university of toronto phd rehabilitation science

Rehabilitation Sciences Programs

Rehabilitation Sciences programs are dedicated to the study of human function and participation and its relationship to health and well-being. Within the Temerty Faculty of Medicine at the University of Toronto, students can expand their knowledge and earn both professional masters or doctoral-stream graduate degrees in Rehabilitation Sciences. Our professional masters programs enable students to become health professionals in Occupational Therapy, Physical Therapy and Speech-Language Pathology.  

Program Overviews

Professional master's degrees, thesis-based degrees.

Professional Rehabilitation Sciences Programs

This information pertains to the MHSc (SLP), the MScOT and the MScPT.

Exploring Your Interests

• Find your interests early  in your undergraduate years by visiting departmental and researchers’ websites and following up on lecture topics that have sparked your interest.
• Find out which undergraduate courses you need for your chosen graduate program and what grades you need for admission.
• Get hands-on experiences. This could be through undergraduate internship courses, research projects, work, or volunteer experiences in your field of interest. 
• Talk to course instructors/professors, lab instructors, teaching assistants, working professionals and graduate students in your area of interest.
• Use the U of T Blue Book  bluebook.utoronto.ca  to find professors.
• Speak with undergraduate and graduate student societies/unions, which often provide information sessions and seminars.
• Visit your career centre and speak to a career counselor about career management, networking, cover letters, resumes and interviews.

Choosing the Right Program

• Find the right fit for you by looking at several programs. 
• Know what you want to get out of the program and understand its admission requirements.

Some questions to consider:

• Is there a clear description of the program available to students?
• What is the average time to completion for students in this program?
• What is the course load?
• How much does the tuition and fees cost?
• What bursaries, internal and external awards are available?
• What kind of clinical, internship or research opportunities exist?
• Are there opportunities for formal student presentation of research?

Admission Requirements

Carefully review the SGS website and department website to make sure you have met all of the admission requirements.

Academic Requirements for Masters Programs

In general, you will need a 4-year bachelors degree from a recognized university, with a minimum of a mid-B average in the final year of study to apply.* 

*Some programs may have additional prerequisites (e.g., coursework) or higher GPA requirements than the minimum SGS requirement. Review the department website carefully. 

Language Requirements

Applicants who have completed their degree at a recognized institution whose language of instruction is not English, are required to provide a recent English-proficiency test scores (less than two years).

Other Requirements

Check with the graduate unit to confirm if a Graduate Record Exam (GRE) or Casper test is required as part of the program application. Most programs require a minimum of 2 reference letters and may also require your CV and a statement of interest. Some programs may require prerequisite courework, a portfolio of work, or other documented experiences. Check the department website carefully.

How to Apply

• Start applying  at least one year before starting a program . Programs can be competitive and there are a limited number of seats available.
• Keep track of application deadlines on departments websites and on the ORPAS website.
• Contact your referees ahead of time to ask if they would be willing to provide you with a reference.
• For your referees, choose a faculty member and health care professional who know of your interests, research, work and volunteer experiences. Chose people who can provide an evaluation of your work habits, academic and clinical potential and research skills. Make sure you give your referees time to write something meaningful.
• Prepare your supporting documents (e.g., letter of intent, personal statement, resume, etc.).
• Apply through the ORPAS  website.

Health Requirements for Professional Rehabilitation Programs

Applicants are expected to be in a state of health that allows for participation in the academic and clinical programs without posing a risk to oneself or others. Applicants who have been offered admission to the program will be required to submit medical certification that confirms immunization against against polio, diphtheria, tetanus, rebella, measles, mumps, chicken pox and hepatitis B, as well as medical certification confirming a negative tuberculosis test result.  Other vaccines may be required.

Police Record Checks for Professional Rehabilitation Programs

Check with the department website for details on what type of police record check and/or vulnerable sector screening is required.

Funding Information

You are advised to apply for awards prior to acceptance into the program. In addition to financial aid, you may apply for other financial opportunities, such as teaching/research assistantships. Take some time to review our section on Funding for Professional and Clinical Students .

What if I Don't Get In?

Given the level of competition in graduate programs, it is important to have a backup plan.  Make your application stronger and reapply in the next session.  Contact the program admission staff and/or faculty to talk about ways to make your application stronger.

For information on our Rehabilitiation Sciences MSc & PhD programs, please visit the Rehabilitation Sciences MSc & PhD page. 

Physical Medicine & Rehabilitation

The Division of Physical Medicine and Rehabilitation has a strong clinical focus across a wide breadth of research areas. Our research spans a number of physical locations across the Greater Toronto Area.

At a systems level, we have led the development of important national guidelines around the delivery of care in stroke, brain injury, and spinal cord injury. We have developed a number of Cochrane reviews addressing musculoskeletal pain and disability. We are leading an educational model called Extension for Community Healthcare Outcomes (Project ECHO Ontario), in which we teach primary care physicians how to best care for patients with pain and other disabilities.

Training in Physical Medicine and Rehabilitation

Division director, our research scientists, faculty directory, physical medicine and rehabilitation resources, physical medicine & rehabilitation awards.

Appointments & Awards: June 2024

Appointments & awards: may 2024, appointments & awards: february 2024, archived newsletters & rounds, physical medicine & rehabilitation research, no upcoming events were found., physical medicine & rehabilitation residency training program.

Physical Medicine and Rehab Research and Education Fund

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School of Graduate Studies

Rehabilitation sciences.

• Rehabilitation Science
• Speech-Language Pathology (Research)

Doctoral Stream Rehab Programs

Is there a doctoral stream rehab program for Physical Therapists at the University of Toronto? Yes, there are MSc and PhD programs in the Rehabilitation Sciences Institute . Students with a BScPT or MScPT may be eligible for consideration to this program. Alternatively, there are many other graduate programs available at U of T .

Why would a Physical Therapist want an MSc or PhD degree? A PhD degree is required for researchers and educators in Physical Therapy, and increasingly an MSc is required for advanced consultant and management positions. Graduate study provides an opportunity to study in an area of interest in-depth and to contribute to the development of knowledge, theory knowledge and science in that area. For further information, contact the Rehabilitation Sciences Institute .

I still have a specific question. What should I do? You should first review our How to Apply page and our other FAQ sections. If you still need help, e-mail [email protected] or call us at 416 946 8641.

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Meet the new faces of excellence

From groundbreaking researchers to passionate educators, these scholars bring a wealth of knowledge, diverse perspectives, and fresh energy to our institution. Discover how their unique expertise and dedication will shape the future of our programs and enrich the student experience.

Dr. Jennifer Baumstark began her academic journey with a Bachelor of Science from Illinois State University in 1990, followed by a Bachelor of Science in Nursing from Mennonite College of Nursing in 1993. After several years of clinical practice, she furthered her education by earning a Master of Science in Nursing from the University of Illinois in 2001. Her pursuit of excellence took her to Hawaii, where she earned her Doctor of Nursing Practice (DNP) degree from Hawaii Pacific University in 2020.

