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Yoon, Tai Young, Jong Keun Lee i In Hwan Oh. "Changes in the Clerkship in Korean Medical Schools: The Prospect of a Student Internship". Korean Medical Education Review 15, nr 2 (30.06.2013): 75–81. http://dx.doi.org/10.17496/kmer.2013.15.2.075.
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The subinternship (student internship), a subtype of bedside and clinical training was first developed in the United States. Currently, some medical schools conduct a student internship and many other universities are considering the implementation of a student internship in Korea. If the intern system is abrogated beginning in 2016 as in the United States, then the importance of the student internship will be greatly emphasized for clinical training. To produce good and competent medical doctors, members of medical schools and affiliated hospitals must acknowledge the role of the educational hospital and support student internships. In addition, the effort of the medical community to develop and apply a standard curriculum to the student internship is also required. Above all, the attention of society and the nation is essential to make legal policy changes regarding the conducting of student internships and enhance understanding about the authorized practices in university hospitals. The medical community’s effort to draw attention to this issue is greatly required to implement a student internship at this time.
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Shandra, Carrie L. "Internship Participation in the United States by Student and School Characteristics, 1994 to 2017". Socius: Sociological Research for a Dynamic World 8 (styczeń 2022): 237802312211210. http://dx.doi.org/10.1177/23780231221121058.
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College internships have become seemingly ubiquitous, yet evidence of when and for whom participation has changed over time remains limited. This visualization uses data from the College Senior Survey, an annual nationwide exit survey of baccalaureate graduates, to document internship participation by student and school characteristics between 1994 and 2017. Recent graduates are more than twice as likely to participate as those from the mid-1990s; however, the results indicate significant and sustained inequalities for lower income students, first-generation students, public school students, and students from less selective schools. These ongoing participation gaps for students with less individual and institutional privilege underscore the need to consider internship access as a form of educational and labor market disadvantage.
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Bailey, Sarah F., Larissa K. Barber i Videl L. Nelson. "Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices". Psychology Learning & Teaching 16, nr 1 (5.10.2016): 74–83. http://dx.doi.org/10.1177/1475725716671234.
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This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States ( n = 149 responded). Overall, the majority of institutions offered academic credit for internships through letter grading and had one faculty member supervising all psychology interns. The top three academic requirements for internship courses included: completing a reflection paper; completing a work diary; and individual meetings with the faculty supervisor. Although these practices promote experiential learning, one opportunity for improvement is promoting students’ professional development. Psychology departments can use these findings to inform their institution’s internship course design.
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Clements-Cortes, Amy. "A Sequential Mixed-Methods Study of Pre-Professionals’ Understanding of the Undergraduate Music Therapy Internship". Journal of Music Therapy 56, nr 3 (2019): 209–39. http://dx.doi.org/10.1093/jmt/thz006.
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Abstract Despite the importance of the clinical music therapy internship, little research has been conducted to understand the perspectives, perceived musical, clinical, and personal skills, concerns, challenges, and anxieties of pre-professionals prior to and upon completion of the internship. This sequential mixed-methods study aimed to assess the perspectives and experiences of undergraduate students in the United States at two stages in the internship in music therapy practice. In total, 177 pre-professionals from the United States participated in this two-part study: (1) an online survey and (2) individual interviews with 25% (n = 44) of the participants. Survey results indicate statistically significant increases in clinical, musical, and personal skill development from pre- to post-internship. Six broad categories emerged from the interviews: confidence, anxiety, role clarity, professional suitability, loneliness, and boundaries/ethics. The results are encouraging, showing that the internship is a valued clinical experience that fosters improvement in the clinical, musical, and personal skills needed to work as a music therapist. This paper concludes with recommendations and suggestions for educators and supervisors on preparing and supporting pre-professionals in their skill development prior to and during internship.
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Woller, John, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker i Amit Pahwa. "Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States". Journal of Educational Evaluation for Health Professions 18 (22.06.2021): 12. http://dx.doi.org/10.3352/jeehp.2021.18.12.
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We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.
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Umeda, Livia S. "Student Satisfaction with Music Therapy Education Programs in the United States of America". Dialogues in Music Therapy Education 2, nr 1 (13.01.2022): 54–89. http://dx.doi.org/10.18060/24747.
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Music therapy education is unique in that it includes academic coursework, practicum, and internship. Due to the gap in the literature regarding students’ satisfaction, this is an important topic that must be assessed to improve future music therapy education. The purpose of this exploratory survey study was to investigate the educational satisfaction of final year undergraduate music therapy students, music therapy students who have finished undergraduate coursework but not started internship or are in a master’s equivalency music therapy program one or two semesters immediately before internship in the United States of America. The aspects of students’ satisfaction studied include academic experiences (e.g., coursework, practicum, internship), interactions with faculty/supervisors, and available resources (e.g., information, financial aid, availability of instruments). Findings showed that students were satisfied with their university experience, especially with the diverse client experiences and clinical work-related coursework. The largest concerns were excessive non-music therapy related courses, limited practicum supervision, and overabundance of outside work which led to students feeling overwhelmed. As the COVID-19 pandemic may have affected the level of participation and respondents’ responses, I will use this study as a baseline by which to compare the results of a future replication study. Educators may be able to use the findings when creating or making changes to educational policies, which may lead to higher students’ satisfaction.
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Smythe, Jamie A., Julie R. Schumacher, Robert W. Cullen i Yoon Jin Ma. "Personal Attributes of Successful Interns as Perceived by Dietetic Internship Directors and Preceptors from Varying Generations". Open Nutrition Journal 9, nr 1 (27.02.2015): 28–34. http://dx.doi.org/10.2174/1876396001509010028.
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Personal attributes of students and employees are increasingly important to educators and employers. This study determined the personal attributes perceived by Dietetic Internship Directors and Preceptors from varying generations that lead to success in Dietetic Internships. Internship Directors and Preceptors throughout the United States participated in this 2012 study. A mixed methods approach was utilized. The results from a preliminary web-based survey of Preceptors and Dietetic Internship Directors local to the researchers were used to develop a list of personal attributes. The final survey provided participants the opportunity to rate 35 personal attributes. Usable data for analysis was received from 311 responders. The top ten reported personal attributes included: motivation, completion of tasks, dependability, respectful, positive attitude, flexible, listening skills, asks questions, open minded, and professional. Dietetic Internship Directors perceived flexibility (M=9.53) and punctuality (M=9.34) to lead to success significantly (p=0.017) more than Preceptors (M=9.30; M=9.04). Results showed significant differences in success-associated attributes of Interns among the primary setting, generation, and Registered Dietitian status of Directors and Preceptors. The Behavioral category of personal attributes was perceived to be more important than Communication or Interpersonal. This study suggests that some personal attributes are more highly valued by Dietetic Internship Directors and Preceptors than others. Knowledge of these attributes can help guide allied health educators in preparing future interns and employers in selecting potential employees.
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Saviz, Camilla M., Abel A. Fernandez i Elizabeth A. Basha. "Formal Service Learning Opportunities: Engineering Internships in Social Entrepreneurship Organizations". International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 7, nr 1 (30.05.2012): 40–52. http://dx.doi.org/10.24908/ijsle.v7i1.4238.
