Abstract： Objective:To understand the teaching needs and effectiveness of a medical research methodology course for medical graduate students and to explore suitable teaching methods for them.Methods:A cross-sectional questionnaire survey was conducted in December 2021 on 160 graduate students from a military school enrolled in 2021. The survey covered knowledge, attitude, beliefs, and practices (KABP) regarding the methodology course, the necessity of course content, satisfaction, and the need for changes in class hours, as well as factors affecting teaching effectiveness. Comparisons of continuous influencing factors were made using t-tests or rank-sum tests, rate comparisons were made using χ2 tests or exact probability methods, categorical variables were analyzed using multivariate logistic regression models, and continuous variables were analyzed using multivariate linear regression models. Results:The survey analysis revealed that more than 95.0% of the students were satisfied with the teaching. Furthermore, 104 students (65.0%) believed that class hours should be increased, with older students expressing a greater need. Suggestions from students included the following: 95 students (59.4%) supported separate courses for epidemiology and medical statistics, with a tendency for students with more publications since enrollment to favor separate courses. In addition, 117 students (73.1%) hoped to increase large cohort study platforms, 116 students (72.5%) suggested the need for computer room configurations, 138 students (86.3%) proposed enhancing multimedia teaching conditions, 30 students (18.8%) recommended increasing the number of case studies and practical teaching hours, 135 students (84.4%) advised implementing bilingual teaching, and 131 students (81.9%) recommended incorporating more literature review in the teaching process.Conclusions:The overall evaluation of the clinical research methodology course by medical graduate students is positive. Most students support multimedia teaching, bilingual teaching, and the inclusion of literature reviews. Teaching conditions and methods should be continuously improved and adjusted to meet the actual needs of the students.