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

Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: A correlational cross-sectional study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: A correlational cross-sectional study Keyvan Amini, Meisam Salehzadeh, Reza Noktehsanj This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3939560/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Clinical education is crucial to developing medical students' knowledge, skills, and professional attitudes. The attributes of clinical teachers play a significant role in students' advancement and transition to their future professional roles. The study aimed to determine the relationship between teaching quality and satisfaction with clinical teachers among medical students of Ardabil University of Medical Sciences. Methods: This correlational cross-sectional study was conducted on 255 medical students in Ardabil (northwest of Iran). The participants were selected through the simple random sampling method. Data were collected using a demographic information form, a Persian version of the System for Evaluation of Teaching Qualities (SETQ) questionnaire, and the Medical Students' Satisfaction with Clinical Education questionnaire. Data were analyzed using SPSS software (version 22.0). Results: The study found that the overall mean teaching quality and satisfaction with clinical teachers among medical students were 3.37 ± 0.56 and 3.22 ± 0.72, respectively. The highest and lowest mean scores between dimensions of teaching quality were related to professional attitude toward students (3.46 ± 0.83) and teaching and learning environment (3.28 ± 0.68), respectively. Multiple linear regression analysis revealed that subscales of teaching quality (student assessment and feedback) and residence status were predictors of satisfaction with clinical teachers among medical students. The selected predictors accounted for 31.4% of the total variance in satisfaction with clinical teachers (F = 9.908, p < 0.001). Conclusion: Our study has found that delivering regular and positive feedback plays a pivotal role in promoting the development of students in clinical education. Furthermore, assessing learners' performance is equally significant in enabling educators to identify the areas where they require additional assistance and guidance. Feedback and evaluation are potent instruments in clinical education that augment learning and equip students with the necessary skills to tackle real-world situations. Medical education Medical students Clinical training Perceived satisfaction Introduction Clinical education is one of the sensitive areas of medical education that plays a prominent role in shaping learners' professional abilities. It is an important part of physicians training as it maintains and promotes community health [ 1 ]. Medical education aims to prepare medical students who are able and committed to performing safe diagnosis and treatment [ 2 ]. To achieve this goal, students require desirable clinical teaching qualities that promote the integration of the theoretical and practice components of the medical curriculum and transform it into professional knowledge, skills, and attitudes [ 3 ]. In addition, Zhang et al. stated that to achieve optimal clinical teaching, continuous evaluation and monitoring of instructors' clinical teaching quality is of great importance [ 4 ]. High clinical teaching qualities for medical students are the training endeavors where medical students develop their competencies to practice confidently and independently and make quality practice decisions [ 5 ]. Furthermore, evaluating clinical instructors' educational performance can be helpful to professors themselves by recognizing the strengths and weaknesses of their jobs, and the results of such assessments can rectify the organizations' educational performance and improve teachers' educational skills [ 6 ]. Also, integrating sufficient theoretical and practical clinical skills due to acceptable clinical teaching quality with appropriate structure prepares medical students to undertake professional roles and practices in real and complex clinical settings [ 7 ]. Academic success and clinical teaching qualities depend on several influencing factors, such as implementing an effective model of clinical supervision [ 6 , 8 ], well-trained clinical teachers [ 9 ] and the support of staff [ 10 ]. Any deficiency in one of these factors might have undesirable effects on medical students' academic achievements and overall satisfaction with their clinical teacher [ 11 – 13 ]. Clinical teachers are essential in shaping and facilitating medical students' learning in clinical areas. Medical faculties provide students with high-quality clinical teaching through supernumerary positions, allowing them to practice under competent clinical teachers and promoting academic success [ 14 , 15 ]. Clinical teachers assist medical students in integrating classroom teaching with clinical practice and developing their clinical reasoning and diagnosis skills [ 10 ]. Hence, teachers play a critical role in the relationship between students, staff, and patients. To perform effectively, they must possess specific professional qualities such as professional knowledge, clinical expertise, effective communication, and the ability to serve as role models [ 16 – 19 ]. Based on various studies [ 20 – 23 ], clinical teachers must have adequate clinical knowledge, problem-solving skills, clinical reasoning skills, and expert psychomotor skills. Additionally, clinical teachers must have excellent leadership abilities, be trusted by their colleagues, be accountable for their actions, be mature and open-minded, have non-judgmental behavior towards medical students, be self-confident, and be satisfied with them. By giving importance to the quality of clinical teaching in shaping medical students' basic skills and professional capabilities, educational teachers should provide favorable conditions in clinical departments to create maximum capabilities in students from this course. Therefore, conducting research such as the present study to determine the relationship between teaching quality and satisfaction with clinical teachers among medical students of Ardabil University of Medical Sciences can contribute to filling the gap. Methods Design A correlational cross-sectional study was conducted in Ardabil province in northwest Iran, following the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines [ 24 ]. Setting and Sample Data was collected from November 2023 to February 2024 using simple random sampling. Medical students from the faculty of medicine affiliated with Ardabil University of Medical Sciences, Iran, participated in this study. Inclusion criteria were willingness to participate in the study and no history of neurological and psychiatric diseases (self-reported). Exclusion criteria were withdrawal from the study and incomplete questionnaire filling. A total of 668 nursing students were studying in these schools. The sample size was estimated to be 245 using the Epi Info StatCalc program (version 7.0) with a confidence level of 95% and a margin of error of 5%. Considering a 10% non-response rate, the final sample size was determined to be 270 individuals. The sample attrition rate in this study was 7.4%, where 20 incomplete questionnaires were removed due to data deficiency. Finally, data from 250 samples were analyzed. Instruments We collected data from a demographic information form, a Persian version of the System for Evaluation of Teaching Qualities (SETQ) questionnaire, and the Medical Students' Satisfaction with Clinical Education questionnaire. The questionnaires were designed using web-based software and sent to participants via email and social media applications (WhatsApp, Imo, Telegram, etc.). Medical students completed the questionnaires on their own. Demographic information form This tool was designed to collect demographic information based on relevant literature in this field. The form consists of 5 closed-ended questions, including age, gender, marital status, academic semesters (typically, medical students dedicate two academic semesters per year to their studies), and residence status. Persian version of the System for Evaluation of Teaching Qualities (SETQ) Questionnaire The SETQ questionnaire consists of 25 questions that assess clinical teachers in 6 dimensions as follows: teaching and learning environment (6 items), professional attitude toward students (4 items), relationship of goals (3 items), student assessment (5 items), feedback (4 items), and promoting self‑learning (3 items). Each of the 5‑point Likert scale questions is answered by one of the following options: 1 indicating completely disagree, 2 indicating disagree, 3 indicating neutral, 4 indicating agree, and 5 indicating strongly agree. The lowest and