Internship Year Research Articles

New Graduate Nurses Experience During the Internship Year: Transitioning from a Student to a Professional Nurse

The global shortage of nursing professionals and increasing healthcare demands, mandates the importance of providing newly qualified nurses with the necessary clinical skills, confidence, and adequate support during their transition from student to professional nurse. Transition of newly graduate nurse to professional practice is challenging and considered as a period of stress, role adjustment and shock reality. The aim of this study is to explore the internship year as a transition period for graduate nurse to professional nurse. Methodology: A longitudinal prospective Cross-Sectional quantitative study included 88 newly graduate nurses throughout the internship year were included using a survey. Result: New graduate nurses indicated that they do not feel comfortable performing independently some of the complex skills or procedure. The sequence of the means of the five sub-scale of the Comfort and Confidence scale were the same in Phase I and II. Support was the highest score followed by professional satisfaction, organizing and prioritizing, then communication and leadership, and last was stress. Results also revealed a highly significant difference between the two phases of internship year. Source of stress was mainly due to transportation, family issues, and job performance. There were significant differences identified in those three factors. It was found that there was different between phase I and II regarding factors that lead to job satisfaction (P < 0.01). Conclusions: This study highlights the need for healthcare and educational organizations to offer necessary support and resources to new graduate nurses during their transition into professional practice.. By addressing areas where new graduate nurses feel less confident and providing opportunities for ongoing learning and feedback, organizations can help new nurses build the knowledge, skills, and confidence they need to provide safe, high quality, and effective patient care.

Self-perceived cultural competence skills among graduating dental students in Saudi Arabia

ObjectivesGraduating culturally competent dentists is crucial for providing a high standard of care for patient outcomes and satisfaction. The objectives of this study were to assess the self-perceived cultural competence (CC) among graduating dental students and to explore factors that may influence the development of these competencies. MethodsA cross-sectional survey design was employed, utilizing a self-administered electronic questionnaire. The survey was distributed to graduating dentists at the end of their internship year. The survey included demographic data, academic information, and self-rating of CC skills adapted from the Knowledge, Efficacy, and Practices Instrument rated on a 4-point Likert scale. ResultsOf 660 respondents, the majority (57.3%) were female, and most participants (87.7%) were raised in urban cities. Self-perceived CC was highest for treating patients of the same gender and lowest for patients with special needs. Bilingualism, gender, and school type were significant predictors of higher CC scores, particularly in treating patients from diverse backgrounds. Clinical rotations in varied settings were reported by 93.2% of students to improve their CC skills. ConclusionsThe findings suggest that experiential exposure to service learning and diverse patient populations has a positive impact on dental students’ CC skills. Gender and being proficient in a second language were key factors in CC development, with areas such as treating patients with special needs being highlighted for further improvement in the curriculum.

Not ready in the ways that count- a qualitative exploration of junior doctor's perceived preparedness for practice using Legitimation Code Theory.

Despite demonstrating the required competencies to graduate, many newly qualified doctors find the transition to internship difficult. There is a concern over whether their preparation is aligned with the expectations of the role. This study aimed to gain a better understanding of the competencies needed for legitimate practice as junior doctors and explores their perceived preparedness for practice. A qualitative, descriptive study using focus groups was undertaken with first year internship doctors. Thirty-two junior doctors in their first year of internship took part in five focus groups. The data were analysed using a reflective thematic analysis approach with a subsequent analysis using the Legitimation Code Theory (LCT) specialisation dimension coding framework to aid interpretation. Personal attributes including adaptability, organisation and proactivity form the basis of achievement in internship. While graduates felt ready in some ways, it was not in the ways that counted. Participants felt well prepared in terms of their clinical knowledge and skills, but legitimacy came from being able to take responsibility, communicate effectively and apply knowledge confidently and efficiently to all aspects of patient care, something that they did not feel ready to do. Using LCT has revealed a shift in the basis of achievement between medical school, where individual academic performance is rewarded, and internship, where personal and social competencies are legitimised. There is a clash between what graduates feel well prepared for and the expectations and demands of the internship role, resulting in a difficult and stressful transition from student to doctor.

