Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments

The D undee R eady E ducation E nvironment M easure, C linical T eaching E ffectiveness I nstrument, and C linical L earning E nvironment I nventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the C linical T eaching E ffectiveness I nstrument with the D undee R eady E ducation E nvironment M easure and C linical L earning E nvironment I nventory subscales as independent variables. The results indicated that the D undee R eady E ducation E nvironment M easure and C linical L earning E nvironment I nventory Actual version subscale scores explained 44% of the total variance in the C linical T eaching E ffectiveness I nstrument score. The D undee R eady E ducation E nvironment M easure subscale A cademic S elf‐ P erception explained 1.1% of the variance in the C linical T eaching E ffectiveness I nstrument score. The C linical L earning E nvironment I nventory Actual subscales accounted for the following variance percentages in the C linical T eaching E ffectiveness I nstrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success.