Perceptions of dental students about performance in clinical teaching

Introduction: Clinical teachers foster a learning climate that combines the theoretical and practical knowledge acquired in the classrooms, laboratories and simulators with technical operational skills. Objective: Evaluate the perception of dental students about the performance of clinical teachers. Methods: An analytical study was conducted based on a survey applied to 179 students from the Dental School of the National University of San Marcos in Lima, Peru. A scale was used to evaluate the answers to the questions in the tool, which dealt with dental clinical teaching as performed by clinical teachers. Six dimensions were addressed: modeling, coaching, scaffolding, articulation, reflection and general learning about the environment. Results: Overall perception was 3.5 ± 0.78, higher among fifth-year students (3.6 ± 0.61). 19.7% of the respondents totally agreed that teachers “made constructive, concrete comments during direct observation sessions”, while 20% reported total agreement that their clinical teachers "were supportive when they had difficulties with a procedure." Conclusions: Perception about clinical teachers was positive and the "reflective" aspect was the least favorable. Outstanding dimensions were coaching (students are observed while performing their tasks and receive feedback during the process) and articulation (students are asked questions to foster their knowledge and reasoning).