Current Internship Research Articles

Comparative analysis of learning motivation, strategies, and effectiveness between medical interns and PGY during the pandemic.

In the post-pandemic era, medical education faces significant shifts in learning modes. This study, employing cross-sectional research from 2021 to 2022, surveyed 214 participants, including 104 medical interns and 110 Post-Graduate Year trainees in Taiwan. Findings revealed notable differences between the groups in age and current internship hospital. Medical interns spent significantly more time in daily self-directed learning, with a higher proportion exceeding 3 hours post-work. Although weekly self-directed learning hours did not show statistical significance, more medical students studied over 7 hours weekly. In terms of learning attitudes and motivations, medical interns outscored Post-Graduate Year trainees, indicating a substantial contrast. The study suggests strategic integration of online and traditional education, tailored to course characteristics. Future research should further explore the effectiveness of online learning, aiming to optimize digital learning while preserving traditional education values.

A Position Paper on Paid Music Therapy Internships: An Analysis of Strengths, Weaknesses, Opportunities, and Threats to Initiate Dialogue

The music therapy internship represents the culmination of students’ clinical training. Currently, most music therapy internships are unpaid while other healthcare professions offer paid internship options or do not require an internship. The purpose of this position paper was to conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis and initiate dialogue regarding paid music therapy internships in the United States. Designed to initiate dialogue and conversation, this article is not a research paper. I conducted an initial SWOT analysis on paid music therapy internships. I then shared the analysis with music therapy students, internship directors, clinicians, business owners, and faculty and integrated their feedback. Although the SWOT analysis indicated that the current internship model can result in strong clinicians, there are weaknesses regarding workforce diversity, accessibility, and finances. There may be numerous opportunities for the profession to strengthen itself through paid internships. The profession’s mission and values regarding increased access to music therapy for service users, greater workforce diversity, and quality of care amid escalating tuition and cost of living expenses are consequential factors that may influence paid music therapy internships. Although paid internships may be beyond the control of clinical training directors and thus may not be feasible in all contexts, the large number of unpaid internships may hinder the music therapy profession from thriving and advancing toward its mission. The profession may have an opportunity to use its own agency by valuing itself through paid music therapy internships. Questions and considerations are provided to conclude the paper.

Clinical competency: perceptions of nursing interns and clinical mentors

Abstract Objective To assess the clinical competency of nursing interns and the perception of clinical nurse mentors toward student nurses’ clinical competency. Methods A study was carried out among 104 nursing interns and 26 clinical nurse mentors using the purposive sampling technique. A self-reported perception scale was used to collect the data. Results In general, most nursing interns perceived themselves as clinically competent during the internship. The clinical nurse mentors too reported that the current internship is helping the nursing interns in becoming competent. Conclusions Frequent clinical evaluation, buddy system, provision of stipends, good leadership, and coordination between the academic institute and hospital are reported as the critical motivating factors for improving the clinical competency of student interns.

An exploratory study for the perception and attitude of internship program by students of speech and hearing

Background: The attitude and opinion of internship experience as reported by students can be a useful data for effective monitoring of any academic program. Such methods are common practice worldwide, e.g., ASHA publishes survey reports annually. The present project was aimed at evaluating the perception and attitude of students of the internship program of speech and hearing sciences at the graduate level of DrSRCISH. Methods: The data was from 75 intern students posted at different rehabilitation, diagnostic and school setups. The study used a self-administered questionnaire in digital form (Google form) which had 22 questions in multiple choice or true/false statements. The questionnaire had three sections-demographic, experiences of the internship, and shortcomings in the internship. Results: Completed forms were received from the 31 out of 75 subjects. The forms were available for internees for a period of one month. Return rate was 41%. Current internship is able to provide diversity of internship training. Institution, special schools and Hospitals were the highest choices with 23%. The results support the principles of internship as formulated by RCI and ASHA. i.e. internship is necessary for clinical training programs. Supervision received, infrastructure, case load and working hours received favourable rating. The least favourite part of internship postings was logistics or travel concerns. Conclusions: The results of the data depict the effectiveness of the internship program on the professional - personal growth and skills of the students of speech and hearing sciences. Multidisciplinary working atmosphere, learning new skills were the strength of the program.

