Journal articles: 'Internship and residency – standards'

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Darras, Kathryn E., Rebecca Spouge, Anique de Bruin, Jeff Hu, Will Guest, Colin Mar, Rose Hatala, Cameron Hague, Bruce B. Forster, and Silvia D. Chang. "Development and Evaluation of a Competency-Based Anatomy Rotation for Diagnostic Radiology Residents during Internship Year: A Canadian Experience." Canadian Association of Radiologists Journal 69, no. 4 (November 2018): 356–61. http://dx.doi.org/10.1016/j.carj.2018.07.004.

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Rationale and Aim As medical schools reduce the hours of anatomy teaching, residents in anatomy-intensive residency programs like radiology must independently acquire the anatomy knowledge needed to achieve competency. The purpose of this study was to develop and evaluate a 4-week competency-based self-directed anatomy rotation for junior residents. Methods Seven post-graduate year 1 (PGY-1) radiology residents completed a 4-week rotation of radiologic anatomy. The objectives were developed from standards, senior residents, and expert opinion, and the competency-based curriculum included self-directed modules. Pre-course and post-course tests were administered and test scores were compared using an unpaired t test. In addition, PGY-1 residents completed a course evaluation and survey regarding their anatomy knowledge and anatomy exposure prior to completing the course. Results Out of the 25 points available, the average pre-test score was 10.79 ± 2.78 (range 8–16.5), and the average post-test score was 21.64 ± 2.23 (range 18.5–25). This difference was statistically significant ( P < .0001). The PGY-1 residents reported receiving < 10% of dedicated radiologic anatomy teaching prior to residency and felt unprepared for the anatomy required in residency. Overall, residents felt more confident in looking at images after completing the self-directed radiologic anatomy course. Conclusion This study demonstrates the feasibility of creating a self-directed course for radiology residents that significant improves their anatomy knowledge. Given the trend in medical undergraduate education away from dedicated anatomy teaching, residency programs should consider addressing anatomy education more formally for junior residents to ensure that trainees receive the foundational knowledge required for residency.

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Polishchuk, M. E., A. V. Muravskyi, O. M. Honcharuk, Yu E. Pedachenko, A. O. Korotkoruchko, and V. M. Derkach. "Postgraduate training of neurosurgeons. From a five-month specialization to a six-year residency. Past. The present day. Future." Ukrainian Interventional Neuroradiology and Surgery 44, no. 2 (May 17, 2023): 43–50. http://dx.doi.org/10.26683/2786-4855-2023-2(44)-43-50.

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ResumeNeurosurgery training in the countries of the European Union, America and Asia lasts from 5 to 7 years and involves acquiring knowledge not only in clinical, but also in scientific activities. Taking into account the need to use high-tech methods for the treatment of neurosurgical diseases, the duration of 3-year internship training, as is customary in Ukraine, is insufficient. The analysis of historical and modern approaches to teaching neurosurgery by professional communities in the USA and the European Union allows for the development of a modern training program in the specialty "neurosurgery" in terms of content and duration. The sample training program at the residency was reviewed after all comments and suggestions were received and approved at the meetings of the Department of Neurosurgery of the Shupyk National Healthcare University of Ukraine, the State Institution «Romodanov Neurosurgery Institute NAMS of Ukraine» and the Ukrainian Neurosurgical Association by a group of experts in the specialty «Neurosurgery».It is important to select candidates for residency ‒ successful study, knowledge of a foreign language, taking into account communication skills. The order for residency is determined by the Ministry of Health of Ukraine, no more than 10 residents can be applied per year, regardless of the form of payment. After completing the residency, 2 years of work experience in state or communal health care institutions, military hospitals is mandatory.It is to justify the need for quality training of neurosurgeons in accordance with the standards of the European Union. The introduction of a single standard for the training of neurosurgeons in Ukraine, which takes into account the best domestic and foreign experience, will make it possible to raise the level of domestic neurosurgery and integrate it into the world system of medical education. A significant increase in the length of training in a neurosurgery residency (up to 6 years) is necessary for the full-fledged development of a specialist neurosurgeon.

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Dubovaya, A. V., M. P. Limarenko, and E. V. Bordyugova. "Information and educational environment as a means of developing competences in residency in the pediatrics and pediatric cardiology." Professional education in the modern world 13, no. 2 (August 10, 2023): 284–88. http://dx.doi.org/10.20913/2618-7515-2023-2-10.

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Introduction. At present, in connection with the development of new state educational standards in the system of higher medical education of the Donetsk People»s Republic, including at the postgraduate level, a competency-based approach is being widely introduced. Purpose setting. To familiarize teachers with the peculiarities of mastering competencies in residency in the specialties «Pediatrics» and «Pediatric Cardiology» at the Department of Pediatrics no. 3 of the Faculty of Internship and Postgraduate Education of the Donetsk State Medical University named after M. Gorky using remote technologies. Methodology and methods of the study. At the Department of Pediatrics no. 3, postgraduate training programs have been developed, including for the training of highly qualified personnel in residency in the specialties «Pediatrics» and «Pediatric Cardiology». The purpose of the residency is to train a qualified pediatrician or pediatric cardiologist who has a system of theoretical knowledge and professional competencies, capable and ready for independent professional activity, using modern scientific and technological achievements in the diagnosis and treatment of major diseases in children and adolescents. Results. Teachers of the Department of Pediatrics no. 3 have created selfstudy courses for pediatric residents and pediatric cardiologists on the university»s remote website. Each course contains general information, lectures and materials to prepare for practical exercises. The use of the information and educational environment stimulated the independent purposeful work of a pediatric intern or a pediatric cardiologist intern to form knowledge and further master all the competencies necessary for successful professional activity. Conclusion. The effectiveness of distance learning depends on the methodologically competently structured by the teacher of the educational process and the information and communication capabilities of the higher education institution.

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Холмогорова, А. Б., Е. Я. Матюшкина, С. В. Бойко, and А. П. Рой. "Professional Burnout in Resident Physicians Undergoing Internship in Emergency Inpatient Unit in Moscow and Interns in Grodno: Pre-Pandemic Data." Психиатрия, психотерапия и клиническая психология, no. 3 (November 21, 2022): 311–25. http://dx.doi.org/10.34883/pi.2022.13.3.011.

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В статье анализируются результаты исследования профессионального выгорания молодых врачей, проходящих обучение в ординатуре скоропомощного стационара Москвы и интернатурах скоропомощного стационара и университетской клиники Гродно. Выявлено, что профессиональное выгорание, проявляющееся эмоциональным истощением и деперсонификацией, тесно связано с ухудшением психического здоровья врачей обеих групп. Предикторами профессионального выгорания являются предписываемыйобществом перфекционизм и ощущение одиночества, вызванное сравнением себя с более успешными специалистами и фиксацией на собственной неуспешности. Опора на собственные высокие стандарты, которые молодые врачи устанавливают для себя и своей работы, усиливает ощущение собственной компетентности и снижает риск профессионального выгорания. The article analyzes the results of the study of professional burnout of young doctors. Respondents undergo training in the residency of an emergency inpatient unit in Moscow and internship of an emergency inpatient unit and the university clinic in Grodno. It was revealed that professional burnout, manifested by emotional exhaustion and depersonalization, is closely related to the deterioration in the mental health in doctors of both groups. The predictors of professional burnout are perfectionism prescribed by society and a feeling of loneliness caused by comparing oneself with more successful specialists and fixing on one’s own failure. Relying on the high standards that young doctors set for themselves and their work enhances their sense of self-competence and reduces the risk of professional burnout.

