Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “INTERNSHIP”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,063 records · Page 59Linked to original sources
PubMed2000

Computer-based simulations enhance clinical experience of dietetics interns.

OBJECTIVE: To determine the impact of computer-based simulations on the performance of dietetics interns in initial clinical rotations. DESIGN: Interns used either a simulation program (Care Planning Simulation System CPSS[) or a computer-based tutorial (Nutrition Care Planning Tutorial NCPT[) during their orientation. Performance of these interns on nutrition care skills was evaluated during their initial clinical rotations. SUBJECTS/SETTING: Participants were 108 dietetics interns from 8 different programs. Each internship had at least 8 interns, and none of the internships awarded a graduate degree. INTERVENTION: Subjects in the experimental group completed nutrition assessment and care planning activities for 3 simulated patients. Subjects in the control group completed a tutorial on assessment and care planning. MAIN OUTCOME MEASURES: Likert scale ratings of 31 behaviors were recorded by clinical preceptors. Behavior statements were grouped into 8 categories and average ratings for each category were determined. STATISTICAL ANALYSIS: Repeated-measures analysis of variance and linear regression were used to compare performance ratings between groups. RESULTS: There were no differences in overall evaluations of the simulation and tutorial groups for the 8-week period. Interns who started clinical rotations immediately after orientation (CPSS-I and NCPT-I groups) were rated lower in all categories than those who began their clinical rotations later (CPSS-D and NCPT-D groups). Maturation and acquisition of general skills likely influenced ratings of interns with delayed clinical rotations. For most categories of behavior the rate of improvement in rating scores was greatest for interns who used CPSS. APPLICATIONS: Computer-based simulations are a promising supplement to current techniques in didactic instruction and may be useful in both didactic and practice settings. Computer-based simulations can provide more varied practice experiences to didactic students and interns in preparation for more skilled entry-level positions in dietetics.

Adult↗
PubMed1995

Reading skills of dietetic interns and readability of dietetics literature.

OBJECTIVE: To assess and compare reading skills of dietetic interns with reading levels of internship references. DESIGN: A standardized reading test, the Nelson-Denny Reading Test, measured reading skills of entering dietetic interns over 7 years. A computerized readability program assessed the readability of references. SETTING: Dietetic internships in university and Veterans Affairs hospitals. SUBJECTS: Of 194 entering interns, 178 (92%) were included and 16 (89%) were omitted. MAIN OUTCOME MEASURES: Nelson-Denny percentile and grade equivalent scores for vocabulary, comprehension, and total. The Fog Index identified reference reading-grade levels. STATISTICAL ANALYSES PERFORMED: Descriptive statistics and analysis of variance. RESULTS: Interns from the two programs did not differ significantly on Nelson-Denny Reading Test scores or in application grade point average. Percentile means and standard deviations were 54.7 +/- 23.8 for vocabulary, 51.2 +/- 25.0 for comprehension, 52.9 +/- 23.9 for total, and 41.6 +/- 24.7 for reading rate. Nearly 20% (33 of 178) of interns read significantly below expected grade level. The fog Index assigned reference grade levels from 6.98 to 21.63 years. CONCLUSIONS: The majority of dietetic interns have strong reading skills and read within the references' reading levels. A minority may experience difficulties reading assignments. Preinternship reading skills assessment could lead to greater success in reading professional literature.

Adult↗
PubMed2001

Rural training and the state of rural health services: effect of rural background on the perception and attitude of first-year medical students at the university of melbourne.

The aim of this project is to investigate the relationship between medical students' background and their perception of the state of rural health services; willingness to undertake internship training or work as a doctor in a rural hospital; expected benefits and disadvantages of training or working as a doctor in a rural hospital; and factors interfering with acceptance of a job as a doctor in rural areas. A questionnaire-based survey was distributed to 100 first-year medical students attending the Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne at the end of semester 1. The response rate was 97%, including 44 males and 53 females. A strong relationship was found between rural background and an intention to undertake internship training in a rural hospital (86% of students from a rural background expressed this desire vs 30% of students from an urban background). Furthermore, all students from a rural background expressed a desire to work as a doctor in a rural hospital after completing postgraduate training. Compared to urban students, students from a rural background showed a more positive attitude towards health services in rural areas including public hospitals ( P = 0.02), private general practice ( P = 0.004), ambulance service ( P = 0.0002) and baby health centres ( P = 0.005). Citizenship or gender was not significantly related to the perception of any of these services. The ranking of factors interfering with acceptance of a job as a doctor in rural areas were different for rural and urban students. Students from rural backgrounds reported spouse/partner needs (76% vs 49%, P = 0.038) and school availability for children (59% vs 30%, P = 0.023) as barriers more frequently than urban students, respectively). On the other hand, urban students rated the following factors higher: personal factors (76% vs 53%, respectively), education opportunities (56% vs 24%), social/cultural facilities (50% vs 41%) and the need for frequent travel (29% vs 12%). None of these interfering factors were significantly different. Urban students were more likely than rural students to report that their views were a result of adverse media reports. In conclusion, students from a rural background were more willing to be trained or to work as doctors in rural areas. This was associated with a greater adverse influence by the media upon students.

