Internship Level Research Articles

Investigating the Job Burnout Levels and Related Factors in Medical Interns of Guilan University of Medical Sciences

Introduction: Job burnout is a state of mental fatigue resulting from a person's professional life and consists of three dimensions: emotional exhaustion, depersonalization, and decreased personal accomplishment. This study was conducted with the aim of determining the levels of job burnout and its related factors in medical internship students of Guilan University of Medical Sciences. Methods: This cross-sectional analytical study involved 71 medical interns of Guilan University of Medical Sciences participating by census in 2022. The Maslach Burnout Inventory and a socio-economic status questionnaire were completed by the students. The data were analyzed using descriptive statistical tests (percentage, frequency, mean, and standard deviation) and inferential statistics tests (Chi-square and Fisher's exact test) through SPSS (version 25). The P-value < 0.05 was regarded as statistically significant. Results: Out of 71 medical interns, 47.9% of medical students were female, while 52.1% were male. The findings showed that 44.1% of female (15 individuals) and 51.4% of male (19 individuals) experienced severe burnout, and 55.9% of female (19 people) and 48.6% of male (18 people) had moderate burnout. Participants earned high scores in emotional exhaustion (76.1%), depersonalization (67.6%), and decreased personal accomplishment (26.8%). There was a significant relationship between the internship level (P=0.00), the medical school GPA (P=0.011), the pre-internship test score (P=0.003), and the father's education rate (P=0.023) and the emotional exhaustion score. There was also a significant relationship between the depersonalization score and the internship level (P=0.003). Results indicated a significant statistical relationship between variables of maternal education (P=0.026), economic status (as assessed by the student or family regarding housing prices) (P=0.047), and medical school GPA (P=0.004) and the decreased personal accomplishment dimension score. ConclusionThe results of this study showed a high level of burnout among interns, with students scoring high in emotional exhaustion and depersonalization components. Therefore, according to the results of the present study, further research on preventive interventions and strategies to mitigate exposure to burnout factors would be beneficial.

Impact of Psychiatric Internship on Medical Graduates: Quasi Experimental Study

Background: Physical health is incomplete without mental health; despite this fact Psychiatric teaching and training of medical health professionals is an undermined area especially in developing countries like Pakistan. This study is aimed to determine the impact of knowledge, attitude and perception towards Psychiatry and also possible change in the career choice of medical graduates (house job interns) of public sector hospital of Karachi after doing internship in Psychiatry Methods: This Quasi experimental study was conducted in 40 medical graduates house job interns who were doing 12 weeks internship in Psychiatry department of Dow Medical College & Dr Ruth K.M.Pfau Civil Hospital Karachi from April 2020 to March 2021 on quarterly basis. A Self synthesized pretested questionnaire was employed twice at pre internship and post internship levels and two semi structured questions were also administered to qualitatively compare their responses. SPSS-19 was applied to
 statistically analyze the result and paired sample t-test was used to compare both pre and post internship scores Results: There was found statistically significant impact of psychiatric internship on medical graduates (preinternship; M=52.2, SD=10.8 and post internship M=60.6, SD=8.3); t(39)=-4.6,p=

THE UNIQUE IMPACT OF THE COVID PANDEMIC ON PREDOCTORAL GEROPSYCHOLOGY TRAINING: RECOMMENDATIONS FROM THE FIELD

Abstract The COVID-19 pandemic impacted predoctoral psychology training at the graduate, practicum, and internship levels including a greater reliance on telehealth and evolving learning needs. However its unique impact on geropsychology training has not been explored. The Building Bridges workgroup for predoctoral training faculty levels, we describe opportunities and barriers to address evolving geropsychology training needs during the pandemic as determined through working group discussion. Negative impacts to training identified include: decreased opportunities for 1) face-to-face patient care and 2) telehealth care due to disparities in telehealth access and utilization in older adults. Other impacts on the geropsychology pipeline include declining opportunities to see older adults at practicum sites. Conversely, increased media attention to the impact of COVID on older adults’ physical and mental health may lead to graduate students’ having greater interest in geriatric mental health and reinforcing a geropsychology career. Recommendations for training programs to address the long-term ramifications of the pandemic will be offered.