With over two decades of experience as a certified nurse-midwife, Dr. Baumstark has an extensive clinical background, having attended more than 800 births and supported hundreds more. Her experience spans both rural and urban settings, from a small 11-bed hospital with a single labor room on the island of Molokai, Hawaii, to a bustling urban hospital where 25 babies are born daily.

In academia, Dr. Baumstark has held significant leadership roles, including serving as the Department Chair for the online graduate nursing program and the MSN to DNP Program Coordinator at Hawaii Pacific University.

Dr. Baumstark is eager to collaborate with fellow faculty members on initiatives aimed at enhancing healthcare for women and infants in South Carolina.

Dr. Carolyn S. Harmon is the Director of Healthcare Leadership, Nursing Informatics, and Nursing Education Programs at the College of Nursing.

She holds a PhD from the University of South Carolina, a DNP in Executive Leadership from the University of Alabama at Birmingham, and an MSN in Health Systems Management from Queens University of Charlotte. Dr. Harmon is an ANCC Board-Certified Informatics Nurse, a Certified Six Sigma Green Belt, and a 2018 Palmetto Gold recipient. She is also a past president of the American Nursing Informatics Association and actively contributes to the Nursing Knowledge Big Data Science Initiative.

Dr. Harmon has extensive experience in healthcare systems leadership, nursing informatics, virtual simulation, and curriculum development. She has served in various academic leadership roles, including dean, chair, and director.

As a Core Faculty member of the ACORN Research Center, her research focuses on healthcare innovations such as AI, data science, and the unintended consequences of healthcare technology. In October 2023, her work on cognitive load and EHR's unintended consequences was featured by the AHRQ Patient Safety Network.

Previously, Dr. Harmon was the inaugural Dean of Nursing at Belmont Abbey College, where she led the development of nursing programs and oversaw a $2.5 million renovation of the nursing department.

Dr. Susan Newman is the newly appointed Health Sciences Endowed Professor, a role that honors her scholarly achievements.

She earned her BFA from Clemson University in 1991 and her BSN from the Medical University of South Carolina (MUSC) in 1998, where she also completed her PhD in 2008 while teaching. Dr. Newman began her career as an RN at Roper Rehabilitation Hospital in Charleston and later became Assistant Dean of MUSC’s Nursing Science program during the pandemic.

Her research focuses on health equity for people with disabilities, particularly through peer support for those with spinal cord injuries (SCI). Dr. Newman collaborates with organizations like the Christopher and Dana Reeve Foundation and has worked with partners in India. At the College of Nursing, she aims to promote disability-inclusive care and increase the employment of people with disabilities in healthcare. She looks forward to building new collaborations across the university and with advocacy groups to advance this research.

Dr. Kesheng Wang is a Biostatistics Professor at the College of Nursing. He earned his PhD in 2001 from Georg-August University of Göttingen, specializing in Population Genetics and Biostatistics. From 2002 to 2008, he completed advanced biostatistics training, focusing on Genetic Epidemiology and Statistical Genetics, at the University of Toronto and the Hospital for Sick Children.

Before joining the University of South Carolina, Dr. Wang was a Professor of Biostatistics at West Virginia University’s School of Nursing. His research spans biostatistics, machine learning, epidemiology, bioinformatics, and genetic epidemiology. He is dedicated to teaching quantitative methods and supporting students and faculty in research design and statistical analysis.

Currently, Dr. Wang's research includes projects on health disparities in cancer, substance use and mental health, Alzheimer's disease, and the application of machine learning to multi-omics data.

Challenge the conventional. Create the exceptional. No Limits.

• Doctor of Philosophy in Rehabilitation Sciences (PhD)
• Graduate School
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The Graduate Programs in Rehabilitation Sciences (RHSC) is jointly run by the Department of Occupational Sciences and Occupational Therapy (OSOT) and the Department of Physical Therapy (PT). It is a program for advanced research study and original investigation in areas relevant to the Rehabilitation Sciences at the Doctor of Philosophy (PhD) level. It focuses on the discipline of Rehabilitation Sciences - the study of providing treatment and education to persons with temporary or permanent disability to return them to maximum function, well-being and personally-satisfying levels of independence.

It encompasses the three dimensions of the International Classification of Functioning, Disability and Health (body structure and function, activity and participation) and thus spans the individual, community and society. Our faculty have active research programs that cover this diverse spectrum.

In the Graduate Programs in Rehabilitation Sciences, we strive to create outstanding learning and research experiences for occupational therapists, physical therapists and others with various health-related disciplines. Through these opportunities, in combination with the PhD thesis, graduates advance the science of rehabilitation which aims to promote physical, mental and social well-being among people of all levels of ability. Our collaborative initiatives result in a reciprocal transfer of new knowledge among academic, clinical, and community settings.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Our faculty have an outstanding record of scholarly productivity, receiving funding from provincial and national research granting agencies. Over 30 graduate students from a broad range of backgrounds including occupational therapy, physical therapy, recreation therapy, social sciences, human kinetics, and engineering have graduated from our program. These students have authored numerous peer-reviewed journal publications and won various scholarships and awards.

Program faculty members are well integrated with several of the world class research facilities established here in BC including: Arthritis Research Centre, Brain Research Centre, Centre for Hip Health, International Collaboration on Repair Discoveries, Centre for Heart and Lung Innovation, Vancouver Coastal Health Research Institute, Providence Health Care Research Institute, GF Strong Rehabilitation Centre, and the BC Children's Hospital Research Institute.

The best surprise about UBC is the amount of collaboration that takes places within and between programs.

Reid Mitchell

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by some applicants. Please check the program website.

Prior degree, course and other requirements

Prior degree requirements.

Completion of a recognized baccalaureate degree and thesis-based master’s degree in Rehabilitation Sciences, or other related field.

Course Requirements

A minimum of 3 credits in research methods or statistics

Other Requirements

Applicants from non-Canadian or United States universities may be required to provide general (GRE) (Graduate Record Examination) scores as part of their application at the request of their proposed supervisor. Scores must be valid within the past 2 years.

2) Meet Deadlines

January 2025 intake, application open date, canadian applicants, international applicants, september 2025 intake, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Rehabilitation Sciences (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 15 students received Teaching Assistantships. Average TA funding based on 15 students was $3,610.
• 24 students received Research Assistantships. Average RA funding based on 24 students was $14,208.
• 5 students received Academic Assistantships. Average AA funding based on 5 students was $5,427.
• 36 students received internal awards. Average internal award funding based on 36 students was $13,282.
• 14 students received external awards. Average external award funding based on 14 students was $22,591.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

18 students graduated between 2005 and 2013. Of these, career information was obtained for 18 alumni (based on research conducted between Feb-May 2016):

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Graduates from our programs go on to become faculty members that teach and conduct research at universities. They also work as research scientists, clinical scientists and consultants to government, health authorities and other organizations with interests in rehabilitation specifically, and health care as a whole.

