Internship Course Research Articles

Quality of Clinical Education as a Propulsive Engine for Academic Satisfaction: A Cross-Sectional Study at Birjand University of Medical Sciences, Birjand, Iran

Background: Clinical education is known as an essential part of education in medicine and medical education. Beyond factors that can affect the quality of clinical education, academic satisfaction is a factor that can either affect or is affected by the quality of clinical education. Objectives: The present study was designed to investigate the relationship between the quality of clinical education and academic satisfaction through medical students’ viewpoints at Birjand University of Medical Science, Birjand, Iran. Methods: In the present cross-sectional study, medical students in both the externship and internship courses of Birjand University of Medical Sciences were evaluated with a self-report questionnaire. The quality of clinical education was assessed by a specific scale developed by Rezaei. Academic satisfaction was evaluated by Motlagh et al.’s questionnaire. Results: A total of 180 medical students were included in the study. The findings indicated that despite the poor quality of clinical education from the perspective of the studied medical students (P = 0.017), their academic satisfaction with the current situation was acceptable (P = 0.0001). Further correlational analysis revealed a significant relationship between the quality of clinical education and its subgroups with academic satisfaction (P < 0.01). Conclusions: It can be concluded that higher clinical education quality leads to higher levels of academic satisfaction among medical students. Therefore, this issue requires continuous revisions of the clinical education curriculum and adherence to improve its outcomes.

Bridging the Skill Gap Through Internships: Stakeholders Theory Perspective

The skill gap among the youth of today is widening and is resulting in unemployability. It is time to revisit the education system and work strategies to develop employability skills among students. One such strategy can be incorporating internships in the curriculum at the undergraduate and postgraduate levels across disciplines. While offering an internship course, it is of utmost importance that the stakeholders involved, namely the primary stakeholders, which include the interning student, the Higher Educational Institution (HEI) and the organisation in which the intern is placed, should maintain continuous communication through which all three of them benefit. This paper attempts to examine the perception of the stakeholders about bridging the skill gap through internships, and their advantages and challenges.

The level of awareness of medical students of the internship course of Shahid Sadoughi Hospital of Yazd about AIDS

AIDS is an immune system deficiency disease. Still, the best way to control AIDS is prevention and awareness about this disease. The aim of the present study was to measure the level of knowledge of medical interns about AIDS. The present study was a cross-sectional study. A questionnaire was used in this research. The studied community included medical interns in 2019 and 2020. Finally, SPSS was used for analyzing. This study was conducted on 211 medical students. There was no significant difference in the knowledge level of the interns in terms of gender. The score of the questionnaire of the students who passed the infectious part was higher. In the current study was proved that the sex and marriage of the students was not effective on the awareness about AIDS.

Examining gains and pains of a new virtual internship design

This study investigated how student effort and the course design influenced an online internship in China. A cohort of 95 postgraduate students became distance learners in a credit-bearing internship course due to COVID-19. The course leader applied the action learning framework to prompt student online collaboration and group inquiry. The framework assumes the importance of self-reliant learner autonomy in virtual internships. After the course, researchers analyzed the effects of self-directed learning with technology on a multidimensional community of inquiry in a virtual environment. The study also identified students’ narratives that explain how self-directed learning with technology interacted with three elements of virtual communities of inquiry: social, cognitive, and teaching. Findings explain how virtual internships can be facilitated through a community of inquiry model. Educators and practitioners may consider the model to demonstrate student-staff partnerships (Fitzgerald et al., 2020) to achieve quality transformation of internships from face-to-face mode to distance education.

A Study on The Professional Development of Pre-service Teachers through Collaborative Mentorship in Educational Practicum Courses

