Objective　To investigate students' satisfaction degree on organ-centered integrated teaching model for Circulatory Disease

and reveal potential problems and propose improvement methods. Methods　All grade 2016 students from the second department of clinical medicine and pediatrics major were selected as study objects and students' satisfaction degree on organ-centered integrated curriculum for circulatory system were investigated. Self-designed questionnaires were adopted; eighteen questions related to the satisfaction degree were designed; questionnaires were distributed and collected by WJX software. Multivariate Logistic regression analysis and word frequency analysis of the results were performed using R software. Result　The results of the questionnaire showed that students were not satisfied with the integrated teaching model. Word frequency analysis showed that students' problems mainly were limited class hours but too many learning content

fast teaching speed and insufficient curriculum integration. Multivariate Logistic regression analysis further showed that students' satisfaction degree was related to their mastery of knowledge and post-class review (P<0.05). Conclusion　Our teaching and research section should fully summarize the teaching experience and shortcomings in the organ-centered integrated curriculum for Circulatory System Disease

and try our best to make the in-class teaching clearer

integrate the basic and clinical knowledge

encourage students to review lessons in time and cultivate their ability of independent learning

so as to ultimately improve students' satisfaction for teaching and teachers' teaching quality.