Allied health graduates are entering an increasingly complex and demanding workforce. They require a mix of clinical competencies and broader professional skills. Making the transition from the learning environment of university to the workplace can be difficult and challenging. Graduate support programs are common in nursing and medicine, but not in allied health. This case study reports on the implementation and outcomes of a structured program for allied health practitioners making the transition from student to professional. Implications for the health service and for educa-

The transition from student to professional is challenging. Training programs provide discipline specific skills but do not adequately develop the interprofessional, team focused and work ready clinicians needed for the current workplace. In Australia, a formal graduate year is common in nursing; however, structured programs to support the student to professional transition are uncommon in allied health. This paper reports on the first year of an innovative program designed to address this gap. Fourteen new graduates at Northern Health in Melbourne, Australia from the disciplines of occupational therapy, physical education, physiotherapy, podiatry, social work and speech pathology participated in twelve, 2-hour sessions over a ten-month period during their first year of professional practice. These facilitated sessions aimed to foster reflective practice, peer support, to develop professional characteristics and provide an interdisciplinary forum for sharing experiences and learning. The paper outlines graduates and facilitators experience, together with the impacts for the health service.

Speech pathology managers frequently move into careers beyond their clinical discipline. As practicing speech pathology managers and students of business leadership, we were curious about the nature of career transitions out of speech pathology management. We conducted an exploratory descriptive study investigating the perceived competencies that facilitate such career transitions and when further education is required to effectively equip one for such transition. The perceived skills related to a speech pathology background are identified along with the gaps in competence for moving into general management positions. Career management practices that facilitate this type of career transition are provided as recommendations for career planning.