Alumni on Success

Amy Kirkham

Job Title Postdoctoral Research Fellow

Employer University of Alberta

Hana Al-Bannay

Job Title Assistant Professor

Employer Saad College of Nursing & Allied Health Sciences

Jill Zwicker

Employer University of British Columbia

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Rehabilitation Sciences (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion Rates & Times

Upcoming doctoral exams, thursday, 12 september 2024 - 4:00pm - room 200.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Ardern, Clare (Electronic health (e-Health); Mobile health (mHealth); Patient and citizen engagement research; Health equity; Physical therapy; Sports medicine; Knowledge translation and implementation science in health; Orthopedics; Sex and gender-based analysis; musculoskeletal conditions; Digital health; eHealth; orthopaedics; sports medicine; rehabilitation; meta-science; peer review; research impact)
• Barbic, Skye (Occupational therapy; Rehabilitation medicine; assessment; community integration; health and well-being; Implementation Science; Individual Placement Support; measurement; Mental Health and Society; mental health; metrology; Patient Engagement; Rasch Measurement Theory; recovery; Supported Employment; youth)
• Boyd, Lara (Neurosciences, biological and chemical aspects; Neurosciences, medical and physiological and health aspects; Physical therapy; Rehabilitation medicine; Learning; Learning and Memory; Motor System; Motor learning; Neurophysiology; Physiology; Plasticity / Neuronal Regeneration; stroke)
• Camp, Pat (Physical therapy; Rehabilitation medicine)
• Campbell, Kristin (Clinical oncology; Physical therapy; Rehabilitation medicine; Biomarkers; Breast Cancer; Exercise Physiology; oncology; physical function; Physiology; Quality of Life and Aging; rehabilitation)
• Eng, Janice (Medical, health and life sciences; Stroke Rehabilitation; Motor function; Wearable sensors; Recovery of walking after stroke; Recovery of upper extremity function after stroke)
• Forwell, Susan (Neurological conditions and their impact on chosen occupations)
• Glegg, Stephanie (Child Development; Children's Health; Developmental Disabilities; Exercise for Children; Health services research; Opioid Abuse and Addiction; rehabilitation; Translational Medical Research; Knowledge translation)
• Guenette, Jordan (Respiratory diseases; Other biological sciences; Clinical exercise physiology; Cardiorespiratory physiology; Mechanisms and management of breathlessness and exercise intolerance; Chronic respiratory diseases)
• Henderson, Julia
• Holsti, Liisa (Medical, health and life sciences; premature infants; neurodevelopment; stress; pain; measurement; technology transfer; sucrose; rehabilitation; pediatrics)
• Hunt, Michael (Physical therapy; Rehabilitation medicine; Arthritis / Osteo-Arthritis; biomechanics; exercise; Joints (Articulations); musculoskeletal; Musculoskeletal Deformation; Neuromuscular Diseases; Orthoses and Prostheses; Physical Activity; rehabilitation)
• Huot, Suzanne (Occupational therapy; Human geography; asylum seekers; bilingualism; community-engaged research; critical theory; francophone minority communities; francophones; french; Gender; immigration; intersectionality; Migration Studies; Migrations, Populations, Cultural Exchanges; occupational science; Qualitative research; refugees; social inclusion; social integration; Platform economy)
• Jarus, Tal (Occupational therapy; Rehabilitation medicine; Disciplinary education; art-based research; disabled practitioners;; Disabled students;; diversifying health and human service professions; Justice and equity in health professions)
• Li, Linda (Knowledge translation and implementation science in health; Patient and citizen engagement research; Patient-centered care; Mobile health (mHealth); Health counselling; Health promotion and disease prevention; Physical therapy; Care)
• Liu-Ambrose, Teresa (Neurosciences, biological and chemical aspects; Neurosciences, medical and physiological and health aspects; Physical therapy; Rehabilitation medicine; Healthy Aging; exercise; Fall prevention; Cognitive Aging; Randomized Controlled Trials; Physical Activity; Mobility; Neuroimaging; Sleep)
• Miller, William (Occupational therapy)
• Mortenson, Ben (Occupational therapy; Rehabilitation medicine; Accessibility; Assistive technology; Caregiving; Mobility; Outcome measures; Quality of Life and Aging; rehabilitation; Robotics; Social Aspects of Aging; Social participation; Spinal cord injury)
• Nimmon, Laura (Health sciences; Qualitative research; medical education; Health Professions Education; Social network analysis; Human connection; Interdependence; Social theories; Social power; Palliative Care)
• Pollock, Courtney (Neurosciences, biological and chemical aspects; Neurosciences, medical and physiological and health aspects; Physical therapy; Rehabilitation medicine; impact of neurological changes associated with aging, disease and injury on motor control; motor control of walking balance and balance reactions)
• Sakakibara, Brodie (Clinical medicine; Occupational Science and Occupational Therapy; Gerontology; rehabilitation; Physical Activity; Physical Rehabilitation; Spinal cord injury; Stroke Rehabilitation; Chronic disease self-management and prevention; Telehealth in people with stroke and cardiovascular disease; Complex behavioural intervention development; Clinical trial methodologies; Participatory and patient-oriented research)
• Schmidt, Julia (Occupational therapy; Trauma / Injuries; cognition; Neurological diseases; Cognitive impairment; neuroscience; rehabilitation; Self-awareness; Self-identity; Traumatic Brain Injury)
• Scott, Alexander (Physical therapy; Rehabilitation medicine; musculoskeletal; Musculoskeletal Lesions and Repair; orthopaedics; physical therapy; physiotherapy; sports medicine)
• Virji-Babul, Naznin (Concussion/mild traumatic brain injury, Developmental disabilities (Down’s syndrome), Developmental neuroscience (mirror neurons, perception-action coupling) )
• Whittaker, Jacqueline (Physical therapy; Exercise counselling; Exercise therapy; Health care; Kinesiology; Knee injuries; Knee osteoarthritis; Low back pain; Osteoarthritis prevention; Physical Activity; physical therapy; rehabilitation; Sport injury prevention; sports medicine; Sports/exercise; Ultrasound Imaging; Wearable activity tracker; youth)

Doctoral Citations

Sample Thesis Submissions

• Cognitive orientation to occupational performance : effect on brain structure, brain function, and motor outcomes in children with co-occurring autism spectrum disorder and developmental coordination disorder
• It takes a village : the role of social support during recovery from sport-related knee injuries
• Arch-supported lateral wedge insoles for biomechanical management of knee osteoarthritis
• Self-Management for Amputee Rehabilitation using Technology (SMART) : development of a co-created eHealth program and feasibility assessment
• The role of illness perceptions in mental health treatment-seeking and outcomes after mild traumatic brain injury
• Civic patienthood : a critical grounded theory of how patients transform from clinical subjects to civic actors
• Technology-enabled gait monitoring and modification in real-world settings for the management of knee osteoarthritis
• From mice to children : investigating involvement of the cerebellum in developmental coordination disorder and cerebellar changes with rehabilitation
• Impact of air pollution on exercise responses, dyspnea, and respiratory health in adults with and without chronic obstructive pulmonary disease
• Cognitive orientation to occupational performance : effect on brain structure/function and motor outcomes in children with developmental coordination disorder
• Nervous system sensitisation in musculoskeletal pain syndromes

Related Programs

Same specialization.

• Graduate Certificate in Rehabilitation Sciences (GCRS)
• Master of Rehabilitation Science (MRSc)
• Master of Science in Rehabilitation Sciences (MSc)

Further Information

Specialization.