Asia, Southeastern↗
PubMed2003

[What students and teaching doctors in Heidelberg think about early patient contact and tasks in general practice].

BACKGROUND: In Heidelberg, the clinical curriculum of medical education was fundamentally changed in 2001 due to co-operation with the Harvard Medical School. The pre-clinical curriculum has also already been undergoing reform since 1995: the benefits of two new lectures with early patient contact and special tasks in the subject of family medicine were to be assessed. METHODS: In the first year, the students therefore had to assess the seminars, tutorials, and the internships in GP by means of a standardised questionnaire. In addition, reports had to be produced on teaching practice. The teachers were also questioned following agreement with and introduction of quality assurance measures. RESULTS: 66-89% of students assigned good marks to the internships in GP, 40-58% for the accompanying seminars, and 70% for the tutors. The results of a general external evaluation which was carried out slightly differently were not quite so good. 87-89% of teachers agreed upon the elaborated criteria for the quality of teaching practice. CONCLUSIONS: The results show that GP-based education is already well accepted in the first year of training, and that early patient contact in primary care is highly appreciated by the students. On their part, the teaching GPs assess the quality promotion sessions as instruments towards continuous quality support in pre-clinical training as meaningful and necessary, especially with regard to licensing for teaching in General practice.

Adult↗
PubMed1978

Academic and personal predictors of clinical success in medical school.

Admissions interview data and college academic credentials of five classes of University of Missouri-Columbia medical students were evaluated as possible predictors of clinical success. Those students who were judged by admissions interviewers to have high levels of maturity, nonacademic achievement motivation or rapport were approximately two to three times as likely to receive outstanding internship recommendations as those without such personal characteristics. Under-graduate grade-point average had a smaller but nevertheless significant relationship with clinical success as measured by internship letters. These data suggest that additional emphasis during selection upon applicants' personal characteristics would have enhanced the clinical success of these students.

Achievement↗
PubMed1979

Time trends in the association of a rural or urban background with physician location.

The association of rural or urban background with choice of practice location was investigated in two time periods, 1950--1955 and 1963--1968, using the alumni of Marquette School of Medicine (now the Medical College of Wisconsin) in Milwaukee, Wisconsin. Background included size of communities of birth, high school, college, and internship. Small communities were screened to distinguish suburban from rural settings. It was found that in the 1950s the percentage of physicians from rural schools who chose to practice in rural areas was 2.2 times as great as this percentage for physicians from nonrural high schools (26 percent versus 12 percent). In the 1960s the ratio increased to 3.5, (35 percent versus 10 percent). This time trend was reversed for physicians more than 28 years old at the time of graduation from medical school. Place of birth and place of internship also were significantly associated with practice location; place of college showed a significant association with practice location only in the 1950s; and class rank was not associated with place of practice.

Age Factors↗
PubMed1983

Career development of female and male physicians.

In this article, the authors compare the career development of female and male physicians who were graduated from medical school in 1960 and followed through 1976. Working with a sample matched for type and location of medical school and admission test scores, the authors analyzed the effects of achievement motivation, performance in medical school, peer evaluation, prestige of internship hospital, and family responsibilities on professional attainment. The findings indicate that the careers of male physicians build in a sustained way, with the input factors during and following medical school remaining consistent in their effects; in the careers of female physicians, factors crosscut each other, with some being positive and some negative in their effect on professional attainment. Family responsibility is not the only negative factor for women, and this indicates that other elements in career development that help men do not similarly contribute to the advancement of women physicians. A strong positive factor for women is prestige of internship hospital.

Career Mobility↗
PubMed1991

Physicians' views on how specialty-specific the first year of residency should be.

The nature of the first year of postgraduate medical education has gone through many changes over the years. Relatively recent changes have made this first year into a specialty-specific experience. Medical students are increasingly experiencing a narrowed and less broad-based clinical education. Many students, residents, and attending physicians complain that they wish they had had a "rotating" or "flexible" internship. Graduate medical education authorities have recently recommended that the internship year return to a broad-based general medical education experience. In 1989, the authors surveyed the entire physician faculty and housestaff at a large academic health sciences center, asking them what type of first postgraduate year (PGY-1) the physicians had experienced themselves and what type of PGY-1 they recommended for future graduating medical students. Over one-third strongly recommended that the PGY-1 should be broad-based and not specialty-specific.