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Ting, D. K., R. B. Abu-Laban, L. Morrison, J. Ducharme, and E. S. Lang. "LO12: Implementation of an editorial internship at the Canadian Journal of Emergency Medicine to foster education and participation in academic emergency medicine." CJEM 20, S1 (May 2018): S10—S11. http://dx.doi.org/10.1017/cem.2018.74.

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Introduction: Medical journals are an essential venue for knowledge translation. Skilled reviewers and editors are required to ensure quality standards in research publications and yet postgraduate programs rarely include this training in their curricula. Imparting appropriate skills and developing capacity in journalship has thus proved challenging. The Canadian Journal of Emergency Medicine (CJEM) is the national journal for Emergency Medicine (EM) in Canada. The CJEM editorial board recently decided to provide longitudinal mentorship for junior academic faculty members and trainees through an editorial internship. The internship had three goals for participants: (1) introduce and develop the responsibilities and skills of a good editor; (2) enhance a career in academic EM; and, (3) galvanize future participation as a reviewer or editor in scientific publications. Methods: The senior editorial board of CJEM and the inaugural intern developed a one-year Editorial Internship that was launched in June 2017. The curricular framework was designed by current and prior CJEM senior editors from four Canadian universities, and was informed by similar programs in the United States. The curriculum was refined iteratively based on feedback and discussion between the senior editors and intern. The internship was designed for a single individual in the Canadian EM community, including residents, pediatric fellows and practicing emergency physicians. Results: To develop the responsibilities and skills of being a good editor, the intern performed six mentored reviews of manuscripts either under current review at CJEM or previous submissions identified as difficult peer review decisions. In addition, the intern learned about CJEM values and norms by participating in monthly videoconference meetings and quarterly editorial board meetings. To enhance an academic career, the intern was assigned two writing projects under the guidance of senior editors for publication in CJEM, and completed an online critical appraisal course. Conclusion: The inaugural editorial intern gained experience as an editor and produced scholarly work. We feel the internship met its first two goals, and CJEM has committed to continue the internship annually. The ultimate determination of whether the internship achieved its third goal will only be known after longitudinal tracking of participants career involvement in academic publishing and editing.

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Kabanova, T. A., P. A. Degtyarev, M. I. Shkerdina, A. P. Kostikov, M. Ya Khalimov, E. V. Tereschenko, and M. A. Babaev. "The Helsinki Declaration on Patient Safety in Anesthesia – Russian Experience: a Questionnaire Survey." Messenger of ANESTHESIOLOGY AND RESUSCITATION 19, no. 4 (August 31, 2022): 69–79. http://dx.doi.org/10.21292/2078-5658-2022-19-4-69-79.

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The objective: to determine the quality of knowledges about the Helsinki Declaration on Patient Safety among Russian anesthesiologists and intensivists and how widely its vision and standards have been adopted in clinical practice.Subjects and Methods. The study design involved the creation of 44-item online and offline questionnaire. The questions were divided into three blocks: personal information, data on hospitals where respondents work, and questions about implementation of the Helsinki protocol in their practice. Some of the questions required open answers. Persons with higher medical education who have completed residency and/or internship in anesthesiology and resuscitation and are working in this field in the Russian Federation were invited to participate in the survey.Results. 140 (21.5%) respondents answered all the question of the questionnaire. Of those surveyed, 76.4% were familiar with the Helsinki Declaration on Patient Safety, but only 17.1% felt they had sufficient knowledge of the concept. 43.6% of the respondents apply the Helsinki Declaration on Patient Safety to their clinical practice, while 49.3% of the respondents had difficulty answering whether they follow the Declaration in their work or not. The study showed a satisfactory level of compliance with mandatory standards for monitoring in the perioperative period but all the EBA-recommended standards are applied in only 23% of the hospitals. 26.4% of the respondents use the Safe Surgery Checklist prepared by the World Health Organization. 58.6% of the respondents use the reporting/notification system for adverse events or critical conditions in the perioperative period.Conclusion. The survey has shown that many of the surveyed anesthesiologists and intensivists have good knowledge of the Helsinki Declaration on Patient Safety and successfully apply it to their clinical practice but some doctors do it unconsciously, not understanding what standards they follow. Organization of additional educational programs could help physicians to improve their knowledge and raise their awareness in order to provide safer patient care. We also suggest introduction of unified checklists and national reporting systems for adverse events or critical conditions in the perioperative period.

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DULLOO, PUJA, and MADHURI KANITKAR. "National exit test: The medical faculty perspective—A pilot study." National Medical Journal of India 35 (August 23, 2022): 28–31. http://dx.doi.org/10.25259/nmji_718_20.

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Background Implementation of the exit examination for medical graduates in India has been debated for many years. The national exit test (NEXT), under the construct of the National Medical Commission Act, would serve two purposes: first, it will be a common exit/licentiate examination for all Indian medical graduates, and second, it will be a test for postgraduate selections for all specialties. There has been no research or evidence on stakeholders’ opinion on this test. We aimed to assess the perspective of medical faculties, nationwide, regarding the implementation of NEXT. Methods We conducted a nationwide, cross-sectional, questionnaire-based pilot survey. The Google survey form with close- and open-ended questions was forwarded via email and WhatsApp to various groups. Results Two hundred and forty-five medical teachers participated, of which 35.9% were from Gujarat, 44.9% were working in government colleges, 91.43% had MD/MS as the highest professional degree, 50% had >15 years of experience and were from different medical specialties. The majority felt that the NEXT examination was a positive step, 82.5% suggested that a national selection/testing authority should conduct it, 36.3% suggested having the test after internship while 32.7% expected some weightage for each year of the medical programme, and 84.1% agreed that all the learning domains should be assessed by various strategies. Discussion Faculties welcomed the NEXT examination under a national testing authority. The necessity of this examination is to have uniform standards and quality for medical graduates irrespective of their institutes. Assessment of all the domains will make the Indian medical graduate more competent for the job or residency programmes.

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SerikovnaSeitkazina, Kamila, Malik Burzakhanov, A. Yumashev, Diana Dokhmila, Vitaliya Marshalova, and Alexander Markov. "Ensuring The Quality of Healthcare Services in Medicine and Dentistry: The Role of Medical Education, Regulatory Requirements and Effective Practices." Journal of Complementary Medicine Research 14, no. 3 (2023): 229. http://dx.doi.org/10.5455/jcmr.2023.14.03.37.

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The article examines the role of medical education, regulatory requirements and effective practices in ensuring the quality of healthcare services in medical practice and dentistry. The authors indicate that these factors directly affect the quality of medical care in any country of the world. By studying the structure of the issue, the researchers identify to what extent this or that indicator has an impact on increasing patient satisfaction with the medical services provided, on increasing awareness of medical workers of the work they perform on the medical care of the population. An important role, according to the authors, is played by the results of the assimilation of educational programs by future doctors, as well as the effectiveness of their activities in internship and residency. Special emphasis is placed on the need to develop communication and ethical skills in future therapists and dentists. Regulations and standards in the field of medicine, as noted in the work, also play an important role in the organization of high-quality patient care in medical organizations of different levels. Also, various innovations in the field of digitalization of the process of providing medical services play a leading role in the field of medical care, especially in the field of therapy and dentistry. It is for this reason that the study of best practices, as well as the experience of Russian and foreign colleagues, makes it possible to expand the scope of their activities by applying innovative tools and approaches in the field of patient treatment. In general, the prospects of these areas of improving the quality of patient care in the field of dentistry and therapy will not only achieve this goal, but also increase the pace of development of these medical fields, which will favorably affect, in general, the development of domestic medicine.