The Master of Science in Rehabilitation Science (MSc) is designed to prepare individuals to conduct research independently and in collaboration with other scientists. Students will investigate an area of research relevant to rehabilitation through critical analysis of problems related to basic sciences, clinical practice, or to development of theory.

The Master of Rehabilitation Science (MRSc) is designed for working health professionals and to enhance interdisciplinary practice. Unlike traditional thesis-based research master’s programs, the MRSc is a combination of courses and a work- or practice-based research project. The MRSc allows you to obtain a master’s degree without interrupting your work.

The Doctor of Philosophy (PhD) focuses on the discipline of rehabilitation sciences, the study of providing treatment and education to persons with temporary or permanent disability to return them to maximum function, well-being and personally-satisfying levels of independence.

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Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Himani Prajapati

Studying at UBC is a dream come true for me, and being part of the rehabilitation department's research is truly exceptional. The faculty here come from all over the world and possess an incredible depth of knowledge and expertise. I feel particularly blessed to work with my supervisor, Dr. Bill...

I completed a Master of Occupational Therapy degree (2017-2019) at UBC and had an immensely positive experience. Time and time again, UBC has shown up willing to listen, learn and change when called upon by students, faculty and the community. It is important to me that I study at an institution...

Natasha Damiano

I am perhaps one of the few UBCer’s who is from Vancouver, and who also completed all of my degrees at this institution. As an undergraduate this was not a choice. My family couldn’t afford sending me away to school so I didn’t really consider it. I was taking first year courses at Douglas College...

Anne-Cécile Delaisse

I took part in an Occupational Science conference where I met my current supervisor, Dr Suzanne Huot. Her research about Francophone immigration resonated with my personal experiences of migration and international travel. I was interested in how she applies Occupational Science concepts beyond...

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Rehabilitation Sciences constitutes the study of physical and occupational performance with special emphasis on individuals with impairments and disabilities. Encompassing the three dimensions of health as determined by the International Classification of Functioning, Disability and Health (body structure and function, activity, and participation), Rehabilitation Sciences spans the individual, community, and social levels of society. 

The Doctor of Philosophy in Rehabilitation Sciences (PhD) is designed to: 

• Prepare students to conduct independent and collaborative research in the discipline of rehabilitation sciences.
• Facilitate students to conduct significant and original research which will contribute to the body of evidence-based rehabilitation practice.
• Prepare rehabilitation scholars and scientists for leadership roles in academia, public health, education and industry.
• Fill a societal demand for the need of doctoral trained individuals in the discipline of rehabilitation to fill current and expected faculty vacancies in Canada.
• Enhance the links between theoretical advances and practice through the development of the conceptual knowledge base of rehabilitation.
• Develop leaders in rehabilitation research who can initiate and complete novel, innovative and effective rehabilitation treatments.

A thesis-based Master’s degree in rehabilitation sciences, or other related fields of study along with appropriate undergraduate and graduate courses, are generally required for admission. Appropriate coursework will be selected in consultation with the candidate’s committee and will depend on the student’s background and field of study. 

“The rehabilitation sciences program stood out to me for its diverse and accomplished faculty, as well as a highly collaborative research environment.” – Gordon Tao, PhD Student

All candidates are required to complete a written and oral comprehensive examination after completion of all course work. Following the comprehensive examination, the student will present a formal thesis proposal for approval by the candidate’s committee before proceeding to research work which will culminate in a formal thesis defence. The major requirement of the PhD is completion of a research thesis demonstrating the ability to conduct significant and original scientific research.

Being interested in health care and having a background in Kinesiology, the Rehabilitation Sciences graduate program gave me the opportunity to continue pursuing research related to exercise physiology while providing experience in the healthcare field, which is important if I were to decide to shift from an academic to clinical driven career. – Reid Mitchell, PhD Student 

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• Rehabilitation and Movement Science, PhD

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Study Rehabilitation and Movement Science at Azusa Pacific University

You’ll conduct original research and learn from highly experienced professionals, graduating ready to advance allied health through a career in academia or research. Complete the majority of the PhD online, benefiting from a flexible format in this hybrid program—the only one of its kind on the West Coast.

See Admission Requirements

Program at a Glance

Application deadline.

• Early Admission Deadline: January 15
• Advanced Standing Deadline: January 15
• Regular Admission Deadline: March 1

Program Information

• Program Units: 58
• Cost per Unit: $1,160
• Base Cost: $67,280*
• Online: Low Residency at Azusa (Main Campus)

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Use Christian principles to guide research and contribute to the professional community.
• Learn and research alongside an accomplished faculty-mentor.
• Gather scientific evidence to improve health and rehabilitation outcomes.
• Utilize research instruments such as motion capture, pain measurement tools, and more. 
• Translate findings into clinical practice.

By the Numbers

Get started, program details.

The  Doctor of Philosophy (PhD) in Rehabilitation and Movement Science  program at Azusa Pacific University prepares graduates to practice as academic faculty and clinical researchers in the fields of rehabilitation and movement science. These graduates are guided by Christian principles and ethical values, and are critical thinkers and lifelong learners, supporting the global community and the rehabilitation and movement science profession as service-oriented practitioners.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Prerequisites

• Proof of a graduate degree (master’s or clinical doctoral degree) in a field of rehabilitation from an accredited U.S. college or university, or equivalent from a non-U.S. university or college.
• Licensed clinical work experience
• Minimum 3.0 graduate GPA

Admission Requirements

The  university graduate  and program admission requirements below must be met before an application is considered complete.

This program is not open to F-1 or J-1 international students, because the low-residency format doesn’t meet the full-time face-to-face requirement set by United States Citizenship and Immigration Services. If you are an international student who does not require an F-1 or J-1 visa, you may be considered for this program.

Applicants must submit:

• Graduate application for admission
• $45 nonrefundable application fee
• Official transcripts from all institutions leading to and awarding the applicant’s bachelor’s and master’s degrees from a regionally accredited institution and all postbaccalaureate study An official transcript is one that Azusa Pacific University receives unopened in an envelope sealed by the former institution and that bears the official seal of the college or university. A cumulative minimum 3.0 (on a 4.0 scale) grade-point average on the posted degree is required for regular admission status. Provisional admittance may be granted to individuals with a lower GPA if competency can be shown through multiple measures.
• Two professional letters of recommendation, completed by individuals who have supervised and/or mentored the applicant. All recommendations should be from persons who can attest to the applicant’s potential for doctoral study and leadership.
• Curriculum vita (résumé)
• Statement of intent covering the following (5-7-page paper, double-spaced):
• Educational goals in pursuing doctoral study
• Short- and long-term professional or career goals
• Current professional activities
• Research interests to be pursued in the program
• Reasons for choosing APU’s PhD in Rehabilitation and Movement Science
• Academic writing sample that demonstrates the applicant’s ability to write cogently and use research and professional literature effectively in developing ideas and arguments (e.g., DPT capstone, master’s thesis, a scholarly article submitted to or published in a professional journal, a comprehensive course paper, or a major district report)
• Other evidence of potential for leadership as the applicant desires

English Requirement

All students graduating from non-English-speaking institutions or from programs not taught in English and applying for graduate admission to Azusa Pacific University—with the exception of APU-approved programs in languages other than English—are required to submit proof of sufficient English proficiency. Additional information can be found in our  online academic catalog .