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Over the past three years, a collaboration between the School of Engineering and the ABC Center for DEF at the University of the XYZ has provided students with internship opportunities at five different social entrepreneurship organizations distributed among six countries. The summer internship program administered by the ABC Center seeks to provide an enriching experience for participants, to raise awareness of the broad application of social entrepreneurship across different disciplines, and provide qualified student assistance to organizations seeking specific help. Working with the socially entrepreneurial organization, students were required to apply problem-solving skills in environments where language, culture, technical support, and supervision were very different from levels experienced during their more ‘traditional’ internships in the United States. These internships in social entrepreneurship allowed students to learn first-hand that successfully implementing projects in other countries requires strong technical skills and a fundamental understanding of local cultural, political, and contextual factors. At the institutional level, lessons learned included the importance of forming strategic partnerships to increase opportunities and capitalize on limited resources, and the need to use existing frameworks to facilitate student involvement in such service-learning opportunities.
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Dockry, Michael J., Sonya S. Sachdeva, Cherie L. Fisher, Laura S. Kenefic, Dexter H. Locke i Lynne M. Westphal. "Student trainee and paid internship programs have positive results but do little to influence long-term employee diversity in the USDA forest service". PLOS ONE 17, nr 11 (28.11.2022): e0277423. http://dx.doi.org/10.1371/journal.pone.0277423.
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Women and Black, Indigenous, and People of Color (BIPOC) employees are underrepresented in science and natural resource management institutions. Student and recent graduate trainee and internship programs have been used to try to address this in United States federal agencies over the last few decades. Our study evaluates how effective such programs are at improving U.S. federal workforce diversity. We used a comprehensive employee dataset from the United States Department of Agriculture (USDA) Forest Service–which has the largest natural resource management workforce in the country–to analyze the demographic characteristics and career paths of paid interns from 1996–2017. We found that a majority of employees who started as interns later converted to permanent employment with the USDA Forest Service. In addition, Black and Hispanic interns were, respectively, 5 and 3 times more likely than White interns to work for the agency in permanent positions after their internships. However, people who started as interns had significantly shorter USDA Forest Service careers than those who started in permanent positions. White women entering directly into permanent positions typically advanced to higher pay grades through promotion faster than White women who entered as interns. Finally, male BIPOC interns involuntarily separated (i.e., were fired) at significantly higher rates than all other employees. Our study suggests that while internship employment programs can be an effective tool for hiring a diverse workforce, they are not sufficient to close the overall workforce diversity gap. In addition, only a small percentage of new hires every year are interns. To achieve a level of representation that mirrors the civilian labor force, our study suggests that internship programs need to focus on long-term employee retention and be of significantly larger scale.
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Williams, Heather R. "Structure May Be Key to Incorporating Library School Interns in Academic Library Environments". Evidence Based Library and Information Practice 6, nr 3 (14.09.2011): 59. http://dx.doi.org/10.18438/b8rw42.
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Objective – To evaluate the effectiveness of the San Jose State University Library internship program.
Design – Focus group; single point in time; qualitative design.
Setting – Large academic library in the United States of America.
Subjects – Nine former interns of the San Jose State University (SJSU) Library.
Methods - Nine former interns of the SJSU Library internship program participated in a single 90-minute session. No inducements for participation were offered. A moderator asked a series of 10 questions designed to gather feedback in three areas: 1) “the internship as part of the Masters program,” 2) “the internship’s role in the realization of personal objectives and professional development,” and 3) “the experience of working in team based activities.” A digital voice recorder captured the participants’ responses, allowing for detailed analysis of the responses after the session.
Main Results – The interns deemed their overall experience successful, as all indicated they achieved their professional development objectives for the internship. However, the interns also indicated their experience could have been improved by the appointment of a single dedicated coordinator for recruitment and oversight, as well as more feedback on the quality of their work, especially for course-related instruction.
Conclusion – The SJSU Library determined that the internship program was advantageous to both the Library and the interns. All of the interns who participated in the focus group achieved their profession development objectives for the internship. Additionally, the Library received valuable feedback for improving the program. Suggestions included appointing a dedicated internship coordinator, allowing interns more of an opportunity to choose their projects, and ensuring that interns are offered frequent feedback about the quality of their work.
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Blau, Gary. "Pre- and Early-Pandemic Graduating Students’ Perceptions at a United States Business School". Journal of Educational and Developmental Psychology 11, nr 2 (30.08.2021): 47. http://dx.doi.org/10.5539/jedp.v11n2p47.
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Two separate samples of graduating business students completed online surveys in the Spring 2019 (pre-pandemic, n = 724) and Spring 2020 (early pandemic, n = 376). This research study explored changes in student grading assessment learning perceptions (GALP) between Spring of 2019 to Spring of 2020, as well as perceptions of video vault use, number of internships/co-ops completed, satisfaction with major, and satisfaction with business degree. With the abrupt change from face-to-face to all online classes in the middle of the Spring 2020 semester due to the pandemic, individual engagement GALP (e.g., attendance, participation) declined but video vault use increased. Reassuringly, other GALP scales as well as both satisfaction measures remained stable. Testing for changes in correlations from 2019 to 2020, using the four GALP scales, video vault use, and internships/co-ops completed as the independent variables and satisfaction with major and satisfaction with business degree as the dependent variables, there were several significant correlational changes. The correlation of video vault use to satisfaction with major increased from 2019 to 2020. Increased Individual Creative GALP – satisfaction with business degree, and Individual Engagement GALP – satisfaction with business degree correlations were also found. The positive Spring 2020 video vault use findings, and maintained GALP scale perceptions were at least partially due to the immediate online Zoom faculty training facilitated by the Business School Online and Digital Learning Department. However, there was a negative correlation from 2019 to 2020 in the internship/co-op completed – satisfaction with business degree. . Study limitations and future research issues with the continuing pandemic are discussed.
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Meyer, Mary Hockenberry, i David Michener. "Academic, Internship, and Cooperative Extension Programs at Botanic Gardens". HortTechnology 23, nr 5 (październik 2013): 635–41. http://dx.doi.org/10.21273/horttech.23.5.635.
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Fifty-five online survey responses, 15 phone interviews, and 9 site visits were conducted to collect information on academic (for credit) classes, internships, and Cooperative Extension programs at botanic gardens and arboreta in the United States. Academic programs investigated were primarily instructional credit classes. Thirty-five (64%) of the respondents indicated their garden offers an entire or partial academic class on-site. The most limiting factor in offering more academic classes was faculty time or staff limitations, as indicated by 21 participants (38%). Thirty-one (56%) gardens offer some type of internship, although only 16 (30%) were offering an academic (for credit) internship. Respondents indicated extension involvement as follows: Extension Specialists/Extension Master Gardeners (EMG) teach classes on-site, 23 (42%); EMG training was held on-site, 17 (31%); EMG answered questions on-site, 16 (29%); and 26 (47%) indicated “other” extension collaboration. Sixty-six percent reported their working relationship with extension as minimal or fair as opposed to 33% who described their extension relationship as good to excellent. Examples of successful programs in these three areas are presented, which offer models for collaborative work between botanic gardens, academia, and extension.
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Prajapati, P. R., A. Wells, A. Tyler, J. Brice, C. Perkins i A. Ehsan. "Pathologists Shortage in United States of America (USA) - How Academic Centers and Private Laboratories Can Play an Effective Role in Recruiting Qualified Future Pathology Residents from Pool of United States (US) and International Medical Graduates (IMGs)". American Journal of Clinical Pathology 160, Supplement_1 (1.11.2023): S65—S66. http://dx.doi.org/10.1093/ajcp/aqad150.146.