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Logothetis, Hercules, Dmitry Pyatetsky, Jeanine Baqai, and Nicholas Volpe. "Ophthalmology Residents' Internship Selection and Initial Trainee Confidence: An Observational Study." Journal of Academic Ophthalmology 10, no. 01 (January 2018): e72-e78. http://dx.doi.org/10.1055/s-0038-1653971.

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Purpose In this study, we set out to better understand the factors that influenced current ophthalmology residents' internship selection. We then tested the hypothesis that certain clinical or research experiences in medical school and internship may influence residents' confidence upon entering ophthalmology residency. Furthermore, we investigated whether completing internship at the same program as one's residency is correlated with confidence at the start of residency. Design Observational, cross-sectional, multicenter survey. Participants U.S. ophthalmology residents (Post Graduate Year 2/3) belonging to the class of 2018. Eighty surveys were submitted of which 63 were analyzed based on established inclusion criteria. Methods Residents responded to a 22-question online survey addressing how residents chose their internship, internship curriculum, exposure to ophthalmology in medical school and during internship, confidence level entering ophthalmology residency, confidence in managing various ocular pathologies, and factors that built confidence prior to ophthalmology residency. A Likert scale format was used for the majority of survey questions. Kruskal–Wallis testing and Fisher's exact testing were used to compare outcome variables among three groups defined by sense of confidence entering ophthalmology training. Main Outcome Measures Level of confidence at the start of ophthalmology residency. Results Quality of life and geographic location were found to be the most important factors in choosing internship programs, while obtaining ophthalmology skills was least. Although 32.3% of residents either agreed or strongly agreed that they felt confident at the start of ophthalmology residency, 42.9% disagreed or strongly disagreed. Residents who felt most confident for ophthalmology training spent more time on ophthalmology rotations in medical school (p = 0.05) or internship (p = 0.02) and worked up patients independently during their internship ophthalmology rotation (s) (0.01). Completing one's internship at the same institution as one's ophthalmology residency did not correlate with confidence entering residency. Conclusions Residents chose internships based on quality-of-life factors rather than enhancing ophthalmology training. Residents who felt confident at the start of ophthalmology residency had more hands on clinical ophthalmology experience than residents who did not feel confident. No statistically significant correlation was found between completion of internship at the same institution as one's ophthalmology residency and confidence entering residency.

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Andrade, Maria Cristina de, Maria Wany Louzada Strufaldi, Rimarcs Gomes Ferreira, Gilmar Fernandes do Prado, Rosana Fiorini Puccini, and Amélia Miyashiro Nunes dos Santos. "Factors associated with student performance on the medical residency test." Revista da Associação Médica Brasileira 66, no. 10 (October 2020): 1376–82. http://dx.doi.org/10.1590/1806-9282.66.10.1376.

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SUMMARY OBJECTIVE: To determine whether the scores of the Progress test, the Skills and Attitude test, and the medical internship are correlated with the medical residency exam performance of students who started medical school at the Federal University of São Paulo in 2009 METHODS: The scores of 684 Progress tests from years 1-6 of medical school, 111 Skills and Attitude exams (5th year), 228 performance coefficients for the 5th and 6th years of internship, and 211 scores on the medical residency exam were analyzed longitudinally. Correlations between scores were assessed by Pearson's correlation. Factors associated with medical residency scores were analyzed by linear regression. RESULTS: Scores of Progress tests from years 1-6 and the Skills and Attitude test showed at least one moderate and significant correlation with each other. The theoretical exam and final exam scores in the medical residency had a moderate correlation with performance in the internship. The score of the theoretical medical residency exam was associated with performance in internship year 6 (β=0.833; p<0.001), and the final medical residency exam score was associated with the Skills and Attitude score (β=0.587; p<0.001), 5th-year internship score, (β=0.060; p=0.025), and 6th-year Progress test score (β=0.038; p=0.061). CONCLUSIONS: The scores of these tests showed significant correlations. The medical residency exam scores were positively associated with the student's performance in the internship and on the Skills test, with a tendency for the final medical residency exam score to be associated with the 6th-year Progress test.

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Brewer, Julie, and Mark D. Winston. "Program Evaluation for Internship/Residency Programs in Academic and Research Libraries." College & Research Libraries 62, no. 4 (July 1, 2001): 307–15. http://dx.doi.org/10.5860/crl.62.4.307.

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Academic libraries are turning increasingly to internship/residency programs to enhance their recruitment efforts. Yet, little evaluative information is available to measure the effectiveness of these programs or to justify funding for them. This article outlines the necessary components of an evaluation model for internship/residency programs based on a survey of academic library deans/directors and program coordinators. The study identifies the key evaluation factors that library administrators consider most important for measuring internship/residency programs, as well as the frequency, format, and sources of input for effective program evaluation.

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Oetting, Thomas A., Eduardo C. Alfonso, Anthony Arnold, Louis B. Cantor, Keith Carter, Oscar A. Cruz, Steven Feldon, et al. "Integrating the Internship into Ophthalmology Residency Programs." Ophthalmology 123, no. 9 (September 2016): 2037–41. http://dx.doi.org/10.1016/j.ophtha.2016.06.021.

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Brownfield, Elisha, Jeffrey G. Wong, and Amy V. Blue. "Transition to Residency: The “Internship 101 Experience”." American Journal of the Medical Sciences 352, no. 2 (August 2016): 215–17. http://dx.doi.org/10.1016/j.amjms.2016.05.019.

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Bachynskyi, Viktor, and Andrei Padure. "COMPARATIVE ANALYSIS OF THE TRAINING OF DOCTOR-FORENSIC MEDICAL EXPERT IN UKRAINE AND EUROPEAN COUNTRIES." Forensic-medical examination, no. 1 (July 7, 2023): 5–9. http://dx.doi.org/10.24061/2707-8728.1.2023.1.

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Over the past year, radical changes have taken place in Ukraine in the training of specialists in the field of forensic medical examination. In 2022, a decision was made to cancel the internship in forensic medical examination, instead to create specialization courses lasting 468 hours (3 months) after completing the internship in the specialty «Pathology». Aim of the work. To conduct a comparative analysis of the training of a doctor-specialist in the field of «Forensic Medical Examination» in Ukraine and the countries of Europe. Results. In Europe, in order to master of the «Forensic Medical Examination» specialty, a residency (similar to an internship) is required, the duration of which varies from 3 to 5 years. In addition to theoretical and practical training in forensic medicine itself, the residency includes training in related disciplines, the list and names of which vary somewhat, depending on the legislation and structure of the forensic medical service of a specific European country (pathology, radiology and radiation diagnostics, orthopedics and traumatology, psychiatry and neurosurgery, etc.). Conclusions. To return to Ukraine the internship in the specialty «Forensic Medical Examination». To conduct internship training at the departments of forensic medicine through a residency lasting 3.5 years, of which 1.5 years should be devoted to mastering the specialty «pathology» and 2 years to the specialty «Forensic Medical Examination».