Nursing Students Experience in Learning of Caring

Professional value is needed in professional nursing practice. Caring plays an important role for nursing students in providing nursing intervention to clients. The purpose of the study was to determine the phenomenon of the student learning process of caring to improve their caring competence. The study used a descriptive qualitative design of phenomenology. The number of participants was 15 students, both at the academic and internship levels. Convenience sampling and analysis content were used to analyze data. The result of this study found three themes with eight categories. The first theme, caring was focused on physical, psychological, social, and spiritual conditions aimed at patient’s healing. The second theme, caring was influenced by themselves, family, and the learning environment. The Third theme students need competent lecturers, adequate facilities, and good learning strategies to improve their caring competence. Learning that focuses on increasing students' caring competence become a need felt by nursing students. Lecturers and faculty need to review the existing curriculum and curriculum tools to ensure that these needs are met.

Survey of internship training in rehabilitation psychology: 2019.

The purpose of this study was to obtain information about psychology internship training programs involving work with individuals with disabilities receiving rehabilitation services in the United States and Canada. The Association of Psychology Postdoctoral and Internship Centers (APPIC) directory was used to identify 426 training programs that listed supervised experience in rehabilitation psychology, and these programs were sent a survey assessing characteristics of their internship. There were 227 program directors who responded (53%), and 114 of them reported that their internship involved working with disabled persons receiving rehabilitation services. The majority of training programs were at a hospital or subacute rehabilitation facility (Veteran Affairs and non-Veteran Affairs), and 41% of the programs were housed within an independent psychology department. Sixteen programs (15%) had faculty who were board certified by the American Board of Rehabilitation Psychology (ABRP). Interns were exposed to a broad range of conditions, such as brain injuries, orthopedic, and spinal cord injuries, as well as comorbid psychiatric and substance use disorders. Interns were also provided various levels of training in ABRP competencies across programs. Opportunities to improve training with rehabilitation populations at the internship level include increasing didactics related to rehabilitation psychology and increasing opportunities to work with ABRP faculty. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Realization Of Practical Skills of Modeling Technologies on the Robotic Simulator "Lucina"

This article discusses the features, advantages and significance of practicing medical manipulations by students of the internship level in the educational process in the simulation center of Asfendiyarov Kazakh National Medical University, using the VI-generation robotic simulator "Lyusina".

Design, Development, and Implementation of the Pediatric Physical Therapy Senior Clinical Internship Telerehabilitation Program of De La Salle Medical and Health Sciences Institute: The Pandemic Impetus

Aim: Develop a benchmark model that can be used by tertiary-level health institutions in the implementation of the Pediatric Senior Clinical Internship Training Program using telerehabilitation. Method: This is a descriptive documentary analysis-qualitative paper that focuses on explaining the design, development, and implementation processes used by De La Salle Medical and Health Sciences Institute – College of Rehabilitation Sciences Physical Therapy Department in its Pediatric Cluster Senior Clinical Internship Training Program covering the pandemic years spanning from the academic year 2020- 2021 to present. Results: Determination of the Pediatric Telerehabilitation Model; declaration of developed training program outcomes and thrusts, and content; explanation of the process integral to the training program’s pedagogy in implementation; and the evaluation procedures conducted for the program. Conclusion and Implications: The pandemic situation continues to affect the lives of many people, including children with disabilities and their families globally, especially in developing countries like the Philippines. The operations of health programs, industries, and economic sectors, as well as academic training institutions, are still challenged in terms of operations and delivery of services. The academic community of the Physical Therapy program is not spared by this circumstance. The restriction posted by the quarantine policies nearly terminated the onsite delivery of training programs for the senior internship level, which challenged the academic institutions to implement flexible learning programs to ensure the continuity of the instructional and learning processes with full consideration of safety and compliance to health protocols. This paper presents the big picture of how a tertiary-level health sciences institution in the Philippines embraced the senior clinical internship challenges through the operations of its telerehabilitation program.

Impact of Internship on Employability of Undergraduate Engineering Students: A Case Study

Introduction of model curriculum and internships for all undergraduate engineering students by AICTE has shifted the focus of many engineering institutions towards building a relationship with industry and arranging for an internship for their students. This analysis aimed to assess the impact of the internship on the employment potential of students. Civil Engineering students from the 2010 Batch in Malla Reddy Engineering College (Autonomous), who had the opportunity to do an internship in industry, are the theme of this study. Students in the industry after jobs have been surveyed and evaluated by a degree Performance Assessment Method via questionnaire. The average percentage of internship students and employability based on internship students for the past 5 years is 67% and 53%. However, it is graded and evaluated at different levels with an average score of 82 percent for the success of students in the industry through internship [2]. This study also found the method to improve the internship levels to match the requirements of the industries. The internship section shall give confidence to the students in achieving their employability levels during the internship in reputed MNC companies, which will be very much useful for placement once they graduated. The students are highly recommended to go through an internship program at under graduation level at Internship-based companies [2]. This program is important for undergraduate students to enhance their selfdevelopment and employment ability. In this case study interns students, non- intern students and companies are taken as an example and student's performance was rigorously evaluated in their workplace.

