Internship In Department Research Articles

IMPLEMENTATION OF INTERNSHIP DATA MANAGEMENT APPLICATION WITH PROTOTYPE METHOD AND USER ACCEPTANCE TEST METHOD

Universities generally have programs that offer students internship opportunities in departments within the university. In several universities especially Universitas Ciputra, internships in departments within these universities are mandatory activities for scholarship recipient students. This internship activity involves many parties, including students implementing internships, departments that provide internship vacancies and also student bureaus that monitor the implementation of internships. The obstacle faced in this activity is the difficulty of fulfilling internship vacancies with students who have interests, abilities and profiles that match the requirements of internship vacancies. The student bureau also has difficulty monitoring the progress of the implementation of internship activities in the field. The purpose of this research is to provide a solution to the problems faced in this internship in the form of a website application developed using the Prototype Model method using the Laravel framework and tested using the User Acceptance Test (UAT) method. The result of this research is a website prototype that can be used. The results of the UAT test show that the application made can help solve problems in this internship activity with a user satisfaction level of up to 96%.

Maintaining a Competent Public Health Workforce: Lessons Learned From Experiences With Public Health Accreditation Domain 8 Standards and Measures.

Public health accreditation is an ongoing national movement to improve the quality of public health departments and the public health system in the United States; however, calls have been made for more evidence regarding best practices in the accreditation process. The purpose of this work is to provide evidence about best practices in the accreditation process, specifically within the workforce development domain. It is the first in-depth investigation into workforce development using data collected by Public Health Accreditation Board (PHAB). Using deidentified accreditation application data from PHAB, this study employs a mixed-methods approach to examining practices, lessons learned, challenges, and strategies pertaining to workforce development planning for Domain 8. United States. US state (n = 19) and local health departments (n = 115). Public Health Accreditation Board assessment scores for the workforce measures and the relationship between the health department's approach to meeting a PHAB measure criteria and the PHAB assessment score. Of the 9 different approaches identified as ways of encouraging the development of a sufficient number of qualified public health workers (version 1, measure 8.1.1), only 1 approach (local health department internship programs with schools of public health; B = 0.25, P < .03) was significantly related to higher scores. An opportunity for improvement identified for measure 8.2.1 was that plans missing a clear identification of the gap between current staff competencies and staff needs were associated with a 0.88-point decrease in the 4-point score (P < .001). Findings suggest that there are approaches adopted for meeting PHAB domain 8 measures that will impact the overall conformance assessment and score of a health department pursuing accreditation. There are several opportunities for improvement that health departments might consider when planning for accreditation or assessing their activities.

Application of experiential teaching in the clinical teaching of psychiatry

Objective To investigate the application value of experiential teaching in the clinical teaching of psychiatry. Methods A total of 80 senior students who received internship in Department of Psychiatry in our hospital from June 2017 to February 2018 were randomly divided into control group and observation group, with 40 students in each group. The students in the control group received traditional teaching, and those in the observation group received experiential teaching. The scores of theoretical examination and practical skill examination were compared between the two groups, and a questionnaire survey was performed to investigate their feedback for clinical teaching. Results There was no significant difference in the score of theoretical examination between the two groups (79.20±11.58 vs. 81.60±12.51), but the observation group had a significantly higher score of practical skills than the control group (85.80±6.37 vs. 73.40±7.60). The results of the questionnaire survey showed that compared with the control group, the observation group had significantly better abilities of clinical practice, knowledge understanding, comprehensive analysis, problem solving, and team cooperation, and the experiential teaching method helped the students to grasp the teaching content, improve learning efficiency, cultivate self-learning ability, and stimulate their learning interest. Conclusion Experiential teaching can improve students' learning interest, satisfaction with teaching, and doctor-patient communication ability and thus improve the training effect of psychiatric practical skills. Therefore, it holds promise for application in teaching. Key words: Experiential teaching; Psychiatry; Clinical teaching

Internships in Kinesiology: Reconsidering Best Practices

The purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.

Besoins de formation à la spirométrie des internes de médecine générale français : état des lieux

The increased prevalence of asthma and COPD, the expected decline in the number of respiratory physicians and the availability of spirometers in primary care suggest that GPs should perform spirometry. To evaluate French final year medical (GP) students' theoretical and practical knowledge of spirometry. The students completed a questionnaire and were then separated into 4 groups: satisfactory theoretical and practical knowledge (group 1), theoretical knowledge (group 2), practical knowledge (group 3), insufficient theoretical and practical knowledge (group 4). One thousand two hundred and sixty one students (29 universities) were included between February and April 2012. Of the students, 4.3% (54) fell into group 1, 35.2% (444) into group 2, 5.4% (68) into group 3 and 63.7% (803) into group 4. The students in group 1 had done significantly more internships in departments of respiratory medicine during their training (P<0.0001, OR: 3.93, IC95%: 2.2-7.07). As a result of their theoretical and practical training, only 5% of the students considered themselves able to perform and interpret spirometry. A specific training program is necessary.

