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Medical education has moved from a teacher-centred to a learner-centred approach over the past few decades. The disparity between the expectations of students and the concepts of teachers may be a barrier for effective teaching. Methods: This was a cross-sectional study conducted in University Kuala Lumpur Royal College of Medicine Perak. The attributes were rated on a 5-point Likert scale. The top 10 attributes were identified by calculating the mean score out of five overall and four subgroups. Attributes were grouped into four categories. The association between the scores and gender and phase of the study was analysed. Results: A total of 459 students completed the questionnaire with 136 males, 323 females, and 194 preclinical, 186 early clinical and 79 late clinical students. The top 10 attributes overall were “enabled to understand basic principles”, “made subject meaningful to clinical practice”, “presented material logically and clearly”, “enthusiastic”, “spoke loudly and clearly”, “treated students with respect”, “showed concern for students”, “showed expert knowledge”, “was ethical”, and “had no bias”. Overall ranking of grouped attributes in descending order were “personal traits”, “interaction with students”, “teaching-related” and “teacher as a doctor”. The attributes selected by students in this study were compared with that from other parts of the world. Conclusions: Non-cognitive aspects such as “treated students with respect”, “showed concern for students” and “enthusiasm for teaching” were rated above knowledge in this study.

Attributes expected of a medical teacher by Malaysian medical students from a private medical school