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 1,153 records · Page 64Linked to original sources
PubMed1983

Teaching a biopsychosocial approach on medical attending rounds.

The ascent of the biotechnical, disease-oriented model of medicine threatens to relegate the integrated, patient-oriented approach to a secondary position. In response to this, a program to teach medical housestaff a biopsychosocial approach was implemented in a setting of attending rounds by having a psychiatrist participate regularly as a member of the rounding team. The effectiveness of this program's teaching effort was significantly influenced by the psychological styles and level of training of the housestaff officers. Residents were the most teachable and potentially the most effective teachers with respect to the biopsychosocial model. Interns, appearing to respond to the stresses of internship with defensive behavior, e.g., turning passive into active and isolation of affect, were less receptive. The medical attending's attitude, however, was the most important factor affecting the teaching of this approach on rounds. Three medical-attending-teaching styles were characterized, one of which appeared incompatible with teaching a biopsychosocial approach on rounds. The psychiatrist had to learn to specifically adapt his teaching efforts to each of these three attending styles, as well as to the training level related needs and the defensive styles of the housestaff.

Depressive Disorder↗
PubMed1986

The general hospital as a center of biopsychosocial training.

Utilization of general hospitals as training sites for undergraduate and graduate medical education provides special opportunities for integration of biologic, psychologic, and social factors in health care. For medical students, the general hospital environment ideally facilitates learning a core of psychiatric knowledge and the biopsychosocial approach to all illness while attracting some students to psychiatric careers. By spending much of their internship year in the general hospital, psychiatric residents integrate psychiatry into the rest of medicine and develop collegial relations with nonpsychiatrists. Residency training in the general hospital perpetuates this integrative experience and allows in-depth training in consultation-liaison psychiatry. Despite the multiple advantages of general hospitals in training students and residents, limitations of this setting also exist.

Education, Medical↗
PubMed2004

A senior elective designed to prepare medical students for surgical residency.

BACKGROUND: The transition from medical student to surgery internship can be stressful. The goal of this project was to design, implement, and evaluate a 1-month long elective course that would meet the majority of the American College of Surgeons Graduate Medical Education Committee prerequisites for graduate surgical education METHODS: The major elements of the curriculum included faculty- and resident-facilitated case-based sessions and cadaver dissections. In addition, the students participated in skills laboratory experiences, Intensive Care Unit rounds, and mock interviews and clinical pages. The students took a knowledge pretest and post-test that was compared with the performance of 8 surgical interns on the same examination. RESULTS: The highest rated elements of the course were those that provided hands-on experience or practical knowledge. The post-test knowledge examination scores were significantly higher than pretest scores and surgical intern scores. CONCLUSIONS: It was possible to develop a 1-month senior medical student elective course that provided students with the essential prerequisites believed to be essential for all surgical interns.

Curriculum↗
PubMedDate not supplied

Improving preventive health services training in chiropractic colleges: a pilot impact evaluation of the introduction of a model public health curriculum.

OBJECTIVE: To investigate the impact of the dissemination of the model public curriculum at one US chiropractic college on chiropractic interns during their outpatient clinical internship. METHODS: A retrospective pilot study was performed to evaluate the frequency of 9 patient clinical preventive health recommendations made by interns during their clinical training. The frequency of recommendations by interns completing their public health coursework after dissemination of the model curriculum was compared with those completing their coursework during the period immediately proceeding dissemination. A standardized data abstraction tool was developed to collect data from clinic charts that established a patient's need for any one of 9 preventive health services. RESULTS: Of the 408 charts examined (204 from each group), there were only 4 documented instances (1%) of recommendations for any of the 9 preventive health service categories. Two recommendations occurred in the precurriculum change period. CONCLUSION: The results of this pilot study indicate that there has been no observable impact on intern behaviors toward educating patients in preventive health services since the dissemination of the model public health curriculum at one of the chiropractic colleges in the United States. The impact of this reform in public health education may have been limited by its minimal focus on clinical preventive services and by a focus on didactic rather than a clinically relevant learning exposure.

Adult↗
PubMedDate not supplied

An academic-service partnership: ideas that work.

