The ELICS portrays listening as a purposeful, goal-oriented, and relational activity. The measure allows clinicians to assess and reflect on their listening/communication skills, and can be used to evaluate professional development activities and interventions geared to improving these skills.

The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.

The development process exemplifies an evidence-based, integrated knowledge translation approach to the teaching and learning of listening and communication skills.

No abstract

From 1988-1993 the Occupational Therapy Manager at St. Joseph's Health Centre in London, Ontario provided nine block placements with a major focus in administration. The administration placements and the results of a questionnaire completed by the students are discussed. Strengths of the placement and suggested areas of change are included, using a Continuous Quality Improvement Framework. Suggestions regarding the future direction of administration placements are presented.