be significantly less important than language courses [(3.76±0.20) vs (4.15±0.34), F=24.42, P<0.001]. The students suggested that issues existed in the current curriculum concerning scope, depth, transition and term distribution; that the ratios of compulsory and medical courses were too large; and that there was a lack of cohesion between medical and language courses.Conclusions It is necessary to adjust the curriculum by consolidating medical courses, increasing elective courses on the language side, fostering greater cohesion of medical science and language training, and creating online courses.