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Artykuły w czasopismach na temat "Internship and residency – standards"
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Darras, Kathryn E., Rebecca Spouge, Anique de Bruin, et al. "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 (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 (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 (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 (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, et al. "The Helsinki Declaration on Patient Safety in Anesthesia – Russian Experience: a Questionnaire Survey." Messenger of ANESTHESIOLOGY AND RESUSCITATION 19, no. 4 (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 (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 (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.
Rozprawy doktorskie na temat "Internship and residency – standards"
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Boyer, Susan. "Impact of Nurse Residency Program on Transition to Specialty Practice." Thesis, American Sentinel University, 2016. http://hdl.handle.net/10919/73486.
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While academic nursing programs teach the concepts and theory of providing care, these programs cannot provide sufficient experiential learning to prepare the nurse for all that might be faced in diverse clinical practice settings. As a result, each nurse faces transition to practice hardships with the first nursing role and again each time the clinical setting changes. The Specialty Nurse Residency intervention offers support and instruction during the crucial transition period. Efficacy of the intervention is evaluated based on data analysis from pre and post-intervention survey responses. This quantitative, descriptive study solicits feedback from experienced staff to answer the question: Are the positive outcomes of the Specialty Nurse Residency program reproducible in specialty units other than the Burn ICU as evidenced by preceptor, manager and educator feedback before and after program implementation? The intervention engages new-to-specialty nurses within an evidence-based support system that validates competence and development of clinical reasoning skills. Preceptor development and support are key elements of intervention and program delivery, as these crucial staff members safeguard program and learner success.<br>Doctorate of Nursing Practice
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Hager, Cassandrea Jane. "Developing standards for undergraduate university construction education internship programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2294.
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Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students?? education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next ?? in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education.
This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences.
And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs.
Three constituencies were surveyed: 1) university undergraduate construction programs, 2) construction companies, and 3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record??s ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate.
Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean.
Based on the findings of this study, it was concluded that a set of ??best-practices?? guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.
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Novak, Timothy S. "Vital Signs of U.S. Osteopathic Medical Residency Programs Pivoting to Single Accreditation Standards." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690580.
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<p> Osteopathic physician (D.O.) residency programs that do not achieve accreditation under the new Single Accreditation System (SAS) standards by June 30, 2020 will lose access to their share of more than $9,000,000,000 of public tax dollars. This U.S. Centers for Medicare & Medicaid Services (CMS) funding helps sponsoring institutions cover direct and indirect resident physician training expenses. A significant financial burden would then be shifted to marginal costs of the residency program’s sponsoring institution in the absence of CMS funding. The sponsoring institution’s ability or willingness to bare these costs occurs during a time when hospital operating margins are at historic lows (<i>Advisory.com /Daily Briefing /May 18, 2017 | The Daily Briefing / Hospital profit margins declined from 2015 to 2016, Moody's finds</i>). Loss of access to CMS funding may result in potentially cataclysmic reductions in the production and availability of primary care physicians for rural and urban underserved populations. Which osteopathic residency programs will be able to survive the new accreditation requirement changes by the 2020 deadline? What are some of the defining attributes of those programs that already have achieved <i>“initial accreditation” </i> under the new SAS requirements? How can the osteopathic programs in the process of seeking the new accreditation more effectively “pivot” by learning from those programs that have succeeded? What are the potential implications of SAS to both access and quality of health care to millions of Americans? This report is based upon a study that examined and measured how osteopathic physician residency programs in the U.S. are accommodating the substantive structural, financial, political and clinical requirements approximately half way through a five-year adaptation period. In 2014, US Graduate Medical Education (GME) physician program accreditation systems formally agreed to operate under a single accreditation system for all osteopathic (D.O) and allopathic (M.D.) programs in the U.S. Since July 1, 2015, the American Osteopathic Association (AOA) accredited training programs have been eligible to apply for Accreditation Council for Graduate Medical Education (ACGME) accreditation. This agreement to create a Single Accreditation System (SAS) was consummated among the AOA, the American Association of Colleges of Osteopathic Medicine (AACOM) and ACGME with a memorandum of understanding. As this research is published, the ACGME is transitioning to be <i>the</i> single accreditor for <i>all</i> US