Introduction: The University of Chile seeks to integrate student diversity and teaching quality beyond academic achievement. Facing tensions and inadequate practices, such as mistreatment in the clinical setting, the School of Medicine strives to transform teaching, promoting responsible and quality practices. This article aims to determine how certain barriers affect the implementation of good practices in clinical education, to overcome obstacles in the training of health professionals. Material and methods: The methodology for data collection was through a retrospective and interpretative qualitative content analysis of 442 reports from 308 participants of the continuing education course Good Teaching Practices, whose approach was inspired by the SoTL (Scholarship of Teaching and Learning) approach, to develop and enhance the training process, improving the committed learning outcomes. Results: The interpretative analysis made it possible to distinguish three categories that typify teacher mistreatment: 1) discrimination (by gender, nationality, and appearance), 2) abuse (by work and academic overload, and public humiliation), and 3) poor teaching example (by inadequate teacher modeling). Conclusion: Health educators should be aware of the barriers identified to eradicate the culture of abuse in clinical settings previously seen as effective in medical education. This research provides a solid foundation for the institution to address critical areas in education and guide the community toward practices that reflect superior educational quality and meaningful change in the short and long term.