<p>「教學實習課程協同師徒制」課程是將「協同教學」及「師徒制」兩概念結合於教學實習課程，由實習教學教授及實習教學教師協同教學，而實習教學教師與師資生則為師徒關係，以師徒制進行此課程。本研究以參與此課程之41位師資生、6位實習教學教師及2位實習教學教授為研究對象，使用半結構式訪談法及文件分析法，歸納「教學實習課程協同師徒制」之運作模式，以及探究師資生在該課程中之專業成長。結果顯示：一、實習課程包含「課室內」及「課室外」課程，課室內課程包含基礎觀念建立、教學準備、省思與檢討；課室外課程包含三循環教學和集中實習。二、師資生在教學技巧之專業成長為：瞭解教學活動必須呼應教學目標及結合學生生活經驗，並能妥善運用引導討論、合作學習、溝通表達及教學媒體等教學技巧，最終以多元評量分析學生學習成果；師資生在班級經營之專業成長為：師資生能制定合宜的班級規範及獎勵制度、習得建立良善的親師生關係之技巧，並以適性輔導化解突發狀況。因此，「教學實習課程協同師徒制」確能有助於師資生在教學技巧及班級經營上之專業成長。</p> <p> </p><p>The “Co-mentorship in the Educational Practicum” Course is a course which combines the concepts of team teaching and mentoring into the teaching practice. The teaching practice courses are jointly taught by the practicum course professors and the practicum course teachers. The teachers and the pre-service teachers form a mentoring relationship and, conduct this course on a mentoring basis. In this study, 41 pre-service teachers, six practicum course teachers, and two practicum course professors participated in the Co-mentorship in the Educational Practicum Course. This study summarized the operation model of the “Co-mentorship in the Educational Practicum” Course through semi-structured interviews and document analysis. It also investigated the professional growth of the pre-service teachers in this course. The results show that: 1. He internship course consists of two parts, in-classroom and out-of-classroom. The former establishes the basic concept, teaching preparation, reflection and review; while the latter offers three-cycle teaching and intensive practice. 2. The professional growth results of pre-service teachers in teaching skills are as follows. They understood that the teaching activities should map the teaching objectives and integrate students’ living experiences. In these activities, they were able to properly use various teaching skills, such as guided discussions, cooperative learning, communication, and teaching media, and then, analyze student learning outcomes through multi-evaluations. In terms of the professional growth of pre-service teachers in class management competency, they established appropriate class policies and set up reward systems. In addition, they learned the skills required to build good teacher-student relationship and to deal with emergencies through adaptive counseling. Therefore, the “Co-mentorship in the Educational Practicum” Course can indeed promote the professional development of pre-service teachers in both teaching skills and class management.</p> <p> </p>

Challenges and Experiences of Pre-service Teachers in Teaching Internship during the New Normal

Teacher Education Institutions (TEIs) in the Philippines were enjoined to implement the necessary modifications in the delivery of teaching internship given their context and available resources during the global Covid- 19 pandemic. Teaching internship courses were made experiential, using the different new normal learning modalities; developmental through coaching and mentoring, and aligned with the Learning Continuity Plan (LCP) and Most Essential Learning Competencies (MELCs). This study aimed to determine the challenges and experienced encountered by the Apayao State College (ASC) pre- service teachers in their internship during the pandemic. The study made use of the mixed approach or combination of qualitative and quantitative approach of research. Results revealed that the mean age of the respondents is 24 years old and pre- dominantly female respondents. They were involved in the various activities of the schools during their internship. They had encountered challenges such as ICT integration, new modalities of teaching- learning, social interactions, internet connectivity and instructional material preparations. Furthermore, they identified positive learning experiences during their internship but encountered problems along ICT skills and usage, time management, skills of the students with new platforms and adjustment to no face-to-face classes during their teaching internship.

REFRAMING CULTURAL COMPETENCE AND CIVIC ENGAGEMENT: A REPLICATION STUDY OF HIGH IMPACT PRACTICES IN UNDERGRADUATE PSYCHOLOGY COURSES

Institutions of higher education require diversity courses so that students can increase their multicultural awareness, knowledge, and skills. Multicultural Psychology courses play a pivotal role in instilling cultural competence in students. The study examined differences in cultural competence and civic engagement for 1,053 undergraduate students exposed to different types of high-impact practices enrolled in educational psychology, multicultural psychology, and psychology internship courses. There was a significant Group x Time interaction effect for cultural skills. Post hoc analyses revealed that students exposed to diversity service-learning in a multicultural psychology course acquired cultural skills compared to students exposed to academic service-learning in the educational psychology course and those students exposed to fieldwork in an internship from the beginning to the end of the semester. Students in the multicultural psychology course were also intellectually challenged, reflected on the course concepts, and gained a deeper understanding of the course content more than students in the educational psychology course. Recommendations for teaching diversity courses are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0091/a.php" alt="Hit counter" /></p>

Knowledge, attitude, and practice regarding child maltreatment amongst Iranian medical students through internship course: an 18-month longitudinal study