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Abstract Introduction/Objective Pathology training (PT) in the US requires 4 years of AP/CP training. Only 2% of any medical school class (US or IMGs) enter Pathology. However, among practicing pathologists, an estimated 20 to 30% are IMGs that are working in academia/private settings. Even with artificial intelligence (AI) and digital pathology (DP), the need for pathologists will continue to rise, especially those who will acquire AI and DP skills. Methods/Case Report Our facility is a private reference laboratory. About 60 to 70% of graduates after residency join private practices. We initiated an education model to offer internship opportunities mainly for IMGs who have difficulty in gaining access to US academic centers due to numerous obstacles. Our initiative also offered electives for US medical students (US-MS) exploring pathology as a career. Between 2016 and 2022, 72 IMGs (12 countries) and 18 MS (5 states) rotated with us in a structured rotation lasting 4 weeks. Results (if a Case Study enter NA) Most of our IMGs were not able to find access to academic centers for internship. From the pool of IMGs who rotated with us, 51/72 (70%) matched into PT. In addition, we were able to positively influence 16/18 (88%) US-MS to adopt pathology as a career. Conclusion 1) We successfully created an educational model in a non-academic setting to mentor and prepare access to academic centers through PT as aspiring pathologists, 2) IMGs in our program excel in their respective countries; they were interviewed before being accepted into our program and committed to pathology with higher chance of matching, 3) US-MS that rotated through our program have higher rate of adopting pathology as a career when compared to traditional academic pathology rotations, and 4) more academic centers should consider allowing internships to IMGs and initiate private collaborations as an integral part of supporting the future of our profession.
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Michel, Madison, Miranda Rex i Annie Roberson. "From Surviving to Thriving: Creating a Viable Virtual Model of Music Therapy Internship in Private Practice During a Global Pandemic". Dialogues in Music Therapy Education 2, nr 1 (13.01.2022): 28–53. http://dx.doi.org/10.18060/25608.
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Though many music therapists pivoted to offer online clinical services during the COVID-19 pandemic, the methodology of music therapy internship sites that adapted to a virtual model of internship during this time is largely unknown. The private practice the authors work for, located in a large metropolitan area of the United States, has trained at least 11 interns using a virtual model of music therapy supervision created during the pandemic. The practice’s five internship supervisors use technology tools including Zoom, Google Drive, and Calendly as the basis for their virtual supervision program. Programming concepts for interns include online group supervision to discuss professional topics, intern social hours, intern study hall hours, and supplemental online resources for intern growth and reflection. Supervisor and intern feedback highlighted major challenges including clear communication, clinical skill development, and maintaining work-life balance during a virtual internship. The authors stress the need for vulnerable leadership and open communication in this model of internship. Advantages of a virtual model include decreased financial burden for interns, increased flexibility of programming, and increased accommodations available for interns. A partial or total online model of internship can be one strategy to meet the growing need for internship sites as the pandemic continues and society becomes increasingly technological.
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Frenette, Alexandre. "From Apprenticeship to Internship: The Social and Legal Antecedents of the Intern Economy". tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 13, nr 2 (30.09.2015): 351–60. http://dx.doi.org/10.31269/triplec.v13i2.625.
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This article looks towards the future of the intern economy by focusing on its past. What led to recent debates about the intern economy? How did it become legally possible for interns to work for free? Using the United States as my case study, I draw parallels between the current intern economy and its closest historical antecedent, the apprenticeship system. By providing a brief overview of the history of work-based learning and the unpaid internship’s legal underpinnings, this article ultimately frames current lawsuits and debates as a correction to today’s insufficiently scrutinized youth labour regime not unlike the apprenticeship systems of the past. In the attempt to facilitate youth transitions from school to work, yet maintain minimum wage standards, government intervention and—more imminently likely—legal decisions will, I anticipate, eventually transform the intern economy much like the Fitzgerald Act of 1937 drastically formalized apprenticeships in the United States.
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Lambert Snodgrass, Lisa, Mehdi Ghahremani i Margaret Hass. "Live-learn-work: Experiential learning and cultural intelligence in the internship abroad". Journal of Global Education and Research 7, nr 1 (marzec 2023): 50–63. http://dx.doi.org/10.5038/2577-509x.7.1.1120.
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In response to increasing demand for intercultural competency in global work environments, universities in the United States have expanded opportunities for study and internship abroad. However, there is comparatively little research on the program design for internship abroad programs and how it affects intercultural competency. This study presents a new curriculum model for the internship abroad called Live-Learn-Work (LLW) and evaluates its effects on the cultural intelligence (CQ) of undergraduate student participants in three different settings: Seoul, South Korea; Amsterdam, Netherlands; and Lima, Peru. The design of LLW is unique in that it integrates a theoretical framework from Experiential Learning Theory (ELT) with a measure of cultural competency, the cultural intelligence scale (CQS), and provides a holistic approach to the internship abroad. Utilizing a pre- and post-test design, this study analyzed the effect of each program on the four subscales of CQ (cognitive, metacognitive, motivational, and behavioral), and discussed their interrelations. The study concluded that the program design had a statistically significant positive effect on cultural intelligence, but that this effect was uneven across CQ subscales and programs. These results point to the need for further research on the relationships among CQ dimensions.
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Meyers, C. Kenneth, Sara Kurovski i Stephen E. Clapham. "Internships: The Nuts And Bolts Of An Effective Program". Journal of Business Case Studies (JBCS) 12, nr 2 (31.03.2016): 41–56. http://dx.doi.org/10.19030/jbcs.v12i2.9621.
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Braxston Public Engineering and Consulting Group (BPECG) is a nationally known and respected company that is magnate for students who wish to receive a valued internship experience. Under the able direction of Amy Greene, the work experiences were coordinated during the summer and interns were well paid for their contributions. The case study chronicles the trials and tribulations faced by a competent, highly energized engineering intern who faces the malaise of an organization that is unprepared to provide a valid learning experience. As the case unfolds, Greene has an Eureka experience and learns from a colleague how interns can and do make vital contributions (ROI’s) to their assigned organizations. Upon reviewing the contributions that interns made in three organizations, she redesigns Braxston’s Internship program, reviews the State University Intern to Work Program that addresses, among many other factors, the internship purpose, supervision, learning objectives, and intern and employer obligations. The case includes an Intern Evaluation form and a Memorandum of Understanding (MOU) between the university and the company. Last, the Questions and Instructions provide for focused discussion and analysis and the references enable learners to research the top internship programs in the United States.
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Dos Santos, Luis. "Rural Public Health Workforce Training and Development: The Performance of an Undergraduate Internship Programme in a Rural Hospital and Healthcare Centre". International Journal of Environmental Research and Public Health 16, nr 7 (9.04.2019): 1259. http://dx.doi.org/10.3390/ijerph16071259.
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Workforce shortages in the field of public health and healthcare are significant. Due to the limitations of career opportunities and compensation, rural hospitals and healthcare centres usually have on-going career openings for all departments. As a result, university departments of public health and healthcare management, and rural hospitals and health centres may need to establish internship and training programmes for undergraduate senior-year students in order to provide opportunities and human resource opportunities for both students and public health professions. The research examined the performance, feedback, and opinions of a university-based one-year-long on-site internship training programme between a university public health and healthcare undergraduate department and a regional hospital and healthcare centre in a rural region in the United States. Individual interview data were collected from management trainees and focus group activities data were collected from hospital departmental supervisors who have completed this one-year-long on-site internship training programme. The results offered an assessment of performance and evaluation of how a one-year-long internship programme could be beneficial to hospitals and health centres in the areas of human resources, manpower management, and skill training to prospective professionals in rural and regional communities. Also, the study provided a blueprint and alternative for universities and partnered sites to redesign and improve their current internship programmes which may better fit their needs for their actual situations.
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Blau, Gary, Corinne Snell i Daniel Goldberg. "Reinforcing the Importance of Maintaining Internship Support for College Student Engagement and Anticipated Employment". Journal of Education and Learning 10, nr 1 (16.12.2020): 1. http://dx.doi.org/10.5539/jel.v10n1p1.
