Introduction:

Evaluation is a key factor within the teaching-learning process, also contributing to the training and the assessment of student acquisition of professional competences.

Objective:

To characterize the clinical professor and the factors involved in the evaluation process of medical students from the sixth academic year.

Methods:

Qualitative and intrinsic case study with a non-probabilistic sample of 29 students, intended by convenience and with prior signature of informed consent. The data were obtained through focus groups and the analysis was obtained through data reduction with the program Atlas Ti. Scientific rigor was protected by credibility, transferability, dependence and confirmability criteria.

Results:

We identified 467 units of meaning. Fourty-two descriptive categories appeared and six macrocategories emerged (“clinical teaching characteristics”, “factors that obstruct clinical evaluation”, “evaluation of generic competences”, “factors that facilitate clinical evaluation”, “evaluation of disciplinary competences”, “usage of tools for the evaluation”), as well as two qualitative domains (students’ contributions to the evaluation process of clinical teaching and meaning of the evaluation process of clinical practice).

Conclusions:

The students considered that clinical professors should have teaching training, motivation and clinical experience, in addition to using objective evaluation tools that allow feedback and interaction.

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