No model of clinical education for physiotherapy students is superior to another: a systematic review.
OBJECTIVE
Which models of undergraduate/entry-level clinical education are being used internationally in allied health disciplines? What is the effect and, from the perspective of stakeholders, what are the advantages, disadvantages, and recommendations for successful implementation of different models of undergraduate/entry-level clinical education?


METHODS
Systematic review with data from quantitative and qualitative studies synthesised in a narrative format.


METHODS
Undergraduates/entry-level students from five allied health disciplines undergoing clinical education.


METHODS
Six broad models of clinical education: one-educator-to-one-student (1:1); one-educator-to-multiple-students (1:2); multiple-educators-to-one-student (2:1); multiple-educators-to-multiple-students (2:2); non-discipline-specific-educator and student-as-educator.


METHODS
Models were examined for productivity; student assessment; and advantages, disadvantages, and recommendations for implementation.


RESULTS
The review found few experimental studies, and a large amount of descriptive research and opinion pieces. The rigour of quantitative evidence was low, however qualitative was higher. Evidence supporting one model over another was largely deficient with few comparative studies available for analysis. Each model proffered strengths and weaknesses, which were unique to the model.


CONCLUSIONS
There is currently no 'gold standard' model of clinical education. The perception that one model is superior to any other is based on anecdotes and historical precedents, rather than on meaningful, robust, comparative studies.
Lekkas
Peter
P
Centre for Allied Health Eviddence, University of South Australia, Adelaide, SA, 5000, Australia. Peter.Lekkas@unisa.edu.au
Larsen
Thomas
T
Kumar
Saravana
S
Grimmer
Karen
K
Nyland
Leah
L
Chipchase
Lucy
L
Jull
Gwendolen
G
Buttrum
Peter
P
Carr
Libby
L
Finch
Jenny
J
D016390:Allied Health Occupations / Q000193:education; D002983:Clinical Competence; D004517:Education, Professional / Q000379:methods; D006801:Humans; D017145:Models, Educational; D026761:Physical Therapy Specialty / Q000193:education*; D013663:Teaching