BackgroundChild maltreatment has been a major worldwide problem and has remained a persistent public health challenge in all countries. Physicians have a significant role in the prevention and intervention of child maltreatment. An educated physician that can effectively identify and report child maltreatment can fill one of the most significant gaps in reducing child abuse.This study was performed to examine the knowledge, attitude, and practice regarding child maltreatment among Iranian medical students through an internship course.MethodAll the medical students (235 students) of the Iran University of Medical Sciences who passed the internship entrance exam in the 2019–2020 academic year participated in this study. The participants completed a 49-item scale questionnaire built by combining three other validated questionnaires that evaluate their attitude, knowledge, and practice skills in the first month of their internship course and then completed the same questionnaire 18 months later, at the end-point of the internship period.ResultsOne-hundred thirty nine (59.1%) participants were female, and 96 (40.9%) were male. The mean age of the subjects was 24.35 ± 0.76. Only 7 (3%) of them formerly received any education about child maltreatment. There was a significant improvement in scores of the knowledge of prevention (p-value = 0.001), the practice of prevention (p-value < 0.001) and the general subscale of the practice section (p-value < 0.001) during the internship course. However, the performance of participants decreased significantly in the subscales of the attitude towards diagnosis (p-value = 0.001) and the attitude towards reporting (p-value < 0.001) of child maltreatment. At the end of the study, the result of graduated physicians was: The total knowledge and attitude of participants were satisfactory, and the majority were at reasonable levels. Although in the practice subscale, 70.6% of the participants didn’t identify, 84.7% didn’t refer, and 86.4% didn’t report a child abuse case in the past year.ConclusionThe knowledge and attitude of Iranian physicians regarding child maltreatment are at a satisfactory level. Although, the practice level has deficiencies. In addition, our findings show that Iranian interns have a shallow experience regarding child maltreatment, particularly despite the higher scores in attitude and knowledge, which can be the reason for deficiencies in the practice level.

Designing an Effective Training and Internship Model in the University Curriculum from the Perspective of Faculty Members

Considering the importance and role of training and internship courses in empowering students and graduates, the present study was conducted with the aim of designing an effective training and internship model in the curriculum. The research method was qualitative and the participants included faculty members of University of Tehran, Shahid Bahonar University of Kerman, Isfahan University of Technology, Shahid Sadoughi University of Yazd, Mazandaran University, Valiasr University of Rafsanjan, Ferdowsi University of Mashhad, Sirjan University of Technology and Shiraz University, who have presented at least one internship course. Validity and reliability of the interview questions were confirmed by experts. After analyzing 30 interviews, the researchers could have limited themselves to the same number of interviews according to the principle of theoretical saturation, but since the variety of academic fields and universities was considerable, the interviews continued up to 80 people on a quota basis. By analyzing the interviews, the current status of the implementation of these courses showed that, according to faculty members, internships are not implemented effectively and 8 components of time, personal problems, organizational structure and organization, lack of allocation of necessary and sufficient resources, lack of proper understanding of the program by individuals, lack of commitment of individuals and organizations, lack of proper evaluation and monitoring system and lack of inter-organizational and interpersonal communication system were as the main obstacles to effective implementation of these courses. Considering that the main problem in the lack of effective implementation of internship courses is the lack of proper and sufficient coordination and communication between the circles of organizations (Ministries, university and work environments) and the circles of individuals (Faculty members, supervisor of internship center and student) with each other, a model was designed based on which it is appropriate to form minimum interactions between faculty member and student in training and internship courses, and the main emphasis should be on creating communication circles.

Evaluation of quality of internship program and medical interns’ satisfaction in internship course by taking feedback from interns by written questionnaire method in Government Doon Medical College and Hospital, Dehradun

Background: MBBS internship is the best year in the entire curriculum and the best thing that ever happens. Aims and Objectives: (1) Evaluation of the quality of internship program provided to interns in Government Doon Medical College and Hospital and (2) to assess the level of satisfaction among interns related to their learning. Materials and Methods: The participants of this study were the batch 2016 cohorts of Government Doon Medical College, first batch who had completed their internship. A questionnaire containing multiple-choice answers was designed using Google Forms to assess their feedback. The questionnaire was allotted to the interns, by batch 2016 two MBBS graduates who completed their internship recently. The answers in Google Forms ticked were collected by them, and the data entered in an Excel sheet were represented in pie charts and bar charts and the average percentage was calculated for the degree of learning. A subjective assessment was made based on the findings. Results: All interns felt internship as useful. 52% of interns on average learned and acquired all the important skills in all the departments (medicine, surgery, obstetrics/gynecology, orthopedics, pediatrics, emergency, etc.), on average 40.8% were able to perform all the skills of every discipline seeking assistance, 17.6% learned all the skills but were not confident, and 9.8% of students learned nothing. 100% of interns learned all communication skills regarding doctor–patient interaction and ethical behavior among colleagues, seniors, and paramedical staff. Conclusion: Internship program in Government Doon Medical College and Hospital provides lucrative learning to young interns. Majority of interns felt satisfied with the internship, but some improvements can also be done to cover the lack.

