{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,5]],"date-time":"2026-06-05T05:04:33Z","timestamp":1780635873118,"version":"3.54.1"},"reference-count":18,"publisher":"Science and Medicine, Inc.","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["j allied health"],"published-print":{"date-parts":[[2026,5,11]]},"abstract":"<jats:p>\n                    Clinical instructors (CIs) play a vital role in preparing students in the rehabilitation sciences for clinical practice, yet many receive limited formal training in teaching and supervision. This qualitative study explored the experiences, challenges, and clinical education professional\n development needs of CIs in occupational and physical therapy. Thirteen instructors participated in semi-structured interviews, and data were analyzed using thematic analysis. Four themes emerged: 1)\n                    <jats:italic>perceived training needs<\/jats:italic>\n                    , highlighting challenges with feedback, student variability,\n and professionalism; 2)\n                    <jats:italic>preparation pathways<\/jats:italic>\n                    , revealing inconsistencies in how CIs are trained; 3)\n                    <jats:italic>systemic barriers<\/jats:italic>\n                    , including time constraints, limited funding, and lack of institutional recognition; and 4)\n                    <jats:italic>preferred learning formats<\/jats:italic>\n                    , with a strong preference for flexible,\n experiential, and embedded models such as hybrid learning and train-thetrainer approaches. Findings emphasize the need for contextually relevant, competency-based development embedded within clinical workflows. Academic institutions should move beyond offering optional workshops and collaborate\n with clinical partners to co-design training that addresses the day-to-day demands of clinical instruction. By recognizing clinical instruction as a specialized skill requiring intentional support, academic programs can enhance CI engagement, reduce burnout, and ultimately improve the quality\n of clinical education. This study provides actionable insights for building sustainable, practiceintegrated development models that empower CIs across disciplines.\n                  <\/jats:p>","DOI":"10.21091\/jah.2026.02035","type":"journal-article","created":{"date-parts":[[2026,6,5]],"date-time":"2026-06-05T04:33:11Z","timestamp":1780633991000},"page":"307-316","source":"Crossref","is-referenced-by-count":0,"title":["Bridging the Gap: Identifying Challenges and Enhancing Professional Development for Clinical Instructors in Rehabilitation Sciences: A Needs Assessment to Inform Targeted Support for Clinical Instructors"],"prefix":"10.21091","volume":"55","author":[{"given":"Tara","family":"Mansour","sequence":"first","affiliation":[{"name":"Occupational Therapy Department, Health Professions Education, at Massachusetts General Hospital's Institute of Health Professions, Boston, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anne 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