highest scores on the questionnaire were 25 and 150, respectively. In the study of Tahmasebi Boldaji et al., Cronbach's alpha coefficient of the total questionnaire was estimated as 0.908. The factor analysis showed that the questionnaire comprised six factors, explaining 66.14% of the total variance. The CVI and CVR indices of the individual items were also acceptable [ 25 ]. The current study's overall Cronbach's alpha was 0.89, ranging from 0.80 to 0.88 for the six dimensions. Perceived Satisfaction with the Clinical Teachers Questionnaire The perceived satisfaction with the clinical teacher's questionnaire consisted of 9 items [ 26 ]. The items are rated on a five-point Likert scale. Each item was scored from 1 (very little) to 5 (very high). The overall scores of this scale ranged from 9 to 45, indicating low satisfaction and high satisfaction with the clinical teachers, respectively. The validity and reliability of this questionnaire were assessed by Dickman et al. [ 26 ], with Cronbach's alpha of 0.89 for the whole scale. The Cronbach's alpha of the questionnaire in this study was calculated to be 0.86. Data analysis The data were analyzed using IBM SPSS Statistics for Windows (version 22.0, IBM Corp., Armonk, NY, USA) using descriptive statistics (frequency, percentage, mean, and standard deviation). To investigate the relationship between participants' teaching qualities status, demographic variables, and their satisfaction with clinical education, we used an independent-sample t -test, one-way ANOVA and Pearson's correlation coefficient. Before performing the tests, the normality of the data distribution was checked using the one-sample Kolmogorov-Smirnov test ( p > 0.05). The predictors of teaching qualities were determined using multiple linear regression. It should be noted that the data were investigated for linearity relationship assumptions, multivariate normality, independence of residuals, and multicollinearity before using multiple linear regression. The level of significance was considered to be p < 0.05. Results The study involved 250 participants with a mean age of 24.34 (1.17) years. 55.2% were male and 44.8% were female. 61.6% were single, and 38.4% were married. Regarding the academic year, 24.0% were in the fourth year, 46.8% in the fifth year, 23.6% in the sixth year, and 5.6% in the seventh year. 75.6% lived with their families, while 24.4% resided in a dormitory (Table 1 ). Table 1 Sociodemographic characteristics of the study sample ( N = 250). Characteristics Categories N % Age (years), Mean (SD) 24.34 ± 1.17 Gender Male 138 55.2 Female 112 44.8 Marital status Single 154 61.6 Married 96 38.4 Academic year Fourth year 60 24.0 Fifth year 117 46.8 Sixth year 59 23.6 Seventh year 14 5.6 Residence status Family Home 189 75.6 Dormitory 61 24.4 The mean scores for teaching qualities and satisfaction with clinical teachers, as well as their subscales, are presented in Table 2 . The mean (SD) of teaching quality and satisfaction with clinical teachers were 3.37 ± 0.56 and 3.22 ± 0.72, respectively. Professional attitude toward students (3.46 ± 0.83) and teaching and learning environment (3.28 ± 0.68) obtained the highest and the lowest scores, respectively (Table 2 ). Table 2 Descriptive statistics of study variables ( N = 250) Variable Mean SD Min Max Range Teaching and learning environment 3.28 0.68 1.00 5.00 1–5 Professional attitude toward students 3.46 0.83 1.00 5.25 1–5 Relationship of goals 3.35 0.83 1.00 5.67 1–5 Student assessment 3.29 0.73 1.00 5.00 1–5 Feedback 3.46 0.79 1.00 5.25 1–5 Promoting self‑learning 3.39 0.84 1.00 5.67 1–5 Teaching quality 3.37 0.56 1.00 5.00 1–5 Satisfaction with clinical teachers 3.22 0.72 1.00 5.11 1–5 Table 3 presents the relationship between teaching qualities, satisfaction with the clinical teacher, and sociodemographic characteristics for a sample of 250 individuals. The results indicate significant relationships between age and teaching qualities ( p < 0.001, mean = 3.37, SD = 0.56) as well as age and satisfaction with the clinical teacher ( p = 0.003, mean = 3.22, SD = 0.72). For gender, there is no significant difference in teaching qualities between male and female participants ( p = 0.73, mean = 3.31, SD = 0.58, mean = 3.44, SD = 0.52, respectively). Still, there is a significant difference in satisfaction with the clinical teacher between male and female participants ( p = 0.035, mean = 3.13, SD = 0.72 and mean = 3.32, SD = 0.71, respectively). Marital status also shows significant differences in teaching qualities between single and married participants ( p = 0.001, mean = 3.28, SD = 0.56 and mean = 3.51, SD = 0.52 respectively) as well as in satisfaction with the clinical teacher ( p = 0.005, mean = 3.12, SD = 0.76 and mean = 3.38, SD = 0.62 respectively). Significant differences in teaching qualities and satisfaction with the clinical teacher are observed across different academic years ( p = 0.029 and p = 0.023, respectively) as well as between participants residing in a family home and those living in a dormitory ( p = 0.70 for teaching qualities and p < 0.001 for satisfaction with the clinical teacher). Table 3 Relationship between teaching qualities, satisfaction with the clinical teacher and sociodemographic characteristics ( N = 250). Variables Categories Teaching qualities Satisfaction with clinical teacher Mean (SD) p -value Mean (SD) p -value Age * 3.37 (0.56) p < 0.001 3.22 (0.72) p = 0.003 Gender ** Male 3.31 (0.58) p = 0.73 3.13 (0.72) p = 0.035 Female 3.44 (0.52) 3.32 (0.71) Marital status ** Single 3.28 (0.56) p = 0.001 3.12 (0.76) p = 0.005 Married 3.51 (0.52) 3.38 (0.62) Academic year *** Fourth year 3.28 (0.71) p = 0.029 3.37 (0.53) p = 0.023 Fifth year 3.07 (0.74) 3.28 (0.60) Sixth year 3.38 (0.54) 3.55 (0.42) Seventh year 3.43 (1.09) 3.35 (0.65) Residence status ** Family home 3.33 (0.58) p = 0.70 3.12 (0.69) p < 0.001 Dormitory 3.48 (0.45) 3.51 (0.72) Note. * Results of Pearson's correlation coefficient (r), ** Results of the independent-sample t -test, *** Results of the one-way ANOVA. Table 4 presents the results of a linear regression analysis conducted on 250 individuals to identify the predictors of satisfaction with the clinical teacher. The study revealed that student assessment (B = 0.192, p = 0.003), feedback (B = 0.165, p = 0.017), and residence (B = 0.189, p = 0.002) were significant predictors of satisfaction with the clinical teacher. The overall model fit was moderate, with an R 2 value of 0.314 and an adjusted R 2 value of 0.282. The F-test for the model was significant (F = 9.908, p < 0.001), indicating that the model was a good fit for the data. Table 4 Linear regression analysis coefficients to examine predictors of the satisfaction with the clinical teacher ( N = 250) Predictor B SE Beta t p 95% CI for B Lower Bound Upper Bound (Constant) -0.018 0.830 - -0.022 0.982 -1.654 1.618 Teaching and learning environment 0.101 0.066 0.096 1.533 0.127 -0.029 0.231 Professional attitude toward students 0.075 0.060 0.087 1.243 0.215 -0.044 0.194 Relationship of goals 0.056 0.059 0.064 0.950 0.343 -0.060 0.172 Student assessment 0.187 0.062 0.192 3.002 0.003 0.064 0.310 Feedback 0.150 0.062 0.165 2.404 0.017 0.027 0.272 Promoting self‑learning 0.051 0.055 0.060 0.930 0.353 -0.058 0.160 Age 0.021 0.037 0.035 0.577 0.565 -0.052 0.095 Gender 0.072 0.082 0.050 0.881 0.379 -0.089 0.233 Marital status 0.084 0.087 0.057 0.971 0.332 -0.087 0.255 Academic year 0.011 0.051 0.012 0.212 0.832 -0.089 0.111 Residence status 0.283 0.092 0.169 3.068 0.002 0.101 0.465 R = 0.560, R 2 = 0.314, Adjusted R 2 = 0.282, F = 9.908, p < 0.001 Discussion It is essential to provide excellent clinical education to medical students to ensure they can provide top-notch patient care and have a positive learning experience. Clinical education experiences significantly impact students' motivation, confidence, and satisfaction with their acquired skills and knowledge. Therefore, a study was conducted in Iran to evaluate the relationship between teaching quality and medical students' satisfaction with clinical teachers. This study is the first of its kind in Iran. The results showed that the level of satisfaction of medical students with clinical education was moderate. Today, the health of a society is vital for its economic and social development. Providing and maintaining quality healthcare services is critical to developing a country. Consequently, having skilled medical students is essential to achieve this goal [ 27 ]. Medical schools need qualified professors to guide and teach students. However, attracting and retaining these professors becomes difficult due to a lack of time and resources. Medical school administrators should prioritize clinical faculty recruitment, retention and support [ 28 ]. Beidokhti et al.'s study showed that clinical students and teachers are satisfied with clinical records. The