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Duffy, Thomas, and Bulmaro Martinez. "AOA Approval of ACGME Internship and Residency Training." Journal of the American Osteopathic Association 111, no. 4 (April 1, 2011): 244. http://dx.doi.org/10.7556/jaoa.2011.111.4.244.

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Frances, Rhoton M., Barne s, Estafanou s, and Michene r. "The Internship as a Predictor of Residency Performance." Anesthesiology 67, no. 3 (September 1, 1987): A560. http://dx.doi.org/10.1097/00000542-198709001-00560.

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Morello, Samantha L., Kai-Biu Shiu, and Joseph Thurston. "Comparison of resident and intern salaries with the current living wage as a quantitative estimate of financial strain among postgraduate veterinary trainees." Journal of the American Veterinary Medical Association 260, no. 1 (January 1, 2022): 124–32. http://dx.doi.org/10.2460/javma.21-07-0336.

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Abstract OBJECTIVE To compare resident and intern salaries with current regional living wages as a quantitative estimate of financial strain. SAMPLE 152 residency programs and 141 internship programs listed with the Veterinary Internship and Residency Matching Program for the 2021–2022 training year. PROCEDURES Data were collected for program annual salary and location. Regional living wage for each location was determined with the Massachusetts Institute of Technology Living Wage Calculator, and annual salary was compared with living wage to estimate income surplus before and after taxes. Results for programs in academia and private practice were compared. Spearman correlation was used to determine whether program annual salary was significantly associated with regional living wage. RESULTS Mean ± SD income surplus before taxes was $7,786 ± 9,426 for clinical residency programs, $16,672 ± 5,105 for laboratory animal programs, and $5,829 ± 8,119 for internships. Academic residencies and internships offered salaries significantly lower than those offered in private practice, and income surpluses before and after taxes were significantly lower for academic programs than for private practice programs. There were weak and moderate, respectively, correlations between program annual salary and regional living wage for residency (r = 0.369) and internship (r = 0.570) programs. CLINICAL RELEVANCE Postgraduate training prolongs financial instability, and annual salaries generally do not meet the minimum income standard of a living wage. Financial stress has implications for mental health and diversity, and these findings invite deeper consideration of current remuneration practices for veterinary residents and interns.

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Volnuhin, A. V., E. O. Samokhina, M. V. Andrievsky, T. V. Zaugol'nikova, T. V. Chegaeva, A. G. Reze, A. A. Gertsog, and T. E. Morozova. "The gender and age characteristics of general practitioners in Moscow." Problems of Social Hygiene, Public Health and History of Medicine 30, no. 6 (December 15, 2022): 1265–70. http://dx.doi.org/10.32687/0869-866x-2022-30-6-1265-1270.

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The feminization and middle age decreasing in general practitioner profession is a worldwide trend.Purpose of the study is to explore gender and age structure, professional characteristics of general practitioners in Moscow.The retrospective analysis of personal records of students of the Chair of General Medical Practice of the Institute of Professional Education of the The I. M. Sechenov First Moscow State Medical University trained from 2016 to 2020 (n = 400).It is established that women made 80.5% out of them. The average age was 50.7 ± 0.7 years; average general professional experience - 28.8 ± 0.8 years, in general medical practice - 9.7 ± 0.3 years. The internship/residency in therapy was graduated by 84.2% of students. Up to 96.3% worked in state medical organizations. The majority (97.0%) had no academic degree. Indicators with positive dynamics: share of women, physicians with internship/residency in therapy, employees of state medical organizations, without an academic degree. Indicators with negative dynamics: age, professional experience. Differences between men and women were established for residency and professional experience in general medical practice.The average social and professional portrait of general practitioner in Moscow: woman 50 years old graduated internship/residency in therapy, professional experience of more than 20 years, with professional retraining about 10 years ago, working in state medical organization, no academic degree.The activities were proposed considering gender and age specifics, professional characteristics of general practitioners, directed to increasing efficiency and comfort of training.

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Santos, Itamar de Souza, Joaquim Edson Vieira, and Maria do Patrocínio Tenório Nunes. "Length of internship influences performance on medical residency exam." Revista da Associação Médica Brasileira 55, no. 6 (2009): 744–48. http://dx.doi.org/10.1590/s0104-42302009000600021.

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Patrick, S., G. Mastoras, and A. Krywenky. "MP24: The University of Ottawa's Department of Emergency Medicine pre-internship boot camp: a descriptive review." CJEM 21, S1 (May 2019): S50—S51. http://dx.doi.org/10.1017/cem.2019.159.

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Innovation Concept: Emergency Medicine (EM) residency programs in Canada have transitioned to competency based medical education and the first stage of the curriculum focuses on standardizing learner competency. Pre-internship boot camps provide a focused opportunity to assist with this standardization prior to residency training. The objective of this descriptive review was to describe our institution's EM pre-internship boot camp in the context of current literature and to summarize the state of EM boot camp curricula across all reported EM residency programs. Methods: The description of our two-day boot camp included its curriculum design, required preparation and resources, and a detailed timeline of each day's events. To compare our boot camp to current literature, a comprehensive search of both primary and gray literature was performed. Curriculum, Tool or Material: Our institution's boot camp is two days of teaching focused on clinical knowledge and procedural competency, with a large component centered on simulation. Day one consisted of an introduction to the boot camp, a review of crisis resource management principles and advanced cardiac life support (ACLS) algorithms, ACLS simulation sessions, and small group skill sessions on common emergency department procedures. Day two contained a point of care ultra sound lecture, an ultrasound guided central venous catheterization session, pigtail and chest tube insertion sessions, and high-fidelity simulation cases. In comparison to the other pre-internship boot camps that were identified in the literature, our boot camp offers a unique focus and format. Conclusion: This review is the first to report on an EM-specific boot camp at a non-American institution, and it provides a framework for the development and refinement of pre-internship EM boot camps at other universities.

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Winter, Kelly, Karson Quinn, Stephen Helmer, and Marilee McBoyle. "Residency Prep Course Instills Confidence in Interns." Kansas Journal of Medicine 14 (June 21, 2021): 149–52. http://dx.doi.org/10.17161/kjm.vol1414919.

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Introduction. Physicians entering surgical residency often feel unprepared for tasks expected of them beginning July 1, including responding to pages, writing orders, doing procedures independently, and a multitude of other requirements. Our aim was to design a surgical boot camp to help graduating senior medical students feel more confident entering residency. Methods. A two-week intensive surgery residency prep course was conducted in the spring of 2019 at an Accreditation Council for Graduate Medical Education-accredited General Surgery residency program. The course was designed combining aspects from existing prep courses and innovative ideas tailored to resources available at our institution. Medical students participated in the Surgery Residency Prep Course as an elective at the end of their fourth year of medical school. An anonymous survey was given pre- and post-prep course completion evaluating confidence in medical knowledge, clinical skills, and surgical skills. Data were compared using Wilcoxon Signed-Rank Test. Results. Six students completed the course as a medical elective. Students felt more confident at course completion in most aspects, were significantly more confident in all areas of surgical skills taught and evaluated, and nearly all areas of medical knowledge. Subjectively, students felt as though the course was beneficial and helped them feel more prepared for starting internship. Conclusions. This course designed at our institution was successful in helping prepare and instill confidence in graduating medical students prior to starting their internship.

