Introduction: scientific research is one of the most important parameters in generating new knowledge by higher education institutions. Objective: we aim to characterize the scientific publication and to find associated factors between medicine teachers of Universidad Pedagógica y Tecnológica de Colombia. Methods: we performed an analytical cross-sectional study of the analysis of scientific publications made by medicine teachers, performed between 2000 and 2015. We performed the research via Google Scholar, PubMed, and Scopus; the main variable was if they had published, the second ones were: in which database, the amount of cites, the type of work, the teacher's category, if they had any post-graduation/specialty. Results: out of 88 evaluated teachers, 71% (62) were male, 28% (25) had published any time and 13% (11) had published in an international journal. When performing the multivariate analysis, those who had a publication had a higher frequency of having a doctoral degree (RPa: 11.2; CI95%: 2,53-49,3; p value: 0,001) and a Master's degree (RPa: 8,01; CI95%: 1,84-34,9; p value: 0.006), on the other hand, those who were occasional teachers (RPa: 0,45; CI95%: 0,26-0,80; p value: 0,006) had a lesser frequency of publication. Conclusion: those teachers with a post-graduation degree had a higher frequency of publications, instead, those who had a position at the university presented less frequency, and thus publications should be encouraged in these population groups.