Objective To investigate the actual clinical demands and differentiated needs for undergraduate stomatology courses among eight-year program clinical medicine graduates with clinical work experience, and to provide a basis for curriculum optimization and teaching reform.

Methods A questionnaire survey was conducted among the graduates of the eight-year program from 2015 to 2025 in Peking Union Medical College. Stratified surveys were carried out according to department type, clinical seniority and experience in participating in stomatological consultations to collect the respondents' multi-dimensional evaluations of the current curriculum, demands for teaching content and suggestions for improvement.

Results A total of 111 respondents with 1 year or more of clinical work experience were included. 75.68% of respondents were satisfied with the current undergraduate curriculum, and 33.33% considered the importance of stomatology teaching in undergraduate clinical medicine education to be moderate or unimportant. The most desired content among all respondents was the diagnosis and treatment of common oral diseases (98.20%), among which the diagnosis and treatment of common periodontal diseases (83.78%), common oral surgical procedures and perioperative patient management (74.77%), and the identification and treatment of oral emergencies (72.07%) were the most urgent needs. Stratified analysis showed that the demand rate for oral emergency management was 79.17% in the group with stomatological consultation experience, which was significantly higher than 58.97% in the group without such experience.

Conclusions The demands for stomatology courses among eight-year program clinical medicine graduates are distinctly clinically oriented and present differentiated characteristics based on consultation experience. Based on the actual clinical demands, it is necessary to optimize the stomatology curriculum teaching system and construct a system more in line with real clinical needs by building a modular curriculum system, implementing hierarchical teaching, strengthening scenario-based practice, and innovating teaching and assessment forms.

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