Depression During Internship Year Increases Risk for Persistent Depression

Depression During Internship Year Increases Risk for Persistent Depression

Warning! This is not your typical mentor training: an invitation to explore a video-based mentor training to prepare mentor teachers for their roles in the classroom

PurposeThe purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.Design/methodology/approachThe authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.FindingsFollowing the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.Practical implicationsThe video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.Social implicationsMentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.Originality/valueThe authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

Psychological capital educational program and its effect on nurse interns’ innovative behavior

BackgroundNurse interns’ capacity for innovative behavior is a key component of healthcare settings because of increasing demands and complexities. Thus, it is important to find strategies that promote their innovative behavior. The development of psychological capital (PsyCap) improves positive behaviors and attitudes, such as engagement, motivation, and satisfaction, in the work environment. Therefore, this study aimed to assess the effect of a PsyCap educational program on nurse interns’ innovative behavior.MethodsA quasi-experimental design was used in this study. This study was executed at Fayoum University hospitals. The study participants comprised all the available nurse interns (n = 223) registered in the internship year (2022–2023) in the aforementioned settings. The data were gathered using three instruments, namely, the PsyCap Knowledge Questionnaire, the PsyCap Questionnaire, and the Innovative Behavior Inventory.ResultsThe nurse interns’ mean scores regarding total knowledge about PsyCap, total perception of PsyCap, and total perception of innovative behavior significantly improved through the posttest phase (41.27 ± 9.31, 92.22 ± 6.26, 91.31 ± 9.06, respectively) and the follow-up phase (37.83 ± 8.83, 89.96 ± 6.31, 88.89 ± 8.33) in comparison with the pretest phase (14.39 ± 5.83, 69.04 ± 8.13, 60.55 ± 7.15).ConclusionThe PsyCap educational program was effective and beneficial for improving the nurse interns’ perceptions of innovative behavior. Therefore, PsyCap interventions should be implemented in hospitals through professional development programs and orientation programs.

Employment Preferences and Self-Perceived Confidence of House-Officers across Dental Teaching Institutions of Lahore

Introduction: Despite progressive statistics, the oral healthcare system suffers from an unevenly distributed workforce, lack of infrastructure, and reduced quality of dental education. As a result, dental graduates have decreased job satisfaction and limited career prospects. This article assesses the perceptions of dental graduates regarding their workforce skills, abilities, and employment preferences. Methodology: This was a cross-sectional, questionnaire-based study targeting House-Officers from various randomly selected dental teaching institutes of Lahore. The study tool was a modified version of the questionnaire used by Manakil and George [13] and assessed the perceptions of dental graduates regarding their workforce skills and preferences. This study aimed to evaluate self-perceived confidence of new dental graduates, and investigate the relationship between gender perceptions. Results: The sample size was of 256 House- Officers. Most participants were confident in their skills and abilities with 167 (65.4%) individuals confident in workforce integration, 166 (64.8%) confident in their patient management skills, 154(60.2%) confident in their interpersonal skills and 163 (63.7%) confident in their leadership abilities. Mentorship was considered to be crucial by 207 (80.9%) individuals. Two hundred and thirty-three (91%) individuals were willing for an additional year of internship and 174 (68%) participants chose a city-based employment. The government sector was the most preferred for employment by 122 (47.7%) individuals whereas research was least preferred. Conclusion: It is imperative that career development and mentorship programs are put into practice, incentives are provided to work in rural areas and research culture is promoted.

Developing bullying prevention guidelines for nurse interns’ and its effects on their assertiveness

BackgroundBullying is a serious problem that has short and long term negative consequences for nurse interns. Bullying prevention guidelines have a great impact on reducing the incidence of bullying among nurse interns.AimThe present study aimed to evaluate the effect of developing bullying prevention guidelines on nurse interns’ assertiveness levels.MethodsA methodological study design was used to conduct the study at Ain Shams University Hospitals in Cairo Governorate, Egypt. The study subjects consisted of all nurse interns enrolled in the 2022–2023 internship year and their number 121 nurse interns. The data were collected using four tools: the Bullying Knowledge Questionnaire, the Negative Act Questionnaire Revised (NAQ-R), the Individual Bullying Behaviors in Clinical Practice Survey, and the Assertiveness Inventory.ResultsThe scores for total bullying knowledge and assertiveness after the implementation of the prevention guidelines were significantly increased (91.4% and 86.3%, respectively) among those who were exposed to bullying than among those with pretest scores of (34.7% and 11.8% respectively) (P < 0.001).ConclusionBullying prevention guidelines significantly reduced nurse interns bullying and improved their assertiveness. The study recommended the dissemination and generalization of the developed bullying prevention guidelines in different training settings.

