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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