new evaluation profile is an effective tool for measuring students' clinical performance. It has the necessary conditions for evaluating their job performance, academic and practical skills, and behavior [ 29 ]. Effective clinical education is critical to the future of patient care. Therefore, solid clinical training is essential to produce physicians who can provide high-quality health care [ 30 ]. The study found that professional attitude towards students and feedback had the highest scores among the dimensions of the quality of clinical education, which was consistent with Boldaji et al.'s research [ 25 ]. Professionalism in medicine is essential and includes effective communication, ethical behavior, empathy and high competence. A well-designed curriculum emphasizing ethical principles and interactive teaching methods can help students develop these skills [ 31 ]. Maintaining a professional attitude is vital for medical students and doctors, especially in health care [ 32 ]. Professional education strengthens one's intellectual capacity to shape future actions. The curriculum for professional development should reflect the essential characteristics of an experienced physician in a particular culture [ 33 ]. Student feedback is essential for the professional development of clinical instructors. It helps them identify areas for improvement, correct their misjudgments, and implement democratic principles. However, it requires certain conditions to be effective [ 34 ]. Effective methods for evaluating the quality of medical education include self-evaluation and student feedback. Student feedback is most valuable because it provides insights into the learning experience, instructor competency, and areas for improvement. Combining student feedback with other methods increases the overall quality of medical education [ 35 ]. Experts suggest that it is essential to assess medical students' communication skills during the clinical years through observation and feedback because failure to do so can lead to a decline in these skills [ 13 ]. Based on the results of our study, the participants scored the lowest in the learning environment dimension. This was while promoting self‑learning, which had the lowest score in the survey of Boldaji et al. [ 25 ]. Clinical education involves hands-on learning about patients and their medical concerns [ 36 ]. Medical students acquire clinical skills by rotating through various internships in hospitals and clinics. Each clinical learning environment (CLE) has unique characteristics that provide learning opportunities from role models and implicit curriculum. Medical students experience a sudden change in learning as they move from classrooms to hospitals. Hospital learning is less structured and more hierarchical, making students feel uncomfortable and uncertain about reporting malpractice [ 37 ]. Medical students can improve clinical learning environments by collaborating on a dedicated committee of educators and learners at all levels. Linear regression analysis showed that evaluation, feedback, and student location significantly affect the satisfaction of clinical teachers' training. Checking the level of satisfaction in any field can help to identify and solve existing problems and shortcomings. Using this information can improve students' satisfaction by strengthening the positive factors and correcting the negative ones [ 38 ]. Learners in the clinical stage must acquire sufficient learning and skills and can use this knowledge. Evaluation of clinical education is necessary to achieve the desired results in clinical education. Based on research, paying attention to students' opinions and continuously improving the quality of educational services increases student satisfaction [ 39 ]. Medical professors have the dual task of sharing medical knowledge and developing logical thinking in students. However, teaching evaluation presents challenges such as reduced communication, shallow teaching models, and repetitive evaluation components. Modern medical education should focus on student feedback and participation to overcome these issues and improve teaching methods [ 40 ]. Receiving feedback is critical to learning, but students may find it difficult in clinical settings. In the past, feedback was a one-way communication from teacher to student. However, it is now a cycle in which both parties play an essential role. This cycle involves assessing the difference between actual and expected performance, learning from it, re-evaluating and closing the gap [ 41 ]. Feedback is essential in teaching clinical skills. It provides an unbiased performance assessment, highlighting strengths and areas for improvement. Learners can then identify areas that need attention and improve their skills. Feedback should be specific, actionable, and related to goals. With appropriate feedback, learners become competent healthcare professionals [ 42 ]. The results of our study based on the linear regression model showed that the state of residence was related to the participant's level of satisfaction with the clinical teachers. It can be inferred that students living in dorms with high satisfaction may have easier access to resources. In addition, because of the shared living environment, living in the dormitory allows students to learn and exchange experiences with each other. Also, usually in the dormitories, tutors and academic advisors are available to guide and answer students' questions. This social support can facilitate the improvement of understanding and use of educational materials and, as a result, increase students' satisfaction with clinical teaching and, subsequently, satisfaction with the clinical teachers. Limitations For the first time, this study aimed to determine if there is a relationship between the quality of teaching and satisfaction with clinical teachers among medical students. The results indicated a positive correlation between teaching quality and satisfaction with clinical professors. However, the study had some limitations, including its cross-sectional design, which prevented establishing causal relationships between variables. Additionally, the study was limited to medical students in Ardabil city, which may limit the generalizability of the findings. Future research can use long-term study designs like cohort studies to address these limitations and investigate the cause-and-effect relationships between variables. Moreover, conducting this study in different geographical areas and examining medical students from other cities can increase the generality and depth of the results and their applicability to wider societies. Conclusion Our study has found that providing consistent and constructive feedback is crucial to fostering the professional growth of students in clinical education. Additionally, evaluating students' performance is equally important to help educators identify areas where learners need extra support and guidance. Feedback and assessment are powerful tools in clinical education that enhance the learning experience and prepare students for real-world scenarios. They significantly contribute to the satisfaction of medical students with their clinical teachers. Feedback and assessment offer an objective performance evaluation, identify strengths and weaknesses, and empower learners to improve their skills. For feedback to be effective, it should be clear, relevant to the objectives, and actionable. With appropriate feedback, learners can develop into competent healthcare professionals. Abbreviations CLE: Clinical Learning Environment; CVI: Content Validity Index; CVR: Content Validity Ratio; SPSS: Statistical Package for the Social Sciences Declarations Acknowledgements The authors would like to thank all the medical students and the officials of the hospitals affiliated with the Ardabil University of Medical Sciences, the Vice Chancellor for Research of Ardabil University of Medical Sciences, the Student Research Committee of Ardabil University of Medical Sciences, and all those who helped us in this study. Author's contributions Keyvan Amini, Meisam Salehzadeh, and Reza Noktehsanj All the authors were involved in designing the study, Meisam Salehzadeh carried out the data collection and data entry, Keyvan Aminiand Reza Noktehsanj performed the statistical analyses and interpretations, Keyvan Amini, Meisam Salehzadeh, and Reza Noktehsanj wrote the final report and manuscript. All the authors read and approved the final manuscript. Funding This research received no specific grant from funding agencies in the public, commercial or not-for-profit sectors. Availability of data and materials The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request. Ethics approval and consent to participate The Ethics Committee of Ardabil University of Medical Sciences approved the proposal of this study with the ethics code IR.ARUMS.REC.1402.219. The research project adhered to the principles outlined in the Declaration of Helsinki, ensuring participants were informed about the research's objective, study method, nature, and duration before participating. We obtained written informed consent without any coercion or threats. Ethical considerations such as confidentiality, anonymity, and data privacy were also observed. Consent for publication Not applicable. Competing interests The authors declared that they have no competing interests. References Buja LM: Medical education today: all that glitters is not gold . BMC medical education 2019, 19 (1):1-11. Kilty C, Wiese A, Bergin C, Flood P, Fu N, Horgan M, Higgins A, Maher B, O’Kane G, Prihodova L: A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education . BMC Medical Education 2017, 17 (1):1-9. 