Exploring student satisfaction and perceptions in forensic medicine education: a cross-sectional study in southwest China

As society evolves and legal systems improve, the demand for forensic professionals escalates. It is paramount to cultivate a professional attitude among forensic medicine students. This study aimed to explore the attitudes of forensic medicine students towards their profession as well as the influencing factors. In this cross-sectional study conducted from May 15, 2021 to May 28, 2021 at a southwest China medical university, forensic medicine students were surveyed using an online questionnaire, which included demographic information, perspectives on forensic medicine, and the major problems existing in forensic medicine. The questionnaire was self-administered and electronically returned. Data analysis was performed using SPSS 25.0, with ordinal logistic regression identifying factors associated with overall satisfaction. A total of 114 students were included. The demographic distribution was even in Academic Year, with a slight female majority (57.0%). Most participants (65.8%) reported family support for their career choice in forensic medicine. 48.2% of the participants did not choose forensic medicine as their major during the Gaokao volunteer selection process, and only 34.2% of the participants expressed satisfaction with their forensic medicine education. Gender, Academic Year, a positive attitude toward the career prospects, the professional knowledge learned in school and the teaching quality management were associated with overall satisfaction (P < 0.05). Key suggestions for improvement included curriculum restructuring, greater emphasis from students and better alignment with societal needs. There is a clear need for improvements in curriculum design and emphasis from students. Future efforts should focus on enhancing the talent cultivation program, improving teaching quality, and aligning the curriculum with student needs and professional demands. Addressing gender discrimination and faculty conditions is essential for creating an inclusive learning environment.