Introduction: Patient education involves various methods, and these methods affect patients and their health status. Educational approaches are crucial as they affect the improvement of therapeutic results. Physiotherapists have more time to be in contact with the patient than other healthcare professionals, so they are in a better position to provide individualized patient education. Purpose: The purpose of this study will be to examine the evaluation of physiotherapist on the frequency of implementation and perception of the importance of patient education. Methods: For data collection, we used an online survey that consisted of 4 parts. The first part included demographic questions, questions about the field of work and questions about years of work experience. The second part of the survey included questions about the frequency and perceived importance of patient education. The third part of the survey covered questions about the frequency and evaluation of educational approaches. In the fourth part of the survey, there were questions about perceived barriers in patient education. At the end, there was an evaluation of the characteristics of the questionnaire. Results: Of the 114 respondents, 13 (12 %) were men and 100 (88 %) were women. Most respondents were between 20 and 29 years old (32 (28 %)). The most frequently indicated primary field of work was musculo-skeletal physiotherapy (67 (59 %)). Most respondents (47 (41 %)) indicated that they had 15+ years of work experience. The most frequently used educational activity was counselling or determining the frequency of exercise or activity, marked by 87 (96 %) respondents. The most important educational activity was counselling or teaching about correct body posture and movement, marked by 88 (98 %) persons. The educational delivery approaches most frequently marked were an individual conversation with the patient and a demonstration of exercise, movement, body posture or activity, marked by 85 (98 %) respondents. The most frequently marked evaluation of the educational approach was the request for the patient to demonstrate an exercise or activity, marked by 81 (92 %) respondents. The attitude of the patient is a barrier that was identified by most respondents (88 (99 %)). Discussion and conclusion: The results of this survey showed that physiotherapists in Slovenia often use all educational activities, and they also find them important. Individual conversation with the patient and demonstration of exercise, movement, posture, or activity are the most used educational approaches. The most performed evaluations are asking the patient to demonstrate an exercise or activity and performing an objective measurement/assessment of the patient's condition. The patient's cognitive status, lack of trust or relationship between the patient and the therapist, the patient's emotional status, the patient's attitude, and the assumption of a passive role in the patient are the barriers that have the greatest impact on patient education.
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