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McGinness HT, Caldwell PH, Gunasekera H, Scott KM: An educational intervention to increase student engagement in feedback . Medical Teacher 2020, 42 (11):1289-1297. Yazdanparast A, Akhlaghi A, Shojaat J, Saeidi M: The status of providing feedback in clinical education from the perspective of medical students in pediatric department of Bushehr University of Medical Services, Bushehr, Iran . International Journal of Pediatrics 2020, 8 (2):10975-10984. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3939560","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":273310807,"identity":"c8157bd1-44c0-4183-9059-f12f1cb11470","order_by":0,"name":"Keyvan Amini","email":"","orcid":"","institution":"Ardabil University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Keyvan","middleName":"","lastName":"Amini","suffix":""},{"id":273310808,"identity":"d6301ef6-89a0-4ca8-bb2c-3e0ca1f84ceb","order_by":1,"name":"Meisam Salehzadeh","email":"","orcid":"","institution":"Ardabil University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Meisam","middleName":"","lastName":"Salehzadeh","suffix":""},{"id":273310809,"identity":"aa7ec913-77b8-43f6-b616-414aa5315fa6","order_by":2,"name":"Reza Noktehsanj","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYPCCBAYGCRDNYwMkGBsPEKNFAqolDaSlgRQtDIfBJF4t5u3tDz8XVKTV8UuDGDLn7da2HwbaUmMTjUuLzJkDydIzzuRISM45Yyw9g+d28rYziUAtx9JyG3BokZBIOCDN21YhYXAjh0GaB6jF7ABQC2PDYdxa5B82/wZpsb+R/vg3D8+5ZLPzDwlokWBmA9qSI2EgkWAGtOWAndkNQrbwpLFZ85xJk5xxI8fMmocnOcHsBtCWBHx+YT/++DZPRTI//4z0x7d5e+zszc6nP3zwocYGpxZUwNjDkAhWmUCUcjD4wWBPvOJRMApGwSgYKQAA6M5cIAeU3FwAAAAASUVORK5CYII=","orcid":"","institution":"Ardabil University of Medical Sciences","correspondingAuthor":true,"prefix":"","firstName":"Reza","middleName":"","lastName":"Noktehsanj","suffix":""}],"badges":[],"createdAt":"2024-02-08 10:09:32","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-3939560/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3939560/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":55500900,"identity":"b214adbb-9754-403a-9815-719bc55dafcd","added_by":"auto","created_at":"2024-04-29 09:57:46","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1767534,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3939560/v1/8a796e1c-0816-44d1-a87d-1c95d183fa9a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: A correlational cross-sectional study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eClinical education is one of the sensitive areas of medical education that plays a prominent role in shaping learners' professional abilities. It is an important part of physicians training as it maintains and promotes community health [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Medical education aims to prepare medical students who are able and committed to performing safe diagnosis and treatment [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. To achieve this goal, students require desirable clinical teaching qualities that promote the integration of the theoretical and practice components of the medical curriculum and transform it into professional knowledge, skills, and attitudes [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. In addition, Zhang et al. stated that to achieve optimal clinical teaching, continuous evaluation and monitoring of instructors' clinical teaching quality is of great importance [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHigh clinical teaching qualities for medical students are the training endeavors where medical students develop their competencies to practice confidently and independently and make quality practice decisions [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Furthermore, evaluating clinical instructors' educational performance can be helpful to professors themselves by recognizing the strengths and weaknesses of their jobs, and the results of such assessments can rectify the organizations' educational performance and improve teachers' educational skills [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Also, integrating sufficient theoretical and practical clinical skills due to acceptable clinical teaching quality with appropriate structure prepares medical students to undertake professional roles and practices in real and complex clinical settings [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Academic success and clinical teaching qualities depend on several influencing factors, such as implementing an effective model of clinical supervision [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], well-trained clinical teachers [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e] and the support of staff [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Any deficiency in one of these factors might have undesirable effects on medical students' academic achievements and overall satisfaction with their clinical teacher [\u003cspan additionalcitationids=\"CR12\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eClinical teachers are essential in shaping and facilitating medical students' learning in clinical areas. Medical faculties provide students with high-quality clinical teaching through supernumerary positions, allowing them to practice under competent clinical teachers and promoting academic success [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Clinical teachers assist medical students in integrating classroom teaching with clinical practice and developing their clinical reasoning and diagnosis skills [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Hence, teachers play a critical role in the relationship between students, staff, and patients. To perform effectively, they must possess specific professional qualities such as professional knowledge, clinical expertise, effective communication, and the ability to serve as role models [\u003cspan additionalcitationids=\"CR17 CR18\" citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Based on various studies [\u003cspan additionalcitationids=\"CR21 CR22\" citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e], clinical teachers must have adequate clinical knowledge, problem-solving skills, clinical reasoning skills, and expert psychomotor skills. Additionally, clinical teachers must have excellent leadership abilities, be trusted by their colleagues, be accountable for their actions, be mature and open-minded, have non-judgmental behavior towards medical students, be self-confident, and be satisfied with them.\u003c/p\u003e \u003cp\u003eBy giving importance to the quality of clinical teaching in shaping medical students' basic skills and professional capabilities, educational teachers should provide favorable conditions in clinical departments to create maximum capabilities in students from this course. Therefore, conducting research such as the present study to determine the relationship between teaching quality and satisfaction with clinical teachers among medical students of Ardabil University of Medical Sciences can contribute to filling the gap.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDesign\u003c/h2\u003e \u003cp\u003eA correlational cross-sectional study was conducted in Ardabil province in northwest Iran, following the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eSetting and Sample\u003c/h2\u003e \u003cp\u003eData was collected from November 2023 to February 2024 using simple random sampling. Medical students from the faculty of medicine affiliated with Ardabil University of Medical Sciences, Iran, participated in this study. Inclusion criteria were willingness to participate in the study and no history of neurological and psychiatric diseases (self-reported). Exclusion criteria were withdrawal from the study and incomplete questionnaire filling. A total of 668 nursing students were studying in these schools. The sample size was estimated to be 245 using the Epi Info StatCalc program (version 7.0) with a confidence level of 95% and a margin of error of 5%. Considering a 10% non-response rate, the final sample size was determined to be 270 individuals. The sample attrition rate in this study was 7.4%, where 20 incomplete questionnaires were removed due to data deficiency. Finally, data from 250 samples were analyzed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eInstruments\u003c/h2\u003e \u003cp\u003eWe collected data from a demographic information form, a Persian version of the System for Evaluation of Teaching Qualities (SETQ) questionnaire, and the Medical Students' Satisfaction with Clinical Education questionnaire. The questionnaires were designed using web-based software and sent to participants via email and social media applications (WhatsApp, Imo, Telegram, etc.). Medical students completed the questionnaires on their own.