Abstract: Objective To integrate medical research methodology teaching into clinical teaching effectively, the essential steps are understanding the students' demand and mastery, factors hindering learning and how to learn effectively. Methods Students in 7th grade in Peking Union Medical College (PUMC), graduate students and residents under clinical training, trained doctors for advanced studies from primary hospitals were surveyed with questionnaire, collecting educational background, the demand of learning medical research methodology, factors hindering learning, specific issues need in medical research methodology, learning model and assessment approaches. Results Totally 69 people were surveyed. 92.75% of the respondents said they had studied medical research methodology and related courses before. However, 51 people (73.91%) answer they cannot read literatures with critical thinking. 52 people (75.37%) indicated that they had difficulty in conducting research. 58 (84.06%) people said it is very necessary to study the medical research methodology. No learning opportunities and enough time were the main hinders for learning relevant knowledge. The top three high-demanding issues are sample size calculation and statistical knowledge, study design, and how to use the statistical software. 44 (63.77%) people suggest e-learning with case based learning. Conclusion Integrate medical research methodology teaching into clinical teaching is in high-demand for students. E-learning is suggested with case based learning.

Key words: pedagogy, teaching process