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Koscove, Eric M. "An applicant's evaluation of an emergency medicine internship and residency." Annals of Emergency Medicine 19, no. 7 (July 1990): 774–80. http://dx.doi.org/10.1016/s0196-0644(05)81702-0.

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Medeiros, John M. "Educational Standards for Residency Education." Journal of Manual & Manipulative Therapy 8, no. 2 (April 2000): 50. http://dx.doi.org/10.1179/106698100790819500.

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Malone, Tyler L., Zhou Zhao, Tzu-Ying Liu, Peter X. K. Song, Srijan Sen, and Laura J. Scott. "Prediction of suicidal ideation risk in a prospective cohort study of medical interns." PLOS ONE 16, no. 12 (December 2, 2021): e0260620. http://dx.doi.org/10.1371/journal.pone.0260620.

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The purpose of this study was to identify individual and residency program factors associated with increased suicide risk, as measured by suicidal ideation. We utilized a prospective, longitudinal cohort study design to assess the prevalence and predictors of suicidal ideation in 6,691 (2012–2014 cohorts, training data set) and 4,904 (2015 cohort, test data set) first-year training physicians (interns) at hospital systems across the United States. We assessed suicidal ideation two months before internship and then quarterly through intern year. The prevalence of reported suicidal ideation in the study population increased from 3.0% at baseline to a mean of 6.9% during internship. 16.4% of interns reported suicidal ideation at least once during their internship. In the training dataset, a series of baseline demographic (male gender) and psychological factors (high neuroticism, depressive symptoms and suicidal ideation) were associated with increased risk of suicidal ideation during internship. Further, prior quarter psychiatric symptoms (depressive symptoms and suicidal ideation) and concurrent work-related factors (increase in self-reported work hours and medical errors) were associated with increased risk of suicidal ideation. A model derived from the training dataset had a predicted area under the Receiver Operating Characteristic curve (AUC) of 0.83 in the test dataset. The suicidal ideation risk predictors analyzed in this study can help programs and interns identify those at risk for suicidal ideation before the onset of training. Further, increases in self-reported work hours and environments associated with increased medical errors are potentially modifiable factors for residency programs to target to reduce suicide risk.

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Tribble, Curtis G. "On Becoming a Surgical Intern: Navigating the Lurch from Medical School to Internship." Heart Surgery Forum 21, no. 5 (October 3, 2018): E423—E431. http://dx.doi.org/10.1532/hsf.2221.

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There are three major transitions in the educational trajectory of those heading into a career in surgery. The first transition is from the first year or two of medical school to the clerkships of the third year. The second is the transition from medical school into the first postgraduate year of residency training. The third, which is widely held to be the toughest transition of all, is from residency into independent practice. This review, which could be called ‘a rookie’s survival guide,’ will address the second of those ‘lurches,’ that of the transition from medical school into a surgical internship.

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Al Kuwaiti, Ahmed, and Arun V. Subbarayalu. "Factors Influencing Interns’ Satisfaction with the Internship Training Programme Offered at Saudi Medical Schools." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 2 (June 28, 2020): 209. http://dx.doi.org/10.18295/squmj.2020.20.02.012.

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Objectives: This study aimed to assess the perceptions of medical interns with regards to the internship training programme offered at Saudi medical schools and to explore factors influencing their overall satisfaction with this progamme. Methods: This exploratory study was conducted at four medical schools in Saudi Arabia between July 2017 and June 2018. All medical interns undergoing internship training at the selected medical schools during the 2017–2018 academic year were invited to participate in the survey. A questionnaire covering 10 internship dimensions and including a total of 76 items and one global item was designed to assess the medical interns’ satisfaction with the training programme. Results: A total of 295 interns returned completed questionnaires (response rate: 92%). Overall, the interns’ satisfaction with all 10 internship dimensions was high (mean score: ≥3.6). A multiple regression analysis indicated that various factors were significant predictors of medical interns’ overall satisfaction with the internship training programme, including orientation, training site services, supervision, relationships with their superiors and hospital activities (P <0.050 each). Conclusion: Medical interns were highly satisfied with the internship training programme offered at Saudi medical schools, with various factors found to significantly influence overall satisfaction. The findings of this study may help policymakers in Saudi Arabia to improve the internship training programme so as to ensure medical interns’ overall satisfaction and potentially improve their learning outcomes and clinical training.Keywords: Undergraduate Medical Education; Internship and Residency; Attitudes; Clinical Competence; Saudi Arabia.

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Cai, Fei, Sarah Santiago, Elizabeth Southworth, Alyssa Stephenson-Famy, Emily Fay, Eileen Y. Wang, and R. Nicholas Burns. "Does the Degree Matter? MD and DO Students Who Match Into OB/GYN Report Different Experiences in US Undergraduate Medical Education." Journal of Graduate Medical Education 15, no. 4 (August 1, 2023): 500–504. http://dx.doi.org/10.4300/jgme-d-22-00693.1.

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Background Although allopathic (MD) and osteopathic (DO) students have similar curricular requirements, little is known about differences in MD and DO preparedness for obstetrics and gynecology (OB/GYN) residency. Objective To assess differences in experiences and confidence of MD vs DO students who matched to OB/GYN. Methods This cross-sectional survey study was open to all fourth-year medical students who matched to OB/GYN in the United States in April 2021. The survey included demographic data, clinical experiences, confidence (5-point sliding scale), and a 11-item knowledge test. Survey responses were compared to assess for disparities in experiences and confidence. Results Survey response rate was 72.0% (1057 of 1469) students matched to OB/GYN postgraduate year 1 positions. Of the 871 MD and 175 DO responding students, MDs were more likely to have clerkships ≥6 weeks (78.1% vs 15.4%; P<.001) and a home sub-internship (92.0% vs 53.4%; P<.001). DOs reported more hands-on experiences with procedures (MD median=35 [20-35] vs DO median=40 [25-65]; P=.002). There was no difference in self-reported confidence in knowledge, technical skills, or having a realistic sense of internship, and no difference in baseline knowledge test scores. DOs felt less confident about their medical school preparation (aOR 0.40; 95% CI 0.25-0.66; P<.001) and were more likely to perceive inequity of residency preparation (aOR 1.88; 95% CI 1.18-3.00; P=.002). Conclusions MD students matched to US OB/GYN residency programs reported longer clerkship and more home sub-internships, while DO students reported more hands-on experiences. Despite reporting similar confidence in knowledge and skills, DO students felt less prepared for internship.

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Ray, Trisha. "Teacher Preparation Matters." Texas Educator Preparation 7, no. 1 (July 17, 2023): 11–26. http://dx.doi.org/10.59719/txep.v7i1.2.

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The current mixed-methods study investigated retention rates of teachers who participated in a year-long residency preparation program on a single campus with a population reflecting 94% low-socioeconomic and 88% minority students. Participants had 9 to 17 years of experience in the profession. Quantitative data showed a statistical difference when comparing state data with the year-long internship retention rates over the initial five years. Findings from surveys and interviews with high-achieving interns showed that a year-long residency best prepares teachers to be day-one ready and supports longevity in the career.