Empathy Levels in Medical Students as they Advance through their Years of Education

Background: At Nishtar Medical University, medical students' empathy levels across different years of medical education were compared to identify and present any differences in empathy levels between the medical students of other years. Methods: Using cross-sectional analysis stratified random sampling technique, this study compared empathy among Nishtar Medical University medical students in the first, third, final, and internship years. MBBS 2nd and 4th-year students in Nishtar Medical University, Multan, are excluded from the study. A Google Form questionnaire was shared with the students to compare their empathy levels in various years of medical education. The sample size is 288. Results: Empathy scores decreased over time, with first-year students scoring the highest (84.09 ± 3.68) and third-year students scoring 75.06 ± 3.71. The 5th year had a somewhat lower empathy score of 74.63 ± 3.82, followed by a considerable reduction in average scores to 64.15 ± 0.84 during the internship year. Conclusion: A definitive cross-sectional study at Nishtar Medical University has conclusively addressed the inquiry of comparing empathy levels across the different years of medical education. The results unequivocally show a decline in empathy during undergraduate medical training.

Rate of Depression, Anxiety and Stress among Interns/House Officers in Nigeria

Abstract Background Medical school is one of the most academically and emotionally demanding programs. The mandatory house job and internship year adds to the already high level of stress associated with medical school. The amount of time and effort invested is considerable. This dedication could be harmful to the young trainees' health, causing worry, despair, and stress. This study was undertaken to determine the rate of anxiety, depression, and stress among interns and house officers in Nigeria. Materials and Methods This is a descriptive cross-sectional survey in which 138 participants were conveniently recruited. The study used a self-report questionnaire with two sections that took approximately 10 minutes to complete. The first section collected sociodemographic information of the participants and the Depression, Anxiety, and Stress Scale (DASS-21) was used in the second segment to assess depression, anxiety, and stress. Results The rate of depression, anxiety, and stress among the participants in this study is 37.3, 42.5, and 15.7%, respectively. In this study, only duration of training has significant association with depression and stress (p &lt; 0.05). However, all other sociodemographic variables showed no significant association with depression, anxiety, and stress (p &gt; 0.05). Conclusion The significantly high level of depression, anxiety, and stress found among the participants revealed that depression, anxiety, and stress are of public mental health concern. These may have negative effects on cognitive functioning, learning, and patient care.

Prevalence of Internet Addiction and Its Association with Psychological Disorders Among Medical Students in Saudi Arabia.

Internet addiction is increasing worldwide. Internet addiction (IA) refers to excessive Internet usage in an uncontrolled and time-consuming manner, causing loss of time and disruption of daily life. However, the prevalence of IA may vary according to age, sex, and ethnicity, and is more prevalent among college students. There is a strong link between problematic Internet usage and an increased risk of developing Post Traumatic Stress Disorder PTSD and depression symptoms. Medical students were chosen for this study due to their unique stressors, including rigorous academic demands, extensive study hours, and clinical practice requirements. It is critical to address behavioral addictions and their psychological effects in this group, as they are linked to the future quality of healthcare provision compared with their non-medical peers. To estimate the prevalence of Problematic Internet Use (PIU) in medical students and explore their correlation with the medical students' PTSD and Patient Health Questionnaire -9 (PHQ9) scores. A cross-sectional online survey was conducted including 506 medical students in the second year of medical school up to internship year at Imam Abdulrahman bin Faisal University (IAU) between June 2021 and January 2022. The questionnaire consisted of consent forms, sociodemographic data, and screening tools for PTSD, the GPIU, and PHQ-9. The prevalence of problematic internet usage (PIU) was 30.6% in the sample group. Students with moderate-to-moderately severe PTSD were 1.7 times more likely to have PIU OR (95% CI): 1.7 (1.091, 2.879). Students with moderate to severe depression were 2.2 times more likely to have PIU OR (95% CI); 2.2 (1.333, 3.950).Having a Saudi nationality, lower income, and being single was significantly associated with PIU. Single Saudi medical students with lower income are at risk of developing more problematic internet use. Especially those who score moderate to high on PTSD and PHQ-9 scales.