\u003c/p\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003eDemographic information form\u003c/h2\u003e \u003cp\u003eThis tool was designed to collect demographic information based on relevant literature in this field. The form consists of 5 closed-ended questions, including age, gender, marital status, academic semesters (typically, medical students dedicate two academic semesters per year to their studies), and residence status.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003ePersian version of the System for Evaluation of Teaching Qualities (SETQ) Questionnaire\u003c/h2\u003e \u003cp\u003eThe SETQ questionnaire consists of 25 questions that assess clinical teachers in 6 dimensions as follows: teaching and learning environment (6 items), professional attitude toward students (4 items), relationship of goals (3 items), student assessment (5 items), feedback (4 items), and promoting self‑learning (3 items). Each of the 5‑point Likert scale questions is answered by one of the following options: 1 indicating completely disagree, 2 indicating disagree, 3 indicating neutral, 4 indicating agree, and 5 indicating strongly agree. The lowest and highest scores on the questionnaire were 25 and 150, respectively. In the study of Tahmasebi Boldaji et al., Cronbach's alpha coefficient of the total questionnaire was estimated as 0.908. The factor analysis showed that the questionnaire comprised six factors, explaining 66.14% of the total variance. The CVI and CVR indices of the individual items were also acceptable [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. The current study's overall Cronbach's alpha was 0.89, ranging from 0.80 to 0.88 for the six dimensions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003ePerceived Satisfaction with the Clinical Teachers Questionnaire\u003c/h2\u003e \u003cp\u003eThe perceived satisfaction with the clinical teacher's questionnaire consisted of 9 items [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. The items are rated on a five-point Likert scale. Each item was scored from 1 (very little) to 5 (very high). The overall scores of this scale ranged from 9 to 45, indicating low satisfaction and high satisfaction with the clinical teachers, respectively. The validity and reliability of this questionnaire were assessed by Dickman et al. [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], with Cronbach's alpha of 0.89 for the whole scale. The Cronbach's alpha of the questionnaire in this study was calculated to be 0.86.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eThe data were analyzed using IBM SPSS Statistics for Windows (version 22.0, IBM Corp., Armonk, NY, USA) using descriptive statistics (frequency, percentage, mean, and standard deviation). To investigate the relationship between participants' teaching qualities status, demographic variables, and their satisfaction with clinical education, we used an independent-sample \u003cem\u003et\u003c/em\u003e-test, one-way ANOVA and Pearson's correlation coefficient. Before performing the tests, the normality of the data distribution was checked using the one-sample Kolmogorov-Smirnov test (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05). The predictors of teaching qualities were determined using multiple linear regression. It should be noted that the data were investigated for linearity relationship assumptions, multivariate normality, independence of residuals, and multicollinearity before using multiple linear regression. The level of significance was considered to be \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe study involved 250 participants with a mean age of 24.34 (1.17) years. 55.2% were male and 44.8% were female. 61.6% were single, and 38.4% were married. Regarding the academic year, 24.0% were in the fourth year, 46.8% in the fifth year, 23.6% in the sixth year, and 5.6% in the seventh year. 75.6% lived with their families, while 24.4% resided in a dormitory (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSociodemographic characteristics of the study sample (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;250).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCharacteristics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e (years), Mean (SD)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e24.34\u0026thinsp;\u0026plusmn;\u0026thinsp;1.17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e138\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e55.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e112\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e44.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eMarital status\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e154\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e61.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eAcademic year\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFourth year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFifth year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e117\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e46.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSixth year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e23.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSeventh year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eResidence status\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFamily Home\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e189\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e75.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDormitory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe mean scores for teaching qualities and satisfaction with clinical teachers, as well as their subscales, are presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. The mean (SD) of teaching quality and satisfaction with clinical teachers were 3.37\u0026thinsp;\u0026plusmn;\u0026thinsp;0.56 and 3.22\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72, respectively. Professional attitude toward students (3.46\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83) and teaching and learning environment (3.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68) obtained the highest and the lowest scores, respectively (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics of study variables (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;250)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMin\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMax\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRange\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching and learning environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProfessional attitude toward students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRelationship of goals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudent assessment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFeedback\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePromoting self‑learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTeaching quality\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSatisfaction with clinical teachers\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the relationship between teaching qualities, satisfaction with the clinical teacher, and sociodemographic characteristics for a sample of 250 individuals. The results indicate significant relationships between age and teaching qualities (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001, mean\u0026thinsp;=\u0026thinsp;3.37, SD\u0026thinsp;=\u0026thinsp;0.56) as well as age and satisfaction with the clinical teacher (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.003, mean\u0026thinsp;=\u0026thinsp;3.22, SD\u0026thinsp;=\u0026thinsp;0.72). For gender, there is no significant difference in teaching qualities between male and female participants (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.73, mean\u0026thinsp;=\u0026thinsp;3.31, SD\u0026thinsp;=\u0026thinsp;0.58, mean\u0026thinsp;=\u0026thinsp;3.44, SD\u0026thinsp;=\u0026thinsp;0.52, respectively). Still, there is a significant difference in satisfaction