Objective To understand epidemiological knowledge of Doctor postgraduate students and learn the teaching effectiveness of clinical epidemiology, serving as a reference for improving the teaching method. Methods Question-naire was adopted to investigate the students' basic knowledge before the first lecture and after the last lecture. Ques-tionnaire was full of ten same multiple-choice questions in the first and second investigation. It got one point when the answer was right as well as the wrong answer with nothing. The full mark was 10 scores. There were four levels: do not know much (0-2 points);some certain understanding (3-5 points); basic grasping (6-7 points); mastering (8-10 points). Results After epidemiological class, the same problems before and after teaching were significant differences in accura-cy (P<0.05). The accuracy of investigation after teaching was getting significantly improved. According to the data, the percent of Doctor postgraduate students who got the right answers (under in 5 points) of problems was 56.1%. After teaching, the percent of correct number (from 8 to 10 points) was 90.7%. Then the Doctor postgraduate students were divided into the full-time and part-time students. The fact showed that accuracy of teaching which was significant dif-ference (P< 0.01) before first investigation changed into no differences (P > 0.05) after second investigation in the question of number 6 and 9. The same time, the fourth question changed into significant difference (P<0.01) after the second investigation. Conclusion Before the teaching class, Doctor postgraduates have insufficient and defect of the knowledge. After the class of clinical epidemiology, they get significantly to consolidate and strengthen the knowledge points. At the same time, the analysis of some problems provides the basis and the suggestion to solve the knowledge loopholes and improve the effects of teaching.%目的：了解博士研究生流行病学知识基础，对临床流行病学授课效果进行评价，为改进授课方法提供依据。方法在第1次授课前和最后1次授课后采用统一自填式问卷调查博士研究生流行病学基本知识的掌握情况，授课前后采用10道相同单项选择题进行调查。问题答对得1分，答错不得分，满分10分。个人得分分级为：不太了解(0~2分)、有一定了解(3~5分)、基本掌握(6~7分)、熟练掌握(8~10分)。结果博士研究生在经过流行病学课程学习后，相同的问题前后2次问卷中正确率差异有统计学意义(P<0.05)，授课后的正确率有显著提高，数据显示授课前问卷中问题的答对数在5个以下的人数占56.1%，而授课后有90.7%的人数答题的正确数在8~10个。对博士生按照在职与统招进行分组后分析，在职博士与统招博士在第6、9题的答题正确率经过授课后由差异有高度统计学意义(P<0.01)变化为差异无统计学意义(P>0.05)；同时授课前差异无统计学意义(P>0.05)的第4题在授课后发现了差异有高度统计学意义(P<0.01)。结论博士生在未经过流行病学课程学习前，重要知识点薄弱较为明显；授课结束后其知识点得到显著地巩固和加强；提示在博士研究生的授课过程中应根据不同类型采用针对性的教学，以更好地提高教学效果。
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