The effect of the professional development phase on the contribution of a teaching simulation during teaching staff’s preparation and development

ABSTRACT Simulations to improve teachers’ professional conduct and development have recently increased globally. However, research on the impact on teachers at different professional stages is limited. The current study examined the effects of the simulations carried out at Tel Hai Academic College in the north of Israel in the Pre-service, Internship, and Professional teacher development phases to find their relative importance in the effect of the simulations on their participants and evaluate this teacher development practice. Four hundred thirty-seven teachers in three professional development phases participated in educational simulations and completed a questionnaire about three assessment levels of the individual (experience, learning, and application). Teachers perceived the most effective simulations in all parameters during their internship stage. Therefore, when simulations are used worldwide to advance professional teachers’ development, it is recommended to do so as soon as possible upon entering the internship and first years’ phase of teaching.

Factors associated with predoctoral and graduate dental students' intention to care for elderly patients: A cross-sectional study.

Ageism among pre-doctoral and graduate dental students may reduce their propensity to provide dental treatment to elderly patients leading to substandard healthcare for this population. This study evaluated the impact of perceived ageism constructs and geriatric dentistry education on the intention of pre-doctoral and graduate students to provide dental care for elderly patients. A questionnaire was applied to collect the data for this cross-sectional study from pre-doctoral students in their clinical years and graduate students in their internship year (N=201). A total of 183 completed responses were received, and the response rate was 91%. Hierarchical regression analysis was performed to determine the incremental effects of perceived ageism constructs and geriatric dentistry education on the intention to provide dental care for elderly patients. Geriatric dental education (B=0.328, t=3.826, p<0.001) and patients' low compliance (B=0.503, t=4.658, p<0.001) were significantly positive predictors of pre-doctoral and graduate students' intentions to care for elderly patients. Also, negative attitudes toward the lives of elderly people have a substantial adverse effect on the intention of care for this population (B=-0.225, t=-2.206, p=0.029). Cronbach's alpha for the scale constructs ranged from 0.738 to 0.886. Advanced geriatric training may cultivate pre-doctoral and graduate students' deeper understanding and recognition of the intellectual and practical benefits that might arise from offering dentalcare to elderly people.

Work environment as perceived by nursing interns and its relation to their professional identity

Background The work environment is very important during the internship year, it influences nursing interns’ behaviors, contributes to their performance and socialization in the nursing profession, additionally, it affects the nursing interns’ professional identity. Aim Assess the work environment as perceived by nursing interns and its relation to their professional identity. Study design A descriptive correlational research design was utilized. Sample A convenience sample of 350 nursing interns. Setting: This study was carried out at Cairo University hospitals at different ICUs where nursing interns are assigned. Tools Three tools were used for the study data collection as follows: (1) Nursing interns’ personal data tool, (2) Nursing interns’ work environment questionnaire, and (3) Nursing interns’ professional identity questionnaire. Results The main findings indicated that the nursing interns had a highly perceived work environment (81.47%) and a highly perceived professional identity (86.46%). Furthermore, the findings revealed a statistically significant strong positive correlation between work environment and professional identity (r: 0.67, P: 0.00). Conclusion The nursing interns were highly perceived work environment and professional identity. Additionally, there was a strong positive correlation between work environment and professional identity as perceived by nursing interns. Recommendations Follow-up with academic advisors for nursing students from their entrance to the nursing faculty until their graduation, especially for students who entered the nursing faculty without their desire, and provide orientation programs for undergraduate nursing students and nursing interns about different nursing profession opportunities after graduation.

Factors Influencing the Preference of Medical Students at Umm Al-Qura University for Otorhinolaryngology-Head and Neck Surgery as a Future Specialty: A Cross-Sectional Study.

