Background The purpose of this study is to understand the influencing factors of Chinese college students’ satisfaction with online teaching and psychological pressure on learning during the novel coronavirus epidemic. Methods We assessed the effect of online teaching of 7084 medical students from wannan medical college in March 5 to April 2, 2020 using cluster sampling. The respondents were asked to complete a 7-item self-compiled online teaching satisfaction questionnaire. Chi-square test and multivariate logistic regression analysis are used. Results Sex is female (OR = 1.257, 95%CI: 1.132 ~ 1.396), grades are second and third grades (second grades: OR = 1.228, 95%CI: 1.080 ~ 1.397; third grades: OR = 1.197, 95%CI: 1.048 ~ 1.367), normal/unfamiliar learning platform operation (OR = 3.692, 95%CI: 3.321 ~ 4.103) were risk factors for satisfactory teaching effect. In addition, students whose school year system is four-year (OR = 0.870, 95%CI: 0.781 ~ 0.969) and grade 4 and above (OR = 0.594, 95%CI: 0.485 ~ 0.727) were more satisfied with the teaching effect of teachers. And, during the period of the COVID-19 epidemic, the risk factors for college students to have psychological stress were: female (OR = 1.258, 95%CI: 1.096 ~ 1.442), from rural areas (OR = 1.511, 95%CI: 1.312 ~ 1.740), and the academic year system is four-year system (OR = 1.191, 95%CI: 1.028 ~ 1.380), using mobile phones and other learning tools (OR = 1.388, 95%CI: 1.205 ~ 1.600), general/unfamiliar with learning platform operations (OR = 2.273), 95%CI: 1.888 ~ 2.735). While the protective factors for college students’ psychological stress included: grade three and four and above (OR = 0.463, 95%CI: 0.387 ~ 0.554; OR = 0.232, 95%CI: 0.187 ~ 0.286), and they think that the teaching effect is satisfactory (OR = 0.314, 95%CI: 0.261 ~ 0.379). Conclusion This survey shows that compared with male college students, female college students were more dissatisfied with the teaching effect of teachers and havd greater psychological pressure on learning. Psychological counseling should be strengthened for students in rural areas and those who were not familiar with the operating platform to relieve their psychological pressure on learning.

Background: The purpose of this study is to understand the influencing factors of Chinese college students’ satisfaction with online teaching and psychological pressure on learning during the novel coronavirus epidemic.Methods: We assessed the effect of online teaching of 7084 medical students from wannan medical college in March 5 to April 2, 2020 using cluster sampling. The respondents were asked to complete a 7-item self-compiled online teaching satisfaction questionnaire. Chi-square test and multivariate logistic regression analysis are used.Results: Gender is female (OR=1.257, 95%CI: 1.132~1.396), grades are second and third grades (second grades:OR=1.228, 95%CI: 1.080~1.397; third grades: OR=1.197, 95%CI: 1.048~1.367), normal/unfamiliar learning platform operation (OR=3.692, 95%CI: 3.321~4.103) were risk factors for satisfactory teaching effect. In addition, students whose school year system is four-year (OR=0.870, 95%CI: 0.781~0.969) and grade 4 and above (OR=0.594, 95%CI: 0.485~0.727) were more satisfied with the teaching effect of teachers. And, during the period of the COVID-19 epidemic, the risk factors for college students to have psychological stress were: female (OR=1.258, 95%CI: 1.096~1.442), from rural areas (OR=1.511, 95%CI: 1.312~1.740), and the academic year system is four-year system (OR=1.191, 95%CI: 1.028~1.380), using mobile phones and other learning tools (OR=1.388, 95%CI: 1.205~1.600), general/unfamiliar with learning platform operations (OR=2.273), 95%CI: 1.888~2.735). While the protective factors for college students’ psychological stress included: grade three and four and above (OR=0.463, 95%CI: 0.387~0.554; OR=0.232, 95%CI: 0.187~0.286), and they think that the teaching effect is satisfactory (OR=0.314, 95%CI: 0.261~0.379).Conclusion: This survey shows that compared with male college students, female college students were more dissatisfied with the teaching effect of teachers and havd greater psychological pressure on learning. Psychological counseling should be strengthened for students in rural areas and those who were not familiar with the operating platform to relieve their psychological pressure on learning.