Perceived Clinical Teaching Performance and Associated Factors Among Medical Students at a Peruvian University: a...

To assess the characteristics and factors associated with the perception of clinical teaching performance among medical students at a Peruvian university.

We conducted a cross-sectional study in 2023 among medical students from the Universidad Nacional del Centro del Perú who had completed clinical rotations. A structured questionnaire was administered, comprising five sections: sociodemographic data; the "Motivated Strategies for Learning Questionnaire" (MSLQ) to assess intrinsic motivation; the "Depression Anxiety Stress Scale-21" (DASS-21) to measure stress, anxiety, and depression symptoms; clinical rotation characteristics; and a clinical teaching performance scale. Multiple linear regression was used to identify associated factors, adjusting for variables with p < 0.2 in bivariate analyses and additional confounders supported by existing literature.

We analyzed 104 student responses covering 218 clinical rotations. Out of 54.8% were male, with a median age of 23 years (interquartile range [IQR]: 22-25). At least one inappropriate teaching behavior was reported in 11.9% of the clinical rotations, including disinterest (6%), verbal mistreatment (3.2%), unfair evaluation (2.8%), or sexual harassment/humor (1.4%). The median clinical teaching performance score was 124 (IQR: 112-142; range: 31-155). Significant associated factors included clinical rotations at public social security hospitals (β = -8.53; P = 0.006), perception of inappropriate teaching behaviors (β = -19.22; P = 0.001), and intrinsic motivation (β = 0.66; P = 0.027).

Overall, the perception of clinical teaching performance was positive, and it was significantly associated with the clinical rotation setting, perceived inappropriate teaching behaviors, and intrinsic motivation.

The online version contains supplementary material available at 10.1007/s40670-026-02683-x.