We discuss how identification of student diagnostic reasoning difficulties can inform the design of learning materials intended to address these problems.

Upon qualifying with a speech and language therapy degree, the therapist has to be prepared to work with a wide range of client groups and to cope within a specific work context. Little research has been carried out on the effectiveness of their training programme and the extent to which it meets the needs of employers or individual therapists. This study reports on the views of managers of newly qualified speech and language therapists and on the newly qualified speech and language therapists themselves. The results showed that different issues were highlighted by the two groups and indicated the importance and value of applied knowledge and placement learning. Managers and newly qualified therapists agreed that general work skills, such as administration, required some workplace learning, some of which might be pursued in non-clinical settings. Bridging the gap between clinical theoretical study and clinical application was another theme in common with newly qualified therapists, who suggested that observed clinical practice with feedback assisted them substantially in this area. Cooperation between universities and health service managers is needed to plan smoother pathways into full-time employment.

The factors that have influenced the current approaches to speech and language therapy education in Great Britain are discussed. A project is presented which will provide data on how educational approaches can more clearly reflect professional practice.

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