Enhancing Clinical Education in Physiotherapy: Students’ Perceptions of Effective Teaching and Learning Opportunities – Prospective Cross-Sectional Study
Download PDF Article
Download Graphical Abstract
Enhancing Clinical Education in Physiotherapy: Students’ Perceptions of Effective Teaching and Learning Opportunities – Prospective Cross-Sectional Study
Abstract
The study examined final-year physiotherapy students’ perceptions of effective teaching and learning opportunities and the roles and attributes of clinical teachers during clinical education. Conducted at the Faculty of Health Sciences, University of Ljubljana, Slovenia, the study used a culturally adapted, structured questionnaire based on validated instruments. Students identified demonstrations, feedback, and discussion as the most valued teaching and learning opportunities. Clinical teachers were mainly seen as knowledge providers, feedback givers, and role models. Key personal attributes included communication skills and approachability. The findings underscore the importance of standardised training for clinical teachers to promote consistency and enhance the quality of clinical education.
Keywords
physiotherapy, clinical education, teaching and learning opportunities
JEL Classification
I20, I21
1. Introduction
Clinical education is a cornerstone of physiotherapy training, offering students the opportunity to integrate theoretical knowledge with hands-on skills in real healthcare settings. This experiential component is vital for developing competencies required for independent clinical practice. Unlike classroom-based learning, clinical placements focus on patient care, which can sometimes conflict with or overshadow educational objectives (Ernstzen et al., 2009). The variability and unpredictability of clinical environments pose challenges for providing consistent learning experiences and achieving equitable outcomes for all students (Rindflesch et al., 2009).
To address these challenges and support continuous quality improvement in physiotherapy education, the present study investigates final-year physiotherapy students’ perceptions at the Faculty of Health Sciences, University of Ljubljana (FHS UL). Specifically, it explores the most effective teaching and learning opportunities (TLOs) and the roles and attributes of clinical teachers that support student learning. The goal is to inform institutional strategies to systematise clinical education and align it with evolving professional standards.
2. Literature Review
Recent changes in educational philosophy have emphasised constructivist and student-centred approaches, adding complexity to the landscape of clinical learning. These models assume that students construct their own understanding, and that learning is most effective when students are involved in goal setting, reflection and decision making (Lee & Hannafin, 2016). In clinical contexts, this requires educators to transition from traditional instructors to facilitators who support students’ self-directed learning and professional growth (Milanese et al., 2013). However, for this model to succeed, students must possess or be supported in developing metacognitive skills to manage the complexities of clinical practice (Fewster-Thuente & Batteson, 2018; Nagel et al., 2024). A stable and effective clinical learning environment is shaped by multiple interrelated factors, including the quality of TLOs, clinical teachers’ roles and attributes, patient involvement, institutional support, and assessment models (O’Brien et al., 2020). Among these, the pedagogical competence of clinical teachers and the availability of meaningful learning opportunities are consistently associated with student satisfaction and learning outcomes. Yet, the absence of standardised guidelines and limited educational training for clinical teachers often lead to inconsistent experiences and varied educational quality (Van der Hem-Stokroos et al., 2005; Robertson et al., 2003). Previous researchers found that the attributes of the clinical teacher and the relationship between the student and the teacher have a powerful effect on learning (Kilminster & Jolly, 2000). Attributes such as approachability, enthusiasm, communication skills and the desire to share knowledge have been identified as important attributes for clinical teachers (Bennett, 2003; Ramakrishnan & Bairapareddy, 2022). Behaviours such as being a competent physiotherapist, being available, answering questions without belittling the student, and providing useful and constructive feedback were perceived by students as the most effective clinical teaching behaviours (Ernstzen & Bitzer, 2012).
The aim of the study was to find out what final year physiotherapy students enrolled at the FHS UL in Slovenia consider to be effective teaching and learning opportunities during clinical education and what they consider to be the role and attributes of an effective clinical teacher.
3. Methodology
The cross-sectional study design was used as it is suitable for this research as it allows the collection and analysis of data from a defined population — final year physiotherapy students enrolled at the FHS UL in Slovenia for the academic year 2021/2022 — at a single point in time.
