Background: Clinical and outpatient education are essential components of general medical training. Evaluating these processes from the perspectives of faculty members and interns can help identify educational strengths, weaknesses, and gaps. This study aimed to evaluate and compare the status of clinical and outpatient education at Razi Teaching Hospital in Rasht from the viewpoints of clinical faculty members and general medicine interns.

Methods: This descriptive-analytical cross-sectional study was conducted during the first semester of the 2024–2025 academic year. The study population included 70 general medicine interns and 40 clinical faculty members at Razi Teaching Hospital, all of whom were enrolled through census sampling. Data were collected using four separate questionnaires assessing clinical and outpatient education from the perspectives of faculty members and interns. Face and content validity were reviewed by eight faculty members, and reliability was assessed using Cronbach’s alpha. Data were analyzed using SPSS version 22 and statistical tests appropriate to the data distribution. The significance level was set at 0.05.

Results: The mean scores reported by faculty members were 59.6±8.5 for outpatient education and 59.4±10.4 for clinical education. The corresponding scores among interns were 41.8±15.1 and 42.2±17.6, respectively. Faculty members rated both outpatient and clinical education significantly higher than interns. The differences were significant for outpatient education (P<0.001; Cohen’s d=1.42) and clinical education (P<0.001; Cohen’s d=1.19). The organization of clinical rounds and the educational quality of outpatient training were identified as the main strengths, whereas ambiguity in interns’ duties and insufficient outpatient clinic equipment were reported as the main weaknesses.

Conclusion: The overall status of clinical and outpatient education was mainly moderate; however, a significant gap existed between faculty members’ and interns’ perspectives. Revising interns’ educational roles, providing structured feedback, and improving outpatient infrastructure may enhance educational quality and support more consistent, active participation in clinical learning environments.