The effect of the software of the principles of setting up surgical tables on the knowledge and practical skills of the students of operating room technology

Background: Traditional teaching and learning methods are losing their effectiveness due to the advancement of communication technology and science in the new century. Therefore, educational software development can improve medical and paramedical students’ learning in modern medical education. The current study was conducted to investigate the effect of software on the principles of surgical table setting on the learning and practical skills of the students of operating room technology. Methods: A semi-experimental study was conducted using a census method among 57 operating room students who met the inclusion criteria. The students were divided into two groups, intervention, and control. The two groups were pre-tested before the intervention to assess their knowledge and practical skills. Additionally, the control group was regularly trained, and the intervention group was provided with educational software simultaneously with routine training. A post-test was given to both groups at the end of the semester. The data were analyzed by SPSS 22 using the descriptive and inferential statistical indicators of paired t test and Mann-Whitney test. Results: The results of this study showed that the intervention group and the control group did not differ significantly in any of the demographic parameters (P&lt;0.05). Considering the normality of the data, comparing the level of knowledge and practical skills of the operating room technology students before and after the intervention in both groups using paired t-test showed that the level of knowledge and practical skills in the intervention group increased significantly (P&gt;0.001). Conclusion: According to the results of this study, educational methods in conjunction with the appropriate software can effectively increase students’ awareness of operating room technology and help improve their practical skills. Therefore, educational aid software is a useful tool to be used during internship courses as an effective method of training operating room students.

CROSS-DISCIPLINE COLLABORATIVE INTERNSHIPS TO REDUCE FEAR OF FALLING CONTRIBUTE TO AGE-FRIENDLY INITIATIVES

Abstract The Age Friendly University (AFU) initiative provides a vision to inspire institutions of higher education to respond to the interests and needs of an aging population to promote well-being and quality of life. At Central Connecticut State University (CCSU), we have utilized multiple strategies to engage collaborators within our university and our community to further age-inclusive efforts. The purpose of this presentation is to describe the ongoing collaboration, through the Matter of Balance program, with the Connecticut Healthy Living Collective, an emerging hub of state, regional and local agencies and organizations dedicated to healthy aging in communities throughout our state. The Matter of Balance program is an empirically supported community-based treatment to reduce fear of falling among older adults. We will first discuss the pilot internship program offered within the Department of Psychological Science that trained students as program facilitators which was cut short in Spring 2020 due to COVID 19. We will then describe “Version 2.0” of the collaboration which was offered in the Spring 2022 semester. This time, it was grounded in a gerontology internship course that expanded to include research, faculty, and student collaboration with the Department of Physical Education and Human Performance. In addition to providing these overall descriptions, the presenters will review the strengths and challenges of each approach, share results about the students’ experiences, and highlight the multidimensional value this intentional effort offers.

An Evaluation of Uncivil Behaviors in Clinical Learning Environments from the Perspective of Nursing Students in Western Iran in 2020

Background: Uncivil behavior in clinical learning environments is a growing challenge that severely disrupts the teaching and learning process. Objectives: The aim of this study is to evaluate the incidence of uncivil behavior in clinical learning environments from the perspective of nursing students in western Iran. Methods: In this self-report descriptive cross-sectional study in the 2020 year, 135 undergraduate nursing students of semesters 3, 4, 6, and 8, who were taking training and internship courses, were enrolled. The standard UBCNE questionnaire with 20 questions based on the Likert scale and subscales of exclusionary, hostile/rude, and dismissive behaviors constituted research tools. Data were analyzed using SPSS version 21 and descriptive and inferential statistics. Results: 103 (76.3%) trainees and 32 (23.7%) interns with a mean age of 21.53 years (1.60) participated in this study. According to the results of the Kruskal-Wallis test, the mean scores of hostile/rude, exclusionary, and dismissive behaviors and the total score in different semesters were significantly different (P &lt; 0.001). In terms of the semester, these behaviors had the highest rate in semester 6 students and the lowest in semester 8 students. There was no statistically significant relationship between gender and the mean incidence of these behaviors in students. Conclusions: The results show the students’ experience with different behaviors in clinical settings according to different contexts. Further research is required to understand these behaviors in clinical settings better and to provide strategies to minimize such behaviors.

