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Objective <p>To assess the characteristics and factors associated with the perception of clinical teaching performance among medical students at a Peruvian university.</p> Methods <p>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 <i>p</i> &lt; 0.2 in bivariate analyses and additional confounders supported by existing literature.</p> Results <p>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; <i>P</i> = 0.006), perception of inappropriate teaching behaviors (β = -19.22; <i>P</i> = 0.001), and intrinsic motivation (β = 0.66; <i>P</i> = 0.027).</p> Conclusions <p>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.</p>

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Perceived Clinical Teaching Performance and Associated Factors Among Medical Students at a Peruvian University: a Cross-Sectional Study

  • 期刊论文

  • 发表日期：

    2026年2月21日

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  • Cristhian Rojas-Miliano,
  • Jhojan Vargas-Armas,
  • Jhonatan R. Mejia,
  • María Custodio

摘要

Objective

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

Methods

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.

Results

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).

Conclusions

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.