Search all research fields for members of the teaching staffThe professors included in the list below are members of the Faculty of Graduate and Postdoctoral Studies. This means that they are authorized to supervise or co-supervise theses. A complete list of the faculty and staff members associated with the program can be found at http://www.health.uottawa.ca
BENOIT, Daniel, Associate Professor
Biomechanics; ACL injuries; neuromuscular control; osteoarthritis; kinematics of pathological motion; stroke and movement disorders; neuromusculoskeletal modeling; dynamic joint stabilisationBILODEAU, Martin, Associate Professor
Movement control; neuromuscular fatigue; aging; pathologies affecting movement; signal processing; effect of exercise programs on the neuromuscular systemBROSSEAU, Lucie, Full Professor
Knowledge translation; Evidence-based practiceCASIMIRO, Lynn, Adjunct ProfessorDUBOULOZ WILNER, Claire-Jehanne, Full Professor
Evidence-based practice, process of personal change, meaning perspective transformation process, physical rehabilitation, adult learning, qualitative research, interprofessional health education (IPE)DUCHARME, Daphné, Assistant Professor
Language and communication disorders among Francophone children in minority communities, deafness and reading difficulties among children using Quebec sign language (LSQ); acquisition of language and reading skills among Francophone children in minority communitiesDURIEUX-SMITH, Andrée, Emeritus Professor
Methods and strategies to identify hearing loss in children; intervention methods and technology such as cochlear implants; impact of hearing loss on child developmentEGAN, Mary, Full Professor
Engaging in valued activities and health; evidence-based rehabilitation; spiritual issues in rehabilitation; care coordinationFITZPATRICK, Elizabeth, Associate Professor
Cochlear implantation for children and adults; early identification of hearing loss in children; services for children (and families) affected by hearing loss; systematic reviews on hearing loss and cochlear implantation outcomesGARCIA, Linda, Cross-appointment
How communication influences human interactions and transitions as experienced by individuals (especially seniors) living with aphasia or dementia., The role of social environments which include the attitudes and approaches of conversational partners, social networks and interactions with health care professionals.GIGUÈRE, Christian, Full Professor
Speech perception and production in noisy environments, Warning sound design and perception, Sounds localisation and binaural hearing, Hearing protection, Hearing aids, Communication headsets, Instrumentation in AudiologyGUITARD, Paulette, Associate Professor
Playfulness in adults; the occupational therapist's role in sex education; university curriculum assessment; fall prevention; technical aids and the environmentHÉBERT, Michèle, Associate Professor
OT evaluation and treatment regarding cognitive functions and security of the elderly; carpe diem approach, occupational perspective in relation to cognitive ageing, University pedagogy: development of pedagogical competencies and stategies.JUTAI, Jeffrey, Cross-appointment
The factors that affect the outcomes from using assistive technology devices, including how devices are prescribed and how users are educated on how to use themKING, Judy, Assistant Professor
Patient safety; patient education; literacy and healthLAGACÉ, Josée, Assistant Professor
To develop a better understanding of the problems underlying the speech listening difficulties in noisy backgrounds, which would allow interventions to be better targeted and thus, more effective., Also interested in the different aspects of training in Audiology and the future of the profession in Canada.LAROCHE, Chantal, Full Professor
the perception and localization of warning sounds (ex. audible pedestrians signals, fire alarms); potential discrimination against individuals with hearing losses; language or speech disorders;, the adaptation of workstations for people with communication disorders; noise and safety in the workplace; and the development of evaluation tools for communication disordersLEFEBVRE, Pascal, Assistant Professor
Assessment of emergent literacy and language skills in preschoolers, the prevention of reading and writing difficulties, implementation of the response to intervention (RTI) model in elementary schools.LÉONARD, Carol, Associate Professor
Language and the right hemisphere; the effects of automatic versus effortful processing in brain-damaged individuals; treatment for naming deficits in aphasia; lexical access in aphasia, emotion in Parkinson's disease; caregiver interactions with individuals with Alzheimer's diseaseMARTINI, Rose, Assistant Professor
Cognitive/Top-down intervention approaches (such as Cognitive Orientation to daily Occupational Performance:CO-OP), Self-regulation of learning processes, Imagery ability of children with developmental coordination disorder (DCD)PAQUET, Nicole, Associate Professor
Control of balance, locomotion and navigation in humans ; Effects of ageing and sensory deficits on motor control ; Rehabilitation of patients with vestibular disorders or lesionsPOITRAS, Stéphane, Assistant Professor
Efficacy, effectiveness and efficiency of primary care management of musculoskeletal health problem; health services research; knowledge sharingROBERTS, Patricia, Associate Professor
Assessing naming deficits in bilingual adults; treatment efficacy in aphasia; both unilingual and bilingual; assessment and treatment of stuttering; including bilingual stutteringSAVARD, Jacinthe, Assistant Professor
Services for the elderly; assessment tools in rehabilitation; education in interprofessional cooperationSUTTON, Ann, Full Professor
Syntactic aspects of utterances composed of graphic symbols; language devt in children who use augmentative and alternative communication (AAC) systems; intelligibility of voice synthesizers in French; acquisition of vocabulary and syntax in FrenchSVEISTRUP, Heidi, Cross-appointment
Child and adult functional balance and mobility; how do individuals relearn or regain function following training using virtual reality based interventions.THIBEAULT, Rachel, Full Professor
Réadaptation à base communautaire; intervention en zones de guerre; développement psychosocial; modèles de soins de santéTHOMAS, Roanne, Associate Professor
Cancer survivorship, lymphedema and quality of life, qualitative methodologiesTREMBLAY, Francois, Cross-appointment
Tactile perception and Manual dexterity; Sensorimotor Aging; Transcranial magnetic stimulation
Admission to the PhD program in rehabilitation sciences is governed by the general regulations of the Faculty of Graduate and Postdoctoral Studies (FGPS). Applicants must have a master’s degree in Health Sciences or in a related discipline (e.g., education, health administration, psychology) with a minimum average of 75% (B+) calculated in accordance with FGPS guidelines. Proficiency in either English or French is required. Applicants whose first language is neither English nor French should provide proof of proficiency in one or the other. The list of acceptable proofs is indicated in the admission section of the general regulations of the FGPS.
