With the national emphasis on the innovative development of medical education, undergraduate teaching as the initiation stage of medical education has also attracted much attention.

Using the Kano model to explore the key elements of the quality reform of the undergraduate course, Introduction to General Practice, and to construct a quality optimization strategy.

Using purposive sampling method, 220 medical students who had completed the course of Introduction to General Practice in the fall semester of 2023 (5-year and long-term students of the class of 2021 in Capital Medical University majoring in clinical medicine, pediatrics, and optometry medicine) were selected as the target respondents. The questionnaire of the course content demand of Introduction to General Practice was used to investigate the students' demand for the course demand status, and carry out attribute categorization for each demand, Better-Worse coefficient analysis and average satisfaction coefficient (ASC) value analysis.

From the perspective of all students, among the 44 demand indicators, there were 3 must-be factors, 20 one-dimensional factors and 4 attractive factors. Clinical medicine students had 7 must-be factors, 1 one-dimensional factor and 5 attractive factors in their specific needs; pediatrics and optometry students had 5 must-be factors, 3 one-dimensional factors and 3 attractive factors in their specific needs. 5-year students had 1 must-be factor, 2 one-dimensional factors and 3 attractive factors in their specific needs; and long-term students had 4 must-be factors, 2 one-dimensional factors and 3 attractive factors.

Following the principle of making sure to satisfy the must-be factors, prioritizing the one-dimensional factors, selectively satisfying the attractive factors, and appropriately streamlining and adjusting the non-differential factors, the optimization proposals of course quality is constructed.

随着国家对医学教育创新发展的重视，本科教学作为医学教育的启蒙阶段也备受关注。

运用Kano模型，探索本科《全科医学概论》课程质量改革的关键要素并构建课程质量优化策略。

采用目的抽样法，于2023年11—12月选取220名完成2023年秋季学期《全科医学概论》课程学习的医学生（首都医科大学2021级临床医学、儿科学及眼视光医学专业的5年制及长学制学生）作为调查对象，采用《全科医学概论》课程内容需求问卷调查学生对该课程的需求现状，并进行属性归类、Better-Worse系数分析和平均满意系数（ASC）值分析。

全部学生有3项必备因素，20项期望因素，4项魅力因素。临床医学学生特有需求中必备因素7项，期望因素1项，魅力因素5项；儿科学和眼视光医学学生特有需求中，必备因素5项，期望因素3项，魅力因素3项。5年制学生特有需求中必备因素1项，期望因素2项，魅力因素3项；长学制学生特有需求中，必备因素4项，期望因素2项，魅力因素3项。

遵循"务必满足必备因素，优先满足期望因素，有选择性满足魅力因素，适当精简和调整无差异因素"的原则，构建出提升高校全科医学课程质量优化的建议。