Award for Distinguished Career Contributions to Education and Training in Psychology: Emil R. Rodolfa.

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2019 recipient of this award is Emil R. Rodolfa. Roldolfa "has been at the forefront of training and education in psychology for nearly three decades. He has been a master supervisor and faculty member at both the internship and doctoral levels. He has served on multiple committees and boards, such as the Association of Counseling Center Training Agencies (ACCTA), the Association of Psychology Postdoctoral and Internship Centers (APPIC), the Association of State and Provincial Psychology Boards (ASPPB), the Council on Accreditation (CoA), the Council of Chairs of Training Councils (CCTC), and the California Board of Psychology." (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Teaching medical students multi-disciplinary team work through integrated course

Abstract Healthcare reform in Kazakhstan has created a basis for shift from disease centered approach to person and prevention centered healthcare. In order to embrace that agenda, Kazakh National Medical University has developed and implemented project-based course in General practitioners (GP) training program at the internship level. The objective of the program is to acquire skills on work in multidisciplinary teams for health promotion and research. We used project-based learning pedagogical framework for the course. 6 ECTS course was integrated into curriculum of internship in the track of GP training, at the 7th year, for 1 semester. During the course participants were introduced to the theoretical concepts of health promotion and disease prevention program planning, created and implemented their own project. At the end of the course students were required to do a poster presentation. Main outcomes of educational program were that students will (1) gain understanding of health promotion and disease prevention concepts, (2) would be able to implement research skills, (3) and work in integrated multidisciplinary team. To measure results, we disseminated self-administered online based questionnaire for students after the last class (n = 122). Questionnaire consisted of 4 domains: self-development and team work, teaching, context and clinical practice. There were 17 domains that students assessed with 5-point Likert scale, where 1- strongly disagree, 2- disagree, 3- agree to some extent, 4 - agree, 5 - strongly agree. Questionnaire also included 1 open - ended question for overall comments on the course and demographic questions. The response rate was 68,8% (n = 84), overall satisfaction rate was 77.6% (3.88 out of 5), rate on team work and practical work was 86% (4.3) and 83.6% (4.18). Comments of students showed that there is still not enough understanding on integrated person-centered primary healthcare approach and lack of integrated team work at clinical sites. Key messages Education of future general practitioners should include training on teamwork in integrated teams and health promotion. Project based learning helps training multi-disciplinary team work skills not only within students but also in teams at involved sites.

Are lifestyle behaviors correlated to mental health disorders in medical students?

Abstract Background Recently, there has been a renew interest to medical students’ mental health, which may be influenced by several sociodemographic and cultural factors, academic overload, but also by lifestyle behaviours. This study aimed to assess the correlation between major lifestyle behaviors and mental health in medical students. Methods A cross-sectional questionnaire survey was conducted among 521 medical students randomized from different levels, at Southern Tunisia Medical School, 2017. The 12-item General Health Questionnaire (GHQ-12) and the Simple Lifestyle Indicator Questionnaire (SLIQ) were used to assess mental health and lifestyle, respectively. Results The mean values of GHQ-12 and SLIQ were 4.1±2.8 and 6.2±1.4, respectively. According to SLIQ components, we noted an unhealthy lifestyle in 36.9%, 50.1% and 20.2% for diet, physical activities and stress level, respectively. The prevalence of psychological distress (GHQ-12≥4) was 50.1%. The GHQ-12 items analysis revealed that 235 cases (45.1%) were unable to concentrate, 237 cases (45.5%) felt unhappy and depressed and 195 cases (37.4%) had a loss of sleep over worry. Low family financial situation (Odds Ratio (OR)=1.5;95%CI = [1.1-2.3]), internship level, (OR = 1.8;95%CI = [1.1-3.3]) and medium/poor academic performance (OR = 2.2;95%CI = [1.5-3.2]) were significantly associated with psychological distress. Multivariate analysis showed that unhealthy lifestyle was independently associated with psychological distress (Adjusted OR = 5.8;95%CI = [2.4-14.8]). Conclusions Our study highlighted the magnitude of psychological distress in medical students. Unhealthy life style was a potential predictive of mental disorders. These findings are extremely useful for guiding future curricular changes upon entry into medical schools. Key messages Mental disorder prevalence ranked at an alarming rate among medical students. Promoting healthy life style represents a reliable tool to sustain a good quality of life for the future-doctors.