Delivering high quality graduate programs takes a comprehensive support system. Your investment in an advanced degree includes those services and personnel that partner with you in pursuit of higher education. Below is a detailed breakdown of the fees associated with the benefits and services included in your degree program.

Department of Physical Therapy

View a complete list of   university fees .

All stated financial information is subject to change. Contact the   Student Services Center at (626) 815-2020 for more information.

Several types of   financial aid   are available to graduate students. The resources range from federal loans and state grants to, for some graduate programs, fellowships and scholarships. For details about financial aid available for your program, please contact the   Student Services Center   at   (626) 815-2020 .

Military Benefits

Military members—and in some cases their spouses and dependents—qualify for   financial assistance   covering tuition, housing, and books. Azusa Pacific is a Yellow Ribbon University and Military Friendly School, so you can be confident that you’ll receive the benefits and flexibility you need to complete your education.

Program Requirements

The PhD in Rehabilitation and Movement Science blends online learning with a one-week on-campus session per year. This format helps support working healthcare professionals who want to further their careers and pursue work in education and research.

Online Format

For online courses within the program, students will be required to use Canvas for the asynchronous online courses, and both Canvas and Zoom for the synchronous statistics courses. The statistics courses will have an online portion and a weekly real-time Zoom meeting. Additional instructions will be provided with each course.

On-Campus Sessions

Each year, during the fall semester, students participate in a one-week, on-campus boot camp with faculty and peers. Discussion and activities focus on research topic advancement, reviewing previous work, and preparing for the term to come. Additional on-campus meetings can be arranged by students with the respective course instructors and mentors.

If you have questions, we’re here to help! Connect with a representative who can walk you through the program details and application process.

Contact Your Admissions Representative

Additional Program Contact

Annette Karim, program director,   [email protected] , (626) 815-5072

(626) 815-5020

Monday–Friday, 8:30 a.m.-4 p.m.

Student Services Center

Contact (626) 812-3016  or [email protected] , and visit  apu.edu/ssc  for details on the admissions process, financial aid, and class registration.

International Services

International students should contact +1-626-812-3055 or  [email protected] , and visit  apu.edu/international/ .

• Azusa Pacific University is accredited by the WASC Senior College and University Commission (WSCUC). 
• Note: This program is not accredited by the  Commission on Accreditation in Physical Therapy Education ( CAPTE).

Featured Faculty

Annette Karim

Director, PhD in Rehabilitation and Movement Science and Associate Professor, Department of Physical Therapy

Derrick Sueki, PT, DPT, PhD

Director, DPT Program, and Associate Professor, Department of Physical Therapy

Christopher Patterson

Associate Professor, Department of Physical Therapy

See All Faculty

Career Outlook and Outcomes

Students Love APU’s PhD in Rehabilitation and Movement Science Program

Listen to program graduates describe why they chose this program, and why they ’ re glad they did.

Watch the Video Series

Related Programs

Physical therapy, dpt, kinesiology major.

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White Coat Ceremony Welcomes New Students into Noble Healthcare Professions 

• 19 August 2024

As a healthcare professional, Jean Hartman stood and recited the oath of professionalism at the annual White Coat Ceremony along with the group of incoming students to Salus at Drexel University. 

She had just watched her daughter, Kathleen Hartman ‘26OT , receive her white coat, and was experiencing a rush of motherly pride. As for words, though, she was coming up short on how to describe her feelings. 

The annual white coat ceremony, which represents the students’ entry into their chosen health science professions, is one of the highlights of Orientation Week Aug. 12-16 at Salus/Drexel. There were three separate ceremonies held Aug. 14, 2024, at the Hafter Student Community Center on the Elkins Park, Pennsylvania, campus. 

The keynote speaker for all three ceremonies was Salus at Drexel president Michael H. Mittelman, OD ‘80, MPH, MBA, FAAO, FACHE . Also delivering remarks to the students was Elisabeth Van Bockstaele, PhD, Drexel ’ s senior vice president, chief strategy officer, dean of the Graduate College and founding dean of the Graduate School of Biomedical Sciences and Professional Studies in the College of Medicine. 

The two institutions began the first phase of a merger on June 30, 2024, pending approval by the United States Department of Education, specialized accreditors, and additional third parties. These white coat ceremonies were the first under the Salus/Drexel banner.

“The merger signifies a new chapter filled with promise and opportunities for our students, faculty, and staff,” said Dr. Mittelman. “Today, as you don your white coat, you are not only stepping into the noble profession of healthcare, but also becoming a part of a historic transition. You will carry forward the traditions and values of Salus University while embracing the expansive future that Drexel University offers.” 

Dr. Van Bockstaele urged white coat recipients to see themselves as collaborating with peers and professors to diagnose and treat patients; contributing to leading edge interdisciplinary research; availing themselves to interprofessional learning experiences; accessing different types of clinical experiences; and engaging with Drexel Health for continuing professional development.

“In choosing Salus at Drexel to pursue your chosen profession, you will be among the earliest practitioners, researchers and educators to approach healthcare results in better health education, improved patient care and breakthrough healthcare innovations,” she said. 

“I ’ m really proud to be able to carry on the family tradition and hopefully graduate from the same institution that she did,” said Bruce, who is from New Market, Ontario, Canada. “I know it’s going to be a lot of hard work and I’d love to make my mom and my family proud.” 

As an alum of the Pennsylvania College of Optometry (PCO) , the founding college of Salus at Drexel, Dr. Yip, who currently works with five other doctors at a practice in Toronto, knows first-hand that her son is going to receive a quality education.

“He’s one of the most compassionate and kind people I know,” said Dr. Yip. “He’s made for this profession. He’s going to have all the tools he needs to become an excellent optometrist leader for our profession.” 

 She also said placing the white coat on her son was a surreal moment for her. 

“It seems like just yesterday my classmates and I were going through the same thing. But it’s amazing. I’m really glad he came to this institution himself without my influence . . . well, without me asking him to,” said Dr. Yip. 

Compassion and kindness were also two words to describe Georgia Hight-Schickel ‘28AUD , by her mothers, Susan Hight and Cecil Schickel. 

Hight-Schickel, who hails from the Mount Airy neighborhood of Philadelphia, wants to become an audiologist because she hopes to advocate for people to protect their ears.

“And, as a Type 1 diabetic, I’m really passionate about making sure other people who have medical devices feel confident, embrace their differences and be who they are,” said Hight-Schickel.  

After earning her undergraduate degree in Communication Sciences and Disorders from Temple University, Hight-Schickel spent two years living abroad in Madrid, Spain, teaching English. She chose to continue her education at Salus/Drexel because it was closer to her family. 

“We know how much she’ll bring to healthcare because she’s been on the other side of it. I can’t wait to she what she becomes,” said Hight. 

Lynch, from Oakland, New Jersey, whose father is an orthotist, has been involved with the orthotics and prosthetics business for the past 15 years, but is now returning to school to secure his O&P degree.

