Pedagogical Training and Student Perception During the Initial Phase of Hospital-Based Clinical Practice

Abstract

Introduction: Teaching performance in clinical settings is a key component of medical education, especialy during the initial phase of hospital-based training. Student perception has emerged as a critical indicator for evaluating educational quality in these environments, considering factors such as the teacher’s pedagogical training, use of didactic resources, and integration of educational technologies. Objective: To analyze the perception of fifth-year medical students regarding clinical teaching performance at the beginning of their hospital rotations, considering the teacher’s pedagogical background, use of didactic resources, institutional tools, and information and communication technologies (ICT). Methods: An exploratory-descriptive study with a mixed-methods approach was conducted at Hospital San Felipe (Tegucigalpa, Honduras) from June 2 to 6, 2025. A structured Likert- type questionnaire was administered to 120 students, and structured interviews were conducted with 11 clinical instructors. Data were analyzed using descriptive statistics and Fisher’s exact test (p < 0.05). Results: Teachers with formal pedagogical training (course, diploma, or master’s degree) obtained significantly higher average scores across al evaluated dimensions ( ≥ 4.50) compared to those without such training (overa l average: 3.85). The most pronounced difference was observed in the “pedagogical work” dimension (p = 0.003), fo lowed by “communicative capacity” (p = 0.007). Additionaly, the use of institutional resources such as Moodle, digital assessments, and specific ICT tools (forums, surveys, lessons) was associated with “excelent” perceptions of teaching performance ( ≥ 4.75). Discussion: Findings show that the quality of clinical teaching is determined by pedagogical preparation, methodological diversity, and technological integration. It is recommended to institutionalize pedagogical training, strengthen the use of ICT, and formaly incorporate student perception as a key component in academic evaluation.