Application of problem based learning in clinical internship in department of gastroenterology

Objective To evaluate the efficacy of applying problem based learning (PBL) combined with traditional teaching in clinical internship in department of gastroenterology.Methods Totally 60 full-time medical undergraduates of clinical medicine in clinical internship in department of gastroenterology of the Second Hospital of Baoding were randomly divided into PBL group (n=30) and traditional group (n=30).Practical effect of the different modes was evaluated by questionnaire and examination resuits.Data were analyzed by SPSS 15.0.Enumeration data were compared between groups using x2 test and measurement data were manifested (x-) ± s with P ＜ 0.05 signifying significant difference.Results PBL group was superior to traditional group in comprehensive analysis capabilities,motivation to learn and learning outcomes with statistically significant differences between the two groups (P values were 0.001,0.007 and 0.005).Concerning stimulating students' interest and satisfaction of the teaching mode,the difference between the two groups was not statistically significant (P ＞ 0.05).PBL group was superior to traditional group in the pre-class preparation,full and accurate expression of views in classroom and clinical logic,with statistically significant differences between the two groups (P values were 0.002,0.000 and 0.002).There was no difference in communicative abilities with patients between the two groups (P=0.118).PBL group had higher scores than traditional group in the quiz,case analysis and overall performance,with statistically significant differences between the two groups (P values were 0.005,0.045 and 0.013).Concerning score of glossary and multiple-choice questions,differences between two group were not statistically significant (P＞0.05).Conclusions PBL combined with traditional teaching method is suitable for internship teaching in the department of gastroenterology for full-time undergraduates of clinical medicine.PBL can improve students' clinical comprehensive analysis capabilities and helps to develop the ability to take the initiative to solve practical problems. Key words: Problem-based learning; Medical education; Clinical internship

Cutting-edge Discussions of Management, Policy, and Program Issues in Emergency Care

Cutting-edge Discussions of Management, Policy, and Program Issues in Emergency Care

Internship links practice and politics

AORN JournalVolume 81, Issue 2 p. 421-422 Department Internship links practice and politics Burke Beu, Burke Beu Federal Legislative Analyst Government Affairs DepartmentSearch for more papers by this author Burke Beu, Burke Beu Federal Legislative Analyst Government Affairs DepartmentSearch for more papers by this author First published: 01 February 2005 https://doi.org/10.1016/S0001-2092(06)60425-0Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume81, Issue2February 2005Pages 421-422 RelatedInformation

Web-Enhanced Community Health Internships

This article explores the World Wide Web-enhancement of academic department community health internship programs. Specific Web techniques are identified along with their significance to Healthy People 2010. This article explains the utility of Web-enhancement during the three steps of the internship program: placement, coordination, and evaluation. Web site examples are identified using HEDIR electronic mailing list members. Community health agencies intern recruitment efforts through Web sites are acknowledged. Suggestions are presented for Web enhancing an academic department's internship program.

Ethnography as Pedagogy: Learning and Teaching in a Religion Department Internship Class

Internships and other experiential education courses in Religious Studies departments particularly benefit from careful pedagogical preparation. In addition to the usual components of conceptual content and skills, these courses require knowledge about and understanding of human communication and interaction and organizational function. To be successfully collaborative in the classroom and with Community Partners for learning and service, students and teachers need tools for participant observation, integration of data and response, and reflection. This article proposes and discusses using 10 strategies of ethnography as a pedagogical frame. Developed in an internship class, these ten tools are demonstrated through teacher discussion and reflection and students’ written work. Specific connections to the field of Religious Studies are highlighted. The article is written in the hopes of stimulating additional conversations on how experiential learning and teaching, specifically the use of ethnography, can be effectively and appropriately used in Religious Studies courses.

Internship prepares perioperative nurses

AORN JournalVolume 36, Issue 6 p. 986-988 Department Internship prepares perioperative nurses Barbara Clark Mims RN, Barbara Clark Mims RNSearch for more papers by this author Barbara Clark Mims RN, Barbara Clark Mims RNSearch for more papers by this author First published: December 1982 https://doi.org/10.1016/S0001-2092(07)65894-3Citations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume36, Issue6December 1982Pages 986-988 RelatedInformation