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The Covid-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC) support (pre-pandemic to early stages of the pandemic) for business-related internships influencing student professional development engagement (PDE) and anticipated employment upon graduation. PDE encompasses typical CPDC resources (e.g., internship search support; involvement in student professional organizations (SPOs); professional development coaching; and job search assistance). A survey, the Senior Student Satisfaction Survey (SSSS) was deployed prior to graduation to business students. Using the SSSS, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). Pre-pandemic survey results showed that students having at least one internship experience (versus none) were more likely to: join an SPO sooner; attend more SPO meetings/semester; complete their professional development sooner; and anticipate “by graduation” full-time employment. Despite the drop in survey participation due to the pandemic onset, results consistent with this were found with the early pandemic survey. Like other academic-related and campus services in the face of the pandemic, the business school CPDC is adapting to the new remote ways of operating and successfully transitioned their delivery mode to a 100% virtual model to meet the resource challenge of supporting student PDE. It is hoped that the ideas discussed will be useful to a wider audience.
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Boyer, Christopher. "High-fidelity simulation and student performance in the Capstone Field Internship". International Paramedic Practice 9, nr 4 (2.12.2019): 84–89. http://dx.doi.org/10.12968/ippr.2019.9.4.84.
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Despite the increased use of high-fidelity simulation in the education of paramedics, little research has been done into its impact on paramedic student performance. The objective of this quasi-experimental quantitative analysis was to investigate differences in the performance of students in the paramedic field internship between those trained using low-fidelity and those trained using high-fidelity simulation practices. Data were derived from the student field internship records from a community college-based paramedic programme in the United States, with students in two groups: a low-fidelity simulation group (2010–2013) and a high-fidelity simulation group (2014–2017). The students in the high-fidelity simulation group required fewer patient contacts to complete the internship than the students in the low-fidelity simulation group, demonstrating a significant improvement in student performance. While further studies are required to more fully investigate the use of high-fidelity simulation in paramedic education, this study provides necessary insight into the impact of high-fidelity simulation in the training of paramedics.
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McAlexander, Shana L., Katherine McCance, Margaret R. Blanchard i Richard A. Venditti. "Investigating the Experiences, Beliefs, and Career Intentions of Historically Underrepresented Science and Engineering Undergraduates Engaged in an Academic and Internship Program". Sustainability 14, nr 3 (27.01.2022): 1486. http://dx.doi.org/10.3390/su14031486.
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Women and students of marginalized race/ethnicity continue to be underrepresented in many science and engineering fields, and access to special programs, mentors, and internships may influence awareness, intention, and persistence in STEM fields. This mixed-methods case study investigated the experiences, beliefs, and career intentions of thirteen undergraduate students from historically underrepresented groups in the United States as they engaged in a federally funded grant program, “Sustainable Futures”. The program consisted of online courses, workshops, and a summer internship, intended to increase awareness, interest, and diverse participation in bioeconomy-related industries. The expectancy-value theory of achievement motivation theoretical framework guided this investigation of students’ changes in beliefs about bioproducts, bioenergy, the bioeconomy, and their career intentions. Program courses helped students develop skills and knowledge and program internships inspired and reinforced their career directions. Following program activities, students expressed greater intention to pursue bioproduct/bioenergy-related careers and articulated their career intentions with greater specificity. This study provides insight into the viability of focused academic and professional development programs as a practical method to promote students’ awareness, beliefs, and intentions to participate in careers in a sustainable bioeconomy, particularly across diverse populations.
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Neimeyer, Greg J., i W. Gregory Keilin. "Tracking trends: A longitudinal look at internship placements in counselling psychology in the United States". Counselling Psychology Quarterly 20, nr 2 (czerwiec 2007): 123–34. http://dx.doi.org/10.1080/09515070701275374.
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Cai, Fei, Sarah Santiago, Elizabeth Southworth, Alyssa Stephenson-Famy, Emily Fay, Eileen Y. Wang i 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, nr 4 (1.08.2023): 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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Ding, Yi, Su-Je Cho, Jiayi Wang i Qiong Yu. "Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach". School Psychology International 40, nr 3 (12.02.2019): 235–50. http://dx.doi.org/10.1177/0143034319827347.
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The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed.
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Hoang, Lisa. "Experiences of Female Undergraduate Engineering Students in Academia and Industry: A Literature Review". American Journal of Youth and Women Empowerment 3, nr 1 (14.06.2024): 1–7. http://dx.doi.org/10.54536/ajywe.v3i1.2596.
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Higher educational settings have a slow rise of women in engineering programs. This literature review synthesizes existing research and has intentions to gain further understanding of female undergraduate engineering students—such as perceptions and experiences—on their respective university campus and internship programs through answering the below the main research: What is the nature of the experience of female undergraduate engineering students on university campus and in internship programs? This literature review provides important insights of needing support programs at early stages for students in their undergraduate education. Early interventions such as informal mentor relationships provide female students with stronger engineering identities for female engineering students. Ten research articles are examined in this literature review. The selection criteria emphasize on primary, peer reviewed articles that had to be in English with recent publications (earliest publication date of 2007) in the engineering or STEM field, the article revolved in higher education settings with students, faculty or staff as participants, article research objectives involve with gendered issues or mentorship programs and lastly, the articles involve with internship or academic support. Although the literature across were all in English, this literature review contains research from other countries—though mainly are from United States—Australia, England, Brazil, Spain and Kazakhstan. The variety of countries included provided consistencies that contextual support and supportive programs are crucial for fostering greater self-efficacy, persistency and resiliency for female undergraduate engineering students.
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Bowersock, Allison Hope, William Alexander Breeding i Carmel Alexander Sheppard. "Hiring Practices of Exercise Physiologist in Cardiac Rehabilitation Programs among Mid-Atlantic States in the United States". Journal of Clinical Exercise Physiology 5, nr 3 (1.09.2016): 32–36. http://dx.doi.org/10.31189/2165-6193-5.3.32.
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Purpose: The purpose of this survey was to identify factors that may be influencing the appreciation of exercise physiology as a discipline as demonstrated by hiring practices in regional clinical settings. Methods: A telephone survey was administered to 33 cardiac rehabilitation programs in 5 states in the Mid-Atlantic region of the United States (Kentucky, North Carolina, Tennessee, Virginia, and West Virginia). Results: The distribution of nurses and exercise physiologists (EPs) employed by the 33 facilities varied by state, but overall there were 86 nurses and 55 EPs working among the surveyed facilities. Of the 33 surveyed facilities, 12 (36%) reported a preference for hiring nurses over EPs; only 4 (12%) reported a preference for hiring EPs over nurses. The remaining facilities (n = 17; 52%) reported no preference (n = 12; 36%) or that the decision depends on a variety of factors (n = 5; 15%). Several common themes were identified from respondents. These included that, compared to nurses, EPs have greater expertise in exercise prescription and better understanding of safe exercise progression for patients. However, nurses were believed to possess greater assessment and clinical skill with an emphasis on emergency response preparedness and greater general patient education skills. Conclusion: Academic programs that prepare students for careers as EPs employed in clinical settings may benefit from additional coursework and internship site selection that focus on clinical assessment skills, emergency preparedness, and patient education to reinforce their work in an exercise science curriculum.
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Peñuelas Guerrer, Gabriela, i Jannen Contreras Vargas. "Programa internacional de estadías Outdoor Sculpture Conservation Internship at Kykuit, Rockefeller Brothers Fund, Nueva York, Estados Unidos de América". Intervención Revista Internacional de Conservación Restauración y Museología 1, nr 1 (1.05.2010): 85–93. http://dx.doi.org/10.30763/intervencion.2015.12.148.