GME programs by June 30, 2020. At that time, the AOA would fully relinquish all its GME program accreditation responsibilities. The new SAS operates under published ACGME guidelines and governance. Business policy and health care resource allocation question motivated this research. Failure of osteopathic programs to “pivot” to the new standards could result in fewer licensed physicians being produced in the high demand primary care field. Potential workforce shortage areas include urban and especially rural populations (<i>CRS Report 7-5700 R44376 Feb 12, 2016</i>). Large physician shortages already have been projected to care for a rapidly aging US population without considering the impact of the GME accreditation changes currently underway (<i>Association of American Medical Colleges 2017 Key Findings report www.aamc.org/2017projections</i>). The goal of this research is to provide osteopathic GME programs practical insights into characteristics of a sample of osteopathic GME programs that have successfully made the “pivot” into SAS requirements and been accredited by ACGME and those that have not. The study seeks to better understand the experiences, decisions, challenges and expectations directly from osteopathic programs directors as they strive to meet the realities of the new SAS requirements. Do programs that are already accredited differ significantly from those that have not? How do characteristics such as program size, geographic locations, clinical program components, program sponsor structure, number and experience of faculty and administration, cost planning and perceived benefits of the movement to SAS factor into successfully meeting the new requirements before the 2020 closing date? A cross-sectional research survey was designed, tested and deployed to a national sample of currently serving osteopathic GME program directors. The survey elicited data about each program’s “pivot” from AOA GME accreditation practices and guidelines to the new Single Accreditation System (SAS). The survey instrument was designed to obtain information about patterns in osteopathic GME program curricula, administrative support functions, faculty training, compliance requirements and program director characteristics shared by those programs that have been granted <i>“initial accreditation” </i> by the Accreditation Council for Graduate Medical Education (ACGME) who administer SAS. Thirty five (35) osteopathic GME program directors responded to the 26 question survey in June 2017. Descriptive statistics were applied and central tendency measures determined. The majority of survey respondents were Doctors of Osteopathic Medicine (D.O.s) from specialty residency programs sponsoring an average of 16 residents. (Abstract shortened by ProQuest.) </p><p>
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Bomfim, Andrà Luis Benevides. "MacrocompetÃncias para o currÃculo dos programas de residÃncia em medicina de famÃlia e comunidade de Fortaleza, CearÃ." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13674.
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nÃo hÃ<br>The lack of a skills-based curriculum to guide and qualify the residents` education is a reality in several Residency programs in the country. This vulnerability has been discussed by residents, preceptors and coordination of the residency program of family and community medicine (PRMFC), which generated the need of the development of this research. This fact brings the following vulnerabilities: lack of clarity of the learning objectives, educational strategies and the evaluation to be addressed to the residents. Initially, a literature review of the competency-based curricula and a review of documents prepared by associations, societies and professional bodies were conducted. Then we conducted a teacher training course for the preceptors of the PRMFC, with discussions on the theoretical bases of the competency-based curriculum; active learning methodologies; planning and conducting educational activities and strategies; and learning evaluation. After this training, workshops were held for the development of an array of macro competencies. This work trained 12 preceptors of PRMFC and allowed the construction of an array of macro competencies. It will surely facilitate the teaching-learning process in a two-year Residency Program, evaluating the skills of the residents at the end of the course, which guarantees to society a professional able to develop its actions. With a competency-based curriculum specific designed for Family Medicine and for Primary Health Care, we wish to reorient the teaching-learning processes of residents and preceptors to qualify clinical practice.<br>A falta de um currÃculo baseado em competÃncias para nortear e qualificar o ensino dos residentes à uma realidade em vÃrios os Programas de ResidÃncia no paÃs. Esta vulnerabilidade foi problematizada por residentes, preceptores e coordenaÃÃo do Programa de ResidÃncia de Medicina de FamÃlia e Comunidade (PRMFC), o que gerou a necessidade do desenvolvimento deste estudo. Este fato traz as seguintes vulnerabilidades: falta de clareza dos objetivos de aprendizado, das estratÃgias educacionais e de avaliaÃÃo a serem abordadas. Inicialmente foi realizada uma revisÃo da literatura sobre os currÃculos baseados em competÃncia e uma anÃlise dos documentos elaborados por associaÃÃes, sociedades e entidades profissionais. Em seguida foi realizado um curso de formaÃÃo docente para os preceptores do PRMFC, com discussÃes sobre as bases teÃricas do currÃculo baseado em competÃncia; metodologias ativas de aprendizagem; planejamento e conduÃÃo de estratÃgias e atividades educacionais; e avaliaÃÃo da aprendizagem. ApÃs a capacitaÃÃo foram realizadas oficinas de desenvolvimento de uma matriz de macrocompetÃncias. Esta trabalho traz como produtos a capacitaÃÃo de 12 preceptores do PRMFC e a construÃÃo de uma matriz de macrocompetÃncias. Certamente irà para favorecer o processo de ensino-aprendizagem nos dois anos de programa, avaliando as competÃncias dos residentes no final do curso, o que garante para a sociedade um profissional apto para desenvolver as suas aÃÃes. Com um currÃculo baseado em competÃncias necessÃrias para MFC e APS desejamos reorientar os processos de ensino-aprendizagem dos residentes e preceptores para qualificar a prÃtica.
