scholarly journals The Student Internship Experience

2015 ◽  
Vol 17 (1) ◽  
pp. 26-32
Author(s):  
Son-Hwan Choi
Keyword(s):  
Internship Experience ◽  
Student Internship

What Did You Expect? Divergent Perceptions Among Internship Stakeholders

2019 ◽  
Vol 42 (2) ◽  
pp. 105-120 ◽  
Author(s):  
Molly Hayes Sauder ◽  
Michael Mudrick ◽  
Carla G. Strassle ◽  
Robyn Maitoza ◽  
Brian Malcarne ◽  
...  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Stakeholder Theory ◽  
Higher Education Institutions ◽  
The Other ◽  
Perceived Success ◽  
Internship Experience ◽  
Perceptions Of Students ◽  
Student Internship

Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

The community of Black women physicians, 1864–1941: Trends in background, education, and training

2021 ◽  
pp. 007327532098741
Author(s):  
Margaret Vigil-Fowler ◽  
Sukumar Desai
Keyword(s):  
Black Women ◽  
African American Women ◽  
Large Scale ◽  
School Attendance ◽  
White Men ◽  
Second World War ◽  
Women In Science ◽  
Women Physicians ◽  
Internship Experience ◽  
Second World

We identified nearly 180 Black women who earned medical degrees prior to the start of the Second World War and found information regarding their family and social connections, premedical and medical educations, and internship experience or lack thereof for many of these women. Through their collective history, we observed large-scale trends, especially regarding the importance of “separatist” medical education and declining medical school attendance among African American women in the 1910s as medicine became an increasingly exclusionary profession. While our research uncovered trends specific to Black women physicians, the implications of our research can be applied far more widely to other historically marginalized scientific practitioners. This research reminds us of the longstanding and shifting presence of Black women in science and medicine, despite the enduring popular belief that white men represent who participates in science, both historically and today.

Student Pharmacists Self-Perceived Confidence in Communication Skills With Healthcare Practitioners Before and After a Seminar Course

2021 ◽  
pp. 089719002110184
Author(s):  
Kimberly L. Barefield ◽  
Caroline Champion ◽  
Lucy Yang ◽  
Brent Rollins
Keyword(s):  
Survey Design ◽  
Research Question ◽  
Pharmacy Practice ◽  
Course Evaluation ◽  
Internship Experience ◽  
Before And After ◽  
Student’S T ◽  
Strongly Agree ◽  
Pharmacy Curriculum ◽  
Question Survey

Introduction: Competent pharmacy practice requires the ability to critically evaluate the medical literature and communicate pharmacotherapy information and recommendations to healthcare practitioners. Given the limited research on how these skills are taught, a seminar course in the third year of the pharmacy curriculum was designed to strengthen these skills and abilities. Methods: This was a prospective, pre- and post-cohort survey design. Students were informed of the study’s intent with participation being voluntary and not affecting their course grade. Students received the same survey at the beginning and end of the semester. The 20-question survey assessed self-perceived confidence in the domains of communication and literature evaluation using a 5-point, Likert-type Strongly Disagree-Strongly Agree Scale. Demographic information and students’ previous pharmacy work and internship experience were collected as a part of the survey. Descriptive statistics and Student’s t-test were used to assess the research question and comparisons of student demographics. Results: Sixty-eight of a possible 91 students (75% response rate) completed both the pre- and post-survey. There was no statistically significant differences between any of the measured demographics. Overall, students slightly agreed they were confident in their communication and literature evaluation skills in the pre-course evaluation, with communicating drug interactions as the least confident area. Post-course, students were significantly more confident in all but 5 of 20 measured areas. Conclusion: The Seminar course resulted in a positive change in students’ perception of confidence to communicate with healthcare professionals and ability to evaluate drug literature.

scholarly journals Tools for measuring medical internship experience: a scoping review

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Yingxi Zhao ◽  
Peris Musitia ◽  
Mwanamvua Boga ◽  
David Gathara ◽  
Catia Nicodemo ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Scoping Review ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Educational Environment ◽  
Cochrane Library ◽  
Health Questionnaire ◽  
Work Condition ◽  
Internship Experience ◽  
Medical Interns

Abstract Background Appropriate and well-resourced medical internship training is important to ensure psychological health and well-being of doctors in training and also to recruit and retain these doctors. However, most reviews focused on clinical competency of medical interns instead of the non-clinical aspects of training. In this scoping review, we aim to review what tools exist to measure medical internship experience and summarize the major domains assessed. Method The authors searched MEDLINE, Embase, PsycINFO, ERIC, and the Cochrane Library for peer-reviewed studies that provided quantitative data on medical intern’s (house officer, foundation year doctor, etc.) internship experience and published between 2000 and 2019. Three reviewers screened studies for eligibility with inclusion criteria. Data including tools used, key themes examined, and psychometric properties within the study population were charted, collated, and summarized. Tools that were used in multiple studies, and tools with internal validity or reliability assessed directed in their intern population were reported. Results The authors identified 92 studies that were included in the analysis. The majority of studies were conducted in the US (n = 30, 32.6%) and the UK (n = 20, 21.7%), and only 14 studies (15.2%) were conducted in low- and middle-income countries. Major themes examined for internship experience included well-being, educational environment, and work condition and environment. For measuring well-being, standardized tools like the Maslach Burnout Inventory (for measuring burnout), Patient Health Questionnaire-9 (depression), General Health Questionnaire-12 or 30 (psychological distress) and Perceived Stress Scale (stress) were used multiple times. For educational environment and work condition and environment, there is a lack of widely used tools for interns that have undergone psychometric testing in this population other than the Postgraduate Hospital Educational Environment Measure, which has been used in four different countries. Conclusions There are a large number of tools designed for measuring medical internship experience. International comparability of results from future studies would benefit if tools that have been more widely used are employed in studies on medical interns with further testing of their psychometric properties in different contexts.

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