Objective　To assess the impact of integrated curriculum (vertically integrated curriculum system) and traditional curriculum system on the perceptions of post competency of undergraduate medical students. Methods　Bibliographic retrieval method and expert consultation were used to compile the questionnaire of perceptions on the post competency of undergraduate medical students. The questionnaire was conducted online to survey the undergraduate medical students from Shanghai Jiao Tong University School of Medicine during March to April

2019. SPSS 20.0 software was applied for data analysis

chi-square test was used to analyze the classroom teaching forms of medical undergraduates who received different curriculum systems

and their cognition of the doctor post competency and cognitive pathways

and finally the top 10 important competencies were compared. Results　A total of 200 questionnaires were distributed and 167 were recovered

with a recovery rate of 83.5%. Workshop learning was more common in the vertically integrated undergraduate curriculum. Compared with Chinese traditional curriculum

the medical students taught by the vertically integrated undergraduate curriculum were much better informed about competency (P<0.05). The access to knowledge of competency was also statistically different between two groups of students (P<0.05). Conclusion　The vertically integrated curriculum is more efficient in helping undergraduate medical students to acquire knowledge about competency.