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Teitelbaum, Jennifer. "UCSF MOUNT ZION: The Closure of a Teaching Hospital and Its Primary Care Residency Program." Yale University, 2003. http://ymtdl.med.yale.edu/theses/available/etd-07012003-151744/.
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In November 1999, financial losses led the University of California at San Francisco Medical Center (UCSF) to close all inpatient services at Mount Zion Hospital, a community teaching hospital affiliated with UCSF since 1990. As a result of the closure, Mount Zions primary care residency program (MZPC) was merged with UCSFs university-based primary care program. We examined these events in the context of three major currents in U.S. health care: containment of rising health care costs, financial pressures on teaching hospitals, and the shifting priorities in graduate medical education with respect to subspecialty medicine and primary care. As part of this descriptive study, we investigated the impact of the Mount Zion closure on all UCSF internal medicine residents who were in training at the time. Using a cross-sectional survey, we found that a majority of residents felt the closure was harmful to their training, but that reasons varied by program affiliation. Many specific areas of training remained unaffected. Low morale correlated with abandonment of generalist career plans among some primary care residents (p=0.02). We concluded that the perception of harm reflected a temporary reaction to change rather than actual harm to the quality of the programs, and that while attrition from generalism may have resulted from disillusionment by some residents, it more likely reflected a national decline in interest in primary care since 1997. We also concluded that the closure of Mount Zion and its residency program was a consequence of the shifting emphasis toward subspecialization in the U.S. and is a harbinger of further changes in that direction.
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Speller, Heather Korkosz. "Perspectives on Intern Well-Being: The Importance of Education, Support, and Professional Satisfaction." Yale University, 2010. http://ymtdl.med.yale.edu/theses/available/etd-05132010-164236/.
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The purpose of this qualitative study was to explore intern's perspectives on how the professional environment impacts their well-being. In-depth, semi-structured interviews were conducted in March and April of 2009 with seventeen interns from residency programs in a variety of specialties at an urban teaching hospital. Investigators coded interview transcripts line-by-line, and identified recurrent themes through an iterative process of analyzing tagged quotations. Three themes (each with three sub-themes) characterized aspects of the professional environment that interns perceived as impacting their well-being: 1) high-quality education (workload, work hours, and quality and quantity of teaching), 2) professional development and satisfaction (making a meaningful contribution to patient care, positive feedback and extrinsic reward, and balance of autonomy and supervision), and 3) social and emotional support from colleagues (feeling supported by the residency program, cooperative team environment, and intern community). These aspects of the professional environment have the potential to significantly impact intern well-being, and should be taken into consideration when developing new systems, interventions and policies to improve the well-being of interns.
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Kershnar, Rebecca. "Adolescent Medicine: Attitudes, Training And Experience of Pediatric, Family Medicine and Obstetric-Gynecology Residents." Yale University, 2008. http://ymtdl.med.yale.edu/theses/available/etd-08142007-140035/.
