Table 1 Factors associated with podiatrists’ capacity to engage in clinical education
Factor | Statistical test | N | Results | Significance |
|---|---|---|---|---|
Participants who volunteer as clinical educators demonstrate greater capacity to engage | Mann–Whitney U | 66 | U = 306.0 | p = 0.003 |
A relationship with the university, outside the clinical educator role (e.g. previous student) will produce greater capacity to engage in the role | Mann–Whitney U | 65 | U = 253.5 | p = 0.099* |
Clinical educators’ engagement with the role increases when employed full-time | Mann–Whitney U | 60 | U = 260.5 | p = 0.010 |
Preparation time prior to student attendance on placement would increase capacity to engage | Mann–Whitney U | 59 | U = 132.5 | p = 0.002 |
Where protected time outside clinical hours was timetabled the hypothesis stated that capacity to engage would be higher | Mann–Whitney U | 59 | U = 115.0 | p = 0.002 |
Clinical educators with only a single student to mentor per placement would show greater capacity for engagement | Mann–Whitney U | 66 | U = 361.5 | p = 0.037 |
Responsibility for signing-off students’ learning outcomes would impact positively on clinical educators’ capacity to engage | Mann–Whitney U | 65 | U = 248.0 | p = 0.006 |
Where clinical educators’ employment was closer to the university capacity scores would be higher. Five distance categories were established: 0 to 49 miles; 50 to 99 miles; 100 to 149 miles; 150 to 199 miles; 200 to 249 miles | Kruskal-Wallis | 65 | H(4) = 8.78 | p = 0.067* |