Approved January 2014
Revised January 2016
DOCTORAL COMPREHENSIVE EXAMINATION IN REHABILITATION SCIENCE
A GUIDE TO THE COMPREHENSIVE EXAMINATION PROCESS
IN REHABILITATION SCIENCE AT THE SCHOOL OF REHABILITATION
THERAPY
The Comprehensive Examination in Rehabilitation Sciences is comprised of two parts:
Part A: An examination with written and oral components that tests knowledge in: i)
Rehabilitation Science, ii) Research methods used in Rehabilitation Science and iii)
the area of the student’s research focus.
Part B: Evaluation of the thesis proposal both in written form and in an open oral
defense conducted as part of the Rehabilitation Sciences Seminar Series. .
The comprehensive examination is a means of ensuring that all graduates of our doctoral program:
1. Master the breadth and depth of knowledge related to Rehabilitation Science
2. Are able to formulate and defend arguments based on critical appraisal of the research
evidence within the rehabilitation science literature
3. Integrate and situate knowledge generated in the rehabilitation science field more broadly,
such as within the health sciences community and society in general
4. Are able to competently discuss how different techniques of inquiry are used to create
knowledge in the field of rehabilitation science
5. Demonstrate an ability to conceptualize and design research for the generation of new
knowledge, or for translation of knowledge, in the field of Rehabilitation Science
6. Apply their knowledge to critically appraise basic, clinical and applied research relevant to
their research area
7. Make informed judgments on the application of appropriate research methodologies to
their research area
8. Demonstrate a sound understanding of the scope, perspectives, concepts, current issues and
research methods relevant to their area of study
Students will demonstrate that they are well prepared to pursue original research in
Rehabilitation Science at the doctoral level.
The comprehensive examination is normally completed by all doctoral candidates within the
first five academic terms of their program. Permission to delay the examination must be sought,
in writing, from the Rehabilitation Science Program (RHBS) Graduate Program Chair prior to
the end of the student’s third term of enrolment in the doctoral program. The decision about
whether or not the extension will be granted (maximum one academic term) rests with the
RHBS Graduate Program Progress and Awards Committee.
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Normally the examination is sequenced as indicated below, with the written and oral
comprehensive examination (Part A) being completed before the thesis proposal (Part B).
Normally, completion of Part B will follow within one semester (four months) of successful
completion of Part A.
For example:
Part A completed in:
Thesis proposal defense is normally held
the following:
September or October
January or February
November or December
March or April
January or February
May or June
Between March and August
September or October
*Please note that although Part B of the comprehensive examination can be held outside
of the schedule for the Rehabilitation Science Seminar the exam will not normally be
held in the months of July or August.
In some circumstances, the order of events might differ (i.e. Part B prior to Part A) if the candidate
and his/her supervisor provide a sound justification for why this sequence of events is preferable
or necessary and this is approved by the RHBS Progress and Awards Committee. It is
recommended that the candidate meet with the RHBS Graduate Program Chair to determine the
timeline of their comprehensive examination at least 4 weeks prior to their desired start date.
Part A: Comprehensive examination (written and oral)
i.
Comprehensive Examining Committee (CEC)
This written and oral examination is normally completed by the end of four academic terms of
study. The Comprehensive Examining Committee (CEC) will normally be composed of three
members of faculty and the RHBS Graduate Program Chair (or delegate) who acts as the CEC
Chair. The examiners will be selected by the student and advisor in consultation with the RHBS
Graduate Program Chair. Examiners should be at arm’s length from the student (i.e. not having
had direct collaboration in the past on grants, projects, etc.). Examiners from outside of the School
of Rehabilitation Therapy may be appointed as necessary, particularly with respect to the area of
specialization. Each member will have a specific area or focus, which will direct his or her
questions. The areas to be examined include:
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