Action Research on Integrating a Lesson Study with a Teaching Internship Course

&lt;p&gt;本研究運用行動研究協助研究者進行教學實習課的規劃、實施與省思，研究目的為探討授課研究融入教學實習課中的實踐情形，並瞭解授課研究融入教學實習課中職前教師的學習成效。研究參與者是國民小學職前教師36位，資料蒐集方式為訪談、觀察與文件蒐集。在資料分析之後，本研究得到的結論為：首先，授課研究透過理念介紹、微型教學與集中實習等實踐歷程，有助於教學實習課的實施。其次，職前教師在微型教學時逐漸掌握設計與實施教學，對小學生的理解仍有困難。在集中實習時可深化職前教師的教學設計與實施教學的成效，及更加理解小學生的學習。本研究的建議是引導職前教師在集中實習後再一次修訂教學設計，及進一步探討職前教師在教材教法課或教育實習階段參與授課研究的情形。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;This study utilized action research to conduct planning, implementation, and reflection on a teaching internship. The objectives of this study were to understand the implementation of integrating a lesson study with a teaching internship course as well as pre-service teachers&amp;rsquo; learning effectiveness. The participants were 36 elementary school pre-service teachers. Interviews, observations, and documents collection were conducted for data collection. After data analysis, the following conclusions were obtained. First, the lesson study was conducive to the practice of the teaching internship course through the processes of an introduction to ideas, microteaching and intensive internship. Second, pre-service teachers gradually mastered the design and implementation of teaching during microteaching, bur there were still difficulties in understanding elementary school students. During the intensive internship, it was possible to deepen the effectiveness of pre-service teachers’ teaching design and implementation and to better understand elementary school students&amp;rsquo; learning. The suggestions of this research are to guide pre-service teachers to revise their teaching designs after the intensive internship. This study also advises to further explore the situation of pre-service teachers&amp;rsquo; participation in the lesson study in regards to teaching materials, methods course, or educational practicum.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Antiracism internship: Applying the ecological social justice school counseling theory

AbstractThis manuscript describes an empirically designed internship course that utilized the Ecological Social Justice School Counseling theory to teach internship students how to engage in antiracist practice to address social determinants of health in schools. The research reports on the eight school counseling internship students' experiences, through five themes and 12 subthemes, highlighting the ways they increased awareness of SDOH, antiracist practice, and related constructs at their schools and with students including their action toward addressing SDOH, advocacy, barriers, and growth. Implications for counselor educators and site supervisors conclude.

Analysis of the social interaction of perceived problem‐based learning performance in internship courses

AbstractBackgroundThis study aims to integrate the theories of social presence and social identity to examine the effectiveness of group‐based problem‐based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group‐based PBL activities. Although several studies have investigated the effects of using self‐directed and collaborative learning, they present weak evidence within those studies to explain the impact of social interaction on perceived PBL performance in nursing internship programs.ObjectivesThis study develops a second‐order formative model to examine the relationship between social presence, trust, social identification and students' perceived PBL performance.MethodsThe partial least squares technique is used to analyse data from 409 nursing interns who studied at seven medical universities or nursing colleges.Results and ConclusionsThe results indicate that all hypotheses are supported, which is an underaddressed topic in the nursing internship education literature. Notably, the findings of this study contribute to a better understanding of the interns' perceived PBL performance during the internship.

Cross-Sectional Analysis of Taiwanese Pharmacy Students' Experiences and Perceptions of Transitioning from In-Hospital Internships to Distance Learning Due to COVID-19.

The introductory pharmacy practice experiences (IPPE) in Taiwan, which are traditionally conducted in physical hospital settings, incorporated up to 30% distance learning from May 2021 due to Coronavirus Disease 2019 (COVID-19). A web-based cross-sectional survey was adopted to investigate pharmacy students’ experiences and perceptions of transitioning from in-hospital internships to distance learning due to COVID-19 in the pharmacy department of a university in Southern Taiwan. We analyzed the results to discover factors that significantly affected students’ perceptions of transitioning from in-hospital internships to distance learning. In total, 81 interns from the university’s pharmacy department responded to the questionnaire. Approximately half of the participants felt happy when they learned, before the internship began, that the internship would be partially replaced with distance learning. The overall satisfaction rate was 67.9%, and no significant differences was observed in students’ satisfaction between hospital size or distance-learning time. However, more students in the medical center felt they had insufficient time to finish assignments compared to those in the regional hospitals, and the students who had 11–15 days of distance learning felt that they interacted more smoothly with their peers compared to those who had other durations. Program designers should make distance internship courses more student-centered, with a focus on increasing interactions between students, teachers, and peers to compensate for the lack of physical presence.