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Hogg, Andy, and Cindy Olvey. "State psychological association creates a postdoctoral residency and internship training program." Professional Psychology: Research and Practice 38, no. 6 (December 2007): 705–13. http://dx.doi.org/10.1037/0735-7028.38.6.705.

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Dharssi, Shazia, Fasika A. Woreta, and Michael V. Boland. "Ophthalmology Applicant Perceptions of Two Residency Application Services: The San Francisco Match Central Application Service and Electronic Residency Application Service." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e188-e194. http://dx.doi.org/10.1055/s-0040-1717065.

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Abstract Purpose Given ophthalmology residency programs are transitioning to include the internship year, either through “joint” or “integrated” 4-year programs, we set out to identify applicant preferences regarding the match and their experiences with two residency application systems: (1) the Central Application Service (CAS) and (2) the Electronic Residency Application Service (ERAS). Design This study is designed as a retrospective repeated cross-sectional survey. Methods A 15-question online survey was sent to 196 and 461 applicants to the 2019 and 2020 ophthalmology match cycles, respectively. Questions from the survey assessed user experiences with specific components of both application services and evaluated preferences regarding the future of the ophthalmology match. Results Responses were received from 208 (32%) applicants. A majority of users had positive experiences with both application services; for CAS, 162 (78%) applicants had a positive experience, compared with 111 (53%) for ERAS. When compared directly, applicants favored the CAS (60%) to ERAS (21%). Furthermore, 108 (52%) respondents stated that they would prefer ophthalmology continue to use both the CAS and ERAS, while 47 (23%) respondents indicated a desire for the CAS to become the only application system for both matches. Conclusion Although half of all respondents prefer that both the CAS and ERAS systems are utilized for the match process, many express a desire for a single matching program. As ophthalmology residency programs move to joint and integrated 4-year programs, the complexity of matching will increase. Further evaluation of applicant preferences during this transition phase is needed as applicants are required to apply to a variety of different joint and integrated internship and ophthalmology programs.

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Proudfoot, Allison, Daphne Lordly, Barb Anderson, and Doris Gillis. "Enhanced Dietetics Education Through Collaboration: A Study to Identify Opportunities." Canadian Journal of Dietetic Practice and Research 75, no. 2 (July 2014): 101–4. http://dx.doi.org/10.3148/75.2.2014.101.

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With the aim of enhancing dietetics education in Nova Scotia, key stakeholders were engaged in identifying current practice issues along with opportunities for collaboration to address them. A survey containing five open-ended questions was distributed by email to a purposive sample of 24 participants affiliated with three universities with dietetics programs. Participants fell into five categories: internship coordinators, dietetics educators, recent internship graduates, current interns, and prospective interns. The response rate was 58%. Data were thematically analyzed through a process of constant comparison. Primary themes emerged, which reflected survey participants’ concerns about three current practice issues: province-wide standards, internship placement availability, and the overall educational experience. Additional comments suggested that overall dietetic educational experiences could be improved if relevant clinical experiences were offered and preceptor workloads were accommodated. The creation of province-wide standards for assessing interns’ level of competency was perceived to offer multiple benefits, including decreased preceptor workloads. Participants believed that collaborative actions might increase internship placements and improve the overall dietetic internship experience for interns and preceptors.

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Teeters, Janet L. "New ASHP pharmacy residency accreditation standards." American Journal of Health-System Pharmacy 63, no. 11 (June 1, 2006): 1012–18. http://dx.doi.org/10.2146/ajhp060091.

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Rivero, Steven, Joseph Ippolito, Maximilian Martinez, Kathleen Beebe, Joseph Benevenia, and Wayne Berberian. "Analysis of Unmatched Orthopaedic Residency Applicants: Options After the Match." Journal of Graduate Medical Education 8, no. 1 (February 1, 2016): 91–95. http://dx.doi.org/10.4300/jgme-d-15-00176.1.

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ABSTRACT Background Orthopaedic surgery is one of the most competitive specialties, resulting in many applicants going unmatched. Many unmatched applicants pursue a preliminary internship or research fellowship, but whether these activities make them more successful in subsequent match cycles has not been studied. Objective To determine the effectiveness of activities during the intervening period on match success in a subsequent cycle. Methods After reviewing rank order lists for our program and National Resident Matching Program correspondence from 1994 to 2013, we identified 198 of 1216 ranked applicants (16.3%) who did not initially match. Of these, 57 applicants who matched through the Supplemental Offer and Acceptance Program did not reapply to orthopaedics or trained overseas. Results Of 141 reapplicants, 56 matched into orthopaedic surgery, with 87.5% (P < .001) matching at a program in the same region where they had either completed their medical degree or postgraduate year, and 37.5% matching at their home institution (P < .001). Successful reapplicants after a research fellowship had a significantly higher number of publications than unsuccessful reapplicants (P < .05). There was no significant difference in success after research or internship (P = .80) and no significant difference in success rates for US versus international reapplicants (P = .43). Conclusions Success of reapplication into orthopaedic surgery may be less dependent on the route taken during the interim period, and more dependent on developing relationships with faculty at a local or regional institution.

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Jones, Faye R., Marcia A. Mardis, Charles R. McClure, Jinxuan Ma, Chandrahasa Ambavarapu, and Laura I. Spears. "Work-integrated learning (WIL) in information technology." Higher Education, Skills and Work-Based Learning 7, no. 4 (November 13, 2017): 394–407. http://dx.doi.org/10.1108/heswbl-08-2017-0046.

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Purpose The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for four-year IT programs. Design/methodology/approach The researchers text mined specified skills from 86 internship postings and compared them to the competencies outlined in the ACM/IEEE Body of Knowledge. Findings Results indicated that students can expect to gain experience and exposure to both technical and general competencies. Though research and policy relating to technical fields have emphasized professional competencies such as teamwork, communication, and professionalism, this analysis suggested that the internship postings greatly emphasized technical skills at the expense of general competencies. Research limitations/implications The most frequently occurring competencies suggest future research opportunities for considering contextual factors of internship sites. The researchers conclude with implications for using text mining as a tool for comparing internship intent vs outcomes as well as suggestions for policies, standards, and curricula worthy of further exploration. Originality/value Employers, educators, and professionals agree that internships offer a promising means to link course content and practical workplace skills, especially in technical fields like IT. However, less clear are the ingredients of effective IT internships.

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Plante, Thomas G. "The clinical internship: A call for national standards." Professional Psychology: Research and Practice 19, no. 1 (1988): 3. http://dx.doi.org/10.1037/0735-7028.19.1.3.b.

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Habizhanova, V. B., and N. A. Talkimbaeva. "Simulation Training in Preparing General Physician." Virtual Technologies in Medicine, no. 1 (March 22, 2023): 45–47. http://dx.doi.org/10.46594/2687-0037_2023_1_1613.

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The article presents modern methods of simulation training in the preparation of a general practitioner at different levels of education — undergraduate, internship, residency at S. D. Asfendiyarov Kazakh National Medical University. The technology “Virtual Patient” on the interactive platform “AcademiX3D” is described, which contributes to the development of clinical thinking among students, increases the effectiveness of training and the quality of training of graduates of medical universities.

