Students’ perspectives on an internship experience

International Surgery Electives During General Surgery Residency: A 9-Year Experience at an Independent Academic Center

Internships are essential in the field of criminology since they equip aspiring criminologists with hands-on training that molds their professional prospects. This study assessed the impact of internship experiences on skills development and career readiness among criminology graduates (employed) through utilizing a quantitative descriptive-correlational research design. Eleven respondents were selected through snowball purposive sampling. Data was collected through survey questionnaires. The survey is created using suitable questions modified from related research by hard copy or via Google Forms. Mean, Standard Deviation, Frequency and Percentage were the statistical tools employed in the data analysis. Results revealed that internship experiences have a high impact effect on skills development, with a mean score of 3.65 and a standard deviation of 0.14. This implies that interns believe their internships have directly improved their talents to a significant degree. On the other hand, a Career Readiness Scale with a mean score of 3.70 and a standard deviation of 0.100 was used to evaluate the effect of internship experiences on career readiness. This indicates that internship experiences were perceived as very impact on career readiness by the participants. For criminology graduates, internships are essential to their professional growth. Institutions should also routinely assess their internship programs to make sure they are still relevant and successful. They should also improve program quality by incorporating input from industry partners and students. Institutions can enhance students' overall professional development and better prepare them for the workforce by putting these recommendations into practice.

This study investigates the influence of self-development and internship experience on job readiness among students participating in the Certified Internship and Independent Study Program (MSIB) Batch 5. Employing a quantitative descriptive approach with a causal design, data were collected from 50 purposively selected students using a structured online questionnaire. The analysis, conducted using SPSS version 26, involved multiple linear regression, t-tests, and F-tests. Results indicate that both self-development and internship experience have a positive and statistically significant effect on job readiness, both individually and simultaneously. The two variables together account for 92% of the variance in job readiness, demonstrating a strong model fit. These findings support existing theories such as Maslow’s hierarchy of needs and self-efficacy theory, affirming the role of personal growth and experiential learning. Practically, the study underscores the need for higher education institutions and internship providers to integrate structured personal development and industry-aligned internship programs to enhance students’ career preparedness and smooth their transition into the workforce.

One challenge with general education is the often-clashing goal of vocationalism,or educating for the purpose a specific careers or professions. Through a series of longitudinal interviews spanning a group of 14 students’ second and fourth semesters at a public, regional research university, the author examines the intersection of beliefs and values about general education, transfer of learning, and vocationalism, and how these beliefs and values change over time. Findings reveal that for many students, vocationalism creates a single-minded focus on students’ career preparation and major coursework and invites disregard for the value of general education courses that do not appear to immediately relate to students’ future careers. This devaluing is particularly clear in students’ first year; as students enter their sophomore years, they grow to value learning in general. The article concludes with suggestions for university-level and course-specific curricular change to better address vocationalism, value, and the need to transfer learning within general education courses.

One challenge with general education is the often-clashing goal of vocationalism,or educating for the purpose a specific careers or professions. Through a series of longitudinal interviews spanning a group of 14 students’ second and fourth semesters at a public, regional research university, the author examines the intersection of beliefs and values about general education, transfer of learning, and vocationalism, and how these beliefs and values change over time. Findings reveal that for many students, vocationalism creates a single-minded focus on students’ career preparation and major coursework and invites disregard for the value of general education courses that do not appear to immediately relate to students’ future careers. This devaluing is particularly clear in students’ first year; as students enter their sophomore years, they grow to value learning in general. The article concludes with suggestions for university-level and course-specific curricular change to better address vocationalism, value, and the need to transfer learning within general education courses.

Background: Studies on career readiness and aspiration are crucial for educational establishments to assess how well the education of students influences their self-efficacy. Progress in the Public Relations (PR) profession relies on the successful education of PR academic institutions. Purpose: This study examined the PR students’ self-efficacy by identifying two variables: confidence in their Public relations abilities and skills and confidence in their knowledge of PR. The study then looks at how these predictors affect their career readiness. Methods: Using hierarchical regression, this study looks at the effect of two vital predictors of confidence in PR abilities, skills and knowledge on PR on career readiness. Aside from the two predictors, the demographical characteristics and additional predictors of whether the students have experienced job internships and are currently active in the student association were also examined. The data was analysed using a sample of 139 students from Universitas Padjadjaran. Results: From the regression models, students’ self-efficacy significantly influences career readiness, while having internship experience and being active in student associations are also positively associated with career readiness, although not statistically significant. Demographic characteristics do not have a statistically significant influence on career readiness. Conclusion: This study highlights the non-existent impact of demographic factors on students’ self-efficacy and career readiness while providing underpinnings for future research on self-efficacy. Implication: Although the results may not necessarily reflect similar circumstances in similar settings for other establishments, for the specific context of Universitas Padjadjaran, this study provides data-driven evidence on the role of PR education in the students’ self-efficacy and how they perceive their career aspirations in the future.

