Internal Education Research Articles

A Survey of Practical Experiences & Co-Curricular Activities to Support Undergraduate Biology Education

Active-learning experiences – in classrooms, laboratories, and outside of courses – are highly valued components of preparing undergraduates to become biologists. We characterized the educational opportunities available to students in the biological sciences at colleges and universities within the eastern Great Lakes region and student perceptions of a variety of opportunities. We surveyed biology departments at 33 institutions to determine the availability of and participation in educational travel, internships, laboratories, skill development, and undergraduate research involvement. There was variation in the availability of internships, the types of skill development and educational travel offered, and the numbers of labs required in different biology curricula. Undergraduate research was offered at all institutions, and most research-active students presented results at least locally. Most colleges and universities offer a wide range of educational experiences and opportunities that complement traditional biology curricula and that are valued by students. Because fewer than half of the students took advantage of most of these experiences, schools still have the opportunity to increase their value in undergraduate education through increased student participation.

Workplaces and policy spaces: insights from third sector internships Scotland

Purpose– Understanding the relationship between learning and work is a key concern for educational researchers and policy makers at the local, national and international level. The way that learning and the economic environment are framed impacts upon policy and funding decisions and has significant implications for the HE sector. The purpose of this paper is to explore how internships have become a key site in which policy and funding mechanisms seek to address concerns about graduate employability and graduate skills in relation to Scottish national economic plans and perceived business needs.Design/methodology/approach– Drawing from five years data generated from the Third Sector Internships Scotland programme, the authors adopt an approach to the analysis of policy and internship experiences based on a spatial perspective. The authors explore two spatial arenas in play; the conceptual space where discussion and policy making occur and the physical places of education and the workplace where learning takes place. The authors trace shifts in the policy and funding of higher education internship and work placement schemes and consider how these shifts respond to internship experiences of the workplace.Findings– The authors argue that changes within the conceptual and physical spaces intersect and that identifying contrasts and overlaps helps them to focus on particular questions about how internships develop learning for students.Originality/value– Taking the national approach within Scotland as a bounded case offers a unique opportunity to explore the ways in which internships have played an increasingly significant place as a pedagogic device operating at the borderlands between educational organisations and the physical spaces of employment.

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

FORMATION AND DEVELOPMENT OF INTERNSHIP SITES AS CENTERS FOR PROVIDING INFRASTRUCTURE SUPPORT TO THE DEVELOPMENT OF ACADEMIC AND SCIENTIFIC MOBILITY IN CLASSICAL UNIVERSITY

The article raises questions about the creation and development in higher education internship sites that provide reception and training of interns within the academic and scientific mobility. Internship opportunities as a form of learning, especially scientific training are described. The experience of regions in the organization of internship sites is shown. Structural units of the university, who can become the most successful internship sites cluster type, are determined. Providing innovative growth of the economy with qualified professional staff capable of providing the whole process of innovation - from research and development to transfer them to the development in the production and further commercialization - is one of the most important topical problems of Russian universities. The relevance of the project to create internship sites was due to the innovation process, initiated during the implementation of the priority national project Education, and the need to consolidate the results achieved to update educational practice in kindergartens and schools. Internship site had to harmonize nomenclature provided additional professional educational services, and the quality requirements with the needs of the education community at the expense of high quality use of the potential of both individual teachers and education-enforcement agencies and the inclusion of practical experience in an internship program.

Exploratory application of formative assessment in internship education for clinical anesthesia

The formative assessment system has been applied to the internship education for the clinical anesthesia with the aim to improve students' initiative and to evaluate their outcomes more compre-hensively. The students' performance in the shift exchange, case discussion, raising question, solving question at the time points of after the preclinical train, one month and 3 months into the anesthesia internship, and after the completion of internship, and their capability in preoperative patient assessment, condition report, clinical practice, review writing have been evaluated to determine the educational quality and to instruct the improvement of educational approach. Assess process takes into account both the individuality and the general character of the students and feedbacks the evaluation result to improve the practice teaching The implementation of the evaluation can promote students' autonomous learning and comprehensively evaluate students' practice process. Key words: Formative assessment; Internship teaching; Anesthesia

The United Nations, International Higher Education, and Knowledge Diplomacy

The United Nations is not known for international higher education involvement, yet this type of programming is increasingly prevalent within the organization. From actual universities and degree programs to higher education networks, internships and curricular development, the UN engages in a range of activities related to international higher education knowledge diplomacy. This article examines which of these initiatives may hold most potential for the UN and its member states.