As all participants had completed their clinical placements at the time of data collection (March to April 2023), this design allows for the systematic assessment of the variables of interest in a stable and comparable context. The clinical placements were completed in August 2022, and the data collection was conducted in March and April 2023, approximately 7 to 8 months later. This timeframe was considered appropriate as students could still clearly recall their clinical placement experiences in relation to the study objectives.
Physiotherapy students at the FHS UL complete around 700 hours of supervised clinical training in various healthcare facilities. Training takes place in small groups (one mentor per three to five students) under clinical mentors who are experts in their respective fields and ensure both high standards of training quality and student and patient safety. After each clinical module, students submit a written report which is assessed by their mentor.
Cross-sectional designs are particularly suitable for the evaluation of outcomes that do not require follow-up over time. It also ensures the feasibility and efficiency of data collection while maintaining relevance to the study objectives. Importantly, the homogeneity of the cohort (i.e. students at the same stage of their academic career) also minimises confounding due to differences in exposure or duration of education, thereby increasing the internal validity of the results.
A self-administered, structured questionnaire was used for data collection, based on a questionnaire used by Milanese et al. (2013) and Ernstzen et al. (2009) in studies on physiotherapy students’ perceptions of effective practices for teaching and learning in the clinical setting. The survey was administered in Slovenian. Before translating the questionnaire into Slovenian, we obtained permission from the authors Ernstzen et al. (2009) of the original questionnaire to use the questionnaire and adapt it to our context. The translation process of the original questionnaire from English into Slovenian followed the recommendations of Squires et al. (2013), which consider cross-cultural aspects of translation, where questions, expressions and concepts from the source culture (English) are carefully adapted to the target culture (Slovenian), considering the specific characteristics of the Slovenian language, cultural norms, values and context. The translation process was completed before data collection began. Ten participants evaluated the suitability of the content of the questionnaire in the pilot study and rated its main features, including clarity, simplicity, conciseness and time required to complete the questionnaire, on a scale from 1 (strongly disagree) to 5 (strongly agree). The average rating for clarity was 4.6 (±0.5), for simplicity 4.4 (±0.7), for conciseness 4.6 (±0.52) and for time required 3.8 (±0.63). Following minor adjustments based on the pilot testing, the internal consistency of the Slovenian version of the questionnaire was assessed using Cronbach’s alpha coefficient. A threshold of α ≥ 0.70 was considered indicative of acceptable internal consistency. The results showed good internal consistency (α = 0.85), indicating good reliability of the measurement instrument.
The questionnaire asked for basic demographic information (age, gender) and specific questions about their clinical placements. From the fifteen TLOs listed in the questionnaire, students selected the five most important ones where they learnt the most. Of the ten roles that are most important to the clinical teacher and the twelve characteristics of the clinical teacher that students consider necessary for optimal learning that were listed in the questionnaire, students selected the five most important. An electronic version of the questionnaire was sent to final year students via the website MojaAneketa.si.web. Before completing the questionnaire, all participants were informed of the following: the purpose of the survey, the voluntary nature of participation, the anonymity of responses and the fact that the data collected will only be used for professional and scientific purposes and/or for publication in scientific journals. Completion and submission of the questionnaire signified informed consent. Collected data were entered into Microsoft Excel spreadsheets and analyses were performed using IBM ® SPSS Statistics (v22) (Armonk NY, US). Descriptive statistics were calculated to describe the demographic data, including frequencies and percentages for categorical variables and mean and standard deviation (SD) for continuous variables.
Ethical approval for the study was granted by the Dean of the Faculty of Health Sciences, University of Ljubljana (approval no.: ZF DEK 469/2023, 9 February 2023), who confirmed that the study met institutional ethical standards.
4. Results and Discussions
Of the total number (n = 76) of students enrolled in the final year of the 2021/2022 academic year at FHS UL, 46 students completed the questionnaire in full during the study period (response rate of 61%). Among the participants were 36 female and 10 male students with an average age of 22.7 years (range 22–29 years).
