Abstract: Objective  To investigate the effectiveness and influencing factors of online teaching in general medicine courses from the perspective of teachers. Methods  The instructors of 14 colleges and universities in the east, middle and west of China who conducted online teaching of general medicine courses were selected and surveyed by a self-designed questionnaire. Results   A total of 52 teachers participated in this survey. More than half (51.9%) of the teachers believe that online teaching is not as effective as offline. Teachers from the eastern region have higher evaluations of teaching effectiveness than those in the western region (OR=11.803, 95%CI 1.229-113.354, P=0.032). Teachers perceived that the main reason for the effectiveness of online teaching was the lack of student self-discipline (3.77 ± 0.807). The most common difficulties in teachers^, online teaching were in proficiency in using the course platform or software (55.8%), teaching design and organization (55.8%), and teaching interaction design and implementation (55.8%). Conclusion  The overall effect of online teaching of general practice courses needs to be improved, and there are inter-regional differences in teaching effects. Corresponding measures should be taken to optimize the content and process of online teaching and reduce inter-regional differences.

Key words: general practice, online teaching, teaching effectiveness, teacher^,s perspective