Attitude of Health Personnel↗
PubMed2006

Evolution of sleep quantity, sleep deprivation, mood disturbances, empathy, and burnout among interns.

PURPOSE: To explore the relationships between sleep deprivation and the evolution of mood disturbances, empathy, and burnout among a cohort of interns. METHOD: In 2002-03, 47 interns in the internal medicine resident program at the University of Pennsylvania School of Medicine completed the following instruments at baseline and at year end: sleep quantities, Epworth Sleepiness Scale, the Beck Depression Inventory-Short Form, the Interpersonal Reactivity Index, and the Maslach Burnout Inventory-Human Services Survey. The prevalences of acute and chronic sleep deprivation, subjective sleepiness, burnout, empathy, and depression at the beginning of the year were compared to prevalences at the end of internship. Associations between sleep deprivation and mood, empathy, or burnout were explored. RESULTS: The prevalence of chronic sleep deprivation, depression, burnout, and empathy increased from baseline to year end. Specifically, the prevalence of "high" scores changed for chronic sleep deprivation (9% to 43%, p = .0001). The prevalence of moderate depression increased from 4.3% to 29.8% (p = .0002). Only 4.3% reported a high level of burnout initially compared with 55.3% at year end (p < .0001). Scores that were originally more favorable than general population norms (p < .001) approached norms at the end of the year for empathic concern (p = .15). There was an association between becoming chronically sleep deprived and becoming depressed (OR = 7, p = .014). CONCLUSIONS: Given the association between chronic sleep deprivation and mood disturbances during internship, outcome assessment is warranted to see if duty-hour reform will translate into more hours slept or fewer hours worked, coincident with improved mood.

Analysis of Variance↗
PubMedDate not supplied

Multi-level educational affiliations for a CE (clinical engineer) department.

Educational programs for clinical engineers and biomedical equipment technicians should provide students with an exposure to the clinical environment. Through alliances with educational institutions, hospitals can assist future engineers and technicians in obtaining a well-rounded education. These affiliations provide a hospital with engineering expertise for research projects, as well as a resource for the clinical engineering department. One hospital, Baystate Medical Center in Springfield, Massachusetts, has successfully developed internships for technician candidates in an Associate's degree program and for undergraduate and graduate engineering students through educational affiliations with three different academic institutions. The internships of the students intertwine, giving them a unique educational experience.

Biomedical Engineering↗
PubMedDate not supplied

Evaluating an innovative program to improve new nurse graduate socialization into the acute healthcare setting.

PROBLEM: New nurse graduates experience a stressful role transition into healthcare organizations, with 30% leaving their first job within 1 year and 57% leaving by 2 years of employment. AIM: This study tests whether an internship program, Social and Professional Reality Integration for Nurse Graduates (SPRING), improves new nurse graduate retention, sense of belonging, organizational commitment, and anticipated turnover. DESIGN: Quasi-experimental, posttest only, control group design. METHOD: New nurse graduates hired by an academic institution that completed SPRING were compared with baseline nurse graduates who did not complete SPRING, using the Organizational Commitment Questionnaire, Modified Hagerty-Patusky Sense of Belonging Instrument, and Anticipated Turnover Scale. Retention was also examined. RESULTS: Anticipated Turnover was higher for baseline nurses than for 6-month SPRING nurses. Six-month SPRING nurses have lower antecedent sense of belonging than baseline or 12-month SPRING nurses. One-year retention is higher for SPRING new graduates than for non-SPRING new graduates. CONCLUSION: Internship programs for nurse graduates must support the socialization of nurses and their transition into the professional role as well as teach the skills and knowledge needed for competence. This study supports the value of a comprehensive program for new nurse graduates in improving nurse retention and decreasing new nurse graduate intent to leave the organization at 6 months.

Acute Disease↗
PubMed2006

Challenges and issues in medical education in India.

The Indian medical education system, one of the largest in the world, produces many physicians who emigrate to the United States, the United Kingdom, and several other countries. The quality of these physicians, therefore, has a broad global impact. Medical schools in India have rapidly proliferated in the past 25 years, doubling since 1980 for a current total of 258. Accreditation by the Medical Council of India (MCI) emphasizes documentation of infrastructure and resources and does not include self-study. The number of schools is determined by each state; the allocation of income-generating "payment seats" in private medical schools, coupled with the high emigration, may be motivating the increase in physician production. Student selection is almost exclusively based on performance on an entrance examination, with a lower cutoff score for underrepresented minorities. Curriculum reform has been advocated for over 30 years, with calls for greater relevance of the curriculum to the needs of the community. Revised guidelines from the MCI in 1997 supported these changes. The internship year (the fifth year, focusing on rotating clinical experiences), under the aegis of medical schools in India, has suffered from lack of supervision and minimal assessment; it is often used predominantly as a time to study for residency entrance examinations. The authors recommend wider use of the in-depth accreditation process used by the National Accreditation and Assessment Council, currently applied to only 10% of medical schools, as well as reforms in curriculum, student selection, and internship assessment, in addition to stronger faculty-development efforts.

