Courses

Fall 2017 – Winter 2018 Course Schedule 

REH1100H – Theory and Research in Rehabilitation Science
REH1120H – Research Methods for Rehabilitation Science
REH1130H – Theory and Research in Occupational Science
REH1510H – Disordered and Restorative Motor Control
REH2001Y – Rehabilitation Presentation & Proceedings
REH3100H – Advanced Rehabilitation Research Issues
REH3001Y – Advanced Rehabilitation Presentations & Proceedings
REH3301H – Knowledge Translation in Rehabilitation – Foundational Knowledge and Innovative Applications
REH3302H – Determinants of Rehabilitation Practice
REH3303H – Rehabilitation Clinical Practicum
REH5100H – Introduction to Cognitive Rehabilitation Neuroscience I: Basic Science to Clinical Applications
REH5102H – Rehabilitation Neuroscience II
REH3120H – International Issues in Disability and Rehabilitation
REH3140H – Disability, Embodiment, and Voice in the Rehabilitation Science Context
REH3400H – Therapeutic Exercise in Rehabilitation: Emerging Trends and Research Approaches
REH3500H – Gender, Work and Health 
REH 3600H – Synthesis Toolkit: Approaches & Methodologies
JRP1000H – Theory and Method for Qualitative Researchers: An Introduction

REH1100H – Theory and Research in Rehabilitation Science

This course will examine historical, current, and emerging theories and models in Rehabilitation. It will also employ a systematic approach to representative methodological issues and research areas in Rehabilitation while incorporating a focus on measurement theory and techniques.

REH1120H – Research Methods for Rehabilitation Science

This is a weekly lecture and seminar course aimed at providing students with an introduction to the wide range of research design methodologies currently being applied in the field of rehabilitation science.  Students will be introduced to hypothesis generation, observational and experimental research designs, qualitative research methodologies and measurement theory with relevant examples. We will review current funded proposals from the faculty ranging from topics on basic science to model of care interventions. The major assignment will be grant proposal suitable for the current CIHR format.

REH1130H – Theory and Research in Occupational Science

This course focuses on human occupation and how best to understand it. In this seminar course, students will examine the phenomenon of occupation and the new emerging discipline of occupational science. Occupation and its enablement will be considered from a variety or perspectives ranging from positivistic to humanistic. The relationship between occupation, health, function and well-being will be explored, as will the various paradigms of inquiry that can inform our understanding of this important human phenomenon. The relevance of research in occupation to health professions, most particularly occupational therapy, will be discussed in relation to rehabilitation science.

REH1510H – Disordered and Restorative Motor Control

This course which will consist of seminars, tutorials and laboratories will focus on the physical assessment of the function/dysfunction of the neuromuscular system. Specific sensorimotor functions including reaching, upright posture, gait and lower extremity movement will be analyzed. The functions will be analyzed conceptually as to their importance for a healthy life style, measured using state of the art technology in select patient populations and compared to normative parameters in the current literature. Tutorials will focus on strategies to minimize physical dysfunction and optimize performance. Students will be responsible for preparing background material in seminars for each of the sensorimotor functions included in the course.

REH2001Y – Rehabilitation Presentation & Proceedings

This course is intended to focus upon the oral reporting of each student’s Master’s thesis work. All students will be required to enroll in this course during two terms, and will present their work-in-progress at least once. The course is designed to enable students to: a) practice the presentations and critical thinking skills they will use in defending their completed thesis; b) convey to fellow students and graduate faculty the context of their thesis project; and c) engage their audience in scholarly discussion about their selected research topic.

REH3100H – Advanced Rehabilitation Research Issues 

This senior level course is intended to provide the student with an in-depth review of issues in rehabilitation science such as economic models, Rasch analysis techniques, utility models, rehabilitation informatics, knowledge translation, etc. Faculty from the PhD program will provide lead seminars in these topics.

REH3001Y – Advanced Rehabilitation Presentations & Proceedings

PhD students will be required to conduct a written critical analysis of two seminars, for feedback by peers and/or the master’s students, taking into account the current literature. The review will take the form of a grant review process to enhance skills for development of individuals who will serve on future grant review panels. (PhD students will attend for two years).

