Exploring a “Goldilocks Zone” for Clinical Education? Clinical Faculty Perspectives on Placement Duration in Physical Therapist Education

Background: Clinical placements are a cornerstone of workplace-based learning in the health professions, yet limited evidence exists to guide decisions regarding the duration of clinical education experiences (CEEs). This study explored and described clinical faculty perspectives regarding the length of CEEs within physical therapist education. Methods: Thirty-one clinical faculty representing diverse practice settings and geographic regions participated in eight focus group interviews. Qualitative analysis was conducted to identify themes related to the perceived impact of CEE duration on student learning and performance. Results: Three themes emerged: (1) adequate time supports student development, (2) consequences of excessively long CEEs, and (3) consequences of insufficiently short CEEs. Clinical faculty described adequate time as essential for professional development, clinical reasoning, practice management, confidence, and progressive independence. CEEs perceived as insufficiently short, limited opportunities for feedback, observation, and development. Excessively long CEEs were associated with redundancy, student disengagement, and diminishing educational returns. During focus group discussions, clinical faculty frequently described 10–12 weeks provided adequate time for student development. Conclusions: Clinical faculty perceived time as an important facilitator of student development and identified a potential conceptual “Goldilocks Zone” in which CEEs provide sufficient opportunities for growth without unnecessary redundancy. These findings may inform discussions regarding clinical education across the health professions.