Purpose The research aims of this study are as follows: Determining methods that are used by teachers for giving feedback. Determining types of feedback, teachers give to their students.3. Determining barriers of giving feedback and its importance Methods This applied research was a cross-sectional study that involved 131 medical clinical teachers. Using resources in the library and on the web, we developed a questionnaire comprising two parts: the first part of the questionnaire focused on assessing the methods and types of giving feedback used by participants (a total of 25 items); the second part focused on determining barriers teachers experience when giving feedback in clinical setting (8 items). The validity of the questionnaire was determined using content validity index (CVI) measures, and was confirmed by 10 experts. Reliability was evaluated with Cronbach’s alpha coefficient. Results Most of the teachers (57.49%) in this study reported giving oral feedback to students, 39.1% reported giving nonverbal feedback and a few of them (3.41%) give written feedback. Participants allowed nominating more than one type of feedback. Teachers reported many barriers to giving feedback to students, including lack of knowledge and skill about giving feedback, large numbers of students, lack of time, and fear of students’ negative reaction to feedback. Also, concern about negatively impacting the relationship between students and teachers, and students feeling humiliated were considered moderately important. Conclusion There is considerable capacity to improve the quality and extent of feedback given to health sciences students in clinical settings.