The needs of rural allied health professionals (AHPs) have been widely documented. In particular, problems of professional isolation, lack of professional development opportunities and limited support systems have been highlighted as problems associated with working in rural and remote areas. This research aimed to provide rural and remote AHPs with an opportunity to gain experience in paediatric clinical areas of their choice, to provide rural/remote and metropolitan AHPs with an opportunity to share clinical knowledge and expertise, and to develop networks between rural/remote and metropolitan AHPs. A clinical experience program was developed to meet these aims. Twenty-nine AHPs from rural and remote areas of Queensland participated in the program. Participants completed questionnaires at the end of clinical experience program and 4-8 weeks after the visit. A focus group was also conducted. Analyses found the program met the majority of participants goals and expectations. Enhanced clinical skills in specialist paediatric areas, increased networking and access to resources were reported by rural/remote AHPs as benefits of the program. The role of a clinical consultant was found to be critical to the success of the program.

Following an acquired brain injury, children may suffer a complex array of cognitive, physical, behavioural and emotional sequelae, all of which have an impact on their return to school. The aim of this study was, therefore, to determine the factors that contributed to the successful return to school of children with acquired brain injury. Fifty‐three of the 80 questionnaires sent to parents of children (5–18 years of age) with an acquired brain injury in Queensland were returned. Potential predictive factors included demographic/medical characteristics, school support, resources available, residual deficits and educational programme modifications. Multiple regression analyses were performed to determine whether the variables could predict the successful return to school of a child with acquired brain injury. The analyses yielded significant contributions from the school's attitude, reintegration aide, home medical aids, and the absence of a diagnosed medical or behavioural condition prior to the injury.