https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:28306 70%, five students scored between 57%–69%, one student obtained a mark of 50% and one student failed. The end of course survey revealed that while students found portfolio development challenging (40%), they also reported that it was effective for self-learning (54%). Differentiating between the concepts “reflection” and “evaluation” in CPD was problematic for some students and the use of clearer, simpler language should be used to explain these processes in future CPD work.]]> Wed 11 Apr 2018 17:05:02 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:12238 Wed 11 Apr 2018 16:55:42 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:14478 Wed 11 Apr 2018 16:09:13 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:21214 Wed 11 Apr 2018 15:14:35 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:11781 Wed 11 Apr 2018 12:49:07 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:15897 Wed 11 Apr 2018 09:32:14 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:14807 Wed 11 Apr 2018 09:25:47 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:48474 Wed 06 Mar 2024 15:15:33 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:47388 Wed 05 Jul 2023 16:04:01 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:53478 Tue 28 Nov 2023 16:01:50 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:50556 Tue 01 Aug 2023 10:28:51 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42123 P≤ 0.05) in all components of CE. Participants with less clinical experience were less confident in managing challenging students (P = 0.003), multiple students (P = <0.001) and competing workplace and education duties (P = <0.001). Conclusions: Physiotherapists with varying professional characteristics were involved in CE. Although many participants had attended CE-related CPD, many reported that more training was required. Future training for clinical educators should be tailored to participants’ level of experience and focus on the components of CE in which they feel least confident. What is known about the topic?: The ability of physiotherapists to confidently assume a clinical educator role may affect their willingness to be clinical educators in the future and the students’ perceptions of clinical placement quality. CPD relating to CE may help prepare physiotherapists for the clinical educator role. What does this paper add?: There is a lack of information regarding physiotherapists’ involvement in CE, completion of CE-related CPD or perceived levels of confidence in various aspects of the clinical educator role, such as placement organisation, teaching, assessment and the provision of feedback. This study describes the involvement of physiotherapists in CE in Australia, including their demographic and professional characteristics, participation in CE-related CPD and confidence in various components of CE. What are the implications for practitioners?: Several recommendations regarding future CE-related CPD have resulted from this study, including tailoring CPD to the needs of physiotherapists based on their level of clinical or CE experience, focusing CPD on the aspects of CE in which physiotherapists feel least confident and raising the awareness of and improving accessibility to CPD opportunities in this area.]]> Thu 18 Aug 2022 14:49:36 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:19013 Sat 24 Mar 2018 08:05:35 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:22975 Sat 24 Mar 2018 07:15:20 AEDT ]]>