Tertiary Students’ Entrepreneurship Learning Socialization: Factor Analysis and Structural Equation

This study examines 728 tertiary students’ entrepreneurship learning socialization and its influencing factors to serve as a school reference for the development of internship and entrepreneurship education. The results show that students’ internship experience has a significant direct effect on entrepreneurship learning socialization, and entrepreneurship intention has a significant effect on entrepreneurship learning socialization through internship experience. The influence pattern and empirical data of entrepreneurship intention and internship experience on entrepreneurship learning socialization has a good fit. This paper gives an insight from Taiwan tertiary institutions about entrepreneurial learning socialization of students and contributions to them. We describe the development of the influencing factors, discuss its implications for entrepreneurship and internship education, and finally offer suggestions for further entrepreneurship education development.

The Health Station of the First Inner Ward, Peiping: Its history and legacy

The Health Station of the First Inner Ward, Peiping, was open in 1925 as a community health care institution of Peiping Health Bureau, sponsored and operated by Peking Union Medical College (PUMC) established in 1921. It was a unique demonstration project to provide the community with medical and prevention service, to implement an extraordinary educational internship of preventive medicine for PUMC students and other doctors and nurses all over the country; and to conduct applied research on the community residents'disease prevention and health promotion. Guided by the prevention thought advocated by John B. Grant, the first Chairperson of the Department of Public Health, PUMC, the station created a variety of innovative programs such as prevention-oriented public health nursing for the residents and school students, maternal and child health programs, and family health records and residents' vital surveillance statistics. The station operated for 26 years and made a significant influence on the contemporary public health in China through its unparalleled prevention education and training program and its innovative community health care demonstration. As one of the examples, it inspired the thought of primary health care raised by WHO several decades later. It provides us definitely beneficial learning as nowadays we reform health system in China.

Stairway to employment? Internships in higher education

This article aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. In specific, it analyses empirical data on a large-scale study of Portuguese first-cycle study programmes, in order to explore indicators of the professional value of internships in the employability of higher education graduates. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe of polytechnic and public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels. Results indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education.

Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies. Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference

Quels effets de l’inflation des stages dans l’enseignement supérieur ?

La multiplication des stages au sein des cursus de formation est généralement présentée comme la panacée face aux difficultés d’insertion professionnelle des jeunes diplômés du supérieur. Cet article révèle une grande diversité dans l’organisation des stages ainsi que des écarts entre leurs effets recherchés et leurs effets obtenus. Il explique la nécessité d’une évaluation de ce dispositif et souligne l’importance des conditions d’organisation et de suivi des stages sur leur qualité. Il convie enfin à une réflexion argumentée sur les objectifs que l’on peut raisonnablement fixer aux stages, en alertant sur les dangers de leur inflation actuelle.

An exploration of the academic coaching education internship

Academic coach education programmes in the USA have been developed to offer a comprehensive approach to coach preparation and development. However, little is known about how these academic programmes prepare student coaches for the coaching profession, particularly with regard to practicum or internship experiences. This study surveyed coach education programme coordinators in the university setting and explored the current programmatic methods of implementing the internship. The coach education internship was found to vary widely in structure and expectations, leading to three main concerns: (1) lack of consistency in organizational structure; (2) over-estimation of the coaching opportunities student coaches were expected to experience; and (3) an absence of or limited amount of screening and evaluation of the mentor coaches supervising the student coach during internship. Recommendations regarding the internship within academic coach education programmes are explored.

Assessment of Student Internship Programme By 2013/2014 Final Year Students of the Department of Basic Education, University of Education, Winneba, Ghana

The crucial role of internships in teacher education has made a lot of institutions of higher learning like UEW to adopt internship as an important component of their curricula with the view of providing opportunities to the students to gain theoretical and practical experience for their future careers. This study investigated the perception of 2013/2014 final year students of the Department of Basic Education, UEW, Ghana, on the Student Internship Programme (SIP) they undertook in the first semester of the 2013/2014 academic year. The purposive sampling technique was used to select all 209 students for the study. However, 188 students were used for the study because 21 students did not return their questionnaire. The findings revealed that generally, the students were uncertain as to the kind of support they were given by their partnership schools. However, they generally agreed that they gained adequate instructional skills from their mentors to assist them in the “real world”. Even though the students generally disagreed that they experienced challenges, they specifically indicated their agreement that the one semester SIP was inadequate. There was no significant difference in the views of the students on the instructional skills gained in terms of gender and the type of basic school (public or private) internship was undertaken. Among the suggestions is that adequate orientation should be given to students before they embark on the internship programme. Also, the university should ensure that all headteachers and mentors are regularly trained and oriented for the programme.