REH3301H – Knowledge Translation in Rehabilitation - Foundational Knowledge and Innovative Applications

In this course, students will learn the fundamental concepts of knowledge translation as they are applied to the delivery of health care services. Examples from all aspects of health care delivery will be provided with strong emphasis on the delivery of rehabilitation.  The course is designed to give students sounds skills in the current state of science in the field of knowledge translation. The course will focus on the understanding and application of theories and frameworks as they are applied to knowledge translation, the use of integrated knowledge translation models, knowledge translation strategies and their effectiveness, the development of knowledge translation plans for the dissemination of research, organizational change and its relevance to the field, and examples of knowledge translation innovations and exemplars in the rehabilitation community. The course will run weekly for 12 weeks, and each class will be 2 hours in length. In general, the first hour will be the introduction of a topic, either with the course instructor or a guest speaker, and the second hour will be an application of the topic either as small or large group work that will facilitate critical thinking and discussion.  

REH3302H – Determinants of Rehabilitation Practice

Health and rehabilitation is in a state of perpetual change inCanadaand the global community. Factors that affect rehabilitation are multidimensional, and in a state of continuous change. In this course, students will discover and learn the policy context of these factors, along with the determinants of practice related to the emerging field of rehabilitation inOntarioand acrossCanada. The course is designed to be progressive in that each of the 9 modules builds upon what was learned in the previous modules. Each of the 9 modules will be 3 hours in duration length, and will be structured in a similar fashion. The first part is dedicated to the theoretical underpinnings of the topic, the second part is an invited guest lecturer with expertise in the area, and the final part is a tutorial where the students will be encouraged to explore the topic in greater depth based on their own experience and practice setting. A major component of the evaluation for this course will be briefing notes based on what was learned in each module; and the ability to debate a relevant rehabilitation policy issue.

REH3303H – Rehabilitation Clinical Practicum

The purpose of the Clinical Practicum is to enable the student to acquire in depth field experience in a practice area. The Clinical Practicum will be customized to align with each student’s program of study. The activities included in the clinical practicum will be determined by the student in conjunction with the Graduate Coordinator, supervisor and practice mentor. The selected activities will facilitate the student’s development of augmented clinical skills, evidence-based practice techniques or processes, knowledge translation strategies, or new knowledge through the analysis of clinical data to improve clinical practices across relevant practice settings.

REH5100H – Introduction to Cognitive Rehabilitation Neuroscience I: Basic Science to Clinical Applications

Neuroscience research is rapidly advancing our understanding of the neural basis of cognitive function and dysfunction. The relatively new field of rehabilitation neuroscience has begun to inform our understanding of the neural mechanisms underlying recovery from brain injury; the translation of basic research into clinical interventions with demonstrated efficacy remains in the earliest stages. This graduate lecture course in cognitive neurorehabilitation will enable students to gain n in-depth understanding of the models and theoretical frameworks currently guiding research and practice in four core cognitive domains typically targeted in neurorehabilitation interventions: memory, visuospatial functions, executive control/attention and cognitive communication. The course will be organized into four modules built around these core domains. Each module will comprise two lectures (i. basic theory and models and, ii. advanced concepts and state of the art research), followed by a student-led seminar. Each seminar will examine how the material covered in the first two lectures of the module may inform the conduct of rehabilitation neuroscience research, including the design and evaluation of novel interventions.

REH5102H – Rehabilitation Neuroscience II

This course builds directly upon the material covered in the prerequisite course Cognitive Rehabilitation Neuroscience I. Neuroscience research is rapidly advancing our understanding of the neural basis of cognitive functions and dysfunction.  The relatively new field of rehabilitation neuroscience has begun to inform our understanding of the neural mechanisms underlying recovery from brain injury; yet the translation of basic research into clinical interventions with demonstrated efficacy remains in the earliest stages. This advance topics course continues to emphasize treatment interventions in the four cognitive domains examined in Cognitive Rehabilitation Neuroscience I (memory, visuospatial, executive and psychomotor functioning). However, in this seminar, greater emphasis is placed on advances in neuroscience research that cut across cognitive domains. These may be grouped into two broad categories: (i) neuroplasticity research to better characterize neural response to injury and/or interventions (e.g. progressive atrophy, neurogenesis, functional reorganization) and (ii) research to design novel interventions that exploit advances in our understanding of these structural and functional brain changes.

REH3120H – International Issues in Disability and Rehabilitation

In this course, students will have the opportunity to learn about a range of international issues and perspectives related to rehabilitation and disability. The course will engage with these issues using a critical perspective whereby students are encouraged to explore the story behind the story. This approach requires that we challenge taken-for-granted ideas, consider dynamics of power and privilege, and engage with the social, political, economic and historical dimensions of phenomena. Each session will be 3 hours in duration. Sessions will be guided discussions based on the week’s readings. There will also be a number of guest experts invited to participate in person or by Skype. Several sessions will also include presentations by students.

