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目的:通过分析新型冠状病毒肺炎疫情期间，不同学习阶段和不同学习周中的北京大学医学本科生对在线学习效果评估的差异，探讨提升医学生在线学习效果的方法。方法:选择2020年2月17日至2020年3月15日，处于北京大学医学预科、基础医学、临床医学3个阶段，进行线上学习的2016级～2019级五年制和八年制临床医学专业、五年制和八年制口腔医学专业、五年制预防医学专业共644名本科生为研究对象。采用问卷调查方法了解处于不同阶段和不同学习时段的学生的在线学习效果。结果:从医学预科、基础医学到临床医学学习阶段学生对自身学习状态的满意度呈上升趋势；同时，与教师沟通的质量下降，其差异具有统计学意义(n F＝10.393，n P<0.01)。随着在线教学学习时段的推进，学生与教师沟通效果有所提高，而对学习的兴趣有所下降，其差异均具有统计学意义(均n P<0.01)；同时，对自身学习状态的满意度呈下降趋势。n 结论:在不同学习阶段和不同在线学习周中的医学本科生的在线学习效果存在一定差异，应当采取针对性的教学方式，从而提高学生的在线学习效果。“,”Objective:To analyze the differences in the evaluation of online teaching outcome of Peking University medical undergraduates at different learning stages and different learning weeks during the epidemic of COVID-19, and to explore effective strategy to improve the online teaching outcome of medical students.Methods:From February 17, 2020 to March 15, 2020, 644 undergraduates in 2016-2019 grade majoring in five-year and eight-year clinical medicine, five-year and eight-year stomatology, five-year preventive medicine were selected as the research objects, who were in the three stages of medical preparatory, basic medicine and clinical medicine of Peking University and engaged in online learning. Questionnaire survey method was used to investigate the online teaching effect of students in different stages and learning weeks.Results:Students from pre-medicine, pre-clinical and clinical learning stage have increases in their satisfaction. Meanwhile, the quality of communication with faculty decreases significantly(n F=10.393, n P<0.01). With the advancement of online teaching and learning weeks, the communication between students and teachers has increased significantly, but student’ interest in learning has decreased significantly (alln P <0.01).n Conclusions:The online learning outcomes of medical undergraduates vary with different learning stages and in different online learning weeks. It is necessary to adopt a targeted teaching method so as to improve the online learning outcome of students.