The perceived learning values of the different TLOs are shown in Table 1. The most five useful domains for providing TLOs to students were demonstration of patient management, followed by feedback and discussion with the clinical teacher, clinical tasks and one-to-one teaching.
| Teaching and learning opportunities/ activities | Percentages and (number) of students who selected the activity |
| Demonstrations of patient management | 93% (43) |
| Feedback | 85% (39) |
| Discussions with the clinical teacher | 76% (35) |
| Clinical tasks | 41% (19) |
| One-to-one learning sessions | 37% (17) |
| Reflection | 28% (13) |
| Discussion with peers | 26% (12) |
| Group-learning sessions | 22% (10) |
| Learning on own | 22% (10) |
| Mock assessment | 17% (8) |
| Coaching | 17% (8) |
| Questioning | 13% (6) |
| Peer assessment | 9% (4) |
| Lectures | 7% (3) |
| When learning is facilitated | 4% (2) |
| Other | 2% (1) |
Table 1. Students’ views on teaching and learning opportunities/activities where students learn the most
The participants were asked to choose what they considered to be the most important roles of the clinical teacher. The results are shown in Table 2. From the results of the questionnaire, the five most important roles of the clinical teacher were selected: Reflector/feedback provider, knowledge provider, mentor, demonstrator of techniques and counsellor.
| Clinical teacher role | Percentages and (number) of students who selected the role |
| Reflector/feed-back provider | 93% (43) |
| Knowledge provider | 91% (43) |
| Mentor | 89% (41) |
| Technique demonstrator | 80% (37) |
| Counsellor | 70% (32) |
| Role model | 35% (16) |
| Assessor/Evaluator | 15% (7) |
| Facilitator of learning | 13% (6) |
| Questioner | 9% (4) |
| Friend | 4% (2) |
| Other | 0% (0) |
Table 2. Clinical teacher role
In this study, students identified the communication skills of the clinical teacher as the most important attribute that contributes to effective clinical education. Other highly valued attributes were the teacher’s respect for students and overall responsiveness. Conversely, the lowest rated attributes were the clinical teacher’s enthusiasm, listening skills and confidence (Table 3).
| Clinical teacher attributes | Percentages and (number) of students who selected the attribute |
| Good Communication | 89% (41) |
| Respects the student | 78% (36) |
| Approachability | 72% (33) |
| Shows concern for student | 61% (28) |
| Supports the student | 59% (27) |
| Organised | 37% (17) |
| Not prejudiced | 35% (16) |
| Gives recognition for student abilities | 33% (15) |
| Interpersonal skills | 17% (8) |
| Enthusiasm | 11% (5) |
| Listener | 4% (2) |
| Self-confident | 4% (2) |
| Other | 0% (0) |
Table 3. Clinical teacher attributes
The aim of this study was to explore physiotherapy students’ perceptions of teaching and learning activities within clinical education, with particular focus on their views regarding the key roles and characteristics of clinical teachers. Among the various clinical TLOs, students identified the clinical instructor’s demonstration of patient management as one of the most valuable components of their clinical education experience. These demonstrations typically involve the teacher going through patient management step by step and illustrating each phase of the process. This includes reviewing the patient’s chart, conducting the interview, planning and performing the physical examination, and implementing appropriate treatment strategies. Such demonstrations can help students understand how to initiate the process of patient care, identify key assessment points, and develop clinical decision-making skills (Stoikov et al., 2022). Observing the teacher can be considered learning by observing, while imitating the process is learning by doing (Yardley et al., 2021). Furthermore, teacher-led demonstrations can be more than just a passive experience; they can actively engage students and support deeper learning (Illing et al., 2019). Another important teaching and learning opportunity identified in this study was the provision of feedback. In line with the literature, feedback is widely recognised as a crucial component of clinical education (Allen & Molloy, 2017; Wijbenga et al., 2019). For feedback to be effective, it must be clear and unambiguous and allow students to recognise their errors and opportunities for improvement (Kilminster et al., 2007). The findings of this study are consistent with those of Mann et al. (2022), who emphasise the role of constructive feedback in enhancing students’ self- confidence and promoting positive student–teacher relationships.