Applications are evaluated based on the following criteria:
- Academic performance in previous studies including the official transcripts, research reports, abstracts or any other documents demonstrating research skills;
- At least two confidential letters of recommendation from professors who have known the applicant and are familiar with the student work;
- An up-to-date curriculum vitae including a list of relevant publications;
- Statement of purpose indicating the reasons for PhD study, career goals, interests in the proposed research area;
- Identification of a professor (member of the FGPS) who is willing and available to act as thesis supervisor.
Transfer from Master’s to PhD Program
Students in a Health Sciences research master’s program at the University of Ottawa (for instance, Nursing, Human Kinetics) who have achieved an 80% (A-) average in their last two years of undergraduate studies may be allowed to transfer to the PhD program without being required to write a master's thesis provided they meet the following conditions:
- Completion of 5 graduate courses (15 credits) with a grade of A- or better in each;
- Satisfactory progress in the research program;
- Written recommendation from the supervisor and the thesis advisory committee;
- Approval by the graduate studies committee.
The transfer must take place within sixteen months of initial registration in the master’s. Following transfer, all the requirements of the doctoral program must be met.
Degree RequirementsThe PhD program in rehabilitation sciences requires successful completion of the following: a minimum of 12 credits and a maximum of 18 credits of coursework, with 9 compulsory credits (REA 7101, REA 7102 and REA 7103) within the School of Rehabilitation Sciences; a comprehensive examination; a thesis proposal; and a thesis. The type and amount of coursework depends on the student's background (research experience and skills) and chosen field of research.
Minimum StandardsThe passing grade in all courses is C+. Students who fail two courses (equivalent to 6 credits), the thesis proposal, or whose research progress is deemed unsatisfactory are required to withdraw.
ResidenceAs per FGPS regulations, all students must complete a minimum of six sessions of full-time registration at the beginning of the program. All requests for non-consecutive full-time study sessions will need to be approved by the FGPS. The program is intended for full-time students. In the case of transfer students, the residency period is nine sessions from the initial registration in the master’s program.
Duration of the ProgramStudents are expected to complete all requirements within four years. The maximum time permitted is six years from the date of initial registration in the program.
Thesis Advisory CommitteeDuring the first session of the program, a thesis advisory committee (TAC) is formed for the candidate. The Committee’s membership will be determined by the specific interests of the candidate. It will be composed of the supervisor and 2-3 additional professors. At least one member of the thesis committee, in addition to the supervisor, must be from the Faculty of Health Sciences. The TAC is responsible for guiding the student throughout the program, including course selection, the comprehensive examination, thesis proposal, and thesis defense.
A meeting between the student and the Thesis Advisory Committee will take place at least once per session. The thesis examining board may include members who are not part of the TAC.
En plus des cours obligatoires en REA, les étudiants doivent compléter un cours additionnel de 3 crédits. Il est possible que le cours sélectionné ait un préalable, ce qui pourrait augmenter le nombre de crédits requis. Le(s) cours additionnel(s) peuvent être suivis à l’extérieur de la faculté des sciences de la santé et sont identifiés par le directeur de thèse et le comité.
Le comité d’admission peut demander que l’étudiant prenne 6 crédits additionnels, basé sur sa formation antérieure.
In addition to the compulsory REA courses, students must complete an additional three-credit course. It is possible that the chosen course has a prerequisite and this may increase the number of credits required. The additional course or courses can be taken outside of the Faculty of Health Sciences and will be identified by the thesis committee in consultation with the thesis supervisor.
The admission committee can request that the student take an additional 6 credits based on the student’s previous training.
REA7101 TEAM RESEARCH AND INTERDISCIPLINARY METHODOLOGY (3cr.)
Challenges and solutions of working in interdisciplinary research teams using a patient-centered collaborative approach.