Policy Study for Improvement of the Dental Care Delivery System in General Hospital

The purpose of this study is to investigate the opinion of dental specialists on the reasons for the decrease in the role of dentistry in general hospitals and to propose improvement plans of the dental care delivery system. A survey was conducted using Google Survey, and 113 respondents out of 713 dental trained capable specialists were the final objects of this study. The variables were age, position, major, and opinion on the role and measures for the improvement of dentistry in general hospitals. As results, the role of dentistry in general hospitals included providing not only complex dental services, training and education, but R&D functions. For improving the role of dentistry, government and legal supports are required, which include amendments of training hospital standards and recruitment of dentists in medical emergency institutions. Finally, this study suggests mitigations of designation criteria for dental training centers in general hospitals with more than 300 beds. The current internship system need to be abolished, and legislation for emergency dental treatments through the Emergency Medical Act is required.

Learning from experience – a probe into the off-campus internships under the five-year cosmetology technical and vocational education program

PurposeThis paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that the analysis can serve as reference for schools in planning their internship courses in the future.Design/methodology/approachThis paper probes into the off-campus internship courses under Taiwan's five-year junior college education program by applying Dewey's empirical philosophy.FindingsThe study aims to understand the learning experience acquired by students from learning by doing internship courses as reference for future internship design. The current internship courses comprise the follows: summer, during the semester and for a full academic year. The experience of summer internship is career exploration, the experience for semester internship is career experience and the experience from academic-year internship is career choice. The internship strategies are designed according to the three different internship approaches, so that the internship courses can implement the educational effect of “learning from experience”.Practical implicationsTo minimize the discrepancy between the cosmetology program under the five-year junior college education and the employment market, credit-based off-campus internship courses are arranged for students' final years at school.Social implicationsThrough on-site trainings, students accumulate work experience and explore into a related career field. The accumulation of experience and gaining of insights mirror the philosophy of learning by doing, which involves students' reflective thinking.Originality/valueIt is hoped that the analysis can serve as reference for internship courses planning in the future.

Collaborative Summer Research Internship Program Engages High School Students in Authentic Physiology Research Experiences

Participation in authentic research experiences is increasingly recognized as a high‐impact educational practice for undergraduate students and is associated with improvements in student learning, engagement, retention, and persistence in STEM fields. The benefits of authentic research participation for high school students have been less well‐studied. We developed a collaborative Summer Research Internship Program for high school students between California State University, Sacramento (Sac State) and Sacramento Country Day School (SCDS) emphasizing participation in physiology research. Our primary aims were to expose students to an academic research environment, explore mechanisms for mentoring students in early phases of the STEM pipeline, and strengthen connections between Sac State and SCDS. The Program targeted 11th and 12th grade students with an interest in pursuing science‐related careers. We piloted the Program in the summer of 2017 with one student interning in a cell physiology lab, followed by the official launch of the Program in the summer of 2018 with three students interning in two labs (cell physiology and neurophysiology). The Program grew to four mentors with a total of six students by the summer of 2019 and has expanded to include physiology, chemistry, and zoology labs. We gathered responses from all student interns to survey questions regarding their experiences with the Program. Before students began their internships, their expectations focused on learning what exactly research entails and generating a useful addition to their college applications. Student expectations at the onset of the Program closely matched our aim of providing an initial research exposure. Interestingly, when students reported their takeaways at the end of their internships, they noted different outcomes than their initial expectations. Student interns said they gained more far‐reaching benefits than mere exposure to research. These included a deeper appreciation for the time and effort required to complete a successful research project, the supportive and collegial relationships with their lab mates and research mentors, and the flexibility and ingenuity required in the research environment. Although a few students reported their internships made them more interested in pursuing a research career, even those who did not said they learned about the importance of research in their intended career path. We identified several other unexpected outcomes. Although the student interns differed in age by at most three years, this significantly impacted how we tailored the internship to each student. In addition, the interns expressed interest in learning how to analyze and communicate data for a scientific audience. Based on the interns’ desire to be more involved in the scientific process, we intend to expand the current Internship Program to include an associated academic class at SCDS, focused on the reading, writing, analytical, and communication processes of science. We also aim to involve more research labs to increase student participation in the Program, and we will explore the possibility of students continuing their internships into the academic year to allow more in‐depth and sustained research experiences.

CURRENT PRACTICES OF EXPERIENTIAL LEARNING IN CONSTRUCTION AND TECHNOLOGY PROGRAMS

Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.

