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Background The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature. Aims To identify and synthesise the skills and qualities of clinical educators in allied health and their effect on student learning and patient care. Method A systematic search of the literature was conducted across five electronic databases in November 2017. Study identification, data extraction and quality appraisal were performed in duplicate. Qualitative and quantitative data were extracted separately but analysed together using a thematic analysis approach whereby items used in quantitative surveys and themes from qualitative approaches were interpreted together. Results Data revealed seven educator skills and qualities: (i) intrinsic and personal attributes of clinical educators; (ii) provision of skillful feedback; (iii) teaching skills; (iv) fostering collaborative learning; (v) understanding expectations; (vi) organisation and planning; and (vii) clinical educators in their professional role. Across all themes was the concept of taking time to perform the clinical educator role. No studies used objective measurements as to how these skills and qualities affect learning or patient care. Discussion and conclusion Despite much primary evidence of clinical educator skills and qualities, this review presents the first synthesis of this evidence in allied health. There is a need to examine clinical education from new perspectives to develop deeper understanding of how clinical educator qualities and skills influence student learning and patient care.

Aim:  To describe the use and evaluation of a clinical teaching and learning portfolio in undergraduate nutrition and dietetics education. Method:  The results of a quantitative and qualitative questionnaire evaluation of the portfolio by students and supervisors conducted during 2008 are described. Results:  A portfolio is a valuable tool for use in clinical teaching and learning as our results show it assists in goal setting for the students, clearly identifies course requirements, facilitates regular opportunities for effective feedback and provides structured self‐directed learning activities to help students improve their knowledge of dietetic processes in the workplace setting. Conclusion:  Nutrition and dietetics educators should consider the use of a portfolio as a tool for assessing critical thinking, communication and problem‐solving skills.

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