Being a Student at the University of Saskatchewan

The Mission of the University of Saskatchewan (“USask”) is to achieve excellence in the scholarly activities of teaching, discovering, preserving and applying knowledge. The pursuit of this Mission requires adherence to high standards of honesty, integrity, diversity, equity, fairness, respect for human dignity, freedom of expression, opinion and belief, and independence to engage in the open pursuit of knowledge. The achievement of the Mission of the University also requires a positive and productive living, working, and learning environment characterized by an atmosphere of peace, civility, security, and safety.   

There is an onus on every student to understand what does or does not constitute academic misconduct at USask. Instances of academic or non-academic misconduct in the School of Rehabilitation Science will be handled in accordance with Academic Misconduct - Governance Office | University of Saskatchewan and Student Non-academic Misconduct Regulations, respectively. 

Learners in the School of Rehabilitation Science must adhere to the following policies/regulations: 

  • Attendance Regulations  
  • Access to the School and Equipment After Hours  
  • Guidelines on student appearance/dress for clinical practice courses     
  • Hygiene in Classrooms and Labs 
  • Immunization Requirements 
  • Invigilation Guidelines 
  • Mistreatment, Discrimination and Harassment 
  • Guidelines on use of electronic communication and social media  
  • Immunization requirements 
  • Artificial Intelligence (AI) use by students on clinical placement   

Being a School of Rehabilitation Science graduate student and a Rehabilitation Professional

Entry-level education in rehabilitation therapy includes the acquisition of a unique body of knowledge and skills specific to each profession; the application, analysis and integration of practice specific knowledge and principles; and the demonstration of professional behaviors and values outlined by each profession. The role of rehabilitation professionals is expanding within changing healthcare, education, and community systems. Graduates must be prepared for all responsibilities and privileges of autonomous practice. 

Every School of Rehabilitation Science (SRS) student represents the School.  Entrance into the University of Saskatchewan Master of Physical Therapy, Master of Occupational Therapy, or Master of Speech Language-Pathology program at the School of Rehabilitation Science indicates that you are prepared to assume the responsibilities of a graduate level student and a rehabilitation professional. These responsibilities include a commitment to personal and professional growth and a willingness to accept responsibility for one’s professional and personal actions. School of Rehabilitation Science faculty are committed to the concept of graduate-level education, which includes the principles of adult learning, self-directed learning, and reflective practice. 

In alignment with national competency profiles for Physical Therapy, Occupational Therapy, and Speech-Language Pathology, all SRS students are expected to develop and demonstrate the following core professional competencies throughout their program: 

  • Professionalism and Responsibility – Upholding ethical standards, accountability, confidentiality, and integrity in all academic and clinical settings. 
  • Communication – Engaging in respectful, clear, and effective communication with clients and families or support persons, peers, faculty, and interprofessional teams. 
  • Collaboration – Working effectively within interprofessional teams with the client at the center of care. 
  • Expertise in Practice – Applying discipline-specific knowledge and clinical reasoning to deliver safe, effective, and evidence-informed care. 
  • Scholarship – Demonstrating a commitment to continuous learning, self-reflection, integration, and application of evidence-based knowledge. 
  • Leadership and Management – Contributing to quality improvement, managing time and resources effectively, and demonstrating emerging leadership skills 
  • Advocacy – Promoting equitable access to care, working to remove systemic barriers, advancing the profession through active engagement and policy influence, and empowering clients to become effective self-advocates. 

Source Documents 

All SRS students will utilize self-reflection throughout their respective program to consider and reflect on their development as a professional during the course of their studies. 

The following procedures describe the purpose and process for identifying, reporting and rectifying concerns with SRS student professional behavior. 

  

Procedure for Concerns with Rehabilitation Science Student Professional Behaviour