TEACHING PRACTICUM ACTIVITIES AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES - VIETNAM NATIONAL UNIVERSITY, HANOI FROM THE TEACHERS’ AND STUDENTS’ PERSPECTIVES

Practicum is always an important and indispensable component in a training program in general and a foreign language teacher education program in particular. Through this activity, students will be able to put their acquired knowledge into practice, thereby shortening the gap of "apprenticeship" of young graduates. To assess the appropriateness of the current teaching practicum at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS-VNU), the study has conducted a survey with 30 teachers and 100 students. The initial results show that in terms of practicum duration and implementation time, most teachers required that the duration should be increased because 06 weeks was not enough for students to practice and learn from experience. However, most students believed that the current internship was reasonable in the final semester of the training program. Concerning the time of starting the internship, the majority of teachers said that students should start their internship in the last semester when they had sufficient foreign language skills and pedagogical skills; students conversely preferred to practice earlier. In terms of skills and knowledge that need to be equipped for students, all participants agreed that the training of soft skills should be added. In terms of the highschools that receive student teachers, most participants believed that those should be selected by the university; however, the schools’ level of support and effectiveness in guiding students were not highly appreciated. The initial findings of this study may serve as suggestions for the continous revision and improved facilitation of the teaching practicum activities at ULIS-VNU to achieve the goals of training prospective student-teachers.

Evaluation of Internship Practices in Vocational Colleges According to the Views of Academics (Kirklareli University Case)

Within the scope of university-industry cooperation, efforts on the preservation of the updating the educational programs in vocational colleges, re-arrangement of the education programs by determining the requirements of the enterprises and transferring the new technologies of the enterprises to the vocational colleges continue Within this scope, different internship application methods are applied in different universities. The compulsory internship of the student is controlled by the academic staff who are assigned as an internship advisor. Therefore, the first hand feedbacks are gathered by the advisors. For this reason, advisors' views on the practice of compulsory internship practice are an important data that must be referred to accomplish the mission of vocational colleges. In this research, it is aimed to collect the remarks of advisors in vocational colleges affiliated to Kirklareli University with regard to compulsory internship practice and different internship practice methods. The research was carried out in the spring semester of 2017-2018 academic year with the participation of teaching staff of Vocational Colleges of Kirklareli University. A total of 89 teaching staff participated in the research on the basis of volunteerism. Participants' opinions on internship practices were collected through 6 open-ended questions. The research was carried out using the purposive sampling method in qualitative research design and the obtained data were evaluated with the help of content analysis. According to findings, current internship practice was found to be inefficient in terms of the duration of internship, problems caused by workplace, low number of establishments in the region and responsibilities of students. The recommendation of the advisors, to implement a more effective internship, is to improve university-industry cooperation, increase supervision and communication.

The satisfaction and perception of Provisionally Registered Pharmacists (PRP) towards their internship training in the Ministry of Health, Malaysia facilities: A national survey

BackgroundThe pharmacy internship program is designed to provide comprehensive training for interns to perform various roles in pharmacy practice. In Malaysia, the current internship program has been in place since 2004 in public health facilities, but has never been extensively evaluated. AimTo assess the level of job satisfaction and perception of Provisionally Registered Pharmacists (PRP) towards the internship training provided. MethodsA cross-sectional nationwide survey was conducted amongst all PRPs undergoing training between December 2015 and February 2016 to assess their level of job satisfaction and perception towards the training requirements stipulated by the Pharmacy Board of Malaysia. ResultsA total of 733 PRPs participated in the survey and the response rate was 95.8%. On the basis of the response received, 92.5% (n = 678) felt that the one year training period was ‘just nice’, 30.5% (n = 223) felt that the logbooks were ‘too complicated’, and 33.2% (n = 241) said the targets set by the Pharmacy Board of Malaysia were ‘too high’. On a scale of 1 to 5, respondents rated 3.32 (SD 0.54) for mean score of job satisfaction. Significant factors influencing mean score of job satisfaction were: perceived fairness at the work place; perceived self-competence after one year of training; preceptors' competence; and pharmacy as a chosen career pathway. ConclusionIntern pharmacists were fairly satisfied with the internship training in government facilities in the Ministry of Health, Malaysia. A review of the internship logbooks and the practicality of targets set by the Pharmacy Board warrant further improvement.

Simulation Training for Operational Medicine Providers (STOMP): Design and Implementation of a Novel Comprehensive Skills-Based Curriculum for Military General Medical Officers.