Otorhinolaryngology (ORL) specialists treat patients of different ages, ranging from elderly patients with head and neck tumors to neonates with respiratory problems. No studies have been conducted to explore the factors that affect the preference for ORL among Umm Al-Qura University students. We aimed to investigate factors and motivators influencing medical students at Umm Al-Qura University in Makkah, Saudi Arabia, who choose to pursue a career in ORL-head and neck surgery. This cross-sectional study was conducted over two months in 2023 among 439 students in the pre-clinical, clinical, and internship years of the Faculty of Medicine at Umm Al-Qura University, Saudi Arabia.We shared a Google Forms questionnaire(Google, Inc., Mountain View, CA) and explored factors associated with interest in ear, nose, and throat (ENT) as a future specialty.We used Pearson's chi-squaretest to arrive at the results. A total of 339 (77.2%) participants were female. Participants were evenly divided between pre-clinical years (213 (48.5%)) and clinical years (207 (47.2%)), with a smaller percentage in the internship category (19 (4.3%)). ORL involvement was reported in 159 (36.2%) of the participants. The surgical specialty of ORL focuses mostly on conditions affecting the head, neck, nose, and ears. Since students found this specialty fascinating, we recommend that senior doctors make a greater effort to enlighten doctors-in-training about this field of expertise through lectures and campaigns at hospitals and universities.

Multilingual education: medical interns perceptions regarding the usefulness of non-mother tongue communications skills taught during the undergraduate curriculum

BackgroundThis paper investigates the perceptions of medical interns regarding the usefulness of non-mother tongue communication skills taught during the undergraduate curriculum at the University of Cape Town in South Africa. In 2003, the university decided to incorporate Afrikaans and IsiXhosa communication skills into the new MBChB curriculum in order to meet the Faculty of Health Sciences goals to promote quality and equity in healthcare, and to prepare graduating health practitioners for multilingual communities where they would be serving. Despite annual internal evaluations and reviews of the languages courses, the usefulness, if any, of the additional languages in the working clinical environment had not been determined.MethodsData were collected during the second year of medical internship across a five-year period through survey questionnaires, as well as focus group interviews conducted in the Western Cape, South Africa. Surveys were conducted from 2009 to 2013.ResultsThe study shows that the usefulness of each of the probed categories was not consistent across both languages. The interns expressed a need for an overall improvement of the isiXhosa course offering, while the outcomes for the Afrikaans language were more positive across all categories except for cultural understanding.ConclusionThe study indicates a positive trend amongst the interns towards developing usefulness in communication skills in Afrikaans and isiXhosa to communicate with their patients.

Bingo as a Novel Approach to Skill Building in the Initial Months of Surgical Internship: A Pilot Implementation.

We have observed inconsistencies in residents' experiences regarding important procedures and tasks necessary for patient care. We aimed to improve individual motivation to learn and become facile with specific practices earlier in the timeline of the internship years. Intern Bingo was implemented in a single general surgery residency. Two sites, both tertiary care centers with institutional practices, were utilized. Twenty-four procedures/tasks important to clinical practice were identified, including but not limited to Nasogastric Tube placement, IV insertion, incision and drainage, laceration repair, vascular doppler exam, and clinical documentation. Bingo cards were randomly generated. To assess comprehension, interns taught back necessary components to a senior resident or attending to complete each bingo square; including indications, supplies, steps, troubleshooting techniques, and complications. First, the residents were awarded prizes to complete a row and a full card (a cloth scrub cap and portable pulse-oximeter, respectively). A Likert-scale survey assessing satisfaction was administered following the completion of the internship period. The first row was completed in two weeks and the first full card at four weeks. All participants finished the cards within 8 weeks. 54% of the participants returned the survey and 100% reported positive experiences. 50% felt that bingo created a healthy learning environment with improved teaching, and the remaining 50% were neutral. 75% reported that Bingo positively influenced decisions to seek out opportunities. 100% conveyed a desire to repeat Bingo as mentors. Feedback from the attendings was gathered, with positive assessments of the interns' skills and confidence. Bingo is a simple and easily implemented educational tool that works to alleviate variations in experience early in the internship period. It represents a novel and effective way to motivate the interns to learn important procedures and tasks within the first two months of residency. Cards may be effortlessly tailored to a variety of residency programs and rotations.

Factors Influencing Medical Interns' Choice of Hospital for Training, Saudi Arabia: A Cross-Sectional Study.