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Chen, Roy K., Lee Za Ong i Martin G. Brodwin. "Making a Global Impact: The United States’ Role in Training International Students as Rehabilitation Counselors and Educators". Rehabilitation Research, Policy, and Education 22, nr 3 (1.08.2008): 193–202. http://dx.doi.org/10.1891/2168-6653.22.3.193.
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The World Health Organization (WHO) has estimated that about 10% of the world's population has some kind of disability (Poverty and Disability, 2000), yet many of the individuals who live in developing nations lack access to rehabilitation services. In this paper the authors share their concerns and rationale regarding the role of the United States in preparing international students. Specific recommendations to promote the growth of international rehabilitation education and collaboration include (a) accelerating collaborative research and training activities, (b) coordinating international scholars exchange and internship programs, (c) advocating disability rights through political activism, (d) encouraging student involvement in non-governmental agencies, (e) emphasizing cultural sensitivity in rehabilitation education curriculum and research activities, and (f) reviving university-based international rehabilitation programs.
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Malone, Tyler L., Zhou Zhao, Tzu-Ying Liu, Peter X. K. Song, Srijan Sen i Laura J. Scott. "Prediction of suicidal ideation risk in a prospective cohort study of medical interns". PLOS ONE 16, nr 12 (2.12.2021): 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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Roach, Kathryn E., Jody S. Frost, Nora J. Francis, Scott Giles, Jon T. Nordrum i Anthony Delitto. "Validation of the Revised Physical Therapist Clinical Performance Instrument (PT CPI): Version 2006". Physical Therapy 92, nr 3 (1.03.2012): 416–28. http://dx.doi.org/10.2522/ptj.20110129.
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Background Based on changes in core physical therapy documents and problems with the earlier version, the Physical Therapist Clinical Performance Instrument (PT CPI): Version 1997 was revised to create the PT CPI: Version 2006. Objective The purpose of this study was to validate the PT CPI: Version 2006 for use with physical therapist students as a measure of clinical performance. Design This was a combined cross-sectional and prospective study. Methods A convenience sample of physical therapist students from the United States and Canada participated in this study. The PT CPI: Version 2006 was used to collect CPI item–level data from the clinical instructor about student performance at midterm and final evaluation periods in the clinical internship. Midterm evaluation data were collected from 196 students, and final evaluation data were collected from 171 students. The students who participated in the study had a mean age of 24.8 years (SD=2.3, range=21–41). Sixty-seven percent of the participants were from programs in the United States, and 33% were from Canada. Results The PT CPI: Version 2006 demonstrated good internal consistency, and factor analysis with varimax rotation produced a 3-factor solution explaining 94% of the variance. Construct validity was supported by differences in CPI item scores between students on early compared with final clinical experiences. Validity also was supported by significant score changes from midterm to final evaluations for students on both early and final internships and by fair to moderate correlations between prior clinical experience and remaining course work. Limitations This study did not examine rater reliability. Conclusion The results support the PT CPI: Version 2006 as a valid measure of physical therapist student clinical performance.
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Whittenburg, Holly N., Carol M. Schall, Paul Wehman, Jennifer McDonough i Thomas DuBois. "Helping High School-Aged Military Dependents With Autism Gain Employment Through Project SEARCH + ASD Supports". Military Medicine 185, Supplement_1 (3.09.2019): 663–68. http://dx.doi.org/10.1093/milmed/usz224.
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Abstract Introduction: Youth with autism spectrum disorder (ASD) face high rates of unemployment, with unique challenges for military-dependent and -connected youth with ASD. This paper reports preliminary findings from Year One of a randomized waitlist controlled trial investigating the efficacy of the Project SEARCH + ASD Supports (PS + ASD) intervention model for military-dependent and -connected youth with ASD. Methods: Treatment group participants (n = 6) participated in internships at a military installation in the southeastern United States; waitlist group participants (n = 8) received special education transition services at their local high schools. Employment outcome data were collected at 12 months for both groups. Results: Fourteen unique internship experiences were developed across seven business partner organizations on the military installation during Year One. Five of six PS + ASD treatment group participants obtained competitive integrated employment for an overall employment rate of 83.3%. Four of the positions were federal jobs. None of the waitlist group participants obtained competitive integrated employment during the same period. Conclusions: Initial results are promising and suggest that the PS + ASD model may help to meet the transition needs of military-dependent and -connected youth with ASD and the employment needs of local military communities.
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Ting, D. K., R. B. Abu-Laban, L. Morrison, J. Ducharme i 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 (maj 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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Muntakim, Mohammad, Shahrin Khan, Mahfujul Z. Haque i Ferdous Nipu. "Medical Education in Bangladesh and the United States: A Comparative Overview". Health Open Research 6 (2.05.2024): 15. http://dx.doi.org/10.12688/healthopenres.13530.1.
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This manuscript presents an overview of Bangladesh medical education system with a brief comparison to the United States. Despite differences in origins and structures, both share similarities and differences in their medical curricula and examination-driven approaches. The paper employs a non-systematic comparative review methodology, gathering information from diverse sources including government websites, educational institutions, and published articles. Medical education in Bangladesh traces its roots back to the mid-20th century, initially influenced by British educational practices. The country now boasts 76 medical colleges—23 public and 53 private—admitting approximately 7,156 students annually for the MBBS degree. The admission process is competitive, with strict eligibility criteria including completion of prerequisite courses and a minimum grade-point average. The five-year MBBS program followed by a one-year clinical internship is a standard pathway in Bangladeshi medical education, with further specialization achieved through fellowship training. In terms of structure, curriculum, and training programs, the Bangladesh medical education system aligns with a lecture-based, examination-focused approach. However, research initiatives are limited due to resource constraints, impacting the quality and quantity of publications. Financially, both public and private medical institutions in Bangladesh charge similar tuition fees ranging from $33,000 to $48,000 USD for the entire MBBS degree, with limited scholarship opportunities. Upon graduation, physicians often opt for private practice, contributing to concerns about retaining qualified medical professionals within the country, particularly in rural areas. Comparatively, the United States has a longstanding history of medical education dating back over two centuries. The American system, encompassing diverse nomenclature for medical schools and varying degrees, presents differences in the application process, structure, and postgraduate training compared to Bangladesh. This comprehensive review highlights the distinctions and commonalities between the medical education systems of the United States and Bangladesh, serving as a resource for prospective students, current practitioners, and residency program directors.
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Rogus, Stephanie, Shadai Martin i Sylvia Gabriela Phillips. "Teaching in an Undergraduate Dietetics Program and Internship During COVID-19". Journal of Family & Consumer Sciences 113, nr 2 (1.04.2021): 25–29. http://dx.doi.org/10.14307/jfcs113.2.25.
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During the spring semester of 2020, COVID-19 disrupted teaching at universities across the United States ("Coronavirus Hits Campus," 2020). Transitioning courses online presented many difficulties for instructors (Gannon, 2020; McMurtrie, 2020b; Schmalz, 2020), and educators in family and consumer sciences (FCS)–and dietetics in particular–worked to engage students, administer exams, address confusion with content, and identify alternatives for supervised practice within a very short timeframe. This paper discusses the challenges faced and solutions discovered by undergraduate and graduate dietetics program faculty at New Mexico State University (NMSU) in transitioning face-to-face courses to online. It also discusses how changes in teaching practices during this time will affect the future of dietetics education. Both programs are accredited by The Accreditation Council for Education in Nutrition and Dietetics (ACEND), which requires programs (undergraduate, graduate, and dietetic internships) to meet specific learning competencies and supervised practice hours and provide documentation that requirements are met (Academy of Nutrition and Dietetics, 2020b). Although accreditation is not unique to dietetics programs, the specific requirements, varied practice sites, and range of possible solutions merit attention.