REH3140H – Disability, Embodiment, and Voice in the Rehabilitation Science Context

This introductory course examines key constructs of and conceptual approaches to disability, body/embodiment, and voice drawn from the social sciences and disability studies. Further, it discusses how these constructs and approaches can inform, and potentially inform, research and theory in rehabilitation science. It critically considers several influential perspectives on disability, body/embodiment, and voice (e.g. biomedical, Cartesian, postmodernist, feminist, social constructionist, social justice). It also introduces important classic and innovative research methods for studying disability, body/embodiment, and voice which are illustrated by examples from current and ongoing real-life research studies. The format for the course combines presentations by the course instructors and guest speakers who are academics and community disability activists engaged in this area of scholarship and research, class discussion, and student-led presentation/seminars.

REH3400H – Therapeutic Exercise in Rehabilitation: Emerging Trends and Research Approaches

This course is designed to enable students to 1) gain an in-depth understanding of the foundational science of physical activity and exercise in health, disease and disability. 2) investigate the existing body of literature and evidence supporting the role of exercise in rehabilitation. 3) explores the implementation of exercise in specific populations and disease states and lastly gain an understanding of current contentious issues in the assessment of exercise capacity and exercise prescription and best practices. The course consists of faculty led sessions and student led sessions. Faculty led sessions will be large group teaching/seminars, supplemented by recent research articles while student led sessions will be team teaching approach with expert in the field and led by students.

This course is designed to enable students to 1) gain an in-depth understanding of the foundational science of physical activity and exercise in health, disease and disability. 2) investigate the existing body of literature and evidence supporting the role of exercise in rehabilitation. 3) explores the implementation of exercise in specific populations and disease states and lastly gain an understanding of current contentious issues in the assessment of exercise capacity and exercise prescription and best practices. The course consists of faculty led sessions and student led sessions. Faculty led sessions will be large group teaching/seminars, supplemented by recent research articles while student led sessions will be team teaching approach with expert in the field and led by students.

REH3500H – Gender, Work and Health 

The course begins with a discussion of different theoretical and methodological approaches to gender, sex, work and health. The contributions of sex and gender theory and methods to quantitative and qualitative research on work and health are critically examined. In particular, it will explore different strategies for bringing a sex/gender lens to research and outline various approaches to conducting sex- and gender-based analysis. The course will focus on how gender, work and health perspectives play out in substantive research areas including musculoskeletal injuries, sleep disorders, traumatic brain injury, paid and unpaid caregiving, parenting, issues related to children and older adults as well as relevant knowledge mobilization approaches. As a seminar course the requirements include class participation, leading a class seminar, a short critical reflection essay, a term paper outline, and final term paper that is a critical review of sex and gender informed literature related to a work and health topic of each student’s area of research interest. Alternative assignments may be considered with permission of instructor.

REH 3600H – Synthesis Toolkit: Approaches & Methodologies

In this course, students with be introduced to a variety of methods for completing scholarly literature reviews in the field of rehabilitation sciences. This will include systematic literature reviews, qualitative meta-syntheses, quantitative meta-analyses, and scoping reviews. Students will be taught systematic methods in order to be able to: i) define a review question; ii) develop effective search strategies; iii) retrieve relevant evidence; iv) review and critically appraise evidence gathered; v) analyse and synthesize the findings; vi) develop research and clinically-relevant recommendations from the synthesized review. This course will consist of both faculty and student led lectures, seminars and discussions. Students will apply the principles they have learned within the course to develop a review protocol.   

JRP1000H – Theory and Method for Qualitative Researchers: An Introduction

This course is offered in alternate years within the Dalla Lana School of Public Health (DLSPH) and the Rehabilitation Sciences Institute (RSI). In 2016/2017 it will be offered in the winter term by Drs. Gail Teachman and Janet Parsons at RSI on Wednesday mornings. The course provides an introduction to a range of qualitative research methods and theoretical perspectives, with particular emphasis on the role that theory plays across the different stages of the research process. It examines the underlying philosophical assumptions of qualitative research methods, and the implications that these assumptions have for framing a research problem, data collection, analysis, writing, and other dissemination strategies. It also provides some basic opportunities to attain practical, hands-on experience with developing research questions, techniques for data collection, and data analysis. The course has no prerequisites, although some knowledge of social theory is preferred. The course is part of the Centre for Critical Qualitative Health Research (CQ) Essentials of Qualitative Research (EQR) Course Series . Priority will be given to students from the two units collaborating in its teaching (RSI and DLSPH) and to students from other CQ contributing departments/programs. Permission from Dr Teachman is required to register. Contact gail.teachman@mail.mcgill.ca.

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