Theory and practice of European co-operative education and training for the support of energy transition

BackgroundEuropean visions such as the European Commission’s Strategic Energy Technology (SET) Plan and the SET Plan Roadmap Education and Training encourages higher education institutions (HEI) and business to establish adequate co-operative education and training approaches in the face of the challenges posed by the energy transition necessary to achieve European Union’s climate goals. The development of integrated co-operative education, training and learning systems is a fundamental strategy to foster co-operation between academic institutions and business.MethodsAvailable sources about the theoretical and practical knowledge of co-operative education and training are limited. To identify available information and create new information where there is no this research was carried out by means of a literature study and a database search on existing co-operative education formats. This was supplemented by an analysis of seven actual case study reports regarding examples drawn from the BioEnergyTrain (BET) project commissioned under the European Union’s Horizon 2020 programme.ResultsCo-operation for educational purposes between higher education institutions (HEI) and business exists on the curricular, course and internship level.Considering the total number of studies on a curricular level in Europe, only very few co-operative education programmes exist. On the curricular level, most of the appropriate formats are dual studies with Bachelors’ programmes, fewer are dual studies with Master’s programmes.Co-operation formats on the course level do not follow institutionalised rules and are case-specifically applied. The studies presented in this journal dealing with practical examples emphasise the high potential for improving student’s skills and insight into business that such co-operative formats offer to universities and business partners.Co-operation on an internship level has a long tradition of exposing students to the business environment they will later work in. Internships however do not provide high-intensity co-operation between business and HEIs. Therefore, it is outside the focus of this paper’s attention.Results of statistical analysis reveal a total number of 19,822 related dual study programmes in the year 2018 alone in Germany whereas, for co-operative curricula on a master’s level, just 73 can be tracked in whole Europe.Results of the case study reports are further discussed in Additional files 1, 2, 3, 4, 5, 6, 7 and 8.DiscussionExisting research and descriptions of co-operative education and training are limited. However, based on the available sources, this study discusses co-operative education regarding its roots, types, role of business, type of rotation, salary, and legal issues as well as efforts on a European level to create and put into practice adequate forms of co-operative education supplemented by case studies.The huge gap between generally available dual study programmes on a bachelor’s and master’s level and available studies throughout Europe is partly related to the fact that most of the dual study programmes are on a bachelor’s level and partly related to a limited sharing of collective university information on comprehensive platforms. Through the main foci of the study on the theoretical background of co-operative studies as well as the practical implementation of co-operative education practice, all European academic institutions could not be contacted and analysed individually.ConclusionsThere is not much available data on co-operative study programmes. This may be due to the fact that co-operation in education and training between academic institutions and business plays only a minor role in the overall education system.Apart from dual study programmes, co-operative education and training formats usually are not defined unambiguously because the number of co-operative education programmes directed towards meeting the challenges posed by the energy transition is low.Although both the SET Plan Roadmap Education and Training developed within the SET Plan process and the Action Agenda for European Universities developed by the European University Association (EUA) identify co-operation between HEIs and business as crucial to meet these challenges (Borrell-Damian and Narodoslawsky [Additional file 1]), much remains to be done in this respect. There is a need for institutions all over Europe which are able and willing to provide a platform for such co-operation and co-ordinate the development of co-operative learning formats, especially on the course level, across sectoral boundaries.The energy transition definitely requires adequately trained people to deal with and create low emission energy systems and the challenges arising therewith.

Evaluation of physiology knowledge loss in medical students of Ahvaz Jundishapur University of Medical Sciences.

