Clinical education plays a fundamental role in shaping medical students’ basic skills and professional abilities, so understanding its current status can help us provide a platform for improving their performance in the future. The present study was conducted to identify the cognitive factors affecting clinical education quality at the Ramsar campus.

The present research was a cross-sectional descriptive study of 181 cases in 2019. Sampling was performed by census method. Data were collected by a researcher-made questionnaire that included demographic information plus studentschr('39') and professorschr('39') viewpoints on clinical education. Collected data were analyzed using descriptive statistics, chi-square and independent t-test in SPSS-18.

In this study, 69.23% of the students were female and 46% of the professors were male. Also, 80% of teachers and 50.64% were married. There was a significant relationship between the test’s assumptions, which includes the individual characteristics of the subject, the individual characteristics of the teacher, the clinical environment, educational planning, and the clinical evaluation variable (P<0.05).

According to the findings, accurate and concise implementation of the existing curriculum, providing an appropriate educational environment and awaking professors, and hospital personnel about their responsibility regarding students and their duties can improve the quality of clinical education.