Rehabilitation Science
Research Methods
The Area of the Candidate’s Proposed Specialization
It is the responsibility of the supervisor and candidate to contact the members of the CEC to
determine their willingness to sit as a member of the committee and their availability to attend the
oral examination based on the proposed examination schedule. The Chair of the CEC, who is the
Chair of the RHBS Graduate Program or delegate, must approve the composition of the committee1
and the examination schedule. The names will then be forwarded to the Graduate Assistant who
will provide the members of the committee with the Comprehensive Examination Guidelines and
the timelines involved in the process. The Graduate Assistant will also communicate with the
examiners to set up a specific date and time for the oral examination.
ii.
Examination Structure
a. Written Component
Once the examination committee has been finalised, the candidate schedules a meeting or similar
contact with each committee member individually in order to provide each examiner with
information about their academic and professional background and about their proposed area of
thesis research, and to obtain guidance to help the candidate prepare. This meeting may take place
the week before the examination period begins or in the first week of the examination period. Each
committee member will direct the candidate to core resources2 (book chapters, articles, journals,
and/or search terms) that address the specific knowledge base upon which their question will be
based. If the meeting occurs before the examination period begins, guidance should not be
provided to the candidate until the week the examination period begins. If this meeting occurs in
the first week of the examination period, guidance should be provided to the candidate within two
working days of the meeting. At this initial meeting, the examiner will also provide guidance about
the scope to be covered and the nature of the questions that should be expected.
Normally the examiner in the Rehabilitation Science area will select and discuss with the student
one of the following topics:
1.
Describe prevalent rehabilitation approaches relative to your population of interest,
and factors that challenge successful intervention.
2.
Provide an interpretation of your research focus (population, major interventions,
health care funding, or other key considerations) in terms of the International
Classification of Functioning, Disability and Health (ICF).
3.
Discuss the policy environment associated with your research and suggest
strategies for effecting policy change based on principles of knowledge translation
and exchange.
1
It is expected that all RHBS faculty contribute equitably to the comprehensive examination process. The graduate
assistant will maintain a record of comprehensive examination committee membership, and the Chair of the CEC
should refer to this list to ensure that the members of the committee have not participated in more than an equitable
number of CECs over the past year.
2
The RHBS Graduate Program Committee will make available a list of core resources for the Rehabilitation Science
area. This list will be reviewed annually by the program committee in order to keep it up to date.
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Normally the examiner in the Research Methodologies area will select and discuss with the
student one topic from the following options:
1.
Discuss ethical concerns associated with research conducted with your population
of interest.
2.
Discuss major methodological strategies that are prevalent in your area of research,
and critique each in terms of their impact on knowledge creation in that area.
3.
Outline the most significant challenges to measurement and/or data collection
associated with your research area and discuss potential strategies for dealing with
these.
Normally the examiner in the area of research specialization will select and discuss with the
student one topic from the following options related to the area of research specialization:
1.
Identify two or three major theoretical models that relate to your area of research
focus and explore how each would differentially shape interpretation of the problem
and approaches to scientific study.
2.
Conduct a scoping review on a central concept in your area of research and present
a summary of the major findings.
3.
Choose an area of concern or controversy related to your area of research. Outline
the major arguments surrounding this issue, and identify arguments in favour of
one position.
Other questions will be permitted but should be put forward in consultation with the chair of the
CEC. Within four weeks of the start of the examination period, committee members will each
submit the research question in their area of examination to the Chair of the CEC. The Chair of
the CEC will ensure that the research questions are clear and that there is no appreciable overlap
between the papers being written in each area of the examination. If there are any concerns noted
by the chair of the CEC, they will discuss the question with the relevant examiner(s) and changes
to the question(s) will be made as deemed necessary to ensure clarity and that there is no ambiguity
or overlap.
Within five (5) weeks of beginning the examination process, the candidate will arrange to pick up
their questions from the Graduate Program Assistant. The candidate will have three (3) weeks to
prepare a separate written submission for each response. Five copies of each response should be
submitted to the Graduate Program Assistant on or before the deadline. The response to each
question must not exceed 15 single-sided pages of double spaced text, with 1” margins and 12
point font (exclusive of title page, abstract and references). If the candidate requires clarification
of the intent of a question, he/she should approach the respective examiner within one week of
receiving the question.
The members of the CEC are asked to send a brief written report to the chair of the examination
committee no less than 48 hours before the scheduled oral examination. The report should
comment on the overall quality of the written submission.
b. Oral Component
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The oral examination will take place 1 to 2 weeks after the written submission. The oral
examination will normally last between 1.5 and 2 hours but may last longer if the examiners feel
they need more time to determine the outcome. At the start of the examination, the candidate will
be asked to leave the examination room while the committee convenes to discuss the quality of the
written submission provided for each question. The candidate will return to the examination room
and each examiner, in sequence, will be given 20-30 minutes to ask questions to the candidate
about their topic. Questions asked will relate to the candidate’s written submission (i.e. seeking
clarification, more depth, alternative approaches, insight and critical analysis of the information,
application of relevant current literature to the topic area). The candidate’s supervisor may be
present at the oral examination, but is not a voting member of the CEC.
iii.
Evaluation