“We’re so proud of him,” said Paola Lynch. “He’s always had a passion for the profession. Just him making someone’s quality of life better each day is a huge reason why we’re supporting him.”

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A career in athletic training (AT) is fast-paced, interdisciplinary, and incredibly rewarding. A degree in athletic training will help you become a highly qualified, multi-skilled health care professional who collaborates with physicians to provide preventative services, emergency care, clinical diagnosis, therapeutic intervention, and rehabilitation of injuries and medical conditions. As a graduate of our AT program, you will be prepared to practice in a variety of settings including universities, high schools, sports medicine clinics, professional sports and more. Our rigorous curriculum provides every student with a solid foundation to continue their education through residencies, academic doctorates, and other post-professional opportunities.

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PhD researcher draws on refugee experience to study plight of asylum-seekers in Canada

Jona Zyfi, a doctoral candidate at the Centre for Criminology & Sociolegal Studies, is using a human rights lens to explore the links between technology and migration (supplied image)

Published: August 14, 2024

By Cynthia Macdonald

Jona Zyfi ’s life has so far been an “adventurous story” full of fear, hope, resilience and relief.

At age seven, Zyfi was smuggled into Australia under a false name as a child refugee claimant. At 16, after a forced return to her native Albania, she emigrated to Canada carrying only a suitcase and teddy bear.

Now a PhD candidate at the University of Toronto’s Centre for Criminology & Sociolegal Studies, Zyfi is examining how public policy shapes the plight of asylum seekers and migrants in Canada. Her work is shedding valuable light on some of the little-known – and sometimes shocking – injustices faced by refugee claimants in a country widely thought to be among the most welcoming and multicultural in the world.

“The work that I do is very much informed by my lived experiences,” she says. “It’s where I find the strength to do it.”

Why is Zyfi examining the refugee experience through the lens of criminology and not political science?

“Lots of people have asked me that,” she says. “Even I had moments when I’d wonder, ‘Am I in the right department?’ But the deeper I go into my research, the more confirmation I get that I am doing the right thing.”

This is due to the phenomenon of “crimmigration,”  a term that’s used to describe how refugee claimants are often subjected to processes normally associated with the criminal justice system.

“Immigration is an administrative field, while the criminal justice system is a lot more heavy-handed,” Zyfi explains. “And yet, we’re using criminal justice mechanisms to deal with what should be an administrative process. That doesn’t make sense.”

In some ways, she says, Canada’s approach to refugees is a good news story.

In the last decade, for example, the country has welcomed more than 40,000 Syrian refugees, and has been in the vanguard of acceptance for those fleeing persecution on the basis of gender identity and sexual orientation.

But there is darker side, too. Many Canadians are unaware that children can be held in detention with or without their parents and that adult asylum seekers who can’t be accommodated in holding centres have been detained in provincial jails alongside those serving criminal sentences.

Canada is also one of the few countries in the Global North where there is no legal limit on detention, meaning that claimants can spend years in jails or holding centres before their cases are heard.

“They rarely get access to legal aid and many of them can’t speak the language,” Zyfi says. “So they don’t even understand what’s happening. They’re unaware of their rights and terrified of being deported.”

Zyfi says she is particularly interested in the role technology plays in immigration and asylum processes and application assessment procedures. In an effort to reduce dependence on migrant detention, some asylum seekers are now granted temporary freedom but monitored in ways that are highly controversial.

These methods include the use of electronic ankle monitors as well as voice reporting via cellphone – both of which can fail if batteries or cell reception run out. Facial recognition software is also gaining in popularity.

But even a small technical mistake, Zyfi argues, can place a claimant’s life in danger. “There’s this idea that technology is going to solve all our problems,” says Zyfi. “It’s going to make faster decisions, better decisions. The decisions are faster, but that doesn’t always mean that they are better.”

Zyfi’s concern about the rights of asylum seekers is born from her own experiences.

Born shortly after the fall of communism in Albania, her early life was spent amid the anarchy and civil insurrection that followed the collapse of the country’s economy. “We had to hide under the tables, because bullets could fly through at any minute,” she recalls. “One flew through our balcony window. The arms depots were open; anybody could get bullets, a grocery bag full of grenades, whatever they could find. It was a free-for-all.”

Using a false name, Zyfi made her way to Australia with her mother and sister via a human smuggling network. But the family was expelled from Australia in 2005 when Albania was deemed to be a safe country of origin. “I remember my mother packing up our entire life in a shipping container,” she says.

Four years later, Zyfi came to Canada and two years ago, after a lengthy series of applications and various immigration statuses, she was finally granted citizenship.

Now, she is firmly committed to making life better for other migrants and refugees, including by giving them a bigger say in decisions that affect them. In policymaking, “our stories are not being incorporated in a meaningful way,” she says. “To me, that is the saddest part.”

The groundswell of private support for Syrian refugees – Zyfi herself was an enthusiastic sponsor – shows that caring for survivors of global crisis is a Canadian value. But she says that civil society alone cannot provide the support needed, and the government can do more – not only for immigrants deemed to be economically desirable, but for those whose lives are in jeopardy.

“Historically, immigration has been key to the Canadian economy. It has also been a fundamental tenet of nation-building and multiculturalism,” Zyfi says. “But we are doing the bare minimum. We have the capacity to do so much more.”

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Breast Cancer Index in Premenopausal Women With Early-Stage Hormone Receptor–Positive Breast Cancer

