https://www.podbean.com/media/share/pb-x6wdz-1418b21 Join our host, Francis, as they open a dialogue with four members of the research team behind […]
Tiffany Tiu
Read this before you use a Kin Tape again. Learn about the available evidence and possible mechanisms behind this type of therapy for managing muscle and joint pain.
Riya Shah
Are you a post-secondary student that has used services like health and wellness but still need more support? Read this article to learn how OT can support your academics and mental health!
Commentary
By Kathryn Lambert, Molly Beauregard, & Nathalie Klinger
A central component of occupational therapy (OT) education is the opportunity for students to apply their knowledge and skills on clinical placements. Students typically participate in several placements, each under the full-time supervision of an occupational therapist. Approximately 5% of placements in Canada are classified as role-emerging placements (REPs) (1). In REPs, the placement setting is an organization that does not have an occupational therapist on staff. Two students work together to independently carve out a role for occupational therapy for the organization’s clientele over the course of the placement. While this role varies according to the nature of the organization, common components include the development of group treatment programs, the creation of educational resources, and the administration of equipment assessments, such as assessing a client with mobility needs for a walker. A professional employee of the organization supervises the students on-site, while a registered occupational therapist outside of the organization provides around eight hours of mentorship per a week.
REPs provide a range of potential benefits to students, the target organization, and the profession of OT as a whole. Through REPs, students and professors are able to initiate placement opportunities that facilitate student development of unique and timely skills. By definition, these placements fill healthcare gaps by providing OT services to clients who would otherwise have limited or no access to the profession (1,2). The increased use of REPs has led to an increase in both student willingness to work in non-traditional settings such as not-for-profit organizations and has also added to a number of new job opportunities in such settings (2). Successful REPs through the University of Alberta have resulted in the establishment of permanent OT services at both the Bissell Centre, a not-for-profit organization that supports low-income and homeless Edmontonians, and Henwood Treatment Centre, a residential addictions treatment centre in Edmonton (1).

Ronessa Dass and Dr. Tara Packham
Are you experiencing changes in your cognitive, emotional or physical health? Do you believe that you have long COVID? Read this article to discover if you or someone you know may be experiencing brain fog!
Meera Premnazeer and Kenneth Noguchi
https://www.podbean.com/media/share/pb-zi29j-1326ebf Are you interested in learning more about the role of social work in rehabilitation? In this episode, […]
https://www.podbean.com/media/share/pb-xne8b-127357a Happy (belated) Pride Month! In this episode, Kyla interviews Zach Chan, a physiotherapist in the 2SLGBTQIPA+ community. […]
Christina Ziebart, Stephanie Cimino, Beatrice Manduchi & Wade Michaelchuk
The Rehabilitation Sciences Institute (RSI) Research Day is a much anticipated event every year. For the first time, rehabINK and the RSI Research Day committee are excited to present the winners of each presentation category! This was a great opportunity for students to showcase their work. Click on to see all the exciting research being done at RSI!
Ilakkiah Chandran
Older adults residing in LTC facilities continue to experience mental health challenges and illness. Without adequate care and support, many older adults are forced to suffer in silence. This article aims to provide recommendations to dismantle the barriers to mental health accessibility and efficiency in Ontario LTC facilities.