Feasibility of implementing a surgical student internship program in South Korea.

PurposeDespite recommendations for introducing student internships (SI) in undergraduate medical education in Korea, the feasibility of surgical SIs has not been demonstrated in the Korean context. We thus identified tasks that could be performed by surgical student interns in a Korean education hospital.MethodsThe opinions of surgery clerkship directors of medical schools nationwide, regarding the tasks, symptoms and signs, disease entities, and procedures that student interns could perform in their hospitals, were subjected to descriptive analysis.ResultsOut of the 41 medical schools in Korea, 32 responded. Five implemented an optimal-quality SI program. Two schools considered third-year clerkship as SI. The respondents replied that student interns could be involved in basic nonspecific tasks such as history taking, physical examination, medial recording, reporting patients' status, and assisting during surgery. However, more surgery-specific tasks such as perioperative management or caring for a patient with acute abdominal pain were considered difficult for student interns to encounter in the Korean context.ConclusionSurgical educators should determine a specific role for student interns and encourage them to perform surgery-specific tasks. We recommend societal and system support, and curriculum renovation to establish an SI program in Korea.

Opportunities for Enhancing Construction Education and Student Internships with Multimedia Tools

Construction education has long been challenged with integrating meaningful classroom education activities with field internships. This paper describes a case study in which educational material was developed with use of time-lapse photography collected by student-deployed cameras on a large, fast-moving construction project. Several distinct construction activities were identified for time-lapse documentation, and corresponding engineering material quantities were computed to show the progression of work. These quantitative estimates were combined with the time-lapse footage in a series of educational video modules, which will be disseminated and archived online for long-term access by students and the public. The video modules were designed to educate students on the various steps involved in a major roadway rehabilitation project and provide them with a more relatable context for the various bid item quantities that they would encounter in their work as student interns and professional engineers. These methods can also be scaled across a variety of educational settings for different types of horizontal and vertical construction projects and thus, result in a more targeted and effective student learning experience.

Influence Internship Learning Effect in Business Service Sector: Using Internship Self-Efficacy as the Mediator Variable

This study examines 364 tertiary students’ internship learning effect and its influencing factors to serve as a school reference for the development of internship education measures. The results show that students’ internship self-efficacy (ISE) has a significant direct effect on ‘internship learning effect (ILE)’, and ‘internship awareness (IA) ‘has a significant effect on ‘internship learning effect’ through ‘internship self-efficacy’. The influence pattern and empirical data of ‘internship awareness ‘and ‘internship self-efficacy ’ on ‘internship learning effect’ has a good fit.

Evaluating internships in terms of governance structures

Purpose– This paper aims to evaluate internships in terms of governance structures. Internships are being promoted as a European Union policy lever to address high youth unemployment. However, concerns exist that internships often have few developmental opportunities and poor employment outcomes, something this conceptual paper examines.Design/methodology/approach– The authors develop a conceptual framework for distinguishing between different types of internships based on “dimensions of governance” (contract, agreed duration and partnership). A distinction is made between “open market”, “educational” and “active labour market policy” internships, drawing on examples and evidence from Spain and Portugal.Findings– The authors argue that “governed” internships, linked to educational programmes or genuine active labour market policies, are much more likely to have beneficial outcomes than “open market internships”. This is because they provide the positive governance conditions relating to contract, duration and partnership arrangements under which employers, interns and third parties understand how they can benefit from the internship and what their responsibilities are.Research limitations/implications– The strength of the paper lies in outlining an analytical framework for future research. The evidence presented from Spain and Portugal provides support for the conceptual framework; future comparative internship research should further test the propositions made across a range of countries and contexts.Social implications– By increasing understanding of internship governance, employers, policymakers and educationalists will be in a better position to design successful internships.Originality/value– The paper broadens the focus beyond educational internships alone and proposes a conceptual framework for future research.

The Interdisciplinary Curriculum for Oncology Palliative Care Education (iCOPE): meeting the challenge of interprofessional education.

Background: Interprofessional education is necessary to prepare students of the health professions for successful practice in today's health care environment. Because of its expertise in interdisciplinary practice and team-based care, palliative care should be leading the way in creating educational opportunities for students to learn the skills for team practice and provision of quality patient-centered care. Multiple barriers exist that can discourage those desiring to create and implement truly interdisciplinary curriculum. An interdisciplinary faculty team planned and piloted a mandatory interdisciplinary palliative oncology curriculum and responded to formative feedback. The project took place at a large public metropolitan university. Medical, nursing, and social work students and chaplains completing a clinical pastoral education internship participated in the curriculum. Formative feedback was received via the consultation of an interdisciplinary group of palliative education experts, focus groups from students, and student evaluations of each learning modality. Multiple barriers were experienced and successfully addressed by the faculty team. Curricular components were redesigned based on formative feedback. Openness to this feedback coupled with flexibility and compromise enabled the faculty team to create an efficient, sustainable, and feasible interdisciplinary palliative oncology curriculum. Interdisciplinary palliative education can be successful if faculty teams are willing to confront challenges, accept feedback on multiple levels, and compromise while maintaining focus on desired learner outcomes.