• 1 University of Rochester Department of Medicine, Rochester, New York
• 2 Biotheranostics, A Hologic Company, San Diego, California
• 3 The University of Chicago Medical Center, Chicago, Illinois
• 4 The Sir Peter MacCallum Department of Medical Oncology, The University of Melbourne, Parkville, Australia
• 5 Department of Medical Oncology, Peter MacCallum Cancer Center, Melbourne, Australia
• 6 St Vincent’s Hospital, Melbourne, Australia
• 7 Breast Cancer Trials Australia & New Zealand, Newcastle, Australia
• 8 University of Newcastle, Callaghan, Newcastle, Australia
• 9 International Breast Cancer Study Group, ETOP IBCSG Partners Foundation, Bern, Switzerland
• 10 International Breast Cancer Study Group Central Pathology Office, European Institute of Oncology IRCCS, Milan, Italy
• 11 Department of Pathology and Laboratory Medicine, European Institute of Oncology IRCCS, Milan, Italy
• 12 Clinexpert-Research, Budapest, Hungary
• 13 Vall d’Hebron Institute of Oncology (VHIO) and Vall d’Hebron University Hospital, Barcelona, Spain
• 14 SOLTI Breast Cancer Research Cooperative Group, Barcelona, Spain
• 15 Institut Bergonie Comprehensive Cancer Center, Universite de Bordeaux, INSERM U1312, Bordeaux, France
• 16 European Organization for Research and Treatment of Cancer (EORTC), Brussels, Belgium
• 17 Ospedale Papa Giovanni XXIII, Bergamo, Italy
• 18 Oncology Unit, Department of Oncology, Alessandro Manzoni Hospital, ASST Lecco, Lecco, Italy
• 19 Operative Unit of Medical Oncology, IRCCS ICS Maugeri, Pavia, Italy
• 20 Medical Oncology Department, University Hospital 12 de Octubre, Madrid, Spain
• 21 Gynecologic Oncology and Multidisciplinary Breast Center, University Hospitals UZ Leuven, KU Leuven, Leuven, Belgium
• 22 Department of Oncology, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
• 23 Chilean Cooperative Group for Oncologic Research (GOCCHI), Santiago, Chile
• 24 Institute of Pathology, Cantonal Hospital St. Gallen, St. Gallen, Switzerland
• 25 Swiss Group for Clinical Cancer Research (SAKK), Bern, Switzerland
• 26 Breast Center, Lausanne University Hospital CHUV, Lausanne, Switzerland
• 27 The Angeles Clinic and Research Institute, Santa Monica, California
• 28 SWOG Cancer Research Network, San Antonio, Texas
• 29 University of Pittsburgh Medical Center Hillman Cancer Center Pittsburgh, Pennsylvania
• 30 NSABP Foundation/NRG Oncology, Pittsburgh, Pennsylvania
• 31 Division of Medical Oncology, Sunnybrook Odette Cancer Centre, University of Toronto, Toronto, ON, Canada
• 32 Fred Hutchinson Cancer Center, University of Washington Seattle, Washington
• 33 ECOG-ACRIN Cancer Research Group, Philadelphia, Pennsylvania
• 34 Weston Park Hospital, Sheffield, United Kingdom
• 35 National Cancer Research Institute, Breast Cancer Clinical Studies Group (NCRI-BCSG), London, United Kingdom
• 36 The Institute for Cancer Research, The Clinical Trials and Statistics Unit (ICR-CTSU), London, United Kingdom
• 37 Mayo Clinic and Alliance for Clinical Trials in Oncology, Rochester, Minnesota
• 38 German Breast Group, Neu Isenburg, Germany
• 39 University Hospital of Schleswig-Holstein, Campus Kiel, Germany
• 40 Division of Cancer Research, Peter MacCallum Cancer Center, Melbourne Australia
• 41 Division of Medical Senology, IEO, European Institute of Oncology IRCCS, Milan, Italy
• 42 IBCSG Statistical Center, Dana-Farber Cancer Institute and Harvard Medical School, Boston, Massachusetts

Question   Can the Breast Cancer Index (BCI) prognosticate and predict benefit of ovarian function suppression–based adjuvant endocrine therapy in premenopausal women with hormone receptor–positive breast cancer?

Findings   In this prospective-retrospective translational study of 1687 patients enrolled in SOFT (Suppression of Ovarian Function Trial), individuals with BCI HOXB13/IL17BR ratio (BCI[H/I])–low tumors had greater benefit from ovarian function suppression–based adjuvant endocrine therapy than patients with BCI(H/I)-high tumors. A higher BCI continuous index was confirmed to be associated with poorer prognosis in this population.

Meaning   If validated in additional studies, BCI may aid decision-making about adjuvant endocrine therapy for premenopausal patients with hormone receptor–positive breast cancer.

Importance   Adjuvant ovarian function suppression (OFS) with oral endocrine therapy improves outcomes for premenopausal patients with hormone receptor–positive (HR + ) breast cancer but adds adverse effects. A genomic biomarker for selecting patients most likely to benefit from OFS-based treatment is lacking.

Objective   To assess the predictive and prognostic performance of the Breast Cancer Index (BCI) for OFS benefit in premenopausal women with HR + breast cancer.

Design, Setting, and Participants   This prospective-retrospective translational study used all available tumor tissue samples from female patients from the Suppression of Ovarian Function Trial (SOFT). These individuals were randomized to receive 5 years of adjuvant tamoxifen alone, tamoxifen plus OFS, or exemestane plus OFS. BCI testing was performed blinded to clinical data and outcome. The a priori hypothesis was that BCI HOXB13/IL17BR ratio (BCI[H/I])–high tumors would benefit more from OFS and high BCI portended poorer prognosis in this population. Settings spanned multiple centers internationally. Participants included premenopausal female patients with HR + early breast cancer with specimens in the International Breast Cancer Study Group tumor repository available for RNA extraction. Data were collected from December 2003 to April 2021 and were analyzed from May 2022 to October 2022.

Main Outcomes and Measures   Primary end points were breast cancer–free interval (BCFI) for the predictive analysis and distant recurrence-free interval (DRFI) for the prognostic analyses.

Results   Tumor specimens were available for 1718 of the 3047 female patients in the SOFT intention-to-treat population. The 1687 patients (98.2%) who had specimens that yielded sufficient RNA for BCI testing represented the parent trial population. The median (IQR) follow-up time was 12 (10.5-13.4) years, and 512 patients (30.3%) were younger than 40 years. Tumors were BCI(H/I)-low for 972 patients (57.6%) and BCI(H/I)-high for 715 patients (42.4%). Patients with tumors classified as BCI(H/I)-low exhibited a 12-year absolute benefit in BCFI of 11.6% from exemestane plus OFS (hazard ratio [HR], 0.48 [95% CI, 0.33-0.71]) and an absolute benefit of 7.3% from tamoxifen plus OFS (HR, 0.69 [95% CI, 0.48-0.97]) relative to tamoxifen alone. In contrast, patients with BCI(H/I)-high tumors did not benefit from either exemestane plus OFS (absolute benefit, −0.4%; HR, 1.03 [95% CI, 0.70-1.53]; P for interaction = .006) or tamoxifen plus OFS (absolute benefit, −1.2%; HR, 1.05 [95% CI, 0.72-1.54]; P for interaction = .11) compared with tamoxifen alone. BCI continuous index was significantly prognostic in the N0 subgroup for DRFI (n = 1110; P  = .004), with 12-year DRFI of 95.9%, 90.8%, and 86.3% in BCI low-risk, intermediate-risk, and high-risk N0 cancers, respectively.

Conclusions and Relevance   In this prospective-retrospective translational study of patients enrolled in SOFT, BCI was confirmed as prognostic in premenopausal women with HR + breast cancer. The benefit from OFS-containing adjuvant endocrine therapy was greater for patients with BCI(H/I)-low tumors than BCI(H/I)-high tumors. BCI(H/I)-low status may identify premenopausal patients who are likely to benefit from this more intensive endocrine therapy.

Read More About

O’Regan RM , Zhang Y , Fleming GF, et al. Breast Cancer Index in Premenopausal Women With Early-Stage Hormone Receptor–Positive Breast Cancer. JAMA Oncol. Published online August 15, 2024. doi:10.1001/jamaoncol.2024.3044

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Master of Science

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Rehabilitation Sciences Institute's additional admission requirements stated below.

Candidates for the MSc degree must have graduated with a minimum average of B+ in senior level courses in the final two years of a four-year degree program from a recognized University, with a strong undergraduate science background, including a course in research design and/or statistics. The four year degree may be in Occupational Therapy, Physical Therapy, Speech-Language Pathology or a related field. Related fields include: nursing, psychology, sociology, social work, physical and health education, basic sciences, engineering, kinesiology etc.

An applicant must identify a faculty member who has agreed to serve as research supervisor. The research supervisor may want to examine a completed thesis and/or manuscripts and university transcripts.