with the clinical teacher between male and female participants (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.035, mean\u0026thinsp;=\u0026thinsp;3.13, SD\u0026thinsp;=\u0026thinsp;0.72 and mean\u0026thinsp;=\u0026thinsp;3.32, SD\u0026thinsp;=\u0026thinsp;0.71, respectively). Marital status also shows significant differences in teaching qualities between single and married participants (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.001, mean\u0026thinsp;=\u0026thinsp;3.28, SD\u0026thinsp;=\u0026thinsp;0.56 and mean\u0026thinsp;=\u0026thinsp;3.51, SD\u0026thinsp;=\u0026thinsp;0.52 respectively) as well as in satisfaction with the clinical teacher (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.005, mean\u0026thinsp;=\u0026thinsp;3.12, SD\u0026thinsp;=\u0026thinsp;0.76 and mean\u0026thinsp;=\u0026thinsp;3.38, SD\u0026thinsp;=\u0026thinsp;0.62 respectively). Significant differences in teaching qualities and satisfaction with the clinical teacher are observed across different academic years (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.029 and \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.023, respectively) as well as between participants residing in a family home and those living in a dormitory (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.70 for teaching qualities and \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001 for satisfaction with the clinical teacher).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRelationship between teaching qualities, satisfaction with the clinical teacher and sociodemographic characteristics (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;250).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eCategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eTeaching qualities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eSatisfaction with clinical teacher\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAge\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.37 (0.56)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.22 (0.72)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGender\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.31 (0.58)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.13 (0.72)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.035\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.44 (0.52)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.32 (0.71)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMarital status\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.28 (0.56)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.12 (0.76)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.005\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.51 (0.52)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.38 (0.62)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eAcademic year\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFourth year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.28 (0.71)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.37 (0.53)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.023\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFifth year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.07 (0.74)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.28 (0.60)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSixth year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.38 (0.54)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.55 (0.42)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSeventh year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.43 (1.09)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.35 (0.65)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eResidence status\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFamily home\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.33 (0.58)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.12 (0.69)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDormitory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.48 (0.45)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.51 (0.72)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e\u003cb\u003eNote.\u003c/b\u003e \u003csup\u003e*\u003c/sup\u003e Results of Pearson's correlation coefficient (r), \u003csup\u003e**\u003c/sup\u003e Results of the independent-sample \u003cem\u003et\u003c/em\u003e-test, \u003csup\u003e***\u003c/sup\u003e Results of the one-way ANOVA.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the results of a linear regression analysis conducted on 250 individuals to identify the predictors of satisfaction with the clinical teacher. The study revealed that student assessment (B\u0026thinsp;=\u0026thinsp;0.192, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.003), feedback (B\u0026thinsp;=\u0026thinsp;0.165, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.017), and residence (B\u0026thinsp;=\u0026thinsp;0.189, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.002) were significant predictors of satisfaction with the clinical teacher. The overall model fit was moderate, with an R\u003csup\u003e2\u003c/sup\u003e value of 0.314 and an adjusted R\u003csup\u003e2\u003c/sup\u003e value of 0.282. The F-test for the model was significant (F\u0026thinsp;=\u0026thinsp;9.908, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), indicating that the model was a good fit for the data.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLinear regression analysis coefficients to examine predictors of the satisfaction with the clinical teacher (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;250)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePredictor\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eBeta\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e95% CI for B\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLower Bound\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eUpper Bound\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e(Constant)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.830\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.982\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-1.654\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e1.618\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching and learning environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.096\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.533\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.231\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProfessional attitude toward students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.075\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.243\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.215\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.044\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.194\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRelationship of goals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.056\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.064\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.950\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.343\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.172\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudent assessment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.187\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.192\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.064\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.310\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFeedback\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.165\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.404\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.272\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePromoting self‑learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.055\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.930\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.353\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.058\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.160\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.037\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.577\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.565\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.052\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.095\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.072\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.082\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.050\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.881\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.379\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.089\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.233\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMarital