Students’ Assessment of Teaching Performance in Undergraduate Medical Education: A Cross-Sectional Study

Background: Student-based evaluation of teaching is an important component of quality assurance in undergraduate medical education and can identify strengths and areas requiring faculty development. Objective: This study aimed to assess students’ perceptions of teachers’ performance and determine whether evaluations differed across phases of undergraduate medical education. Methods: This cross-sectional study was conducted among undergraduate medical students in Mymensingh Medical College, Bangladesh, in 2024. A total of 268 lecture sessions delivered by 61 teachers were evaluated using a structured student feedback questionnaire covering preparation and classroom management, teacher–student interaction, and professionalism and learning environment. Results: The overall mean evaluation score was 70.72±7.28, with a statement-wise mean of 4.42±0.45. The highest “almost always” ratings were observed for accepting own mistakes (77.6%), respecting students’ opinions (72.8%), clear language and pronunciation (65.3%), and stating session objectives (64.9%). Lower ratings were observed for checking previous knowledge (43.3%), encouraging active participation (41.8%), and assessing students’ learning (39.9%). First-phase students provided the highest mean score (72.74±5.82), whereas third-phase students provided the lowest (68.17±8.80). Student phase was significantly associated with checking previous knowledge, active participation, provision of references, assessment of learning, cooperative teaching, acceptance of mistakes, respect for students’ opinions, academic environment, and role modeling (p<0.05). Conclusion: Teachers received generally favorable evaluations, but learner-centered teaching, formative assessment, prior-knowledge assessment, and role modelling require strengthening through targeted faculty development.