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O.V., Dudina. "PECULIARITIES OF MEDICAL INTERNSHIP AND CLINICAL ROTATION IN CHINA". Collection of Research Papers Pedagogical sciences, nr 92 (29.01.2021): 40–43. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-6.
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The article describes the features of medical internship and clinical rotation of future medical professionals in China during their studies in higher education. It was found that China has adapted to its own realities the experience of advanced countries, such as the United States, Great Britain and Germany in preparing medical students for practical activities during the internship. It is established that in Chinese universities obtaining a bachelor’s and master’s degree in medicine lasts 6 years, of which one year is allocated for an internship. The medical internship is the final stage in the training of medical professionals in China. Due to the internship, a future doctor confirms his level of professional competence. Medical facilities in China are equipped with the best modern equipment necessary for students to undergo their medical practice. Qualified and experienced doctors, according to the internship program, determine the time of rotation of interns in all departments of the hospital, provide counseling and help to master practical skills. An analysis of the scientific and pedagogical literature has shown that during the clinical rotation, students in China have the opportunity to acquire knowledge, skills and abilities by performing specially defined in each medical field clinical activities under the supervision of highly qualified and experienced doctors. The article states that the clinical rotations of Chinese students during their internship depend on the structure of the hospital and the availability of staff in each department. A study of the characteristics of Chinese medical internships showed that a medical student rotates in different departments, such as internal medicine, general surgery, gynecology and obstetrics, pediatrics, ophthalmology, anesthesia, orthopedics, dermatology, etc., but before completing medical practice a student must choose the specialty for gaining significant experience in such areas as disaster medicine, heart failure therapy, cardiac surgery, cardiovascular medicine, dental implants and prosthetics, minimal invasive gallstone surgery, comprehensive oncology treatment, comprehensive oncology treatment, anorectal surgery and cranial tumor surgery, where he can spend more time. It is established that after the completion of rotations, interns in China take exams, which include practical, oral and written work, to assess the level of clinical skills acquired during the internship.Keywords: medical education, training of medical professionals, medical internship, clinical rotation, Chinese experience. У статті охарактеризовано особливості медичного стажування та клінічної ротації майбутніх фахівців медичної галузі в Китаї під час їх навчання в закладах вищої освіти. Дослідженням виявлено, що КНР адаптувала до власних реалій досвід передових країн світу – США, Великобританії та Німеч-чини – з підготовки студентів-медиків до практичної діяльності на етапі стажування. Результати. Вста-новлено, що в університетах КНР здобуття ступеня бакалавра та магістра в галузі медицини триває 6 років, з яких один рік виділяється для стажування. Медичне стажування є завершальним етапом у підготовці фахівців у галузі медицини в Китаї. Завдяки йому майбутній лікар підтверджує свій рівень володіння професійними компетентностями. Медичні заклади в КНР оснащені найкращим сучас-ним обладнанням, необхідним для проходження студентами їхньої медичної практики. Кваліфіковані та досвідчені лікарі згідно із програмою стажування визначають час ротації інтернів у всіх відділеннях лікарні, здійснюють консультування і допомагають оволодівати практичними навичками. Аналіз нау-ково-педагогічної літератури показав, що під час клінічної ротації студенти в Китаї мають можливість здобути знання, вміння та навички шляхом виконання спеціально визначених у кожній медичній галузі клінічних заходів під наглядом висококваліфікованих та досвідчених лікарів. У статті визначено, що клінічні ротації китайських студентів протягом стажування залежать від структури лікарні та наявно-сті персоналу в кожному відділенні. Висновки. Дослідження особливостей китайського медичного стажування показало, що студент-медик здійснює ротацію в різних відділеннях, таких як внутрішня медицина, загальна хірургія, гінекологія та акушерство, педіатрія, офтальмологія, анестезія, ортопе-дія, дерматологія тощо, але до закінчення медичної практики студент має обрати спеціальність для отримання значного досвіду з таких напрямків, як медицина катастроф (disaster medicine), терапія сер-цевої недостатності, кардіохірургія, серцево-судинна медицина, імплантація зубів та протезування, мінімально інвазивна хірургія жовчнокам’яної хвороби, комплексне онкологічне лікування, лікування судин головного мозку, аноректальна хірургія та черепно-мозкові операції пухлин, де він може при-ділити більше часу. Встановлено, що після завершення ротацій інтерни в Китаї складають іспити, які включають практичні, усні та письмові роботи, для оцінювання рівня клінічних навичок, набутих впро-довж періоду стажування.Ключові слова: медична освіта, підготовка фахівців медичної галузі, стажування, клінічна ротація, досвід Китаю.
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Testerman, Jane K., i Harry D. Hall. "The Electronic Portfolio: A Means of Preparing Leaders for Application of Technology in Education". Journal of Educational Technology Systems 29, nr 3 (marzec 2001): 199–206. http://dx.doi.org/10.2190/gbk1-vyjc-b6d4-6mrl.
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The successful application of technology in education has become one of the critical educational leadership challenges for school administrators in the United States. North Carolina leaders have increased technology requirements for teacher education graduates, certified staff members, and students in public schools. This article outlines the recommended sequence of necessary skills and applications to produce an individualized, basic document page and understand the methodology for capturing, organizing, and archiving new materials in an electronic portfolio to document successful completion of the doctoral internship in Educational Leadership. Through the use of an electronic portfolio, educational leaders enrolled in a doctoral program can extend their understanding of technology and learn applications worthwhile for personal and professional improvement.
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Mello, Jeffrey A. "Enhancing the International Business Curriculum Through Partnership with the United States Department of Commerce: The “E” Award Internship Program". Journal of Management Education 30, nr 5 (październik 2006): 690–99. http://dx.doi.org/10.1177/1052562906289049.
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O'Shaughnessy, Amanda, i Emily A. Smith. "Lessons for Shoreline Resiliency: An Engineer's Analysis of Sea-Level Rise Planning in the Southeastern United States". Marine Technology Society Journal 55, nr 4 (1.07.2021): 56–71. http://dx.doi.org/10.4031/mtsj.55.4.3.
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Abstract Many coastal communities have to adapt in some form to mean sea-level rise (MSLR). This involves planning and determining the best path to protect lives, property, and infrastructure. Currently, planning for sea-level change is left to states and local communities to outline how to mitigate or adapt to changing sea level. Many communities independently develop their sea-level mitigation plans based on publicly available information and might benefit from a nationally coordinated effort to offer expert information for better planning. Analyzing the current state and local strategies provides a baseline for understanding broader sea-level mitigation needs. Findings from this analysis show that many communities in southeastern states are using similar methods (i.e., natural infrastructure, including land use and zoning and conservation) to prepare for sea-level rise (SLR), which suggests collaboration and communication among communities is a logical step to advance SLR planning. Looking specifically at coastline protection methods, current methods are geographically fragmented, which could impact their success. Additionally, SLR is not universally recognized as a hazard as 30% of plans analyzed did not mention SLR. This limited study conducted by a Hollings scholar during a summer internship reviews and categorizes the different sea-level plans of states, counties, and communities along the Gulf Coast up to North Carolina to determine how federal agencies can best assist local communities in SLR planning.
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Anisimov, A. A., E. S. Gilmetdinova, M. A. Mulendeeva i A. Yu Anisimov. "The first social project to popularize organ donation in Tatarstan based on the experience of the United States of America". Transplantologiya. The Russian Journal of Transplantation 14, nr 1 (16.03.2022): 58–67. http://dx.doi.org/10.23873/2074-0506-2022-14-1-58-67.