Minimum Admission Requirements

Evidence of written and verbal proficiency in English is required for applicants whose first language is not English and must be demonstrated through the successful completion of one of the following tests:

Test of English as a Foreign Language (TOEFL) and the Test of Written English (TWE) with the following minimum scores:

Paper-based TOEFL: 600 and 5 on the TWE

Internet-based TOEFL (IBT): 100/120 and 22/30 on the writing and speaking sections

Michigan English Language Assessment Battery (MELAB): minimum score of 87

International English Language Testing System (IELTS): minimum score of 7.5

Certificate of Proficiency in English (COPE): see General Regulations, 4.3 English-Language Proficiency

U of T School of Continuing Studies academic preparation: see General Regulations, 4.3 English-Language Proficiency

Program Requirements

Students may be required to take extra courses in addition to the degree requirements listed below:

• REH 1100H | Introduction to Rehabilitation Research
• REH 2001H | RSI MSc Seminar – Foundations of Professional Development ; Students are expected to attend one year of MSc
• one half course , at the graduate level, in Research Methodology and/or Statistics (This course can be taken outside of the department)
• one additional half-course in area of research
• a thesis successfully defended before the Thesis Examination Committee
• attend and present at RSI Research Day (in Year 1 & Year 2)
• submission of Annual Report

Minimum of 12 months of full-time study. Students should be aware that the completion of the thesis may take longer. Exceptional students may be considered for enrolment in a part-time program

Requirements are the same as for the full-time MSc program with the following exceptions:

• Residency requirements are waived
• Coursework must be completed within two years of initial registration
• Program must be completed within five years of registration
• Completion of an annual learning contract and program map planned with the supervisor
• Part-time students should be aware that it is the student's responsibility to modify his or her work schedule to accommodate required coursework since course times are not flexible

Reclassification

MSc students who demonstrate outstanding potential for advanced research in the discipline may be recommended by their supervisory committee for a reclassification examination which, when passed, allows them transfer into the PhD program. Examination normally is undertaken following the completion of at least one session and within 18 months of registration in the MSc program.

Program Length

2 years full-time

5 years part-time

3 years full-time

6 years part-time

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Alexithymia Prevalence, Characterization, and Associations With Emotional Functioning and Life Satisfaction: A Traumatic Brain Injury Model System Study

Neumann, Dawn PhD; Hammond, Flora M. MD; Sander, Angelle M. PhD; Bogner, Jennifer PhD; Bushnik, Tamara PhD; Finn, Jacob A. PhD; Chung, Joyce S. PhD, MPH; Klyce, Daniel W. PhD, ABPP; Sevigny, Mitch MS; Ketchum, Jessica M. PhD

Author Affiliations: Department of Neurosurgery and Brain Repair, University of South Florida, Tampa, Florida (Dr Neumann) Department of Physical Medicine and Rehabilitation (Dr Hammond), Indiana University School of Medicine, Indianapolis, Indiana; H. Ben Taub Department of Physical Medicine and Rehabilitation (Dr Sander), Baylor College of Medicine, Houston, Texas; Brain Injury Research Center (Dr Sander), TIRR Memorial Hermann, Houston, Texas; Department of Physical Medicine and Rehabilitation (Dr Bogner), College of Medicine, The Ohio State University, Columbus, Ohio; Rusk Rehabilitation (Dr Bushnik), NYU Langone Health, New York, New York; Rehabilitation & Extended Care (Dr Finn), Minneapolis VA Health Care System, Minneapolis, Minnesota; Department of Psychiatry & Behavioral Sciences (Dr Finn), University of Minnesota-Twin Cities, Minneapolis, Minnesota; Polytrauma System of Care, Rehabilitation Service (Dr Chung), VA Palo Alto Health Care System, Palo Alto, California; Central Virginia VA Health Care System (Dr Klyce), Richmond, Virginia; Virginia Commonwealth University Health System (Dr Klyce), Richmond, Virginia; Sheltering Arms Institute (Dr Klyce), Richmond, Virginia; and Craig Hospital (Mr Sevigny and Dr Ketchum), Traumatic Brain Injury Model Systems, National Data and Statistical Center, Englewood, Colorado

Corresponding Author: Dawn Neumann, PhD, Department of Neurosurgery and Brain Repair, University of South Florida, Tampa, FL 33620 ( [email protected] ).

This study was funded by grants from the US Department of Health and Human Services (HHS), Administration for Community Living’s (ACL) National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), 90DPTB0002 and 90DPTB0022 (Indiana University), 90DPTB0001 (The Ohio State University), 90DPTB0016 and 90DPTB0025 (TIRR Memorial Herman), and 90DPTB0010 (New York University Langone Health). The contents of this article do not necessarily represent the policy of the NIDILRR, ACL, or HHS, and you should not assume endorsement by the federal government. Other contributions to this manuscript are the result of work supported with resources and the use of facilities at the Central Virginia VA Health Care System (Richmond, VA), Minneapolis VA Health Care System (Minneapolis, MN), and VA Palo Alto Health Care System (Palo Alto, CA). The views, opinions, and/or findings contained in this article are those of the authors and should not be construed as an official US Department of Veterans Affairs or other federal agency position, policy, or decision unless so designated by other official documentation.

The authors declare no conflicts of interest.

Objectives: Alexithymia an emotional processing deficit that interferes with a person’s ability to recognize, express, and differentiate emotional states. Study objectives were to (1) determine rates of elevated alexithymia among people with moderate-to-severe traumatic brain injury (TBI) 1-year post-injury, (2) identify demographic and injury-related variables associated with high versus low-average levels of alexithymia, and (3) examine associations among alexithymia with other aspects of emotional functioning and life satisfaction. Setting: Data were collected during follow-up interviews across four TBI Model System (TBIMS) centers. Participants: The sample consisted of 196 participants with moderate-to-severe TBI enrolled in the TBIMS. They were predominately male (77%), White (69%), and had no history of pre-injury mental health treatment (66.3%). Design: Cross-sectional survey data were obtained at study enrollment and 1-year post-injury. Main Measures: Toronto Alexithymia Scale-20 (TAS-20) as well as measures of anger, aggression, hostility, emotional dysregulation, post-traumatic stress, anxiety, depression, resilience and life satisfaction. Sociodemographic information, behavioral health history and injury-related variables were also included. Results: High levels of alexithymia (TAS-20 score > 1.5 standard deviation above the normative mean) were observed for 14.3%. Compared to individuals with low/average levels of alexithymia, the high alexithymia group tended to have lower levels of education. At 1-year follow-up, high TAS-20 scores were strongly associated with emotional dysregulation and post-traumatic stress; moderately associated with anger, hostility, depression, anxiety, lower resilience and lower satisfaction with life; and weakly associated with aggression. Conclusion: These findings provide further evidence that alexithymia is associated with poor emotional functioning and life satisfaction after TBI. Longitudinal studies are needed to determine if alexithymia is a risk factor that precipitates and predicts worse emotional outcomes in the TBI population. This line of work is important for informing treatment targets that could prevent or reduce of psychological distress after TBI.

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