Halk Sağlığı Araştırma Görevlilerinin Eğitim Süreçlerini "Mentor" Kavram Ve Yaklaşımı Kapsamında Değerlendirmeleri

In this study, we aimed to assess the knowledge and opinions of the public health residents recorded in the Society of Public Health Specialists’ inventory by August 2013 on mentoring related concepts, as well as to determine whether their training period is compatible with the requirements of mentoring idea. Materials and Methods: Two hundred and eighty three research assistants who were in the list of the Society of Public Health Specialists’ working at the 43 universities’ Public Health Departments was the universe of the study. Nevertheless, 160 residents participated in this study (participation rate=55.9%). Data was collected via electronic data collection method. Results: Mean age of the participants was 28.9±2.9. 60.8% of the research assistants started their thesis process and 69.2% of the research assistants had an advisor. The average time of determining the thesis content was9.4±10.5 months (median=2.0). 50.3% of the residents’ definition on academic advisor was found as “sufficient”. 72.0% of the residents declared that their academic plan had been completed at the beginning of their training period whereas 18.6% of them mentioned their un-satisfaction on that their expectations. 91.1% of the participants attended the internship education, 97.5% of them attended seminars, 91.1% of them attended literature classes, and 56.6% of them attended to the post graduate Public Health classes. Conclusion: In both under and post graduate medical education, the term of mentoring is need to be known accurately and to be practiced more effectively in resident training. It is recommended that the administrative bodies of Public Health departments with their academic members and the society of Public Health Specialists’ should collaboratively work to improve the current curricula and programs in this regard.

PEDAGOGINĖ UNIVERSITETO STUDENTŲ PRAKTIKA: PRIVALUMAI, TRŪKUMAI, GERINIMAS

Teacher preparation remains an urgent and significant part of education system. Changing socioeconomic, political, technological concrete country conditions require constant changes in teacher preparation system. As never before, such a demand is even more strengthened by an occurring link between education and labour market. Teachers is an undoubted integrating part of education policy and internship. The carried out scientific surveys show, that in Europe as well as in other countries teachers and schools encounter with similar pedagogue preparation problems: there are discussions on the selection of candidates to teacher’s profession, professional and subject teacher preparation, competence, preparation length, teachers’ professional self-consciousness, prestige, teacher educators’ partnerships and so on. The research was carried out between January and February 2014, i. e., at the beginning of the second study semester. The research is based on the attitude, that students’ opinion and evaluation researches are important, because they allow establishing urgent problems and clarifying the known ones. Referring to the respondent proposal analysis, one can suggest problem solution ways and evaluate possible consequences. Opinion researches is an effective means seeking to initiate the changes, in this case, to improve pedagogical internship organisation. Pedagogical internship, undoubtedly, remains a very significant element of pedagogical study structure and process. Competence, practical experience acquisition, personal improvement and all-round knowledge of educational institution are considered the most important advantages of the internship. This is not only a certain future teacher’s self-examination in a real educational environment, but also a proper way to improve. On the other hand, internship organisation is not appropriate enough. A few very important things are obvious: a short pedagogical internship time, coherence with the studies at university, and not sufficiently purposefully defined internship activities (content aspect). Mentors’ work should be improved; however, this is not treated as a very important drawback. Also, two improvement spheres have been exposed: internship content/programme improvement (to concretise, optimise, and more clearly regulate the activities) and strengthening interaction effectiveness between university and basic practical schools. Pedagogical internship effectiveness (from the point of view of pedagogical ability consolidation, improvement) remains undoubted. On the other hand, certain requirements should be raised for the institution, in which students would like and could perform pedagogical internship. Educational institution’s democracy and openness, technological supply, ecological friendliness/suitability are considered the most essential requirements. The existing pedagogical internship model in Lithuania has to be improved in two main directions – process (internship length increasing, guaranteeing the acquaintance with the variety of pedagogical institutions, interaction with the internship leaders and mentors improvement) and content (activity optimisation, innovativeness, variety increase) improvement. Key words: future teachers, pedagogical internship, teacher education, university students.