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Cullen, Michael W., Darcy A. Reed, Andrew J. Halvorsen, Christopher M. Wittich, Lisa M. Baumann Kreuziger, Mira T. Keddis, Furman S. McDonald, and Thomas J. Beckman. "Selection Criteria for Internal Medicine Residency Applicants and Professionalism Ratings During Internship." Mayo Clinic Proceedings 86, no. 3 (March 2011): 197–202. http://dx.doi.org/10.4065/mcp.2010.0655.

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Hernandez, Stephen H. A., Marisa A. Francis, and Donna Winn. "Employment and Retention of Nurses Who Completed an Internship and Residency Program." Journal of Continuing Education in Nursing 51, no. 11 (November 1, 2020): 504–8. http://dx.doi.org/10.3928/00220124-20201014-06.

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Baker, Stephen R., Gauri S. Tilak, and Uma Thakur. "Critique of the Transitional Year Internship and Its Relationship to Radiology Residency." Academic Radiology 15, no. 5 (May 2008): 662–68. http://dx.doi.org/10.1016/j.acra.2007.12.006.

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Tschopp, Molly K., and Julie A. Chronister. "Clinical and Applied Experience in Rehabilitation Counselor Education." Rehabilitation Research, Policy, and Education 22, no. 4 (August 1, 2008): 295–306. http://dx.doi.org/10.1891/2168-6653.22.4.295.

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Applied training of pre-practicum, practicum, and internship are important gateway experiences for rehabilitation counselors-in-training. Counselor educators and supervisors must be aware of requirements and expectations of counselor-in-training supervision and common ethical issues specific to these clinical experiences of rehabilitation counselors-in-training and their supervisors/faculty. The authors identify and discuss the CORE standards for practicum and internship in the preparation of rehabilitation counselors. Information is presented on the preparation phase, mandatory aspects of fieldwork and implications for curriculum standards, as well as supervision, and ethical and legal issues.

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Kim, Erin, Brandy R. Sinco, Joan Zhao, Yu Fang, Carrie Cunningham, Elena Frank, Srijan Sen, Amy Bohnert, and Tasha M. Hughes. "Duration of New-Onset Depressive Symptoms During Medical Residency." JAMA Network Open 7, no. 6 (June 21, 2024): e2418082. http://dx.doi.org/10.1001/jamanetworkopen.2024.18082.

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ImportanceThe implications of new-onset depressive symptoms during residency, particularly for first-year physicians (ie, interns), on the long-term mental health of physicians are unknown.ObjectiveTo examine the association between and persistence of new-onset and long-term depressive symptoms among interns.Design, Setting, and ParticipantsThe ongoing Intern Health Study (IHS) is a prospective annual cohort study that assesses the mental health of incoming US-based resident physicians. The IHS began in 2007, and a total of 105 residency programs have been represented in this national study. Interns enrolled sequentially in annual cohorts and completed follow-up surveys to screen for depression using the 9-item Patient Health Questionnaire-9 (PHQ-9) throughout and after medical training. The data were analyzed from May 2023 to March 2024.ExposureA positive screening result for depression, defined as an elevated PHQ-9 score of 10 or greater (indicating moderate to severe depression) at 1 or more time points during the first postgraduate year of medical training (ie, the intern year).Main Outcomes and MeasuresThe main outcomes assessed were mean PHQ-9 scores (continuous) and proportions of physicians with an elevated PHQ-9 score (≥10; categorical or binary) at the time of the annual follow-up survey. To account for repeated measures over time, a linear mixed model was used to analyze mean PHQ-9 scores and a generalized estimating equation (GEE) was used to analyze the binary indicator for a PHQ-9 score of 10 or greater.ResultsThis study included 858 physicians with a PHQ-9 score of less than 10 before the start of their internship. Their mean (SD) age was 27.4 (9.0) years, and more than half (53.0% [95% CI, 48.5%-57.5%]) were women. Over the follow-up period, mean PHQ-9 scores did not return to the baseline level assessed before the start of the internship in either group (those with a positive depression screen as interns and those without). Among interns who screened positive for depression (PHQ-9 score ≥10) during their internship, mean PHQ-9 scores were significantly higher at both 5 years (4.7 [95% CI, 4.4-5.0] vs 2.8 [95% CI, 2.5-3.0]; P &lt; .001) and 10 years (5.1 [95% CI, 4.5-5.7] vs 3.5 [95% CI, 3.0-4.0]; P &lt; .001) of follow-up. Furthermore, interns with an elevated PHQ-9 score (≥10) demonstrated a higher likelihood of meeting this threshold during each year of follow-up.Conclusions and RelevanceIn this cohort study of IHS participants, a positive depression screening result during the intern year had long-term implications for physicians, including having persistently higher mean PHQ-9 scores and a higher likelihood of meeting this threshold again. These findings underscore the pressing need to address the mental health of physicians who experience depressive symptoms during their training and to emphasize the importance of interventions to sustain the health of physicians throughout their careers.

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Chu, Larry F., Lynn K. Ngai, Chelsea A. Young, Ronald G. Pearl, Alex Macario, and T. Kyle Harrison. "Preparing Interns for Anesthesiology Residency Training: Development and Assessment of the Successful Transition to Anesthesia Residency Training (START) E-Learning Curriculum." Journal of Graduate Medical Education 5, no. 1 (March 1, 2013): 125–29. http://dx.doi.org/10.4300/jgme-d-12-00121.1.

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Abstract Background The transition from internship to residency training may be a stressful time for interns, particularly if it involves a change among programs or institutions after completing a preliminary year. Objective We explored whether an e-learning curriculum would increase interns' preparedness for the transition to the first year of clinical anesthesiology training and reduce stress by improving confidence and perceived competence in performing professional responsibilities. Intervention We tested a 10-month e-learning program, Successful Transition to Anesthesia Residency Training (START), as a longitudinal intervention to increase interns' self-perceived preparedness to begin anesthesiology residency training in a prospective, observational study and assessed acceptance and sustainability. After a needs assessment, we administered the START modules to 22 interns, once a month, using an integrated learning management and lecture-capture system. We surveyed interns' self-assessed preparedness to begin anesthesiology residency before and after completing the START modules. Interns from the prior year's class, who did not participate in the online curriculum, served as controls. Results After participation in the START intervention, self-assessed preparedness to begin residency improved by 72% (P = .02). Interns also felt more connected to, and had improved positive feelings toward, their new residency program and institution. Conclusion Participation in our novel 10-month e-learning curriculum and virtual mentorship program improved interns' impression of their residency program and significantly increased interns' subjective assessment of their preparedness to begin anesthesiology residency. This e-learning concept could be more broadly applied and useful to other residency programs.

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Israel, Emily N., and Isaac A. Smith. "Five-Year Review of a Pediatric Pharmacy Internship Program." Journal of Pediatric Pharmacology and Therapeutics 27, no. 8 (November 17, 2022): 690–94. http://dx.doi.org/10.5863/1551-6776-27.8.690.