The current environment of a growing shortage of nurses, larger baccalaureate nursing student enrollments, and resource scarcity requires creative solutions if we are to meet the current and future needs for nurses. When a regional medical center and a state university college of nursing pool their creativity, talent, and resources, everyone wins. The partnership created by the two organizations has resulted in nine shared initiatives: (1) feedback through the performance-based development system, (2) a computerized medical record system, (3) summer internships; (4) the Leadership Initiative for Nursing Education (LINE) Institute, (5) the Helene Fuld Leadership grant, (6) the registered nurse refresher course, (7) the cooperative education program, (8) supplying clinical faculty, and (9) the nursing summer academy. Lessons learned by those in both organizations point to the importance of trust, risk-taking, and the joint responsibility of education and service for preparing the next generation of nurses for clinical practice.

Alabama↗
PubMed2000

Minority recruitment and retention in dietetics: issues and interventions.

To better understand the reasons why minorities and males are underrepresented among registered dietitians (RDs) and dietetic technicians, registered, (DTRs) and to develop focuses for intervention, the investigators performed a telephone survey of newly credentialed RDs and DTRs and directors of RD and DTR education programs. Using lists of students recruited by the American Dietetic Association for participation in the survey, the investigators interviewed 83 RDs and DTRs and 20 education program directors. RDs and DTRs attributed minority underrepresentation primarily to the field's lack of visibility and underrepresentation of men to the traditional association with women. Education program directors attributed minority underrepresentation to educational disadvantages, particularly in scientific subjects. Findings from this study support program-level interventions such as increasing program flexibility, initiating outreach to K-12 schools and lower-division college students, providing tutoring in a nondemeaning atmosphere, and visibly expressing commitment to minority representation. More fundamental changes in the profession itself appear necessary for large-scale increases in minority representation. These include increasing internship opportunities; raising the profession's level of remuneration, prestige, and independence; increasing scholarship support; and advertising nationally through channels capable of reaching minorities.

Black or African American↗
PubMed2000

Improving dietetics education with interactive communication technology.

Changes occurring in health care, education, and technology are altering dietetics education. A model of learnercentered, cooperative, distance education based on interactive online technology is described for use in a dietetic internship. Evaluation of this model includes review of key-feature exams, results of computer attitudes surveys, use of the technology by interns, exit interviews, and performance on the examination for registered dietitians. In a pilot study of the model with 8 subjects, comfort using the Internet improved significantly. Use of interactive communication technology in dietetics education has the potential to improve competency, technological aptitude, professional partnering skills, and lifelong learning skills.

CD-I↗
PubMed2002

Dietetic preceptors perceive their role to include a variety of elements.

Preceptors are widely used among supervised practice programs in dietetics education. The majority of information regarding preceptors and the preceptor model has been conducted outside of dietetics and has focused on the characteristics of a preceptor or the advantages and disadvantages to the preceptorship. The literature reveals that although many definitions are used to describe the "preceptor," the role of a dietetic preceptor in supervised practice has not been distinguished. The purpose of this study was to determine role perceptions among dietetic preceptors by their indications of how they currently practice vs how they believe they should practice. Directors of dietetic internships, coordinated programs, and approved preprofessional practice programs were selected via a stratified, random sampling to distribute survey materials to 3 preceptors in their programs. The mailed survey was used to gather data detailing demographic characteristics, characteristics of current precepting practices, and beliefs regarding how precepting should be executed. Utilizing concept analysis, a typology was devised. The Preceptor Typology instrument served as the foundation from which the questionnaire was based. Program directors distributed 409 survey packets; usable data were collected from 265 preceptors (64.8%). Descriptive statistics and cross-tabulations were used to analyze data. Preceptors were confident in their understanding of the preceptor role. Data revealed that preceptors perceive their role to include a variety of tasks, which may or may not be essential to the precepting role. Preceptors also indicated that they were satisfied with their performance of what they considered to be preceptor responsibilities. More than 80% specified an "excellent" or "good" understanding of what was expected of them, although greater than 85% indicated that preceptor training materials would be beneficial. Training programs should be designed to address the unique role of the preceptor and how precepting complements the sequence of dietetics education.

Data Collection↗
PubMed2002

Promoting and evaluating competence in on-line dietetics education.

