This field supports research in the broad area of health professional education and practice. Philosophically, the field is informed by an experiential adult learning model, grounded in open dialogue, collaboration, and commitment to the development of a supportive learning community. The focus is on transdisciplinary and critical issues that cross health care disciplines. Topics may include:
In order to achieve the following goals, each student in the HPE field, under the supervision of a faculty memebr and an advisory committee, will develop and complete a thesis, as well as activelty participate in the scientific activities of the program. Doctoral students will also engage in the comprehensive process by exploring in-depth the substantive and theoretical background, as well as the selected methodology, to support their dissertation research.
The goals of this field of study are to:
Educate students to contribute to the advancement of research and scholarship in Health Professional Education.
Bring together students and faculty from within Health Sciences, as well as Education and Medicine and Dentistry, and other interested Faculties, to form a Community of Practice of researchers committed to improving health care practice.
Provide society with graduates qualified to function in a variety of roles. These could include academic scholars and researchers, advanded scientists-practitioners in health care, and expert research consultants to government ministries.
Students must complete three mandatory half-credit courses:
HS 9601a - Quantitative Methods in Health Sciences - 0.5 credit
*HS 9515 (statistics) is strongly recommended as a precursor to this course.
This course is designed to provide participants with an introduction to quantitative research methods, including basic research study design and the skills and practice necessary to determine the internal validity of evidence found in the health sciences literature. We will specifically address the validity of studies evaluating effectiveness of interventions (randomized trials, cohort and case control studies), diagnostic tests, risk factors, development of disease, and disease prognosis and conclude the course with an introduction to systematic review.
HS 9602a - Qualitative Research Methods in Health Sciences - 0.5 credit
This course provides a comprehensive introduction to the qualitative paradigm and its current and potential applications in health and rehabilitation sciences. The philosophical assumptions that form an integral part of the qualitative paradigm will be examined, as will the assumptions underlying various qualitative schools of inquiry (e.g., grounded theory, phenomenology, ethnography, action research, narrative). Key considerations in the critical evaluation and design of qualitative studies within several schools of inquiry relevant to health and rehabilitation sciences will be addressed. Students will have opportunities to engage in critical analysis of qualitative research; discuss ethical issues related to the conduct of qualitative research; and engage in the process of proposal development within a group.
HS 9707a – Linear Regression for Health & Rehabilitation Sciences - 0.5 credit
*HS 9601 is recommended as a precursor to this course
This course is an introduction to linear regression for health sciences, examining simple regression, multiple regression, the use of categorical independent variables, and the fitting of interaction terms. Although formulas are given and calculations are presented, the principal orientation of the course is conceptual rather than mathematical.
HS 9708 – Advanced Topics in Qualitative Research - 0.5 credit
*HS 9602 is recommended as a precursor to this course
This course will give learners the opportunity to learn how to rigorously and systematically analyse qualitative data in the form of interview transcripts from a study on women's experience of aging and osteoporosis. The course will begin with a review of the three key qualitative approaches or research designs used in the health sciences (grounded theory, qualitative case study and phenomenology). Next, we will highlight how the approaches are shaped by specific research paradigms (post-positivism, interpretivism/constructivism or critical theory).
HS 9709b – ANOVA-based Methods of Data Analysis - 0.5 credit
*HS 9601 is recommended as a precursor to this course
This course will explore ANOVA based methods of data analysis, including t test, ANOVA, ANCOVA, Split-plot ANOVA, Factorial ANOVA, and MANOVA.
HS 9730b – Philosophical Foundations of Qualitative Research - 0.5 credit
*HS 9602 is recommended as a precursor to this course
This course provides an introduction to philosophical foundations of qualitative research with a particular focus on interpretive and critical paradigms of inquiry. Assumptions about what constitutes knowledge (epistemology), the nature of existence (ontology), and means for gaining knowledge (methodology) within different knowledge paradigms are considered. Students examine philosophical and theoretical perspectives that underpin various schools to qualitative inquiry and identify perspectives relevant to the coherent and rigorous design of research. Within this course, students explore perspectives that relate to their own research interests; expand their familiarity with the specialized terminology adopted in qualitative research; consider approaches to representing, writing and publishing qualitative research; and investigate implications for the design and evaluation of qualitative research in health and social care. This course is highly recommended for doctoral level students completing a qualitative research dissertation, and is open to highly motivated Masters level students wishing to deepen their research knowledge.
HS 9610 - HPE: Current Topics, Perspectives and Research Issues - 0.5 credit
This seminar course investigates current topics in health professional education and is reading intensive, interactive, and dialogic. Faculty members and students from across the field join the course to facilitate discussions on special topics and current research in the field. Topics may include but are not limited to: principles of adult and lifelong learning, clinical reasoning, critical thinking, reflective practice, client/family centred practice, communities of practice, applied ethics, evidence-based practice, relational learning and mentorship, collaboration and teamwork, interprofessional education, critical perspectives in professional education, humanities in health professional education, leadership, and learning organizations.
