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Advances in medical science and technology, the change in prevalence from acute illnesses to chronic conditions, and shift in focus from inpatient to ambulatory care have advanced the job functions of Rehabilitation Sciences professionals. The job functions of Rehabilitation Sciences professionals in the past was primarily that of a clinician with treatment skills, however, present day clinicians require expertise in evaluation, research, administration, and education [1]. Correspondingly the entry level educational requirements of Rehabilitation Sciences professionals have expanded from undergraduate to doctoral degrees. Rehabilitation Sciences professionals need to be trained to be effective evidencebased practitioners, the current gold standard of clinical practice [2]. Clinical outcomes are highly dependent on clinicians’ comprehension, assimilation and production of new research information of clinical knowledge and skills. Understanding, conducting, Purpose: The primary purpose of this study is to add to the existing knowledge base on the research self-efficacy beliefs and research productivity of doctoral students in Rehabilitation Sciences, and its influence on research productivity. Identifying and understanding the research beliefs of Rehabilitation Sciences doctoral students will provide a better understanding of the factors that facilitate research consumption and productivity with implications for improving and enhancing Rehabilitation Sciences doctoral education.

clinical archives of communication disorders

Rehabilitation Sciences Doctoral Education: A Study of Audiology, Speech-Language Therapy, and Physical Therapy Students’ Research Self-Efficacy Beliefs