This study aims to analyze the effect of internship experience on the career readiness in the hotel industry mediated by self efficacy. The methodology used to conduct this study is quantitative with a causal associative approach. The sample was chosen using a sort of stratified random sampling. Students of class 2019, 2020, and 2021 constituted the population. The total sample of this study was 106 who had participated in the first and second internships.The independent variables in this study are internship experience and self-efficacy and the dependent variable is future career readiness. The method used in this study was quantified using two data analysis techniques, i.e. descriptive statistical analysis techniques for identifying and describing data from respondents' answers to questionnaires and inferential statistical analysis techniques using SEM (structural equilibrium modeling) data analysis methods using the PLS (partial least square) approach. SmartPLS 3 application. The results showed that internship experience affected the students future career readiness and self efficacy in the hotel industry. Self efficacy affected the future career readiness and mediated its relationship with internship experience.

Rationale: There are low rates of physical activity in adults with overweight and obese BMIs. Internal experiences may be an important and under-addressed determinant of physical activity behavior, however they have not been measured with objectively measured physical activity in people with overweight or obese BMIs; therefore this study's first aim is to address this gap. The study's second aim is to examine a new approach to physical activity promotion that is based in acceptance, which has preliminary evidence in interventions but the theoretical model has not been directly tested. Methods: Adults (n=320) rated their internal experiences during a treadmill walking task at baseline of a behavioral weight loss trial. Participants also completed measurements of physical activity (accelerometer) and acceptance-based psychological processes (self-report) at baseline. Accelerometer measurement of physical activity was repeated six months after initial behavioral weight loss. Compound poisson linear models were utilized to test the relationships between internal experiences, acceptance-based psychological processes, and physical activity. Results: Higher ratings of energetic and strength were both separately positively associated with concurrent physical activity. Discomfort tolerance moderated the relationship between ratings of weak/strong and physical activity, and perceived exertion and physical activity. Other significant moderation models yielded results contrary to hypotheses, such that acceptance-based psychological processes had a larger effect at positive internal experiences. No model significantly predicted physical activity at six months. Conclusions: Results from the first aim suggest that there is divergence in the relationships between different internal experiences and physical activity, and it may be clinically helpful to include more specific measurement of internal experiences in future studies. Results from the second aim suggest that discomfort tolerance may be a key skill in physical activity promotion. However, overall acceptance-based psychological processes had a larger effect on positive internal experiences, suggesting that a positive affective experience may be necessary to create an environment conducive to skill utilization. Additionally, no models significantly predicted physical activity at six-months, suggesting that other factors such as the changes during weight loss may be more salient to physical activity engagement at six-months. Limitations in methodology and measurement of the internal experience and acceptance-based psychological processes are discussed. This study is the first to examine internal experiences, acceptance-based psychological processes, and objectively measured physical activity in adults with overweight or obese BMIs. Future studies should address the limitations of this study to further investigate the theoretical model of acceptance-based interventions for physical activity.

Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students.

Internships are a form of experiential learning whereby students can apply and practice their skills in a professional setting while gaining career and life experience. This study explored internship experiences among students attending an Historically Black College and University (HBCU) in the Southeastern region of the U.S. Using Grounded Theory, 18 students participated in in-person small group interviews at Time 1 and 11 participated in follow-up individual phone interviews 1 year later at Time 2. The grounded theory that emerged from the data depicts the process by which students engaged with, and made meaning from, the internship process. Participants are unique individuals with individual and contextual factors that impact the values and beliefs they bring to the internship process. The internship application process is complex, and support from important others, limitations to internship opportunities, and financial considerations impact students’ experiences. These experiences shape perceptions regarding the value of internships, which informs students’ future projections. In combination, the internship process is a process that unfolds over time and in which students’ experiences mutually influence and inform one another. Implications for internship employers and higher education institutions, applications to career theory, and future directions for research are discussed.

