Objective　To evaluate the curriculum and teaching of general practice community probation from the perspective of medical undergraduates and provide evidence for improving general practice community probation. Methods　A self-designed questionnaire was adopted to investigate 151 medical undergraduates after general practice probation in November 2014. The questionnaire consisted of evaluation on the curriculum and teaching of probation. Likert scale was adopted to eval-uate each question

the score ranges from 1 to 5. Epidata 3.0 was utilized to establish the database and SPSS 17.0 was adopted for data analysis. Mean and standard error were adopted to describe quantita-tive variables

frequency distribution and constituent ratio were adopted to describe categorical vari-ables. Spearman rank correlation test (α=0.05) was adopted to analyze the association between the overall evaluation of visiting community health service center (CHSC) and observing general practice consultation and the evaluation of teaching. Results　Total 151 valid questionnaires were collected. The score of overall evaluation on general practice community probation was 4.34

the score of overall evaluation on visiting CHSC was 4.25

the score of overall evaluation on observing general practice consultation was 4.34. In the evaluation on the teaching of 2 general practice community probation ses-sions

communication between the faculties and students had the lowest score i.e. 4.21 and 4.34 respec-tively. Teaching consciousness

professional capacity and communication with students of the faculties were associated with the overall evaluation of visiting CHSC and observing general practice consultation (P<0.05). Conclusion　The role of community probation in the teaching of Introduction to general medicine can not be ignored

the training sites and faculty development should be further strength-ened and the evaluation of the effect of community probation should be improved.