The majority of students identified discussions with the clinical teacher as a particularly valuable TLO. Participation in case-based discussions, particularly those centred on specific patients (McDevitt et al., 2024), was found to significantly enhance learning by encouraging active cognitive engagement. Such discussions encourage students to develop clinical reasoning, synthesise and organise information, critically evaluate evidence and articulate and challenge different viewpoints (Milanese et al., 2007; Stoikov et al., 2022). As a form of collaborative learning, discussions facilitate deeper understanding and reflection through the interactive exchange of ideas and promote both critical thinking and clinical decision-making skills (Mann et al., 2022). The low value placed by the physiotherapy students in this cohort on certain TLOs such as mock examinations, questioning, peer assessments and lectures can be attributed to several factors. These activities are not directly linked to real patient care, which may lead students to perceive them as less authentic or relevant to clinical practice. Physiotherapy education is inherently practice-oriented, and students often prioritise hands-on experiences and patient-centred learning where theoretical knowledge is directly applied to real clinical situations (Solvang & Fougner, 2023).
In addition, activities such as mock assessments and peer evaluations may be perceived by students as less meaningful compared to actual clinical encounters, although the literature supports such learning activities (Mandrusiak et al., 2014; Maas et al., 2014; Niwa & MacLellan, 2021). Similarly, lectures and questioning may be perceived as passive or teacher-centred, which contrasts with the experiential, problem-solving nature of the clinical environment (Fewster-Thuente & Batteson, 2018). Our findings suggest that students favour TLOs that provide direct patient care and opportunities for active participation in clinical decision-making. Therefore, educational strategies that more explicitly incorporate non-patient-related activities into the context of patient care — or that clearly demonstrate their relevance to clinical competence — may increase their perceived value.
In summary, the results of our study are consistent with those reported in the South African (Ernstzen et al., 2009) and Australian (Milanese et al., 2013) contexts using the same questionnaire and support the growing international evidence on physiotherapy students’ preferences for specific TLOs in clinical education. In all three studies, demonstrations, discussions and feedback by the clinical instructor were consistently rated as highly valuable. These TLOs appear to support active learning and clinical reasoning by directly involving students in the process of patient care, increasing the perceived authenticity and relevance of the learning experience. In our study, clinical demonstrations and case-based discussions were particularly valued because they model effective patient management and stimulate critical thinking through dialogue and interaction. Similarly, students in the South African study emphasised demonstrations, teacher-student discussions and immediate verbal feedback as effective TLOs that promote productive learning. The Australian students also emphasised the value of individual, patient-centred learning supported by discussion and timely feedback, particularly when feedback addresses not only performance but also the learner’s knowledge, attitudes and limitations. Despite some contextual differences, a common theme across all studies is students’ lower valuation of non-patient-related TLOs, such as mock assessments, lectures, peer evaluations, and questioning. While literature supports the pedagogical value of such methods (Mandrusiak et al., 2014; Niwa & MacLellan, 2021), students often perceive them as less relevant or authentic due to their limited connection to real patient encounters. The Australian (Milanese et al., 2013) and current Slovenian studies both suggest that the undervaluation of these activities may stem not from inherent ineffectiveness, but rather from a lack of perceived contextual integration into authentic clinical practice. South African students (Ernstzen et al., 2009) were positive about structured assessments, including mock and summative assessments, suggesting that their perceived value depends on how these activities are conceptualised and implemented in the respective clinical education systems. These differences highlight the importance of contextual and cultural considerations in interpreting students’ learning preferences and emphasise the need for clinical educators to clearly communicate the relevance of all TLOs to clinical competence.
The data obtained from our study showed that students perceive the most important roles of the clinical teacher as a reflector/feedback and knowledge provider, mentor and demonstrator of techniques. The role of the clinical teacher as a facilitator of learning was rated as low by the students in our study. These findings are not in line with current professional evidence which postulates that the role of the clinical teacher is to facilitate learning opportunities and maximise the clinical experience within the duration of the placement (CSP, 2020). This discrepancy may stem from students’ perceptions of the clinical teacher’s role. In the clinical context, the role of the teacher as knowledge provider is to impart information that is directly related to patient care and that can be perceived by students as immediately relevant and valuable. Conversely, the role of the teacher who encourages self-directed learning and critical thinking may be less obvious to students, leading to undervaluation. Furthermore, the dual role of clinical teachers as mentors and evaluators can lead to tension in the teaching-learning relationship. Meyer et al. (2017) found that students often struggle when clinical teachers switch between a supportive and an evaluative role, potentially impacting the perceived effectiveness of the teacher as a facilitator. In addition, Hamshire & Wibberley (2017) emphasise that a welcoming team and mentors who facilitate learning from the individual student’s perspective are key to positive placement experiences. If such facilitation is not present or explicitly recognised, students may not fully appreciate the role of the clinical teacher in their learning process.