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Several studies have documented a deficiency in the delivery of preventive services to adolescents during physician visits in the United States. In many instances, a correlation has been noted between insufficient training and provision of adolescent medicine services in the practicing physician population. The American Medical Association, American Academy of Pediatrics, American Academy of Family Physicians, American College of Obstetrics and Gynecology and Society for Adolescent Medicine recommend adolescent providers deliver comprehensive health services to teenagers. This study sought to assess and compare Pediatric, Family Medicine and Obstetric-Gynecology resident perceptions of their responsibility, training, experience and comfort with providing comprehensive health care services adolescents. We asked residents to identify the following: (1) adolescent health services they considered part of their scope of practice in their respective field; (2) the level of training they had received with regard to select adolescent health services; (3) the experience they had performing select clinical activities with adolescents; and (4) their comfort with aspects of adolescent care. We further asked two questions to test resident knowledge of an adolescents right to consent to contraception or an abortion without parental notification in the state of their residency. A total of 87 residents (31 Obstetric-Gynecology, 29 Family Medicine and 27 Pediatric) were surveyed. Most residents from all three fields felt the full range of adolescent preventive and clinical services represented in the survey fell under the scope of their practice. Most residents also reported high levels of comfort with examined aspects of adolescent care. In regard to some activities, the positive scope and comfort responses were matched by high reported levels of training and experience, including defining confidentiality; counseling about eating, exercise and obesity; counseling about substance abuse; and discussing STDs, sexual partners and contraception. However, for multiple key adolescent services, considerable discrepancies existed between reported levels of training and experience and the positive responses concerning scope and comfort. In particular the results of study suggested all residents need considerably more training and experience with mental health issues, referring teenagers for substance abuse treatment, and addressing physical and sexual abuse. Overall, there were also significant differences between fields. Family Medicine residents reported the greatest potential for providing comprehensive health care. However, they suffered from the overall deficiencies in training and experience noted above. Obstetric-Gynecology residents reported deficiencies in the provision of several preventive counseling and general health services. Pediatric residents reported multiple deficiencies in the provision of sexual health services. Our results indicate, at this time and in the near future, it is unlikely that adolescents will be able to obtain the full range of recommended preventive and clinical services in a single physician visit unless residencies programs actively incorporate increased training in the full range of adolescent preventive and clinical health services.
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Landim, Simone Alves [UNIFESP]. "A vivência clínica hospitalar: significados para enfermeiros residentes em Saúde da Família." Universidade Federal de São Paulo (UNIFESP), 2009. http://repositorio.unifesp.br/handle/11600/8855.
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Publico-00201.pdf: 1635935 bytes, checksum: 72921c7c9adb27be0c88d95595380ab7 (MD5)<br>O presente estudo teve como tema de pesquisa a vivência clínica hospitalar do enfermeiro na Residência Multiprofissional em Saúde da Família. Trata-se de pesquisa qualitativa na vertente fenomenológica e almejou compreender o significado da vivência clínica hospitalar na formação do enfermeiro na Residência Multiprofissional em Saúde da Família (RMSF). O estudo foi desenvolvido no curso de Residência Multiprofissional em Saúde da Família de uma Instituição de Ensino da Cidade de São Paulo. A coleta dos dados utilizou a entrevista, tendo como população do estudo oito enfermeiros residentes. Busquei, nos discursos dos residentes suas vivências, por meio da seguinte questão norteadora: “Fale de sua vivência hospitalar, como ela se mostra na sua formação enquanto residente”? Das descrições dos sujeitos, emergiram três categorias abertas: “Aproximando a vivência hospitalar e a Atenção Primária à Saúde”; “Uma aprendizagem significativa”, “Vivenciando o cotidiano da Residência”. A vivência hospitalar é descrita como importante na formação do residente, pela possibilidade de aprimorar competências, dentre elas, a competência clínica. Dos significados atribuídos à vivência hospitalar, encontra-se a necessidade e relevância da vivência clínica hospitalar como parte integrante do currículo da Residência Multiprofissional em Saúde da Família para os enfermeiros.<br>The purpose of this study was to evaluate the hospital clinical experience of the Family Health nurse in a Multiprofessional Residency. This qualitative research in phenomenological design aimed at understanding the meaning of hospital clinical experience in the nurse’s training in a Multiprofessional Family Health Residency. The study was developed in a Multiprofessional Family Health Residency course conducted by a teaching institution in São Paulo city. The data collection was based on interviews and had as study population eight resident nurses. I investigated the residents’ experience according to their speeches, by making the following guiding question: “Talk about your hospital experience, how does it show itself in your training as a resident”? Three open categories emerged from the subjects’ descriptions: “Causing to approach the hospital experience and the Primary Health Care”; “A significant learning”, ” Experiencing the day-to-day of the Residency”. The hospital experience is described as an important issue in the resident’s training, due to the possibility of improving competences, among them, the clinical competence. Among the meanings attributed to the hospital experience, there is the need and relevance of the hospital clinical experience as an integrant part of the curriculum vitae of the Multiprofessional Family Health Residency for the nurses.<br>TEDE<br>BV UNIFESP: Teses e dissertações
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Kerr, Nathan A. "A Survey of Internship-eligible Health Service Psychology Graduate Students' Experience, Training, and Clinical Competence with Suicide." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1564157192883142.
