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Background: Clinical teaching is crucial to dental education as it shapes the identity and professional development of students. However, there is a lack of research regarding the responsibilities of clinical teachers, their professional behavior, pedagogical approaches, and their influence on students’ clinical learning outcomes. This study aims to identify factors that students perceive in clinical teachers and how these factors influence the effectiveness of their clinical education. Methods: This cross-sectional study involved predoctoral and graduate dental students (N = 354). Data were collected using a questionnaire adapted from the Stanford Faculty Development Program (SFDP) scale and open-ended questions. Simple and multiple linear regression analyses were conducted to examine associations and predictive capabilities of the SFDP constructs for clinical teaching effectiveness. Data were analyzed using SPSS version 29. Results: A total of 332 responses were received, with a 94% response rate. Significant positive correlations were found between SFDP constructs and clinical teaching effectiveness. The evaluation construct had the strongest correlation (r = 0.480, p < 0.001), explaining 23.1% of the variance. The communication of clinical goals had the second strongest correlation (r = 0.415, p < 0.001), explaining 17.3%. The lowest correlation was for promotion of understanding and retention (r = 0.332, p < 0.001), explaining 11%. Cronbach’s alpha ranged from 0.607 to 0.783. Conclusions: This study highlighted key factors influencing the effectiveness of clinical teaching, including evaluation quality, clear communication of clinical goals, supportive learning environments, and effective feedback. Clinical teachers’ respect for students also facilitates successful education. More studies are required to explore additional factors across different contexts.
Sharka et al. (2025) studied this question.