Assessment of teachers who are teaching in clinical skills department from medical students, perspectives

Objective: The purpose of this study was to assess teachers who are teaching in clinical skills department regarding different aspects from medical students' perspectives. Material and Methods: The design of this study was descriptive. A questionnaire was used to gather data, with 10 questions, and likert scale of very much=6, very little=1 was used. The statistical analysis was performed with SPSS software. Results: In the case of respectful and appropriate attitudes towards students, teachers gained 92.10 +/- 12.99, in the case of their on time presence in class, and spending time, they gained 87.02 +/- 18.33, in the case of ideal class management and teaching sessions they gained 87.75 +/- 15.85, in the case of maintaining appropriate relationships with participants, they gained 88.92 +/- 15.51, in the case of effective use of methods and pedagogical regalia which will match their aims and learning scopes', they gained 87.68 +/- 16.25, in the case of making a correlation between theory and practice in pedagogical issues,' they gained 87.64 +/- 15.69, in the case of' giving a summary at the end of the work in workshop,' they gained 84.93 +/- 58.23, in the case of their ability and academic dominance (their proficiency) in their specific field of study,' they gained 89.36 +/- 15.39, their fluency was 87.74 +/- 17.31, and finally, their average from students' perspectives was 18.6 +/- 61.51 out of 20. Conclusion: Using students' opinion in pedagogical planning, providing facilities, and using regalia in teaching clinical skills can be affective in improving the quality of clinical pedagogy.