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Ribeiro, Lucas Gaspar. "Os preceptores da Residência Médica em Medicina de Família e Comunidade do Estado de São Paulo Quem são? Onde estão? O que fazem? /." Botucatu, 2019. http://hdl.handle.net/11449/181625.
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Orientador: Eliana Goldfarb Cyrino<br>Resumo: Introdução: A Residência Médica é considerada o padrão-ouro para a formação de médicos especialistas, tanto no Brasil quanto em outros países, sendo institucionalizada oficialmente a partir de 1977 no país. Um dos programas que mais cresceu nos últimos anos, em termos de vagas ofertadas, foi o de medicina de família e comunidade. Dentro da organização dos programas de residência consta a participação de um profissional responsável pela formação, o preceptor. Esse profissional pode ser considerado o principal responsável pelo residente em medicina de família e comunidade, pois estarão juntos por 2 anos consecutivos e exercerá a função de modelo, na prática do trabalho, na formação desse profissional. Contudo, o termo preceptor pode estar bem consolidado para outras residências, mas na medicina de família e comunidade há necessidade de maior exploração sobre o papel desse profissional. Assim, se reconhece a necessidade de se conhecer as características desse profissional, sua formação, tanto técnica (dentro da área) quanto pedagógica para exercer seu papel, quais as potencialidades e desafios que esse trabalho exige e se tem algum apoio pedagógico para tal. Objetivos: Identificar o perfil dos preceptores dos programas de residência médica em medicina de família e comunidade do estado de São Paulo, conhecendo suas características pessoais, profissionais e formação. Materiais e Métodos: Estudo exploratório, de caráter qualitativo e quantitativo, no qual foram aplicados questionár... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: Introduction: The Medical Residency is considered the gold standard for the training of medical specialists, both in Brazil and in other countries, being officially institutionalized from 1977 in the country. One of the programs that most grew in recent years, in terms of vacancies offered, was the General Practice/Family Physician field. In the organization of the residency programs there is a professional responsible for the student training, the preceptor. This professional can be considered the main responsible for the resident in General Practice/Family Physician, as they will be together for two consecutive years and the preceptor will be the example, in the practice of work and in the training of this professional. However, the term “preceptor” may be well consolidated for other residences fields, but in the General Practice/Family Physician field there is a need for greater exploration on the role of this professional. Thus, it is necessary to know the characteristics of this professional, its formation, both technical (inside his area) and pedagogical, what the potentialities and challenges that this work requires and whether he has some pedagogical support. Aims: To identify the profile of preceptors in General Practice/Family Physician residency programs of the São Paulo state, knowing their personal, professional and training characteristics. Materials and Methods: This was a qualitative and quantitative exploratory study, in which questionnaires were applied to t... (Complete abstract click electronic access below)<br>Mestre
Książki na temat "Internship and residency – standards"
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Ira, Singer, Widner Shirley, American Medical Association. Section on Medical Schools., American Medical Association, American Hospital Association, and Association of American Medical Colleges., eds. On the horizon: Regulation of physician training programs : proceedings of the conference, the Biltmore Hotel, Coral Gables, Florida, March 2-4, 1989. Medical Education Group of the American Medical Association, 1989.
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American Dental Association. Commission on Dental Accreditation. Accreditation standards for advanced education programs in general practice residency. Commission on Dental Accreditation, American Dental Association, 2002.
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1934-, Lloyd John S., and Langsley Donald G. 1925-, eds. How to evaluate residents. American Board of Medical Specialties, 1986.
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Iserson, Kenneth V. Non-standard medical electives in the U.S. and Canada. Galen Press, 1997.
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Iserson, Kenneth V. Non-standard medical electives in the U.S. and Canada, 1998-1999. Galen Press, 1998.
