Introduction:

The evaluation of teaching performance by the medical student is paramount to raise the quality of the teaching-learning process, since it allows the identification of strengths and weaknesses from the perspective of the main beneficiaries. In addition, it facilitates the implementation of changes and adjustments necessary to optimize the academic and professional training of future physicians.

Objective:

To evaluate the teaching performance in the subject Anatomy I of the medical major at Universidad San Gregorio de Portoviejo, according to the students' point of view.

Methods:

A descriptive, explanatory and correlational study was carried out with a nonexperimental design and mixed approach in the period April-September 2023. The sample included 48 medical students in their first academic year. A validated questionnaire, distributed using Google Forms, was used. The data were analyzed with IBM SPSS Statistics version 26, applying Spearman's descriptive, qualitative and correlational analysis.

Results:

The students highly value the health, preparation and commitment of professors with a Cronbach's alpha of 0.839 for the variables associated with the professor, which indicated high reliability. Areas for improvement were identified, such as the need for adjustments during the academic period. Significant correlations between factors related to professors, students and context highlight the complexity of professor performance and its impact on learning.

Conclusions:

Teaching performance in the subject Anatomy I was evaluated as excellent by students. Systematic and formative evaluation of teaching performance, based on student perception, is fundamental for the continuous improvement of educational quality.

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