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Wednesday, June 22 • 16:45 - 18:00
POSTER.39 - Identifying factors contributing to work readiness in the rehabilitation disciplines

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“Organisations are increasingly interested in the extent to which graduate applicants possess the skills and attributes that make them "prepared" or "ready" for success in today's rapidly changing work environment” (Caballero & Walker, 2010, p.16). ‘Practice readiness’ or ‘work readiness’, as this is frequently referred to, is an important consideration in curriculum development and renewal (Gibson & Molloy, 2012). As a step to support curriculum for professional skill development, a clear understanding is needed of the specific factors that contribute to work readiness. Determining which professional skills are key for practice readiness will guide development of explicit curricular expectations and robust student assessment (Kern, 1998), and ultimately support student success on entry into the workforce. The example of Speech Language Pathology is used to illustrate the approach taken within our faculty. This study used a series of small group and individual interviews with clinicians, employers, and representatives from professional bodies from Speech Language Pathology to explore understandings of work readiness and identify factors that contribute to it. Qualitative content analysis was used to identify the factors. This presentation describes the steps involved in identifying factors contributing to work readiness in the rehabilitation disciplines. Preliminary findings, next steps, and implications for other disciplines will also be reported.


Cabellero, C. L., & Walker, A. (2010). Work readiness in graduate recruitment and selection: A review of current assessment methods. Journal of teaching and learning for graduate employability, 1(1), 13-25.

Gibson, S. & Molloy, E. (2013). Professional skill development needs of newly graduated health professionals: A systematic literature review. Focus on Health Professional Education: A Multi-Disciplinary Journal 13 (3): 187-191.

Kern, D. E. (1998). Curriculum development for medical education: a six-step approach. JHU Press.


Teresa Paslawski

Teresa Paslawski is an Associate Professor in the Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, at the University of Alberta.

Additional Authors

Jessica Del Genio

Jessica Del Genio is a recent MSc-SLP graduate from the Department of Communication Sciences and Disorders, at the University of Alberta.

Lu-Anne McFarlane

Lu-Anne McFarlane is an Associate Professor and Academic Coordinator of Clinical Education in the Department of Communication Sciences and Disorders, at the University of Alberta.

Salima Suleman

Salima Suleman is a PhD student in the Faculty of Rehabilitation Medicine, University of Alberta with training in Speech Language Pathology (MSc-SLP).

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University

Attendees (4)