Professional organizations, such as the American Dietetic Association are challenged to assure competency of their practitioners. Competency includes higher-level skills such as critical-thinking, cooperative work, effective communication, and use of lifelong learning resources. Information literacy via computer technology is a key component of competency, which needs to be included in dietetic education and training. This dietetic internship examined use of online technology to develop competency using the key-feature exam. Seventy-five dietetic interns from three different programs were divided into those with (n = 44) and without (n = 31) online instruction, to which pre- and post- test key feature exams were administered. Those with online instruction had greater improvement (P < 0.05) on key-feature exams in nutrition support and pediatric nutrition. Competency is complex and difficult to assess, thus tools to better assess the comprehensive scope of practitioner competency are needed. The key-feature exam may be a tool to assess and verify practitioner competency in dietetics professionals.

Adult↗
PubMed2003

Continuous improvement in dietetics education with a regional advisory board: a model that works.

Continuous improvement has been a focus of business and health care for years. The Commission on Accreditation for Dietetics Education has also identified the need for continuous improvement in dietetics education programs and requires them to seek outside counsel to help accomplish it. Most dietetics education programs develop advisory boards to provide this outside counsel, but finding individuals to commit to an ongoing advisory board can be challenging. Dietetics internship directors from dietetics practicum programs throughout Arizona created the Arizona Dietetic Practicum Advisory Committee (AzDPAC), which uses suggestions from preceptors, interns, and committee members to generate ideas for improvement. Since the conception of AzDPAC both tangible and intangible outcomes have occurred. Tangible outcomes include better coordination among programs, development of a combined annual affiliate meeting, standardization of forms, creation of a combined "Clinical Bootcamp," development of a Web page describing all programs, and better networking among interns from different programs. In addition, AzDPAC improved cooperation and sharing of expertise and created an available group of peers for new directors. An advisory committee of regional program directors is a model that works in providing dietetics education programs with ongoing outside counsel and ideas for continuous improvement.

Advisory Committees↗
PubMed1990

Reliability and validity of the objective structured clinical examination in assessing surgical residents.

The purpose of this research was to assess reliability and construct validity of the objective structured clinical examination (OSCE) for evaluating the clinical skills of surgical residents. Reliability refers to precision of the examination and construct validity to the degree to which the examination can discriminate between different levels of training. Twenty-seven second postgraduate year surgical residents took a 38-station OSCE representing seven surgical specialties and that tested history-taking, physical examination, problem-solving, technical skills, and attitudes. A couplet methodology was used wherein a patient encounter was followed by written questions aimed at testing problem-solving and patient management capabilities. Thirty-six standardized patients were trained and 36 surgeons served as examiners marking from structured checklists. Overall reliability, Cronbach's alpha, was 0.89. Construct validity was examined by comparing the scores of the residents with those of a group of graduates of foreign medical schools applying for a "pre-internship" program. For 17 of 19 stations that both groups took, the residents performed significantly better (p less than 0.01). Individual station validity was significant for 32 of 38 stations (r = 0.36 to 0.82, p less than 0.05). The examinations took 3.83 hours at a cost of $5,293 (Canadian dollars). The OSCE has been shown to be a reliable method of assessing clinical skills of surgical residents, construct validity has been established, and inter-item validity confirmed. Reliabilities achieved exceed those traditionally required for both acceptance and promotion decisions.

Analysis of Variance↗
PubMed1995

Time for a review of admission to medical school?

Appropriate selection of medical students is a fundamental prerequisite if medical schools are to produce competent and caring doctors. The selection criteria for entry to the medical degree course at the University of Newcastle, New South Wales, are unique in Australia. The purpose of this study was to identify admission criteria that may predict performance in the first postgraduate (intern) year. Performance ratings were obtained from the clinical supervisors of two graduating classes of Newcastle University medical students during their five terms in internship (first postgraduate year). At least one rating was obtained for 93% of interns. A subset analysis of interns with multiple ratings (57%) showed that combining previous study in both humanities and science before medical school entry was predictive of higher intern performance ratings. These interns were rated more favourably than those who had studied science alone. Moreover, students who had earlier studied both humanities and science were twice as likely to complete their medical degree as those who had studied science alone. Age, gender, admission interview results, written psychometric test scores, academic marks, and whether previous tertiary study had been undertaken prior to medical school entry were not predictive of intern performance ratings. Subject spread, including a background in humanities, is important for effective medical practice, at least in the immediate postgraduate period. Perhaps it is time to evaluate the admission criteria by which medical students are selected.

