Objective To understand the current situation of formative assessment in clinical medicine education, and to provide reference information and decision-making basis for better improving students' learning and adjusting teachers' teaching. Methods From November 2019 to August 2020,417 clinical teachers in affiliated hospitals and teaching hospitals of three medical colleges in Heilongjiang Province were investigated by self-made questionnaire of formative evaluation of clinical medical education, and the data were analyzed by descriptive statistical method. Results The overall cognition of clinical teachers to formative assessment was good;the overall average implementation status of formative assessment was (3.73±0.28),and the mean values of each dimension from high to low were evaluation content(3.98±0.64), evaluation feedback(3.97±0.55),evaluation subject(3.49±0.86), evaluation method (3.48±0.76);the overall average effect of formative assessment was (3.74±0.04). Conclusions The current situation of formative assessment of undergraduate clinical medical education is good, but there are some problems, such as the lack of understanding of formative assessment by clinical teachers, the diversity of evaluation subjects and evaluation methods, and so on. It is suggested that we should follow the concept of formative evaluation,develop multiple methods,and participate in multi-dimensional subjects.