Quality indicators in the evaluation of the Clinical Rotation in the Medicine Degree at Spanish universities

The Clinical Rotation is an independent subject within the Medicine curriculum, consisting of supervised practices in both hospital and non-hospital settings during the final year. Its purpose is to integrate the knowledge acquired over the previous five years into a real clinical practice context. The aim of this study is to design a unified rubric to evaluate the Clinical Rotation across all Spanish public universities and to establish the pedagogical and transversal competencies required of clinical tutors. This research adopts a qualitative approach, focused on interpreting and explaining the Clinical Rotation through documentary sources without statistical treatment. The findings reveal that the heterogeneity among universities and the lack of quality standards highlight the need to identify key skills in tutors, such as communication, educational leadership, and methodological innovation, to guide and adequately assess students. The proposed common rubric seeks to ensure coherent and objective evaluations that foster the comprehensive training of future physicians, considering quality indicators aligned with international standards. It is concluded that improving educational quality in Medicine programs requires teamwork, homogeneous evaluation criteria, and a clear definition of the clinical tutor’s profile.