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Purpose: It aimed at describing the perception of the clinical educational environment by physiotherapy students based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile.Methods: The clinical education environment was evaluated according to the Postgraduate Hospital Educational Environment Measure (PHEEM) by 192 students originally enrolled in the fifth year of the physiotherapy career at 3 different headquarters of the academic institution: Santiago, Viña del Mar, and Concepcion Campus (Metropolitan, Valparaiso, and Bio Bio region, respectively), from March to October 2018. The Cronbach’s α was applied to measure the reliability of the instrument and the Student-t and analysis of variance tests were used to compare the differences of PHEEM scores by headquarters, environmental areas, and experience of internship.Results: A total overall average score of 125.88 was obtained, which meant an excellent educational environment. The overall score was 127.6±22.7 for headquarters 1, 125.6±21.6 for headquarters 2, and 122.5±26.9 for headquarters 3. According to the type of establishment, the scores were of 127.1±22.1 for private and 123.5±26.3 for public institutes. According to the type of area, the score was cataloged as an excellent educational environment in all cases, except in the respiratory care area (lowest score, 117.5±29.1). Finally, the score was 126.9±20.5 for the first internship, 121.7±29.3 for the second, and 129.4±19.6 for the third.Conclusion: There is relative homogeneity of the clinical educational environment for different headquarters, types of establishment, or type of area; but there are significant differences in the number of the internship. The promotion of a good clinical educational environment can have an important impact on the development and performance of the future professional, being the detection of negative aspects an opportunity to improve the hidden curriculum.

La autoeficacia, concebida como la creencia en poder realizar una tarea a pesar de las dificultades, es uno de los más consistentes predictores de iniciación y mantenimiento de la actividad física en las personas de todas las edades, pero más aún, en edad avanzada. Por lo tanto, esta revisión describe primero la autoeficacia y su distinción de construcciones similares e incorpora la autoeficacia dentro de la teoría sociocognitiva donde se describió por primera vez. Luego, se describen los principales abordajes de diferentes disciplinas para promover la autoeficacia, y, en consecuencia, la actividad física; poniendo foco en la evidencia disponible en el área de ciencias de la salud sobre cómo impulsar las fuentes de esta importante autoconfianza en las personas mayores.

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