Adolescent↗
PubMed1988

United States emergency medicine block rotation curricula for the 1986-87 academic year.

Because emergency medicine is a broad-based specialty, there is much leeway in the structure of resident education. The monthly block curriculum is a major determinant of the overall residency training experience. The purpose of our study was to define the block curricula of the accredited emergency medicine residencies in the 1986-87 academic year. In a mail-confirmed telephone survey of residency directors, monthly block rotation data were obtained for 187 postgraduate years in 66 (98%) of 67 approved residencies; identified were 51 individual rotations in nine areas. The PG1 year, present in 47 (71%) of 66 residencies, resembled the flexible internship. Rotations in obstetrics-gynecology, medicine, pediatrics, and surgery accounted for 50% of PG1 year training time. Adult emergency department experience was 21% of PG1 year. In the PG2-4 (PG2+) years, 56% of clinical time was spent in the adult or pediatric ED (mean, 6.6 months per year). Electives and surgery rotations each accounted for 11% of PG2+ years training time. Emergency medicine-related areas and critical care rotations each accounted for 7% of the PG2+ years training time. Besides time spent in the ED and on electives, the most highly weighted individual rotations in the PG2+ years were orthopedic surgery, trauma surgery, and emergency medical services. Nearly all programs offered rotations in the adult ED, a surgical subspecialty, critical care, and an elective during residency training. The percentage of rotations requiring direct supervision by emergency physicians increased threefold by the PG4 year. Off-service rotations dropped 15-fold during the PG4 year relative to the PG1 year.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗
PubMed1998

Emergency care in Namibia.

Namibia is a sparsely populated nation in southwest Africa. A state-run health service provides care to most of the population. The geography and population distribution dictate the delivery systems for prehospital and emergency care. A state-run ambulance service provides basic patient transportation to the state-run hospitals. There is no 911 system. Two private aeromedical companies in Namibia provide the full range of ground and aeromedical treatment, diver rescue, and helicopter and fixed-wing transport services. The scope of care includes cricothyrotomies, chest tubes, and rapid-sequence intubation. Equipment is modern and virtually identical to what is used in the United States. There are no emergency physicians in Namibia. General medical officers are the backbone of the state-run health service. General medical officers assigned to cover the ED are called casualty officers. No specialized training beyond internship is required, and assignments to casualty are viewed as temporary until better positions become available. Only the largest state hospital in the capital has a dedicated, 24-hour emergency staff. The private prehospital care/transport systems are well organized and sophisticated. Formal efforts should be undertaken to develop ties with our colleagues in Namibia. Potential areas for collaboration include injury surveillance and prevention, field trauma resuscitation, and prehospital care.

Air Ambulances↗
PubMed2001

The contribution of MD-PhD training to academic orthopaedic faculties.

UNLABELLED: Little is known about the distribution of research-trained physicians across the various specialties. To document the extent to which MD-PhD programs are a source of research-trained faculty for orthopaedic departments, this study examined the specialty choices of graduates of the Medical Scientist Training Program (MSTP) from 1964 to 1994. The MSTP, a combined MD-PhD program supported by the National Institute of General Medical Sciences, (NIGMS), produces roughly 25% of all MD-PhDs in the US. METHODS: Copies of the appendices from training grant applications containing information on MSTP graduates were obtained from the NIGMS. Also, a questionnaire was mailed to 116 university-affiliated orthopaedic surgery departments asking how many faculty were MD's, PhDs or MD-PhDs. RESULTS: Records were obtained for all MST programs. Information on postdoctoral training and/or a current position was reported for 1615 graduates who earned both MD and PhD. Of these graduates, 277 chose non-clinical paths. The other 1338 entered a residency or internship. Of these, 593 were still in residency training, 566 were academic faculty members and 130 were in private practice. In the records, 12 (0.9%) were listed as orthopaedic surgical residents (6) or faculty (6). At this time, all 12 have completed training, and 11 are in academic practice. Eighty-three departments replied to the questionnaire. In that sample of 1761 faculty positions, 1478 were MDs, 217 were PhDs and 36 (2.0%) were MD-PhDs. CONCLUSION: Despite robust support of MD-PhD programs, the number of dual degree recipients on orthopaedic faculties is small when compared to the relative size of the specialty. Other sources of research-trained staff should perhaps be developed.