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Hamm, Vicki L. The graduate medical education committee handbook. Hcpro, 2008.
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Hamm, Vicki L. The graduate medical education committee handbook. Hcpro, 2008.
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Hamm, Vicki L. The graduate medical education committee handbook. Hcpro, 2008.
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Avilova, Irina, Vyacheslav Norlusenyan, and Evgeniya Kazanskaya. English for Doctors = English for doctors. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1837050.
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This textbook is based on the communicative methodology of teaching English and contains all the necessary materials for the development of professional communication skills in a foreign language. The purpose of the manual is to improve the professionally—oriented foreign language competence of students.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 It is intended for students of medical universities, residency students, postgraduates, as well as for doctors and medical specialists who plan to undergo an international internship or work in a specialty abroad.
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S, Holmboe Eric, and Hawkins Richard E, eds. Practical guide to the evaluation of clinical competence. Mosby/Elsevier, 2008.
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Campbell, kirk A., and Eric J. Strauss. "Internship." In Orthopedic Residency and Fellowship. CRC Press, 2024. http://dx.doi.org/10.1201/9781003525486-12.
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Simini, Franco, and Isabel Morales. "Internship, Residency, Audit and Service Partnership in Clinical Engineering." In IFMBE Proceedings. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61973-1_30.
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Stone, Carolyn. "Applying the ASCA Ethical and Legal Standards in Your Clinical Experiences." In A Guide to Practicum and Internship for School Counselors-in-Training. Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-11.
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"Internship and Residency, 1963–68." In Ten Thousand Crossroads. McGill-Queen's University Press, 2021. http://dx.doi.org/10.1515/9780228004905-005.
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"Appendix A.5 NAESP Standards." In School Leader Internship. Routledge, 2013. http://dx.doi.org/10.4324/9781315854472-32.
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"Appendix A.3 Educational Leadership Policy Standards: ISLLC 2008." In School Leader Internship. Routledge, 2013. http://dx.doi.org/10.4324/9781315854472-28.
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"ISTE National Educational Technology Standards for Appendix A.6 Administrators (NETS•A), 2009." In School Leader Internship. Routledge, 2013. http://dx.doi.org/10.4324/9781315854472-33.
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Stein, Cy A. "Life Is Loss (. . . and How I Tolerated It when I Became a House Officer)." In Loss and Grief. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/med/9780197524534.003.0017.
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Abstract It was not until my internship and residency program, at age thirty-two, that I suffered the greatest loss of my life. This involved what I perceived as a complete loss of agency due to my perception of a catastrophic diminution in my status as a valued member of society and my inability to derive much pleasure in life when my days and nights were devoted solely to working and sleeping. My unrelenting schedule and the acute and chronic sleep deprivation caused marital problems and robbed me of any quality time with our new baby. When I express these thoughts to many physicians who are my contemporaries, they are incredulous. “But,” many of my flabbergasted contemporaries will insist, “internship and residency were where I learned so much, and where I acquired the technical skills and ways of thinking that allowed me to become a practicing physician. It was an invaluable experience that cannot not be replicated. And if this experience were to be modified in any way, God help us all!”
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Rothstein, William G. "Graduate Medical Education." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0027.
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Graduate medical education has become as important as attendance at medical school in the training of physicians. Up to 1970, most graduates of medical schools first took an internship in general medicine and then a residency in a specialty. After 1970, practically all medical school graduates entered residency training in a specialty immediately after graduation. Residency programs have been located in hospitals affiliated with medical schools and have been accredited by specialty boards, which have been controlled by medical school faculty members. This situation has led to insufficient breadth of training and lax regulation of the programs. The internship, which followed graduation from medical school until its elimination after 1970, consisted of one or two years of hospital training, usually unconnected with any medical specialty. It was designed to provide gradually increasing responsibility for patient care, supplemented by formal teaching in rounds and seminars. In practice, as George Miller observed in 1963, it was “virtually impossible to find an internship [program with] a graded and sequential course of study leading to relatively well-defined goals.” This was also the finding of several surveys of interns and physicians. A 1959 survey of 2,616 interns found that the two most frequently cited deficiencies of internships were lack of “sufficient review and criticism of your work with patients,” cited by 47 percent, and “adequate instruction in the application of scientific knowledge to patient care,” cited by 34 percent. A 1952 survey of 6,662 graduates of the medical school classes of 1937 and 1947 and a later survey of over 3,000 interns and residents produced similar findings. Formal instruction during the internship was usually casual and unsystematic. Stephen Miller's study of one university hospital found that interns spent only a few hours per week in formal lectures and conferences and on rounds. In teaching on rounds, “the visiting physician does not prepare a lecture or other teaching material. He simply walks onto the ward and responds to patients and their problems with opinions and examples from his own clinical experience.” The educational value of rounds therefore depended on the illnesses of the patients and the relevant skills of the physicians.
