Introduction.

Clinical tutoring/mentoring is defined today as an academic activity, which constitutes a transformation of knowledge field that involves students and teachers. The present study describes the perceptions about the competencies in the conduct of the tutorial process of the protagonists regarding this space of true transformation and growth of this educational process.

Subjects and methods.

Descriptive study in which the variable perception of the clinical tutor's teaching competence was evaluated in students and teachers of the clinical cycle of the Faculty of Dentistry of the Finis Terrae University, Chile. The perception was operationalized in three factors, and was evaluated by means of two instruments: CECD-O (students) and KPSI (teachers). The data were analyzed through measures of central tendency and the non-parametric Student's t test.

Results.

The perception of teachers and students regarding the skills to conduct clinical tutoring, shows significant differences in two of the three factors, as well as in the breakdown of items by factor, accounting on the aspects in which the teachers'self-perceptions they are better than those perceived by students.

Conclusion.

There are recognized deficiencies in the tutor's exercise that are perceived by the students and that could be improved, such as autonomy, clinical reasoning and feedback effectiveness, which is why it is suggest designing a training program on teaching competencies aimed at clinical tutors in response to perceived weaknesses.

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