status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.057\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.971\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.332\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.255\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.212\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.832\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.089\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.111\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResidence status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.283\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.092\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.169\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.465\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003eR\u0026thinsp;=\u0026thinsp;0.560, R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.314, Adjusted R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.282, F\u0026thinsp;=\u0026thinsp;9.908, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIt is essential to provide excellent clinical education to medical students to ensure they can provide top-notch patient care and have a positive learning experience. Clinical education experiences significantly impact students' motivation, confidence, and satisfaction with their acquired skills and knowledge. Therefore, a study was conducted in Iran to evaluate the relationship between teaching quality and medical students' satisfaction with clinical teachers. This study is the first of its kind in Iran.\u003c/p\u003e \u003cp\u003eThe results showed that the level of satisfaction of medical students with clinical education was moderate. Today, the health of a society is vital for its economic and social development. Providing and maintaining quality healthcare services is critical to developing a country. Consequently, having skilled medical students is essential to achieve this goal [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Medical schools need qualified professors to guide and teach students. However, attracting and retaining these professors becomes difficult due to a lack of time and resources. Medical school administrators should prioritize clinical faculty recruitment, retention and support [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Beidokhti et al.'s study showed that clinical students and teachers are satisfied with clinical records. The new evaluation profile is an effective tool for measuring students' clinical performance. It has the necessary conditions for evaluating their job performance, academic and practical skills, and behavior [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Effective clinical education is critical to the future of patient care. Therefore, solid clinical training is essential to produce physicians who can provide high-quality health care [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe study found that professional attitude towards students and feedback had the highest scores among the dimensions of the quality of clinical education, which was consistent with Boldaji et al.'s research [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Professionalism in medicine is essential and includes effective communication, ethical behavior, empathy and high competence. A well-designed curriculum emphasizing ethical principles and interactive teaching methods can help students develop these skills [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Maintaining a professional attitude is vital for medical students and doctors, especially in health care [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Professional education strengthens one's intellectual capacity to shape future actions. The curriculum for professional development should reflect the essential characteristics of an experienced physician in a particular culture [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eStudent feedback is essential for the professional development of clinical instructors. It helps them identify areas for improvement, correct their misjudgments, and implement democratic principles. However, it requires certain conditions to be effective [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Effective methods for evaluating the quality of medical education include self-evaluation and student feedback. Student feedback is most valuable because it provides insights into the learning experience, instructor competency, and areas for improvement. Combining student feedback with other methods increases the overall quality of medical education [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Experts suggest that it is essential to assess medical students' communication skills during the clinical years through observation and feedback because failure to do so can lead to a decline in these skills [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eBased on the results of our study, the participants scored the lowest in the learning environment dimension. This was while promoting self‑learning, which had the lowest score in the survey of Boldaji et al. [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Clinical education involves hands-on learning about patients and their medical concerns [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Medical students acquire clinical skills by rotating through various internships in hospitals and clinics. Each clinical learning environment (CLE) has unique characteristics that provide learning opportunities from role models and implicit curriculum. Medical students experience a sudden change in learning as they move from classrooms to hospitals. Hospital learning is less structured and more hierarchical, making students feel uncomfortable and uncertain about reporting malpractice [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Medical students can improve clinical learning environments by collaborating on a dedicated committee of educators and learners at all levels.\u003c/p\u003e \u003cp\u003eLinear regression analysis showed that evaluation, feedback, and student location significantly affect the satisfaction of clinical teachers' training. Checking the level of satisfaction in any field can help to identify and solve existing problems and shortcomings. Using this information can improve students' satisfaction by strengthening the positive factors and correcting the negative ones [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Learners in the clinical stage must acquire sufficient learning and skills and can use this knowledge. Evaluation of clinical education is necessary to achieve the desired results in clinical education. Based on research, paying attention to students' opinions and continuously improving the quality of educational services increases student satisfaction [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Medical professors have the dual task of sharing medical knowledge and developing logical thinking in students. However, teaching evaluation presents challenges such as reduced communication, shallow teaching models, and repetitive evaluation components. Modern medical education should focus on student feedback and participation to overcome these issues and improve teaching methods [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eReceiving feedback is critical to learning, but students may find it difficult in clinical settings. In the past, feedback was a one-way communication from teacher to student. However, it is now a cycle in which both parties play an essential role. This cycle involves assessing the difference between actual and expected performance, learning from it, re-evaluating and closing the gap [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Feedback is essential in teaching clinical skills. It provides an unbiased performance assessment, highlighting strengths and areas for improvement. Learners can then identify areas that need attention and improve their skills. Feedback should be specific, actionable, and related to goals. With appropriate feedback, learners become competent healthcare professionals [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe results of our study based on the linear regression model showed that the state of residence was related to the participant's level of satisfaction with the clinical teachers. It can be inferred that students living in dorms with high satisfaction may have easier access to resources. In addition, because of the shared living environment, living in the dormitory allows students to learn and exchange experiences with each other. Also, usually in the dormitories, tutors and academic advisors are available to guide and answer students' questions. This social support can facilitate the improvement of understanding and use of educational materials and, as a result, increase students' satisfaction with clinical teaching and, subsequently, satisfaction with the clinical teachers.