Introduction: In competency-based educational models in health sciences education, feedback is key as a formative assessment strategy. The implementation of the constructivist model of student-centered teaching has led clinical teachers to modify their practices and adopt feedback to assess disciplinary and transversal competencies. Faculty of Dentistry - University of Chile, should implement feedback in its current educational model. For this reason, to analyze the opinion of clinical teachers about feedback and to investigate facilitators and barriers in the implementation of feedback in the dental setting. Methods: Qualitative case study research was carried out using semi-structured online interviews, with prior informed consent. NVivo software was used for word frequency analysis, category coding and triangulation together with descriptive interpretive analysis. Results: Feedback has relevance in the formative development of transversal and disciplinary dental competences. Teaching experience is a facilitator and barriers are time, high number of students per clinical tutor and physical space conditions. It is taught individually and informally. Conclusions: Clinical teachers consider feedback to be fundamental and relevant. It should be incorporated into the course programs in order to strengthen the innovative educational plan based on competences in this dental context.