Abstract: Objective To discuss the optimization direction of education courses on lifestyle and health from the perspective of medical students, and to apply the reformed courses to future clinical work. Methods Questionnaires are distributed among medical students on campus to survey learning needs and satisfaction for this course. Course contents include drug compliance, smoking cessation intervention, balanced diet, mental stress management, application of Chinese traditional rehabilitation medicine, health education of chronic infectious disease, health education of acute infectious disease, mobile health technology education, the guidance of exercise rehabilitation and the theory of health promotion.Frequency and constituent ratio indexes were used for statistical description, and Wilcoxon signed-ranked test and chi-square test were used to compare the correlation between course learning and length of schooling. Results Our results showed that for medical students there are statistical differences between demand and satisfaction of drug compliance, smoking cessation intervention, balanced diet, mental stress management, chronic infectious disease health education, acute infectious disease health education, mobile health technology education and the guidance of exercise rehabilitation (U ＝ 6.2、5.2、7.2、9.2、5.9、6.1、2.1、3.2，P ＜ 0.05); Concern about the needs toward course contents, five-year medical students and long-term medical students show differences on smoking cessation intervention, balanced diet, mental stress management, application of Chinese traditional rehabilitation medicine, chronic infectious disease health education, acute infectious disease health education, mobile health technology education and the theory of health promotion (U ＝ 2.4、2.2、2.5、2.3、2.4、2.4、2.3、2.0，P ＜ 0.05); For the health education toward chronic patients, the elderly, maternal, infectious disease, highrisk populations and occupational exposure population the difference of five-year medical students and long-term medical students is statistically significant (χ2 ＝ 8.9、14.2、9.9、6.9、23.9、17.8，P ＜ 0.05). In the method of teaching, fiveyear medical students and long-term medical students also show some difference on teacher lectures and group discussions ( χ2 ＝ 6.3, 9.5, P ＜ 0.05). Conclusion At present, the teaching of education courses on lifestyle and health fails to meet the demands of medical students, and the curriculum reform need to consider about the course content, teaching method and opening time.