The finding of our study that communication skills were rated as the most important attribute of the clinical teacher is consistent with the existing literature that emphasises the central role of effective communication in clinical education (Kwakye, 2024). Clear, respectful and supportive communication forms the basis for a productive student–teacher relationship, which is essential for optimal learning in the clinical setting. Previous studies have highlighted the negative impact of poor communication on students’ learning experiences. For example, Ramakrishnan & Bairapareddy (2022) reported that physiotherapy students often encountered difficulties due to unclear or ineffective communication with clinical instructors, leading to confusion and reduced confidence. Similarly, Meyer et al. (2017) found that students often perceived clinical teachers as unapproachable, which hindered their willingness to ask questions or seek guidance — an essential component of clinical learning. Furthermore, Delany & Bragge (2009) emphasised the importance of mutual recognition and understanding of the respective roles of students and teachers, suggesting that a lack of this appreciation can undermine the educational alliance and contribute to a non-supportive learning environment.
5. Conclusions
As the main aim of this study was to explore how physiotherapy students perceive effective teaching and learning opportunities in the clinical setting, the findings highlight the value students place on demonstrating patient management, providing feedback and structured discussions with clinical instructors. These TLOs were perceived to be particularly effective in promoting engagement, clinical reasoning and confidence. Whilst these activities contribute to increased student satisfaction and a better learning experience, they should be considered as part of a broader, balanced clinical education approach that also promotes independent thinking and the development of higher-level clinical skills. These TLOs should not be exclusively prioritised but should be deliberately integrated alongside other evidence-based strategies to promote comprehensive clinical competence.
At the FHS UL, Slovenia, there is currently no standardised framework to guide clinical educators in physiotherapy in the delivery of their teaching. Furthermore, formal training in clinical education is not mandatory for physiotherapists supervising students. This lack of structured educational preparation can be detrimental to students, particularly as they are usually supervised by multiple clinical teachers during their placements. Inconsistent teaching approaches — often due to varying levels of pedagogical expertise — can undermine the quality and continuity of students’ clinical learning experience. The fact that clinical teachers at FHS UL are not required to undertake formal training and often rely on the goodwill of physiotherapists in the clinical setting to work with students needs to change. FHS UL, which sends its students to specific practice settings, should consider providing these clinical teachers with the necessary training to provide students with effective clinical placement experience. These programmes should provide foundational knowledge in educational theory and clinical pedagogy that will enable clinical teachers to adopt a consistent, student-centred approach to teaching. In addition to teaching strategies, clinical teachers’ training should emphasise the development of important interpersonal attributes — including effective communication, responsiveness, respect and helpfulness. Such measures are essential to enhance the quality, coherence and impact of clinical education in physiotherapy.
Strengths and Limitations
This study is the first to investigate how physiotherapy students perceive the clinical teaching and learning experiences in clinical education in Slovenia. The findings contribute important insights into students’ views on the quality and structure of clinical learning opportunities and the perceived roles and attributes of clinical instructors that support effective clinical education. The results of this research can be used to develop a range of teaching and learning statements and strategies based on the perspectives and experiences of physiotherapy students in clinical education.
A limitation of the study is that it did not include the perspective of clinical teachers, which could have provided a more comprehensive understanding of the similarities or differences between students’ views and clinical teachers’ views. As the study was conducted at a single higher education institution for physiotherapy degree programmes, the transferability of the results is limited. Had the study been conducted at several higher education institutions in Slovenia, other phenomena and findings might have emerged, revealing additional themes or differences in students’ experiences in different clinical settings.
