Objective　To observe the cognitional differences between teachers and students concerning teaching objective， curriculum， teaching methods and effect and teaching reform and to pro-vide references for teaching reform. Methods　Medical humanistic questionnaire was designed to survey teachers and students. Data were processed by SPSS 18.0 and were analyzed by Chi-square. P value smaller than 0.05 signifies significant differences. Results　There were significant differences in cognition of medical humanistic ability， emotion controlling ability， curriculuma provision and teaching methods between teachers and students.12.9% teachers and 41.3% students considered that the opportunity of medical humanistic practice was plenty while 55.7% teachers and 35.3% students thought that the univer-sity attached little importance to medical humanistic teaching. Conclusions　Key points of humanistic reform include making clear the teaching objectives， emphasizing practice of medical humanistic teach-ing， improving curriculum and deepening appraisal reform.