Fifty percent of graduating U.S. Navy post-graduate year (PGY)-1 physicians will practice in the operational environment before returning to residency training. However, current internship structure is less rotational and focuses more on specialty-specific training. Therefore, these physicians may not be fully prepared for this primary care role. Based on the U.S. Navy privileges for General Medical Officers, a comprehensive didactic and simulation curriculum was developed. Twenty-three procedural skill competencies (SK) and five validated standardized patient (SP) scenarios were identified. During the SK portion, learners reviewed instructional videos, read reference materials, and practiced with partial task trainers before small-group sessions with subject matter experts (SME). Separate SP round-robin sessions were conducted and feedback provided by SMEs and SPs. Learners demonstrated competency or were remediated. One hundred and three PGY-1 trainees participated over 2 yr. All trainees met requirements during the SK phase. During the SP phase, seven learners required remediation. All learners ultimately met requirements for privileging. The Simulation Training for Operational Medicine Providers curriculum for future General Medical Officers is an effective tool for primary care skill training and credentialing. Plans for export to other Graduate Medical Education sites are underway and further evaluation of skills retention is warranted.

Current Patterns of Training in Personality Assessment During Internship.

Training in broad-based objective and projective personality assessments has been a mainstay of applied psychology. Stedman (2007) and Piotrowski (2015) have documented a decline in projective training during internship. This study investigated internship directors' current expectations regarding graduate school training with objective and projective instruments, their ratings of the importance of that training, and current training patterns with objective and projective instruments during internship. Participants were 355 psychology internship programs, representing 46.1% of the Association of Psychology Postdoctoral and Internship Centers. Results indicated the following current internship training patterns: Minnesota Multiphasic Personality Inventory (68% to 51%), Personality Assessment Inventory (59% to 25%), Millon Clinical Multiaxial Inventory (51% to 34%), Rorschach (35 to 26%), story telling (41% to 19%), sentence completion (41% to 18%), and drawings (36% to 9%). Adult program directors reported higher percentages for objective tests; child program directors reported higher percentages for projective tests. A decreased valuation of projective techniques is now typical of current internship training programs.

Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation

Objective: To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates.Methods: A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory.Results: The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students’ knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes.Conclusion: Curriculum design, faculty and students’ skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

University internships in Spain: what is missing for its stakeholders?

The purpose of this paper is to analyze the performance of the current university internship programs, with a particular focus on the present needs of the main stakeholders: the students and businesses. The study draws on the interpretive perspective of organizational culture (Berger and Luckmann), which stresses the difficulty of integrating subworlds with different codes, practices and habits. The results of a case study on the program run by University of Cadiz are then presented through a qualitative analysis. Otherwise, the conclusions have been compared with those obtained in recent research conducted by Spanish universities (Granada, UNED, Politécnica de Valencia, Politécnica de Madrid, Carlos III and Lleida).

Exploration of the interconnection working mechanism for secondary management organization of the interns in medical universities

As the medical college students are scattered to each practice hospital, the status of the secondary clinical medical colleges' education management to interns is weakened, and the problems and contradictions are becoming increasingly prominent. In the process of internship education management, through the establishment of the secondary medical colleges' interconnection management working mechanism, we can effectively solve the outstanding problems in the current internship education management, to achieve mutual trust between the secondary clinical medical college and the training hospital, and enhance the effectiveness of the management of interns. Key words: Medical universities; Interns; Educational management

Aspectos académicos del internado

En resumen podemos concluir: 1.- En general, según los últimos seminarios de Educación Médica, el Internado actual cumple a medias, con los objetivos establecidos, por las recomendaciones de Seminarios Nacionales e Internacionales. 2.- Teniendo en cuenta las necesidades de la comunidad y los recursos del país, es de recomendar, que los comités encargados de revisar los programas de estudios en los distintos Programas de Ciencias Médicas del país, contemplar la posibilidad de suprimirlo, o de imprimirle cambios sustanciales, ya que como se viene realizando proporciona sólo una visión reducida de las situaciones con las cuales el futuro médico tendrá que enfrentarse con el ejercicio de su profesión. 3.-La supervisión del trabajo de los Internos en los hospitales docentes encuentra poca objeción. En cambio en otros tipos de hospitales deja mucho que desear debido a que no están cumpliendo los requisitos mínimos exigidos por la Comisión Intersectorial; precisamente por no contar ésta con mecanismos adecuados y operantes para su evaluación y supervisión. Como contribución a que los requisitos establecidos tengan pleno cumplimiento es de esperar que dichos hospitales se adscriban o afilien a los Programas de Ciencias Médicas, de su respectiva influencia. Esto entre otras cosas, mejora el nivel científico de los hospitales no universitarios. 4.- La participación de los Internos en Servicios comunitarios se acepta como una necesidad que debe estimularse, teniendo en cuenta las múltiples posibilidades existentes. En relación con las áreas en las cuales puede llevarse a cabo esta participación, las más recomendables son aquellas que por su ubicación geográfica, permitan una adecuada supervisión. 5.- Se deja claramente establecido que el Internado, por ser obligatorio, no debe ser aprovechado para solucionar la prestación de servicios asistenciales, y 6.- Que el Interno es un alumno del último año de estudios médicos, y, por lo tanto, no puede ser asalariado de ninguna institución hospitalaria. Esto sin embargo, no es un impedimento para que reciba un auxilio económico (no a título de sueldo sino de beca o ayuda pecuniaria) etc., de su propio Programa de Ciencias Médicas o del Hospital respectivo. Para evitar que la cuantía económica se convierta en un incentivo que desvíe al estudiante del interés puramente académico, se recomienda la unificación de dicha asignación a nivel nacional.

