Background and aims: The present study was conducted to identify the effective factors on quality of theoretical and clinical education from students and teachers viewpoints in Shahrekord University of Medical Sciences (SKUMS.(

Methods: The method to conduct this study was descriptive-survey and the study population consisted of all students and teachers in SKUMS, of whom 330 (214 female and 116 male) students and 125 (44 female and 81 male) teachers were enrolled by random, stratified sampling.

Results: From the faculty members' perspectives, the most important effective factor on theoretical education quality was the students' attending classes on time and from the students' perspectives, tendency toward field of study. The mean scores of these two factors was significantly different between the faculty members and the students (P<0.001). From both the faculty members' and the students' perspectives, the most important effective factor on clinical education quality was the use of theoretical lessons lecturers to teach clinical lessons. The mean score of this factor was significantly different between the faculty members and the students (P=0.01).

Conclusion: By using theoretical lessons lecturers to teach clinical lessons, clinical education quality can be enhanced. Moreover, we can affect their attending classes on time and enhance theoretical education quality through triggering motivation and increasing interest in students.