The CEC will review all reports relating to the candidate’s performance on all aspects of
the written/oral component of the Comprehensive Examination and will decide on the
outcome. The possible outcomes include: Pass, Incomplete, or Fail.

Pass reflects successful completion of this phase of the examination and the student
candidate proceeds with the thesis proposal requirement (Part B). Pass with Distinction is
a special category of assessment of performance in the comprehensive examination. This
assessment will be granted when a candidate demonstrates superlative performance on both
components of the comprehensive examination. This assessment category will assist in
identifying those candidates, who at graduation, may be put forward for the Governor
General’s Award.
Incomplete indicates that the candidate demonstrated weakness in one or two aspects of
the examination which are deemed by the committee to be areas that can be corrected by
remedial work. Remedial work for the oral/written component will be clearly indicated and
may include one, two, or in rare occasions all three areas of inquiry and may necessitate
repeating the process of reading period, written component and oral examination. The
examiner(s) responsible for reviewing the remedial work or the written/oral component
will determine whether it is satisfactory. If so, then the candidate will receive a Pass on this
phase of the examination and proceeds to Phase 2 of the comprehensive examination
process. If not, a “Fail” will be assigned, and the process described immediately below will
be followed.
Fail indicates an unacceptable level of performance on the combined written/oral
examination component. If the committee determines that the candidate demonstrates
significant weakness in all three areas of the examination, or that the candidate’s
performance in any area(s) is deemed to be sufficiently poor that remediation is not
possible, this would normally result in the CEC deciding that the candidate has failed this
phase of the examination. When this outcome occurs, a recommendation will be made to
the School of Graduate Studies that the candidate be asked to withdraw from the Graduate
Program in Rehabilitation Science. Therefore, if the candidate receives an assessment of
FAIL on his/her Part A component of the comprehensive examination, the candidate does
not proceed to Part B of the Comprehensive Examination. The School of Rehabilitation
Therapy and School of Graduate Studies policies governing appeals will apply to all cases
assessed as FAIL.


