title: No model of clinical education for physiotherapy students is superior to another: a systematic review.
abstract: 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.
authors.affiliation: Centre for Allied Health Eviddence, University of South Australia, Adelaide, SA, 5000, Australia. Peter.Lekkas@unisa.edu.au
authors.forename: Peter
authors.initials: P
authors.lastname: Lekkas
authors.forename: Thomas
authors.initials: T
authors.lastname: Larsen
authors.forename: Saravana
authors.initials: S
authors.lastname: Kumar
authors.forename: Karen
authors.initials: K
authors.lastname: Grimmer
authors.forename: Leah
authors.initials: L
authors.lastname: Nyland
authors.forename: Lucy
authors.initials: L
authors.lastname: Chipchase
authors.forename: Gwendolen
authors.initials: G
authors.lastname: Jull
authors.forename: Peter
authors.initials: P
authors.lastname: Buttrum
authors.forename: Libby
authors.initials: L
authors.lastname: Carr
authors.forename: Jenny
authors.initials: J
authors.lastname: Finch
mesh_terms: 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