About the Author
Sonja Hlebš
University of Ljubljana, Faculty of Health Sciences – Physiotherapy Department, Ljubljana, Slovenia
References
Allen, L., & Molloy, E. (2017). The influence of a preceptor-student ‘Daily Feedback Tool’ on clinical feedback practices in nursing education: A qualitative study. Nurse Education Today, 49, pp. 57–62. doi.org/10.1016/j.nedt.2016.11.009.
Bennett, R. (2003). Clinical Education: Perceived abilities/qualities of clinical educators and team supervision of students. Physiotherapy, 89(7), pp. 432–440. doi.org/10.1016/S0031-9406(05)60077-6.
CSP. Practice educators. 2020. Retrieved from: https://www.csp.org.uk/professional-clinical/cpd-education/professional-development/become-practice-educator.
Delany, C., & Bragge, P. (2009). A study of physiotherapy students’ and clinical educators’ perceptions of learning and teaching. Medical Teacher, 31(9), pp. e402–e411. doi.org/10.1080/01421590902832970.
Ernstzen, D. V., Bitzer, E. M., & Grimmer-Somers, K. (2009). Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: a case study. Medical Teacher, 31(3), pp. 102-115. doi.org/10.1080/01421590802512870.
Ernstzen D. V., Bitzer E. M. (2012). The roles and attributes of the clinical teacher that contribute to favourable learning environments: a case study from physiotherapy. South African Journal of Physiotherapy, 68(1), pp. 9–14. doi.org/10.4102/sajp.v68i1.3.
Fewster-Thuente, L., & Batteson, T. J. (2018). Kolb’s experiential learning theory as a theoretical underpinning for interprofessional education. Journal of Allied Health, 47(1), pp. 3–8.
Hamshire, C., & Wibberley, C. (2017). Fitting in with the team: Facilitative mentors in physiotherapy student placements. Teaching and Learning Inquiry, 5(2), pp. 80–88. doi.org/10.20343/teachlearninqu.5.2.7.
Illing, J., Morrow, G., Kergon, C., Burford, B., Spencer, J., Peile, E., et al. (2019). How are medical students prepared for practice? A comparison of experiential learning models. Medical Teacher, 41(6), pp. 676–683. doi.org/10.1080/0142159X.2018.1455710.
Kilminster, S. M., & Jolly, B. C. (2000). Effective supervision in clinical practice settings: a literature review. Medical Education, 34: pp. 827–840. doi.org/10.1046/j.1365-2923.2000. 00758.x.
Kilminster, S., Cottrell, D., Grant, J., & Jolly, B. (2007). AMEE Guide No. 27: Effective educational and clinical supervision. Medical Teacher, 29, pp. 2–19. doi.org/10.1080/01421590701210907.
Kwakye, S. K. (2024). Physiotherapy students’ rating on lecturers’ and supervisors’ clinical education attributes. Hong Kong Physiotherapy Journal: official publication of the Hong Kong Physiotherapy Association Limited = Wu li chih liao, 44(2), pp. 79–90. doi.org/10.1142/S1013702524500045.
Lee, C., & Hannafin, M. (2016). A design framework for enhancing engagement in student-centred learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), pp. 707–734. doi.org/10.1007/s11423-015-9422-5.
Maas, M. J., Sluijsmans, D. M., van der Wees, P. J. et al. (2014). Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design. BMC Medical Education 14, 117. doi.org/10.1186/1472-6920-14-117.
Mandrusiak, A. M., Isles, R., Chang, A. T., Choy, N. L., Toppenberg, R., McCook, D., Smith, M. D., O’Leary, K., & Brauer, S. G. (2014). Senior physiotherapy students as standardized patients for junior students enhance self-efficacy and satisfaction in both junior and senior students. BMC Medical Education, 14, 105. doi.org/10.1186/1472-6920-14-105.
Mann, K., Gordon, J., & MacLeod, A. (2022). Reflection and reflective practice in health professions education: A systematic review. Medical Education, 56(1), pp. 25–34. doi.org/10.1111/medu.14637.