Career Choice↗
PubMed2006

[Lack of interest in general practice during the National Ranking Examination in 2005].

INTRODUCTION: The second national ranking test took place in 2005 in the same conditions as the year before. Analysis of the results permits us to assess whether the objectives of this reform have been met so far. METHOD: Data crossing of the results provided by the national testing center allowed us to rank: 1) the appeal of specializations for each geographic subdivision, 2) the candidates by medical school, and 3) the appeal of each subdivision by candidate rank. RESULTS: 66% of the students were classified high enough to be able to choose any specialization. Trends observed from the first examination, in 2004, were confirmed, with the clear desirability of medical specializations and a certain lack of interest in occupational medicine and public health. All the surgery posts were filled, even though the number of posts had increased enormously since the first examination. After adjustment for the number of posts available, the specializations in decreasing order of popularity were: medical, surgical, pediatrics, anesthesiology, gynecology-obstetrics, general medicine, psychiatry, and biology. Approximately 1000 posts in general medicine were not filled. The medical schools whose students ranked highest were Paris Pitié, Paris V, Paris West, Lyon North, Grenoble, and Aix-Marseille. Some medical schools did less well than previously: Marseille very slightly and Angers substantially. Strasbourg, Nancy Amiens and Bobigny were at the bottom of the list. The cities most desired for internships were Paris, Toulouse, Lyon, and Aix-Marseille, while Brest, Nancy, Limoges and the West Indies were ranked lowest, although each was chosen by highly ranked candidate. CONCLUSION: Two thirds of the students were ranked high enough to allow them a free choice of specializations. All the specializations except public health and occupational medicine had very highly ranked students. Medical specializations are the most desired, but surgery remains highly demanded, despite a substantial increase in the number of posts. All posts were filled in all specializations, but only 41% of those in general medicine. Medical schools whose students ranked highest had the fewest students choosing general practice.

Decision Making↗
PubMed1986

The effects of a required fourth-year clinical pharmacology course on student attitudes and subsequent performance.

Beginning with the class graduating June 1984, Dartmouth Medical School introduced a required clinical pharmacology course. Approximately 89% of the fourth-year students felt that the course was "essential" to their future careers as physicians. As interns, 80% found the course frequently useful or essential during their internships; 84% felt that they were either slightly or much better prepared than their fellow interns with respect to their therapeutic knowledge and skills. Average student performance on a pretest (33% correct answers) improved dramatically on a posttest (87% correct; P less than 0.001). Finally, although student performance on all sections of Part II of the national board examinations showed statistically nonsignificant trends toward improvement (from the 48th to the 52nd percentile), performance on questions testing core concepts in clinical pharmacology improved from the 38th percentile to the 74th percentile (P less than 0.0001). This required fourth-year course in clinical pharmacology was evaluated favorably by our students and resulted in objective improvement in their therapeutic knowledge and skills.

Attitude↗
PubMed2001

Training interns in population-based research: learners' feedback from 13 consecutive batches from a medical school in India.

OBJECTIVES: To document learners' feedback on an educational intervention to provide interns with a hands-on learning experience in population-based research. DESIGN: Cross-sectional inquiry using a structured tool. SETTING: A medical school in India. SUBJECTS: 306 interns from 13 consecutive groups in a 3-month posting. MAIN OUTCOME MEASURES: Interns' participatory involvement in each of the nine units of learning. RESULTS: In six out of the total of nine units of learning, nearly 70% of the students rated their participatory involvement at 3 points or above (on a 5-point rating scale). This rating was 4 or 5 (good or maximal) for 50% or more students with regard to identification of research questions, review of literature, data analysis and interpretation, and for 65.4% students in data collection. However, in the last two units, on writing the research report and its presentation, a large proportion of students rated their participatory involvement as minimal or unsatisfactory (38.9% and 46.4%, respectively). For 91.2% of students, this was the first hands-on experience of any type of population-based research. When the students were asked to identify the most important factor which hampered learning during the present exposure, 54.2% of them reported that it was the unsuitable timing of the exposure, since their priority during internship was the entrance examination for postgraduate courses. CONCLUSIONS: This study empirically demonstrates that with some extra effort from teachers, interns can be exposed to a hands-on learning experience in population-based research, on a systematic basis, without additional resources.

Attitude of Health Personnel↗