PurposeThe knowledge loss or longevity of taught lessons is a major concern in medical students and all medical practitioners. This study evaluated the physiology knowledge loss in medical students in Ahvaz Jundishapur University of Medical Sciences in Iran.MethodsA total of 265 volunteers from medical students who had previously passed the “general exam of medical basic sciences” at the end of fifth semester took a retention test (RT) to evaluate their knowledge loss of physiology. The candidates were divided into ten groups depending on the semester (S) they were passing at the time of study: 41 students in preclinical levels (S6 and S7), 123 students in externship levels (S8, S9, S10, S11 and S12), and 101 students in internship levels (S13, S14 and S15). The RT consisted of 20 multiple choice questions from all topics of medical physiology, including central nervous system, endocrine, gastrointestinal, cardiovascular, respiratory, renal, blood, and cellular.ResultsFindings showed that there was a decreasing trend of knowledge loss from S6 to S15. The lowest level of knowledge loss was observed in S15 students. These results also demonstrated that knowledge loss in male medical students was more than that in female students.ConclusionThese findings indicated that the physiology knowledge loss trend is inversely correlated with the time passing. We conclude that the reason is that physiology is a basic science which is most applicable during medical students’ clinical years.

Lifestyle behaviors and mental health in medical students

Purpose Recently, there has been a renewed interest in medical students’ mental health. The purpose of this paper is to determine factors associated with psychological distress in medical students and to assess the correlation between major lifestyle behaviours and mental health. Design/methodology/approach The authors conducted a cross-sectional questionnaire survey among 530 medical students randomized from a faculty of medicine in 2017. The authors used the 12-item General Health Questionnaire (GHQ-12) and the Simple Lifestyle Indicator Questionnaire (SLIQ) to assess mental health and lifestyle, respectively. Findings The mean value of GHQ-12 and SLIQ were 4.1±2.8 and 6.2±1.4, respectively. Bivariate correlation analysis showed that SLIQ was significantly correlated to GHQ-12 (r=−0.26; p<0.001). The prevalence of psychological distress (GHQ-12=4) was 50.1%. The authors found that low/middle financial situation of the family (OR=1.5; CI 95%=[1.1–2.3]), internship level, (OR=1.8; CI 95%=[1.1–3.3]), medium/poor perceived academic performance (OR=2.2; CI 95%=[1.5–3.2]) and medium/poor perceived health status (OR=2.3; CI 95%=[1.5–3.6]) were significantly associated with psychological distress. Multivariate analysis performing logistic regression showed that average and unhealthy lifestyle were independently associated with psychological distress, with an adjusted OR of 3.7 (CI 95%=[1.7–7.7]) and 5.8 (CI 95%=[2.4–14.8]), respectively. Originality/value The study highlighted the magnitude and the risk factors of psychological distress in medical students. Unhealthy lifestyle was a potential predictive of mental disorders. These findings provide fundamental information for future researches.

Maps of Englishness

Maps of Englishness

The application rate for urology specialty compared with other specialties from 2007 to 2014 in Korea: is it influenced by social interest manifested by internet trends?

BackgroundReduced clinical exposure to urology at the undergraduate or internship level is the main explanation for the marked decrease in applicants to urology residencies. This manuscript was to access the application rate for urology specialty compared with that of other specialties and to investigate the relationship between the decreasing trend in urology applications and social interest using internet trend tests.MethodsWe reviewed data collected by the Korean Hospital Association from 2007 to 2014. We assessed internet trends using Naver Trend for domestic social interest and Google Trends for international social interest (2007 to 2014). Trend tests and Spearman correlations were used for statistical analyses.ResultsAmong the all specialties, the application rates to obstetrics and gynecology, emergency medicine, and occupational medicine are significantly increasing (p = 0.015, 0.012, and 0.048, respectively). Application to other specialties is mostly decreasing. The decreasing trend is highest for urology (beta = − 12.21 and p < 0.001). The application rate and domestic social interest revealed by Naver trends were significantly correlated (r = 0.786 and p = 0.021). No correlation was found between Naver trends and Google trends (r = − 0.19 and p = 0.651).ConclusionsThe rate of application to urology specialty is decreasing the fastest, and this trend is related to domestic social interest. An attempt should be made to increase the number of urologic applicants.

In-depth Knowledge of the Role of the Clinical Mentor.

This work sought to unveil the meaning expressed by clinical nurses by being mentors for students from the nursing internship level. Phenomenological research. In-depth interviews were conducted with nine clinical nurses from a hospital in Santiago de Chile, who participate as mentors of nursing students in their last stage of university formation. Four comprehensive categories were obtained with their respective units of meaning by nursing: 1) vocation and gratification, 2) personal and professional challenge, 3) big responsibility, and 4) transmission of experience. Clinical mentorship is a relevant experience in the professional lives of nurses, which implies overcoming challenges, self-training, and delivering the best of oneself, for the purpose of training future professionals prepared to practice nursing integrally.

