scholarly journals A Virtual Internship Experience

2021 ◽  
Author(s):  
Rodney Boehm ◽  
Michael Beyerlein ◽  
Kiersten Potter ◽  
Jiacheng Lu ◽  
Lori Moore
Keyword(s):  
Internship Experience ◽  
Virtual Internship

Virtual Practices, Virtual Laboratories, and Virtual Internship Experience in Engineering Training

2019 ◽  
pp. 390-403
Author(s):  
Konstantin Pavlovich Alekseev ◽  
Gerard L. Hanley ◽  
Nurlan Muratovich Kiyasov ◽  
Valeriy Nikolaevich Platonov
Keyword(s):  
Collaborative Work ◽  
Current State ◽  
Virtual Laboratories ◽  
Internship Experience ◽  
Learning Platforms ◽  
Internship Programs ◽  
Remote Participation ◽  
Virtual Internship ◽  
Engineering Training ◽  
And Training

This chapter considers the current state, types, and relevance of modern virtual laboratories, virtual practices, and training in higher engineering education. The four types of virtual laboratories are considering. This work also offers examples of virtual scientific and engineering processes simulation laboratories and virtual remote laboratories, virtual practices, and internship. It analyzes the experience of universities and companies in the virtual laboratories, virtual practices, and internship. Particularly interesting for online learning platforms are the virtual laboratories of edX and the National Platform for Open Education. Finally, the chapter provides recommendations on the development of shared knowledge centers for collective use of virtual installations and laboratories, on ways of remote participation in collaborative work with real unique installations, and on participation in the distributed research unique installations and data processing tools. The authors also indicate directions of the development of supportive virtual internship programs for students.

RescuShell: A Biomechanical Design Epistemic Game for First-Year Engineering Education and Potentially Increased Retention of Women

2013 ◽  
Author(s):  
Dan E. Tetrick ◽  
Daniel Farley ◽  
Golnaz Arastoopour ◽  
Michael Zinn ◽  
David Williamson Shaffer ◽  
...  
Keyword(s):  
Engineering Students ◽  
Human Enhancement ◽  
The United States ◽  
Work Capacity ◽  
First Year ◽  
Power Sources ◽  
Women In Engineering ◽  
Internship Experience ◽  
Epistemic Games ◽  
Virtual Internship

The American engineering workforce lacks the size and diversity needed to maintain its place as the world leader in science and technology. Across the United States, academic institutions are attempting to retain men and especially women in engineering degree paths by providing introductory coursework that motivates them to persist to graduation. Epistemic games provide students with an authentic engineering experience that may increase their persistence towards engineering degrees. This authentic experience, which we refer to as a virtual internship, helps students create an engineering epistemic frame, in which their skills and knowledge are linked a developing engineering identity, values, and epistemology. RescuShell is an epistemic game that was developed to provide this virtual internship experience for first-year engineering students and increase the persistence of women. In RescuShell, students complete a biomechanical engineering design project in which they create an arm joint for a human enhancement suit. Students research the joint’s actuators, control sensors, power sources, types of articulation, and materials. Completed designs are assessed by the company’s various stakeholders for their ability to meet thresholds for safety, agility, payload, work capacity, reliability, and cost. We anticipate that RescuShell will motivate more men and women to persist to engineering degrees and future careers in the engineering profession than traditional first-year engineering coursework.

scholarly journals Innovative Gerontology in Higher Education: Transformative Effects of the Pandemic

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 579-580
Author(s):  
Pamela Saunders ◽  
Yoon Chung Kim ◽  
Debra Dobbs
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Virtual Reality ◽  
Social Benefits ◽  
Discussion Boards ◽  
Subject Matter Experts ◽  
Educational Innovations ◽  
Internship Experience ◽  
Innovative Learning ◽  
Virtual Internship

Abstract Gerontology in higher education is experiencing an exciting inflection point rising from the COVID pandemic pushing us to adapt our teaching modalities. Many educators have developed innovative learning experiences making use of creativity, virtual reality, online discussion boards, virtual tours, Jam Boards, videos, and breakout rooms. This symposium will bring together gerontologists and educators to discuss their educational innovations. Dr. Saunders will discuss the use of virtual reality in a Geriatrics clerkship experience to enhance knowledge, empathy, and attitudes towards older adults. Dr. Hanna and Ms. Kim will present the use of a virtual avatar to explore aging identity. Professor Barsness will discuss the participation of older adults from the community as subject matter experts. Ms. Redlich will share her virtual internship experience of exploring the intellectual and social benefits of adult study abroad. Although the pandemic was challenging to gerontological education, substantial transformations have been accomplished. The innovations described in this session broadened engagement of students with older adults to identify their strengths and challenges to flourish in the "New Normal."

scholarly journals Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Stewart Waters ◽  
William B. Russell
Keyword(s):  
Phenomenological Study ◽  
Structured Interview ◽  
Virtual Schools ◽  
Traditional Classroom ◽  
Virtual School ◽  
Online Instructors ◽  
Teachers Perceptions ◽  
Classroom Placement ◽  
Internship Experience ◽  
Virtual Internship

The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachers' primary motivation for entering a virtual internship experience was "œconvenience". Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.

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.

Perceived value of internship experience: a try before you leap

2018 ◽  
Vol 8 (4) ◽  
pp. 376-394 ◽  
Author(s):  
Sonali Bhattacharya ◽  
Netra Neelam
Keyword(s):  
Experiential Learning ◽  
Performance Feedback ◽  
Work Experience ◽  
Selection Process ◽  
Learning Orientation ◽  
Research Approach ◽  
Content Type ◽  
Internship Experience ◽  
And Performance ◽  
Task Variety

Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

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