HS 9710a - Reflective Practice & Professional Knowledge in Health and Social Care - 0.5 credit
Reflective practice is perhaps the most popular theory influencing professional education in the last 20 years. This course critically examines the historical and contemporary discourses surrounding the theory of reflective practice and the implications for professional education. The course also investigates the broader notion of epistemologies of practice and considers the ways in which reflection, critical reflection, reflective practice, and dialogue shape the cultivation of professional knowledge in health and human service professions. Reflection in this course is examined along a continuum that includes narrative and aesthetic modes of reflection, intentional cognitive reflection, embodied or tacit reflection and critical reflexivity as they relate to professional knowledge. Attention is drawn to epistemologies of practice in light of traditional divides between theory and practice, and to the role of dialogue in knowledge exchange within communities of practice.
HS 9711 - Critical and Transdisciplinary Studies in Health Professional Education - 0.5 credit
This course provides a critical examination of issues and research affecting the education of health professionals across the disciplines. The interdisciplinary and client-centred focus generates thought about pedagogical and curricular issues embedded within topics such as illness and marginality, the politics of health care policy, transcultural health care, disability culture, gender and the politics of care. The course will interest graduate students in health science and education programs who are interested in the health professions.
HRS course electives include:
Course electives offered by other programs:
As necessary, students may need to take the courses listed below as pre- or co-requisite courses.
HS 9515a - Introduction to Statistics for Health & Rehabilitation Sciences - 0.5 credit
This is an introductory statistics course for students entering the Graduate Program in Health and Rehabilitation Sciences. It includes data presentation and normalization, types of variables and levels of measurement, descriptive statistics, and hypothesis testing using both nonparametric and parametric procedures. This course is designed to introduce techniques used to analyze quantitative data used in health-related research and allied fields. Emphasis will be placed on the basic concepts of quantitative analysis including an introduction to multivariate analysis, and the use of statistical software.
HS 9516a - Introduction to Research Methods Health & Rehabilitation - 0.5 credit
This course addresses foundational knowledge and skills contributing to the development of students as early researchers. In this course, students will explore the philosophical assumptions underlying qualitative and quantitative methodologies, develop an appreciation of the potential contributions of various types of research, and reflect on their own assumptions and values regarding what they view as credible knowledge and ways of knowing. Students will discuss essential research elements, ethical principles and quality criteria relevant to qualitative and quantitative methodologies and designs, and will begin to develop critical appraisal skills.
Students must attend and participate in Seminar Milestones:
Several seminars are open to all faculty and students in the HRS program, and are regularly scheduled thorough the academic year. Announcements about the speaker and specific topics addressed in each seminar will be provided via e-mails (Amber Trent) and posted on the HRS seminar board. Topics and format of these seminars may vary. A student may be required to attend one or more of these seminar series depending on their field and/or based on the recommendations of their advisory committee.
The Health and Rehabilitation Sciences (HRS) Common Seminar is a required program milestone. MSc and PhD students must attend regularly the seminar in their first year of enrolment in the HRS Program. The seminar is intended to provide a forum for scholarly interactions among students registered in the various fields comprising the HRS program. In addition, the seminar is designed and will be run to foster the development of research skills necessary for graduate school success.
1 year for MSc; 2 years for PhD
Health Professional Education Seminar Series
This is a seminar series for students and faculty in the HPE field. It is typically held every two weeks over the fall and winter terms. Students and faculty have the opportunity to present work-in-progress for formative feedback from the Health Professional Education Community of Practice Group. This seminar series offers the opportunity for members of the group to present and discuss their scholarly work, prior to presenting at conferences, or to other groups. MSc students take part in at least one presentation (e.g. thesis proposal, work-in-progress, practice talk as part of preparation for a conference presentation or defense preparation). PhD students present their thesis proposals here, once approved by their committees, and are encouraged to present other work-in-progress. Faculty members are invited to share their work in this venue. Attendance is mandatory for MSc and PhD students in the first year of the program and highly recommended thereafter.
All PhD students must pass a formal comprehensive examination as a requirement of the PhD degree:
The exam consists of a written paper of publishable quality in peer-reviewed manuscript or book chapter format.
The purpose of the comprehensive examination is to:
This paper will be evaluated by the Comprehensive Examination Committee: the student’s supervisor; one member of the student’s advisory committee; and one person external to the student’s advisory committee (who may be external to the field, program, or university, as long as s/he is approved by the Health & Rehabilitation Sciences program).
The exam must be completed successfully in order for students to begin the thesis phase.