Attitudes toward Medical Professionalism and Professional Medical Practices in Medical Students of Qazvin

Introduction: The literature supports the inclusion of professional education in undergraduate education. We assessed the attitudes of undergraduate medical students toward medical professionalism in Qazvin University of Medical Sciences during the educational year of 2014-2015. Methods: All undergraduate medical students, in clerkship and internship levels, enrolled in a descriptive study in Qazvin University of Medical Sciences. Data were gathered based on a questionnaire adjusted by the culture considerations of the country. Analyses were performed by SPSS software. Results: A total of 131 medical students and interns (62.6% female) with the mean age of 24.6±1.12 years old participated. Forty two percent of the participants were studying in the fifth (last) year of medical school and 57% were in internship level. Most trainees believed that learning about ethics and professionalism is necessary and should be taught and learned. Medical ethics course should be formally taught in the medical school in opinion of half of the trainees while the others preferred to consider it as an elective. The majority of participants (94.5%) believed that learning medical professionalism needs more than only a theoretical course. A longitudinal approach for teaching medical ethics and professionalism was the most agreed format rather than a time-limited course. There was a significant difference between attitude of the students and interns in terms of necessity of lifelong learning and having updated knowledge (p=0.044), Interprofessional collaboration and team-work (p=0.032) and the importance of continuous education (p=0.030). Also, frequency of professional behaviors [e.g. number of weekly studied articles (p=0.025), use of previous notation (p=0.015) and participation in social services in the past few years (p=0.047)] were statistically different based on the level of education. Conclusion: The undergraduate medical students have positive attitudes toward the specific elements of professionalism (empathy, teamwork, and lifelong learning) but didnt use them in their behavior.

Clinical neuropsychology practice and training in Canada

Objective: This invited paper provides information about professional neuropsychology issues in Canada and is part of a special issue addressing international perspectives on education, training, and practice in clinical neuropsychology. Method: Information was gathered from literature searches and personal communication with other neuropsychologists in Canada. Results: Canada has a rich neuropsychological history. Neuropsychologists typically have doctoral-level education including relevant coursework and supervised practical experience. Licensure requirements vary across the 10 provinces and there are regional differences in salary. While training at the graduate and internship level mirrors that of our American colleagues, completion of a two-year postdoctoral fellowship in neuropsychology is not required to obtain employment in many settings and there are few postdoctoral training programs in this country. The majority of neuropsychologists are employed in institutional settings (e.g. hospitals, universities, rehabilitation facilities), with a growing number entering private practice or other settings. There are challenges in providing neuropsychological services to the diverse Canadian population and a need for assessment measures and normative data in multiple languages. Conclusions: Canadian neuropsychologists face important challenges in defining ourselves as distinct from other professions and other psychologists, in maintaining funding for high-quality training and research, in establishing neuropsychology-specific training and practice standards at the provincial or national level, and ensuring the clinical care that we provide is efficient and effective in meeting the needs of our patient populations and consumers, both within and outside of the publically funded health care system.

Are professional psychology training programs willing the future to economic illiterates?: a clarion call for pedagogical action

Background: The behavioral health care environment in the United States is changing and many experts expect seismic shifts in access, accountability and reimbursement policies. Students in professional psychology training programs will be called upon to administer, manage, supervise and deliver clinically sound as well as cost effective services. While in general, traditional professional psychology training curricula prepare students well for clinical challenges, most students enter the profession naïve to the economic, financial and business enterprise crucibles in the behavioral health care marketplace.Aims: This article examines the problem of such naiveté and offers several recommendations for improving graduate students’ economic literacy. Moreover, the article argues that increased business and economic acumen may serve to close the research-practice gap in professional psychology.Methods: The article reviews literature pertinent to training psychologists and highlights pedagogical gaps.Results: Several recommendations for curricular development are offered. Specifically, adding courses in health care economics and basic business principles is suggested. Integrating cost-effectiveness analyses across all course content is proposed. The article also emphasizes both didactic and experiential learning opportunities.Conclusion: Course work should be augmented with training opportunities at the practicum, internship, and post-doctoral fellowship level.