Accreditation↗
PubMed1991

A community pre-registration year: the continuation of a community-oriented medical school curriculum.

A voluntary community-based preregistration year (internship) was created for graduates of a community-oriented medical school in Beersheva, Israel. Graduates were placed in community clinics which had been upgraded to meet the needs of the programme through provision of on-site laboratory facilities and specialist consultation, and placement of social workers and health education personnel in the clinics. The graduates participated in a weekly postgraduate education programme directed to their specific needs. There was a high degree of satisfaction with the programme among the trainees, the clinic team members and the patients. Relatively few of the trainees indicated a desire to pursue careers entirely devoted to primary care, despite their positive evaluation of the pre-registration experience. Though this might have been explained by problems encountered in the programme, such as the lack of adequate on-site supervision and lack of support from the health service providers, external factors such as a general move of graduates towards more lucrative subspecialties and the relative lack of status of family practice were probably the more significant reasons. Increasing focus on the internship year, in addition to the undergraduate and residency periods, is needed to help direct medical education to ambulatory settings.

Attitude of Health Personnel↗
PubMed1993

A comprehensive assessment plan for professional preparation programs in health education at Eastern Illinois University.

Federal- and state-mandated criteria for accountability have promoted an "assessment movement" in higher education. The federal focus caused higher education's regional accrediting bodies to place greater emphasis on assessment for institutional accountability. Numerous approaches have been identified for the assessment process including comprehensive examinations, evaluation by alumni and internship preceptors, and self-report data by students. The Role Delineation Project Curriculum Framework also has been useful in assessing curricula. Strategies used in a comprehensive assessment plan for the Health Studies Dept. at Eastern Illinois University include focus group interviews, Departmental Advisory Council review, and assessment by internship preceptors. Data indicate the professional preparation program adequately prepares students in Responsibilities I, II, III, IV, and VII. Further consideration will be given to revising the curriculum to include material to prepare students in competencies required for Responsibilities V and VI.

Accreditation↗
PubMed1976

The medical model and psychiatric training.

The educational, sociologic and economic justifications for a recent decision to require an internship type of postgraduate experience in psychiatric training are discussed. There are many practical disadvantages to adding this requirement. Depending on the type of internship developed, such experiences may also impair rather than facilitate the trainee's progress as a clinician.

Attitude of Health Personnel↗
PubMed2006

Survey of accredited master of public health (MPH) programs with health education concentrations: a resource for strengthening the public health workforce.

The authors designed survey research to assess accredited master of public health (MPH) programs with health education concentrations. A Web-based survey was distributed to program directors and was used to collect characteristics of program faculty, students, graduates, internships, employment, and competency development. Results indicate that students and graduates are diverse; 72% of students complete internships and 61% of graduates work in government or community public health-related agencies; 98% of faculty hold a doctoral degree and 67% have at least one degree from an accredited public health school or program; and 85% of programs build competencies in most of the Institute of Medicine-suggested areas. The authors conclude that accredited MPH programs with a concentration in health education train diverse public health practitioners highly likely to work in a government or community public health agency with competencies to enhance public health.

Accreditation↗
PubMed2002

Self-efficacy in a sample of education majors and teachers.

The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

Adult↗
PubMed2003

Internationalization of the animal science undergraduate curriculum: a survey of its current status, barriers to its implementation and its value.

The goal of this project was to identify the current level at which internationalization has been adopted as a theme in the North American animal science curriculum and to identify its value and the barriers to its implementation. We surveyed animal, dairy, and poultry science departments across Canada and the United States. One hundred twenty-four surveys were mailed and 60% were returned. Associations between aspects of internationalization and student outcomes (admission to veterinary and graduate schools and starting salaries) were examined. Although administrators strongly believed internationalization had value, implementation was limited. The most common practices included international content in core animal science classes, advising, international internships, and participation of faculty in international scholarly activities. Few departments have incorporated internationalization into their mission statements or developed a specific international-themed class, scholarships devoted to international activities, or roles for international students. Few departments reported participation of students in international programs. Barriers included finances and limited commitment from higher administration. Student outcomes were positively associated with faculty size, percentage of international faculty, the ratio of international students to the total student population, international content in core animal science classes, a specific international-themed class, availability of international internships, and exchange of class material internationally via the Internet. Departments that did not offer international opportunities had a negative association (r = -0.79) with starting salary, but these relationships may not be causal. Alternatively, progressive departments may attract and retain exceptional students. The analysis indicated an awareness of the value of international programs, positive impacts in student outcomes, and financial barriers to implementation.

Agriculture↗