\u003c/p\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eFor the first time, this study aimed to determine if there is a relationship between the quality of teaching and satisfaction with clinical teachers among medical students. The results indicated a positive correlation between teaching quality and satisfaction with clinical professors. However, the study had some limitations, including its cross-sectional design, which prevented establishing causal relationships between variables. Additionally, the study was limited to medical students in Ardabil city, which may limit the generalizability of the findings. Future research can use long-term study designs like cohort studies to address these limitations and investigate the cause-and-effect relationships between variables. Moreover, conducting this study in different geographical areas and examining medical students from other cities can increase the generality and depth of the results and their applicability to wider societies.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eOur study has found that providing consistent and constructive feedback is crucial to fostering the professional growth of students in clinical education. Additionally, evaluating students' performance is equally important to help educators identify areas where learners need extra support and guidance. Feedback and assessment are powerful tools in clinical education that enhance the learning experience and prepare students for real-world scenarios. They significantly contribute to the satisfaction of medical students with their clinical teachers. Feedback and assessment offer an objective performance evaluation, identify strengths and weaknesses, and empower learners to improve their skills. For feedback to be effective, it should be clear, relevant to the objectives, and actionable. With appropriate feedback, learners can develop into competent healthcare professionals.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eCLE: Clinical Learning Environment; CVI: Content Validity Index; CVR: Content Validity Ratio; SPSS: Statistical Package for the Social Sciences\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank all the medical students and the officials of the hospitals affiliated with the Ardabil University of Medical Sciences, the Vice Chancellor for Research of Ardabil University of Medical Sciences, the Student Research Committee of Ardabil University of Medical Sciences, and all those who helped us in this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor\u0026apos;s contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eKeyvan Amini, Meisam Salehzadeh, and Reza Noktehsanj\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the authors were involved in designing the study, Meisam Salehzadeh carried out the data collection and data entry, Keyvan Aminiand Reza Noktehsanj performed the statistical analyses and interpretations, Keyvan Amini, Meisam Salehzadeh, and Reza Noktehsanj wrote the final report and manuscript. All the authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from funding agencies in the public, commercial or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and analyzed during the current study are available from the corresponding author upon reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Ethics Committee of Ardabil University of Medical Sciences approved the proposal of this study with the ethics code IR.ARUMS.REC.1402.219. The research project adhered to the principles outlined in the Declaration of Helsinki, ensuring participants were informed about the research\u0026apos;s objective, study method, nature, and duration before participating. We obtained written informed consent without any coercion or threats. Ethical considerations such as confidentiality, anonymity, and data privacy were also observed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declared that they have no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBuja LM: \u003cstrong\u003eMedical education today: all that glitters is not gold\u003c/strong\u003e. \u003cem\u003eBMC medical education \u003c/em\u003e2019, \u003cstrong\u003e19\u003c/strong\u003e(1):1-11.\u003c/li\u003e\n\u003cli\u003eKilty C, Wiese A, Bergin C, Flood P, Fu N, Horgan M, Higgins A, Maher B, O\u0026rsquo;Kane G, Prihodova L: \u003cstrong\u003eA national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education\u003c/strong\u003e. \u003cem\u003eBMC Medical Education \u003c/em\u003e2017, \u003cstrong\u003e17\u003c/strong\u003e(1):1-9.\u003c/li\u003e\n\u003cli\u003eDybowski C, Sehner S, Harendza S: \u003cstrong\u003eInfluence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators\u003c/strong\u003e. \u003cem\u003eBMC medical education \u003c/em\u003e2017, \u003cstrong\u003e17\u003c/strong\u003e(1):1-8.\u003c/li\u003e\n\u003cli\u003eZhang Z, Wu Q, Zhang X, Xiong J, Zhang L, Le H: \u003cstrong\u003eBarriers to obtaining reliable results from evaluations of teaching quality in undergraduate medical education\u003c/strong\u003e. \u003cem\u003eBMC medical education \u003c/em\u003e2020, \u003cstrong\u003e20\u003c/strong\u003e(1):1-12.\u003c/li\u003e\n\u003cli\u003eNehrir B, Vanaki Z, Mokhtari Nouri J, Khademolhosseini SM, Ebadi A: \u003cstrong\u003eCompetency in nursing students: a systematic review\u003c/strong\u003e. \u003cem\u003eInternational Journal of Travel Medicine and Global Health \u003c/em\u003e2016, \u003cstrong\u003e4\u003c/strong\u003e(1):3-11.\u003c/li\u003e\n\u003cli\u003eVaughan B: \u003cstrong\u003eClinical educator self-efficacy, self-evaluation and its relationship with student evaluations of clinical teaching\u003c/strong\u003e. \u003cem\u003eBMC medical education \u003c/em\u003e2020, \u003cstrong\u003e20\u003c/strong\u003e:1-11.\u003c/li\u003e\n\u003cli\u003eKaihlanen A-M, Salminen L, Flinkman M, Haavisto E: \u003cstrong\u003eNewly graduated nurses\u0026rsquo; 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The attributes of clinical teachers play a significant role in students' advancement and transition to their future professional roles.\u003cstrong\u003e \u003c/strong\u003eThe study aimed to determine the relationship between teaching quality and satisfaction with clinical teachers among medical students of Ardabil University of Medical Sciences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods: \u003c/strong\u003eThis correlational cross-sectional study was conducted on 255 medical students in Ardabil (northwest of Iran). The participants were selected through the simple random sampling method. Data were collected using a demographic information form, a Persian version of the System for Evaluation of Teaching Qualities (SETQ) questionnaire, and the Medical Students' Satisfaction with Clinical Education questionnaire. Data were analyzed using SPSS software (version 22.0).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e The study found that the overall mean teaching quality and satisfaction with clinical teachers among medical students were 3.37 ± 0.56 and 3.22 ± 0.72, respectively. The highest and lowest mean scores between dimensions of teaching quality were related to professional attitude toward students (3.46 ± 0.83) and teaching and learning environment (3.28 ± 0.68), respectively. Multiple linear regression analysis revealed that subscales of teaching quality (student assessment and feedback) and residence status were predictors of satisfaction with clinical teachers among medical students. The selected predictors accounted for 31.4% of the total variance in satisfaction with clinical teachers (F = 9.908, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eOur study has found that delivering regular and positive feedback plays a pivotal role in promoting the development of students in clinical education. Furthermore, assessing learners' performance is equally significant in enabling educators to identify the areas where they require additional assistance and guidance. Feedback and evaluation are potent instruments in clinical education that augment learning and equip students with the necessary skills to tackle real-world situations.\u003c/p\u003e","manuscriptTitle":"Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: A correlational cross-sectional study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-02-19 03:39:38","doi":"10.21203/rs.3.rs-3939560/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"eedc9808-17d1-4464-9cb9-aa1dd9cd0209","owner":[],"postedDate":"February 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-04-29T08:43:38+00:00","versionOfRecord":[],"versionCreatedAt":"2024-02-19 03:39:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3939560","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3939560","identity":"rs-3939560","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}