Stakeholders’ Perspectives on Internship Process in Tourism Higher Education

Internship is considered as a period of real work placement in a department or each department of an establishment; anything from several weeks to a year or more, taken in one or multiple placements. Thus, internship is an important part of tourism education since it helps undergraduates to put their knowledge into practice and expands their experience. This study explores stakeholders’ perspectives – in terms of undergraduate students, academics and tourism industry- about the current internship process in relation to tourism higher education. A questionnaire distributed to the three groups of stakeholders has been distributed to collect views. The results indicated that there were generally considerable agreement among stakeholder groups, with some notable differences. Although tourism managers emphasized the importance of internship for tourism higher education, they did not consider students as important human resource – as stated by students- during their internship experience. On the other hand, academics mentioned that managers of tourism companies view students as a cheap employee that can do specific tasks during their internship. At the end of this paper, implications are drawn to improve internship program in tourism higher education.

Two Heads Are Better Than One: Team Teaching in TESOL Internship

This article aims to critically look at team teaching approach that is currently used in UWS TESOL internship program and the role it plays in achieving teaching and learning effectiveness and outcomes. Specifically, using ethnography approach, this project examines benefits this innovative student-centred approach brings to teacher mentors, student teachers and students, and further discusses various potential issues that may emerge. Both supervising teachers and student teachers who undertake their practicum at various English language centres work as a team cooperatively (e.g. researching curriculum resources, designing classroom activities, preparing lesson plans), communicate on a regularly basis and in various ways (e.g. face-to-face and via emails), and reflect on their teaching experience (e.g. both strengths and weaknesses). Both parties comment that team teaching approach encourages individual input and team communication as well as collaboration, promotes flexible use of teaching methods, develops critical thinking skills, contributes to quality teaching and accommodative learning, and maximises student learning experience as indicated in our operations of TESOL internship program for years. Student feedback is also positive in that their individual learning needs are met and supported. Meanwhile, the author also notes some emerging issues and challenges (e.g. student teachers’ knowledge gaps in grammar, time management and intercultural communicative competence issue) in the current internship practice. Finally, team teaching approach is pedagogically discussed and recommendations are made to address the emerging issues for future improvements. DOI: http://dx.doi.org/10.5755/j01.sal.0.23.4995

A survey of internship programs for management undergraduates in AACSB‐accredited institutions

PurposeThe purpose of this paper is to survey the current status of internship programs for Management undergraduate students and to introduce a well‐established internship program.Design/methodology/approachA web page analysis was conducted on 473 institutions that have AACSB (the Association to Advance Collegiate Schools of Business) accreditation in the USA. The list of these institutions is from the AACSB web site (member school list) as of July 2010. A description of a well‐established internship program is provided. The 15 item questionnaire is developed to get the students feedback on the required internship course described in this paper. Based on that survey and web search findings, suggestions for internship course improvement are provided.FindingsMost schools (96.5 per cent) offer some type of internship course but only a few schools (4.5 per cent) require students take an internship course. The pass/no pass grading system was preferred by a majority of universities (85 per cent). Students need to work an average of 169 hours for three credit internship courses. The most popular prerequisites are: GPA of 2.5 or higher; permission from an advisor or coordinator (62.5 per cent); and various other restrictions such as school minimum accumulated credit hours (22.5 per cent) and specific courses (33 per cent). The well‐established program introduced has dedicated advisors to supervise the required internship courses.Practical implicationsInternship program advisors/coordinators can assess the compatibility of their internship program with the introduced program. In addition, universities can benchmark against the introduced internship program to improve their current programs or establish a new program.Originality/valueIf any universities want to improve their current internship courses, or establish an internship program, the paper's findings offer some guidelines.