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Pharmacy internship programs improve job readiness for pharmacy learners. Pediatric-focused programs are not well described in the literature and represent only a small subset of pharmacy internships; furthermore, they offer unique experiences for learners with a strong interest in pediatrics. To better meet this need, a paid pediatric pharmacy internship was implemented in 2017 for rising second- and third-year professional pharmacy students. The program provides high-quality inpatient experience to pharmacy students with a strong interest in pediatrics via a 10-week, full-time summer program and ongoing weekend shifts throughout the academic year. Key focus areas of the internship include clinical shadowing and topic discussions, completing medication histories, research activities, and inpatient pharmacy triage. This program offers a multifaceted approach to providing interns with health-system experience and prepares learners for future careers in clinical and health-system pharmacy. To date, 100% of the 6 former interns who have graduated from pharmacy school have obtained residency positions. Furthermore, a permanent medication history technician role was created secondary to the positive response to interns providing this service.

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Twine, Nicole, and Sandra Cesario. "Experience of nurse practitioners transitioning into independent practice: A qualitative study." Journal of Nursing Education and Practice 9, no. 12 (August 23, 2019): 41. http://dx.doi.org/10.5430/jnep.v9n12p41.

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Objective: The purpose of this phenomenological study was to explore and describe the role transition of new Nurse Practitioners (NPs) following participation in an internship program with simulated learning to better understand the barriers and facilitators of achieving an autonomous role as an NP.Methods: In a large academic research medical center in Houston, Texas, purposive sampling was used to recruit a sample of 14 acute care NPs who had recently participated in a pre-graduate internship program. Demographic data were collected and in-depth, one-on-one interviews were conducted using a semi-structured interview guide. The interviews were audio-recorded and transcribed verbatim. Colaizzi’s process for phenomenological data analysis was used.Results: Four themes emerged from the analysis of the interviews: Putting on My NP Shoes, which described the participants’ statements about progression in their new role; We’re Only as Good as We Train, which described the participants’ statements about how NPs are trained to practice compared with other professionals; My Internship Prepared Me, which described how additional education and exposure to an internship program prepared the participants for entry into practice; and Relationships Provided Success, which described the participants’ statements about building collaborative relationships with physicians and staff that impacted their transition.Conclusions: The findings from this phenomenological study will provide knowledge to develop or adapt educational programs for NPs and to further develop internship or postgraduate residency programs for advance practice nurses.

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Bodrov, A. V. "RESIDENCY: TOWARDS NEW FEDERAL STATE EDUCATIONAL STANDARDS." Medical Education and Professional Development 12, no. 1 (2021): 125–40. http://dx.doi.org/10.33029/2220-8453-2021-12-1-125-140.

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Akchurin, S. V., Yu A. Yuldashbaev, G. P. Dyulger, I. V. Akchurina, M. E. Obukhova, E. S. Latynina, and Ya M. Khrenova. "Economic and social importance of residency for improving the quality of experts in the field of veterinary medicine." Agrarian science, no. 10 (December 16, 2022): 162–67. http://dx.doi.org/10.32634/0869-8155-2022-363-10-162-167.

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Relevance: In Russia, the issue of conducting an experiment on the implementation of educational programs of residency in veterinary medicine is being discussed. The purpose of the study is to determine the potential relevance of the residency program "Veterinary Medicine" among students of specialty 36.05.01 Veterinary Medicine.Methods. The survey method was used to conduct the study. The questionnaire was posted on the "Google forms" platform. The link to the questionnaire was distributed among students of the 1–5th year of the specialty 36.05.01 Veterinary Medicine through ads on social networks.Results. It was revealed that 40,7% of students of specialty Veterinary Medicine are considering admission to residency. The leading motives for continuing training in residency are: obtaining deeper knowledge and professional skills in the field of interest and increasing competitiveness in the labor market (to take a position of interest, etc.). According to respondents, the veterinary residency program should have a number of characteristics: free tuition; program of interest to students; mixed attendance mode; it is desirable that training would take place in the same city in which the training for specialist›s degree took place. The main reasons why students do not want to continue their studies in residency are: not seeing meaning in formal education at a university if there is an opportunity to study under flexible internship programs and special courses; the desire to try their hand at work; the need to earn a living.

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Hatcher, Robert L. "New quality standards for internship training: Implications for doctoral programs, students, the internship match, and beyond." Training and Education in Professional Psychology 7, no. 3 (August 2013): 185–94. http://dx.doi.org/10.1037/a0033590.

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Narvios, Leahlou E., Hubert G. Quiñones, and Florenda B. Gabuya. "Hospitality management program evaluations: Bases for curriculum enhancement." Brazilian Journal of Science 2, no. 12 (June 24, 2023): 10–18. http://dx.doi.org/10.14295/bjs.v2i12.386.

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Global standards in Hospitality Management in terms of academic learning and practical skills are very stiff competition in the industry. Interns' level of performance due to the individual KSA (Knowledge, Skill, and Attitude) evaluation CTU-Main HM collected. However, the internship performance of the Trainee depends individually in terms of KSA. A quantitative method structured questionnaire and distributed to evaluate how the individual factors of interns that would help determine the curriculum enhancement based on the results. Essential insights that advance understanding of the eﬃcient design and informed management of internship programs based on evaluations among students can be invaluable in measuring outcomes from the internship program and the entire professional instruction program for future Hospitality Management professionals. It provides perspectives on coursework, activities, and suggested curriculum changes. Integrating program and internship assessment is appropriate since internships are part of the program. It attempted to explore the academic performance and internship performance in terms of KSA and personality of hospitality management students by examining their capacity before the internship and their skills enhancement needed for the internship experience following its completion. It reveals that an interaction that inﬂuence the individual factors is essential in shaping student expectations of the internship. Individual and organizational factors regarded as inﬂuencers on interns' experience, training factors about the transition of environment that regulate interns' experience and characteristics serve as mediators to the internship experience.

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Ely, Stephen, and Curt Tribble. "The White Coat Ceremony: Welcome to the Medical Profession." Heart Surgery Forum 25, no. 6 (December 30, 2022): E843—E848. http://dx.doi.org/10.1532/hsf.5397.

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We have written about a number of the transitions, or ‘lurches,’ that most of us in medicine encounter as we move through the various stages of education and training in our profession. Some of our prior musings have addressed the transition into a Surgery Clerkship or a Surgery externship in the third or fourth years of medical school, respectively, as well as transitions into internship, the senior years of a Surgery residency, and a new job after completing Thoracic Surgery training. [Tribble: 2019, 2021, 2018, 2021, 2022].

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Lutfia, Dinar Dinasty, and Dedi Rianto Rahadi. "Analisis Internship Bagi Peningkatan Kompetensi Mahasiswa." Jurnal Ilmiah Manajemen Kesatuan 8, no. 3 (December 5, 2020): 199–204. http://dx.doi.org/10.37641/jimkes.v8i3.340.

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Abstract:

The most important aspect in undergoing an internship (internship) is to produce students who are more ready to undergo the world of work and professionally, which is carried out through internship activities. With internship activities, students can find out what skills they have so far. This study aims to determine the effect of internships on student competencies. This type of research uses qualitative research, namely, the data obtained is theory development and describes theory. The data collection technique was carried out using observation and interviews which were conducted through question and answer between the researcher and the resource person. The results of the case studies show that the internship program has a very meaningful role or contribution for students to improve the competence of soft skills & hard skills. And it also shows that the habits and attitudes that students have are very important compared to the knowledge and skills that can be obtained in a short time and increasing student competence through apprenticeship programs can reach professional standards and serve as a provision for experience for working in the next place. Keywords : Internship, competence, soft skill, hard skill

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Journal articles on the topic 'Internship and residency – standards'

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