Background High-quality, adequately resourced, and strategically oriented medical internship training plays a pivotal role in the continual growth of junior doctors. Evaluating the perspectives of final-year medical students regarding their internship year and their preferred placement is of paramount importance. This study aims to furnish internship programs with valuable insights into interns' perceptions and attitudes toward an optimal internship experience. By doing so, we aim to empower internship programs with the necessary knowledge to enhance their offerings, ensuring they are better tailored to the needs and preparation of future doctors. Objective The objective of this study was to elucidate the primary factors that influence the preferences of medical interns in selecting a hospital for their internship training. Methods In the academic year spanning September 2023 to 2024, a comprehensive cross-sectional study was conducted at three esteemed medical universities in Riyadh, Saudi Arabia. A meticulously crafted questionnaire, consisting of twenty questions was disseminated via various social media platforms, targeting all final-year medical students of the selected medical schools. Overall 241 students actively participated in the survey, their valuable contributions enriching the overall quality and depth of the research findings. Results Among the 241 respondents, 67.22% were male, 83.40% identified as Saudi, and 43.57% hailed from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS). A predominant 94.61% of participants fell within the age group of 22-25 years. Notably, the top four influential factors influencing participants' choice of internship training programs were encouraging consultants (93.80%), the hospital working environment (91.29%), an internship program with effective teamwork (88.38%), and a subspecialty residency program (85.48%). Furthermore, our findings underscored that access to electronic health record (EHR) systems, orientation prior to clinical rotations, and seniors' experiences significantly impact students' decisions when selecting a hospital for rotations. It was also observed that considerations such as the number of on-calls and working hours, salary, location, and extracurricular activities wield a substantial influence over their choices, as indicated by the majority of the surveyed students. Conclusion Given that internship training is one of the most critical stages of medical education, it is recommended to take into account the elements that students believe can influence their hospital choice for conducting their internship. We hope that by acknowledging these aspects, potential approaches to improve and advance hospital training can be formulated in order to provide interns with effective training, a reasonable workload, and a conducive and supportive environment to work in.

Self-perceived preparedness of junior doctors for internship in regional far North Queensland

Background: Objective of the study was to determine the self-perceived preparedness and concerns of newly graduated junior doctors beginning their internship year in a regional based hospital in far North Queensland. Methods: A questionnaire investigating the basic demographics, future vocational intentions, perceived medical strengths, and greatest hopes and fears for the upcoming intern year was formulated. The survey was undertaken by all interns starting work in 2023 at Cairns Hospital in regional Far North Queensland. Basic statistical analysis was conducted in Microsoft Excel. Results: There were 52 total participants. Overall, 40 (76.9%) were aged 23 to 32 years, 45 (86.5%) had graduated from a Queensland university, and 25 (48.1%) had previous exposure to the medical field prior to internship, through a family member or previous work. New interns felt least prepared for discussions regarding dying and palliative care, N=14 (26.9%) at least “prepared”, certification of death, N=11 (21.2%) at least “prepared” and nasogastric tube insertion, N=14 (26.9%) at least “prepared”. The main concerns were feeling unsupported (N=31, 59.6%), tiredness and stress (N=28, 53.8%), and interacting with rude staff or experiencing bullying (N=27, 51.9%). Overall, interns felt least prepared for surgical (N=21, 40.4%) and after-hours rotations (N=19, 36.5%). Conclusions: The intern year can be daunting for recent graduates, particularly feeling a sense of isolation and fatigue, heightened by potential staff conflict and high-pressure settings in surgery and after-hours. Better preparation and support should be provided for interns to ensure a comfortable transition from university to work to optimise safe and effective patient care.

Interprofessional evaluation of "soft skills" of students in the practical year

The present study deals with the implementation of a questionnaire with 360° evaluation to assess the performance of students in the practical year (PJ). A special focus is put on the "soft skills" (self-competence, methodological competence, social competence), whose evaluation in medical studies has not yet taken place comprehensively. The study was conducted prospectively with 21 PJ students of the Medical Faculty of the TU Dresden. The assessment was performed by means of a self-designed questionnaire, which was divided into 4 sub-competencies (self-competence, methodological competence, social competence, clinical skills and abilities), which could be assessed by means of a 6-point Likert scale. Four professions were involved in the assessment: Medical Service, Nursing Service, Functional Service, and Administration. On average, the strongest deficits in terms of self-confidence, willingness to perform, and ability to deal with conflict were revealed by students in the PJ. Students showed a very good performance in performing a medical history and basic skills of clinical examination. The implementation of 360° feedback is possible and useful for students in the internship year across disciplines and professions. Such personal and interprofessional feedback has not been widely available. The questionnaire represents the first comprehensive measurement tool of soft skills for medical students and provides a good basis for comprehensive feedback.