McDevitt, A. W., McMullen, J., & Shepherd, M. (2024). Empowering tomorrow’s healers: a perspective on integrating person-cantered care into physical therapist education. Journal of Manual & Manipulative Therapy, 32(5), pp. 457–463. doi.org/10.1080/10669817.2024.2402100.
Meyer, I. S., Louw, A., & Ernstzen, D. (2019). Perceptions of physiotherapy clinical educators’ dual roles as mentors and assessors: Influence on teaching-learning relationships. The South African Journal of Physiotherapy, 75(1), 468. https://doi.org/10.4102/sajp.v75i1.468.
Milanese, S., Gordon, S., & Pellatt, A. (2013). Undergraduate physiotherapy student perceptions of teaching and learning activities associated with clinical education. Physical Therapy Review, 18(6), pp. 439-444. doi.org/10.1179/1743288X12Y.0000000060.
Niwa, L., & MacLellan, C. L. (2021). Learning and satisfaction in a student-led clinic. The Clinical Teacher, 18(4), pp. 391–397. https://doi.org/10.1111/tct.13339.
O’Brien, M., Graham, M. M., & Stewart, D. (2020). Clinical education in physiotherapy: The influence of learning styles and teaching strategies. Physiotherapy Theory and Practice, 36(2), pp. 254–263. doi.org/10.1080/09593985.2018.1482355.
Ramakrishnan, S., & Bairapareddy K. C. (2022). Factors underlying physiotherapy clinical education: perceptions of students and clinical educators. Fizjoterapia Polska, 22(4), pp. 92-100. doi.org/10.56984/8ZG1A6z0J.
Rindflesch, A. B., Dunfee, H. J., Cieslak, K. R., et al. (2009). Collaborative model of clinical education in physical and occupational therapy at the Mayo Clinic. Journal of Allied Health, 38(3), pp. 132-142.
Robertson, V. J., Oldmeadow, L. B., Cromie, J. E., & Grant, M. J. (2003). Taking charge of change: a new career structure in physiotherapy. The Australian Journal of Physiotherapy, 49(4), pp. 229–231. doi.org/10.1016/s0004-9514(14)60138-0.
Solvang, P. K., & Fougner, M. (2023). Learning from clinical placement experience: how do undergraduate physiotherapy students approach person-centred practice? Physiotherapy Theory and Practice, 39(12), pp. 2609–2624. doi.org/10.1080/09593985.2022.2089609.
Squires, A., Aiken, L. H., van den Heede, K., Sermeus, W., Bruyneel. L., Lindqvist, R., Schoonhoven, L., Stromseng, I., Busse, R., Brzostek, T., Ensio, A., Moreno-Casbas, M., Rafferty, A. M., Schubert, M., Zikos, D., & Matthews, A. (2013). A systematic survey instrument translation process for multi-country, comparative health workforce studies. International Journal of Nursing Study, 50(2), pp. 264–273. doi.org/10.1016/j.ijnurstu.2012.02.015.
Stoikov, S., Maxwell, L., Butler, J., Shardlow, K., Gooding, M., & Kuys S. (2022). The transition from physiotherapy student to new graduate: are they prepared? Physiotherapy Theory and Practice, 38(1), pp. 101–111. doi.org/10.1080/09593985.2020.1744206.
Van der Hem-Stokroos, H. H., Daelmans, H.E.M., Van der Vleuten, C. P. M., Haarman, H. J. TH. M, & Scherpbier A. J. J. A. (2005). A qualitative study of constructive clinical learning experiences. Medical Teacher, 25, pp. 120–126. https://doi.org/10.1080/0142159031000092481.
Wijbenga, M. H., Bovend’Eerd, T. J. H., & Driessen, E. W. (2019). Physiotherapy students’ experiences with clinical reasoning during clinical placements: a qualitative study. Health Professions Education, 5,2, Article 6. doi.org/10.1016/j.hpe.2018.05.003.
Yardley, S., Teunissen, P. W., & Dornan, T. (2021). Experiential learning in health professions education: A review of AMEE Guide No. 63. Medical Teacher, 43(5), pp. 497–502. doi.org/10.1080/0142159X.2021.1892110.