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Part B: Doctoral Thesis Proposal
i)
Preparing for Part B of the Comprehensive Examination
The student’s supervisor, in consultation with the student, will establish a thesis advisory
committee of at least two members (at least one of whom will be a faculty member from Queen’s).
Advisory Committee members can be selected from outside of the University, but their eligibility
to serve should be checked with the School of Graduate Studies, particularly if they do not have
graduate supervision responsibilities at another university.
This advisory committee will have a first meeting within the first three academic terms (one year)
of enrolment into the doctoral program. At this first meeting, the student will present his or her
thesis plan, including a rationale and brief description of any studies that will be completed in
order to successfully complete his or her thesis. The advisory committee will provide the student
with advice, feedback and guidance on the thesis plan but they are not involved directly in the
writing of the proposal.
ii)
Setting the date for the oral presentation of the thesis proposal
The defense of the thesis proposal will be an open defense conducted at a scheduled time during
the Rehabilitation Sciences Seminar Series. It will normally run for 90 minutes. Since attendance
at the PhD Proposal Defense is a partial requirement of RHBS 803/903, every effort should be
made by the supervisor and student to schedule the Defense on Thursdays from 3-4:30 so all MSc
and PhD students can attend.
To assist with the timely planning of the Seminar Series, the student and supervisor should plan
on giving the Chair of the RHBS program at least 2 months notice to schedule the oral defense.
(See the section about the oral defense below, for more information about organization of the
event).
The defense will be advertised as a session open to the School of Rehabilitation Therapy. Unlike
other Seminar Series presentations, the defense will not be widely advertised. The student and
supervisor can, however, invite other audience members.
iii)
Establishing the thesis Proposal Examination Committee (PEC)
The members of thesis Proposal Examination Committee (PEC) will include at least one member
of the student’s thesis advisory committee (to a maximum of 3), the supervisor, and one member
from the Queen’s faculty at large; this person can be a faculty member from the School of
Rehabilitation Therapy. This latter individual should have an “arm’s length” relationship to the
thesis, meaning that they should not have been involved in the development of the thesis proposal.
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Names for faculty members who could potentially serve as the non-advisory committee member
on the PEC must be submitted to the Chair when the exam is being scheduled. Potential nonadvisory committee members will be contacted from the office of the Chair to determine their
availability. Once the PEC members are finalized a notification of the date/time and place for the
examination will be sent to all PEC members and the student from the Chair’s office.
iv)
The written proposal submission
The student will finalize the preparation of a formal thesis proposal including:
 A scientific abstract (350 words)
 A lay abstract written for an audience without content specific knowledge (250 words)
 The proposal (maximum 11 pages, excluding references. There is flexibility with regards
to the organization of the proposal, but it is recommended that it follow the guidelines
established by a Tri-Council funding agency grant. For example, the CIHR Project Scheme
proposal content and organization)
 References
 A proposed budget, using the following headings:
o Personnel
o Materials and supplies
o Travel
o Other
 A narrative budget justification
 Appendices (only those materials that are necessary to support understanding of the thesis
proposal; the proposal must be a stand-alone document)
The proposal must be circulated to the thesis Proposal Examination Committee members (see
below) a minimum of two weeks (10 working days) prior to a scheduled oral defense of the
proposal.
v)
The oral defense
The defense will be chaired by the Chair of the RHBS Graduate Program (or delegate); the Chair
is not a voting member of the thesis Proposal Examination Committee (PEC).
At the scheduled oral defense of the thesis proposal, the student will present the proposed work
(normally a maximum of 15 minutes). PEC members will each have an opportunity to question
the student about the proposal and to make suggestions for improvement. Although there is no set
order for questioning, the Chair will give special consideration to ensuring time for questions by
the non-advisory committee member. The audience attending the defense will also have the
opportunity to pose questions, following the PEC. Normally the presentation with questions will
last no more than one hour. With this in mind, 15 minutes will be devoted to the presentation, 30
minutes to questions by the PEC and the remaining 15 minutes will be open to the audience.
At the end of the questioning period, the audience and the doctoral student will be asked to leave
the setting to give the PEC an opportunity to deliberate.
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v)
Evaluation of the written proposal and oral defense
The outcome of the proposal examination will be assessed immediately after the oral defense. The
proposal and defense will be assigned a grade of PASS, INCOMPLETE WITHOUT REPEATED
ORAL DEFENSE; INCOMPLETE WITH REPEATED ORAL DEFENSE. The outcome of the
examination will be determined by majority vote of the PEC. In cases where there is an even
number of examiners and no clear majority, the Chair will facilitate a discussion with the aim of
bringing the PEC to consensus on the assessment decision.
A PASS implies that no more than minor changes to the proposal are required, which might include
changes to the study rationale or some minor changes to the proposed methodologies. Requested
revisions will be provided to the supervisor and student both orally following the exam and within
one week in a formal letter. The supervisor will oversee revisions and inform the Chair when the
revisions have been made. There will be no need for a second oral defense of the proposal.
A proposal will be assessed as INCOMPLETE without repeated oral defense if there are
significant changes required to the study rationale or proposed methodologies.
A proposal will be assessed as INCOMPLETE with repeated oral defense if there are significant
changes required to the study rational or proposal and if the student’s performance on the oral
examination was not deemed to be satisfactory. An evaluation of incomplete suggests that the
