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? DESIGN: Systematic review with data from quantitative and qualitative studies synthesised in a narrative format. PARTICIPANTS: Undergraduates/entry-level students from five allied health disciplines undergoing clinical education. INTERVENTION: 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. OUTCOME MEASURES: 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