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Relevance. The United States of America is currently one of the world leaders in organ donation and transplantation. In 2020, donor activity in the United States amounted to 38.0 per 1 million of the population, even exceeding the number in Spain 37.9 per 1 million of the population. In this context, the study of the American system of organ donation and transplantation in order to develop an accessible format for interaction with the population to strategically stimulate the potential of organ donation is of particular interest.Aim. To study the organ donation and transplantation system in Nebraska, United States of America, to develop an accessible format for interaction with the population to strategically stimulate the potential of organ donation in the Republic of Tatarstan.Material and methods. We presented the experience of the international internship «Organ donation and transplant management » at the University of Nebraska Medical Center (USA). We described the peculiarities of the functioning of the American transplant programs, the advantages in the matter of organizing organ and tissue donation.Results. In the USA, with a population of 327 million people, today more than 165 million (51%) people are registered as potential donors. At the end of 2018, in the United States 36,428 transplants of various organs and tissues, or 111.4 per 1 million population, were performed. At the same time, the number of deceased donors was 10,700, the number of living donors – 6,800. At the University of Nebraska Medical Center during the same period, 301 transplants (158.4 per million population) were performed from 68 deceased and 40 living donors. The analysis of the American system of organ donation and transplantation with effective interaction of the state, commercial and non-profit sectors, independent of the National Health System, made it possible to organize in 2020 the first social project in the Republic of Tatarstan on organ donation – "Donate Life Russia".Conclusion. The experience of the Republic of Tatarstan in attracting the non-profit sector to solving problems in the development of the transplant programs, following the example of the United States of America, has high potential in the Russian Federation.
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Dos Santos, Luis Miguel. "Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis". Education Sciences 9, nr 3 (19.07.2019): 189. http://dx.doi.org/10.3390/educsci9030189.
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International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counselling services to not only international students but all minority people.
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Shumaieva, Svitlana. "COMPARATIVE ANALYSIS OF SPECIAL EDUCATION DEGREE PROGRAMS IN THE USA". Scientific Journal of Polonia University 56, nr 1 (1.06.2023): 256–60. http://dx.doi.org/10.23856/5636.
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Based on the analysis of materials it was revealed that during a significant period of time in the United States the main goal of children with limited capabilities was to gain access to proper general education. Due to the active movement of civil rights for all citizens of the United States the U.S. government adopted a number of legislative acts that could access students with special educational needs to general education. A large number of students who needed special educational conditions provoked a deep rethinking of the training process that could professionally provide necessary training. By analyzing, it was revealed that the training of a teacher of special education involves producing information about the development of students with special educational needs and methods of their correction during learning and education. For this reason, all special education training programs are generally included following subjects relating to applied behavior analysis, mental disorder practice, auxiliary technologies, ways to eliminate language learning, educating pupils with autism or deep mental disorders, typical and atypical early child development, etc. However, it was revealed that every University has certain variations on initial requirements for the introduction, methods of teaching, training duration, internship passage, obtaining the final document and so on.
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Kessen, Christine, i Kielty Turner. "Developing Professional Competence in Graduate School: Student Experiences of the Social Work Curriculum". Public Voices 12, nr 2 (23.11.2016): 10. http://dx.doi.org/10.22140/pv.82.
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This qualitative study explores the development of professional competence in masterslevel social work students at a faith-based university in the northeastern United States. Through focus groups, students discuss aspects of the implicit and explicit curriculum that helped them develop mindfulness, self-compassion, and empathy – qualities thought to contribute to professional competence in social work practice.Considering their years of study, students identified specific course topics, activities and assignments as well as relationships with students, advisors, and internship supervisors. Support of fellow students and unconventional experiences such as meeting a homeless man on the street had a strong impact on students’ development of the qualities being studied. Implications for social work education and professional training for the helping professions are discussed. These preliminary results are part of a larger longitudinal study in progress.
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Zeng, Yuan. "A Study on the Sense of Belonging of Chinese Students in the United States in the Post-epidemic Era". Transactions on Social Science, Education and Humanities Research 5 (1.04.2024): 403–7. http://dx.doi.org/10.62051/1wwez815.
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The global pandemic has affected the entire world from all kinds of aspects. People were forced to stay up home to avoid the virus, which led to the great depression both economically and culturally. A great number of small and medium-sized enterprises closed down on the economic side. For the cultural field, one of the most affected fields tends to be education. Because of the worldwide pandemic, most schools were shut down and students can only have classes through online access. Under this circumstance, various education-related issues arose. Almost all the Chinese international students were forced to go back to China or quarantined in the foreign culture due to the restrictions of travelling. Many Chinese international students happened to be stuck in negative emotions, which can be concluded as a lack of sense of belonging during these turbulent times. The lack of sense of belonging can mainly originate from three factors: socialization, academic performance, and internship application. This article will first look into the troubles caused by these three main factors and then develop targeted solutions to remit the condition and improve Chinese international students’ sense of belonging in the United States.
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LaRochelle, Jeffrey S., Ting Dong i Steven J. Durning. "Preclerkship Assessment of Clinical Skills and Clinical Reasoning: The Longitudinal Impact on Student Performance". Military Medicine 180, suppl_4 (1.04.2015): 43–46. http://dx.doi.org/10.7205/milmed-d-14-00566.
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ABSTRACT Purpose: Many medical schools across the United States are undergoing curriculum reform designed, in part, to integrate basic sciences and clinical skills. Evidence has suggested that preclerkship courses in clinical skills and clinical reasoning are predictive of student performance on the clerkship. We hypothesized that a combination of outcome measures from preclerkship clinical skills and clinical reasoning courses (Objective Structured Clinical Examination scores, preceptor evaluations, National Board of Medical Examiners subject examination scores, and small group participation grades) would be correlated to performance in internship (program director [PD] evaluation form at end of first postgraduate year). Methods: Outcome measures from preclerkship clinical skills and clinical reasoning courses and PD evaluation forms from 514 medical students graduating between 2009 and 2011 were analyzed in a multiple linear regression model. Results: Preclerkship clinical skills and clinical reasoning outcome measures were significant contributors to the linear regression model and were able to explain 13.9% of the variance in expertise and 7.6% of the variance in professionalism as measured by the PD evaluation form. Conclusion: Clinical skills and clinical reasoning courses during the preclerkship period explained a significant amount of performance at the graduate medical education level. Our data suggest that these courses provide valuable information regarding student abilities in internship. Early recognition of struggling students may provide an opportunity to break a cycle of poor performance that can persist into residency training.
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Perteet-Jackson, Alissa, Melissa Jansma, Len Marquart i Katie Wibbens. "Preparing the Future Nutrition Professional: A Summer Internship Case Study Examining Food Systems". Current Developments in Nutrition 6, Supplement_1 (czerwiec 2022): 433. http://dx.doi.org/10.1093/cdn/nzac056.013.
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Abstract Objectives Evaluate the effectiveness of a virtual food systems internship to enhance nutrition undergraduate professional skill development and project management skills management skills. Methods A total of five students participated in a 14-week internship via Zoom with sessions led by academic and industry professionals. Presenters provided an overview of the food system relative to their roles and function within the production of food and processing of ingredients. The virtual format allowed the students to network with experts from across the United States and to learn how to learn together. Students engaged in independent project-work and research culminating in student-led seminars to address barriers and opportunities in the food system. Students evaluated presentation styles to support development of their skills through exposure to agriculture, business, consumer, and regulatory topics. Each week students participated in facilitated dialogue to critique the presenters and communicate research findings and project progress. In addition, students reflected on how the materials and presentation impacted development of their transferable skills in the areas of communication, project management/leadership, interpersonal and intrapersonal skills, and self-management. Results Students were introduced to the pre-farm to consumer food system broadening their understanding of the role of nutrition in food production. Based on a thematic analysis of student reflections, the themes identified include skill development in confidence, communication, working towards collective goals, and appreciation for the flexibility of the virtual format. Conclusions Despite the impact of COVID-19 on education and training, we found that a successful internship can be conducted virtually such that students gained confidence in their ability to communicate concepts related to industry projects and production. Future work should continue to bridge the university-industry training gap. Funding Sources None.