study, as proposed, requires considerable revision in order to be feasible or scientifically sound, or
that the student has not demonstrated sufficient command of the proposed project. Required
changes will be provided to the supervisor and student both orally following the exam and within
one week in a formal letter.
An outcome of INCOMPLETE means that the student must submit a revised written thesis
proposal for acceptance by the examining committee, along with a formal response outlining how
the required changes were addressed. The revisions will be reviewed by the PEC members, who
will submit their evaluation of Pass or Fail to the Chair. These revisions should be submitted within
2 months of the oral defense date.
Where a repeat oral exam is required, the original PEC members will participate. The oral defense
will be held in a closed meeting. An assessment of INCOMPLETE may only be assigned once,
after which time the revised proposal (with or without the repeat oral defense), if deemed
inadequate by the majority of the Proposal examining committee, will be assigned a FAIL.
If assigned a FAIL, a recommendation will be made to the School of Graduate Studies that the
candidate be asked to withdraw from the Graduate Program in Rehabilitation Science.
In special circumstances where the student has permission to complete Part B of the
Comprehensive Examination prior to completing Part A, if they are assessed a PASS on this phase
of the examination they are normally expected to begin Part A of the comprehensive examination
within 4 weeks.
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A FAIL on any Part of the Comprehensive Examination normally means that the student will not
continue in the doctoral program. Completing the Comprehensive Examination in reverse order
(i.e. completing Part B of the examination before completing Part A) is not grounds for appealing
a FAIL grade on either Part of the examination.
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PART A COMPREHENSIVE EXAMINATION - AT A GLANCE
For the candidate:
1. Start of the Process: Meet with the RHBS Graduate Program Chair (or delegated Chair) to
set the schedule and to confirm membership on the Comprehensive Examination Committee
(CEC).
2. Before the end of the first week of the examination period, meet with each member of the
CEC.
3. Receive guidance on search strategies and readings from each examiner (either the Monday of
the first week of the examination process when meeting occurs before the examination
process begins, or within 48 hours of meeting with the examiner).
4. Five (5) weeks later: Pick up examination questions from the Graduate Assistant.
5. Three (3) weeks after Step 4: Written submission (five copies of each question) to the
Graduate Assistant.
6. One to two weeks after Step 5: Oral Examination.
7. Within 1 semester after step 6: Submission of written proposal to thesis advisory committee
and Chair (or delegate) of CEC.
8. Within 2 weeks after step 7: Oral defense of thesis proposal.
Note that in special circumstances, the timing of the proposal component can be modified.
For the supervisor:
1. During the first year of the student’s program, assist with the development of the student’s
research proposal and planned timelines
2. Before the end of the candidate’s first year, establish a thesis advisory committee and ensure
that this committee meets and discusses the student’s research plan. Ensure that the thesis
advisory committee meeting report form is submitted to the Chair of the Graduate Program in
Rehabilitation Science.
3. Discuss the timeline of the comprehensive examination and selection of the CEC with the
Graduate Program Coordinator or delegate. It is the responsibility of the supervisor and
candidate to contact these individuals to determine their ability to sit as a member of the
committee and their ability to attend the examination according to the proposed schedule.
Advise the Graduate Program Coordinator of the names of the recommended committee
members and the applicable dates (i.e. starting date of the process).
4. Facilitate meetings between student and CEC members.
5. Attend oral examination (non-voting) of Phase I of the comprehensive examination.
6. Provide guidance to the student with respect to the development of the thesis proposal.
7. Attend the oral examination of the thesis proposal as a voting member.
For the Individual CEC Members:
1. Either before the examination period begins, or in the first week of the student’s examination
period, meet with the candidate to determine what his/her professional background and
research area is.
2. If you meet with the student before the examination period begins, provide guidance (a reading
list or proposed search strategies) by the first day of the examination period. If you meet with
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3.
4.
5.
6.
7.
the student in the first week of their examination period, provide them with guidance (eg.
suggested resources or search terms) within 2 working days.
Within four (4) weeks of meeting with the candidate, submit your examination question
consistent with the scope discussed with the candidate to the Graduate Program Assistant.
Be available, at minimum by e-mail, if the chair of the CEC needs input on revising the
examination question in order to avoid ambiguity or overlap among examination questions.
Be available, at minimum by e-mail, if the candidate requires clarification of the question in
the first week after the question is given. It is recommended that CEC members try to respond
to the candidate within 2-3 days of the request for clarification.
Evaluate the candidate’s written performance on your question. Submit your evaluation in
writing to the CEC chair at least 48 hours prior to the scheduled oral examination.
Meet as a CEC for the oral examination (within 2 weeks of written submission) to discuss all
evaluations of the written examination and evaluate the candidate’s performance in the oral
examination.
For the CEC chair (normally the RHBS Graduate Program Chair):
1. Finalize the membership of the CEC and confirm the schedule for the examination.
2. Monitor the entire examination process and ensure that timelines and processes are adhered to.
3. Ensure that the questions for the written examination are sufficiently clear and that there is
minimal overlap among the questions in the different categories.
4. Chair the oral examination.
5. Communicate all examination results to the candidate.
6. Inform the Graduate Assistant and the School of Graduate Studies of the examination outcome.
(If the CEC Chair is not the Graduate Program Chair, then the results of steps 1 through 4 will be
communicated to the Graduate Chair who will then take care of steps 5 and 6).
EVALUATION / ASSESSMENT OF THE COMPREHENSIVE EXAMINATION




