Physiotherapy students' perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching-learning relationship.
Ilse S Meyer, Alwyn Louw, Dawn Ernstzen
PMID 30135902WHAT IT FOUND
Physiotherapy students described the clinical educator's shift from mentor to assessor as confusing, subjective, intimidating and lacking adequate feedback, though some preferred the dual role because they knew the assessor's expectations.
Key findings
01Students said the shift from mentor to assessor was inconsistent and confusing, and that it harmed the teaching-learning relationship.
02Students reported subjectivity, conflict, intimidation and inadequate feedback as challenges in the dual role.
03Some students preferred the dual role because they knew the assessor's expectations, while others preferred a different assessor for perceived objectivity.
STILL TO COME
How it was doneWhat they foundWhat it means for PTs
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What it does not show
The study included only students' perceptions, not clinical educators' perceptions, so it does not show both sides of the relationship. Findings come from one physiotherapy programme at Stellenbosch University, so they may not apply to other clinical education settings. Data were collected only through interviews and focus groups, without observation of actual clinical sessions. The first author was a clinical educator and coordinator at the study site, although data gathering was outsourced to an independent interviewer. All participants were female, aged 21 to 25 years, so the findings reflect that group only.
Declared interests
No funding or conflict-of-interest declaration is provided in the supplied text. The first author was employed as a clinical educator and clinical coordinator at the study site and had prior educational relationships with participants, but data gathering was outsourced to an independent interviewer.
The easy way to misread this
Do not conclude that the dual role harms learning or that external assessors would improve it. The paper reports students' perceptions in one physiotherapy programme, and some participants preferred the dual role because they knew the assessor's expectations.