EKSISTENSI DAN KIPRAH ALUMNI PROGRAM STUDI PEGEMBANGAN MASYARAKAT ISLAM: TRACER STUDY DI UIN SULTAN MAULANA HASANUDDIN BANTEN

This study aims to determine and analyze the profile of graduates of the Islamic Community Development Study Program at UIN Sultan Maulana Hasanuddin Banten and their role in the world of work and society. The research method used in this research is a descriptive research method through a quantitative approach. Descriptive research is intended to present factual data based on information from the study program, as well as quantitative data obtained from survey results. Based on the results of the research, it is known that the number of alumni of the PMI study program is 79 people with an average GPA of 3.60 with a waiting period of 4.8 months to get a job. It is also known that PMI alumni are able to compete in the world of work with 43% of alumni working in local and national scale companies or institutions, 29% of alumni are entrepreneurs, 10% of alumni are working and self-employed, and 18% of alumni are not yet working. In addition, the biggest contribution from the study program felt by alumni was team work with a percentage of 61% (47 alumni), and followed by competence in adapting to the environment and honesty, loyalty, and integrity with the same percentage of 58.4% (45 alumni). This is felt by alumni from the curriculum during study, with the highest percentage in internship courses and professional field practicums.

Cultivation Model of Entrepreneurship From the Perspective of Artificial Intelligence Ethics.

Students are the backbone of national development and progress, and should stand at the forefront of the era of innovation and entrepreneurship. Cultivating the entrepreneurship of college students is not only a response to the national call, but also a basic requirement for implementing quality education and promoting the comprehensive development of college students. To better study the entrepreneurship of college students, cultivate a group of newcomers of the era who have patriotic feelings, dare to innovate, hardworking and sustainable struggle, and solve the problem of college students' employment difficulties from the root, the cultivation mode of college students' entrepreneurship is studied. Firstly, the impact of artificial intelligence (AI) technology on social ethics is analyzed. Secondly, it analyzes the current situation of the cultivation of science and engineering college students' entrepreneurship from three aspects: Chinese traditional cultural thoughts influence the concept of career choice, enterprises emphasize utilitarianism, and colleges and universities attach importance to knowledge education and despise spiritual education. Finally, the data statistics on the cultivation of entrepreneurship of science and engineering college students are carried out in the form of questionnaires. The results demonstrate that among the students surveyed, 21.31% have a strong willingness to start their own business, and 72.84% have the idea of starting their own business, which means that most students still want to start a business through their own efforts, not blindly looking for jobs. Simultaneously, among many majors, 87.5% of students majoring in agriculture and medicine are better at finding new ways to solve problems, while the proportion of students majoring in literature and history is the lowest. It also indicates that most students believe that schools should add more seminar courses, internship courses, design courses, experimental courses, etc., and allow students to choose learning courses across colleges and majors, to cultivate college students' entrepreneurship. The proposed method provides some ideas for the application of AI technology in the cultivation of students' entrepreneurship.

Implementation of a Case Presentation Program for Clinical Nutrition Students.

Background and AimsTo implement a training method increase clinical nutritionists' knowledge and make doctors more familiar with this specialty.MethodsThe study was conducted in an internship course of all third semester clinical nutrition students. At first, conventional training was presented for students, and then, in the same duration, case presentation training program was implemented. The presentations were filmed and uploaded to the Internet, and the link was placed on the hospital's website. At the end of the 2 phases, the students were asked to answer the survey questionnaire. Additionally, consultation report sheets were evaluated and scored by 2 physicians. Number of consultation requests was also recorded in 2 study phases.ResultsThe mean satisfaction score was statistically higher in the case presentation training program than in the conventional program. All the students recommended similar case report program courses for the students in the future. Although the mean consultation report score was not statistically different between the two training programs, case presentation program resulted in significantly better scores in 4 items of nutrition focused physical examinations, assessment of malnutrition, assessment of related laboratory tests, and food-drug interactions. Number of consultation requests was significantly increased during the case presentation program training compared to the conventional training from 194 to 272 (P < 0.001).ConclusionFrom the students' perspective, the case-based learning report was preferred to the conventional method. From the physicians' viewpoint, the answer to the counseling sheets was more complete and helpful.