Speech and language therapy students’ perceptions of learning in a university clinical setting

Abstract

A university speech and language therapy clinical learning experience was evaluated. A group of postgraduate pre-registration speech and language therapy students were placed with a group of adults with severe acquired dysarthria for a period of 10 once-weekly sessions with a lecturer-therapist in charge. In order to examine the student perspective, a focus group was held before the commencement of the placement and a second group held at the end of the placement. The evaluation of the data from the focus groups demonstrated that it was possible to identify a range of factors which influenced learning in this context.