Table 2 The attitudes of medical students to curriculum by degree type in surgical and non-surgical departments

Sex, male, n (%)

36 (69.2)

59 (60.8)

0.309

28 (26.2)

34 (24.6)

0.785

Grade Level*

2020, n (%)

47 (92.2)

80 (82.5)

0.139

83 (77.6)

103 (74.6)

0.711

2019, n (%)

1 (2.0)

11 (11.3)

13 (12.1)

16 (11.6)

2018, n (%)

3 (5.9)

6 (6.2)

11 (10.3)

19 (13.8)

Postgraduate degree, doctorate degree, n (%)

13 (25.0)

20 (20.6)

0.539

31 (29.0)

49 (35.5)

0.279

Reasons why the curriculum is important, n (%)

Minimum credit requirements for applying for graduate degrees

30 (57.7)

51 (52.6)

0.550

64 (59.8)

77 (55.8)

0.528

Acquiring knowledge and skills for scientific research

44 (84.6)

79 (81.4)

0.627

87 (81.3)

114 (82.6)

0.793

Enhancing English proficiency for international academic exchange and academic paper writing

24 (46.2)

52 (53.6)

0.386

58 (54.2)

82 (59.4)

0.413

Acquiring specialized knowledge and clinical skills

24 (46.2)

42 (43.3)

0.738

34 (31.8)

70 (50.7)

0.003

Promoting multidisciplinary and interdisciplinary education and cultivating top talent

17 (32.7)

17 (17.5)

0.035

26 (24.3)

24 (17.4)

0.183

Developing knowledge of the humanities and social sciences

5 (9.6)

17 (17.5)

0.195

15 (14.0)

9 (6.5)

0.050

Feedback on curriculum development, n (%)

Excessive compulsory courses and inadequate optional courses

11 (21.2)

40 (41.2)

0.014

20 (18.7)

41 (29.7)

0.048

Inadequate curriculum for developing scientific research abilities

31 (59.6)

46 (47.4)

0.156

66 (61.7)

73 (52.9)

0.169

Inadequate curriculum for acquiring clinical skills

22 (42.3)

42 (43.3)

0.907

36 (33.6)

51 (37.0)

0.591

Inadequate humanistic curriculum

11 (21.2)

23 (23.7)

0.723

20 (18.7)

21 (15.2)

0.470

Inadequate interdisciplinary curriculum

15 (28.8)

20 (20.6)

0.259

23 (21.5)

27 (19.6)

0.710

The course content has some overlap or repetition to some extent

15 (28.8)

15 (15.5)

0.052

35 (32.7)

28 (20.3)

0.027

Comments on the curriculum content, n (%)

Be attractive and in line with students’ learning objectives and requirements

34 (65.4)

35 (36.1)

0.001

54 (50.5)

73 (52.9)

0.706

Needs to be updated

10 (19.2)

20 (20.6)

0.840

19 (17.8)

22 (15.9)

0.706

Not very practical

9 (17.3)

29 (29.9)

0.093

31 (29.0)

31 (22.5)

0.245

Too difficult

4 (7.7)

16 (16.5)

0.133

17 (15.9)

16 (11.6)

0.329

Too easy

2 (3.8)

2 (2.1)

0.611

3 (2.8)

4 (2.9)

1.000

The continuity across course sections is inadequate

6 (11.5)

24 (24.7)

0.055

15 (14.0)

23 (16.7)

0.570

Your expected evaluation mode for final exam, n (%)

Closed-book exam

1 (1.9)

2 (2.1)

0.967

7 (6.5)

8 (5.8)

0.099

Open-book exam

33 (63.5)

57 (58.8)

49 (45.8)

73 (52.9)

Thesis or literature review

14 (26.9)

30 (30.9)

34 (31.8)

49 (35.5)

Presentation using Microsoft PowerPoint

4 (7.7)

8 (8.2)

16 (15.0)

8 (5.8)

Others

0

0

1 (0.9)

0