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Rubin, Orit, Haim Berkenstadt,, and Amitai Ziv. "Intern training." In Manual of simulation in healthcare. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199205851.003.0021.
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Abstract The transition from the students’ status at medical schools to the physicians’ status at the residency programmes is commonly bridged by an internship period during which graduates of medical schools are working under close supervision. Although the internship programme is built upon the knowledge, skills and competencies acquired during medical school, the overnight change in status and level of clinical responsibilities is well recognized to be accompanied by a sense of un-readiness and anxiety on behalf of the beginning interns(1,2,3). Thus, the combination of lack of experience and low confidence level creates a threat to patient safety, and challenges the medical education system to explore thoroughly ways to smooth the transition and ensure a safe shift from medical school into actual medical practice.
Streszczenia konferencji na temat "Internship and residency – standards"
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Rodrigues, Micaías A. "CHALLENGES FOR PRE-SERVICE PHYSICS TEACHER EDUCATION IN A NORTHEASTERN BRAZILIAN STATE IN PANDEMIC TIMES." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.152.
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Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and / or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too. Keywords: pandemic period, pedagogical residency, physics teaching, supervised internship, teacher education
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ZHANG,, ZHENG-YI, LING LIU, and YI-WEI DONG. "DEVELOPMENT OF THE INTERNATIONAL ORGANIZATIONS REMOTE INTERNSHIP PROGRAMS IN THE BACKGROUND OF COVID-19 EPIDEMIC." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35708.
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International organization talents are China’s key resource for the overall implementation of the global strategy, and serve as an important medium for keeping up with international standards. The outbreak of COVID-19 epidemic has had a continuous and serious adverse impact on the cooperation programs between universities and international organizations. Facing the impact and challenges brought by the epidemic, it is urgent to explore effective development paths and practical models of international organization remote internship programs, including exploring new ways for international organizations to establish offices in China, creating new models for academic researches, establishing regular cooperation between universities and international organizations, and developing new strategies to transfer the talents to international organizations, while establishing a diverse interactive cooperation mechanism and forming an in-depth cooperation network between universities and organizations, training innovative talents that serve both China’s national strategies and the development of international politics and economy.
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Blagoveshchenskaya, Margarita, Evgeniy Nazoykin, Ivan Blagoveshchensky, and Pavel Shkapov. "DESIGNING A COURSE DEALING WITH ORGANISATION AND CONTENT OF PRACTICAL TRAINING, INDUSTRIAL WORK PLACEMENT AND TEACHING INTERNSHIP PROGRAMS IN LINE WITH THE NEW EDUCATIONAL STANDARDS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2078.
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Rogers, Hugh K. "Student Exchange Program With Siemens-Westinghouse." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/met-25500.
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Abstract A Student Exchange Program began with four students from Germany visiting Siemens-Westinghouse and the University of Central Florida in Summer, 1999, as an initiative from Siemens training officials in Muelheim, Germany. In Summer 2000, a program with four German apprentices coming to the U.S. and four U.S. interns working and studying in Germany was very successful. The initial UCF students continued part-time work at Siemens during their senior year and were offered full-time employment upon graduation. Not only did the German students complete their work, but some of them returned for employment in the U.S. Siemens, as a multinational enterprise, is preparing technologists and engineers to understand product design and manufacturing for integrated systems in international markets. Students will benefit from an understanding of the systems, standards, and cultures involved. The internship model being developed uses the best from the German and U.S. systems and merits further study and implementation.
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Miller, William H., David Jonassen, Rose Marra, et al. "Radiation Protection Technician Two-Year Associates of Applied Science Curriculum for National Implementation." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48952.
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The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.
Raporty organizacyjne na temat "Internship and residency – standards"
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.
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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.