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目的:了解形成性评价在本科临床医学教育中的实施现状，提出提升策略，为改进学生学习和调整教师教学提供依据。方法:2019年11月至2020年8月，采用自制本科临床医学教育形成性评价现状调查问卷，对黑龙江省3所医学院校附属医院和教学医院的417名临床教师进行问卷调查，采用描述性统计方法进行数据处理。结果:临床教师对形成性评价总体认知情况良好；形成性评价实施现状总体评分为(3.73±0.28)分，各维度的评分从高到低分别是评价内容(3.98±0.64)分、评价反馈(3.97±0.55)分、评价主体(3.49±0.86)分、评价方式(3.48±0.76)分；形成性评价效果整体评分为(3.74±0.04)分。结论:本科临床医学教育形成性评价整体实施现状良好，但存在临床教师对形成性评价理解不到位、评价主体和评价方式不够多元化等问题，建议从遵循形成性评价理念、多元方法并举、多维主体参与等方面加以改进。“,”Objective:To understand the current situation of formative assessment in clinical medicine education, and to provide reference information and decision-making basis for better improving students' learning and adjusting teachers' teaching.Methods:From November 2019 to August 2020, 417 clinical teachers in affiliated hospitals and teaching hospitals of three medical colleges in Heilongjiang Province were investigated by self-made questionnaire of formative evaluation of clinical medical education, and the data were analyzed by descriptive statistical method.Results:The overall cognition of clinical teachers to formative assessment was good; the overall average implementation status of formative assessment was (3.73±0.28), and the mean values of each dimension from high to low were evaluation content(3.98±0.64), evaluation feedback(3.97±0.55), evaluation subject(3.49±0.86), evaluation method (3.48±0.76); the overall average effect of formative assessment was (3.74±0.04).Conclusions:The current situation of formative assessment of undergraduate clinical medical education is good, but there are some problems, such as the lack of understanding of formative assessment by clinical teachers, the diversity of evaluation subjects and evaluation methods, and so on. It is suggested that we should follow the concept of formative evaluation, develop multiple methods, and participate in multi-dimensional subjects.