Objective　To reform and assess the English curriculum for medical doctor-post-graduates based on the requirement analysis theory. Methods　All of the medical doctor-postgradu-ates in grade 2012 of the Third Military Medical University were surveyed using questionnaires and face-to-face interviews on randomly chosen students， which collected information on the current Eng-lish skill levels， the requirements and the motivations of English learning， the satisfiable degree of English curriculum， and the outcomes of the curriculum reform. Statistical analysis methods were ap-plied in this study， especially ?字2 test which was used to test the impact of current English levels on the requirements and motivations of English learning and the analysis results were applied to guide the curriculum reform and assessment. Results　The questionnaires were handed out for twice， 340 in total. Before and after the course setting， 168 and 170 effective ones were got respectively. The first questionnaire showed the requirement of English learning wasn't influenced by the current English skill levels （P=0.329）. That was to say 70.2%（118/168） of the surveyed students whether they were in level 4 or 6 all desired to improve English listening and speaking skills； and regard to English lear-ning motivations， publishing SCI papers， studying abroad， personal interest， or passing the course's exams accounted for 53.6%（90/168）， 24.4%（41/168）， 15.5%（26/168）， 6.5%（11/168） respec-tively， but relevant to their English levels （P＝0.036）. Regardless of their English levels， publishing SCI papers was the chief motivation of English learning. However， passing curriculum examinations as a motivation was more relevant to low-level students. The second survey also showed that 86.5%（147/170） students satisfied the setting of ‘listening and speaking’ to ‘reading and writing’（2∶1） and 86.3%（145/168） of students considered necessary to have a SCI dissertation writing course. However， once taking it， 30.3%（44/145） out of the 86.3%（145/168） students expressed dissatisfac-tion to the course. In addition， about 48.8%（83/170） of students supported the tiered teaching model. Conclusions　The requirement analysis technique is conducive to curriculum setting for medical doc-tor-postgraduates. However， the curriculum system needs to be optimized from the aspects of teaching methods， the tiered teaching model， and the teaching staff team. In particular， the cooperation be-tween English language teachers and medical major teachers should be strengthened in order to ap-proach an adequate and effective curriculum.