The public relations internship experience: A comparison of student and site supervisor perspectives

This study explored the vital role of soft skills in shaping the internship experiences of students and their overall impact on instructional competence and career readiness. Using a convergent parallel mixed-methods approach, the research combined quantitative data from 123 fourth-year education students with qualitative insights gathered from 14 participants through focus group discussions and in-depth interviews. The objective was to examine how students developed and applied communication, teamwork, problem-solving, and critical thinking skills during their internships, and how these competencies influenced their performance in real-world teaching settings. Surveys and interviews captured students’ perceptions of their internship experiences and how these contributed to their personal and professional growth. The findings indicated that the students generally exhibited strong soft skills, with critical thinking emerging as the most developed, followed by communication, teamwork, and problem-solving abilities. Furthermore, the effectiveness of the internship experience was shaped by factors such as mentorship quality, program structure, and the alignment between students’ responsibilities and their academic preparation. These results provided valuable insights for educational institutions, industry partners, and policymakers in enhancing internship programs to better prepare students for future careers. Strengthening the design of internship experiences can help equip students with essential competencies for success in the workforce. This research adds to the growing body of knowledge on experiential learning and reinforces the significance of internships as a core element of higher education.

Background Medical internship is a key period for doctors’ individual career planning and also a transition period for the broader labour market. Objectives We aimed to understand the complex set of factors influencing the career intentions and decisions of junior doctors, post-internship in Kenya and Uganda. Methods We conducted semi-structured interviews with 54 junior medical officers and 14 consultants to understand doctors’ internship experiences and subsequent employment experiences. We analysed the data using a mix of a direct content approach, informed by an internship experience and career intentions framework developed primarily from high-income country literature, alongside a more inductive thematic analysis. Results Echoing the internship experience and career intentions framework, we found that clinical exposure during internship, work–life balance, aspects of workplace culture such as relationships with consultants and other team members, and concerns over future job security and professional development all influenced Kenyan and Ugandan doctors’ career preferences. Additionally, we added a new category to the framework to reflect our finding that interns might want to ‘fill a health system gap’ when they choose their future careers, based on what they witness as interns. However, often career intentions did not match career and employment decisions due to specific contextual factors, most importantly a shortage of job opportunities. Conclusion We have shown how internship experiences shape medical doctors’ career intentions in Kenya and Uganda and highlighted the importance of job availability and context in influencing doctors’ career choices.

Residents at the University of Virginia spend 1year abroad at a neurological surgery program prior to their chief year. The Accreditation Council for Graduate Medical Education (ACGME) considers international rotations elective experiences and does not count them toward clinical accreditation. We compared clinical training obtained in New Zealand (NZ) to data from US ACGME-accredited programs to see if it was reasonable to reconsider the former as clinical training. We compared US national average chief case volumes to those performed by University of Virginia residents rotating in NZ over the past 3years, using case volume comparisons and a survey of the residents' experience. The mean number of cases performed in NZ was above the 50th percentile for US averages for adult cranial cases, including the 70th to 90th percentile for aneurysms and 50th to 70th percentile for tumors. The average number of cases performed in 1year in NZ satisfied the cranial case quota for 4 of 6 adult and 2 of 3 pediatric areas over the entire residency. The rotation doubled the cranial exposure of graduating residents at the chief level without diluting the experience of residents in the core program. All residents reported being "very satisfied" with the experience, noting it facilitated their transition to chief year and independent practice. Clinical training obtained during an international rotation in NZ is comparable to that attained in the United States. The international experience in NZ facilitated advancement in all 6 competencies, and should be considered adequate for clinical neurological surgery education.

This quantitative correlational study investigated the relationship between psychological capital and career readiness among Bachelor of Technology and Livelihood Education (BTLEd) pre-service teachers at Davao del Norte State College, conducted between January and June 2024. The objective was to determine whether psychological capital comprising self-efficacy, optimism, and resilience significantly predicts career readiness. The study involved 93 pre-service teachers selected through complete enumeration sampling. Standardized instruments were utilized to assess the levels of psychological capital and career readiness. Descriptive statistics showed that the participants exhibited a ry high level of psychological capital, with an overall mean of 4.30 (SD = 0.53), and a similarly very high level of career readiness, with an overall mean of 4.34 (SD = 0.43). Pearson’s correlation analysis revealed a strong positive relationship between psychological capital and career readiness (r = 0.844, p < 0.001), indicating that pre-service teachers with higher psychological capital tend to demonstrate greater readiness for their future careers. Multiple linear regression analysis further confirmed this relationship, with an F-value of 74.475 and a p-value less than 0.001. The R² value of 0.715 indicated that 71.5% of the variance in career readiness could be explained by psychological capital. Among its components, self-efficacy, optimism, and resilience were identified as significant predictors. The findings suggest that psychological capital plays a crucial role in enhancing the career readiness of BTLEd pre-service teachers. Therefore, incorporating initiatives that strengthen these psychological traits within teacher education programs may help better prepare future educators for professional success patients. These predictors, however, need further work to validate reliability.