REA7102 RESEARCH SEMINAR ON INDIVIDUAL FUNCTIONING AND REHABILITATION MODELS (3cr.)
Relevance and discussion of current and past rehabilitation models of individual functioning.
REA7103 KNOWLEDGE TRANSFER AND EXCHANGE SEMINAR (3cr.)
Theoretical training and practical application of knowledge transfer and exchange principles.
REA7501 RECHERCHE EN ÉQUIPE ET MÉTHODOLOGIE INTERDISCIPLINAIRE (3cr.)
Défis et solutions de travail d’équipes de recherche interdisciplinaires dans le cadre d’une approche collaborative centrée sur le client.
REA7502 SÉMINAIRE DE RECHERCHE SUR LE FONCTIONNEMENT DE LA PERSONNE ET SUR LES MODELES DE RÉADAPTATION (3cr.)
Pertinence et discussion des modèles de réadaptation présents et passés du fonctionnement de l’individu.
REA7503 SÉMINAIRE SUR LE TRANSFERT DES CONNAISSANCES (3cr.)
Formation théorique et application pratique des principes de transfert et échange de connaissances.
REA9997 PROPOSITION DE THÈSE / THESIS PROPOSAL
La proposition de recherche du candidat doit avoir été soumise et acceptée avant la fin de la sixième session. Les étudiants rédigent leur proposition de thèse sous la supervision du directeur de thèse et la présentent et défendent oralement devant le CCT. Après la soutenance orale de la proposition de thèse, l’étudiant doit obtenir l’approbation déontologique (si requise) avant la collecte des données.
La proposition doit normalement être soutenue au milieu de la deuxième année, et au plus tard, à la fin de la deuxième année au programme de doctorat. Un étudiant qui échoue à la première tentative de soutenance peut se voir accorder la permission de la répéter une seule fois. L’échec de la deuxième tentative mène à une note NS (non satisfaisant) et au retrait du programme. / The candidate’s research proposal must have been submitted and accepted prior the end of the sixth session. Students write their thesis proposal under the guidance of their thesis supervisor and present and defend it orally before the TAC. After successfully defending the oral thesis proposal, the student must obtain ethics approval (if required) before proceeding to data collection.
The proposal will normally have been defended towards the middle of the second year and, at the latest, by the end of that year. A student who is unsuccessful on the first attempt may be allowed to repeat it once. Failure on the second attempt leads to a grade of NS (not satisfactory) and withdrawal from the program.
REA9998 EXAMEN DE SYNTHÈSE / COMPREHENSIVE EXAM
L’examen de synthèse a lieu une fois tous les cours réussis (habituellement à la fin de la première année pour les étudiants détenteurs d’une maîtrise). L’examen de synthèse permet aux étudiants de démontrer l’étendue et la profondeur des connaissances acquises lors des cours et de leurs lectures. Il devrait refléter leur capacité à intégrer divers concepts et théories reliés à leur domaine dans le contexte global des sciences de la réadaptation. Cet examen doit être présenté par écrit et soutenu oralement.
L’examen doit être complété, au plus tard, avant la fin de la deuxième année suivant l’inscription initiale. Celui-ci comporte une partie écrite et une partie orale. Le CCT en assure l’évaluation. La réussite de l’examen de synthèse est une condition préalable à la présentation et la soutenance de la proposition de thèse. Un étudiant qui échoue à la première tentative à l’examen peut se voir accorder la permission de le répéter une seule fois. L’échec de la deuxième tentative mène à une note NS et au retrait du programme. Il est possible d’obtenir sur le site Web du programme plus de renseignements sur l’examen. / The comprehensive examination takes place after successful completion of coursework (typically by the end of the first year for students admitted with a completed master’s degree). The comprehensive examination allows students to demonstrate the depth and breadth of knowledge gained from readings and coursework, and it should be an indication of their ability to integrate concepts, principles and theories related to their area of interest within the larger context of rehabilitation sciences. In addition, the comprehensive exam requires students to defend their written work orally.
It must be completed at the latest within two years of initial registration. It is a two-part examination (written and oral) that is overseen by the TAC. Successful completion of the comprehensive examination is a prerequisite for the presentation and defense of the PhD thesis proposal. A student who is unsuccessful on the first attempt at the comprehensive exam may be allowed to repeat it once. Failure on the second attempt leads to a grade of NS and withdrawal from the program. Details on the examination are available on the program website.
REA9999 THÈSE DE DOCTORAT / PhD THESIS
La thèse constitue une contribution importante aux connaissances dans le domaine traité et est fondée sur des travaux de recherche originaux effectués dans le cadre du programme. La qualité de la thèse doit être telle qu’elle mérite d’être publiée. Elle doit aussi démontrer la connaissance détaillée du champ par l’étudiant, ainsi que sa capacité à appliquer la méthodologie appropriée pour répondre à la question de recherche. / The thesis constitutes a significant contribution to knowledge, embodies the results of original investigation and analysis on the part of the student and is of such quality as to merit publication. The thesis demonstrates the student’s detailed understanding of the field of study and the ability to apply appropriate methods to address the research question(s).