Abstract: Objective To evaluate patient satisfaction levels in a gynecological teaching clinic and to explore its associated influencing factors, so as to provide evidence for optimizing the operational model of teaching clinics. Methods This was a singlecenter retrospective crosssectional survey. Patients who attended the gynecological teaching clinic (teaching clinic group) and the general outpatient clinic (general clinic group) at Peking Union Medical College Hospital from May 2023 to July 2025 were enrolled. Satisfaction was assessed using the Chinese version of the Patient Satisfaction Questionnaire18, with the 5level ordinal overall satisfaction as the primary outcome. Ordinal logistic regression was employed to identify independent influencing factors of satisfaction. Results A total of 1146 patients (578 in the teaching clinic group and 568 in the gener-al clinic group) were enrolled, among whom 985 completed the questionnaire followup (496 in the teaching clinic group and 489 in the general clinic group), yielding a response rate of 85. 9%. The 5level ordinal overall satisfaction was higher in the teaching clinic group than in the general clinic group (OR=6. 09, 95% CI:3. 74-9. 91, P<0. 001), and the overall satisfaction score was also significantly higher in the teaching clinic group(3. 99±0. 26) vs. (3. 92±0. 46), 95% CI:0. 02-0. 11, P=0. 005. In terms of subdomains, the teaching clinic group scored better in doctorpatient communication(3. 99±0. 57) vs. (3. 81±0. 63), P<0. 001, but scored lower in technical service quality(3. 03±0. 19) vs. (3. 26±0. 48), P<0. 001 and humanistic care(3. 32±0. 53) vs. (3. 46±0. 62), P<0. 001 compared with the general clinic group. Multivariable ordinal logistic regression analysis showed that consultation duration ≥ 10 minutes (OR=1. 75, 95% CI:1. 14-2. 70, P=0. 011) and the teaching clinic model (OR=5. 39, 95% CI:3. 25-8. 95, P< 0. 001) were independent positive influencing factors for higher patient satisfaction. Conclusions Patient satisfaction in the gyneco-logi-cal teaching clinic is relatively high, with notable strength in doctorpatient communication; however, there re-mains room for improvement in technical service quality and humanistic care. Adequate consultation duration and the teaching clinic model are associated with higher patient satisfaction.