Following completion of both phases of the examination, the Graduate Program Chair will
review all reports relating to the candidate’s performance on all components of the
Comprehensive Examination and to determine the overall outcome. The possible outcomes
include: Pass with Distinction, Pass, or Fail.
Pass with Distinction is a special category of assessment of performance in the
comprehensive examination. This assessment will be granted when a candidate
demonstrates superlative performance on both components of the comprehensive
examination. This assessment category will assist in identifying those candidates, who at
graduation, may be put forward for the Governor General’s Award.
Pass reflects successful completion of all aspects of the examination (oral and written
examination, and thesis proposal and defense) and the student candidate proceeds with
his/her doctoral work.
Fail indicates an unacceptable level of performance on some aspect of the examination.
When this outcome occurs, a recommendation will be made to the School of Graduate
Studies that the student be asked to withdraw from the Graduate Program in Rehabilitation
Science. Therefore, as noted above, if the student receives an assessment of FAIL on
his/her first phase of the comprehensive examination, the FAIL recommendation will be
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forwarded to the School of Graduate Studies and the candidate does not proceed to the
second component. The policies governing appeals will apply to all cases assessed as FAIL.
COMPREHENSIVE EXAMINATION- PART B – AT A GLANCE

The student presents the initial thesis plan to the thesis advisory committee within the first
three academic terms after enrolment in the doctoral program and receives feedback and
advice

The supervisor and student decide when the oral defense of the thesis proposal should be
held (normally within one semester of completion of Part A of the Comprehensive
Examination).

The oral examination of the thesis proposal is normally held during the Rehabilitation
Science Seminar. The student and supervisor should give the Chair of the RHBS program
at least 2 months notice to schedule the oral defense

The members of thesis Proposal Examination Committee (PEC) will include at least one
member of the student’s thesis advisory committee (to a maximum of 3), the supervisor,
and one member from the Queen’s faculty at large.

Names for faculty members who could potentially serve as the non-advisory committee
member on the PEC must be submitted to the Chair when the exam is being scheduled

Once the PEC members are finalized a notification of the date/time and place for the
examination will be sent to all PEC members and the student from the Chair’s office

The student circulates the written thesis proposal to the thesis Proposal Examination
Committee members a minimum of two weeks (10 working days) prior to a scheduled
oral defense of the proposal.

The oral defense will be chaired by the Chair of the RHBS Graduate Program (or delegate);
the Chair is not a voting member of the thesis PEC.

The possible outcomes of Part B include evaluation of: Pass, Incomplete without repeated
oral defense, Incomplete with repeated oral defense and Fail.

Summary of Roles:
-
Chair of the PEC:
Keep track of comments, concerns, suggestions made during the oral defense
Maintain the timely flow of the oral exam
Ensure that the process in respectful and supportive
Enable the PEC to reach a final evaluation decision
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-
-
-
Provide the student and supervisor with a final written summary of suggestions and
required changes within one week of the oral defense of the proposal
PEC members:
Prepare questions and comments with a view to strengthening the thesis proposal and
implementation
Deliver questions or concerns in a respectful manner that supports student learning
Stay for the entire defense including the deliberations
If required, review revisions for a proposal evaluated as incomplete and/or participate
in a repeat oral defense
The Supervisor:
Ensure that the student is provided with the information about the process for Part B
Ensure that the thesis advisory committee is in place and functions as per SRT
guidelines
Oversee any changes or actions required as a result of the evaluation of the thesis
Work with the student to inform the Chair of any issues/concerns that require the
process for this exam to be altered.
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