Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: a correlational cross-sectional study

Abstract

ObjectivesThis study aimed to determine the relationship between teaching quality and satisfaction with clinical teachers among medical students at Ardabil University of Medical Sciences.DesignA correlational cross-sectional study was conducted in 2023 on 255 medical students in Ardabil (northwest Iran).SettingThe study was conducted in Ardabil, a city in northwest Iran, within a medical school that trains future healthcare professionals. This environment allows for assessing the educational quality and clinical training provided to a diverse group of medical students.ParticipantsParticipants were selected through simple random sampling. Data were collected using a demographic information form, the Persian version of the System for Evaluation of Teaching Qualities questionnaire, and the Medical Students’ Satisfaction with Clinical Education questionnaire.ResultsThe overall mean scores for teaching quality and satisfaction with clinical teachers among medical students were 3.37±0.56 and 3.22±0.72, respectively. The highest mean score for teaching quality was related to professional attitude towards students (3.46±0.83), while the lowest was for the teaching and learning environment (3.28±0.68). Multiple linear regression analysis revealed that subscales of teaching quality (student assessment and feedback) and residence status were predictors of satisfaction with clinical teachers, accounting for 31.4% of the total variance (F=9.908, p<0.001).ConclusionThe study highlights that regular and constructive feedback is pivotal for promoting student development in clinical education. We propose that clinical educators implement structured feedback mechanisms to improve educational conditions that encourage ongoing student communication. Additionally, assessing learners’ performance systematically can help educators identify specific areas where students require further assistance. We can enhance learning outcomes by fostering an environment that prioritises feedback and evaluation and better equips students with the necessary skills to address real-world challenges. Ultimately, these improvements will benefit students and educators, leading to a more effective clinical education experience.