Introduction: In addition to the theoretical education that physiotherapy students receive through lectures at the faculty, clinical training is also of key importance for their education. It takes place in the form of clinical exercises or practical training and provides students with insight into various fields of practical work of physiotherapists. Purpose: The aim of this thesis was to determine the opinions of clinical mentors on various aspects of the pedagogical process in the clinical environment and to compare the findings with the opinions of students. Methods: The study included clinical mentors who supervised students of the Faculty of Health Sciences, University of Ljubljana, during the 2025/2026 academic year. An online survey was conducted in which clinical mentors were asked about their opinions on the desired characteristics and teaching approaches of a clinical mentor, the organisation and implementation of the pedagogical process, and various teaching-learning activities. The findings were then compared with the results of students who participated in the same survey in 2023. Results: Of the 22 validly completed questionnaires, three were partially completed. Most participants were between 30 and 50 years of age and had more than 16 years of professional experience. Most mentors primarily worked in the field of musculoskeletal physiotherapy. Clinical mentors believed they should fulfil the role of feedback providers and knowledge facilitators, possessing qualities such as good communication, respect, and strong interpersonal skills. An appropriate structure of practical training was defined as a four-week programme with a part-time schedule (four hours per day), conducted in groups of one or two students. The most effective teaching–learning activities identified were providing feedback to students and patient-centred activities. If possible, mentors would place greater emphasis on clinical reasoning, patient management, and the interpretation of assessment procedures. Discussion and conclusion: The opinions of clinical mentors and students can contribute to the improvement of the pedagogical process in the clinical environment. Whenever possible, their wishes and expectations should be incorporated into the programme, while ensuring that patient health remains the primary focus.
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