Objective　Our purpose was to evaluate the teaching satisfaction of clinical epi-demiology among medical postgraduate and to come up with measures for further improvement of teaching quality. Methods　A self-administered questionnaire was given to all the medical postgradu-ates and doctoral students of Grade 2013 by cluster sampling when they finished the course of clinical epidemiology. A total of 559 graduate students

including 324 graduate students (58%)

235 doctoral students (42%)

recruitment graduate students 350 (62.6%)

on-the-job graduate student 209 (37.4%). The contents of the questionnaire included many aspects such as the investigation object in general， teaching materials evaluation satisfaction

curriculum and teacher satisfaction evaluation. Respondents' self-administered manner was adopted. Parallel input was done by using Epidata software； data were analyzed with SPSS 19.0 software

continuous variable was made by x±s

categorical variables was expressed by n(%). Continuous variables were compared among groups by t test and analysis of vari-ance. Classification grouping variable was compared by chi-square test

and P<0.05 for the difference was statistically significant. Results　Overall evaluation of theory was below that of the internship teaching materials. The satisfaction rate of practicability

meeting the learning needs and difficulty degree for theory and practice teaching material were 83.7% (468/559)

87.5% (489/559)

67.1% (375/559) and 92.7% (518/559)

89.6% (501/559)

83.0% (464/559) respectively. 41.6% (87/209) of on-the-job students and 36.7% （119/324） of postgraduates considered theory teaching material was difficult for them. The satisfaction rate for faculty teaching attitude (99.5%

556/559)

faculty teaching method(98.6%

551/559)

the theories combining with practice teaching method (97.5%

545/559) were high

but the satisfaction rate for teaching hours was low (67.4%

377/559)

with one third students consider more hours for the course. Conclusion　The Teaching effect of clinical epidemiology is fairly good in our school. The postgraduates are satisfied with the teaching materials

curriculum setting

and teach-ing faculty. But there are also some shortcomings. In the future teaching work

we should appropriately increase the hours

and set corresponding teaching contents and methods according to the different learning characteristics of the on-the-job graduate students and recruitment graduate students

to improve the teaching effect and teaching quality.