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Wisch, Richard. "Stressing The Practical Side of Training Hospitality Students Through Internships". Hospitality Education and Research Journal 12, nr 2 (luty 1988): 483. http://dx.doi.org/10.1177/109634808801200260.
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During my years of working within the confines of the private country club world, one educational issue is clear in my mind and needs to be addressed. It has been my observation, that, many hospitality students in the United States discover too late that they were not suited to a career in the hospitality field because they were improperly guided by instructors as to the realities they will encounter in this profession. In considering a career in hospitality management one must first remember it is seldom glamorous. It is not at all like the popular television show “Hotel.” One must combine theoretical textbook knowledge and an equal amount of time working within the everyday structure of a properly-run establishment, be it a private country club, hotel or a fine restaurant. Then and only then can one truly assess if he or she is heading in the right direction. It is time for us in the United States to follow the practices that are so successful all over Europe. There greater emphasis is placed on job training for all students taking courses in the hospitality field, regardless of how high their goals are. The approach fosters the idea of dividing each semester equally between the classroom and a working establishment. By using this method, we give students the opportunity to see the good and bad aspects of the profession and also give them the chance to decide early, perhaps within the first year, if this is the type of career they really want to pursue. The practice has been observed at some of the U.S. post-secondary hospitality programs to provide students with a theoretical orientation and then send them out into the work force with the illusion that they are totally capable of earning and demanding high salaries. Hospitality employers today are seeking students with a combination of theoretical and “quality” practical training which provides a basis of knowledge on which the employing company can build. Only the internship experience can teach a student how to cultivate the wonderful gifts of communication, tolerance and interpersonal skills. While textbook knowledge is of the utmost importance, it must be coupled with on-the-job training to provide the student with a suitable entre to a career in hospitality, one which will hopefully be both stimulating and rewarding. The key to fulfilling this goal is through the use of a supervised, professional internship experience for students in post-secondary hospitality programs. Only this type vehicle affords them the best opportunity of applying the theory learned in the classroom to the practical working environment.
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Chernotsky, Henry I. "Foreign Policy Through A Great Decisions Practicum". News for Teachers of Political Science 51 (1986): 5–6. http://dx.doi.org/10.1017/s019790190000355x.
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Many political science departments face the difficult challenge of providing practical learning experiences of use to students beyond their collegiate years. The problem is particularly pronounced in the international field, where there are fewer internship and work-credit outlets and participation in study abroad programs may be limited by financial or logistical considerations. An alternative device offering “hands on” experience is a practicum, combining classroom instruction with the opportunity to apply acquired knowledge through activity outside the traditional classroom setting.One such effort to augment the international relations curriculum is the Great Decisions practicum. Sponsored nationally by the Foreign Policy Association (FPA), Great Decisions is a non-partisan study/discussion program intended to familiarize citizens with critical foreign policy issues facing the United States. Each year, participants are exposed to eight major policy issues by reading the Great Decisions study guide and through involvement in a community lecture and discussion series.
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Hemann, Brian A., Steven J. Durning, William F. Kelly, Ting Dong, Louis N. Pangaro i Paul A. Hemmer. "Referral for Competency Committee Review for Poor Performance on the Internal Medicine Clerkship is Associated With Poor Performance in Internship". Military Medicine 180, suppl_4 (1.04.2015): 71–76. http://dx.doi.org/10.7205/milmed-d-14-00575.
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ABSTRACT Purpose: To determine how students who are referred to a competency committee for concern over performance, and ultimately judged not to require remediation, perform during internship. Methods: Uniformed Services University of the Health Sciences' students who graduated between 2007 and 2011 were included in this study. We compared the performance during internship of three groups: students who were referred to the internal medicine competency committee for review who met passing criterion, students who were reviewed by the internal medicine competency committee who were determined not to have passed the clerkship and were prescribed remediation, and students who were never reviewed by this competency committee. Program Director survey results and United States Medical Licensing Examination (USMLE) Step 3 examination results were used as the outcomes of interest. Results: The overall survey response rate for this 5-year cohort was 81% (689/853). 102 students were referred to this competency committee for review. 63/102 students were reviewed by this competency committee, given passing grades in the internal medicine clerkship, and were not required to do additional remediation. 39/102 students were given less than passing grades by this competency committee and required to perform additional clinical work in the department of medicine to remediate their performance. 751 students were never presented to this competency committee. Compared to students who were never presented for review, the group of reviewed students who did not require remediation was 5.6 times more likely to receive low internship survey ratings in the realm of professionalism, 8.6 times more likely to receive low ratings in the domain of medical expertise, and had a higher rate of USMLE Step 3 failure (9.4% vs. 2.8%). When comparing the reviewed group to students who were reviewed and also required remediation, the only significant difference between groups regarding professionalism ratings with 50% of the group requiring remediation garnering low ratings compared to 18% of the reviewed group. Conclusions: Students who are referred to a committee for review following completion of their internal medicine clerkship are more likely to receive poor ratings in internship and fail USMLE Step 3 compared to students whose performance in the medicine clerkship does not trigger a committee review. These findings provide validity evidence for our competency committee review in that the students identified as requiring further clinical work had significantly higher rates of poor ratings in professionalism than students who were reviewed by the competency committee but not required to remediate. Additionally, students reviewed but not required to remediate were nonetheless at risk of low internship ratings, suggesting that these students might need some intervention prior to graduation.
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Un, Luz B. "On-the-Job Training: Towards Internationalization of Instructional Programs in Business, Accountancy and Hospitality". Asia Pacific Journal of Social and Behavioral Sciences 11 (19.06.2017): 24. http://dx.doi.org/10.57200/apjsbs.v11i0.43.
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In the light of the current system of internationalization, Bukidnon State University has employed mechanisms to address the clamor of internationalized Education and Instructional Programs mainly on Business and the Hospitality Industry. This study aimed to determine the learning experiences of the thirty-nine (39) student interns of Bukidnon State University in programs of Business Administration, Accountancy and Hospitality during their international on-the-job training (OJT) in the United States of America. The study employed narrative analysis from the narrative reports of the student trainees of their personal learning experiences and the qualitative remarks of their immediate supervisors. Also, quantitative analysis through the weighted mean (µ) of the trainees’ performance was also employed to validate the qualitative data. As a result of the experiences, the student trainees have expressed positive regard for the internship experience since they have learned about other cultures and essential global corporate practices of their field. The American host companies likewise expressed through the performance appraisal and descriptive evaluation their appreciation of Filipino work ethics and their quality of work. The professional competencies of the student interns garnered a weighted mean of 3.74 which means exemplary and a weighted mean of 3.26 in their professional behavior which also means exemplary. The results express a favorable impression of the programs and individual experience. The experiences are of great importance not just to the students but also to the University and the host agencies that provided the experience.Keywords: internalization, internships, on-the-job-training, expansion of education, globalization of education
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Ramani, Ravi S., i Patrick P. McHugh. "Cultural influences on internship development value and job pursuit intention: An exploratory comparison of student experiences in France and the United States". International Journal of Management Education 22, nr 3 (listopad 2024): 101008. http://dx.doi.org/10.1016/j.ijme.2024.101008.
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